Transformation of European artistic industrial education in design education

Abstract

The article covers the essence of the concepts of "art and industrial education", "design", "design education". The process of transformation of art-industrial education in the Middle Ages is considered (the dominant form of the educational process was "demonstrative learning", which represented "knowledge - a skill", which is transmitted only through the acquisition of a certain set of practical skills), the Renaissance (artists were trained in specialized training institutions - academies, where the purpose of education was the education of a bright creative personality, and instead of artisan "learning" students received, along with professional, deep theoretical knowledge) and Enlightenment (As a result of the separation of professions, education has come to be regarded not as a process of acquiring universal knowledge, but as a system of a certain set of information and professional skills). Basic stages of transformation of European art-industrial education into design education (England - activity of the Royal College of Arts - world leader in the training of designers) were clarified; France - creation of the Institute of technical aesthetics, conceived as a non-governmental organization that aims to unite the efforts of representatives of different circles aimed at the development and promotion of design; Germany - the activity of the Bauhaus school; Italy - the training of designers according to the "Italian model" was distinguished by the pluralism of copyright edahohichnyh concepts and the lack of universally accepted approach to understanding the goals, means and methods). It is noted that one of the main innovations of the first design schools were propedeutic courses. These courses not only tested new forms of student learning, but also developed the scientific foundations of artistic formation. In the propaedeutic model of development of project activity occurs by the transition from the general formalized compositional means and methods of spatial formation to the next gradual filling with specific conditions and factors. The factors determining the content of designers' professional training are distinguished. The characteristic features of the modern European system of design education are given.