METHOD OF DIAGNOSTICS OF VOCAL PERFORMANCE COMPETENCE OF FUTURE TEACHERS OF MUSIC

Abstract

The article discusses the criterion apparatus and methodology for diagnosing the vocal and executive competence of future teachers of musical art. The structure of the identified phenomenon is defined: motivational-directed, known-innovative and operational-creative components, each of which includes elements that characterize and reveal their essence.The motivational-directed component is characterized by the direction of students to understand the irown vocal and executive opportunities for solo public-executive activities for school children, awareness of the importance of the formation of vocal-executive competence. The non-innovative component – accumulates the accumulated the saurus of subject knowledge, skills and abilities in the field of vocal art for meaning fuluse of vocal training in practice in order to increase the level of vocal and executive competence. The active-creative component – provides creative elaboration of vocal works, independent embodiment of creative interpretation of the vocal work in order to conduct concert-performing activities for school children. The diagnostic work allowed to give the levels of formation of vocal-executive competence of students of art faculties quantitative and qualitative characteristics.Keywords: vocal and executive competence, future music teacher, component structure, diagnostic methodology, the final stage of the experiment.