The system of aesthetic education implies such a pedagogical influence on the child that contributes to the development of his ability to perceive the beauty around him, to distinguish the beautiful, harmonious from the ugly. Over time, young people should not only be able to appreciate the beauty of nature and human relationships, but also experience the need for aesthetic activity.
Aesthetic
education
is one of the areas of pedagogy, the main goal of which is to teach a person to understand and appreciate beauty.
Aesthetic education has a personal orientation and should cover the following aspects of children’s development:
- Formation of needs in the field of art and artistic values.
- Cultivating the ability for artistic perception, which would cover many areas of aesthetic phenomena.
- Mastering knowledge to understand art, developing the ability to express one’s own judgments and views on the artistic embodiment of reality.
The concept of aesthetic education
Aesthetic taste does not develop suddenly, but over many years. It arises in the process of working on the aesthetic growth of a child’s personality, when parents and teachers try to develop creative abilities in him.
This area of education has a complex impact on the individual, permeates all areas of activity, affects the depth of thinking and feelings, life attitudes, and selectivity. It is closely interconnected with all areas of education, especially moral, since it has an emotional impact, makes one experience a range of complex feelings, acts as an organizer of spiritual growth, and a regulator of behavior.
The development of a person’s aesthetic culture is indicated by the absence of vulgarity in behavior and the ability to appreciate the poetry of high feelings, relationships, and creative work.
Children not only need to have a need for aesthetic activity, but also actively apply the acquired system of knowledge and skills in everyday life. Children's creativity trains memory, forms mental reactions, and teaches planning. The very first lessons of aesthetics, using examples of natural phenomena and the native land, give rise to the foundations of patriotism, love for loved ones, and the Motherland.
The importance of aesthetic education
Humanity began to understand its relevance since ancient times. Many thinkers and poets argued that with its help it was possible to establish a society of harmony and justice and that “beauty will save the world.”
The educational power of art lies in the fact that with its help a person is able to experience such intense feelings as joy and sadness, love and hatred, admiration and disappointment. Once experienced after reading a fairy tale or theatrical production, they are transferred by the child to real life phenomena.
Culture and literature play no less a role in the spiritual life of society than science. With their help, young people also learn about the world, develop their consciousness, and strengthen their views and beliefs.
The potential of natural aesthetic possibilities is not always realized if feelings are not “humanized” by education. Having impeccable hearing, you may not understand the beauty of a piece of music, but having excellent eyesight, you may not be able to appreciate a masterpiece of fine art or the splendor of nature.
The task of educators is to develop in students the ability to perceive and appreciate the beauty in the surrounding nature, work and even everyday life.
The main wealth for society is a creative person
In everyday work, in everyday life, and in communication, adults and children encounter aesthetic phenomena. There is beauty and ugliness everywhere. It has a tragic and comic influence on different areas of life. Beauty pleases, stimulates activity, ugliness repels. Comic phenomena help you see shortcomings, tragic phenomena make you sympathize.
Aesthetic education opens the child’s soul to new forms, sounds, colors, helps a deeper understanding of the world, and promotes harmonious development and self-discovery. Developed creative thinking contributes to the search for new ways, including in the field of science, economics, and production.
The tasks of society bring to the fore new demands on people. Since it becomes the main component of the productive forces, it must be fully developed. It is impossible to educate a creative person who has the need for creative activity without the efforts of society and policies specifically aimed at this. Therefore, the most important means of qualitative development of human nature is aesthetic education from a very early age.
Read: Means of aesthetic education.
Aesthetic education in the family
The task of parents is to teach the child to see, hear and understand everything that surrounds him. It is necessary to develop artistic taste and learn to identify the beauty around you from early childhood. You need to try to interest the child in modeling and drawing, try your hand at singing or music.
The ability to perceive beauty, enjoy works of art, and later to create independently is born gradually. Some children show a passion for drawing, others for music; talents manifest themselves as the children become able to perceive and understand beauty.
In a family setting, it is important to thoughtfully organize aesthetic education. A child’s artistic abilities can be harmed by excessive vanity of parents who praise their child in every possible way. Inflated self-esteem becomes an obstacle to learning and stifles talent. The result is that more modest but persistent peers achieve greater creative success over time.
