Fonte: Revista Turismo Estudos e Práticas - RTEP/UERN; No. 1 (2019): Caderno Suplementar; 1-7
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Resumo: Today, the methodological aspects of the students’ competency-based development are the subject of numerous studies. The study of the essential characteristics of competences, in general, and the definition of art criticism competence, in particular, gives reason to understand that it is impossible to master such an integrative personal resource from the outside in the form of declarative knowledge or certain information about such psychological component. Art criticism competence should be the result of an independent process of holistic knowledge and understanding of art. A conscious orientation to mastering the structural components of art criticism competence and gaining experience in socially significant activity is activated in the process of socialisation of a student. This takes place through the activation of his/her subjective position, in which mastery of art criticism competencies is considered as a need for personal self-realization. In this regard, the development of the art criticism competence of bachelors in the field of art is possible in a student-centred environment. In our study, we consider the principles of personalization as a methodological basis that promotes the activation of the personality-subjective position of students and teachers, and thereby the development of art criticism competence. Personalization of the art criticism competence development is implemented on the basis of the principles of personal orientation and significance; individualization; interactivity; and subjectivity. The reliability of the theoretical study conclusions is confirmed by the positive results of experimental work.
