Borrowing in Visual Art Works: Aspects of Attitude Formation in the Educational Environment
DOI:
https://doi.org/10.31866/2410-1915.24.2023.287664Keywords:
borrowing, originality, visual plagiarism, aspect, formationAbstract
The aim of the article is to highlight certain aspects of attitude formation in the educational environment to the issue of borrowing in visual art works and in project and design activities. Results. Borrowing, considered as the transformation of something into one’s own property, can take different forms, with appropriation as borrowing someone else’s work (part of it) to express new content and visual plagiarism as an ethical violation, presenting someone else’s visual work (part of it) under one’s own name, including. The analysis of research related to borrowing in visual art works gave grounds to single out the socio-cultural, pedagogical, psychological, moral and ethical, legal, and technological aspects of attitude formation to the issue of borrowing in visual art works and in project and design activities. The range of attitudes towards borrowings in works of art is determined, ranging from acceptance to denial of the existence of original works, and can be perceived under different conditions as a neutral, positive, and negative phenomenon. The article proposes recommendations for preventing visual plagiarism in creative student projects, which can be applied by teachers in educational and methodological activities. The scientific novelty lies in identifying and analysing the socio-cultural, pedagogical, psychological, moral and ethical, legal, and technological aspects of attitude formation in the educational environment to the issue of borrowing in visual art works. Conclusions. Considering the identified aspects of attitude formation in the educational environment to the issue of borrowing in visual art works is crucial for developing a well-balanced strategy of behaviour by teachers and improving the methodology of teaching the educational components of artistic and design educational programmes regarding the formation of a culture of academic integrity and prevention of visual plagiarism in the development of visual works. The issue of responding to manifestations of visual plagiarism in the educational environment, the development of a set of methodological measures to promote a zero-tolerance stance towards plagiarism, and the conscious and constant adherence to professional ethics in the field of visual art require additional study and detailed analysis taking into account existing practices.
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