General Didactic Background for Teaching Drawing to Students of Higher Education Institutions of Art
DOI:
https://doi.org/10.32405/2308-8885-2023-2(108)-10-14Keywords:
general didactic background for teaching drawing, students, higher education institutions of art, system-structural approachAbstract
The article proposes general didactic principles for teaching drawing in higher education institutions of art, based on a system-structural approach. This approach allows for the preservation and development of the best national traditions of academic training for future artists. The main objective of studying drawing as an educational component (as opposed to creative drawing) is defined as educational-analytical, rather than imaginative-creative. Achieving this objective requires purposeful teacher guidance and adherence to methodological consistency in students' acquisition of relevant competencies.
The leading method of teaching academic drawing is declared to be working from nature. However, effective teaching of drawing can be based on the interaction of two main types of learning drawing: long-term and short-term, as well as two leading methodological approaches: linear-constructive and tonal. Productive implementation of such interaction requires taking into account the peculiarities of the educational process at each of the interconnected stages of working on the drawing, including conceptualization and composition of the image in a determined format, constructive building of forms on a plane, their tonal interpretation, and completion of the work.
The leading methodological guidance for drawing is the sequence of work from general to specific and from specific to general, followed by the synthesis of the first and second. This allows the student to see the form as a whole and to subordinate the details to the overall concept.
The content of teaching students is organized by progressing from building simple geometric shapes as the basis of all existing forms, through the analysis of complex forms of objects and nature (still life, animals, interiors, landscapes), to mastering the representation of humans in a logical sequence of learning tasks and exercises with gradual complexity. This structured approach ensures thorough mastery of knowledge and skills in drawing by students and transforms them into a tool for the professional creative growth of future artists.
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