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У статті висвітлено періодизацію розвитку художньо-промислової освіти Галичини кінця ХІХ - першої половини ХХ століття. Авторська концепція періодизації означеного історико-культурного й педагогічного феномена розроблена на методологічних підходах сучасних українських учених. На засадах принципу інтердисциплінарності, за критерієм гармонізації етнокультурних традицій, інтеграції художньої та промислової складових, зростання мережі художньо-промислових шкіл виокремлено два періоди та етапи в них; висвітлено особливості поступу художньо- промислової освіти Галичини у визначених хронологічних межах; розкрито внесок педагогів, громадських діячів у розвиток художньо-промислових шкіл. ; The article highlights the results of historical-pedagogical study of periodization of development of the artistic-industrial education of Galicia in the chronological boundaries of the late XIX and first half of the XX century. The author's conception of periodization of the mentioned historical, cultural and pedagogical phenomenon is developed on the methodological approaches of modern Ukrainian scientists. On the principles of interdisciplinarity, according to the criterion of harmonization of ethno-cultural traditions, the integration of artistic-industrial components, the growth of the network of arts and industrial schools, two periods and stages therein are distinguished. Features of the progress of artistic-industrial education of Galicia in certain chronological limits are highlighted. The contribution of teachers, public figures to the development of artistic-industrial schools is revealed. Formation and development of the artistic-industrial education of Galicia was influenced by political-economic, cultural and aesthetic factors (regional craft traditions, in conjunction with the fact that they were produced by European artistic schools). In the author's conception of the periodization of artistic-industrial education in the defined geographical and chronological boundaries of the further development the methodological approaches, which are substantiated by modern Ukrainian scholars (L. Berezivska, N. Hupan, N. Dichek, H. Ivaniuk, J. Kalakura, L. Zashkiliak, Ye. Khrykov, O. Sukhomlynska). According to the results of source study analysis, the chronological boundaries of periods are distinguished: the 70's of the XIX century - 1918) - formation and development of artistic-industrial education in Galicia under the conditions of the Austro-Hungarian Empire; 1919-1939 - adaptation of the achievements of the previous period in the state art¬industrial schools (in the conditions of the Rzecz Pospolita). In each of the aforementioned periods, the stages that are decisive for the progress of artistic-industrial education are identified and characterized, namely: state strategy, organizational and methodological support, training of professional teachers for artistic-industrial schools; contribution of public art and trade unions to the development of the school network and the material and financial support of the activities of schools; development of artistic-industrial centers.

У статті висвітлено результати історико-педагогічних пошуків із проблеми розвитку осередків художньо-промислової освіти Галичини й розкрито вплив соціально-економічних, соціально-культурних чинників на розбудову художньопромислової освіти краю. Схарактеризовано особливості становлення осередків художньо-промислової освіти в умовах Австро-Угорської імперії. Розкрито становлення й особливості функціонування осередків художньо-промислової освіти на локаціях Львова, Косова, Коломиї, Станіславова. Виявлено взаємовплив традицій народного мистецтва та поступу осередків художньо-промислової освіти. ; The article highlights the results of historical and pedagogical search of problems of development of artistic-industrial education centers of Galicia and discloses the impact of socioeconomic, socio-cultural factors on the development of artistic-industrial education in this territory. The author determined peculiarities of artistic-industrial education centers in the Austro-Hungarian Empire. The article reveals formation and features of functioning of artisticindustrial education centers at city locations: Kosovo, Colomia, Stanislavov. Interplay between traditions of folk art and development of artistic-industrial education centers is discovered. According to the results of historiographical analysis, we have found out that the problem of development of artistic-industrial education centers of Galicia (end of the XIX century) was not properly researched. The intelligence revealed the connections between the socio-cultural situation in Galicia and the development of folk crafts based on traditional ethnoesthetics. The formation of artistic-industrial education centers was influenced by traditions and innovative European art, the economic situation and the normative regulation of education in general. It was discovered that public opinion played a significant role in the formation of industrial arts educational centers in Galicia at the end of the 19th century. Under the conditions of the political system of the Austrian Empire, public associations (in professional interests) developed. Public opinion was the engine of the formation of artisticindustrial education centers. The association of weavers, woodworkers, potters were involved in financing and organizing the activities of artistic-industrial schools, which became the focal point of education in the region. The article deals with the peculiarities of content-methodological provision of teaching in industrial artistic-industrial of Galicia. The content of the preparation of the future masters of artistic-industrial specialties was formed taking into account the finds of folk masters, traditions that have been forming over the years. Therefore, the development of artistic-industrial education centers was characterized by both authentic approaches and those that took place at the institutions of vocational education of the European countries (Austria-Hungary, Italy, Poland). Cultural and educational integration of traditions in the development of artistic-industrial education centers in Galicia took place in the second half of the nineteenth century. Positive changes in the development of artistic-industrial education centers of Galicia in the chronological boundaries contain new knowledge about the organization, content, teaching methods and contribution of teachers in this process.

