Report “Aesthetic education of junior schoolchildren. Theoretical Substantiation of Aesthetic Education of Primary School Students

The author of the term paper studied at the Children's Art School No. 4, unfortunately, educational work at this school (as we can now assess, studying at the 4th year of the SURGII named after P.I. Tchaikovsky), was not at a high level.

The author of the term paper has a dream: after graduation, return to the above school and work as a teacher. In the course of work, you will have to deal with writing plans and programs. Studying now at SURGII. P.I. Tchaikovsky, there is a great opportunity to learn how to correctly and competently create, design Required documents for the implementation of educational work in the school. We offer, as part of the course work, a plan for aesthetic education in Children's Art School No. 4 (target audience - younger students).

Purpose: creating conditions for the formation of personality, instilling values, attitudes, attitudes, motives for activity and behavior.

This goal covers the entire pedagogical process, permeates all structures, integrating training sessions and extracurricular life of students, a variety of activities. Its achievement becomes possible through the solution of the following tasks:

· Carrying out reasonable organizational activities to create conditions for effective aesthetic education of younger students;

formation effective work on aesthetic education, providing optimal conditions development of a sense of beauty in each student;

affirmation in the minds and feelings of pupils aesthetic values, views and beliefs, fostering respect for the cultural and historical past of Russia, for the traditions of the native land;

· involvement of junior schoolchildren in the work on the revival and preservation of the cultural, spiritual and moral values of their native land.

Forms and methods of aesthetic education

The process of education is carried out in various forms using various methods. The concept of the form of education in pedagogical literature defined as follows - this is a way of organizing the educational process.

In our work, we propose to use the following forms and methods of aesthetic education: conversation, information hour, excursions, travel, holidays, games, collective creative work, organization labor activity, persuasion, clarification, encouragement, etc.

Conversations. Conversation is a method of persuasion. Its tasks are: the formation of aesthetic ideas of students; clarification of the norms and rules of behavior in society, nature, rules of communication; discussion and analysis of the actions of students in the class, the life of the team. Most often, the materials for ethical conversations are facts from the life of the class, works of fiction, publications in children's newspapers and magazines, moral categories, current events (in the classroom, school, country), questions and problems that concern students.

The formation of views is best done in dialogue, so the conversation should be dialogic in nature; in addition, in the dialogue it is necessary to teach children to defend their opinion, prove, argue;

Taking into account the age characteristics of children of primary school age, it is necessary to conduct a conversation in a simple, accessible language with the involvement of vivid convincing facts and examples;

The success of the conversation depends on the activity of students, which can be caused by problematic questions, appeal to their life and moral experience well-chosen illustrative material. It is advisable to involve students in the search for material for conversation;

Observe the inviolability of the child's personality, the friendliness, tact of the teacher;

Conclusions at the end of the conversation should be made by the children themselves. They, like adults, do not like open didacticism, moralizing. Conclusions follow from reflections, disputes, evidence.

In the structure of the conversation, in our opinion, there are several elements that the teacher builds in the order dictated by his intention and logic:

Introductory speech of the teacher, in which he informs the topic and motivates her choice;

Students' statements on the topic of the conversation;

Generalization of students' answers, explanation by the teacher of the concept in question;

A vivid illustration of the essence of a concept, idea, the meaning of an object in people's lives (reading a literary text, press material or a story about what the teacher saw, experienced himself);

Discussion of what has been read, revealing the aesthetic meaning in it (here, the exact questions of the teacher are important, making you think, argue, prove);

Analysis of the actions of students, events from the life of the class, people around;

Conclusions (the teacher helps students to formulate them).

Information hour. Information hour is one of the effective forms of aesthetic education.

We believe that the main purpose of the information hour is to introduce schoolchildren to the events and significant phenomena of the cultural life of the country, city, region. Besides, information clock designed to: expand students' knowledge about the world around them; learn to work with periodicals; educate interest in the events taking place in the country; to form the habit of reading children's press.

We suggest using overview and thematic information hours.

Overview information hours introduce students to current events in the country, world, city.

Thematic - introduce the rules of today, the phenomena and events of our lives, anniversaries of memorable events in the life of culture.

During the information hour, we suggest using the following forms of work:

"Dating" with great world personalities in all areas of art;

Showing paintings by one of the artists, commenting on the canvas;

Commented reading of fiction books;

Newspaper reports;

Retelling of events in the world and the country using newspaper and magazine materials;

Journey through maps and globes.

The information clock can take the form of:

Press games: "Through the pages of books."

Information ring; quizzes; erudite competition; poster competition; children's press festival; meetings and excursions, etc.

By organizing such information hours, we can introduce students to the variety of periodicals, teach them to read these publications correctly: find desired material be able to tell others what you have learned.

Oral journal. An oral journal is a collective affair, which is a series of short speeches (pages) of students on various topics of the surrounding life and the life of the children's team. Its purpose is to teach children to speak in front of the class; form public opinion; learn to work in a microgroup; expand horizons.

First, the students agree on what topic they will “release” the magazine on and what pages it will contain. The business council distributes the pages, based on the wishes of the microgroups.

There may be several versions of the journal. For example: 1 page of the magazine opens - "Cool News". The guys take turns talking about how many and what grades were received during the week, who especially distinguished themselves at the school matinee, who interfered with the duty officers, and who helped, etc. 2 page - "Live pictures of our life." On it are humorous scenes from the life of the class, witty noticed and played by the guys. 3 page - "Announcements". In it, again, announcements are made in a humorous form: for example, that the class needs a cleaning lady, or a postman to send notes, etc. Page 4 - “Riddles”. And again in a humorous way. The value of such magazines is obvious: they unite the children, strengthen traditions, decorate the life of the team, and allow in an inoffensive way to notice the funny features of the actions of the children, the events in the class.

Another variant oral journal

The whole class participates in the release. Each microgroup, based on their interests, chooses a page: “Fabulous”, “Mysterious”, “News”, “How? What? Why? ”,“ Musical ”,“ Humorous ”. During a certain time, the groups prepare their pages: they develop the content and form of submission. In our opinion, oral journals contribute to the fact that children are always aware of events taking place in their close and distant surroundings, to show their abilities, to be interesting to each other.

In addition, you can use another form of oral journal - an information journal. Its purpose is to acquaint students with events public life.

The journal may contain the following pages:

Art News, Attention is an interesting book, etc.

Excursions. Excursion as a form of educational work is used in educational and extracurricular activities. We choose this form of work when it is necessary to acquaint students with real life, with objects real world in their natural environment. It contains both knowledge and active interaction students with objects, objects, phenomena of the natural, social, cultural environment, which, of course, has a great impact on students than familiarization with books.

