The Pedagogical Significance of the Discussion Method in Fine Arts Lessons
Emilya Hasanova
Abstract. This article examines the pedagogical significance of the lesson-conversation method in teaching visual arts, its application opportunities, and its impact on the development of students’ cognitive activity. The purpose of the study is to determine the theoretical and practical foundations for the effective use of this method in the teaching process, analyze its strengths and weaknesses, and evaluate its influence on the development of creative thinking, aesthetic appreciation, and communication skills in visual arts education. The research employed the methods of scientific-pedagogical literature analysis, comparative analysis, and generalization. The findings indicate that the lesson-conversation method promotes independent thinking, the ability to analyze works of art, active participation in discussions, and creative activity among students. The application of the method is illustrated through the teaching of the portrait genre, highlighting the positive impact of teacher–student cooperation on the quality of instruction. It was concluded that integrating the lesson-conversation method with modern interactive teaching approaches enhances the effectiveness of visual arts lessons, supports students’ aesthetic worldview, artistic analysis skills, creative thinking, and communication competencies, increases their interest in learning, and facilitates the practical application of acquired knowledge.
Keywords: Fine Arts, discussion method, cognitive engagement, creative thinking, aesthetic education