The study explored the experience of the Department of Cultural Studies of the National University of Life and Environmental Sciences of Ukraine in teaching disciplines of the cultural cycle. The relevance of this study was primarily conditioned by the need to consider changes in educational programmes for training specialists. The purpose of this study was to develop methods that allow obtaining the most effective results of cultural education and socialisation of students. The disciplines taught by the Department of Cultural Studies are divided into two areas: “History and Theory of Culture” (which includes “Ethnocultural Studies”, “Ukrainian and Foreign Culture”) and “Artistic Creativity” (includes the disciplines “Folk Song Culture”, “Folk Dance Culture”, “Choreographic Academic Culture”, “Theatre Arts and Acting Culture”, “Ukrainian Pop Culture”, “Solo Singing Culture”, “Ballroom Dance Culture”, etc.). The disciplines of the first area are conventional/academic disciplines of the cultural cycle, the second is the objectification of learning outcomes directly in classes in art studios and creative teams. The study employed a competency-based approach, philosophical and socio-cultural analysis, the method of interdisciplinary synthesis, and the biographical method. It was noted that the use of the department’s capabilities contributes to a better immersion of students in the educational process, and, consequently, their greater interest in the disciplines they study. The combination of students’ academic work in lectures and seminars with work in creative teams and circles allows improving the assimilation of educational material, deepens interest in Ukrainian ethnic culture, develops creativity, and forms practical skills for translating folk traditions into their activities. This is also facilitated by masterclasses, meetings with artists, and visits to museums. The synthesis of theoretical and activity-based approaches to learning ensures that the concrete needs of students are met: the first type of learning is to receive information as a reflection of reality; the second type is to influence reality through its transformation in the creative process. The findings of this study can be used in teaching disciplines of the cultural cycle in higher education institutions of I-II and III-IV accreditation levels, development of programmes and syllabi of disciplines of the cultural cycle
culture education; socialisation; artistic activity; creative work; subject activity; cultural disciplines
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