In accordance with historic analysis, the article considers the valued traditional and innovative fine arts studios of artists of different generations; they help to identify specific artistic features of artists of different generations who create artistic works of the information world. We describe the genesis of digital art practice development and demonstrate its influence on the renovation of classic fine art classification system via the digital works of different types and genres. The limits of artistic amateur field as a factor of professional and profane blurring in an artist’s personality are clarified. The new concept of “digital paradigm of fine art training at higher educational institutions” is proposed in the article as an innovative method of specific subjects studying. Methodology of professional skills development while designing digital works for students of artistic profession at higher education was justified and the results of local experience of its implementation at higher educational institutions of Ukraine were described.

Remuneration plays a special role in the context of choosing a profession, so students, choosing the profession of a teacher, in some way pay attention to the level of payment for this profession and its growth rate. The article aims to study the impact of motivation on the prospect of students choosing a teacher's profession on the example of EU member states. Methods: theoretical and conceptual analysis, description, generalization, induction, deduction, observation, comparison, tabular and graphical representation, quantitative analysis, and grouping. Results: it is determined that in the general structure of professional education of students in higher education institutions of the European Union member states a high share is occupied by students in the field of teacher training without subject specialization in Denmark, Malta, Spain, Bulgaria, Belgium and Cyprus and students in the field of teacher training with subject specialization - in Austria, Slovakia, Hungary, Belgium, Luxembourg, Malta, and Sweden.

ɤɚɧɞɢɞɚɬ ɩɟɞɚɝɨɝɿɱɧɢɯ ɧɚɭɤ, ɞɨɰɟɧɬ Ɍɟɪɧɨɩɿɥɶɫɶɤɢɣ ɧɚɰɿɨɧɚɥɶɧɢɣ ɩɟɞɚɝɨɝɿɱɧɢɣ ɭɧɿɜɟɪɫɢɬɟɬ ɿɦɟɧɿ ȼɨɥɨɞɢɦɢɪɚ Ƚɧɚɬɸɤɚ ɦ. Ɍɟɪɧɨɩɿɥɶ, ɜɭɥ. Ɇɚɤɫɢɦɚ Ʉɪɢɜɨɧɨɫɚ, 2 ɉɊɈɎȿɋȱɃɇȺ ȱȾȿɇɌɂɑɇȱɋɌɖ ȱ ɆȺɃɋɌȿɊɇȱɋɌɖ ɉȿȾȺȽɈȽȺ ɇɚɭɤɨɜɿ ɡɚɩɢɫɤɢ. ɋɟɪɿɹ: ɩɟɞɚɝɨɝɿɤɚ.-2018.-ʋ 3. 74 students of specialty 014.12 Secondary education (Fine Arts). The effectiveness of the development of student self-directed work during the plenary and pedagogical practice is provided by: student activity and creativity of in the realization of self-directed tasks on education courses; clearly set out the tasks of self-directed work taking into account the level of training and objectives of each training course; systematic control by the head of practice (current and final), his mentoring role.