The article deals with the value guidelines of professional work of a teacher of fine arts. The classical and anthropologic interpretation of the contents of the discipline “Fine arts” is under consideration. The aesthetic world-view of pupils, its features and level model are described.

There is described the character of the productive musical and creative activities, peculiarities of emotional experience as the mechanism of teenager’s relations with the music world. There are marked out the types of teenager’s artistic position in musical and creative work, the motivational orientation in relations with classical music which is comprehended based on its figurative, spiritual and creative nature.

There is revealed the potential of the discipline “Music” in the spiritual and moral development and education of schoolchildren. There is given the notion of music as an integral image. There is considered the cultural and world view variety of the world of music in the Orthodox tradition. There is marked out the peculiarity of sympathy as the mechanism of interaction of a child with the integral image of music.

There is shown the necessity to mark out spiritual music as the object of pedagogic research. There are specified the cultural and historical and scientific fundamentals of spiritual music comprehension. There is revealed the integration and antinomy essence of the holistic view of spiritual music in professional perception of a music teacher from the position of humanitarian knowledge. Through the interconnection of functions and components there is revealed the model of the holistic view of spiritual music.