Formation of Aesthetic Taste in Students of Professional Educational Organization by Means of Decorative and Applied Art

Introduction. The current stage of development of Russian society is characterized by global socio-economic changes that have caused instability in public life, a crisis of society and its main institutions, the destruction of spiritual ideals, which has led to a decrease in the level of morality and spirituality of young people, the level of formation of aesthetic taste. Therefore, the problem of lack of aesthetic tolerance is relevant, which can lead to negative phenomena in society, indifference or an aggressive attitude towards complex aesthetic phenomena that require intellectual perception. The purpose of the study is to develop and theoretically substantiate a didactic model for the formation of students’ aesthetic taste in an educational environment through the means of arts and crafts and to experimentally test its effectiveness. Methodology. To solve the problems, the following research methods were used: theoretical: ascent from the abstract to the concrete, idealization (creation of an ideal object) as a thought experiment; empirical: observation, pedagogical experiment, study of the results of artistic and creative activities of students. Research instruments are the tools that were used to collect and analyze data. We used the following tools: survey (using the survey we found answers to a number of questions that were developed for a specific group of students); an interview that helped gather information about students’ knowledge of arts and crafts; observation – this tool was used to study human behavior in various situations We studied the level of practical skills of students in the implementation of aesthetic ideas when performing an object of decorative and applied art using the association of a picture, which reflects the national idea, historical symbols and connotations – traditions and rituals, epics in the form of traditional shapes and colors, simple symbols, decorative folklore images. Based on the results obtained, in the course of empirical research, we have developed training programs for in-depth mastery of content in the disciplines “Technology” and “Fine Arts”. The thematic curriculum includes the following sections: 1. Russian art of the 18th–20th centuries. in the works of artists (I. E. Repin, M. P. Botkin, A. G. Venetsianov, P. P. Vereshchagin, etc.). 2. History of Russian culture in epics, fables, poems and fairy tales. 3. Russian decorative art. 4. Ornament as a form of Russian philosophy. 5. Ornament in the works of Khokhloma masters. 6. Ornament of Siberian carpets. 7. Understanding of beauty in Russian painting. 8. The property of Russian literature. Results. As a result of the study, a didactic model for the formation of aesthetic taste of students in the educational environment of a college was developed. The experiment confirmed the effectiveness of the developed curriculum and the identified pedagogical conditions that contribute to the most effective formation of aesthetic taste among students of a professional educational organization through the means of decorative and applied arts. Methodological products were adapted to the conditions of the Chelyabinsk Pedagogical College No. 1. After analyzing the problems identified within the framework of the study, programs for the academic disciplines “Fine Arts and Technology” and methodological recommendations for the formation of artistic and aesthetic taste through the means of decorative and applied arts were developed and implemented into the educational process of designers. Conclusions. The developed curriculum, being part of the educational process at aesthetic faculties, contains specific proposals for improving the training of specialists. Particular attention is paid to tasks for students specializing in painting. This allows us to enrich the experience of implementing creative projects and create aesthetically pleasing products of modern design. The methodological products developed during the study can be used in the professional activities of teachers of vocational training in secondary vocational education organizations.