Methodological approaches to teaching descriptive geometry in the training of future fine arts teachers

Abstract

The article reveals the specifics of teaching descriptive geometry to future teachers of fine arts. The necessity of transforming the classical engineering-based course into a visually oriented methodology is substantiated. It is emphasized that drawing and descriptive geometry traditionally occupy a central place in the system of professional training of future art educators, forming the foundation of their professional competence and providing students with essential skills in spatial thinking, precise drafting, and form analysis. These skills not only develop the ability to represent objects from different perspectives but also prepare future fine arts teachers to effectively combine analytical and creative approaches in art education.

The aim of the study is to explore methodological approaches to adapting the course of descriptive geometry to the specifics of artistic and pedagogical education. The main focus is on identifying teaching methods that enable students of higher artistic education to perceive geometry as a dynamic mechanism of form creation, essential for their future teaching and creative activities.

A set of methods was used in the study: theoretical methods (analysis of psychological-pedagogical and art-related literature to substantiate interdisciplinary connections between descriptive geometry and fine arts) and empirical methods (pedagogical observation of students’ graphic activities, analysis of creative and academic works to determine the level of spatial thinking development).

Results. The learning process should be based on the gradual complication of objects of analysis, including the abstract (analytical) level of learning, geometric synthesis, the plastic (applied) stage, the use of IT technologies and 3D modeling, and professional orientation.

Conclusions. It is determined that effective teaching of descriptive geometry for future fine arts teachers requires the humanization of content, which allows combining the acquisition of analytical and technical skills with the development of aesthetic and artistic-cultural thinking. Theoretical provisions should be consistently supported by examples from the history of art and architecture. The learning outcome should not be limited to drafting skills but should include well-developed spatial thinking, enabling future teachers to professionally teach students the basics of composition and perspective in general secondary education institutions.