Working with school students in plein air: Methodological recommendations

The article presents methodological recommendations for organizing and conducting plein air sessions with students in institutions of specialized art education. The plein air is regarded as a means of students’ artistic development and a valuable educational format in the context of art education. The author focuses on the methodology and recommendations for fine arts teachers in guiding students through creating architectural scenes during plein air practice. The article presents the developed methodological approaches for conducting plein air sessions with students of specialized art institutions. It outlines the specifics of working with students at various levels of training and with different professional trajectories, offering methodological recommendations for their instruction. The article provides practical advice on how to preserve the spontaneity, openness, and expressiveness of children in plein air work; how to cultivate a creative atmosphere among students; and how students can tackle specific artistic tasks: how to convey the character of the object, how to compose it within the space, how to express the thoughts and feelings evoked by the subject, and how to reflect those emotions in their work. It also addresses how to enhance the expressiveness of the object, what techniques to choose, how to work with perspective, what elements can be added voluntarily, what to emphasize, the concepts of “integrity of perception” and “sense of harmony”, and the balance between detailing and generalization in the artwork. The value of these suggestions lies in their practical testing and the “live” confirmation of their effectiveness, as demonstrated by the presented student artworks. Particularly valuable are the examples of students’ artistic works that illustrate the development of artistic skills across different age groups, as well as the growth of creative abilities in expressing the character and uniqueness of a subject through the lens of personal thoughts and emotions. The colour inserts of the magazine present works by the teacher and students based on a specific motif, aiming to show both students and teachers how differently the same theme can be interpreted depending on age, personal emotion, experience, weather and nature conditions, and chosen technique. The teacher’s works are presented as one possible interpretation of the observed nature. Additionally, black-and-white reproductions of student works are provided, as well as descriptions of various techniques and approaches and opportunities for their combination and enhancement.