European International Journal of Pedagogics
92
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
92-96
DOI
OPEN ACCESS
SUBMITED
30 October 2024
ACCEPTED
30 December 2024
PUBLISHED
30 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methodology of teaching
compositional image
creation in fine arts
lessons at general
secondary schools
Yusupova Shoxista Alimjanovna
Senior Lecturer at Department of History and Art Studies at Gulistan State
Pedagogical Institute, Uzbekistan
Raxmonberdiyeva Oygul Rayimjonovna
Master's Student at Group 7-24 in Fine Arts Specialization at Gulistan
State Pedagogical Institute, Uzbekistan
Abstract:
This article provides information about the
concept and history of composition, highlighting its
fundamental rules, tools, and significance in the
teaching process of fine arts genres. The study
emphasizes the importance of theoretical and creative-
practical exercises in learning composition and
discusses the role of imagination and memory in
creating compositional drawings.
Keywords:
Composition, reality, nature, imagination,
memory,
genre,
mastery,
creativity,
method,
worldview, labor, experience.
Introduction:
Composition holds a special place in fine
arts, and its development began in ancient times.
Artists, when drawing landscapes, first mastered pencil
drawing before proceeding to painting and sculpture. It
was believed that mastering pencil drawing was
fundamental to fine arts. Many artists have contributed
to the field, including P. P. Chistyakov and I. I. Repin,
who practiced drawing for 2-3 hours daily, refining their
craft.
During his pedagogical career, P. Chistyakov expressed
the following thought:
"An artist who works entirely from nature sings based
on a musical note. An artist who works partially from
nature and partially from imagination sings without a
note, meaning his soul is freer." [1;52].
Drawing compositions has fascinated people since
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ancient times. The study of pencil drawing was
essential for depicting landscapes. People in ancient
times skillfully drew images in caves. The practice of
teaching drawing by observing nature began in those
times. Over time, along with pencil drawing, the
demand for sculpture, applied arts, and painting
masters increased, leading to the idea of establishing
schools of fine arts.
Fine arts first developed in Egypt, where artists learned
to depict animals, human figures, plant life, and other
subjects. Ancient Greece also had famous schools in
Thebes, Ephesus, and Sicyon, with 12-year training
programs. Later, composition evolved as a subject in
fine arts, becoming an academic discipline by the late
16th century. The Impressionist movement emerged
on April 15, 1874, followed by Post-Impressionism,
Fauvism, Realism, Naturalism, and Cubism.
METHODS
During the Renaissance, artists such as Leonardo da
Vinci, Raphael Santi, and Albrecht Dürer contributed
significantly to the history and methodology of fine
arts education. Later, Russian artists like V. Favorsky,
A. Deineka, K. Yuon, E. Kibrik, A. Alpatov, G. Nissky, F.
Reshetnikov, and D. Shmarinov developed theories
and teaching principles for composition. Notably, K.
Yuon, A. Deineka, and E. Kibrik left a significant
theoretical and artistic legacy in composition studies
[2;13].
The term "composition" comes from the Latin word
meaning "arrangement" or "combination." Creating an
artistic image is central to composition and requires
years of experience and effort from an artist.
Composition involves specific laws, techniques, and
tools. Fundamental principles include dynamics,
statics, and the golden ratio (one-third rule), and over
time, metaphysical painting also developed within fine
arts.
The Metaphysical painting style emerged in the late
1910s and early 1920s, characterized by the works of
Giorgio de Chirico (1888
–
1978) and Giorgio Morandi
(1890
–
1964). Their paintings depict physical forms of
reality illuminated in a surreal, airless space, creating
an eerie effect [3;159].
In painting, composition involves understanding
dynamics and statics. If a painting portrays movement,
it is dynamic; if it appears still, it is static. Composition
techniques include rhythm, balance, a central subject,
symmetry, and asymmetry. When elements are
repeated in succession, they create rhythm, conveying
meaning and essence. Balance is particularly important
in teaching composition to school students.
Various artistic movements such as Romanticism,
Abstract Art, Classicism, Symbolism, Futurism,
Primitivism, and Modernism also emerged over time.
Primitivism, which developed in the late 19th and early
20th centuries, means "simple" or "primitive" art.
The formation and development of Uzbek painting were
influenced by artists such as L. Bure, A. Nikolayev, P.
Benkov, U. Tansykbaev, S. Abdullayev, A. Abdullayev, N.
Karakhan, Ch. Akhmarov, M. Nabiyev, R. Choriyev, R.
