Components of aesthetic culture. Principles of education of aesthetic and artistic culture of the individual

An objective prerequisite for the formation aesthetic culture personality are determined by the level of development of material and spiritual values and the degree of their distribution in society. The introduction of a specific individual to these values, their creation, consumption, preservation, and dissemination is an indispensable condition for the formation of a general and aesthetic culture of each person.

In order to be able to join material and spiritual values, create and use them, a person must have certain subjective abilities: have a certain education, taste, need, interest. Here, a large role is given to the activities of special cultural institutions (television, theaters, palaces of culture, libraries, schools and others educational institutions). However, personal culture is formed mainly by such areas as work, everyday life, sports, and communication with other people and nature. Educational process should cover not only consciousness (feelings, tastes, ideals, needs, interests), but also external culture. The so-called “external culture” is understood as in this case not only the culture of the body (bodily harmony), but also the culture of speech, movements, gestures, facial expressions, etc.

It is already known that such personality traits as character, intelligence, behavior are formed in the time period from birth to six years. The subsequent years of life only replenish, polish and socialize the experience and skills acquired in childhood.

The feeling of the beauty of nature, surrounding people, things evokes special emotional and mental states in the child, arouses direct interest in life, sharpens curiosity, develops thinking, memory, will and other mental processes, i.e. all conditions are created for the formation of a highly intelligent, harmonious personality.

The future of humanity depends on how the magnificent potential that lies in today's children is used. How children will be formed will be how society will be in 30-40 years.

This means that in order to create a cultural, highly aesthetic society, it is necessary to create a kind of elite group numbering about a billion. Exactly as many as there are children on the planet.

The main educators of children are parents. No organizations or institutions can influence the formation of a personality as much as mom and dad. They are the main educators and teachers and are responsible for the development of their child. It is very important in the first stages of development to broaden a person’s horizons. This means not only learning to read, write and tell fairy tales, but also walking together, visiting museums, theaters, exhibitions, cafes, and creating a comfortable environment within the family. Of course, the level of aesthetic culture of an individual, as well as the level of aesthetic consciousness, changes depending on individual development throughout life. Find effective ways and forms of development, formation and satisfaction of aesthetic needs, interests and tastes is possible only on the condition that we know their content and character, as well as the trends in their development and change.

In aesthetic education, one can highlight the immediate goal - the formation of aesthetic feelings, needs and interests, aesthetic tastes and ideals, a person’s ability for artistic creativity and aesthetic awareness of the world around him.

Aesthetic education acts as one of the most important means of transforming moral attitudes into a way of feeling life and a style of behavior.

// January 9, 2009 // Views: 16,430

The basic categories of a person’s aesthetic culture are aesthetic consciousness, artistic-aesthetic perception, aesthetic feeling, aesthetic experience, aesthetic need, aesthetic ideal, aesthetic taste, aesthetic judgment.

Aesthetic consciousness includes realized by people an aesthetic attitude to reality and art, expressed in the totality of aesthetic ideas, theories, views, and criteria.

The most important element of a person’s aesthetic consciousness is artistic and aesthetic perception. Perception is the initial stage of communication with art and the beauty of reality, the psychological basis of an aesthetic attitude to the world.

Artistic and aesthetic perception is manifested in a person’s ability to isolate in the phenomena of reality and art processes, properties, qualities that awaken aesthetic feelings.

Aesthetic feeling is subjective emotional condition, caused by a person’s evaluative attitude towards the aesthetic phenomenon of reality or art.

Aesthetic experience is a state of shock, enlightenment, suffering, joy, delight, etc. Aesthetic experiences contribute to the emergence and development of spiritual and aesthetic needs.

Aesthetic need manifests itself as a stable need to communicate with artistic and aesthetic values.

The central link of aesthetic consciousness is the aesthetic ideal - a socially conditioned idea of modern beauty in nature, society, man, art.

Aesthetic consciousness, in unity with aesthetic feeling, gives rise to artistic and aesthetic taste as a subtle and complex ability to see, feel, understand the truly beautiful or ugly, tragic or comic and correctly evaluate it.

