There are not many new innovations in the composition of the painting, but only require students to achieve balance, harmony, rhythm, and variation of the visual elements.
Through evaluating the students' exercises, we found that: Most students also knew how to arrange the shapes in a relatively balanced and harmonious way between the main and secondary areas. The shapes were connected to each other. Students were aware of the problem of creating space in the picture. Therefore, when looking at the students' exercises, viewers can see that the drawings are arranged in a somewhat orderly and purposeful way.
In addition to the above advantages, some exercises have compositional errors such as: lines running to the corners of the picture, the main area is too large in the middle of the picture or lines dividing the picture into two equal parts. In addition, some exercises lack the horizon line, an important element to determine the proportion of objects in the layers of far and near scenes and the direction of change of shapes in the picture.
Thus, although painting composition is a very complicated task, in the process of doing it, the artist may not be able to fully grasp all the visual elements, however, if students have the right learning method, they will develop compositional skills more effectively.
1.3.4. Drawing ability
If the ability to draw in the subject of Drawing is demonstrated in the ability to directly imitate the characteristics of a specific object, the ability to draw in the subject of Composition must demonstrate the ability to generalize and stylize the object to create unique images that match the artist's feelings.
From studying the exercises of the 4th grade students, it can be seen that: Students have known how to distinguish the difference between research drawings (drawing subject) and creative drawings (composition subject). Basically, they have created the images.
Draw according to your own feelings. Somewhat know how to apply knowledge and skills from Drawing - Sketching to drawing in Composition.
In addition to the results achieved, we also found that: Most of the students' drawings are not true to the characteristics of the object, due to the lack of detailed, specific direct observation of the object; they do not know how to find beautiful shapes and shapes, and do not generalize the typical characteristics of the object. In the exercises of the landscape painting genre, students do not know how to balance the proportions between the shapes in the painting according to the law of perspective and insight. Sometimes the houses are drawn too small compared to the people or vice versa. The trees are drawn not true to their real structure and shape. It can be said that the limitation of shapes in the Composition subject is due to the unscientific way of learning, researching, and creating, so the exercises, although time-consuming, are not very effective. Students do not know how to properly apply knowledge and skills from other subjects to solve problems and, more importantly, lack in-depth research from vivid visualization.
1.3.5. Ability to draw bold and light
The research results show that: Different from drawing in graphic design, which is based on real models to describe the object closely, creating the object's mass and the spatial layers of the model group, drawing in composition is the creation of a completely new spatial layout according to one's own perception.
Through studying the exercises of students, it can be seen that this ability of a large number of students is still limited. Students have not yet formed the habit of considering and determining the position and role of the sections in the painting carefully, but only draw based on their feelings, lacking the determination of the overall relationship of other elements in the composition. Due to the lack of consideration and incorrect determination of the main, secondary, near and far sections, the order of near and far in students' exercises is often reversed. Objects in the distance are too dark as if they want to jump out.
Before, the objects near were too blurry, creating a feeling of being pushed away.... The characters sometimes had conflicts about the lightness and darkness, making it impossible to determine which was the main character and which was the supporting character. It can be affirmed that the ability to draw light and dark of students is still limited, partly because the ability to create shapes has not been developed enough, but partly because there is no correct learning method, which has affected the formation and development of the ability to create shapes.
1.3.6. Color drawing ability
In the Composition subject, the ability to draw colors as well as the ability to compose, draw shapes, draw bold and light… are all creative abilities. To draw a picture, one needs a higher ability, which is the synthesis and transformation of basic knowledge and skills, overcoming clichéd art forms to create a new form that reflects the author’s feelings and is suitable for the content of the theme. Therefore, drawing colors in a thematic painting is different from drawing simulated colors in a drawing. Depending on the content of the theme, the mood, and the temperament of each author, the colors in the painting are also different. Sometimes, even with the same theme, each person has a separate form of color expression.
Through color analysis from students' composition exercises, the following problems can be seen:
Most of the students' Composition exercises are conscious of creating color harmony. In each drawing, there is a main color that determines the overall tone of the whole scene. Students also know how to use colors suitable for each main, secondary, far, and near area. Therefore, the focus of the drawing is highlighted. The ability to use pigments to draw pictures is relatively proficient, the colors are clear, creating the porosity of the material.
In addition to the above positive points, we also see that some students still use colors based on color usage habits, rather than observing the actual situation of each moment and specific colors. This has made the colors in the paintings monotonous. Specifically: students have not created beautiful and unique color harmonies; do not know how to handle the reflective relationship between colors next to each other; have not clearly revealed the author's own color style; the handling of hot and cold colors is not really effective, thus also limiting the expression of near and far spatial layers and main and secondary areas in the painting.
1.3.7. Ability to analyze and evaluate assignments
Analyzing and evaluating exercises is also considered a necessary ability for art learners. In addition to forming the ability to perceive and select beauty, it also simultaneously forms the ability to analyze and evaluate beauty. Especially for students of the Fine Arts College, this ability must also be expressed through actions and words (due to the nature of the profession).
Through actual monitoring, it can be seen that students' ability to analyze and evaluate exercises is still limited. Specifically:
It is difficult for students to specifically and accurately point out the basic advantages and disadvantages clearly on the exercises.
The analysis does not follow a specific, systematic process, from general to specific.
The ability to present problems still has many limitations such as: lack of system, generalization of content, unclear, inaccurate, and fluent language, lack of calmness and confidence.
