THE STRUCTURE OF THE READINESS OF STUDENTS – FUTURE TEACHERS-CHOIRMASTERS – FOR PEDAGOGICAL IMPROVISATION

The article deals in detail with the essence of the synthesis of structural components of training future choral conductors for pedagogical improvisation. It is determined that the pedagogical conditions for the formation of future choral conductors' readiness for pedagogical improvisation are: motivational support for the training of students; mastering theoretical knowledge and procedural essence of pedagogical improvisation; formation of a set of improvisational skills, which generally ensures the effectiveness of intuitive search for prompt pedagogical decision-making, adequate to the unexpected situation of vocal and choral communication and aimed at adjusting its purpose, content, and methodological techniques. Pedagogical conditions actively influence the motivational, content-procedural and constructive components of future choirmasters' professional readiness for pedagogical improvisation, creating an opportunity to develop a structure for their training.The purpose of the motivational component is to form a set of motivations for future choral conductors to be ready for pedagogical improvisation. In accordance with the goal, the main tasks include: substantiating the role of the motivational component in the formation of readiness for pedagogical improvisation; identifying the composition of the actual motives of teachers' educational and musical activities; creating and implementing a complex of motivational support for readiness for pedagogical improvisation in the practice of vocal and choral training and education. The content and procedural component aims to ensure that future choir directors develop this component of readiness for pedagogical improvisation. The main task is to determine the content, volume, and structure of the educational material, the mastery of which will allow to realize the goal. The purpose and tasks of the content and procedural component of the structure of professional training for pedagogical improvisation determined its content, which consists of two interrelated parts of theoretical and procedural knowledge of future choirmasters. The constructive component aims to form the readiness for pedagogical improvisation in students - future choral conductors. The main tasks of this component are: formation of a constructive component that will contribute to the formation of motivational and content-process components; development of a set of specific pedagogical actions that form the readiness of future choirmasters to pedagogical improvisation. The definition of motivational, content-processual and constructive components in the structure of professional training of future choirmasters for pedagogical improvisation naturally follows from the specifics of music lessons and is an objective condition for the implementation of educational and professional programs for the training of choirmasters.