Abstract
The article is devoted to the characteristics of the general scientific content of the concept of genre and style competence of the future art teacher. It is proved that the formation of genre-style competence is a complex process, to understand which it is necessary to clarify the meaning of the concepts of competence, genre in art, style in art, to identify their general scientific content in the field of interdisciplinary interaction. Studying the artistic text, students actualize the principles of centrism creation, contextuality, which brings the educational process to a qualitatively new level of awareness of its genre and style content. Attention is paid to the relevance of the interpretation of genre and style as an integrated whole, taking into account the artistic, pedagogical and social nature of these phenomena. The process of professional training of future art teachers appeals to the realization of this integrity during the assimilation of special art-oriented pedagogical disciplines; of the activation in the motivational, cognitive and praxeological components of teaching genre-style "vocabulary" of works of music and fine arts. The formation of genre and style competence of future art teachers is carried out in the educational process on the basis of the use on the complex of forms, methods and teaching aids. Based on a categorical analysis of interdisciplinary sources, the essence of the phenomenon of genre and style competence is revealed and the author’s interpretation of its content is proposed. Genre and style competence of future art teachers is defined as a holistic professional quality that integrates motives, knowledge, assessments, skills and abilities in the theory and history of artistic genre and style models and determines the individual’s ability to understand the artistic meaning of the text in the genre and style, of the interpretation in the educational process in accordance with pedagogical tasks.
Highlights
Зміст поняття жанровостильової компетентності майбутніх учителів мистецтва формується у площині міждисциплінарної взаємодії.
No 1 компетентності у сфері жанрово-стильового опанування мистецтвом з відповідною трансформацією професійної підготовки майбутніх учителів мистецтва ними не здійснено.
Холопова), однак питання жанрово-стильової площини творів мистецтва у педагогічному контексті в них не розглядалося.
Summary
Зміст поняття жанровостильової компетентності майбутніх учителів мистецтва формується у площині міждисциплінарної взаємодії. No 1 компетентності у сфері жанрово-стильового опанування мистецтвом з відповідною трансформацією професійної підготовки майбутніх учителів мистецтва ними не здійснено. Холопова), однак питання жанрово-стильової площини творів мистецтва у педагогічному контексті в них не розглядалося.
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