On this basis, the ability of aesthetic judgment develops - evidence-based, reasoned, reasonable assessment of aesthetic phenomena. public life, art, nature.

The formation of aesthetic culture is carried out in the process of aesthetic education.

Aesthetic education is a purposeful process of forming a creatively active personality capable of perceiving, feeling, evaluating

the beautiful, the tragic, the comic, the ugly in life and art, to live and create according to the “laws of beauty.”

Aesthetic education includes aesthetic development - an organized process of formation in a child of natural essential forces that ensure the activity of aesthetic perception, feeling, creative imagination, emotional experience, imaginative thinking, as well as the formation of spiritual needs.

The core of aesthetic education is the influence on the individual through the means of art and the implementation of artistic education on its basis.

Artistic education- a purposeful process of developing in children the ability to perceive, feel, experience, love, appreciate art, enjoy it and create artistic values.

The organization of the aesthetic education system is based on a number of principles:

The universality of aesthetic education;

A complex approach to the whole matter of education;

A combination of classroom, extracurricular, extracurricular activities, various forms exposure to art through the media;

The connection of artistic and aesthetic activity with life, the practice of renewing society;

Unity of artistic and mental development;

Artistic activities and amateur performances of children;

Aestheticization of all life;

Taking into account the age and individual characteristics of children.

Criteria for the formation of aesthetic culture:

Having a desire to communicate with art and nature;

The presence of an aesthetic need to transform the surrounding reality according to the laws of beauty and intolerance to the ugly;

The ability to perceive art, empathize and receive pleasure from highly artistic examples;

The ability to give an aesthetic assessment to a work of art and an object of nature;

The ability of artistic and creative self-expression;

Aestheticization of relationships with other people;

Knowledge of the basics folk art, historical and cultural traditions of their country, the desire for their creative development and preservation.

AESTHETIC EDUCATION

I. What is the importance of aesthetic education in the development of personality and what pedagogical functions does it perform?

Since ancient times, people have strived to build their lives according to the laws of beauty. Notable in this regard is the parable of Plutarch. Three slaves are carrying wheelbarrows loaded with stones. The philosopher asks each of them the same question: “Why are you carrying these heavy stones?” The first one answers: “They ordered me to take this damned car.” The second one says: “I’m driving a wheelbarrow to earn bread.” The third said with admiration: “I am building a beautiful temple!”

Seeing the creative principle of beauty in work means creating beauty and transforming the surrounding reality in accordance with it. No wonder F.M. Dostoevsky, reflecting on social cataclysms and difficult ways social progress, wrote: “Beauty will save the world.” That is why society attaches great importance to the development of literature, music, fine arts and architecture, which embody the ideals of beauty.

But art contributes not only to the spiritual progress of society. It has a great influence on personal development man and his activities. What functions does art perform from this point of view?

The importance of art is extremely great in knowledge of the surrounding world, in the development of consciousness, feelings, views and beliefs of a person.

V.G. Belinsky noted that there are two ways to understand the world: the path of scientific knowledge and the path of knowledge through art. A scientist speaks with facts, syllogisms, concepts, and a writer, an artist speaks with images, pictures, but they talk about the same thing. An economist, armed with statistical data, proves that the position of a particular class has worsened or improved due to such and such reasons. The poet shows these changes with the help of figurative, artistic image reality, influencing the fantasy and imagination of readers. Belinsky emphasized that art contributes to the development of human consciousness and beliefs no less than science.

Big role plays art and aesthetic education in formation of morality.

Aristotle wrote that music can influence the ethical side of the soul, and since it has such properties, it should be included among the subjects of education of youth. A.M. Gorky called aesthetics the ethics of the future.

Art and especially literature are powerful a means of spiritual elevation of a person.

The more I read, wrote A.M. Gorky, the more books make me closer to the world, the brighter and more meaningful life becomes for me. A.I. Herzen noted that without reading there is and cannot be either taste, style, or multifaceted breadth of understanding. By reading a person survives centuries. E. Hemingway pointed out that books influence a person’s subconscious, the deepest spheres of his psyche and thereby influence the development of his spirituality. He compared the book to an iceberg, most of which is under water.

Literature and art often have direct impact on human life and activity.

