THE METHOD OF PROJECTS IN THE TRAINING OF STUDENTS OF CREATIVE SPECIALITIES
DOI:
https://doi.org/10.31110/2616-650X-vol11i7-004Keywords:
project-based learning, project design elements, creative specialities, reflection, critique, research opportunitiesAbstract
The results of determining the level of assimilation of "golden" design elements by students of creative specialities in experimental training are described. The essence of the approach was to intervene in the living process of studying a certain discipline to conduct a short-term study and obtain information about what is necessary for a better mastery of design elements by students. The study was based on the Kyiv National University of Technology and Design. Students in the fourth year of the speciality 015 Vocational Education ("Technology of Light Industry Products" and "Design") took part in the experiment. Experimental learning was introduced into the current educational process. Learning by the project method was included as a module in the "Creative Learning Technologies" discipline, consisting of lectures and practical classes. It was carried out on the example of the project "Decorative painting of fabrics as a technique of upcycling clothes". In the research process, to check the students' level of assimilation of the design project elements daily, after-class surveys were conducted, which were used for operational feedback. To form project competence, it is necessary to use three spheres: cognitive (cognitive), value-motivational, and psychomotor (activity). It was established that the use of short-term modules devoted to studying the basics of design made it possible to significantly improve students' perception of the main elements of a design project. Elements closely related to perception at the value-motivational and activity levels and partially at the cognitive level show an increase in understanding with the rise of classes devoted to them - from 50% to 70% success rate. For some descriptors of program learning outcomes in the cognitive sphere, the level of perception is much lower (from 20% to 30% of success) and does not depend on the number of classes. Prospects for further research are related to the study of the reasons for the difficulties in mastering the relevant elements of the design project at the cognitive level (Sustained inquiry, Critique/Revision and Reflection/Thoughtfulness).
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