Musical education: goals and objectives
Parents need to carefully select material for comprehension. Radio and TV running for hours give superficial impressions and do not force you to think. Fiction provides vivid images and demonstrates the logic of the plot. Preschoolers eagerly listen to fairy tales and world classics; they learn the ability to read expressively through examples of artistic reading by famous artists.
Even the most outstanding works can leave you indifferent if they are not performed properly. The same applies to painting, sculpture, music.
The role of play activities in the artistic and aesthetic education of preschoolers
Keeping in mind that play still plays a fundamental role in preschool, parents can use it effectively for their child's aesthetic development. Among the games that serve for the aesthetic education of a child are the following organizational methods:
- Simulation of game situations requiring the search for unusual, non-standard solutions.
- Viewing episodes and fragments from films or performances.
- Collective writing of stories and fairy tales.
- Recitation of poetry, expressive reading of excerpts from works of art.
Recitation of poetry is one of the means of aesthetic education
The place of aesthetic culture of education in society
Aesthetic culture is one of the elements of public culture, one of its oldest forms, which arose in the era of primitive man. Only over time did it acquire a somewhat independent meaning, but even now it appears in the form of a kind of philosophy, reflecting a person’s rich attitude to the world, his desire for perfection and ideal.
Since ancient times, the idea of beauty has been interpreted quite broadly: health, wealth, and everything that was useful were considered beautiful. Beauty was considered not only from the point of view of aesthetics, but also ethics, economics, and a perfect object or state was recognized as beautiful.
In our society, there is a clearly visible gap between the social significance of aesthetic culture and its real state. Traditional cultural and moral values are replaced by rational and logical ones, which leads to a lack of emotionality in relationships, rudeness and cynicism, and a primitivization of life guidelines.
Depending on a specific era of life, ideas about beauty may change. The concept of beauty is rather inherent in external form. The beautiful does not depend on time and carries within itself harmony, perfection, and humanistic spiritual components.
The modern busy, overpopulated world is educationally untenable. It produces only educated consumers, and the principle of aesthetic education presupposes the creation of conditions for development, the creative disclosure of each individuality.
Education through art
Whatever the methods of education, it is important that they are provided with the necessary conditions:
- developmental environment;
- close interaction with nature and art;
- conditions for the realization of creativity.
At a young age, aesthetic education is distinguished by the fact that children perceive everything around them with their senses. For them, the form and content of an object are inseparable. If a child likes something, he experiences delight and joy. The teacher’s task is to direct this simple mental movement from ordinary perception to a deep understanding of harmony, beauty, and the formation of aesthetic taste.
Objectives of aesthetic education
The ability to notice what surrounds people, be it a twig, a bug, the sound of a waterfall or the singing of a bird, is the basis for the education of aesthetic feelings, which is not limited to art. If a child loves nature, the harmony of which is incomparable to that created by man, he will be able to enjoy a piece of music or painting.
Aesthetic education also manifests itself in everyday life. A child’s personality is influenced by the house in which he lives, the way his parents eat, dress, and communicate. Competent speech, a beautifully set table, neatly dressed and combed parents - all these are components of upbringing, which is not a simple sum of knowledge. The ability to draw and play the violin is also important, but the main thing is to see the harmony around and participate in its creation.
The goal of developing a personal culture is to cultivate in it:
- perception, the ability to find beauty in natural phenomena, art, relationships;
- feelings that give an emotional assessment of everything that surrounds;
- needs, the need for aesthetic experiences, contemplation and analysis of beauty, participation in its creation;
- tastes, the ability to analyze everything that surrounds for compliance with aesthetic standards;
- ideals, ideas about the beauty of nature, the beautiful in man, art.
Methods of experiencing beauty
Personal example is recognized as the most effective method of aesthetic education. Educators and parents lay the foundation and pass on to their students the most important criteria of artistic consciousness. Along with personal example, which includes a style of behavior, a manner of communication, a set of moral qualities, and appearance, the methods include:
- conversations;
- lessons and additional classes in clubs, studios;
- participation in excursions;
- trips to theaters, museums, exhibitions, work at festivals and competitions, matinees, evenings;
- creative homework.
Goals and objectives of aesthetic education
Aesthetic and creative education of preschool children. consultation on the topic
Aesthetic and creative development is the process and result of developing the ability to see the beauty of the surrounding world, art and create it. M. N. Zubareva identifies the following levels of aesthetic development of a preschooler.
