Nurturing the aesthetic culture of the individual. Junior school age
Nurturing moral culture is interconnected with education aesthetic culture, which is also an essential component of a person’s spiritual culture.
Aesthetic culture is a component of a person’s spiritual culture, characterizing the degree of mastery of aesthetic (artistic) knowledge, needs, feelings, ideals, interests, aesthetic taste, aesthetic attitude to nature and art, as well as experience of aesthetic (artistic) activity.
Aesthetic consciousness- a set of views, ideas, theories, tastes, ideals, thanks to which a person has the opportunity to reliably determine the aesthetic value of the objects around him, phenomena of life, art. Aesthetic sense- a subjective emotional experience generated by an evaluative attitude towards an aesthetic phenomenon. Aesthetic taste- this is the ability to evaluate aesthetic phenomena from the standpoint of aesthetic knowledge and ideals.
In accordance with the structure of aesthetic culture, the content of the work on its formation is aimed at the development of aesthetic consciousness, the emotional sphere of schoolchildren through the means of aesthetics, nature and art; formation of artistic and art knowledge; aestheticization of the educational process, the surrounding subject environment, relationships in the school community, in the family; introducing children and students to world and domestic artistic culture, developing and implementing them creative potential.
Nurturing aesthetic culture involves organization various artistic and aesthetic activities(artistic-performing, cognitive, research, labor, environmental, design, emotional-evaluative, etc.) students, aimed at developing their ability to fully perceive and correctly understand the beautiful in art and in life, to develop aesthetic ideas and concepts , feelings, tastes and beliefs, as well as the development of creative inclinations and talents in the field of art.
By means education of aesthetic culture are also art (its different types and genres), literature, nature, aesthetics of the surrounding life, work, everyday life, aesthetics of the lesson and the entire school life, aesthetics of relationships between people and aesthetics of behavior, aesthetics of appearance. In particular, the basis of a person’s artistic culture is his attitude to art: the need to communicate with art, knowledge in the field of art, the ability to perceive works of art and give them an aesthetic assessment, as well as the ability of artistic and creative self-expression in one form or another of art.
Great opportunities for nurturing the aesthetic culture of schoolchildren are provided by the content of all subjects of the secondary school curriculum. However, the group of subjects that makes up the educational field “Art” (music, fine arts, world artistic culture, and others) is primarily aimed at developing the artistic culture of students.
Let's consider the age specifics of this area of education (see table 19).
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Table 19 |
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Age-related characteristics of the education of an individual’s aesthetic culture |
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Jr school age |
Adolescence |
Adolescence |
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Formation of an aesthetic attitude towards nature, universal moral values, development imaginative thinking students, imagination through various types of art. Formation of an aesthetic attitude towards nature through practical participation in aestheticization environment(care of plants, animals, careful attitude to nature). Using art to shape students' ideas about the beauty of nature. Formation of aesthetic feelings, emotional attitude, love for native nature in the process of introducing children to poetry, literature, fine arts, and architecture. Paying attention to the aesthetics of behavior and appearance of children. Minimizing conversations of a general, explanatory nature. Conducting games, theatrical performances, workshops, matinees, quizzes, meetings, etc. with the wide involvement of literature, music, visual material, video, film materials, as well as children’s amateur activities |
Formation of a full-fledged aesthetic (artistic) perception, the ability to make independent aesthetic assessments; development of the emotional sphere, creative potential through the means of art, development of skills and abilities of artistic and creative activity: the formation of an aesthetic attitude towards one’s appearance, interpersonal relationships, natural and social environment. Formation of aesthetic perception of works of art in the process of aesthetic education ( oral journals, conversations, lectures, excursions to museums, philharmonic halls, theaters, etc.; watching videos, reading books on art), creative activities of teenagers (competitions, exhibitions, etc.). Formation of students’ aesthetic assessments in the process of writing reviews, reviews, articles, organization of games, quizzes, work with art history literature, etc. Stimulating teenagers to aesthetic analysis works of art. Formation of skills and abilities of artistic and creative activities by means of literary, fine arts, amateur theatrical performances, which not only contribute to the aesthetic development of adolescents, but also satisfy their need to communicate with peers |
