– 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