COMPETENCE-ORIENTED APPROACH TO THE TRAINING OF THE FUTURE TEACHERS OF ARTISTIC DISCIPLINES IN THE INSTITUTIONS OF HIGHER EDUCATION
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 119, Issue 6
Abstract
The article is devoted to the study of the peculiarities of the training targeted to the future teachers of artistic disciplines (teachers of Music and Singing, Fine, Decorative and Applied Arts, Choreography) on the basis of the competence-oriented approach which is defined in the article as the orientation of the educational process to achieve results, such as the hierarchically subordinate key, general subject and subject (profile) competences. Based on the results of the scientific sources analysis (the conceptions of the founder of the scientific direction «Pedagogy of Art» O. Rudnitskaya, authors and elaborators of the State Standard (profile «Art») L. Masol, E. Otich), it was determined that at the present stage the integrity of the artistic and aesthetic development of the young generation is granted through the use of different types of art and mutual consistency of the relevant subject artistic competencies the formation of which is necessary for the pupils to develop their polyartistic image of the world, the interdisciplinary aesthetic competence. The notion «competence» is defined as the integrative ability of an individual which consists of knowledge, experience, values, attitudes which can be implemented in practice in a holistic manner, that is, it comprises individual experience of using the competencies acquired during the training process. The concept «competency» is specified as a socially determined level of knowledge, skills, attitudes, relations in a particular sphere of human activity, that is, competency is an external demand, norm. The specificity the professional training targeted to the future teachers of artistic disciplines is characterized; it is determined both as the process and the result of the pedagogically organized formation of student’s personality as a subject of culture and education by mastering the system of artistic and pedagogical knowledge, values, communication principles and the experience of artistic and pedagogical practices. The research enables us to prove that the professional competence of the teacher of artistic disciplines necessarily implies artistic and aesthetic competence, and the artistic and aesthetic training of the future educators-artists in institutions of higher education should be oriented, first of all, to the formation of the aesthetic competence. Based on the results of the analysis of scientific literature, the author states that the aesthetic and artistic competences are multifaceted indicators of the effectiveness of students’ general artistic preparedness which integrates a wide range of components: cognitive (knowledge), practical (abilities), axiological (values), creative (the experience of creative self-expression), communicative (the experience of interpersonal communication with all subjects of the educational process). The contents of the phenomenon «the aesthetic competence of the teacher of artistic disciplines» are presented: an integrative personal and professional construct of the teacher (the teacher of Fine, Decorative and Applied Arts, Musical And Choreographic Arts), which is associated with a system of theoretical knowledge and practical skills of the teacher in the field of aesthetics; it determines his / her ability to perceive the phenomena of culture and reality through the prism of key identifiers of aesthetics; it determines the ability of the teacher-artist to solve the professional tasks of the aesthetic and pedagogical activities.
Authors and Affiliations
Lu Jian
Keywords
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