UDC 378.015.31:7.011]-047.

37(045)
STUDY OF THE PHENOMENON "AESTHETIC TASTE OF THE FUTURE
TEACHER" IN THE CONDITIONS OF THE POLY ARTS ENVIRONMENT
Babynina Yuliya, Bilostotska Olha.

Information about the authors:

Yuliya Babynina: ORCID 0000-0002-7841-7338,
babyninayuliya2807@gmail.com, teacher of the department of musical and
instrumental teacher training, graduate student of the department of pedagogy,
psychology, primary education and educational management.
Olha Bilostotska: ORCID 0000-0002-2684-1575 belostotsk@gmail.com
Candidate of Pedagogical Sciences, Associate Professor of the Department of Music
and Instrumental Teacher Training
The article analyzes aesthetic taste from scientific sources and investigates the
phenomenon of "aesthetic taste of the future teacher". A system of education of
aesthetic taste in future teachers has been formed, which includes the following
structural components: cognitive, emotional-valuable, motivational, activity-creative,
which are interconnected, mutually conditioned and influence each other. In order to
achieve a deeper and more complex development of aesthetic tastes in future
teachers, we use the means of polyphony of arts, which means the use of various
types of art and their interaction.
The basis of the system are the types of artistic creativity - music, painting, dance,
literature, theater. Each type of art has special mechanisms of influence on the
personality of music - the harmony of sounds; painting - line, colors, plot; dance is a
sense of rhythm. Due to their syncretism, choreography and theater integrate several
types of art, which contributes to the strongest impact on mental and physiological
processes in the human body. The means of art do not exist in isolation, but form a
polyphony of arts to create artistically perfect works. However, each individual
means of art does not have such an educational impact as their complex use.
Therefore, the education of the future teacher's aesthetic taste is carried out not
through a separate medium, but thanks to art as a whole.
Key words: aesthetic taste, teacher's aesthetic taste, structural components
cognitive, emotional-valuable, motivational, activity-creative, means polyphony of
arts.
Бабиніна Ю. Р., Білостоцька О. В. «Дослiдження феномену
«естетичний смак майбутнього учителя» в умовах полiмистецького
середовища».
У статті проаналізовано з наукових джерел естетичний смак та
досліджено феномен «естетичного смаку майбутнього учителя». Сформована
система виховання естетичного смаку у майбутніх учителів, яка включає такі
структурні компоненти когнітивний, емоційно-ціннісний, мотиваційний,
діяльнісно-творчий які взаємопов’язані, взаємообумовлені та впливають один
на одного. Для досягнення більш глибокого та комплексного розвитку
естетичних смаків у майбутніх учителів ми застосовуємо засіб поліфонії
мистецтв, який означає використання різноманітних видів мистецтва та їх
взаємодію. Основою в системі яких є види художньої творчості – музика,
живопис, танець, література, театр. Кожен вид мистецтва має особливі
механізми впливу на особистість музика – гармонію звуків; живопис – лінію,
барви, сюжет; танець – відчуття ритму. Хореографія, театр завдяки своїй
синкретичності інтегрують кілька видів мистецтва, що сприяє
найсильнішому впливу на психічні і фізіологічні процеси в організмі людини.
Засоби мистецтва не існують відокремлено, а утворюють поліфонію
мистецтв, щоб створювати художньо досконалі твори. Проте, кожен
окремий засіб мистецтва не має такого виховного впливу, як їх комплексне
використання. Тому виховання естетичного смаку майбутнього учителя
здійснюється не через окремий засіб, а завдяки мистецтву в цілому.
Ключові слова: естетичний смак, естетичний смак вчителя, структурні
компоненти когнітивний, емоційно-ціннісний, мотиваційний, діяльнісно-
творчий, засіб поліфонія мистецтв.
