CHILDREN’S SCHOOLS OF ARTS IN THE RUSSIAN FEDERATION: MODERN STATUS AND PROSPECTS OF DEVELOPMENT
UDC index:
78, 37
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Information about authors: Arakelova Aleksandra Olegovna, Dr of Art History, Associate Professor, Director of the Department of Science and Education of the Ministry of Culture of Russia, Honorary Worker of Culture of the Russian Federation (Moscow, Russian Federation). E-mail: arakelova@mkrf.ru
Annotation: The historical purpose is to massively teach children to different types of art through a long-term orderly educational process with a system for monitoring the quality of the education received by children. Since children’s art schools are the basis in the three-level system of art education and their functioning inevitably affects the whole system of training the creative personnel in this article are designated priorities for the further development of the entire network of art schools. The focus is on underestimation of children’s art schools as a social institution from their institutions, that is, municipal authorities. In the 1990s, children’s art schools began to perform the role of leisure institutions, the number of entrants in educational institutions of secondary and higher education in the cultural sector declined sharply, the quality of their education decreased, methodological and creative ties between educational institutions of the cultural sector of different levels of education were lost, a single educational space in branch of culture was violated. Despite the fact that over the past 5 years there have been a number of positive trends in the functioning of children’s art schools, in a number of regions the importance of children’s art schools as a social institution remains low, the children’s art schools continue to be fi nanced by the residual principle, the interaction of children’s art schools with the sectoral educational institutions secondary professional and higher education is often absent, and personnel or organizational decisions made by founders of children’s art schools In the case of children’s art schools, the pedagogical teams and parents of children are more likely to react negatively.
Keywords: children’s art schools, gifted children, quality of education, preparation of creative personnel, preprofessional progra ms, musical art.
DOI:
Article ID in the RSCI:
Article file: Download
Information about authors: Arakelova Aleksandra Olegovna, Dr of Art History, Associate Professor, Director of the Department of Science and Education of the Ministry of Culture of Russia, Honorary Worker of Culture of the Russian Federation (Moscow, Russian Federation). E-mail: arakelova@mkrf.ru
Annotation: The historical purpose is to massively teach children to different types of art through a long-term orderly educational process with a system for monitoring the quality of the education received by children. Since children’s art schools are the basis in the three-level system of art education and their functioning inevitably affects the whole system of training the creative personnel in this article are designated priorities for the further development of the entire network of art schools. The focus is on underestimation of children’s art schools as a social institution from their institutions, that is, municipal authorities. In the 1990s, children’s art schools began to perform the role of leisure institutions, the number of entrants in educational institutions of secondary and higher education in the cultural sector declined sharply, the quality of their education decreased, methodological and creative ties between educational institutions of the cultural sector of different levels of education were lost, a single educational space in branch of culture was violated. Despite the fact that over the past 5 years there have been a number of positive trends in the functioning of children’s art schools, in a number of regions the importance of children’s art schools as a social institution remains low, the children’s art schools continue to be fi nanced by the residual principle, the interaction of children’s art schools with the sectoral educational institutions secondary professional and higher education is often absent, and personnel or organizational decisions made by founders of children’s art schools In the case of children’s art schools, the pedagogical teams and parents of children are more likely to react negatively.
Keywords: children’s art schools, gifted children, quality of education, preparation of creative personnel, preprofessional progra ms, musical art.
