Methodology for Teaching Students to Work on Naturmort With Oil Paint in Extracurricular Classroom Classes

Аннотация

The article analyzes the methodology of COPYRIGHT teaching students to draw oil paintings during © 2025 Original content from this work may be used under the terms extracurricular club activities in pedagogical higher of the creative commons attributes 4.0 License. education. The effectiveness of teaching is studied using methods such as demonstration exercises, practical tasks, reflexive analysis, individual approach, and group collaboration. Methodological and infrastructural limitations in education are carefully considered, and the importance of fine arts education in the professional training of future teacher-artists is substantiated. Keywords: Palitra, method, individual, individual, still life, composition, reflection, demonstration, combination, visual, spatial. Introduction: In our republic, fine arts education is one of the important means of revealing the creative potential of students in the modern education system, developing their aesthetic perception, and forming creative skills. In particular, extracurricular club activities provide students with the opportunity to test their creative abilities, develop a unique style through an individual approach, and become familiar with various art techniques. Painting a still life with oil painting, as one of the important areas of art education, serves to develop in students not only technical skills, but also such skills as color harmony, compositional structure, and the use of visual aids. This process enhances students' not only creative but also analytical and problem-solving abilities, as drawing still lifes requires correct interpretation of object shapes, sizes, light-shadow relationships, and color palette. The oil painting technique, with its multifaceted European International Journal of Pedagogics 84 https://eipublication.com/index.php/eijp European International Journal of Pedagogics possibilities, provides students with creative freedom, effectiveness of skill formation through practical but at the same time, this process requires a complex exercises, which ensures the pedagogical significance of and systematic approach. By drawing still lifes, methods based on experience and reflection in painting students not only learn to depict objects realistically still lifes with oil paints. Bloom's Taxonomy of Learning but also gain the opportunity to express their feelings, Objectives (1956) provides differentiated criteria for worldview, and creative imagination. Extracurricular assessing student development in the cognitive, club activities create an appropriate environment for affective, and psychomotor domains, which were used making this process more effective, as these activities, as the main guide in determining learning outcomes. unlike mandatory classes, are usually based on Gardner's theory of multiple intelligence (1993) reveals students' own interests and motivation. Therefore, the possibilities for the development of visual-spatial methodological approaches used in club activities are intelligence through visual art, which substantiates the crucial for increasing students' creative activity and influence of still life painting on aesthetic and creative strengthening their interest in art. If club activities are development. Eisner (2002) emphasizes the role of art based on a step-by-step methodology, students' education in enhancing students' emotional and technical skills in painting still lifes with oil paint will creative potential. significantly improve. This hypothesis aims to test the In national literature, Sultonov (2019) discusses the effectiveness of the systematic approach in the methodological features of teaching fine arts, especially process of drawing still lifes. the importance of practical classes in the training of The use of creative tasks and an individual approach in future teacher-artists in the education system of the process of drawing still lifes enhances students' Uzbekistan. Khudoyberdiyev (2021) analyzes the role of aesthetic perception and inner motivation. This fine arts education in the development of creative hypothesis emphasizes the importance of creative competencies based on UNESCO standards and freedom in developing students' unique style. strengthens the methodological foundations of Combining theoretical knowledge with practical activities such as drawing still lifes. Muratov (2018) exercises in teaching oil paint techniques deepens provides practical recommendations for organizing students' understanding of composition, color creative tasks in teaching fine arts and developing harmony, and light-shadow relationships. This students' aesthetic perception. Analysis of the literature hypothesis assesses the effectiveness of the revealed a lack of systematic methodological integration of theoretical and practical education. approaches in teaching oil painting, which emphasizes Balancing group and individual work in club activities the scientific and practical relevance of this research. contributes