Abstract:

The modern world can be called multicultural due to cultural and ethnic diversity. Cross-cultural contacts have grown significantly nowadays. In this process, the success of personal interaction depends crucially on the ability to respect other cultures. In such conditions, the implementation of ethnic traditions becomes extremely relevant. In particular, the learning of different peoples' musical traditions valuable for the students` multicultural interaction. In this regard, it is necessary to emphasize the role of the music teacher to ensure cultural traditions in the school musical education [1].

Introduction:
The structure of the music teacher professional activity includes two components, such as pedagogical knowledge and musical-performing skills. At the same time, performance art is a fundamental part of the teachers` professional culture. Despite this, the research of the music teacher professional practice demonstrates the gap between the pedagogical capacity of ethnic singing traditions and methods using this musical heritage in the development of students` performance culture at the University [2].

Methodology:
The research applied musical and pedagogical literature analysis; educational and program documentation studying; pedagogical analysis of Volga peoples singing traditions; testing, qualitative and quantitative analysis of the experimental results, designing a model implements the pedagogical conditions for the future teacher musical and performing culture formation by the means of Volga peoples ethnic singing traditions.

Results:
Through the research work, the pedagogical model was created. This model includes five components, such as target (equipping future music teachers with theoretical and practical knowledge about the Volga peoples ethnic singing traditions); methodological (relying on the theory, practice, and creativity principles); content (development of special courses, online educational resources); procedural (learning and teaching methods); diagnostics (assessment of the level of musical and performing culture formation). This model was implemented in the Kazan Federal University educational process. The data were collected during the work with bachelor students. The data analysis demonstrated the increasing level of students` musical and performing culture after the pedagogical model using the ethnic singing traditions implementation.

Conclusion:
Based on the data analysis were stated the advantages of using the future teacher musical and performing culture formation pedagogical model. Mentioned the research the ethnic singing traditions implementation into educational practice provides as the benefits the future music teacher education system improvement. Based on the forms, methods and ethnic singing traditions content this model allows to preserve national heritage in the process of students` multicultural interaction in order to improve musical performing culture.

References:
[1] L.P. Karpushina, “Ethno-cultural approach in school children musical education”, Art and Education, 1, 145-150, 2011.
[2] L.V. Vahtel, N.I. Vyunova, “Formation of the ethno-cultural style of the student's musical and performing activities in the modern educational space”, Vestnik TGU, 8(64), 82-88, 2008.

Keywords:

pedagogical model, music teacher, music folklore, tradition culture, ethnic singing traditions