 Relevance of research. The formation of a high level of aesthetic taste among
student youth is an important condition for the development of the spiritual culture of
modern Ukrainian society. The need to improve the process of educating future
teachers' aesthetic tastes in higher education institutions is determined by a number of
socio-economic and psychological-pedagogical factors: the deep and dynamic
evolution of economic, political and spiritual processes in Ukraine requires special
attention to the formation of the aesthetic culture of youth; a change in the
psychology of consciousness is inextricably linked with a new understanding of a
person, the growth of the role of his personality in the process of forming social and
market relations; the imperfection of social experience and the lack of stability of
young people's beliefs make it necessary to objectively assess the influence of beauty
on various aspects of society's life. Considering aesthetic taste as a person's ability to
perceive, understand and evaluate the features of objects, phenomena of nature and
social life from the point of view of their aesthetic and humanistic value, we consider
it an important component of the formation of a high level of aesthetic culture of
student youth.
Considering the need for a thorough study of the education of aesthetic taste in future
teachers, it is important to take into account a number of contradictions between:
‒ the need for education of aesthetic taste among students of pedagogical universities
in the conditions of higher educational institutions arises due to the insufficient
definition of the relevant pedagogical conditions. This necessity is based on the
incompleteness of theoretical knowledge about the structure and essence of the
aesthetic taste of modern youth, its role in pedagogical activities, as well as the lack
of studied pedagogical methods for the education of aesthetic tastes in future
teachers.
- the need for further improvement of means of education of aesthetic tastes in future
teachers arises as a result of insufficiently developed pedagogical foundations and
methodical recommendations for their successful implementation.
‒ society’s need for pedagogical specialists with a high level of aesthetic taste, but
there is no systematic extracurricular work in this direction in higher education
institutions.
Analysis of basic research and publications. The analysis of scientific
literature shows the significant interest of scientists - estheticians, pedagogues,
psychologists - in the problem of education of aesthetic tastes: O. Burov, V. Butenko,
I. Goncharov, A. Guliga, M. Kiyashchenko, L. Masol, N. Myropolska, A.
Molchanova, Ya. Ponomaryov, V. Razumny, O. Rudnytska, G. Shevchenko, A.
Shcherbo.
Dissertation studies of O. Berestenko, Yu. Bludova, L. Honcharenko, L. Mykhailova,
I. Patsalyuk, V. Radkina, H. Raitska, I. Sidorova, V. Strilko, N. Chernikova, O.
Khom are devoted to the problem of education of aesthetic tastes. 'as. In these works,
attention is drawn to the development of aesthetic taste as an important component of
a comprehensively developed personality. The analysis of scientific works in the field
of aesthetics, pedagogy and psychology shows the significant interest of scientists in
the aspects of the formation of aesthetic tastes of the individual. However, we believe
that the problem of educating aesthetic tastes in future pedagogical specialists in the
field of higher education requires a more in-depth study.
The purpose of the article. To investigate the phenomenon of "aesthetic taste
of the future teacher" in the conditions of polyartistic environment.
Presenting main material. This part describes and justifies the obtained
results. In modern conditions, in the context of global transformations, the main goal
of education is the versatile and harmonious development of the personality, which
cannot be imagined separately from the process of harmonizing its relations with the
environment.
According to the scientific tradition, a person's attitude to art and to the aesthetic in
the surrounding world is determined by his aesthetic consciousness, which is
manifested in aesthetic perceptions, experiences, feelings, tastes, evaluations,
judgments, etc. In these effective forms of aesthetic activity of the subject,
objectively beautiful, ugly, comic, tragic and other aesthetic manifestations of activity
find their specific reflection [10].
According to N. Volkova (2007), aesthetic taste is "a person's emotional and
evaluative attitude towards beauty" [1 p. 124]. To the sources that influence the
formation of aesthetic tastes, the author includes "fiction, music, fine arts, theater
arts, cinema, nature, aesthetics of interior design, appearance of teachers and
students, relationships between them, etc. [1, p. 128].
N. Moiseyuk (2001) considers aesthetic taste as "the ability to evaluate works
of art, aesthetic phenomena from the standpoint of aesthetic knowledge and ideals,
emphasizing the education of the aesthetic culture of the individual, a component of
which is aesthetic taste [7, p. 428].
