Methods of artistic and aesthetic development and development of preschool children. Diploma work: Artistic and aesthetic training of children of preschool age on the materials of manual training of children The originality of artistic and aesthetic training
Aesthetic development- the process is the result of the development of the zdіbnosti bachiti the beauty of the new world, the art of creating її. M. N. Zubarev sees such equal aesthetic development of a preschooler.
On the first equal child 3-4 years of emotional radiance of the image of familiar objects, which are recognized in the picture, and even more so in the image. The motive of the assessment should be of a substantive or life character (having selected a leaflet, the one who “doesn’t have such a thing at home”, “because it’s chauvin, you can ride”, “because the apple, it’s tastier”).
On the another equal a child up to 5 years old begins like a bachiti, and y usvіdomlyuvat those elementary, aesthetic qualities in creation, like shaping the picture of you with a pleasant one. Children can appreciate the elementary aesthetic taste of the salt, evaluating in the picture how the garniy color, the color of the image of objects and appearances, or, more likely, the form of that composition is taken.
On the third, greater, equal Children of 6-7 years rise up to the possibility of taking more, it is laid down at the signs of the appearance that is depicted. The child captures the internal characteristics of the artistic image.
Basic pedagogical minds for an aesthetic development, the transition of children from one level to the next step:
- - Organizatsiya sprynyattya child;
- - Organization of material and cultural space. The presence of various objects of the middle of the eye is the sight;
- - Professіynіst kerіvnitstvа estetichnym vyhovannyam dіtey;
- - The interest of the child to the fiality. It is necessary to give a child the ability to express their own creative thoughts that just a little bit.
Think to promote the process of aesthetic development by purposefully directing it, to give the opportunity, in the words of L. S. Vigotsky, "to lead the development." And here is about the aesthetic vihovanni.
Methodological plantings of aesthetic vihovannia are presented in fig. 23.
L.S. Vigotsky, B.M. .BUT. Vetlugina et al.
From the current look, more aesthetically pleasing- The organization of the life and activity of children, which contributes to the development of the aesthetic feelings of the child, the formation of manifestation and knowledge about the beauty in life and the mysticism, aesthetic assessments and aesthetic attitude to everything that makes us feel good.
Metoyu aesthetic development and learning - the development of the readiness of the specialty of the child to spriynyattya, mastering, evaluating the aesthetic objects of mysticism and action; development of aesthetic svіdomosti, including up to harmonic self-development; shaping creative skills and minds in the gallery of artistic, spiritual and physical (bodily) culture.
manager aesthetic vihovannia are determined by the age-old features of children. You can combine them with chotiri groups, direct:
- - For the development of aesthetic susceptibility, an aesthetic stock of images, the formation of aesthetic emotions, feelings, sympathies, interests;
- – molding of elementary aesthetic evidence (including the disclosure of knowledge, aesthetic judgement, and assessment; for which children should be aware of various standards: sensory, emotional, mystical and aesthetic);
Rice. 23.
- - mastering the aesthetic activity (develop aesthetic and artistic inspiration; form the first and foremost skills of the artistic activity; develop creativity and skills; introduce the elements of beauty into the life of a child);
- - the development of aesthetic and artistic creative habits.
Appointed as the task of the aesthetic education of children, they are mutually mindful and closely intertwined with each other. As the most important task, as a matter of fact, I decide for myself, in the opinion of M. A. Vetlugina, I speak out as the task of the social and moral development of the child-preschooler. "Learn to distinguish between good and evil in people's pockets, embrace the beauty of forms, lines, sounds, farb - it means to make it better, more moral, more beautiful," she wrote.
The characteristic signs of such a unity of the aesthetic and social and moral development of preschoolers are the emotional impact of children on the accessible for their lucid life social life; pragnennya spіvperezhivat someone else's joy and turmoil; actively try to remake if you want to; bajannya take part in the wearable artistic practice, which embellishes life; need for the sleepy children, building for the sake of the success of others too.
The work of aesthetically vivovannya in a modern childish garden is guilty of being on the basis of advancing principles:
- – aesthetically vihovannya zdіysnyuєtsya in vzaєmozv'yazku z usієyu vyhovno-illuminating robot in the preschool mortgage. The activity of teachers in order to develop the artistic creativity of children is accepted as an organic part of the mainstream pedagogical work;
- – the principle of mutual education and development. The whole spiritual-illuminating process at the DNZ will be based on unity and learning, which will have a developing character and lead the aesthetic, moral and intellectual development of children. Of particular importance is the interrelationship between the aesthetic and the intellectual and the moral;
- – child's creativity is tied to life and show in yourself all the diversity of manifestations that you signify variability to change, forms and methods organization of child mystetskoy activities;
- – integration of various types of art and artistic activity in the aesthetic development of children.Інтеграція забезпечує різнобічний вплив на дитину, сприяє пізнанню предметів та явищ з різних сторін на основі сприйняття дійсності різними органами почуттів та передачі образів сприйнятої або створених уявою дитини у різних формах художньої діяльності з використанням засобів виразності, специфічної для тієї чи іншої діяльності (музичного, образотворчого ) , artistic, theatrical and game);
- – artistic and aesthetic principle of material selection designing a strategy for choosing creatives, orienting the facilitator and children to those who create verbal art in front of them, like revealing the richness of the richness of the world of people and people, making people feel harmony, beauty; to learn wisdom is more beautiful in life;
- – principles of nationality and culture, the appearance of a modeled picture of the world of self-confidence to the people, the culture of which is being developed. At that very hour, the culturological principle allows you to recognize the children of the preschool age from the culture of different breeds of the world, to reveal the originality, originality of the works of folk art and artistic literature;
- – individual approach to artistic and aesthetic painting, foundations on the revealed individual characteristics of children and the designation of optimal paths for the development of creative artistic abilities of the skin child and in;
- – attack in the aesthetic education of children of preschool and young school age.
Listed principles are synthesizing for themselves all the aesthetic understanding, rozkrivayuchi, priming and developing them. The stench is an aesthetic look at the world, which signifies the essence of aesthetic vihovennia, as it includes two components: the essence of the spiritual activity to develop the artistic activity of children; zmіst vyhovnykh vplivіv z artistic-aesthetic development of vyhovantsіv in the process of illuminating the activities of all practitioners of the child nursery and sim'ї zagalom.
Zasobi the implementation of the artistic and aesthetic vihovannya is selected by the pedagogical team in accordance with the goals and objectives set before the DNZ:
- – more aesthetically pleasing- especially mindfulness that zasіb esthetic vyhovannia, directing to those, schob zatsіkaviti children, set fire to their hearts, stir up activity in them, awaken in the skin of a child a viru in її creative vitality, for those who came from the world to do good and beauty, bring to people joy;
- – nature: you won’t take revenge on your own different sensitively-aesthetic authorities and zavdyaks to that majestic majesty for rozuminnya children, in the words of L. Leonov, the riches of the world, in which to live, the world, which is friendly and smart to a person, moreover, nature helps children greeted him with their soul;
- – mysticism(Music, literature, theatre, create artistic and decorative creativity) spryaє shaping organs sensitively, installed on the sprynyattya of the same species of art, forming an aesthetic relish, allowing you to shape your aesthetic ideal, spivvіdnоsti tsіnіnіsnі rієnіv;
- – navkolishne subject medium, on the thought of K. A. Flerina, promoting activity, creative nature of the artistic and aesthetic activity of preschoolers, and productivity. Vaughn pointed out to those that are no less than a handful of objects themselves, in their own way, it is natural to wiggle children, "although that robot is alive, then it’s better to set the wiggler of that child to speeches, as if it’s necessary to wihovuvat";
- – independent artistic activity children (musical, image-creating, artistic-playing) - the process of molding in children in the age of maturity, intelligence and love of art, demand for development from artistic and creative activities, molding of light-spraying children with the help of art;
- – raznomanіtnі vidi igor: didactic, ruhlivy, plot-role-playing, play-dramatization and in;
- – see different children at the child cage, about the significance of these, V. A. Sukhomlinsky said: he showed them about the beauty of the butt and the joy of creation: "The joy of work is the beauty of the butt";
- – physical rights and elements of sports games.
