PROBLEMS OF FORMING INSTRUMENTAL AND PERFORMING COMPETENCE OF FUTURE MUSIC TEACHERS IN THE MODERN PARADIGM OF ART EDUCATION

The article deals with the actual problems of forming the instrumental and performing competence of future music teachers in the context of the modern educational paradigm. The necessity of an integrated approach to student training, combining traditional methods and modern educational innovations, is substantiated. The article focuses on the contradictions between the academic tradition of teaching and the requirements of the latest educational standards, which require adaptation of teaching methods and individualization of educational programs The author underscores the role of the teacher as a facilitator of the educational process, capable of creating conditions for students’ independent creative search, development of their initiative, reflection and professional self-determination. The article analyses the importance of developing sight-reading skills as a component of instrumental and performing competence, which ensures professional mobility. The importance of improvisational accompaniment as a skill that promotes creativity and professional flexibility of the future music teacher is emphasized. Particular attention is paid to the development of ensemble playing skills, which forms socio-communication competences, responsibility for the overall result and the ability to work in a team. The article outlines effective pedagogical strategies, including the use of cooperative learning, the involvement of digital resources, and the integration of interdisciplinary links. In the context of the analysis of modern research, it is emphasized that the formation of instrumental and performing competence is a multidimensional process that combines professional, creative, pedagogical and personal aspects of training. It is concluded that a systematic organization of the educational process is necessary, focusing on the development of flexible professional skills, creative interaction, and pedagogical mastery. The materials of the article may be useful for teachers of music and pedagogical institutions, researchers, methodologists, and students of art education programs.