Akhmedov, B. Jalolov, J. Umarbekov, M. Saidov, and Z.
Inogomov [4;17].
Symmetry and asymmetry are essential composition
techniques. A painting with balanced left and right sides,
appearing static, is symmetrical. In contrast, if the sides
are uneven, it is an asymmetrical composition. Students
often assume that the central focus of a composition is
in the middle of the canvas, but it can be placed
anywhere based on the meaning of the artwork.
Teaching Composition In Schools
In general secondary education, the goal of fine arts
classes is to develop students' understanding of
composition, expand their imagination, and enhance
their artistic perception. In grades 1
–
4, students are
taught to perceive reality and art through drawing
natural objects and scenes, observing shapes, sizes, and
colors, and depicting people, objects, weather, insects,
birds, and animals.
Students in these grades develop their artistic
perception by observing nature throughout different
seasons and illustrating landscapes accordingly.
Teachers play a key role in engaging students through
discussions,
guiding
them
in
analyzing
their
surroundings, and enhancing their imagination through
drawing exercises. Organizing exhibitions and art clubs
further helps develop their artistic vision.
Additionally, early education includes an appreciation of
art history, where students learn to analyze and express
opinions about artworks, improving their artistic taste
and understanding through textbooks and terminology.
Another important aspect of early art education is
creative construction activities, where students engage
in hands-on projects, such as sculpting and assembling
artistic works.
Observational drawing and sculpture-making also play a
vital role in developing students' artistic skills.
Encouraging creativity through these activities helps
young students expand their imagination and better
understand the principles of composition.
When depicting objects, for example, in a still-life
composition, the teacher gradually teaches students
how to draw. If a still life includes a cloth-covered table
with a vase of roses, the teacher demonstrates the step-
by-step drawing process. In still-life drawing, it is
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essential to observe proportions, place objects
correctly on paper, and differentiate the foreground
from the background. If students struggle with this, the
teacher should redraw and explain the composition
until they fully grasp the technique.
In sculpture, younger students enjoy creating toy
figures, animals, and birds from clay or plasticine.
When teachers ask questions about the topic, they
should correct students’ misunderstandings, provide
theoretical explanations, and develop their practical
skills. This approach enhances students' knowledge
and interest.
The Role of Composition in Art Education
Composition plays a crucial role in elementary
education, developing students’ imagination and
memory. Teaching composition in fine arts lessons
should be engaging and accessible. Although
composition is complex and requires artistic mastery,
students should first develop theoretical knowledge,
understand its relevance, and follow its fundamental
principles when creating artwork.
From grades 1 to 7, fine arts education includes the
fundamentals of art history. This includes organizing
exhibitions of students' works, conducting quizzes,
analyzing
famous
artworks,
and
practicing
observational drawing. Students should also practice
sketching independently outside of class, as relying
solely on classroom exercises does not fully develop
compositional skills. Art clubs allow students to learn
shading, perspective, and watercolor techniques.
Theoretical and Practical Methods in Teaching
Composition
Teachers must possess strong pedagogical skills. In
composition, artistic tools include color perspective,
atmospheric perspective, light, and shadow. Creating
an initial sketch before completing a pencil drawing
ensures a solid foundation. Artists first sketch in pencil,
refine the composition using shading, and later
transfer the drawing to canvas for painting. This
process helps convey depth and meaning to the
audience.
Pencil drawing is the foundation of fine arts; mastering
it allows an artist to excel in painting. Composition
involves specific techniques, including spatial
arrangement and format considerations. The success
of professional teaching depends on specialized
pedagogical abilities, such as:
•
Sensitivity to students
•
Strong communication skills and empathy
•
Professional expertise and logical reasoning
•
Emotional stability and creative problem-
solving [5; 446-447]
Since composition is challenging for students, they must
understand its different types: volumetric composition,
frontal composition, and deep spatial composition.
•
Frontal composition includes relief sculptures,
paintings, and decorative patterns drawn on a flat
surface.
•
Volumetric
composition
includes
three-
dimensional art forms, such as sculptures and functional
art pieces, which can be viewed from different angles.
•
Deep spatial composition represents spaces like
rooms, foyers, and theatrical scenes.
To enhance students’ unde
rstanding, teachers can use
various instructional methods:
•
Discussion method: Encourages dialogue and
exchange of ideas about composition.
•
Lecture method: Provides structured, detailed
explanations of concepts.
