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SOME ASPECTS OF THE ORGANIZATION OF THE INDEPENDENT WORK OF THE FINE ARTS STUDENTS Rafieva NA.1, Azimova M^.2 (Republic of Uzbekistan) Em ail: [email protected]
'Rafieva Nargiza Abdurazzokovna — Assistant;
2Azimova Muhayyo Murotdilloevna — Senior Lecturer, DEPARTMENT OF FINE ARTS AND ENGINEERING GRAPHICS, FACULTY ARTVISION, BUKHARA STATE UNIVERSITY, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: an effective form is individual and group counseling by teachers. In particular, individual counseling should take the time to analyze in terms of visual literacy but also compositional techniques to develop independent work with the student. Teachers of all departments of the visual cycle of the faculties of arts should demand from students, when registering any type of artwork, a uniform design.
Keywords: individual, teacher, to take, visual, work, with the student, artwork, to need, art.
НЕКОТОРЫЕ АСПЕКТЫ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ ИЗОБРАЗИТЕЛЬНОГО ИСКУССТВА Рафиева Н.А.1, Азимова М.М.2 (Республика Узбекистан)
'Рафиева Наргиза Абдураззоковна — ассистент;
2Азимова Мухайё Муротдиллоевна — старший преподаватель, кафедра изобразительного искусства и инженерной графики, факультет искусствоведения, Бухарский государственный университет, г. Бухара, Республика Узбекистан
Аннотация: эффективная форма - индивидуальные и групповые консультации учителей. В частности, при индивидуальном консультировании необходимо уделить время анализу с точки зрения визуальной грамотности, а также композиционных методов для развития самостоятельной работы с учеником. Преподаватели всех кафедр изобразительного цикла факультетов искусств должны требовать от студентов при регистрации любого вида художественного произведения единый дизайн.
Ключевые слова: индивидуал, учитель, брать, визуальное, работа с учеником, художественное произведение, на нужды, искусство.
UDC 398
One of the most effective means of increasing the efficiency of a student's independent work is the introduction of elements of the scientific organization of labor into its organization. In order to rationally use the study time and properly organize independent training in the disciplines of the visual cycle, each student must have a certain set of skills that can develop only under the influence of the purposeful activity of the teacher and the student himself. These, first of all, include such skills as rational planning of all types of work and their sequence. Such skills are formed under the condition of the unity of the requirements of teachers of different disciplines (drawing, painting, composition, etc.), working with students of the same course, as well as taking into account the general requirements of teachers teaching a student from 1 to 4 courses. The last point is important not only for senior teachers, but also for younger ones, in order to prepare students for the new requirements that will be presented to them in the future.
In the formation of the skills of the scientific organization of labor, a great role is played by the conviction of students in their benefits for the economical use of time and the effectiveness of independent work. Such a conviction develops only in the process of educational practice, moreover, this happens as a result of the formation of a conscious, sustainable interest.
The effectiveness of students' independent work depends primarily on the ability to organize it according to a specific plan. This applies both to the organization of independent work as a whole (distribution of all study time, planning the sequence in preparation for the next school day, adherence to a certain order in preparation for practical work, sketches and sketches in a "personal" album, and planning individual independent productions (drawing up a still life, compositional sketch, etc.).
The formation of skills in general planning of independent work is achieved through the joint efforts of the entire teaching staff, department and faculty at the university.
To actively influence the formation of students' skills, the teacher needs to know to what extent this skill is embedded in the process of prior learning. It is known that in secondary school, many teachers teach students to engage in various types of visual activity; drawing from life, thematic compositions, decorative work, conversations about art. However, such work is carried out in a limited study time (1 hour per week) and cannot be effective. School graduates, as a rule, are not prepared for independent visual activity.
An effective form is individual and group consultations of teachers. In particular, in individual consultations, it is necessary to allocate time for joint analysis of independent work with the student, not only in terms of their visual literacy, but also compositional techniques.
Another element of the scientific organization of work, which should become mandatory for every student, starting from the first year, is the correct registration of the "mat" of work. Teachers of all departments of the visual cycle of the faculties of arts should demand from students, when registering any type of artwork, a uniform design. But in order for the student to fulfill these requirements consciously, he needs to be introduced to various types of mat in accordance with the type of art (painting, decorative items).
In modern conditions, when an integral part of the activity of a specialist of any profile becomes his erudition, constant study
The formation of the creative activity of young people in the system of higher education is acquiring particular relevance, including, first of all, in the art classes. However, many aspects of the artistic and creative process, including creative activity, are still poorly studied. Our comparison of different points of view on this problem shows their ambiguity. Moreover, in each of them intensity is seen as the main factor of active action. It follows from this that artistic and creative activity is an intense cognitive activity aimed at constant self-renewal and improvement of individuality.
Analyzing visual activity, we identified a number of factors involved in the process of creativity and determining the forms and methods of development of cognitive and creative activity.
The first factor can be attributed to cognitive and emotional-volitional processes, sensations, perception, ideas, attention, memory, thinking, imagination, emotions and feelings, will, motivation. Each of them is included in the self-developing basic structure of mechanisms that ensure the development of activity, in which creative thinking plays the main role. As they develop, they act as stimulators of the creative process.
The next psychological and pedagogical basis of creative activity is made up of factors that characterize the state of the individual's creative activity, aesthetic need, interest, observation, the ability to innovate, inspiration, aesthetic focus, clarity of purpose, initiative, emotionality, independence, originality, leadership, the ability to interpret, adaptability , self-esteem, communication, reaction strength, work pace, experience of creative activity.
And, finally, the basis of creative activity is formed by pedagogical means and methods of teaching the fine arts, among which: orientation towards creativity, intersubject and intrasubject integration, exercise, use of visualization, use of game elements, use of methods and techniques of work, assessment, that is, innovative pedagogical technologies [1-30].
As a result of the analysis and generalization of the above psychological and pedagogical factors, it became possible to offer methods for the development of students' creative activity. It pays special attention to the productivity of stimulants of the creative process and the use for this purpose of the appropriate forms and methods of work:
a) the development of cognitive and emotional-volitional processes;
b) focus on a high end result;
c) the use of impulses that cause the work of stimulants;
d) creating conditions for the effective action of stimulants.
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