PROJECT-BASED ACTIVITIES AS A MEANS FOR CULTIVATING PROFESSIONAL AND CREATIVE COMPETENCIES AMONG PROSPECTIVE BACHELOR’S DEGREE RECIPIENTS IN FINE ATRT, DECORATIVE AND APPLIED ARTS, AND RESTORATION

Abstract

The article examines project-based activities as an effective means of developing professional and creative competencies among prospective bachelors of fine arts, decorative and applied arts, and restoration. The relevance of the study is driven by transformative processes in the higher education system, increasing demands on the professional training of artistic personnel, as well as the need for specialists capable of creative self-expression, innovative thinking, critical analysis, and independent adoption of artistically justified decisions in conditions of change.

It is substantiated that project-based activity is an effective pedagogical technology that ensures the integration of theoretical knowledge with practical skills, promotes the development of aesthetic culture, the formation of creative, communicative, analytical thinking, spatial-combinatorial abilities, and innovative activity. The content and specificity of project types employed within the educational milieu of artistic institutions have been examined: individual, collective, interdisciplinary, and sociocultural. Their substantive characteristics, objectives, tasks, and factors influencing the successful implementation of project-based activities have been analyzed. Special attention is given to the methods and forms of organizing educational activities, including master classes, workshops, exhibition projects, art actions, etc. It is noted that project-based activities in the training of future bachelors in fine arts, decorative and applied arts, and restoration stimulate professional growth.

Specific examples of applying the project-based approach in the educational process are provided, confirming its effectiveness. It is emphasized that project activities perform not only educational but also upbringing, sociocultural, and communicative functions, contributing to the harmonious development of the student’s personality. A conclusion is drawn regarding the necessity of systematic implementation of project activities in the professional training of future bachelor's degree holders in the artistic profile as a condition for forming a competitive, creatively active specialist.