Стратегічні орієнтири розвитку мистецької освіти в міждисциплінарному дискурсі

Abstract

The interdisciplinarity of artistic education lies in the versatility of the influence of art on all cognitive processes of man and the ability of artistic-figurative embodiment of any topic and plot that concerns the person — the artist and the recipient.The origins of interdisciplinarity as a scientific paradigm lie in the theory of communication. The basis of interdisciplinarity lies in the scientific semantics: interdisciplinarity performs a syntactic role, on the one hand, and on the other, contributes to the growth of semantic connections in schemes and transitions between different subject areas. A promising strategic direction is to increase the cultural intensity of all academic disciplines. Simplified-practical use of art as an illustration, «figurative confirmation» of life’s phenomena ignores its high purpose.Practices pay attention to the use of interactive teaching methods: discussion, round table, project method, synectics, inversions, etc. In the implementation of research projects students apply a phenomenologicaldialogue / polygon. The use of this method creates conditions for the analysis, reflection and self-assessment of students in the organization of their educational activities. The transition from interdisciplinary integration to lessons to interdisciplinary integration with project forms of learning is a prerequisite for building an innovative model for the development of post-classical artistic education.