Report: Aesthetic education of junior schoolchildren by means of art. Aesthetic education and art education of junior schoolchildren

aesthetic education student literature

Introduction

Chapter 1. Theoretical approaches to the problem of aesthetic education of younger students

1 Essence of aesthetic education

2 Tasks of aesthetic education

3 Features of aesthetic education in primary school age

Chapter 2

1 The study of aesthetic education of younger schoolchildren in the family

2 Diagnostics of the aesthetic education of primary school students and their parents

3 Draft program of aesthetic education of junior schoolchildren

Conclusion

Bibliography

Applications

Introduction

Aesthetic education is a purposeful process of forming a person's aesthetic attitude to reality. This relationship with the emergence of human society developed along with it, embodied in the sphere of material and spiritual activity of people. It is connected with the perception and understanding of beauty by them. in fact, the enjoyment of it, the aesthetic creativity of man.

Beauty in life is both a means and a result of aesthetic education. It is concentrated in art, fiction, is inextricably linked with nature, social and labor activities, the life of people, their relationships. The system of aesthetic education as a whole uses all the aesthetic phenomena of reality. Particular importance is attached to the perception and understanding of beauty in labor activity, the development of a person's ability to bring beauty into the process and results of labor.

The system of aesthetic education is called upon to teach to see the beauty around oneself, in the surrounding reality. And every system has a core, a foundation on which it relies. We can consider art as such a basis in the system of aesthetic education: music, architecture, sculpture, painting, dance, cinema, theater and other types of artistic creativity. The reason for this was given to us by Plato and Hegel. Based on their views, it became an axiom that art is the main content of aesthetics as a science, and that beauty is the main aesthetic phenomenon. Art contains great potential for personal development.

From the foregoing, it can be assumed that by introducing a younger student to the richest experience of mankind accumulated in the arts, it is possible to educate a highly moral, educated, diversified modern person.

The object of the research is the process of aesthetic education of junior schoolchildren.

The subject of the research is the aesthetic education of junior schoolchildren.

The purpose of the study is to identify the conditions for successful aesthetic education of younger students

Research objectives:

determine the essence and content of the aesthetic education of younger students;

to study the level of formation of aesthetic ideas in parents of younger students;

develop a draft program for environmental education elementary school students.

During the study, the following methods were used: analysis of pedagogical and methodological literature on the problem of research, questioning, generalization of practical experience.

The base of the study is secondary school No. 35 of the city of Tambov, grade 2.

Chapter 1. Theoretical approaches to the problem of aesthetic education of younger students

1 Essence of aesthetic education

Adults and children are constantly faced with aesthetic phenomena. In the sphere of spiritual life, everyday work, communication with art and nature, in everyday life, in interpersonal communication - everywhere the beautiful and the ugly, the tragic and the comic play an essential role. Beauty gives pleasure and pleasure, stimulates labor activity, makes meeting people pleasant. The ugly repels. Tragic - teaches sympathy. Comic - helps to deal with shortcomings.

The ideas of aesthetic education originated in ancient times. Ideas about the essence of aesthetic education, its tasks, goals have changed since the time of Plato and Aristotle up to the present day. These changes in views were due to the development of aesthetics as a science and understanding of the essence of its subject. The term "aesthetics" comes from the Greek "aisteticos" (perceived by feeling). Philosophers-materialists (D. Diderot and N.G. Chernyshevsky) believed that the object of aesthetics as a science is beauty. This category formed the basis of the system of aesthetic education.

In a short dictionary of aesthetics, aesthetic education is defined as "a system of activities aimed at developing and improving a person's ability to perceive, correctly understand, appreciate and create the beautiful and sublime in life and art." In both definitions we are talking about the fact that aesthetic education should develop and improve in a person the ability to perceive beauty in art and in life, correctly understand and evaluate it. In the first definition, unfortunately, the active or creative side of aesthetic education is missed, and in the second definition it is emphasized that aesthetic education should not be limited only to a contemplative task, it should also form the ability to create beauty in art and life.

There are many definitions of the concept of "aesthetic education", but, having considered only some of them, it is already possible to single out the main provisions that speak of its essence.

First, it is a targeted process. Secondly, it is the formation of the ability to perceive and see beauty in art and life, to evaluate it. Thirdly, the task of aesthetic education is the formation of aesthetic tastes and ideals of the individual. And, finally, fourthly, the development of the ability for independent creativity and the creation of beauty.

In addition to the formation of the aesthetic attitude of children to reality and art, aesthetic education simultaneously contributes to their comprehensive development. Aesthetic education contributes to the formation of human morality, expands his knowledge of the world, society and nature.

2 Tasks of aesthetic education

Any goal cannot be considered without tasks. Most teachers (G.S. Labkovskaya, D.B. Likhachev, N.I. Kiyashchenko and others) identify three main tasks that have their own variants for other scientists, but do not lose their main essence.

So, firstly, this is "the creation of a certain stock of elementary aesthetic knowledge and impressions, without which there can be no inclination, craving, interest in aesthetically significant objects and phenomena" .

The essence of this task is to accumulate a diverse stock of sound, color and plastic impressions. The mentor must skillfully select, according to the specified parameters, such objects and phenomena that will meet our ideas about beauty. Thus, sensory-emotional experience will be formed. It also requires specific knowledge about nature, oneself, about the world of artistic values. "The versatility and richness of knowledge is the basis for the formation of broad interests, needs and abilities, which are manifested in the fact that their owner in all ways of life behaves like an aesthetically creative person," notes G.S. Labkovskaya.

The second task of aesthetic education is "the formation, on the basis of the acquired knowledge and the development of the abilities of artistic and aesthetic perception of such socio-psychological qualities of a person, which provide her with the opportunity to emotionally experience and evaluate aesthetically significant objects and phenomena, to enjoy them."

This task indicates that it happens that children are interested, for example, in painting, only at the general educational level. They hurriedly look at the picture, try to remember the name, the artist, then turn to a new canvas. Nothing amazes them, does not make them stop and enjoy the perfection of the work. B.T. Likhachev notes that "... such a cursory acquaintance with the masterpieces of art excludes one of the main elements of the aesthetic attitude - admiration."

Closely related to aesthetic admiration is a general capacity for deep experience. "The emergence of a gamut of sublime feelings and deep spiritual pleasure from communicating with the beautiful; feelings of disgust when meeting with the ugly; feelings of humor, sarcasm at the moment of contemplating the comic; emotional shock, anger, fear, compassion, leading to emotional and spiritual purification resulting from the experience of the tragic - all these are signs of genuine aesthetic education," notes the same author.

A deep experience of aesthetic feeling is inseparable from the ability of aesthetic judgment, i.e. with an aesthetic assessment of the phenomena of art and life. A.K. Dremov defines aesthetic assessment as an assessment "based on certain aesthetic principles, on a deep understanding of the essence of the aesthetic, which involves analysis, the possibility of proof, argumentation." Compare with the definition of D.B. Likhachev. "Aesthetic judgment is a demonstrative, reasonable assessment of the phenomena of social life, art, nature." In my opinion, these definitions are similar. Thus, one of the components of this task is to form such qualities of the child that would allow him to give an independent, age-appropriate, critical assessment of any work, to express a judgment about it and his own mental state.

The third task of aesthetic education is connected with the formation of aesthetic creative ability in each educated person. The main thing is to "educate, develop such qualities, needs and abilities of the individual that turn the individual into an active creator, creator aesthetic values, allow him not only to enjoy the beauty of the world, but also to transform it "according to the laws of beauty".

The essence of this task lies in the fact that the child must not only know beauty, be able to admire and appreciate it, but he must also actively participate in creating beauty in art, life, work, behavior, relationships. A.V. Lunacharsky emphasized that a person learns to fully understand beauty only when he himself takes part in its creative creation in art, work, and social life.

1.3 Features of aesthetic education in primary school age

It is very difficult to form aesthetic ideals, artistic taste, when the human personality has already taken shape. Aesthetic development of personality begins in early childhood. In order for an adult to become spiritually rich, special attention must be paid to the aesthetic education of children of preschool and primary school age. B.T. Likhachev writes: "The period of preschool and primary school childhood is perhaps the most decisive in terms of aesthetic education and the formation of a moral and aesthetic attitude to life." The author emphasizes that it is at this age that the most intensive formation of attitudes to the world takes place, which gradually turn into personality traits. The essential moral and aesthetic qualities of a person are laid down in early period childhood and remain more or less unchanged throughout life. It is impossible, or at least extremely difficult, to teach a young man, an adult, to trust people if he was often deceived in childhood. It is difficult to be kind to someone who in childhood did not partake of sympathy, did not experience childhood direct and therefore indelibly strong joy from kindness to another person. You can't suddenly adult life become courageous, if at preschool and primary school age he did not learn to express his opinion decisively and act boldly.

Of course, the course of life changes something and makes its own adjustments. But it is precisely in preschool and primary school age that aesthetic education is the basis of all further educational work.

One of the features of primary school age is the arrival of the child in school. He has a new leading activity - study. The main person for the child is the teacher. For children in elementary school, the teacher is the most important person. Everything for them begins with a teacher who helped them overcome the first difficult steps in life. Through it, children learn the world, norms public behavior. The views of the teacher, his tastes, preferences become their own. From pedagogical experience A.S. Makarenko knows that a socially significant goal, the prospect of moving towards it, with an inept setting in front of children, leaves them indifferent. And vice versa. A vivid example of the consistent and confident work of the teacher himself, his sincere interest and enthusiasm easily raise children to work.

The next feature of aesthetic education in primary school age is associated with the changes taking place in the field of cognitive processes of the student.

For example, the formation of aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. This is noted by all the educators and psychologists mentioned above. In the course of education life relationships ideals are changing. Under certain conditions, under the influence of comrades, adults, works of art, life upheavals, ideals can undergo fundamental changes. "The pedagogical essence of the process of forming aesthetic ideals in children, taking into account their age characteristics, is to form stable meaningful ideal ideas about society, about a person, about relationships between people from the very beginning, from early childhood, doing this in a diverse, new and exciting form that changes at each stage," B.T. Likhachev notes in his work.

For preschool and primary school age, the leading form of acquaintance with the aesthetic ideal is children's literature, animated films and cinema.

Book, cartoon or movie heroes, whether they are people, animals, or fantastic fictional creatures endowed with human qualities, are carriers of good and evil, mercy and cruelty, justice and deceit. To the extent of his understanding, a small child becomes an adherent of goodness, sympathizes with the heroes who are fighting for justice against evil. "This is, of course, the formation of the ideal as part of the worldview in that peculiar form that allows kids to easily and freely enter the world of social ideals. It is only important that the first ideal ideas of the child do not remain at the level of only verbal-figurative expression. We must constantly, by all means, encourage children to learn to follow their favorite characters in their behavior and activities, really show kindness, and justice, and the ability to portray, express the ideal in their work: poetry, singing and drawings" .

From the early school age, changes in the motivational sphere take place. The motives of children's attitude to art, the beauty of reality are recognized and differentiated. D.B. Likhachev notes in his work that a new, conscious motive is added to the cognitive stimulus at this age. This is manifested in the fact that "... some children relate to art and reality precisely aesthetically. They enjoy reading books, listening to music, drawing, watching a film. They still do not know that this is an aesthetic attitude. But they have formed an aesthetic attitude towards art and life. The craving for spiritual communication with art gradually turns into a need for them. they read and watch them without a deep understanding of the essence, only in order to have a general idea of it. And it happens that they read, watch or listen for prestigious reasons. The teacher's knowledge of the true motives of children's attitude to art helps to focus on the formation of a truly aesthetic attitude.

The feeling of the beauty of nature, surrounding people, things creates special emotional and mental states in the child, arouses a direct interest in life, sharpens curiosity, thinking, and memory. In early childhood, children live spontaneous, deeply emotional lives. Strong emotional experiences are stored in memory for a long time, often turn into motives and incentives for behavior, facilitate the process of developing beliefs, skills and habits of behavior. In the work of N.I. Kiyashchenko quite clearly emphasizes that "the pedagogical use of the child's emotional attitude to the world is one of the most important ways of penetrating into the child's consciousness, its expansion, deepening, strengthening, construction." He also notes that the emotional reactions and states of the child are a criterion for the effectiveness of aesthetic education. "The emotional attitude of a person to a particular phenomenon expresses the degree and nature of the development of his feelings, tastes, views, beliefs and will."

Thus, primary school age is a special age for aesthetic education, where the main role in the life of a student is played by a teacher. Taking advantage of this, skillful teachers are able not only to establish a solid foundation for an aesthetically developed personality, but also through aesthetic education to lay the true worldview of a person, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality develop.

Chapter 2

1 The study of aesthetic education of younger schoolchildren in the family

Today, new programs of aesthetic subjects are being developed, the number of hours devoted to the study of humanitarian subjects is increasing, art schools, schools and classes with an aesthetic bias are being opened, various circles, studios, creative teams, etc. are being organized. And yet, in our opinion, the family plays a leading role in the aesthetic education of younger students. Under the influence of parents, the child develops aesthetic tastes and inclinations, develops an interest in a particular type of art. The aesthetics of everyday life, the circle of spiritual values, needs, tastes of parents - this is the environment where the moral and aesthetic ideal is formed, where all the necessary conditions for disclosure and development can be created. creativity children.