It is known, for example, that the extraordinary heroism and perseverance in overcoming the difficulties and adversities of life that Gadfly showed, main character novel of the same name English writer E. Voynich, helped famous Russian writers N. Ostrovsky, N. Biryukov and Belarusian writer V. Gorbuku courageously endured serious illnesses and found the strength to remain in the order of life.

Of no small importance is development of creative abilities personalities in the field of various types of art. However, the influence of art on the formation of a person largely depends on his artistic and aesthetic development. IN eastern countries They say: “There is no beauty in the sands of the desert, there is beauty in the soul of an Arab.” Without knowledge of the laws and artistic means of comprehending reality, without understanding the language of art, it does not arouse either thoughts or deep feelings. The task of the school is to provide the necessary aesthetic training for students, to introduce them to huge world art and make it an effective means of understanding the surrounding reality, developing thinking and moral improvement.

2. What is the essence of aesthetic education and what is the internal structure of this process?

Term aesthetic education associated with the concept aesthetics(from Greek aisthesis- sensation, feeling), denoting the philosophical science of beauty. The essence of aesthetic education is the organization of a variety of artistic and aesthetic activities of students, aimed at developing their ability to fully perceive and correctly understand the beautiful in art and in life, at developing aesthetic ideas, concepts, tastes and beliefs, as well as developing creative inclinations and talents in fields of art.

The process of aesthetic education includes:

- developing students’ artistic and aesthetic needs in the field of literature, music and fine arts;

- development of aesthetic perceptions;

- mastery of aesthetic knowledge (concepts);

- formation and development of artistic taste, aesthetic views and beliefs;

- introducing students to artistic creativity and developing abilities in one form or another of art.

Ways to implement aesthetic education

EV and education is carried out in the classroom (training classes in language, literature, history, music, fine arts, world and domestic artistic culture) and in various forms and types of extracurricular educational work

Introducing to artistic and creative activities in general institutions, additional education, culture.

Basic indicators of a person’s aesthetic education

Indicators

Characteristics

Aesthetic need

A person’s interest in aesthetic values, the starting point of a person’s development and creation of the aesthetic in various forms of activity and, above all, in artistic activity, in art, where the aesthetic principle is expressed in the most concentrated form. Built on the subject’s disinterested attitude towards aesthetic life

Aesthetic

value

A special class of values that exists along with utilitarian, moral, etc. values. and characterizing the significance of any object in the life of society, class, social group or an individual

Aesthetic

ideal

A type of aesthetic attitude that is an image of proper and desired aesthetic value; the highest criterion of aesthetic evaluation, which involves a conscious or unconscious comparison of certain phenomena with an aesthetic ideal. This is a type of aesthetic relationship that is between aesthetic taste, on the one hand, and aesthetic views, on the other.

Aesthetic

grade

A method of establishing the aesthetic value of an object, a conscious result of aesthetic perception, usually recorded in judgments such as “this is beautiful”, “this is ugly”, etc. The final link of aesthetic perception

Aesthetic

judgment

A category of aesthetics that captures the specifics of aesthetic reflection. Unlike a logical-conceptual judgment, this is not a theoretical statement about the aesthetic significance of an object, containing its assessment, but one of the ways of a subject’s positive or negative response to the aesthetic aspects of reality and art

Aesthetic

feeling

Direct emotional experience by a person of his aesthetic attitude to reality

Aesthetic

taste

The ability of a person, by feeling pleasure or displeasure (“like” - “dislike”), to differentiate and evaluate various aesthetic objects, to distinguish the beautiful from the ugly in reality and in art, to distinguish between the aesthetic and the non-aesthetic, to detect features of the tragic and comic in phenomena (sense of humor )

3. How to develop artistic and aesthetic needs in students?

This work should begin in primary school I: actively implemented when learning the native language, when studying what is available to children of this age literary works, as well as in singing, drawing, natural history lessons. Paying attention to beauty and artistic features works of art, the teacher needs to evoke emotional and aesthetic experiences in children, teach them to compare different works of art, encourage them to express their opinions about which of these works they like, which musical melody, in their opinion, is better. This is how children develop a need to be introduced to art. At the same time, they develop a desire for aesthetic perception of various genres of literature, music, artistic paintings.