In our opinion, excursions play a special role in aesthetic education. Thanks to them, children get positive emotions are showing interest. Excursions broaden the horizons of students, clearly show the aesthetics in life, help students feel like a part of the natural, cultural, social space.

In the tour, we highlight three points: preparation for the tour; exit (departure) to real objects of the world; processing of materials, discussion of its course and results.

Preparatory work includes: definition of goals and objectives; study of the objects of the excursion, the place of its conduct; involvement of students in the preparation process; selection of tools and materials; definition of its content.

There are a variety of ways to involve students in preparatory work. From the activity of students in given period depends on the success of the tour.

You can, for example, take students to the local history museum. but in cognitive and especially in educational terms, the result will be much higher if the excursion completes, complements what the children themselves managed in the process of preparatory work.

Trips. Travel is a kind of excursion. It differs in that it can be real and imaginary, as well as the absence of a guide. All participants play this role in the journey. Children themselves find the necessary material, think over the form of its presentation, develop a route, etc. The journey, as a rule, is distinguished by an interesting plot that unfolds in front of the children and the heroes of which they become.

In our opinion, it is expedient to conduct not just trips with schoolchildren, but travel games. Traveling games are a study of an object, phenomenon, field of knowledge, built as a “movement” of students in time and space, acquaintance with different parties(manifestations) of this object.

Travel games require students to be more independent and active in preparation, compared to excursions, and success depends on them. The children have to choose the travel route themselves, select educational material, determine the form of its demonstration, and come up with tasks for other groups.

Preparing for travel games, children work more with books: dictionaries, encyclopedias and other scientific, educational and cultural literature, look for the necessary material, formulate questions on it, and adapt it for listeners. Thus, travel develops imagination, creativity: it is not enough to find the necessary information, you also need to figure out how to present it to others (in the form of a fairy tale, skit, conversation, interview, message, drawing, etc.).

Holidays. A holiday is a special form of educational work. This is the key moment in the life of the team, the final thematic period summarizing student activities.

If speak about pedagogical essence, then the holiday is a collective creative work of a bright, emotional nature. His distinctive features are that, firstly, it is based on joy, positive emotions. Secondly, it is distinguished by the diversity of students' activities, the unity of various areas of educational work. Thirdly, a holiday, as a rule, requires careful preparation, since it involves the organized actions of its participants according to a certain, pre-developed scenario.

In the work, you can use holidays as a means of uniting students, living by them in social and valuable relations with each other, school, and people around them. Holidays give adults and children the joy of communication, cause joint experiences.

The pedagogical functions of holidays are diverse. They help create a favorable psychological climate in the team; realize the needs of students in activity, in joyful experiences; give the opportunity to self-actualize, to show their abilities in a variety of activities; teach children cultural leisure activities; attached to social values.

In our opinion, the effectiveness of holidays depends on the observance of the following pedagogical conditions:

children should actively participate in all stages of organizing a holiday (from planning to analyzing the results);

It is necessary to involve parents in planning, choosing a plot, writing a script, and external design;

All children should have the opportunity to show their talents, abilities, hobbies;

It is necessary to create an atmosphere of emotional comfort, attention, security for each child;

in the development of the holiday should not be used ready scripts so that adults and children can show their own creative abilities;

In order for everyone to find a place at the holiday, it is necessary to provide for a variety of activities (games, singing, dancing, dramatization, music, poetry reading, etc.);

Games. Games are the most important sphere of a child's life and an effective method of education.

In our opinion, games are loved by children and necessary for them, because they are a reliable intermediary between the world of the child and the outside world. The child through the game, as it were, makes exploration into a great life.

Although the game is an unproductive activity and its motive lies not in the result, but in the content of the game action itself, in the end it gives a person a lot. In the game, children themselves realize, study external world, checking, analyzing the accumulated information about life.

In the educational process, we widely use games, because. they help make learning more attractive, entertaining, interesting. We use games especially widely in educational work, they permeate all types of educational activities, as well as the daily life of students. Games perfectly match their psychological characteristics, great activity, inexhaustible energy, inability to concentrate attention and efforts on monotonous or complex activities for a long time, etc.

The aesthetic education of schoolchildren cannot be imagined without game design, game elements. Therefore, we use the game, educating students' value attitudes towards history and culture, the peoples of the whole world, their traditions, customs, art, etc.

In the process of civic-patriotic education, we use a variety of games: cognitive, mobile, board, socio-pedagogical, etc.

The implementation of the goals and objectives of aesthetic education requires the use of various methods, which are selected based on the content, specific conditions for organizing and conducting aesthetic education classes.

The use of these methods should not be boilerplate. The main thing is that every teacher should be imbued with an understanding of the need for active methods of education.

Methods of persuasion are the main methods of forming a modern worldview and perception of reality, public morality. Applying them, the teacher influences the consciousness, feelings and will of students and achieves the transformation of the norms of public morality into a guide to action for students in all conditions.

Explanation, as a rule, is used when getting acquainted with new authors, works, etc. etc.

The encouragement method is used when it is necessary to support and strengthen positive motives, to activate their manifestations in the student's behavior.

The forms of encouragement can be praise, gratitude, photographing those who have distinguished themselves on the Board of Honor, etc. It is important that encouragement has a stimulating effect: students should not be allowed to develop the habit of expecting a reward for any work done. Encouragement can apply to both an individual student and a team. At the same time, the obligatory requirements are the timeliness and publicity of the promotion. It is dangerous to praise, but one should not miss the moment when encouragement for an individual student or a whole team can be the beginning of a new turn for the better, and consolidation of the success achieved.

Thus, for a successful educational process of aesthetic education, it is necessary to use a variety of forms and methods of work.

Aesthetics how science considers the essence and patterns of development of aesthetic phenomena in nature, social life and human activity.

The most important element of a person's aesthetic consciousness is artistic and aesthetic perception. Perception- the initial stage of communication with art and the beauty of reality, the psychological basis of the aesthetic attitude to the world. The strength and depth of aesthetic experiences, the formation of artistic and aesthetic ideals and tastes depend on its completeness and brightness.

The purposeful formation of aesthetic perception in schoolchildren requires the development of their ability to finely distinguish shapes, colors, evaluate composition, as well as musical ear, and think in artistic images. The culture of aesthetic perception contributes to the development of aesthetic feeling. aesthetic feeling- a subjective emotional state caused by a person's evaluative attitude to an aesthetic phenomenon of reality or art. Aesthetic feelings give rise to aesthetic experiences that contribute to the emergence and development of spiritual and aesthetic needs in communication with artistic and aesthetic values, in experiencing spiritual and aesthetic states.