In the process of development of various types of artistic activity of children, there is also the development of motor skills, manual tenderness, micro-macro-ruhives, horo-ruhic coordination. Tse zblizhuє zavdannya esthetic and physical vihovennia.
Physicists have the right to achieve physical beauty and spiritual, moral development. Vipadannja kogo izobu іz system esthetic vihovanni destroys the harmony of the bodily and spiritual development of children. Nadal, the image-creating art itself, the activity of preschoolers, is like a psychological and pedagogical mind, which helps to protect the psychophysical and psychological health of the child, and emotional well-being;
- important for the aesthetic development of children. A. Flerina respected holy. The main idea of the saint is the idea, designed in music, in the figurative mysticism, in the artistic word - all the merging of the integration of various views in the artistic and aesthetic activity of the preschool age is one, the head of the head, the unity of the intellectual and the sensitivity of the work of the future.
H. A. Vetlugina, holy and childish games, brought the same to the forms of organizing the aesthetic education of children in the DNP. Vaughn meant that the work of aesthetic education at the kindergarten was closely tied to the mustache by the parties twisting process to that forms of organization more rіznomanіtnі.
- 1. Games. The growth of the aesthetic development of children in the DNZ appears as a result of the integration of all kinds of art and the artistic and creative activity of children (G. G. Grigor'eva, T. N. Doronova, S. G. Yakobson). In addition, the motives of the game and the artistic and creative activity of children are similar. For example, in a painting, like in a grі, it appears "for the purpose of the motive". The specifics of a child's painting in those who, with little, little ones, realize the very motives of activity, as in gr. Only as subjects-protectors of victorious "doodles" and "little schemes". Bazhannya rozpovidi about yourself that your experience in the little one, lure others to the level of experience, appears in the child's life. It’s step by step overgrowth into a pragnennya to hang one’s own light-receiving, hostile, setting up to a manifestation that struck yoga, go. This environment incorporates the specifics of the course of all stages of the creative process in preschool children.
- 2. Busy. The main task is to take from the development of artistic and aesthetic activity and the molding in children of the structure of the activity itself. For example, navchannya children lіlennya, painting, appliqués. The structure of the same structure to take up the same thing to the TSO, the structure of the Doshkiyny rzgortan, the formulation of the dial -toe - May three parties: Keepersuvalnu, Viconavska that is ocal, the character of the same triviality, they are tired. children
Pid hour the last part busy to conduct a review and analysis of the survey; look, mattsuvannya chi encircling nature behind the contour; reading and analysis of the text; a conversation about the problem, an analysis of the image-creating task; folded description of the clad zrazka, object, situation. In this part of the occupation itself, the role of the grown-up is especially great. Vin plans and builds curiosity by analyzing the image, nature, text.
Pid hour Vikonavcho parts busying the child of a small child independently: stick, paint, stick. In the fall, in the beginning of the year, painting, painting, application are carried out for succession, visually, from nature, for tribute, for the idea of children, for a given topic. The role of a facilitator and a teacher of the art studio is reduced to guarding and providing individual assistance.
For example, busy - at evaluative yoga part - the teacher is actively creating curricula again. After the completion of the work, it is necessary for children to help to set up an image with an object, a situation with a text.
- 3. Exhibitions of children's robots. All children, robots and grown-ups, keep their clothes in the folders. Periodically, the stench vikoristovuyutsya for holding group, personal or collective exhibitions. On the one hand, the stink of the one that children begin to value their robots, achieve a good result, shape the emotions of children of that yoga father to productive activity. On the other hand, exhibitions of children's little ones allow you to explore the dynamics of training a child in a group from a young to pre-school preschool group, to visually present the results of educational and educational work and correctional and developmental work in the Children's Health Center.
- 4. Excursions. The excursion includes the preparation of the tutor (development of the program directors, the preparation of the obladanannya and in.) and the children before the excursion; vykoristannya grown up raznomanіtnyh methodіv і priyomіv organіzаtsії organіzаtsії spriynyattya ekskursії, є є mozhlіvіst posledzhennya vyvchennya raznyh priznіv і vyshch v prirodnyh minds аbo аbо аbо museums, аnd also аt exhibitions; organization of various artistic and aesthetic activities of children on the excursion next day.
- 5. Holy is that rose. Rozvagi as a form of work with children of the preschool age, it is carried out every two years. Zmіst rozvag raznomanіtny. There can be thematic literary and musical evenings, or "sit" (on a folklore basis), children's concerts, sightseeing (all kinds of theater), musical and literary concerts, sports roses, stage performances, play-dramatization and musical kazka, play-fun with surprises, quizzes and competitions.
vidi svyatkovy day, with their own spirit, go to concerts, theatrical performances, performances, folklore sacred to the improvement of folk traditions, complex activities, excursions with children's performances, thematic activities, wounds.
To the thought of A.I. Bureninoi, S. I. Merzlyakova, T. Tyutyunnikova and ing ranking, Yakі v_drіznyayutsya as for the wake-up call, so for the methodology of preparation and conduct.
The first form of the higher-named teachers is called " ornate", which is based on the game idea," zatiya ", which inspires a holy zmist, which bursts into song in the plot.
Another form - the most popular ninth - concert of self-discipline demonstrating talents, individual abilities of young artists
The third form is theatrical vistava, in the basis of which - gra-dramatization behind the motives of the author's, folk tales, and based on the plot. On the surface of the first form, de smut - a surprise that improvisation, gra-dramatization virosta s rehearsals, as if it were necessary to understand not like a repetition of a twisted one, but like a joke that would interact, enter the image.
I, nareshti, the fourth form of organization is holy, in the opinion of the authors, will be based on folkloric saints that follows the cultural and historical traditions. The most typical of them (Maslyanytsya, Rіzdvo, Svyatki, Osenіni) are described in numerous publications. Under the hour of preparation of such rankings, it is important not to create a sense of folklore saints and pick up a different repertoire. Kreshchimi dzherel repertoire, ale thought A. I. Bureninoi, S. I. Merzlyakova and T. Tyutyunnikova, є materials prepared by ethnographers and historians (G. M. Naumenko, N. Shangino and others).
Viriznyayut so zagalnі methods of artistic and aesthetic vihovannia.
- 1. Methods for molding aesthetic svіdomosti - These include the method of sponkukannya to spivperezhivannya (spivperezhivannya formє emotional-positive setting to positive, beautiful in life and mystectve and negative to negative), the method of molding emotional suspense on the beautiful, the method of reconsideration.
- 2. Methods of organizing mystic activities– before them, we introduce the method of attachment, the right to practical actions, the contribution to the introduction of an aesthetic cob, and behavior: these methods are straightened into the development of an aesthetic sprinyattya, aesthetic relish and signs of the transformation of the usual medium of living and the development of a new culture of behavior in a growing child.
- 3. Methods of stimulation and activation of artistic creativity - before them, the method of spontaneous situations, creative tasks, the method of prompting children to creative manifestations was adopted: for whom the method of prompting developments to creative manifestations may be directed by the teacher, the creativity of children, the creation of situations for a new one. This method is a mechanism for the development of children. In their own way, problematic situations by means of activating this mechanism and spurring children to creative and practical tasks over the set goals.
The higher number of methods give rise to the specifics of exactly that kind of childish activity, which is modeled as mature in the process of artistic and aesthetic vihovannia. For example, the methodology for the development of the musical activity of children is actively victorious method of modeling the elements of a musical movie(a group of methods in the organization of mystetsky activity). Vіn allow zrozumіtі і date vіdchuti іtinі in an accessible i а way accessible to ї ї osoblivosti vraznyh zabіv їх vіdnosin. Modeling in different ways can be rhythmic and sound pitched blues, dynamics, tempo, form, texture. Without victorious modeling, the process of the cob assimilation by children of a musical movie is even more difficult. On the basis of the method of prompting children to creative developments, the modeling method is a mechanism for teaching children.
