Abstract:

The article highlights the essence of artistic communication as an important aspect of art education. The structure and stages of artistic communication in the educational process are determined. The features of artistic communication in art lessons are considered.

It is advisable to divide artistic communication with students into three consecutive stages: pre-communicative (preparatory); communicative-active (main); post-communicative (reflexiveanalytical).

The pre-communicative stage involves the teacher’s self-preparation for artistic communication: clarifying the characteristics of the student audience (age of children, level of their artistic preparedness, availability of artistic knowledge, formation of artistic tastes and interests, etc.); determining the topic of the lesson (consistency with the program and its requirements; compliance (or non-compliance) with students’ requests, etc.); preparing interesting artistic information (review of socio-historical events, biographical data of the artist, his formation, formation of a creative credo, etc.); determining the artistic dramaturgy of the work of art, bright (culminating) moments, etc.).

The communicative-active stage is a decisive, direct contact with children. It is important to establish a trusting creative atmosphere from the first minutes of communication. The teacher must interest students in artistic information and constantly take care of feedback. Listening to a musical work requires special psychological preparation, "attunement" to the work of the mind and soul. Students must realize that penetration into the artistic image is possible only under conditions of silence and special concentration.

The post-communicative stage (reflexive-analytical) involves the analysis of artistic impressions, reflection on artistic perception, discussion with children of the lesson, self-analysis of artistic communication with the identification of possible barriers and ways to overcome them in the future.

This sequence of implementation of artistic communication in the process of artistic education of students became the basis for developing a model for the formation of artistic and communicative readiness of a future teacher. At the same time, we consider this readiness as a prestarting state of the teacher for the implementation of artistic communication with students.

A methodological model for the formation of artistic and communicative readiness of a future teacher is proposed. The specified model is based on modern scientific approaches and pedagogical principles and is considered as an effective tool for organizing art education in a comprehensive school.

Keywords: artistic communication, art education, music teacher, pedagogical interaction with students, methodological model.

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