Extract

Vaidas Matonis Artistic Subject Teachers: Professional Peculiarities Standard setting for every subject taught, as well as evaluation and improvement of teaching quality at the end of the 20th century resulted in an upsurge of a new wave of educator work assessment and standard setting for their certification. Arts subjects did not lag behind the reform of teaching other disciplines, either: standards for teaching arts-related subjects have emerged, investigations and discussions started in the sphere of teaching quality assessing and improvement, new patterns for art teacher training and standards for estimating their qualifica- tions (Sobol, 2004; Matonis, 2005) are being developed. Simultaneously with the development of music and fine art education science, increasing initiatives are also taken in the fields of drama, dance, design educa- tion and other sciences. Therefore, the newly arisen problems also embrace the necessity for coordinating artistic subject educational research activities, as well as the need for further research on relationships and specific differences among different arts. In order to perform the aforementioned steps, it would be highly helpful (and it is a goal of this paper) to view ontological and semiotic aspects of arts directed towards development of a renewed system of art education based on kinship of arts and related spheres of aesthetic activities. In this way, new educational peculiarities of different arts are disclosed, and their investigation gains necessity among artistic subject teachers. Approved educational standards in the world and investigations of educator competences gained special importance. Researchers are looking for a system of...