A Comprehensive Solution to the Problem of the Development of Drawing Skills with the Help of Didactic Equipment E.V. Vekhter 1, V.Ju. Radchenko2, A. V. Shklyar3, T.D. Kazakova4 vehter@tpu.ru|art@tomsk-7.ru| shklyarav@tpu.ru |.t.d2@mail.ru 1,3,4 National Research Tomsk Polytechnic University, Tomsk, Russia; 2 Municipal budgetary institution of additional education «Art School», Seversk, Russia The authors of the article propose to use the didactic complex for morphological analysis in order to comprehensively solve the problem of drawing skills development at the beginning stage of training design students. This didactic complex includes visual didactic equipment and multimedia kit. In the course of the study general pedagogical methods were used: scientific and methodological literature analysis, pedagogical process planning, working methodology approbation. The project conception process was based on the system design methodology. The theoretical basis of the study is the works on the system design theory and the art education theory. The authors describe the requirements that the designer must take into account when designing didactic equipment; represent the structure of the didactic equipment and multimedia kit; offer options for working with elements of the didactic complex for morphological analysis. Keywords: industrial design, drawing skills, visual skills, didactic tools, multimedia teaching tools, morphological analysis, system design. the modern young generation peculiarities of perception; allow 1. Introduction increase students interest in learning process. The problem of developing design students graphic skills is 3. The methodology of system design one of the modern education urgent problems in the design field. Academic drawing methods intended to professional artists System design considers the object of design as a complex training often turn out to be inaccessible for understanding of system that includes a variety of structural elements in one way modern design students and do not always meet the objectives of or another connected to each other in a certain unity, integrity. training a designer. Thus, the purpose of this work is to find a Within the framework of system design, the designer approaches comprehensive solution to the visual skills development problem each object as a large and complex system which is at the same of modern undergraduate students studying in the "Design" time an element of another system; takes into account the objects major at the initial stage (1-2 courses). and phenomena that affect the system and which are affected by The object of this study is the visual skills development it. Parts of the considered system with system properties, which process during the design students training. needs to be studied separately, create subsystems that, in turn, The subject of the study is didactic equipment as a mean of consist of minimal number of elements, indivisible components graphical and drawing skills development. of the system. All elements of the system are united by stable horizontal and vertical connections that determine the system 2. Research methods order. The main principles of system design are: nonlinearity, In the course of the study general pedagogical methods were multifactoriality; expediency; accessibility, democracy, used: scientific and methodological literature analysis, relevance; consideration of many aspects of the problem in the pedagogical process planning, working methodology decision-making process; comprehensive consideration of approbation. The project conception process was based on the problematic issues; integrity of the problem coverage; system design methodology. The theoretical basis of the study is identification and consideration of relationships between parts of the works on the system design theory and the art education the problem; unification of figurative and project; social quality theory. trend. Under the visual skills in this work are understood formed by During designing an object design as a system it is necessary repeated repetition of the ability to visual activity, including: to proceed, first of all, from the goals and functions of the 1) technical skills that provide the ability of performing; designed object; to take into account its external relations with 2) spatial thinking on which the ability to perceive is based; other objects; to assume the consequences of the decisions 3) artistic and imaginative thinking, which is the basis of the impact regarding the designed object on all related systems. ability to creative work, to artistic expression. In accordance with the principles of system design, the object Analysis of methods and techniques used in art education [5, of design should be anthropocentric, multicomponent and 6, 9, 12, 13 and others] allowed to make a conclusion that all of multilevel, open and flexible, self-organization and self- them are based on the development of students ability to work development, manageability, activities inclusion [7]. with elements of a complex object: to see them, to isolate and In the system approach, the object of design is considered as transform (modify). It seems that these methods are primarily a complex system consisting of three main subsystems: users, based on the ability of morphological analysis which is a method environment, tools [7]. These three components influence design of the shape studying, design and the product parts relative decisions: the designer must focus on users, consider the impact location [3]. In this regard for the development of visual skills of of the environment on the object and the impact of the object on designers at the initial stage of training in this study it is proposed the environment, plan the means for the production of the design to use such didactic equipment which will ensure the formation product. In this study, when designing didactic equipment, these of stable skills of morphological analysis. Thus it is possible to subsystems are considered more widely: the subsystem "society assert that the development of visual skills with the help of such "(users), the subsystem "ecology"(environment), the subsystem equipment will be more effective if it is presented as a real object "economy" (means). (visual didactic equipment), and in online format (multimedia Subsystem "society" includes the following elements: kit). The equipment provides reliability of visual perception and 1) need (need to improve didactic equipment for use in art allows perceiving depth of space. Multimedia learning tools meet education at the initial stage of training); 2) possibility (availability for the user); Copyright © 2019 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). 