Today, one of the main resources for the effective functioning of many political, sociocultural, and communication processes is transition to the digital economy and digital reality in general. Informatization, computerization, automation naturally integrate into the artistic culture and transform it into a digital one. As a result, changes in the professional field of art definitely require changes in both the content, methodology and technological base of art education in the context of transition to digital economy.At the same time, digital technologies are a factor in the modernization of the higher education system, and its tool.There is an objective need to individualize and personalize educational technologies. In turn, digitalization creates the foundations by which these processes can be implemented.The article specifies pedagogical conditions for personalization of art students' training: activating self-education and self-development mechanisms through the creation of individual educational routes; enriching the informational educational and methodological base to maintain an individual format for studying the content of artistic culture; adopting a personal position of an adviser and a facilitator by the university teacher, which contributes to the design, stimulation and reflection of the personal and competent development of art students.The reliability of conclusions made within this theoretical study is confirmed by the positive results of experimental work.

Psychological and pedagogical support for schoolchildren during the adolescent age crisis is acute social problem today. Over the past 2016, the number of attempts of adolescent suicide has increased 1.5 times. The number of teenagers, which have computer and game addiction, is constantly growing, the number of schoolchildren, demonstrating aggressive antisocial behavior, remains at a high level. The purpose of this study was to develop a program to overcome negative emotional states of adolescents, using multimodal art therapy. The choice of multimodal art therapy, as a means of overcoming communicative barriers, was determined by its orientation on acquiring a variety of sensory and communicative experiences by participants, through the use of artistic, creative and play activities. The methods of theoretical scientific cognition were used in the process of research. They allowed to distinguish the characteristics of negative emotional state in adolescents (the level of personal anxiety, the level of aggression, the presence of suicidal risk, the feeling of chronic fatigue, and the difficulties in interacting with adults and peers). The result of investigation was the program to overcome the negative emotional state of adolescents, using multimodal art therapy. Approbation of the developed program revealed its effectiveness as one of the possible forms of psychological and pedagogical support of schoolchildren during the adolescent crisis.

The problems of familiarizing young people with academic art, the system of bringing cultural values to the aesthetic consciousness of the listeners, fall within the scope of the tasks of musical enlightenment. There is a rich experience of musical-enlightenment activities has accumulated in the Russian music education. In particular, the pedagogical and musical-enlightenment concept of the outstanding composer, scientist Dmitry Kabalevsky was widely spread in our country. It should be noted that in recent years there has been a tendency of mutual enrichment and mutual influence of concepts, ideas, methods of various schools, including foreign ones. The achievements of American composer, lecturer, teacher Leonard Bernstein in the field of musical enlightenment are differ in originality, but they have been little studied and are rarely used in Russian musical pedagogical practice. In the framework of this study conducted a comparative analysis of the musical-enlightenment activities of Bernstein and Kabalevsky - two musicians who made a significant contribution to the musical education of the younger generation, reveals the principles, methods, forms of educational work, and covers the subject of television programs. In accordance with the aim of the study the following theoretical methods were used: analysis of the literature, epistolary texts, the repertoire of the concert programs of the New York Philharmonic orchestra; generalization of historical data on musical and educational activities of Kabalevsky and Bernstein, comparison of methods and techniques of music education, biographical method. KEY WORDS: Dmitry Kabalevsky, Leonard Bernstein, enlightenment, conversation, TV.

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The article discusses the features of personalization of the competence training for bachelors of art and pedagogical direction. Four characteristics of the essence of the personalization for the educational process are presented. Personalization of bachelor's degree training in the art and pedagogical direction is an unique way for a person to master and appropriate the richest potential of artistic culture. The potential of distance technologies has been identified, which contributes to the personalization of the competence training of bachelors of art and pedagogical direction. Firstly, distance technologies activate the subject position of the student. In the behavioral aspect, a bachelor of art and pedagogical direction, entering the position of the subject, must build his own educational trajectory, and in the sense-forming aspect, he must build his own relationship with the world of art. Secondly, they enhance the openness of the educational process. Thirdly, they actualize such personality qualities as initiative and creativity.