FACTORS OF DEVELOPING ARTISTIC-AESTHETIC TASTE OF FUTURE SPECIALISTS OF FINE ARTS

The paperfocuses on the main effectrices of developing artistic-aesthetic taste of University trainees of fine arts. At present, this problem is at the core of many hotly debated issues in the area of pedagogical education. Specifically, the results of the conducted critical analysis of artistic and pedagogical literature and relevant experience allowed to elicit the congruous principles, requirements, interests, ideals and stimuli of forming students' artistic-aesthetic taste. The acquired data indicate that these factors may serve as impetuses of stimulating creative and cognitive activity of learners. It stands to reason to deem that in the course of studying professionally-oriented disciplines creative and cognitive activity of trainees is stipulated by the necessity to satisfy artistic-aesthetic needs on two basic levels: on the objective level (enclasping artistic perception, admiring and enjoying artwork) and on the subjective level (enhancing creativity). In light of this, it is surmised that the aesthetic need boosts creativity and practical embodiment of one's emotional sensations. On this basis, it may be assumed that the aesthetic need encompasses the elements which determine an individual's attitude to the beautiful: they are looked upon as a driving motive, inner frame of reference, stem of development of a personality. By apperceiving the aesthetic need the trainees channel their artistic interests in accordance with their appetencies, values, individual orientation, thus crystallizing their creative capacities into definite forms, actualizing the selectivity of aesthetically-meaningful categories. Furthermore, sentimentalizing, idealizing and assessing the reality future specialists of fine arts identify and prioritize their leading objectives in life striving for self-actualization, self-regulation and self-development as creators. On the grounds of self-perception, trainees of fine arts identify themselves in cultural-aesthetic entity, assess and appraise themselves and their own artistic skills and capacities in the artistic-aesthetic process. In its turn, the fulfillment of one's creative abilities is a painstaking process of self-development that is apparently conducive to purposeful artistic-aesthetic self-training, which is viewed as the groundwork of a well-rounded personality.