Volume 13 - Issue 74
/ February 2024
143
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2024.74.02.12
How to Cite:
Shevtsova, O., Tiahur, L., Tsyhaniuk, L., Kachurynets, S., & Bodnaruk, I. (2024). The role of art education in personality
development. Amazonia Investiga, 13(74), 143-155. https://doi.org/10.34069/AI/2024.74.02.12
The role of art education in personality development
Роль мистецької освіти у розвитку особистості
Received: January 8, 2024 Accepted: February 25, 2024
Written by:
Olena Shevtsova1
https://orcid.org/0000-0002-5318-5286
Liubomyra Tiahur2
https://orcid.org/0000-0001-5106-2920
Liutsiia Tsyhaniuk3
https://orcid.org/0000-0002-0998-9906
Serhii Kachurynets4
https://orcid.org/0009-0006-3910-348X
Iryna Bodnaruk5
https://orcid.org/0000-0002-2157-9491
Abstract
We consider art education as the result and the
very process of a person's assimilation of a
system of skills, abilities, and knowledge, and on
their basis, the formation of humanistic qualities
of the individual, an aesthetic worldview, the
development of creative potential, and artistic
abilities. Learning, in the unity of developing,
motivational, educational, and educational
functions, as a process of personal education, is
the main way of obtaining art education.
Attention is drawn to an important aspect of the
educational function of art education – moral
education based on the moral component of art.
The functions of art education are analyzed in
detail and their role in personality development
is shown. We conducted an experimental study
to verify the created innovative environment of
professional training of students in the conditions
of the primary educational process for artistic and
educational activities for personality
development. Due to several developed measures
1
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Departament of the Art Education, Volodymyr
Vynnychenko Central Ukrainian State University, Ukraine. WoS Researcher ID: HPD-9830-2023
2
Doctor of Philosophy (Ph.D), Associate Professor of the Department of Psychology and Personal Development of the Educational
and Scientific Institute of Management and Psychology, State Higher Educational Institution "University of educational management",
Ukraine. WoS Researcher ID: ADY-2892-2022
3
Doctor of Philosophy, Assistant Professor of the Department of Amusicology, Instrumental Training and Methods of Music
Education, Khmelnytskyi Humanitarian-Pedagogical Academy, Ukraine. WoS Researcher ID: KCJ-8268-2024
4
Assistant Professor of the Department of Choreography, Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi,
Ukraine. WoS Researcher ID: KCJ-6980-2024
5
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Music, Yuriy Fedkovych
Chernivtsi National University, Ukraine. WoS Researcher ID: ITV-0015-2023
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that were applied during the formative stage of
the experiment, the creation of just such an
innovative environment was realized in the
conditions of the primary educational process
during the professional training of students for
artistic and educational activities.
Keywords: art education for personality
development, academic and mass art, music,
choreography, design, visual arts.
Introduction
Now the problem of the influence of art
education on a person, its social role, and its
influence on the formation of a person's
worldview is gaining importance. In connection
with the acuteness of the problems that have
arisen with the crisis-ridden modern society, the
determination of the role of art in socialization
and the formation and development of the
individual is of particular practical significance
today. One of the features of modern everyday
life, from the point of view of art education in
personality development, is the spread of anti-
humane art in society, which promotes sexual
depravity, violence, and other social vices. Art
forms a complete personality and forms the order
of people's thoughts and feelings. "If the
educational value of other forms of social
consciousness has a private character: morality
forms moral norms, politics – political views,
philosophy – a worldview, science prepares a
person for a specialist, then art has a complex
effect on the mind and heart, and there is no
corner of the human spirit that it could not touch
with its influence" (Diachenko, 2020).
People have long understood the importance of
the humanitarian layer of knowledge. Starting
from the V century. to n. e. Socrates gave
research priority "not to nature, not to the
cosmos, not to the elements, but to the purpose
and properties of a person who should see, feel
himself as a person, preserving the heritage of the
past, creating the present and projecting the
future. A special and important place in the
system of humanitarian knowledge is occupied
by artistic pedagogical education, which belongs
to a specific type of science" (Oleksiuk, 2016).
Art education as a holistic system of personality
development is based on the fundamental
principles of education and national education:
conformity to nature, nationalism, cultural
conformity, ethnicization, historicism,
democracy, and humanism. It is the
humanization of the educational process, in
particular art education, that involves an organic
connection and constant strengthening of
education with world and European traditions,
the origins of national culture, and the
achievements of world art (Shulhina & Riabinko,
2017).
The goal of art education is the development of
creative abilities, creativity, aesthetic taste, and
emotional intelligence of pupils and students. It
contributes to the formation of a personality that
can express itself through various types of art,
understand and appreciate cultural values, and
perceive the world through the prism of artistic
perception. In the conditions of the modern
world, during the period of reorganization of the
education system and the educational sphere,
which is currently in the most active phase,
cultural and artistic education directly plays an
important role in the formation of a highly moral
and developed creative personality.
Art education contributes to the development of
personality, influencing its aesthetic
improvement and broadening of the worldview.
