FORMATION IN FUTURE BACHELORS OF MUSIC ARTS READINESS FOR LEADING AN ORCHESTRA TEAM

The article substantiates the relevance of forming in future bachelors of musical arts readiness to lead an orchestral ensemble. It is noted that leading an orchestral ensemble requires future bachelors of musical arts a high level of music-theoretical knowledge, conducting skills, mastery of the orchestral repertoire, as well as developed leadership qualities, communication skills and the ability to organize the creative activity of a musical ensemble. An analysis of the approaches of scientists to the definition of the concepts of «readiness», «orchestral performance», and the features of a musical and instrumental ensemble is carried out. It is determined that the formation of future bachelors of musical arts readiness to lead an orchestral ensemble should be carried out taking into account the peculiarities of an interdisciplinary approach, which will allow interaction between such fields as pedagogy, psychology, and musicology. A holistic approach to the problem of readiness makes it possible to harmoniously combine various aspects of training bachelors of musical arts to lead an orchestral ensemble, from personal to professionally oriented. Taking into account the challenges of modern art education, readiness to lead an orchestral ensemble is defined as a personal formation that is formed on the basis of knowledge, abilities, skills, experience, values and contributes to effective interaction in an orchestral ensemble. The content and components of this concept are revealed. It is emphasized that in the process of professional training of future bachelors of musical art, the creation of favorable conditions for their awareness of the role of the leader as the organizer of the musical process is of great importance. It is emphasized that it is important to understand the gradual and consistent development of individual elements, which can be achieved through the integration of theoretical knowledge with practical skills. The conclusion states that the interaction of theoretical knowledge (instrument science, the work of composers of different eras, orchestral repertoire, features of the genre and style) and practical activity (skills of reading orchestral scores, conducting) is important. The results of the study can be used for further scientific research in the field of art education and improving the professional training of bachelors of musical art.