RANGTASVIR DARSLARIDA MOYBO‘YOQDA ISHLASH USULLARI

KIRISH: bugungi kunda tasviriy san’at ta’limi yosh avlodning estetik didini shakllantirish, badiiy tafakkurini rivojlantirish hamda ijodiy qobiliyatlarini namoyon etishda muhim o‘rin egallaydi. Ayniqsa, rangtasvir darslari o‘quvchilarning tasviriy san’atga bo‘lgan qiziqishini oshirish, ranglarni idrok etish, kompozitsiya tuzish va obrazli fikrlash ko‘nikmalarini rivojlantirishda katta ahamiyatga ega. Moybo‘yoq texnikasi tasviriy san’atning eng qadimiy va keng tarqalgan usullaridan biri hisoblanadi. Bu texnika ranglarning chuqurligi, boyligi va uzoq vaqt saqlanishi bilan ajralib turadi. Rangtasvir darslarida moybo‘yoqdan foydalanish o‘quvchilarga ranglarning uyg‘unligini tushunish, yorug‘ - soya munosabatlarini tasvirlash hamda tabiat va predmetlarni realistik ifodalash imkonini beradi. Shu sababli rangtasvir darslarida moybo‘yoqda ishlash usullarini o‘rgatish o‘quvchilarning badiiy savodxonligini oshirish, estetik didini shakllantirish va ijodiy tafakkurini rivojlantirishda muhim pedagogik ahamiyat kasb etadi. MAQSAD: mazkur tadqiqotning maqsadi rangtasvir darslarida moybo‘yoqda ishlash usullarini o‘rganish va ularning o‘quvchilarning badiiy-estetik tarbiyasini rivojlantirishdagi ahamiyatini ilmiy asosda yoritishdan iborat. Shuningdek, tadqiqot davomida rangtasvir mashg‘ulotlarida moybo‘yoq texnikasidan samarali foydalanish usullarini aniqlash, o‘quvchilarning ijodiy faoliyati, rang sezgirligi hamda tasviriy san’atga bo‘lgan qiziqishini oshirishga xizmat qiladigan pedagogik sharoitlarni tahlil qilish ham muhim vazifalardan biri hisoblanadi. METODLAR VA MATERIALLAR: tadqiqot jarayonida tasviriy san’at pedagogikasi, rangtasvir nazariyasi va san’atshunoslik sohasiga oid ilmiy adabiyotlar tahlil qilindi. Tadqiqotda kuzatish, taqqoslash, pedagogik tajriba, suhbat va tahlil metodlaridan foydalanildi. Rangtasvir darslarida moybo‘yoqda ishlash jarayonida quyidagi materiallardan foydalanildi: moybo‘yoq ranglari, kanvas (matoli asos) yoki maxsus qog‘oz turli o‘lchamdagi mo‘yqalamlar, palitra, erituvchi va moy (linseed oil), rangtasvir uchun molbert. Amaliy mashg‘ulotlarda moybo‘yoqda ishlashning turli usullari qo‘llanildi.Jumladan: alla prima (bir qatlamda tez ishlash), lessirovka (yupqa shaffof qatlamlar bilan ishlash), impasto (bo‘yoqni qalin surtish), ranglarni aralashtirish va tonal munosabatlarni aniqlash. Bu usullar o‘quvchilarga ranglarning uyg‘unligini tushunish, shakl va hajmni ifodalash hamda kompozitsion yechimlarni topishda yordam beradi. NATIJA VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, rangtasvir darslarida moybo‘yoq texnikasidan foydalanish o‘quvchilarning badiiy tafakkuri, rang sezgirligi va ijodiy qobiliyatlarini rivojlantirishda muhim ahamiyatga ega. Moybo‘yoqda ishlash jarayonida o‘quvchilar ranglarning o‘zaro uyg‘unligini, yorug‘lik va soya munosabatlarini hamda predmetlarning hajmini tasvirlashni o‘rganadilar. Shuningdek, ular mustaqil fikrlash, tasviriy yechim topish va ijodiy tajribalar o‘tkazish imkoniyatiga ega bo‘ladilar. Interfaol metodlar asosida tashkil etilgan rangtasvir darslari o‘quvchilarning mashg‘ulotga bo‘lgan qiziqishini oshiradi. Guruhli ishlar, ijodiy topshiriqlar va amaliy mashg‘ulotlar orqali o‘quvchilar o‘z tasavvurlarini erkin ifodalashni o‘rganadilar. Natijada o‘quvchilarda tasviriy san’atga nisbatan qiziqish ortadi, ularning estetik didi shakllanadi hamda ijodiy fikrlash qobiliyatlari rivojlanadi. XULOSA: xulosa qilib aytganda, rangtasvir darslarida moybo‘yoqda ishlash usullarini o‘rgatish o‘quvchilarning badiiy-estetik tarbiyasini rivojlantirishda muhim pedagogik ahamiyatga ega. Moybo‘yoq texnikasi orqali o‘quvchilar ranglarning boyligi, yorug‘lik va soya munosabatlarini chuqurroq anglaydilar hamda tasviriy san’atning nazariy va amaliy asoslarini o‘zlashtiradilar. Shuningdek, bu jarayon o‘quvchilarning ijodiy qobiliyatlarini rivojlantirish, estetik didini shakllantirish va san’atga bo‘lgan qiziqishini oshirishga xizmat qiladi. Shu sababli tasviriy san’at ta’limida moybo‘yoq texnikasidan keng foydalanish va uni zamonaviy pedagogik metodlar bilan uyg‘unlashtirib o‘qitish ta’lim samaradorligini oshirishga xizmat qiladi.

