Elective course program "graphics and design". SRS during the period of intermediate certification. Scope of discipline and types of academic work

Graphic means of displaying information are widely used in all spheres of society. Graphic images are characterized by imagery, symbolism, compactness, and relative ease of reading. It is these qualities of graphic images that determine their expanded use.

The implementation of the principle of cultural conformity of the content of general secondary education is impossible without familiarizing schoolchildren with a huge layer of graphic culture. Over its centuries-old history, a graphic language of business communication has been developed in its depths. The study of a graphic language as a synthetic language, which has its own semantic basis, is necessary, since it is generally recognized as an international language of communication. Its value can become one of the advantageous characteristics when getting a job, as well as continuing education.

The graphic language acquires great importance within the framework of the national doctrine of education of the Russian Federation, the strategic goals of which are closely linked to the tasks of economic development of the country and the establishment of its status as a world power in the field of culture, science, and high technology.

The development of the theoretical foundations of descriptive geometry, engineering graphics and other related sciences has expanded the methods of obtaining graphic images. Along with manual methods, computer methods for generating graphic images and drawing up design documentation, which contain geometric, technical, technological and other information about the object, are increasingly being used. Using new information technology provides the creation, editing, storage, replication of images using various software, as well as the ability to transmit them via communication networks.

Since a comprehensive school prepares graduates for life in a society built on a system of market relations capable of adapting to rapid changes in work, they therefore need thorough, systematic graphic training that ensures their labor mobility, advanced training and change of profession. Thus, the direction of education that develops the logical, spatial thinking of students based on graphic activities associated with a clear understanding of image methods adopted in the creative practice of people comes to the fore.

The close connection between teaching graphics and life, productive work opens up real opportunities for the development of creative activity of students in the process of their graphic training, provides for the familiarization of students with the concept of production and technical nature and the requirements of technical aesthetics, develops the ability to observe and compare objects and their images, highlight them essential features and properties.

In addition, graphic training provides the conditions for high-quality mastery of other subjects of the school curriculum, ensuring their propaedeutics, the participation of schoolchildren in project and design activities, most effectively and purposefully develops visual-figurative thinking, which has a very important place in any creative process, since a new solution appears before your mind's eye in the form of pictures, diagrams, models. In addition, in the process of mastering this discipline, the reproductive and productive imagination is improved, manifested in the creation of three-dimensional images of the real world and the construction of new ones (design, redesign, improvement, transformation, etc.). These intellectual operations are universal in nature and can be applied in other forms and activities. The development of spatial concepts allows schoolchildren to develop effective ways processing information - visualization, which contributes to huge time savings. With this method of work, information is almost instantly transformed into some generalized model containing the necessary and sufficient elements for understanding the form, situation, phenomenon. Thus, a person’s cognitive abilities develop, the range of mental means and mental operations used expands, which, in turn, increases a person’s adaptive capabilities.

Modern requirements for a secondary school graduate necessitate strengthening graphic education, which is part of general education. modern man. In this regard, it becomes relevant to consider the graphic education of schoolchildren from the standpoint of sufficiency for the adaptation of a secondary school graduate to the conditions of life and work in modern society.

Graphic education is understood as the process of development and self-development of a student associated with the mastery of graphic culture and graphic literacy.

The graphic culture of a schoolchild is a body of knowledge about graphic methods, methods, means, rules for displaying and reading information, its preservation, transmission, transformation and use in science, production, design, architecture, economics, public spheres of society, as well as a set of graphic skills , allowing to record and generate the results of reproductive and creative activity.

Considering the importance of the subject for the social adaptation of school graduates, the uniqueness of the subject area (none of the subjects in the school cycle forms an understanding of graphic systems, methods, means and ways of presenting information), propaedeutic nature in relation to other subjects of the school curriculum, I consider it necessary to use the opportunities curriculum and teach the elective course “Graphics. Technical drawing” for students in grades 7-8.

Venue of the elective course “Graphics. Technical drawing” MBOU Secondary School No. 17, Ulan-Ude, Republic of Buryatia. Main form of organization educational activities is the educational and practical activity of students. Each section of the course includes basic theoretical information and graphic works.

In the classes, textbooks and drawing aids recommended by the Ministry of Education of the Russian Federation, interactive resources are used. This course is advisable to study based on the need to take into account the needs of the student’s personality, his family and society, the prevalence of the studied technological skills in the field of production and education.

The program is compiled on the basis of the mandatory minimum content according to the schedule

for incomplete high school 1 each school hour per week for one year in accordance with the textbook: A.D. Botvinnikov, V.N. Vinogradov, I.S. Vyshepolsky, M. Astrel. AST, 2010. And it assumes the continuation of the elective course, since it does not cover the content of the graphics program for graduates recommended by the standard.