Formation aesthetic component worldview, development of the emotional and sensory sphere, skills of conscious perception of the aesthetics of life, evaluation of works of art and literature, self-assessment of behavior and activity. Formation of an aesthetic attitude towards professional activity. Organization creative associations based on self-organization and self-government, in which high school students will deepen their knowledge in the field of national and world art and literature, develop their creative abilities |
Aesthetic culture serves as an indicator of the level aesthetic development and personality education. By his essence, man is called to create beauty and realize himself through aesthetic culture. The aesthetic culture of a person should be understood as a certain level potential, richness and purposefulness of emotional and sensory experience and spiritual pleasure, the joy of a person from all types of his life. A person's culture can be expressed in a word or a gesture, in a mathematical formula or in a historical treatise. But the main way of expression is work activity, since it is in work that endlessly wide opportunities open up for the manifestation of all the essential powers of a person. And also work is a factor in the elevation and development of personality. Seeing the creative principle of beauty in work means creating beauty and transforming the surrounding reality in accordance with it.
The level of aesthetic development of the individual and society, the ability of a person to respond to beauty and create according to the laws of beauty, is naturally associated with the progress of mankind in all spheres of life, the most effective manifestations of creative energy and initiatives of people, clearly presented in the various achievements of world culture.
Aesthetic and artistic culture are the most important components of the spiritual appearance of a person. Their presence and degree of development in a person determine his intelligence, the creative direction of his aspirations and activities, and the special spirituality of his relationship to the world and other people. Without a developed ability for aesthetic feeling and experience, humanity could hardly realize itself in such a diverse, rich and wonderful world"second nature", that is, culture. However, their formation is the result of targeted influence, i.e. aesthetic education
The importance of aesthetic and artistic development of the individual as the most important lever of social progress increases in transitional eras that require increased creative activity from a person and the strain of all his spiritual powers. This is precisely the period our country is going through now. The margin of safety in implementing reforms is not least determined by the aesthetic potential of society and living generations. It is this circumstance that extremely actualizes the problem of forming an individual’s aesthetic and artistic culture and creating favorable conditions for this.
Culture is a fundamental, historically long-term indicator of people’s creativity, the correlation of the levels and quality of development of communities and individual peoples, an assessment criterion historical path and the prospects of large social subjects, each individual person.
The aesthetic culture of society is concretized and personalized, first of all, in the aesthetic culture of the individual. It represents the totality and measure of the development of aesthetic consciousness and worldview, aesthetic taste, the completeness and consistency of their manifestation in the behavior, communication and activities of the individual.
In other words, the aesthetic culture of a person means the unity of aesthetic knowledge, beliefs, feelings, skills and norms of activity and behavior. A peculiar qualitative-quantitative fusion of these components in the spiritual structure of a person expresses the extent of his assimilation of the aesthetic culture of society, while also determining the extent of possible creative dedication.
Artistic culture is a type of culture of society, consisting in the figurative and creative reproduction of nature, society and people's life activities by means of folk artistic culture and professional art.
It includes the functioning of specialized artistic creativity - art; folk- artistic culture; popular culture- professional and commercialized artistic creativity for large masses people and consumption of its product based on supply and demand; elite artistic culture; artistic subcultures of regions, professional associations, youth, etc.; artistic and aesthetic aspects of economic, political, legal and other types of activity.
