Discussions about the exact sciences dominate education these days, with a lot of emphasis on teaching STEM disciplines. Because of this, teachers of other subjects, such as art or history, felt a little left out when talking about how to properly prepare students for future careers. However, there is even less attention is paid to the soft skills that students need to succeed after they graduate and work. The classes designed specifically for soft skills are the rare occurrence, but that does not mean these skills are not important. This determines the relevance of this paper. The purpose of the paper was to highlight the necessary soft skills for future specialists in musical or artistic disciplines, as well as to trace their differences with hard skills. The key research method was the analysis of theoretical materials and the development of general soft skills, which are necessary for the training of teachers of musical art, and the development of which is important for teachers to pay attention to. Teachers will not always have time to plan classes that perfectly combine hard and interpersonal skills.

Romanticism is one of the most interesting phenomena in the history of the spiritual culture of mankind. The emergence of Romanticism in the late 18th -early 19th centuries is called "the romantic revolution in the art culture" by most researchers. The purpose of the study is to determine the socio-cultural prerequisites for the emergence of Romanticism as a global cultural movement. The basic philosophical traits of Romanticism and the theoretical concept of romantic art formed in the circle of German aesthetes are considered. The specificity of Ukrainian Romanticism is defined. The article proves that it is inextricably intertwined with the upholding of the Ukrainian national idea. The research is based on aesthetic-cultural, historical, comparative methods, and the method of system analysis. In terms of style, Romanticism is not only an artistic style but also a broad direction. It is based on the principle of freedom. Human personality with its individuality and uniqueness becomes the highest value. People are considered capable of creating new worlds and inspiring reality. A characteristic feature of the movement is the principle of universalism which combines art, philosophy, and science. Slavic Romanticism in many aspects is similar to Western European, but at the same time, it has pronounced national character and originality. The formation of the Romanticism in Ukraine has contributed to the awakening of national consciousness, the affirmation of cultural traditions, language, and literature. Ukrainian Romanticism is closely linked to the national liberation movement which has defined the themes and motives of this direction. The article systematizes the worldview of European and Ukrainian Romanticism, clarifies the key problems of romantic ethics and aesthetics. An attempt to reveal the conformity of nationally oriented ideas of Ukrainian Romanticism with the modern worldview and the idea of national consciousness of the Ukrainian society was made.

The research was conducted as part of the project of Erasmus + (Module Jean Monnet) “EU experience of soft skills development of preschool and primary school age children by theatre activities in teacher training”.The purpose of the article is to find out the educational value of theatrical activities, to reveal the methodological aspects of preparing teachers for theatrical activities with pupils. The study used theoretical methods: analysis of psychological and pedagogical literature, synthesis, comparison, method of modeling and generalization of research results; diagnostic methods: interview, survey, observation, interview: methods of processing experimental data for quantitative and qualitative analysis of the results of diagnostic tests.The concept of “theatrical activity” is specified, the educational and developmental potential of theatrical activity is revealed, the technique of introduction of theatrical activity in practice of modern school is developed, methodical bases of preparation of teachers for theatrical activity with schoolchildren are opened.The results of empirical research have shown that most teachers do not use theatrical activities in their own pedagogical practice. Only certain elements are introduced in art and language lessons: staging of literary works or songs. We are convinced that theatrical activities are a powerful effective means of moral, aesthetic, promotes the development of social skills (soft skils), because it allows to involve students in various types of artistic creativity: literary, musical, visual, stage, choreographic. Through participation in theatrical performances, creative potential is revealed, high moral values are formed, sufficient communication skills are needed to model social behavior in the children's team, in the family and society as a whole. The study allowed to confirm the importance and practical feasibility of using theatrical activities as a means of education and development of youth

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.

У статті на основі вивчення теоретичного і практичного матеріалу розкрива­ється сутність, зміст і основні характеристики науково-дослідної діяльності студен­тів вищих навчальних закладів освіти; обгрунтовано її роль у формуванні успішної осо­бистості майбутніх вчителів музики.