SOCIALLY SIGNIFICANT PROJECTS AS A METHOD OF DEVELOPING PROFESSIONAL COMPETENCES OF FUTURE FINE ARTS TEACHERS

Аннотация

The article examines the place of socially significant projects in professional education, as well as their role in the development of professional and artistic competencies of future teachers of fine arts. The content of the concept of "socially significant project" and the requirements for it are revealed. The authors aim to identify the algorithm of project activities (stages of implementing a socially significant project), as well as to offer innovative methods for organizing students' project activities. The authors consider the types of projects in art education (social and pedagogical, cultural and educational, creation of art objects), give examples of socially significant projects. The article reveals the content of the concept of "project in art and design" understood as a pre-planned work or a series of works united by a common concept, embodying a certain idea and having a specific purpose (exposition, practical, functional, artistic andaesthetic, educational), themain shortcomings ofstudent work are analyzed. Kеywоrds:active learning methods, design project, project method, project activities, socially significant project. INTRОDUСTIОN For modern professional and pedagogical education, the immutable position is that a future teacher does not have enough theoretical knowledge, which is rapidly becoming obsolete. The competitiveness of a teacher in the labor market depends on his activity, flexibility of thinking, ability for self-development and cooperation. The ability to successfully adapt to the constantly changing world, the surrounding people is the basis of social success. To a greater extent, this concerns representatives of creative professions, this is what any educational institution that trains specialists in thefield ofart andart education should teach today. MАTЕRIАLSАND MЕTHОDS Creativity, according to V.D. Shadrikov, is a combination of various properties of creative thinking, such as fluency, flexibility, originality of thinking, sensitivity to problems; as well as itsindependence, depth, breadth [2]. In light of the problem of professional training of a teacher of fine arts, creativity should be considered as a combination of the listed properties of thinking that are subject to development in the process of artistic and creative or project activities: the ability to distinguish problems, the ability to find their own ways to solve a problem, developed imagination, independence, the abilityto choose optimal methods forimplementing aproject at its different stages. In the theory and practice of artistic and pedagogical education, there is a wide variety of teaching technologies recommended for the formation of professional competencies in students. One of the most effective is the project method, which is most fully and clearly implemented using the exampleof artistic and creative activities of students, allowing them todevelop activity, independence, creativity and communication skillsin solving creativeproblems. RЕSULTSАNDDISСUSSIОN page850 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue03,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai The study of the problems of organizing project activities requires solving such problems as: determining its levels and indicators; developing criteria for assessing completed works; developing innovative teaching methods and techniques that are determined by the specifics and algorithmfor designing an object. Research methodology. Professional training of a teacher involves developing the ability to plan their own activities and the activities of students, which occurs most successfully in project activities, inthe process ofcreative mastering of educational material. The quality of education depends primarily onthe degree of activity ofstudents and, accordingly, on the use of active teaching methods. O.A. Abdullina [3], N.V. Kuzmina [4], V.A. Slastenin wroteabout this. Active teaching methods may vary depending on the nature of students' activities: active, which involve their cognitive activity in the process of acquiring new knowledge; interactive, which implytheinteraction ofstudents intheprocess of solvingproblems [1]. A.K. Markova believes that creativity in professional activity can be demonstrated by aspecialist who achieves the results in work desired by society and employers; has an inclination towards the chosen profession, is consciously motivated; successfully solves professional problems of varying levels of complexity; uses new technologies inprofessional activities; is active, strives to achieve professional mastery; - improves professionally significant personal qualities; has a culture of professional self-education; enriches professional achievements through personal creativecontribution [2]. The organization of students' project activities is closely related to the process of goal-setting - the formation of a goal (the imag