СУТЬ ІНТЕГРОВАНОГО НАВЧАННЯ ШКОЛЯРІВ ПРЕДМЕТІВ МИСТЕЦЬКОГО ЦИКЛУ

Abstract

The article, based on the analysis and generalization of scientific research, reveals the essence of integrated teaching of artistic cycle subjects to schoolchildren, meaning that the knowledge of various types of art and types of artistic and creative activity is used around a certain topic during a lesson. Conducted analysis of the concept of in the general scientific and pedagogical aspects are gave an opportunity to identify its key features: the dialectical interrelation of differentiation, manifested in isolating and in combination differentiated elements and whole functions system on the grounds of common purpose; system-availability of links between elements. Integrated teaching of schoolboys of art objects allows the cycle to intensify their cognitive activity, increase interest in the educational material actualizing the existing knowledge of related disciplines. Essence of this teaching is to use the of knowledge the classroom various arts and kinds of artistic and creative activities around a particular topic. It should strive to combination of different kinds of art was the a harmonious to one kind of art is not dominated over the other. Focus on should be artistic image which can to express the language of any art form. The advantage of the integrative approach of teaching subjects of art the cycle is that the thanks to combination of knowledge and the disclosure of artistic images means various arts schoolchildren holistically perceived picture of the world, embodied in art. Along with this pupils obtain integrative knowledge, they formed mobility, i.e. the ability to rapidly transfer knowledge and ability to from one subject of to another. Analyzed were various approaches to interpretation of the notion of “integration” as a pedagogical category. In the general scientific sense, integration is seen as the interpenetration of the elements of one object into the structure of another, resulting in a new object with its own properties. It was found that integration as a pedagogical category is selection and combination of educational material of various, often related, academic disciplines. Identified were the advantages of applying the integrative approach to teaching disciplines of the artistic cycle, which include the ability to perceive the holistic view of the world, embodied in art, acquisition of integrative knowledge, formation of its mobility. Considered were the features of organization of integrated learning. Singled out were competences that are formed in the process of integrated learning: personal (common cultural personal qualities, special artistic knowledge and abilities), functional (artistic and creative skills, the ability to apply artistic knowledge in practice), social (person's ability to communicate, constructively interact and cooperate with subjects of educational process). Key words: schoolchild, integrated approach, integration, educational integration, integrated learning, intersubject communications, art cycle subjects.