Abstract:

The article examines school art education as a significant component in the system of continuous education, which significantly affects the spiritual education of youth. The state policy in the field of art education is highlighted. It is emphasized that the formed regulatory and legal framework ensures the protection of human rights to education and includes the norms of its functioning in the main areas.

Education is considered as the basis of intellectual, cultural and creative, spiritual, social, economic development of society and the state, the goal of which is the comprehensive, harmonious, creative, spiritually holistic development of a person as an individual and the highest value of society, his \her talents, cultural and spiritual potential.

It is substantiated that the legislative field enables the functioning of equal art education and is an important prerequisite for the cultural and intercultural interaction of its various subjects.

Traditional approaches to school art education are rethought. 

Based on a retrospective analysis of the reform of basic general secondary education, the transformation of art education over the years of Ukraine’s independence is shown – from a culturological model of a school with a higher status of subjects of the artistic and aesthetic cycle to a competency-based one in the conditions of the New Ukrainian School.

It is proven that today in pedagogy the understanding of art education as a component of culture, which organizes educational, cultural and artistic activities on the principles of humanism and democracy, Europeanization and multiculturalism, is being established.

Keywords: art education, school, spiritual education, youth, development, creativity, spiritual potential, educational branches, socio-cultural situation.

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