Great importance in aesthetic education junior schoolchildren has memorization of poems, performance of songs, demonstration of reproductions of paintings by artists, and conducting excursions into nature. K.D. Ushinsky wrote: “...From the impressions of my life I brought out the deep conviction that a beautiful landscape has such a huge educational influence on the development of a young soul, with which it is difficult to compete with the influence of a teacher."

Development of the need-motivational sphere in the field of artistic aesthetic formation students for more high level continues in middle and high school. In these classes, the range of students’ familiarization with various types and genres of art, the experience of comparison and evaluative opinions about their artistic and aesthetic merits is enriched, which naturally strengthens their needs and motives in joining the aesthetic and spiritual wealth of society. Students begin to both realize and emotionally experience the position that artistic and aesthetic development is an essential aspect of human culture, and strive to actively work on themselves in this direction.

4. What it should be educational work on the development of students' aesthetic ideas and concepts?

Important of this work is that artistic development personality is expressed in her mastery of aesthetic ideas, concepts and in the development of aesthetic views and beliefs. The solution to this problem is very difficult.

Artistic and aesthetic ideas are formed in the process perception and comparison works of literature and art. Hence the need arises to organize and enrich these perceptions, to familiarize students not only with different types and genres of art, but also with their various artistic merit. By perceiving and comparing these advantages, students develop appropriate evaluative opinions and give a qualitative description of works of literature and art.

The simplest aesthetic ideas and opinions are formed, as noted above, in the elementary grades. However, the main work in this direction is carried out in middle and high schools. In these classes, students should be enriched with ideas about artistic means of conveying a person’s mood, which are used in various types of literature, music and art, and students should be encouraged to comprehend and assimilate such concepts as artistic image, epithet, metaphor, comparison, minor and major in music, perspective in the visual arts, etc.

In the development of students' artistic ideas, judgments and concepts great importance has an understanding of the connection that exists between different types of art in depicting life phenomena. For example, when studying the story by A.S. Pushkin " Captain's daughter"The teacher can use artistic illustrations by S. Gerasimov and P. Sokolov for this story. Listening to A. Varlamov’s romance “The Lonely Sail Whitens” will be very useful when studying the lyrics of M.Yu. Lermontov and, in particular, the poet’s poem of the same name.

Although the main tasks of aesthetic education are solved in the process of training sessions and extracurricular activities in literature, music and visual arts, nevertheless, aesthetics must permeate academic work in all subjects. Aristotle, for example, noted that logic and symmetry characterize the aesthetic side of mathematics, which must be used in education.

The most important task of aesthetic education is to teach a child to see nobility, kindness, cordiality in the beauty of the world around him and, on the basis of this, to affirm the beauty in himself.

V.A. Sukhomlinsky

Beauty will save the world.

F.M.Dostoevsky

There is no beauty in the sands of the desert, there is beauty in the soul of an Arab.

Eastern proverb

Aesthetic culture of personality

The concept of aesthetic culture of the individual. The formation of aesthetic culture is a process of purposeful development of the individual’s ability to fully perceive and correctly understand the beauty in art and reality. It involves the development of a system of artistic ideas, views and beliefs, and the cultivation of aesthetic sensitivity and taste. At the same time, schoolchildren develop the desire and ability to introduce elements of beauty into all aspects of existence, to fight against everything that is ugly, ugly, and base, as well as a readiness to express themselves within their means in art.

Aesthetics of children's life. Man by nature is an artist. Everywhere, one way or another, he strives to bring beauty into his life. This idea of M. Gorky seems to us extremely important. The aesthetic assimilation of reality by man is not limited to activity in the field of art: in one form or another it is present in all creative activity. In other words, a person acts as an artist not only when he directly creates works of art, devotes himself to poetry, painting or music. The aesthetic principle lies in human labor itself, in human activity aimed at transforming the surrounding life and oneself. Man's aesthetic attitude to reality owes its origin to his labor activity. Awareness and experience of labor as a play of physical and spiritual forces, as a phenomenon of the sublime, ennobling, beautiful, form the foundation of the aesthetic development of the individual.

