The article is about the definition of «vocal pedagogical activity» as a type of professional activity aimed at the formation of knowledge, skills and practice, vocal culture and craftsmanship, value attitude for vocal activity. Also, the content of the concept of «vocal training» as a holistic system and process of pedagogical interaction, based on mastering the theory and practice of vocal training, is characterized.The process of preparation for vocal and pedagogical activity is considered as a complex interaction of methodological organization of the learning process and mastering of skills necessary for further professional activity. The importance of such traits of a teacher as self-determination and self-improvement, which acquire their significance in the presence of motivation, which is a prerequisite for professional growth, is highlighted. Based on the analysis of the source base, the features of vocal pedagogical activity are distinguished. They are determined by the multicomponent structure, pedagogical orientation, self-improvement and combination of intellectual and emotional factors. The interaction of functional and structural components, as evidence of readiness for vocal and pedagogical activities, is revealed due to the diversity of relationships and features of communication, artistic and creative opportunities, self-realization of the individual and the system of values. During the work with the theoretical material a number of tasks of vocal training were clarified, which means aesthetic education and love for vocal art, understanding of vocal process, development of assessment and criteria of singing, vocal hearing, vocal-technical and artistic skills. The concept of «vocal pedagogical skill» is highlighted as a component of vocal pedagogical activity, which involves the acquisition of knowledge, skills, abilities and professional competencies necessary for the reproduction of the artistic image and the implementation of professional regulation.