Andrey D. Grigoriev, Cand. Sci. (Pedagogy), Docent, Head of Design department of Institute at Construction, Architecture and Art, Nosov Magnitogorsk State Technical University, https://orcid.org/0000-0002-9842-1254, e-mail: g_ad77@mail.ru
Anna V. Ekaterinushkina, Cand. Sci. (Pedagogy), Associate Professor at Institute of Construction, Architecture and Art, Nosov Magnitogorsk State Technical University, https://orcid.org/0000-0003-4734-118X, e-mail: savsof@mail.ru
Elena V. Ilyasheva, Cand. Sci. (Pedagogy), Associate Professor at Institute of Construction, Architecture and Art, Nosov Magnitogorsk State Technical University, e-mail: elena.i.59@mail.ru
The professional activity of the designer is not widespread, but is carried out in conditions of fierce competition. Creating a comfortable, viable environment and subject content includes heuristic, innovative approaches. This requires, first of all, a deep and comprehensive methodological base in the preparation of students — future designers.
The development of a design concept — the ideological and semantic content of the projected object - is a complex process that does not always obey the existing algorithms of practical activity, which causes certain difficulties for students who are not immediately able to go beyond analog stereotypical thinking. The designed objects are initially assimilated by students at an informative level, however, they require hard work on structuring the design, spatial, compositional thinking and artistic vision that form the basis of the project concept.
Ensuring the speed of students' inclusion in professional activities poses to teachers the issue of modernization of educational project activities by means of integrative interdisciplinary modules based on a systematic approach to the design process: analytics-interpretation-creativity.
Keywords: project concept, formal composition, design, system approach, teaching methodology
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