A Methodology for Developing Senior School Students’ Labor Skills Through Decorative and Applied Creativity

Abstract

Abstract: The article reveals the theoretical and methodological foundations for the formation of labor skills and abilities of senior school students through decorative and applied creativity. The pedagogical potential of decorative and applied arts in developing students’ practical competencies is substantiated. A structural and functional model for the formation of labor skills is proposed, and the pedagogical conditions for the effective implementation of this process are defined. Examples of practice-oriented tasks and criteria for evaluating students’ performance are presented. The purpose of the article is to substantiate and develop a methodology for forming labor skills and abilities of senior school students by means of decorative and applied creativity. Methods: The study employed theoretical analysis of scientific and pedagogical literature, comparative analysis of the content of academic disciplines, and pedagogical observation of the process of forming skills and abilities in student’s artistic and labor activities. Particular attention is paid to substantiating the principles and criteria for selecting educational material, including comprehensiveness, social relevance, scientific and practical significance, purposefulness, and systematicity. It is proven that mastering decorative and applied creative technologies by senior school students is an effective means of developing national self-awareness and aesthetic culture in the context of modern society. Results. The article highlights the significance of decorative and applied creativity in the development of the creative personality of senior school students. Methodological approaches to forming their labor skills and abilities through decorative and applied activities are described. Emphasis is placed on the necessity of creating favorable pedagogical conditions for the development of key competencies and transversal skills of senior students in technology classes, particularly within the educational module «Techniques of Decorative and Applied Arts». Conclusions. The results of the study demonstrate that the use of decorative and applied creativity in the educational process is an effective means of forming labor skills and abilities of senior school students. This type of activity ensures an organic combination of theoretical knowledge and practical application, promotes conscious mastery of technological operations, and fosters the development of stable skills. It is proven that engaging students in decorative and applied creativity increases their motivation to learn, activates cognitive activity, and develops technological thinking, creativity, and independence. At the same time, creating products with real practical purposes ensures a practice-oriented approach to learning, which corresponds to modern educational trends and the requirements of the competency-based approach.