The development of students' aesthetic culture through the means of fine art is an integral system that includes an organized set of theoretical, structural and content indicators. The system covers the following levels of development of students’ aesthetic culture through the means of fine arts:
personal level of development, the objectives of which are:
– spiritual improvement of the individual;
– development of all components of aesthetic culture: the aesthetic taste of the student’s personality, his aesthetic feelings, judgments, views, creative abilities, aesthetic knowledge;
– development of a personal orientation in the development of culture and art, “personal meaning of art” (D.A. Leontiev) and the development of a subjective cultural position;
– mastering the specific laws of art and related forms of artistic activity;
level of cultural development, the objectives of which are:
– development of the aesthetic culture of the individual through the means of fine art in mastering the experience of world artistic culture, its multifunctionality, its humanistic character;
– mastery of its cultural and artistic heritage and modern features its global development;
– mastering culture as a set of sign systems;
– its effectiveness as an effective tool for realizing all human creative potentials;
– a way to expand the existential perspective of humanity;
level of professional development, the tasks of which are formulated based on an understanding of the “human-creative nature” of the teaching profession and are:
– development of the aesthetic culture of the individual through the means of fine art in the formation of humanistic value orientations;
– formation of the creative personality of the future specialist;
– mastering professional cultural and artistic competence;
– mastering the culturally creative nature of educating the younger generation;
– mastering the needs and skills to develop the culture of society’s own creative activity;
– mastery of art as a broad cultural and artistic field, its capabilities as a powerful means of developing students’ personalities;
The development of aesthetic culture is a complex process that depends on the general life goals, attitudes and values of the future specialist, on his general and professional culture that is being formed at the university.
The diagram of the model clearly shows the formula that the development of aesthetic culture is the interrelation of the theoretical and activity aspects, the multifunctionality and multidimensionality of art, where the fundamental elements are the artistic and aesthetic activity of students.
The diversity of the world and human social needs gives rise to a variety of forms of social consciousness. Art appeared to solve specific problems of mastering and transforming the world. The key to understanding the specifics of artistic thinking and the characteristics of art must be sought in the structure of social practice, in the structure socio-historical people's experience. Art is an indispensable component of civilization throughout its existence and development. Having captured in its “memory” the history of mankind, its past experience, art reveals an image of its fate, striking in its authenticity.
As a cultural phenomenon, art is subject to its own specific laws of development. But at the same time it enters the sphere of influence of civilization, with which it is connected by its origin, tasks and methods of functioning. In the conditions of civilization, society turns out to be increasingly interested in in specific ways expressions and reinforcements public interest and rather subtle means of resolving social contradictions. From this need, on the basis of an already ineffective mythological syncretism, art arises as a highly specialized form of such influence, its figurative and poetic structure is formed, organizational structures are laid, functions are determined at the level of those new requirements and tasks that civilization presents to it. It is a product-based civilization in various areas culture gives life to art, directs and regulates its development.
There are many definitions of art. Let us list the main approaches to understanding this definition. Firstly, art is a specific type of spiritual reflection and mastery of reality, with the goal of forming and developing a person’s ability to creatively transform the world around him and himself according to the laws of beauty. The fact that art has a purpose is controversial, and the concept of beauty is relative, since the standard of beauty can vary greatly in different cultural traditions, affirmed through the triumph of the ugly and even completely denied. Secondly, art is one of the elements of culture in which artistic and aesthetic values are accumulated. Thirdly, this is a form of sensory knowledge of the world. There are three ways of human cognition: rational, sensory and irrational. In the main manifestations of spiritual cultural activities human, in the block of socially significant knowledge all three are present, but each of the spheres has its own dominants: science - rational, art - sensual, religion - intuitive. Fourthly, art reveals a person’s creative abilities. Fifthly, art can be considered as a process of a person’s mastery of artistic values, giving him pleasure and enjoyment.
If we try to succinctly define what art is, we can say that it is an “image” - an image of the world and a person, processed in the mind of the artist and expressed by him in sounds, colors and forms.
