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6.995, 2024 7.75
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USING INTEGRATIVE APPROACHES IN PAINTING TECHNOLOGY
Khaidarova Maira Ergashovna
Shakhrisabz State Pedagogical Institute
teacher of the Department of Art History.
mayra
+998906088041
ABSTRACT:
The role of painting technologies in modern education is increasingly increasing.
The use of integrative approach methods in this process is important not only for the
development of artistic and aesthetic thinking of students, but also for the formation of their
professional competencies. The article analyzes the essence of integrative approaches in painting
technology, their influence on the educational process and their effectiveness.
Key words:
Integration, artist, creativity, thinking, education, skills, development, technology,
practical work, fine arts, design.
The integrative approach is a method of effectively organizing the educational process by
combining various disciplines, methods, and technologies. This approach allows students to
perceive knowledge as a holistic system, connect it with real life, and develop creative and
critical thinking. The integrative approach is theoretically linked to cognitive sciences, pedagogy,
psychology, didactics, and art history. The integrative approach allows for the effective
organization of the educational process by combining various disciplines, methods, and
technologies. In painting, this approach promotes the development of students’ creative abilities
by combining composition, color theory, history of fine art, and practical exercises. The
integrative approach is a process that can be skillfully implemented not only between disciplines,
but also between subjects or between methods. Such approaches cannot but have a positive
impact on the professional development of future fine art teachers. Considering the research
conducted in this area, it is appropriate to dwell on the work of scientists and educators in this
field.
If we look at the history of integrative approaches, then in the last century one of the foreign
educators John Dewey put forward the following idea about the integrative approach. In his
opinion, education should be based on real life experience. In Dewey's work "Experience and
Education" (1938), it is emphasized that the learning process should be based on the active
participation of students and strive to provide holistic knowledge by combining various subjects.
Lev Vygotsky argued that in the learning process, students' knowledge and skills are formed in a
social context. According to him, the integrative approach promotes interactive acquisition of
knowledge and the development of independent thinking skills. The concept of "mediated
learning" ensures more effective acquisition of knowledge through integrative methods. Jerome
Bruner advocates the integrative approach, emphasizing the importance of providing students
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with the opportunity to study various subjects in an interconnected way. In his opinion, based on
the principle of "spiral learning", students should study each topic in more depth at different
stages, which will increase the effectiveness of integration. Jean Piaget connects the basis of the
integrative approach with the stages of cognitive development of children. According to him,
students learn better knowledge based on real-life situations. Integration into fine arts helps them
develop creative and abstract thinking. According to the theory of "multiple intelligences" by
Howard Gardner, one of the famous scientists and leading educational psychologists of the last
century, each person has a unique learning style. The connection of fine arts with other subjects
(for example, mathematics, biology or history) helps develop different types of intelligence in
students. In the CIS countries, a lot of work has been done on integrative approaches to fine arts,
and they still serve as principles for the development of science.
From Russian scientists V.S. Kuzin: An art critic and teacher, he studied some of the problems
of creative development in the process of fine art education. G.V. Labunskaya: Studied the issues
of forming creative activity in fine art education. N.N. Rostovtsev: Examined the content of fine
art and the problems of training fine art teachers in higher education. E.V. Shorokhov: Aimed at
developing a system of creative pedagogy. BC. Shcherbakov: Those who studied the issues of
creative development in fine art education. Similarly, Eastern countries are also successfully
implementing integrated methods of teaching fine art. Also, E.A. Medvedeva and I.Yu.
Scientists such as Levchenko conducted research in the field of art pedagogy and art therapy,
studying the issues of pedagogical influence through art. The works of these scientists made a
significant contribution to the development of an integrative approach to fine art education in
Russia.
In the educational systems of developed Eastern countries, such as Japan and Korea,
integrative approaches are used in fine arts classes. In Korea, for example, the integrative
approach is implemented by teaching vocabulary related to art in calligraphy classes, a national
art form, as well as a group of words related to clothing culture in classes dedicated to the
Korean national costume hanbok. In Japan, the education system consists of 6 years of
elementary school, 3 years of junior high school, 3 years of senior high school, and 4 years of
university. Art education is important in elementary and middle school and is aimed at
developing students' creative abilities. In addition, the Korea National University of Arts covers
all art disciplines, including music, dance, theater, film, television, animation, fine arts, design,
architecture, and Korean traditional art. Thanks to this integrative approach, students have the
opportunity to receive a comprehensive education in various types of art. Professor Dong Gun of
Seoul National University, South Korea, emphasized the following in his lecture at the 2025 Fine
Arts Teacher Refresher Course. The professor stated that STEAM+ART is currently being
implemented in Korean higher education, and that the application of fine arts in each field is
effective and that such a process has a positive effect on human psychology and activity.
If we consider directly the scientific research work of our republic on integrative
approaches in painting technologies in the professional development of future teachers of fine
arts based on the integrative approach, then a lot of work has been done here, which is reflected
in the following: For example, B.N. Oripov's work "Modern pedagogical technologies for
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teaching fine arts" examines the pedagogical process that allows achieving the set goal and
guaranteeing the fulfillment of this task based on the means of transferring artistic knowledge
and skills by the teacher of fine arts to students. The article by Dzhamshid Kholmukhamed ogly
Kadyrov discusses the importance of integrating future art teachers in improving the artistic
literacy of schoolchildren. Also, the article by Rakhmonova Maftuna Abdullaevna contains
comments on the competence-based approach to teaching fine arts in comprehensive schools.
