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The article highlights the peculiarities of the All- Ukrainian competition "Teacher of the Year -- 2024" in the nomination "Fine Arts". The content of the competitive tests "Analysis of an artwork", "Practical work", "Testing" -- at the qualifying (distance form) and "Master", "Lesson" -- at the final (full-time) stages is characterized. It is noted that the cases for testing were formed following the program of fine arts and model programs of the integrated course "Art" (grades 5-6). The evaluation criteria for each test are briefly outlined. It is emphasized that, in accordance with the requirements of the State Standard of Basic Secondary Education, the test "Analysis of an Artwork" was introduced into the competition program for the first time. The peculiarities of conducting a practical competition test, which did not involve the use of curricula and manuals, auxiliary materials and resources, are emphasized. The positive aspects of the competitors' preparedness are identified, in particular: professional erudition in the world of contemporary art, professional knowledge of the subject and methods of its teaching, practical knowledge of graphic and pictorial materials, the ability to convey new, unknown material to students in an accessible, engaging, modern, creative form, the ability to form key and subject competencies of students, work with modern technologies, educational practices, and practically apply the acquired artistic experience. Moreover, the article focuses on innovative approaches, creative findings and techniques demonstrated by fine arts teachers during the "Master" and "Lesson" tests. At the same time, typical common mistakes, shortcomings and difficulties in solving the tasks of the tests were identified, including fragmentary knowledge of the regulatory framework for the professional activity of fine arts teachers; predominance of classical methods of presenting visuals without the use of modern methods and artistic teaching technologies; lack of ability to transfer knowledge to a new situation and find multiple solutions to problems; partial ability to implement integrated and differentiated approaches in organizing and managing fine arts teaching. This became the basis for outlining ways to further improve the professional skills of fine arts teachers in formal, non-formal and informal education. [ABSTRACT FROM AUTHOR]