Dünyada ve Kazakistan'da Sanatın Geliştirilmesi ve Yaratıcı Eğitim: Tasarım ile Karşılaştırmalı Analiz

Abstract

Teachers of art and creative education are assigned more and more complex and effective tasks. However, the current system of art education does not always prepare students for these challenges. When we study what and how our system teaches young designers, we find that the most valuable elements of a designer's perspective and process are rarely taught. Instead, some designers go beyond their education through industry experience, essentially learning by accident. Many project programs still maintain a closed perspective and an inefficient mechanism for tacit knowledge transfer. At the same time, the skills to develop creative solutions to complex problems are becoming increasingly important. Organizations are beginning to realize that signers bring something special to this type of work, a rational belief based on numerous studies that link commercial success to a design-based approach. So, what should we do? Other learned professions, such as medicine, law, and business, provide excellent advice and guidance embedded in their own professionalization history. In this article, we will borrow their experience to recommend a course of action for designing. This will not be easy: it will require a research team to make recommendations on how to compile a list of design and educational practices that schools can use to create a curriculum that is appropriate for their goals and abilities. And then it will take a conscious effort for the design profession to become both a reliable community of practitioners and an effective professor, able together to fully understand the value of design in the 21st century. In this article, we will outline this path.

Keywords

• artistic and creative development
• art education
• professional training
• design education
• design thinking
• complex sociotechnical systems

Development Art and Creative Education In The World And Kazakhstan: Comparative Analysis with Design

Abstract

Teachers of art and creative education are assigned more and more complex and effective tasks. However, the current system of art education does not always prepare students for these challenges. When we study what and how our system teaches young designers, we find that the most valuable elements of a designer's perspective and process are rarely taught. Instead, some designers go beyond their education through industry experience, essentially learning by accident. Many project programs still maintain a closed perspective and an inefficient mechanism for tacit knowledge transfer. At the same time, the skills to develop creative solutions to complex problems are becoming increasingly important. Organizations are beginning to realize that signers bring something special to this type of work, a rational belief based on numerous studies that link commercial success to a design-based approach. So, what should we do? Other learned professions, such as medicine, law, and business, provide excellent advice and guidance embedded in their own professionalization history. In this article, we will borrow their experience to recommend a course of action for designing. This will not be easy: it will require a research team to make recommendations on how to compile a list of design and educational practices that schools can use to create a curriculum that is appropriate for their goals and abilities. And then it will take a conscious effort for the design profession to become both a reliable community of practitioners and an effective professor, able together to fully understand the value of design in the 21st century. In this article, we will outline this path.

Keywords

• artistic and creative development
• art education
• professional training
• design education
• design thinking
• complex sociotechnical systems

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