Art has deep relationships with a person. Reflecting life in artistic images, it develops all aspects of the personality, encouraging a person to work on self-improvement. Its spiritual, aesthetic, cultural fullness, its creative side, influencing inner world a person, encourage him to move in accordance with the requirements of the modern process of development of society, in which the future is determined by creatively developed, competent specialists who are aware of the significance of cultural values, the achievements of world cultures, and the formative role of art.
Art in all its types and genres has an impact on every person, since one of its most important characteristics is its appeal to thoughts, feelings, experiences, reflections and actions, the consonance of the mood of a particular person. Possessing these properties, it acts as a powerful development mechanism at all stages of personality development, since a person comes into contact with it to one degree or another.
The aesthetic culture of a person is no less manifested in the sphere of everyday life, socio-political, leisure and other forms of life. It acts as an essential moment of social and individual life of people. Its internal mechanism is the functioning of the aesthetic consciousness of the individual, the direction of which is expressed in the system of aesthetic relations to various environmental objects through the mechanism of perception, experience, evaluation, taste, ideal, view, judgment.
The artistic principle, in addition to art, is widely represented in material production, in everyday life, being realized in the form of beauty and figurative expressiveness created by man objects and things of practical utilitarian purpose.
The artistic culture of the individual thus acts as an important factor in the organization and process of materially transformative activity, the entire labor practice. Its focus on creativity, on achieving artistic and figurative expressiveness of created objects, on skill and skill, allowed in the past the best representatives of craft labor to create true masterpieces, not inferior in their artistic merit to beautiful works of high art.
IN in a broad sense Aesthetic education is understood as the purposeful formation in a person of his aesthetic attitude to reality. This is a specific type of socially significant activity carried out by a subject (society and its specialized institutions) in relation to an object (individual, personality, group, collective, community) in order to develop in the latter systems 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.
What are the tasks of aesthetic education? In the process of education, individuals are introduced to values, 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 with beauty and through beauty forms not only 1) the aesthetic-value orientation of the individual, but also 2) develops the ability to be creative, to create aesthetic values in the sphere of work, in everyday life, in actions, in behavior and, of course, in art (this should be considered as main task aesthetic education); 3) develops the cognitive ability of the individual; 4) teaches the individual to perceive ready-made products aesthetic activity.
Aesthetic education, introducing people to the treasury of world culture and art - all this is just necessary condition for achievement main goal aesthetic education - the formation of a holistic personality, a creatively developed individuality, acting according to the laws of beauty.
Aesthetic education has two functions that constitute a unity of opposites:
Formation of aesthetic and value orientation of the individual;
Development of her aesthetic and creative potentials.
Relying on established practice educational work, the following structural components of aesthetic education are usually 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 the artistic culture of the individual in the unity of skills, knowledge, value orientations, tastes; aesthetic self-education and self-education, focused on personal self-improvement;
Nurturing creative needs and abilities. Among the latter, the so-called constructive abilities are of particular importance: individual expression, intuitive thinking, creative imagination, vision of problems, overcoming stereotypes.
The development of the creative potential of the individual is the essence and goal of aesthetic education. 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, its beauty is comprehended, and creative, universal forces are developed. Nurturing creativity is the development of independence, individual activity, the ability to think dialectically and act in accordance with ideals.
The creative process is the most important means of self-knowledge, for everything that is created by man is endowed with specific human subjectivity. 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.
Speaking about the role of nature, art and other means of aesthetic education in the development of creativity, we must remember that their aesthetic and educational effect is fully noticeable in inextricable combination with other areas of education. Outside of work and creativity, aesthetic education not only loses its base, but also its purpose.
The universality of the result of aesthetic education is that it stimulates and develops all human feelings. But aesthetic education gives the desired result only when the necessary material and spiritual prerequisites are created for it.
Discussing the possibility of art to solve questions of knowledge, science notes that art is a means of enlightenment, education, that the cognitive information contained in it is enormous and significantly complements our knowledge about the world, gleaned from newspapers, scientific treatises, from real experience, that, conjugating our private life experience with the experience of other people, art serves both as a means of understanding the world and as a way of self-knowledge of the individual.
