У статті розглядається проблема структуризації теоретичних основ художнього компоненту змісту архітектурної освіти. Професійна підготовка архітекторів у вищих навчальних закладах становить системну цілісність завдяки природній єдності загального, особливого та індивідуального рівнів художнього пізнання: у становленні світогляду та художньої культури особистості у синтезі емоційних та раціональних процесів; у фаховій спрямованості навчання як інструменту неперервного професійного зростання; у вихованні образотворчої креативності студентів.
В статье рассматривается проблема структуризации теоретических основ художественного компонента содержания архитектурного образования. Профессиональная подготовка архитекторов в высших учебных заведениях представляет собой системную целостность благодаря природному единству общего, особенного и индивидуального уровней художественного познания: становление мировоззрения и художественной культуры личности в синтезе эмоциональных и рациональных процессов; в профессиональной направленности обучения как инструмента непрерывного профессионального развития; в воспитании художественной креативности студентов.
In the article there is considered a problem of structuring theoretical bases of artistic component of architectural education's meaning. Important role in architectural education belongs to aesthetic and cultural aspects of students' preparation that form artistic culture, required professional skills, creative experience and creativity. Professional preparation of architects in higher education institutions becomes systemic integrity due due to natural unity of general, special and individual levels of artistic cognition. The first one is represented by processes of general cultural and professionally artistic formation of modern architect's personality. Result of aesthetic education is formation of personality's artistic culture which contains polyartistic erudition; artistic outlook; aesthetic needs, interests, style; professional skills; aesthetic points of view and ideals as precondition of forming future professionals' readiness for creative self-fulfillment within cultural environment. The degree of special cognition reflects specific of architectural creativity in transforming art and aesthetic experience of culture. Artistic educational activity is considered as a means of search and realization of architectural design and as effective tool for continuous professional development and artistic competence's formation among students. It consists in the fluent possession of universal composition laws and ability to efficiently apply acquired fine art experience in all types of architectural creative work and professional communication. According to theoretical bases of artistic education, process of forming of architects' readiness for professional activity is caused by synthesis of general, special and individual artistic cognition: firstly, in its interpretation as a phenomenon of culture in the development of personality's outlook and artistic culture, ability for artistic perception in the synthesis of emotional and rational processes; secondly, in education's professional orientation as a tool for continuous professional growth, in formation of students' fine art literacy as precondition for their full participation in the universal process of artistic shaping; thirdly, in bringing up fine art creativity among students, in building individual artistic manner of solving professional tasks.