Of course, every family has different opportunities. But success still depends not on the number of books or musical instruments, but on the interest of parents in cultural aesthetic development their children, from the atmosphere prevailing in the family.

The effectiveness of aesthetic and educational work with younger students depends largely on the unity of actions of teachers and parents. This allows you to multiply the efforts of both to create conditions conducive to the aesthetic development of the child. Each of us participates in this process in his own way, each of us has his own advantages in the ways of aesthetic impact on the child.

Most parents have a sufficient level of general culture to help the teacher guide the aesthetic development of younger students. And yet, they do not always pay due attention to this work. Few of the parents spend leisure time with their children, arrange family holidays, introduce children to art.

There are many reasons for the indifferent attitude of parents to the aesthetic side of education, but one of them is the position of the teacher himself. What does the primary school teacher talk about with parents? More often about successes or difficulties in learning, about the schoolchild's daily routine, about monitoring homework, about the schoolchild's labor and social assignments.

When visiting a student's family for the first time, a primary school teacher gets acquainted with its traditions and way of life; monitors the relationship between adult family members and children; finds out the interests of the child, his inclinations, hobbies, the presence of a children's corner, a library, musical instruments. During a conversation with parents, it is important for the teacher to feel the general cultural level of the family, to learn about the nature of the work of adult family members, about their hobbies, what specific assistance they could provide to the class, teacher, school.

To make parents allies, it is necessary to organize their aesthetic education. At parent meetings, it is advisable to systematically conduct conversations with parents on aesthetic and pedagogical topics, for example: "Formation and development of the abilities of younger students", "Guidance of children's reading", "In the family talented child", "Education of respect for nature in children", "Collection and children", "Musical education in the family", "Aesthetics of behavior and life of schoolchildren", "Organization family holidays", "Aesthetics of family relations", "The role of cinema and television in the education of younger students", etc. One of the parent meetings can be devoted entirely to the problems of aesthetic education of children in the family, at which the parents themselves will share their experience in the aesthetic education of their child, and the teacher will talk about successes in the subjects of the aesthetic cycle. music lessons, rhythmics. It is better to finish such a meeting with the competition "Our Talents", for which both adults and children are preparing. An exhibition of children's crafts, drawings, as well as books to help parents about the aesthetic education of children in the family is organized.

It is advisable to invite parent meetings teachers who teach rhythm, fine arts, music, cultural and art workers (it’s good if there are parents among them), a school librarian, leaders of school circles, creative associations, so that they can talk about various forms of introducing children to one or another type of art at home.

So, a fine art teacher will give advice on how to organize children's fine art activities at home that do not require an abundance of materials. Younger students love to draw, write on the blackboard, but at school they do not always succeed or they have to write not what they themselves want. Therefore, at home, you can attach 1-2 sheets of Whatman paper or old wallpaper to the wall, which the student draws up at his own discretion, without fear that he will be punished. On such a wall, the child will draw, stick pictures, applications and write mini essays. It is desirable to have multi-colored crayons and individual boards both at home and in the classroom. You can advise parents to organize a home art gallery, personal exhibitions children's creativity And creative works family members. The music teacher will tell at the meeting how to hold a "Musical Lounge" at home, in which they will perform with musical numbers both children and their parents.

An important incentive in the aesthetic creativity of younger students is the active participation of parents in holidays, competitions, concerts. Some parents act as actors, others are members of the jury, help in making costumes, in decorating the class. It is very important to discuss the design sketches of the future classroom with all parents and children. They also decorate the class: they bring indoor flowers, sew beautiful curtains, help in the design of stands. For drawing and labor lessons, they make special folders, sew aprons, scarves for girls, oilcloths and napkins for tables. A wonderful form of joint work of the class and parents is the exhibition "The World of Our Hobbies", where children, mothers and fathers, grandparents present their collections of stamps, badges, coins, postcards, photographs, amateur art products: embossing, embroidery, knitting, macrame, ceramics, etc. With the help of parents, a cool library of extra-curricular reading, a video library are assembled, trips to the forest, excursions to museums, collective trips to the cinema, theater, etc. are organized.

Valuable in the system of aesthetic education of students is the organization of class circles by parents who have the ability for artistic creativity. The most popular is the puppet theater, in the performances of which a whole complex is used. artistic means: and artistic word, and a specific visual image, and music. Here everyone will find something to their liking - from acting to a technical performer. You can involve the leaders of other circles.

Thus, properly established relationships between the teacher and the family will enable the full disclosure of the aesthetic abilities of younger students.

2.2 Diagnosis of aesthetic education of younger students and their parents

For a more comprehensive study of the problem of aesthetic education of younger students, the following research methods were used in the work: questioning, theoretical analysis and generalization. 20 parents of students and 20 students took part in the pedagogical experiment. During pedagogical experiment the method of pedagogical testing was used. Parents of students had to answer eight questions (Appendix 1). Answer options were offered, from which parents had to choose the appropriate answer or enter the desired one.

carried out by me within term paper The study showed that the level of aesthetic education of parents of younger schoolchildren, unfortunately, does not have high indicators. The parents of students of the 2nd "D" class of the MOU secondary school No. 35 of the city of Tambov were interviewed. 60% of parents read daily with their child, 39% do it only occasionally, and the remaining 1% of parents do it very rarely. 45% of the respondents regularly visit exhibitions, children's theaters and other aesthetically developing places with their children, 50% of parents have done this for a long time, and 5% have never taken their children to such places. 85% of the parents surveyed love art, 10% do not like it, and the remaining 5% are not interested in such things. Based on the test results, we can conclude that 12% of the parents surveyed engage in regular reading for the soul, thereby setting an excellent example of self-education for their children, 75% do this rarely, and 13% simply do not have time for this activity. (Annex 2)

From the foregoing, we can conclude that some parents are seriously concerned about the aesthetic development of their children and are trying in every possible way to develop them, to set an example. Nevertheless, there are those, unfortunately, the majority of them, who provide an opportunity for aesthetic development to the school, teachers, since they themselves do not have enough time for this or simply are not interested in such activities. In their spare time, the interviewed parents prefer to watch TV, go for a walk, surf the Internet, and spend time with their families in nature.

Art as a means of aesthetic education in elementary school is implemented in the lessons of the art cycle (music, fine arts, literature or reading). In the course of the analysis of the work of teachers, the following feature was revealed. At the lessons of fine arts, preference is given, first of all, to the teaching of fine literacy, that is, drawing; on music - choral singing; on reading - expressive reading, that is, the improvement of practical skills. No attention is paid to the knowledge of the works of art themselves, and if this happens, then only at a superficial level. In the theoretical part, I noted how important it is to correctly approach the perception of a work of art. As a result of long-term communication with works of art, not only those aspects of the student's personality develop that feed primarily on the figurative and emotional content of the work of art - aesthetic feelings, needs, relationships, taste, but also the whole structure of the personality, personal and social ideas, worldview is formed, its moral and aesthetic ideal is formed.

In addition, the absence of theoretical material about art, its types, representatives, works of art in the art cycle lesson is, in our opinion, its main drawback.

Thus, having received the initial premises in the course of the preparatory work, I began the second part of the study.

The children were asked the following system of questions. (Annex 3)

The results were as follows. In this class, children outside the school, that is, on their own, quite often visit cultural institutions. They enjoy going there. To the question "Do you like visiting theaters, museums, exhibitions, concerts?" "yes" answered 23 people, "not very" - 3 people. 14 people think that this is enough to be a cultured person, and, meanwhile, 24 people would like to go there more often.

Despite such a genuine interest of younger students in various types of art, they still have limited knowledge directly about art itself. So to the question "What do you know about art?" 13 people honestly admitted “I don’t know” or “I don’t remember”, 5 people answered “a lot”, without spreading their answer, and only 8 people tried to give a detailed answer, of which only three were more or less correct: Art is when a person creates pictures, draws them", "There are several genres in art", "Art is the ability to do something". Understanding their limitations in knowledge of this area, only 4 people from the class would not want to enrich their knowledge in the field of art. “Would you like to learn more about art?” They answered in the negative. However, to the question “Do you like books, programs about art?” Only 11 people answered “yes” - less than half of the class. I can explain this by the fact that, despite the abundance of various literature for children in our time, there are few books on art adapted for primary school age. Basically, such books are designed for an older audience.

On the question of the introduction of a new art lesson, the opinions of the class were divided. Only half of the class (14 people) reacted positively, 2 people wrote "not very" and "no" - 10 people.

During the conversation with the students who answered "no", it turned out that in general they believe that such a new art lesson would be rather boring and therefore they would not like to introduce it. It is noteworthy that out of 10 people who answered "no", nine are boys, and they are not in the first place in their studies. And, it seems to me, they were not against the introduction of the art object, but in general against the introduction of another new lesson. This response showed their attitude to learning in general.

Thus, after conducting a survey, I found out that the interest of younger students in art is quite high. They not only enjoy going to the theater for performances, attending various exhibitions or the circus, but they would also like to learn more about the art itself. Unfortunately, books on the subject and educational television programs are not available today as a source of information for younger students. I was also convinced of this when I visited the children's libraries of the city. Literature on art is intended for older people. There is a contradiction between the need for knowledge among younger students, on the one hand, and the impossibility of obtaining it, on the other. I see one of the ways out in this situation in the introduction of elements of art history into the lessons of the art cycle: music, fine arts, literature.

3 Draft program of aesthetic education of junior schoolchildren

Explanatory note

The federal educational standard for elementary general education defines the goal and main result of education - the development of the student's personality based on the assimilation of universal educational activities, knowledge and development of the world. At the same time, it is assumed that, in accordance with the standard, “the formation of the foundations of civic identity and worldview of students, spiritual and moral development, education of students, providing for the adoption of moral norms, moral attitudes, moral values” by them is carried out. In essence, we are talking about the socialization of students, the creation of conditions for the formation of a versatile social experience of younger students. When developing a socialization system, the possibilities of three components should be taken into account educational process: the actual learning process, extracurricular and extracurricular activities - based on the connection of the educational institution with the social environment. Preferential attention to aesthetic education is expedient for the following reasons: firstly, the development of each subject area depends on the emotional and value attitude to educational information, which requires reliance on figurative perception; secondly, it is the organization of aesthetically oriented creative activity that makes it possible to realize in a complex the possibilities of the three components of the educational process; thirdly, extracurricular activities are an inexhaustible arsenal of means for the aesthetic development of the personality of a younger student. One of the central tasks of the general education school in present stage is the development of a sense of beauty in students, the formation of a healthy artistic taste in them, the ability to understand and appreciate works of art and literature, the beauty and richness of the natural world around us.

In the course of research activities, both the teacher and the student are in the same situation, they put forward a hypothesis together, test it, and draw conclusions. This activity is fully joint creativity teacher and student. In such activities, the product of research, as a rule, has not only novelty, but also socially significant, practical value.

Research and project activity of students is a form of organization of educational work, which is associated with the solution by students of a creative, research problem with a previously unknown result. In the course of research activities, the skills of students working in groups, the development of camaraderie, empathy, and responsibility for the assigned work are also formed.

The object of the research is the process of formation of aesthetic education of junior schoolchildren.

The subject of the study is the conditions that contribute to the formation of the aesthetic culture of younger students.

The main result of the effective implementation of the project:

Achieving a high educational result;

Disclosure of creative abilities of students;

Formation of aesthetic education of junior schoolchildren.

Project goals:

Improving the educational process for the formation of aesthetic education in elementary school;

Creating conditions for creative self-realization children, involving them in research activities;

Systematization and generalization of work on aesthetic education in elementary school.

Project objectives:

Summarize the experience of research and project activities in the formation of aesthetic education in primary school;

To create conditions for the creative self-realization of children, to involve them in research activities;

Select the most striking and developing methods of work during the project

predict possible options further work.

Research methods:

Analysis of the literature on research and project activities of younger students, the study of regulatory, methodological documents, the study and generalization of advanced pedagogical experience surveys (questionnaires)

Pedagogical experiment; pedagogical observation; analysis of school documentation, comparison, generalization.

The significance of the project.

In the field of modernization of primary education, the task is to get a primary school graduate with the knowledge, skills and abilities of the basics of independent and creative activity. The most productive option to achieve such a result is the use of research and design technologies in the education and upbringing of younger students.

In the course of this project, the student must "pass" through himself aesthetic values, information about the world around him, which will become the motivational basis of his actions. At the same time, the interaction of the child with the aesthetic environment satisfies his cognitive needs, contributes to intellectual development, the internal potential is realized.

Project components

Educational

Components of the project.

The use of creative, research and design work in academic disciplines

Development creativity students

Formation of skills of independent project activity of schoolchildren and the ability to work in a team

Dissemination and promotion of experience in the aesthetic education of younger students.

Forms of organization of research activities of students:

cool watch.

Excursions, walks.

Conducting experiments and observations.

Extracurricular activities.

Project participants:

2nd grade elementary school students

Primary school teachers

parent public

Project implementation timeline:

Expected results.

