Interdisciplinarity as form of fundamentalisation of higher art education: faceted approach

Abstract

The interdisciplinarity of art education lies in the universality of the influence of art on all human cognitive processes and the ability to embody artistically any theme and plot that excites a person — an artist and a recipient. The origins of interdisciplinarity as a scientific paradigm are involved in the theory of communication. Interdisciplinarity is based on scientific semantics: interdisciplinarity plays a syntactic role, on the one hand, and, on the other hand, it helps to build semantic connections in schemes and transitions between different subject areas. A promising strategic direction is to increase the cultural intensity of all disciplines. Simplified practical use of art as an illustration, “figurative confirmation” of life phenomena ignores its high purpose. Practitioners pay attention to the use of interactive teaching methods: discussion, round table, method of projects, synectics, inversion, etc. In the implementation of research projects of students, we use phenomenological dialogue / polylogue. The use of this method creates conditions for analysis, reflection and self-assessment of students in the organization of their educational activities. The facet approach is an important area of modernization of the university and corresponds to the innovative nature of science. The transition from interdisciplinary integration in the classroom to interdisciplinary integration with project forms of education is the main condition for building an innovative model for the development
of art education.