Scientists A. Kuzminskyi and V. Omelyanenko (2008) define aesthetic taste as
"a stable, emotional and evaluative attitude of a person to beauty, which is selective
and subjective in nature. Therefore, there cannot be any standard flavors. This is a
sensory category that is primarily related to individual vision and individual
perception" [4, p. 307].
According to O. Malenytska (1995), taste always acts as a synthesis of logical
analysis, emotional impressions, judgments and experiences, conscious and intuition.
Taste is the result of the generalized experience of aesthetic perceptions and human
interaction with beauty. It manifests itself in the individual's ability, based on
perception and emotional and conscious reaction, to evaluate aesthetic objects and
phenomena in accordance with their own aesthetic needs. It is important to note that
aesthetic taste is not reduced to the ability of aesthetic evaluation, as it does not stop
at the evaluation itself, but ends with the assignment or denial of cultural aesthetic
value [5, p. 42].
Researcher O. Khomyak (2016) asserts in her work that "aesthetic taste is a
complex complex of personal manifestations and aesthetic properties: a subtle and
complex ability to see, feel, understand the truly beautiful and correctly evaluate it. It
manifests itself not only in the selective and evaluative attitude towards aesthetic
objects, but also in the process of a person's creative activity" [11].
 Therefore, the analysis of scientific sources indicates that aesthetic taste is a
person's ability to emotionally evaluate various aesthetic phenomena, especially the
ability to distinguish the beautiful from the ugly. Focused on the holistic perception
of works of art, aesthetic taste is subjective, rejecting an objective approach. It
reflects personal values, attitudes and skills of value analysis of aesthetic works, their
interpretation and evaluation, determines the principles of action and behavior.
In a broad sense, the aesthetic culture of a teacher is a complex psychological and
pedagogical phenomenon that covers all spheres of human life, a teacher as a
representative of society is able to manifest himself as an active creator of spiritual
and aesthetic values, and most importantly, an active spreader of the aesthetic culture
of his society, so for the future it is important for teachers to have a deep sense of
aesthetic taste [6].
Researcher O. Khomyak refers to the peculiarities of education of the aesthetic
taste of student youth as "the specificity of studentship as a social group, which
involves the formation of life plans, professional orientation, mastering a set of social
roles (specialist, parents, social worker), the formation of personal traits
(responsibility, purposefulness , determination, perseverance, independence),
strengthening of conscious motives for behavior, increasing interest in moral
problems (goals and lifestyle); it's time for introspection, self-evaluation, self-
affirmation, definition of "oneself" and "one's" place in the adult world" [11].We
agree with the opinion of the researcher N. Manchur that "aesthetic tastes of the
future teacher as a component of personal formation of a dynamic character, in the
content of which emotional, valuable, intellectual and practical aesthetic components
are integrally combined, which lead to the need for the ability to perceive and
transform reality according to the laws of beauty, the ability to implement one's own
aesthetic experience in pedagogical activity. The researcher proved that the cultivated
aesthetic tastes of an individual are distinguished by the depth of understanding of
universal aesthetic values, and the level of cultivation of aesthetic tastes depends on
how rich and wide the horizons of the individual's aesthetic values are" [6, p. 8].
 Researcher O. Pobirchenko emphasizes that "the education of aesthetic taste in
future teachers of art disciplines involves a purposeful influence on the sense of
beauty of form, color, rhythm, material, practicality of use, etc., which in turn
inspires positive emotions that determine the level of admiration, the depth of
penetration into the content, symbolism of an artistic work, experiences related to the
moral and spiritual sphere" [8].
Researcher Zhou Min gave her own definition of the concept of "aesthetic taste
of future music teachers" as the readiness of music teachers to realize the ability to
analyze and perceive the beautiful, to determine the aesthetic value of musical works,
to reframe aesthetic perception through the mechanisms of performing works of
musical art, to educate participants in an aesthetic culture [12].
