The strategic goal of higher school is to develop professional competence of future teachers capable of effective activity in the professional sphere of self-actualization, capable to solve typical problems and tasks in their own educational activities. The aim of writing of this article is opening of technologies of context studies in the process of professional training of future primary school teachers in the sphere of art education. The basic forms of context studies are: educational activity of academic type (lecture, seminar, practical classes, laboratory work, independent and individual work); pseudo professional activity (business games, playing forms); educational-professional activity (research work, productive practice). Technologies of context studies: the operation-role-play, educational-business, educational-role-play and educational-pedagogical games problem-oriented; imitation design; analysis of situations of professional activity. Training and educational games are used to select behaviors that shape the idea of professional work in the real world. This kind of play requires knowledge of the basics of pedagogy and psychology and specialized techniques. Formation of socially active creative personality of the future teacher requires teachers to use non-standard forms of educational interaction. Practical and laboratory classes are held as teaching and educational games, designing specific educational situation aimed at the development of professional skills of primary school teachers. The main stages of simulation technologies: problem definition, goals and objectives; division of roles and function definitions of various officials; interests of distinction; discussion of the problem; the winners’ incentives and debriefing. Technology learning context related to intellectual collective activity that is producing collective thought, discussion with high cognitive activity of students and with the introduction of simulation methods that simulate a process, phenomenon governance. Thus, the introduction of technologies of contextual learning as a conceptual framework competency approach allows to implement the task of forming professional competence of future primary school teachers in the sphere of art education as a result of mastering the subject matter “Fine art of teaching methods”, “Methods of teaching integrated course “Art”, “Methods of teaching educational field “Art”. The next step would be to define competencies, which are formed during the development of the content of each module, through its theoretical, practical modules and independent, individual work of students and research project.