Realism in the art education of China and Russia: commons and differences

Abstract

The article presents a comparative study of the development of the realist method in the art education systems of China and Russia from the 1950s to the present. The analysis reveals deep historical ties between the two countries: the arrival of Soviet specialists and the sending of Chinese students to study in the USSR in the 1950s laid the foundations for realistic art education in China. In building art and pedagogical systems, Russia maintains the tradition of workshops (creative laboratories) under the guidance of a mentor, while China has formed a polycentric institutional structure (a variety of university models). The core of pedagogical methods is made up of educational classes from life (plein air), which demonstrate a high degree of commonality in the art education of the two countries. Differentiation is manifested in approaches to the development of creative thinking: in Russia, the emphasis is on formal innovations, while in China, the focus is on narrative continuity. In the digital age, China and Russia are seeking their own paths in integrating generative neural networks and national-cultural self-expression. Differences in cultural codes determine the priority of historical reflexivity in Russia and contemporary narrative in China, while a modern rethinking of the spirit of realism is becoming a common task.