АРТ-ДИЗАЙН: ПРАВИЛА ИГРЫ

The visual communication design profession is a practical specialty. However, the teaching effect of the art education curriculum in China is not significant. It does not form a scientific system of practical teaching system, and the value of the existing curriculum according to the analysis of big data. It is not fully reflected. Under this development situation, how to deal with the “quality” of teaching in the teaching relationship of art design courses and the “quantity” of students in the course of visual communication design, how to establish the unity of teaching ideas and guidelines for higher art design, how to Reform the goal of art design teaching, the mode and method of teaching and the research on the sustainable development of design disciplines, all of which require us to have a deeper understanding and understanding of contemporary art design teaching, and make scientific! The correct judgment of the combination of theory and countermeasures and concrete implementation.

Purpose. Investigate the national component and stylistic features of satirical graphics of P. Kovzhun and E. Kozak in popular Lviv humorous magazines of the interwar period. Methodology. The applied art analysis makes it possible to investigate, identify, compare and describe the features of satirical graphics and artistic design of Lviv humorous publications of the interwar period. Comparative and historical methods help to trace the work of leading artists in Lviv satirical periodicals of 20–30s years of XX century. Results.Stylistic features of satirical graphics by P. Kovzhun and E. Kozak in Lviv humorous magazines of 20–30s years of the XX century are determined. It is noted that the artistic style of these artists was influenced by Western European art trends, such as: modernism, expressionism, cubism, futurism. In their graphics, cartoonists use similar tools to achieve a greater effect – grotesque, allegory, zoomorphism. It is traced that each of these artists had his own individual style of satirical illustration, which was supported by national motives. The article draws parallels between German and Lviv satirical magazine graphics on the example of the magazine "Simplicissimus". It was found out that P. Kovzhun and E. Kozak, as leading artists of humorous publications, in addition to highly artistic illustrations, made high-quality graphic design for the magazines «Maski», «Zyz», «Komar». The artistic design of the covers and technical features of these publications are analyzed. Most satirical magazines had a symmetrical hierarchical composition of the title page with a limited polychrome palette. The logo-name on the cover of the magazine was harmoniously perceived together with the title illustration. The cover was made in color, usually in two colors, magazine covers were monochrome. The semantic load of visual satirical material in humorous editions of the interwar period is established. Scientific novelty. The satirical graphics with an emphasis on the national component of the leading illustrators P. Kovzhun and E. Kozak in Lviv humorous magazines of 20–30s years of the XX century is investigated and compared. The peculiarities of the design of the covers of popular Lviv satirical editions of the interwar twentieth century, such as «Maski», «Zyz», «Komar» are determined. Practical significance. Given data on satirical graphics in Lviv magazines of the 20–30s of the XX century and their artistic design will help in understanding the traditions of Ukrainian Galician satirical illustration and magazine design.

This scientific article examines the effectiveness of innovative methods of teaching writing in English using game elements. The article explores how games on word writing, story building, grammar exercises, modern programs and other game activities increase students ' writing skills and motivation to learn English. The results show that the introduction of game elements in teaching writing in English not only makes the learning process more interesting, but also leads to a deeper understanding and memorization of the material. Overall, this study shows the potential for using game elements in teaching English writing as a way to improve student performance and attendance. In addition, the effectiveness of innovative methods of teaching writing in English using game elements is studied.

Official responses to Overwatch fan creations from Blizzard Entertainment range from public endorsement to legal actions against the fans. This chapter illustrates, through examples from modding, fan art, fan fiction, and cosplay, how fan contributions are often results of official fan activities and sometimes become included in the actual game itself. This chapter focuses on exploring the authorship and ownership dynamics in game elements that become reworked by fans, shared in fan communities, and either censored, neglected, or endorsed by Blizzard Entertainment. Focusing on the game’s carefully crafted hero characters and related fanworks, this chapter demonstrates that Overwatch heroes are not only simultaneously developed by both fans and paid developers but transformed by fans into notable works beyond their original design.

In the 21th century, there are more and more advanced computer technologies and related applications developed to help people in complex computing and problem solving. One obvious example could be found in the game industry. The game applications have become more and more complex in bringing simulated reality for gamers to enjoy the game activities. Many researchers found that the game elements and related design concepts have strongly impressed people during the game activities, and they also pointed out that game-based learning activities can help learners to improve both the learning motivation and efficiency effectively. In this paper, we integrate a two-dimensional adventure game with conventional assessment system, and try to enrich the learning activities and to ease the management in learning and assessment content.

(1984). Citizens Collaborate for Arts Education. Design For Arts in Education: Vol. 85, No. 5, pp. 33-37.