The active interest of students in the acquired knowledge obtained by them in joint creative, research and practical work.

The positive impact of educational information that goes beyond standard textbooks.

Technique training research work with books, the use of Internet tools in order to gain new knowledge, the formation of library skills.

Acquisition of communication skills.

Development of the ability to adequately present the results of their work in the form of reports, mini-essays, reviews, drawings, photographs, etc.

Speech development and vocabulary enrichment.

Active participation of parents in the school life of the child.

Improving the professional competence of the teacher.

DurationEventsSeptember Conducting experiments and observations Excursion to the children's library Educational project "The Beauty of Autumn" Educational project "How poems are born" Hike to the children's theaterOctoberExcursions to the art gallery Educational project "I am an artist" Drawing competitionNovember Action "World of cartoons" Educational project "How cartoons are made" Action "My own cartoon"December Action "I am a creator" Educational project "Ochumel handicrafts" Creative crafts competitionJanuaryEducational project "Beauty of winter" Action "Snowflake" Exhibition of "snowflakes" Hike to the exhibition of winter paintingFebruaryAction "Writer" Educational project "Famous writers of the Tambov region" March Action "Gatherings with adults" Educational project "Communication of children and their parents" Event "Family competitions" April going to the children's theater Presentation of talents of the class

Aesthetic week plan

Days of the weekEventParticipantsMondayArtist's DayHolidayTeam teachers, children, parentsTuesdayDrawing and poster competitionClassroom teachers, childrenWednesdayReading favorite poemsClass teachers, childrenThursdayHand made craftsTeam teachers, children, parentsFridayWe fantasize, create, createClassroom teachers, children, parents

Conclusion

Aesthetic education really occupies an important place in the entire system of the educational process, since behind it is not only the development of the aesthetic qualities of a person, but of the whole personality as a whole: its essential forces, spiritual needs, moral ideals, personal and social ideas, worldview.

The impact of the aesthetic phenomena of life and art on a person can take place both purposefully and spontaneously. The school plays an important role in this process. The curriculum includes such subjects as fine arts, music, literature, the basis of which is art.

The study showed that the cognitive interest in art among younger students is quite large, and the presence of interest is the first of the conditions for successful education. In addition, art material has a great emotional potential, whether it is a piece of music, literature or art. It is the power of emotional impact that is the way of penetration into the children's consciousness, and the means of forming the aesthetic qualities of the individual.

Indeed, the means of art used in the educational process are an effective means of aesthetic education of younger students. Experienced teachers, knowing this, are able through art to bring up the true aesthetic qualities of a person: taste, the ability to evaluate, understand and create beauty.

One of the most important sources in the emotional experience of schoolchildren is intra-family relations. The formative and developing significance of the family is obvious. However, not all modern families pay attention to the aesthetic development of their child. In such families, it is quite rare to talk about the beauty of the objects around us, nature, and going to the theater or museum is out of the question. A class teacher should help such children, try to make up for the lack of emotional experience, with special care in the class team. task class teacher is to conduct conversations, lectures with parents on the aesthetic education of the younger generation.

Thus, the means and forms of aesthetic education are very diverse, ranging from the subjects of the natural-mathematical cycle at school to "shoe laces." Aesthetically educates literally everything, the whole reality around us. In this sense, art is also an important source of children's aesthetic experience, since art is the most concentrated expression of a person's aesthetic attitude to reality and therefore plays a leading role in aesthetic education.

Bibliography

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POMORSKY STATE UNIVERSITY
named after M.V. LOMONOSOV

Faculty of Pedagogy Primary
and Special Education

COURSE WORK
ON THE THEORY OF EDUCATION

Aesthetic education of junior schoolchildren by means of art

Done: student III course
32 groups
Shvagurtseva I.S.

Scientific adviser:
PhD, Associate Professor
Lugovskaya I.R.

INTRODUCTION.................................................................................................................................... 2

Chapter I. Theoretical approaches to the problem of aesthetic education of younger schoolchildren............................................................................................................................................................. 4

§1. Essence of aesthetic education............................................................................... 4

§2. Features of aesthetic education in primary school age ...... 10

§3. Ways and means of aesthetic education of junior schoolchildren .............. 13

Chapter II. Art as a Means of Aesthetic Education....................................................... 18

§1. Aesthetic essence of art.................................................................................... 18

§ 2. Perception of art by younger schoolchildren (according to B.T. Likhachev) .............. 20

§3. Implementation of aesthetic education by means of art at the lessons of the art cycle (literature, music, fine arts) .... 24

Chapter III. Experimental work on the aesthetic education of younger schoolchildren by means of art.................................................................................................................................................. 29

CONCLUSION................................................................................................................................... 34

BIBLIOGRAPHY.................................................................................................................... 35

APPENDICES................................................................................................................................... 37

"The future of mankind is sitting at the desk now, it is still very naive, trusting, sincere. It is entirely in our adult hands. What we will form them, our children, they will be like that. And not only them. This will be the society in 30-40 years, the society built by them according to the ideas that we will create for them" (15, 14).

These words of B.M. Nemensky they say that the school decides what they will love and hate, what they will admire and be proud of, what they will rejoice at and what people will despise in 30-40 years. This is closely connected with the outlook of the future society. The formation of any worldview cannot be considered complete if aesthetic views are not formed. Without an aesthetic attitude, a worldview cannot be truly integral, capable of objectively and fully embracing reality. "Just as it is impossible to imagine human society without the history of its cultural and artistic development, it is just as impossible to imagine a cultured person without developed aesthetic views" (10, 29).

In recent years, attention has increased to the problems of the theory and practice of aesthetic education as the most important means of shaping attitudes towards reality, a means of moral and mental education, i.e. as a means of forming a comprehensively developed, spiritually rich personality.

And to form a personality and aesthetic culture, many writers, teachers, cultural figures note (D.B. Kabalevsky,
A.S. Makarenko, B.M. Nemensky, V.A. Sukhomlinsky, L.N. Tolstoy
K.D. Ushinsky), - it is especially important in the most favorable for this younger school age. The feeling of the beauty of nature, surrounding people, things creates special emotional and mental states in the child, arouses a direct interest in life, sharpens curiosity, develops thinking, memory, will and other mental processes.

The system of aesthetic education is called upon to teach to see the beauty around oneself, in the surrounding reality. In order for this system to influence the child most effectively and achieve its goal, B.M. Nemensky singled out its following feature: "The system of aesthetic education should be, first of all, unified, uniting all subjects, all extracurricular activities, the entire social life of a student, where each subject, each type of activity has its own clear task in the formation of aesthetic culture and personality of the student" (15, 17).

But every system has a core, a foundation on which it relies. We can consider art as such a basis in the system of aesthetic education: music, architecture, sculpture, painting, dance, cinema, theater and other types of artistic creativity. The reason for this was given to us by Plato and Hegel. Based on their views, it became an axiom that art is the main content of aesthetics as a science, and that beauty is the main aesthetic phenomenon (13, 6). Art contains great potential for personal development.

This assumption determined the topic of our study: "Aesthetic education of junior schoolchildren by means of art."

The subject of the study is the use of art in the aesthetic education of younger students.

The object of the research is the aesthetic education of junior schoolchildren.

The goal is to identify the possibilities of art as a means of aesthetic education.

The hypothesis is that aesthetic education is effective if the means of art are used in educational activities, namely the means of fine arts, music, literature, and architecture.

1. To study and analyze the literature on the problem of aesthetic education of younger students by means of art.

2. Carry out experimental work to study the level of interest of younger students in art.

3. Carry out work on the aesthetic education of younger students by means of art.

Research methods:

1. theoretical analysis of literature,

2. observation,

3. pedagogical experiment,

4. questioning,

5. conversation.

Research base: Arkhangelsk, secondary school No. 45, 3 "G" class.

Chapter I. Theoretical approaches to the problem of aesthetic education of younger students.

In this chapter, we will consider the main theoretical approaches of domestic and foreign teachers and psychologists to the problem of aesthetic education of younger schoolchildren, reveal the concept of "aesthetic education", identify its purpose, objectives, consider the main categories of aesthetic education and their features in primary school age, as well as ways and means of aesthetic education.

§1. The essence of aesthetic education.

Adults and children are constantly faced with aesthetic phenomena. In the sphere of spiritual life, everyday work, communication with art and nature, in everyday life, in interpersonal communication - everywhere the beautiful and the ugly, the tragic and the comic play an essential role. Beauty gives pleasure and pleasure, stimulates labor activity, makes meeting people pleasant. The ugly repels. Tragic teaches compassion. The comic helps fight shortcomings.

The ideas of aesthetic education originated in ancient times. Ideas about the essence of aesthetic education, its tasks, goals have changed since the time of Plato and Aristotle up to the present day. These changes in views were due to the development of aesthetics as a science and understanding of the essence of its subject. The term "aesthetics" comes from the Greek "aisteticos" (perceived by feeling) (25; 1580). Philosophers-materialists (D. Diderot and N.G. Chernyshevsky) believed that the object of aesthetics as a science is the beautiful (13; 7). This category formed the basis of the system of aesthetic education.

In our time, the problem of aesthetic education, personal development, the formation of its aesthetic culture is one of the most important tasks facing the school. This problem has been developed quite fully in the works of domestic and foreign teachers and psychologists. Among them are D.N. Dzhola, D.B. Kabalevsky, N.I. Kiyashchenko, B.T. Likhachev,
A.S. Makarenko, B.M. Nemensky, V.A. Sukhomlinsky, M.D. Taboridze, V.N. Shatskaya, A.B. Shcherbo and others.

In the literature used, there are many different approaches to the definitions of concepts, the choice of ways and means of aesthetic education. Let's consider some of them.

In the book " General issues aesthetic education at school" edited by a well-known specialist in aesthetic education
V.N. Shatskaya, we found the following formulation: "Soviet pedagogy defines aesthetic education as the education of the ability to purposefully perceive, feel and correctly understand and evaluate beauty in the surrounding reality - in nature, in social life, work, in the phenomena of art" (16; 6).

In a short dictionary of aesthetics, aesthetic education is defined as "a system of activities aimed at developing and improving a person's ability to perceive, correctly understand, appreciate and create the beautiful and sublime in life and art" (11; 451). In both definitions, we are talking about the fact that aesthetic education should develop and improve in a person the ability to perceive beauty in art and in life, correctly understand and evaluate it. In the first definition, unfortunately, the active or creative side of aesthetic education is missed, and in the second definition it is emphasized that aesthetic education should not be limited only to a contemplative task, it should also form the ability to create beauty in art and life.

D.B. Likhachev in his book "The Theory of Aesthetic Education of Schoolchildren" relies on the definition given by K. Marx: "Aesthetic education is a purposeful process of forming a creatively active personality of a child capable of perceiving and evaluating the beautiful, tragic, comic, ugly in life and art, living and creating "according to the laws of beauty" (13; 51). The author emphasizes the leading role of purposeful pedagogical influence in the aesthetic development of a child. relationship to reality and art, as well as the development of his intellect, is possible as an uncontrolled, spontaneous and spontaneous process.Communicating with the aesthetic phenomena of life and art, the child, one way or another, develops aesthetically.But at the same time, the child is not aware of the aesthetic essence of objects, and development is often conditioned by the desire for entertainment, moreover, without outside interference, the child may develop misconceptions about life, values, ideals.B.T Likhachev, as well as many other teachers and psychologists and, believes that only a targeted pedagogical aesthetic and educational impact, involving children in a variety of artistic creative activities can develop their sensory sphere, provide a deep understanding of aesthetic phenomena, raise them to an understanding of true art, the beauty of reality and beauty in the human person (13; 42).

For the successful formation of the aesthetic culture of students, which is aimed at the process of aesthetic education at school, it is necessary to comply with the basic requirements:

- the definition of the components of the aesthetic culture of the individual (aesthetic perception, feelings, evaluation, taste, needs, activities) becomes the basis for identifying pedagogical means their development;

- in the process of developing the components of the aesthetic culture of the personality of a younger student, age characteristics are taken into account (visual-figurative thinking, high emotional susceptibility, flexibility of imagination, predisposition to creativity);

- the choice of content, methods, means of teaching younger students, which are factors in the formation of children's ability to feel and perceive aesthetic values.

With regard to the first requirement, the aesthetic culture includes:

1. aesthetic values that are mastered in the process of training, education and development;

2. aesthetic attitudes and needs (ability, perception, experience, attitude, feeling, taste, assessment, ideal);

3. purposeful activity and creativity (rediscovery of old and creation of new aesthetic and artistic values in various types of human activity, including art);

4. educational space that contributes to the student's immersion in the "world of aesthetics" (atmosphere, environment, aura, atmosphere, environment).

These components should be taken into account when building a system of aesthetic education for schoolchildren.

The second requirement is taken into account when selecting art objects for perception, compiling tasks that stimulate emotional experiences, contribute to the development of imagination and creative abilities. "From a psychological point of view, younger students are very emotional and very responsive to any manifestations of beauty and ugliness. He is distinguished by an amazing integrity of consciousness, which does not separate him from the world, does not oppose it to the world, does not know subject-object reflection. The child turns out to be an artist in the structure of his soul. Therefore, it is important to use the emotional responsiveness of the child for his aesthetic and ethical development ".

