ФОКУС РЕЗУЛЬТАТИВНОСТІ БАЗОВОГО ПРОФЕСІЙНОГО ЕТАПУ ОБРАЗОТВОРЧОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ МИСТЕЦЬКИХ СПЕЦІАЛЬНОСТЕЙ

Abstract

The article identifies fine art training in the system of art specialties (fine art teachers, artists of fine and decorative art, artists-restorers, art critics and architectures) of institutions of high education. In the focus of educational and professional programs the appropriateness of its effective regulating with professional and graphic specific features of a definite profession has been highlighted.Based on the sense of the conceptions “profession”, “professional”, “specialist” the following summary has been revealed: in high education in the context of identified profession the applying specialty, art specialty in particular, is presented by two necessary and appropriate professional and graphic features of vocational training. They are literacy (knowledge, abilities and skills) and professional skills (job skillfulness).Taking into consideration the mix of canonic, academic, ethnic and cultural, cultural and synthetic, operative, creative and uncontrolled models of basic professional stage of fine art training, the presence of specific features, diversity and difference of its results have been indicated. It has been proved that for every art specialty they should be presented by the single professional and graphic specific feature like “descriptive literacy” and “art skillfulness”.Using the materials on art criticism, art and pedagogical information, the preceding fact has been stated – during fine art training for would-be professionals of art specialties at high school based on the results of educational and creative activities the following contradictions have been confirmed: between the image realty and artistic value of the object pictured; between descriptive literacy as a main factor of educational and creative works producing and their artistic features; between descriptive literacy in learning its academic basis and the quality of fine art producing in the context of presenting of objects illusion and real phenomena. The reason for present disbalance in the forming of descriptive literacy and the students’ art skillfulness that implies in emphasizing at realty or imagery has been revealed. They may perform as the art criteria in the process to reach qualitative art work producing in educational and creative contexts.