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"Philosophy of Education"

2021 year, number 2


N. S. Zhdanova, A. I. Norets, T. V. Salyaeva
Magnitogorsk State Technical University named after G. I. Nosov, Magnitogorsk, Russia
Keywords: art criticism, evaluation activity, task system, essay


Introduction. The purpose of the paper is to present an empirical experience in the formation of the foundations of the artistic and evaluative activity of master students of the field of training Design and Decorative and applied arts. Assessment training is carried out in a creative educational environment. Undergraduates will have to learn how to critically consider project proposals and products, give a written value judgment and include it in a masters thesis to identify the traditions, trends and features of the development of arts and crafts and design declared in the hypothesis. It is a well-reasoned assessment that causes the greatest difficulties for undergraduates in performing scientific work. For this, a methodology for teaching undergraduates was developed, and the main components of the study were determined. Its results can be interesting and useful for all teachers in this area of training. Methodology and methods of the research. The methodological basis of the research is the theory of knowledge and activity, the achievements of pedagogical sciences, a systematic approach in education and the theory of creativity. Pedagogical theory and practice has long established that evaluative activity is one of the varieties of creative thinking, which is characterized by stable activity, intellectual initiative, flexibility and originality. The authors propose a series of progressively more challenging assignments that allow students to master critical and evaluative activities in the field of arts and crafts and design. The last one became the most difficult to master - writing an essay. When checking the assignments, the teacher used the comparison and sampling method. The results of the research. Conducting masters studies requires immersing students in a favorable educational environment and introducing a number of tasks into the educational process: evaluation of the project in points; revealing the assessment of the results of design activities in critical texts; evaluation of the project in the form of a value judgment; assessment of a topical problem in the form of a short essay. The first assignment was based on the available assessment skills developed by students during their undergraduate studies. For the second assignment, the teacher used critical articles from some design theorists, as well as critical notes in professional journals. Here students learn to see different points of view on the same object and tried to summarize them briefly in annotations of 10-12 lines. The third task involved the creation of a written linked text, the students mastered the techniques of independent use of professional vocabulary. The fourth assignment summarizes all the skills the students have acquired. It developed the ability to analyze the opinions of different authors about a particular design problem and present it in the form of an essay. When assessing the fourth task, the teacher fixed the students point of view and looked for generally accepted aesthetic criteria. According to this sample, more than 70% of undergraduates were able to formulate their opinion, which means they have mastered the basics of appraisal activity. Conclusion. With the purposeful organization of the activities of undergraduates within two years, they acquire the necessary skills and abilities that allow them to objectively evaluate design objects and products of decorative and applied art, which significantly increases their professional competence and makes them more competitive in the labor market.