INTRODUCTION: today, art education plays an important role in shaping the aesthetic taste of the younger generation, developing their artistic thinking, and revealing their creative abilities. In particular, painting classes are significant in increasing students’ interest in fine arts, developing their ability to perceive colors, create compositions, and think figuratively. Oil painting is one of the oldest and most widely used techniques in visual arts. This technique is distinguished by the depth and richness of its colors as well as its durability over time. The use of oil paints in painting classes allows students to understand color harmony, depict light and shadow relationships, and realistically represent nature and objects. Therefore, teaching the methods of working with oil paints in painting classes has important pedagogical significance in improving students’ artistic literacy, forming their aesthetic taste, and developing their creative thinking. AIM: the purpose of this research is to study the methods of working with oil paints in painting classes and to scientifically highlight their importance in developing students’ artistic and aesthetic education. In addition, the study aims to determine effective ways of using oil painting techniques in art classes and to analyze pedagogical conditions that contribute to the development of students’ creative activity, color perception, and interest in visual arts. METHODS AND MATERIALS: during the research process, scientific literature in the fields of art pedagogy, painting theory, and art studies was analyzed. The research employed methods such as observation, comparison, pedagogical experiment, interviews, and analysis. In painting classes, the following materials were used for working with oil paints: oil paints, canvas (fabric base) or special paper, brushes of various sizes, a palette, solvent and oil (linseed oil), and an easel. During practical lessons, several oil painting techniques were applied, including: alla prima (fast painting in a single layer); glazing (lessirovka) – working with thin transparent layers; impasto – applying paint in thick layers; color mixing and determining tonal relationships. These methods help students understand color harmony, express form and volume, and find compositional solutions. RESULTS AND DISCUSSION: the results of the study showed that the use of oil painting techniques in painting classes plays an important role in developing students’ artistic thinking, color sensitivity, and creative abilities. While working with oil paints, students learn to understand color harmony, the relationship between light and shadow, and how to depict the volume of objects. Moreover, students gain opportunities to think independently, find artistic solutions, and conduct creative experiments. Painting classes organized on the basis of interactive methods increase students’ interest in the learning process. Through group work, creative tasks, and practical activities, students learn to express their ideas freely. As a result, students develop a greater interest in visual arts, their aesthetic taste is formed, and their creative thinking abilities improve. CONCLUSION: in conclusion, teaching the methods of working with oil paints in painting classes has significant pedagogical importance in developing students’ artistic and aesthetic education. Through oil painting techniques, students gain a deeper understanding of the richness of colors, the relationships between light and shadow, and the theoretical and practical foundations of visual arts. Furthermore, this process contributes to the development of students’ creative abilities, the formation of aesthetic taste, and an increased interest in art. Therefore, the wide use of oil painting techniques in art education and their integration with modern pedagogical methods help improve the effectiveness of the educational process.