At the first level, a 3-4 year old child is emotionally happy with the image of familiar objects that he recognized in the picture, but not yet the image. The motive for the assessment is of an objective or everyday nature (I chose a postcard because “there is no such thing at home yet,” “because there is a boat here, you can go for a ride,” “because it’s an apple, it’s delicious”).
At the second level, by the age of 5, a child begins not only to see, but also to realize those elementary aesthetic qualities in a work that make the picture attractive to him. Children can receive basic aesthetic pleasure by appreciating the color, color combinations of depicted objects and phenomena in a painting as beautiful, and, less often, the shape and compositional techniques.
At the third, highest level, children 6-7 years old rise to the ability to perceive more than is inherent in the external signs of the depicted phenomenon. The child grasps the internal characteristics of the artistic image.
The main pedagogical conditions for aesthetic development, the transition of children from one level to another, are the following:
– organization of the child’s perception;
– organization of material and cultural space. The presence of various objects in the environment of study and contemplation;
– professionalism in managing the aesthetic education of children;
– the child’s interest in the activity. It is necessary to give the child the opportunity to express his own creative thoughts and feelings.
These conditions make the process of aesthetic development purposeful and manageable, making it possible, in the words of L. S. Vygotsky, to “lead development.” In this case we are talking about aesthetic education.
The methodological foundations of aesthetic education are presented in Fig. 23.
Problems of aesthetic education in domestic pedagogy were dealt with by L. S. Vygotsky, B. M. Teplov, A. N. Leontyev, A. V. Zaporozhets, V. N. Shatskaya, E. A. Flerina, N. N. Sakulina, N. A. Vetlugina et al.
From a modern point of view, aesthetic education is the organization of children’s life and activities, contributing to the development of the child’s aesthetic feelings, the formation of ideas and knowledge about the beauty in life and art, aesthetic assessments and an aesthetic attitude towards everything that surrounds us.
The goal of aesthetic upbringing and education is to develop the readiness of the child’s personality to perceive, master, and evaluate aesthetic objects in art or reality; development of aesthetic consciousness, inclusion in harmonious self-development; formation of creative skills and abilities in the field of artistic, spiritual and physical (bodily) culture.
The tasks of aesthetic education are determined by the age characteristics of children. They can be combined into four groups aimed at:
– for the development of aesthetic sensitivity, aesthetic stock of images, the formation of aesthetic emotions, feelings, relationships, interests;
– the formation of elementary aesthetic consciousness (includes the volume of ideas and knowledge, aesthetic judgments and assessments; for this, children are introduced to a variety of standards: sensory, emotional, art history and aesthetic);
Rice. 23. Methodological foundations of aesthetic education of preschool children
– mastering aesthetic activities (developing aesthetic and artistic perception; forming primary skills in performing artistic activities; cultivating creative skills and abilities to bring elements of beauty into the life around the child);
– development of aesthetic, artistic and creative abilities.
These tasks of aesthetic education of children are mutually determined and closely intertwined. The most important task, which unites all the others around itself, according to N. A. Vetlugina, is the task of the social and moral development of a preschool child. “Teaching to distinguish between good and evil in human relationships, to perceive the beauty of forms, lines, sounds, colors - this means making it better, more moral, more meaningful,” she wrote.
Characteristic features of such a unity of tasks for the aesthetic and social-moral development of preschool children are the emotional response of children to the phenomena of social life that are understandable to them; the desire to empathize with others' joy and sadness; active attempts to transform everyday life, at least in play; the desire to participate in the artistic work that beautifies life; the need for joint action, the ability to rejoice in the successes of others, etc.
