The article examines the socio-historical and pedagogical prerequisites for the development of art schools in Ukraine, the peculiarities of their development at the end of the 20th ‒ beginning of the 21st century. It is emphasized that the art school contains levers for the development of those qualities and properties of a person that determine the way of his existence in the world. The general culture of the individual, moral education, ethical orientations a powerful impetus for development in the process of learning art. The formation of the child’s cognitive interests, his knowledge of the universe, and not only the intellectual coverage of events, but also, most importantly, the ability to penetrate into their emotional subtext, also subject to art education, constitute its integral task. Due to the axiological nature of artistic images, art education acquires great importance in the formation of worldview positions of students. Art education especially vividly contributes to the development of a child’s creative abilities, encourages him to heuristic activity. The need for systematic hard work in the process of art education instills work capacity and a respectful attitude to work in students. Art education with its own concept of activity in the best way contributes to the formation of “intercultural competence”, which is interpreted as a positive attitude to the diversity of cultures. It is in its functioning that the multidimensionality of cultural and educational activities, the brilliant combination of the rational and the sensual, the scientific and the artistic, are observed. to the level of cultural development of Ukrainian society, ensuring functional and meaningful artistic and creative connections of the center and regions. The article emphasizes that art schools, combining different artistic directions, create a multifaceted spectrum of additional opportunities for the development of the giftedness of each student.
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