{'fraction_non_alphanumeric': 0.017603249830737983, 'fraction_numerical': 0.0, 'mean_word_length': 5.568888888888889, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Visualization technology features in the formation of school students’ artistic competence

In modern fast-paced world, changes are also taking place in the education system. A search is constantly being made for new forms, means, technologies for presenting information in order to increase the volume and improve the quality of assimilation of educational information by school students. Given the current informational oversaturation, there is a need for certain conditions to be presented to educational information, consisting in the supply of knowledge to students in a visually imaginative way by folding information. This is what visualization technology does. We consider the formation of visualization technology in a historical perspective and the ideas about this technology from different scientists. We also consider the features of teaching school students the visual arts based on visualization technology. We describe the process of translating visually obtained information into a visual series. The visualization technology used in the educational process at the lessons of visual art allows you to reach and engage all students, including “visuals”, “audiles” and “kinestics”. The scheme of organization and assimilation of knowledge in the process of visualization is given, taking into account the main features of human memory. We provide recommendations for teachers who want to master and apply visualization technology in their educational activities.