| Summary: | The professional training of the Handicraft teacher in our country is inseparably connected with the dynamic changes in the society. The cultural space in which the profile of the modern Handicraft teacher is being developed is mostly material environment. In such circumstances, the categories that correspond to the area of design such as “form,” “colour,” “texture,” “technology,” “means of production” etc. gain much significance. Ethnodesign in the area of values of the current culture and education serves as a tool for personalization in circumstances of unification of the object-space environment and also as a tool for impact on personal growth. A group of scholars and practitioners from different spheres look for opportunities to use the huge potential of ethnodesign in order to resolve such issues as form-shaping in design and its use in content-shaping as well as diversification of pedagogical tools for training of artists, designers and teachers in institutions of higher education (Y. Antonovych, А. Brovchenko, N. Derevianko, L. Kornytska, L. Orshanskyi, L. Masol, V. Tymenko, V. Tytarenko, І. Tsidylo, and others).
The aim of the article is to study and disclose the informational potential of ethnodesign in the process of developing the project culture skills as one of the elements in the process of the Handicraft teacher’s education.
The author has analyzed such concepts as “project,” “project development,” “the project approach”, “project activity,” “project culture,” taking into consideration the peculiarities of the process of the Handicraft teachers’ education. In this article, ethnodesign is considered as the basis for amendment of the project strategy in the form-shaping process in project activities of a student; the source for enriching the cultural and educational potential of a personality. As an example, the author has described the experience of working on Clausura and the appearance of the set of female accessorize while preparing for the all-Ukrainian competition in handicraft among students of institutions for higher education.
The proposed results are valuable, due to the reason that the ethnodesign is represented in three meanings – as a concept, a tool, and an activity. Its use in project activity provides the chance to consider the Handicraft teacher as an artistic personality, a practitioner who can share the idea of using tools of ethnodesign, and as a teacher who can complete pedagogical tasks.
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