The same specificity of the development of methods for the development of artistic activity is the same in the methodology for the development of the image-creating activity of children. Zokrema, won pov'yazana z integration rehabilitating more methods of fostering with methods of educating children. So, for sure, imaginative activity calls out the ways that are seen behind the core of knowledge: nautical, practical, and playful, verbal (verbal).
ARTISTIC AND AESTHETIC WORKING OF CHILDREN OF PRESCHOOL VIKU (ON MATERIALS OF STUDYING CHILDREN IN MANUAL CREATIVITY)
INSTUP
ROZDIL I. Theoretical approaches to the problem of artistic and aesthetic development of preschool children.
1.1. The essence of artistic and aesthetic learning in the preschool age.
1.2. Features and characteristics of artistic and aesthetic training in preschool children.
1.3. Ways and methods for artistic and aesthetic education of children of the preschool age.
Vysnovki for section I.
ROZDIL II. Creative activity of children as artistic and aesthetic vihovannia.
2.1. Aesthetic essence of creative activity.
2.2. Didactic organization of artistic and aesthetic vihovanya.
2.3.Methodology of artistic and aesthetic training of children through manual creativity.
Visnovki behind the cut II.
ROZDIL III. Experimental work on artistic and aesthetic training of preschool children by means of manual creativity.
3.1. Meta that mind experiment.
3.2. Skip the experiment.
3.3. Results to follow.
Vysnovki for a section III.
WISNOVOK
BIBLIOGRAPHY
ADDITIONS
INSTUP
Relevance of research. At the current stage, the development of our state, on the aphids of economic and political changes, the method of the initial-spiritual process is the universal development of the child.
In the rest of the hour, respect grew to the problems of the theory and practice of artistic and aesthetic waving, as the most important way of shaping the setting to action, the way of moral and mindful waving, that way, as a way of shaping the universally distinguished, spiritually rich specialness.
Today's problem of humanization is to explore the method of determining the harmonic development of the skin may be an all-seasonal character. For the rest of two decades, psychologists and educators have been actively joking out of the situation, pursuing research on new methodological approaches to the problem of becoming an individual as a specialty and creativity in modern minds. The development of new educational programs and pedagogical technologies is being actively carried out, which will ensure the optimal ways of harmonization of particularities with the necessary world.
And to shape the specialty of that artistic and aesthetic culture, - appoint a lot of writers, teachers, children of culture (D.B. Kabalevsky, A.S. Makarenko, B.M. Nemensky, V.A. Sukhomlinsky, L.M. .) .L.Ushinsky), - it is especially important for the most sympathetic in the case of this century, the shards for which all the foundations of the future development of humankind are laid. The preschool age is the most important stage in the development of that particularity. This is the period of education of the child until the recognition of the necessary world, the period of yogo cob socialization. In the same time, self-reliance of thought is activated, the recognition of children's interest and sustenance develop.
At the link with tsim osobliї urgency nabuvaє vyhovannija at preschool artistic relish, molding the stench of creative minds, introducing them to the sense of beauty.
In this way, the actual problems of pedagogical theory and pedagogical action, the need for their topic Doslіdzhennya: "Artistic and aesthetic education of children of the preschool age".
Depending on the relevance of those goal diploma work, which contributes to the development of didactic provision of artistic and aesthetic education of preschool children within the framework of the integrative program Lingua.
Object of our research is the process of artistic and aesthetic education of children of the preschool age, and subject- The program for the development of manual creativity (in the context of the development of foreign language).
For implementation, we need to follow hypothesis: the process of artistic and aesthetic learning of preschoolers will be successful, if so pedagogical mind:
¾ provision of software and didactic material;
¾ creation of an emotionally comfortable atmosphere for the education of children;
The problem, the object, the subject of that hypothesis marked the setting of offensive zavdan :
¾ development of theoretical and practical literature with research problems;
¾ creation of a variety program for the artistic and aesthetic development of children (within the framework of the Lingva program);
¾ development of technology for teaching children manual creativity;
¾ designation of criteria and mechanisms for diagnosing the dynamics of the remaining capacities;
For the accomplishment of the appointments, the boulli vikoristani so methods:
¾ theoretical (study and analysis of psychological and pedagogical literature from preschool learning, artistic and aesthetic learning);
¾ experimental (preparation and conduction to take from manual creativity);
¾ empiric (caution, conversations, evaluation of results in manual creativity);
Methodological basis The robots laid down the current position of the basis of the culture of the specialness of the preschooler, the special-oriented education, the harmonization of the system of the people’s vision with the light (L.S. Vigotsky, D.A. Leontiev, A.A. Melik, B.M. Toroshilova, A. N. Utekhina); the results of pedagogical achievements in the formation of preschoolers' artistic relish, aesthetic perception of the beautiful (N.A. Vershinina, N.M. Zubareva, T.S. Komarova, R.A. Miroshkina and others).
Scientific novelty and theoretical significance I believe in what is designated as a path of artistic and aesthetic vihovannia on the materials of integration of foreign language and manual creativity; awarded pedagogical mind and success of artistic and aesthetic vihovannya
The practical significance of robotics use alternative programs (within the framework of the Lingva program) and didactic equipment.
Approbation of results Dosledzhennya, the results of the experiment and yoga analysis, as well as the theoretical provisions of this work were confirmed at scientific student conferences in 2007 and 2008.
Comprehensive structure follow-up. The diploma work is composed of an entry, three divisions, vysnovkіv and a bibliographic list.
At the entrance, the problem of investigation is discussed, the meta, object, subject, methods of investigation are indicated, and the hypothesis is formulated.
At the first branch, the zmist of artistic and aesthetic vihovanya is revealed, the peculiarities of the preschool age are seen, the paths of artistic and aesthetic vihovannia are marked.
Another distribution of assignments didactic organization for the purpose of teaching manual creativity.
The third chapter is dedicated to the description of the experiment, its results and the efficiency of the proposed method.
To evaluate the effectiveness of the fragmented technique of artistic and aesthetic weaving (based on the materials of teaching children manual creativity), the criteria were divided, the equal formation of artistic and aesthetic qualities was assigned.
At the visnovka, the results of the graduation diploma are recognized, the visnovkas are given according to the achievement of the goal.
The bibliography presents a copy of the literature, quotation and hour of writing of this work.
ROZDIL I . THEORETICAL APPROACH TO THE PROBLEMS OF ARTISTIC AND AESTHETIC EDUCATION OF CHILDREN OF PRESCHOOL VICU
1.1. Essence of artistic and aesthetic painting
Grown up and children are constantly sticking with artistic and aesthetic manifestations. In the sphere of spiritual life, everyday practice, interplay with mysticism and nature, in intercourse, in inter-specialist intercourse - a spark is beautiful and poignant, tragic and comical play a role. It is a beauty to bring happiness and satisfaction, stimulate labor activity, to work with receptionists for people. Potvorne vіdshtovhuє. It is more tragic to read a speech. Comic help to fight against waters.
The process of completion has a trace of respect, which often among teachers has an idea about the separation of the aesthetic and artistic development. Primir, V.M. Shatskaya put the following metaphor in front of aesthetic shaping: “It is more aesthetically shaping to serve as a molding ... the possibility of an active aesthetic setting of scientists to create art, and to inspire as much as possible to participate in the creation of beautiful art, work, creativity for the laws of beauty” [V.N. Shatska, 1987, 14]. From the point of view, it is clear that the author is an important place for the aesthetic vihovanni to introduce art. Art is a part of aesthetic culture, like art, a part of the aesthetic, a part of the important, a vagoma, but only one sphere of human activity. “Artistic vihovannia is the process of a goal-directed spitting with the help of art for specialness, the zavdyaky that the vihovans are shaped by artistic taste, love to the art, mindfulness of yoga, enjoying it and building according to the ability to create with the art” [V.M. Shatska, 1987, 35]. Aesthetically, the vihovannya is richer, it starts like artistic creativity, and aesthetics will be pobuted, behavior, practice, vіdnosin. Aesthetically vihovannya shaping people with all aesthetically significant objects and phenomena, zokrema and magic as the most difficult way. Aesthetically vihovannya, vikoristovuyuchi for their purposes of artistic vihovannia, develops people mainly not for art, but for active aesthetic life.
