Pedagogical conditions for the formation of creative independence of art and pedagogical university students in China and Russia: comparative analysis

U Sy Postgraduate student, Department of Art History and Pedagogy of Art, A.I. Herzen Russian State Pedagogical University 191186, Russia, Saint Petersburg, nab. Sinks, 48, room 6, room 51 wusi_23@rambler.ru

Currently, the Russian and Chinese education systems in the field of training artistic and pedagogical personnel are undergoing changes. In China, as in Russia, this happens due to the need to move from highly specialized to broad-profile training ^{[1, p. 139]}. As a result, transformations occur in the training systems of future art teachers, which are reflected in the tasks, methods, and forms of work. The emphasis is on a personality-oriented learning process, which allows students to choose the best educational routes for themselves on the way to professional development. Creative independence is important for future art teachers, because when it is stimulated, reproductive activity turns into productive, aimed at creating original projects, and in the conditions of the educational process within the framework of the set artistic, creative and educational-methodical tasks. It is implemented within the framework of the goals and objectives of the educational process, forming the skills and knowledge that students will need in the future. This increases the graduate's prospects in finding a job and adapting to it.

The content of education is enriched with new forms of interaction between the teaching staff and students at the level of independent work. The latter is given more and more study time and, as a result, attention from theorists and practitioners of art and pedagogical education. In this environment, the search for methods and means of its formation in the conditions of pedagogical universities is actualized. Such Russian researchers as E.A. Gnatyshina, A.S. Bryatov, V.N. Mikhelkevich, V.M. Myakishev, R.I. Platonov and some others are studying the role of creative independence in the context of the modern educational process. In theory and practice, interest in the development of the independent creative side of personality and independence in art and art-pedagogical education is also high, as evidenced by the publications of recent years by N. V. Zinchenko, O. B. Akimov, S. D. Tomilov, etc. These authors mainly analyze various organizations of work in specialized educational institutions. In China, this issue is the focus of attention of Zhen Zhaomin, Kim Lee Hyun, Wu Zongminshi, Xiao Zhen, Tang Fengwei. These scientists are looking for opportunities to apply students' creative thinking in the conditions of existing educational programs. In the scientific search of both countries, it is equally noted that there are clearly not enough classroom hours to improve the skills of independent artistic and creative work in the educational activities of students. In this situation, it is important to find such learning conditions that would imply an active position of students. At the same time, creative independence is understood differently in Russia than in China. In the Russian scientific and pedagogical community, it is "the ability of a student to perform certain types of educational actions independently of the teacher" ^{[2, p. 111]}. In China, the interpretation is different, since this phenomenon is associated with the formation of a creative personality, including such qualities as high ideals and professionalism, independence of creative manifestations and judgments, firmness of will and diligence in the implementation of the plan ^[3].

The purpose of this publication is to determine the conditions that are implemented in art and pedagogical universities of modern Russia and China and contribute to the formation of creative independence of students. Such conditions are understood here as "an integral part of the pedagogical system", which "reflects the capabilities of the environment that affect the personal and process aspects of the system, contributing to its successful functioning" ^{[4, p. 9]}. We are talking about a complex of organizational-pedagogical, psychological-pedagogical and didactic conditions.

In Russian art and pedagogical education, one of the ways to activate the creative independence of students is to develop systems of educational and creative tasks and exercises that are carried out individually and in a group. They involve the creative interpretation of images created by professional authors, the creation of compositions from memory and representation. It is important here that students, seeing how and to what extent they are given freedom in the realization of their ideas by teachers, can subsequently translate this understanding into their artistic and pedagogical activities, that is, when they teach their students.