The “Graphics. Technical Drawing” program is designed for students in grades 7-8 of secondary school for 34 hours. The purpose of this program is to, based on the knowledge acquired by students in the process of technology and mathematics lessons, solve the problem of bridging the ever-increasing gap between the amount of knowledge and the timing of students’ training, provide more detailed graphic training, and deepen interdisciplinary connections.

The program is based on the drawing textbook by A.D. Botvinnikov, V.P. Vinogradov, I.S. Vyshnepolsky.

The elective course introduces students to the concepts of technical drawing and axonometric projection. Based on these concepts, the program examines images of the simplest geometric bodies.

The presentation of the material sets the task, based on the skills acquired in drawing lessons, to gradually instill in students more specific rules of graphics.

During the course, moving from drawing to performing developments of geometric bodies, a connection is formed between flat images and a three-dimensional body.

1. The student must have an understanding of straight, broken, curved, parallel, and perpendicular lines. What is a circle, semicircle, arc of a circle? Clearly distinguish between the simplest geometric bodies and their formative bodies.

1. Must have an understanding of how to construct a technical drawing.
2. Have skills in simple geometric constructions.
3. Be able to unwrap a geometric body.
4. Have minimal drawing skills.
5. Be able to perform a simple analysis of the shape of an object consisting of several geometric bodies.

Meters:

Distinguish between straight, broken, curved, parallel, perpendicular lines,

Distinguish between a circle, a semicircle, an arc of a circle,

Divide the circle into 3, 4, 6, 8 parts.

Drawing fonts (5 hours)

Meters:

Ability to select the correct font size

Accurate determination of the ratio of height and width of letters and numbers in inscriptions,

Correct identification of the type of letters and numbers.

Drawing lines (2 hours). Rules for applying dimensions (4 hours).

Scale (1 hour). Pairing (2 hours).

The concept of standards. Lines: solid thick - main, dashed, solid thin, solid wavy, dash-dotted and thin dash-dotted with two dots. Formats, frame and title block.

Some information about applying dimensions (extension and dimension lines, arrows, diameter and radius signs; indicating the thickness and length of the part with an inscription; location of dimensional numbers).

Application and designation of scale. What is pairing and how to do it.

Meters:

Knowledge of GOST standards, the ability to use drawing lines in accordance with their purpose, the ability to select and apply the required number of dimensions, the ability to use different scales, and know how to construct interfaces.

The simplest geometric constructions.

Meters:

Be able to name, show, depict a cube, parallelepiped, pyramid, cone, truncated cone, cylinder and name the geometric figures that form them,

Know what technical drawing is, axonometric projection and how to perform it.

1. Botvinnikov A.D., Vinogradov V.N., Vyshnepolsky I.S. Drawing: Textbook. for 7-8 grades. general education institutions. - M.: ACT: Astrel, 2007.

2. Vasilenko E.L., Zhukova E.T. Drawing task cards for 7th grade. - M.: Education, 1988.

3. Vasilenko E.A., Zhukova E.T., Katkhanova Yu.F., Tereshchenko A.L. Drawing task cards for 8th grade. - M.: Education, 1990.

4. Gerver VL. Creativity in drawing lessons. - M.: Vlados, 1998.

5. Gordeenko N.L., Stepakova V.V. Drawing: 9th grade: Textbook. for general education schools / Ed. V.V. Stepakova. - M.: ACT: Astrel, 2006.

6. Botvinnikov AD. and others. Drawing: Methodological manual for the textbook. - M. Astrel: ACT, 2003..

7. Preobrazhenskaya N.G., Kuchukova T.V., Belyaeva I.L. Workbook on drawing. - M.: Ventana-graf, 1998.

8. Dictionary-reference book for drawing / V.N. Vinogradov, E.A. Vasilenko, A.A. Alkhimenok et al. - M.: Education, 1999.

9. Podshibyakin V.V., Technical drawing assignments for grade 8. -S.Lyceum, 1999

Municipal educational institution "Poeduginskaya basic secondary school"

Accepted I approve:

at a meeting of the pedagogical director of the school

school council

Protocol No.__________ ____________ /Petukhov V.V./

From “______” __________2014. Order No. ___ dated ________2014.

PROGRAM

elective course

PROGRAM TYPE: ADAPTED

AGE OF STUDENTS: 15-16 YEARS OLD

PROGRAM IMPLEMENTATION TIME: 12 HOURS

TEACHER: USTYUGOVA P.G.

Poedugi, 2014

COURSE PROGRAM

"Graphics and Design"

Explanatory note

Preparing graduates for self-determination, for independent life, and developing the ability to apply acquired knowledge in practice are the most important tasks facing modern education. The course is aimed at 9th grade students (15-16 years old), is designed for 12 hours, 1 hour is allocated for each lesson.

