THE PROJECT METHOD IN EASEL COMPOSITION AS A TOOL OF INTRODUCTION OF YOUNGER ADOLESCENTS TO REGIONAL CULTURE

The relevance of introduction of adolescents to the culture of their region is caused by the fundamental changes taking place in the modern society, the processes of globalization and regionalization. In this regard, new social and spiritual-moral requirements are now specified for the national educational system as well. The project method becomes especially effective within the modern educational environment. The main characteristics of this method are the activity planning, the analysis of the problem situation, the information search and understanding, the students’ individual work, and the succession of instructional methods and techniques.

The paper presents the main stages of work on the “Native motifs” project, the forms and methods of academic studies within the project, the stages and sequence of execution of learning activities on easel composition. The criteria for diagnostics of composition skills of the students are shown.

The project method efficiency within the easel composition classes was studied in the Children’s Art School № 11 of Samara at the example of younger adolescents. The paper presents the results of diagnostics of composition skills of the students participated in the project. The results obtained allow monitoring the dynamics of growth of artistic and creative, composition and space, and coloristic knowledge and skills. The author gives the results of evaluation of knowledge of theoretical material on history and culture of the native land of the project participants. It is identified that when introducing younger adolescents to the culture of their small motherland, the growth of cognitive activity of the students, the increase of their interest in the history of the native land, the development of artistic and creative abilities of children are achieved. The project method demonstrated its efficiency when developing composition thinking in younger adolescents.