THEORETICAL ASPECTS OF ORGANIZING WORKSHOPS IN TRADITIONAL CRAFT SCHOOLS OF THE FERGANA VALLEY

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Abstract

The article explores the theoretical foundations of organizing workshops in traditional craft schools of the Fergana Valley, highlighting their role in preserving and promoting cultural heritage. Handicraft workshops serve as experiential learning platforms, integrating practical skills, aesthetic appreciation, and creative thinking. Unlike master classes, workshops emphasize active participation, allowing participants to engage in all stages of craft production, including observation, hands-on practice, reflection, and application. This model is grounded in John Dewey’s experiential learning theory and Kolb’s learning cycle, which stress learning by doing. The study employs field observations conducted in 2024–2025 in Margilan, Rishtan, Kokand, and Chust, combined with comparative analysis of international practices in Turkey, Morocco, Japan, and Peru. Findings indicate that workshops not only enhance skills but also strengthen cultural identity, support economic empowerment, and expand experiential tourism. Properly designed workshops require attention to studio environment, pedagogical structure, and cultural atmosphere. By transforming traditional studios into interactive learning spaces, the Fergana Valley can foster creative education, support artisan communities, and enhance tourism experiences. The research concludes that workshops are an innovative, sustainable, and effective tool for integrating craft education, cultural heritage preservation, and tourism development.