The article deals with the self-education of future specialists in the field of culture and art within the context of philosophical, psychological, and pedagogical studies of the postmodern era. This substantiates the need to use e-learning in professional training. The use of cloud computing technologies is one of the educational process’ innovations. As shown by our research and personal experience implementing cloud computing technologies into the educational process proves to be feasible for training future professionals in the field of culture and art, including their self-education. The article shows that the aim of self-education of the future professionals in the field of culture and art is personal and professional perfection, and also achievement, at the maximum possible level, of the creative ideal. Today their professional training is focused on self-perfection, ability to self-educate, skill to foresee the consequences of their professional activity and search for the new ways to solve their professional tasks using ICT. The article justifies that cloud computing technologies allow spreading content in the Internet, they facilitate posting the text messages, photographs, pictures and musical files. Accessibility, openness, interactivity of the cloud computing technologies cause their wide use for both on-line and off-line communication, data sharing of text, multimedia and audio resources for all participants of the educational process that enriches the self-education of future professionals in the field of culture and art and makes it rich in content, practically-oriented and enhances professional competence. The article concludes that e-learning best meets methodological requirements of the postmodern society.

The aim of the article is to reveal the essence of pedagogical ideas of Mykola Leontovych, a composer and an educator, who defended the need for a closer connection of pedagogy and art, particularly in the field of professional training of future teachers in Podillia region of Ukraine during the late 19th into the early 20th centuries. The methodology of the study is based on the application of historical, chronological, cultural, and axiological approaches, which place the evolution of M.Leontovych’s views in a broad socio-cultural context. The creative scientific approaches of M.Leontovych regarding the necessity of mastering art in the system of vocational training of future teachers were emphasized; the basic principles of the interrelation of art and pedagogy in forming the personality of future teachers were substantiated.

The article contains the conceptual vision of socialist realism as one of the key characteristics of art, transformed in the postmodern cultural era. Social realism is a cultural manifestation of the historical development of Soviet republics, including the Ukrainian SSR. The essence of socialist realism is seen as a manifestation of ideology in the Soviet conditions. Besides, the article considers the phenomenon in the context of postmodernism, relying on the findings of various scholars, and describes the interaction between postmodernism and socialist realism. Despite the general view that postmodernism (literally “coming after modernism”) emerged in the United States and Western Europe in the 1960s-1970s, there could be another way this movement evolved in fine art and architecture. The fact that the artists from the post-Soviet space managed to adapt to the global cultural field of postmodernism so swiftly proves that the totalitarian system failed to eliminate the plurality of opinions. A post-Soviet variant of postmodernism was largely defined by the influence of socialist realism. The recently proclaimed era of post-truth that allegedly started after the new millennium produced fascinating political and artistic experiments in the post-Soviet space. Hence, it would be logical to assume that some previously developed mechanisms were activated there. Post-truth as an instrument of politics in that sense resonates with the socialist realism used as an instrument of class struggle. Research methods include description, synthesis and analysis.

Aim. The study reveals the new facts about intervention of the ideology of socialist society into the creative process of Ukrainian sculptors during the post-war era. During this period, the style, later became known in the art history as the socialist realism, came to dominate in the main areas of art—sculpture, fine art, and graphics. One the objectives of the research was illustrating the forcible intervention of ideology in the creativity of Ukrainian artists of the period. Methodology of the study employs historical-logical, comparative methods, and interviewing. The sources in the previously classified archives allowed to discover little-known facts and to analyze the modes of behavior of the artists in non-free society. Scientific novelty of the research is providing a better understanding of the processes taking place in the circle of Ukrainian plastic artists during the 1940s to the 1960s. The article presents the real picture of artistic and social aspects of life of the sculptors in the Ukrainian SSR. Conclusions. The style labeled as socialist realism, which the sculptors ought to follow, was in fact almost photographic naturalism with the tendency for literary descriptiveness and theatricality. The teachers at the departments of sculpture expected students to create large-scale works, thus directing the young generation towards monumental sculpture. Such large, sometimes enormously large works later on would be commissioned for big and small cities. Ideological control played the main role in creating sculptural images. There were many multi-figured sculptural compositions produced, however, their number still did not match the number of multi-figured paintings. The party line prevailed over the artistic quality. The main and only figure for sculptors to depict was a Soviet hero. And since such hero was also depicted in the other fields and genres of art (fine art, literature, music, cinema and theatre), it could be safely said that Ukrainian sculpture of the period pursued the Soviet ideological path. The myth about the leading role of the party policy, forcibly introduced by the party ideologists, did not leave sculptors space and opportunities to create some other images. Socialist realism was considered to be the one and only style, supported by the society.

As Ukrainian national system of education is coming into being, aiming to promote development of personal competences on the basis of culture, art, and folk traditions of the Ukrainian people, introducing the spiritual heritage to the young generation, the problem of developing artistic and aesthetic competencies of the future teachers by means of decorative and applied arts becomes topical. The didactic value of the arts, as well as their limitless potential for competencies development are well recognized. This urged us to develop an artistic and aesthetic competencies training technique for the future teachers with the use of decorative and applied arts. The aim of the study is to test experimentally the effectiveness of this technique. The theoretical methods used are: analysis of psychological, pedagogical, methodological and specialized publications, of educational documentation; analysis, synthesis, abstraction, and systematization of data, comparative analysis of dissertations. Empirical methods are: questionnaire survey, observation, testing, independent peer review, analysis of students’ practical results to determine criteria, indicators and levels of artistic and aesthetic competencies development; pedagogical experiment. Also used is the mathematical statistics method to analyze and determine effectiveness of the technique.