Dailės mokytojo meninės kompetencijos apibrėžtis

LTStraipsnyje aptariama dailės mokytojų meninės kompetencijos ugdymo samprata. Apibūdinam pagrindiniai busimųjų dailės mokytojų meninės kompetencijos ugdymo komponentai bei jų ryšiai. Straipsnyje atskleidžiama busimojo dailės mokytojo meninė kompetencija - sudėtingas, kompleksinis, daugialypis žinių, gabumų, įgytų įgūdžių, gebėjimų, vertybinių nuostatų fenomenas, formuojantis kūrėjo asmenybę, kurios kūrybiniai interesai ir veikla ugdo meninę kompetenciją Pagrindinės sąvokos: dailės mokytojas, meninė kompetencija, dailės istorija, dailės raiška, kompozicija, interpretacija. [Iš leidinio]

ENThe article analyzes and presents the concept of educating future fine art teachers’ artistic competence and discusses its main components. Intensive rapidity of the development of science and various technologies invites educators ofart to search for alternatives paying greater attention to aesthetic literacy and artistic education of the society. The newly-designed General Programmes for Primary and Basic Education (2008) emphasize the relationship of artistic education with other subjects, search for integration moments, which by its artistic proceeding would enrich pupils’ knowledge and help to master it more easily. Pupils would consider art as a world of unexpected creative expressions, a world opening new meanings to them. Since the main purposes of artistic education are to help children acquire basic artistic, aesthetic and cultural competences, allow them to reveal their creativity in the sphere of art, get them actively involved through art into social activity, communication and learning, it is aimed to create an attractive and favorable emotional social medium tor all pupils ofvarious learning styles with regard to artistic education, which should be integrated into other spheres of education. Educating such creativity ofa pupil calls tor a fine art teacher, who would acquire the highest level of artistic competence.The issues concerning this kind of artistic competence of a fine art teacher, its content and main components have not been broadly discussed or examined. They are also marked by the dilemma arising in the sphere of theorizing art educology: what is more important in the art teacher’s job - the artists or educator’s mastery. The article solves the problem based on V Matonis’ (2003) idea that the best fine art teacher is the one who is able to combine both spheres of the difficult pedagogical work. Such attitude in fact resounds the conclusions drawn by world fine art educators. The article shows that artistic competence of a fine art teacher is a complicated, complex, multiple phenomenon ofknowledge, capabilities, acquired skills and abilities as well as value provisions, which form the creator’s personality. Their creational interests and activities develop artistic competence. Future fine art teachers artistic competence involves theoretical and practical components: theoretical incorporate art history, theory, criticism, whereas practical include expression and composition of art as the main connection ofart theoretical and practical education; interpretation and assessment as perception and ability to disclose deep connections and meanings of an artwork. [From the publication]