Work on aesthetic education in a modern kindergarten should be based on the following principles:
– aesthetic education is carried out in conjunction with all educational work in a preschool institution. The activities of teachers to develop children's artistic creativity are considered as an organic part of the overall pedagogical work;
– the principle of the relationship between training and development. The entire educational process in preschool educational institutions is built on the basis of the unity of education and training, which is developmental in nature and leads to the aesthetic, moral and intellectual development of children. Particular importance is attached to the relationship between aesthetic education and intellectual and moral education;
– children’s creativity is connected with life and reflects all the diversity of its manifestations, which predetermines the variability of content, forms and methods of organizing children’s artistic activities;
– integration of different types of art and artistic activities in the aesthetic development of children. Integration provides a versatile impact on the child, promotes knowledge of objects and phenomena from different sides based on the perception of reality by various senses and the transfer of images perceived or created by the child’s imagination in various forms of artistic activity using means of expressiveness specific to a particular activity (musical, visual , artistic speech, theatrical and play);
– the artistic and aesthetic principle of material selection determines the strategy for selecting works, orients the teacher and the child to the fact that in front of them are works of verbal art that reveal the richness of the surrounding world and human relationships, give rise to a sense of harmony and beauty; teaches you to understand the beauty in life;
– principles of nationality and cultural conformity, compliance of the modeled picture of the world with the self-awareness of the people whose culture is being studied. At the same time, the cultural principle makes it possible to introduce preschool children to the culture of different peoples of the world, to reveal the originality and uniqueness of works of folk art and fiction;
– an individual approach to artistic and aesthetic education, based on identifying individual differences in children and determining the optimal ways to develop the creative artistic abilities of each child, etc.;
– continuity in the aesthetic education of children of preschool and primary school age.
The listed principles synthesize all aesthetic concepts around themselves, revealing, justifying and developing them. They substantiate the aesthetic view of the world, which predetermines the content of aesthetic education, which includes two components: the content of educational activities to develop the artistic activity of children; the content of educational influences on the artistic and aesthetic development of pupils in the process of educational activities of all kindergarten employees and the family as a whole.
The content of both components in a particular preschool educational institution is determined by the educational program of the preschool educational institution, comprehensive and partial programs for aesthetic education and education of preschoolers, modern conceptual approaches to determining the essence and content of the aesthetic development of a child.
The means of implementing the content of artistic and aesthetic education are selected by the teaching staff in accordance with the goals and objectives set for the preschool educational institution:
– aesthetic communication is a special condition and means of aesthetic education, aimed at getting children interested, igniting their hearts, developing activity in them, awakening in every child faith in his creative abilities, in the fact that he came into the world to create goodness and beauty , bring people joy;
– nature: it contains a variety of sensory and aesthetic properties and thanks to this, it has enormous opportunities for children to understand, according to L. Leonov, the richness of the world in which they live, a world that is friendly to people, in addition, nature contributes to so that the children would open up to him with all their souls;
– art (music, literature, theater, works of artistic and decorative creativity) contributes to the formation of sense organs designed to perceive certain types of art, forms aesthetic taste, allows you to adjust your aesthetic ideal, correlate the value guidelines of different eras and peoples;
– the surrounding subject environment, according to K. A. Flerina, increases the activity, creative nature of artistic and aesthetic activity of preschoolers, its effectiveness. She pointed out that not only beautiful objects in themselves educate children aesthetically, “but also that lively work, that caring attitude of the teacher and children to the things that need to be educated”;
– independent artistic activity of children (musical, visual, artistic and gaming) is a means and process of developing in children the ability to feel, understand and love art, developing the need for artistic and creative activity, and shaping the child’s worldview through the means of art;
– various types of games: didactic, active, role-playing, dramatization games, etc.;
– different types of work of children in kindergarten, the significance of which was spoken by V. A. Sukhomlinsky: he connected them with the formation of ideas about the beauty of being and the joy of its creation: “The joy of work is the beauty of being”;
– physical exercises and elements of sports games.
In the process of developing various types of artistic activities of children, motor skills, manual skill, micro- and macro-movements, and visual-motor coordination develop. This brings together the tasks of aesthetic and physical education.
Physical exercises combine the achievements of physical beauty and spiritual and moral development. The loss of this means from the system of aesthetic education violates the harmony of the physical and spiritual development of children. In the future, the visual and artistic activity of preschool children itself acts as a psychological and pedagogical condition that contributes to the protection of the child’s psychophysical and psychological health, his emotional well-being;
– E. A. Flerina considered holidays to be an important means of aesthetic education for children. The main thing in the holiday is the idea, design in music, visual arts, artistic expression - all this contributes to the integration of different types of artistic and aesthetic activities of preschoolers and, most importantly, the unity of the intellectual and sensual in the process of aesthetic education of children.
