Abstract
Abstract 
 
 The pre-professional training of students in children’s art schoolsrequires the development of a new methodology and content basis. This article examines the notion of the pre-professional development of graphical skills as a fundamental element of artistic training that includes Four components (cognition, knowledge, practice and motivation) and it is performed step-by-step. The application of an integrative approach is viewed as an effective means of the pre-professional development of teenagers’ graphical skills. The study describes the principle of integration applied for the artistic acquisition of the world. This integration approach has formed the base for the author’s original course, “Computer and Graphical Art” which was implemented at the experimental stage of this study. The diagnostics of the pre-professional development of graphical skills among teenagers in the experimental group demonstrated the effectiveness of the integrative approach. The research methods included observations, a survey, test, and expert evaluation. The article discusses details of teenagers’ graphical skills development within the integrative approach and experimentally proves the effectiveness of author’s original academic program.
 Keywords: pre-professional training, graphical skills, integration principle, integrative approach.
Highlights
Current social and economic innovations have introduced and reformed children’s secondary education in art schools
Learners need to develop spatial thinking and should be able to operate with graphical images, capture artistic ideas by graphical means; capture new, unavailable off-the-shelf reality, visualize and transmit information in a laconic, conventional and graphical form
The methods were applied in the experiment conducted in the institutions of extra-curricular education, namely the Art School for Children No4 and the Art School for Children named after Balakirev in the city of Kazan, Russia
Summary
Current social and economic innovations have introduced and reformed children’s secondary education in art schools. Modern children's schools of art need to become centers of learners' preprofessional art training. Learners need to develop spatial thinking and should be able to operate with graphical images, capture artistic ideas by graphical means; capture new, unavailable off-the-shelf reality (advertisement, sign, and logotype), visualize and transmit information in a laconic, conventional and graphical form. These requirements update the objectives of teenagers' graphical skills development. The literature review of studies in the fields of psychology, education, and art speak for the significance of the study of pre-professional graphical training of teenagers
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