Розвиток особистісних компетентностей студентів у процесі самостійної мистецької діяльності

Abstract

Компетентнісний підхід є одним із пріоритетних у сучасному освітньому просторі. Зосереджується увага на особистісному типі навчального процесу, цільовій спрямованості підготовки спеціалістів. Особистісна компетентність базується на саморозвитку, самовдосконаленні студентів, практичній самореалізації набутих знань і вмінь. Пропонується визначення сутності особистісної компетентності, механізми, важливі складові та умови її розвитку. Визначено ряд особистісних здібностей майбутніх фахівців, що мають стратегічний характер. Виокремлюються і характеризуються типи самостійної роботи, акцентується увага на важливості модульно-рейтингової системи навчання (диригування, музичний інструмент, вокал, методика музичної освіти; постановка народного, класичного, бального танців; малюнок, рисунок тощо) для розвитку особистісної компетентності студента.The article addresses the issue of the competency-based approach in the professional training of students in the field of arts. A theoretical analysis is conducted on the pedagogical works of renowned Ukrainian scholars such as I. Bekh, N. Bibik, O. Dubaseniuk, I. Zyazyun, O. Pometun, M. Mykhaskova, M. Moroz, O. Oleksiuk, and N. Sulaieva. Based on their findings, it can be asserted that the competency-based approach is one of the priorities in today’s educational space. It is argued that the fundamental difference of the competency-based educational paradigm lies in the goal-oriented nature of higher education, the value-based orientation of learners, and the expected outcomes of students’ educational and professional training. Personal competence is interpreted as an integral characteristic of a future specialist, demonstrated through their ability to consciously motivate, organize, regulate, control, and adequately assess the effectiveness of their life activities and the personal efforts invested. The article advocates the idea that a key task of higher education institutions is not only to ensure high-quality professional training but also to foster the development of students’ personal competence and to nurture a morally grounded and actively engaged life stance. The criteria for assessing the level of personal competence formation include the extent to which a future specialist realizes their intellectual, emotional-value, spiritual-moral, volitional, and reflective potential; displays independent thinking and practical actions, creative activity, and high productivity in academic and pedagogical endeavors. It is shown that in today’s context, personal competence is based on "self-" processes, such as the individual's desire for continuous improvement of their educational and professional competence through self-development, self-improvement, self-realization, and self-regulation. The article emphasizes the personal type of the educational process and the goal-oriented training of specialists. A range of strategically important personal abilities for future professionals is identified, such as: recognizing the human qualities and artistic abilities of learners; integrating life experience into the process of perceiving works of art; understanding the necessity and specific nature of building subject-subject relationships among participants in the artistic-educational process; creating a developmental environment within the learning process; effectively managing one’s professional activity; demonstrating interest and ability in independently acquiring professional knowledge, skills, and abilities; and forming a personal attitude toward the current objectives of art education. Types of independent work are highlighted and described, with particular attention given to the importance of the modular-rating system of instruction (conducting, musical instrument, vocal performance, methods of music education; staging of folk, classical, and ballroom dances; drawing, sketching, landscape painting, etc.) in fostering students’ personal competence.