Abstract
Radical changes in educational policy require the enhancing of educational systems quality and aiming at humanistic values. In this context, problems related to the forming of creative, competitive, existentially free and at the same time responsible citizens of Ukraine, capable of cultural identification and having respect for the “Other’s” culture, get highly actualized. The article addresses the problem of improving the quality of training of specialists in the field of art in higher education, as a derivative of culture, in the context of a humanistic-oriented artistic paradigm. The introduction of the humanistic-oriented paradigm in art education has a dramatically innovative character, focusing future music teachers on the mobility and variability in the selection of forms and methods of artistic communication, and focuses on the subjective position of participants in the interaction with art. The accordance with international educational standards necessitates a holistic approach to the artistic and educational process need to prepare a competitive specialist. The article suggests the methods of theoretical analysis and generalization, which made it possible to formulate the investigated definition, which should be noted that a personality’s culture is characterized not only by the ability for direct dialogue with art but also by “communication on the point of works of art”. The phenomenology of communication in the artistic and educational projection is highlighted and the basic methodological guidelines for the formation are outlined. Particular attention is given on the outlining substantiating of an existential-reflective strategy of artistic and pedagogical communication of subjects of interaction with art in the context of a humanistic-oriented artistic paradigm.
Highlights
Radical changes in educational policy require the enhancing of educational systems quality, aiming at humanistic values, and the becoming of a teacher’s personality and communicative culture
The theme of the sense of educational activity is actualized, that is some traditional metaphysical questions that require and imply understanding are raised (Oleksiuk, Rebrova, & Mikulinska, 2019, p.101). With regard to these principles, we have developed and experimentally introduced a methodical system for the forming of artistic and communicative culture of a future music teacher, defined the pedagogical conditions, methods, techniques, means, and forms of organizing the artistic and communicative activities of students in the process of musical education (Zaitseva, 2015)
A systemic view on the nature of artistic communication of a future music teacher allows us to consider the specifics of this phenomenon from the spiritual and dialogical viewpoints, reflected in the subject-to-subject character of artistic communication of a teacher and a student, mediated by the spiritual “I” of the artistic image of a piece of music
Summary
Radical changes in educational policy require the enhancing of educational systems quality, aiming at humanistic values, and the becoming of a teacher’s personality and communicative culture. The theme of the sense of educational activity is actualized, that is some traditional metaphysical questions that require and imply understanding are raised (Oleksiuk, Rebrova, & Mikulinska, 2019, p.101) With regard to these principles, we have developed and experimentally introduced a methodical system for the forming of artistic and communicative culture of a future music teacher, defined the pedagogical conditions, methods, techniques, means, and forms of organizing the artistic and communicative activities of students in the process of musical education (Zaitseva, 2015)
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