In order for child labor not to turn into a burden and a burden, but to bring aesthetic pleasure, it must be inspired by a high socially significant goal, marked by the beauty and precision of movements, strict economy of time, inspiration, and passion. The harmony of physical movements gives rise to inner spiritual beauty, manifested in rhythm, dexterity, clarity, joy, and self-affirmation. It is perceived and assessed by children as having great aesthetic value.

The activity of learning can and does provide many aesthetic impressions. In mathematics, for example, they often say: “A beautiful, elegant solution or proof,” meaning by this their simplicity, which is based on the highest expediency and harmony.

There is its own aesthetics in sincere, healthy, humane relationships between students and teachers, between pupils, between older and younger students. Primitive, callous, insincere relationships between people in the family and school deeply wound the child’s personality and leave a mark for life. And vice versa, the subtle, differentiated relationships of teachers to students, fair demands make the way of children's life a school of education in the spirit high aesthetics and morality.

It is important to introduce elements of aesthetic design of the immediate environment and everyday life into children's everyday life.

It is important to awaken in schoolchildren the desire to affirm beauty at school, at home, wherever they spend their time, do business or relax. Children should be more involved in creating an aesthetic environment at school, in the classroom, and in the apartment. The experience of A. S. Makarenko is of extremely great interest in this regard. Eyewitnesses who visited the educational institutions he headed spoke about the abundance of flowers, sparkling parquet floors, mirrors, snow-white tablecloths in the dining rooms, and the ideal cleanliness of the premises.

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

An aesthetic attitude towards nature shapes a moral attitude towards it. Nature, while not being the bearer of public morality, at the same time teaches the child moral behavior thanks to harmony, beauty, eternal renewal, strict patterns, proportions, variety of shapes, lines, colors, sounds. Children gradually come to understand that goodness in relation to nature consists in preserving and increasing its wealth, including beauty, and evil consists in causing damage to it, in polluting it.

In the process of forming the aesthetic culture of students important role belongs to biology and geography courses, which are largely based on the direct study and observation of natural phenomena. During excursions and walks in nature, children sharpen their aesthetic vision of its beauty, develop their recreating imagination and creative thinking. Big interest Schoolchildren are invited to excursions on such topics as “Forests dressed in crimson and gold”, “Welcome signs of spring”, “Nature and fantasy”, “Flowers of our fields”, “Autumn bouquet”, “Cultural monuments of our region”, etc. During excursions, students perform various tasks: make sketches and sketches from nature, photograph their favorite corner, collect materials for a collection, find dead branches, roots, twigs, sagging on trees, using them for crafts and miniature sculpture.

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

The education of an aesthetic attitude towards nature is actively promoted by conversations and conferences on works of fiction ("White Bim - Black Ear" by G. Troepolsky, "Don't Shoot White Swans" by B. Vasilyev, "White Steamer", "The Scaffold" by Ch. Aitmatov, " Tsar Fish" by V. Astafiev, "Russian Forest" by L. Leonov, "Farewell to Matera" by V. A. Rasputin, novels and short stories by V. Belov, Y. Kazakov, V. Soloukhin).

Formation of aesthetic culture through art. The artistic potential of a person, his aesthetic capabilities are most fully and consistently manifested in art. Generated by human labor, art at a certain historical stage is isolated from material production into a specific type of activity as one of the forms of social consciousness. Art embodies all the features of a person’s aesthetic relationship to reality.

The curriculum of a comprehensive school includes disciplines of the artistic cycle - literature, music, fine arts.

In pedagogy, the aesthetic development of personality through the means of art is usually called artistic education. Turning directly to works of art, it requires the development in a person of the ability to correctly perceive phenomena of beauty. This does not mean that he should become a professional artist or art expert. In addition to knowledge of a number of works of art, a person must acquire a certain amount of information from the field of theory and history of a particular type of art. Such enrichment of direct artistic impressions with knowledge of the laws of art and the artist’s skill does not at all kill (as is sometimes claimed) the emotionality of perception. On the contrary, this emotionality intensifies, deepens, and perception becomes more meaningful.

