INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 847
FORMATION OF CULTURAL AND EDUCATIONAL COMPETENCES OF FUTURE
TEACHERS OF FINE ARTS IN THE INTERACTION OF EDUCATIONAL INSTITUTIONS
Khasanova Munisa Ziyodillo kizi
Associate Professor t.e., Department of Fine Arts, PhD
Tashkent State Pedagogical University named after Nizami
Abstract:
The article presents the experience of interaction between educational institutions in
the formation of cultural and educational competencies in future teachers of fine arts. The author
emphasizes the importance of developing cultural and educational competence as a condition for
success in future teaching activities.
Kеywоrds:
cultural and educational competence, bachelors, interaction of educational
institutions.
INTRОDUСTIОN
In the last two decades, the professional training of future teachers has been going through a
period of significant changes associated with changes in both the content of education and the
forms of organization of the educational process. As a result of the search for new ways to
modernize higher education, the competence approach has been consolidated. It is characterized
as systemic, where each link is interconnected and subordinated to the main goal of education.
MАTЕRIАLS АND MЕTHОDS
Cultural and educational activities are associated with the study and formation of cultural needs
and the improvement of the cultural and educational level of the population. Professional
competencies in the field of cultural and educational activities are determined by the ability of a
fine arts teacher to:
– develop and implement cultural and educational programs (PC-14);
– use modern methods and technologies of teaching and diagnostics (OPK-2);
– identify and form the cultural needs of various social and age groups (PC-13);
– form an artistic and cultural environment (PC-21);
– interact with participants in cultural and educational activities (PC-9);
– identify and use the potential of regional culture in the educational process (PC-11).
– The regional educational environment associated with the interaction of various educational
institutions has great potential for the effective formation of cultural and educational
competencies of a future fine arts teacher. In our case, this is a higher education institution -
MSTU named after G. I. Nosov, the "Children's Art Gallery" structural division of the MAUDO
"DYUTS "Maximum" of Magnitogorsk and educational schools of the city. It is in this
educational space that many competencies are formed in bachelors. To implement and organize
work on the formation of cultural and educational competence, such events as organizing and
holding exhibitions of children's fine art, excursions, master classes for schoolchildren and
competitions in the subject "Fine Arts" were included.
RЕSULTS АND DISСUSSIОN
The formation of cultural and educational competence is carried out by means of various
technologies, forms and methods. The most classic ones are a lecture and a conversation, a
lesson can be conducted using debate or discussion techniques, but they take place in classrooms.
In our opinion, it is more effective to conduct such a lecture with students against the
background of an exhibition of children's drawings. The goal of any exhibition is to introduce the
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 848
younger generation to art. The beginning of art is a sense of wonder, the ability to see, know and
feel, which helps a person perceive and understand it, and therefore enriches life. How not to use
this event in the formation of competence. After an organized excursion to a children's exhibition,
students are more willing to join in a conversation that touches on the issues of the peculiarities
of children's drawings. Students are invited to exhibitions and competitions as a jury. Here they
are faced with the task of not just being participants in the events, but, along with teachers and
artists, selecting the best children's drawings and collecting works for the exhibition. The work
always begins with reading the theme of the exhibition-competition, and, consequently,
identifying works that do not correspond to the theme. Determining the best works, and this is
the most difficult, since in the field of fine arts there is still no unambiguous approach to
assessing the artistic and creative achievements of students. The problem of assessment is
associated with different views on the visual activity of the child and fundamental approaches to
artistic creativity, which we can read in the works of G. A. Gorbunova [3], E. S. Lykova [1], E.
A. Khripunova [4] and others. Children's creative work can be assessed from the point of view of
mastering the basics of realistic drawing, the skills of drawing from life, from memory, from
imagination; from the point of view of mastery of visual materials; from the point of view of
expressing one's emotions. In this case, some contradiction arises in assessing children's
drawings: creativity as drawing associated with the reflection of the surrounding world, and
creativity as an expression of personality traits. Children's drawings should demonstrate an
aesthetic perception of the world, the ability to empathize, understand and be aware of their
emotional state.
The goal of this stage is to learn diagnostics. Having recalled the features of children's drawing,
future art teachers define the criteria. These are:
- independence: the work should reflect the individual developmental characteristics of the
young artist;
- depth and originality of the concept: the composition should be based on the experience of the
young artist, be creative, non-standard, reflect the uniqueness of the vision of the world;
- degree of complexity: the degree (high, medium, low) of disclosure of the concept is assessed;
- mastery of artistic material: the work of the young artist should reflect the skill of mastering the
methods and techniques of obtaining images dictated by the age-related developmental
characteristics;
- artistic expressiveness: compositional and color solution, imagery, integrity;
- the ability to express one's thoughts and feelings using visual means of expression: line, color,
spot, stroke, composition, rhythm, volume, etc. (unity of artistic form and content). The criterion
"expressiveness" is decisive.
According to these criteria, children's drawings are evaluated and selected to determine the place.
The ability to determine criteria, analyze works and evaluate is one of the professional skills
necessary in future activities.
СОNСLUSIОN
Only if these conditions are met will the interaction process aimed at developing cultural and
educational competencies be fruitful. The educational effect achieved in this case can manifest
itself at several levels of the individual's ability:
- the first level is defined as the result of immersion;
- the second level includes the results of general aesthetic perception;
- the third level is defined as "auxiliary" and includes the results of the influence of art education
on achievements
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 849
A successful teacher is one who knows, understands, possesses and implements cultural and
educational competencies in his/her teaching activities [2]. This, of course, affects the quality of
teaching, and consequently, the quality of education.
RЕFЕRЕNСЕS:
1. Antonenko Yu. S. Features of the formation of general cultural competencies of designers in
the learning process // Cultural and anthropological paradigm: implementation practice in
the context of a competence-based education model: collection of materials from the
international scientific conference. - Barnaul: Altai State Pedagogical University, 2017. - Pp.
271-276.
2. Exhibition of children's creativity: methodological recommendations for organizing,
designing and conducting / ed. O. Yu. Leushkanova. Magnitogorsk: MaGU, 2006. - 82 p.
3. Gorbunova G. A. Pedagogical definition of parameters (criteria) for assessing and
developing visual and creative abilities of younger students in fine art lessons // Bulletin of
the Moscow State Regional University. Series: Pedagogy. - 2008. - No. 1. - Pp. 131-137.
4. Ekaterinushkina A. V. Project activities as a means of developing professional competencies
of design master's students // Philosophy of education. - 2018. - No. 2 (75). - P. 224-233.
