TEACHING FINE ARTS IN THE CONDITIONS OF EDUCATION MODERNIZATION
Abstract
The modernization of art and pedagogical education introduced first-generation standards, pre-profile and specialized training, changed the teaching paradigm, approaches, content and methods of teaching fine arts at school [5]. To implement the planned reforms in education, it is necessary to raise the training of future art teachers to a qualitatively new level. Traditionally, art and pedagogical universities in the country are engaged in the education and training of future art teachers. But practice has shown that they pay little attention to the study of graphics, design, fonts, modern printing, advertising, animation, photography, synthesis of arts in architecture, theater and cinema, which are in the new 2020 school standard for fine arts [7]. The state educational standard for higher professional education in the specialty “Fine Arts” does not coincide with the 2018 school standard for fine arts for grades 1-9 [7. pp. 20-24]. As a result, the continuity of artistic education at different levels is disrupted, and therefore university graduates find themselves unprepared for the implementation of the school standard. The situation is aggravated by the lack of school textbooks, educational and methodological kits, theoretical and visual material on fine arts for grades 5-9 (not yet published in 2020). A way out of this situation is offered by the system of advanced training for education workers. Traditionally, it is designed to fulfill the social order of the state, fill the gaps in basic education and familiarize teachers with changes in standards.
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