According to the third requirement, the system of aesthetic education of younger schoolchildren should be based on content that is interesting for this age, include effective methods and means of education in terms of instilling aesthetic values, developing aesthetic attitudes and needs, including children in creative artistic activity, while saturating the educational space with art objects.

Following A. Dubaseniuk, we believe that "the system of aesthetic education is a purposeful, organized process of artistic and aesthetic education, development, upbringing of children, built on the basis of a set of methodological principles, psychological and pedagogical substantiation of methodological documents that ensure the implementation, inextricably linked with the aesthetic education of the individual, its moral and labor development". We agree with A. Dubaseniuk that the functioning of the system of aesthetic education will be effectively carried out when it does not act in isolation, but is included in the complex of all educational work and carried out under targeted pedagogical guidance.

Confirmation integrated approach to the aesthetic education of a younger student, we find in B.M. Nemensky, who noted that "the system of aesthetic education and personality development will work more efficiently if it is, first of all, unified and unites all subjects, all extra-curricular activities, the entire social life of a student, where each subject, each type of activity has its own clear task in the formation of aesthetic culture and personality of the student" .

The features of building such a system for younger students include:

1. Embedding aesthetic education in the process of intensive formation of the student's relationship to the world, which gradually turn into personality traits.

To teach a child to see the beauty around him, in works of art, in nature, this means laying the groundwork for the long-term process of aesthetic education of the individual. It is with this that elementary school teachers begin, who are interested in raising a generation that is reverent about beauty.

2. Coordination of aesthetic education with the changes taking place in the field of cognitive processes of the student.

For primary school age, the leading form of acquaintance with the aesthetic ideal is children's literature, animated films and cinema. A huge influence on the aesthetic development of the personality of a younger student is exerted by poetic and cinematographic works.

3. Systematic impact on the emotional attitude of the younger student to the world. A child who receives systematic spiritual and moral, artistic and aesthetic ideas at the first stage of aesthetic education, even if he does not later become a musician, artist, writer, will acquire flexibility of thinking, openness to the world of beauty, kindness, receptivity to moral values for life.

4. The unity of all subjects, extra-curricular activities, the social life of a younger student in terms of aesthetic significance. Despite the fact that in the Federal State Educational Standard of the IEO, the aesthetic education of schoolchildren is laid down in the lessons of fine arts, it is possible to teach children the perception of works of art, the surrounding reality and everyday life in other lessons. The main direction of this work is the practical acquaintance of students with various types of art, accustoming them to aesthetic perception and the simplest aesthetic judgments. We are sure that every subject in the school can educate aesthetically. "Any lesson in which everything is organic, expedient and harmonious is aesthetic." And in achieving this goal, information and communication technologies help the teacher. With their help, the teacher can introduce students to works of architectural, artistic and musical art that are located in different parts of the world, travel around the world with the children and show them all the immense beauty of nature and the surrounding reality.

To achieve the desired results, the teacher has to try, experiment, look for something new and innovative. He himself simply needs to change, raise his level of aesthetic culture, engage in aesthetic self-education, expand the range of his interests, his horizons "the key to achieving a high aesthetic level of interaction with students is the teacher's own achieved level of aesthetic culture" . Thus, it can be concluded that the period of primary school age is significant in that aesthetic views, ideals, cognitive interests, as well as a holistic attitude towards the world among students are in the process of formation and are amenable to the influence of the teacher. In addition, students at primary school age are emotionally receptive and responsive, which is the basis for instilling moral and spiritual values through experiencing the beauty and uniqueness of the world. Teachers at school should find the opportunity to educate students aesthetically within the framework of any subject, as well as in extracurricular activities, contributing to the development of a holistic aesthetic attitude to reality. Teachers are able not only to lay a solid foundation for an aesthetically developed personality, but also through aesthetic education to lay the true worldview of a person. After all, it is at early school age that the child's attitude to the world is formed and the essential aesthetic qualities of the future personality develop.

The necessary conditions for the formation of a modern harmoniously developed person are the richness of his inner spiritual culture, intellectual freedom, high moral potential, good aesthetic taste, tolerance in interpersonal, international and social communication. The main tasks of elementary school at the present stage are the formation of the spiritual sphere of the personality of students, the education of its moral and aesthetic qualities, taking into account the universal, specifically historical and national. The development of these qualities is impossible without the creation of an effective system of training and education. In this regard, the search for new approaches to the organization of education and upbringing at school, in particular, the implementation of the educational function of education, is being updated. In our opinion, exactly integrative approach allows to solve to a certain extent the problem of education and upbringing of elementary school students.

The relevance of research is determined by the fact that the environmental content in the educational system includes the relationship between man and society, the relationship between people and the surrounding social and natural environment.

One of the important issues of ecological education of younger schoolchildren is the problem of introducing children to nature, the development of an emotionally colored attitude towards it. One of the insufficiently developed aspects of environmental and aesthetic education is the development of an aesthetic attitude to nature.

The period of primary school age is characterized by the active cognitive and aesthetic activity of the child, the intensive development of the intellectual and emotional-sensual spheres, the formation of self-knowledge, the development of universal values, various social roles. The relationship of children with nature is sensitive, cognitively and emotionally significant (L.I. Bozhovich, L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin).

Primary schools solve specific tasks aimed at the aesthetic education of children: the development of the ability to feel and understand beauty in life and art, respond emotionally to it, evaluate beauty, strive to the best of their ability to complement the beauty of the world around them.

It is quite obvious that all these tasks can be successfully solved only if children are educated in an aesthetic attitude to the surrounding reality. The formation of aesthetic feelings and ideas of children, familiarization with the beautiful is carried out in a certain system, in various activities, with the perception of the surrounding reality and works of art. Creating a store of aesthetic knowledge, enriching artistic impressions is the first task of aesthetic education and the most successful solution in the process of direct contact of the child with aesthetic phenomena in the surrounding life and nature.

The aesthetic attitude is not given to a person from birth, but is formed in activity under the influence of purposeful leadership. Success in such work will depend on exactly selected by the teacher and the most effective means and methods.

Subject of study - forms of work on the aesthetic education of younger students by means of nature.

Object of study - aesthetic education of junior schoolchildren.

Purpose of the study was to determine the most effective ways and methods of aesthetic education of children of primary school age by means of nature.

Research objectives:

To study the basics of aesthetic education of schoolchildren;
reveal the features of aesthetic education in primary school age;
consider nature as a means of forming aesthetic culture;
to analyze the level of aesthetic education of younger students;
To develop directions and measures to improve the work on the aesthetic education of younger schoolchildren by means of nature.

To solve the tasks, we used set of methods research : study and theoretical analysis of pedagogical, scientific and practical methodological literature, standard programs, curricula for elementary school, observation, generalization, design, modeling, development of technology for performing origami, study of the products of educational activities of younger students.

Research Base - secondary school No. 18, g. Murom.

Work structure : the work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1. Theoretical aspects of the aesthetic education of younger students by means of nature

1.1 Fundamentals of aesthetic education

Aesthetic education is based on the cultural experience of mankind, including art, which performs the function of accumulation. The best examples of aesthetic (spiritual) culture, which absorbed the ideas of people of the past about the beautiful, perfect, harmonious, about the happiness of a person, about his struggle for honor, justice, freedom, are a measure of the universality and harmony of the individual. Modern spiritual culture equips a person with modern ideals, hopes and aspirations, modern ideas about beauty and beauty.

Aesthetic education through aesthetic culture forms a creative person, opening his soul to the sounds, colors, forms of nature and contributing to a more complete, coherent, deep and harmonious understanding of the world, thereby helping to reveal the creative abilities of a person necessary for any field of activity, for any profession. According to B.T. Likhachev, aesthetic education is “a purposeful process of forming a creatively active personality of a child, capable of perceiving and evaluating the beautiful, tragic, comic, ugly in life and art, living and creating “according to the laws of beauty”. It is also understood as a qualitative change in the level of aesthetic culture of the object of education, which can be both an individual and social group and society as a whole. It - required element functioning of the totality of the spiritual wealth of the individual. Thus, aesthetic education is inextricably linked with all the main processes of the formation of an individual (moral, physical, mental education, etc.), is an integral component of the education of a creative personality.

In the purposefulness of aesthetic education, the objective and subjective aspects of social ideological processes intersect. It incorporates the whole system of ways of aesthetic development of the individual, which is determined by all the richness of the environment and the life of society. This system is implemented in more or less specific forms, but there is always an element of free time in it and there is no obsessive didacticism.

Therefore, it is fair to characterize the process of aesthetic education as one of the most democratic ways of the spiritual development of the individual, implemented in various spheres of society.

The views of the Russian educators of the 19th century N.A. Dobrolyubova, N.G. Chernyshevsky and L.N. Tolstoy, who believed that only education based on the reasonable freedom of the child develops his interests and curiosity, strengthens his mind and will.

At the heart of aesthetic development lies the education of feelings. Neither intellectual nor physical nor emotional development personality cannot be complete if it is not aesthetically developed. An aesthetically developed person relates to himself, to nature, to others, not as an owner, but as a person who feels the uniqueness and originality of the other.

The ideas and mechanisms of aesthetic education were already visible in the works of outstanding thinkers: Ya.A. Comenius, D. Locke, J.-J. Russo, I.G. Pestalozzi. So, J.-J. Rousseau believed that “of all abilities, feelings are the first to form and improve in us. They, therefore, should be developed first of all; meanwhile, they are only forgotten, they are neglected, first of all. I.G. Pestalozzi noted that “…. everything must emanate as from the center of your sensory perception. He attributed contemplation to sensory perception and believed that it is the only foundation of learning, since it (contemplation) is the only basis of human knowledge. In his opinion, "... the ailments of the school business cannot be cured if the forms of all education are not subordinated to those eternal laws, according to which human knowledge rises from sensory perception of reality to clear concepts."

ON THE. Dmitrieva notes that no matter what educational systems exist, the main task of aesthetic education is "to give the right direction and development to that sense of beauty - the aesthetic sense that is inherent in each of us."

The aesthetic development of the child is carried out in parallel with the development of his cognitive interest. Ya.A. Comenius wanted, on the basis of the method of natural and artificial parallelism, "to place the art of spiritual pleasure on such firm foundations of education that it would certainly go forward and not deceive in its results."

Of modern interest are the ideas of D. Locke on the psychological mechanism of the assimilation of knowledge, on the activity of the subject of education as a prerequisite for physical, mental and moral perfection. In the future, these ideas were developed by representatives of the Soviet pedagogical school: N.K. Krupskaya, A.S. Makarenko, S.T. Shatsky, K.D. Ushinsky, who increased attention to the natural development of children and the formation of interest in learning.

At the heart of the development of cognitive interest, as S.L. Rubinshtein, lies the manifestation of the mental and emotional activity of the child, an active emotional attitude to the world (N.G. Morozova), a specific attitude of the individual to the object, caused by the consciousness of its vital significance and emotional attractiveness (A.G. Kovalev).

V.A. Sukhomlinsky saw the goal of aesthetic education in the formation of the ability to enjoy the beautiful; fixing impressions in emotional memory on the beautiful in life; in a penchant for beauty; active aesthetic position.

Currently, scientific research is being carried out on the influence of aesthetic education on the comprehensive development of the personality, including its humanistic properties. Not only a direct dependence of the aesthetic development of the individual on the holistic educational process of the school has been established, but also an inverse relationship, when aesthetic education is a factor that optimizes the educational process.

It should be noted that the goal of educating a gifted person coincides with the goal of aesthetic education and consists in the development of the child's essential powers and his creativity; obtaining a universal, harmonious personality with a special attitude to society, nature, the Universe, that is, with a sense of inner organic involvement in them.

Speaking about the aesthetic, it should be noted that, despite the variety of manifestations (different aesthetic categories), it is based on the aesthetic category - beauty (beautiful), which ontologically, epistemologically, axiologically denotes new status subject. According to Yu.B. Boreva, "the feeling of beauty acts as a center of gravity, around which the orbits of humor, sadness, and indignation are located." Therefore, they talk about the aesthetic feeling as a feeling of beauty, considering it "the most universal aesthetic category."

G.Yu. Eysenck hypothesized the unity of aesthetic essence in all its manifestations and proposed factor analysis for the overall assessment of such diverse stimuli as landscapes, book covers, equations, smell and abstract forms. He declared the cause of the discrepancies discovered by Gestalt psychology to be the neurophysiological differences of people in relation to the brightness of the perceived.

Having passed the historical path of development, the concept of “aesthetic” has expanded from the objective principles of the organization of the world, when, with a holistic perception, nothing can be added or subtracted without making it worse, to the social and social experience of a person and his assessments. In the latter case, the concept of beauty includes not only the actual beauty of an object - its functionality, simplicity and perfection of form, but also the truth (G. Mazzini) and the beauty of the human soul (Sukhomlinsky). So, according to Socrates, beauty includes the purpose for which an object exists or is created, and this provides an opportunity best performance the subject of their functions. The importance of beauty in science is evidenced by physicists A.B. Migdal, P. Dirac and others. Only a kind and highly moral person is understood in society as beautiful. Therefore, ethics has an aesthetic basis, and the upbringing of the younger generation should be, as V.A. Sukhomlinsky, "moral and aesthetic".