This contributes not only to personal growth but
also to the enrichment of the cultural
environment of society, creating new values and
raising the quality of life. Art education promotes
the development of creativity, imagination, and
critical thinking. It gives a person the opportunity
to reveal his creative potential and find new, non-
standard solutions in various spheres of life. Art
stimulates self-expression and inner
development, helping to maintain emotional
stability and harmony in today's world. Art
brings people together, stimulates innovation,
and promotes tolerance and understanding. The
importance of art education lies in the fact that it
forms a harmonious, creative, and conscious
personality capable of making positive changes
in the world.
Shevtsova, O., Tiahur, L., Tsyhaniuk, L., Kachurynets, S., Bodnaruk, I. / Volume 13 - Issue 74: 143-155 / February, 2024
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Thus, in the article we considered the following
urgent questions: the role of art in human
development and social life; an important basis
of human-centered pedagogy is art pedagogy;
content and role of art education in personality
development; functions of art education and their
role in personality development; conducted
experimental research to create an innovative
environment for professional training of students
for artistic and pedagogical activities.
Literature review
In solving the issue of personality formation and
development, great importance belongs to artistic
culture in general and, in particular, to art, its
spiritual component. Art education has been the
subject of philosophical research since ancient
times. Now many theories of art differ in their
nature, but it cannot be said that its social
significance and specificity are fully understood.
Modern scientists are mastering and solving
controversial issues of the role of art education in
personality development.
Thus, the theoretical and methodological point of
view was analyzed by O. Krasovska (2017), and
the principles of professional training of future
specialists in the field of art education were
defined; foreign experience is presented and
progressive conditions in the professional
training of specialists in the European Union
countries in the field of art education are
highlighted; the stages of development and
formation of the practice and theory of art
education are outlined; the structural-functional
model and concept of the process of professional
training of specialists using innovative
technologies in the field of art education are
proposed; a system of professional training of
students was developed with the involvement of
modern educational innovations, regarding the
implementation of the methodology in the
practice of higher education institutions in the
field of art education.
Art, a phenomenon of human life, is multifaceted
and too complex to be able to create its complete
and final theory at a certain moment of
personality development. Therefore,
A. Diachenko (2020) considers the process of
socialization, which contributes to the
development of the personality and shapes it, as
well as the process of self-realization of the
personality, which depends on the development
of self-awareness, creative activity, and
communication skills of a person to a large
extent. All these tasks can be solved by art
education, which becomes modern society for a
modern person a way to solve life's difficulties,
one of the means of self-realization. The scientist
attaches great importance in his research to
works of art that affect both the human
consciousness and the field of human feelings;
considers aspects of the impact of art education
on the formation of the worldview of a modern
person, proving the importance of the
transformative and developmental functions of
art education, which revive the role of art for the
individual.
The connection "artistic values – artistic
cognition – emotional intelligence" by
O. Komarovska (2020) was analyzed and the
projection on the emotional intelligence of
artistic cognition was made. It is shown that
common positions are based on emotional skills,
which are extrapolated to the recipient's
understanding of the emotional world of the
work. Artistic cognition is presented "as a
permanent process that includes acceptance of
the emotional impulses of the work as an
objective value, artistic empathy, reflection, self-
reflection of impressions, which enables the
formation of personal value".
Scientists single out the direction of pedagogy –
artistic pedagogy. Thus, O. Oleksiuk (2016)
highlights the conceptual foundations of post-
classical artistic pedagogy and analyzes the
conceptual provisions of the scientific
rationalization of artistic pedagogy from the
point of view of modern art education, in
particular, its paradigmatic nature of changes.
Scientists V. Shulhina & S. Riabinko (2017)
analyzed the main component of art pedagogy –
the creative activity of the individual. In the
methodology of their research, in the
development of the modern paradigm of art
pedagogy, the application of art history and
psychological concepts of creativity, as a
paradigm of art education, is taken. It was found
that "the peculiarity of art pedagogy is
determined by the fact that it is at the junction of
science and art, as it aims to study the processes
of learning and personal education using art".
O. Shramko (2019), topical issues of the purpose
of art education and its role in the process of
building a modern society are clarified. Using
methodological principles (cultural and cultural-
philosophical), the author emphasizes the
functions of art education, which today outline
"strategic directions for understanding the crucial
importance of the involvement of the individual
in art as a determining factor of influence on the
spiritual world of a person and the effectiveness
of art pedagogy in the process of spiritual
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renewal of society".
The research of N. Huralnyk (2007) is interesting
for teachers of the music and pedagogical field,
pianists-performers, scientists, students, and
graduate students, where innovative systems and
methodical and technological teachers-pianists
of the last century are analyzed, a generalization
of methodical, scientific-theoretical, and
practical achievements of representatives of the
piano school is proposed XX century in the
context of general and musical pedagogy;
appropriate periodization was provided and a
research project of the main trends in the
development of music pedagogy was submitted;
the prospects of musical-creative and scientific-
pedagogical development of the piano school are
determined; directions of its functioning in the
cultural and educational space are highlighted.
