Особливості викладання інтегрованого курсу «Мистецтво (пізнавальна складова)» у мистецьких закладах вищої освіти 1-2 рівнів акредитації
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано ситуацію включення закладів вищої освіти культури і мистецтва 1-2 рівнів акредитації в систему профільного навчання, яка виникла у 2018-2019 навчальному році як експериментальна і стане обов'язковою для коледжів і училищ у наступному навчальному році. Розглянуто специфіку викладання інтегрованого курсу «Мистецтво (пізнавальна складова)» в коледжі культури і мистецтва як предмету профільної школи. Висвітлено методичні особливості побудови лекційного блоку даної навчальної дисципліни на прикладі теми «Мистецтво африканського культурного регіону». Доведено доцільність використання принципу історизму у висвітленні розвитку видів мистецтва кожного регіону та їх впливів на світове мистецтво загалом.
The purpose of the article is to highlight the features of teaching the cognitive component of the discipline "Art (profile level)" in art schools of 1-2 levels of accreditation on the example of the theme "Art of the African cultural region", tested in the Mykolaiv College of culture and arts. To achieve this goal, a set of research methods was used: general scientific methods (analysis, synthesis, comparison, generalization, systematization) for the study of normative and scientific sources on this topic; specifical-scientific: the method of comparative analysis, which revealed common and distinctive features in traditional and modern African arts, as well as the influence of African art on European (painting, sculpture) and American (music, dance), and the method of scientific extrapolation to identify the specifics of art education, its place in the structure of modern education, formation of lecture material presentation concept, which can be used in the teaching of various sections of the profile discipline "Art (cognitive component)". Conclusions and prospects for further research. The introduction of specialized training in the colleges of culture and arts has led to the need to restructure the educational process, because general education activities must be carried out according to the requirements of the relevant profile school, and professional - according to the requirements of higher education institutions. Despite the fact that the thematic structure and content of specialized art training program's cognitive component is similar to the standard level, methodological development of school teachers cannot completely solve the problem of teaching the cognitive component of the integrated course "Art (profile level)" in the art school. When planning to study the cognitive component of the discipline "Art (profile level)» in the education institution of 1-2 levels of accreditation, it is necessary to rely on the lecture as the main form of the educational process (in contrast to the predominance of practical training in the artistic-practical component). It is advisable to divide the study of the topic "Art of the African cultural region" into two parts, taking into account the significant differences in the development of the Northern and other parts of the continent. It is desirable to present the material taking into account the principle of historicism and to complete the consideration of each art form by covering its impact on the world art of the twentieth century. The described scheme can be used in the lecture material construction of other sections of the profile discipline "Art (cognitive component)", and its embodiment will be prospects for further research.
The purpose of the article is to highlight the features of teaching the cognitive component of the discipline "Art (profile level)" in art schools of 1-2 levels of accreditation on the example of the theme "Art of the African cultural region", tested in the Mykolaiv College of culture and arts. To achieve this goal, a set of research methods was used: general scientific methods (analysis, synthesis, comparison, generalization, systematization) for the study of normative and scientific sources on this topic; specifical-scientific: the method of comparative analysis, which revealed common and distinctive features in traditional and modern African arts, as well as the influence of African art on European (painting, sculpture) and American (music, dance), and the method of scientific extrapolation to identify the specifics of art education, its place in the structure of modern education, formation of lecture material presentation concept, which can be used in the teaching of various sections of the profile discipline "Art (cognitive component)". Conclusions and prospects for further research. The introduction of specialized training in the colleges of culture and arts has led to the need to restructure the educational process, because general education activities must be carried out according to the requirements of the relevant profile school, and professional - according to the requirements of higher education institutions. Despite the fact that the thematic structure and content of specialized art training program's cognitive component is similar to the standard level, methodological development of school teachers cannot completely solve the problem of teaching the cognitive component of the integrated course "Art (profile level)" in the art school. When planning to study the cognitive component of the discipline "Art (profile level)» in the education institution of 1-2 levels of accreditation, it is necessary to rely on the lecture as the main form of the educational process (in contrast to the predominance of practical training in the artistic-practical component). It is advisable to divide the study of the topic "Art of the African cultural region" into two parts, taking into account the significant differences in the development of the Northern and other parts of the continent. It is desirable to present the material taking into account the principle of historicism and to complete the consideration of each art form by covering its impact on the world art of the twentieth century. The described scheme can be used in the lecture material construction of other sections of the profile discipline "Art (cognitive component)", and its embodiment will be prospects for further research.
Опис
Ключові слова
профільне навчання, мистецький заклад освіти, інтегрований курс «Мистецтво», profile training, art education institution, integrated course "Art"
Бібліографічний опис
Васильєва, Л. Особливості викладання інтегрованого курсу «Мистецтво (пізнавальна складова)» у мистецьких закладах вищої освіти 1-2 рівнів акредитації [Текст] / Л. Васильєва // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 9 (83). – С. 186–196.