Artists-Teachers’ Professional and Personal Mobility: Methodology and Practice

Abstract

The article reveals the importance of the phenomenon of a person’s professional mobility in the context of comparing two models (paradigms) of education—fundamental training of specialists (characteristic of the domestic, Russian, educational system) and training of specialists of "narrow" specialization (in accordance with the requirements of the competenсy-based approach in education). System historical and evolutionary approach is analyzed as the methodological basis for studying the scientific problems of professional and personal formation of an artist-teacher and formation of their professional mobility. On its basis, a scientific hypothesis is put forward on the need for comprehensive support and development of the entire complex of inherited, congenital and acquired inclinations and abilities, both actualized in practical activities and constituting an internal and yet unclaimed resource of the individual. This creates the basis for the formation of professional mobility of artists-teachers and helps them to develop a strategy for professional and personal formation under conditions of dynamically developing environment (sociocultural, professional, leisure, etc.). The article reveals the unique experience of training artists-teachers in the Russian system of artistic education. Directions of continuity of studies in the Imperial Academy of Arts and one of the leading universities of modern Russia, Academy for Watercolours and Fine Arts of Sergei Andriiaka, are indicated. The approaches of modern professional artistic and pedagogical education for the training of specialists who possess a wide range of profiles and specializations are shown.