Sound engineering as a special type of professional activity includes high requirements to the skills of a specialist: technical, physical, aesthetic, and creative. To solve many professional tasks facing a sound engineer, communicative skills are also necessary. There is a need to expand the programs for the formation of communicative competence, which is not sufficiently developed during training. The developed model for the formation of communicative competence of sound engineers takes into account the communicative situations that a sound engineer encounters in professional activity. To form the communicative competence of sound engineers, the author proposed to use personality-centered teaching methods (lecture-dialogue, discussion, case method, modeling of situations, analytical seminar, training), which make up the author’s program for the formation of communicative competence of sound engineers. The peculiarity of the proposed personality-oriented methods lies in the priority of dialogue over monologue, subject-to-subject interaction of a teacher and a student, the use of personal and professional experience of both to achieve the learning goals. The proposed set of diagnostic techniques allows assessing the formedness of the components of communicative competence of sound engineers. The results obtained demonstrated the effectiveness of the proposed model: an increase in indicators for all five components of communicative competence of future sound engineers was revealed. After completing the program, students developed the skills of goal-setting, empathy, reflexivity, analysis of communication subjects, application of communication techniques, co-creation, forecasting, increased knowledge of professional terminology, etc. Analysis of cases with professional communication situations increased the ability of students to solve typical communicative tasks of a sound engineer. Consequently, the personality-centered approach is effective when forming the communicative competence of sound engineers. The experience of research on the formation of communicative competence of students can be extended to related specialties of creative universities.