Integrated art lesson in the context of artistic culture: Formation of student’s sociocultural competence
Keywords:
art, artistic culture, sociocultural competence, poly-project integration, methods of stimulation of artistic and productive activityAbstract
The article deals with some methodological principles how to make an integrated art lesson, considered in the context of artistic culture and aimed at forming sociocultural competence of schoolchildren. The definition of the concept of sociocultural competence in the narrow and broad senses has been proposed. At the narrow sense, sociocultural competence refers to personal transformation of artistic contents and their ability to extrapolate into other non-artistic fields of human cognition. At the broad sense, sociocultural competence is related to a certain student’s personal position and productive activities for the purpose of meaningful and value interpretation of artistic a work.
The practical significance of the article is due to the need to develop methodological support for multi-dimensional integration, which is defined in the Concept of the New Ukrainian School as a basis for system thinking and formation of a coherent picture of the world of modern personality. The principles of integrated lesson (interpretation of teaching, formation of a cognitive problem, transformation of the acquired knowledge into the personal contents) and their implementation in the educational process based on the material of the textbook “Art” for the 9th grade by the author Masol L.M. The necessity of problematic lesson making as an opportunity to create an integrative content space has been demonstrated. The students’ personal activity is given as the result of their understanding of the work of art and the influence on the niche of the content components of their activity and communication in society.
References
Nova ukrainska shkola. Kontseptualni zasady reformuvannia serednoi shkoly [New Ukrainian School. Conceptual principles of reforming secondary school]. (2016). Retrieved from https://www.kmu.gov.ua/storage/app/media/reforms/ukrainska-shkola-compressed.pdf
Butkevich, L. M. (2008). Istoriia ornamenta [History of ornament]. Moscow: Gumanitarnyi izdatelskii tsentr VLADOS.
Ilchenko, V., & Guz, K. (2003). Obrazovatelnaia model «Logika prirody». Tekhnologiia integratsii soderzhaniia estestvennonauchnogo obrazovaniia [Educational model “Logic of nature”. The technology of integration of the content of natural science education]. Moscow: Narodnoe obrazovanie. Shkolnye tekhnologii.
Haidamaka, O. V. (2018). Vyvchennia mystetstva v osnovnii i starshii shkoli u 2018/2019 navchalnomu rotsi [Study of art in main and high school in the 2018/2019 academic year]. Mystetstvo ta Osvita, 2 (88), 27-30.
Horbachova, I. Storinky ukrainskoho modernu. Istoriia ta suchasnist [The pages of the Ukrainian modernist. History and the present]. Retrieved from http://mau-nau.org.ua/
Masol, L. M. (2017). Mystetstvo: pidruchnyk dlia 9 klasu [Art: Textbook for 9th Grade]. Kyiv: Vydavnychyi dim «Osvita».
Prosina, O. V. (2007). Tekhnolohii intehrovanoho vykladannia predmetiv «Mystetstvo» ta «Khudozhnia kultura» v zahalnoosvitnii shkoli [Technologies of integrated teaching of subjects “Art” and “Art culture” in secondary school]. Luhansk: SPD Rieznykov V.S.
Cherkasova, E. T. (2014). Arkhitekturno-prostranstvennye osobennosti gorodskoi zastroiki epokhi moderna na primere tsentralnogo istoricheskogo areala Kharkova i tendentsii ee sokhranenoia [Architectural-spatial features of urban development of the modern era by the example of the central historical area of Kharkov and the tendency of its preservation]. In Suchasni problemy arkhitektury ta mistobuduvannia: Vol. 35 (pp.118-127).
