Aigyl Faizrahmanova

Modern technogenic society, characterized by constant movement and variability, requires the formation and dominance of a special type of culture – project, allowing people to keep up with the times, to respond quickly to changes. The article discusses the problem of project culture formation in students – future bachelors of professional training in the field of Arts, Crafts and Design in the context of art education in the university. To solve this problem, the author analyzes the concept of "project culture", defines its constituent elements: cognition, perception of the world, skill, behavior and psychological readiness. With this in mind, the purpose of the article is to offer a methodology for the formation of students ' project culture in the context of art education and to prove its effectiveness. The article determines directions of the work on forming the students’ project culture: subject, meta-subject and situational. The author notes the basic forms of educational activities organization aimed at forming the project culture of students, such as educational activities of the academic type, quasi-project activity, educational and project activities and shows that in the context of students’ project culture forming, it is pragmatic to use the project-transformation type of educational activity, not excluding previous two types, as they are the basis for the implementation of subsequent types of activities. It is also noted that the professional high-level skills of students, the interrelationship of technical design and aesthetic solutions make it possible to obtain the result of project activities with significant artistic and practical properties that constitute a productive level of the project culture formation among future instructors of vocational training of "Arts, Crafts and Design" majors. The article outlines the stages – the conditions for the formation of a project culture among students in the context of art education in the university. The first stage – emotional-cognitive – consists of the systemic knowledge of the Arts and Crafts; knowledge in the field of design; positive emotional perception of project activities. The second stage – the activity-practical, includes the skills of design work in the field of Arts and Crafts; skills of manufacturing Arts and Crafts products. The third stage – motivational and value-based - is represented by interest and motivation for the project activity. The experimental verification of the formulated conditions was carried out on the basis of the Engineering and Technology Faculty of the Elabuga Institute of the Kazan Federal University. In the course of the experimental work, there were obtained reliable differences in the level of project culture formation among students of the experimental groups in comparison with the students of the control groups. The theoretical significance of the study is due to the fact that it contemplates the structure of the project culture, work directions and stages of its formation in students. The practical significance of the study lies in the fact that the results will improve the quality of training for the future bachelors in the field of arts, crafts and design.

Improving the education quality of future professional training bachelors can be achieved by constructing a unified education system, integrating the opportunities of all general and professional disciplines. The use of coaching in the educational process becomes significant and appropriate. The coaching method is used in sports, business, psychology, and economics as a way to improve results. The great potential of coaching allows expanding the range of its use in education, in particular, in the field of teaching the history of fine arts. Its application will help to increase students' motivation to learn, to increase their professional competences, to improve the effectiveness of the subject-subject relations of the teacher and student, to provide conditions for creativity in individual and collective work, to provide freedom of ways to perform learning tasks, to monitor student achievements. With this in mind, the purpose of the article is to propose methodology for using coaching in teaching history of fine arts and to prove its effectiveness. The authors highlighted the basic stages of coaching: goal setting; reality check; options for action and the will to act. The last stage involves the following activities: working out a route map of the lesson, making a presentation about artists, preparing an artist’s portfolio, filling out a student’s portfolio, playing a game, preparing an essay, working with official sources — museum sites, studying reproductions of paintings, analytic work. The effectiveness of using the coaching method is demonstrated by the results of an experiment conducted on the basis of the engineering-technological faculty of the Elabuga Institute of Kazan Federal University. The results were evaluated by the following criteria: 1) the average number of references to the artist by one student; 2) the maximum and minimum number of artists mentioned by one student; 3) the number of artists mentioned by students at least once; 4) the number of references to periods of fine arts history. The experimental group showed marked improvement of the results, which proves the effectiveness of using the coaching method in teaching history of fine arts. The theoretical significance of the study is due to the fact that it discusses the features of using the coaching method in teaching history of fine arts. The practical significance of the study lies in the fact that the obtained results will improve the quality of future professional training bachelors in the field of fine arts. The study showed that the coaching method has a rather large potential as a method of teaching history of fine arts.