Стаття висвітлює сутність музичної педагогіки, як явища світу духовного, почуттєвого, як своєрідної динамічної системи, де поєднання технічних, теоретичних і художніх аспектів не підлягає чіткій, жорсткій фіксації, де у живому зв’язку відбувається взаємодія ремесла, науки і мистецтва.
The article highlights the essence of music pedagogy as a phenomenon of the spiritual world, sensual as a kind of dynamic
systems, non-clear, rigid fixation, in which communication occurs in vivo interaction skill, science and arts. We get a coherent balanced system, whose three elements are disposed on the basis of growth priority goal-setting: skill as professionalism, mastery; science as knowledge of technical and aesthetic laws of music; art as the ability to disclose their identities. Triad skill-science-art outlines the model of thinking that does not allow to transform learning into boring monotonous work, make this process though painstaking and lengthy, but available and exercised, fascinating and interesting. This model will help to implement the task of musical pedagogy based on the nature of music as an aesthetic phenomenon, the spiritual sphere, the phenomenon of the art world.