Ninі the problem of artistic and aesthetic vihovannia, the development of particularity, the molding of aesthetic culture is one of the most important tasks that face the school. The problem has been assigned to solve it again at the pracies of domestic and foreign educators and psychologists. Among them D.N.Dzhola, D.A.Leontiev, B.T.Likhachev, A.S.Makarenko, A.A.Melik-Pashaev B.M. Є. Nemensky, V. A. Sukhomlinsky, Y. M. Toroshilova V. N. Shatsk and others. In vikoristaniy literature, there are impersonal different approaches to understand, the choice of ways and the means of aesthetic vihovannia. Let's look at the deeds of them. The writings “Ditin at the Sviti Creative” for the editing M. Varkki can know the form of the form: “The teacher of the artist-nesting vihovannya doshuvyni yak tselishas of the formulant of the creative of the creative of the Creative Ditini, the buildings of the zealum is beautiful in the living. Warkki, 2003, 53].
Zaporozhets I.D. designates artistic and aesthetic development as “the organization of life and activities of children, which contributes to the development of aesthetic and artistic feelings of children, the molding of the manifestation of that knowledge about the beauty of life and mysticism, aesthetic assessments and aesthetic attitude to everything [from my point of view, from the point of view, from the point of view, from our point of view.” Zaporozhets, 1985, 43]. In both appointments, there are those who, in an artistic and aesthetic way, can mold the artistic relish, viroblyat that fully in the child’s building of the aesthetic perception of the beautiful in art and in life, correctly understand and appreciate yoga.
Henceforth, artistically-aesthetically vihovannya can be diyal and create directness, like I can be separated only by contemplative tasks, it can also shape the building and create beautifully in the art of life.
Cooperating with the aesthetic phenomena of life, that mysticism, the child so naturally develops artistically. And yet, with this child, the aesthetic reality of objects is not perceived, and the development is most often understood by the exercises to the break, and without the introduction of the call, the child can accumulate unverified statements about life, values, and ideals. Б.Т Лихачов, як і інші педагоги і психологи, вважає, що тільки цілеспрямований педагогічний естетико-виховний вплив, залучення дітей у різноманітну художню творчу діяльність здатні розвинути їх сенсорну сферу, забезпечити глибоке розуміння естетичних явищ, підняти до розуміння справжнього мистецтва, краси дійсності that beauty in human specialty [B.T. Likhachov, 1998, 51-60].
Knowing the different meanings of the understanding of “artistic and aesthetic vihovannia”, but, having looked at the deeds of them, you can already see the main provisions, what to talk about this day. Perche, Tse process tsіlespravovanogo vyhovannya almost beautiful. In a different way, tse shaping the building, take it and bachiti the beauty in the art and life, evaluate it. third, the head of the artistic and aesthetic shaping field in the molding of artistic relish and for example, in a quarter, - The development of building up to independent creativity and the creation of the beautiful, the development of the creative creation of products of manual creativity. Svoєridne razumіnnya the daily life of the artistic and aesthetic vihovannâ zumovlyuє y raznі fit to yogo purposes. Therefore, the problem of goals and the task of artistic and aesthetic vihovannya will require special respect.
To “activate building capacity to work creatively, to reach a high level of perfection of one’s results, both spiritual and physical”, to develop the metaphor of artistic and aesthetic development L.A. Grigorovich [L.A. Grigorovich, 1997, 39]. B.M. “The success of the activity of special features in this and other regions is determined by the breadth and depth of the development of the features. The axis of which is the universal development of all gifts and features of specialness, the end method and one of the main tasks of aesthetic development” [B.M. Nemensky, 1987, 67].
Golovne - to turn around, to rise up such vivacity, such vibrance, as if to allow specialness not only to achieve success in be-yakky diyality, but be the creator of aesthetic values, enjoy them with that beauty of naturalness. Krym shaping the artistic and aesthetic setting of children to the effectiveness of that mysticism, artistic and aesthetic vihovannya parallel to rob the contribution and in their universal development. It spryaє shaping the morality of the people, expanding її knowledge about the world, the support of that nature. Various creatives of busyness of children to develop their minds and intuition, will, arrogance, organization, discipline.
Also, it’s important to note that T.N. Fokina, yak vvazha: “Artistic and aesthetic twisting is the twisting of a whole harmoniously shaped specialness, it is typical for the formation of an aesthetic soundness, the manifestness of a system of aesthetic needs and interests, brilliance to creativity, the correct understanding of the beautiful” [ N. Fokina, 1999, 36].
Tsya meta also reflects the peculiarity artistic and aesthetic vihovannya as part of the entire pedagogical process. Be-yak meta is impossible to look at without looking. Most of the teachers (G.S. Labkovska, D.B. Likhachov, E.M. Toroshilova and others) see three different tasks, like they can make their own options in other students, but if they do not lose the main essence. Henceforth, first, the creation of a singing stock of elementary aesthetic knowledge and enmity, without which one cannot blame strength, pulls, and interest in aesthetically significant objects and phenomena. The essence of this task is based on the accumulated diverse stock of sound, color and plastic damage. The teacher is to blame for the given parameters of such objects and phenomena, as they confirm our statements about beauty. In such a rank, a sensitive-emotional message is formed. You also need specific knowledge about nature, about yourself, about the world of artistic values. "The richness and richness of knowledge is the basis for the formation of broad interests, needs and necessities, which are manifested in the fact that their volunteers in all ways of living know themselves as special, what is natural to create" [O.K. Ozherel'eva, 2002, 60], - nominated by O.K. Necklaces.
Another task of artistic and aesthetic shaping is based on “formation on the basis of knowledge and the development of the artistic vibes and aesthetic adoption of such social and psychological traits of a person, as to ensure their ability to emotionally experience that [estimate. Razhnikov, 1996, 62]. It’s not necessary to talk about those who are trampling, who children are chirping, for example, by painting, less on the brightly lit level, stench wryly marveling at the picture, trying to remember the name of the artist, then heading for a new canvas. Nothing calls out to them wonders, does not hesitate to zupinitsya that savor the perfect creation. B.T. Likhachov states that "... such acquaintance with the masterpieces of art includes one of the main elements of artistic and aesthetic expression - grace" [B.T. Likhachov, 1998, 32]. From the aesthetic graces, the total building is closely connected to a profound experience. “Viniknennya gami pіdnesenikh pochuttі and deep spiritual nasolodі vіd splkuvannya s beautiful; feel free to wait at the zustrіchі z indulge; almost like humor, sarcasm at the moment of looking at the comic; emotional shock, anger, fear, spontaneity, as if to lead emotional and spiritual cleansing, which blames the aftermath of the tragic experience, - these are signs of right artistic and aesthetic vihovannosti, ”the author himself [B.T. Likhachev, 1998, 2998, 2998].
Deeply experiencing the aesthetic is almost indistinguishable from the creation of the aesthetic judgement, tobto. with an artistic and aesthetic assessment of the phenomena of art and life. O.O. Gusєv artistic-aesthetic assessment is regarded as an assessment, “founded on the same aesthetic principles, on a deeply sensible essence of the aesthetic, as a transfer of analysis, possibility of proof, argumentation” [E.O. Gusev, 1978, 43]. It is equal to the appointment of D.B. Likhachov. “Aesthetic judgment is proof, grounded is the assessment of the manifestations of a suspenseful life, science, nature” [D.B. Likhachov, 1996, 35].
