WORKSHOPS OF PLOT-THEMATIC AND PORTRAIT-GENRE PAINTING OF THE DEPARTMENT OF PAINTING OF THE KHARKIV STATE ACADEMY OF DESIGN AND ARTS 2001-2024 (HISTORICAL EXCURSUS)

Abstract

The article examines the process of transformation of the system of training painters at the Kharkiv State Academy of Design and Arts over the last three decades in the context of structural reforms and social challenges. Particular importance is given to the analysis of the formation and development of creative workshops in the educational program “Easel Painting” as an effective model of professional training, the experience of which is considered in the context of the current needs of art education and the prospects for its further development. The process of establishment and functioning of creative painting workshops at educational institution throughout the 20th century has been traced. The influence and direct participation of I. Repin in shaping the educational process, in particular by directing his students to teaching positions, has been revealed. This gives grounds to assert the continuity of pedagogical and artistic approaches in teaching painting – from the school of I. Repin to the modern stage of development of art education. The resumption of creative workshops in 2001 had a positive impact on the development of specialization. It has been established that it was in the 2000s that some of the leading students underwent changes in their stylistic approaches to creating paintings. The heads of the workshops and their professional suitability for their positions are considered. The thesis that V. Chaus, V. Ganotsky, V. Kovtun, and Y. Vintaev were the optimal candidates to head the workshops at the time of their creation, which is confirmed by the high level and artistic and professional quality of the diploma works completed during the period of operation of the respective workshops, as well as their personal achievements in the field of painting. Ways to overcome the identified difficulties through the introduction of new pedagogical approaches, personnel transformations, and the search for motivational factors are outlined. The article provides a comparative analysis of the functioning of creative workshops in leading art institutions of higher education in Ukraine – LNAA, NAOMA, and KSADA. Common features and differences in approaches to training specialists in the field of easel painting are identified, taking into account educational models, pedagogical principles, and the specifics of creative schools.