In the article the method of forming the readiness of future music teachers for artistic and interpretive activity is considered. Practical realization of the technique is possible by taking into account the following conditions: the students’ development of the biophysical and orphoetic foundations of the vocal language; careful attitude to the literary text, his artistic-figurative content; the student’s understanding of vocal-performing stylistics of a musical work; adaptation of students to concert performances. The purpose of the first (installation-information) phase was the interest of students in artistic and interpretive activities. Based on the personally oriented approach as a strategic direction of organizing artistic education, as well as on the principles of humanism, active informative influence, conscious and unconscious methods of cognition, this stage was aimed at solving the following tasks: outlining the main areas of vocal development of students for the experiment period; formation of the creative attitude of students to the profession of music teacher, the development of artistic interests and the desire to study vocal art; activating the emotional sphere on the basis of familiarization with different kinds of art for creating convincing artistic and performing interpretations; development of skills for the creative processing of musical material and music literature; development of dialogue skills, ability to express their point of view. The second (activity-oriented) stage aimed at enriching students with knowledge about the professional significance of vocal art, acquiring relevant knowledge, developing skills and skills that determine the success of artistic and interpretive activities, in particular: artistic reflection, ability to musical knowledge and vocal self-improvement. The realization of these tasks was based on the principles of variability, succession in vocal learning, imitation, communicative interaction, which correspond to active, functional, and personally oriented approaches, the main values of which are awareness of their own professional essence and readiness for artistic and interpretive activity. At the third (creative-independent) stage the following main tasks were solved: to expand and enrich the artistic and performing thesaurus of students; to intensify their ability to express themselves in pedagogical and performing activities; to ensure realization of the acquired experience of artistic and interpretive activity in independent work. The main methods of work on this were cognitive (discussion, explanation, commentary, analytical observation, the method of sketching works, the method of verbalizing the content of musical and artistic works, the thoughtful reading of musical works), creative (artistic presentation, joint reminder, commentary on video and audio material, free choice of tasks, analytical debates) and special (artistic guidance, artistic beliefs).