Theoretical and methodological foundations of integrated art education in the system of general secondary education in ukraine

Abstract

The scientific work reveals the influence of modern processes of globalization of world culture and Ukraine's integration into the European educational space on increasing the requirements for the level of training of teacher education specialists capable of solving complex professional problems through the use of a palette of modern technologies. Mastering the integrative technologies of studying the school course "Art" is defined as the most difficult part of training a future art teacher. The article substantiates the position that a teacher should have a synesthetic type of artistic consciousness, the ability to introduce associative artistic and figurative complexes of various types of arts, especially fine arts and music, into the educational process of the school. The article reveals the essence of the paradigmatic renewal of the art education system in Ukraine at the beginning of the twenty-first century. Art education is interpreted as an intermediary between the cultural values of society and the individual and as one that determines the acquisition of general cultural, artistic, cognitive, and communicative basic competencies and forms the motivation and ability of the individual to artistic and creative selfimprovement throughout life. The integrative potential of the school course "Art" as an interdisciplinary integration of the relationship between temporal, spatial, synthetic art forms as part of artistic culture and art of mankind is determined. In the context of intra-subject integration, the content of a school course is understood as a differentiated and at the same time integrated interspecies system of artistic images, genres, styles, etc. It is emphasized that artistic and pedagogical innovation is becoming a phenomenon that reflects the search for non-standard and time-relevant artistic and pedagogical technologies. The essence of modern projective, acmeological, communicative, personal development and other technologies is revealed. It is concluded that the introduction of artistic and pedagogical technologies into the practice of studying the school course "Art" enriches the methodological potential of teaching with the experience of technological innovation. It is noted that pedagogical technologies are a mobile part of pedagogical knowledge, which is in constant development.