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Modern artistic education uses widely innovative technologies. The technology of dramatic hermeneutics synthesizes the achievements of practical hermeneutics with the compositional and dramatic properties of art. In the vector of artistic education, it enriches artistic and creative activity with the elements of theatrical pedagogy. In the organizational and methodological aspects, it allows to combine individual and creative, team and group work based on the search and disclosure of artistic, interpretive, figurative and semantic contexts of the works of art. The artistic and semantic basis of the technology of dramatic hermeneutics is the theory of conflict, life contradictions, the removal of which leads to change and transformation of the existence. Dramatic hermeneutics as an innovative technology forms understanding of deep life collisions reflected in works of art through personalities. For the educational process, such personalities are artists, teachers, listeners, characters of the work, anybody who are directly or indirectly involved in the artistic and communicative process. Dramatic hermeneutics as an integration of drama, practical hermeneutics and artistic creativity is used in three varieties, namely: understanding the experience of the creative personality; integral processes of artistic thinking; collective presentation of the artistic idea interpretation. This predetermines the formation of the dramatic and hermeneutic competence of future art teachers – their ability to apply the pedagogical potential of linking art of different styles and genres with the realities of life in artistic and educational processes.
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