In this rank, one of the warehouse managers - to form such a child’s quality, as if to give self-sufficiency to the improvement of age-old abilities, critical assessment of whether or not a creator, judge the judgment of a new and powerful mental state.
The third task of artistic and aesthetic shaping is tied to the molding of skin artistic and aesthetic creativity that wiggles. Golovna believes in the fact that “to wiggle, develop such qualities, consume that particularity of specialness, as if transforming an individual into an active creator, a creator of aesthetic values, allow him not only to enjoy the beauty of the world, but to transform yoga according to the laws of beauty.” The essence of this task lies in the fact that the child is not only guilty of knowing the beautiful, remembering and appreciating them, but moreover it is guilty of taking an active part in the creation of beauty in art, life, independently creating products of manual creativity.
We often looked at the essence of artistic and aesthetic vihovanya, but we looked at the pedagogical approach to the problem. Krim pedagogical approaches, research and psychological.
The essence of the fact is that the process of artistic and aesthetic vihovannia in a child forms an aesthetic svodomist. Aesthetic knowledge of teachers and psychologists is subdivided into a number of categories, as if they reflect the psychological reality of aesthetic vihovannya and allow to judge the level of aesthetic culture of a person.
Most of the successors see the following categories: aesthetic taste, aesthetic relish, aesthetic ideal, aesthetic assessment. D.B. Likhachov also sees an aesthetic sense, an aesthetic need for an aesthetic judgment [D.B. Likhachov, 1996, 42]. About such categories, as an aesthetic assessment, judgement, experience, we guessed earlier. Entrust them with the most important element of aesthetic evidence - aesthetically pleasing.
Sprynyattya - the beginning stage of the union with the art and the beauty of action. In the midst of everything, radiance, deepness lie all the steps of aesthetic experience, the molding of artistic and aesthetic ideals and tastes. D.B. Likhachov aesthetically spontaneously characterizes, like: “the nature of a person is distinguished from the manifestations of action and the mysticism of the process, authority, and quality, which awaken the aesthetic sense” [D.B. Likhachov, 1996, 45]. Only so it is possible to fully master the aesthetic phenomenon, yogo zmist, form. Tse will require the development in the child of the building of a finely differentiated form, color, assessment of the composition, musical ear, differentiation of tonality, sound and other peculiarities of the emotional-sensitive sphere. The development of culture and sprinyattya is the cob of artistic and aesthetic setting to the world.
Aesthetic manifestations of activity and mysticism, deeply accepted by people, building a rich emotional experience. Emotional note, to the thought of D.B. Likhachov is the basis of artistic and aesthetic sense. Vono is “a socially intellectualized subjective emotional experience, people are not rated by people to an aesthetic appearance or an object” [D.B. Likhachov, 1996, 53]. Fallow in the sight, the natural beauty of the aesthetic phenomena of the building, zbudzhuvaty in the people, feeling spiritually, saturate the chi, bring the experience of the chizh, the fear of the laughter. D.B. Likhachov signifies that, considering such emotions repeatedly, an aesthetic need is formed in a person, like “I will need a stave in connection with artistic and aesthetic values, which call for profound experiences” [D.B. Likhachov, 1996, 48].
Another category of artistic and aesthetic vihovannia is a well-formed social and psychological illumination - aesthetic relish. Yu.B. Strives for yoga, as “to stand the power of specialness, in which norms, perevagi are fixed, as special criteria for the aesthetic evaluation of objects and phenomena” [Yu.B. Borev, 1988, 92]. D.B. The Nemensky signifies an aesthetic relish, like “unacceptability to artistic surrogates” and “sprague of intercourse with the right art”. Ale, the most impressive is the appointment, given by E.O. Gusevim. “Aesthetic relish is the quality of building without a middle ground, behind the wounds, without any special analysis of recognition, exaltation of the true beauty, the true aesthetic value of the phenomena of nature, life and science” [E.O. Gusev, 1978, 37].
Aesthetic relish is formed in people by the stretch of rich fates, in the period of formation of specialness. A preschooler does not have to talk about anything. However, the same world does not mean that the aesthetic similitude is not traced in the preschool age. Navpaki, aesthetic information in childish vice serve as the basis for the future relish of the people. A child can be systematically familiarized with the manifestations of the mystic. It is not difficult for a vihovator to emphasize the respect of a child on the aesthetic qualities of the phenomena of life and mysticism. In this manner, step by step, the child develops a complex of manifestations that characterize his special likeness, sympathy.
The whole system of artistic and aesthetic education is aimed at the deep development of the child, both in the aesthetic and artistic plan, and in the spiritual, moral and intellectual. Це досягається шляхом вирішення наступних завдань: оволодіння дитиною знаннями художньо-естетичної культури, розвитку здатності до художньо-естетичної творчості та розвитку естетичних психологічних якостей людини, які виражені естетичним сприйняттям, почуттям, оцінкою, смаком та іншими психічними категоріями естетичного виховання.
Zagalny vysnovok of this paragraph can be filed with scheme 1:
ARTISTIC AND AESTHETIC WHICHING |
ARTISTIC COMPONENT | EMOTIONAL AND EVALUATION COMPONENT | CREATIVE COMPONENT |
Scheme 1. Criteria for artistic and aesthetic painting
1.2.Features of artistic and aesthetic vivivannia in
preschool age
Molding the specialty of a child, weaving her correct vіdnoshennia to an utterly foldable process, which is based on the correct, harmonious development of feelings.
Pochuttya - a special form of placing a person to the manifestations of action, swayed by their innocence to the needs of a person. “Not a word, not a thought, not a navit vchinka of ours do not speak so clearly and truly us ourselves and our spirits to the world, like ours, we feel: they have a little character, not just a thought, not a sane decision, but the whole goodness of our soul and that її fret ”, - saying K.D. Ushinskiy [K.D. Ushinsky, 1974, 117].
The molding of aesthetic feelings starts from early childhood. The preschool age is the period of the primary actual folding of the specialty. Children of the preschool and school age with the great bajans will be castles and fortifications from the snow, wet sand and cubes, clog flowers, with no less diligence paint with olives, farbs and creido. The fathers are guilty of protecting children, but don’t be fooled by the natural needs of children.
The preschool age is the most important stage in the development of that particularity. This is the period of education of the child until the recognition of the necessary world, the period of yogo cob socialization. In the same time, self-reliance of thought is activated, the recognition of children's interest and sustenance develop.
Psychologists see 3 main directions for the mental development of preschool children:
1. Special molding.
¾ the child begins to recognize his “I”, his activity, activity, begins to objectively evaluate himself;
?
2. Expansion of the sphere of activity of the child.
¾ the child masters the goals and motives of different views of his activity;
¾ sevnі navychki, vmіnnya, zdіbnostі and osobistіsnі yakostі (napolegivіst, organizovanіst, comradeship, іnіtіatіvnіst, pracіоvitіst іn.);
3. Intensive educational development.
¾ learn to master the sensory culture of the movie;
¾ vіdbuvaєtsya sprynyattya color, shape, size, space, hour;
¾ razvivayutsya see that power of memory, respect, reveal;
¾ the formation of scientific forms of thought and the development of sign-symbolic functions of information are observed; [D.B. Elkonin, 1958, 39]
In order for a person to grow up, she becomes spiritually rich, requiring special respect for the aesthetic development of children of the preschool and young school age. B.T. Likhachov writes: “The period of preschool and young schoolchildhood is not the most critical in terms of aesthetic vihovanya and the molding of artistic and aesthetic setting before life.” The author substantiates that the most intensive molding of the breeze to the world is in the most intensive form of the breeze, as if step by step transform on the power of the special [B.T. Likhachov, 1998, 42]. Today's artistic and aesthetic features are laid in the early period of childhood and are taken from the greater or lesser invariable look at all life. But for the preschool and young schoolchildren, the artistic and aesthetic development is one of the head ambushes of the faraway school of work.