3) psychological properties of the person (requirements to training of designers, requirements to the didactic equipment, the account of features of visual perception). The subsystem "environment" includes the following elements: 1) production (should not adversely affect the environment); 2) operation (working with the kit must be safe, the kit must not adversely affect the environment); 3) materials (must be environmentally friendly); 4) disposal (must be environmentally friendly). Subsystem "economy" includes the following elements: 1) demand; 2) sale; Fig. 1. 3D model of didactic equipment elements for 3) materials (must be cost-effective); morphological analysis. 4) production (should be simple and cost-effective); The didactic equipment for morphological analysis includes 5) pricing (combines all elements); the following main elements (modules): 6) marketing. 1) 10 square wooden plates measuring 150 x 150 mm and 10 of Any designed object must meet aesthetic, functional, the same plates made of plexiglass; ergonomic, sociological, economic and environmental criteria. 2) 10 wooden plates in the shape of a hexagon of 150 x 150 mm and 10 of the same plates made of plexiglass; 4. Didactic equipment requirements 3) round plates of different diameter, folding into a ball (10 wooden, 10 plexiglass); In addition to considered principles of system design the 4) 20 round plates with a diameter of 150 mm (10 – wooden, 10 designer must take into account following requirements, while – plexiglass), folding into a cylinder; designing didactic equipment. 5) square plates of different sizes, folding into a pyramid (10 Sanitary standards, ergonomic requirements. Equipment wooden, 10 plexiglass). intended for use in the educational process should be made of In each plate on all sides cut five through holes for the rod materials that have received a hygienic assessment and (metal solid pin). confirmed by a certificate. The edges of the connecting elements Figure 2 demonstrates equipment components examples. must be safe to use, must not have any gaps and sharp corners. The dimensions of the didactic equipment should correspond to its purpose and the psychophysiological capabilities of users [4, 11]. Educational requirements. From a methodological point of view, didactic tools should correspond to the age of students and their developmental level. Visual tools used in the educational process should meet the goals and correspond to the course content; the amount of work with visual tools (the number of items of didactic equipment and the working time) should be reasonable [8, 14]. Visual tools should closely correspond to real objects, should be aesthetically designed and should not include unnecessary elements [10]. Consideration of psychological criteria. Being a visual tool, didactic equipment for training designers should correspond to the psychophysiological features of visual perception: it should provide the possibility of touch and movement (objectivity of perception), as well as reliable perception of the object dimensions. The design student’s work with such equipment for them is the experience of professional perception of real objects, which ensures constancy and apperception. In the process of working with didactic equipment, it is necessary to form the selectivity of perception to develop a professional designer view. Taking into account all of the specified requirements and principles in this research visual didactic equipment for morphological analysis was designed. 5. Visual didactic equipment for morphological analysis Fig. 2. Elements of didactic equipment/ The equipment includes an additional part that allows to The developed didactic equipment for morphological locate the modules relative to the stud at different levels. This analysis consists of simple geometric shapes (modules) divided part is a rectangle 150 x 14 x 10 mm with rounded corners. It has on the plane, which can be connected together with the metal 10 holes in the shape of a hexagon with glued nuts. rods, thus forming various complex multi-level shapes (Fig. 1.). Figure 3 shows a photo with one of the assemble option of the equipment with an additional part. 5) to create different shapes consisting of the same shape modules; 6) to create different shapes consisting of different shapes modules. From the methodological point of view, advantages of the developed didactic equipment are the ability to organize both individual and group work (due to the selected size of the equipment), as well as the ability to complicate tasks by adding / removing modules that make up the main figure. Further, taking into account modern trends in education, the developed visual equipment was transferred to electronic visual environment in the format of a multimedia kit for morphological analysis. 