Russian Federation
Russian Federation
The purpose of the article. The research is aimed at studying artificial intelligence technologies as an innovative tool for developing the creative abilities of adolescents in the framework of art and pedagogical education and integrating this tool into the teaching methodology of fine arts. Methodology and research methods. Theoretical analysis and pedagogical experiment, including: study and systematization of scientific literature and regulatory framework; pedagogical supervision; questionnaires and interviews (with open and closed questions); standardized testing; expert rating assessment; study and generalization of pedagogical experience. As part of the experiment, a ascertaining slice (fixing the initial level), a formative stage (introducing AI tools) and control slices (monitoring the dynamics of creative abilities) were implemented; a comparative analysis of the results in experimental and control groups was carried out. Data processing completed using methods of modeling, analysis and synthesis, classification, generalization and statistical processing; the conclusions are verified according to the criteria of reliability, representativeness and reproducibility of the results. Results. The positive dynamics in the development of creative thinking and artistic perception have been confirmed adolescents aged 11-15 years, which clearly demonstrates the potential of integrated Based on empirical material, the effectiveness of using AI tools to unlock the creative potential of students is substantiated, in particular, by personalizing learning, expanding the arsenal of artistic techniques, stimulating experimental activities and developing metasubject skills in working with digital means of expression. Theoretical and/or practical significance. The methodological aspects of implementation are revealed AI tools in the educational process, age-related application features and the integration potential of technology. Conclusions. During a pedagogical experiment (2023-2024 academic year) with the participation of 60 students in grades 6-8 of MBOU Secondary School No. 20 in Korolev, the influence of AI tools on the development of creative abilities of adolescents was studied. The research included: diagnostics using the Torrence and Guilford methods (assessment of fluency, flexibility, originality and readiness of thinking); analysis of products of activity (originality of idea, technical implementation, composition, use of digital tools); questionnaires (input and output); expert assessment of the work by teachers of the State Unitary Enterprise of the Faculty of IZO and HP and practicing graphic artists. According to the results of the experiment, positive dynamics were recorded: creative thinking increased by 35%, digital art skills — by 42%, motivation for creativity — by 28%. Experimental program (36 hours) She combined traditional drawing techniques with digital tools (Wacom graphics tablets, Adobe Photoshop, Kandinsky, Masterpiece, Midjourney). Its implementation took place in four stages: diagnostic (entrance testing, portfolio analysis), preparatory (teacher training, equipment setup, creation of a digital environment), basic (conducting classes) and analytical (evaluation of results, development of recommendations for the integration of AI in teaching fine arts). The theoretical basis of the research was based on works on AI and pedagogy (Russell S., Norvig P.; Lekun Ya.; Shumsky S.A.; Markoff J.; Dean S.; Korovnikova N.A.; Shobonov N.A. and others), which allowed to substantiate methodological approaches, identify risks and determine the prospects for using AI tools in art education.
artificial intelligence, creative abilities, artistic and pedagogical education, adolescence, digital technologies, creative thinking, pedagogical experiment
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