The scientific and artistic reflection of reality is the result of man's spiritual and practical mastery of the surrounding world. Art and science form, in the process of their influence on the individual, aesthetic and scientific picture objective reality, which organically complement each other.
The difference between science and art is that the former gives people knowledge of the laws of objective existence and development of the material world; works of art give us knowledge of the meaning of the phenomena of reality that they have for humans.
The relationship between science and art lies in the fact that scientific knowledge includes aesthetic components (imaginative thinking, imagination, aesthetic feelings, aesthetic pleasures). Art focuses on a holistic approach to solving a problem.
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.
Aesthetic education is alien to didactics. The influence on the individual occurs unselfishly, gradually, inadvertently. The goals of aesthetic education are so broad that there is no direct benefit, but the broad social significance of the process is manifested; a person is guided by universal human values, realizing their priority importance.
If moral education involves the formation of a person with social qualities, relevant for a given society, then aesthetic education has in mind not only this society, but, ultimately, all of humanity as a field, a guideline and a criterion for the life of an individual. Aesthetic education develops a person’s creative abilities and teaches him to relate to the world in a truly human way. In all this is the source of both the relevance and the future expansion of the scope and significance of aesthetic education.
First of all, aesthetic education directly sharpens aesthetic area consciousness: aesthetic taste, value orientations, ideals, attitudes, criteria. However, it captures the entire personality in the field of its influence. The desired, optimal result of aesthetic education is the formation of a holistic and harmonious, self-valued and socially valuable, creatively active personality with a high individual aesthetic culture, which allows a person to live a humane life and act with conviction, purposefully, selectively, productively, practically and universally significant. The main indicator of a person’s aesthetic education is his independent creative personal actions, their humane character, noble type of behavior, manners and appearance, consistent with high taste.
Aesthetic education simultaneously solves compensatory problems, distracting a person from the sad experiences of life and preparing him for the struggle to improve the world and his position in it. This type of education also solves an educational and heuristic problem, helping the individual to be spiritually enriched with new knowledge and aesthetic experience. In addition, the functional features of aesthetic education are: artistry – honing and improving a person’s feelings, tastes, appearance and behavior in life; value-orientation effect - instilling in the individual the ability to evaluate the phenomena of reality and art, build a hierarchically organized system of values and choose the direction of activity in accordance with this system; creativity - the awakening of an artist in a person, the development of the need and ability for a creative perception of the world and art, for the creative nature of activity.
The highest goal of art is the comprehensive development of a socially significant and valuable personality, the formation of its needs and value orientations. Therefore, art is capable of spiritualizing scientific and technological progress and illuminating it with the ideas of humanism.
The development of man, his continuous improvement goes through society, in the name of people, and the development of society through man, in the name of the individual. In this dialectic of man and humanity is the meaning and essence of history. To promote historical progress in the name of human happiness is the highest humane purpose of art.
Literature
1. Rubinshtein S.L. Science and reality // Essays, memories, materials. M.: Nauka, 1989. P. 337.
2. Novikov A.M. Methodology of education. M., 2002.
3. Petrova G.A. Aesthetic education of students // Pedagogy high school. Kazan, 1985.
4. Sukhodolskaya-Kuleshova O.V. Formation of the aesthetic culture of the future teacher // Pedagogy. 2003. No. 5.
5. Chelysheva T.V. Continuous art education as an integral educational system: theoretical aspects: Monograph. M.: APK and PRO, 2001.
6. Suslova T.D. Artistic and aesthetic culture // Program of pedagogical universities and pedagogical colleges. M., 2001.
