Abstract

The purpose of the study is to identify the pedagogical component of the concept "contemporary art", which is a necessary condition for the using contemporary art for solving problems in spiritual and moral education of students. The article describes the main approaches to understanding the category of "contemporary art" and shows how these approaches are reflected in the minds of teachers, class supervisors, and teachers of additional education. The scientific novelty of the research lies in the definition of the pedagogical component of "contemporary art". As a result of the study, formal and substantive approaches to the interpretation of the category "contemporary art" are identified and it is determined the teachers specificity of educational potential of contemporary art, depending on the approach from which the teacher evaluates works of contemporary art.