У статті висвітлено результати історико-педагогічних досліджень із проблеми особливостей розвитку художньо-промислової освіти в Галичині у кінці ХІХ – 30-ті рр. ХХ століття. Подані тенденції: державне регулювання розвитку художньо-промислової освіти; зростання соціальної ініціативи та громадських організацій у справі розбудови художньо-промислової освіти; трансформація художньої народної ремісничої традиції в інституційовану фахову художньо-промислову освіту; структурування змістово-методичного забезпечення підготовки фахівців у галузі; налагодження зв'язків художньо-промислової освіти й виробництва відповідно до соціально-економічних вимог є результатом історико-генетичного аналізу й узагальнення наукових джерел з проблеми дослідження. ; In the article the results of historical and educational research on the problem of the development features of artistic and industrial education in Galicia in the late XIX-th and the 30-ies of the XX-th century are highlighted. The following trends are submitted: the government regulation of art and industrial education; the growth of social initiatives and civil society in the development of art and industrial education; transformation of artistic folk craft traditions to institutionalized professional art and industrial education; structuring of content and methodological support of training in the sphere; networking art and industrial education and production according to socio-economic requirements are the result of historical and genetic analysis and synthesis. The specifics of state regulation of art and industrial education in Galicia, which consisted in adapting the regulatory framework to the needs of economic, social and cultural development (traditional crafts) is determined. Increased government funding and fundraising stakeholders (patrons) contributed to the development of professional art and industrial education. Implementation of the laws on self-government of Galicia contributed to the growth of social initiatives of civil society in the development of art and industrial education, which influenced the formation of art and industrial centers. The growth of interest of art schools as in Galicia as in Austria, Poland, to the traditions of art and craftwork was found out. In the terms of economic growth governing interest to create the public school system of art and industrial education, which led to the transformation of artistic folk craft traditions, institutionalized professional art and industrial training increased. The launch of the professional schools of art and industrial direction was caused primarily by clarification of the content, forms and methods of training workers. Training teachers to work in professional and craft schools of different levels began. Lviv became the center for art and industrial education not only in Galicia but also in Western Europe. Establishing contacts of art and industrial education with production according to social and economic needs that are identified at local and national levels, contributed to the development of artistic and industrial education in chronological appointed within the late XIX-th century and the 30-ies of the XX-th century.

У статті висвітлено особливості становлення художньо-промислової освіти на Галичині в хронологічних межах кінця ХІХ – першої половини ХХ століття. З'ясовано вплив європейської суспільної думки на розвиток ремісничо-мистецьких шкіл. Розкрито тенденції розвитку народного мистецтва на Галичині та входження його в європейський художній простір. Узагальнено передумови, що визначили поступ художньо-промислової освіти галицького краю. ; The article highlights the features of formation of Art and Industry Education in Galicia in chronological limits of the late nineteenth – early twentieth century. The author determined basic directions of professional training for artistic and industrial areas, such as: wood processing, decoration of wooden products, weaving, carpet weaving and ceramics. The results of the study revealed cross-cultural relationships that were embodied in the development of the folk arts, on the other hand, multiplying its best examples of European fine arts. The article raised speculation that the development of art education of Galicia influenced the European art traditions. Folk Art of the land enriched with sources of classical European art and also influenced its development. To understand the mutual influences of cultures for the development of art education of Galicia it is important to assess the contribution of members of the European Union (that was the part of the Austro-Hungarian Empire) in training for artistic and industrial schools and promotion of Galician art in Europe. The development of industry and technology has led to demands in the labor market for skilled workers of artistic and industrial areas. The territorial boundaries of Galicia, favorable geographical location, age tradition of folk culture are crucial regarding growth of the art schools. It should be noted that this region was famous of folk artists crafts, artisans. Professional family traditions passed down from generation to generation. These factors are used in network planning of art schools, so they were the pioneers of activities in the centers of traditional culture. It was found out the influence of European public opinion on the development of craft and art schools. Society, uniting people for cultural, professional orientation promoted the art education, promotion of folk art as in Galicia and abroad. The trends of folk art in Galicia and its entry into the European art space are revealed. The conditions that determined the progress of art and industrial education of Galician region: socio-economic (rapid development of industry, technology, intercultural communication); labor market needs in trained specialists in the art and the industrial sector; availability of teaching staff with artistic and industrial education are overviewed.