Future music and art educators' professional development: theoretical and technological issues

Abstract

The focus of the article is on how to better prepare aspiring music and art teachers for teaching inclusively to young children, which is the real challenge facing current art education. Its objective is to provide the findings of theoretical research into the therapeutic and developmental benefits of music, as well as to offer technology support for future music art instructors' professional development in support of inclusive education for kids. The study's central idea was defined as "professional training of future music and art teachers for inclusive education," which is seen as an educational process intended to ensure students' readiness to provide a system of educational services to people with special educational needs in their future professional activity. This involves mastering one's inclusively oriented musical and pedagogical knowledge, skills, and personal qualities. The results of the most recent research in the fields of art and music-pedagogical theory regarding the harmonizing and musictherapeutic influence of music on the personality of a child in need of educational inclusion were used to improve the professional training of future music art teachers for children's inclusive learning; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated. The innovative content of children's instruction, which consists of a specially chosen vocal repertoire, lesson and extracurricular forms of training, and particular teaching methods for students with special educational needs are all part of the developmentally and correctively oriented singing training techniques.