H. Calderón (2022) emphasizes that art
Education continues to be a topic of deep debate
in different educational spheres, in search of
achieving a place of recognition in the
educational field, given the undervaluation it has
concerning other areas of knowledge. This
qualitative and quantitative research, which is an
ex post facto study with a descriptive scope,
investigates the epistemological and
methodological foundations in teachers,
students, and in the documents of self-evaluation
and evaluation for accreditation purposes of a
Bachelor's degree program in Art Education.
F. Levandowski, S., Alves Collares &
D. Camargo (2021) addresses the importance of
art in the Pedagogy course, emphasizing
research, experimentation, and reflection. The
results show that the understanding of children
and their potential experienced in Early
Childhood Education diverges from the
conceptions contained in the guiding documents
and those practices that reduce the creation
proposals through models and limited material
persist, reflecting on the intern's actions.
G. Rodrigues, M. Bortoleto & D. Lopes (2023)
emphasize that the study adopted the exploratory
research of multiple bibliographic, multimedia
sources, analyzed through Interpretive Analysis.
The results show that many circus manifestations
occur in Basic Education, carried out by artists,
teachers, and art educators. The results pointed
out that professional artistic presentations;
courses, workshops, conferences, and others;
Tours-Lessons; extracurricular projects and
complementary activities do not constitute
school knowledge because they are not articulate
with the curriculum.
The modern theory of art education, as well as
the development of scientifically based
recommendations for the formation of a
developed artistically and culturally creative
personality, is on the way to identifying the
objective regularities of art education.
The researchers considered aspects of the
influence of art education on the formation of the
worldview of a modern person and proved the
importance of the transformative and
developmental functions of art education, which
revive the role of art for the individual. The
connection between "artistic values – artistic
knowledge – emotional intelligence" was
analyzed. The scientists singled out the direction
of pedagogy – art pedagogy, in particular,
highlighted the conceptual foundations of post-
classical art pedagogy and analyzed the
conceptual provisions of the scientific
rationalization of art pedagogy from the point of
view of modern art education, in particular, its
paradigmatic nature of changes. Foreign
experience is presented and progressive
conditions in the professional training of
specialists in the European Union countries in the
field of art education are highlighted; the stages
of development and formation of the practice and
theory of art education are outlined; a structural-
functional model and concept of the process of
professional training of specialists using
innovative technologies in the field of art
education are proposed.
Methodology
To show the role of art education in personality
development and to verify the created innovative
environment of professional training of students
in the conditions of the primary educational
process for artistic and educational activities for
personality development.
Research methods were used in the research
process:
‒ theoretical: analysis of educational,
scientific, and methodical literature,
systematization, and comparison, which
made it possible to outline the directions of
development of advanced progressive ideas
in this field, to find out the level of scientific
development of the research problem, to
determine the methodical foundations of the
problem; modeling and generalization of
professional training of students in the
conditions of the primary educational
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process for artistic and educational activities
for personality development.;
‒ empirical: survey, indirect and direct
observation, control works, diagnostic
methods, which allowed to summarize and
systematize the material; a pedagogical
experiment (declarative, formative stages) to
reveal the real state of professional training
of students in the conditions of the primary
educational process for artistic and
educational activities for personality
development;
‒ mathematical: (mathematical analysis,
processing of melons);
‒ statistical: for summarizing, statistical
digital processing of the obtained results.
We conducted an experimental study to verify
the created innovative environment of
professional training of students in the conditions
of the primary educational process for artistic and
educational activities for personality
development.
Research relies heavily on the accuracy and
reliability of the data. In research work, the
quality of data collection and analysis not only
adds weight to the research but also contributes
to the formation of sound conclusions, which is
the key to academic success.
The following digital data collection tools were
useful in the study:
‒ Google Forms - a simple tool for creating
surveys that allows you to collect data from
respondents, create different types of
questions, and collect answers in
spreadsheets.
‒ SurveyMonkey - a modern survey tool that
offers a wide range of customization options
and analytical tools for analyzing the
collected data.
‒ JSTOR, Google Scholar, and other academic
search engines provide access to scholarly
articles, books, and other academic
resources that may be useful for literature
review and theoretical data collection.
‒ Zotero or Mendeley - bibliography
management programs that help organize
research materials, store references, and
format bibliographies and citations
according to different citation styles.
‒ Microsoft Excel or Google Sheets -
spreadsheets are useful for organizing and
analyzing collected data when working with
quantitative data.
‒ SPSS, R, or Python for more advanced data
analysis, statistical analysis, and processing
of volumes of data.
The total sample size is 84 students of higher
education who took part in the experimental
study. The control group and the experimental
group consisted of 42 respondents. When
forming the sample, the criteria of
meaningfulness, representativeness, and
equivalence were taken into account. The sample
was formed by random selection using the
technical procedure for calculating the selection
step.
The content of the pedagogical experiment, the
formative stage, was aimed at: – creating an
innovative environment in the conditions of the
primary educational process during the
professional training of students for artistic and
educational activities.
