Journal of Social Sciences and Humanities Research Fundamentals
88
https://eipublication.com/index.php/jsshrf
TYPE
Original Research
PAGE NO.
88-90
DOI
OPEN ACCESS
SUBMITED
26 October 2024
ACCEPTED
28 December 2024
PUBLISHED
23 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Integration of Visual Arts
and Computer
Technologies in Teaching
Higher Education
Requirements in
Secondary Schools
D.E.Omonov
Uzbek-Finnish Pedagogical Institute professor of the Department of "Fine
Art and Engineering Graphics", Uzbekistan
Z.Sh.Hazratova
Master student of the Uzbek-Finnish Pedagogical Institute, Uzbekistan
Abstract:
The paper considers the place of information
technology in the acquisition of fine arts at school. The
use of information technology in the classroom allows
you to actively develop the creative and cognitive
abilities of each student, apply graphics, lights, sounds,
simulate different situations and among, create an
emotional mood, which positively tells on the
development of artistic creativity in schoolchildren.
Keywords:
Integrity, pedagogy, computer science,
psychology composition, frieze, shelf, ceiling, arch,
altar.
Introduction:
One of the problems is that at the present
stage, art as a form of culture has a holistic character
both at the level of integration with other sciences,
fields of knowledge (e.g. photography, cinema, dance)
and at the level of technology. performing artistic work
(e.g., computer graphics, animation.). Today, it is an
integration of art and computer technology that has the
widest path to further development.
The second problem is related to the fact that today the
needs of students are expanding: there is a growing
interest in computer technology, which leads to their
independent development, often using examples that
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Journal of Social Sciences and Humanities Research Fundamentals
are far from ethical and moral standards. As a result,
the level of knowledge of computer technology of
individual students is several times higher than that of
the teacher.
The third problem is the lack of methodological
justification for the process of combining computer
technology and art. This article offers some solutions to
these problems.
The need to consider the integrative approach as a
methodological basis, on the one hand, stems from the
fact that the said problem is based on the integration of
several disciplines (pedagogy, computer science,
psychology), the integration of information technology.
The fine arts, on the other hand, are an integrative
process by nature of the process of informing modern
society and its various fields (including education).
As the basis of the integration approach, integration is
understood as both a state and a process. The
integration of several disciplines is based on the
interaction of one science with another, provided that
it is constantly growing, while maintaining the
independence of each. The result of integration is the
emergence of a new integrity with new potential and
quality capabilities.
The state of integrity of the integration is distinguished
among
the
qualitative
qualities:
interaction,
interpenetration, interdependence.
The integration approach is based on the following
principles:
a) the principle of integrity - the process of artistic
education of students through the integration of fine
arts and computer technology should be holistic and
have its own goals, objectives, content, methods, forms
and results;
b) the principle of development - the use of computer
technology and the integration of art in art education
should help to solve the problems of student
personality development (focus on the "proximal
development zone"), the implementation of individual
educational trajectories.
The applied computer technologies should form the
skills of students to work with different types of
information based on personal content, contribute to
the development of information culture;
c) the principle of potential - the integration of
computer technology and art in art education should be
aimed at unlocking the potential of the individual, the
mobilization of personal resources and self-knowledge.
The process of systematic integration of information
technology in education includes the following stages:
adaptation of the structure of the education system
and existing educational technologies to the
capabilities of information technology used; adaptation
of information technologies to the requirements of the
structure of the education system; creation of new
mutually
compatible
structures
and
relevant
information technologies.
There are four main areas of computer use in
education: 1) as an object of computer learning, 2) as a
teaching tool, 3) as a research tool in education, 4) as a
management tool. The need for integration is due to
the fact that the information technology used does not
become a high structure of art education, but rather
enters into it appropriately and rationally, creating new
opportunities for teachers and students. The main goal
of combining computer technology and fine arts in the
mainstream of the issues under consideration should
be to increase the effectiveness of students ’art
education. This is the main goal that governs the
integration process, not the other way around.
The following options for the integration of the
educational process in general secondary education are
available:
1) a combined course consisting of the content of the
subjects of one field of education, while maintaining
the equivalence of the two disciplines;
2) an integrated course created from the content of the
disciplines of one field of study on the basis of any
discipline;
3) a course consisting of the content of disciplines of
different but the same field of education, while
maintaining the specific features of one subject and
using the second subject as an auxiliary;
4) quality based on simultaneous thinking (ability to
understand the general characteristics of different
objects, processes, events);
5) "breaking" of educational disciplines through the
prism of the direction of the general educational
institution.
The disciplines of “Fine Arts” and “Informatics” belong
to different fields of education, but their integration is
possible in the form of subordination of computer
science to fine arts, and information technology
becomes a means of achieving the goals of art
education.
developing
personal
qualities
and
attributes. In our view, it is this kind of integration that
allows us to preserve the valuable aspect of art and the
vector of art.
One of the options for using computer technology is
computer graphics, which allows modeling of artistic
and creative activities, which solves the problem of
increasing the effectiveness of students ’art education.
Two levels of integration of computer technology and
fine arts are possible in the mainstream of the problem
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Journal of Social Sciences and Humanities Research Fundamentals
under consideration in the art education system:
1) subject (external) - a combination of knowledge
about the same phenomena of reality in a single
discipline ("Computer Science", "Fine Arts");
2) technological (internal) - the use of computer
technology to create an artistic image (in its pictorial
and expressive unity) in the creative process.
The subjective level of integration can be in a variable
component of education, for example, in the context of
the artistic development of peripheral reality in
computer graphics and the understanding of artistic
language within a choice made through computer
technology.
The content of such an optional course combines the
technical and artistic components of computer
graphics. When acquainted with the technical
component, students, on the one hand, develop the
skills and abilities to work in graphic editors, on the
other hand, master the basic laws, rules and expressive
means of fine arts.
Work is underway to master the specifics of using the
main menu, commands, available tools, drawings; show
and explain “composition”, “color”, “color scale”,
“rhythm”, “symmetry” and so on, the basic laws of
composition, differences in color measurements,
volume creation techniques, and more.
The main focus in getting acquainted with the artistic
component is to expand the knowledge, skills and
abilities to create an artistic image in creative work. In
this regard, the toolkit of graphic editors software
includes search activities to increase the expressiveness
of the lines used, color combinations, compositional
solutions, and more.
Due to the use of the computer as an “art material” in
fine arts classes and extracurricular activities, the
technological level of integration is possible within a
fixed component. Insufficient time has been allocated
for the study of ‘computer
-
artist’ in the context of the
subject of ‘Fine Arts’, as well as the degree of
integration of low-level general secondary education
has not been considered. powers of artist-teachers and
primary school teachers in the field of computer
technology.
Thus, relying on an integrated approach as a
methodological framework allows us to consider the
problem of integration of art and computer technology
in terms of their most effective combination to achieve
the goals of art education and personal development of
students. Given the degree of integration of computer
technology and the arts, it can provide a theoretical
basis for software development for a changing
component of education. Mastering such elective
courses will satisfy the need of students to study
computer technology and art.
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