Readiness to Master Innovative Musical and Pedagogical Instruments among Conservatory Graduates: a Pedagogical Problem

This article addresses a current pedagogical problem in modern higher music education – the insufficient readiness of conservatory graduates to effectively master and apply innovative music-pedagogical tools (IMPT) in their future professional activities. The paper provides a comprehensive analysis of this problem, including a theoretical justification of the structure of readiness (motivational, cognitive, operational-activity, and reflective-evaluative components) and the identification of key barriers that impede its formation within the traditional educational process. To solve this problem, a special model for developing the necessary readiness was designed and tested in a pedagogical experiment. The research results confirmed the effectiveness of this model, which can be recommended for modernizing curricula and programs in conservatories to improve the quality of professional training for conservatory students.