Teaching stylised image as a means to develop abstract imaginative thinking in students

The article studies the interaction of imaginative and logical thinking in students-designers performing tasks on the volume-spatial and stylised image. The author reveals the interaction of the mental operations of logical analysis, synthesis, comparison, abstracting, concretisation, generalisation and finding regularities when working on the volume-spatial sketch from nature; and additional involvement of the imaginative thinking functions of imagination, visual-figurative representation, association, etc. when working on stylisation. A stylised image is characterised by organisation, emotional expressiveness, interpretation of natural material through artistic techniques. It presupposes the knowledge of composition and perception laws, tone and form, stylisation means; the ability to identify the pictorial, semantic essence of the setting, image, ability to create a new colour system in the composition. These skills are necessary in the professional activities of a graphic design specialist. With correctly set tasks, at each stage of work sequentially, logical and imaginative thinking functions are involved. The first impression of the setting is always generalising and emotional, then the functions of analysis, comparison, abstraction and synthesis are included. Only when the image is stylised, imagination, search for new solutions, the presentation function, etc. are involved. At the final stage, the work is again subjected to analysis and evaluation of the result. Based on the long-term observation and the stylised image programme introduction, the author draws a conclusion about the corrective function of the stylised image tasks. It is during the work on stylisation that all functions of creative thinking are involved. The programme is designed for three years, at the end of which the results are evaluated by the criteria of Tor-rens Guildford, final testing and expert evaluation of the works. As a result of the study, the following conclusions can be drawn: 1. Basic operations of logical thinking (comparison, analysis, synthesis, abstraction, specification and generalisation) are fully involved in the process of creating stylised images, along with the operations of imaginative thinking. 2. Use of certain mental operations at each stage of work makes it possible to draw conclusions about the compensating effectiveness of the tasks on the stylisation for less developed functions of the intellect. 3. Knowledge of the teacher about the need to use a certain mental operation at a certain stage of work (see Table 1) allows to give corrective advice and thus to guide the development of thinking of the future designer in a divergent type. 4. It is necessary to apply this technique in working with the 3rd-year students at Tomsk State University, specialty "Graphic Design", for the purpose of further experimental research of its effectiveness.

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