V. S. Kuzin writes down to the artistic abilities the following properties:
– The properties of artistic imagination and creative thinking, ensuring the selection of the main things, the most significant and specific in the phenomena of reality, concretization and generalization of the artistic image, creating an original composition;
– Emotional attitude to the perceived and depicted phenomena;
– Volitional artist’s personality characteristics, ensuring the practical realization of creative ideas
– High sensitivity of the visual analyzer, increasing in the course of graphic activity (sense of form, sense of color, sense of proportion, line);
– Rapid acquisition of new techniques in the study of a variety of techniques in drawing and painting, high sensorimotor features the artist’s hand [11, p. 212].
To develop human artistic ability can only the activity that is creative, having a certain level of difficulty, motivation and emotional mood in the course of this activity, and at the end of it. Such activities should be aimed at the creation of something new, at receiving new knowledge and finding new opportunities. Efforts to overcome the difficulties encountered, are a strong stimulus to engage in this activity. The feeling of satisfaction on the results achieved increases self-esteem, level of aspiration, and generates confidence.
The presence of certain artistic abilities stimulates the desire and interest in artistic activities. In turn, as a consequence of the new knowledge acquisition and applying it in practice, we can talk about increasing the level of interest and motivation on artistic activity. The development of motivation is a shaping factor in the self-realization of enrollees and strengthening their interest in artistic activity, and thus contributes to the development of artistic and creative orientation. Help in the development of artistic and creative orientation is at this age contributes to the interests and aspirations related to the future professional activity.
2.3. Special aspects of subject oriented art instruction in terms of networking cooperation of educational institutions
Project specific training is a system of pedagogical, psychological and educational, informational and organizational activities that promotes self-determination of senior pupils of the primary school in relation with chosen by the main directions of the future education and the broad scope of future professional activity. Profilisation of education at the senior level puts the graduate of the main level to have to commit a responsible choice – preliminary self-determination with respect to the profiled direction of their own activity.
Subject oriented instruction Objectives:
– To provide in-depth study of specific subjects of complete general education program;
– To create the conditions for a significant differentiation of senior pupils’ training content with broad and flexible opportunities of configuring their individual educational programs;
– To contribute to the establishment of equal access to education for various categories of students according to their abilities, aptitudes and individual needs;
– To enhance possibilities of students’ socialization, to ensure continuity between the basic and vocational education, better prepare high school graduates for mastering of higher education programs.
Subject oriented instruction involves appropriate staffing and good material and technical base. However, the necessary conditions can not always be created within a single educational institution. Therefore, for the organization of high school students quality education it becomes appropriate to use educational resources of higher education institutions. Interaction of educational institutions provides students with more opportunities of choice training courses and educational programs they need, and creates favorable conditions for the profession-oriented, professional and social self-determination of graduates.
Educational subject oriented instruction programs, implemented on the basis of higher education institutions may include, as a rule, one or more of the following substantial components:
– Training courses: (core academic subjects corresponding to the aesthetic-artistic specialization and having a practice-oriented focus);
– Psycho-pedagogical support of professional self-determination of students (diagnostic, consulting, training, information work with parents, etc.);
– Design and research activity of students, completing with product defence, prepared by students (abstract, practically significant project, a research report, creative work, etc.).
Specialized courses in the field of art education include such subjects as: formation products of arts and crafts and folk art, costume and accessories art designing, graphic design, etc.
In the process of learning of these subjects is the development of creative skills, worldview, formes aesthetic needs and artistic taste, increases the level of motivation to engage in the arts, the need for artistic activity. Practical exercises carried out in workshops of higher education institutions help students to adapt to the educational environment of high school, make it possible to estimate the level of essential knowledge and skills on the example of works by students.
Education in the specialized class saves in the early adolescence of hasty decisions, when the interest has the nature of short-term avocations and is based on external attractive signs of profession, but not supported by the stable interest in it. It also helps students to understand the field of application of their capabilities and skills to acquire the necessary professional skills, sufficient to achieve the goal of a successful entrance to the university and the future vocational education.
2.4. Specificity of training courses on creative test for the entrance to the university
School graduates entering the university to artistic specialties have different levels of artistic skills, one group of students trained in institutions of additional education, the other – does not have the necessary drawing skills. But all the enrollees feel the need to prepare for the creative tests.