At the heart of the programs of art and pedagogical universities of Russia is the idea of a consistent transition from working with nature to creating creative compositions. At the A. I. Herzen Russian Pedagogical University, teachers A. I. Mazhuga and K. O. Venerable, within the framework of teaching printed graphics, offer students tasks in which the restriction applies only to the plot component. Thus, the authors of the methodology note that "when we [teachers] began to restrict them [students] in the plot, this lack of freedom became an incentive to search for creative freedom, search for structural, tonal, textured, etc. means of expressing our personal vision of a particular nature and through this — the world as a whole" ^{[5, c. 158]}. University teachers believe that the introduction of certain "difficulties" is mandatory, since it makes it possible to act in the conditions of a certain artistic task, and the search for its solution is already the prerogative of the students themselves. Since any creative work involves interaction with nature, the latter also limits future art teachers to a certain extent. However, when it is implemented, they decide for themselves which style to choose, which techniques and means to apply, which composition will be ideal. Thus, creative independence is activated already within the framework of classroom learning activities, although it can go beyond its limits in the form of tasks for independent artistic and creative work. The role of the teacher in such conditions is to set the framework, monitor the creative process and adjust it in accordance with artistic and aesthetic requirements 6, p. 822].

At the Moscow Pedagogical State University, when training art teachers, priority is given to the formation of an artistic and creative need aimed at the independent creation of a work of fine art or objects of design design ^{[7, p. 5]}. The university creates such working conditions that allow students to activate their interest by creating independent and original works that meet the objectives of the educational process. Teachers strive to systematize as much as possible the performance of tasks and the process of providing students with the knowledge and skills necessary for their implementation. An important aspect is the variety of exercises that go from simple to complex. Students master them gradually, expanding their creative range, but at the same time maintaining high motivation. For example, the system of such tasks on composition in painting at the university is aimed at studying various ways of construction in accordance with stylistic features. Thus, students are tasked with creating a work in the spirit of realism or suprematism, taking into account the compositional principles used by their representatives. At the same time, they must find, highlight, characterize and apply them in their artistic and creative work independently. Each such task has an installation and logically continues the previous one, complicating it. Thus, diversity and systematization in the implementation of creative tasks are the most important principles and conditions for the organization of the educational process in the institution under consideration.

Educational and creative tasks in both Russian pedagogical universities are arranged in such a way as to develop students' ability to artistic thinking, imagination and the ability to see in any natural material the features of future independent artistic and creative work. At the same time, they necessarily contain something that helps students also understand the mechanism of pedagogical influence. As a result, the courses of classes and their corresponding tasks are arranged in such a way as to lead students to an understanding of the artistic structure of those works that will be evaluated at the end of the semester or course, the entire course of study. The conditions created in universities take into account the level of students, both in terms of available abilities and in terms of developing a sense of responsibility. And here an important role is assigned to teachers, who, before starting any educational activity, should clearly understand the potential of their students and the group as a whole, conduct propaedeutic work during classroom hours and counseling when students perform tasks independently.

The issue of stimulating creative independence in Chinese art and pedagogical universities is topical. The fact is that students are extremely dependent on the opinion of teachers, which is connected with national traditions and mentality. At the same time, they show independence and creativity in cases when it is necessary to express thoughts and ideas, that is, when demonstrating cognitive capabilities ^{[8, p. 27]}. However, the position of the teacher remains very strong, which hinders the development of the qualities necessary for both the artist and the teacher-artist. The basis of training is "imitation" and "complete similarity" with the work of a teacher to improve technical skills. As a result, students are passive and do not understand how the original artistic image develops, what creativity is. The way out is the organization of the educational process, which involves the introduction of creative research projects and their corresponding ratings, credits. Participation in such projects opens up more opportunities for students to realize their potential. For example, for universities such as Beijing, East China and Shandong Pedagogical Universities, which are considered the largest institutions engaged in the training of art teachers, innovation and originality of ideas of future specialists are encouraged already at the basic stage of undergraduate studies as part of research work.