N. A. Vetlugina also considered holidays and children’s games to be forms of organizing the aesthetic education of children in preschool educational institutions. She noted that the work on aesthetic education in kindergarten is closely connected with all aspects of the educational process, therefore the forms of its organization are very diverse.
1. Games. In the implementation of aesthetic development and education of children in preschool educational institutions, play acts as a means of integrating all types of art and artistic and creative activities of children (G. G. Grigorieva, T. N. Doronova, S. G. Yakobson). In addition, the motives for play and artistic and creative activities of children are similar. For example, in drawing, as in playing, there is a “shift of motive to goal.” The specificity of children's drawing is that when drawing, the child realizes the same motives of activity as in the game. He uses “doodles” and “drawing diagrams” only as substitute objects. The desire to talk about himself and his experiences in a drawing, attracting others to empathize, appears in the child later. It will gradually develop into a desire to express one’s worldview, impression, attitude towards the phenomenon or event that struck him. This circumstance affects the specifics of all stages of the creative process in preschoolers.
2. Classes. The main task of classes for the development of artistic and aesthetic activity is to form in children the structure of the activity itself. For example, teaching children how to sculpt, draw, and appliqué. In accordance with this, the structure of classes with preschool children follows the course of development of children's visual activity - it has three parts: examination, performance and evaluation, which are present in all classes, but the nature and duration of each of them changes depending on the goals, program content of the classes, level of preparation of children.
During the examination part of the lesson, the sample is examined and analyzed; looking at, feeling or tracing the contour of a nature; reading and analyzing text; conversation about what was seen, analysis of the visual task; drawing up a description of the examined sample, object, situation. It is in this part of the lesson that the role of the adult is especially great. He plans and manages the analysis of a sample, nature, text.
During the performing part of the lesson, children in most cases act independently: sculpt, draw, stick. Depending on the year of study, drawing, modeling, application is carried out based on imitation, a model, from life, according to the children’s idea, a given topic. The role of a teacher or art studio teacher is reduced to observation and individual assistance.
At the end of the lesson - in the evaluation part - the teacher again actively provides guidance. At the end of the work, children need to be helped to match the resulting image with an object, situation or text.
3. Exhibitions of children's works. The adult must save and file all children’s work in separate folders. From time to time they are used for group, personal or collective exhibitions. On the one hand, they contribute to the fact that children begin to value their work, strive for good results, and form the emotional attitude of children and their parents to productive activities. On the other hand, exhibitions of children's drawings make it possible to trace the dynamics of a child's learning ability from the primary to the preparatory school group, and to visually present the results of educational, correctional and developmental work in preschool educational institutions.
4. Excursions. The excursion includes preparation of the teacher (development of program tasks, selection of equipment, etc.) and children for the excursion; the use by adults of a variety of methods and techniques for organizing children's perception on excursions, when it is possible to observe and study various objects and phenomena in natural conditions or in museums, as well as at exhibitions; organizing a variety of artistic and aesthetic activities for children during or after the excursion.
5. Holidays and entertainment. Entertainment as a form of work with preschool children is held once every two weeks. The entertainment content is varied. These can be themed literary and musical evenings or “gatherings” (on a folklore basis), children’s concerts, shows (all types of theater), musical and literary concerts, sports entertainment, performances, dramatization games and musical fairy tales, fun games, walks with surprises, quizzes and competitions.
Types of festive activities, in turn, are divided into concerts, theatrical performances, performances, folklore holidays based on folk traditions, complex classes, excursions with children's performances, thematic classes, and matinees.
According to A.I. Burenina, S.I. Merzlyakova, T. Tyutyunnikova and others, in the practice of modern preschool educational institutions there are four forms of organizing children's matinees, which differ both in structure and in the methods of preparation and conduct.
The above-mentioned teachers call the first form “entertainment”, which is based on a game idea, an “undertaking” corresponding to the content of the holiday, unfolding in a certain plot.
The second form - the most popular at present - is an amateur concert demonstrating the talents and individual capabilities of young artists.
The third form is a theatrical performance, which is based on a dramatization game based on an author's, folk tale or a fictional plot. Unlike the first form, where the main thing is surprise and improvisation, the dramatization game grows out of rehearsals, which should be understood not as repetition of what has been learned, but as a search for actions and interactions, entering into the image.
