The article examines remote learning organization of future music teachers in the cycle of vocal and choral disciplines and analyzes it from the standpoint of educational approaches and normative documents. Focusing attention on certain differences in the content of professional training between traditional and remote forms of education, the author draws attention to the negative trend of remote vocal and choral education, which consists in excessive concentration on the theoretical component of education and a decrease in the practical share of musical and performing activities, which goes against strategic goals of national education reform, i.e. the transition from an informational and reproductive format of education to a competency-based one. The analysis of teaching vocal and choral disciplines in institutions of higher education during the period of quarantine restrictions made it possible to single out the main features and limitations of information and communication technologies that prevent their effective use in music and performing activities. The author revealed the specifics of teaching vocal and choral disciplines (choir studies, choral class, choral conducting, voice production) and substantiated the need to develop new approaches to their remote learning organization, which will enable the realization of the goals and tasks of professional training for future music teachers in new educational realia. It is suggested to use a mixed form of the educational process, which consists in the application of combined training formats within three main categories of training courses: informational and methodological (psychological-pedagogical, musical-theoretical), group and individual musical-practical disciplines. With the help of a combined approach, various combinations of face-to-face and remote forms of learning between different categories of disciplines have been implemented within the same educational course, which allows building an individual trajectory of the student’s professional development, based on the methodological achievements of the traditional system of vocal and choral training and innovative possibilities of remote learning technologies. It is noted that this approach to the organization of vocal and choral training can be applied to other musical and performance disciplines of professional training for future music teachers.

У статті розглянуто проблему організації дистанційного навчання майбутніх учителів музичного мистецтва у циклі вокально-хорових дисциплін, проаналізовано її з позиції освітніх підходів та нормативних документів. Виокремлено причини низької продуктивності дистанційних занять вокально-хорових дисциплін, які пов’язані із особливостями інформаційно-комунікаційних технологій. Запропоновано авторський підхід до розв’язання означеної проблеми, який полягає у застосуванні змішаних та комбінованих форм освітнього процесу.