Emotional culture of a teacher is rich in content, original in pedagogics and little studied phenomenon that causes great interest in the modern process of preparation of musical art teachers. Scientists consider that combination of thoughts, feelings, emotions, and ideas help the future teacher to perceive the surrounding world in all its material and spiritual wealth, to find in himself the best noble feelings, to give them to the pupils, to induce them to self-perfection. The aim of the article is to ground theoretically the set of pedagogical approaches to forming future musical art teacher’s emotional culture in the process of higher professional education (on material of study of musically-artistic character in vocally-choral works). One of the main conditions of formation of the emotional culture of a future teacher-musician is professionally selected educational repertoire. A selection of the right variety of genres and styles of conducting and choral repertoire, building on the level of complexity and sequence of study of a particular teaching material, the work on the artistic imagery in music – it all helps to keep the interest of students to the conductor's art, can cause quite a wide range of emotional experiences aimed at nurturing the emotional culture. In this perspective choral music may become for future specialists emotionally vivid source of knowledge of lifestyle, culture and spiritual content of the historical era. Indicative in this respect was, is and always will be the works of classical composers. The culture of emotions of a specialist of music profile involves finding and implementing interesting and effective ways of organization of the educational process that will ensure the effectiveness of this process. The educational-cognitive activity of students-musicians should be directed at understanding the role of emotional culture in their professional activities. Teachers should encourage future professionals to the fundamentals of emotional culture, to create a positive emotional atmosphere in the classroom, to ensure active work of students in the application of acquired knowledge, abilities and skills in the educational-cognitive activity, to develop an individual model of interaction with the pupils.