Instituto de Estudios Políticos y Derecho Público "Dr. Humberto J. La Roche"
de la Facultad de Ciencias Jurídicas y Políticas de la Universidad del Zulia
Maracaibo, Venezuela
Publicación cientíca en formato digital
ISSN-Versión Impresa 0798-1406 / ISSN-Versión on line 2542-3185
Depósito legal pp 197402ZU34
ppi 201502ZU4645
Vol.40 N° 75
2022
Recibido el 15/09/22 Aceptado el 14/11/22
ISSN 0798- 1406 ~ De pó si to le gal pp 198502ZU132
Cues tio nes Po lí ti cas
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cul tad de Cien cias Ju rí di cas y Po lí ti cas de la Uni ver si dad del Zu lia.
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ción, dis cu sión y con fron ta ción de las ideas y avan ces cien tí fi cos con com pro mi so so cial.
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avan ces o re sul ta dos de in ves ti ga ción en las áreas de Cien cia Po lí ti ca y De re cho Pú bli-
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Vol. 40, Nº 75 (2022), 370-384
IEPDP-Facultad de Ciencias Jurídicas y Políticas - LUZ
The problem of art culture and art
school in the concern of the events in
Ukraine in early 2022
DOI: https://doi.org/10.46398/cuestpol.4075.24
Tetiana Zhytnik *
Viktoriia Khvist **
Serhii Bilan ***
Julia Kharchenko ****
Abstract
The research was aimed at the analysis of conceptual works
of the 20th century on aesthetic education as a component of
personal culture and values of mankind in general, together with
the examination of the results of the methodological system in
art education; with special emphasis, on the inuence of this
educational and political system on the events in Ukraine in 2022.
Also, the methodological systems, conceptual works and arrangements of
art education of the XX and XXI centuries are discussed, and the modern
vectors of art education development are analyzed. It is concluded that, at
the level of development of Ukrainian education, there is an urgent need for
balanced decisions regarding changes in modern education. In particular,
it is urgent to rethink the cultural values of the Ukrainian people in their
relation to the world culture in general, at a comprehensive methodological
level, forming aesthetic values and national consciousness, understanding
the value of cultural diversity. Changes in all spheres of life in the 21st
century are a natural necessity for the development of society. Finally, the
political preconditions that have been developing cannot be ignored.
Keywords: educational policies; art school; aesthetic education; artistic
culture; values.
* Bogdan Khmelnytsky Melitopol State Pedagogical University, Ukraine. ORCID ID: http://orcid.
org/0000-0003-2250-7251
** National University of Life and Environmental Scienses of Ukraine, Ukraine. ORCID ID: https://orcid.
org/0000-0001-7449-8938
*** National University of Life and Environmental Sciences of Ukraine, Ukraine. ORCID ID: http://orcid.
org/0000-0003-0256-2499
**** Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. ORCID ID: http://orcid.
org/0000-0001-5587-9743
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CUESTIONES POLÍTICAS
Vol. 40 Nº 75 (2022): 370-384
El problema de la cultura artística y la escuela de
arte en relación con los acontecimientos de Ucrania a
principios de 2022
Resumen
La investigación tuvo como nalidad el análisis de obras conceptuales
del siglo XX sobre la educación estética, como componente de la cultura
personal y de los valores de la humanidad en general, junto al examen de los
resultados del sistema metodológico en la educación artística; con especial
énfasis, en la inuencia de este sistema educativo y político en los eventos
en Ucrania en 2022. También, se discute los sistemas metodológicos, los
trabajos conceptuales y las disposiciones de la educación artística de los
siglos XX y XXI, y se analiza los vectores modernos del desarrollo de la
educación artística. Se concluye que, en el plano del desarrollo de la educación
ucraniana, existe una necesidad urgente de decisiones equilibradas con
respecto a los cambios en la educación moderna. En particular, urge repensar
los valores culturales del pueblo ucraniano en su relación con la cultura
mundial en general, a un nivel metodológico completo, formando valores
estéticos y conciencia nacional, comprendiendo el valor de la diversidad
cultural. Los cambios en todos los ámbitos de la vida en el siglo XXI son
una necesidad natural para el desarrollo de la sociedad. Finalmente, no se
pueden ignorar las condiciones políticas previas que se han ido gestando.
