Мультимедійні технології в мистецькій освіті: класифікація інструментів і стратегії інтеграції

The article maps the current landscape of multimedia tools used in arts education and proposes a functional-didactic classification that organizes this rapidly growing ecosystem into a coherent structure. A two-tier taxonomy comprising more than 35 tool groups is introduced. The baseline stack covers the full cycle of learning interaction – creation, visualization, organization, assessment, and publication/portfolio – while the extensions and innovation block aggregates AI-driven applications and auxiliary pedagogical services that expand or automate teacher workflows. To guide responsible adoption, the study formulates three cross-cutting selection criteria – universality, adaptability, and interdisciplinarity – and six integration principles that translate tools into actionable classroom practice: the T–P–C triangle (technology – pedagogy – creativity), modularity and micro-lessons, transparency and analytics, instrumental scaffolding, a reflexive polishing cycle, and instant multimodal feedback. These principles are linked to three functional roles of multimedia (technological, artistic, pedagogical) and to four target competencies of the learner-artist: information literacy, technological mastery, creativity, and communication. The contribution is twofold. First, the model unifies terminology and reduces arbitrariness in tool choice by aligning services with didactic functions and expected learning outcomes. Second, it offers a reproducible method for designing digital instructional scenarios and course portfolios, supporting both face-to-face and online formats. Anticipated educational effects include increased intensity and differentiation of learning, transparent assessment procedures, and sustained feedback loops that accelerate skill formation and reflective growth. The framework is intended as a living reference: it can be updated with new AI services and validated through classroom studies. Future work will focus on competency-based rubrics and empirical evaluation of integration strategies across music, visual, and performing arts programs.