Teaching Methodology of Artistic Drawing

Language of instruction: Hungarian
Course requirements: colloquium
Method of assessing coursework:
Evaluation of assignments completed during the academic year, oral and written testing
Marking method:
Mark is based on the evaluation of assignments completed during the semester and the exam result
Exam requirements:
The theoretical and methodological material covered during the semester, analysis of practical assignments
Teaching methods:
lecture, group and individual consultation, practical assignments of specialisation, demonstrative exercises, independent student assignments and their presentation.
Suggested study methods:
Participation in class work, studying the literature, elaboration of independent assignments, wide-range consultation while working on the assignments.
Role of the course within the specialist training scheme:
In addition to covering teaching methodology in general, the course also discusses the unique aspects of the teaching methodology of artistic drawing in particular. Artistic drawing education is a special type of teaching in which practice-oriented learning - and the possibilities for the active unfolding of creative attitude - assume key position. The course covers the specialisation and public education aspects of the methodology of artistic drawing, approaching it from the theoretical side, on the one hand, through the methodological interconnections of visual communication, and from the practical side, on the other hand, spanning from the culture of social environment to the realm of fine arts.
The first part of the program discusses the methodological elements and basic concepts of drawing education, which are not thematic-dependent. It partly contains the methods of preparation for the teaching profession (including activities such as material gathering, construction, establishing an ordered outline for the discussion of various topics, preparing demonstrations, estimating demand for raw materials and tools, working through background literature, specifying key points of study material integration, establishing methods of evaluation, practical applications of general requirements schemes, etc) and the methods of constructing and systematising syllabi, lecture outlines and activity algorhythms.
The second part of the course (still without thematic specifications) addresses the questions of analysis-synthesis and the proportionate application of theoretical and practical education. Furthermore, it introduces the methodology of areas of socialisation in visual education, with consideration for ethical factors as well.
The third part of the course discusses the substantive and formal connections between drawing, on the one hand, and contemporary art, new media, and forms of communication, on the other. It also examines the methodological aspects of the relationships between mechanisms of creativity and receptivity as discussed within the framework of other courses (Sociology of Art, Psychology of Art, History of Culture, etc).
The fourth part of the course addresses versions of methodology that can be brought into association with the constitution and infrastructure of existing and establishable types of schools and institutions of public education.
The fifth part of the course presents the practical methodology directly related to specific tasks and exercises required for teaching artistic drawing, which also help students prepare for their theses.

Course description, major areas of study (per semester):
Discussed course topics:
1.1 Basic concepts
1.2 Teaching methodology of artistic drawing
1.3 Designing exercises:
Unique characteristics of a visual education built on the integrated system of target
exercises.
Types of target exercises.
Integration of the targeted exercises into the exercise scheme.
Types, models and algorhythms of the cumulative succession of targeted exercises.
Linear, sequential, parallel, concentric, spiral, penetrative, matrix.
The most important factors (and possibilities) of the integrated ordering structure of exercises
Basic principles in designing type-specific and non-type-specific target exercises.
Considerations and requirements of exercise formulation.
Recommended steps for designing exercises.
Formal elements of exercise plans.
1.4 Basic concepts of supervision and correction:
Versions of supervision/correction techniques
The problem of individual and group supervision/correction
Characteristics of positive supervision/correction
1.5 Important points on ?analytic evaluation?:
Types and cases of group evaluation
Important general points about individual evaluation
1.6 The syllabus
The so-called theoretical syllabus
The practical, ?illustrated? syllabus
1.7 Supplementary syllabi
1.8 Making class or lecture outlines, assignment schedules, demonstrations, lists of required readings, etc.
2.1 Theoretical questions of the specialisation-specific methodology
Research results (Effects of results in cognate disciplines)
Causes and tendencies.
2.2 Methodological aspects of analysis-synthesis:
Behaviour models of creativity
Behaviour models of receptivity.
2.3 Methodological aspects of the proportioned load:
The proportioned application of theoretical and practical training.
Models of the even and the gradually increasing work loads.
2.4 Methodological questions of socialisation:
"Individualised" techniques of methodology.
Undertakings with a scope beyond the individual program ? examples of methodology.
2.5 Questions of pedagogical ethics:
Impact analysis.
Exchanging points of view, limitations, matters of perception.
3.1 Drawing and contemporary art:
The concealed and open presence of drawing in contemporary fine art and the cognate arts
3.2 Survey of methodologies for the possibilities of non-institutional education:
Types, versions and possibilities.
The symposium method.
Group creative techniques.
Function modifications for drawing in context of the new media and the new forms of visual communication:
Expansion and specialisations of the function of drawing.
New techniques and paradigms of drawing.
Changes in the mechanisms of creativity and receptivity:
The problematic of coding and decoding messages.
The intelligibility, misinterpretability and paradoxes of drawing as a means of communication.
4. The problematic of versions of methodology associated with various school types:
Context-dependent methodological specifications and permutations.
5. Task-specific methodological specifications:
Analysis of the changes in methodology for specific educational units.
The methodological construction of the task and the lessons to be learned from its
implementation.