ARTISTIC AND PEDAGOGICAL COMMUNICATION IN THE PROFESSIONAL ESTABLISHMENT OF FUTURE ARTS TEACHERS

Abstract

The article deals with some aspects of solving the problem of professional formation of future teachers of art disciplines. Particular attention is paid to the essence and mechanisms of dialogue interaction between the subjects of the educational process, in particular, regarding the perception of works of art. The role and significance of works of art in the artistic and aesthetic development of the personality are specified. The goals and tasks, ways and situations of communication in the system "teacher-work of art-student" are analyzed, the results of the student's reflection on situations of communication with the work of art. The author argues that artistic and pedagogical communication begins with linguistic contact, therefore, language skills occupy one of the leading positions among the professional abilities of the teacher and the student. Their basis is the ability to understand the specific language of genres and types of art. The ability to understand art is the result of the student's reflection on the situation of communication with the work of art, active search for meaning in dialogue with the author and himself. The artistic dialogue aims to ensure that the subjects are personally involved in the search for hidden questions and answers, and to compare different positions with their own knowledge and experience. The results of observations of the process of perception make it possible to determine the peculiarities of understanding the work of art, artistic and pedagogical situation, aesthetic experiences, interaction with the pupils as a product of the movement of consciousness. This includes, in particular, an understanding of one's own thoughts about the subject, the causes and sources of their origin, as well as the emotional states and feelings that arise in the process of perception and in the subsequent reflection of one's own reflections.