Students with the same level of knowledge were
grouped into experimental and control groups.
Respondents were offered written work where
they had to give answers to questions related to
clarifying the theoretical and methodological
foundations of art education.
Students were given 0.5 points for each question,
for each incomplete answer, and 1 point for a
correct answer.
According to the level of knowledge of the
respondents, the obtained points were
summarized according to the scale:
‒ elementary level of knowledge – 0.5 – 4
points;
‒ reproductive level of knowledge 4.5 – 8
points;
‒ constructive level of knowledge 8.5 – 11.5;
‒ productive and creative level of knowledge
12-15.
In the process of experimental work, we applied
the Kolmogorov-Smirnov statistical criterion to
identify differences in empirical data and assess
their statistical reliability, which characterize the
cognitive readiness of CG and EG students
according to the levels of professional-
pedagogical skills and knowledge of a
methodological-artistic nature. We used this
method because we needed to compare two
distributions (one empirical distribution with
another empirical distribution or an empirical
distribution with a theoretical distribution),
which allows us to assess the reliability of the
differences and find the point where the sum of
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the accumulated differences between the two
distributions is the most optimal.
Due to a series of developed measures that were
applied during the formative experiment, the
creation of just such an innovative environment
was realized in the conditions of the primary
educational process during the professional
training of students for artistic and educational
activities.
The implementation of the pedagogical
experiment was carried out in three stages:
preparatory, main, and final.
At the preparatory stage, the purpose and tasks of
the research were determined, the experimental
plan was developed, methods of measurement
and processing of results were selected, control
and experimental groups were selected, and their
homogeneity was checked.
At the main stage, an experiment was conducted.
At the final stage, the results of the experiment
were analyzed, their reliability was confirmed,
and conclusions were drawn about the
pedagogical effect of the experiment.
The reliability and validity of the obtained
results, and the objectivity of their assessment
were ensured by the methodological soundness
of the initial positions and the qualitative
mechanism for evaluating the quality under
study, the use of a complex of complementary
research methods, and the involvement of a
group of respondents from a higher educational
institution in the analysis of its results.
To assess the homogeneity of experimental and
control data, statistical processing was performed
using MS Excel and SPSS (Statistical Package
for Social Science).
The results of the experimental study confirmed
the applicability, optimality, and effectiveness of
the proposed pedagogical conditions for the
formation of the environmental culture of an
ecologist in the process of professional training.
Results and discussion
1. The role of art in human development and
social life.
Art plays a huge role in the development of a
person and the life of society. It strongly
influences the development of personality, being
an artistic reflection of reality and forming
thoughts, feelings, life principles, and morality.
It is necessary and especially relevant in our time
to involve people in art. In the process of the
historical development of mankind, art has
always occupied the main place in the system of
formation of a person's worldview and
personality. It was considered as a certain
spiritual means, as a part of the world, as
knowledge of the surrounding reality. They
attached healing importance to all types of art,
considering that with the help of art, a person
"cleanses" his soul and his body. The modern
stage of the development of society provides a
young person with various factors that negatively
affect the formation of personality in the process
of life. A society where pseudo-norms come to
the fore, and ethical and moral values and norms
lose their meaning, needs a special means of
forming consciousness in the young generation.
It is the uniqueness, versatility, and
inexhaustibility of art and its possibilities that
open a new way to the generation of a
harmonious personality. For now, the main
priority is – disclosure through creativity of the
inner world of a person. Art, the importance of
which in the education of the young generation is
steadily increasing, is a way to solve many life
problems of a person, a special means of self-
realization of the individual, because it is
possible to cope with today's current lack of
spirituality and immorality only thanks to the
desire to learn about the surrounding world,
increase creative potential, and form the
perceived importance of universal human values
(Diachenko, 2020).
2. An important basis of human-centered
pedagogy is art pedagogy.
Separation of art pedagogy into an independent
field was proposed and proved the need for such
a direction of pedagogy by O.Kuchai &
N. Shetelya (2023): "Given the special role of art
in the development of a person's ability to make
broad creative generalizations of feelings and
thoughts, one can argue about the need to
separate a new field of pedagogical knowledge
and introduce it into scientific circulation of the
corresponding concept – "art pedagogy", which
has specific means of realizing the goals of
education and upbringing in the modern
humanitarian paradigm".
The concept of "art pedagogy" is identified with
the concept of "pedagogy of art education",
which are understood as artistic pedagogical
technologies, as laws of creating a powerful
cognitive and active field of aesthetic potential
(Kuchai & Strityevych, 2023).
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An important foundation of human-centered
pedagogy is art pedagogy, which determines the
guidelines for the development of human-
centered pedagogy based on creativity,
humanization, cultural relevance,
aestheticization, and dialogicity. It should be
creativity, not art criticism (Habowski, Milbradt
& Conte, 2020).
Art pedagogy is at the intersection of art and
science because it aims to study the processes of
upbringing and education of the personality, and
its development using art. This is the peculiarity
of art pedagogy. This is where the connection
between artistic creativity and pedagogical
science takes place (Yaroslavtseva & Kuchai,
2020). Modern art pedagogy is on the way to
developing substantiated scientific
recommendations regarding the formation of a
developed artistic cultural personality, and the
identification of objective patterns of art
education and training (Nieto & Balanzó, 2023).
