Дидактичні умови формування художньо-графічних компетентностей студентів мистецьких спеціальностей

Abstract

У дисертації подано результати теоретико-експериментального дослідження з обґрунтування дидактичних умов формування художньо- графічних компетентностей студентів мистецьких спеціальностей. Досліджено компетентнісні основи навчання студентів мистецьких спеціальностей, встановлені сутність та структура, визначено критерії, показники та рівні сформованості художньо-графічних компетентностей. Встановлено роль та значення дисциплін предметної спеціалізації у формуванні художньо-графічних компетентностей студентів, виявлено й обґрунтовано дидактичні умови, розроблено структурно-функціональну модель формування художньо-графічних компетентностей студентів мистецьких спеціальностей. Висвітлено зміст педагогічного експерименту з перевірки ефективності дидактичних умов формування художньо-графічних компетентностей студентів мистецьких спеціальностей.

В диссертации представлены результаты теоретико-экспериментального исследования по обоснованию дидактических условий формирования художественно-графических компетентностей студентов художественных специальностей. Исследованы компетентностные основы обучения студентов художественных специальностей, установлены сущность и структура, определены критерии, показатели и уровни сформированности художественно- графических компетентностей. Установлены роль и значение дисциплин предметной специализации в формировании художественно-графических компетентностей студентов, выявлены и обоснованы дидактические условия, разработана структурно-функциональную модель формирования художественно-графических компетентностей студентов художественных специальностей. Освещено содержание педагогического эксперимента по проверке эффективности дидактических условий формирования художественно-графических компетентностей студентов художественных специальностей.

In this study the results of the conducted theoretical and experimental research on determining, grounding and testing of didactic terms of shaping artistic-graphic competence of students specializing in the fine art area have been presented. The essence and the structure have been defined. The criteria, indicators and levels of artistic-graphic competence building of students specializing in the fine art area have been specified. It has been determined that artistic-graphic competences are essentially vital and conceptual in the general structure of multidimensional professional competence of students of fine art speciality amid integral, special, methodological and project ones. The definition of artistic-graphic competences of students specializing in the fine art area has been given. They can be defined according to: the place in the personality structure – being a fundamental and essentially vital component of the professional competence of artists and artist-teachers in the fine art area and a phenomenon as well which has specific roles to play; the essence which is considered to be a complex professional and personal quality based on a harmonious balance of individual and creative skills, art and imaginative thinking, ability and readiness for conducting artistic-graphic activities professionally; its structure which represents a comprehensive personal creation, integrated fusion of art knowledge, practical skills and abilities used for harmonization and aestheticization of the environment, achievement of excellence in fine arts. The multidimensional nature of artistic- graphic competences of students specializing in the fine art area has been observed and their meta-structure as a complex of art-interpretive, art-compositional, art- projective, art-creative and art-aesthetic competencies has been defined. Their basic and elective content for artists and artist-teachers has been described and characterized. It has been emphasized that each of them has its independent value ensuring the appropriate level of readiness and capacity of students of different specialities to cope with certain issues via means of fine arts. On the basis of the structure of artistic-graphic activities the content of artistic- graphic competences presented as structural and criteria-based components including cognitive, motivational, procedural and reflexive ones has been discovered. The monitoring of their formation via the use of natural means of the educational process according to the peculiarities of elementary, intermediate, sufficient and advanced levels has been presented. The range of didactic terms of artistic-graphic competences including 1) context-module structuring of students’ learning activities in compliance with logic and principles of shaping artistic-graphic competences; 2) aggregate impact on the needs and motivational, cognitive-functional and emotional-volitional spheres of students’ personalities via means of teaching innovations; 3) arrangement of educational-developing environment which favours the implementation of individualization and students’ creative and productive activities, the monitoring and correction of levels of the system formation and components of artistic-graphic competences have been determined and justified. The effectiveness of the implementation of didactic terms is ensured through the development and introduction of the structural-functional model, a schematic presentation of the system implying the formation of the phenomenon in question which characterizes the hierarchy, consistency, elements, stages, procedures and means used, connections and interdependence between them and performs stimulating, forming, developing and integrating functions in the process of arranging education of students specializing in the fine art area. The thesis provides the insight into the essence of the conducted pedagogical experiment on the assesses of the effectiveness of didactic terms of shaping artistic- graphic competences of students specializing in the fine art area. The conducted quantitative, qualitative and statistical analyses have identified a positive and statistically significant dynamic in the levels of formation of the competences in question in accordance with the defined criteria; in the degree of the system acquisition of artistic-graphic competences; in general levels of the formation of artistic-graphic competences of students from the pilot group.