SOME EXPERIENCE OF CONFLICT RESOLUTION IN THE PROCESS OF STUDYING ART HISTORY BY FUTURE TEACHERS OF ART

This article deals with some academic experience of resolving typical conflicts that arise in the educational process when university students study works of fine art. These conflicts are of different nature: some of them are inherent and others are generated by the very nature of educational process and its organization. University academics should continuously focus on the problem and analyze it, as it is closely related to the professional development of future art teachers. An educator at the university should closely monitor the level and nature of conflicts, constantly arising in the course of studying art history, for their timely resolution. The article gives examples related to the study of different periods in the history of Russian and foreign art. By resolving conflicts and gradually overcoming the rejection of unfamiliar art phenomena by the future teachers of art we help them to disclose their creativity, evoking their sense of belonging to the whole world of culture and art, regardless of its conventional boundaries. A future teacher of Fine Arts should not be lost in the space of art, should not perceive this space as something hostile, but as a space in which new aesthetic landmarks emerge.