У статті розглядаються питання, які актуалізують шляхи набуття основних фахових компетентностей майбутніх викладачів-музикантів під час навчання співу за допомогою відповідної методичної системи. Для самоорганізації навчального простору майбутніх фахівців щодо їх вокальних самоорганізаційних компетентностей визначено наступні вокальні методи: емпіричний (пояснювально-ілюстративний, репродуктивний); концентричний; фонетичний (лінгвістичний); вербально-асоціативний, а також методи: внутрішнього інтонування, порівняльного аналізу, вокально-слухового та візуального контролю.
В статье рассматриваются вопросы, которые актуализуют пути приобретения основных профессиональных компетентностей будущих преподавателей-музыкантов во время вокального обучения с помощью соответствующей методической системы. Для самоорганизации учебного пространства будущих специалистов относительно их вокальных самоорганизационных компетентностей определены следующие вокальные методы: эмпирический (объяснительно-иллюстративный, репродуктивный); концентрический; фонетический (лингвистический); вербально-ассоциативный, а также методы: внутреннего интонирования, сравнительного анализа, вокально-слухового и визуального контроля.
Development of the modern higher education system actualizes the issue of readiness of the future music teachers as subjects for professional activity. An indicator of such readiness is professional competence. The concept of "competence" is enshrined in the Law of Ukraine "On Higher Education" and is defined as a dynamic combination of knowledge and practical skills, ways of thinking, professional, ideological and social qualities, moral-ethical values, which determines the ability of a person to carry out professional and further training activity successfully and is the result of studying at a certain level of higher education.
Taking into account the scientific focus of our research, it is worth paying special attention to the vocal training of masters, the future teachers-musicians to acquiring basic competences of self-organization of the educational space. Vocal training is a process of active interaction between a teacher and a student in mastering professional knowledge and skills based on the traditions of a classical vocal school. Formation of a student in a vocal class involves the use of numerous methods that have proved their effectiveness and allow achieving a better result with the least cost. The article reveals the most common methods of development and self-development of vocal skills for acquiring the appropriate competences. The empirical (explanatory-illustrative, reproductive) method of representation and imitation remains in the vocal teaching the leading one. Concentric method is aimed at the development of voice and its range. The phonetic (linguistic) method is considered as a way of influencing the singing voice and the work of the vocal apparatus with the help of phonemes (separate sounds of speech – vowels and consonants).
When studying heavy intonational and tessitural places of the vocal composition, the method of internal intonation is used to elaborate a high singing sound position, as well as to repeat and improve the vocal repertoire. The method of comparative analysis facilitates the ability of masters to compare the performance of vocal works by several singers; not only listen, but also hear themselves. One cannot ignore the method of visual control, during which the teacher controls the entire singing process. Verbal-associative method, which causes an explanation of cause-effect relationships in the work of the vocal apparatus and allows the student to understand his work consciously and clearly.
Analysis of modern literature, own experience makes it possible to confirm the following methods of vocal training in China, which are general musical techniques: "Methodology of experience", "Practical methodology", "Verbal methodology", "Research methodology".
