Keyword: «design education»

In this paper, the system approach reveals design stages of teaching academic drawing in preparation designers. For testing the developed system, a program management, identifies conditions, compliance with which will allow to successfully implement a system developed in the practice of design education.

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.

Within the framework of modern art education, there is a problem of the formation of students' communication skills in the context of digital education, especially the educational process with the involvement of modern online technologies. With the transition to partially distance learning, it was noted that students' communication skills develop spontaneously, especially in the process of artistic and design activities. The relevance of this study is due to the need to develop a new methodology for the formation of competences of art students with the use of digital technologies in the educational process when there is no specific methodology for solving design problems in art and design activities in a remote format. Communication skills are the key ones in the profession of a designer and artist, so graduates of the Design area of training must fully develop their skill of visual communication and be able to express creative thoughts and ideas. The purpose of the article is to work out a methodology aimed at developing communication skills among "Design" majors, for the successful application of visual and informative design projects. The leading method of studying this problem was the method of comparative pedagogical analysis - an empirical analysis of the results of artistic design and research activities of design majors; development of creative tasks and pedagogical experiment using digital educational technologies. A methodology has been developed that contributes to the effective mastering of the methodological principles of work on a design project by students and develops communication skills through the organization of artistic and design activities. The basis of the study is the application of an experimental methodology for planning study time. The practical significance of the results of the study lies in the development of effective approaches to artistic and design activities when working on a presentation final project in the profile discipline "Specialization", which will increase the efficiency of the educational process in the "Design" area of training.