Natalya D. Kalina

In the education of architects and designers, there is a contradiction between a professional focus on constructivism and a naturalistic approach to the image. Optimization of the educational process becomes relevant. The aim of the article: to explore the advantages of constructing images of objects based on scientific knowledge and constructive methods, as opposed to sensationalism. The constructivist approach becomes principal in the theoretical study of the problem of optimizing education. The results of the study of scientific sources determined a system of interdisciplinary conditions for optimizing graphic activity. The content of learning is optimized in the knowledge of relationships, the study of objects and the construction of spatial or artistic structures, forms and methods: systemic geometric constructivism leads students to adaptation in the algorithmic construction of generalized models – it is used when incorporating scientific concepts of perspective into the sign-symbolic means of visual language; possible artistic and interpretive constructivism allows the student’s personality to self-actualize – it is used to identify the content of images and style structures, the spatial structure of the shape of objects is preserved in this process. The research method is used in searching for relationships between parts of a composition. The results of the article bring significant changes in the education of architects and designers, in improving visual literacy and artistic and aesthetic culture of the picture. The theoretical and practical significance of the article is determined by the conditions for optimizing education: the use of the sign-symbolic method of making images, in contrast to relying on sensory perception, does not cause psychophysical determinations, and contributes to the learning of all students with different intellectual styles of cognition; the teacher as a facilitator provides regulatory visualization of generalized knowledge and conducts discussions in interactive learning – collective methods of stimulating and activating students’ independent understanding of the concepts of constructing object models; the teacher also uses individual methods of collaboration with students and their consultation; the constructive potential of visual perception and systemic thinking as higher cognitive processes is formed in problem-based learning of students with changes in the content, methods and structure of the educational process at different stages.

Following the need of modern visual culture of society in the formation of highly qualified specialists, the use of a constructivist approach in higher education becomes relevant. Purpose of the article: to show the advantages of the constructivism concept in relation to the metaphysical concept of creating images in education. The constructivist approach creates in education rational, interdisciplinary and prerequisite conditions for the visually competent, artistic and aesthetic construction of models of cultural objects and the formation of the structure of the subject’s mechanisms in the construction of images. The following methods are used in the training construction of visual culture objects: moderate constructivism in the form of a geometric generalization of objects is realized in a complex of structural sign-symbolic elements of the visual language; radical constructivism manifests itself in conjunction with artistic interpretations. Interpretations of geometric structures images of objects are carried out in a system of stylistic features based on the principles of composition and artistic and aesthetic expressiveness. The results of the article can bring significant changes to the education of architects and designers, increasing their capabilities in building models of cultural objects. This is significant for the visual culture of society. The following conditions of the constructivist approach become theoretically and practically significant: regular updating of the content of teaching the constructive process is carried out in accordance with the internal conditions of students; creating an educational environment to provide students with universal means of constructing models common to a range of disciplines; organizing training design in two stages: the first stage develops the objective-spatial construction of models of conventionally recognizable objects; the second stage forms students’ constructive activity in the independent conceptual and artistic construction of objects of visual culture. The stages of training are designed on the basis of the laws of the formation of the personality mechanisms structure in future architects and designers.