Artistic and Pedagogical Competences of the Fine Arts Teacher: an Adaptation to the Postmodern Society


  • Volodymyr Tomashevskyi Kryvyi Rih State Pedagogical University
  • Nataliia Digtiar State Institution "Luhansk Taras Shevchenko National University"
  • Larisa Chumak Communal Higher Educational Establishment Kherson Academy of Continuing Education of Kherson Regional Council
  • Tetiana Batiievska Poltava V. G. Korolenko National Pedagogical University
  • Olena Hnydina Poltava V. G. Korolenko National Pedagogical University
  • Olena Malytska Berdyansk State Pedagogical University



Professional training, higher education institutions, improvement of educational process, postmodern art, competence, creative development, interdisciplinarity


The importance of the outlined problem lies in the fact that professional training of future fine arts teachers should take into account the trends of recent general scientific, socio-cultural and moral-aesthetic processes.

Analysis of the professional training system in the context of the requirements of postmodern society gives grounds to claim that it requires significant updating. In particular, individualization and democratization of education, interdisciplinarity, departure from traditional patterns of professional training, rethinking of pedagogical ideas and postulates in the context of quality assurance, etc. are paramount.

The article defines the structure of artistic and pedagogical competence of a fine arts teacher. Its structural elements (artistic component (artistic and aesthetic education, skill)) and pedagogical component (psychological and pedagogical culture, reflection) and ways of their formation are determined.

Ways to improve professional training of future fine arts teachers taking into account the postmodern features of higher education development (ensuring continuity of creative education; updating the scope of professional training; the use of information technology in the process of professional training of future fine arts teachers; emphasis of the educational programme on personal and creative development, self-fulfilment of students of artistic specialties.

Development of pedagogical conditions for formation of artistic and pedagogical competence in future fine arts teachers and organization of a pedagogical experiment in order to determine their effectiveness seems promising.


Assis, T. (2019). Programming creativity: Technology and global politics in the national curriculum. In L. G. Chova, A. L. Martínez & I. C. Torres (Eds.), INTED19 Proceedings: 13th annual International Technology, Education and Development Conference (pp. 5542-5551). IATED Academy.

Beckett, G. H. (2002). Teacher and student evaluations of project-based instruction: TESL. Canada Journal, 19(2), 52-66.

Berhin, N. B. (1981). Obschie problemyi psihologi iskusstva [Common problems of art psychologists]. Znanie

Bingimlas, K. A. (2009) Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245.

Bishop, C. (2006). Introduction: Viewers as producers. In C. Bishop (Ed.), Participation: Documents of Contemporary Art (pp. 10-17). Whitechapel Gallery and MIT Press.

Burbules, N. C. (1995). Postmodern doubt and philosophy of education. Philosophy of Education, 36.

Carr, W. (2004). Philosophy and education. Journal of Philosophy of Education, 38(1), 3-16.

Coleman, J. A. (1992). Project-based learning, transferable skills, information technology and video. Language Learning Journal, 5(1), 35-37.

Davis, P. (2008). New museologies and the ecomuseum. In B. J. Graham & P. Howard (Eds.), The Ashgate Research Companion to Heritage and Identity (pp. 397-414). Ashgate.

Dawes, L. (2001). What stops teachers using new technology? In M. Leask (Ed.), Issues in Teaching Using ICT, (pp. 61-79). Routledge.

Dembitska, S. V., & Kobilyanska, І. M. (2016). Upravlinnia piznavalnoiu diialnistiu studentiv pid chas vyvchennia bezpeky zhyttiediialnosti shliakhom vprovadzhennia metodiv proektnoho navchannia. [Management of the educational activity of students every hour of the development of the safety of life by the way in the implementation of the methods of project knowledge]. Pedahohika bezpeky, 1, 53-58.

Diehl, W., Grobe, T., Lopez, H., & Cabral, C. (1999). Project-based Learning: A strategies for teaching and learning. Center for Youth Development and Education, Corporation for Business, Work, and Learning.

Frumin, I. D. (1997). Toska po ponimaniyu ili postmodernistskiy analiz sovremennogo obrazovaniya [Longing for Understanding or Postmodern Analysis of Contemporary Education]. Voprosyi metodologii, 1(2), 131-139.

Gaztambide-Fernández, R. (2013). Why the arts don’t do anything: toward a new vision for cultural production in education. Harvard Educational Review, 83(1), 211-236.

Gerasymova, I., Maksymchuk, B., Bilozerova, M., Chernetska, Yu., Matviichuk, T., Solovyov, V., & Maksymchuk, I. (2019). Forming professional mobility in future agricultural specialists: the sociohistorical context. Revista Romaneasca pentru Educatie Multidimensionala, 11(4), 345-361.

Gikandi, S. (2011). Slavery and the culture of taste. Princeton University Press.

Habibu, T., M., Abdullah-Al-Mamun, & Clement, C. (2012). Difficulties faced by teachers in using ICT in teaching-learning at technical and higher educational institutions of Uganda. International Journal of Engineering Research & Technology (IJERT), 1(7), 1-9.

