Features of the structure of art-graphic competence of future teachers of fine arts

Darya Oleksandrivna Kudrenko


Introduction. Professional competence is the subject of study of many researchers, but this problem has not yet found sufficient justification in accordance with the specificity of educational activity of students of art-graphic faculties.
Purpose – to substantiate the essence of the concept "art-graphic competence" of future teachers of fine arts, to identify their main structural components.
Results. Graphic competence is the integration property of the individual, specific psychological formation, which determines the emotional and aesthetic focus and activity of the individual, the ability to artistic and creative exploration environment through graphical methods and tools, as well as its expression in spiritual or real subject material. This definition allows to
allocate the basis of the structural components of the artistic and graphic competences, namely: 1) motivation – personal relationship to artistic activities (interests, motives, goals, capacity for original ideas); 2) cognitive – the body of knowledge about the specifics of graphic activity (theoretical knowledge in the field of art, practical skills and abilities of artistic and aesthetic cycle); 3) procedural – skills of the organization of graphic activity (fantasy, imagination,
perception, compositional skills, the selection of illustrative material, sketching, sketches, etc.); 4) reflectional – reflection, introspection, self-assessment of personal activities, as well as the ability to analyze other graphic works.
Originality. Justification of structural features of the graphic competence of future teachers of fine arts as an important professional and personal growths were represented.
Conclusion. Graphic competence of future teachers of fine arts can be defined as a holistic, motivational-reflexive, artistic and aesthetic complex that allows for future specialists to achieve high results in their professional activities. Came to the conclusion that the structure of art -graphic competence includes such components as: motivational, cognitive, procedural, reflection. The
formation of graphic competence of future teachers of fine arts will be effective if it is in the classroom creates motivation provision of training activities; introduces system of artistic and professional training (operating, subject, subject-operational, and module-problem): in the educational-creative tasks; use innovative means and phase control and adjustment of is art-creative activity of students; implemented interdisciplinary communication.


Professional training; competence approach; graphic competence; structural components; future teachers; visual arts; artist-teacher; creative process

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