Abstract
Purpose. Based on the analysis of special literature, historical materials and archival sources and their generalization, to highlight the formation of art education in Vinnytsia in the second half of the 20th - first quarter of the 21st century. Methodology. The following scientific and research methods were used in the research process: empirical - for searching and processing primary sources; content analysis - for studying the content of art education; general scientific - for studying the organizational components of the formation of art education in Vinnytsia in the second half of the 20th - first quarter of the 21st century; special: comparative - for comparing historical facts of socio-cultural life of the studied period; problem-genetic - for retrospective analysis of the training of artists in Vinnytsia; logical-systemic - for revealing the key conceptual principles of the development of art education in historical retrospect; historical-typological method - for typology of art education institutions and reproduction of characteristic features of the educational process. The scientific novelty lies in the fact that for the first time a holistic and systematic analysis of the formation of art education in Vinnytsia in the second half of the 20th - first quarter of the 21st century was carried out: Vinnytsia Children's Art School, Higher Art Vocational and Technical School No. 5 of Vinnytsia, Vinnytsia State Pedagogical University named after Mykhailo Kotsiubynskyi; the creation of a clear system of professional disciplines that prepared graduates for high-quality professional activity. Conclusions. It is proven that art education in Vinnytsia has historical traditions and is important for study. An analysis of archival sources and periodicals of the studied period allows us to state that only from the second half of the 20th century. in Podillia, in particular in Vinnytsia, the first children's art school appeared. Studies of the history of practical training showed that drawing, painting, composition, sculpture, and art history were key for study. It is proved that the main program tasks set by teachers of art schools included industrial training in the basics of decorative art. It is proved that the basis of training at the Mykhailo Kotsiubynskyi Vinnytsia State Pedagogical University is a system of consistent development of art education, namely, the foundation for the hereditary transmission of Ukrainian traditions to future generations is laid. We consider the analysis of the formation and development of professional art education in Podillia as a prospect for further research.