Genres of innovative art lessons: from time travel to narrative personification

Abstract

The article highlights the urgent issue of transforming contemporary art education in Ukraine, driven by updates to content, methods, and instructional forms within the competency-based approach. It is emphasized that today’s art lesson is primarily intended to foster students’ emotional and value-based development, enhance their creative thinking, and cultivate their ability to perceive the world aesthetically. Under these conditions, rethinking the diversity of art lesson genres becomes increasingly significant, as it is the genre structure that determines the nature of teacher–student interaction and the level of learners’ creative engagement. Accordingly, the aim of the article is to examine and analyze innovative genres of the art lesson and to demonstrate their practical implementation through the author’s successful teaching experience.
Theoretical foundations of the genre organization of the lesson are analyzed with reference to scholars who view genre as a structural basis for lesson modelling and as a means of ensuring its figurative and emotional integrity. It is substantiated that the choice of a specific lesson genre depends on a combination of methodological, didactic, and psychological factors.
The practical section of the article demonstrates that the pedagogical mastery of the teacher, along with a profound understanding of the subject, psychology, and methodology of teaching art, enables the effective implementation of innovative genres. Examples from the author’s own teaching practice are provided (a “time travel” lesson, a narrative personification lesson, an experimental lesson, integrated and binary lessons), illustrating how the teacher constructs a coherent dramaturgy within each lesson, ensures its artistic logic of content development, and thereby transforms the educational process into a creative event.
The conclusions confirm that the rethinking and practical application of innovative art lesson genres are essential for developing students’ key competencies, particularly their ability for aesthetic perception and creative self-realization in contemporary educational conditions.