The article presents the results of testing a structural and functional model for developing the readiness of bachelor students of music education for vocal and performance activities (VPA). The relevance of the study is driven by the need to overcome the reproductive approach in the vocal training of future music teachers in accordance with the modern requirements of secondary schools. The purpose of the study is to experimentally verify the effectiveness of the developed structural and functional model for developing the readiness of music education bachelors for VPA. To obtain reliable data, a complex of diagnostic methods was used: questioning, testing (M. Rokeach, K. Zamfir – A. Rean methods), and participant observation according to the system of G. Klaus criteria. The assessment of the dynamics of readiness for VPA was carried out according to criteria (motivational-value, cognitive-operational, personal) correlated with algorithmic, interpretative, and creative levels. The system of indicators included: motivational-value attitude (P1); a set of special knowledge and skills (P2); and professionally significant personal qualities (P3). The results were verified using mathematical statistics methods (Student's t-test, Chi-square). The testing results confirmed the effectiveness of the model: in the experimental group, the share of students at the creative level reached 69,44%, with the total elimination of the algorithmic performance level (0%). Statistical data processing (t = 6,42; х2 = 24,19) confirms the reliability of qualitative changes in the distribution of VPA readiness levels. The scientific novelty of the work lies in the expansion of methodological ideas about the vocal and performance training of bachelors by justifying and developing a model based on the synergistic interaction of systems, information, and personality-oriented activity approaches, ensuring the conceptual integrity of the process of developing the readiness of future music teachers for VPA.