Driven by the wave of the technological revolution, digital technology is reshaping the field of art and design at an unprecedented depth. The traditional design paradigm has struggled to adapt to the rapidly evolving aesthetic demands and creative methods. The integrated development of multimedia technology and computer-aided design not only injects new vitality into artistic creation but also opens up a multi-dimensional space for artistic expression. This transformation has created new era propositions for higher art and design education. As the core base for cultivating art and design talents, the construction of the teaching staff in higher education institutions is directly related to the height and breadth of discipline development. The group of art and design teachers shoulders multiple missions: they not only have to fulfill their primary duties of imparting knowledge and skills, but also achieve breakthroughs in areas such as discipline construction, academic research, and social services. Especially during the critical period of digital transformation, the teaching staff needs to possess an interdisciplinary perspective, technological innovation capabilities, and cutting-edge aesthetic literacy, which poses a severe challenge to the traditional teacher training model. Under the background of digital transformation, universities need to re-examine their teacher development strategies and build an art-design teaching staff that adapts to the digital age through multi-dimensional measures such as institutional innovation, resource integration, and evaluation reform. This is not only a practical demand for improving teaching efficiency, but also a strategic choice for promoting the long-term development of the discipline. The competitiveness of future art and design education will largely depend on the depth and breadth of the current digital transformation of teaching staff.

The art design course is one of the important categories about the art education in higher education. One way of measuring a student’s learning quality is done by the examinations after all the courses, which usually appear in the form of the assignments and the tests. Classroom skills and assignments are given priority in the traditional mode of concluding the course, which has certain drawbacks in the teaching process. While by a series of curriculum reform of course system, both the quality of art design course and students’ learning enthusiasm can be promoted.

This article draws on recent research from the Pre‐Degree Summative Assessment in Art Design and Media Study, conducted at UCL Institute of Education, which found that pre‐degree art and design qualifications at levels 3 and 4 vary greatly in their appropriateness as a preparation for degree level study in art subjects. Central to the article are findings concerning external assessment processes and assessor selection and training. The research was commissioned by the awarding body of University of the Arts London in response to the then imminent Department for Education (DFE) directives for additional external assessment in all level 3 and 4 vocational pre‐degree programmes. Our research revealed the negative consequences of assessment becoming a bureaucratic process of measuring what is most easily measurable. In such instances it can become a task that is devoid of ‘expert’ knowledge and opinion. As the research demonstrates, the consequences for art education are serious. The title is appropriated from Bourdieu's sociological examination ‘But who created the “creators”?’ which casts a critical eye on the broader social landscape in which art and artists are produced and imbricated into the wider cultural order. To ask, who assesses the assessors? Is, of course, to ask a different kind of question, but never‐the‐less it is one which deserves to be opened out to scrutiny beyond the specificity of individual qualifications. This article's contribution argues for a more sustainable and radically transparent assessment regime in which professional expertise can be shared across the UK's secondary, further and higher education continuum.

Peer assessment has been regarded as an effective learning strategy in art education, such as in music, dance and art design. For music education, technology-supported peer assessment makes it easier for learners to reflect on their learning performance. However, the process of reflection needs solid and systematic theoretical knowledge. In terms of vocal music, which develops students’ singing skills, it is difficult for learners to compare their own works with those of others because of a lack of sufficient theoretical knowledge. Therefore, a WSQ (watch-summary-question)-based mobile peer assessment approach was used to help learners reflect based on their theoretical knowledge with the support of WSQ learning sheets. To investigate the effectiveness of the approach, an experiment was carried out in a Chinese university. The experimental group (N = 22) learned with the WSQ approach, whereas the control group (N = 22) adopted a mobile peer assessment approach without WSQ. Vocal music skills, learning attitude and learning motivation were assessed. The experimental results indicate that the approach effectively enhanced the students’ vocal music skills but did not improve their learning motivation or attitude. In addition, a higher correlation between teacher scoring and peer scoring was found for the experimental group. Implications for practice or policy: Technology has a great potential in supporting art education and integrating technology into vocal music education should follow the rules of music education. Developing students’ reflective thinking skills in vocal music education is challenging, but attainable; it needs considered instructional design and sustained efforts from students.

This paper takes the art design major as the research object, explores how generative artificial intelligence empowers the outcome-based Education (OBE) model, constructs the theoretical framework of “AI-Enabled OBE”, and conducts empirical analysis through 586 valid questionnaires. Research findings show that the creative assistance effectiveness of AI tools, students' willingness to explore, and their recognition of compound abilities significantly promote the achievement of learning goals. Art design students pay more attention to the matching degree between tools and creative styles rather than the quantity of tools. Privacy concerns are positively correlated with the need for personalized feedback, which is reflected as a rational trade-off of “creative privacy”. Research reveals that AI in art and design education is not only a technical tool but also a creative collaborator and an expander of thinking. Finally, suggestions for teaching reform are put forward, emphasizing that attention should be paid to the cultivation of creative exploration spirit, the integration of aesthetics and technology, the construction of personalized feedback mechanisms, and data ethics education.

