Destroy stereotypes of art education

Abstract

The article raises the question of the existence of stereotypes in teaching art in secondary school by teachers who have significant work experience and a well-established system of knowledge and values. The concept of “stereotype” is considered. The author studies certain stereotypes related the organization of art lesson in general educational institution as a whole (“art lessons should be held only in the classroom of art”, “art lessons are held exclusively by teacher of art”, “art is studied only at art lessons”, etc.), as well as those related to methodology of conducting types of musical activities (“content lines of art lesson “Perception and Interpretation of Art”, “Art-Practical Activity”, “Communication through art” is a duplication of pre-existing activities in the classroom”; “Listen to music only need to keep certain positions – standing or sitting gracefully, putting hands on knees or desk”; “Demonstration of the song in the classroom should occur in complete silence”; “It is impossible to make music without musical instruments at music lesson”).

The inevitability of changing the approaches to organizing and conducting art lessons at the New Ukrainian School, which will promote the emergence of students’ learning motivation and initiative, will encourage them to act with maximum energy and independently in different educational situations.

The techniques of transformation of stereotypes into modern ways of teachers’ actions in the New Ukrainian School are proposed. Therefore, it will involve colleagues in discussing the comparison of the traditional vision and modern view of art lessons at the institution of general secondary education through the prism of the Concept the “New Ukrainian School”. It is recommended to discuss stereotypes and overcome them in the conditions of active forms of work of teachers, in particular, trainings, facilitative discussions.