Currently the problem of vocational self-determination "is manifested in the need to overcome the existing contradictions between the objective needs of society and inadequately formed subjective professional aspirations of young people and their parents’ [6, p. 112]. Professions in the arts are prestigious now and sought-after on the labor market, as designer, fashion designer, stylist, artist-maker of decorative-applied works of art. However, in view of the mounting refocusing from professional interests to personal-consumption requests, related to the implementation of the material needs, the first choice of secondary school graduates are professions that have the lowest labor intensity in the presence of a stable payment. The dominant trend is the desire to fulfill their needs in achieving the social and material well-being and prestige.Choosing a profession in the field of art reveals systematic problems, aimed at finding ways to realize human capabilities, taking into account actual and future opportunities.
1.2. Special aspects of vocational self-determination in adolescence
Age specifics – "these are the most typical specific characteristics for each age period of children in their physical, mental and social development" [1, p.152]. Specific characteristic of adolescence is prominent contradiction of person in respect of reality and oneself. On the one hand, high school students can think logically, to engage in theoretical reasoning and introspection, they develop outlook and attitude to life, the motivation in choice of the core activities, "form elements of research skills, the ability to build life plans and to develop moral ideals’ [9, p. 6]. The leading activity of them is educational and professional. This specific feature of adolescence gives evidence of learning awareness, purposefulness of gaining knowledge. On the other hand – the simultaneous interest in different spheres of activity, which indicates the instability of interest and, accordingly, the problem of choosing a future profession.
As practice shows, the choice of professional educational institution does not mean that a man has made a conscious choice of profession. "Graduates, making a professional choice in difficult socio-economic, psychological conditions are often not prepared to find the best way in terms of their individual qualities and social opportunities for their version of the career path. However, with the choice of profession students face in an age when they are not yet aware of all the consequences of the decisions taken in their youth" [20, p.4].
Self-determination is a process of conscious creative choice and the subsequent formation of a person’s active life position, on the basis of which a person develops and implements a range of possible actions in specific situations. Vocational self-determination is a multi-stage process of forming a personal relationship to the professional work and the way of human self-realization, coordination of intrapersonal, social and professional needs. It involves self-sufficient and informed search of meanings of the work a person does, and all activities of daily living in order to form the inner readiness of the person to build, correct and implement self-development perspectives.
Problem of students’ vocational self-determination solution must be in the course of specially organized activities – the system of vocational guidance, representing a range of measures to assist in choosing a profession. It is specially organized, coordinated work of the class teacher, pupils, parents, subject teachers with pupils about finding opportunities in "proximal development zones’ of personal and professional perspectives, pupils readiness formation in the planning, implementation, professional and educational path, overcoming the problem situations of professional choice.
Leading tasks of career guidance are:
– To generate a positive attitude to work;
– To teach to understand the content of professional activity and correlate requirements of profession with individual qualities;
– To create the need in awareness and assessment of one’s personality and skills.
2. Methods
2.1. Motivation as a means of formation of the person’s artistic and creative orientation
When going to college focused on training of specialists in the field of art, enrollees need to have a certain amount of knowledge and skills in their chosen type of artistic activity, correlating it with their own skills and inclinations. In this connection there is need for the development of the younger generation of artistic and creative orientation in choosing their future profession.
By definition of P. N. Osipov, "Orientation of the person – this is what a man wants, something that he strives for, his interests, inclinations, beliefs, ideals, which express his outlook. Orientation of the person defines the purpose of life and the leading motives (driving forces, causes) of human behavior" [19, p. 16]. Artistic and creative orientation serves as one of the structural elements of the whole person and determines the dynamics of creative process in any field of artistic activity.
The components of artistic and creative orientation are the need – the motive – the goal – the conditions and correlated with them – the action – the operation. The fundamental characteristic of this pattern acts as a need for motive cause of artistic and creative activities.
The needs are the driving force of any activity, they determine its nature and content. According to the hierarchy of needs by A. Maslow, for a person engaged in artistic activities, along with the basic needs, a large development get high level needs – spiritual needs: cognitive, aesthetic and self-actualization [15, p. 447]. They are characterized by a high level of personal development. Aesthetic needs motivate people to work with a position of the beautiful, from a position of moral principles. These needs are directly related to artistic creativity: the contemplation of the beautiful and implementing it into an art form by the laws of art, as well as in getting satisfied from the process of artistic activity. Human needs in self-actualization express the human desire for personal improvement, desire to achieve excellence in chosen activity, which is associated with the development of the individual’s orientation [5, p. 38].
The repletion of wants object becomes motive power and activity motive. By A. N. Leontiev definition: "The motive is objectified need, meaning the inner conscious motivation, reflecting the readiness for action" [12, p. 447]. The motives may be more or less conscious and unconscious. The main role of the person’s orientation belongs to the conscious motives, when not only the purpose and results of activity are realized, but also the reality of this goal’s fulfilment, when a person is aware of what motivates him to work. Stable motives, independent of the current situation make it possible to save personal orientation. A. K. Markova said: "… motivation of education consists of a series of motives, constantly changing and entering into a new generation with each other. Therefore, the formation of motivation is not simply an increase of the positive or deepening of the negative attitude towards education, but standing behind it the complication of the motivational sphere structure and motives it includes’ [14, p. 87]. For the full development of artistic orientation of the individual, fairly stable motives for a long time to be engaged in artistic activities with the desire to achieve certain results, are required. A specific aspect of the process to assist in professional self-determination is a transformation of the unstable external stimuli into the internal sustainable actions, motives in a situation of choice. It is completed after all with building a personal professional perspective or individual educational trajectory.
The success of any activity is associated with setting a goal and strong-willed effort to achieve it. Consciously set goals are achieved through human interaction with the environment, through the activities.
The aim of the development of artistic and creative orientation in preparation period for entry into university is to assist enrollees in the future professional development, adapting to the new conditions of learning.
2.2. Art and creative skills as the motivation of the individual to art education
The problem of the individual’s artistic orientation is inextricably intertwined to the presence and productive development of artistic abilities. B. F. Lomov explains this by saying that the person is characterized not only by the fact of what he or she wants and strives for, but the fact that he or she can [13, p. 27].
The abilities are mental qualities and properties of a man, which appear to commit a certain type of job. The ability of a particular artistic activity is a prerequisite for the implementation of this activity as a creative work. By definition of V. I. Andreev, creative abilities are "synthesis of the properties and features of the individual, characterizing the degree of compliance with the requirements of a certain kind of creative activity and causing the level of performance" [2, p. 29].
The abilities in the visual arts V. I. Kireenko associates with the peculiarities of perception for image purposes. It is the ability of holistic or synthetic vision and vivid visual memory. Holistic vision of the depicted object makes it possible to correctly determine the proportions, correctly express illumination relations of different surfaces of depicted form [7, p. 42].