Abstract
Pop and vocal performance plays an important role in the training of future music teachers, as it is one of the key areas of their professional activity in a modern school. For the successful implementation of this activity, it is necessary to possess a set of knowledge and skills that consider its specific features. The genre-style authenticity of vocal performance, artistic presentation, interpretation, and stage dramaturgy require well-developed pop and vocal performance competence (PVPC). In the course of the study, a specific goal was formulated, which served as the basis for modeling the component structure of the PVPC. In the course of the research, the TEL (Technology-Enhanced Learning) methodology was applied, which, in the process of studying such constructs as competence, involves conducting research in an interdisciplinary context in several projections: personal, cognitive,affective, as well as projections of social interaction. This approach has contributed to the formation of a four-component model, including emotional-motivational, cognitive-epistemological, empathic-communicative and assertive-self-regulatory components. The analysis of the obtained structure confirmed the main hypothesis of the study, which is that the components of the PVPCare functionally interconnected, while the emotional aspects are permeated and involved in the entire component structure. The article defines the prospect of further research, which consists in empirical verification of the results obtained by purposefully evaluating each component for compliance with reasonable criteria.