Genres in Fine Arts and Their Importance
When teaching composition, students should learn
about fine art genres, as composition plays a key role in
every artwork. The main genres include still life,
landscape, portrait, historical, and everyday life scenes.
•
Still Life: This genre originated in Spain and the
Netherlands in the 15th
–
16th centuries. It typically
features objects like food, flowers, and household
items. Some still lifes serve as independent
compositions, while others support larger narrative
paintings. Still-life paintings featuring national utensils
and cultural elements are particularly captivating.
Notable artists in this genre include R. Akhmedov, L.
Salimjonova, and G. Abdurakhmonov.
•
Landscape: This genre involves depicting
nature's beauty, often requiring strong visualization
skills. Before drawing a landscape, students should
sketch individual elements such as tree leaves and
flowers. Clouds should be lightly shaded in pencil, while
mountains in the background should be painted with
lighter tones compared to closer trees, which should be
more detailed. Landscape painting dates back to ancient
Egypt, Greece, and Rome and later flourished during the
Renaissance. Renowned landscape artists include I. I.
Levitan, I. Shishkin, U. Tansykbaev, and Nikolay
Karakhan.
•
Portrait: Creating a portrait requires significant
artistic experience and skill, as it involves capturing a
person’s inner emotions and character. The earliest
portraits were created in Ancient Greece in the 7th
–
5th
centuries BCE. Later, this genre expanded through the
works of artists like Kamoliddin Behzad, Leonardo da
Vinci, Michelangelo, O. Renoir, P. Picasso, and I. Repin.
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In Uzbekistan, A. Abdullayev, Ch. Akhmarov, and V.
Kaydalov contributed significantly to portrait painting.
A self-portrait is called an auto-portrait, and portrait
compositions can convey personal, celebratory, social,
or psychological characteristics.
•
Everyday Life Genre: This genre captures
scenes from daily life and originated in the Netherlands
in the 17th century. Artists like M. Saidov, R.
Akhmedov, and Z. Inogomov worked in this genre. An
important sub-genre is interior composition, which
depicts indoor spaces such as hallways and rooms. This
genre is closely linked to historical painting, as it
provides context for historical events. Artists like I.
Repin and I. Kramskoy created significant works in this
category.
•
Historical Genre: This genre portrays
significant historical events and figures. It is closely
related to both portrait and landscape painting.
Learning about these genres helps students develop a
deeper understanding of composition and artistic
storytelling.
Enhancing Students' Skills Through Composition
Studying renowned artworks is crucial for improving
students' compositional skills. When analyzing an
artwork, students should examine its title, artist, and
composition. Younger students may struggle with
complex compositions, but structured guidance helps
them progress. Many students want to draw portraits
immediately, but they must first master still-life and
landscape drawing before advancing to portraiture.
In composition, imagination and memory play
essential roles, especially when drawing from
imagination rather than direct observation. Before
starting a composition, students should always create
preliminary sketches. If an initial sketch does not meet
their expectations, they should refine it multiple times
to improve their artistic abilities.
Color Harmony and Pedagogical Methods
•
Combining complementary colors creates
color harmony, while discordant colors result in
disharmony [9;43].
•
Teachers should use both traditional and
innovative teaching methods to engage students.
Traditional methods include lectures, discussions, and
storytelling, while non-traditional methods include the
BBB method, Venn diagrams, Fishbone diagrams,
Pyramids, and Lotus diagrams.
CONCLUSION
In fine arts education, understanding composition is
essential. The focal point of a composition is usually
placed in the background, while the foreground
elements enhance the central subject. Through still
life, landscape, portrait, and historical compositions,
students refine their skills and develop artistic
proficiency.
A great artist must have both skill and a clear artistic
vision. The most challenging part of composition is
refining technical details, which requires a deep
understanding of form, perspective, and shading
[10;54].
Since drawing is not easy for students, they must
continuously practice to develop their abilities. Their
initial drawings may not always be accurate, but
repetition and correction help them improve. Over
time, students enhance their skills in different genres,
including still life, landscape, and portrait painting.
For students to succeed in composition, teachers should
incorporate the following pedagogical principles:
1.
Conscious engagement and active participation
2.
Visual demonstration
3.
Systematic and regular practice
4.
Reinforcement of learned material
5.
Scientific approach
6.
Clarity and accessibility of concepts
7.
Integration of theory and practice
By implementing these methods, teachers can create
engaging and effective art lessons, fostering students'
creativity and artistic growth.
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