COGNITIVE COMPONENT OF READINESS OF FUTURE TEACHERS OF MUSIC ART TO CULTURAL-EDUCATIONAL WORK IN ESTABLISHED EDUCATIONAL INSTITUTIONS

Abstract

The article based on the analysis of theoretical literature describes the cognitive component of the readiness of future teachers of musical art to cultural and educational work in out-of-school education institutions. It was found that the cognitive component of the readiness of future teachers of musical art to cultural and educational work in institutions of non-school education reflects the knowledge system (general and special) that students need for effective professional activity, as well as the ability to build knowledge, organize learning strategies, and make decisions and solving problems in training and future professional work in the cultural and educational environment of the institution of out-of-school education. It is noted that the readiness of future teachers of music arts for cultural and educational work in out-of-school educational establishments is determined, first of all, by the knowledge of: categorical-conceptual apparatus of the subjects of general and special training, as well as of music pedagogy; the process of teaching music, which is the threefold music-student-teacher; the purpose, tasks, principles and means of organizing music education; types of musical activity of students; the specifics of music lessons as a subject; the essence of organizational forms of music education; the content of the professional competence of a teacher of music; types of music-pedagogical activity of the teacher of music art; priority professional qualities of a teacher of musical art; the purpose, tasks, principles and means of organizing cultural and educational work in out-of-school educational establishments; general didactic and special requirements and provisions for the study of the laws of musical art; methods of music education and upbringing, development of individual musical and creative abilities of students in extracurricular activities (mass and circle forms of work), as well as in institutions of extracurricular education (children's and youth centers and music schools, children's centers of arts and culture, etc.); еxtracurricular educational programs and the specifics of their development and implementation.