FORMATION OF FACILITATIVE SKILLS OF FUTURE ART TEACHERS IN THE PROCESS OF ANALYSIS AND INTERPRETATION OF ARTISTIC IMAGES

Abstract

The article considers topical issues of forming the facilitative skills of future art teachers in the context of reforming the national educational system and implementing the "New Ukrainian School" concept. It is determined that in modern educational paradigms, a teacher must fulfill the roles of a coach, facilitator, and mentor, creating a favorable educational environment for personal self-realization and emotional-value perception of art. The specifics of art education are emphasized, where the polysemic nature of the artistic image requires a shift from imposing academic interpretations toward stimulating subjective interpretation and live dialogue between participants of the educational process. The essence of facilitation in the context of art education is revealed as a pedagogical communication technology aimed at creating conditions for self-expression and creative development of higher education students. Within the training of future art teachers, key groups of facilitative skills (perceptual, communicative, and reflexive) are identified, the formation of which allows future teachers to organize a safe educational space and develop students' emotional-imaginative and critical thinking. A staged methodology for the formation of facilitative skills of future fine art teachers is presented, the essence of which lies in the adaptation of Visual Thinking Strategies (VTS) as a tool for professional training and is implemented through four key stages: modeling of the situation by the teacher-facilitator (demonstration of the technique of non-judgmental acceptance of opinions and the "linkage" of answers); deconstruction of the process (students' analysis of the teacher's facilitative actions and realization of the importance of the psychological pause and open-ended questions); practical training in small groups (higher education students test the role of facilitator, applying techniques of empathetic listening and paraphrasing during the discussion of artworks); generalization and reflection (joint evaluation of work results and transformation of the gained experience into a stable professional competence). The proposed methodology is based on the principles of dialogicity, creativity, and emotional involvement of students. It is concluded that the integration of the proposed methodology into educational components such as 'History of Fine Arts', 'Methods of Teaching the Integrated Course "Art"', 'Color Science', 'Methods of Teaching Fine Arts', etc., is a universal tool for the professional training of a new type of higher education students and ensures the development of their facilitative competence.