Digital learning of art theory

Abstract

The purpose of the paper is to substantiate of the pedagogical design of digital education of future art teachers, in particular, the study of art theory in a virtual art class. The essence of the author’s concept is manifested in the metadialogue (oscillation) of two approaches: cluster (focused on statistical visualization of neural a network of genre-style signs outside the spiritual context, i.e. on the “wealth of art”) and semasiological (focused on the anthropological interpretation of these genre-style signs as icons, indexes and symbols, i.e. “wealth of understanding of art”). The proposed project is based on the concept of research-oriented professional education (Inquiry Based Science Education) and technology of advanced learning (Technology Enhanced Learning), which provide bachelors with many opportunities to conduct art research as a performance. The organisation of the design environment of the virtual art class involves non-linear scaffolding in the process of remote virtual experiments on the portal Go-Lab (“Search Facility”, “Inquiry Spaces”, “Related Labs” or the link “Online Labs”); GRAASP environment for the implementation of author’s developments and pedagogically structured programs in the process of performative interaction between teacher and students. The systematic thinking and methodology of the proposed project — the methodology of performative action — implements the phenomenological-hermeneutic method of coherent modeling and expert evaluation of the theory of conceptual integration, connective theory of metaphorical interpretation,the concept of nonlinear epistemology, synthesis, principles of antinomy. The advantage of digital learning in creatively integrated art theory is that in the computer space the student feels unprecedented freedom of creativity and gets unique opportunities for performative action. Thus, the understanding of the causality of historical changes in the theory of art is the result of a performative act, in particular in the laboratory of errors. This requires the introduction of nonlinear logic of functional and meaningful expansion of artistic didactics, implementation of computational visualization technologies, network analysis, thematic intermedia modeling. The visualised results of the study demonstrated the successful integration of performative methodology of cognition as artistic creativity in the process of professional training of future art teachers.