The Specifics of the Economic Content of Artistic Education as A Humanitarian Pedagogical Branch

У статті висвітлено актуальні питання взаємозв’язку економіки й культури та їх вплив на розвиток мистецької освіти як гуманітарної галузі. Обґрунтовано гуманістичний вектор мистецької освіти та місце в ньому економічного сегменту; уточнено сутність економічної культури майбутніх учителів гуманітарних спеціальностей, до яких віднесено й представників мистецького освітнього профілю та учителів. Показано функції взаємозв’язку культури й економіки, визначено смислові змістові лінії, які складають економічний контент мистецької освіти як педагогічної галузі.The article covers relevant issues of the economics and culture interconnections and their influence on the development of artistic education as a humanitarian field. It is theoretically justified that artistic education is part of the humanitarian sphere, because the spiritual world of the individual is influenced through art; art as the dominant component of the open system – culture – is combined with various spheres of manifestation of human spirituality, including economic. Economics is an interdisciplinary scientific branch, which determines its relations with culture as a whole. Interdisciplinarity, which forms the conglomerate of economics and culture, contributes to the formation of the economic culture of the individual, which is a segment of the professional culture of teachers of humanities, including teachers in the field of artistic education. Such an economic culture is an integrated socio-personal professional unity, characterized by a degree of awareness and practical study of the cultural and human potential of economic knowledge (cultural-value, intellectual- developing, ethno-mental, life-saving), which become the factor of the competitive advantage of the personality of the future teacher in modern educational environment, ensuring effective realization of its creative potential. The economic content of artistic education encompasses a number of informative lines, namely: connections between artistic creativity and market relations of culture and economy; organization of artistic and cultural-educational sphere as an informal additional resource; management of energetic creative resource in the artistic sphere; economic topic as the content of artistic works and development of art