True beauty, therefore, is the highest type of object organization: always elegance, expediency, conciseness, where excesses mean bad taste, and injustice means disharmony. The principle of aesthetic education is that the aesthetic principle, having in its composition the original triad of values of the fundamental foundations of being - beauty, truth and goodness, must be present at all stages of the formation of a person, contributing to its harmonious development and perfection. No wonder the sages from ancient times advised to surround the child with beauty and kindness. "Beauty will save the world!" - F.M. puts these words into the mouth of his hero. Dostoevsky.

Another component of aesthetic culture should be considered knowledge, on the basis of which aesthetic ideas, concepts, views and tastes are formed that make up the aesthetic outlook of the individual. A special place in aesthetic culture is occupied by the aesthetic ideal as a model and goal to which one should strive. An important component of aesthetic culture should be considered aesthetic taste, which allows a person to distinguish the beautiful from the ugly, true beauty from false (ghostly).

Aesthetic interests and needs, as well as aesthetic abilities, serve as an indicator of a person's aesthetic attitude to the world. The concept of "system of aesthetic education" organically combines the unity of purpose, content, principles, organizational forms and methods that ensure the formation of personality.

In determining the system of aesthetic education, a clear understanding of pedagogical principles plays an important role, among which the most important is the universality of aesthetic education. When building a system of aesthetic education, the principle of the relationship between science and art in influencing the personality is also the starting point. The principle of creative amateur activity of schoolchildren is also of great importance, since in the process of artistic creativity the child develops a number of the most important value and aesthetic qualities.

For example, V.N. Shatskaya considered aesthetic education not only as the comprehension of beauty in art, but above all as the comprehension of beauty in life itself. She said that aesthetic education is “the education of the ability to fully perceive and correctly understand beauty in nature, in social life, in the thoughts and actions of a person, in everyday life, in art, the education of love for beauty, the ability to create beauty yourself.”

Aesthetic education is a purposeful process of forming a creatively active personality, capable of perceiving, feeling, evaluating the beautiful, tragic, comic, ugly in life and art. It includes aesthetic development - an organized process of formation in a child of natural essential forces that ensure the activity of aesthetic perception, creative imagination, feeling, emotional experience, imaginative thinking, as well as the formation of spiritual needs.

Aesthetic education and development of children is carried out through the impact of all means of art. Its most important elements are artistic education, education and development of students. Art education is a purposeful process of developing in children the ability to perceive, feel, evaluate art and create artistic values. Art education is the process of mastering by schoolchildren the totality of art history knowledge, skills, and the formation of their worldview attitudes towards art and artistic creativity. Artistic and creative development is the purposeful formation of children's abilities in various fields of art.

The theory of aesthetic education affirms the position on the leading role of organized pedagogical influence in relation to the spontaneous development of children in their aesthetic development. Only the purposeful involvement of schoolchildren in a variety of creative artistic activities can optimally develop them. natural forces, to provide a deep comprehension of aesthetic phenomena, to raise to an understanding of true art and the beauty of reality.

Another initial theoretical position of the theory of aesthetic education is the recognition of the enduring significance and spiritual value for a sublime, beautiful, graceful person.

Another key theoretical and methodological position is the need for a harmonious solution of a set of problems in the process of teaching art to children: artistic, aesthetic and moral education; teaching skills and abilities that provide the opportunity to involve students in active artistic and creative activities; development of physical and spiritual essential forces and creative abilities.

The ultimate goal of modern aesthetic education is the formation in schoolchildren of a moral and aesthetic humanistic ideal of the comprehensive development of the individual, the ability to see, feel and understand beauty.

Aesthetic education of children should be carried out by resolving objective contradictions and subjective inconsistencies. The main contradiction is due to the fact that nature from birth lays in the child the inclinations and possibilities for comprehending beauty, an aesthetic attitude to reality and art. At the same time, these inclinations and opportunities can be fully realized only in the conditions of purposeful, organized artistic and aesthetic education and upbringing.

Neglecting the purposeful aesthetic development of children leaves them indifferent to genuine spiritual artistic and aesthetic values. At the same time, a discrepancy is revealed between the need for universal aesthetic education and the ability of the material and personnel capabilities of educational institutions.

Contradictions and inconsistencies are removed as a result of the effective organization and implementation of the system of aesthetic education. The main mechanisms that activate this system are the developed aesthetic perception and knowledge of artistic and aesthetic phenomena; spiritual communication based on works of art; artistic and creative activity that develops the abilities of children and forms their artistic vision of the world.

In full accordance with the above theoretical and methodological provisions, we believe that the organization of the system of aesthetic education of young Russians should be based on the following principles: the universality of aesthetic education and art education, an integrated approach, the organic connection of all artistic and aesthetic activities of children with life.

The importance of the universality of aesthetic education and art education is determined by the fact that there cannot be a comprehensively and harmoniously developed person without aesthetic ideals, aesthetic development and artistic education.

An integrated approach to the aesthetic education of schoolchildren is determined by the fact that various types of art, interacting with each other, have an integrated effect on the child. This interaction is carried out as a result of close interdisciplinary connections in the teaching of literature, fine arts and music.

The system of aesthetic education should also be based on the principle of the organic connection of all artistic and aesthetic activities of children with life, as this allows the formation of the worldview and morality of schoolchildren, based on the real needs, needs and tasks facing Russian society.

The skillful combination of the above principles in the system of aesthetic education of schoolchildren, in our opinion, makes it possible to form a modern, well-educated, integral, harmoniously developed personality.

The subject of consideration will be those age characteristics that are inherent in the younger student and which should be taken into account in his aesthetic education.
We have already noted that it is very difficult to form aesthetic ideals, artistic taste, when the human personality has already taken shape. Aesthetic development of personality begins in early childhood. In order for an adult to become spiritually rich, special attention must be paid to the aesthetic education of children of preschool and primary school age. D. B. Likhachev writes: "The period of preschool and primary school childhood is perhaps the most decisive in terms of aesthetic education and the formation of a moral and aesthetic attitude to life." The author emphasizes that it is at this age that the most intensive formation of attitudes to the world takes place, which gradually turn into personality traits. The essential moral and aesthetic qualities of a person are laid down in the early period of childhood and remain more or less unchanged throughout life.
It is impossible, or at least extremely difficult, to teach a young man, an adult, to trust people if he was often deceived in childhood. It is difficult to be kind to someone who in childhood did not partake of sympathy, did not experience childhood direct and therefore indelibly strong joy from kindness to another person. It is impossible to suddenly become courageous in adult life, if in preschool and primary school age you have not learned to express your opinion decisively and act boldly.
Of course, the course of life changes something and makes its own adjustments. But it is precisely in preschool and primary school age that aesthetic education is the basis of all further educational work.
One of the features of primary school age is the arrival of the child in school. He has a new leading activity - study. The main person for the child is the teacher. "For children in elementary school, the teacher is the most important person. Everything for them begins with the teacher, who helped them overcome the first difficult steps in life..." (1). Through it, children learn the world, the norms of social behavior. The views of the teacher, his tastes, preferences become their own. From the pedagogical experience of A.S. Makarenko knows that a socially significant goal, the prospect of moving towards it, with an inept setting in front of children, leaves them indifferent. And vice versa. A vivid example of the consistent and confident work of the teacher himself, his sincere interest and enthusiasm easily raise children to work.
The next feature of aesthetic education in primary school age is associated with the changes taking place in the field of cognitive processes of the student.
For example, the formation of aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. This is noted by all the educators and psychologists mentioned above. In the course of education, life relationships, ideals undergo changes. Under certain conditions, under the influence of comrades, adults, works of art, life upheavals, ideals can undergo fundamental changes. "The pedagogical essence of the process of forming aesthetic ideals in children, taking into account their age characteristics, is to form stable meaningful ideal ideas about society, about a person, about relationships between people from the very beginning, from early childhood, doing this in a diverse, new and exciting form that changes at each stage," - notes D. B. Likhachev in his work.
For preschool and primary school age, the leading form of acquaintance with the aesthetic ideal is children's literature, animated films and cinema.
Book, cartoon or movie heroes, whether they are people, animals, or fantastic fictional creatures endowed with human qualities, are carriers of good and evil, mercy and cruelty, justice and deceit. To the extent of his understanding, a small child becomes an adherent of goodness, sympathizes with the heroes who are fighting for justice against evil. "This is, of course, the formation of the ideal as part of the worldview in that peculiar form that allows kids to easily and freely enter the world of social ideals. It is only important that the first ideal ideas of the child do not remain at the level of only verbal-figurative expression. It is necessary to constantly, by all means, encourage children to learn to follow their favorite characters in their behavior and activities, really show kindness, and justice, and the ability to portray, express the ideal in their work: poetry, singing and drawings."
From the early school age, changes in the motivational sphere take place. The motives of children's attitude to art, the beauty of reality are recognized and differentiated. D.B. Likhachev notes in his work that a new, conscious motive is added to the cognitive stimulus at this age. This is manifested in the fact that "... some guys relate to art and reality precisely aesthetically. They enjoy reading books, listening to music, drawing, watching a movie. They still do not know that this is an aesthetic attitude. But they have formed an aesthetic attitude to art and life. The craving for spiritual communication with art gradually turns into a need for them.
Other children interact with art outside of a purely aesthetic relationship. They approach the work rationalistically: having received a recommendation to read a book or watch a film, they read and watch them without a deep understanding of the essence, only in order to have a general idea about it. "And it happens that they read, watch or listen out of prestigious considerations. The teacher's knowledge of the true motives of children's attitude to art helps to focus on the formation of a truly aesthetic attitude.
The feeling of the beauty of nature, surrounding people, things creates special emotional and mental states in the child, arouses a direct interest in life, sharpens curiosity, thinking, and memory. In early childhood, children live spontaneous, deeply emotional lives. Strong emotional experiences are stored in memory for a long time, often turn into motives and incentives for behavior, facilitate the process of developing beliefs, skills and habits of behavior. In the work of N.I. Kiyashchenko quite clearly emphasizes that "the pedagogical use of the child's emotional attitude to the world is one of the most important ways of penetrating into the child's consciousness, its expansion, deepening, strengthening, construction." He also notes that the emotional reactions and states of the child are a criterion for the effectiveness of aesthetic education. The emotional attitude of a person to a particular phenomenon expresses the degree and nature of the development of his feelings, tastes, views, beliefs and
will."
Thus, primary school age is a special age for aesthetic education, where the main role in the life of a student is played by a teacher. Taking advantage of this, skillful teachers are able not only to establish a solid foundation for an aesthetically developed personality, but also through aesthetic education to lay the true worldview of a person, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality develop.

1.3 Nature as a means of forming aesthetic culture

It is difficult to imagine the aesthetic upbringing of children without involving nature as an assistant to the educator - this most natural source of beauty. Nature is not only a great teacher and a great educator. "Nature is a source of creative inspiration, a source of uplifting of all the spiritual forces of a person, not only an adult, but also a growing one." Nature helps to color all perceptions of the surrounding reality in emotional tones. It is this emotional attitude to the surrounding nature, an inexhaustible source of beauty, that the system of educational institutions should educate children.

At all times and epochs, nature has had a huge impact on man, on the development of his creative abilities, being at the same time an inexhaustible source for all the most daring and deepest aspirations of man. The great critic Belinsky considered nature "an eternal model of art." Composer Tchaikovsky, highly appreciating art in human life, wrote: "The delight from the contemplation of nature is higher than from art." The many-voiced sound of the Russian land was reflected in the work of talented Russian composers S.V. Rachmaninov, N.A. Rimsky-Korsakov, M.P. Mussorgsky and others. The unique richness of the colors of nature was captured in their canvases by I.I. Levitan, I.I. Shishkin, I. Grabar, M. Saryan, S. Gerasimov and others.

Beauty in nature is limitless and inexhaustible. Therefore, nature is the source for art. Beauty in nature has been and remains the subject of its artistic development. Therefore, great artists are always pioneers of beauty in the world around them.

The level of economic development of society, the social relations of people have left a significant imprint on the perception of nature. In some eras, this perception expressed people's aesthetic interest in nature, or, conversely, the beautiful was perceived distortedly.

In the ancient period, the ancient Greeks considered beauty as harmony poured into nature. The natural order in nature was considered its universal aesthetic property.

The religious Middle Ages, because of their fantastic faith in God, did not want to see beauty in nature. And only later, during the Renaissance, people again fell in love with the forms and colors of nature and began to create hymns in honor of its beauty.

In the system of aesthetic education of preschoolers, a large place should be given to nature. It enriches the child's psyche better than anything else, improves his senses and aesthetic taste. The education of love for nature, the ability to feel its beauty and admire it is of great importance not only for the aesthetic development of children, but also for moral education, in particular, for awakening patriotic feelings in preschoolers, sensitivity to the environment, the need for work, contributes to physical hardening, as well as expanding mental horizons.

