«COLOR REFLECTION» IN THE PROCESS OF ARTISTIC AND COMMUNICATIVE EDUCATION

Introduction. The proposed research is devoted to the disclosure of a number of interrelated concepts and terms, due to which the issue of communicative and educational value of «color reflection» is identified by the author as a functional link between educational systems. Nevertheless, the ambiguity of color is manifested in the consistent ascent to the educational application of its remarkable potential, primarily in the reflexive form of successful art communication and more complex subspecies – «visually- reflexive» form of demonstration of markers of color. Thus, the presented theoretical and practical mechanism of using the flexible specifics of «color reflection» as a communicative link of art educational modulation reveals inconspicuous features of the internal dynamics of setting different age audiences to check «mind-contact line» capture the proposed educational information. Purpose. The aim of this article is revealed in the balanced plane of the three-dimensional search for the artistic and communicative education value of «color reflection», the study of which has received very limited attention. A powerful and productive method of functional analysis was chosen for this study, the advantages of which to a large extent quite effectively reveal a significant methodological scope of the systemic purpose of the communicative-educational direction of active mental action «color reflection». Results. It is worth emphasizing that the presented study establishes promising provisions for the use of educational capacities of «color reflection» as a motivational, visual final evaluation denominator. It is important to emphasize that the concomitant role of communicative factors of reflexive manifestations of the main pronunciation of colors is a constant accompanying and necessary mechanism of natural values of color possibilities, which must be used professionally in the educational process. Such an educational process is most successfully reflected in the analysis of the types of «color reflection». At the same time, the typed features of creative activity extend to the form of «author's reflection», which reflects at the level of color personal reflective visions of a complex type of communication. Originality. The communicative-educational approach to the study and recognition of the meanings of «color reflection» has hardly been studied, so the published approach contains a significant part of the innovative search for conceptual-terminological and methodological components of this study. In Ukraine, Goethe's work «Color theory» was almost not involved not only in coordinating the determinant part of such a conceptual structure as «color reflection», but also in general, on the cornerstones of the subject part of the science of color. Conclusions. Thus, the importance of the silent treatment of colors not only through works of art, but also through the everyday world of things around indicates the diversity of habitual reflexivity, as a deep lever of inner elaboration of exciting thoughts. At the scientific level, the comparison of a significant research contribution to color studies allows in comparison with educational and pedagogical functionality to develop methodological mechanisms for successful immersion in the reflective worldviews of barely strengthened youth in order not only to intuitively imagine the reaction to the proposed teaching content communication with the inclusion of «color reflection» in the arsenal of the pedagogical process of quality artistic communication. The article attempts to find a variety of «color reflection», complex forms of which demonstrate the priority motivation of the communicative and educational component.