All of the above factors show that students have not been properly trained in the ability to analyze and evaluate exercises as well as the ability to present problems. Therefore, it has affected the formation of general abilities of Fine Arts teachers.
1.4. General assessment of the content of the layout program
Above, we have presented an overview of the current state of students' learning ability. Thereby, we have analyzed the basic limitations that negatively affect the process of forming and developing professional skills in students. In addition, other factors such as: curriculum, facilities, teaching materials and teaching methods of teachers, with certain limitations, have also created habits and learning methods that are not really suitable for the requirements of the subject.
Through practical research on these factors, we found some outstanding issues as follows:
The Composition subject is structured in the Fine Arts TC program in a relatively reasonable manner in terms of content and duration, demonstrating the balance in the overall program while highlighting the core nature of the subject.
The content of the lessons in Composition ensure the basic and typical nature of Fine Arts. At the same time, they are also connected to the reality of life.
In addition, the learning content in the Composition subject is structured to suit the cognitive development and practical ability of students in each school year from low to advanced. In addition to ensuring the content, the program also focuses on streamlining theory and enhancing practice to create conditions for students to practice, form basic creative abilities and have time to explore, discover, and create art.
In general, the Fine Arts TC program in general and the Composition subject program in particular have met certain requirements, consistent with the characteristics of Fine Arts and training goals.
1.5. Teaching methods for the subject of Composition
1.5.1. Current status of teaching the subject of Layout at the school
1.5.1.1. Current status of learning awareness of students studying Composition
For any subject, to achieve high results, students need to have a correct understanding of the subject. A correct understanding of the role and characteristics of the subject will help students have appropriate plans and methods of action, consciously invest effort, will, and emotion to achieve the requirements set forth by the subject. Especially for the Composition subject, in addition to a serious sense of learning, students must also have a passion for creative exploration, and must always aspire to reach for beauty, then learning will bring true results.
Through research on the learning practices of students in grades 4 and 5, we found some outstanding issues regarding their learning awareness as follows:
Most students are aware of the importance of Composition subjects and have a special interest in these subjects. They have strictly followed the study schedule, attended school regularly, and made the most of their time to complete their study tasks. During theory classes, students have realized its important role in guiding practice and training. In addition to listening attentively to lectures and looking at illustrations, students also take careful notes of the lecture content for convenient research and comparison with practice. For practice exercises, students have invested, researched, and created their works. In addition to class hours, students also take the time to do extra homework, trying to complete their products on time.
However, besides the above advantages, there are still some common limitations that significantly affect the quality of learning. Specifically as follows: Most students only have awareness, a serious learning attitude, and responsibility for the subject of Composition and only carry out the learning content prescribed by the main curriculum, but do not have the need to research and create more to satisfy their passion for art and improve their creativity. From the lack of passion for art, students rarely have the idea of
Another important factor is that students are not aware of changing passive learning methods to more active learning methods to improve their professional capacity, so they do not fully respond to teachers' innovative teaching measures.
In summary, students in grades 4 and 5 are all conscious of studying, diligent, and responsible for completing the content of the subject. However, due to the lack of appropriate learning methods, their learning results are not high.
1.5.1.2. Current status of students' learning methods of Composition subject.
“Teaching method is the way teachers organize teaching activities and the way students organize learning activities. In that relationship, teaching method is decisive. Controlling learning methods and students' learning methods is the basis for choosing teaching methods. However, learning results are directly determined by students' learning methods.” [22, p. 203]
To fulfill the requirements and tasks of art subjects, in addition to awareness and passion, learners are also required to have a correct approach, suitable to the characteristics of the subject and the educational innovation trend of the times.
The Fine Arts TC program includes many subjects, each subject has its own way of learning. Each student, depending on specific conditions, forms for himself the most appropriate learning method.
In fact, students of the Faculty of Fine Arts - Dance have implemented learning contents according to traditional methods. Those methods have helped students acquire basic knowledge and skills in shaping. However, due to the requirements of educational innovation, learners are required to develop their own capacity more comprehensively and highly. Therefore, the learning method that
The current HS is no longer suitable because it shows certain limitations.
Specifically, that learning method has not been able to fully promote the abilities of initiative, positivity, knowledge exploration, cooperation, problem solving, self-discovery and correction of errors, self-evaluation of performance results and some other abilities required of Fine Arts teachers. Through the investigation of the practical learning methods of students in the Composition subject, we have found some outstanding issues as follows:
The problem of self-discovery and discovery of knowledge
Table 1.4. Results of the investigation on self-discovery content in the Composition subject
Total votes: 25
Question
Option options | Total number | Proportion | Note | |
What are the things you are often interested in researching and discovering knowledge? | 1. Read documents and textbooks. | 10 | 40.0 | Students are selected more plan |
2. Look at picture books. | 5 | 20.0 | ||
3. Visit the exhibition rooms art exhibition | 0 | 0.0 | ||
4. Watch videos, online Internet. | 4 | 16.0 | ||
5. Realistic penetration. | 1 | 4.0 | ||
6. Prepare sketches in advance. | 5 | 20.0 |
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The results of the study show that: Most students are aware that documents, textbooks, and picture books are sources of basic knowledge and should be given priority attention in the learning process. Through practical investigation of students' learning methods, we found that most students are aware of preparing learning content before going to class. 40% of students read documents.