Aesthetic consciousness includes a people-conscious aesthetic attitude to reality and art, expressed in the totality of aesthetic ideas, theories, views, criteria. Aesthetic consciousness, in unity with aesthetic feeling, gives rise to artistic and aesthetic taste, the ability of a person to evaluate works, objects, phenomena, situations of reality and art from the standpoint of an artistic and aesthetic ideal. On this basis, the ability aesthetic judgment- evidence-based, reasoned ideological and emotional assessment of the aesthetic phenomena of social life, art, nature. The aesthetic consciousness of a person is formed in the process of his direct communication with social reality, nature, art, as well as with active creative activity.

The leading function of aesthetic consciousness is to reveal the world of really existing beauty. Love for the motherland is not possible without understanding and feeling its beauty. Labor creativity, love for labor does not happen without a sense of beauty.

Art as a form of social aesthetic consciousness is a bright source of knowledge of the way of life, color, spiritual content of any era. The most important function of art is the implementation of artistic and aesthetic education of the younger and adult generations, enriching the experience of children's life relationships, a means of their self-expression and self-affirmation, contributes to the versatile development of children, relieves them of stress from study, work, sports.

The essence, purpose and objectives of aesthetic education. Aesthetic education- a purposeful process of forming a creatively active personality, capable of perceiving, feeling, evaluating the beautiful, tragic, comic, ugly in life and art, living and creating according to the laws of beauty. It is carried out through artistic education- a purposeful process of forming in children the ability to perceive, feel, experience, love, appreciate art, enjoy it and create artistic values.

The purpose of aesthetic education– the formation of a moral and aesthetic humanistic ideal among schoolchildren comprehensive development personality, the ability to see, feel, understand and create beauty.

Principles of the system of aesthetic education: 1. universality of aesthetic education and art education(V Everyday life children encounter beauty and ugliness, tragic and comic); 2. an integrated approach to the whole matter of education (close interdisciplinary connections with literature, fine arts, etc.); 3 . the unity of the artistic and general mental development of children (artistic and aesthetic activity develops memory, thinking, imagination, speech of children, etc.); 4. artistic and creative activities and amateur performances of children (this becomes the content of the spiritual life of children, a means of their self-expression); 5. the aesthetics of the entire children's life requires the organization of relationships, activities, communication of schoolchildren according to the laws of beauty that brings them joy (for children, the aesthetic appearance of the room, the appearance of a communication partner, etc. are important); 6. taking into account the age-related psychological and pedagogical characteristics of children.

Educational and extracurricular forms and means of aesthetic education . The system of artistic and aesthetic education is implemented, first of all, in the educational process, carried out in the classroom and during extracurricular time.

All academic subjects, along with the transfer of the basics of science to children, solve the problems of aesthetic education with their own specific means. Among them are objects of the artistic cycle: literature, music, fine arts. They have the main goal of comprehensive development and moral and aesthetic education of schoolchildren, combine elements of art, science and practice. They broaden the horizons of schoolchildren, enrich erudition, contribute to the development of thought processes, provide an opportunity for aesthetic pleasure, moral education, and spiritually enrich the child.

In order for students to better satisfy their individual needs, interests and needs, to expand and deepen their art education, the school provides extracurricular activities, circles, studios.

Out of school hours, on the basis of the children's voluntary choice of activities of interest, the in-depth formation of an aesthetic attitude towards art and reality in children continues, the regulation of the perception of means mass media, organization of free time.

Amateur art is a means of self-expression and self-affirmation of children, a means of developing the emotional sphere of the child, it gives pleasure.

Out-of-school institutions that carry out aesthetic education are the houses and palaces of schoolchildren, music and art schools. They carry out the spiritual enrichment of schoolchildren, form their cultural needs, and develop creative activity.

Public education bodies organize weeks of children's books, theater, cinema, music, exhibitions of children's drawings, festivals of children's amateur performances.

Criteria of aesthetic upbringing. Aesthetic education is inconceivable without a developed artistic taste. An important sign of aesthetic education is the formed ability to admire beauty, perfect phenomena in art and the world. Aesthetic education is characterized by the ability to deeply experience aesthetic feelings when meeting with the beautiful, feelings of disgust when meeting with the ugly, etc. A sign of aesthetic education is also the ability to make aesthetic judgments about aesthetic phenomena in art and life.

Measurement of aesthetic education is carried out using different criteria: psychological, pedagogical, social.

Psychological criteria measure the ability of the child to adequately recreate the original in the imagination of artistic images and reproduce them, admire, experience and express judgments of taste.

Pedagogical criteria help to identify and evaluate the aesthetic ideal, the level of its formation, the degree of development of artistic taste. This is manifested in the choice of activities by children to meet their needs, in the assessment of the phenomena of art and life. It is possible to identify the level of development of artistic and figurative thinking, creative imagination.

Social Criteria require students to have broad interests in various types of art, a deep need to communicate with the aesthetic phenomena of art and life. Aesthetic education is manifested in all the behavior of the child.

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institution education

Belorussian state pedagogical university name maxima tank

Course work

WAYSANDFACILITIESAESTHETICEDUCATIONJUNIORSTUDENTS

4th year students 401 groups

Pasternak Tatyana Vladimirovna

Scientific adviser: candidate of pedagogical sciences

Associate Professor of the Department of Pedagogy N.S.Anatolieva

Minsk,2009

aesthetic education junior schoolchild

Introduction

1.2 Features of aesthetic education in primary school age

2. Art as a means of aesthetic education. The use of methods and techniques in the process of aesthetic education

2.2 The main methods and techniques of aesthetic education of younger students. Perception of art by younger students

2.3 Experimental work on the aesthetic education of younger students by means of art

Conclusion

List of used literature

Applications

Introduction

The state significance of the problem of aesthetic education of younger schoolchildren is due to the social order of society to familiarize the younger generation with the values of national artistic culture, which is reflected in the Concept of National elementary school(1992), Concepts of the reform of general education high school(1996), Concepts for the upbringing of children and young people in the Republic of Belarus (2000), the Program for the upbringing of children and young people in the Republic of Belarus (2001), as well as in others normative documents that determine the improvement of aesthetic education and art education of students as one of the priority areas for the development of a modern elementary school.

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 others. mental processes.

“What is missed in childhood will never be compensated in the years of youth, and even more so in adulthood. This rule applies to all areas of the spiritual life of the child and especially aesthetic education "(15, p. 198)

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. 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.

This assumption determined the topic of my research: "Methods and techniques of aesthetic education of younger schoolchildren."

The goal is to identify the methods and techniques of aesthetic education of younger students, the possibilities of art as a means of aesthetic education.

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

The subject of the research is the use of methods and techniques, means of art in the aesthetic education of younger students.

To study and analyze the literature on the problem of aesthetic education of junior schoolchildren by means of art.

