THE POSITION OF THE DRAWING DISCIPLINE IN THE DEVELOPMENT OF ARTISTIC AND CONSTRUCTIVE COMPETENCE OF FUTURE DESIGNERS

Abstract

The modern labor market anticipates that the specialist has the ability to respond more flexibly and creatively to the emergence of new technologies and also anticipates the ability to quickly adapt to updated production processes. This requires from designers high professionalism, which is revealed in the artistic and constructive variability of their proposed solutions. The integrative competence of a designer is formulated in the Standard as the ability to solve typical specialized problems and practical problems in the field of design or in the learning process, which requires the application of design provisions and methods and is characterized by a certain uncertainty. [1]. Effective organization of the educational process on the basis of the requirements of future professional activity, which involves the creation of new design objects, requires the integration of professionally-oriented educational tasks into the content of general education disciplines. This is especially true of an object such as a drawing. This will generally contribute to the development of artistic and constructive competence. However, in recent years, "Drawing" - as a school discipline - is rapidly disappearing from the list of required. Under the current conditions of modernization of professional education, the curriculum of the discipline "Drawings" has a double requirement - structural stability and content-procedural flexibility (mobility), which increases the importance of balanced content of curricula for teachers of higher education. Especially those where future designers are trained.