Пічкур Микола Олександрович© кандидат педагогічних наук, доцент, професор кафедри образотворчого мистецтва Уманського державного педагогічного університету імені Павла Тичини
In accordance with historic analysis, the article considers the valued traditional and innovative fine arts studios of artists of different generations; they help to identify specific artistic features of artists of different generations who create artistic works of the information world. We describe the genesis of digital art practice development and demonstrate its influence on the renovation of classic fine art classification system via the digital works of different types and genres. The limits of artistic amateur field as a factor of professional and profane blurring in an artist’s personality are clarified. The new concept of “digital paradigm of fine art training at higher educational institutions” is proposed in the article as an innovative method of specific subjects studying. Methodology of professional skills development while designing digital works for students of artistic profession at higher education was justified and the results of local experience of its implementation at higher educational institutions of Ukraine were described.
The article proofs the importance of the notion "paradigmatic methodology" use in scientific and pedagogical thesaurus, as well the expediency to define it as a science on the structure, principals, ideals, norms, methods and tools of the organization of strict and started specialists" vocational training varieties. They usually aimed at the effectiveness increasing of higher educational system functioning in globalized information society. This definition is the basis for the conceptualization of the paradigmatic methodology of fine arts specialists training development and implementation of the model; its functioning in educatuinal process provides the effectiveness of students" operative and volitional readiness for fine arts training during their lives. According to the criteria and indicators of activity of educational and creative actions and willpower to art education in the course of ascertaining and final experiments, the quantitative and qualitative affiliation of would-be artists to the levels of professional, basic and primary levels of the given readiness. The number of students belonging to its professional level of experimental group students, comparing with ascertained data, was stated to be three times increased and the primary -about two times reduced. The number of control group students of professional level has been more than twice increased, and of primary level -more than half as much less. On the correspondence with this model in higher educational system it is to design the vocational training of specialists of other qualifications to the purpose, but one need to take into account its specificity.
The article specifies the content of vocational and arts education as an educational and educative, as well as a developing system of theoretical and practical training of would-be specialists of art specialties. It results in their mastering of pictorial literacy, formative competence, and art skills. The article proves the paradigm methodology of this system functioning that includes complex graphic, pictorial, forming, and compositional students’ educating while art training and using integrative academism and digitalization. Here it is necessary to account just the proportion of art and pedagogical traditions, and innovative studying methods. Proceeding from the above mentioned facts the following different unsolved problematic issues are described: organization and institution oriented problems lie in poor techniques, alternative art and educational services, unacceptability of distant education; program and content issues show imperfection of architecture and creative orientation of educational and professional programs, one-sided handicraft descriptive training that exclude current developmental tendencies of visual art; educational and methodological – methodological limitation of authorial art schools, preference of conservative art and pedagogical methods, lack of specific literature on digital descriptive art; information and technological problems demonstrate information addiction to Internet sources, poor computer and program equipment and some difficulties in mastering the appropriate technologies; personal and self-organizing prove narrowing of interpersonal coordination, art and aesthetic world-view and determined self-regulation, as well as inadequate self-appraisal of educational and formative students’ progress. Keywords: vocational and arts education, paradigm, tradition, innovation, descriptive training, academism, digitalization, information technologies, would-be specialists of art specialties.
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