Teacher training in the field of Arts Education in the Russian Federation

According to the Education Development Concept in the Field of Culture and Arts in the Russian Federation for 2008–2015 (2008), this educational sector is the fundamental part of the arts education in general that shapes the basis of the latter. The education in the field of culture and the arts is aimed at finding artistically gifted children and youth, professional training of arts practitioners, cultural workers, and arts teachers, and preservation of the unique national arts education system and passing its traditions on to new generations.

Challenges confronting society inevitably affect the state of education. For the past decade the content of many professions has undergone fundamental changes: whilst some of the professions are no longer in demand, there emerged many new ones. To meet these challenges, training of artists and cultural workers is delivered within the systems of secondary and higher vocational education institutions specialized in different arts forms (theatre, music, visual arts, architecture, film, etc.) and also within the specialized departments at the technological, pedagogical and other second and third level educational establishments.

Actually there are about three thousand institutions providing the secondary vocational education in Russia, of which 275 belong to the Ministry of Culture of the Russian Federation. Training in music and visual arts within the secondary vocational education system is characterized by comprehensive targeting, which constantly evolves responding to the social need for well taught personnel ready to practice modern arts forms. The system is subject-oriented; its aggregative groups by specialization can be listed as follows:

  • music (folk, instrumental, electronic and other; singing);
  • fine arts (painting, graphics, sculpture, decorative and applied arts, artistic design of books and periodicals, fashion design, etc.);
  • synthetic arts forms (dance, theatre, film, photography, television; audiovisual, circus, variety arts, and others).

However, most of future artists and arts educators are trained within the institutions of the third educational level. The diversity and complexity of challengers arising at this level in the learning process determine the three-component structure of the latter, which includes classes, extramural learning activities, self-tuition and extra-curricular work. The efficient self-tuition and work on one's own are the objectives of education; the other two components can be regarded as the means of achieving them. The extramural learning activities solve a number of various problems including artistic, professional, aesthetical, and ethical ones.