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

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

Research methods:

1. observation;

2. conversations with students;

3. study of school documentation;

4. theoretical analysis of the psychologist - pedagogical literature;

5. conversations with teachers;

6. Surveillance pedagogical activity, studying the experience of the teacher

1. 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 students, 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.

1.1 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). 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 our time, the problem of aesthetic education, personal development, the formation of its aesthetic culture is one of critical 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. 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.

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.

A peculiar understanding of the essence of aesthetic education also determines different approaches to its goals. Therefore, the problem of goals and objectives of aesthetic education requires special attention.

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. A variety of creative activities for children contribute to the development of their thinking and imagination, will, perseverance, organization, discipline. Thus, in our opinion, the most successfully reflected the goal of aesthetic education is Rukavitsyn M.M., who believes that the ultimate goal of aesthetic education is a harmonious personality, a comprehensively developed person ... educated, progressive, highly moral, possessing the ability to work, the desire to create, understanding the beauty of life and the beauty of art. This goal also reflects the peculiarity of aesthetic education as part of the entire pedagogical process.

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 teacher 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. Also needed specific knowledge about nature, about himself, about the world of artistic values.

The second task of aesthetic education is to form, on the basis of the acquired knowledge and develop 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" (19, p. 168).

Closely related to aesthetic admiration is a general capacity for deep experience. “The emergence of a range of sublime feelings and deep spiritual pleasure from communicating with the beautiful; feelings of disgust when meeting with the ugly; sense of humor, sarcasm at the moment of contemplation of 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, ”the same author notes (9, p. 169).

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 of 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.

Many authors consider moral and aesthetic education to be one of the most important for the formation of a student's personality. Why? S.A. Gerasimov explains it this way: “The function of moral and aesthetic education and artistic and aesthetic activity of children is the development of figurative thinking in them, different from conceptual ...

The artistic image as a form of thinking contains a huge amount of information about nature, society, relationships, history, and scientific knowledge. With the help of images-representations, not only thinking is carried out, but also the storage of information. The development of figurative thinking can go ... from the perception of an integral image as a single phenomenon to the understanding of the images-generalizations contained in it, to the disclosure of their inner, deep meaning. ”(5, p. 12)

It follows from this that moral and aesthetic education is universal, and this universality and obligation are essential principle personality formation in childhood.

For greater effectiveness of moral and aesthetic education, as S.A. Gerasimov notes, an integrated approach should be applied. He identifies two principles: "... the system of moral and aesthetic education should be built in such a way that in the process of influencing the child, various types of art constantly interact with each other." (5, p.13)

This is the basis for the need to implement inter-subject communications in the process of teaching the arts. The second principle is that "moral and aesthetic education ... should become an integral part of any ... education." (5, p.13)

The idea of the effectiveness of complex moral and aesthetic education is also confirmed in the article by A.F. Kuzub "The complex impact of the arts on preschoolers in the studio of aesthetic education."

Considering the process of moral and aesthetic education, it is necessary to take into account the age characteristics of the child. in different age periods there should be different approaches to such education. B.T. Likhachev writes the following about the primary school age: “At the same time, regardless of the level of self-awareness of children, the period of preschool and primary school childhood is perhaps the most decisive in terms of the development of moral and aesthetic perception and the formation of an aesthetic attitude to life.” The author emphasizes that it is at this age that the most intensive formation of attitudes towards the world is carried out, gradually transforming into personality traits. The basic moral and aesthetic qualities of a person are laid in the early period of childhood and remain more or less unchanged throughout life, influence the formation of worldview, habits and beliefs.

In modern literature, some problems of moral and aesthetic education by means of art in the classroom are considered. N.A. Yakovleva in her work “Art in the School of the Future” raises the problem of the old and new approaches to moral and aesthetic education. The author argues that “in today's mass school, focused on the use of art as a means of education, the main thing is emasculated from works of art - its artistic image. The old programs are focused on giving the student a set of knowledge about art (scattered names, works and concepts), skills and abilities in drawing, limited by the so-called realistic manner, which is nothing more than a gross perversion of the principles of a realistic creative method. (3, p.17)

Thus, children develop an adaptive-scientific approach to art, and not a creative one at all. This distortion of moral and aesthetic education occurs because in the old system the teacher sees the main task of the lesson in giving knowledge, and completely forgets about the educational function of the lesson.

N.A. Yakovlev sees the school of the New in the creation new system pedagogical process, where the level of educational work will be high, and the subjects of the humanitarian and artistic cycle will be integrated.

I.A. Khimik writes about new forms of moral and aesthetic education by means of art in the article “Organization independent work in the classroom on world art culture. The author writes: “Today it is already clear to everyone that it is impossible to teach in the old way. A new approach to learning…is making its way. One of critical aspects of this new approach is the awareness of "putting" knowledge into the heads of students, but in inciting interest in the subject, organizing the activities of students in the extraction of knowledge. (3, p. 21) arts” with a leading task and direct communication of children in the classroom.

I.L. Nabok in the article “The ideological impact of art as a factor in the aesthetic education of the individual” (3, p. 29) develops the concepts of “the ideological function of art” and “the ideological impact of art”, which, according to the author, have not been given due attention in research on moral and aesthetic education.

The foundations and problems of such education should be reflected in new school programs that meet the new requirements of the modern school.

Taking into account interdisciplinary connections, moral and aesthetic education at school can be carried out in almost all lessons. A special place is given to such education in the lessons of literature, music, labor and fine arts. On them, schoolchildren learn to aesthetically perceive the world both through works of art and literature, and through their own creativity.

In many schools, there are electives with an aesthetic and art history focus: "My Fatherland", "Creative Workshops", various art and music circles. They talk about art, music, architecture.

Extracurricular activities can also be aimed at educating moral and aesthetic needs. “The aesthetic education of younger schoolchildren, carried out outside school hours, organically continues the purposeful work on the aesthetic education of children in the educational process and performs a number of important pedagogical functions: it makes it possible to successfully form the aesthetic attitude of students to art and the world around them; contributes to the spiritual enrichment of the individual; development of the emotional sphere and creative abilities. (11, p.15)

Moral and aesthetic education should begin as early as possible. This will help not only to shape the personality of the child, but also to develop many mental qualities, since moral and aesthetic education is inevitably associated with the perception of art, analysis, synthesis, development of attention, observation, etc.

The general conclusion of this section can be summarized as follows. The whole system of aesthetic education is aimed at the overall development of the child, both in aesthetic terms and in spiritual, moral and intellectual terms. This is achieved by solving the following tasks: mastering the knowledge of artistic and aesthetic culture by the child, developing the ability for artistic and aesthetic creativity and developing the aesthetic psychological qualities of a person, which are expressed by aesthetic perception, feeling, appreciation, taste and other mental categories of aesthetic education.

