235-239 Modern Methods of Designing Art Schools 235 Journal of Engineering, Mechanics and Architecture www. grnjournal.us AMERICAN Journal of Engineering, Mechanics and Architecture Volume 3, Issue 5, 2025 ISSN (E): 2993-2637 Modern Methods of Designing Art Schools Tukhtaeva Maftunakhon Saidolim-kizi Tashkent University of Architecture and Construction, Department of "Architecture", assistant maftuna1910@gmail.com Abstract: The article describes the architectural planning principles, options and methods of designing art schools. The approaches to the formation of an architectural environment that promotes the development of students' creative potential are considered, including the principles of flexible spaces, integration of digital technologies and sustainable construction. Particular attention is paid to the interaction of the architectural appearance of buildings with the urban context and the need for multifunctionality of educational and cultural and leisure areas. Based on foreign experience, key trends are identified that shape the modern design of art education institutions. Keywords: art school, education, development, educational, zone, architectural, design, planning, functional, façade, structure, complex, department. INTRODUCTION The state pays special attention to issues of improving the system of continuous education, training highly qualified personnel in accordance with the modern needs of the labor market, and increasing the availability and quality of educational services. Over the past years, a set of measures has been implemented to develop professional education, the legal framework has been strengthened to ensure the modernization and updating of the content of the educational process, and a number of systemic measures have been adopted to provide targeted support to talented youth in achieving significant results in national and international Olympiads and competitions. At the same time, the conducted analysis of the results of the development of general secondary, as well as secondary specialized and vocational education showed that the current state of the system does not meet modern requirements and requires radical reform. The system of professional education includes specialized schools, lyceums, art, music schools, and schools of art. The system is oriented towards general cultural development and early professionalization. Many of them do not meet modern trends in the development of educational methods, their structures are gradually deteriorating, and their architectural and artistic appearance does not meet modern requirements and leaves much to be desired. Institutions of primary vocational education may be either adapted buildings of a universal or specialized type, or structures designed according to special projects in accordance with the requirements. There are several options for locating art schools in urban development: in the historical center of the city, in the business center of the city, in the recreational area of the city, in areas free from 236 Journal of Engineering, Mechanics and Architecture www. grnjournal.us development, in residential development of the city, at the intersection of highways, in the suburban area. Existing methods of locating schools on sites (zoning of master plans): linear, fan, free, centric. The functional-planning structure of these educational institutions, corresponding to the professional level of education, consists of functional blocks: educational, administrative and household, exhibition, information. Some compositional schemes of solutions of educational institutions are centric, block, modular, centralized, free, mixed. RESEARCH MATERIALS AND METHODS Art schools are a complex multi-level functional-planning structure. The volumetric-planning structure reflects the content and features of the educational process. The premises of the art school are divided into the following groups: Ø classrooms, offices and laboratories for theoretical classes; Ø training and production workshops; Ø cultural, household and utility rooms (sports and assembly halls, canteen, exhibition hall, museum, shop); Ø administrative, service and auxiliary rooms, utility block, first aid station. Usually, art schools have 3 departments: music, choreography, and fine arts. The music department should be planned in such a way that equivalent rooms, depending on functional, acoustic, soundproofing and structural requirements, are in separate sections and differentiated vertically and horizontally from other rooms. Rooms for individual music lessons should be designed with vestibules - gateways in which a storage room for instruments and a washbasin are located. It is recommended that the walls of music classrooms be made non- parallel (deviation 2-12 º) with appropriate acoustic finishing. The choreography department includes a hall for rhythm and dance classes, halls for classical, folk-stage, and modern dance classes, a classroom for theoretical disciplines, a costume workshop, changing rooms, showers, and toilets. The Fine Arts Department includes drawing, painting, composition, and sculpture studios. Each painting and drawing studio is usually located on the upper floors and includes the following zones: teacher's zone, still life zone, student zone, easel storage zone. The height of the workshops to the bottom of the protruding structures is 3.6-3.9 m, width - 6 m, length - 9 m. As already mentioned above, the functional planning structure of existing art schools is currently outdated due to the emergence of new premises necessary for a modern art school. First of all, this concerns the composition of the premises of the school's educational and cultural-educational block. Modern technologies are constantly moving forward - the way of teaching art and presenting material is developing and changing. Thus, the appearance of the traditional book library is changing, being replaced by a new type of library that combines new media technologies with electronic information carriers and traditional printed publications. The composition and appearance of the exhibition spaces of the art school also changes; in modern exhibition halls, the spatial diversity of the spaces, transparent partitions, richness of lighting effects and color schemes play a decisive role. And of course, the process of modernization also affects