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Socio-cultural changes in our country lead to an increase in the role and importance of art education as a strategic resource that actively promotes the development of a person’s personality. In this regard, the requirements for future teachers of artistic direction, who are preparing to carry out their professional activities in the field of art education, are increasing. These requirements are accumulated in the Federal state educational standards, the methodological basis of which is the competence approach, which involves the formation of professional competence of graduates of universities. Art criticism competence of future art teachers is one of the main special competences. In this article, based on the study of the specifics of the professional activities of future teachers of artistic direction, the essence of this competence is revealed and a structure is presented that includes the following components: motivational and value (professional motives and values); cognitive (knowledge); practical (skills); individual psychological (abilities); personal (personal qualities). During the study, the criteria for the development of art history competence (cognitive, activity, motivational and value), their content, the levels and methods of diagnosis were identified. It was found that the development of the art history competence of future teachers of the art direction is promoted by a complex process that includes the following elements: a conscious orientation towards the development of art history competence based on the identified structure; regular inclusion of students in activities that provide experience in the manifestation of art history competence; activation of reflection and self-esteem of students at the level of their competence development. The reliability of the conclusions of the theoretical study is confirmed by the positive results of experimental work.

Development of Art Criticism Competence of Future Teachers of Art Direction