1.2 Psychological features of aesthetic perception. Features of aesthetic education in primary school age

In this paragraph, the subject of consideration will be those age-related features 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, one must turn Special attention on 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 towards the world takes place, which gradually turn into personality traits (9, p. 35). 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 a teacher who helped to overcome the first difficult steps in life ... Through him, children learn about the world, norms public 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 formation of aesthetic ideals in children, taking into account their age characteristics, is that from the very beginning, from early childhood, to form stable meaningful ideal ideas about society, about a person, about relations between people, doing this in a diverse, new and exciting form that changes at each stage" (9, p. 55), - 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 an ideal as part of a 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. means to encourage children to learn to follow their favorite characters in their behavior and activities, to really show both kindness and justice, and the ability to depict, express the ideal in their work: poetry, singing and drawings "(9, p. 56).

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 communion 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 movie, they read and watch them without a deep understanding of the essence, only in order to have a general idea about it "(9, p. 164). And it happens that they read, watch or listen for prestige.Knowing by the teacher 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.

Almost all mental processes of a person participate in the perception of an aesthetic object: sensation, perception, imagination, thinking, will, emotions, etc. the possibility of forming a worldview, moral qualities, creative abilities of the individual.

The psychological mechanism of perception of an aesthetic object is a special system, which includes, on the one hand, the so-called affective-need structures of the personality, expressed in needs, interests, ideals, etc., which constitute the actual dynamic part of the system; and on the other hand, the operational structures of the personality, such mental processes as imagination, thinking, sensation, etc.

Intra-system relations depend on age, individual typological stock, level of artistic education and other personality traits. The value orientations of a person are conditioned by all previous social experience, family education, preschool and school education, information received from the media, etc. Such orientations are reduced to certain value-aesthetic standards, criteria of moral-aesthetic taste.

The development of operational structures associated with aesthetic perception does not remain neutral in relation to the level and nature of moral and aesthetic needs. The increased abilities in the field of color vision, ear for music, phonemic abilities, recreating creative imagination should affect the culture of requests and interests of the individual in the field of moral and aesthetic values. In turn, creative imagination and thinking depend on the development of the sensory organization of the individual.

The sensory apparatus of the body is the “entrance” gate through which a person perceives all the richness and variety of colors and shapes, sounds and smells of the world around him. Full communication with the world of art largely depends on human perception. A sense of color, shape, completeness and balance of the compositional arrangement of objects, a sense of a “good figure” and line, a sense of harmony and disharmony, assonance and dissonance, a sense of proportion and much more - all this huge potential of the body's sensory capabilities is necessary condition full-fledged meeting of the individual with the aesthetic object.

Sensory immunity, lack of technology and culture of sensory-aesthetic perception of reality and works of art lead to a sharp distortion and, ultimately, to the destruction of the aesthetic effect. That is why it is so important to develop a system of sensory feelings in a child already from primary school age, and perhaps even earlier. This can be helped by school subjects with an aesthetic focus. However, the moment of sensory perception is only the first necessary impetus for the awakening of a more complex activity.

“The path of knowledge,” writes Levitov, “goes from living contemplation, that is, from sensations and perception to abstract thinking, and ends with practice, which is the criterion of truth.” (8, p.104)

Thus, sensory cognition unites all mental processes that arise as a result of the direct impact of objects and affect our senses.

Among the forms of perception, there is a form that is important for the process of sensory cognition of works of art. It is characterized by greater activity, organization, meaningfulness and more creative nature than other forms of perception - this is observation.

Observation may vary depending on the specific task:

observation for general and preliminary acquaintance with the object as a whole, in order to recognize this object and highlight its most essential properties;

observation in order to highlight the most significant details and some aspects of the subject;

observation for the purpose of comparison to establish similarities and differences between objects or between different stages phenomena.

Observation may require considerable effort of will, great perseverance and patience. But this quality must be developed from the very beginning. early age especially for younger students. For the development of observation, it is necessary to go through all the stages. However, there may be mistakes that are typical for a younger student: highlighting something that is not the main thing, illusions, lack of independence. These shortcomings can be eliminated if systematic work is carried out on the culture of observation in children. This requires an individual approach.

Somepeculiaritiesaestheticperception,haraTothornyForjuniorstudent:

The scope of the moral and aesthetic attitude of the child is extremely wide and colors almost all of his worldview. Children of this age generally believe that life is made for joy. The mediated attitude of the child to reality entails the superficiality of his moral and aesthetic attitude. Discovering the world as a joyful, beautiful whole, full of colors, movement, sounds, as a whole created for the fulfillment of his desires, the child still penetrates very shallowly into the essence of beauty.

Despite the concrete-fabulous perception of the world, at primary school age, new duties and new responsibilities prepare a qualitative leap in the mind of the child: the narrow framework of the familiar world of the preschooler changes dramatically. On the verge of ages, former values are reevaluated: the old form can be filled with new content. These transitional processes also occur in the sphere of moral and aesthetic relations.

Despite a number of positive transformations, at this age there are many negative aspects. Excessive clarity of perception and thinking of a younger student not only determines the photographic, diffuse image construction, its fragmentation, but also deprives the child of what is called a personal attitude to an object or phenomenon. If we talk about more specific types of art, for example, about architecture and sculpture, then here the younger student never addresses such a moment as the choice of material for a work or any fragment of a building as its semantic sign.

Given the age characteristics, it is possible to successfully develop the child as a person in the system, raising the level of moral and aesthetic education. This can be done by referring to works of art, especially since we live in such a beautiful city, where we are surrounded at every step by magnificent examples of art: painting, sculpture and architecture.

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 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 Ways and means of aesthetic education of younger students

Aesthetic education of the child, as already noted, begins from the moment of his birth. In this section, we will consider those influences that have the strongest educational influence on him.

Literally everything in a child's life has an educational value: the decoration of the room, the neatness of the costume, the form of personal relationships and communication, working conditions and entertainment - all this either attracts children or repels them. The task is not for adults to organize for children the beauty of the environment in which they live, study, work, and relax, but to involve all children in active work to create and preserve beauty. “Only then is the beauty, in the creation of which the child takes part, truly visible to him, becomes sensually tangible, makes him a zealous defender of it and a propagandist” (9, p.; 76).

Leading teachers understand how important it is to combine in the process of aesthetic education the totality of various means and forms that awaken and develop in the student an aesthetic attitude to life, to literature and art. At school, attention should be paid not only to the content of school subjects, but also to the means of reality, to the factors influencing the aesthetic development of the individual.

One of these factors is the aestheticization of the environment, noted in the work of G.S. Labkovskaya.

