DEVELOPMENT OF SPATIAL THINKING METHODS IN CHILDREN IN FINE ARTS CLASSES: FROM ACADEMIC DRAWING TO SCULPTURAL PLASTICINE

Abstract

In the history of Russian art pedagogy, a persistent contradiction remains between the academic approach aimed at developing accuracy of depiction and technical skills, on the one hand, and the necessity of developing creative ability and the skill of expressing one’s own thoughts, on the other. This contradiction manifests itself most acutely when teaching children sculpting and three-dimensional modeling, where the fear of a “correct” form blocks creative freedom. The aim of the study is to identify and theoretically substantiate the line of continuity between academic methods of teaching drawing and sculpting, the didactic properties of sculptural plasticine, and the didactic potential of archaic images (mask, “chudo-yudo”) as means of developing spatial thinking and removing psychological barriers in children. The research was carried out within the framework of qualitative theoretical analysis using historical-pedagogical, categorical-terminological, comparative and hermeneutic methods. The sources were scientific publications on the problems of art education, pedagogy of art, psychology of creativity and cultural anthropology for the period 2011–2022. The key contradictions of the academic approach to teaching drawing and sculpting, recorded in historical materials, are systematized. The didactic properties of sculptural plasticine as a material that allows implementing the “right to make mistakes” principle are revealed. The didactic potential of archaic forms is substantiated: the mask legitimizes conventionality and rejection of naturalistic likeness, while “chudo-yudo” as an isomorphic structure creates the basis for open creative tasks. Experimental data confirming the effectiveness of a methodology based on oppositional themes, sketching, game techniques and work with sculptural plasticine are presented. A theoretical model integrating academic, technological and semiotic approaches to the development of spatial thinking in children is proposed. Practical recommendations for teachers are given.