Specificities of training future teachers of visual arts for artistic and pedagogical activity in the innovative educational space

Abstract

The aim of this article is to exploring contemporary approaches to preparing future visual arts teachers for artistic and pedagogical practice. The research methodology for studying the essence of the category “artistic and pedagogical activity” required reference to the parameters of the system-based approach, the tools of which made it possible to present a comprehensive vision of the phenomenon as a synthetic unity of several elements. The axiological approach made it possible to reveal the sociocultural significance of the artistic and pedagogical activity of a visual arts teacher, to highlight the role of the teacher-artist’s value-based and worldview position, their intention toward the emotional and sensory comprehension of the world, and its spiritual dimension. The potential of the integrative approach was also employed, providing a logic for the convergence of the teacher-artist’s knowledge, skills, aesthetic orientations, and worldview intentions into a unified system. Integrative methodology enabled the representation of artistic and pedagogical activity as a subsystem of a teacher’s professional practice, synthesizing the culture-enriching profile of visual arts didactics, historical and ethnic motifs in painting, decorative and applied aesthetics, spatial and technological design, and the teacher’s methodological and didactic readiness for the innovation of the educational environment. It has been proven that the content of training future visual arts teachers for artistic and pedagogical activity is based on students’ systematic mastery of conceptual knowledge in the fields of methodology, theory, history, and praxeology of visual arts (drawing, color, color scheme, fundamentals of composition, technique, technology of artistic materials, volume, spatiality, material form of the object, light-air environment, chiaroscuro, visualization). It also involves the acquisition of dynamic skills in applying leading methods and didactic techniques in teaching visual arts; the activation of creative imagination; the development of figurative thinking, artistic taste, artistic competence, and project culture. The following trends in the training of future visual arts teachers for artistic and pedagogical activity in an innovative educational environment have been identified: the actualization of their personal worldview-based attitude toward the importance of students’ aesthetic education; the strengthening of students’ methodological and didactic culture, which provides pedagogical justification and developmental value to the ways of designing an artistic and educational environment; the enhancement of the design component of training, enriching the aesthetic profile of students’ education with elements of ethno- and eco-design and model-based project work; and the intensification of the integrative nature of professional training for future visual arts teachers, particularly its orientation toward the STEAM learning model.