Palabras clave: políticas educativas; escuela de arte; educación estética;
cultura artística; valores.
Introduction
The problem of cultural identity, rethinking of cultural values, return
to the spiritual and aesthetic heritage of the Ukrainian people and world
culture is currently one of the key vectors of the development of the
Ukrainian nation. There are clear contradictions in the study related to
the rapid development of Ukrainian education, art school in particular, the
impact of European countries’ development on guidelines in all spheres
of life and the constant suggestion of the neighboring state to think about
these very guidelines. It goes without saying that politics, culture, and art
are interrelated, inuence and reect each other.
The events of early 2022 in the world became a blatant conrmation
of the following fact: the Ukrainian nation with its traditions, culture, and
its unique identity exists. Moreover, Ukrainian nation is able to declare all
these values, but further conscious development of younger generation’s
cultural values through the acquaintance with various kinds of art, especially
national ones in particular, requires special attention.
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Tetiana Zhytnik, Viktoriia Khvist, Serhii Bilan y Julia Kharchenko
The problem of art culture and art school in the concern of the events in Ukraine in early 2022
This idea was stated in the Modern Art School Concept and approved
by the order of the Ministry of Culture of Ukraine in 2017. It states the
following:
Since ancient times, the people of Ukraine, as a nation of gifted
people, have created its own unique cultural environment with traditions
and features which are characteristic for the European state society. Art
education occupies a prominent place in the process of the formation and
development of the national cultural environment (The Modern Art School
Concept, 2017: n/d).
This path will allow Ukraine to develop as the European state that exists
and develops rapidly due to its roots, spiritual and cultural heritage.
The aim of the research paper is a theoretical analysis of the main
provisions of the Modern Art School Concept and, most importantly,
the analysis of the proposed model of modern art school for the nearest
period of time, taking into account the events in Ukraine in early 2022.
This analysis has to be done in a line with the main mission of the Modern
Art School Concept which is as follows «modern art school should become
an environment for the development of free creative personality, guarantee
the right to develop talents and revive the national consciousness of the
artist and society as a whole».
The following research objectives are identied: to analyze and
theoretically research the main provisions of the Modern Art School
Concept in order to put it into practice, taking into account the aim of the
research. After analyzing each of sections of the concept, it is important
to identify the following issues. Analysing each of divisions, to dene the
specic of the methodological system in artistic education during the last
century and to trace her inuence on an event in Ukraine in 2022.
1. Literature Review
Conceptual research works on aesthetic and moral education as a
component of personal culture and values of mankind (Zyazyun, 2006);
research works on art pedagogy and its impact on the cultural development
of the individual (Otych, 2011; Padalka, 2009; Rudnytska, 2001); research
works on the formation of individual’s value orientations by means of art
(Nikitenko et al., 2021; Ganudelova., 2018; Voronkova et al., 2022) ARE
FUNDAMENTAL FOR THIS RESEARCH PAPER. THE RESEARCH
QUESTION ARISES IN THE CONTEXT OF THE EVENTS IN UKRAINE
IN EARLY 2022.
It requires rethinking of the national and cultural values of the Ukrainian
people and common human values in general, return to spiritual, moral
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Vol. 40 Nº 75 (2022): 370-384
and aesthetic heritage of Ukraine, review of the content of education, art
school in particular.
2. Materials and methods
The methods of research are the analysis of the methodological system
of art education and conceptual works of the 20-21st century, the analysis of
modern vectors of the development of art education; generalization of the
main provisions, correlation of the main provisions of the document with
others, coordination of the new system of art education with the traditional
one, comments and conclusions regarding the mutual inuence of the
political system of the country and the system of art education, forecasting
the obtained and possible consequences for education.
