Direction of Drawing
Head of the direction: Full Professor Gogi Lazarashvilli
MA program:
Drawing
Head of the program: Full Professor Gogi Lazarashvili
About the program
Preservation of classical drawing teaching traditions, their renewal and making them relevant to the demands of the time is one of the Academy’s priorities. It is a supporting subject for the faculties and directions.
While teaching drawing, special attention is drawn to constructing, as well as other components of picture composition, form, line, plastics, spatial volumetric thinking, perspective, tonal solution, creation manner, etc. It is especially important to form an oral constructional way of thinking, to apply various materials (graphic pencil, char- coal, sauce sepia and more.)
The Direction of Sculpture realizes the various teaching programs by taking into account the specific require- ments of the existing Directions and Faculties. Formation of acute spatial volumetric thinking in the Direction of Sculpture is of great importance. Here, special attention is paid to organic repre- sentation of an object in space, working out the plastic shape, viewing angles, relief modelling, sense of volume, and acquiring the tools for their representation.
At the Direction of Painting, formation of planar spatial thinking, amplifying the sense of a plane in space, and representing a shape by soft tonal transition are essential. Here, more attention is paid to the background, the whole picture plane, and to the perception of a compositional unity.
At the Direction of Graphics, the line stoke and the creation manner come to the fore, drawing is one of the basic faces of the graphic artist, the main means of his basic expressiveness.
At the Direction of Architecture, the formation of a relatively coarser constructional spatial thinking is necessary.
At the Direction of Design, by taking into account the field specificity, the drawing visual art tools are much more emphasized. For example, in fashion design, the plastic tools of line are highlighted, etc.
