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.