INTEGRATION OF DRAWING, PAINTING, AND COMPOSITION IN EDUCATIONAL PRACTICE (PLEIN AIR): TEACHING METHODOLOGY

Abstract

The article substantiates methodological approaches to the integration of drawing, painting, and composition in educational practice (plein air) in the process of training higher education students of specialty A4 Secondary Education, subject specialty A4.12 Secondary Education (Art. Fine Arts). The relevance of the study is determined by the need to overcome fragmentation in the teaching of basic art disciplines and to ensure the holistic formation of artistic thinking in future fine arts teachers. It is emphasized that educational practice (plein air) should be considered not only as a stage of consolidating technical skills, but as an integrated educational space in which a synthesis of constructive analysis of form, color perception, and compositional generalization takes place. The study reveals the role of the integrative approach as a methodological basis for the professional training of future art teachers, ensuring the unity of theoretical knowledge and practical artistic and creative activity. The significance of plein air practice as an effective means of developing observation skills, spatial and imaginative thinking, and forming an emotional and value-based attitude toward the surrounding environment is substantiated. The main methodological principles of integrating drawing, painting, and composition are identified, including the principles of integrity of the artistic process, consistency and stage-by-stage progression, visual clarity, integration of theory and practice, variability, professional orientation, and reflexivity. The methodology of interrelation between preparatory drawing, pictorial study, and compositional solution is revealed as interconnected stages of a unified artistic and pedagogical process. Emphasis is placed on the role of pedagogical guidance, stage-by-stage organization of educational activity, individual consultations, collective reviews, and discussions of results. It is proved that the integrated application of knowledge and skills in drawing, painting, and composition in plein air conditions contributes to the formation of holistic artistic vision, the development of professional, creative, and methodological competencies of higher education students, and enhances their readiness for future pedagogical activity. The generalization of pedagogical experience confirms the methodological feasibility and effectiveness of the integrative approach in the system of art education