Modern educational strategies in teaching portrait photography: between technique, ethics and creativity

Abstract

The article comprehensively analyzes the theoretical and practical aspects of teaching portrait photography in higher art education. We studied regulatory documents, educational standards and programs for the training of specialists in photographic art, which determine the requirements for the formation of professional competencies in the field of photography. Based on the works of domestic and foreign researchers, the leading approaches to teaching portrait photography were outlined, the conceptual apparatus was clarified and the relevance of the formation in students of the ability to visual analysis, creative interpretation and practical study with the model was emphasized. The analysis of modern scientific publications of recent years confirmed the insufficient study of issues of methodological support of the educational process, in particular the coordination of the theoretical principles of portrait photography with practical forms of learning, which requires further scientific comprehension. The objective of the research is to substantiate the structure, content components and didactic conditions for the effective teaching of portrait photography in higher art school, as well as to determine the pedagogical approaches that ensure the holistic formation of professional competences of future photographers To achieve this aim, the research employs methods of analysis and synthesis of scientific sources, observation of the educational process, a student survey regarding their experience and challenges in studying portrait photography, and the generalization of outcomes obtained during work on educational photo projects. The results of the study specify key theoretical principles of teaching portrait photography, describe the structural stages of the course, and present a model that integrates lecture-based, practical, and project-oriented forms of learning. Assessment criteria for student learning outcomes are outlined, and pedagogical conditions that foster the development of creative autonomy, individual artistic style, and professional communication skills with models are identified. The conclusions state that an effective system of teaching portrait photography in higher art education should incorporate theoretical analysis, practical experimentation, and creative exploration, ensuring the comprehensive professional development of the learner. The proposed model is considered promising and is recommended for implementation in specialized educational programs.