ИСТИНА

An article analyses the current state of the arts integration methods that are applied in the school environment in the Russian Federation. Methods of arts integration were established and developed in Russian art education in 70s of XX century. Since then the principles of arts integration were elaborated and applied in school environment as the educational technology. However, the modern world demands new approaches in all educational areas because social networks growth rapidly, demanding quick response and fastening communication. In the learning process of building knowledge and creating the system of moral values, special attention has to be paid to Art Education. Fine arts, as a fundamental part of Art Education, deal with feelings, empathy, and live perception. They are subtle and fragile, and hard to be placed into computer-based environment. In the era of technologies, fine arts become the most sensitive area because of their genuine characteristics, such as self-reflection, introspection, slow observation, and contemplation. These characteristics by their authentic nature contradict the fast-communicative process of the modern technological world. In this situation, the established methods of arts integration should be changed, according to new social and educational milieu. To study the current state of arts integration, the article analyses current Art Education standards, observes social and educational environment as well as evaluates the data. As the result, different types of modern arts integration are defined, depending on students’ age, school environment, and the social structure of regions. Examples from the present schools’ curricula demonstrate changes in methods, according to new characteristics of the modern world. The views presented are those of the authors and do not necessarily represent the views of Department of Defense or its Components.