Basics of graphic and communication design in the process of studying computer graphics

Abstract

Objective: The article methodologically substantiates the development of a more conceptual, integrative, and inclusive educational component "Computer Graphics" for bachelor-level students of the educational and professional program "Graphic Design." Methods: The methodology for preparing graphic designers to use computer technologies in their professional activities is based on the pedagogical conditions we formulated: differentiation of informational and graphical tools for the designer's artistic and project activities; integration of aesthetic and informational-visual innovations in educational design-projecting; formation of the basics of artistic literacy in the information-technology preparation of designers; and the development of skills in translation, creation, and communication. The principles of constructing the computer graphics course have been defined: a two-stage approach, project-based learning, and fostering the exchange of ideas. It was found that the main goal of the integrated educational tasks in computer graphics is to develop designers' ability to use computer technologies to reveal the qualitative characteristics of an artistic image.
Results: The course on computer graphics integrates the basics of graphic and communication design through tasks in image creation fundamentals, typography, form and color basics, composition principles, and educational tasks aimed at developing designers' competencies such as translation, creation, and articulation. The course is built on the principles of a two-stage approach, project-based learning, and student communication. Based on the results of theoretical research, value-purpose, artistic, creative, technological, and evaluative-analytical criteria for assessing educational tasks in computer graphics have been identified and characterized. Conclusions: Based on theoretical analysis and methodological substantiation, the content of the educational component "Computer Graphics" has been structured, and principles for constructing educational tasks and criteria for their evaluation have been proposed.