Проблемы современной науки и образования

Talent for music. As you know, in the musical and educational process, the leading determinant is 
specific musical abilities, the development of which is paid great attention at the initial stage of music 
training. In the work" Psychology of musical abilities "B.M. Teplov writes:" in the composition of 
musical giftedness, a complex of individual psychological features is allocated, which are required to 
engage in musical activity, in contrast to any other, but at the same time associated with any type of 
musical activity" [6, p.355]. The main musical abilities in music-pedagogical practice include musical 
hearing, sense of rhythm, and musical memory. Pedagogical experience shows that the musical ear 
(melodic and harmonic) and the sense of harmony can develop, and emotional responsiveness-to 
increase, but this happens only in the process of active creative activity. Thus, the development of 
musical abilities is possible at any stage of training, provided that there is an active musical and 
creative activity. 
Creativity. Creative abilities of a person are realized to the highest degree in the sphere of art, so 
creativity is manifested primarily in artistic practice, in specific forms, for example, in music and 
musical culture. Creativity is a term of modern origin. Today, it is extremely popular in academic 
psychology, where there is a renewed interest in individual differences, in learning focused on 
excellence and the creative process. D.C. Kirnarskaya defines creativity as creative potential, 
productive capacity, and a propensity to innovate, invent, and create [3, p. 496]. As you can see, in the 
definition of creativity, a characteristic feature of the creative person comes to the fore, which is 
manifested in the ability to implement something new. According to V.I. Samokhvalova, the main task 
of modern society is the formation of a creative personality as a special type of person, whose 
characteristics can be the key to the successful existence, functioning and development of society [5, p. 
162-228]. A.I. Arnoldov notes that today is the time of a person of action (thinking and acting), in the 
realization of creative possibilities of which his culture of life action is manifested [1, p. 240]. The 
creative principle of the individual is the basis of the need for self-actualization and self-realization, 
for active creative activity, for the ability to invent and discover new things [7, p. 171]. 

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Pedagogical creativity. Pedagogical creativity (pedagogical interaction) is an important factor, 
since the ability to reveal the professional capabilities of a student largely determines his or her future 
in the profession. Studies of pedagogical activity as creativity date back to the beginning of the 
twentieth century. This problem is covered by the works of outstanding teachers: P.P. Blonsky, S.T. 
Shatsky, A.S. Makarenko, V.A. Sukhomlinsky, and others. the Problem of the teacher's creative 
personality is also reflected in the works of teachers-musicians: L.A. Barenboim, G.G. Neuhaus, S.E. 
Feinberg, and so on. 
In the musical educational process, there is the same lack of personal qualities of the teacher, 
necessary for innovative pedagogical activity, as in General education. Yu.K. Babansky wrote about 
this, indicating the deficit of the following personal factors: creative, informal search style; mobility; 
concreteness and systematic thinking when able to highlight the main thing; a sense of proportion in 
the use of forms and methods of teaching; emotional responsiveness; contact in communication [2, p. 
560]. In the research of modern scientists, attention is drawn to the dependence of the formation of 
teaching motives on the style of pedagogical activity of the teacher, since different styles form 
different motives. "In music teaching practice, there are traditions of forming value motivation and 
setting for meaningful activities, which is a stimulus to the student's creativity, where the most 
effective factor is the contagion of the teacher's personal example, his active interest in everything that 
happens in life, the need for growth and self-improvement" [6, p. 124]. 
Creative self-realization of the student's personality. The concept of self-realization, considered in 
Russian psychology since the late 70s of the XX century, is generally defined as the disclosure of 
human activity of its essential forces. The concepts of self-improvement and self-actualization are 
close to it. According To V.E. Kemerov, the self-realization of the human individual is a form of 
connection with other people and their experience, and this connection acts as a kind of support for the 
individual's relationship to himself, a means of overcoming his own borders. "Self-realization 
permeates all human activity and, above all, is viewed from the perspective of the creative person, the 
Creator person. Self-realization, self-realization of the individual involves the realization of human 
potentials: abilities, abilities, skills, etc." [4, p. 398]. In the process of creative self-expression, self-
realization, the creative abilities of a person are manifested. 
Thus, the analysis of various studies, scientific works in the field of pedagogy, psychology, 
philosophy, cultural studies, musicology showed the relevance of this problem and the importance of 
its solution. Based on the work of G.G. Kolomiets and G.A. Boshuk, as well as our own research on 
creativity and creativity in the field of music art and music education, we have come to the following 
conclusions: 
- various factors influence the formation of a graduate's professional competence;
- the core of the components that influence the formation of professional competence of students-
musicians are: musical abilities, creativity, pedagogical creativity, creative self-realization of the 
student's personality;
- in the process of creative self-expression, self-realization, the creative abilities of a person are 
manifested;
- increasing the motivation for creative self-realization of students in the process of professional 
training occurs if: 
- high quality teaching;
- co-creation of a teacher and a student;
- realization of the value of interaction in musical communication: the teacher – a piece of music – 
student;
- achievements of double creativity (teacher-student);
- active musical and creative activity;
- acquisition and accumulation of professional musical experience. 
Improving professional skills, increasing the level of teaching, active artistic and creative 
activities, and maximizing the creative potential-all these are now included in the set of important 
requirements for the professional competence of students-musicians. These requirements are 
determined by the needs of modern socio-cultural and artistic practice, which requires versatile 
educated professionals who can creatively act in the cultural and aesthetic transformations of society.