The article considers the issue of relevance of the use of game elements in the non-playable environment of HR-management of modern companies, as well as the influence of gameplay on the management system of companies of the Arctic zone of the Russian Federation. The aim of the research is to identify the practical significance and effectiveness of the gameplay as an instrument of intangible motivation of the company’s staff, as well as its influence in the management of companies operating in the Arctic. The study was conducted using an analytical and comparative method. On the basis of the study of the structure of gambling, SWOT-analysis and analysis of the experience of introducing game elements into the management system of modern companies, including the enterprises of the Arctic regions of the Russian Federation, the current properties of the new tool of intangible staff motivation are determined, as well as her functional ability. The analysis of the main components of gameplay (PBL system) is carried out and its practical significance is assessed. As a result of the study, it is concluded that gameplay is gradually spreading in our country, but at a slow pace due to the recent transition to a market economy and the lack of digital, innovative base of domestic companies (including companies from Arctic regions).

The purpose. The study explores the evolutionary development of the use of Ukrainian mythological imagery in artworks and design, aiming to identify the adaptability of folkloric motifs to the demands of the contemporary graphic environment as a means of visual-aesthetic communication. Methodology. The research applies a comprehensive approach that includes the analysis of academic literature, specific artworks, and design projects reflecting the adaptation of mythological imagery within the modern cultural landscape of Ukraine. Results. The study examines and analyzes the historical aspects of the use of mythological motifs in visual art, which made it possible to establish the evolutionary nature of the visual representation of folkloric characters – from decorative illustrations in folk art and Soviet graphic design to deeply conceptualized images in national branding and communicative design. It was found that archetypes embodied in graphic images are adapted to current social contexts while retaining their ethnocultural significance. The study also investigates the use of mythological motifs in animated advertising, revealing their role as a powerful narrative and emotional tool in branding. The scientific novelty. The psychological aspects of perceiving traditional characters in digital marketing were analyzed, allowing the conclusion that they are capable of generating deep emotional responses. Practical relevance. The results of the study may be utilized by designers, developers, and digital content specialists to create visually appealing and culturally significant projects.

B a c k g r o u n d . In today's world, where the number of armed conflicts continues to rise, the issue of their resolution is becoming increasingly urgent. According to the international online platform Rule of Law in Armed Conflicts (RULAC), there are currently over 110 armed conflicts worldwide involving at least 55 states and more than 70 non-state armed actors. Military mediation is an emerging branch of negotiation aimed at resolving conflicts within the military domain. The use of military mediation enables de-escalation of violence and contributes to the achievement of peace agreements. This article explores the concept of military mediation, its key characteristics, methods, and effectiveness under contemporary conditions. M e t h o d s . he study is based on the application of the following scientific methods: Literature analysis – the theoretical foundations of military mediation and its implementation in international conflict resolution; Comparative method – juxtaposition of various approaches to armed conflict resolution through mediation; Modelling method – development of potential scenarios for applying military mediation in current conflicts; Empirical method – analysis of real-world cases of successful implementation of military mediation in the history of international relations. R e s u l t s . The research summarises and systematises data concerning: the classification of armed conflicts and their impact on international security; methods of negotiation within the military domain and their specific features; the use of military mediation in conflict resolution; international experience in the application of military mediation across various countries; practical aspects of military mediation, its effectiveness, and prospects for development. C o n c l u s i o n s . Military mediation is an effective tool for preventing the escalation of armed conflicts, allowing for the achievement of compromises and the signing of peace agreements. It holds significant potential for conflict resolution both at the international and national levels. The core principles of military mediation include neutrality, confidentiality, flexibility, and adherence to international humanitarian law. Notable examples of military mediation include the peace process in Colombia, negotiations in Libya, Sudan, Cyprus, and others. The successful application of military mediation requires the development of professional training programmes for military mediators and the implementation of new approaches to peaceful conflict resolution.

The article highlights the problem of integrating gaming and digital technologies into the school physical education system in the context of the digital transformation of education. It substantiates the need to modernize physical education teaching methods in accordance with the requirements of the New Ukrainian School Concept and modern pedagogical strategies aimed at stimulating students' motivation, cognitive and motor activities. It is determined that the use of gaming technologies is an effective means of developing the personality of a schoolchild, which contributes to the formation of a positive emotional background for classes, the development of communicative and social skills, the improvement of motor skills, and an increase in interest in physical education classes. Digital technologies are considered an important tool for personalizing the educational process, monitoring physical activity, and creating an interactive learning environment. Based on an analysis of psychological, pedagogical, and methodological literature, the leading principles of integrating gaming and digital technologies have been identified: innovation, interactivity, individualization, motivational and emotional engagement, visuality, and safety. A methodological model for conducting an integrated physical education lesson has been developed, combining traditional physical exercises, game elements, fitness apps, mobile trackers, online platforms (Kahoot, Google Classroom, ClassDojo), and gamification elements (challenges, ratings, virtual rewards). The effectiveness of the proposed principles was tested in a pedagogical experiment conducted among 7th and 8th grade students. The results of the experiment confirmed a statistically significant increase in motivation, motor activity, and physical fitness indicators among students in the experimental group compared to the control group. The data obtained indicate the feasibility of systematically introducing integrative approaches into school physical education practice. It was concluded that the combination of gaming and digital technologies forms a new pedagogical paradigm of physical education, focused on the development of key competencies, the formation of positive motivation for motor activity, and the education of physically and digitally literate individuals.