As O. Kutova points out, the future teacher should adapt his appearance to the
students, who reflect his rich inner world, respect and caring attitude towards the
young generation with whom he has to work. It is important to keep in mind that
applicants will observe the teacher and learn from him not only subject knowledge,
but also the rules of adequate behavior, the ability to communicate and work [3, p. 9].
A teacher's clothes and appearance style reflect his inner world and can be an
example for students. Dressing stylishly and neatly indicates respect for the
surrounding world, expresses refinement and elegance, and also contributes to self-
improvement and shaping of one's own image.
By creating his image, the teacher thereby improves himself. The personal as
something internal is manifested through activity, in concrete products of creativity,
while the activity acts as if the border of the transition of the personal internal into the
external - productive.
This is most often - originality, dissimilarity, external self-design, expression,
the ability to broadcast one's unique personality, to make it original in every
component of the pedagogical process - from the goal and tasks to the selection of
content, means, methods and techniques of their presentation, as well as in the style
of communication with everyone participants of the integral pedagogical process, in
every emotional reaction to the behavior of pupils, in the allowed degree of free
improvisation in class. The inner image is, first of all, the teacher's culture,
immediacy and will, charm, emotionality, play of imagination, sophistication [3, p.
9].
Therefore, a teacher's aesthetic taste is a subjective ability to detect and
evaluate aesthetic phenomena and properties in the surrounding world. Taste is
manifested in the perception and reaction to works of art, able to distinguish the
beautiful from the ugly. Aesthetic taste takes into account personal emotional and
intellectual characteristics, as well as the teacher's own aesthetic needs and
preferences. It affects the selection and assessment of artistic works, as well as the
implementation of aesthetic aspects in pedagogical activity.
Also, in the course of the research, we pay attention to an important aspect of
the teacher's professional activity - his personal aesthetic taste, which affects the
choice of repertoire and teaching methods.
Note that the aesthetic taste of the future music teacher is formed under the
influence of cultural traditions, personal impressions and musical preferences. In
addition, it can be enriched through the study of different musical styles and
directions. This shows that the diversity of cultural influences and aesthetic
preferences enriches the educational process and allows teaching music from
different cultural contexts, and this shows the peculiarity of the aesthetic taste of
music From the standpoint of Zhou Min's research, a "competent approach to the
problem of educating aesthetic taste in future music-pedagogical workers" is applied.
The method of education of aesthetic taste in future music-pedagogical workers by
means of vocal skill as an algorithm of the procedure for updating the content of
education, the use of variable methods and forms, means of educational work has
been developed and substantiated. At the emotional-motivational stage, the
connection between the motivational sphere and emotions, which is essential in the
profession, is revealed. teachers.
The content of the reflexive and control stage of the technique is one's own
thoughts and experiences, doubts and convictions about the correctness of one's
actions, analysis of one's own mental and moral states, a sense of aesthetic pleasure
and harmony, control and restraint of one's own emotions, self-knowledge and self-
regulation" [12, c.35].
The review and analysis of modern definitions of aesthetic taste gave us the
opportunity to determine the following structural components:
cognitive, which is characterized by artistic sense, views and ideas, intellectual
development, associativeness and creative imagination.
– emotional and valuable, which is characterized by emotions and experiences,
aesthetic feelings, aesthetic evaluation and response to perceived and aesthetic
pleasure.
– motivational, which covers a variety of motives and is built on the basis of
personal values and beliefs. It is formed under the influence of various factors, among
which may be: the desire to teach and inspire, spiritual self-improvement, the desire
to influence the aesthetic development of students, the influence of one's own musical
experience, the desire to influence the formation of cultural and artistic values of
students.
– activity-creative determines the ability for a creative approach in education
and providing students with opportunities for their own creative self-expression.
Which is formed under the influence of factors, among which can be: creativity in
one's own activities, implementation of an individual approach, organization of
musical events, development of creative thinking of students, application of non-
standard methods, ability to improvise, development of musical and creative potential
of the group, use of innovative technologies.
