MODERN VOCATIONAL AND ARTS EDUCATION: CONTENT, PARADIGMS, TRADITIONS, INNOVATIONS, PROBLEMS

The article specifies the content of vocational and arts education as an educational and educative, as well as a developing system of theoretical and practical training of would-be specialists of art specialties. It results in their mastering of pictorial literacy, formative competence, and art skills. The article proves the paradigm methodology of this system functioning that includes complex graphic, pictorial, forming, and compositional students’ educating while art training and using integrative academism and digitalization. Here it is necessary to account just the proportion of art and pedagogical traditions, and innovative studying methods. Proceeding from the above mentioned facts the following different unsolved problematic issues are described: organization and institution oriented problems lie in poor techniques, alternative art and educational services, unacceptability of distant education; program and content issues show imperfection of architecture and creative orientation of educational and professional programs, one-sided handicraft descriptive training that exclude current developmental tendencies of visual art; educational and methodological – methodological limitation of authorial art schools, preference of conservative art and pedagogical methods, lack of specific literature on digital descriptive art; information and technological problems demonstrate information addiction to Internet sources, poor computer and program equipment and some difficulties in mastering the appropriate technologies; personal and self-organizing prove narrowing of interpersonal coordination, art and aesthetic world-view and determined self-regulation, as well as inadequate self-appraisal of educational and formative students’ progress. Keywords: vocational and arts education, paradigm, tradition, innovation, descriptive training, academism, digitalization, information technologies, would-be specialists of art specialties.