The main task of the aestheticization of the environment, in her opinion, is to achieve harmony between the "second nature" created by man and natural nature. The problem of aesthetization of the living environment is organically connected with the solution of one of the complex and pressing issues perfect humanity - the problem of rational use of natural resources and environmental protection. When a person is left alone with nature, the true face of his aesthetic culture is revealed. The study by children of the laws of the development of nature, the ability to see the diversity of its forms, the comprehension of its beauty - this is the main thing that the school should teach

The next factor in the aesthetic development of the personality - the aestheticization of everyday life - is highlighted in the works of A.S. Makarenko, G.S. Labkovskaya,
K.V. Gavrilovets and others.

A.S. Makarenko in his pedagogical work paid great attention to this factor: “The team must also be decorated externally. Therefore, even when our team was very poor, the first thing I always built was a greenhouse. And of course roses, not some crappy flowers, but chrysanthemums , roses" (10, p. 218). “From an aesthetic point of view, everyday life, one might say, is a litmus test of the level of development of the aesthetic development of an individual, group or collective. The material environment of everyday life, its spirituality or lack of spirituality, is an indicator of the corresponding qualities of the people who created it,” notes G.S. Labkovskaya.

The special significance of the aesthetics of everyday life in aesthetic education is also noted by K.V. Gavrilovets in his work "The moral and aesthetic education of schoolchildren". "The aesthetics of school life is the furnishings of classes, classrooms, halls, corridors, etc. The decoration of the lobby, the design of the detachment corner, stands - all these are either silent assistants to the teacher in the aesthetic, and, consequently, in moral education schoolchildren, or his enemies "(4, p. 14). If a child from the first grade until graduation is surrounded by things that are beautiful, expedient, simple, then his life subconsciously includes such criteria as expediency, orderliness, a sense of proportion, that is, the criteria that will later determine his tastes and needs.

If a casually designed newspaper hangs in the office for months, if the cool corner does not bring a new, interesting necessary information If due attention is not paid to the cleanliness of the office, schoolchildren gradually develop a tolerant attitude towards excesses and negligence.

Aesthetics of behavior and appearance is an equally significant factor in aesthetic education. Here, the personality of the teacher directly influences the children. As K.V. Gavrilovets: "In his work, the teacher influences the pupils with all his appearance. In his costume, hairstyle, an aesthetic taste is manifested, an attitude towards fashion, which cannot but influence the tastes of the young. Fashionable and at the same time business style in clothes, a sense measures in cosmetics, the choice of jewelry help to form in adolescents the correct view of the relationship between the external and internal in the appearance of a person, to develop in them a "moral and aesthetic criterion of human dignity" (4, p. 14).

A.S. Makarenko also paid great attention to appearance and argued that students "should always have their shoes cleaned, without this what kind of education can there be? Not only teeth, but also shoes. There should be no dust on the suit. And the requirement for hairstyles ... serious requirements are present to every trifle, at every step - to a textbook, to a pen, to a pencil" (10, p. 218).

He spoke a lot about the aesthetics of behavior, or the culture of behavior
V.A. Sukhomlinsky. In the culture of behavior, he also includes "a culture of communication: communication between adults and children, as well as communication in children's team". "The power of the educational impact of intra-collective relations on the aesthetic development of the individual lies in the fact that the experience of communication, even if it is not sufficiently realized, is deeply experienced by a person. This experience of "oneself among people", the desire to take the desired position among them is a powerful internal stimulus for the formation of personality" (15, p. 11).

Prosperous emotional well-being, a state of security, as A.S. called it. Makarenko, stimulates the most complete self-expression of the individual in the team, creates favorable atmosphere for the development of the creative inclinations of schoolchildren, reveals the beauty of a sensitive relationship to each other. As an example of beautiful aesthetic relationships, one can consider such relationships as friendship, mutual assistance, decency, fidelity, kindness, sensitivity, attention. Participation of children together with adults in relationships various denominations leaves a deep imprint on the child's personality, making their behavior beautiful or ugly. Through the totality of relations, the formation of the moral and aesthetic image of the child is carried out.

The most important source of emotional experience of schoolchildren are intra-family relationships. 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. cool teacher should help such children, try to make up for the lack of emotional experience, with special care in the class team. The task of the class teacher is to conduct conversations, lectures with parents on the aesthetic education of the younger generation.

In addition to the impact on the child of the means of the surrounding reality, aesthetic education is carried out purposefully at school. According to D.K. Ushinsky, each subject at school can aesthetically educate: "in any subject there is a more or less aesthetic element" (16, p. 56). Any subject, be it mathematics, physical education, natural history, evokes certain emotions in the student through its material. In order to become a means of aesthetic education, it is enough for a teacher to creatively approach the subject of his science, to arouse the creative interest of schoolchildren in it. Many natural science concepts (harmony, proportion, measure of symmetry, and others) have a direct aesthetic content. You can consider the proportionality of various rectangles, harmonic vibrations, shapes of crystals, types of mathematical proofs, physical, chemical and mathematical formulas - in all these cases one can find beauty and harmony, that is, a manifestation of the aesthetic. Besides, experienced teachers note that the explanation of a new natural science term and the simultaneous definition of an aesthetic element in it is one of the ways to develop cognitive activity schoolchildren. The learning process acquires attractive features for schoolchildren, an abstract scientific term becomes understandable. All this contributes to the development of interest in the subject itself.

One of the important sources of the aesthetic experience of schoolchildren is a variety of extracurricular and extracurricular activities. It satisfies the urgent needs for communication, and happens creative development personality. At extracurricular activities, children have great opportunities for self-expression. The domestic school has accumulated extensive experience in the aesthetic education of schoolchildren in the process of extracurricular and extracurricular activities. Great practical experience in this matter belongs to A.S. Makarenko and S.T. Shatsky. In the educational institutions they organized, the children took a wide part in the preparation of amateur performances, creative dramatic improvisations. Pupils often listened to works of art and music, visited and discussed theatrical performances and films, worked in art circles and studios, and showed themselves in various types of literary creativity. All this served as an effective stimulus for the development of the best traits and qualities of a person.

Thus, the means and forms of aesthetic education are very diverse, ranging from the subjects of the natural-mathematical cycle at school to “shoelaces”. Aesthetically educates literally everything, the whole reality surrounding 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" (15, p. 14).

2. Art as a means of aesthetic education

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In this chapter, we will consider the main methods and techniques of aesthetic education of younger students in the lessons of the art cycle (literature, music, fine arts) through art.

2.1 Implementation of aesthetic education in the lessons of the art cycle (literature, music, fine arts)

In their essence, the objects of the artistic cycle, just like the subjects of school education, are collective, generalizing, complex. They represent a complex unity of art itself, its theory and history, and the skills of practical creativity.

