Keywords
pedagogical monitoring
art training
higher art education applicants
temporal discreteness
art and pedagogical conditions
How to Cite
Abstract
Art training of specialists of various art specialties is described to be provided by pedagogical, professional art, design and architectural educational institutions. It is perceived as a unified system that functions on the synergistic basis of the integration of art and pedagogical traditions and innovations and is developed in unity with the evolution of various types and genres of classical and modern art. Thus, the article outlines the objective factors that lead to the development of the methodology of its organization on the basis of information and technology under both favorable and socially unreliable conditions. Taking into consideration the contemporaneity, the temporal discreteness of the art and pedagogical conditions of fine art students’ training is determined as the one that arose due to the COVID-19 epidemic and the war in Ukraine, and caused the disruption of educational process and made teachers organize it in a mixed mode preferring online technologies. Proceeding from the information mentioned, the necessity to develop an informational profile for fine art students, based on the application of their digital footprints, is actualized. The authors developed an algorithm for the collecting, structuring and analyzing digital footprints of the would-be art specialists’ training, which is based on the clarification of the “digital footprint” concept, its art and educational context and the main placement platforms. The pedagogical value of monitoring digital footprints at each of the stages of specialists’ art training in temporal discrete, art and pedagogical conditions was verified. It was based on the statistical analysis of the collected data on the electronic portfolio evaluation, the quality of training in drawing and pictorial art of the students on education and professional program of bachelor degree, as well as the results of the problem-based online discussion in which teachers and students participated.
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Copyright (c) 2023 Микола Олександрович Пічкур, Лілія Іванівна Полудень, Ірина Іванівна Демченко, Галина Іванівна Сотська