Yan P. Formation of future vocal teachers’ intercultural competence according to the genre-style approach

The dissertation is devoted to the theoretical substantiation, development and experimental verification of the effectiveness of the methodology for forming future vocal teachers’ intercultural competence according to the genre-style approach. The scientific novelty of the obtained research results lies in the fact that for the first time: a holistic study of the problem of future vocal teachers’ intercultural competence formation according to the genre-style approach was conducted; the essence of the concept of future vocal teachers’ intercultural competence was revealed, interpreted in the context of the genre-style paradigm as the ability to effective dialogue and realization of the vocal music multicultural potential in performing and pedagogical activities and the ability to build a creative multinational environment for effective intercultural communication; the structure of future vocal teachers’ intercultural competence, consisting of three components (worldview-motivational, cognitive-operational, creative-resultative) was substantiated; a model of the methodology for forming future vocal teachers’ intercultural competence has been proposed and a strategy for its implementation has been developed on the basis of the genre-style (generalized), competence-based and culturological (dominant) methodological approaches and relevant methodological principles, which is based on a number of pedagogical conditions (systematic implementation of the genre-style approach to the future vocal teachers’ professional training, the use of interdisciplinary connections for the formation of future vocal teachers’ intercultural competence on a genre-style basis, ensuring genre-style diversity of the vocal repertoire); criteria have been developed (intentional-value, cognitive-technological, creative-productive) with indicators of the of future vocal teachers’ intercultural competence formation corresponding to the content of the components. It has been clarified: systematization of style definitions according to their contexts (as a factor of unification or differentiation of musical phenomena, as a system of stable features of the latter, as a multi-level and hierarchical phenomenon, as the intersection of the content and formal attributes of a musical artifact, as a balance/imbalance of integration and differentiation); a list of methodological principles (worldview and motivational orientation, immersion in culture, balance of the global and national; intellectualization of the educational environment, interdisciplinary coordination, intercultural genre-style modeling; cultural correspondence, affinity of artistic cultures, genre-style systematization, intercultural vocal repertoire) and methods for forming future vocal teachers’ intercultural competence have been further developed. The diagnostic toolkit for assessing future vocal teachers’ intercultural competence formation has been further developed. The practical significance of the obtained research results lies in the possibility of applying its theoretical provisions and practical results in the educational process of pedagogical and art education institutions, in particular in the professional training of future masters of musical art in various specialties, as well as in the scientific research work of the applicants for the third level of higher education.