The program allows you to gain knowledge, skills and abilities in the subject “Graphics and Design”, an idea of ​​the goals, content, general strategy of teaching, education and development of students using this course. Specifies the content of subject topics of the educational standard, gives an approximate distribution of hours by sections of the course.

Course for this educational program directed to determine by 9th grade students a further profile of study in high school.

Main goal is to develop the creative abilities of students based on expanding the knowledge of engineering graphics and design fundamentals acquired in primary school.

Tasks :

develop the ability to practically apply general technical knowledge, develop cognitive and organizational competence;

to introduce students to graphic culture, to mastering graphic methods of transmitting information;

develop logical and spatial thinking;

develop design abilities;

contribute to the formation of aesthetic, artistic tastes, elements of general culture.

Relevance.Feature This program is an in-depth study of the topics “Drawing and Graphics” and “Introduction to Graphic Design”, which are important in the life of a modern person. During the training, interdisciplinary connections with geometry, fine arts, design, and technology are realized. The connection with labor training is expressed in the use of such general work techniques as reading drawings, making sketches, using measuring tools, etc. In the learning process, it is assumed to use the experience of students acquired in fine art classes (knowledge of shape, perspective, technical drawing, basics of design, etc. .). The connection with mathematics is manifested in schoolchildren’s knowledge of such concepts as point, line, ray, angle, plane, perpendicular, parallelism of lines, geometric figures and bodies, similarity, etc. Thus, the proposed elective course is not an end in itself, but a means of cognitive and creative, creative activity, during which the student will acquire universal competencies.

The topics and sections studied are built in a logical sequence of the educational process, taking into account interdisciplinary connections and age characteristics of students.

The educational objectives of the course contribute to the labor, polytechnic and vocational training of schoolchildren, the formation of the foundations of graphic literacy, the ability to draw up drawing and graphic documentation and consciously use it in the process of work.

Reading, making drawings and sketches of parts, as well as assembly units, and analyzing them create the prerequisites for the development of a penchant for studying technology in schoolchildren.

The course offered in the program is based on studying the shape of objects, rules for reading graphic images, methods and rules for graphically depicting information about products, and performing graphic documentation.

Subject course « Graphics and design » consists of two sections: drawing and graphic design.

In the section drawing The following areas are considered:

sections and sections

typical connections of parts

assembly drawings

construction drawings.

In the section basics of graphic design material is studied in the following areas:

perspective

shape and styling

Each section of the program includes basic theoretical information and practical work. The program provides for creative and design work. The priority methods are exercises, practical, graphic work and the project method.

Novelty. The integrated nature of the content of the training “Graphics and Design” involves the construction of the educational process based on the use of interdisciplinary connections with geometry, algebra, physics and technical work, history and art.

Expected learning outcome

AT THE COMPLETION OF THE COURSE:

Students should know:

The concepts of “form”, “method of similarities”, “graphic design”, etc.;

Flat and volumetric forms, their properties and main characteristics;

Fundamentals of Graphic Design;

Basics of modeling and design;

Stages of project activities;

Students should be able to:

Carry out sketches and technical drawings depending on the tasks and purpose;

Solve creative problems;

Compose an object or image using variability;

Apply acquired knowledge when performing creative projects;

Design an object, modify and improve it according to a given condition.

For assessments Based on the results achieved, schoolchildren are offered creative tasks to model forms as images and to complete a sketch of a graphic design product. To monitor and evaluate learning outcomes, use observation of the student’s work and evaluation of the creative project based on criteria.

Thematic plan

No.

Sections, topics

Number of hours

theoretical

practical

Total quantity

Basics of graphic design.

4 hours

Basics of graphic design. Tools: brush, pen, sponge, ink, watercolor, gouache.

Color perception. Color. Light, shadow.

Perspective. Skyline. Linear perspective. Proportions

Forms and their stylization. Modeling forms from plasticine (principle: the whole is made from individual parts). Creation of objects with specified properties.

Drawing

8 hours

Projection methods.

General information about sections and sections. Graphic work "Cuts".

Typical connections of parts. Graphic work “Hairpin connection”.

Assembly drawings. Practical work.

Total number of hours by section

12 h

Main content of the program

I. Basics of graphic design. (4 hours)

2.1.Basics of graphic design. (1 hour)

Types of graphics. Line. Strokes. Dots. Tools: brush, pen, sponge, ink, watercolor, gouache, paper.

Line. Silhouette. Spot and space. Various artistic techniques. Their capabilities and features of solution and designation. Expression of the visual sensation of plane and space, volume.

2.2. Perspective. Skyline. (2 hours)

Skyline. Vanishing point. Line of perspective. Point of view. Optical illusions. Linear perspective. Perspective of a square, circle. Frontal, angular perspective. Image of individual objects taking into account the laws of perspective.

