Abstract:

The article reveals the essential characteristics of suggestotechnologies, based on the theoretical and conceptual provisions of the humanistic paradigm, in which the self-determination of the individual acts as an ideal, goal, and pattern of behavior, due to universal human and spiritual and moral values. Such concepts as «sugestology», «sugestopedagogy», «sugestopedia», «suggestive technologies» are considered, the essence of which determines the innovative direction in the theory and practice of art education, influencing the quality of art education, updating its content. It is proved that suggestive technologies allow to focus on the personal identity of the future teacher-artist, the formation of latent qualities, creative vision of the world, skills to enrich their spiritual and aesthetic potential, thanks to the search for new meanings and meanings in the artistic field, which in turn harmonizes and develops the personal and professional potential of the future specialist, and his possession of suggestotechnologies in the artistic process helps to rise to a higher level of professionogenesis.

The use of suggestibility in the context of various art technologies will make it possible to strengthen their pedagogical effect, achieving a deeper cathartic process, an emotional sense of artistic images, means of art, thereby influencing the development and unity of the emotionalsensual and intellectual sphere of the individual, building an integral picture of the world.

The main task of modern suggestive art technologies is to promote and identify in the educational activity the living intention of each person of the applicant, the essence of such an intention cannot be revealed by logical forms of knowledge or language. Art technologies in art education are proposed to be implemented in such forms as a creative workshop, rehearsals of events, a cultural project, drama training, collage creation, etc. It is concluded that the main methodology of art-therapeutic technologies is becoming a systemic, integrative and interdisciplinary approaches, recognition of the creative beginning and the acquisition of a variety of sensory experience as the most important factors for harmonizing the psycho-emotional state of the individual, its social interaction and the effectiveness of artistic education.

The peculiarity of art pedagogy in the context of suggestive influences is that it brings the future teacher to a new level of «metapedagogy», expanding the range of his pedagogical skills by mastering the «language of emotions», thereby affecting the perception of art as an integrative phenomenon.

Keywords: art education, humanistic paradigm, humanistic environment, suggestive technologies, suggestopedagogy, art technologies, pedagogical mastery, emotional suggestion, self-regulation, creativity, music art teacher.

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