METHODOLOGY FOR DETERMINING MATURITY OF COMPOSITIONAL SKILLS IN ARCHITECTURE STUDENTS
Authors:   Odessa State Academy of Civil Engineering and Architecture, Grigoryeva V. B. , Spodeniuk S. I. ,   Odessa State Academy of Civil Engineering and Architecture, Poronik E. G. ,   Odessa State Academy of Civil Engineering and Architecture
Published: April 2021

n methodological literature an architect’s culture of depiction is artificially divided into two components: artistic component and design component. However, contemporary studies pay not enough attention to development of compositional thinking in students as an important factor for uniting the above components. Compositional thinking manifests itself in compositional activity, which is a specific quality of cognitive activity in art. Compositional activity involves both intellectual (acts of thinking) and practical (acts of depiction) acts. Systemic approach to development of acts of thinking and practical acts in students during drawing classes shapes up a necessary level of compositional activity for solution of artistic and design tasks in their future occupation. The paper contains an analysis of certain features of development of compositional skills in architecture students at the final stage of depiction skills training. Based on outcomes of the first stage of the summative assessment, we have identified criteria of compositional skills and three levels of maturity of such skills in architecture students, as a result of the suggested methodology. The following criteria of compositional skills have been identified based on results of analysis of academic assignments completed by students and structure of compositional thinking, namely: perception and figurative image of life (space), structural organization of the concept, use of appropriate depiction tools of composition. Three levels of maturity of compositional skills in the 4thyear students have been identified based on those criteria: high, medium and low. High level was characterized by artistic vision of life and future composition, constant apperception (perception, recognition), emotionalresponsiveness, in-depth knowledge of key theoretical and practical compositional patterns, adequate use of depiction tools. Grades “excellent” and “good” (9.6%). Medium level of maturity of compositional skills manifested itself in unsteady apperception, indifferent attitude to the task, uncertainty when selecting compositional techniques and tools, use of templates. Grade “satisfactory” (66.1%). Low level was characterized by total lack of interest to the task, ignorance concerning elementary patterns for creation of composition, apathy and helplessness. Grade “unsatisfactory” (24.3%). Conclusions and Future Scope of Research.Study of curriculum-based and methodological materials for institutions of higher architectural education, questionnaire surveyand completion of exercises by students revealed a gap between theoretical knowledge and practical compositional activity, in the process of which no attention was paid to acquisition of a consistent system of scientific knowledge and to development of flexible professional skills and abilities in students. At the first stage of the summative assessment we have also identified dependence between systemic development of the students’ mental actions and the overall process of development of compositional activity. Development of mental actions of various kinds determines nature and level of compositional thinking, which in its turn provides for professional training of students and is characterized by independence, originality, associativity, visualization, observation skills, visual memory and imagination. In the course of the assessment we have identified criteria and levels of maturity of compositional skills in the 4thyear architecture students. Based on summarized data, we have identified reasons for insufficient level of maturity of compositional thinking skills in architecture students. Among key reasons one should mention focus of artistic courses taught in an institute of architecture and art on practical activity only, total absence of lectures in the theory of composition, drawing, painting in the curriculum for architecture students, lack of scientific approach to development of compositional skills. We believe that directions for research of this problem include identification of teaching environment and creation of a didactic model for development of compositional skills in architecture students, development of a system of theoretical knowledge and graphic exercises to learn tools for depiction of space in a plane.