3. Results
In the annotation of the Modern Art School Concept (Order of the
Ministry of Culture of Ukraine, No. 1433, 2017) it is emphasized that art
education has occupied and is occupying an important place in the process
of formation and development of national cultural environment. In the
document it is stated that «the Ukrainian art school, which is based on the
freedom of creativity, developed most actively during the national liberation
struggle and the short periods of the country’s independence.
The rise of the free spirit of the Ukrainian artists’ creativity was disrupted
by the Soviet era, when art and art education became a part of the ideology
of the new state, which led to the loss of national consciousness of the
artists and the authenticity of the Ukrainian art». Thus, the signicance of
the impact of art education on the aesthetic, cultural, national development
of the individual is not in doubt.
According to the document, a sociological survey, conducted by the
Ministry of Culture of Ukraine, found out the following issues: a lot of
parents primarily want to «bring up a harmonious, aesthetically developed
personality of the child, his or her artistic abilities». The development
of practical artistic skills and the acquisition of knowledge by children
of primary art education necessary for further work in this eld are of
secondary importance for parents.
On the other hand, representatives of art schools believe that the
main aim of art schools is the formation of performing skills and initial
professional artistic competencies. It is also mentioned that the topics and
learning materials for study should be chosen by the teacher. In this regard,
the following quote is important:
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The problem of art culture and art school in the concern of the events in Ukraine in early 2022
Only from an early age a child, who is an educated, artistically developed
and talented person in specially created conditions, can conquer the peaks of art,
and nally fulll his or her own artistic mission – to develop art, bring its light to
people» (Ganudelova, 2018: 16).
Both groups of recipients agree that children have to learn dierent art
forms at the same time.
Thus, parents, who are the customers of services in the eld of art,
are focused on: on the one hand, receiving entertainment and leisure
services when the child aesthetically and creatively develops, without any
educational purpose, another group of parents want their child to receive
his or her primary art education with a focus on the demand of the labor
market. On the other hand, the teaching sta of art school tend to implement
the educational objectives of art education, and, importantly, seek the trust
of parents as for the educational trajectory of their activities in relation to
the student group. There is a quote from the concept:
In practice, there is an invisible conict between what the school oers and
what consumers of art and educational services expect from it. This is due to
the lack of a clear understanding of the aims and desired outcomes of primary
art education. Therefore, the modern art school needs an answer to the question
of why it exists. And this answer must be clear and acceptable to the society,
community, sta and student» (The Modern Art School Concept, 2017).
This issue is relevant not only to Ukraine:
In connection with the update of the principles of education, it is necessary to
introduce new teaching methods. The achievement of the main aims and relevance
of the conscious educational trajectory change the content, form and methods of
educational work and the main trajectories of educational activities (Nyandra et
al., 2018: 373).
The conclusion is unanimous: there is a need for changes in the
educational and artistic environment that can meet the needs of both
groups.
In order to understand the action plan of art schools in the near future,
we will dwell on the main provisions of the Modern Art School Concept,
taking into account the events in Ukraine in early 2022. It makes us analyze
the possibility of putting the Concept’s mission in life, and most importantly,
determining its relevance.
Thus, the modern art school is an institution where a person has
the opportunity to develop his or her artistic abilities, acquire initial
professional competences, including performing ones, aesthetic experience
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and value orientations through active artistic activity. The modern art
school is an environment for creative development of the individual, the
basis for training a professional artist and the center of cultural and artistic
life of the community (The Modern Art School Concept, 2017).
We analyzed the mission of the modern art school. Thus, the Modern Art
School Concept gives us dierent but clearly formulated aims that can not
only exist by themselves but they exist separately, their joint simultaneous
implementation is almost impossible. Because each of the objectives is an
objective of a dierent syllabus, which has dierent content, aim, objectives,
outcomes, principles and approaches, as well as the methodology of their
implementation.
