GROUP DYNAMIC DEMONSTRATION WITH GRAPHIC MATERIALS AND TECHNIQUES
Journal Title: Knowledge International Journal - Year 2018, Vol 26, Issue 2
Abstract
The article draws attention to the current problem of art education in the general secondary school. An experimental pedagogical model for training students of lower secondary level, called the Group dynamic demonstration with graphic materials and techniques, was developed. The aim of the experiment is to enrich the knowledge and skills, to stimulate the interest and motivation of students in the learning process. Approbation of the model allows the acquisition of various graphic techniques and drawing materials and for resolving various pictorial problems. The pedagogical model contains two basic methods - a demonstration and a lecture, which in the learning process are supplemented by other methods. As opposed to the other school subjects, in art education, emphasis is placed on the demonstration due to the peculiarities and specifics of the discipline. It stands out as one of the most important and significant methods, which is described by a number of researchers in our country: O. Zankov, B. Papazov, V. Dimchev, B. Damyanov, Z. Yanakieva. The second method in the concept of Group dynamic demonstration is the lecture. Its application capabilities have a different purpose in the different parts of the lesson, making it suitable for the needs of the pedagogical experiment. Experimental training is accomplished through a combined lesson that is mostly used for its pedagogical abilities to perform the tasks and through the forms of work: by nature, memory and impression. The continuance for each of the topics in the experiment is two class hours, with the opportunity to run in classroom conditions and outdoors. The preparations for the lesson includes: planning the lecture, material and technical support with visualization tools (artistic albums and reproductions). At the end of the training, students are expected to enrich their knowledge of fine arts and graphics, in particular, to develop their spatial construction skills for work in specific genres, materials and techniques. The pedagogical experiment ends with an appraisal of student achievements and proves its positive effect from the impact of the experimental model.
Authors and Affiliations
Petya Uzunova
Keywords
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