7. Novikov A.M. Methodology of education. M., 2002. P. 82.
8. Kagan M.S. Personality formation as a synergetic process // Observatory of Culture. 2005. No. 2. P. 9.
10. Kagan M.S. Philosophy of art. St. Petersburg, 1996. P. 19.
11. Novikov A.M. Methodology of education. M., 2002. P. 226.
An objective prerequisite for the formation of an individual’s aesthetic culture is 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 big role dedicated 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. It is possible to find effective ways and forms of development, formation and satisfaction of aesthetic needs, interests and tastes only if we know their content and nature, 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 to artistic creativity and aesthetic awareness of the surrounding world.
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: 16,430Olga PIVKINA,teacher at Bugulma Pedagogical College
Aesthetic and artistic culture are the most important components of the spiritual appearance of a person. Their presence and degree of development in a person determines his intelligence, the creative direction of his aspirations and activities, and the stability of his relationships with the world and other people. Without a developed ability for aesthetic feeling and experience, humanity could hardly realize itself in such a diversely rich and beautiful world of “second nature,” that is, culture. The progress of humanity in all spheres of life is naturally associated with the level of aesthetic development of the individual and society, with the ability of a person to respond to beauty and create according to the laws of beauty. The most effective manifestations of people's creative energy and initiative are clearly presented in the achievements of world culture.
The formation and development of an individual’s aesthetic culture is a step-by-step process, occurring under the influence of demographic, social and socio-psychological factors. It involves mechanisms of both spontaneous and conscious nature, determined in general by the environment of communication and the conditions of activity of individuals, their aesthetic parameters. Aesthetic knowledge, beliefs, feelings, skills and norms are functionally related to each other. The aesthetic culture of the individual manifests itself in the sphere of everyday life, social, leisure and other forms of life. It is an essential moment in the social and individual life of people.
The measure of expression of skills, abilities and needs in the activities and behavior of a person characterizes the level of his aesthetic culture. A peculiar variety and, in in a certain sense, the dominant aesthetic culture of a person is his artistic culture, the level of which depends on the degree of artistic education, the breadth of interests in the field of art, the depth of its understanding and the developed ability to adequately evaluate artistic merit works. All these characteristics are concentrated in the concept of artistic taste - an aesthetically significant property of a person, formed and developed in the process of communication with art. Aesthetic education harmonizes and develops all the spiritual abilities of a person necessary in various areas creativity. It is closely related to moral education, since beauty acts as a kind of regulator of human relationships. Thanks to beauty, a person is often intuitively drawn to goodness. Apparently, to the extent that beauty coincides with goodness, we can talk about the moral function of aesthetic education.
Aesthetic education is a necessary condition for achieving the main goal of aesthetic education - the formation of a holistic personality, a creatively developed individuality, acting according to the laws of beauty.
Relying on the established practice of educational work, the following structural components of aesthetic education are usually 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 the artistic culture of the individual in the unity of skills, knowledge, value orientations, tastes;
Aesthetic self-education and self-education, focused on personal self-improvement;
Nurturing creative needs and abilities.
Aesthetic education is carried out at all stages age development personality. The sooner it falls into the sphere of targeted aesthetic influence, the more reason to hope for its effectiveness. From a very early age through play activity the child is introduced to the knowledge of the world around him, through imitation he masters the elements of a culture of action and communication with people. The experience gained through communication and activity shapes children's preschool age an elementary aesthetic attitude to reality and art. Communication with art most vividly and imaginatively reveals to a person the world of really existing beauty, forms the individual’s beliefs, influences behavior and gives him great aesthetic pleasure. Visualization, brightness, and expressiveness make art accessible and close to children’s perception, in tune with their emotionality.