The teaching staff at these universities builds a curriculum that assumes the presence of a "free environment" that accumulates all possible conditions for the implementation of these research projects. Students are provided with workshops, libraries, exhibition spaces and other environments, tools necessary for their implementation. However, there are also limitations, the very "difficulties" that Russian colleagues also put before their students. For example, often the main setting of a project of this kind is the search for an innovative original reading of traditions, both Chinese and Western. The desire of the Chinese to form their own national art school, to find a "Chinese style" is reflected here. An important condition is verbal and written elaboration of the entire course of research leading to the idea of future artistic and creative work. At this stage, teachers give students the opportunity to express themselves, and then implement the idea in practical and independent activities, proceeding, of course, from the artistic and educational task. In practice, the creation of works based on building a clear associative series, constant interaction with the teacher is also in demand; the method of induction, situational approach, immersive learning and role-playing games are used ^{[9, p. 28]}. All this is necessary to "push" the student to make independent creative decisions.

Reporting and educational exhibitions in the walls of art and pedagogical universities, both in Russia and in China, are part of the educational process. Moreover, the teacher of the A. I. Herzen Russian State Pedagogical University, A. K. Veksler, believes that "the prospect of exhibition activity, especially in the museum space, is the incentive for active independent creative activity of students" ^{[10, p. 173]}. The educational, diploma and creative works of students created for them necessarily assume an element of creativity, therefore, independence. For this purpose, for example, a series of exhibitions called "Teacher and Students" is held at the university, cooperation with exhibition venues and museums is being implemented, which increases the degree of responsibility in young participants. In this vein, the experience of the Moscow Pedagogical State University, on the basis of which the "Center for Contemporary Art of the KGF" (Building of Humanities faculties) operates, is interesting. Students act both as organizers and as direct participants of events in the life of the Center. Thus, every year the university holds a competition of projects on the methodology of teaching fine arts and an international online competition of student projects on the methodology of teaching fine arts "Fine Art. Teacher. School", which involves solving certain tasks through a creative project. The best of them are shown at the exposition of the Center.

Almost all art and pedagogical universities in China have special platforms where exhibitions, auctions, fairs, biennales, etc. are held. Future art teachers, within the framework of the curriculum and under the guidance of mentors, create works for these exhibition environments, gaining experience in artistic creativity and self-promotion. For example, Shandong Pedagogical University holds an annual exhibition of projects of students and graduates. Regardless of the direction of training, future art teachers can present works of classical fine art, modern art practices, new media, etc. Independence in implementation is limited only by the subject of the project, which, importantly, is set by the students themselves. At the beginning of the academic year, students determine the concept of the upcoming exhibition, its name, which affects the artistic embodiment of their ideas. At the same time, teachers perform the function of consultants.

Thus, Chinese and Russian art and pedagogical universities focus on achieving the creative independence of their students and strive to build optimal conditions for this within the existing theoretical and methodological framework. Educational institutions design the educational process by introducing forms and methods of stimulating the quality in question in students. And here the very role of the teacher is changing, who no longer plays a leading role as a source of ideas and experience, controlling pupils at every step. He acts as a consultant, tutor, who accompanies students along their educational route, consciously leading them to independence of creative thinking and actions.

The general measures on which the effectiveness of the educational process depends for Chinese and Russian universities are the focus on gaining students' experience in project and artistic and creative activities; the organization of projects involving the transformation into a subject of artistic and creative activity interacting with other students, teachers, professional artists and art teachers. This allows you to move from repetition after the master to independent creativity, as well as to form an idea of how to reproduce this mechanism in your own pedagogical practice. In pedagogical universities of Russia, this is achieved by clearly setting goals and explaining the essence of educational and creative tasks that have limiting "difficulties"; gradual and clear complication for students. In Chinese art and pedagogical education, systems of creative research are being introduced, which involve working out the idea together with the teacher and the steps of its implementation, too, in accordance with a certain theme, style, choice of a certain visual and (or) expressive means. One of the conditions for the formation of creative independence is also considered exhibition projects, where students demonstrate the results of their educational activities for a course or semester, work on an independent project within a given topic.