Among the scientists in the field of fine arts of our republic; S, Bulatov, O`Nurtayev, A,
Abdirasilov, R, Gasanov, M, Nabiyev, Kh, Sultanov, N, Tolipov, B, Baimetov, D, Tulanova
expressed many opinions about integrated methods in their literature and articles. However,
these fruitful works indicate that there are still unresolved problems in the development of
complex methods in both the fine arts and painting.
Continuing our studies, we can see that fine arts lessons are organized differently,
interconnected, but the process of mastering the topics by students is characterized by different
levels of mastering each type of fine arts. To solve the problem, it is necessary to attach
importance to the following tasks.
1. Integration of topics between fine arts disciplines
2. Integration of fine arts and engineering graphics topics
3. Integration of fine arts and other disciplines (exact, social, humanitarian sciences)
4. Integration of methods and technologies used in fine arts lessons.
It is no secret that a lot of work has been done in European countries to integrate and integrate
lessons. This process is most noticeable in school education.
However, today such integration in higher education is not enough. Taking this into account, we
will be able to get closer to our goal if we can use integrated methods that will make students'
mastering of specialized subjects convenient and easy, affect the effectiveness of the lesson and,
ultimately, the development of their professional skills. Experiments conducted mainly with
students of the Faculty of Fine Arts and Engineering Graphics of the Pedagogical Institute
showed that in the process of organizing the subject "Painting" and in the process of performing
practical stages, the effectiveness of the lesson is somewhat lost due to the skillful use of pencil
drawing technique in the technological process of painting or due to the use of non-traditional
approaches, mixing traditional painting methods and modern methods in the process of
explaining the topic. Students gained self-confidence and began to work independently, using
their own ideas and methods. It would not be an exaggeration to say that this process
significantly increased the potential of the lesson in achieving the set goal.
The advantages of integrated methods and technologies are that the student masters
interactive methods and techniques in the process of practical work. He acquires skills in using
various technologies in the painting process. The process of intermethod integration is not only
interesting, but also increases the effectiveness of several lessons at a time. This, in turn, has a
positive effect on the professional development of the future teacher of fine arts, as well as on
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the quality of assimilation of academic subjects. The integration of several methods at the same
time, of course, affects the thinking, aesthetic and spiritual world of the student, as well as
pedagogical abilities. This enriches his imagination. One of our main goals in education is to see
future teachers of fine arts as professionally competent and masters of their craft. For the future
of the new Uzbekistan, all the efforts we make for the professional development of broad-
minded, thoughtful, creative, competent and enterprising young people are important. In painting
technology, the learning process based on integrative methods is more closely related to the
disciplines of drawing, technical drawing, geometry, art history, fine art methodology, pedagogy
and psychology, and they pay attention to the mastery of the subject. When explaining the topic
being studied, an integrative connection is achieved between the subjects by referring to
pedagogy, psychology, art history, natural and exact sciences. The practical process of work can
also be used in the process of creating color shades or writing a composition, including using
pencil drawing techniques. Such integrated methods can be used as methods in the processes of
working on a composition and in applied art classes. Such a situation not only guarantees that the
depicted composition will be executed in an ideal solution, but also develops in students the
skills of working on new ideas and solutions. Our goal is also the professional development of
future fine art teachers based on integrative approaches.
References:
1. Nurtayev Orinbay. "Painting". Textbook Tashkent "Publishing House of TDPU", 2024. 2. R.
Gasanov. "Fundamentals of Fine Arts". Gafur Gulam
Publishing and Printing House. T. 2009.
3. Oripov B. N. Fine Arts and Methods of Its Teaching. T. Science is Knowledge.
2012.
4. Bulatov S. S. Uzbek Folk Applied Arts. Textbook-method manual T.: "Mehnat" 1991.
5. Azimov S. S. Improving the professional competence of future fine arts teachers using
computer technologies: dis. ... Doctor of Pedagogical Sciences. ... diss. Author's abstract. -
Karshi, 2021. - 48 p.
6. Azimov S. S., Abdullaev K. F., Avezov Sh. N. Methods of Teaching Fine Arts and
Engineering Graphics. Textbook. - Tashkent: ILM-ZIYO, 2020. - 160 p.
7. Baymetov B.B. Theory and Practice of Teaching Composition to Students of Pedagogical
Universities. // Scientific Journal "Science and Education". - Uzbekistan, 2020. - No. 7. - P. 658-
663.
8. Boymetov B., Nurtayev O. Technology of Fine Arts and Copying. Textbook for Higher
Education Institutions. - T .: "ECONOMY-GRACE", 2007. - 98 p.
9. Boymetov B. Pencil Drawing. - T .: ILM-ZIYO, 2007. - 192 p.
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10 Dewey John "Experience and Education" (1938)
11 Vygotsky (1934) - Sociocultural Theory
12 Bruner (1960) - Spiral Learning Theory
13 Piaget (1950) - Theory of Cognitive Development
14 Gardner (1983) - Theory of Multiple Intelligences
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