ARTISTIC CREATIVITY AND LITERACY IN CONJUNCTION WITH FINE ARTS

Abstract [English]

The wide range of perspectives on the nature of artistic creativity, the changing trends and styles in fine art, and the often-conflicting approaches to artistic expression are defining features of our time. Naturally, this diversity influences art education in various ways, with different teaching methods and approaches emerging in response. Many educational institutions, depending on the specific focus of their art programs, are seeking their own methods of teaching fine arts that they believe are most relevant to their discipline. This is neither unusual nor negative, provided that the essential aspects of an artist’s foundational training are adequately incorporated into the curriculum, regardless of the program’s specific focus. The question, however, is what constitutes the fundamental training of an artist. This typically includes subjects like composition, drawing, painting, sculpture, and art history—areas commonly reflected in educational standards. Yet, departments and programs often make adjustments to these core subjects, tailoring them to their specializations, prevailing educational trends, or the preferences of their leading faculty. This leads to the development of what can be considered "special" courses in drawing, "special" painting, and so on. These are "special" in the context of the academic course, rather than focusing on the development of specific visual techniques tied to a particular artistic specialization.