INTERACTIVE PEDAGOGICAL TECHNOLOGIES AIMED AT DEVELOPING COMPOSITIONAL THINKING IN PAINTING EDUCATION

Abstract

This article examines the theoretical and methodological potential of interactive pedagogical technologies aimed at developing students’ compositional thinking in the process of teaching the subject of “Painting.” Compositional thinking is interpreted as a complex creative process that involves not only the technical aspects of visual activity, but also the formation of an artistic image, understanding the relationships between visual elements, and consciously determining color, form, proportion, rhythm, balance, contrast, and the compositional center. The study substantiates the pedagogical potential of using such forms of interactive learning as problem-based situations, brainstorming, clustering, small-group work, creative projects, visual analysis, presentation, and reflection in painting classes. The interactive approach is also analyzed in terms of engaging students not merely in reproducing ready-made artistic solutions, but in independent observation, analysis, development of alternatives, making aesthetic choices, and substantiating their own creative decisions. Contemporary studies also indicate that the use of interactive, project-based, and digital-visual technologies in painting and composition classes is associated with the development of creative and visual competencies.