Dailės mokytojas: profesiniai nuostatai ir praktika
Fine Arts Teacher: Professional Regulations And Practice

Summary/Abstract: The article investigates professional regulations for a fine arts teacher in developing teenagers' creativity. In the teen years spontaneous creativity disappeats. Therefore, such a form of education should be found that would be equal to the changes of a person's culture. This form should satisfy the interest of teenagers' expression and the tespective content of the fine arts subject. According to these elements of education content, the system of influence on personality should also change. Such a system and its development correspond to the dynamically differentiated teaching of the fine arts. It is set that such teaching effectively smartens the development of teenagers' creative thinking, imagination, visual expression and affects positively the motivation of learning fine arts. The teacher organises the process of teaching; thetefore, it is important to set forth what features he or she should have in order to make favourable conditions for creativity training. After the research it became clear that for creativity training the big influence has the personality of a teacher, democratic style of work, confidential relations, substantial and different environment, and positive motivation of learning. Most teachers agree that interest of pupils leatning in school years 5 - 7 in fine arts has decreased comparing it with that of primary form learners, and the pupils are not satisfied with their visual creative activity. Therefore, it is suggested to diversify the lessons of fine arts, to teach new techniques, give the pupils intetesting tasks, encourage them, develop technical basis in ordet that the intetest of pupils the fine atts does not disappear. Also the teachers themselves must be initiative and creative, they should organise exhibitions of the pupils' works, differentiate and individualise teaching, besides, the subject of fine arts should have more lessons allocated in the syllabus. According to the respondents, differentiated teaching of fine atts is necessaty because the talents and likes of the pupils differ. When the pupils work like this, they have much widet choices; besides, it also depends on concrete tasks. Howevet, the formal way of teaching is acceptable for more than a half of teachers, the differentiated way — fot one third of them, and individual teaching— for one tenth of the teachers.

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