Formation of musical-aesthetic experience of future musical art teachers as a scientific problem in Ukraine and China

The article is devoted to the problem of forming musical-aesthetic experience of future musical art teachers in Ukraine and China in the context of information society development. Relevant theoretical and empirical methods are used in the work: analysis, generalization, pedagogical observation. The content and structure of aesthetic experience, definition and structure of artistic-aesthetic experience are highlighted. It is noted that musical-aesthetic experience is one of the types of artistic-aesthetic experience, which is the basis of musical culture of the individual. The essence and structure of musical-aesthetic experience, which should be formed with the help of traditional professional (musical-pedagogical) and modern general pedagogical technologies, are revealed. The contradictions that arise in the process of training future musical art teachers, in particular for the formation of their musical-aesthetic experience, are determined. The need to expand the basic competences related to the poly-artistic education of schoolchildren is proved. Future musical art teachers of Ukraine and China should acquire these competences by forming not only musical-aesthetic, but also artistic-aesthetic experience. The need for further theoretical substantiation, practical development and experimental testing of the technology of forming musical-aesthetic experience of future bachelors and masters is emphasized. It is concluded that it is necessary to improve future musical art teachers professional training in Ukraine and China through the formation of sufficient musicalaesthetic experience, in particular during practical classes and teaching practice, as well as importance of further integrated curriculum development, which will combine art disciplines with the technology of their teaching.