CONTEXT-MODULE STRUCTURE OF THE CONTENT OF EDUCATIONAL ACTIVITY OF STUDENTS IN ACCORDANCE WITH LOGIC AND PRINCIPLES OF FORMATION OF ARTICLE-GRAPHIC COMPETENCIES

Abstract

The article deals with the notion of “condition”, “didactic conditions”. It is noted that the condition is a factor on which the object depends, as well as the complex of objects, the nature of their interaction, the presence of which implies the possibility of existence, functioning and development of this subject. While the didactic conditions are a complex of certain selected and constructed elements of content, methods, techniques and organization al forms of training students of artistic specialties, which ensures the formation of their artistic and graphic competencies; specially modeled education al procedures, the use and implementation of which makes it possible to formulate, improve the system of psychological and practical actions necessary for the purposeful regulation by students of artistic and graphic activity.

The genesis of the formation and development of artistic and graphic competencies of students is presented. It is emphasized that the artistic and graphic activity of students should be subordinated to the logic of the educational and artistic process, and there fore there is an urgent need to create such a didactic condition as the context-modular structuring of the content of students’ educational activities in accordance with the logic and principles of the formation of artistic and graphic competencies. Taking into account the logic of the formation of artistic and graphic competences of students of artistic specialties, the necessary principles are determined which should be the basis of this process.

It is emphasized that the main thing is the construction of the content of the training, so that the opportunity to create students of artistic and graphic competencies. It is noted that this is facilitated by the special structuring of the content of students’ educational activity – the context-modular, which should ensure the assimilation of all components of the competencies under investigation, their components, taking into account the specifics of the training of both artists and artists-educators.