2.3. Form and their stylization. (1 hour)

Broadcast characteristic features shapes, proportions and designs, objects. Expressiveness of the form and appearance of the product. Basic properties of volumetric-spatial forms. Mass, texture, size, geometric appearance. Position in space. Graphic techniques for displaying shapes on a plane. Graphic techniques to enhance the visual and aesthetic impact of form. Shape and style.

Modeling molds from plasticine (principle: the whole is made from individual parts). Creation of objects with specified properties.

II. Drawing. (8 hours)

1.1. Projection methods. (2 hours)

Projection. Projection. Projection methods: parallel (oblique, rectangular) and central. Drawings in the system of rectangular projections. Axonometric projections. Technical drawing. Arrangement of views in the drawing: main, top view, left view.

1.2. General information about sections and sections. (4 hours)

Sections. Rules for performing superimposed and extended sections. Designation of sections.

Cuts. The difference between sections and sections. Simple cuts (frontal, horizontal and profile).

Connecting part of the view and part of the section. Designation of cuts. Local cuts. Reading drawings.

1.3. Assembly drawings. (2 hours)

Typical connections of parts. Detachable and permanent connections. Bolted, stud, keyed, pin, screw. Image of the thread on the rod. Metric thread designation. Working with reference material. Reading drawings containing images of studied parts connections. Making a keyed connection.

Generalization and systematization of knowledge about assembly drawings. Hatching sections and adjacent parts. Reading assembly drawings.

Requirements for the level of training of 9th grade graduates

in the subject "Graphics and Design"

As a result of studying the subject, the student must

according to drawing:

know

conventional image of a carving;

rules for constructing assembly drawings;

rules for constructing, designating and reading sections and sections;

types of connections;

purpose and use of construction drawings, their varieties;

be able to

analyze the shape of the product and its components;

perform assembly drawings;

prepare assembly and construction drawings;

on the basics of graphics and design:

know

types and basics of graphics, materials;

concepts: line, stroke, point;

perspective, horizon line;

form and space;

design;

be able to

use various means of expression;

analyze and convey the shape and volume of an object using various artistic techniques;

build a perspective of the interior and plein air;

carry out sketches of objects, observing design requirements;

independently design objects, taking into account the shape, texture, location in space;

independently analyze, monitor and evaluate project activities.

1. The teacher retains the right to redistribute time depending on the chosen means of teaching and the level of training of schoolchildren, which will allow learning to take into account their interests and abilities.

2. The polytechnic orientation of the course is carried out on the basis of the connection between theory and practice, technical and artistic design activities. It is advisable to carry out interdisciplinary connections with mathematics, fine arts, and computer science.

3. The creative potential of the individual is developed through the inclusion of schoolchildren in various types of creative activities related to the use of graphic knowledge and skills in the process of solving problem situations and creative tasks. The process of acquiring knowledge includes four stages: understanding, memorizing, applying knowledge according to the rule and solving creative problems. The stages are associated with the activity of recognizing, reproducing, solving standard and non-standard problems that require the application of knowledge in new situations. To implement these tasks, a package of tasks has been created for each topic.

4. Systematic appeal to creative problems creates the prerequisites for the development of students’ creative potential, which is realized when solving problems with elements of technical design and modeling. For example, the task of modeling from plasticine requires each student to work individually on their own image. The simplest geometric bodies are sculpted, and when assembled, a solid image is formed. Each model is presented to the whole group in disassembled form and the guys suggest what it could be. Original models receive the highest scores.

5. The final work is to create a logo for the school event. Schoolchildren create it taking into account their interests. The final lesson is devoted to the presentation of projects and their discussion. An assessment sheet is used, where students evaluate the work of others according to the following criteria:

does the logo correspond to the declared event;

does the image convey the main idea;

Are the main principles of logo design taken into account, etc.

8. It is necessary to completely eliminate all unproductive elements of graphic activity, saving children from redrawing the terms of the tasks. Workbooks should be used to complete the work.

9. The program provides for self-education and the possibility of independent work for the student.

Literature for teachers:

1. Sokolnikova N.M. Fine arts: textbook for grades 5 – 8: In 4 hours. Part 1. Basics of drawing. Obninsk: Title, 1996.

Sokolnikova N.M. Fine arts: textbook for grades 5 – 8: In 4 hours. Part 2. Basics of painting. Obninsk: Title, 1996.

Literature for students:

1. Vorotnikov I.A. Entertaining drawing: a book for secondary school students. – M.: Education, 1990.

   Pavlova A.A., Korzinova E.I. Drawing and graphics. Grades 8-9: textbook for general education. institutions. – M.: Mnemosyne, 2007.

   Titov S.V. Entertaining drawing in lessons and extracurricular activities. – Volgograd: Teacher, 2007.

