Home – Home – Jornals – "Philosophy of Education" 2016 number 5

The article is devoted to the problems of teaching design cycle disciplines. The curriculum of the Department of Arts and Design includes a section of environmental design, which involves the study of design techniques of various interiors and museums. Museums are the most promising and real orders for the objects, which the young professionals will fulfill after graduation. Many years of experience in the practice of artistic and cultural activities, a large teaching experience in the system of art education give the authors a possibility to provide some advice to students, the future experts in the field of environmental design. The article deals with two very different examples from the practice of museum exhibitions of design and allow students to choose guidelines in performing activities that will help open the way to designing new things, new products, new spatial structures. The first example shows the specific actions of the design artists who, having received the order, plunged into the atmosphere of continuous conflicts. Reinforced concrete architecture of the proposed premises in no way provides conditions for placing the items taken from a purely rustic environment surrounded by trees. The dimensions of rural huts are not commensurate with the size of a modern building (the difference in ceiling height). The small size of the village windows allowing just a limited amount of daylight and creating twilight is not commensurate with the powerful stream of light that pass through the huge windows of modern schools, etc. In short, there are endless conflict situations there that require ingenuity in solving them. And it is good! The second example is an example of how to create an «easel-project», which provides wide opportunities for fantasy and proposals, sometimes even absurd. Any artist, and especially the young designer, must have freedom in the choice of means and methods of designing of various objects.