Освітньо-виховна діяльність у спеціалізованих дитячих художніх закладах Поділля другої половини XX століття

Abstract

The article is devoted to the coverage of educational activities in spe­cialized children's art institutions of Podillia in the second half of the twentieth century. Solving the complex tasks of integrating art educa­tion into the European educational space is impossible without a thor­ough study of one's own historical past, familiarization with the legacy of the teachers-artists who stood at the origins of art education in Podil­lia. The problem of educational activities in specialized children's art in­stitutions in Podillіa is quite urgent. In modern society, among educa­tional institutions that perform the educational and educational function of artistic direction at a high level, few can compete with the work of children's art schools. Art education in Podillіa has historical traditions and is important to study. The analysis of archival sources and periodi­cals of the studied period allows us to state that only from the second half of the XXth century. the first children's art schools appear in Podillіa, in particular Buchachska, Vinnytsia, Kamianets-Podilska, Khmelnytska and Ternopil. Research into the history of practical training in artistic educational institutions of Podillia showed that drawing, painting, com­position, sculpture, art history were key and were studied in all schools, which means that regardless of the settlement and the teaching staff, professional training was conducted at a high level. and all schools pro­duced highly qualified pupils and future artists. It has been proven that the main program tasks set by teachers of art schools included learning the basics of fine art, developing spiritual qualities and understanding beauty. The implementation of these tasks took place through tradi­tional and innovative forms and methods of education. Classes in the subjects «drawing», «painting», «composition» and «sculpture» were classes of artistic research, because the students acquired not only pro­fessional skills, but first of all, learned to think outside the box and fan­tasize. An equally important task for teachers of art schools was the de­velopment of imagination, creative thinking, visual memory of students, using a variety of art materials and techniques. It has been proven that the system of consistent development of art education was laid as the basis of education in schools, namely, the foundation was laid for the successive transmission of the traditions of a realistic depiction of the world to future generations, and the implementation of pre-professional training. It is proven that the main principle of the educational process – the unity of learning and creativity – was formed in the period under con­sideration. We consider the analysis of the formation and development of professional art education in Podillіа to be a perspective for further research.