Paradigm integration of fine art training for would-be professionals of art at high school at theory and local experience

Abstract

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.

Typology of Continuity of Paradigms of Visual Training of Specialists in Art Specialties

“…According to I. Levin, the paradigm of art education is a conceptual model example of statement and solution of educational issues, which serves as the basis for the development of specific theoretical approaches to the design of the pedagogical system and activities. Paying attention to the significant variability of classifications of pedagogical and educational paradigms and based on the individual, personal, technocratic, and humanitarian sectors of the living environment of subjects of the artistic and educational process, the scientist highlighted canonical, academic, ethnocultural, culturalsynthetic, activity-based, creative, and arbitrary paradigms of visual training (cited for Pichkur, Sotska, Demchenko, Korol, & Hordash, 2020). Based on reference, socially and personally oriented models of art education, the scientist properly explained the essence, advantages, and disadvantages of each of the paradigms of teaching art disciplines of visual training in his classification, as shown in Table 1.…”