For example, «an institution where a person has the opportunity
to develop artistic abilities, acquire initial professional competencies,
including performing ones, is the basis of training a professional artist» and
on the other hand – «the environment of personality’s creative development
and a center of cultural and artistic life of the community». Each separate
objective of the mission unanimously meets the needs of one or another
group mentioned at the beginning of the article (parents – customers of
art education services, teaching sta – those who meet the needs of the
society).
These mission tasks may even intersect in approaches, programs of
implementation, objectives of implementation and methods of inuence.
But the ultimate aim of these separate tasks is dierent.
How does the Ministry of Culture and Information Policy see the
implementation of one of the mission’s points, namely, the interaction of a
modern art school with the state and society?
According to the provisions of the Concept, the modern art school works
closely with all national, regional and local institutions: state, community,
students and parents. The main provisions of the section are as follows:
• Primary art education is a means to develop the creative potential of
Ukrainian society as an environment for art education and is a value
and national and cultural heritage of the state.
• State supports and promotes the activities of the art schools
by creating appropriate conditions in primary art education
(introduction of legislative mechanisms, funding from local and
state budgets, promotion of the academic and nancial autonomy).
• Services of the primary art school are available for the community
members regardless of age and special educational needs and are
supported by local and self-government authorities. It is done
by creating art schools/branches, their funding and logistics in
accordance with the needs of the organization of the institution’s
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Tetiana Zhytnik, Viktoriia Khvist, Serhii Bilan y Julia Kharchenko
The problem of art culture and art school in the concern of the events in Ukraine in early 2022
educational process. Local authorities and self-government
bodies, at the expense of local budgets, in accordance with the
Law, compensate the cost of training of persons from among the
privileged categories; promote the implementation of strategic plans
for the development of institutions and implement programs for
their development, nancially support and motivate gifted children,
creative and eective teachers.
• Modern art school is a part of the community, which is involved
in the organization of its cultural life and works in the system
of extracurricular education and adult education. Primary art
education, in its turn, is a “basic cultural service for citizens” (The
Modern Art School Concept, 2017) who have the opportunity
to acquire competencies in accordance with their artistic and
educational needs without any age restrictions.
• Modern art school is an environment of inclusive art education of
primary level.
• Modern art school is an eective entity in the market of educational
services, which meets the needs of citizens in a quality art product
and motivates citizens to consume these educational services by
demonstrating their own creative achievements; it has its own
strategic development plan and “eective board of trustees” that
promotes the interests of the institution and its development (within
the powers dened by the law).
• Modern art school is a partner for the student and student’s parents
and focuses on the aesthetic needs of each person, introducing
individual educational trajectories and various educational
programs; each of the students has the right to choose the syllabus
oered by the institution. Parents are active participants in the
school life. Parents are the main instrument, which aects the
formation and development of the child, the attitude of the parents
to children helps to recognize the importance of family relationships
more clearly (Eser and Yazgin, 2021).
• Art school creates all necessary conditions for creative self-
expression of each student of the institution of primary art
education by providing opportunities for public demonstration of
their artistic performance and cooperates with parents of students
on “acquisition of relevant artistic and educational competencies,
creating conditions for their creative development and self-
expression” (The Modern Art School Concept, 2017).
Summarizing the analyzed data on the implementation of the Modern
Art School Concept, we can see a lack of clear understanding of the
conceptual, meaningful aims of primary art education in general. This aim
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is an aesthetic education and development of children’s artistic abilities in
various art forms, preparation for further artistic profession. The concept
oers a exible and variable matrix of content and organization of primary
art education, where the state, community, children and parents are active
participants in the educational process of the institution, inuencing the
creation, organization, change and control of the educational process.
And, among these participants, who closely cooperate and interact with
each other, and, most importantly, ensure the quality of the educational
process, there is no important target group – teachers (educators) of art
schools. The question arises: what is the place and what is the function of a
teacher in the strategic plan of the development of modern art education?