And finally, the fourth form of organizing holidays, according to the authors, is built on the basis of folklore holidays and is subject to cultural and historical traditions. The content of the most typical of them (Maslenitsa, Christmas, Christmastide, Autumn) is disclosed in numerous publications. When preparing such matinees, it is important not to distort the meaning of folklore holidays and select the appropriate repertoire. The best sources of the repertoire, in the opinion of A.I. Burenina, S.I. Merzlyakova and T. Tyutyunnikova, are materials prepared by ethnographers and art historians (G.M. Naumenko, N. Shangina, etc.).
Means and methods of aesthetic development
The basis of a child’s cognitive motivation, his ethical attitudes, and attitude towards others and his homeland lies in his active practice. The productivity of aesthetic education depends on the degree of connection with objective activity. The development of personality occurs the more successfully the earlier it is included in creativity.
Play is the most productive way to develop creative potential. Through play activities, the child is involved in communication, masters elements of culture, and accumulates aesthetic impressions. During the game, preparation takes place to enter the world of art, to turn it into a means of understanding everything that surrounds.
Speech development classes form an understanding of the diversity of languages and cultures of the native country, awaken a love of reading, and provide communication skills. A special place is occupied by trips to the theater and expressive reading clubs.
Classes on the surrounding world instill love for nature and patriotism. A special role is assigned to the school museum; the formation of the traditions of the educational institution requires attention.
Extracurricular activities to study the culture of the peoples of Russia , holding events and holidays together with parents, participating in folk games and theatrical performances, rituals provide an opportunity to comprehensively solve the problem of aesthetic development of children and at the same time their spiritual and moral education.
Art lesson planning becomes especially important. They continue organically during extracurricular activities. The children successfully apply the knowledge acquired in art lessons in real creative practice in classes in drama clubs and fine arts groups.
Closely connected with this educational area are trips to theaters and cinema, excursion trips, and communication with cultural and artistic figures.
note
The life experience of children at each stage of development is quite small. They will not soon be able to distinguish aesthetic phenomena from the general mass. Introducing creativity fosters a child’s aesthetic needs, the ability to enjoy art, awakens interest in it, and develops aesthetic taste.
Aesthetic and artistic culture of personality
The importance of aesthetic and artistic development of the individual as an important lever of social progress increases during transitional periods that require increased creative activity from a person and the strain of all his mental powers. This is exactly the stage our country is going through now. Lasting strength in implementing reforms is determined not least by the aesthetic potential of society and living generations. It is this circumstance that makes the problem of forming an individual’s aesthetic and artistic culture and creating favorable conditions for this extremely relevant.
It is important to effectively resist the tendency to push the aesthetic environment into the background, to the periphery of conscious tasks. This has very dangerous consequences, leading to the impoverishment of the cultural life of society and the spiritual degradation of its constituent individuals. None of the purely material achievements to which present reformers are inclined to direct their attention is, of course, worth such a price.
It can also be argued that without the inclusion of the aesthetic factor in the reforms being carried out, their social and human effectiveness will be negligible.
Aesthetic education of the individual begins with the first steps of a little person, with his first words and actions. There is nothing like an environment that doesn't leave an imprint on your soul for the rest of your life. Communication with parents, relatives, peers and adults, the behavior of others, their mood, words, looks, gestures, facial expressions - all this is absorbed, transferred, and fixed in the mind.
Aesthetic education occurs at all stages of personality development. The sooner it enters the sphere of targeted aesthetic influence, the more reason to hope for its effectiveness.
What should aesthetic education be like in order to influence the full formation of personality, and on what criteria does it depend? What is aesthetic and artistic culture as a phenomenon of social life and individual consciousness?
Aesthetic culture is a manifestation, concretization of culture as a whole. Culture is understood, first of all, as the content and process of people’s activities, the result of their active and purposeful, although not always purposeful and successful, productive social activity.
Culture acts as one of the leading attributes of planetary civilization; it distinguishes human life from the life of other living beings on Earth and possible extraterrestrial civilizations.
Culture is the main, historically stable indicator of human creative activity, a correlator of the level and quality of development of communities and individual peoples, a criterion for assessing the historical path and prospects of large social units, of each individual person. Culture is “second nature.”
This model, with some amendments to the massization of production and the deepening division of labor and specialization, is still relevant today.
