USING INTEGRATIVE APPROACHES IN PAINTING TECHNOLOGY

Аннотация

The role of painting technologies in modern education is increasingly increasing. The use of integrative approach methods in this process is important not only for the development of artistic and aesthetic thinking of students, but also for the formation of their professional competencies. The article analyzes the essence of integrative approaches in painting technology, theirinfluence ontheeducational process and their effectiveness. Key words: Integration, artist, creativity, thinking, education, skills, development, technology, practical work, fine arts, design. The integrative approach is a method of effectively organizing the educational process by combining various disciplines, methods, and technologies. This approach allows students to perceive knowledge as a holistic system, connect it with real life, and develop creative and critical thinking. The integrative approach is theoretically linked to cognitive sciences, pedagogy, psychology, didactics, and art history. The integrative approach allows for the effective organization of the educational process by combining various disciplines, methods, and technologies. In painting, this approach promotes the development of students’ creative abilities by combining composition, color theory, history of fine art, and practical exercises. The integrative approach is a process that can be skillfully implemented not only between disciplines, but also between subjects or between methods. Such approaches cannot but have a positive impact on the professional development of future fine art teachers. Considering the research conducted in this area, it is appropriate to dwell on the work of scientists and educators in this field. If we look at the history of integrative approaches, then in the last century one of the foreign educators John Dewey put forward the following idea about the integrative approach. In his opinion, education should be based on real life experience. In Dewey's work "Experience and Education" (1938), it is emphasized that the learning process should be based on the active participation of students and strive to provide holistic knowledge by combining various subjects. Lev Vygotsky argued that in the learning process, students' knowledge and skills are formed in a social context. According to him, the integrative approach promotes interactive acquisition of knowledge and the development of independent thinking skills. The concept of "mediated learning" ensures more effective acquisition of knowledge through integrative methods. Jerome Bruner advocates the integrative approach, emphasizing the importance of providing students http://www.internationaljournal.co.in/index.php/jasass 235 Volume15Issue04, April2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 with the opportunity to study various subjects in an interconnected way. In his opinion, based on the principle of "spiral learning", students should study each topic in more depth at different stages, which will increase the effectiveness of integration. Jean Piaget connects the basis of the integrative approach with the stages of cognitive development of children. According to him, students learn better knowledge based on real-life situations. Integration into fine arts helps them develop creative and abstract thinking. According to the theory of "multiple intelligences" by Howard Gardner, one of the famous scientists and leading educational psychologists of the last century, each person has a unique learning style. The connection of fine arts with other subjects (for example, mathematics, biology or history) helps develop different types of intelligence in students. In the CIS countries, a lot of work has been done on integrative approaches to fine arts, andthey stillserve as principles forthedevelopment ofscience. From Russian scientists V.S. Kuzin: An art critic and teacher, he studied some of the problems ofcreativedevelopment intheprocess of fineart education. G.V.Labunskaya: Studied theissues of forming creative activity in fine art education. N.N. Rostovtsev: Examined the content of fine art and the problems of training fine art teachers in higher education. E.V. Shorokhov: Aimed at developing a system of creative pedagogy. BC. Shcherbakov: Those who studied the issues of creative development in fine art education. Similarly, Eastern countries are also successfully implementing integrated methods of teaching fine art. Also, E.A. Medvedeva and I.Yu. Scientists such as Levchenko conducted research in the field of art pedagogy and art therapy, studying the issues of pedagogical influence through art. The works of these scientists made a significant contribution to the development of an integrative approach to fine art education in Russia. In the educational systems of developed Eastern countries, such as Japan and Korea, integrative approaches are used in fine arts classes. In Korea, for example, the integrative approach is implemented by teaching