Resource support

Computer equipment, projector, screen.

A package of task cards and creative tasks by topic.

Drawing tools.

Checked workbooks.

Art materials (felt pens, plasticine, colored paper, etc.)

Pavlova A.A. Graphics and drawing. 7-9 grades. Workbooks 1-2.-M.: Humanite. Ed. VLADOS Center, 2001.

Internet resources.

Ministry of General and vocational education

Rostov region

state budget professional educational institution

Rostov region

"Volgodonsk Technical School of Information Technologies,

business and design named after V.V. Samarsky"

WORK PROGRAM

professional module

PM 02.

basic professional educational program

secondary vocational education in specialty

02.54.01 Design (by industry)

(training program for mid-level specialists)

Volgodonsk

2015

Work program of the professional moduledeveloped on the basis of the Federal State Educational Standard for Secondary Vocational Education (hereinafter referred to as the Federal State Educational Standard for Secondary Professional Education) in the specialty 54.02.01 Design (training program for mid-level specialists) (order of the Ministry of Education and Science of the Russian Federation No. 878 of August 25, 2010, registered by the Ministry of Justice of Russia on September 14, 2010 No. 18427), included in the enlarged group of specialties 54.00.00 “Fine and applied types arts"

Developer organization:State budgetary professional educational institution of the Rostov region "Volgodonsk College of Information Technologies, Business and Design named after V.V. Samarsky" (GBPOU RO "VTITBiD")

Developers:

Ponomareva A. A., teacher of higher education qualification category GBPOU RO "VTITBiD",

Mololkina T.S., teacher at GBPOU RO "VTITBiD".

Reviewers:

Kobeletskaya O. V., Deputy Director for SD of the State Budgetary Educational Institution of Regional Educational Institutions "VTITBiD";

Dontsova L.N. - head of educational courses additional education for adults "Range"

1. PASSPORT OF THE WORK PROGRAM

PROFESSIONAL MODULE

PM.02 Technical execution of artistic and construction (design) projects in the material

1.1. Scope of application of the work program

The work program of the professional module (hereinafter referred to as the work program) is part of the main professional educational program in accordance with the Federal State Educational Standard for the specialty 54.02.01 Design , included in the enlarged group of specialties 54.00.00 “Fine and applied arts” in terms of mastering the main type of professional activity (VPA):“Technical execution of artistic and construction (design) projects in the material”and related professional competencies(PC):

PC 2.1

PC 2.2 Create reference samples of a design object or its individual elements in a layout or material.

PC 2.3

PC 2.4

1.2. Goals and objectives of the professional module - requirements for the results of mastering the module:

In order to master the specified type of professional activity and the corresponding professional competencies, the student during the development of the professional module must:

have practical experience:

be able to:

• select materials taking into account their form-building properties
• produce reference samples of a design object or its individual elements in a layout or material;
• carry out technical drawings of the project to develop the design of the product, taking into account the features of the technology;

Develop a technological map for the production of the author’s project;

know:

Range, properties, testing methods and quality assessment of materials;

Technological, operational and hygienic requirements requirements for materials.

1.3. Number of hours for mastering the professional module program:

total – 885 hours, including:

the maximum educational load of a student is 741 hours, including:

The student’s mandatory classroom teaching load is 522 hours;

Student’s independent work – 219 hours;

Educational and industrial practice – 228 hours. 2. RESULTS OF MASTERING THE PROFESSIONAL MODULE

The result of mastering the professional module program is the students’ mastery of a type of professional activityTechnical execution of artistic and construction (design) projects in the material, including professional (PC) and general (GC) competencies:

3. STRUCTURE AND CONTENT OF THE PROFESSIONAL MODULE

3.1. Thematic plan of the professional module

3.2. Contents of training in the professional module

4. CONDITIONS FOR IMPLEMENTING THE PROFESSIONAL MODULE

4.1. Logistics support

The implementation of the professional module presupposes the presence of an art and design laboratory; layout of graphic works.

Equipment for laboratories and laboratory workplaces:

Sets of teaching aids;

Sets of visual aids;

Projector;

Computer;

Sets of educational and methodological documentation;

Didactic material: visual aids, tables, task cards, photographs, etc.;

Teacher's board

Models, objects, dummies, collections, photographs, layouts,

Still Life Fund;

Methodological Fund;

Regulatory documents;

Teaching aids;

Instructional and technological cards

Drawing tools

Tools: pencils, erasers, patterns, brushes, rulers, breadboard knives or cutters, - a circular knife; scissors, etc.;

Materials: gouache set, watercolor paints 24 colors, PVA glue, adhesives for various purposes, Whatman paper, special board made of plywood, plastic or hardboard, colored paper and cardboard of various textures and textures and for various purposes, measuring device; preparation room; drawing board or stretcher; sub-layout, right triangles at angles of 30, 60 and 45°; cabinets for storing visual aids, handouts, tools and equipment, etc.

