Abstract:

The article proves the formation of conducting and orchestral competence of future music teachers. The formula for the successful performance of an orchestra largely depends on the professional training of the leader of the group, the formation of his conducting and orchestral competence, which includes certain qualities, among which are communication skills, which perform many important functions in the development of the individual. It is proven that several types of communicative skills are distinguished in the scientific environment, namely: informationalcommunicative, regulatory-communicative and affective-communicative.

It has been established that the conducting and orchestral competence of future music teachers is formed in the process of working on an orchestral score under the conditions of introducing certain qualities into the rehearsal and stage-performance process.

In the process of working on an orchestral score, the conducting and orchestral competence of future music teachers is formed in the process: analysis of the orchestral score of a musical work; detailed analysis of a musical work; works on fragments of musical works; improvement of conducting technique skills; reading orchestral parts; fixation of musical material.

It has been proven that the formation of conducting and orchestral competence of future music teachers is realized in the process of individual classes and independent work of students of higher education. At the same time, the following teaching methods are introduced, such as: practical classes, counseling, the method of reading from a letter, the method of artistic context, the method of emotional drama, the method of working in an orchestra, the interpretation of a musical piece, the method of working on the orchestral score of a musical piece.

Keywords: conducting and orchestral competences, future teachers of musical art.

References:

1. Baybara, T. M. (2011). Kompetentnisnyy pidkhid v pochatkoviy lantsi osvity: teoretychni zasady. Formuvannya klyuchovykh i predmetnykh kompetentnostey molodshykh shkolyariv u navchalʹnomu protsesi: teoretychni aspekty. [Competency approach in the primary education chain: theoretical foundations. Formation of key and subject competencies of junior high school students in the educational process: theoretical aspects]. Kyiv.

2. Boblienko, O. P. (2013). Formuvannya polikhudozhnʹoyi kompetentnosti maybutnʹoho vchytelya muzyky u protsesi fakhovoyi pidhotovky. [Formation of multi-artistic competence of the future music teacher in the process of professional training]. Vinnytsia.

3. Golovan, M. S. (2012). Sutnistʹ ta zmist ponyattya «doslidnytsʹka kompetentnistʹ». [The essence and content of the concept of «research competence»]. Kyiv.

4. Gura, O. I. (2008). Teoretyko-metodolohichni osnovy formuvannya psykholoho-pedahohichnoyi kompetentnosti vykladacha vyshchoho navchalʹnoho zakladu v umovakh mahistratury. [Theoretical and methodological foundations of the formation of the psychological and pedagogical competence of a teacher of a higher educational institution in the conditions of a master's degree]. Kyiv.

5. Dubaseniuk, O. A. (2010). Osobennosty professyonalʹnoho stanovlenyya uchytelya v kontekste kompetentnostnoho podkhoda. [Peculiarities of the teacher's professional development in the context of the competence approach].

6. Zimnia, I. A. (2002). Kompetentsiya i kompetentnist ʹ v konteksti kompetentnisnoho pidkhoda v osviti. Rezhym dostupu. [Competence and competence in the context of the competence approach in education].

7. Zyazyun, I. A. (2005). Filosofiya pedahohichnoyi yakosti v systemi neperervnoyi osvity. [The philosophy of pedagogical quality in the system of continuous education].

8. Mykhaska, M. A. (2007). Formuvannya fakhovoyi kompetentnosti maybutnʹoho vchytelya muzyky. [Formation of the professional competence of the future music teacher]. Kyiv.

9. Pastushenko, L. A. (2017). Pedahohichna tekhnolohiya rozvytku profesiynoyi kompetentnosti maybutnikh uchyteliv muzychnoho mystetstva u vyshchykh mystetsʹkykh navchalʹnykh zakladakh. [Pedagogical technology for the development of professional competence of future teachers of musical art in higher art educational institutions]. Rivne.

10. Raven, J. (2001). Pedahohycheskoe testyrovanye: problemy, zabluzhdenyya, perspektyvy. [Pedagogical testing: problems, mistakes, perspectives]. Kyiv.

11. Rudenka, T. M. (2017). Formuvannya profesiynoyi kompetentnosti maybutnikh fakhivtsiv mystetsʹkykh spetsialʹnostey zasobamy artpedahohiky. [Formation of professional competence of future specialists in art specialties by means of art pedagogy]. Zhytomyr.

12. Selevko, G. (2004). Kompetentnosti ta yikh klasyfikatsiya. [Competencies and their classification]. Kyiv.

13. Sydorchuk, N. G. (2015). Porivnyalʹnyy analiz ponyatʹ «kompetentsiya» ta «kompetentnistʹ» yak skladnykh psykholoho-pedahohichnykh fenomeniv. [Comparative analysis of the concepts of «competence» and «competence» as complex psychological and pedagogical phenomena]. Vinnytsia-Kyiv.

14. Slovnyk inshomovnykh sliv. (2000). [Dictionary of foreign words]. Kyiv.

15. Slovnyk ukrayinsʹkoyi movy. (1973). [Dictionary of the Ukrainian language]. Kyiv.

16. Yudzionok, N. M. (2011). Formuvannya profesiynoyi kompetentnosti maybutnʹoho vchytelya v muzychno-interpretatsiyniy diyalʹnosti. [Formation of professional competence of the future teacher in music-interpretation activity]. Odesa.

17. Commission Staff Working Document Accompanying the Document Proposal for a Council Recommendation on Key Competences for Life-Long Learning. (2018). [Commission Staff Working Document Accompanying the Document Proposal for a Council Recommendation on Key Competences for LifeLong Learning].