The school teaches not art: not literature, music, fine arts, as such, but art subjects that solve the problems of the comprehensive development and education of schoolchildren, combining elements of art proper, science about it and practical skills.

Literature includes the art of the artistic word, the history of literature, the science of literature - literary criticism and the skills of literary artistic and creative activity.

Music as an integrative subject organically incorporates the study of musical works proper, history, music theory, as well as the simplest performance skills in the field of singing and playing musical instruments.

Fine art as a complex subject combines the knowledge of the works of art themselves, elements of art history, the theory of visual activity, mastering the skills of practical image, visual literacy and creative self-expression.

Let us consider the upbringing and educational possibilities of each of the elements that make up the content of the art school subject.

The main and main element of literature as an academic subject is, of course, art itself - works of the artistic word. In the process of studying literature, the child improves his reading skills, learns the aesthetic development of works of art, assimilates their content and develops his mental powers: imagination, thinking, speech. The development of reading skills, the ability of aesthetic perception, analytical and critical thinking are the decisive means for the most effective achievement of the educational goal.

Fiction is an organic part of art as a form of social consciousness and expression of a person's aesthetic attitude to reality. It is associated with all kinds of art, forms the basis of many of them, gave life to such arts as theater and cinema, it is widely used in fine arts and choreography. The process of perception and comprehension of the true literary work gives the reader aesthetic pleasure, influences the spiritual world of the individual, the formation of her needs, motives of behavior, contributes to the development of her thought processes, expands the horizons of a person, deepens his knowledge.

Literature also ensures literary development proper. It means a good knowledge of the main works of art, the ability to apply the laws of social life to the analysis of literary phenomena. This skill will be especially needed by a student in life when it becomes necessary to independently evaluate any work of art, defend his position, and convince others that he is right. The school develops a genuine artistic taste, teaches a deep analysis of works of art from the standpoint of aesthetics.

The role of literature in the use of schoolchildren's free time is great. Whatever they are fond of, the interest in literature for the majority remains constant. Reading not only enriches the spiritual life. It creates an irreplaceable discharge. The human psyche experiences considerable overload. Literature introduces him to a new world. He experiences emotional stress, different from the usual life, and rests, enjoying the play of creative imagination.

Another major subject of the art cycle at school is "Music". The famous children's composer and author of the music program D.B. Kabalevsky emphasizes the importance of this subject: “Music is an art that has a great power of emotional impact on a person ... and that is why it can play a huge role in the education spiritual world children and youth". It includes music, choral performance as an art, elements of theory, music history, musicology as part of art history. The content of the subject "Music" includes the perception of sounding music and choral performance, the assimilation of musical notation and elements of musicology, mastering the skills of playing the simplest musical instruments and developing the ability for musical improvisation. Another well-known teacher Yu.B. Aliyev writes that a music lesson gives an awareness of the joy of musical creativity, forms a sense of belonging to the beautiful, the ability to enjoy the moral and aesthetic content that a composer or people put into a piece of music.

The leading task in the lesson at the music lesson is noted by L.G. Dmitrieva and N.M. Chernoivanenko, the authors of the textbook "Methods of musical education at school", is the formation of the listener's musical culture of students, because today's student in the future will certainly be a listener who shows his interests and tastes. It is on the formation of the listener's musical culture that it depends whether a person himself will improve his inner world when communicating with art or not, perceiving only purely entertaining music.

Other authors note that the leading role should be given to choral performance, since “... having long and deep folk traditions, choral singing develops not only musical ability but also the qualities of character, worldview, artistic taste, aesthetic sense. It is obvious that the lesson should strive for the optimal combination of all elements of musical education.

Thus, in the subject "Music" unified aesthetic tasks of musical education and upbringing of schoolchildren are put forward. All teaching is aimed at musical education which ensures the development of the spiritual wealth of the personality of students, the moral and aesthetic nature of their activities, motivations, attitudes, beliefs, as well as the accumulation of knowledge, skills and abilities in all types of musical activities .

Finally, the third subject of the art cycle at school is "Fine Arts". It should be borne in mind that this subject introduces students not only to painting, graphics and sculpture, which make up the group of fine arts, but also to architecture and decorative arts. Among the existing arts, the five listed occupy a special place. Fine art works, decorative arts, architectures are visible, eternal, they create an aesthetic environment that surrounds a person at home, at work, in public places. These are urban architectural ensembles, parks, interiors, monumental works of painting and sculpture, decorative art objects, technical structures that affect a person every day, regardless of whether he has aesthetic needs.

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What's happened

The word "aesthetics" in translation from ancient Greek means "sensory perception" and is the doctrine of the external form and internal content of beauty in nature, social life, and the inner world of man.

Aesthetic education is the development in a person of the ability to perceive, appreciate, analyze and create beauty in everyday life and art.

Here it should be clarified that the concept of “beautiful” in the context of the artistic formation of a personality does not coincide with the meaning of the words “beauty, beautiful”. The latter is rather a description of the external form, which depends on the specific historical era, and may change.

“Beautiful” is independent of time and includes such concepts as harmony, humanism, perfection, sublimity, spirituality.

Goals and objectives

The main goal of aesthetic education is to cultivate an aesthetic culture in a person, which includes the following components:

Perception- this is the ability to see beauty in any of its manifestations: in nature, art, interpersonal relationships.
Feelings- emotional appreciation of beauty.
Needs- the desire and need to receive aesthetic experiences through contemplation, analysis and the creation of beauty.
Tastes- the ability to evaluate and analyze the manifestations of the surrounding world in terms of compliance with its aesthetic ideals.
ideals- personal ideas about beauty in nature, man, art.

The tasks are:

formation of a harmonious personality;
development in a person of the ability to see and appreciate the beautiful;
laying the ideals of beauty and the development of aesthetic tastes;
encouragement to develop creativity.

Facilities

The means of joining the beautiful are:

fine arts (painting, sculpture);
dramaturgy (theatre);
architecture;
literature;
television, media;
music of various genres;
nature.

Methods include:

personal example;
conversations;
school lessons and classes in kindergarten, circles, studios;
excursions;
visiting the theater, exhibitions, museums, festivals;
mornings and evenings at school and preschool.

The most effective of all methods is the personal example of the teacher (parent). Through it, the ideal is formed, which then forms the basis of all artistic consciousness. Personal example includes: demeanor, communication, appearance and moral qualities.

Aesthetic education

Aesthetic education is not only the task of educators and teachers. It is a continuous process that originates in the family and continues with teachers.

In family

personal example of parents;
singing songs and lullabies;
drawing;
reading books, telling stories;
conversations;
aesthetics of life.

As mentioned, the most important method here is the parent's personal example. Folk wisdom emphasized this with the proverb "The apple does not fall far from the tree."