The ability to see nature is the first condition for educating the worldview of unity with it, the first condition for educating through nature. It is achieved only through constant communion with nature. In order to feel like a part of the whole, a person must not episodically, but constantly be in a relationship with this whole. That is why the harmony of pedagogical influences requires constant communication with nature.

Nature is one of the factors influencing the development and formation of aesthetic feelings, it is an inexhaustible source of aesthetic impressions and emotional impact on a person. In people's lives, nature occupies a significant place, contributes to the formation and development of aesthetic feelings and tastes.

Love to native nature brought up from an early age. “It is at this time that it is necessary to instill in children a love for beauty, harmony, expediency, unity that reign in it.”

Aesthetic feelings are closely connected with moral ones. Love for the Motherland is a complex moral feeling, which is organically connected with the aesthetic feelings caused by communication with nature.

To love nature, one must know it, and in order to know, one must study it. In the process of knowing nature, aesthetic feelings and tastes are formed and developed. The perception of the aesthetic phenomena of nature and the experiences arising from this depend on the range of ideas, meanings and general development person.

A large role in the aesthetic education of younger schoolchildren by means of nature belongs to the teaching staff of the school. They should be faced with the task of consistently, systematically, purposefully developing and improving the aesthetic tastes of children.

At the present time, when the question of protecting environment, aesthetic education by means of nature must know its proper place in the system of aesthetic education.

Much in this regard depends on the teacher, on his knowledge, on his enthusiasm.

In work on aesthetic education by means of nature with children of primary school age, the teacher must be well aware of the characteristics of this age.

Children of this age have a great desire for independence, independence. They want to see everything, to discover everything themselves. This interest encourages children to be active. But its direction in relation to nature can be different: some of them can destroy nests, shoot birds with slingshots, while others can breed fish and care for pigeons.

Education is the organization of the child's activities, in which the organization of relations plays an important role. What does it mean to organize the activity of a child? The concept of activity is a complex concept: every activity is motivated by a need, has a motive (a more or less conscious motivating reason) and a goal - that for which the action is performed.

Thus, organizing the activity of the child, i.e. educating him, you need to give him support in the corresponding need, encourage him to the right motivation and attract to a specific goal. Needs, motives and goals are the basis of our relationships and our feelings.

Only by organizing the needs, motives and goals of your child's activity in accordance with the task that you set in education, you can bring up the desired quality of his personality. And again, it is possible to organize only in activity.

The task of the teacher is to direct the interest that has appeared in the right direction, to convince the children that, by destroying natural resources, they cause damage not only to the beauty of their native land, but also to themselves (moral, aesthetic). You can "hunt" with a camera and a movie camera. This kind of "hunting" will enrich the aesthetic, emotional world of the child, develop in him observation, curiosity, love for beauty.

In the work on aesthetic education, it is important to know and take into account not only the orientation of interests, but also the features of this perception (aesthetic): perceiving the phenomenon of the surrounding reality, a person is guided not only by cognitive and moral criteria, but also by aesthetic principles.

Aesthetic perception is the ability to create or reproduce and emotionally color whole images under the influence of real objects and works of art.

V.A. Sukhomlinsky said: “ kind child does not fall from the sky. He needs to be educated."

Yes, kindness to this day is in line with such qualities as courage and bravery. But kindness requires considerable courage and bravery. A good deed often requires stepping on the "throat of one's own song," and this requires much more courage than "stepping on the throat" of someone else's song.

It is necessary to teach children kindness through empathy with all living things. To be kind means to be able to empathize, i.e. to be able to understand another, to sympathize cordially with him and strive to help. Empathy must also be taught thoughtfully, carefully, carefully, as children are taught to take their first steps.

Learning empathy requires special activities that encourage empathy and help living beings. The forms of such activities are varied - you can start an aquarium or an "animal hospital".

Children who grew up in families where rudeness and even cruelty reigned did not immediately imbued with sympathy for their little pets. But the attentive care of the child himself for them and the sympathy of others necessarily led to the fact that warmth and pity for the defenseless creature woke up in the heart of the child.

Communicating with nature and taking care of it are necessary for cultivating good feelings, which are obligatory for every person.

Pets are a big help in raising personal positive qualities child, but only under the condition of responsible and careful handling of these animals. Only then will kindness, responsibility, a sense of duty, etc., be formed.

We are responsible for the living - and for the animal / and for the plant - before nature, before society, before our own conscience.

An analysis of the theoretical and methodological literature on the problem of aesthetic education of younger schoolchildren by means of nature allows us to draw the following conclusions:

Nature is one of the important factors in the aesthetic development of the individual.

The method of aesthetic education should be based on the joint activity of the teacher and the child in developing his creative abilities to perceive the beauty of the world around him.

The aesthetic attitude dominates the child's soul. Childhood is filled with games whose psychology is close to that of aesthetic life.

Conclusions to chapter 1

Thus, during the work it was established:

In pedagogy, aesthetic culture is considered as a complex concept. Its most important component is the formation of an aesthetic sense, a special emotional responsiveness of a person to beauty in art, nature, social life and people's behavior.

Primary school age is a special age for aesthetic education, where the main role in the life of a student is played by a teacher. Taking advantage of this, skillful teachers are able not only to establish a solid foundation for an aesthetically developed personality, but also through aesthetic education to lay the true worldview of a person, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality develop.

Aesthetic education is the formation in a person of an aesthetic attitude to reality and its activation to creative activity according to the laws of beauty.

Nature is one of the important factors in the aesthetic development of the individual. Communicating with nature and taking care of it are necessary for cultivating good feelings, which are obligatory for every person.

The main task in the aesthetic development by means of nature is the awakening in children of an emotional attitude towards it. Emotional attitude to nature helps to make a person higher, richer, more attentive.

Chapter 2

2.1Analysis of the aesthetic education of younger students

Having become acquainted with the work of a new poet, writer, artist, composer, he perceives the world differently, begins to see colors, shapes, sounds that he had not noticed before, begins to live differently, to feel differently.

The main task facing the elementary school is the task of the all-round development of the child, the early identification and development of his creative abilities.

Aesthetic education permeates the entire organization of a child's life at school. A joyful, friendly atmosphere of learning, filled with constant discovery of the surrounding world, makes it possible to educate a person who is interested in and needs to acquire knowledge. Fiction plays a huge role in shaping the spiritual world of the student. It opens the world of beauty to the young reader, develops his aesthetic feelings.

The school bases its work on a unified system of aesthetic education and sets itself the following tasks:

develop in children the need to acquire knowledge;
involve students in artistic and creative activities and introduce them to aesthetic culture;
develop taste, creative features of children;
to form spiritual qualities, high aesthetic feelings.

To accomplish these tasks, I use the following ways.

1. Constant connection with life, wide interdisciplinary connections.

2. Emphasis on tasks of a cognitive and creative nature, creative lessons.

3. Conducting any lesson at a high aesthetic level.

4. Generalization of knowledge through extracurricular activities.

Studying the formulation of aesthetic education in primary school, most researchers note the insufficient level of aesthetic development and education of younger students. One of the reasons for this phenomenon lies in the ineffective work of teachers, in the low level of their aesthetic culture.

An analysis of school practice, a survey of primary school teachers convinced us that the state of their aesthetic training does not meet modern requirements. Firstly, there is no system in planning aesthetic and educational work with younger students, there is no diversity in the forms of aesthetic work carried out with students and their parents. Also, the aesthetic needs, tastes, hobbies, interests of children, the conditions for their aesthetic development in the family are not studied enough by the teacher. Many teachers experience difficulties in formulating the aesthetic goals and objectives of lessons, extracurricular activities with students. Teachers do not use all the possibilities of aesthetic self-education and self-education.

In the scientific literature of recent years, the aesthetic and pedagogical professiogram of a teacher, that is, a description of the aesthetic qualities, knowledge, skills, and abilities of a teacher, has begun to be actively developed. The “models” of the aesthetic culture of the teacher are presented in the scientific works of M.A. Verba, G.A. Petrova, V.A. Slastenin, N.M. Konysheva and others.

We single out three main sections of the aesthetic and pedagogical professiogram:

1. General requirements.

The primary school teacher must have broad erudition and culture, versatile aesthetic interests, needs; tastes; highly developed aesthetic ideal; ear for music, artistic imagination and performance, organizational skills, sense of humor.

To be a model of personal culture in work and social activities, on vacation and at home.

Possess the skills of aesthetic self-education and self-education, be a propagandist of aesthetic knowledge among the population.

A teacher should be distinguished by a high culture of speech and aesthetics of appearance.

2. The primary school teacher should know:

goals, objectives, principles of aesthetic education of younger students;

forms and methods of aesthetic education and upbringing of students;

aesthetic needs, tastes, interests of children;

patterns psychological development child;

forms of aesthetic education of parents, conditions for the aesthetic development of children in the family;

works of cultural and art figures dedicated to children (children's storytellers, illustrators of children's books, animation directors, children's radio broadcasting and its presenters, composers, poets, writers who write for children, directors and screenwriters of children's films and fairy tales, etc.);

a primary school teacher should know what his pupils are fond of, what they collect;

know the criteria for aesthetic education and upbringing of younger students.

3. A primary school teacher should be able to:

plan aesthetic and educational work with students;
determine aesthetic goals and objectives of the lesson and extracurricular activities;
select educational and extracurricular material for the aesthetic education of children, taking into account their age and aesthetic education;
be able to organize various types of aesthetic activities of children and be able to analyze it;
be able to draw well, sculpt, design, dance, sing, write beautifully, aesthetically design a classroom;
study and generalize the aesthetic experience of their work and colleagues;
be able to use works of art in the classroom and in extracurricular activities.

It can be concluded that a modern teacher should have all the basic qualities of an aesthetically developed person. At the same time, the teacher should be able to use his aesthetic arsenal in order to form his pupils in many ways. And this, of course, requires additional special knowledge, skills and abilities.

Therefore, teachers and future teachers need to pay more attention to aesthetic self-education. The possibilities for this are enormous. These are: theater and television, books, cinema, art galleries, museums, a wide network of libraries, art studios, literary associations, ensembles, choirs and orchestras, folk theaters, interest clubs, participation in various types and forms of amateur art, etc.

Thus, having considered the conditions of aesthetic education at school, we were faced with the task of studying the level of aesthetic development of children and identifying ways to improve the work on the aesthetic education of children by means of nature.

On initial stage In order to achieve the goals of our study, we have identified elementary figurative representations of the child about the world around him: animals and their habitat.

At this stage, the study was aimed at determining the level of aesthetic development of younger schoolchildren, identifying the teacher's shortcomings in working on this problem, and also outlining ways to improve work on the aesthetic education of children by means of nature.

The study was conducted in grade 1A (9 girls and 6 boys) of secondary school No. Murom.

The procedure for carrying out the technique is as follows. First, the child is shown a picture in which there are several rather ridiculous situations with animals. While looking at the picture, the child receives instructions with the following content: “Look carefully at this picture and say if everything here is in its place and drawn correctly. If something seems wrong to you, out of place or incorrectly drawn, then point it out and explain why it is not so. Next, you have to say how it really should be.

Both parts of the instruction are executed sequentially. At first, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The exposure time of the picture and the execution of the task is limited to three minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be. Evaluation of results

10 points - such an assessment is given to the child if, in the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it really should be.

8-9 points - the child noticed and noted all the available absurdities, but from one to three of them failed to fully explain or say how it should really be. 6-7 points - the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it should really be.

4-5 points - the child noticed all the available absurdities, but 5-7 of them did not have time to fully explain and say how it should really be in the allotted time.

2-3 points - in the allotted time, the child did not have time to notice 1 - 4 out of 7 absurdities in the picture, and the matter did not come to an explanation.

0-1 point - in the allotted time, the child managed to detect less than four of the seven available absurdities.

Comment. A child can get 4 or more points in this task only if, in the allotted time, he has completely completed the first part of the task, determined by the instruction, i.e. found all 7 absurdities in the picture, but did not have time to either name them or explain how it should actually be.

Conclusions about the level of development

10 points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.

The data obtained as a result of the method "Nelepitsa" will be presented in the form of table 1.

Table 1

Data on the level of aesthetic development of younger students

Surname, name of the child	Result
Barkalova Tanya
Kagan Vasya
Ivashova Sveta
Mudrin Andrey
Barkalov Mikhail
Smolyanova Vera
Shurygina Luda
Utkina Emma
Volkov Roman
Zueva Natasha
Fetisova Olya
Pershina Lena
Sapozhkova Anya
Soshnikov Oleg
Fedorov Andrey

As can be seen from Table 1, the level of aesthetic development of children is equally low. Many children did not do well. Almost all children are at the same level of development, since the discrepancy in scores is very small.

2.2 Proposals for improving the work on the aesthetic education of younger students by means of nature

On the part of the teacher, it is very important to think through all the available means and ways of presenting information, to interest children in a particular topic and be able to present the material in such a way that the child would cognitive activity absorbed only correct and positive information.

Specialists identify three closely interconnected channels for the formation of a subjective attitude: perceptual, when the basis for the formation of an attitude is the sensory perception of an object, cognitive, when it is formed primarily on the basis of the processing of verbal information, and practical, when used, the main role is played by direct interaction with the object.

