PECULIARITIES OF FORMING SKILLS OF PLAYING IN INSTRUMENTAL ENSEMBLE

Introduction. Musical-instrumental training is an important constituent of the structure of graduate students' musical-pedagogical education at pedagogical higher education institution. Ensemble performance, as one of the aspects of future teachers' musical performing activities, is an important factor of improving professional training of future musical art teachers. Purpose. The research is aimed at illustrating the peculiarities of forming future musical art teachers' skills of playing in instrumental ensemble within the discipline «Ensemble performance» at pedagogical higher educational establishments. Methods. Such methods as analysis, synthesis, comparison, systematization and generalization of theoretical and methodological aspects of forming skills of playing in instrumental ensemble form the basis of this research. Results. Ensemble performance is one of the fields of performance activities, and studying at ensemble performance class is an essential part of the process of future pedagogue-musicians' professional training. In order to play in ensemble the performer needs specific knowledge and skills of group music-making. Firstly, the student should master the instrument to an adequate degree, which motivates him/her to gain more productive knowledge. It is also necessary to have experience of both solo performance and accompaniment. This stimulates musicians' learning new techniques, enhancing their proficiency. Secondly, each class should be aimed at activating students' creative activities, bringing up musical taste, forming spiritual personality. Thirdly, different kinds of ensemble music-making can be placed among innovative methods of students – ensemble performers' all-round development. Such activities allow advancing the whole spectre of musicians' abilities. Originality. Combining innovative methods and techniques of educational work with musical ensemble, which are characterized in the paper, enables not only forming musicians' performance skills, but also favours the musical art teacher's personality development. Conclusion. Thus, we can assert that enhancing proficiency level of performance skills in instrumental ensemble depends on a number of factors, which are as follows: 1) active and motivated attitude of students and teacher – leader of ensemble; 2) reasonable selection of musical repertoire for preparing to perform with consideration for availability and interest for ensemble participants; 3) using innovative methodology in organizing ensemble performance classes, which will positively affect both forming future musical art teachers' performance skills and general musical formation.