The national revival of many states of the modern
world is not limited to the restoration of the
cultural heritage of previous eras. National
revival needs a special vision of national culture.
"This is a feat of resurrection of that which does
not pass away, has a thorough, universal
existence for the nation, and therefore for all
mankind. "The path to the four freedoms"
proposed by the EU is a path through
strengthening the role of culture. It is undeniable
that the preservation of the national identity of
each state is the main condition for the existence
of the EU" (Shulhina & Riabinko, 2017).
In art pedagogy, great attention is paid to the
multidimensional characteristics of the spiritual
potential of an individual, from the standpoint of
revealing essential forces. Delineating in the
cultural process the spiritual essential forces of
the individual, depending on the social spheres,
surpassing the abilities of the person himself in
his empiricism, the filling with the content of
social life, where the individual is organized,
becomes the "concentrates" of the moral,
aesthetic, theoretical world attitude, becomes of
great importance. The heuristic capacity of the
potential can be specified by the formulation of
the aesthetic artistic potential, which is "a
measure of the possibilities to actualize its
aesthetic essential power in a real cultural
situation and super-materiality through the
ability to integrate a dialogue with the world"
(Kuchai, 2015). The socio-cultural potential of
artistic activity determines the capacity and
significance of the essential forces of the
individual. Since the way of human activity in
real beings does not exist outside of the whole set
of human relationships, outside of human
essential forces, outside of human needs,
interests, abilities, and aspirations, "it is part of
the essential human forces as their most
important component, which characterizes him at
the level of a cultural being" (Huralnyk, 2021).
3. Content and role of art education in
personality development.
Let's consider the role of art education in
personality development and the content of art
education, which includes a system of special,
cultural, art-historical knowledge and methods of
activity, performance, and creation of artifacts,
practical and intellectual skills of perception, the
experience of emotional and valuable attitude to
art and creative activity on a phenomenological
basis levels.
Therefore, we consider art education as the result
and the very process of a person's assimilation of
a system of skills, abilities, knowledge, and, on
their basis, the formation of humanistic qualities
of a person, an aesthetic worldview, the
development of creative potential and artistic
abilities.
Learning, in the unity of developing,
motivational, educational, and educational
functions, as a process of personal education, is
the main way of obtaining art education. A
person, precisely in the process of learning,
learns different ways of activity: the reproductive
way (according to the model), the way of
transforming activity, and creative activity.
Today, art education replaces the traditional
informative function with an activity component
(Shulhina & Riabinko, 2017).
In the process of aesthetic cognition, art
education, developing the goal-oriented sphere
of the personality, forms its activity and creative
characteristics, on which the following will
depend: the significance of its contribution to the
process of spiritual renewal of a person and its
effectiveness in any sphere of culture of its self-
realization.
4. Functions of art education and their role
in personality development.
Let's pay attention to an important aspect of the
educational function of art education – moral
education based on the moral component of art –
always, from the present to antiquity, art was
considered as a factor of the most important
influence on the moral world of an individual.
The ancient Greeks, starting from the concept of
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kalokagatia (beautiful, morally perfect, good,
kind), considered the ideal of education to be the
harmony of inner and outer, beautiful, moral,
perfect, the unity of beauty and goodness. It is not
for nothing that ancient pedagogical systems
necessarily included art as the most effective
means of correcting and forming character,
creating an ethos – a certain psychological
attitude. It has always been, is, and will be
mandatory to raise a good and beautiful person –
a moral and aesthetic ideal of personal
perfection. Achieving such an ideal is impossible
without the involvement of a complex of dance,
music, and poetry, as a necessary component of
the formation of a morally stable citizen. The
history of humanism speaks of extraordinary
attention to the problem of moral education using
art (Amorim & Ferri, 2020).
Art education is a phenomenon that has a
complex effect on the formation of the
spirituality of an individual in mutual
complementarity and interconnection and is
fundamentally multifunctional. Before revealing
the main functions of art education and showing
their role in personality development, we note
that none of the functions of art education works
by itself. And therefore, one cannot be sure of the
superiority of any one specific function of art
education. Their tasks are solved next to the
educational function (allows art to influence the
feelings and thoughts of society both individually
and in general, and art makes catharsis the
formation of an individual's worldview), the
following main functions: information-cognitive,
communicative, socialization function.
(de Carvalho & da Cunha, 2021).
The information-cognitive function is necessary
to ensure the process of artistic inheritance and is
manifested in the storage, accumulation,
systematization of information, and
consolidation of the results of the artistic activity
of generations, which is transmitted to the next
generation in the process of upbringing education
and artistic knowledge. rules of life. (Marques &
Mendes, 2022).