The first thing a child sees in a family is mom and dad. They are his first aesthetic ideals. There are no trifles in this matter, the appearance of the parents, and their manner of communication, conversation, and family criteria for the beautiful and the ugly are also important.

Family aesthetic education consists of many components:

Well-dressed family members, an atmosphere of mutual respect, sincere emotions, the ability to express one's feelings in words, the presence of discipline and rules of conduct - these are the foundations on which the correct aesthetic consciousness of a child is built.
Education of musical taste begins with the singing of lullabies, nursery rhymes, children's songs, both separately by the mother and together with the child.
The ability to appreciate works of art, craving for creation develops drawing. The use of various techniques: pencil, gouache, watercolor, felt-tip pens, pencils, helps the child to get acquainted with colors, their combinations, develops the ability to see form and content.
Reading books, telling fairy tales helps the child master all the richness of his native language, learn to use the word as a tool for expressing emotions.
Conversations necessary to answer the child's questions that arise during the cognition of the world around. They help to learn to distinguish the beautiful from the ugly, harmony from chaos, the sublime from the base.
Aesthetics of life includes the design of a children's room, the general design of the living space: paintings on the walls, fresh flowers, order, cleanliness. All this from early childhood forms in the child an inner sense of beauty, which will then find its expression in the aesthetic consciousness.

At school

Although the founder of the pedagogues K.D. Ushinsky wrote that every school subject contains aesthetic elements, yet the lessons have the greatest influence on the development of students' aesthetic tastes:

Russian language and literature. They introduce children to the treasury of their native speech, helping to master the word, learn to appreciate and analyze the works of world classics.
Music. Music and singing develop the voice and ear. In addition, the theoretical foundations of music studied in the lessons teach children to correctly evaluate any musical composition from an aesthetic point of view.
drawing(lessons of fine arts). Drawing contributes to the development of artistic taste. The study of the works of the classics of world painting, sculpture in the lessons of fine arts forms in children the ability to see beauty in its most diverse expressions.

Activities in the library

The library has always been associated with a treasure trove of knowledge. This respectful attitude to books can be used for the aesthetic education of primary and secondary school students.

Among the activities held in the library are:

introductory conversations, telling about the value of books, respect for them;
thematic book exhibitions devoted, for example, to old books, literature about war, environmental protection;
bring-a-friend days to encourage children to sign up for the library;
literary and poetry evenings dedicated to the work of a particular writer or poet, with acquaintance with his biography, outstanding works, reading excerpts from them or reciting poems by heart.

Public lesson

An open lesson differs from the usual one in that the teacher's (teacher's) work methodology in the classroom can be seen and adopted by his colleagues. Since only teachers with a high level of scientific and methodological training, using original teaching methods, have the right to give open lessons.

This type of educational process can be used as a means of transferring positive experience in the aesthetic education of students. Of particular value are open lessons in arts and crafts (drawing, labor), music, Russian language and literature.

Conversations

As well as at the level, the family format of conversations in the learning process at school are an integral part of the formation of the artistic consciousness of students.

They can take the form of:

class hours;
free lessons.

A teacher can use a class hour not only for organizational work with children, but also as a tool for aesthetic education. For example, timed to coincide with the birthday of a writer, poet, composer or international day of music (museums).

Free lessons are lessons that are devoted to the discussion of a particular work (a lesson in literature), an event (a lesson in history, social studies). At the same time, the teacher not only encourages students to discuss, but also directs the children's thoughts, gently forming the correct idea.

Recommendations for the moral and artistic development of the individual

Methods differ depending on the age of the children.

Preschool children

The principles include:

creating an aesthetic environment;
independent artistic activity;
lessons with a teacher.

Aesthetics of the situation in the preschool educational institution includes:

color solution for playrooms and classrooms;
use of living plants;
decoration of furniture, visual aids;
maintaining order and cleanliness.

Independent artistic activity should be realized in the form of lessons of free creativity. On them, the child has the opportunity to complete tasks, guided only by his own idea. This form of work develops the imagination, stimulates visual memory, and teaches how to evaluate the final result.

Classes with a teacher are aimed at the formation of aesthetic taste, ideals and criteria for evaluating the beautiful under the guidance of a mentor.

junior schoolchildren

Since the student already has to analyze and build logical and semantic chains, this must be used in the aesthetic education of children in this age group.

The main methods of work on aesthetic education with primary school students are:

school lessons;
class hours;
themed mornings and evenings;
excursions to the park, local history museum;
drawing and singing competitions;
creative homework.

Adolescent high school students

Aesthetic education at this age is the most difficult for any teacher, since the child's basic ideals and criteria have already developed by this time.

Working with this group of children should include the following methods:

open lessons;
conversations, discussions;
Classroom hour;
excursions to museums of fine arts;
visiting theaters (opera, drama), philharmonic society;
attracting children to sections and circles (painting, designing, performing arts, dancing);
literary competitions for the best essay, recitation of a poem;
essays on the theme of the beautiful, the sublime, the base.

Thus, aesthetic education is not a one-time event. It should begin from the very birth of a child in the family, picked up by kindergarten teachers, continue at school and university, and accompany a person all his life already in the form of self-improvement.

Report “Aesthetic education of junior schoolchildren. Theoretical Substantiation of Aesthetic Education of Primary School Students

Forms and methods of aesthetic education

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Introduction

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

1.1 The essence of aesthetic education

1.2 Psychological features of aesthetic perception. Features of aesthetic education in primary school age

1.3 Ways and means of aesthetic education of younger students

UsagemethodsAndtricksVprocessaestheticeducation

2.1 Implementation of aesthetic education in the lessons of the art cycle (literature, music, fine arts)

In their essence, the objects of the artistic cycle, just like the subjects of school education, are collective, generalizing, complex. They represent a complex unity of art itself, its theory and history, and the skills of practical creativity.

The school teaches not art: not literature, music, fine arts, as such, but art subjects that solve the problems of the comprehensive development and education of schoolchildren, combining elements of art proper, science about it and practical skills.

Literature includes the art of the artistic word, the history of literature, the science of literature - literary criticism and the skills of literary artistic and creative activity.

Music as an integrative subject organically incorporates the study of musical works proper, history, music theory, as well as the simplest performance skills in the field of singing and playing musical instruments.

Fine art as a complex subject combines the knowledge of the works of art themselves, elements of art history, the theory of visual activity, mastering the skills of practical image, visual literacy and creative self-expression.

Let us consider the upbringing and educational possibilities of each of the elements that make up the content of the art school subject.

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What's happened

Goals and objectives

Facilities

Aesthetic education

In family

At school

Activities in the library

Public lesson

Conversations

Recommendations for the moral and artistic development of the individual

Preschool children

junior schoolchildren

Adolescent high school students

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