The substantial side of examination tests is influenced by the specificity of educational institutions: traditional exam on "painting", "composition", "drawing". At that a set of disciplines is suffering some changes, taking into account the specialization of the institution, selected for entering. But an examination on drawing is fundamental in all educational institutions, engaged in the reception of enrollees for artistic professions. Requirements for the exam on drawing are based on an academic approach. Changes only the complexity of the image object (a still life of geometric figures, image of antique plaster cast of the head or capitals drawing, plaster ornamentation), the requirements for its graphic execution.
Preparatory courses are directed not only to fill "gaps’ in knowledge and skills of students, but also on the formation of the ability to learn, need to improve themselves, develop their abilities and inclinations. The training program at the training courses includes training materials necessary for passing the entrance exam on drawing and involve basic artistic skills as the initial stage of training in high school.
Drawing has a lead role in artistic education, it is among the number of specialized disciplines that require constant improvement and finding new and more effective forms and methods of education. Drawing classes help to learn and master the reality in various types of spatial and plastic arts, promote the mastery of creative work methods in artistic activity, methods of project graphics, develop a professional perception and creative thinking. The main means of expression of drawing (a point, a line, a contour, a silhouette, a plane, etc.) form the basis of any image. V. A. Korolev said: "Drawing is not only an art but also a science, learning to think by a form, to understand the structural basis, to portray the plastic structure of the objects on the plane" [10, p. 3].
To achieve a high level of examination drawing, enrollees need to master a number of methodological principles of academic drawing implementation. Generally accepted and proven practices include methods of learning drawing:
– Making educational productions from nature;
– A successive change of tasks with the gradual complication;
– Frequent training in drawing in fulfilling long-term and short-term tasks;
– Demonstration of visual materials;
– Theoretical knowledge on studied topics.
Methods of education and methodical principles of drawing are closely associated with each other, since each method is a combination of techniques in a particular system. Methodical principles express certain objective laws of conducting work on the drawing.
The methodical principles of teaching drawing are:
– The principle of flow of the drawing execution. It must be carried out with the first training steps on the basis of the particular principles of drawing: from the total – to the private, from the larger form – to smaller, from the main – to the secondary.
– The principle of the compositional picture in the format. It requires a specific order of work, making it possible to solve the problem of three-dimensional objects depiction on a plane of the sheet.
– The principle of drawing symmetrical paired forms . Most objects have a symmetrical pair form:. household items, a human head, etc. The essence of the principle is to trace and draw paired and simmetrical forms simultaneously at the same time in accordance with each other and the whole on the basis of comparison.
– The principle of constructive analysis of the form in the picture . It must take into account the relationship of elements, not only in space but also in the constructive-structural terms.
– The principle of tonal drawing solution. Based on the study of laws of illumination.
– The principle of integrity of the image. It requires the ability to find the relationship and details’ intersubordination loyal relationships between the main and secondary.
With the accumulation of scientific knowledge and practical skills enrollees develop their creativity and visual memory, the ability to observe and analyze the surroundings. Movement of hands during long-term repeatitions by a definite plan "hand-eye" are strengthened and become automatic, allowing to combine educational and creative tasks, which is the ultimate goal of the process of developing technical skills. New technical capabilities and creative experience make it possible to decide the next creative tasks, i.e they contribute to further improvement in creative painting [22, p. 2158].
2.5. The complex of special tasks to train academic drawing on preparatory courses
Academic painting aims to study and identify the properties of objects and phenomena of reality. The leading place is occupied by "constructive drawing", allowing to represent the visible and invisible adumbration of forms, to understand the reason that created the object, to pierce into the essence of things, to analyze them [16, p. 27]. First, simple flat and three-dimensional shapes should be studied, and then more complex. The error of the most of enrollees is that they represent only the visible parts of the object, not realizing its internal structure. Therefore, at the initial stage they perform the task of drawing a sphere based on a cube, the cylinder based on four-sided prism, hexagonal prism, based on the cylinder, square, circle, triangle, trapezoid and so on. It is necessary to construct three-dimensional objects on the plane using axes, diagonals and finding nodal points.
Linear constructive drawing is based on drawing the forms through. It teaches not only to reproduce the image resemblance to the real object, but to see and reflect on the plane its internal structure. Linear constructive drawing teaches us to think, to understand the commonness of constructive objects’ structure, patterns of forming the objective world, the relationship between forms the masses.
The use of simple graphical tools (line, bar, point) makes it possible to focus on the study of the fundamental laws, methods and means of the composition (the balance, integrity, composition center, contrasts and nuances, rhythm, symmetry and asymmetry, motion transfer, etc.) [8, p. 204]. The ability to see the object, its form and proportions, its position in space is acquired as a result of a long learning process. No one can expect good results in the art of drawing performance in the early stages of training. Not all, even as a students, studying for several years in high school, get a high image technicality.
