Professional Orientations of Senior Pupils in the Areas of Art and Creative Industries
DOI:
https://doi.org/10.32405/2308-8885-2021-2(100)-3-7Keywords:
art, creative industries, professional orientations, senior pupils, methodology, professional tests (vyprobuvannia)Abstract
The article presents a methodology of the formation of senior pupils’ professional orientations in the areas of art and creative industries during the integrative course “Art”, which includes pre-profile and profile education. The author’s methodology develops the system of variable artistic-and-practical tasks and projects (individual, mini-group and collective) of the professional orientation direction. It also incorporates this system into the content of education, primarily textbooks on art. The author develops the special type of practical tasks called “professional tests (vyprobuvannia)”. They guarantee the implementation of competence fundamentals and the professional orientation direction of general secondary education in line with socio-cultural realities and job market demands. These tasks facilitate the self-determination of pupils regarding current and future artistic-and-creative professions. For this purpose, role-playing and imitation games are used, e.g., “Imagine that you have a creative profession” (a designer, fashion designer, guide, press photographer, filmmaker, sound engineer, art manager, art therapist).
According to the author’s conception of art education and the educational programme for basic schools, professional orientation tasks and tests in the 8th and 9th forms focus on the dominant concept of “the art style”. Due to the game-based format pupils immerse themselves in the atmosphere of popular professions in the areas of art and creative industries, particularly cinema, television, photo art, advertising, fashion, tourism, etc.
Art-and-creative tasks and professional tests correspond to the educational profiles chosen by senior pupils: music, art, choreography, theatre, cinema, museum work, etc. The main integrator of the course content in the 10th and 11th forms is the idea of the cultural regions of the world, as defined by UNESCO (Africa, America, the Far East, India, Europe and Arab states). The variability of tasks and professional tests allows pupils to choose those “professional roles” which provide room for the creative professional fulfilment and the demonstration of artistic abilities, interests and competences.
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