We will reveal the significance of each of the proposed means of forming the aesthetic attitude of children to nature.

Fiction. This tool acts as a way of accumulating and enriching the active and passive vocabulary.

Many literary works, especially classical ones, are based on a rich descriptive and comparative nature of the environment. The authors teach children through their works to accept inanimate nature as something alive. At the same time, they use artistic and expressive means of language such as: personification, metaphor, epithet, hyperbole (exaggeration), litote (understatement), antithesis (opposition), allegory (allegory).

observation in nature. This tool acts as one of the most important and important. There are many sources of beauty in nature: landscape, plants, their parts, seasons, wildlife, etc. The sense of beauty is enhanced by the perception of the grace of animal movements, the proportionality and perfection of body shapes, the beauty of nature sounds, a rich palette of colors and shades.

Music. One of the most effective means of conveying the mood of nature, the rhythm in the movement of animals, the harmony of the living and the inanimate.

Visual activity. This is the means that helps the preschooler to show his creativity and express his inner sense of beauty through the product of his activity, whether it be a drawing, appliqué or molded figures of natural objects.

theatrical activity. Is indispensable tool the formation of the aesthetic attitude of children to nature, allows you to form the experience of social skills of behavior, an aesthetic attitude to the environment. The child in theatricalization, especially in dramatization, takes on a role and uses the means of expression - facial expressions, gestures, intonation, pantomime.

Theatrical activity is an indispensable means of developing the aesthetic attitude of children to nature, it allows you to form the experience of social behavior skills, an aesthetic attitude to the environment due to the fact that each literary work has a moral and aesthetic orientation. As a result, the child learns the world mind and heart, expresses its attitude to good and evil, beauty and ugliness.

2.3 Findings of the study

After expanding the subject of aesthetic education of junior schoolchildren and applying proposals for improving work on the aesthetic education of junior schoolchildren by means of nature, we will find out the level of aesthetic development of the schoolchildren we study.

The study is again carried out according to the method of "nonsense".

The results of the study are given in table 2

table 2

Data on the level of aesthetic development of younger students (after the introduction of changes in the course of lessons)

Surname, name of the child	Result
Barkalova Tanya
Kagan Vasya
Ivashova Sveta
Mudrin Andrey
Barkalov Mikhail
Smolyanova Vera
Shurygina Luda
Utkina Emma
Volkov Roman
Zueva Natasha
Fetisova Olya
Pershina Lena
Sapozhkova Anya
Soshnikov Oleg
Fedorov Andrey

According to the results, we can draw the following conclusions that our goal set in the introduction was confirmed, that the indicators have improved and it is really possible to achieve better aesthetic education of children by means of nature.

Conclusions to chapter 2

Aesthetic feelings of people play a huge role in their life. The ability to understand, see and create beauty makes a person's spiritual life richer, more interesting, gives him the opportunity to experience the highest spiritual pleasure.

Entering into various life relationships with people, things and nature, encountering the phenomena of social life in general and with the phenomena of art in particular, the child, under the decisive influence of adults, develops certain aesthetic views.

A modern teacher should have all the basic qualities of an aesthetically developed person. At the same time, the teacher should be able to use his aesthetic arsenal in order to form his pupils in many ways. And this, of course, requires additional special knowledge, skills and abilities.

Having considered the conditions of aesthetic education at school, we were faced with the task of studying the level of aesthetic development of children and identifying ways to improve the work on the aesthetic education of children by means of nature.

To determine the level of aesthetic development used the method of "nonsense".

The level of development revealed during the study is insufficient, because the work was carried out without an integrated approach, little space was given to excursions, observations and practical activities, there was no variety of methods and forms of training.

Conclusion

Nature is an irreplaceable source of beauty. It provides the richest material for the development of an aesthetic sense, observation, and imagination. “But freedom, and space, the beautiful surroundings of the town, and these fragrant ravines and swaying fields, and pink spring and golden autumn, weren’t our educators?” - wrote K.D.Ushinsky. “Call me a barbarian in pedagogy, but I learned from the impressions of my life a deep conviction that a beautiful landscape has such a huge educational influence on the development of a young soul, with which it is difficult to compete with the influence of a teacher ...”.

In the process of forming the aesthetic culture of students important role belongs to the courses of biology and geography, which are largely based on the direct study and observation of natural phenomena. During excursions and walks in nature, children sharpen their aesthetic vision of its beauty, develop recreative imagination and imaginative thinking. Of great interest to schoolchildren are excursions on such topics as “Forests clad in scarlet and gold”, “Spring signs”, “Nature and fantasy”, “Flowers of our fields”, “Autumn bouquet”, “Cultural monuments of our region”, etc. using them for crafts and miniature sculpture.

Teachers should more often turn to the works of writers, composers, artists who glorified the beauty of nature. Students can be offered for reflection and discussion such questions and tasks, for example: find and read your favorite descriptions of forests, fields, steppes, rivers, lakes, mountains; write down the statements you like about nature; what does communication with nature teach you; describe your favorite corner of nature; how do you imagine the basic rules of behavior in nature; Have you tried to reflect your impressions of nature in poems, stories, drawings, crafts?

Conversations and conferences on works of fiction ("White Bim - Black Ear" by G. Troepolsky, "Do not shoot at white swans" by B. Vasilyev, "White steamboat", "Blach" by Ch. Aitmatov, "Tsar-fish" by V. Astafyev, "Russian Forest" by L. Leonov, "Farewell to Mother" by V. A. Rasputin, stories and stories by V. Belov, Yu. Kazakov, V. Soloukhin).

In the study, we tried to study the level of aesthetic development of younger schoolchildren before and after the introduction of the means of nature into the learning process and aesthetic development.

To determine the level of aesthetic development used the method of "nonsense".

With the help of this technique, elementary figurative representations of the child about the world around and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are evaluated. With the help of the same technique, the child's ability to reason logically and grammatically correctly express his thoughts is determined.

The results obtained after the experiment indicate an increase in the level of aesthetic development by means of nature.

In the course of our study, we concluded that by means of nature it is possible to improve the indicators of aesthetic education in children. It should be noted that this problem is insufficiently studied and therefore it is very important to carry out further work to solve this problem.

Literature

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Gorodetskaya Yu.A. Problems of aesthetic education of schoolchildren in the context of the development of the domestic pedagogical system // Higher education today. - 2008. - No. 3.
Zhirenko O.E., Lapina E.V., Kiseleva T.V. Class hours on ethical and aesthetic education. 1-4 classes. - M.: VAKO, 2007.
Kachalova A.A. Pedagogical improvisation as a means of educating the aesthetic culture of younger schoolchildren // Pedagogical education and science. - 2008. - No. 7.

4. Kiyashchenko N.I. Issues of formation of the system of aesthetic education. - M.: "Art", 2001.-160 p.

5. Klimova D.A. To the question of the formation of aesthetic culture of younger schoolchildren // Bulletin of the Russian State University. I. Kant. - 2009. - No. 5.

6. Kovalko V.I. Younger students in the classroom. 1000 educational games, exercises, physical education minutes. - M.: Eksmo, 2007.

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9. Medved E.I. Aesthetic education of schoolchildren in the system additional education. - M.: Center for Humanitarian Literature `RON`, 2002.

Muromtseva O.V. Conditions for increasing the effectiveness of the use of interdisciplinary connections in the aesthetic education of younger schoolchildren in extracurricular activities // Pedagogy of Art. - 2007. - No. 3.
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38. Rukavitsyn N.N. aesthetic education. - M.: Enlightenment, 1988.

39. Sakkulina N.P., Komarova T.S. Methods of teaching visual activity and design / M. M. Rukavitsyn - Moscow, 1999.

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System of work on artistic and aesthetic education: Program. - M.: Corypheus, 2009.
Smolyaninov I.F. Nature in the system of aesthetic education. - M.: Enlightenment, 1984.

Sukhomlinsky V.A. . Selected pedagogical works. Comp. O.S. Bogdanova, V.Z. Smal. In 3 volumes. M., 2000.

43. Tolstoy L.N. Thoughts on education // Collected. cit.: In 24 volumes - M., 1913. V.14.

44. Fomenko V.T. . Initial logical structures of the learning process: Monograph. Rostov n/D, 2005. 222 p.

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Shatskaya V.N. General issues of aesthetic education at school, 1987.-184p.

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Aesthetic education in elementary school: Developments extracurricular activities. - M.: Uchitel, 2007.

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The system of work on the artistic and aesthetic education of students. 5-11 grades. - M.: Corypheus, 2009. - p. 39.

MOBU Tabaginskaya secondary school

Topic: "Aesthetic education of younger students"

Zamostina Lyudmila Vasilievna, primary school teacher

Yusupova Zakhira Lotfullovna, primary school teacher

2017

Aesthetic education of younger students

“In order to educate a person thinking and feeling, he should, first of all, be educated aesthetically.”
Friedrich Schiller

The changes that have taken place in our country in recent years have determined the new social order of society for the activities of the education system. In the new conditions, the personality of the student comes to the fore, his ability to self-determination and self-realization, to independently make decisions and bring them to fulfillment, to reflectively analyze their own activities, creatively realizing their abilities, knowledge, skills, abilities, to help a person live in peace and harmony with people, nature, culture, civilization. A school graduate who will live and work in the new millennium must have certain personality traits, in particular:

adapt flexibly in changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve various problems;
independently think critically, be able to foresee the difficulties that arise in the real world and look for ways to rationally overcome them;
competently work with information;
be sociable;
independently work on the development of their own morality, intellect, cultural level.

What needs to be changed at school (in the teaching of the subject, in the organization of educational and extracurricular work) in order to bring up the desired qualities in students?

So, the child came to school. A new alluring world opens before him. Every day is an introduction to the discovery, it is the enrichment of the mind, feelings, education of the will and character.

How will they pass it school years? What kind of person will he become?

We believe that if a school lets out a not very literate person, this is not so bad, but if a soulless graduate, callous to other people's pain, unable to understand and sympathize, comes out of the walls, this is a disaster, therefore great importance I devote not only training, but also educational work with students to the disclosure of the spiritual potential of the individual.

The problem of the development of the spiritual culture of society at the present stage is extremely acute, and in this regard, there is a need for the school to turn to aesthetic education as the most important means of revealing the spiritual potential of the individual, stimulating his all-round development.

Modern pedagogical science provides the teacher with a wide variety of ways to achieve their goals.Where to focus your attention? Which of them best suits our conditions?These are the questions that inevitably arise before a teacher who decides to break the old foundations.

The search for answers to these questions forced us to turn to the study of one, in our opinion, an important direction in the development of personality - the aesthetic education of schoolchildren.

We are confident that the leading role in the implementation of these goals belongs to aesthetic education.

Subject “Aesthetic education of junior schoolchildren”

Target: To identify and develop the abilities of students, to formspiritually rich,a creative thinker with strong basic knowledge, able to adapt to the conditions of a new life.

Achieving the goal through solving the following tasks:

Consideration of various ways of implementing an individual approach in training and education, namely in aesthetic education.
To help each student find their “ecological niche”, evaluate their capabilities, knowledge, abilities, evaluate themselves and become more confident.

The determining factor in the aesthetic education and development of the child is art. Its use as a means of education is deeply justified, since art by its very nature has great educational potential and is incomparable to anything in terms of its impact on a growing person.

Art has a unique ability to form and diversify a personality, to influence the spiritual world of a person as a whole.

This powerful remedy formation of the most important aspects of mental life - emotional sphere, imaginative thinking, artistic and creative abilities

Theory and practice show that primary school age is a special period of childhood, which is characterized by emotionality, developed imaginative thinking, creative imagination, he is sensitive to the physical, mental, personal development children, which largely determines the future appearance of a person.

Art is the world in which children feel at ease and naturally. With the help of various means of art, they can freely express their feelings, desires, dreams, give vent to internal conflicts and strong emotions, develop their artistic and musical abilities.

In addition to the above aesthetic functions, art, from the point of view of psychologists, has great healing potential.

In this regard, there is a growing need to revise and expand traditional views on the possibilities of aesthetic education in elementary school.

Practice shows that school subjects of the aesthetic cycle are not enough to achieve the above goals. Therefore, we organized the children's ensemble "RAINBOW". The music teacher responded to our request. And since 2007 we have been working in close contact. Children are enrolled in the first grade at the request and application of their parents, regardless of their abilities. At the same time, at the request of children and parents, they are enrolled in the ensemble. Then comes the selection for musical ability. Classes are held in the school building after school hours. This is also very convenient. Music lessons include choir, individual vocal lessons. And classes in fine arts cover painting, arts and crafts, drawing, composition.

We set ourselves the goal: for all children to develop musical and artistic ability, to evoke and sustain the desire to express oneself in music and artistic activity to identify talented children. What if nature endowed the child with abilities that no one knows about.

Classes are held in an atmosphere of mutual understanding, ease, friendliness, respect for each individual individually. The principle of gradualness, consistent complication of requirements, a differentiated approach to the knowledge and skills of each child is taken into account.