One of the strong means of cultivating literary taste and aesthetic responsiveness is the development of a reading culture. In the lessons of their native language, students learn to perceive literature as the art of words, reproduce images of a work of art in their imagination, subtly notice the properties and characteristics of characters, analyze and motivate their actions. Having mastered the culture of reading, the student begins to think about what the book he read calls for, what it teaches, and with the help of what artistic means the writer manages to evoke deep and vivid impressions in the reader.

The development of artistic taste encourages schoolchildren to engage in aesthetic activities, which are characterized by certain results and assume that during art classes, students bring to life the elements of beauty available to them. Performing a poem, story or fairy tale, they seem to recreate the circumstances proposed by the author, reviving them with the help of their own thoughts, feelings and associations, i.e. convey to the listeners the emotional state of the hero, enriched by personal experience. And no matter how small and limited this experience may be, it still gives the student’s performance freshness and unique originality.

basis musical education at school is choral singing which provides a joint experience of heroic and lyrical feelings, develops ear for music, memory, rhythm, harmony, singing skills, artistic taste. Great place At school, students are given the opportunity to listen to recorded musical works, as well as become familiar with the basic fundamentals of musical literacy.

One of the means of introducing students to artistic culture is the teaching of fine arts. It is designed to develop artistic thinking, creative imagination, visual memory, spatial concepts, and visual abilities in schoolchildren. This, in turn, requires teaching children the basics of visual literacy, developing their ability to use the expressive means of drawing, painting, modeling, and decorative and applied arts. Students master the basics of realistic depiction by teaching them such means of artistic expression as material texture, color-line-volume, light tonality, rhythm, shape and proportion, space, composition.

It is important to ensure that students are directly acquainted with outstanding works of Russian, Soviet, and foreign fine art and architecture, to teach them to understand the expressive language of the artist, the inextricable connection between content and artistic form, and to cultivate an emotional and aesthetic attitude towards works of art. In order to develop students' ideas about the vitality of art, classes are conducted with them: “The art of seeing. You and the world around you”, “Art around us”, “You and art”, “Every people is an artist”, “Fine arts and the world of interests” of man", "Decorative and applied arts and human life".

Opportunities for art education and aesthetic education of students provided by curriculum and program are limited. This limitation must be compensated in the system of additional education.

Conversations, lectures, round tables, cultural universities, and clubs for friends of art became widespread. A form of aesthetic education has become established, such as a music library, which includes recordings best performers- soloists, choral and orchestral groups. Schoolchildren get acquainted with the language and genres of music, study musical instruments, voices, and learn about the life and work of composers. Children respond especially emotionally to songs that glorify courageous people who are selflessly devoted to their work and reveal the romance of struggle and exploits.

Film, video and television films play a major role in the formation of students’ aesthetic culture. The perception of filmed works of literature and art requires subtle pedagogical guidance. In a number of schools, for this purpose, an optional course “Fundamentals of Cinematography” has been introduced, and children’s film clubs and school cinemas have been organized.

Theater has enormous power of aesthetic and emotional impact. It is necessary to first prepare students for the perception of theatrical art, to create conditions under which children would be able to succumb to the charm of the acting.

Thus, aesthetic education, being one of the components of a holistic pedagogical process, is designed to form in schoolchildren the desire and ability to build their lives according to the laws of beauty.

Society develops, one social system is replaced by another, the views and ideas of people change, including views on beauty, on its role in the upbringing of a person. But debates about the education of aesthetic and artistic culture people do not subside.

Education of aesthetic and artistic culture interests modern man no less than science and technology. Moreover, in Lately There has been a sharp explosion of interest in issues of education in the modern world.

Principles of educating an individual’s aesthetic culture

Nurturing an individual’s aesthetic culture is the purposeful formation in a person of his aesthetic attitude to reality.

Aesthetic education is a special specific type of socially significant activity carried out by a subject (society) in relation to an object (individual, personality) with the aim of developing in the individual a system of orientation in the world of aesthetic and artistic values in accordance with the prevailing ideas in this particular society about their nature and purpose.

In the process of education, individuals are introduced to values and translated into internal spiritual content. On this basis, a person’s ability to perceive and experience aesthetically, his aesthetic taste and idea of the ideal are formed and developed.

