Formation of professional competencies of design teachers through the improvement of the methodology of teaching anatomical plasticity

Abstract

The relevance of the topic stems from the need to update pedagogical approaches in art education by the modern requirements of visual culture, the labor market, and the interdisciplinary integration of knowledge. The purpose of this study is to theoretically substantiate and practically define methodological tools and forms of organizing the educational process, which will contribute to increasing teachers’ professional competence in the field of design through the lens of teaching anatomical plasticity. The methods include the analysis of scientific and pedagogical literature, comparative analysis of educational programs, pedagogical observation, surveys of teachers and students, as well as elements of experimental implementation of new teaching methods in higher education institutions with an artistic profile. The practices of incorporating plastic anatomy into the educational process are examined, with a particular focus on the integration of digital tools, visual models, multimedia platforms, and a project-oriented approach. The results of the study indicate that implementing the updated methodology in anatomical plastic surgery has a positive impact on the development of professional competencies, including analytical thinking, visual expressiveness, design vision, form visualization, and constructive perception of the human body within the context of design activity. The importance of the synthesis of artistic-plastic and scientific-anatomical knowledge for the professional development of teachers and improving the quality of design education is revealed, since this integration allows for the formation of a deep understanding of the structure and dynamics of the human body, which is a necessary basis for creating realistic and creative design images, and also increases the ability of teachers to effectively transfer this knowledge to students, contributing to their creative self-realization and the development of critical thinking. The conclusions substantiate the feasibility of systematically updating the methodology of teaching anatomical plastic surgery as a critical component of the training of design teachers. Vectors for further modernization of the educational process are proposed: the development of adaptive curricula, advanced training of teachers, the use of an interdisciplinary approach, and the integration of digital technologies in teaching disciplines of the artistic and plastic cycle.