Drawing and Painting for Future Graphic Designers in the Conditions of Distance Learning

Abstract

Strict quarantine restrictions related to the Covid-19 pandemic have significantly changed the social reality. The pandemic has become a catalyst for a significant number of processes that have affected all areas of human activity, including education. The learning process in the extreme mode was transferred into a distance format, which, on the one hand, was a better solution than its termination. On the other hand, a sharp change in the format of education has particularly affected practice-oriented and creative disciplines. The advantages and disadvantages of this approach are considered in this article on the example of the discipline "Drawing and Painting", by observing the results of its teaching in the online format. The purpose of the study is to identify ways to adapt the methodology of teaching the discipline "Drawing and Painting" to the conditions of quarantine, to identify opportunities for new educational and communication online platforms in the art process, while not losing the classic tradition of mastering the basics of visual literacy. When students have direct contact with the teacher. Research methodology. The author, based on their own practical experience of a professional artist, analyzes the advantages and disadvantages of online learning and determines the direction of solving problems identified in the implementation of the discipline program “Drawing and Painting” in a distance format. The scientific novelty of research lies in the following aspects: expansion of ideas about the peculiarities of teaching art disciplines in the extreme mode of the pandemic, identifying the specifics of transferring traditional teaching methods to distance learning platforms, new structuring of the curriculum "Drawing and Painting". Conclusions. It is proved that distance technologies cannot replace all other methods and types of teaching in the discipline "Drawing and Painting" and should be considered only as an effective addition to traditional methods. We conclude that the main part of practical classes, where an important task is the formation of students’ motivation, professional values and independent non-stereotypical thinking, cannot be carried out without live communication between teacher and student.