FOLK ART CRAFTS OF SOVIET RUSSIA AT THE FIRST THIRD OF THE 20TH CENTURY. SPECIFICITY OF TRAINING CRAFTSMEN
M. V. Sokolov, M. S. Sokolova
Novosibirsk State Pedagogical University, 630126, Russia, Novosibirsk, st. Viliyiskaya, 28
Keywords: народные художественные промыслы, подготовка мастеров, кустарные мастерские, кустарная промышленность, инструкторские школы, folk art crafts, training of masters, handicraft workshops, artisanal industry, instructor school
Abstract
The article deals with the specifics of training the masters to crafts in the first third of the twentieth century, which were linked to a new State policy. We describe its economic premise, which was that traditionally in the middle zone of Russian State handicrafts and their fabrication have made substantial contributions to the income of a peasant. The authors draw attention to the fact that industrial approach, with its samples, bulk copy system has also a negative influence on the artistic side of the manufactured products. In the work it is claimed that the greatest harm that crafts and decorative-applied arts development suffered was from industrial attitudes towards the manufactured products that ultimately led to the closure of many original and interesting handicraft workshops in the 1930-ies. Based on historical analysis, the important role of folk art in the organization of cottage graft industry is emphasized. The article reveals the positive and negative sides of artisanal workshops, their rebirth in folk art crafts enterprises. We describe three levels of the system of training artists in the form of: training and demonstration workshops, training schools, technical schools and museums of cottage craft industry, the concept of organization of instructor schools and their obligations. The authors conclude that the instructor of the school, and the entire system of training for crafts was a prototype artist-teacher training system for schools and after-school educational institutions. Instructor schools comply with today's feature art colleges, art schools and clubs and electives in applied art. The fact is underlined that some negative points that emerged in the work of training schools, the attitude toward them, moved into the modern system of additional education and conducting classes for the applied arts. At the same time, a lot of positive experience proved to be forgotten and can be successfully applied in modern training of professionals in the field of arts and crafts.
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