The implementation of the module program involves mandatory educational practice, which is carried out dispersedly within each section of the professional module, and practical training (in the profile), which is carried out in a concentrated manner.

4.2. Information support for training

Main sources:

1.N. Stasyuk, T. Kiseleva, I. Orlova. Layout. Publisher: Architecture-S 2010.

2. N. Kalmykova, I. Maksimova Layout from paper and cardboard Publisher: KDU, 2011.

3.Design and modeling of industrial products. Vasin S.A., Talashchuk A.Yu. and others - M.: Publishing house: Mashinostroenie-1, 2009.

4. Zaenchik V.M., Karachev A.A., Shmelev V.E. Fundamentals of creative design activity: Subject environment and design. M.: Academy, 2009.

5. Ott A. Industrial design course. Sketch. Embodiment. Presentation. M.: Art and pedagogical publishing house, 2008.

6. F. I. Puychescu, S. N. Muravyov, N. A. Chvanova. Engineering graphics. – M. Publishing house "Academy", 2011.

7. A. M. Brodsky. E. M. Fazlulin. V. A. Khaldinov. Engineering graphics. - M. Publishing house "Academy", 2010.

8. V. P. Pokataev, S. D. Mikheev. Design and equipment of the urban environment. Rostov n/a. Phoenix, 2011.

Additional sources:

1. A. Grashin. Design of children's subject development environment. Publisher: Architecture-S 2008.

2. Marietta Surina. Color and symbol in art, design and architecture.

Publisher: MarT, Phoenix Series: School of Design 2010.

3. N. Kalmykova, I. Maksimova. Surface design. Composition, plasticity, graphics, color. Publisher: KDU -2010.

5. V. Ustin. Artistic interior design Publisher: AST, Astrel, Poligrafizdat, 2010.

6. N. Zhdanova. Teaching the basics of design. Lesson notes, publishing house: Vlados 2011.

7 Miroslav Adamczyk. Design and the basics of composition in design creativity and photography. Publisher: Harvest 2010.

9. Nodar Kancheli. Building spatial structures. Publisher: Association of Construction Universities, 2009.

10. A. Khvorostov, D. Khvorostov. Artistic woodwork. Layout and carving Publisher: Vlados 2008.

11. M. Kalinicheva, M. Reshetova. Technical aesthetics and design.

Publisher: Academic Project, Culture 2011.

12. L.D. Chainova. Ergodesign of industrial products and subject-spatial environment. Publisher: Book on Demand 2009.

13. Ustin V.B. Composition in design. Methodological foundations of compositional and artistic form-building in design creativity: Textbook. - AST, Harvest, Astrel, 2010.

14. Ermolaeva L.P. Fundamentals of design art: textbook. - M.: Architecture-s, 2009.

15. N. Bryzgov, S. Voronezhtsev, V. Loginov. Creative design laboratory. Project graphics. Publishing house V. Shevchuk - 2010.

16. E. V. Parikova, G. N. Fomicheva, V. A. Elizarova. Materials science (dry construction). Textbook for primary vocational education Publishing-Academy. 2011.

17. Belyaeva S.E. Fundamentals of fine arts and artistic design: a textbook for primary vocational education - M.: Academy, 2011.

18.Aesthetics and design of non-food products. Tsarev V.I. - M.: Academy, 2007.

19.Bhaskaran L. Design and time. Style and trends in contemporary art and architecture. M.: Art-Rodnik, 2007.

20. Valentina Stepakova. Drawing. Publisher: Prosveshchenie. 2011. 21.Galina Chumachenko. Technical drawing. Publisher: KnoRus. 2011.

21. Runge, V.F. Ergonomics in environmental design / V.F. Runge, Yu.P. Manusevich. - M.: Architecture, 2010.

22.Shimko, V.T. Architectural and design design. Fundamentals of theory / V.T. Shimko. - M.: Architecture, 2009.

4.3. General requirements to the organization of the educational process

To develop professional competencies, teaching methods are used: project method;

portfolio method;

individual work with students.

Types of consultations: individual according to schedule.

Educational materials

Educational practice is carried out on the basis of the educational institution, production practice - in design studios of the city.

Disciplines, the study of which should precede the development of this module:

EN.03. Fundamentals of information technologies in professional activities;

OP. 01. Materials science;

OP. 03. Drawing with the basics of perspective;

OP. 04. Painting with the basics of color science;

OP. 05. History of design;

OP. 06. History of fine arts;

PM. 01. Development of artistic and design (design) projects for industrial products, object-spatial complexes.

