THE ART-PEDAGOGICAL METHODS IN THE DEVELOPMENT OF PROFESSIONAL SKILLS OF STUDENTS OF ART SPECIALTIES

Introduction. Pedagogical methods using in the training of students of art specialties, based on modern principles and approaches; they consider achievements in the field of art pedagogy and progressive pedagogical experience. Realization of art-pedagogical technologies allows students to interiorize the values holding in the images of works of art, to appropriate them and to create new cultural products. Purpose. The aim of the article is a review of the problem and new approaches in the art-pedagogical technologies application in the development of professional excellence of artistic-graphic faculties' students; as well as working up the semantic characteristics of the art-pedagogical technologies family and technological models of their introduction in the practice of professional training of future artists and artist-teachers. Methods. Leading research methods are analysis and generalization of theoretical aspects of the problem of finding technological tools in the development of professional excellence of students specializing in the Fine Art area; classification and typology of art-pedagogical technologies, as well as modelling the techniques of their gradual introduction into professional art education, have been also used. Results. It has been established that art-pedagogical technologies are a specific technological project aimed at forming the value-semantic sphere of personality on the basis of joint actions of teachers and students. Art-pedagogical technologies embody the dialectical way of studying a certain creative problem, during which students learn appointed artistic and professional methods, techniques and procedures, develop their original manners and interpretations in solving educational problems, build up new creative products. The content of art-pedagogical technologies, their conceptual, semantic and procedural parts has been specified in the article. Originality. The family of art-pedagogical technologies has been characterized; in particular the integrative, gaming, problem-heuristic, interactive, suggestive and art-therapeutic, museum and media technologies and technological models of their application in the system of art education have been described. The ways and methodical approaches to their implementation into the educational process with the use of traditional and computer-oriented methods, as well as the virtual and augmented reality technologies, have been revealed. Conclusion. Defining the content and characteristics of art-pedagogical technologies, describing the diversity of their technological models allows to systematically solving the problems of forming of professional orientation, professional competence, professional abilities and professional technique of students as components of their professional excellence.