Application of the method of associative drawing using color spots for developing readiness to organize children’s artistic and productive activities.

Introduction. The article addresses the relevant issue of preparing students of pedagogical specializations for organizing creative and productive activities for children. According to the Professional Standard for Teachers, section 3.1.1, a teacher must be able to organize various types of extracurricular activities, including creative and productive ones. The development of the ability to organize such activities is aimed at acquiring professionally significant personal qualities that shape the teacher’s identity and orientation as both an individual and an active subject. It also seeks to enhance the use of diverse tools, methods, and forms in organizing children’s artistic and productive activities; to develop artistic skills; and to foster proficiency in visual media for creating harmonious and aesthetically expressive artworks that communicate a theme or idea. Goal. To explore the potential of an original method of associative drawing using color spots to develop readiness for organizing children’s artistic and productive activities. Materials and methods. The research was based on systemic-activity, learner-centered, and cultural approaches, which ensured optimal results. These approaches made it possible to align the educational process with the requirements of the Federal State Educational Standard for specialization 44.00.00 and the Professional Standard for Teachers. Results and discussion. Within the research, the authors identified three criteria for assessing the teacher’s ability to organize creative and productive activities for children: professional-personal, methodological, and artistic productive. Each criterion is assessed at three levels of formation: high (active), medium (situationally active), and low (passive). The study demonstrated that the method improves competencies essential for successfully organizing children’s artistic and productive activities. Conclusion. The willingness to organize creative and productive activities is a key competence of a future teacher. It is enshrined in both the Federal State Educational Standards for Higher Education and Professional Standards. The study identifies criteria including professional, personal, methodological, creative, and cognitive skills, as well as creative-productive skills. Each criterion has three levels of difficulty. An empirical study using the associative drawing technique showed the greatest improvement in practical skills, confirming the need to continue searching for effective methods to develop this competence.

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