The Problem of Introducing Advanced Competencies for Fine Arts Teachers in Ukraine

This article attempts to improve the Ukrainian system of competencies for fine arts teachers in Ukraine. On the basis of the theoretical analysis of the approaches to classification of components of artistic and pedagogical competence (structural, system, functional), the article justifies the need to improve expected competencies in the context of motivational, cognitive and pratical components of education content. The article proves that the result of the formation of each of the selected components is the development of certain artistic and pedagogical knowledge, skills and experience of creative attitude to artistic and pedagogical activities, and the result of the formation of holistic artistic and pedagogical competence is the teacher's readiness for innovative artistic creativity, developed individual style of pedagogical activity. The motivational component of artistic and pedagogical competence of a teacher of fine arts is characterized by a set of cognitive guidelines, artistic and value orientations, creative interests related to the content of artistic and pedagogical activities; the cognitive component is defined as a system of knowledge about the essence, structure, functions and features of effective activity of a teacher of fine arts and optimal styles of pedagogical communication in unity with general cultural and specific fine arts knowledge; the practical component is manifested in the formation of the ability (communicative, organizational, diagnostic, projective, constructive, managerial, creative) to the effective implementation of the teacher of fine arts artistic and pedagogical functions. The international relevance of the article consists in the need of the post-Soviet countries to overcome conservative approaches in teaching creative courses and borrowing the innovative experience of the countries with ancient democratic traditions.