DEVELOPING THE READINESS OF FUTURE ART EDUCATION SPECIALISTS FOR PROFESSIONAL ACTIVITY BASED ON INTEGRATION

Abstract

The article provides a theoretical justification of the essence and features of the formation of the readiness of a future specialist in art education for professional activity on the basis of an integrative approach in a modern higher education institution. The relevance of the study is due to the processes of modernization of Ukrainian education, the implementation of the Concept "New Ukrainian School", the strengthening of interdisciplinary ties and the need to train a competitive teacher capable of creative, integrated professional activity. The paper analyzes scientific approaches to understanding the concepts of "integration" and "integrative approach" in psychological and pedagogical and art education. It is determined that the integrative approach is a system of organizing the educational process, based on the interconnection, interpenetration and synthesis of the content of various disciplines, which ensures the holistic formation of professional competencies of a future specialist in art education. The content and technological levels of implementing the integrative approach in the professional training of future teachers of music are substantiated. It is emphasized that interdisciplinary integration contributes to the development of integration and pedagogical skills, the formation of professional mobility, creative thinking and readiness to teach the integrated course "Art" in secondary education institutions. Particular attention is paid to the practical experience of the Department of Vocal and Choral Training, Theory and Methods of Music Education named after Vitaliy Gazinsky of the Mykhailo Kotsiubynskyi Vinnytsia State Pedagogical University regarding the implementation of an integrative approach in the educational process. The specifics of interdisciplinary and interdisciplinary integration, their role in the formation of a holistic professional readiness of a future teacher-musician are revealed. It is established that the integrative approach ensures the creation of a single educational environment, promotes the synthesis of music-theoretical, performing, pedagogical and methodological knowledge and skills, and also increases the effectiveness of professional training of applicants for artistic specialties. Prospects for further research are related to clarifying the criteria for the formation of readiness of future art teachers for integrated professional activity and the introduction of digital technologies into art education.