Education through beauty and through beauty forms:

1) aesthetic and value orientation of the individual;

2) develops the ability to be creative, to create aesthetic values in the sphere of labor activity, in behavior, in art;

3) develops the cognitive ability of the individual.

4) teaches the individual to perceive ready-made products of aesthetic activity.

By forming “aesthetic thinking,” education contributes to a holistic understanding at the individual level of the cultural features of a given era, an understanding of its unity, which, according to scientists, is a necessary prerequisite for its theoretical knowledge.

Aesthetic education, familiarization with the riches of world culture and art - all this is just necessary condition for achievement main goal education of aesthetic culture - the formation of a holistic personality, a creatively developed individuality, acting according to the laws of beauty.

Functions of education of aesthetic culture, constituting the unity of opposites:

Formation of aesthetic and value orientation of the individual;

Development of her aesthetic and creative potentials.

The main tasks of educating aesthetic culture come down to the following provisions:

Develop the ability to perceive and experience the beauty of nature and social reality;

To teach not only to actively perceive, but also to understand and evaluate works of art;

To develop in every person the desire to skillfully use their creative forces and abilities; develop the need for beauty and the ability to understand and enjoy it;

Consciously fight for the affirmation of beauty in everything: in nature and social life.

In this regard, the following structural components are distinguished:

Aesthetic education, which lays the theoretical and value foundations of the aesthetic culture of the individual;

Artistic education in its educational-theoretical and artistic-practical expression, forming aesthetic self-education and self-education, focused on the self-improvement of the individual;

Nurturing creative needs and abilities. These include the so-called constructive abilities: intuitive thinking, creative imagination, vision of problems, overcoming stereotypes.

Among the principles of developing an individual’s aesthetic culture, the following can be noted:

1. The connection between education and life. This principle is based on the principle of the unity of theory and practice and requires such an organization of personal activity that would not only implement the acquired knowledge about the world, but also contain an aesthetic element.

2. Unity of education, training and development. Any activity must be aesthetic orientation, during which ideological, political, moral, and aesthetic ideals should be formed.

3. An integrated approach to the entire matter of education presupposes the unity of objective and subjective factors in the process of forming an aesthetically developed personality.

4. Systematic and consistent education. This principle finds its implementation in the clear organization of all educational activities, in following all stages of developing aesthetic views, beliefs, and ideals.

5. The principle of creativity. Development creative potential personality is the essence and goal of educating aesthetic culture. The fact is that aesthetic consciousness not only reflects the aesthetic aspects of life, it forms in the individual a stable need for creativity. Creativity is a form of human self-affirmation, his initiative and self-development. Any creative activity is inherently aesthetic, since in the process of it the harmony of the world and its beauty are comprehended. Nurturing creativity is the development of independence, individual activity, the ability to think dialectically and act in accordance with ideals. All means of aesthetic education allow the formation of these qualities in conditions of activity that meet aesthetic needs.

The most important means of self-knowledge of an individual is creative process. The product of creativity is directly dependent on the wealth of culture brought into it human content, as well as the degree and quality of its expression. Without this there can be no creativity. Therefore, in order to form creative personality, we must strive to give her the opportunity to freely express her creative individuality.

From a psychological point of view, the creative transformation of the world is possible due to the fact that the results of this transformation acquire special meaning for a person.

Consequently, the universality of the result of aesthetic education is that it stimulates and develops all human feelings. However, aesthetic education gives the desired result only when the necessary material and spiritual prerequisites are created for it.

The educational impact of art occurs through its aesthetic function, through the transfer of personality to the author’s assessments and relationships inherent in it, inseparable from aesthetic and value characteristics. This allows the content of the work to penetrate the depths of consciousness and influence the formation of views, beliefs, and ideals of the individual.

Thus, all of the listed components, principles and tasks of educating aesthetic culture represent whole system. Their closest relationship ensures the effectiveness of the process of aesthetic formation of personality.

Components of aesthetic culture. Principles of education of aesthetic and artistic culture of the individual

More on the topic § 4. Formation of an individual’s aesthetic culture:

AESTHETIC EDUCATION

Principles of educating an individual’s aesthetic culture