46 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us AMERICAN Journal of Language, Literacy and Learning in STEM Education Volume 01, Issue 4, 2023 ISSN (E): ХХХ-ХХХ Methods and means of researching the perception and imagination of visual art works by students G.R. Ostonova Bukhara State University Faculty of Arts Department of Fine and Applied Arts p.f.f.d., PhD teacher Fine art, like science, serves to know the world, life, nature, and the history of peoples. The emergence of fine art goes back to the time of the primitive community. At this time, people drew pictures of events, people and animals on stones, cut them and made sculptures of different shapes and contents. Since ancient times, people have believed that art, natural phenomena, and people's interactions, activities, and behavior have a positive effect. At the same time, works of visual art have the ability to influence people with great power.By watching works of visual art, people try to introduce such beauty into their lives by seeing the beauty expressed in them. By seeing ugly events and actions in works of art, they are disgusted by them. Especially when watching the works of art in the historical genre, they get acquainted with the natural scenery, things, people's life, labor and weapons, their clothes, traditions, and get an idea about the constructions and buildings of that time. One of the forms of social consciousness is art-nature and the expression of events that have been, are happening and will be in society in artistic images. Art reflects the general state and development of the material world, is an important tool for informing people about it, and serves as a powerful factor in educating them politically, morally and artistically. Methods, tools are the ones that move the process of pedagogical technology. How correctly and qualitatively they are used will determine the level of the expected result. They are supposed to be adaptable to different conditions and updated when necessary. Method is a greek word that means way, moral method. A way of knowing and researching the events of nature and social life. Activity, way, manner or form of action, form, appearance. A specific systematic and organized guide to the organization of joint activities of the learner and the teacher aimed at a specific goal The educational method means the joint activities of the teacher and students aimed at achieving the expected goal in the educational process. Teaching methods determine how the activity of the teacher and pupil-student will be in the educational process, how the teaching process should be organized and conducted. - Oral - Demonstration method - Practical method Oral method of education. Methods of imparting new knowledge are sources of knowledge, i.e. imparting knowledge and definitions; 47 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us - explanation - a story - lecture - conversation Explanation of educational materials is the presentation by the teacher of the concept, definition, laws and rules characterizing the content of the subject being taught. Through the method of interpretation, the development of visual art works, students' imaginations was carried out with the help of the analysis of works of art. Conversation. Conversation is a common method of education. This method is also called question-answer method. There are four different types of conversation which are; conversations used to provide new knowledge, strengthen knowledge, check acquired knowledge, and repeat the material. In our study, we used interviews with students to learn and develop their ideas about visual arts. Telling a story is a concise, short and coherent description of factors, events and events related to a new subject by the teacher, as a whole or in parts, by means of figurative representation. In our research, by telling the stories of the works and the plots in the works, the imagination of the students about visual arts was revived. Demonstration methods of education. The importance of using the demonstration method in the teaching process is explained by the teacher's ability to teach students to emotionally perceive the things and events being studied, to encourage the student to observe them, to be sure of the unity of logical and theoretical elements, as well as to apply theoretical knowledge in practice. In the educational process, the demonstration method is carried out in the form of demonstration, illustration and excursion. The use of the demonstration method in teaching depends on the character-content, form and size of the materials. - Demonstration method - Illustration - Excursion The demonstration method is useful in revealing the dynamics of the studied object, and at the same time, it is widely used to provide complete information about the external appearance and internal structure of the object. When presenting natural objects, attention is usually paid to its external appearance (shape, size, quantity, color, parts, their mutual relations), and then to the study of its internal structure and special features. The effectiveness of the demonstration depends to a large extent on the teacher's selection of the learning process in accordance with the students' needs and on directing their attention to the important aspects of the presented subject as much as possible. Using educational tools of the DEMONSTRATION METHOD, students' imagination about fine art was developed. Although the image (illustration) method is closely related to the demonstration method, it is studied separately in didactics. Illustration of things, events and requires the representation of processes by means of their symbolic representations - drawings, ports, pictures, photographs, flat models, etc. The effectiveness of the image often depends on the teacher's mastery of the presentation technology. The didactic value of the use of instructions in the learning process is determined by the ability to fully describe the essence of the studied object. In fact, the illustrations are prepared in advance and shown in the necessary places during the course of the lesson in the necessary size, otherwise the increase in their number will confuse the students in understanding the 48 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us essence of the phenomenon. In some cases, handouts (photographs, tables, natural objects, etc.) or technical tools have to be used. In order to achieve efficiency in the use of demonstrative methods, it is advisable to follow the following conditions: - compatibility of visualization with the level of students' work and development; - the displayed objects are clearly visible to all students; - separation of its initial stage and main stages (states) in the demonstration; - demonstration of experiments is organized on the basis of drawing a model, equipment, weapons, and an experiment scheme; - demonstration and illustration should be compatible with the content of the educational material. WITH THE HELP OF ILLUSTRATIONS AND PICTURES, students were used to develop their imagination about visual arts. Excursions are also included in auxiliary forms of education. They can be public, group and small group. Study tours are also planned for individual subjects and several subjects. In order for the excursion to be successful, the teacher should be thoroughly prepared for it: get acquainted with the object and the route in advance, develop a complete plan, and be able to involve the students in completing the upcoming tasks. The excursion plan shows the topic and purpose, the object, the procedure for getting acquainted with it, the organization of students' perception activities, the tools and equipment necessary to complete the task, and the conclusion. The method of conducting the excursion depends on the topic, didactic purpose, age of the students, their development and the object of the excursion. THROUGH THE EXCURSION METHOD, it was used to develop students' imaginations about visual arts through works in museums of visual arts. Practical methods of education. Practical methods of teaching include written exercises (solving problems, preparing drawings), experiment - laboratory-type exercises (frontal experiments, laboratory works, practice, technical means of training, etc.); includes methods of performing work tasks. Practical methods are used in organic unity with oral and instructional methods of teaching. The positive side of using practical methods of teaching is that students are more interested in independent observation of things and events around them, their independence, activity and initiative increase. Practical work experiences - skills are formed and work culture is developed. - Creative - Written examination - Written test Creative exercise. This method has its own characteristics, which is characterized by deep understanding of the essence of the problem, independent approach to its implementation, sorting of evidence, and application and expansion of knowledge in the process of creatively completing the task given by the teacher. As a source and material of knowledge, previously acquired experience of creative works, existing knowledge, observations, personal experience, read story, management of socially useful works, etc. are recorded. The teacher's leadership is manifested in cases such as ensuring the mastery of theoretical materials, expressing the topic, defining the nature of creative works, monitoring and analyzing their performance, synthesizing, pointing out and correcting mistakes. THROUGH CREATIVE WORK, it was directed to the development of visual art imagination of students. 49 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us Written exercises - a form of expressing thoughts in writing, using text. It is one of the most effective methods of monitoring and evaluating students' knowledge, skills, and abilities, and allows to evaluate their creative abilities. As a component of education, it is used to form and strengthen necessary skills and competencies. Dictation, essay, problem, example, as well as writing an abstract and elucidating the essence of the experience are also part of the written exercises. List of references: 1. Boymetov B. "Qalamtasvir". Textbook part 1. - Tashkent, 2006. additional literature 2. Boymetov B. Study guide for students of "Qalamtasvir" Pedagogical institutes and universities. - Tashkent, 1997. 3. Boymetov B. "Basics of pencil drawing". Study guide. - Tashkent, 1999. 4. 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