The article highlights the importance of artistic communication in the process of professional training of teachers of music and choreography. The purpose of the article is to analyze the artistic and communicative context of professional training of music and choreography teachers. The study used theoretical methods: analysis of psychological and pedagogical literature, synthesis, comparison, generalization of research results; diagnostic methods: interviews, questionnaires, surveys, observations; methods of processing experimental data for quantitative and qualitative analysis of the results of diagnostic studies.The meaning of the concepts is specified: communication, pedagogical communication, communication, artistic communication, artistic-communicative process. The method of introduction of art-communicative context in practice of preparation of teachers of music and choreography is developed, the directions of its realization are defined - art-pedagogical, performing, directing-staging; the levels of interpersonal interaction are highlighted, the communicative, interactive and perceptual aspects of communication are characterized.The results of empirical research have shown that in the process of professional training of teachers of music and choreography, the artistic and communicative context is insufficiently relevant. In individual lessons in instrumental classes and choreography classes, only certain elements are used: information or messages. Innovative technologies and methods of formation of communicative skills and stimulation of artistic communication are offered.Among the innovations of art education are the technology of personification, design technologies, coaching method and start-method of cooperative learning. We are convinced that artistic communication is a powerful and effective means of developing social skills (soft skills), as it allows to involve students in various types of artistic creativity: music, stage, choreography.The study confirmed the importance of activating the artistic and communicative context in the process of professional training of teachers of music and choreography.

The article deals with the didactic foundations of structuring the content of philological knowledge in Foreign Language for Specific Purposes (ESP). Structuring the content of philological knowledge is a process that consists in the systematic construction of the educational process and is aimed at processing, targeting scientific information and adapting it to educational conditions. It is stated that the philological training of a future specialist provides the compulsory study of the discipline "Foreign language for Specific Purposes". The principles and methods of teaching ESP are considered in the article. It is reported that there are inconsistencies in the curricula regarding to the duration of studying the discipline and the corresponding course for the successful implementation of the principles of continuity, intersubject coordination, as well as intersubject relations regarding to the study of ESP and disciplines of the cycles of fundamental and professional training. A brief description of our manuals in the discipline "Foreign Language for Specific Purposes" is given in the scientific piece of writing.

An article describes both a social work and military and social work with servicemen and members of their families. The authors summarize such existing experience of social work in Ukraine and abroad. It is sensitive for the development of effective approaches, forms, methods, technologies and methods of such work in modern Ukraine, for the choice of areas for solving social problems of servicemen and members of their families in a military conflict environment. The purpose of the article is to summarize the experience of such work in the history of social work with servicemen and members of their families. Research methods are generalization, specification, synthesis, theoretical analysis of sources. The results of the study are to determine the types, forms, content of social work of state and non-state social services in the community, military and social work with servicemen and members of their families, their opportunities for use and combination of resources in Ukraine today. The prospects for the use of historical ideas are: an implementation of a such experience at the NGU units’ practice. They are a management of social services in the community; cooperation of community resources and the military; combining of social welfare and guarantees with individual work with clients; involvement of NGOs and social services to interact with professionals conducting military and social work; create jobs for servicemen discharged due to injury; develop state policy in the field of social work for servicemen and members of their families.

The article's scientific novelty lies in the authors' disclosure of the third-year students' average degree of communicative competence (CC) development. Of all the CC components, the cognitive and emotional components are the most prevalent (it can be observed among students of the Faculty of Natural Sciences, Faculty of Arts). The students of the Faculty of Foreign Philology and the Faculty of Arts and Graphics are more prepared for the behavioral component of the CC. Both students at the Faculty of Arts and Graphics and the Faculty of Physical Education exhibit a high degree of communicative tolerance. Additionally, the two factors that affect CC were identified: the external factors (organization of students' subject-related leisure; professional-oriented educational work with students; content of education at institutions of higher pedagogical education: specialty of the chosen profession; increased cycle of humanities; active pedagogical practice of students; age of students to work with; different categories of children and adults to work with); and the internal factors (students’ attitude towards self-development, self-education, students’ life and social experience, motivation for acquiring a specialty and CC, humanistic orientation of future teacher’s personality, persona's orientation to “person to person” profession).

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