Художньо-творча синестезійність особистості в контексті інтеграції мистецтв

The article is dedicated to actualization of the musical art lessons in the theory and artistic practice of the pedagogical education. There are the main components of integration of the artistically-aesthetic disciplines examined in the article. The phenomenon of the artistically-aesthetic disciplines integration plays a role of intensifier of all acquired cognitive skills and abilities, enables to involve the potential of personality and the whole experience of the artistic and pedagogical work. In particular, attention is concentrated on the specific features of the artistically-creative synesthesia as a polymodal phenomenon, which first of all reveals in artistic culture as a tendency of synthesis and integration of different art forms, demonstration of the new synthetic forms in the art, which leads to the formation of the fundamentally new type of a culture. The educational and practical value and actuality are defined by an innovative character,which is associated with synthesis of arts in the context of using synesthesia as the way of expression of emotional state of a human-being. It is worth to state that the synthesis of arts is a powerful tool of the idea expression in the creation of artistic or musical composition. The necessity of this problem stimulates searching for the new ways of development of artistically-creative synesthesia that comes to a level of mental and moral values and humanistic beliefs, which are aimed at the development of the artistic abilities of a personality. The actuality of different forms of art integration is defined by creation of the psychological and pedagogical conditions that provide the individual development of a personality, forming his or her potential artistic abilities in the creativeactivity. Synesthesical perception allows a person to experience the world around in artistic forms, signs and symbols.Стаття присвячена темі актуалізації інтегрованих уроків музичного мистецтва в теорії і художній практиці педагогічної освіти. У статті розглядаютьсяосновні складові частини поняття феномену інтеграції дисциплін художньо-естетичного циклу. Зокрема, увагу сконцентровано на характерних особли-востях художньо-творчої синестезійності як полімодального явища, що проявляється в художній культурі, насамперед, як тенденція синтезу таінтеграції різних видів мистецтва, прояву в мистецтві нових синтетичних форм, що призводить до становлення принципово нового типу культури