Keyword: «teaching drawing»

The relevance of the study is due to the need to update the training methods for designers in drawing with the aim of their readiness for project activities. Design learners should not only be able to draw from life, but also be ready to make drawings that express design ideas. To do this, you need to be able to transform images, putting a design intent into the drawings. If no special work is carried out in this direction, then even good drawings cannot be used in the project and the student will not be ready to express the design intent by graphic means. The purpose of the article is to propose a worked out set of tasks, which provides for the development of skills to make drawings and transform them in the direction of designing an object. The following methods were applied: observation of the process of making drawings, analysis of drawings and a pedagogical experiment. The tasks have been worked out, in which, in addition to academic tasks, a complex of special tasks should be solved, taking into account project activities. The essence of the tasks is to transform the image object by association with the shape and content of the object, endowing the object with certain qualities, giving the image of the object a figurative interpretation and various spatial characteristics, as well as using the resulting image in any object of design. It was revealed that the worked out tasks contribute to the development of skills in expressing design ideas by graphic means. Tasks, in which the student must apply his/her drawing in any object of the designer's professional activity, imparts a conscious and purposeful character to the student's actions. The examples of students' drawings made in the course of the pedagogical experiment demonstrating the meaning of the tasks are given. As a result of testing the worked out tasks in the experimental group, we recorded an increase in the number of students who showed a high level of readiness to use a drawing in the professional activity of a designer. The experience of working with students has shown that the fulfillment of tasks for transforming the image of an object expands the range of created artistic images and their use in design. The worked out set of tasks is approved for use in the process of teaching drawing to designers. It is intended for teachers of drawing and those educational institutions that carry out artistic and functional training of students.

The relevance of the study lies in the fact that the existing system of training designers in drawing does not provide high-quality training of students, the readiness of graduates for creative project activities suffers from this. The purpose of the article: to present a designed system of teaching academic drawing in design education, which allows us to provide modern professional training of designers in drawing. The methodology of the study is a systematic approach that makes it possible to see the pedagogical system in the process of teaching drawing and identify its main properties and characteristics. The research methods are the analysis of methodological works on the training of designers in drawing, pedagogical modeling and pedagogical experiment. As a result of the research, a model of the system of teaching drawing in design education has been developed, which allows us to increase the effectiveness of teaching. The model reveals its composition, structure and functional orientation. A program for managing the drawing teaching system has been compiled. The program assumes the transition of the system to the development mode under certain specified conditions. A set of special tasks has been compiled, which helps students effectively master the methodological principles of working on the drawing by creating an effective system of their repetition, and tasks providing for the future project work of graduates. The conditions that should be taken into account when implementing the designed model of the system of teaching drawing are identified. These conditions are primarily related to the managerial impact on the existing system in the process of its transition to the developed one. The results of the study are ready for use in the educational process in the preparation of designers, they are applicable when planning the work of drawing departments to rationalize the goals, objectives and structure of scientific and methodological work.

Students of artistic literacy should be able to draw a human figure, freely depict the movement of the figure, its anatomical and spatial location. This is necessary for artistic and creative work in future. A graduate will not be ready for professional activity as an artist without the ability to draw a figure. The purpose of the article: to propose a developed series of assignments for sketching a naked human figure, with various specially designed tasks. The following methods were applied: analysis of special literature; analysis of students' sketches; pedagogical experiment. The aim of the assignments is to make sketches of a naked human figure, starting from simple movements and going on with more complex movements of the figure. First, it is proposed to make a sketch with a static counterpoint of a standing figure, then move on to a sitting human figure in dynamics, the dynamics is expressed by turning the shoulder girdle to the pelvic girdle so that there is twisting of the body. Then the tasks become more complicated with sketches of a human figure in a supine position without an angle, then in a complex angle, while it is recommended to be at a sufficient distance from the model in order to avoid distortion of proportions in the sketches. And the series of assignments ends with the task of depicting a graphic artistic image of a figure in a sketch. To solve this task, it is recommended to organize a thematic setting. It was revealed that the developed assignments have a positive effect on the development of skills for sketching a naked human figure. The use of assignments in the educational process allows us to achieve higher results in mastering artistic literacy in drawing. The theoretical significance of the article lies in justification of the methodology of teaching students to make sketches of the human figure. The practical implication of the study lies in the proposal of methodically based assignments, the effectiveness of which has been proven in the process of pedagogical experiment. The results of the study are ready for use in the educational process when teaching students academic drawing in the section of drawing the human figure.