FORMAL AND NON-FORMAL FEATURES OF ART EDUCATION IN UKRAINE FROM KIEVAN RUS PERIOD TO 1917

Abstract

The results of a retrospective analysis of the presence of formal and non-formal features of art education in the territory of Ukraine from Kievan Rus period to 1917 have been highlighted in the article. First of all, it has been emphasized that the study of the historical origins of art education in the territory of Ukraine, with emphasis on its formal and non-formal features, will empower to consider the positives of the national practice of transferring the experience of artistic activity from generation to generation.It has been determined that in Kievan Rus period the process of life experience transfer took place under the conditions of original cultural and nature-friendly activity, which had features of non-formal education. Art, as an integral component of the general culture of the people, was a source that made it possible to realize the educational and formative functions of the society. The author has noted that non-formal art education was enriched with the confessional elements of the state-supported component of training in the period from the 13th century to the middle of the 15th century. It has been emphasized that in the middle of the 15th century – the first half of the 16th century, the progressive development of art promoted the transfer of experience of home-schooling artistic activity, which was non-formal one and the rise of formal art education. It has been emphasized that a new level of art education in the period from the middle of the 16th century to the first half of the 18th century, was characterized by the dominance of art education, which had non-formal features and the functioning of a small number of vocational art institutions. This stage of development was marked by the rise of vocational teacher training, which, in addition to basic subjects, contained an artistic component. It has been determined that non-formal features of the transfer of national artistic heritage were established in the period from the middle of the eighteenth century to 1917. Besides, it was happening in the conditions of the destruction of everything Ukrainian. The influence of art education, which had formal features on the one which had non-formal ones, became noticeable. The artistic component of teacher training was significantly enriched. It has been concluded that the facts determined in the article allow claiming that Ukraine has a strong foundation for transferring experience of artistic activity using non-formal art education.