Методологія становлення перспективного мислення та бачення школяра

Abstract

Авторами статті пропонується унікальна методологія з побудо-ви перспективного мислення та бачення школяра, заснована на важливо-му аспекті сучасної художньої школи — екологізації освітнього простору. Водночас, критиці піддаються методи прямої перспективи як рудимента радянської державної ідеології в галузі художньої педагогіки. Finding and creating of the main method to construct a conditional space plane picture at all times for artistic pedagogy was form-building principle in determining the content of education methods of art education Now one can often observe how across vertical school age periods, starting with primary school and finishing youthful age, is traced methodological thinking about the supremacy of the method of direct prospects. Problem violated by authors and the controversy around it should be an area of special attention not only school teachers but also of higher art school because the the genesis becoming of perspective thinking and vision a schoolchild and an adult personality in many ways very similar. The first criticism of the principles of direct prospective of and its negative «Adverse» effects application in the practice of the artist was made Chistyakov – he contrasts the «natural perspective» «visual» and notes the need to correct it. Should be noted that the on the necessity to «correct» direct perspective of in the practice of the artist himself said Leonardo da Vinci – one of its main scientific researchers. Thorough criticism of the use of the direct perspective in creativity artists and of artistic pedagogy was made in the early twentieth century, from the mouth of the famous art researcher, teacher A. V. Bakushynskoho. He outlined the problem as a «crisis of spatial expression in contemporary art» in his theoretical work «linear perspective in art and visual perception of real space. Unfortunately, the problem is specified in the article, was overlooked artists and educators Ukraine. The theme, which reveals the important educational principle of artistic pedagogy – targeting of and affordability, is almost completely absent in the Ukrainian educational literature. In the early 80’s monograph published a famous artist and teacher Boris Nemenskoho «Wisdom of Beauty», which is essentially a manifesto-appeal for a school teacher to work in new ways. In his monograph he criticizes drawing from nature as a leading artistic activities in work with schoolchildren (and with it the principle of direct perspective as an integral part of drawing from nature), saying that «mastery of craft side of art party prevents the perception of its spiritual side However, due to justified criticism by direct prospects in the educational environment, a paradoxical situation – criticizing nothing to offer in return. Today you can find several specific alternative methods of constructing conditional space, but the overall methodology, based on principles of targeting and availability missing. Methodological model proposed by the authors is construction of conditional space is that they are considering laws direct prospects as a separate method and principles that can be perceived by schoolchildren as well as being effective in building perspective image only in a certain age range. The task of the teacher is to form a complete picture of the formation of three-dimensional thinking and vision of the schoolchildren, starting from children and youth under the age ending, which is based on the partial methods, which are sensitive schoolboy in a particular age period. Based on the system of school age periodization in general movement from ignorance to knowledge authors see three objects of study. This age periods: childhood from 6 to 10 years; teens 10 to 14 years; Youth age – from 14 to 18 years. In his dissertation doctor of art I. P. Glinskaya «Formation of ways of mastering spatial information in the plane in primary school children» provides a definition of the main methods of classification. This method – «... streamlining based on knowledge of real forms of objects, leading to parallel projection and ordering based on features mesh eye image, which led to the creation of perspectives» That is, there are three possible forms of graphic expression conditional space – based methods orthogonal and axonometric projections and based on the method of direct prospects. The beginning of the formation of three-dimensional thinking and vision schoolchildren in the picture plane, accordance with school age periodization is during childhood (6–10 years). In their study, the authors relate this age in graphic activity the schoolchildren, with the «vision plane». Drawing younger schoolchildren is a composition-an action that develops parallel to the picture plane as if without penetrating its deeper layers. Graphic language of young schoolchild expression, in principle, can be correlated with the orthogonal projection methods - is the lack of horizon, image objects of various sizes and images based on combinatorics different angles using the principles of pantheism and symbolism, and many other unique ways Image inherent in this age. Summarizing the above said, we can conclude that the younger schoolchildren in graphic terms of volumetric objects using the sensitive (sensitive) by orthogonal projection, and the construction of conventional space – by positional prospects. Adolescence authors relate the with «relief» vision and thinking teenager in building of conditional space, which is based on geometric principles axonometry. Axonometric projection compared with orthogonal is informative way of expressing, because it is able to operate with underlying factors of conditional space. The period of «adolescence,» the authors consider on the «relief» vision schoolchildren. The ability of adolescents of «relief» vision drew the attention of educators in St. Petersburg Academy of Arts XVIII century. A. Losenko the times. They offered to draw ornaments, plaster reliefs, capitals and various plaster still life, before proceeding to the drawing of the human head. Understanding the «relief» vision as intermediate link, as a part of the overall concept for the formation of prospective vision is able to warn many teachers from inefficient methods in building conditional space at this age stage. The next stage - «promising», which the authors attributed to youth from 15 to 18 years. The period of youth, according to its methodological idea, the authors associated with the principles of direct prospects to construct objectivity and conditional space, because it has all the necessary prerequisites. The analytical form of thinking completely replaces children the synthetic and youth drawn to methods of drawing from nature. Drawing from nature, replaced the virtual image, draftsman forced to form a reflection by intense attention and consideration of multiple exercises of mastery of perspective images of models, designs, deep penetration into the spatial structure of the picture plane. The authors formulated the main conclusion of the research – setting itself the task of forming a prospective schoolchild thinking and vision, the move from childhood to adolescence and youth, the teacher has to use separate techniques to construct a conditional space and objectivity to which schoolchild the most sensitive.