the educational process. In connection with the intensive development of industrial production and the growth of cities, the increase in the level of population requirements for their subject-spatial environment, new disciplines are emerging, the knowledge of which a modern artist, architect, urban planner or designer must 237 Journal of Engineering, Mechanics and Architecture www. grnjournal.us possess. New disciplines include design engineering, landscape architecture, computer-aided architectural design, computer modeling, and computer science. The new methodology of global architectural education, which pays great attention to urbanism, the merging of buildings with the environment, socio-technological factors, as well as a philosophical approach to the creation of project concepts, determines democratic free planning and original compositional solutions of architectural schools. Nowadays, the speed of life and the rate of emergence of new developments and ideas are constantly increasing. In order to keep up with progress and implement innovations, it is necessary to respond to changes in a timely manner. Sustainable development means not only the introduction of new products in a narrow area of specialization, but also the synergy of different areas of science and knowledge, an integrated approach to design and production. The period of childhood and adolescence is of great importance in the formation of personality. At this stage of life, a person must acquire basic knowledge, form moral values, and also learn to think and understand the world. In order to create an optimal environment for the development of the individual and society, it is necessary, based on the latest trends in architectural design, to strive to look into the future and predict the main directions of innovation formation. In world practice, there is often a trend towards high technology, landscape design, the use of forms corresponding to the specializations of schools, thus already in the architectural solutions of facades there is a desire to reveal the creative character of buildings. A striking example of this is the School of Arts, Design and Mass Media in Singapore. The glass facade absorbs the solar and thermal load of the buildings, while providing natural daylight for creative spaces. The glass walls provide a visual flow of the interior spaces of the premises, as well as the landscape of the complex itself and the natural environment. (Pic. 1). Pic.1. School of arts, design and Pic.2. High school of Art, Los Angeles, mass media, Singapore, 2007. USA, 2009. The present time is the time of endless development of new computer, machine, Internet technologies, but also the time of inevitable mental return to the past, namely to the beginning of the 20th century – the time of pop art, futurism and constructivism. These trends are clearly reflected in their interesting architectural interpretation in the new School of Arts in Los Angeles (High school of Art). The pyramid of the theatre foyer made of glass and metal serves as the main entrance to the complex. The educational building of the Academy of Fine Arts is built nearby, a rectangular block with different-sized circles of window openings. The central place in the composition is occupied by the steel cone of the library. (Pic. 2). An interesting example is the Metzo School. The project involves close cooperation between students and teachers thanks to the large number of open spaces. The result is a compact pyramid that fits perfectly into the surrounding environment. In the center of the volume is a large courtyard that allows daylight to penetrate into the building. (Pic. 3). 238 Journal of Engineering, Mechanics and Architecture www. grnjournal.us A fine example of a modern art school is LaSalle SIA Art College in Singapore. It consists of six buildings, united into one structure by numerous staircases and flights. (Pic. 4). Pic.3. Metzo School, Doetinchem, Pic.4. LaSalle SIA Art College, Netherlands, 2006 Singapore, 2007 CONCLUSION In the above-mentioned foreign art schools, the architectural-compositional solution and the interior environment were developed in an unconventional way. With this approach, it is possible to create self-organizing spatial and social systems that work effectively to achieve the main goal - improving the intellectual and creative potential of pupils and students. Thus, when designing art schools - to create a comfortable and creative space. From the analysis of world experience it is quite obvious that in modern architectural practice there are conventionally three main approaches to solving the volumetric-spatial composition of schools: Ø architectural-compositional; Ø functional-technological; Ø integration into the landscape. The relevance of designing buildings for modern art schools is beyond doubt. At this stage, the art school as an educational, cultural and social institution is significantly expanding its scope of activity. One of the main tasks of educational institutions is to increase the intellectual and cultural level of the population by introducing, in this case, children, to art. The author developed a diploma project on this topic (Pic. 5). 239 Journal of Engineering, Mechanics and Architecture www. grnjournal.us Pic.5. Diploma project on the topic “Art School for the City of Tashkent” (TACEI, 2014) References: 1. M.S. Tukhtaeva., “Architectural organization of centers for professional development of creative youth in Tashkent” Master's thesis. TACEI, 2021. 2. M.S. Tukhtaeva., “Foreign experience in the architectural formation and development of art schools”. Khorezm Mamun Academy Newsletter, 2025. p. -199 3. Gelfond A.L., "Architectural design of public buildings and structures" Study guide. - M.: Architecture - S, 2006, p. -80 4. E.V. Moskalyuk , M.D. Filatova., "Modern trends in the design of art schools" - Moscow "Architecture of buildings and structures" 2013, p. -195. 5. Music schools for children // Russian pedagogical encyclopedia. - M: "Great Russian Encyclopedia". Ed. V. G. Panov. 1993. 6. Samovik O. A. Children's music schools and children's art schools in the system of modern modernizing music education / O. A. Samovik // Bulletin of Adyghe State University, Series: Pedagogy and Psychology. - 2013. - Issue 2. 7. 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