It is interesting that they (academic sta of a modern art school) will be
discussed in the fourth and last paragraph – “stang for the quality of art
schools” (The Modern Art School Concept, 2017).
Let us dwell further on the second point of the section of the Concept’s
mission – “Directions and content of primary art education in the modern
art school” (The Modern Art School Concept, 2017).
It is important to emphasize signicant changes in the content and
structure of art schools in general, namely: rstly, the implementation of
the inclusive primary art education for citizens with special educational
needs, and secondly, a new structure of the elementary and basic sublevels
(general artistic and educational competences: general artistic education;
primary specialized art education: art and aesthetic education, primary art
education).
Depending on the levels and acquisition of competencies, it is oered
to move from development of general artistic, performing competencies
to art-educational ones, in order to “continue art education at the next
educational level and acquire an artistic profession” (The Modern Art
School Concept, 2017).
As for the content and standards of primary art education, there are no
signicant changes. The content is based on the combination of experience,
traditions and educational innovations (modern models, forms and
means of learning); development of academic, authentic folk and modern
orientation of the content of primary art education, which is based on the
use of the art works of Ukrainian and world art classics, authentic folk and
modern art in the repertoire, techniques and styles (The Modern Art School
Concept, 2017).
Educational activities are carried out according to the individual
educational programs or syllabuses. The teacher chooses the syllabus
individually, given that the program should provide the content of primary
art education and the acquisition of competencies in the relevant elds.
Syllabuses of primary specialized art education (and/or primary vocational
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The problem of art culture and art school in the concern of the events in Ukraine in early 2022
art education) are standards of primary art education that contain a list of
competencies, educational components and learning outcomes that meet
the objectives of education in the eld (The Modern Art School Concept,
2017).
One of the innovations of eective changes in the modern art school is its
autonomy. What does it mean? According to the Concept and the Law, the
art school has academic, personnel and nancial autonomy. The institution
has the right and authority (pedagogical council) to independently decide on
its activities. Autonomy in this context includes several active participants
and is implemented as follows:
• academic autonomy of the school is an opportunity to independently
develop or choose syllabuses;
• teacher’s academic autonomy is a choice or design of their own
methodology, teaching methods (curricula);
• personnel autonomy of the school is a solution of personnel issues
and selection of teachers, introduction of school’s own systems of
material and moral incentives for teachers, which will contribute
to their professional development and the development of the
institution as a whole. Substantial changes are that the institution
has the opportunity to independently form stang and introduce
positions of specialists who will ensure the development of the
institution, taking into account the needs of the population
(psychologist, project manager, lawyer, information technology
specialist, etc.);
• nancial autonomy of the school means that it has its own
accounting, uses «statutory instruments to attract and use funds
for their statutory activities; it has the right to set the amount of
tuition fees; expands the types of paid educational and other
services in accordance with its statute, attracts alternative sources
of funding, through project activities as well» (a quote from the
concept document). The idea of establishing public organizations to
support and assist in the implementation of institution syllabuses is
also supported. Local authorities and self-government bodies, their
executive bodies may not interfere in the autonomous powers of art
schools.
The last section of the model of modern art school deals with ensuring
the quality of primary art education. This section contains two subsections:
stang and monitoring the quality of art education. Let’s dwell on each
of the subsections in more detail, because they provide an opportunity to
understand ways to ensure the implementation of the model of modern art
education. After all, the mission of the model is purely educational.
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The opportunities and responsibilities of an art school teacher, who is a
key player in providing artistic competencies (including the development
and implementation of eective, reliable and valid criteria for assessing
these competencies), give an understanding of the possibility of realizing
the model itself.
According to the document, an art school teacher is a highly professional,
creative teacher who has the appropriate education (professional higher
art education or higher art education in the relevant eld). The art school
teacher uses informal approaches to their work, orients the pedagogical
activities for meeting the artistic and educational needs of primary school
students.
