Abstract
The article examines the main components of the formation of artistic and aesthetic competence of the future teacher of music. The specifics of the implementation of the competence approach in higher education institutions are considered, and the difference between the definitions of “competence” and “competency” is highlighted and substantiated.The competence approach involves significant changes in the content and structure of the learning process in higher education, as the main focus is on acquiring professional knowledge, using research and creative methods, attracting the best domestic and foreign methods to improve professional skills, and achieving high results in music and teaching.The study presents the key components of artistic and aesthetic competence of the future teacher of music art: scientific and cognitive, value, motivational and practical, creative and effective.It is determined that artistic and aesthetic competence is an integrative spiritual and aesthetic phenomenon, which is determined by the readiness to use personal resources in the organization of the educational process, mobilization of musical and performing knowledge, skills, values, abilities, etc. to effectively solve musical and pedagogical problems in different situations and building your own effective model of professional activity. Artistic and aesthetic competence is characterized by the synthesis of such structural elements as an aesthetic worldview, aesthetic taste, and aesthetic ideal.The article states that artistic and aesthetic competence is characterized by the synthesis of such structural elements as an aesthetic worldview, aesthetic taste, and aesthetic ideal.Artistic and aesthetic competence as a universal characteristic of aesthetic development of the individual is designed to ensure harmonious and comprehensive development of the aesthetic sphere of man in the context of his general culture, to promote creative potential and creative activity, uniqueness, and originality.
 Keywords: competence; competency; artistic and aesthetic competence; competence approach; professional competence; cultural competence; aesthetics; professional education; music teacher.
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