4.4. Staffing of the educational process

Requirements for the qualifications of teaching (engineering and pedagogical) personnel providing training in an interdisciplinary course (courses): availability of higher professional education corresponding to the profile of the taught module.

• Requirements for the qualifications of teaching staff supervising the practice: availability of higher professional education corresponding to the profile of the taught module with mandatory internship in specialized organizations at least once every 3 years.

1. CONTROL AND EVALUATION OF THE RESULTS OF MASTERING A PROFESSIONAL MODULE (TYPE OF PROFESSIONAL ACTIVITY)

Forms and methods for monitoring and assessing learning outcomes should allow students to check not only the formation of professional competencies, but also the development of general competencies and the skills that support them.

Developer:

Ponomareva A. A., teacher at GBPOU RO “VTITBiD”;

Mololkina T.S., teacher at GBPOU RO "VTITBiD".

Reviewers:

Kobeletskaya O. V., deputy. Director for SD GBPOU RO "VTITBiD";

Dontsova L.N., head of educational courses for additional education for adults “Diapazon”

MINISTRY OF EDUCATION AND SCIENCE

RUSSIAN FEDERATION

State educational institution of higher professional education "Voronezh State Pedagogical University"

I APPROVED

Vice-Rector for Academic Affairs _____________G.P. Ivanova

"__"___________ 20__

WORKING PROGRAM OF THE ACADEMIC DISCIPLINE

TECHNICAL DRAWING

Level of the main educational program – Bachelor's degree Direction of training – design Profile - environmental design Form of study - full-time Duration of mastering OOP - normative (4 years) Faculty - Institute of Culture and Art Department of Design Head of educational and methodological department ______________________________ T.V. Maizel Director of Institute of Science and Technology __________________________ E.V. Panicheva Head of the Department of Design ______________O.V .Kirichenko

Voronezh – 2011

Work program academic discipline approved at the meeting of the Department of Design dated “___”_____20___. Minutes No._______ Head of the Department of Design_____________________ O.V. Kirichenko The work program of the academic discipline was approved by the Academic Council of the Institute of Culture and Art from “____”____________20_____. Protocol No.________ Developers: Candidate of Pedagogical Sciences, Associate Professor ____________________________ N.V. Vlasova

1. GOALS OF DISCIPLINE MASTERING

2. PLACE OF DISCIPLINE IN THE STRUCTURE OF PLO HPE

2.1. The academic discipline “Technical Drawing” belongs to the general professional cycle. 2.2. To study this discipline, the following knowledge, skills and abilities are required, formed by previous disciplines: “Descriptive Geometry” (1st year, 1st semester): Knowledge of the properties of projections of geometric elements - points, straight lines and planes (at the beginning of one, then two elements in their relative positions ); Ability to apply transformation methods in one action (for example, the right triangle method, one rotation around the vertical or depth axis); Skills in solving exercises on a point, line and plane using images of basic geometric bodies, in which points, lines and planes are vertices, edges, faces. 2.3. A list of subsequent academic disciplines that require knowledge, skills and abilities formed by this academic discipline: “Academic drawing”, “Projection graphics”, “Perspective”.

3. REQUIREMENTS FOR THE RESULTS OF MASTERING THE ACADEMIC DISCIPLINE

The study of this academic discipline is aimed at developing the following general cultural and professional competencies in students:

4. STRUCTURE AND CONTENT OF DISCIPLINE

Federal State Budgetary Educational Institution

higher education

"Saratov State Technical University

named after Gagarin Yu.A.”

Department of Architectural Environment Design

WORK PROGRAM

by discipline

B.2.1.4 “Academic drawing”

areas of training

(54.03.01) 072500.62 “Design”

Profile 2. “Industrial Design”

Profile 1 "Graphic design"

mode of study – full-time course – 1 semester – 1, 2 credit units – 4, 4 hours per week – 4, 4 academic hours – 144, 144 including:

lectures – no practical classes – 72, 72 laboratory classes – no independent work– 72, 72 credit – 1st semester.

exam – 2nd semester

RGR - no course work– no course project – no Goals and objectives of the discipline 1.

The program is compiled on the basis of the general educational standard of higher education Federal State Educational Standard-3 (HPE).

The purpose of teaching the discipline is for student designers to acquire skills in visual literacy, develop volumetric-spatial thinking and constructive vision of objects environment, as well as in the formation of the necessary theoretical and practical basis for mastering subsequent major disciplines.

Also, this course plays an important role in the development of aesthetic and artistic taste, which is a necessary condition for the successful professional activities of designers in modern society.

Objectives of studying the discipline.

The basis of student training is realistic drawing, which contributes to the development of understanding of the logic of the constructive structure of objects in the material world and, accordingly, the patterns of relationship between internal content and external form, which, in turn, is a primary task in the creative activity of designers.

