Освітній вектор художньо-графічної підготовки вчителя образотворчого мистецтва

Abstract

У статті порушено питання методики художньо-графічної підготовки майбутніх учителів образотворчого мистецтва, розглядається зміст організаційно-методичної моделі художнього навчання в освітньому векторі «навчання – пізнання – учіння – творчість», оформленої дидактичною конструкцією з методичними функціями, а також форми і шляхи її практичної реалізації в системі сучасної художньо-педагогічної освіти. The article reveals the essence of the content of the conceptual model of artistic and graphic preparation of future teachers of the fine arts. Based on a review of scientific studies on this issue are marked new conceptual ideas, pedagogical views of scientists on the theory and practice of art education of students in pedagogical universities. Sub-theoretical construct performs scientific and educational potential of art pedagogy and its component - art didactics. Construct model of didactic conditions of artistic and graphic preparation of future teachers of fine arts in the article is viewed as structural and logical system of artistic and educational interaction between teacher and students. Regarding the nature of cognitive and practical ways of graphic activity of students, the author designed a didactic system that is purposeful on the decision of educational problems of vocational training in the field of graphic arts. Designated article mechanisms of cognitive and creative activity of students in the field of graphic art are due to the basic psycho-pedagogical and didactic regularities of the process of "cognition - teaching - learning - creativity". Logical-semantic content of the conceptual model of artistic and graphic preparation of future teachers of fine arts combines multiple components in a designated process expedient didactic design with its methodological features.