METHODOLOGY OF ART EDUCATION IN THE CONTEXT OF THE COMPETENCY-BASED PARADIGM

Abstract

The article presents a comprehensive analysis of the methodology of art education within the context of the competence-based paradigm as a leading concept of contemporary educational development. The relevance of the study is determined by transformational processes in the Ukrainian education system, integration into the European educational space, the implementation of the New Ukrainian School principles, and the shift from a knowledge-based model of learning to a competence-oriented approach. In this context, art education acquires particular significance as a space for the formation of a holistic personality capable of creative self-realization, emotionally and value-based perception of the world, and intercultural communication. The article clarifies the concept of “art education methodology” as a multi-level system of theoretical approaches, principles, and methods of scientific inquiry and pedagogical design aimed at organizing artistic teaching and education in accordance with the value orientations of modern society. It is demonstrated that the methodology of art education within the competence-based paradigm goes beyond traditional didactics and is grounded in the integration of philosophical, cultural, psychological, and pedagogical foundations. Special attention is given to the analysis of the competence-based paradigm as the methodological basis of art education. Its essence is defined as focusing the educational process on the development of key and subject-specific artistic competences, which encompass not only knowledge and skills but also creative experience, value orientations, emotional-aesthetic attitudes toward art, and readiness for self-expression. It is emphasized that artistic competence has an integrated character and develops through active artistic-creative activity, interpretation of artworks, reflection, and interdisciplinary interaction. The article highlights the role of the art teacher as a bearer of methodological culture, capable of designing the educational process based on a competence-oriented approach. It is stressed that a contemporary art teacher should possess not only professional knowledge but also methodological thinking, the ability to integrate different types of art, apply innovative pedagogical technologies, and create conditions for students’ creative self-realization. The practical significance of the study lies in the potential application of its results in modernizing the content of art education, developing educational programs, teaching and methodological materials, and preparing future art teachers...