Mastery, artistic flair, skill and inspiration allow modern ordinary workers to achieve often amazing results, which gives grounds to qualify their work as an activity according to the laws of beauty.
All the above facts about aesthetic and artistic culture lead us to the conclusion about the extreme importance of its purposeful formation in people, about the place and role of aesthetic and artistic education in the social reproduction of man.
Public health and aesthetic education
The current educational system is untenable. It is in the interests of the state to replace it with one that will allow each individuality to reveal itself to the fullest, will help children determine their passions in art, science, and choose their favorite craft.
Clubs and development groups should include no more than 5-7 people, starting from the age of 5. Being away from parties, the younger generation will develop in a cultural environment, learn to feel and think.
The thinking and speech of many modern children are undeveloped; they are not able to express their feelings and experiences. The little ones need to start with music and dancing, and learn to read poetry. Older children need classes in ballet, theater, and art studios, familiarity with rhetoric, chess, astronomy, and the study of biology, archeology, and anthropology.
Where does a creative society come from, competent mentors capable of raising a moral person with a broad humanitarian outlook? We need enthusiasts, armed not only with theory, with developed programs, and with clear ideas about the goals of aesthetic education. The process is long, but inevitable, otherwise society faces degeneration.
Just as one cannot force one to love, one cannot force one to understand beauty either. The Hermitage with the Russian Museum, art books should not be on the agenda every Sunday. Children can be “filled” with knowledge. But the goal of aesthetic education cannot be a set of knowledge. This concept presupposes, first of all, the ability to see and create beauty around oneself.
The role of creative activities in the artistic and aesthetic education of preschool children
Despite the importance of the theoretical aspects of artistic and aesthetic education, it should be noted that without practice the result will be minimal. It is difficult to form a love for art in a child’s mind without offering him the opportunity to come into contact with it and even try himself in this matter.
That is why one of the most important components of a child’s artistic education is creative activities, which are easy to organize at home.
For effective musical education, a child can be enrolled in a music school, where he can be taught the skills of playing a musical instrument that interests him. However, if a child does not have an ear for music or other inclinations, there is still no need to worry about his musical taste. From an early age, introducing the child to music, starting from elementary nursery rhymes, jokes and lullabies, parents teach the child to appreciate art in all its manifestations, develop a need for beauty and a craving for it.
Application is a way to develop a sense of beauty and at the same time hand motor skills
Drawing is also great for effectively developing your creativity. It is very desirable that from an early age a child can master various painting techniques with the help of pencils, felt-tip pens, paints (watercolor and gouache), which allows the child to get acquainted with the world around him, note its signs and properties, distinguish between form and content.
Drawing also plays an invaluable therapeutic role, allowing the child to receive a huge charge of positive emotions and genuine happiness.
Reading also plays an equally important role in artistic education. You can start with the simplest children's poems and fairy tales. Regular reading aloud and other similar methods not only enriches the child’s vocabulary and takes his speech culture to a new level. But it also develops him morally: he teaches him to evaluate the actions of heroes from a moral point of view, to distinguish positive heroes from negative ones, and to make a choice in favor of one decision or another. Reading books also teaches a child to effectively use language to express his emotions and needs.
Reading books is a way to attract attention to literature
In order for creative activities to develop a child’s artistic and aesthetic ideas, it is necessary to conduct them taking into account the following principles:
- Providing the child with maximum independence. By focusing on finding his own solution, rather than acting according to a template, the child will put much more effort into getting the final result of creativity. This will significantly increase in his eyes the value of the finished drawing, sculpted figurine, etc.
- A child’s creativity should reflect not only the objective properties and characteristics of objects in the surrounding world, but also include an emotional component. Namely, his impressions, thoughts, feelings associated with them.
- The environment in which the lesson will be conducted should be as conducive as possible for the child to relax and unwind.
- Support and praise from parents plays a very important role in the creative process. Criticism and blame should be kept to a minimum.
- It is better to replace direct instructions and instructions with tactful hints and small tips. Do not forget that the parent should mentor the child, but not give him strict instructions and instructions.
- The child should have the maximum available means of artistic expression at his disposal. The workplace should be well-lit and comfortable: not only physical, but also psychological comfort during the lesson depends on this.
The tasks of artistic and aesthetic education must be formulated in accordance with the age of the child and adjusted as he grows up.
The concept of beauty through the study of nature
