Identification of typological features of dialogical interaction in the process of formation of artistic and communicative competence of a music teacher

The article reveals the typological features of heuristic dialogue in the musical sphere as a pedagogical tool for the formation of artistic and communicative competence of a music teacher. Based on the analysis of scientific sources and pedagogical practice, four types of heuristic dialogue are identified: indirect, direct, polysubjective and subjective. Each of them performs a specific function in the process of perception, comprehension and interpretation of a piece of music. The psychological and pedagogical mechanisms, pedagogical conditions of implementation and the didactic significance of each type are presented. The conclusion is made about the need for their purposeful use in music education for the formation of the student's subject position and the development of skills of artistic and communicative interaction with musical art.