The teacher is responsible for the identication and development
of children’s creative abilities, love for art, acquisition of artistic and
educational competencies and achievement of learning outcomes through
an individual approach to the organization of classes and the use of advanced
teaching methods (The Modern Art School Concept, 2017).
The art school creates all the necessary conditions for teachers who
are active subjects of personal professional development, encourages
methodological and creative activities that improve the quality of the
educational process of the institution.
We can see that the teachers of the art school have the opportunity to
choose the direction of their own professional development, depending
on their own preferences, request for the necessary information for
the implementation of the syllabus being taught. Topics and modes of
interaction are chosen by the academic sta, it signicantly aects their
internal professional motivation, material capacities and time limits.
The art school teachers are responsible for the results of their pedagogical
activity and are guided by the objective criteria that take into account
various aspects of pedagogical, creative, methodological and organizational
activities. All aspects are aimed at the quality implementation of curricula
of the institution and the educational process in general.
There are following criteria for evaluating the art school teacher’s work:
the identication of the level of students’ acquisition of relevant competencies
(achievement of certain learning outcomes); degree of students’ interest
and their satisfaction with the educational and creative process at school;
dynamics of the development of students’ creative abilities in accordance
with their abilities; disclosure of their personal creative potential;
psychological climate in the relationship between students and teachers;
level of satisfaction of the students’ needs for creative self-realization and
self-expression (a quote from the document).
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The problem of art culture and art school in the concern of the events in Ukraine in early 2022
The head of a modern art school is a team leader who is a highly
professional, creative, active, responsible person, who is constantly
learning and improving his or her management skills, inuences positive
psychological climate of the school sta in order to ensure the eective
functioning of the institution.
All stakeholders of the art school (head, teachers, board of trustees,
public organizations) work for the common aim of the institution and
the implementation of its statutory objectives, including «formation of a
positive image of the school in the community, region, state, and abroad».
This section of the model of the modern art school development forces
us to return to the rst section of the document, which deals with the active
subjects of the educational process and the activities of the institution.
As it is mentioned at the beginning of this research paper, the Concept of
Modern Art School states that the art school cooperates with parents and
other representatives of primary art students in terms of acquiring relevant
artistic and educational competencies, creating conditions for students’
creative development and self-expression and is a partner of the primary
art school students in their quest to acquire relevant competencies and meet
their aesthetic needs through the introduction of curricula and individual
educational trajectories.
In the list of “co-partners” (except the state, local and self-government
authorities, community, art school as an institution, art students and their
parents (representatives of students) there are no teachers who, according
to the document, are responsible for the implementation of the criteria for
knowledge assessment and ensuring quality education.
Thus, we return to the main question: how to enable the realization of
the quality of education and achieve a sucient level of art school students’
competencies, if any of these subjects of art schools can inuence the
entire content of the educational process? It means to actively participate,
comment on, implement changes and inuence pedagogical, organizational,
managerial conditions, methods and forms of functioning of the institution,
without having professional education and being guided by «their own
subjective goals and feelings».
Of course, the individual educational trajectory in the educational
process is the reality of today (implementation of inclusive art education,
i.e., content and environment of inclusive art education), which should be
taken into account by art school teachers. But, given that the teacher of the
art school is a key component of the educational process (when choosing
syllabuses, implementing their content, ensuring the quality of education)
it will be appropriate to trust their professionalism and focus on the job
duties of the institution.
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Parents of art school students are partners for teachers, who, in their turn,
bring up children as aesthetically developed people, develop their artistic
abilities, form initial professional competencies, including performance
ones, aesthetic experience and values through their active artistic activity
in the process of democratic and trustful relations with parents.
4. Discussion
Despite the fact that the democratic society of our country is developing
in the direction of decentralization, providing more and more opportunities
for freedom of expression for dierent groups of the population, it is
necessary to clearly understand the importance of art education.