The communicative function provides in the
process of artistic cognition communication,
through art and creates a limitless
communicative space using the art of live,
interactive communication at different levels –
intercultural and interpersonal, including non-
verbal and verbal ways of communication. In
addition, art education, applying the
communicative function, provides an
opportunity to master the artistic sign systems
created by art itself – its own language of art, to
record in them one's own spiritual world, and to
assimilate and understand the spiritual world of a
certain era and culture, society, and artist
recorded in them (Komarovska, 2020).
The function of socialization is the most
important of the functions of art education
because it ensures the individual's assimilation of
values, knowledge, social experience, norms of
behavior, and national traditions that correspond
to a given culture and a given society. A
significant place is given to humanizing or
human-creating functions, which gather all the
previous ones under a single point of view. In this
way, art education appears as a cultural space and
a means of developing personality qualities,
inherent properties of a spiritually formed
personality. The criterion here is the moral and
value component fundamental to modern society,
which independently determines the content of
personal self-realization and the individual
responsibility of the subject of culture and its
degree for choosing paths, as a unifying integral
of the most essential components of the concept
of spirituality (da Costa, Marquezan &
dos Santos, 2022).
The emotional function ensures the activity of all
the listed functions because no function can work
if this immanent function of art and education
using art is not included in the work, which
explains the reason for the effectiveness of art
pedagogy and reveals the nature of artistic
activity. Emotional involvement in art is based
on the emotionality of art education through an
artistic image that is capable of creating
emotions, awakening personal feelings that make
a person empathize, worry, grieve, rejoice,
sympathize, etc. and at the same time teach to
control emotions. Art makes a person indifferent
to nature, to life, to loved ones, etc., precisely by
developing the sensual sphere of a person.
Therefore, the most powerful means of
influencing the process of spiritual formation of
the personality is possessed by art education – the
emotional power of artistic and figurative
understanding of reality. "By awakening and
deepening human feelings, art prompts thought
to work, forms moral principles, expands the
worldview, creates ideals and, ultimately, not
only enriches the sensual sphere of a person but
also significantly expands the horizons of his
consciousness, directly influencing the formation
of the spirituality of an individual" (Shramko,
2019).
The following functions of art education solve
their tasks in a person's life next to the
educational function, information-cognitive,
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communicative, socialization function,
humanizing or humanizing function, emotional
function: social-transformative, compensatory,
artistic-conceptual function, predictive,
informative and communicative function,
aesthetic function, hedonistic function.
Socially transformative and compensatory.
These functions are manifested as an ideological
and aesthetic influence on the worldview of an
individual, which directs a person to purposeful
activity. From this point of view, art education
encourages humanity to develop, is the driving
force of all changes in society, and directs the
emergence of the formation of one's own
personality and human aspirations for self-
development. (Komarovska, 2020).
The artistic-conceptual function makes it
possible to understand the artist's thoughts about
the world in general through the prism of the
artistic work, to see the place of the individual in
the world, and to determine the attitude towards
the person.
The function of foresight contributes to the art of
predicting the future and makes it able to
correlate reliably with human intuition. The fact
that art itself can predict social changes in society
is important.
Informative and communicative functions
consist of the fact that each work of art,
accessible to a certain circle of people, carries
certain information, and art unites people and
encourages them to exchange knowledge,
communicate, and interact. (Oleksiuk, 2016).
The suggestive function creates conditions for a
positive emotional impact of art on human
feelings and thoughts, on a person's personality,
improving or destroying it.
The aesthetic function of art is an important
factor in the formation of abilities, aesthetic taste
of a person, his principles, needs, habits, and
values. So, we see that art in the world orients a
person.
The hedonistic function manifests itself in art in
skill and freedom, enabling enjoyment and self-
expression. It does not matter whether a person is
committed to any art form or whether he loves it.
As a conclusion, art is an integral part of society
and the life of all people. Art influences and will
influence our attitude to life and our outlook –
against our will or according to our wishes
(Diachenko, 2020).
5. Experimental study.
To create an innovative environment for the
professional training of students for artistic and
educational activities and the development of
personality, we conducted an experimental study
(concentrative stage) of the analysis of the
formation of the leading components of
professional readiness for artistic and educational
activities of future teachers.
Students with the same level of knowledge were
grouped into experimental and control groups.
Respondents were offered written work where
they had to give answers to questions related to
clarifying the theoretical and methodological
foundations of art education.
Students were given 0.5 points for each question,
for each incomplete answer, and 1 point for a
correct answer.
According to the level of knowledge of the
respondents, the obtained points were
summarized according to the scale:
‒ elementary level of knowledge – 0.5 – 4
points;
‒ reproductive level of knowledge 4.5 – 8
points;
‒ constructive level of knowledge 8.5 – 11.5;
‒ productive and creative level of knowledge
12-15.
This distribution makes it possible to say that in
CG and EG, future teachers do not have adequate
knowledge of methodological and artistic nature
to carry out artistic and educational activities.
Only 28.3% of CG respondents and 29% of EG
respondents demonstrated a reproductive level
and 22.1% of CG respondents and 17% of EG
respondents demonstrated a constructive level of
knowledge. We note that the percentage of
respondents with a productive and creative level
is very low (4.3% in CG and 3.9% in EG). We
see that the majority of respondents have formed
methodological and artistic knowledge at the
elementary and reproductive levels.