At the stage from 2.5 to 3-4.5 years, the following changes are made:
¾ volodinnya with sensory standards, which will help children learn colors, shapes, patterns (the process is not only familiar, but the development is more like color, shapes, shards of creation, mind the choice, alignment, perevagi);
¾ enrichment for creative activity;
¾ volodinnya "my" creativity;
At this hour, there is a change in the creative activity of the child. Vіn self-determine, showing the power of the "I" in the creation of products of creativity. Win small, stick to yourself, investing in your own knowledge of the subject, the phenomenon. Sounds important that this is the period of the image by children of other objects, forms. It's time for children to smut - to express your light through color, shape, composition. The children show a passion for the smallest color, interest in details, seeing the characteristic features of the object, the boys and girls love the theme.
In children from 4.5 to 7 years of age, children develop image-creating zdibnosti, visually, artistic ideas during the creation of plot and decorative compositions; differentiated on a variety of different interests - to painting or graphics, plastic or design.
During the long preschool period, changes are observed, in the simplest samples, look at and smear, without giving food, what kind of object, before exercising more systematically and sequentially, round off and describe the object, seeing the most important features.
Assimilated by the children of the system of sensory standards, it is significant that they are sprung, raising it to a higher raven. In the process of learning activity, children are taught to systematize knowledge about the sensitivity of objects, especially the role of molding in them in the deepening of the ways of obstezhennia of objects. Vіd methodіv obstezhennja to lay down the structure of molded images.
Sensory culture can be important for artistic and aesthetic painting. Uminnya razraznyat kolori, vіdtinki, forms, poddnannya forms and kolorіv vіdkrivaє mozhlivіst more razumіti vytvori mystetstva, otrimuvati vіd tsgogo satisfaction. The child begins to create an image, the ability to convey power to objects of power, form, life, color, camp in space, his own affection, gaining knowledge of materials, victorious transmission of images, creation of an artistic image. Opanuvannya imaginative-creative-experienced learners bring children to elementary creative activity, passing folding paths in the simplest diy to processes of figurative creation of forms.
The peculiarity of artistic and aesthetic learning is coming to the preschool age with changes, like in the sphere of learning processes of a schoolboy. The formation of artistic and aesthetic ideals in children, as a part of their light-gazing, is a folding and trivial process. Tse vіdznayut usі teachers and psychologists, zgadanі vishche. In the course of vihovannya life you can see blue, ideals know change. In okremy minds, under the influx of comrades, grown-ups, creators of art, life shocks, ideals can recognize ancient changes. “The pedagogical essence of the process of shaping artistic and aesthetic ideals in children with the improvement of their age-old features lies in the fact that from the very cob, from early childhood, to mold the st_yk_ zmistovn_ ideal manifestations of beauty, about people, prosperity, prosperity in various novel and suffocating forms that change at the skin stage,” O.M. Torshilov [E.M. Torshilova, 2001, 26].
Until the end of the pre-preschool age, a child can experience the elementary aesthetic feelings of that become. A child is happy with a garnet bow on her head, loves with a toy, and with a thorn. In these experiences, the succession to the grown-up is clearly pronounced, like a mental experience. The child repeats after her mother: Yak garno! That is why, consorting with a little child, you have grown up guilty to reinforce the aesthetic side of objects, the manifestations of those things with the words: “what a garnier virib”, “like a lyalka dressed in a neat way” thinly.
Behavior of the grown-ups, set up to the navkolishny world, to the child becomes a program of yoga behavior for the little one, it’s even more important for the child, so that the children succumbed to themselves as much as possible good and beautiful.
Pіdrostayuchi, the child is dragged to a new team - a children's garden, which takes on the function of organized training of children to a mature life. The nutrition of artistic and aesthetic education at the kindergarten is based on a well-thought-out design of the accommodation. Everything that lets the lads know: parties, tables, helpers - can be swept with their cleanliness and neatness.
Another one of the minds of the minds is the abundance of being works of art: paintings, art literature, musical creations. A child from early childhood can be honed with the right glass of art.
The artistic and aesthetic education of children of the preschool age is of great importance to the people's decorative art. The vivatel is guilty of knowing children from the virobs of folk mastrіv, tying the children of love to the Fatherland, to folk creativity, povagu to pracі.
Artistic-aesthetic development can evoke the active activity of a preschooler. It’s important not to be more empathetic, but to create a garne. Навчання, яке цілеспрямовано здійснюється у дитячому садку, спрямоване також і на розвиток художніх та естетичних почуттів, тому велике значення мають такі систематичні заняття, як музичні, ознайомлення з художньою літературою, малювання, ліплення та аплікація, особливо якщо вихователь навчає дітей підбирати форми, кольори , Fold beautiful ornaments, vіzerunki, set proportions, etc.
Formation of the first emotional and aesthetic assessments, shaping the artistic relish of the great world to lie in the green. Zagalnovidomo infusing mystetsky іgrashok on the artistic and aesthetic vihovannia of children. The butt is folk toys: matryoshkas, cheerful dimkivsky whistles, picks, hand-made.
The butt of a poacher, his emotional strangeness on the garne is especially necessary for children in the formation of their artistic and aesthetic relish.
Artistic and aesthetically pochutya, so the very same as moral, not innate. The stench requires a special education and training.
Organizing the system in a sequential manner, teaching the children an aesthetic bachelor and a competent image of the sharp, you can teach the children how to take a picture, and the object of mysticism.
Vrakhovuyuchi consumer that otochennya child, spіvvіdshennya spheres of artistic and aesthetic vihovannia can be shown as follows:
Scheme 2
Pochuttya, zokrema and artistic-aesthetic - a specific form of the exhalation of the breath. That stench can be blamed and developed there, where the everyday honed is silent for objects, forms, farb, sounds, like you can take in the sights of the beautiful. However, the obviousness of these objects is not enough for children to recognize their aesthetic senses and artistic relish, the child is guilty of learning to accept various forms, harmony of sounds, farb and sensibility in his own aesthetic senses.
In this rank, artistic and aesthetic shaping is even more important for the universal development of a child. Azi artistic and aesthetic vihovannia pawned for the fate of grown-ups, even as soon as the people of the child continue their formation of old fates. Even more important is the role of the artistic and aesthetic education of family, children's nursery and school, that fathers, teachers and teachers need to try to create such an atmosphere, so that the children, like the most beautiful, have developed such an aesthetic sense, like a sense of beautiful, artistic relish.
1.3. Paths and paths for artistic and aesthetic vihovannya
children of preschool age
Artistic-aesthetically the creation of a child is due to the yogo people. In order to create creativity, create art, they gave an effective impact on the artistic and aesthetic development of specialness, and specialism felt the need for beauty, it was necessary to create a basis, a foundation for creative vigor. In our opinion, the most priority methods for molding artistic and aesthetic weaving are:
· Familiarization of children with creativity as the essence of the aesthetic setting to the necessary world;
· Accessible to the vіku see artistic and creative activities, which maximally secure the freedom of expression of the author's setting to the knowledge about the needfulness of the activity;
· Active pedagogical activity;
The implementation of artistic and aesthetic vihovannia can take place at the hour of the cultivating of foreign cultures, at the beginning of the education of the child to the national culture.
So, for example, in the context of intercultural development of children of the preschool age, there is an artistic and aesthetic development, as Russian culture through:
¾ acquaintance with the works of folk art (Khokhloma, Palekh, Dimkivska igrashka and іn);
¾ familiarity with Russian folk costume, introduced to the Museum of Folk Art;
¾ work with clay, making origami, little ones;
AT Udmurt culture through:
¾ familiarity with the creations of handicrafts and artistic practice, with virobami from natural materials;
¾ showing that discussion with children fragments from books;
¾ preparation of paper, cardboard, textiles (national toys, lyalki), preparation of origami, appliqués;
AT Tatar culture through:
¾ familiarity with national cuisine, pobut, clothes;
¾ first-hand manifestation of the national color (national colors, merezhi, ornament), familiarity with the painting of national Tatar artists;
¾ preparation of samples from natural materials (turtles, pebbles), appliqués, origami [O.M. Utekhina, E.V. Troynikova, L.I. Khasanova, 2007, 19-32];
Great potentialities the molding of artistic and aesthetic learning can have its own process of teaching foreign language and disciplines integrating with it, such as, for example, teaching manual creativity in the children's weekly school "Lingva".
