Theoretical and methodological guidelines for teaching art to students of institution of general secondary education based on the competence approach
DOI:
https://doi.org/10.32405/2308-8885-2020-3-6-12Keywords:
students, textbook, assessment of learning outcomes, competence, integrated, activity, person-oriented approaches in learningAbstract
The article deals with the theoretical and methodological guidelines for teaching art to students of institutions general secondary education based on the competence approach. In particular, it is emphasized that the basic normative documents in institutions general secondary education are standard educational programs (for primary school) and initial programs (for primary and secondary schools), which specify what exactly students should learn in a certain grades through the expected learning outcomes. It is explained that the programs provide for variability in selection by the teacher art content, teaching methods and techniques. To achieve the learning outcomes determined by the program, teacher can determine the subject, art content (art material), the number of hours to study individual topics, lesson distribution of mastering each topic, learning technologies, etc.
It is noted that for implementation of the tasks set by the program methodical tool for teachers can be textbooks that contain a carefully selected, optimally balanced amount of information for students to master a theme of the program. At the same time, it is emphasized that the diversity of the methodological apparatus of the textbook will promote development of pedagogical creativity, diversification of forms of work with artistic material, which in turn will increase students’ interest in the subject of study.
The author describes how to implement competence, integrated, activity, person-oriented approaches in teaching through leading types of activity at art lessons., represented by two interconnected components – perception (analysis-interpretation) and art creation.
Special attention is paid to the system of assessment of students’ learning outcomes that should be based on the principles of formative and summative assessment.
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