It is worth noting that all components of aesthetic taste are interconnected,
mutually determined and influence each other. The emotional and value component is
brought up under the influence of subjective factors, and the motivational and
cognitive component is influenced by objective factors. But the qualitative ratio of
components in the structure of aesthetic taste depends on the activity-creative
component, because taste actively develops only in the process of activity.
Despite numerous studies and multifaceted consideration of this phenomenon
"aesthetic taste of the future teacher", these studies did not analyze the education of
aesthetic taste by means of various types of art in their interaction, which makes it
possible to develop a complex, systematic, step-by-step quality of this quality.
In order to achieve a deeper and more complex development of aesthetic tastes
in future teachers, we use the means of polyphony of arts, which means the use of
various types of art and their interaction. The basis of the system are the types of
artistic creativity - music, painting, dance, literature, theater. Each type of art has
special mechanisms of influence on the personality of music - the harmony of sounds;
painting - lines, colors, plot; dance is a sense of rhythm. Due to their syncretism,
choreography and theater integrate several types of art, which contributes to the
strongest impact on mental and physiological processes in the human body.
As you know, art is an integral part of the spiritual culture of mankind, thanks
to its artistic form, it has a strong emotional impact on the psyche of the individual,
which will contribute to the development of its activity aimed at creating beauty in
the surrounding world and internal self-improvement.
Scientist G. Shevchenko emphasizes that "the interaction of various types of
arts is of great importance in education, as it contributes to aesthetic and versatile
development. The use of art as a means of pedagogical influence on future teachers
involves directed activity aimed at the development of their aesthetic and moral
consciousness, as well as creative aesthetic activity aimed at the formation of
aesthetic culture and the development of taste" [13].
As noted by N. Myropolska, V. Orlov, O. Rudnytska, O. Oleksyuk, M. Tkach,
G. Padalka, G. Shevchenko, the means of "polyphony of arts" is an organic
combination of artistic means of various types of art to create a unified work by a
system of artistic imagery, united by a common idea, style, performance technique"
[2].
The polyphony of arts implemented in music education has significant
educational and educational potential, in particular in various types of musical
activity (perception, performance, creativity); helps to perceive and understand the
most general musical phenomena, build activities in accordance with them, and, at
the same time, forms a complete artistic image in students. Thus, according to
Kharkiv scientists and art historians, the most significant are the integrated methods
of action based on the universal qualities of musical activity: orientation in the
musical phenomenon, differentiation of musical images (identification of similarities
and differences), manifestation of an emotional attitude to music and methods of its
reproduction, manifestation of a creative attitude to musical phenomena [9].
The education of aesthetic taste in the educational process takes place at the
expense of using the educational potential of normative educational components in
the process of professional training of music teachers during classroom classes of
professional direction: "History of foreign music", "Elementary theory of music",
"History of Ukrainian music", "History of Ukrainian of music of the 20th century",
"Choir", "Conducting", "Vocal", "Special musical instrument", "Ensemble
performance", "Accompaniment", educational components of cultural direction:
"Culturology", "Art culture", Ukrainian literature", "World literature", "Psychology",
"Methodology of musical art"; "Methodology of musical education"; choreographic
direction: "Dance composition and staging", "Rhythm and basics of choreography.
History of choreographic art", "Folk dance / Ballroom dance", "Classical dance /
Modern dance", "Methodology of working with a children's choreographic group";
decorative and applied direction: "Fine art and teaching method", "Drawing and
painting", "Decorative and applied art", "Analysis of works of art" stage direction:
"Fundamentals of scenario and stage skills", "Musical theatre in educational
institutions"; integrated author's course "Education of the aesthetic taste of future
music teachers: theory and practice", which contains additional material on art history
and aesthetic topics. Therefore, different types of directions of educational
components create a single system of artistic image, which is the Polyphony of Arts.