Tasks to take from manual creativity є:
1. Awareness of artistic and aesthetic taste.
2. Development of figurative myslennia.
3. Decrease the development of colors, din, set proportions.
4. Development of handicrafts with farbs, paper, scissors, plasticine, glue.
5. Development of creative mind creating products of manual creativity.
The development and analysis of theoretical literature, the teaching of children's manual creativity at the children's school "Lingva" allowed the production of visnovi about those that are the main areas of activity of artistic and aesthetic painting:
Familiarity with traditional types of folk art (Khokhloma, Palekh, Dimkivska igrashka and іn);
Acquaintance with folk costumes;
Exhibitions of children's robots;
National holy;
Lessons in manual creativity (working with clay, making pots with natural material, paper (origami), textiles (lyalki, toys), making collages);
The didactic structure of the spheres of knowledge of children in the program of learning and the development of "Lingva" is developed in the didactic blocks:
for the I stage (5-6 years) - “Knowingness”, “Autumn”, “Winter”, “Holy winter is that fun”, “Vegetables, fruits, berries”, “Mom's holy”, “Our friends are toys”;
for the II stage (6-7 years) - "My Family", "Domestic Creatures - My Friends", "Wild Creatures in Vymka", "Winter Games", "We're going to the circus", "Birds", "Pori rock ";
for the III stage of education (7-8 years) - "I am a person", "My appearance", "My clothes", "Winter is holy", "I and my friend", "I love grati", "Kim I want to become ".
The selected didactic blocks are focused on giving children primary knowledge on a broad basis - foreign and native language, natural science, manual creativity and the lessons of intercourse. Knowing the nautical world, speeches, oneself, one’s sharpening is closely intertwined with the current stimulation. The very position is taken as the basis for the creation of an integrative program [A.N. Utekhina, 2000, 205-206].
As a structural element of the program, the development of “Lingva” includes a thematic cycle to take “Creative Mastery”. For example, at the hour of the passage of the topics “Knowledge” at the lesson of the German language, as part of the lesson of manual creativity, children prepare toys “Ravlika”, “Snakes” and stage acquaintance with toys; under an hour of passage by those "Osinniy Sad" children get to know the technique of origami, prepare creatures.
At the third river, the children are preparing collective panels “Bouquet”, “Carousel” by those “Fire the Rock”. Before the hour of preparation, gifts for the fathers are being prepared, for example, “Charivna Skrinka”, leaflets, photo frames.
At the lessons of manual creativity, children learn about the technique of application (they prepare a frame for a booth, in the future, the booth itself), with paper plastic as a way of decorative transformation of natural forms, based on the aesthetic and plastic powers of paper and cardboard (relief, decorative composition methods) ), visualization), collective creative work is carried out
Visnovki on choli I
1. Vihovannya is a socio-cultural phenomenon, which is an indication of the equal economic, political, artistic and aesthetic development of specialness.
2. Artistic and aesthetic vihovannia is one of the most important aspects of the rich process of becoming special, aesthetically aware of the beautiful, shaping artistic relish, clever creative creation of products of manual creativity.
3. Дошкільний вік - найважливіший етап розвитку та виховання особистості, найбільш сприятливий для формування художньо-естетичної культури, оскільки саме в цьому віці у дитини переважають позитивні емоції, з'являється особлива чутливість до мовних та культурних проявів, особиста активність, відбувається якісні зміни у творчій діяльності .
4. Educated children to national culture may have a whimsical character: developing creative vibes, shaping artistic relish, accommodating the generation to the aesthetic look of the people.
5. Azi artistic and aesthetic vihovannija pawned for the fate of the grown-up already after the people of the child and continue their formation of long-term fates, that fathers and vivovatel need to try to create such an atmosphere, so that the child has grown up so aesthetically, like, artistically, beautifully.
ROZDIL II . CREATIVE DYALNISTY YAK DESIGN OF ARTISTIC AND AESTHETIC WHICHING
2.1. Aesthetic essence of creative activity
The preschool age is the period when creative activity can become and most often є persistent burying not only especially gifted, but even more of all children, then, burying a child in the kazkovy world of mysticism, we are unremarkable for the unfamiliar development.
In votchiznyanіy psikhologii razglyad manifested as an independent psychic process proponed by V. S. Vigotsky. Thus, it is important to emphasize the significance of the development of this mental process for a century, allowing you to critically put yourself in the position of some authors (D. Dewey, V. Stern), as they look at the child’s appearance as a richer and original growth of creativity. L.S. Vygotsky, having shown that I take the greatest development from the preschool age, gradually develops from the playful activity and takes away my development and inspiration from the most diverse types of activity (image-creating, constructive, musical, etc.).
What is creativity? Creativity is spiritual, goal-directed, active activity of a person, focused on the recognition of activity, what I create new, original, if you haven’t used objects before, create for the perfection of the material and spiritual life of conscience[E.A. Dubrovska, 2002, 11].
A lot of psychologists gave their designation to creativity, but the stench was raised to the point that creativity was the activity of a person who creates new, original.
Psychologist N. Warcie, characterizing the artist’s art, writing, the same, the most difficultly difficult to teach the artistic vihovanni, the creativity of Ditini is not possible to motivate the art, the art of the art. direct to the creation of a product of activity, which is guilty of being implicated on someone, with which it is connected with the possibility of social value. Without this development of creativity, the child will inevitably be under the development of a singing formal mentality [M. Warkki, 2003].
The coils of the creative forces of a person encroach on childishness, for that hour, if the creators show richly in what is sufficient and life is necessary. The concept of pre-school learning looks at the creativity as if rethinking the formation of the basis of a special culture.
A.V. Zaporozhets, 1985, 53], and having given respect to those who need to learn how to manage the peculiarities of yoga, develop methods that encourage that child to develop creativity. Vіn having given a great role to occupations of artistic activity, as well as to all spiritual work with children, to develop in them the beauty of the most important life and in the works of the arts, as well as play a great role in the creative development of the child. You can't forget about those who give rich emotional evidence. Tse dosvid of a special kind: the mystic is like a crying out of experience, and I know it, and through the knowledge I feel like it leads to happiness (emotional chuynist).
The interest in the creativity of children is becoming increasingly important for the development of the child, and the need for it is not weaker, but more and more.
Formation of mental processes and the main types of activity in mutual relations. Spriynyattya, yavu, memory, respect for children, developing in games and occupations, appear in a different way, fallow in the organization of activities, which lie in the form of priyomiv and benefits of training and education, in the form of children.
2.2. Didactic organization for the protection of art
aesthetic shaping
Ninі suspіlstvo clearly sees the need for the transition of the whole system of education to the humanistic paradigm. Humanization enlightens in our era the changes conveying the recognition of a person as a specialty, recognition of the right to develop and manifesting її zdіbnosti. The humanistic concept defines the main direction of enlightenment - a new process of education (social forms of universal development and development) and enlightenment (education to human culture).
The rearrangement of pedagogical priorities on primal human values to bring the need for the development of a child to a kshtalt of a creative, harmonious, aesthetic setting to effectiveness. The purpose of setting a child to a new world is formed by different types of artistic and creative activities and is inextricably linked to the self-determined child of the world of culture. The originality of the aesthetic spirit of nature, the world of objects, the creations of the arts awaken more actively, the child is put to rest. In different types of creative activity (figurative, theatrical, musical-plastic, playful), the child creates specialness, spacious reality, exposing the world in its own way and in itself in the new. For whom is formed the possibility and the foundation of a purposeful, harmonious transformation of the vast expanse beyond the laws of beauty.
