Keyword: «project culture»

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.