Peculiarities of the organization of distance learning of art
DOI:
https://doi.org/10.32405/2308-8885-2022-3(105)-43-47Keywords:
teaching art, organization of distance learning, institutions of general secondary education, synchronous and asynchronous modes of learning, online learningAbstract
The problem of distance learning of art in institutions of general secondary education is considered. Based on legislative documents, the terminology on the topic of the study was clarified. The features of the distance learning, its synchronous and asynchronous modes, online learning as a type of synchronous mode are highlighted. The author gives some examples of the types of artistic activities that should be organized taking into account the advantages and possible difficulties during the education of art.
The educational process implemented in the synchronous mode is characterized by the simultaneous presence of all participants in the educational process in the web space. Therefore, it is important to use its advantages, which enable work in real time: to organize practical activities at art classes, when students need to monitor the stages of creating an image and work under the teacher’s guidance for better practice technical techniques and artistic techniques; to conduct impromptu or heuristic discussions on the analysis and interpretation of works of art; to do artistic and creative projects.
Online learning of art as a type of synchronous mode has its positive aspects: ensuring a high level of communication and using visualization will increase students’ motivation to learn art, promote dynamism of lessons due to student activity; the possibility of online testing will facilitate tracking of learning outcomes.
The asynchronous mode, when the educational process takes place with a time delay, allows students to view the educational content multiple times and focus on individual issues that are important to them. This helps students develop at their own individual pace. Asynchronous mode also complements off-line learning.
The difficulties that the teacher and students may face in the distance learning of art are indicated as the following: technical (problems of Internet connection, quality of gadgets, free access to educational content (textbooks, electronic manuals, video workshops)), and procedural (complexity of organization group and collective artistic communication, exchange of emotions and feelings as a result of experiencing works of art).
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