INTERDISCIPLINARY APPROACH TO THE STUDY OF ART HISTORY: SYNERGY OF PEDAGOGY AND SYCHOLOGY

Abstract

The article provides a systematic theoretical analysis and conceptual understanding of an interdisciplinary approach to the study of art history, especially in the context of contemporary transformational processes in education. In the context of dynamic changes in the cultural, social, and educational environment, the need to revise traditional approaches to teaching art-related disciplines is emphasized. The authors emphasize that art studies should be considered not only as an academic field that provides knowledge about artistic phenomena, but also as an effective tool for the development of holistic personal qualities. This approach allows for the formation of a personality capable of emotional sensitivity, critical thinking, and aesthetic reflection. The study substantiates the methodological foundations of interdisciplinarity based on the integration of knowledge from pedagogy, psychology, philosophy, cultural studies, and sociology. The authors argue that the synergy of these disciplines contributes to the maximum realization of the potential of art in the educational process. In particular, emphasis is placed on the focus of art on the cognitive, emotional, and social development of students. Special attention is paid to the humanistic aspect of art education, where art is a fundamental component in the formation of value orientations, aesthetic judgments, reflection skills, and self-expression. The practical part of the article proposes specific ways of implementing an interdisciplinary approach in the educational process. In particular, it proposes methods for creating integrated courses that combine art with psychology, ethics, and philosophy; the use of art pedagogy procedures; the application of critical analysis of works of art; the active introduction of emotionally-oriented models of response and visual thinking; the use of innovative digital tools and media education technologies.