Methodological principles of professional art and pedagogical education

Abstract

The article is devoted to the coverage of the leading methodological approaches, which are considered in the aspect of the theoretical background of the professional training of the future teacher of art disciplines. It is noted that the system of art and pedagogical education should focus not only on the acquisition of professional qualities within the framework of established activities but also on understanding the essence of art in all the variety of its types and their interaction. The successful solution of this problem largely depends on the application of leading methodological approaches, in particular: humanistic, competence-based, cultural, and aesthetic-synergistic. The use of the humanistic approach in the methodological plan is defined as natural in view of the transition to a person-oriented pedagogy, which gives exceptional importance to the individual ability to predict and control his activities and his own life. According to the humanistic approach, the new model of higher art education should be based on the Ukrainian national cultural tradition and the theoretical heritage of Ukrainian pedagogy. The inclusion of a competence approach in art education involves the formation of professional qualities, the key elements of which are deep knowledge in the field of art, creative thinking, and worldviews. To ensure deep and comprehensive knowledge in the field of art, it is suggested to apply a cultural approach. It helps future teachers to understand that art education, as a specific form of social consciousness, is aimed at explaining the meaning, patterns, and main directions of spiritual and practical development of art, interpretation of works of art, as well as determining the possibilities of their use in the educational process. The inclusion of an aesthetic-synergistic approach allows for the use of methods aimed at the search for new knowledge and the discovery of new ideas, which are heuristic in nature and rely not only on rules but also on intuition and creativity. The implementation of humanistic, competence-based, cultural, and aesthetic-synergistic approaches in the process of professional training of future teachers of art disciplines contributes to the achievement of the main goal - the training of a qualified specialist who is fluent in his profession, oriented in related fields of art, and ready for professional mobility and constant professional growth.