Jacobson, P.M. (1971). Psihologiya hudozhestvennogo tvorchestva. [Psychology of artistic creativity]. Znanie.

Jameson, F. (1992). Postmodernism, or, the cultural logic of late capitalism (post-contemporary interventions). ‎Duke University Press.

Kalin, N. (2018). The neoliberalization of creativity education. democratizing, destructing and decreating. Palgrave Macmillan.

Konovets, S. (2012). Osoblyvosti profesiinoi pidhotovky vchyteliv obrazotvorchoho mystetstva u vyshchykh navchalnykh zakladakh [Special features of the professional training of the readers of the imaginative mystery of the master's mortgages]. Bulletin of Lviv National Academy of Arts, 22, 36-47.

Kwastek, K. (2013). Aesthetics of interaction in digital art. MIT Press.

Lobanova, M. (1990). Muzyikalnyiy stil i zhanr: istoriya i sovremennost [Musical style and genre: history and modernity]. Sovetskiy kompozitor.

Loveless, A. (2003). Making a difference? An evaluation of professional knowledge and pedagogy in art and ICT. Journal of Art and Design Education, 22(2), 145-154.

Martins, C. S. (2017). ‘E agora, vai voltar tudo a ser como era?’ Por uma crítica às artes na educação [”And now, will everything go back to the way it was?” For a critique of the arts in education.]. In M. de Assis (Ed.), 10 x 10 Ensaios entre Arte e Educação [Essays between Art and Education] (pp. 13-20). Fundação Calouste Gulbenkian.

Martins, C. S. (2018). The alchemies of the arts in education. Problematizing some of the ingredients of the recipe. In B. Jörissen, L. Klepacki, T. Klepacki, V. Flasche, J. Engel & L. Unterberg (Eds.), Spectra of Transformation (pp. 41-57). Waxmann.

Martins, C. S. (2020). The fabrication of the chameleonic citizen of the future through the rhetoric of creativity: governmentality, competition and human capital. In C.-P. Buschkühle, D. Atkinson & R. Vella (Eds.), Art-Ethics-Education (pp. 26-43). Brill Sense.

Martins, C. S., & Alves, P. (2021). Critical approaches towards (a new) arts education. Journal of Science and Technology of the Arts, 13(2), 8-14.

Martins, C. S., & Popkewitz, T. S. (2015). The ‘eventualizing’ of arts education. sisyphus. Journal of Education, 3(1), 7-17.

Mfaume, H. (2019). Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 15(2), 154-170.

Mikhailov, I. G. (2005). Formirovanie esteticheskoy kulturyi buduschih uchiteley izobrazitelnogo iskusstva v protsesse vyipolneniya kompozitsii natyurmorta [Formation of the aesthetic culture of future teachers of fine arts in the process of performing a still life composition]. [Master’s thesis abstract, Kursk State University].

Mörsch, C. (2018). Critical Diversity Literacy an der Schnittstelle Bildung/Kunst: Einblicke in die immerwährende Werkstatt eines diskriminierungskritischen Curriculums [Critical diversity literacy at the interface between education and art: Insights into the everlasting workshop of a curriculum critical of discrimination.]. Kulturelle Bildung.

Nerubasska, A., & Maksymchuk, B. (2020). The Demarkation of Creativity, Talent and Genius in Humans: a Systemic Aspect. Postmodern Openings, 11(2), 240-255.

Nerubasska, A., Palshkov, K., & Maksymchuk, B. (2020). A Systemic Philosophical Analysis of the Contemporary Society and the Human: New Potential. Postmodern Openings, 11(4), 275-292.

Osborne, J., & Hennessy, S. (2003). Literature review in science education and the role of ICT: Promise, Problems and Future Directions. Future Lab.

Shepsheleva, O. (2008). Zvuk v horah a cappella otechestvennyih kompozitorov posledney treti XX veka. [Sound in choirs a cappella by Russian composers of the last third of the 20th century]. [Master’s thesis abstract, St. Petersburg].

Varela, M. do M. C. (2016). Pedagogic activism v. pedagogic paternalism. In F. Malzacher, O. Ahmet & Pelin Tan (Eds.), The Silent University (pp. 44-55). Sternberg Press.

Vygotsky, L. S. (1998). Psihologiya iskusstva [Psychology of Art]. Feniks.

Wieczorek, M. (2015). Postmodern exhibition discourse: anthropological study of an art display case. CITAR Journal, 7(2), 19-24.

Wilks, J., Cutcher, A., & Wilks, S. (2012). Digital technology in the visual arts classroom: An [un] easy partnership. Studies in Art Education, 54(1), 54-65.

Wood, J. (2004). Open minds and a sense of adventure: How teachers of art & design approach technology. International Journal of Art & Design Education, 23(2), 179-191.




How to Cite

Tomashevskyi, V., Digtiar, N., Chumak, L., Batiievska, T., Hnydina, O., & Malytska, O. (2022). Artistic and Pedagogical Competences of the Fine Arts Teacher: an Adaptation to the Postmodern Society. Postmodern Openings, 13(2), 287-302.



Theoretical articles

Most read articles by the same author(s)

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now