Interest in visual arts manifests itself quite early in children. Parents and teachers should encourage these aspirations. Any adult can tell a child a lot about drawing and develop his visual memory. Drawing and modeling is an active process that forces children to accurately perceive an object, either by directly contemplating it, or reconstructing it from memory, or at the same time drawing on accumulated life experience and imagination. Educators and psychologists have long noticed that children, especially preschool children, derive great pleasure not so much from the result as from the process of drawing itself. It should also be noted that there is a close connection between involvement in art and the development of a person’s moral attitudes, social activity and a high culture of communication, that is, what constitutes spiritual world personality. Accumulating in memory, aesthetic experiences interact with each other, forming an emotional and aesthetic background, against which everything that happens to a person again acquires special clarity and significance. Art in this sense creates criteria for life assessments. Spiritual enrichment does not occur through occasional, short-term contact with art. Only a collection of many artistic influences, which, accumulating, repeating and consolidating, change the behavior of the individual, accustoming her to live as art suggests. Communication with genuine art encourages a person to own creativity, teaches a deeper sense of aesthetics real life, helps to form an active attitude towards reality in general and towards artistic creativity in particular.
Students studying the interdisciplinary course “Theoretical and methodological foundations organizing productive activities for children,” involves developing outlines of the organization directly educational activities to familiarize preschool children with works of fine art; compiling art history stories, etc. Performing graduations qualification works allows you to more fully study the features of folk arts and crafts; understand the tasks and content of work to familiarize preschool children with fine arts, show creativity and artistic taste. Aesthetic and artistic education should be recognized as an urgent necessity and a prerequisite for the spiritual progress of society. Education in general, be it labor, moral, environmental, etc., cannot be considered satisfactory if it does not develop an aesthetic attitude towards the phenomena of life and does not encourage a person to act according to the laws of beauty. In the same way, aesthetic education without artistic education turns out to be incomplete and ineffective, since only art has the property of cultivating in a person the ability to realize and experience life as a whole.
Bibliography:
1. Kozlova S.A., Kulikova T.A. Preschool pedagogy. – M.: Publishing center “Academy”, 2009.
2. Komarova T.S., Zatsepina M.B. School of Aesthetic Education: Toolkit. – M.: MOSAIC-SYNTHESIS, 2009.
Aesthetic education is a component of the educational system aimed at developing aesthetic ideals, needs and tastes among students, as well as developing the ability to perceive, experience and create aesthetic values.
Aesthetic education in its content is based on the categories of aesthetics - the most general concepts that reveal the idea of perfection as aesthetic basis peace.
What are the main categories of aesthetics?
Beautiful as the central category of aesthetics. The category of beauty is the central category of any aesthetic system. Initially, beauty can be defined as expediency or perfection of form. Plato defined beauty as the perfection of a form sculpted in accordance with some ideal model. Thus, beauty is enlightenment, the illumination of ideas in the material. The beautiful is the material, sanctified by the ideal contained in it. In rational beings capable of volitional striving for the ideal, beauty becomes a direct expression of the spiritual, in this sense we talk about the beauty of the soul or the beauty of virtue. In this case, expediency acts as a direct and immediate striving towards the goal - towards the absolute fullness of being. Beauty is the transformation of matter through embodiment in it beyond the material principle .
- ugly. It expresses the impossibility of the absence of perfection, it contrasts with the positive aesthetic ideal and contains a hidden demand or desire for the revival of this ideal.
Category sublime represents a reflection in our consciousness of the greatness of natural and social processes and phenomena immeasurably beyond the capabilities ordinary person(the greatness of natural elements - sky, ocean, mountains, storms, thunderstorms; the greatness of the revolution as an expression of social power large groups of people; greatness of spirit individuals. The perception and experience of the sublime is accompanied by strong emotional experiences (affects) - fear, horror, amazement, delight.
The opposite aesthetic category islow-lying.Lowland- an aesthetic category opposite to the sublime. Characterizes natural and social subjects and phenomena that have a negative social significance and fraught with a threat to humanity and the individual. The base in art is carried out through the creation of an image of evil.
