Methodological aspects of forming project competence in the process of professional training of music teachers

Abstract

The objective of this article is to identify the methodological characteristics involved in developing project competence among music students who are preparing to become future specialists. The study employed the analytical and bibliographic method to review the scientific literature on the formation of project competence in artistic specialties. Various methods were used for data analysis and processing, including induction, deduction, information analysis and synthesis, systemic and comparative analysis, logical and linguistic analysis, abstraction, and idealization. The study identified the theoretical aspects of project competence formation that are deemed crucial. It also provided perspectives from both scientists and practicing music teachers on key aspects of this issue. The findings highlight the significance of project competence in preparing future music teachers to meet the evolving needs of diverse fields such as science, technology, business, and the arts. Developing project competence among music students can contribute to their cultural, spiritual, social, and creative engagement, enabling them to implement professional knowledge effectively in the broader socio-cultural context. Overall, this article emphasizes the importance of enhancing the professional training of future art teachers, especially in fine arts. It suggests that integrating project competence development into the curriculum can lead to the meaningful training of art teachers, fostering their abilities to meet the demands of contemporary society and contribute effectively to various domains.