Тhe model of professional competence development of music students in Arts Management

Abstract

In this article, based on the generalization of the creative achievements of foreign and Ukrainian scientists concerning the research of the problem of the modernization of contents and diversification of forms of the professional music education, the organizational and pedagogical characteristics of the process of professional competence development of music students in Arts Management are elaborated on.

The importance of the vocational training of music students who are to become Arts Managers is also demonstrated in the article. The future specialists have to obtain the leading technologies of Arts Managements, i.e. promotion of Arts product, concert administration, information support of Arts product and performer’s creative work, Internet promotional campaigns, operating a blog in social networks, collaboration with sponsors (fundraising, patronage, and charity), etc.

Based on the leading principles of the competency-based and concentrated-on-student approaches, the model of professional competence development of music students in Arts Management has been designed. Special attention is paid to the description of the specific features of functioning of each of its structure units.

It is also proved that the development of the professional competence of music students in Arts Management while receiving their degree in Arts will take place more effectively if some special pedagogical conditions are managed to be created during the education process. These conditions are the enrichment of contents of Arts education with the theoretical questions of Arts Management, the maintenance of the individual research activities of students on gaining the main technologies of Arts Management, the pedagogical support of individual professional self-development of students as Arts Managers in the field of the Art of Music, and the motivation of students in their participation in different projects based on the artistic and creative activities.

It is shown that the means of the concentrated-on-student approach, like the principles of humanization, individualization, personalization, dialogization, scientificity, occupational mobility, contextuality of education, diversification of artistic education, its universality, adequacy to its contents, forms and methods of contemporary targets and functions of musician-specialist as an Arts Manager, the combination of pedagogical facilitation and the development of initiatives and leadership of the members of the social and cultural environment, the problemacity and situatedness of education, its close relation to the Arts Management practice, contribute to the practical realization of the indicated pedagogical conditions.