FORMATION OF AESTHETIC COMPETENCE OF THE FUTURE TEACHERS OF FINE ART
Authors: T. V. Potapchuk
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The article deals with the scientific researches on the problem of formation of aesthetic competence of the future teachers of fine art. It is noted that the authors of modern psychological and pedagogical research allocate competencies to basic (leading, key, universal) and special (specific, subject-professional), although the boundaries
between them are rather conditional. In addition to subject specific knowledge and methods of action in a highly specialized activity, any type of competence necessarily includes universal human qualities and abilities, which are independent of their field of expression. These include, for example, initiative, the ability to organize activities (own or other people's), the ability to adapt to new non-standard situations, the willingness to critically analyze and adequately evaluate the results of activities not only as significant for themselves, but as having consequences for others. The above attributes of general competence are based not only on the knowledge and skills in a particular field, but on
the value priorities of the individual and the characteristics of his mental experience.
The purpose of the article is to theoretically substantiate the key concepts of "competence", "aesthetic competence", "competence". Methods: analysis, systematization and generalization of philosophical, sociological and psychological-pedagogical literature in order to find out the state of development of the problem under study and to clarify the conceptual apparatus.
The concept of "competence" in the broad sense of the word means perfect knowledge of their business, the nature of the work being performed, complex relationships, phenomena and processes, possible ways and means of achieving the stated goals. The content of competence includes the level of basic and special education, work experience, ability to accumulate a wide life and professional experience, knowledge of the possible consequences of a specific way of influencing the individual.
It is proved that systematic and purposeful acquaintance with the basics of the analysis of works of fine arts will contribute to the formation in the aesthetic competence of future teachers of fine art to reveal in an accessible form their vision of content and ideas, as well as to enrich their ideas about the various development of a variety of aesthetics.