6. Multimedia kit for morphological analysis The structure of the proposed multimedia didactic kit for morphological analysis is represented by two main elements: videos that allow to demonstrate and explain the material, and a package of interactive tasks the purpose of which is to train visual skills in a virtual environment and assess the degree of their formation (for more information about the multimedia kit composition refer to [2]). The tasks of the interactive package contain a set of elements for morphological analysis formed by the teacher (for example, to make a composition of 14 round, 7 square, 7 prismatic plates (Fig. 5)). Fig. 3. Assembly with additional fastening detail. The final element of the equipment is fixing base (190 x 172 mm), made of plywood with a thickness of 20 mm. Across the surface of the base evenly distributed through holes for pins (Fig. Fig. 5. An example of an interactive task. 4). Based on the proposed set, students independently develop A metal weighting device can be attached to the base. their own version of the composition (configuration of elements). Due to this type of tasks, students in a convenient and familiar form (in a virtual environment) train the technique of composition construction. Regular solution of creative tasks on composition ("formal tasks" [1]) provides formation of designer professional thinking. 7. Conclusion Thus, in order to comprehensively solve the problem of design students visual skills development at the initial stage of training, this study developed the concept of a didactic complex for morphological analysis. Designed in this research didactic system for morphological Fig.4. Fixing base. analysis aims to resolve the contradiction between the need of This didactic equipment is intended to be used as a visual tool owning sustainable graphic skills (technical skills, spatial and for drawing: the modularity of the kit allows to create a variety artistic creative thinking), on the one hand, and the lack of of shapes – from simple (cube, pyramid, sphere, cylinder, and innovative teaching equipment to effectively develop these skills prism) to complex imaginary invented shapes. at the initial stage of education of design students on the other Due to the shape, structure and material, the developed hand. didactic equipment for morphological analysis provides design The use of system design methods in the design process of students with the following opportunities to develop visual skills, didactic equipment allowed to develop a design object that meets in particular spatial thinking: all modern requirements, effectively performs its functions, 1) to see the object from different sides; characterized by innovation. 2) to sense material and volume; Innovativeness of the developed object is caused by the 3) to perceive both the integral volume of the geometric body following factors: and the frame shape; 1) novelty of the proposed solution-the proposed didactic 4) to see the parts of geometric body relative position; equipment combines the strengths of the currently existing visual materials, additionally is characterized by complexity, Methodology in Industrial Design". - M.: MSTU. N.E. modularity, compactness, versatility; Bauman, 2010 .– 59 p. 2) practical value-the use of the didactic complex will increase [8] Ostapenko I.A., Magomedova E.V. Didactic requirements for the level of art education; visual methods and their use in the process of teaching 3) transfer of didactic equipment to the virtual environment, practice // Scientific and methodical electronic journal which meets the modern trends of education computerization, "Concept". - 2016. - T. 23. - S. 72–76. the use of electronic educational resources in the educational [9] Beijing O.I. Didactics of art education: a prognostic process; methodology for planning educational content according to a 4) a combination of different ways of work with the complex: drawing // TSU Vector Science. - 2015. - No. 2 (32-1). - S. tactile (didactic equipment), visual (videos), interactive 196–204. (performing tasks on the computer). [10] Sazonova M.V. Teaching and developing possibilities of Work with the complex is based on the principles of didactic material, practical orientation of the lesson // complexity, consistency and consistency. The developed Infourok. 04/09/2017. - URL: complex takes into account the identified shortcomings of https://infourok.ru/metodicheskiy-material-obuchayuschie-i- classical didactic equipment, corresponds to modern trends in razvivayuschie-vozmozhnosti-didakticheskogo-materiala- education although is available and convenient for teachers and prakticheskaya-napravlennost-urokov-1771131.html students. Didactic complex for morphological analysis presented (accessed: 02/10/2018). in the form of visual equipment and multimedia kit, provides [11] SanPiN 2.4.7.007-93. Production and sale of games and toys. effective formation of design students visual skills. Sanitary rules and norms (approved by Decree of the State Potential consumers of the developed didactic complex are Committee for Sanitary and Epidemiological Supervision of art schools and universities, which train designers and architects. the Russian Federation No. 9 of August 12, 1993) (as Didactic equipment is designed for classroom work in drawing amended on December 19, 2005, as amended on October 28, classes. Multimedia kit can be used as a separate independent 2010). learning tool in the classroom and extracurricular work of design [12] Chernyshev Y.V. On the problem of developing students, and part of the whole online course on the discipline constructively spatial thinking of design students in the "Propaedeutics" for students enrolled in the educational of process of teaching design drawing // Science. Art. The bachelor "Design" program which will optimize the independent culture. - 2015. - No. 2 (6). - S. 261–265. work of students, make students active subjects of learning [13] Shcheglov A.V. The role and place of volumetric-spatial process, as well as increase their motivation. composition in the training of design students // Bulletin of The didactic complex will allow to solve the following Tula State University. Humanitarian sciences. - 2012. - No. problems of visual skills development: 1–2. - S. 351–358. 1) the development of spatial thinking, which has importance is [14] Saljo R. 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