Summarizing the empirical data obtained as a
result of the written work on the identification of
students' cognitive readiness makes it possible to
say that almost half of the respondents who
performed control written work in the field of
artistic and educational activities of the future
teacher revealed an elementary level of
knowledge.
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Therefore, we see that the traditionally
established approaches to the professional
training of future teachers in the field of art
education do not allow for the formation of
methodological and artistic knowledge at the
proper level, and therefore the readiness of future
specialists to carry out the process of artistic and
aesthetic education and education of students is
not formed and the necessary competencies are
not formed. This indicates the need to create an
innovative environment for the professional
training of students for artistic and educational
activities and personality development.
In the process of experimental work, we applied
the Kolmogorov-Smirnov statistical criterion to
identify differences in empirical data and assess
their statistical reliability, which characterize the
cognitive readiness of CG and EG students
according to the levels of professional-
pedagogical skills and knowledge of a
methodological-artistic nature. We used this
method because we needed to compare two
distributions (one empirical distribution with
another empirical distribution or an empirical
distribution with a theoretical distribution),
which allows us to assess the reliability of the
differences and find the point where the sum of
the accumulated differences between the two
distributions is the most optimal.
The obtained data make it possible to conclude
that 14.4% of CG respondents and 14% of EG
respondents frankly admitted that they do not
know about the field of art education of teachers,
in both groups almost half of the respondents
estimate the level of their knowledge about
artistic and educational activities as a
reproductive level (56.2% in CG and 55.8% in
EG). At the same time, in CG, a larger number of
respondents indicated that they have insufficient
knowledge about the task and purpose of the
teacher's artistic and educational activity
(68.2%), and in EG, 64.3% of respondents said
this.
According to the results, indicators were
recorded close to these values in the following
aspects:
‒ in the CG – methods of diagnosing the
artistic competence of an individual,
functions, directions, content of the teacher's
artistic and educational activity, technology
of artistic and creative activity and artistic
and educational activity, knowledge of art
history;
‒ in EG – features (in the context of using
innovative technologies) of the teacher's
artistic and educational activities, tasks,
goals, functions, directions of the teacher's
artistic and educational activities, and
methods of diagnosing students.
18.9% of respondents in the control group and
20.2% of the experimental group assessed
knowledge about various aspects of artistic and
educational activities at a constructive level. The
largest number of respondents (34.4% in CG and
31.9% in EG) showed that they possess
knowledge, goals, and tasks at a sufficient level,
and know about the methods and forms of artistic
and educational activity of the teacher. We claim
that future specialists identify the forms and
methods of educational work with the methods
and forms of artistic and educational activity, the
knowledge they have acquired in the process of
studying pedagogical courses. So, the diagnosis
and the data obtained, based on our research
work, indicate that a trend is being observed: in
aspects that are specific to artistic and
educational activities (mastering the
technologies of integrated study of artistic
disciplines, artistic and educational activities,
artistic and artistic technologies); future teachers
indicate the inadequacy of their knowledge level
or feel a lack of knowledge.
The data obtained in the course of the
experimental work indicate that the students of
higher education do not have properly developed
general thinking and pedagogical abilities for
artistic and educational activities at the stage of
the ascertaining experiment. Therefore, they still
cannot solve the tasks of professional and
pedagogical activity productively, carry out the
education of the child, promote his cognitive
interests, influence the emotional state, and
choose productive tools and mechanisms of
pedagogical influence on the personality.
Therefore, it is necessary to create an innovative
environment for the professional training of
students for artistic and educational activities and
personality development; need improvement and
correction of the program, and professional
training plans for future teachers.
Having evaluated the statistical reliability of the
differences among students of CG and EG using
the Kolmogorov-Smirnov criterion between the
levels of formation of the cognitive component,
we did not find significant signs of differences
between the groups regarding knowledge of
general pedagogical and specific technologies of
artistic and educational activities and
technologies of artistic creativity.
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We conducted an experimental study (the
formative stage of the experiment) to check the
created innovative environment of professional
training of students in the conditions of the
primary educational process for artistic and
educational activities for personality
development.
84 students of higher education took part in the
experimental study. The control group and the
experimental group consisted of 42 respondents.
The content of the pedagogical experiment, the
formative stage, was aimed at: – creating an
innovative environment in the conditions of the
primary educational process during the
professional training of students for artistic and
educational activities.
In the modern conditions of social life, the
problem of designing pedagogical reality to
increase the efficiency of art education, which
made it possible to include the individual in the
process of professional training, created
conditions for the acquisition of personal and
professional competencies during the
professional training of students for artistic and
educational activities, as well as ensuring social
success throughout life, is urgent. In this context,
the need to create a special educational
environment becomes important.
Due to a series of developed measures that were
applied during the formative experiment, the
creation of just such an innovative environment
for professional training of students was realized.
