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METHODOLOGY FOR TEACHING THE PERCEPTION OF THE SHAPE OF
OBJECTS AND THE CONSTRUCTION OF OBJECTS IN FINE ARTS LESSONS
Olimov Anvarjon Mamirovich
Teacher, Department of Education, Kokand University
UDK: 378.015.31:004.9:741
Abstract:
This article discusses the methodology for teaching students the correct perception of
the shape of objects and their constructive structure in fine arts classes. The methods used to
express form through shape, proportion, perspective, light and shadow, as well as the formation
of observation and drawing skills are analyzed. This methodology plays an important role in the
development of students' artistic thinking.
Keywords:
Fine arts, perception of form, object construction, methodology, observation,
drawing.
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Today, the main goal of teaching fine arts is to form students' artistic perception, educate them
aesthetically, and deeply and accurately observe objects and phenomena in the environment, It
consists of developing analysis and expression skills (Juraev, 2020). In this way, students
gradually develop the skills of perceiving the elements of shape, volume, proportion, texture,
color, and light and shadow. Through this process, they have the opportunity to develop
observation, clarity of thought, and aesthetic taste not only in the visual arts, but also in various
areas of life. Therefore, teaching visual analysis of objects, their structural structure, and
understanding of their formal characteristics through fine arts lessons is an urgent
methodological task. Teaching the shape of an object and its constructive construction is one of
the most important and integral stages of fine arts education. Because it allows the student to
have a complete idea of the object he is depicting, to understand its shape, o‘must be able to
understand in terms of size, location, and structure (Mamatova, 2019). At this stage, students
acquire the skills of recognizing geometric shapes, dividing complex objects into simple shapes
by observing them, drawing them on a construction basis, and correctly representing volume and
proportions. It is through this that they master the basics of form perception, drawing skills, and
spatial thinking. This serves to shape not only their drawing skills, but also their overall artistic
outlook.
Main part
The process of perceiving the shape of objects in visual arts lessons requires a step-by-step
approach. Initially, students develop the ability to see and describe basic shapes such as simple
geometric shapes - cubes, cylinders, cones, and spheres (Saidova, 2021). Since these shapes form
the structural basis of real objects, relying on them makes it easier to understand the shape of
complex objects by simplifying them. This approach allows the student to imagine the object in
its overall size, and to accurately reflect its location, proportions, and structure. At the same time,
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working on geometric shapes develops spatial thinking, logical analysis, and a sense of
compositional balance.
Figure 1. Teaching the shape of an object and its structural construction
At this stage, students acquire important skills such as visually analyzing the overall size and
structure of an object, correctly determining proportions, and perceiving the ratio and symmetry
between shapes (Kurbanova, 2020). Through this process, they learn to analyze any complex
shape, break it down into simpler geometric elements, and form a general idea of the basic
form. The correct perception of proportions is the foundation for realistic and aesthetically
correct depiction of an object in the subsequent stages. It is at this stage that students' observation,
clarity of thinking, and accuracy in drawing are significantly formed.
The use of constructive drawing methods plays an important role in the process of drawing the
structure of an object. First of all, the general shape of the object is drawn in a simplified
geometric form - based on basic shapes such as a cube, prism, cylinder, and cone. This approach
helps the student to correctly determine the overall size, location, and proportions of the object.
In the next stage, based on the basic shape, the details of the object - curves, angles, parts, and
small details - are gradually filled in with precision. This methodological approach develops in
students the ability to analyze complex objects, depict them step by step, and maintain artistic
accuracy.
In this process, lessons are organized based on the principle of gradualism. That is, students'
skills are strengthened by initially depicting easier, simplified shapes, and then gradually move
on to drawing objects with complex shapes and constructive structures (Karimov, 2018). This
methodological approach serves to gradually form the creative and spatial thinking of each
student, taking into account their individual level of development. The principle of gradualness
allows students to master their knowledge and skills at a steady stage, and to complete complex
tasks in accordance with their level of readiness. This, in turn, increases students' self-confidence
and encourages a creative approach.
Since each student has their own individual abilities, interests, and needs, it is necessary to use a
person-centered approach in the lesson. Person-centered education is not only about increasing
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the student's knowledge, but also about his spiritual, emotional, and social development.
Abdullayeva (2023) notes that each student has their own unique worldview, abilities, and
attitude towards education, therefore, introducing an individual approach to the educational
process allows the student to unleash their highest potential.
This approach takes into account the specific needs, learning styles, and adaptability of the
student. As a result, students can successfully acquire not only knowledge, but also life skills by
supporting their unique and individual development. In this type of education, the teacher
analyzes the psychological state, motivation, and learning styles of each student and selects
effective pedagogical strategies.
The importance of a person-centered approach is that it helps students not only achieve academic
success, but also to express themselves, feel responsible, and actively participate in society. This
method builds students' inner strength and confidence to understand their identity and achieve
their goals. Thus, a person-centered approach should be implemented in every educational
process to respect the uniqueness of the student, help him understand his capabilities and
limitations, and help him develop to his maximum potential.
Conclusion
By teaching the shape and structure of objects, students develop visual thinking, artistic
perception, and technical drawing skills. Such a methodology not only develops students'
aesthetic feelings, but also forms in them the skills to correctly see real objects, understand their
shape, structure, and proportions. In the process of depicting objects, students are given accurate
information about objects of various shapes and their sizes, which creates an opportunity to
understand the spatial location and relationships of these objects.
This helps students develop visual thinking, they learn to pay attention not only to the
appearance of objects, but also to look deeper into their internal structure. Through visual
thinking, students develop creative thinking, as well as deepen their artistic perception. Drawing
objects correctly not only interests students in art, but also helps develop technical drawing and
design skills. In this way, the methodology of studying and describing the shape of objects leads
to the development of interconnected skills in students - aesthetic and technical skills. This is
successful not only in the field of fine arts, but also in other areas helps to acquire the basic skills
necessary for business.
List of used literature:
1. Jo'rayev.S. Methods of teaching fine arts. Tashkent: Teacher Publishing House. 2020
2. Saidova, Z. Fundamentals of painting and methods of form perception. Samarkand: Ilm Ziyo.
2021.
3. A.M.Olimov. Methodology of using geometric shapes in drawing for children in preschool
educational organizations. Profi university. Scientific article 2024.
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Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
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4. Usmonova, G. Ways of teaching object construction in fine arts classes. Art and Education,
78-83. 2022.
5. A.Karimov. Creative illustration styles. Creative illustration styles and stages. Tashkent:
Yangi Asr Avlodi. 2018.
6. A.M.Olimov. Scientific theoretical foundations of the development of
students' creative
abilities. Theory and analytical aspects of recent research, Scientific article 2022.