As a category of aesthetics, tragic means a form of dramatic consciousness and a person’s experience of conflict with forces that threaten his existence and lead to the destruction of important spiritual values. The tragic presupposes not the passive suffering of a person under the burden of forces hostile to him, but free active work a person rebelling against fate and fighting against it. In the tragic, a person appears at a turning point, a tense moment of his existence. Subject tragic action presupposes a heroic personality striving to achieve sublime goals, therefore the category of the tragic is closely connected with the category of the sublime.
Opposite aesthetic category – comic. Schelling defined the comic as a form of aestheticization of the ugly and turning it into an object of art: art is capable of transforming the ugly in such a way that it becomes a positive aesthetic value, contemplation, which can give pleasure.
STRUCTURE OF AESTHETIC CULTURE
Aesthetic culture of personality consists of the following components:
Aesthetic consciousness, which includes
– aesthetic knowledge, that is, ideas and knowledge about basic aesthetic concepts and categories;
– aesthetic thinking, manifested in the ability to comprehend aesthetically significant information and express aesthetic judgments;
The central component of aesthetic culture is aesthetic feelings
Such higher feelings are called aesthetic,which are evoked in us by the beauty or ugliness of perceived objects, be they natural phenomena, works of art or people, as well as their actions and actions . Aesthetic feelings are based on a special human need - the need for aesthetic experience..
Distinctive feature aesthetic feelings is their “disinterested” nature. They are not directly related to the satisfaction of our material needs, are not aimed at satisfying hunger or preserving life
Aesthetic pleasure or pleasure. It consists of the feeling of pleasure that the perception of colors, sounds, shapes, movements and other features of objective objects or phenomena gives us. As a rule, aesthetic pleasure is caused in us by harmonious combinations in which individual elements are in a certain relationship with each other; disharmonious combinations, on the contrary, cause displeasure.
Feeling beautiful embraces us when in our perception we reflect the objectively beautiful, really existing beauty of natural and social phenomena. We experience this feeling when looking at beautiful flower, animal, landscape, man-made machine or household utensils when we observe a person’s actions, we think about the remarkable traits of his character, etc.
Feeling majestic and sublime is generated by the perception of phenomena that exceed the usual measure of phenomena in which the power of nature and human genius is expressed.
Feeling of artistic beauty associated with the aesthetic perception of works of art and with creative activity in any of its types. In this regard, it has a complex and unique character.
Feeling tragic is of an affective nature, accompanied by strong mental shocks, sometimes expressed in sobs. Created by writer, artist artistic image a person sometimes reaches its highest influencing power: we not only experience an aesthetic feeling from the perception of a beautiful work of art, it makes us suffer, sympathize, and be indignant.
Feeling comic characterized by a state of cheerful laughter when perceiving contradictory phenomena of reality and especially strongly when they are embodied artistically in works of art.
– aesthetic beliefs – stable, emotionally charged attitudes towards the world, people and oneself, formed on the basis of aesthetic knowledge and experienced aesthetic feelings;
– aesthetic qualities and abilities
The integral aesthetic quality of a person can be considered aesthetic taste - the ability of a person, developed by social practice, to emotionally evaluate the various aesthetic properties of objects and phenomena, first of all, to distinguish the beautiful from the ugly. In cases where a work of art is evaluated, aesthetic taste is called artistic taste. ( Big Dictionary in cultural studies.. Kononenko B.I.. 2003)
aesthetic ability - a set of individual psychological characteristics of a person, thanks to which the opportunity to carry out aesthetic activities opens up
– aesthetic activity - aesthetically perceive and experience the phenomena of reality and art, evaluate them through judgment of taste and in relation to the ideal, create various new aesthetic values (in work, in behavior, in science and technology).
– aesthetic needs – the need to wash, feel and act in accordance with certain aesthetic ideas (ideals);
– experience in aesthetic activities– readiness and ability to perform certain actions (deeds) in accordance with aesthetic ideas, feelings, needs (ideals) formed in the personality structure.
In accordance with the structure of aesthetic culture, the tasks of aesthetic education