1. Creation of situations of success and
reflection in laboratory, practical, and
lecture classes in the conditions of the
primary educational process of an
innovative environment of professional
training of students for artistic and
educational activities for personality
development, where the special content was
based on the technology of cooperation of
higher education students and teachers,
aimed at consistent enrichment of teacher's
pedagogical skills and professional
experience of higher education students.
2. Stimulation of spiritual and creative self-
improvement, and self-realization of
students of higher education through their
artistic and pedagogical activities. This
aspect involved taking into account the
views and attitudes of higher education
students towards the artistic and educational
activities of personality development, and
the formation of a worldview as a system of
knowledge in the field of art, culture,
history, religion, psychology, and pedagogy.
3. Individualization and differentiation of the
learning process for further artistic and
educational activities for personality
development using a system of technologies,
the basis of which is a person-oriented
approach (workshops, problem-based
lectures, flipped learning, practical classes,
etc.). Providing the educational material
with an artistic and educational direction for
the development of the personality of a
personally meaningful content. Structuring
educational material of artistic and
educational direction for personality
development from the standpoint of
organizing independent and search-creative
activities of higher education students.
4. Application of active forms of training and
methods of the educational process to reflect
the capabilities of future specialists in their
professional activities in the artistic and
educational direction for personality
development.
Based on the use of productive and creative
technologies of artistic and educational direction
for personality development, we organized and
conducted a series of laboratory classes in the
form of master classes on fine arts, the basics of
folk decorative, and applied creativity.
Interactive and intensive technologies were
introduced into the educational process:
brainstorming, discussions, role-playing and
business games and their discussions, training,
self-presentations and presentations, creative
workshops and master classes, portfolio
technology, etc.
At the end of the formative stage of the
experiment, the purpose of which was to check
the created innovative environment for
professional training of higher education seekers
in the conditions of the primary educational
process for artistic and educational activities for
personality development, we have positive
changes, which is explained by the effectiveness
of the proposed activity approach about the
methodological and artistic direction of the
content of higher education education.
Thus, if at the end and the beginning of the
formative experiment no significant differences
were found in the CG, the number of respondents
who belong to the constructive and productive-
creative level increased to a large extent in the
EG.
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In EG, at the beginning of the formative
experiment, the productive and creative level of
readiness was confirmed by 7.5% of the
respondents, the constructive level by 13.5%,
then at the end of the experiment these indicators
were 24.1% and 49.8%, respectively (the
increase in these levels is 16% and 29.7%). At
the same time, the number of future specialists
who demonstrated reproductive (from 47.5% to
22.9%) and elementary (from 28.9% to 8.8%)
mastery of the knowledge system in the created
innovative environment for professional training
of higher education graduates decreased.
education in the conditions of the primary
educational process to artistic and educational
activities for personality development. In the
course of the formative experiment, we achieved
the highest overall increase among other
indicators, which amounted to 23.3%.
The students of higher education, who were in
the EG based on the data we received after
writing the written work, indicated that at a
sufficient level, they know the integrated study of
artistic disciplines, the technologies of artistic
and educational activities, about the task,
purpose, methods and forms of artistic –
educational activity of the teacher. Students of
higher education indicate that the level of their
knowledge of artistic and educational activities
for personal development is sufficient and they
feel the strength of this knowledge.
Conclusions
In the article, we showed the role of art
education in personality development and
verified the created innovative environment of
professional training of students in the
conditions of the initial educational process for
artistic and educational activities for
personality development.
Attention is drawn to an important aspect of
the educational function of art education –
moral education based on the moral component
of art. The functions of art education are
analyzed in detail and their role in personality
development is shown (educational,
informational-cognitive, communicative,
socialization function, humanizing or human-
creating, emotional, social-transformative,
compensatory, artistic-conceptual function,
prediction function, informative and
communicative, aesthetic, hedonic function).
We conducted an experimental study to verify
the created innovative environment of
professional training of students in the
conditions of the primary educational process
for artistic and educational activities for
personality development. The content of the
pedagogical experiment was aimed at checking
the created innovative environment in the
conditions of the primary educational process
during the professional training of students for
artistic and educational activities.
In the process of experimental work, we
applied the Kolmogorov-Smirnov statistical
criterion to identify differences in empirical
data and assess their statistical reliability,
which characterize the cognitive readiness of
CG and EG students according to the levels of
professional-pedagogical skills and knowledge
of a methodological-artistic nature. We used
this method because we needed to compare two
distributions (one empirical distribution with
another empirical distribution or an empirical
distribution with a theoretical distribution),
which allows us to assess the reliability of the
differences and find the point where the sum of
the accumulated differences between the two
distributions is the most optimal. Due to
several developed measures that were applied
during the formative stage of the experiment,
the creation of just such an innovative
environment was realized in the conditions of
the primary educational process during the
professional training of students for artistic
and educational activities.
The results of the experimental study confirmed
the applicability, optimality, and effectiveness of
the proposed pedagogical conditions for the
formation of the environmental culture of an
ecologist in the process of professional training.
Further research will be aimed at
substantiating the field of pedagogical
knowledge "art pedagogy".
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