Determination of students’ value orientations in architectural design
N. S. Zhdanova, S. A. Gavritkov, T. V. Salyaeva
Magnitogorsk State Technical University named after. G.I. Nosova, Magnitogorsk, Russia
Keywords: value orientations, value attitudes, design students, standard housing, redevelopment, reconstruction
Abstract
Introduction. The study aims is to introduce the experience of forming value orientations in future designers using the example of changing attitudes towards typical housing in the 1960s. For its time, panel typical housing was a major organizational and technological breakthrough that allowed us to largely solve the “housing issue” in our country, but today the most consumers` attitude towards it has changed. However, it makes up one fifth of the country’s entire housing stock. Materialized values of the past conflict with the value attitudes of a modern man. The paths of modernizing buildings and the paths of changing the consciousness of future designers intersect in architectural and design planning, which has become the subject of our attention. Methodology. Axiologically oriented monitoring was carried out with 3rd year students studying in the Design program. The students redesigned individual apartments or reconstructed a building from the 1960s. The practical significance of the study lies in the methods of specially organized architectural and design activities, during which students move from consumer values to designer values, which leads them to professional maturity. Discussion. A person’s value concepts are formed from early childhood and throughout life. The survey and discussion showed that most students have a negative attitude towards the so-called “Khrushchev-era buildings” and therefore initially did not show much interest in the process of their improvement. In order to form the correct value attitudes, targeted work was carried out, which yielded a positive result. The novelty of the study lies in testing the possibility of axiologizing students’ training in the process of architectural and design design, which is implemented as one of the leading methodological approaches in pedagogical science. Conclusion. The conducted research showed that it is necessary to develop the axiological potential of the students’ personality. The result of specially organized educational activities was the emergence of interest and high-quality implementation of projects for the reconstruction and modernization of buildings, and most importantly, a change in the value attitude to the architectural heritage of our country occurred.
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