Being focused on innovative technologies, opportunities and needs
of the children and their parents, art education should strive for a deep,
conceptual idea of its functioning – artistic and aesthetic development
of personality, formation of artistic and cultural values, development of
moral, aesthetic and spiritual worldview, preservation and transmission of
cultural heritage through knowledge and individual artistic activity. This is
possible only with the preservation of the traditional conceptual idea of art
education. There is an accurate quote:
The main aim of an art educational program is to develop basic communication
skills, including memory and representation, familiarize children with craft
performance and modeling, develop visual knowledge, creative style, imagination,
and aesthetic awareness, as well as teachers’ understanding of how to teach the
craft. The subject is reality and art, which includes related artistic activities and
aesthetics (Mun, 2008: 60).
It goes without saying that the organizational and managerial system
of art education, standards of activity, management functions at all levels,
approaches to the provision of educational services need to be reformed. It
is also important to update the content of art education, strategic planning
of the institution, stang, including professional and internal qualities
of teachers, improve the quality of the system of evaluating the teacher’s
performance, as well as the quality of students’ knowledge and criteria for
its assessment.
The problem of identifying the optimal relationship between traditions
and innovations in the art school is an urgent one when it comes to the
improvement of art education. Art education is characterized by stability
and certain conservatism, because it preserves and transmits cultural
heritage. At the same time, the development of modernized innovations
in the education system, beyond which it is impossible to imagine the
progressive development of art pedagogy is a necessary aspect of the
research (Padalka, 2009: 43).
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Tetiana Zhytnik, Viktoriia Khvist, Serhii Bilan y Julia Kharchenko
The problem of art culture and art school in the concern of the events in Ukraine in early 2022
In particular, a fundamental issue is to introduce the reforms in art
education through the preservation and transfer of basic traditions of
Ukrainian art education, national culture and values. Moreover, they
should be reected in the list of disciplines and the number of academic
hours allocated for their study (Ganudelova, 2018).
Conclusions
As for the modern system of art education, it is so «democratic» that
there is a lack of clear understanding of the conceptual, substantive goals
of the existence of primary art education in general. A exible and variable
matrix of the content and organization of primary art education is proposed,
where the state, community, children and parents are active participants
in the educational process of the institution, who inuence the creation,
organization, changes and control of the educational process.
An important target group - teaching sta (teachers) of art schools is
absent in this interaction. They are discussed in the section on «ensuring
the quality of education». Among the innovations of eective changes of
the modern art school is its academic, personnel and nancial autonomy.
Signicant changes in the very content and structure in general regarding
the development of art schools, namely: inclusive primary art education
and elementary and basic sub-levels.
The content is based on a combination of experience, traditions and
educational innovations. We believe that increased attention requires
further conscious education of cultural values in the younger generation,
through familiarity with works of various types of art, national ones in
particular. This idea is specied in the Concept of Modern Art Education
and approved by the order of the Ministry of Culture of Ukraine in 2017.
The specied path will allow Ukraine to develop as a rapidly developing
European state thanks to its roots, spiritual and cultural heritage.
There are signicant conceptual changes in the educational sphere of
the state, in particular art, caused by global changes in all spheres of life.
Despite the fact that change is a natural necessity for the development
of the society, it is necessary to carefully and pragmatically interpret the
preconditions, clearly understand and predict their possible outcomes.
Moreover, if we ignore the preconditions that have ripened in the recent
decades and the war in Ukraine now it will lead to drastic, ill-considered,
unreasonable actions and their results will aect future generations,
cultures, and human development in general. In this regard, we believe that
the introduction of a model for the development of modern art school is a
social necessity of life, which cannot be ignored as least for a long period of
time.
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Vol. 40 Nº 75 (2022): 370-384
But the implementation of changes requires a balanced, conscious,
thorough theoretical and methodological conrmation of the vector of these
changes, which will aect the rethinking of cultural values of the Ukrainian
people and world culture in general.
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Esta revista fue editada en formato digital y publicada
en diciembre de 2022, por el Fondo Editorial Serbiluz,
Universidad del Zulia. Maracaibo-Venezuela
Vol.40 Nº 75