Effective forms and methods of education of aesthetic taste that contribute to a
deeper understanding and application of knowledge in future teachers, as well as
develop their aesthetic taste through the interaction of various types of art, can be
distinguished: forms (art and music studios, lessons-quizzes, concerts-lectures,
lessons-analyses of musical works, practical seminars, round tables, debates,
briefings, trainings, business and role-playing games, individual and collective
 creative projects, presentations, educational hours, collective creative works,
concerts, festivals, competitions, individual musical and performance activities.
excursions to museums, exhibition halls, informative discourse, consultation points,
etc.) and methods (conversation, discussion, interactive methods, self-analysis
method, music listening method, brainstorming, introspection, modeling of
professional situations, analysis, project method, " free associations", case method,
"microphone", "circle of ideas", didactic games, etc.)
Conclusion. Education of highly qualified specialists, individuals who carry
the creative potential of the nation and have the ability to create cultural values,
actively participate in the cultural-creative process, contribute to the revival of
national culture and transform spiritual values, is an urgent problem of our time. A
teacher's aesthetic taste is the subjective ability to detect and evaluate aesthetic
phenomena and properties in the surrounding world. Taste is manifested in the
perception and reaction to works of art, able to distinguish the beautiful from the
ugly.
Aesthetic taste takes into account personal emotional and intellectual characteristics,
as well as the teacher's own aesthetic needs and preferences. It affects the selection
and assessment of artistic works, as well as the implementation of aesthetic aspects in
pedagogical activity. A system of education of aesthetic taste among future teachers
was also formed, which includes such structural components as cognitive, emotional-
value, motivational, activity-creative, which are interconnected, mutually conditioned
and influence each other.
We believe that the means of art do not exist in isolation, but form a polyphony of
arts to create artistically perfect works. However, each individual means of art does
not have such an educational impact as their complex use. Therefore, the education of
the future teacher's aesthetic taste is carried out not through a separate medium, but
thanks to art as a whole.
List of used sources:
1. Волкова Н. П. Педагогіка : навч. посібник. Київ : Академ видав, 2007. 616 с.
(Альма-матер).
2. Ігнатьєва Я. В. Виховання музично-естетичної культури майбутніх учителів
музичного мистецтва засобами фестивально-конкурсної діяльності : дис. ...
канд. пед. наук : 13.00.07 / КЗ ХГПА ХОР. Харків, 2021. с. 302
3. Кутова О. Естетичні та етичні чинники розвитку практичного досвіду
викладачів фізико-математичних дисциплін вищих педагогічних навчальних
закладів. Методичні рекомендації. Київ, 2015. 100 с.
4. Кузьмінський А. І., Омеляненко В. Л. Педагогіка : підручник. 3-тє вид., випр.
Київ : Знання-Прес, 2008. 447 с.
5. Маленицька О. А. Формування естетичного смаку старшокласників засобами
народних звичаїв та обрядів : дис. ... канд. пед. наук : 13.00.01 / АПН України.
Київ, 1995. 180с.
6. Манчур Н. С. Виховання естетичних смаків у майбутніх філологів засобами
народного декоративно-прикладного мистецтва в процесі позааудиторної
роботи: автореф. дис. … канд.. пед.. наук : 13.00.07 / Уманський держ. Пед. ун-т
ім. П.Тичини. Умань, 2012. 22 с.
7. Мойсеюк Н. Є. Педагогіка : навч. посібник. Київ : ВАТ «КДНК», 2001. 608 с.
8. Побірченко О. М. Розвиток естетичного смаку майбутніх учителів мистецьких
дисциплін засобами народного мистецтва.
UAR: http://surl.li/mfykq (дата звернення: 17.10.2023).
9. Проблеми взаємодії мистецтва, педагогіки та теорії і практики освіти.
Когнітивне музикознавство : зб. наук. ст. / Харків. нац. ун-т мистецтв імені І.
П. Котляревського. Харків : ХНУМ імені І. П. Котляревського, 2019. Вип. 52.
204 с.
10.Радкіна В. Ф. Формування художньо-естетичного смаку як професійної якості
майбутнього вчителя : дис. … канд. пед. наук : 13.00.04 / Ізмаїльський держ.
