Nezhinskaia T.A., Glazyrina E.Yu.
THE SUBSTANTIATION OF APPROACHES IN EDUCATION AT THE FORMATION OF PROFESSIONAL SPECIALIZED COMPETENCIES IN THE FIELD OF MUSICAL-COMPUTER TECHNOLOGIES ^{[№ 2 ' 2018]}
The rationale for choosing of educational approaches is a fundamental moment for the process of forming professional specialized competencies of students. The formation of professional specialized competencies of bachelor students in the field of music and computer technologies was carried out based on the following educational approaches: competence, contextual, interactive, personality-oriented, individual. The realization of the competence approach is conditioned by the specifics of personality qualities formed in students for the implementation of musical and computer activities: 1) creativity and individuality; 2) a significant proportion of the use of computer interactive; 3) going beyond the standardization and diagnostics in the study of the level of the formation of professional specialized competencies. The importance of the theory and technology of contextual learning for the formation of designated competences is due to the orientation of the learning process, especially in the period of practice, to the formation of students’ readiness and ability to observe, recognize and distinguish in semantic contexts in all its manifestations — action, act, response, gesture, emotions, the system of motives, etc. An interactive approach in education is conditioned by the main sphere of application of the students of competences, namely, music and computer technologies. Performance of work in special computer programs for creating, processing and arranging music is always interactive and is based on correcting the actions based on the result (in the form of sound, text, video, etc.). The realization of the personality-oriented approach helps to build the educational process on the basis of the actualized personal meanings and values of the students, and at the expense of this, to enrich and to develop their subjective creative experience. The individual approach is conditioned by the need to take into account in the educational process a peculiar combination of individual and personal qualities of students; the level of development of inclinations, abilities, gifts, perception, thinking, memory; type of temperament, features of character; peculiarities of mentality; world outlook settings, the degree of socio-cultural activity, etc. The application of these approaches contributes to the effective implementation of the process of teaching bachelor students to the specifics of future professional activities in the field of music and computer technology.

Nezhinskaia T.A., Glazyrina E.Y.
METHODS OF FORMING PROFESSIONAL SPECIALIZED COMPETENCIES OF STUDENTS IN THE FIELD OF MUSICAL-COMPUTER TECHNOLOGIES ^{[№ 1 ' 2018]}
The dynamically developing sphere of information and communication technologies poses as one of the top priorities the issue of training relevant specialists for the education system. The use of special computer software in the work of a musician (performer, composer, sound engineer, teacher) requires the possession of professional specialized competencies. Mastering competences in the field of music and computer technologies requires the development, approbation and introduction of appropriate methods for teaching students. The conducted scientific research confirmed the effectiveness of the following methods of forming professional specialized competencies of bachelor students, mastering music and computer technologies: 1) the method of role-based observation, when a student, as a subject of a working collective based on practice, is included in the discussion and technological stages at all stages of the work of the team; 2) the method of bicontext analysis and interpretation of the future profession, when the student performs analysis and interpretation of the experience of training activities in the context of the prospective professional activity, and vice versa, performs analysis and interpretation of the professional experience of specialists in the context of the experience of training activities that he has; 3) the method of individualizing tasks in practice, when the following correspondences are taken into account: the content of tasks — the direction, profile and profiling of student training; the content of tasks — the social role, goals and objectives of the basic vocational education program; the content of tasks — the type of practice and the level of preparation of students. And also take into account: the consistent complexity of the content of tasks from the course to the course; continuity of the content of tasks with the contents of the academic disciplines, modules, cycles and sections of the curriculum; accounting for individual characteristics and abilities of students; 4) the method of the student’s creative portfolio — through the involvement of students in professional activities. The study confirmed the hypothesis of a high degree of importance of university practice as an integrator and catalyst of educational influences on the student in all types of his educational activity: educational, extracurricular, independent work.