Keyword: «creative specialties»

This article is devoted to the basic principles of teaching oral foreign language speech to students of creative specialties, in particular future artists, designers and teachers of fine arts. Given the specifics of their professional activities, special attention is paid to the application of the English for Specific Purposes (ESP) approach. Methodological approach allows us to build the learning process in such a way that the language training of students is directly related to their future professional field and ensures the formation of the necessary communication skills. The relevance of the research is due to the increasing role of the English language in the professional activities of representatives of creative professions. In the context of globalization and digitalization of art, foreign language proficiency is becoming not only a means of international communication, but also an important tool for professional growth, providing access to foreign educational programs, international competitions, and expanding employment opportunities. The scientific novelty of the work consists in a comprehensive analysis of the principles of teaching oral speech in a multilingual educational environment, taking into account the specifics of the professional training of students in creative fields. The article examines the features of the formation of oral communicative competence among students in the process of teaching English, provides the author's methodological solutions aimed at improving the effectiveness of the educational process. The methodological basis of the research includes pedagogical observation and questionnaires aimed at identifying the most successful principles and methods of teaching oral foreign language speech. In the course of the research, the author analyzes the degree of effectiveness of various methods, evaluates their practical significance and suggests principles that make it possible to adapt training to the professional needs of students. The survey results confirm the need to focus on professionally oriented communication, the use of visual and project-based teaching methods, as well as the inclusion of role-playing games and work with digital tools in the educational process. The author highlights the key principles of oral language teaching that contribute to the formation of stable communication skills, and offers recommendations for optimizing the methodology of teaching English to students of creative specialties.

The relevance of the study lies in the humanitarian component of education for building up competences necessary for students of creative specialties through the use of art. The aim of the article is to substantiate the methodological potential of the course "Modern Philosophy of Art," which has been introduced into the teaching practice at the Institute of National Culture of the National Research Mordovian State University named after N.P. Ogarev. The article defines the interdisciplinary nature of the philosophy of art (theory and history of art, aesthetics, philosophy, pedagogy, sociology, etc.), which contributes to the formation of students’ holistic attitude towards art. The main research approach is the ontological one, which considers art as a necessary condition for human existence in the world and it is significant for developing a holistic understanding of the humanitarian component in modern education. The proposed research methods for studying interdisciplinarity, the humanitarian component of the educational process for students of creative specialties, the problems of philosophy of art, etc. have determined the novelty of the author's course "Modern Philosophy of Art": the methodological significance of the opposition "classical - non-classical" lies in defining the specifics of classical and modern art; topological (boundary, shift, road, path, staircase, etc.) and chronological concepts (return, circle, life trajectory, intermediality, etc.) define the specifics of the chronotope of modern philosophy of art. The methodological significance of the course "Contemporary Philosophy of Art" lies in the definition of the axiological (justification of the semantic orientation of an artistic work and its ontological significance in the context of contemporary art); artistic and aesthetic (definition of the basic concepts of classical and contemporary art, reflecting changes in the artistic worldview); and worldview (formation of an analytical and contextual approach to contemporary art) potential. The author's experience in teaching the course "Contemporary Philosophy of Art" can be used by the pedagogical community to develop the humanitarian component of students’ education in creative fields.