The main objectives of the course are focused on students acquiring skills in visual language as a way of thinking, creative communication and solving complex professional problems.

This is facilitated by such tasks as students mastering the laws of perspective images of objects in space, taking into account linear and aerial perspective, acquiring the skills of conveying volume with a linear constructive drawing, where the ability to use line and stroke, as well as the method of modular proportioning, play an important role.

2. The place of discipline in the structure of OOP HPE. A decisive role in the professional activity of a designer is played by highly developed volumetric-spatial and artistic-compositional thinking.

The process of its development through the discipline “Academic Drawing” occurs in a complex, in close connection with such disciplines as “Academic Painting”, “Academic Sculpture”, “Propaedeutics”, “Designing”, “Art History”, “Natural Shape and Structure Formation” ", "Technical drawing".

3. Requirements for the results of mastering the discipline The study of the discipline is aimed at developing general cultural competencies:

Strives for self-development, improvement of his qualifications and skills (OK-6).

Formation of professional competencies:

Mastery of drawing, the ability to use drawings in the practice of composing and processing them in the direction of designing any object; knowledge of the principles of choosing a technique for executing a specific drawing; skills of linear constructive construction and the basics of academic painting; basic professional skills of a sculptor; modern font culture;

methods of work in prototyping and modeling; techniques for working with color and color compositions; methods and technology of classical techniques easel graphics(engraving, etching, monotopy); basic rules and principles of typing and layout (PC-2).

The student must know:

Types of graphic representation of the subject environment

Methods for visual modeling of three-dimensional shapes.

Schools of Contemporary Art

The student must be able to:

Depict objects of the objective world in space based on knowledge of their structure and design;

Choose forms and methods of depicting and modeling an object.

The student must own:

Methods figurative language academic drawing;

Techniques for performing work using various graphic materials.

4. Distribution of labor intensity (hours) of the discipline by topics and types of classes

–  –  –

Questions for the exam This discipline requires examination work.

The examination work is carried out taking into account all the material studied and the acquired graphic skills.

The purpose of the exam is to identify students’ ability for associative-figurative thinking and skills in visualizing design ideas.

The exam task is to complete an abstract composition on the topic “man in an architectural environment.”

In this task, it is necessary to find the most successful compositional and semantic arrangement of the human figure and elements of the architectural environment.

In the image it is necessary to convey linear and aerial perspective, spatial arrangement and volumetric construction of objects with the identification of formative lines.

It is allowed, if necessary to express an artistic idea, to convey light-shadow and tonal relationships.

The task is completed in pencil on a sheet of A3 paper. The task completion time is 3 hours.

Test tasks in the discipline ( Curriculum not provided)

15. List of educational and methodological support for students in the discipline

–  –  –

Further reading

3. 4. Daniel S. M. The art of seeing: About the creative abilities of perception, about the language of lines and colors and about the education of the viewer. L.: Art, 1990. – 223 p.

4. Deineka A.A., Learn to draw. M., Fine Arts, 1961. A manual on drawing (under the general editorship of D.N. Kardovsky, V.N. Yakovlev, K.N. Kornilov) M., 1938.

5. Drawing: training manual for universities / F.V. Antonov, N.P. Beschastnov, B.A. Burmistrov, etc. - M.: Legprombytizdat, 1988.

6. Jose M. Parramon. How to draw. S.-P.: Aurora, 1996.

7. Claudia Knights. Ink drawing. Minsk, 2000.

8. Rabinovich M.Ts. Plastic anatomy of humans, four-legged animals and birds.

– M.: Higher. school, 1978.

9. A manual on drawing (under the general editorship of Kardovsky D.N., Yakovlev V.N., Kornilova K.N.) M., 1938.

10. Beschastnov, N.P. Painting [Electronic resource]: textbook / Beschastnov N.P. - Moscow: Vlados, 2008. - 223 p. - ISBN 978-5-691-00475-9: B.ts.

Periodicals

11. Magazine “Theatre. Painting. Movie. Music [Text]" for 2010-2013.

Internet resources Internet magazine. Electronic books on drawing.

12. vk.comdesign_inspiration_club

13. htt://www.art-labirint msk/ru/

14. htt://www.wm.painting.ru/ Databases, information, reference and search systems

15. http://window.edu.ru/ Electronic library of educational and methodological literature for general and professional education

16. http://elibrary.ru/ Scientific electronic library

17. http://www.scholar.ru/ Scientific articles, dissertations and abstracts from electronic scientific libraries

16. Logistics support for discipline

Classes are conducted using interactive technologies in a special classroom “Drawing Class”. The work is done in pencil, soft materials, ink on paper on easels. The educational process uses posters depicting the skeleton and muscular system, various plaster geometric figures, household items for staging still lifes, plaster human figures, as well as visual aids depicting still lifes and a stylized human figure.

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