2.6. Pedagogical conditions conducive to the development of the artistic orientation of enrollees
For efficiency of enrollees’ artistic and creative orientation development in the drawing learning process, the pedagogical conditions and requirements for the organization of the educational process should be determined:
– The creation of positive motivation in the training of artistic activity within a specially organized educational environment;
– Ensuring successful completion of the adaptation period in the period of subject oriented instruction and training courses;
– The implementation of self-organization and self-control of artistic activity as the main way to deepen the vocational self-determination.
In the framework of the first pedagogical condition the following ways and means of forming a stable positive motivation for artistic activity can be suggested:
– Completeness of the educational material content in the area of drawing and the interest of students in its learning;
– Development of methods of teaching and creative work;
– Specially organized educational artistic environment;
– The role of evaluation and self-assessment in the development of motivation for artistic activity.
The second condition for the artistic orientation development of enrollees is to ensure successful completion of an adaptation period by enrollees in the period of school education and training courses. Adaptation is considered as a socialization of the individual, through which people learn to communicate effectively with each other. When an individual enters certain social environment, he masters skills and abilities of practical and theoretical activities, he learns human relations culture, certain social norms of behavior [23, p. 1501].
There are three adapting components: educational-cognitive, socio-psychological and vocational. Educational and cognitive adaptation is associated with the change of the basic forms and methods of education. Socio-psychological adaptation is composed of interpersonal relationships – an adaptation to each new team and adaptation to the new teacher. Adapting to a new team will also depend on the initial level of knowledge and skills in drawing. Enrollees with a good grounding in drawing would feel more confident, rather than those who have a low level of training. On how long does the adaptation to the social environment depends the success of training. Adaptation result will be shown in the "adoption of rules, functions, requirements, learning content, methods, forms of professional activity" [17, p. 113].
The third condition for the artistic orientation of enrollees is the implementation of self-organization and self-control of artistic activity. Self-organization is "the activity and the ability of the individual, associated with the ability to organize himself, which are shown in the purposefulness, activity, validity of motivation, planning his activities, independence, quickness of decision-making and responsibility for them, critical evaluation of the results of his actions, a sense of duty" [18, p. 242]. Independence is one of the leading qualities of the person, which is expressed in the ability to set a specific goal, to insist its implementation on their own, to take responsibility for their activities, to act consciously and proactively not only in familiar surroundings, but also in new condition, requiring non-standard solutions.
The idea of self-awareness is considered as realization, evaluation and control by the subject of his own actions, mental processes and states. Self-control is determined by society requirements for human behavior. Actualization of self-control and self-analysis is an integral part of self-development that is consonant with its self-realization, increase interest in artistic activities in the learning process at the preliminary courses.
Creating a situation of success and positive motivation in learning activities affect the successful completion of the adaptation period in new environment of learning, which in turn is an incentive to maintain the interest in artistic activity. It helps the full inclusion of enrollees in independent work, in the process of self-organization and self-examination of their activities, which in turn contributes to the personal fulfillment of the enrollee and the development of artistic and creative orientation.
3. Results
Searching for the ways to implement himself a young man has to take into account his actual and future opportunities and make a conscious choice between the educational institutions in order to obtain his future profession. Universities, aimed at training professionals in arts, possess their own specifics and require applicants to own a certain amount of knowledge and skills in their chosen type of artistic activity. In this connection, pupils early profilisation, oriented to the effective preparation graduates to the mastering of higher arts education programs, is very important. Profession-oriented subjects training, conducted as a part of courses by teachers of higher educational institutions, promotes the development of creative abilities and stimulate the interest and the motivation to an artistic activity and, consequently, the formation of artistic and creative orientation. This is a determining factor in professional self-determination of enrollees and profession selection in arts.
Preliminary training courses aimed at preparing enrollees for creative exams in profession-oriented subjects and it’s important for students to learn successfully in their freshman years. Higher education environment has an additional impact on professional choice. By such means of impact on the students’ profession selection could be used:
– drawing and other profession-oriented subject trainings take place in the same specially equipped for this profile training classrooms in which the students are learning;
– viewing the exhibition samples of educational and creative students works allows to get acquainted with the substantive aspects of the stages of artistic training and the end result of vocational training [21, p. 2345].
4. Discussion