Artistic communication in teaching art: content and organizational features
DOI:
https://doi.org/10.32405/2308-8885-2024-3(113)-9-13Keywords:
art teacher, integrated course “Art”, educational content, educational media space, textbook, thematic cluster, artistic communicationAbstract
The article is devoted to the issue of artistic communication as an integral and essential factor in arts education and artistic understanding in general. The aim of the article is to outline specific methods of artistic communication using the example of mastering the educational content of the integrated course “Art”. The key definition of “artistic communication” is clarified as a multi-directional dialogue that includes communication between subjects and works of art, communication with the author mediated by the work, communication around art, and self-reflective communication. The article explores the potential for using content from the educational media space in both virtual and direct communication between subjects, mainly through using an electronic application. Core principles for establishing artistic communication and educational content are revealed, including a worldview approach, a value-based approach, the dialogic nature of art appreciation; “going beyond” the art itself; and Ukrainocentrism.
The analysis of artistic communication methods is conducted using the material from the integrated course textbook “Art” for the 7th grade (authored by a team that includes the article’s author). The conceptual idea of the model curriculum, on which the textbook is based, is outlined: the individual who perceives the world of art and life through the lens of art. The thematic educational content of the textbook is revealed, organized within dynamic thematic clusters. Examples of the application of artistic communication in thematic clusters are provided for optimal mastery by students during music and visual arts lessons. The type of thematic integration chosen by the textbook authors is emphasized. It is noted that the organization of artistic communication discussed requires further analysis of the methodological components of the educational process (the dynamics of practical and creative tasks, the methodology for organizing exploratory activities in the aspect of communication, the connection between artistic communication and the formation of students’ competency spheres, etc.).
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