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Abstract: The article deals with the problems of art education in postmodern society. The authors define the paradigm of contemporary art education, consisting of a number of principles of modern practices of art education. They include: the principle of intersubjectivity of art education, targeting the organization of art communication in the perception of artistic reality; the principle of value-meaningful orientation of art education, which involves reliance on existential roots of the subject and its personal experience; the principle of dialogue of art education, meaning the internal and external development dialogue in the process of the art perception; the principle of reflexivity, involving the development of abilities of the subject of artistic perception of self-understanding and its personal identity; the principle structure of arts education, organized systematically in the sphere of value and meaningful relations of «I» with the artistic reality and with significant Others. The authors prove productivity of hermeneutical approach, on the basis of which value-meaningful model of artistic communication is worked out. They defined its structure and implementation steps, including the empathic setting, сo-playing and constructing meanings in the process of reflection. The authors disclosed their importance for the formation of personal identity of pupils in the process of art education on the lessons of the world's artistic culture.