THE IMPACT OF INNOVATIVE TEACHING METHODS ON THE FORMATION OF COMPOSITIONAL THINKING IN FUTURE DESIGNERS

Abstract

The article examines the impact of innovative teaching methods on the formation of compositional thinking in future designers. Based on theoretical analysis and experimental research, the study aims to identify effective methods and pedagogical principles for developing compositional thinking as a core competence of a future specialist. The research identifies the levels of compositional thinking proficiency within the professional training system. Furthermore, it develops and tests a methodology for forming sequential compositional activities among design students, focusing on the general laws of composition theory and practice through heuristic and innovative teaching methods. The process of developing compositional abilities presupposes a synthesis of various methodological approaches, with varying ratios of educational and creative activities at different stages of artistic and project-based work. The training involves an in-depth study of the theoretical and practical foundations of composition, isolation of the formal aspects of compositional form construction, and mastery of compositional skills using simplified models of complex structures reduced to geometric silhouettes. Conscious actions should primarily be directed toward addressing purely compositional categories inherent in the process of compositional thinking, regardless of genre, theme, or stylistic direction of an artwork or design project (e.g., balance, compositional center, compositional scheme, subordination of secondary elements to the center, rhythm, etc.). Scientific Novelty: the pedagogical foundations for developing the compositional thinking of design students and the didactic principles of their instruction have been revealed; the levels of compositional thinking formation within the professional training system have been identified; an experimental methodology for fostering students’ compositional thinking through innovative tools has been developed and tested. Practical Significance: the findings can be applied to develop and enhance curricula and methods for building compositional thinking using innovative teaching tools in the artistic training of designers, within creative faculties of art universities and colleges, and in the system of teacher retraining.