Genesis and modern interpretation of the concept of “artistic-visual competence” in scientific discourse

Abstract

The article explores the genesis of the concept of “artistic-visual competence” within the frameworks of art history and pedagogical scientific discourses. The relevance of the topic is driven by the radical transformation of the modern sociocultural space, the “visual turn” in the humanities, and the rapid expansion of generative technologies, which necessitate new approaches to the training of future fine arts teachers. The research methodology is based on the comprehensive application of comparative, historical-logical, and hermeneutic methods, which allowed for the differentiation of adjacent definitions and the revelation of the content of visual images in the contemporary scientific field. The scientific novelty of the study lies in conducting a holistic retrospective analysis of the formation of “artistic-visual competence” and identifying its latest semantic boundaries in the context of the digitalization of art education. The study clarifies the terminological distinction between general visual competence, which is primarily communicative and pragmatic in nature, and professional artistic-visual competence, which is based on an aesthetic-axiological dominant. The author proposes an original interpretation of the phenomenon as an integrative personal construct that synthesizes professional knowledge, artistic-creative skills, and accumulated visual experience (erudition) for the interpretation and creative transmission of artistic images. It is proven that this phenomenon has evolved from basic “visual literacy” to a multidimensional professional quality capable of ensuring the ethical and aesthetic autonomy of the individual in the conditions of “screen culture.” The significance of a clear distinction between general visual and professional artistic-visual competencies is revealed based on the criteria of the object of perception, functional orientation, and levels of information processing. Particular emphasis is placed on the challenges of the digital age, where the studied competence transforms into a protective mechanism against visual manipulations and simulacra. The study demonstrates that artistic-visual competence is the result of synergy between “artistic” and “visual” components, where the instrumental power of information processing is combined with profound value-based self-determination within culture