Introduction. The important resource for the modern education realization focused on creativity is introducing students to project activities, whose organization makes special demands on the training of teachers. Under these conditions the necessity in a future teacher-artist preparation to a project activity in the visual and decorative arts is increasing. The result of such preparation should be a student’s preparedness for organizing project activities as a special competence of the future teacher-artist, which will ensure his orientation towards introducing students to the creation of the project and actualizes the willingness to be the organizer of the project activity.
Materials and methods. The completed multidirectional projects and modern models for monitoring readiness for project activities were the material for the study. The methods of learned treatise and university experience of the formation of the readiness of the future teacher-artist to organize project activities for artistic creation study are used.
Results. A theoretical model of the formation in the modern pedagogical institution the readiness of the future teacher-artist for organizing project activities in the visual and decorative arts is developed. The features of the stages of implementation of the model (preparatory, procedural and substantive, design and technological, final) are revealed. The features of monitoring the formation of aspects of the studied competency (motivational, transformative, artistic and pedagogical) and the procedures used in this process are characterized.
Conclusions. The scientific and methodological products created during the research (the model of the readiness of the future teacher-artist for organizing project activities, the assessment and control procedures for monitoring the special competence formed at the university) enrich modern didactics and methods of higher education with new ideas and approaches to their solving. New perspectives of the problem (correlation of pedagogical and artistic aspects of readiness for organizing project activities, monitoring capabilities to identify emerging competencies taking into account its constant transformation as they develop) can become an advanced research direction.
Key words: teacher-artist, project activities, multidirectional projects, readiness to the project activities, readiness structure, model of readiness formation, monitoring of special competence
For Reference: Vardanyan, V. A., & Khomiakova, I. V. (2020). Formation of readiness of the future teacher-artist to the organization of project activity on art creativity. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 43 (1), 86-96. doi: 10.32744/pse.2020.1.6
Information about the authors:
Valeriy A. Vardanyan (Russia, Saransk) - PhD (Pedagogy), Docent, Head of Department of Art Education. Mordovian State Pedagogical Institute named after M. E. Evsevyev. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0003-1446-5880. SCOPUS ID: 7205327936 Irina V. Khomiakova (Russia, Saransk) - PhD (in Art), Docent, Head of Department of Art Education. Mordovian State Pedagogical Institute named after M. E. Evsevyev. ORCID ID: 0000-0002-7138-6882. E-mail: email@example.com