Features of teaching the method of image stylisation in the process of designing and modelling design objects

Abstract

The objective of this article is to examine the specific features of teaching the method of image stylisation in the professional training of future professional education specialists, as well as to identify effective pedagogical approaches to developing students' skills in artistic generalisation, the transformation of form, and the creative design of design objects. Particular attention is paid to the role of stylisation as a means of developing imaginative thinking, compositional culture, creativity and the ability to adapt artistic images to the contemporary needs of design. The research methods are based on the analysis of scientific, pedagogical, art-historical and methodological literature, the synthesis of practical experience in teaching art and design disciplines, a comparison of traditional and contemporary methods of teaching stylisation, and the systematisation of the stages of artistic transformation of form. In the course of the research, methods of observation, analysis of students' creative works, and structural-compositional analysis of natural forms, ornaments, household objects and architectural elements were applied. A problem-based approach, the project method, the case study method and interactive teaching technologies that stimulate the creative activity of students were also employed. The results of the research indicate that teaching the method of image stylisation is an effective means of developing the professional competencies of future professional education specialists in the fields of design and technology. It has been established that the analysis of natural forms, ornamental motifs, everyday objects and architectural elements contributes to the development of observation skills, spatial and constructive thinking, and a sense of rhythm, proportion and compositional harmony. It has been determined that the main stages of the method of stylisation are: observation and analysis of form, selection of characteristic features, generalization and geometrization, transformation of form, compositional organization, colour and texture solutions, and adaptation of the stylised image to a specific design object. It has been proven that consistent progression through these stages fosters the development of creative independence, the ability to experiment with form, and the creation of aesthetically expressive and functionally appropriate design solutions. The effectiveness of problem-based learning, the project method and the case study method has been established as they ensure the integration of theoretical knowledge with practical activity and contribute to the development of skills in creative exploration and professional self-expression. Conclusions. It has been demonstrated that the stylisation method is an important component of the professional training of future professional education specialists in the fields of design and technology. The effectiveness of teaching is ensured by a comprehensive combination of theoretical knowledge, practical exercises, creative teaching methods and modern digital technologies. The application of stylisation in the process of designing and modelling design objects contributes to the development of professional thinking, creativity, compositional culture and the ability to artistically reinterpret form. As a result, students acquire the ability to create original, functional and aesthetically expressive design products that correspond to current trends in the development of creative industries and the needs of professional practice.