ESSENCE AND STRUCTURE OF THE FUTURE ART TEACHERS’ AESTHETIC COMPETENCE

The interpretation of the phenomenon "aesthetic competence" in the context of the professional activity performed by the teacher of artistic disciplines is presented in the article. The author determines that the aesthetic competence of the teacher of Fine, Decorative and Applied Arts, Music and Choreography is an integrative personal and professional construct of the teacher which comprises a system of theoretical knowledge and practical skills of the teacher in the field of aesthetics; it determines his / her ability to perceive the phenomena of culture and reality through the prism of key identifiers of aesthetics; it determines the ability of the teacher-artist to fulfill professional tasks of the aesthetic and pedagogical activities. It is proved in the article that the approaches to the study of the problems in the sphere of art education can be conditionally divided into three groups. The first one is connected with the disclosure of the essence of the artistic creativity, the complex correlation of the categories of reflection and expression in art, the specifics of expressive means, their symbolic nature, the particularities of the art types and genres in their numerous dimensions and forms, the traditions of different cultures. The second group involves learning the basics of perception and understanding of art, the nature of its aesthetic experience, the interrelation of objective and subjective factors in the process of interpreting works of art, interpreting and specifying the terms used in art education. The third group consists of sociological and culturological fields of knowledge aimed at revealing the specifics of the social life of art and artistic values, as well as the social functions of art education which ensure their dissemination. Based on the analysis of referential, scientific, pedagogical and art critic sources, it is determined that the aesthetic training of students in institutions of general education, as well as the professional training of future art teachers, is complex and integrative. In the scientific research conducted by the scientists (T. Ageykina-Starchenko, O. Rudnitskaya, A. Sotskaya) it is noted that the "core" of the professional competence of the teacher of artistic disciplines is the aesthetic competence which has its own specificity formation when training future Art teachers. The scientific positions of researchers in the context of the content of the aesthetic competence of an individual are analyzed; the structural contents of the aesthetic competence of the teacher-artist are highlighted. Based on the analysis of scientific and pedagogical literature and taking into account the current trends in the artistic training targeted to the future teachers of Music, Fine and Applied Arts, the structure of the aesthetic competence has been elaborated; it consists of the components, as follows: a worldview component, which includes such indicators as aesthetic awareness, aesthetic taste, aesthetic culture; an activity-oriented component, which contains these indicators: creative skills, communicative skills, perceptual-non-verbal skills; a personal component, which is characterized by these indicators ‒ emotionality, creativity, reflexivity.