Children receive an emotional charge, the joy of communication, become more self-confident, develop comprehensively.

As a result of communication with music, its mood and feelings are transmitted to them: joy and anxiety, regret and sadness, determination or tenderness. This is the power of the psychological impact of music. Thanks to music, susceptibility and sensitivity develop, a humane attitude towards the world is formed. Music classes form musical sensory abilities, vocal and choral skills, develop auditory attention, learn to listen and distinguish sounds in height, strength, duration, compare and compare them. Indeed, music provides incomparable opportunities for the development of the emotional sphere of a person, especially in childhood. It helps regulate emotional condition. Eliminates the disharmony of the surrounding world. In the world of music, a child gets a charge positive emotions, "harmonizes" his inner world.

I would especially like to say about choir classes. Systematic choir lessons help to form a healthy vocal apparatus in each child, develop the ability for its flexible and varied functioning. We made this conclusion as a result of observing changes in physical condition students. The vocal apparatus also acquires vital qualities, such as tirelessness and endurance. Due to this, the physical nature of children is strengthened (in winter, a decrease in the number of colds was recorded).

Choral classes play a huge role in the development of the respiratory system. It is known that the quality of the voice and its strength depend on the skills of singing breathing. This skill is developed from the first lessons. The mechanism of breathing, being fixed in the mind of the child, becomes a habit. Since singing breathing is a kind of massage of internal organs. Its systematic use favorably affects the strengthening of the general psychophysical state of a fragile, growing child's body.

Children really like classes in artistic creativity, where they realize their abilities to the fullest. It is very important in childhood to teach a person artistic vision, which gives him the opportunity to comprehend the images of reality.

Artistic taste will help to make your living environment more aesthetic. And, accordingly, bring joy and harmony to your world. This is especially important for children. In our life, where there is a lot of instability, they need to create psychological comfort. Otherwise, they will not be able to develop normally.

The discovery of a unique individuality in oneself helps the child to realize himself in studies, creativity, and communication with others. In the process of studying, each time he looks for his own solution, finds a way of his expression. Tasks require certain efforts and tension of consciousness from the child. The reward for this is the creation of your own world in which the child will be the master. This increases his self-esteem, raises his vitality.

We are sure that such purposeful work on aesthetic education gives positive results, and we want to continue our creative search on this issue.

Experience shows that if favorable conditions are created for all children, then one can be sure that each of them will successfully master the experience of aesthetic activity available to him.

Let our pupils not become professional musicians and artists, but even the very introduction to art, to beauty elevates children, increases their intellect, makes them spiritually richer, cleaner, kinder, and also healthier.

For ourselves, we have drawn the following conclusions: only those who are passionate about their work can captivate others; only those who themselves creatively approach the organization of their activities can teach students to think creatively. All pedagogical practice is a creative process, and the result depends on how you approach this process.

And here it is impossible not to recall the wonderful words of the humanist writer F.M. Dostoevsky that “beauty will save the world”.

And the results speak for themselves.

Competitions (readers, drawings, vocal)

Event date	Full name activities indicating status (international, all-Russian, regional, city, etc.)	Event organizers	Location of the event	Number of participants from the class	Participant's FI	Class	Tour Events (full-time / part-time)	Result participation (status - participant, prize-winner with an indication of the place, etc.)
December 2013	1 All-Russian competition of creative works "Magic Spirit of the New Year"	Educational Center of Chebokrasy INCEPTUM			Kuzenina S Vardugina A	1kl	correspondence	Diploma Certificates
March 2014	Republican competition of readers "Endless Extreme North", dedicated to the Year of the Arctic		Yakutsk State Museum of the History and Culture of the Peoples of the North. Eat. Yaroslavsky		Kuzenina S Yugai S	1 cl	full-time	Certificates
2014	1 Regional choir competition "School classroom choir"	Ministry of Education of the Republic of Sakha Ya	Yakut Musical College		Ensemble Surprise	1 cl	full-time	Diploma, certificates
8.04. 2014	1 Republican competition of patriotic song "The main song about the Motherland"	Republican Development Center add.arr. S.P. Gogolev YaPC	YaPC them. S.P. Gogoleva		Ensemble "Surprise"	1kl	full-time	Diploma
October 2015	1st open republican competition "Sing my Republic"	Department of Peoples Affairs of the Republic of Sakha (Yakutia) AU RS (Yakutia) "House of Friendship of Peoples named after A.E. Kulakovsky"	House of Friendship of Peoples. A.E. Kulakovsky		Yugai S Ermukhanova M Vardugin	2 cells	full-time	certificates
2014		DDN named after Kulakovsky	DDN named after Kulakovsky		Ensemble "Rainbow"	2 cells	full-time	Diploma
	II regional competition "Winter starts from Yakutia"	FC "Diamond Notes"	Youth theater		Ensemble Rainbow	2 class	full-time	certificates
November 2014			House of Friendship of Peoples. A.E. Kulakovsky		Ensemble	2 cells	full-time	Diploma 2 degree
	Republican Interethnic Festival Kaleidoscope of Cultures		Department for the Affairs of the Peoples of the YAN House of Friendship of Peoples named after Kulakovsky		Ensemble Rainbow		full-time	Diploma
2015	Republican competition of literary and musical composition "Poet from the country of childhood"	Department for the Affairs of the Peoples of the YAN House of Friendship of Peoples named after Kulakovsky	Department for the Affairs of the Peoples of the YAN House of Friendship of Peoples named after Kulakovsky		literary composition	2cl	full-time	certificate
2015	International festival "Peoples sing about mother"				Ensemble Rainbow	2 cells	full-time	Diploma
2015	Republican Military Song Festival.		House of Friendship of Peoples A.E. Kulakovsky	16 people	14 people	2 cells	full-time	Diploma
	art word	House of Friendship of Peoples A.E. Kulakovsky	House of Friendship of Peoples A.E. Kulakovsky		Borisova E.	2cl	full-time	certificates
2015	Open republican festival of amateur art "70 years of peace" vocals	House of Friendship of Peoples A.E. Kulakovsky	House of Friendship of Peoples A.E. Kulakovsky		Ensemble "Rainbow"	2cl	full-time	certificate
November 2015	Republican festival "Young Talents for Safety", vocals	VDPO	Palace of Children's Creativity		Ensemble Rainbow	3cl	full-time	Diploma
November 2015	Republican festival "Young talents for safety", art word	Yakutsk Republican branch of the all-Russian public organization VDPO	Palace of Children's Creativity		Yugai S Kuzenina S Vardugina A	3cl	full-time	certificates
January 2016	Republican competition of children's creativity dedicated to the icon "Burning Bush"		Yakut Republican LLC "VDPO"		Belozerov S Gainulin M Ermukhanova M Fedorov A Kuzenina S Yugai S Vardugina A	3cl	correspondence	certificates
	XVII Republic. Children's song contest "Yllyyr oho saas"		DK s.Khatassi		Ensemble "Rainbow"	2 cells	full-time	Diploma winners
March 2016	IV international festival"Diamond Notes"	FC "Diamond Notes"	YTS	5 people	Ensemble "Rainbow"	3 cells	full-time	Diploma 1 degree
2016	XIX republic. Children's song contest "Yllyyr oho saas"	State Institution "House of Friendship of Peoples named after. A.E. Kulakovsky	DK s.Khatassi		Ensemble "Rainbow"	3 cells	full-time	Diploma winners
	Republican competition of readers "Syrdyk sulus yyyar sualunan"		Yakutsk State United Museum of the History and Culture of the Peoples of the North named after I.I. Em.Yaroslavsky	1 person		3 cells	full-time	certificate
	3 Open interethnic competition of children's amateur art creativity Spring of Friendship	State Committee of the Republic of Sakha (Yakutia) on national policy	DDN named after Kulakovsky		Ensemble Rainbow	class	full-time	Diploma
April 2016	Interethnic Republican. Festival-competition "My love is a Yakut song"	House of Friendship of Peoples. A.E. Kulakovsky	House of Friendship of Peoples. A.E. Kulakovsky		Ensemble "Rainbow"	3 cells	full-time	Diploma
May 2016	Children's drawing competition. FSSP of Russia on the topic: "WWII and my family"	FSSP management	FSSP management	2 people		3 cells	correspondence	certificate
		Yakut Republican LLC "VDPO"	Yakut Republican LLC "VDPO"		Ensemble Rainbow		full-time	Diploma
	3 Republican review of the implementation of the Music for All project	Ministry of Education YAN Ministry of Culture and Spiritual Development YAN	State Institution "House of Friendship of Peoples named after. A.E. Kulakovsky		Ensemble Rainbow		full-time	certificates
	VII Republican festival of children's and youth creativity "Young talents for security"	Yakut Republican LLC "VDPO"	Yakut Republican LLC "VDPO"		Ensemble Bell		full-time	Diploma of the Laureate of the 3rd degree
			DDN named after Kulakovsky		Ensemble Rainbow	4 cells	full-time	Diploma
	3 Republican festival of coachman culture	Ministry for the Development of Civil Society Institutions of the Republic of Sakha (Yakutia)	DDN named after Kulakovsky		Ensemble Bells	4 cells	full-time	Diploma 2 degree
2016		Ministry for the Development of Civil Society Institutions of the Republic of Sakha (Yakutia)	DDN named after Kulakovsky		Ensemble Rainbow	4 cells	full-time	Diploma
2016	1 Republican festival of Cossack songs and dances	Ministry for the Development of Civil Society Institutions of the Republic of Sakha (Yakutia)	DDN named after Kulakovsky		Ensemble Bells	4 cells	full-time	Diploma
February 2017	Republican Interethnic Festival KALEIDOSCOPE OF CULTURES"	DDN named after Kulakovsky	DDN named after Kulakovsky		Ensemble Rainbow	4kl	full-time	Laureates of the 3rd degree
March 2017	XX Republic Children's song contest "Yllyyr oho saas"	State Institution "House of Friendship of Peoples named after. A.E. Kulakovsky	DK s.Khatassi		Ensemble "Rainbow"	4 cells	full-time	Result in March
	City Vocal Competition Open Your Heart		UO of the District Administration of the city of Yakutsk Palace of Children's Creativity		Ensemble Surprise		full-time	Diploma 3 degree
May 2014	City II festival-competition "Young reader"		DK "Kedr"		Yugai S Kuzenina S. Vardugina A	1 class	full-time	Diploma 2nd place Diploma Diploma
2014	City Show Jumping "Young Reader"	MBU "OTsNT" GO city of Yakutsk	MBU "OTsNT" GO city of Yakutsk DK Kedr		Kuzenina S	2cl	full-time	Certificate
April 2016	Vocal competition "Funny notes"	Educational Establishment of the Okrug Administration of Yakutsk within the framework of the Republican project "Music for All"	Palace of Children's Creativity»	5 people	Ensemble "Rainbow"	2 cells	full-time	certificate
May, 2015	City vocal competition "Funny notes"		MOBU DOD "Palace of children's creativity"		Ensemble Rainbow	2cl	full-time	Diploma
May, 2015	City-competition festival Baby hit-2015	Department of culture and spiritual development of the regional administration of Yakutsk	DSHI		Ensemble Rainbow	2cl	full-time	diploma, Certificates
September 2015	City competition "Young reader"	MBU OCNT GO "City of Yakutsk" DK "Kedr"	DK "Kedr"	2 people	Yugai S Kuzenina S	class	full-time	Laureate 2 degree, charter
	Vocal competition "Open your heart"	MOBU DOD "Palace of children's creativity"	MOBU DOD "Palace of children's creativity"	6 people	Ensemble "Rainbow"	class	full-time	certificate
November 2015	Organization and participation in the festive concert "Land of Literature"	MOBU "TSOSH"	MOBU "TSOSH"	8 people	Team cl.	3 cells	full-time	diploma, Certificate, nomination "People's Choice Award"
March 2015	XV city competition-festival "Singing Tuymada"	Department of Culture and Spiritual Development	MOBU DOD "Palace of children's creativity"		Ensemble "Rainbow"	3 cells	full-time	certificate
February, 2016	Drawing competition on the theme "Fire safety"		Department of the State Fire Service of the Republic of Sakha (Yakutia) No. 40	1 person	Kuzenina S.	3 cells	correspondence	Diploma 1 degree
	Drawing competition "Children draw space"	MTRK "Mir"	MTRK "Mir"	4 people		3 cells	correspondence	diploma
April 2016	Concert dedicated to the day of the young employee	FKU IK-7 UFSIN	MOBU "TSOSH"	5 people	Ensemble	3 cells	full-time	Gratitude
	Battle of Choirs "Heirs of Victory"	MOBU "TSOSH"	MOBU "TSOSH"	16 people	16 people	3 cells	full-time	Diploma
November 2016	City solemn event dedicated to the Day of Agriculture.	Department of Agriculture OA "city of Yakutsk"	DK "Kedr"		Team 4B class	4 cells	full-time	Diploma
December 2016	2 city festival "Christmas Miracle"	Yakut diocese of the Russian Orthodox Church.	MBU DO "Palace of children's creativity"		Ensemble "Bells"	4 cells	full-time	Cup, certificates, gifts