Communicative culture of a future teacher of music in the context of pedagogical innovations

The article deals with the results of the research theoretical and methodical backgrounds of formation of artistic and communicative culture of a future teacher of music. According to the study of methodological backgrounds of the research and its analysis on the basis of implementation of conceptual models, methods and methodological approach to the process of the formation of artistic and communicative culture of a future teacher of music, finds out the reasons of persistent changes in their communicative culture. The following requirements for the construction of a methodological model are defined: the presence of the constituent elements of which have formed a system; the presence of structure – specific connections and relationships between elements; the method of communication between the elements determines the structure of the system; the presence of integrative qualities, which has none of the individual components that make up the system; the presence of the functional characteristics of the system as a whole and in its separate components; the purpose of the system; the presence of the communicative properties; the presence of the management system. The article deals with the phenomenon of emotional intelligence as a component of formation of artistic and communicative culture of a future teacher of music. It is determined that scientists distinguish mainly five spheres of emotional intelligence, but they do not always coincide with different authors. The basic models of emotional intelligence are analyzed; basic methods of diagnosing emotional intelligence of the teacher are considered.
On the basis of theoretical generalizations, three basic stages of formation of the emotional intelligence of the teacher, as a component of his communicative culture, are distinguished. For the first time, on the basis of conducted scientific researches and practical researches, the author proposes to use art therapy techniques for the development of emotional intelligence as a component of the teacher’s communicative culture (for improving verbal communication), techniques of paint therapy, music therapy, sand therapy and dance-motor therapy (to increase the level of non-verbal communication).