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Структурно-функциональная модель формирования конфликтологических компетенций педагога-музыканта
The article presents and theoretically substantiates a structural and functional model for the formation of conflictological competencies of a teacher-musician. The model is based on the typology of conflicts in professional activities. The content of the identified types of conflicts associated with specific aspects of the music-pedagogical process is revealed. Among the socio-pedagogical and musical-psychological types of conflicts presented in the scientific literature to varying degrees, there is also a perspective and type of conflict specific to the pedagogy of music education -an artistically reflected or figuratively symbolized conflict. This type conflict is a unique way of expressing conflict situations through the means of musical art and its genres, form and language. Symbolizing the variable dynamics of conflict situations in musical form is for musicians an understandable figurative model of behavior in conflict, which makes it possible to develop the conflictological competencies of music students, taking into account the specifics and on the figurative material of art.