Actual problems of arts education based on analysis of curricula in secondary schools

Abstract

A basic assumption of successful art education in schools is the fact that the phenomenon of fine art is complex and stratified. Each curriculum which considers one and only one segment of fine art phenomenon and holds on it, is untenable. The fact that fine art isists on optical and thematic values of drawing (meaning that the drawing is only a copy of given object), is rejected a long time ago, since that is the only one segment could not achieve complex aims of fine art education. It is the same for the visual communications. Such contents in teaching can not contribute to development of creativity. A fine art is nothing without accepting the chosen medium, individual method of forming, the art tradition, the spirit of certain time ect. A message of fine art is a mixture of all segments of fine art forms, and it is transmited with an art and aesthetic symbols (a fine art language). The equality of people is the fact in modern humanistic upbringing, and it is accomplished in very long general, common education, so that fact is unavoidably important for people to be able to use spiritual and human values, not only for the enrichment of the individual, but also for the enrichment of whole society, and complete process of production and quality of life, So, fine art education is something that all people need.