гуманітарний ун-т. Ізмаїл, 2004. 266 с.
11.Хом’як О.А. Виховання естетичних смаків у студентів педагогічних
університетів у позанавчальній діяльності : автореф. дис. … канд.. пед.. наук :
13.00.07 / Східноукраїнський нац.. ун-т ім. В. Даля. Київ, 2015. 20 с.
12.Чжоу Мінь Обґрунтування авторської методики виховання естетичного смаку в
майбутніх музично-педагогічних працівників засобами вокальної майстерності
: «Педагогічні науки» Херсон 2021 № 97 С. 30–36
13.Шевченко Г. П. Естетичне виховання у школі: навчально-методичний посібник.
Київ: Рад. шк., 1985. 144 с.
References:
1. Volkova, N. P. (2007). Pedahohika [Pedagogy]. Kyiv : Akadem vydav. (in
Ukrainian).
2. Ihnatieva, Ya. V. (2021). Education of musical and aesthetic culture of future
teachers of musical art by means of festival and competition activities: PhD diss.
Kharkiv: ME KHPA of the KRO. (in Ukrainian).
3. Kutova, O. (2015)Estetychni ta etychni chynnyky rozvytku praktychnoho dosvidu
vykladachiv fizyko-matematychnykh dystsyplin vyshchykh pedahohichnykh
navchalnykh zakladiv. [Aesthetic and ethical factors of the development of practical
experience of teachers of physical and mathematical disciplines of higher
pedagogical educational institutions] Metodychni rekomendatsii. Kyiv (in Ukrainian).
4. Kuzminskyi, A. I., Omelianenko V. L. (2008). Pedahohika [Pedagogy]. Kyiv :
Znannia-Pres. (in Ukrainian).
5. Malenytska, O. A. (1995). Formation of the aesthetic taste of high school students by
means of folk customs and rites: PhD diss. Kyiv: APN of Ukraine. (in Ukrainian).
6. Manchur, N. S. (2012). Cultivation of aesthetic tastes in future philologists by means
of folk decorative and applied art in the process of extracurricular work: PhD thesis
abstract. Uman: Ped. University named after P. Tychyny. (in Ukrainian).
7. Moiseiuk, N. Ye. (2001). Pedahohika [Pedagogy]. Kyiv : VAT «KDNK». (in
Ukrainian).
8. Pobirchenko, O. M. Rozvytok estetychnoho smaku maibutnikh uchyteliv
mystetskykh dystsyplin zasobamy narodnoho mystetstva. [Development of aesthetic
taste of future teachers of art disciplines by means of folk art]. Available at:
http://surl.li/mfykq (accessed 17 October 2023). (in Ukrainian).
9. Problemy vzaiemodii mystetstva, pedahohiky ta teorii i praktyky osvity. [Problems of
the interaction of art, pedagogy and the theory and practice of education]
Kohnityvne muzykoznavstvo. Kharkiv : KhNUM imeni I. P. Kotliarevskoho, 2019.
(in Ukrainian).
10.Radkina, V. F. (2004) Formation of artistic and aesthetic taste as a professional
quality of the future teacher: PhD diss. Izmail: Izmail State. University of
Humanities. (in Ukrainian).
11.Khomyak, O.A. (2015) Cultivation of aesthetic tastes in students of pedagogical
universities in extracurricular activities: PhD thesis abstract. Kyiv: East Ukrainian
National University named after V. Dalya. (in Ukrainian).
12.Zhou Min (2021) Obgruntuvannia avtorskoi metodyky vykhovannia estetychnoho
smaku v maibutnikh muzychno-pedahohichnykh pratsivnykiv zasobamy vokalnoi
maisternosti [Justification of the author's method of education of aesthetic taste in
future music and pedagogical workers by means of vocal skill]: "Pedagogical
Sciences" Kherson. (in Ukrainian).
13.Shevchenko, H. P. (1985) Estetychne vykhovannia u shkoli [Aesthetic education at
school]: Kyiv: Rad. shk. (in Ukrainian).