METHODS OF MASTERING THE SKILLS OF VISUAL EXPRESSION OF STUDENTS IN THE PROCESS OF WORKING ON STILL LIFE

Аннотация

INTRODUCTION between art and people's lives. P. Klas, V. Kheda, A. Still life (derived from the French word “nature Beyeren, W. Calf, F. It was the glory days of morte”, which means “inanimate nature”) - unlike Sneijders and others. the portrait, historical and landscape genres of fine art, depicts inanimate objects. Still life is the favorite genre of modern artists. A still life is born in the open air (en plein air), in the Still life is a genre of fine art that represents objects heart of nature, in an artist’s workshop, in the used in everyday life, fruits, vegetables, flowers, interior of buildings, it follows the path of simple etc. The task of the still-life artist is to convey the and complex staging, the arrangement and objects surrounding the person, their voluminous placement of elements of the work use traditional and material essence with the help of colors, as and the most modern things, a collection of human well as to express his attitude to the depicted household items. things. The role of still life drawing in the formation and polishing of painting skills during The Main Findings and Results the education period is incomparable, because There are several types of still lifes: plot-thematic, with its help, the novice artist learns the laws of educational, educational-creative, creative. color harmony, figurative and symbolic content, Still lifes: color (warm, cold); color (close, contrast); and acquires skills and abilities in modeling forms. lighting method (direct lighting, side lighting, Still life as an independent genre appeared in the counter lighting); location (interior, nature); Netherlands and Flanders at the turn of the XVI- completed time (short-term – “draft” and long-term XVII centuries and is still used by many modern - many hours of activity); divided according to the artists as a means of expressing the relationship given educational task (realistic, decorative, etc.). https://www.theamericanjournals.com/index.php/tajssei 230 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X) VOLUME 06 ISSUE05 Still life in nature can be of two types: the first one distinctive, vivid expressive quality and enhancing is in accordance with the chosen subject, the it through decorative treatment”. second one is natural, “accidental”. It appears as an The term “method” means a set of actions and independent work or as a component of a specific methods required to achieve something, to realize a genre image or landscape. Often, a landscape or a specific goal. In pedagogy, a method is traditionally genre scene simply complements the still life. understood as a set of systematic efforts aimed at Still life in the interior requires the placement of achieving educational goals. In addition, it is objects covered by a large space in a certain order, emphasized that the methods of the teacher’s and the objects of the still life are subordinated to teaching activities and the set of actions of the the interior based on the requirements of the plot. students are inextricably linked with each other and that they constantly enter into relationships. Plot-thematic still life involves connecting objects with a theme and a system of events. The teaching method is characterized by three features. It expresses the purpose of teaching, the Study still life (academic). In it, as in the plot- methods of mastering and the nature of the thematic still life, it is necessary to coordinate interaction of the subjects of the educational objects according to size, tone, color and structure, process. The concept of the teaching method to reveal the constructive features of things, to reflects the following: the set of actions of the study their mutual proportionality, and to teacher related to teaching and the methods of determine the laws specific to various forms. educational work of students and their Educational still life differs from creativity in the interrelationship; characteristics of their activities clear and strict definition of the goal: It teaches to achieve different educational goals. The students the basics of visual literacy, activates conclusion is that teaching methods are ways of their thinking, reading-learning abilities, and cooperative activities of a teacher and a student encourages independent creative activity. aimed at solving didactic and educational tasks [7, Decorative still life is not an exact representation 22p]. of nature, but an expression of thoughts about this In didactics, aspects obtained separately through nature: teaching methods, components of the method are • sorting and sealing of features unique to this described. For example, in order to clarify the object; students' perceptions of the shape, size, color and • know how to abandon random and unimportant other qualities of the object during the description elements; process, it is possible to include an illustration or show the object itself (if the students are struggling •