Today, the processes of forming aesthetic culture and aesthetic competence are becoming increasingly relevant for future specialists in higher education institutions due to the fact that the individual integrative qualities contribute to the comprehensive development of a personality, in particular its spiritual values, which are the basis for a harmonious lifestyle in society.

The purpose of the article. Summarizing the research of predecessors in the correlation of the practice of forming aesthetic culture and aesthetic competence of students in higher education institutions in terms of outlining the dominant forms, teaching methods, and pedagogical technologies.

The study used a set of the following methods, such as analysis, systematization, generalization of scientific sources, and comparison.

Results of the study. The following scientific achievements were analyzed and summarized: A. Karam, H. Sotska, L. Hlazunova, L. Kyrychenko, M. Biletska, M. Necheporenko, S. Dudiaha, Sintin Liu, T. Pidvarko, Y. Shevchenko and Y. Sopina. The formation of aesthetic culture and aesthetic students’ competence involves the aestheticization of the educational environment and requires the use of a set educational components and specific courses, educational and production practices, extracurricular activities, forms, methods of teaching, and pedagogical technologies.

Conclusions. Among the forms of training are the following: lecture; seminar and practical classes; practices; conferences; conduct curatorial hours; consultations; subject olympiads; clubs; museum and artist workshops visits; organization and conduct art exhibitions, arts events, round-table discussions; theatrical activity; local lore exploratory expeditions; groups of interest; master classes; reading days; oral journal; distant travels; press conferences; competitions; exhibitions of creative works; aesthetic atelier; scientific association sessions. Teaching methods include: modeling of moral and aesthetic situations; conversational interaction; gaming; creative assignment solutions; crush trouble; dispute; discussion; training; individual and collective discourse; self-reflection and self-esteem methods; microteaching and portfolios. There are dominant pedagogical technologies: problem-based and project-based learning, training, game simulation, and case-technology.

Key words: aesthetic culture, aesthetic competence, education, students, forms, methods, pedagogical technologies.

References

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