Since preschool education is included in the global system of uninterrupted education, then preschool education can logically lead the child-preschool child to school education, which is the priority of education. The head of the preschool education should be enlightened by the full development of the child, by the combined minds for the realization of individual characteristics, needs, motives, interests of children with the method of problem-free integration away from the enlightenment of the middle. Therefore, it is necessary to create a comfortable atmosphere and feel, it is possible, stress-forming officials [O.N. Utekhina, 2000, 35].
Such a rank, vihovannya diba zosobs of RIZNIKH VIDIV MISTOVTYA, formavny of their artist-nested betting to the hobby, need to show themselves the creative dial-to-house for the bouty, Yakshcho Buda, there is a noble diet, and the sob. health (Usunennya revantazhen, revtomi, hypodynamia).
The main method of preschool education is the development of special features and we see such components: development, development, enlightenment and practicality.
Development component mark the transfer of the development of mental processes - aesthetic knowledge, memory, I create in reality; the development of the intellectual and cognitive abilities of the child; emotional, creative, artistic and aesthetic qualities of a child
Whip component Tsіlі pogaє in shaping the child's artistic relish, aesthetic recognition of works of art, in vihovanni _interest and consumption of manual artistic creativity.
Lighting component The aims are found in the acquaintance with the works of art (painting, graphics, sculpture), in the development of different types of creativity (origami technique, paper plastic, collage technique).
Practical Component use hand-made wolves with farbs, paper, scissors, plasticine, glue; for creative beginners to create products of manual creativity.
Grounded on the deep-didactic ambushes of pre-school pedagogy and on the basis of a special-humane approach to education [Sh.A. Amonashvili, 1996, 101-110], we have lit up ambush for preschoolers:
· Knowing that the child has conquered the beautiful;
· Viyav child's yoga of true individuality, originality with special mischief in nature;
· Own and universal development of inclinations and zdіbnosti;
These principles support the idea of a special humane approach to the child in the pedagogical process. The stench signifies the directness of that spirit of the pedagogical process, the ability of the humane type of teacher to work.
With the mutual development of the child’s creativity, it is possible to independently master various artistic materials, experiment, know ways to convey the image of a little one, slickness, appliqué. Tse do not care for children to master those methods and methods, as if they weren’t available to you (the facilitator leads children to the possibilities of vikoristovuvaty variativnі priyomi). For such an approach, the process of navchannya enters into the function of direct follow-up, imposing methods. The child has the right to choose, for the sake of her option. Vіn reveals his special position to the point that the promoter pronounces. A creation of minds, for such a child emotionally reacting to colors, forms, choosing them for their needs, which are necessary for the creative process.
In addition, the art helps shape the emotional and valuable setting to the world. The need for creative activity is tied up, let's think about it, let's hang out for ourselves from the bajanny children, assert our special position.
Products of manual creativity, images of a little girl, slickness, appliqués connected with the processes of emotional experience, speech sensitivity, emotional setting to the image. It is important that the child is like a future composition, highlighting all the details, objects, bringing their own meaning to the plot, the month of the day. It is impossible to say to that that wine just reflects the new world of creativity. Vіn yogo transforms, buduє, vikorist raznі ways, podnyuchi їх among themselves.
It can be said that the process of childish creativity is becoming the nature of creative activity. It is even more important to give children the opportunity to show their creativity, to realize their creative ideas. The presence of good quality art materials (papyr, farba, clay, sets of colored olives, penzl) to ensure the development of creativity for preschool children.
One of my minds will show creativity in artistic and aesthetic activity - the organization of the cirque zmistovy life of a child:
Organization of regular watchdogs for the treasures of the most important world;
Splkuvannya іz mystekstvom, material sekpechennya;
Vrahuvannya іndivіdualnyh osobennosti chіtini;
Careful setting before the process and the result of childish activity;
Organization of the atmosphere of creativity and motivation of the task;
Formation of motives for creativity in the form of acceptance, priming, vykonnanny by those set by the teacher, to independent production, priming and vykonanny by those one of the most important task of teaching.
The coming task is the molding of a sprinyattya, the shards of creativity can only be done on the level of the sensory spriynyattya: to look at objects, to be amazed, to distinguish parts, to match the shape, color, size, signs of a thing and an object with sensory standards. For the creation of an artistic and virulent image, it is necessary to emotionally spriyattya, the development of a child should emphasize the variety of forms, colors, proportions and hang on to his own setting.
An important factor is the protection of a healthy child, it should be noted that in the period of the early age from 0 to 2.5 years it is necessary to give all the respect to the minds for the emotional well-being of the child, if you first get to know the materials (farbs, olives, paper, clay), their dominance, learn from it. The joy of knowing, experimenting, discovering the time of creating simple compositions, learning and choosing the material - it’s all about learning without zhorstkoy nav'yazuvannya grown up nav'yazuvannya.
Otzhe, the basis of the artistic and aesthetic waving of a child by the means of creative activity:
special position of the child, the basis of self-expression;
· Development of zdіbnosti to tvorchoї dіyalnostі (their structure includes emotion chuynіst, sensing, creative vivaciousness, almost color, form, composition, manual grace);
· Creation of an artistic image - a special setting of a child, an emotional note, self-denial, a choice and a victory over the creation of vibrancy (painting, graphic, plastic, arts and crafts); mutually different ways and independent choice of children;
· Changing the structure of the pedagogical process and methods of pedagogical education. Tsya zmina transfers the role of a teacher as a helper, a spivuchasnik of creativity. The spіlna dіyalnіst іs grown up іtіnі pіdtremіє character co-creation, like а skin age-old stage carried its function (an active role of co-creation in the early stages and step-by-step change of yogo zmіstu more of the older stages, if the teacher takes the role of a companion, partner). At all stages of the century, the special position of the child is overwhelmed by the head, the conductor, and the teacher can take it to the point of respect.
The analysis of the scientific and pedagogical literature, having allowed the growth of visnovok: for the organization of the spiritual work with the children of the preschool age, it is necessary to create a pedagogical mind that reflects the age-old and psychophysical features of the children. Children of the preschool age are sensitive to unacceptable pleas, which is manifested in swedish stubbornness and low stamina of respect. This is explained by the incompleteness of the development of the central nervous system, the musculoskeletal apparatus. Therefore, when choosing methods, forms and methods, you should follow such criteria, such as:
· Comfortable, pleasant atmosphere for the process;
· Tsіlіsny development of the specialty of the child;
· Riznomanіtnі methods, scho vrakhovuyut consumer children;
· Igrova organizatsiya navchannya, scho spryya rukhovoї activity of children;
· Actor's zdіbnostі vyhovatatel, scho spriyat the reincarnation of children on dіyovih osіb;
The manifestation of the results of the artistic and aesthetic shaping will require a lot of time. You can’t always distort and install, as little as possible, the children are aesthetically aware of the beautiful and the artistic taste. Therefore, the cultivation of the level of formation of these qualities should be carried out systematically, so that the line of the artistic and aesthetic development changes with age.
It is necessary to take such principles of organization: originality, consistency and activity, accessibility of that world, the appearance of age-old and individual characteristics of children, systematicity and consistency, variable selection [N.V. Agafonova, 2003, 58-61].
Think about it yourself, the principles of organization to take over are transferred from the children's weekly school "Lingva", which has been functioning for over 10 years. The trained teachers are encouraged to work truly humane, which stimulates the development of spiritual potential and creative activity in children.
Through three years of learning at the children's weekly school "Lingva", children learn manual creativity within the framework of the integrative program:
FOREIGN MOVA | MANUAL CREATIVITY | |||
Subject | Initial activity | Artistic and aesthetically friendly to the children of the primary material | Initial activity | Artistic-aesthetic painting and painting of creative robots |
First step (5-6 years) | ||||
1. Acquaintance | Presentation of the scene "Knowledge", the introduction of the introduction of the hour of acquaintance | Drawing sketches, fairy tales | Making toys (“Ravliki”, “Snakes”) | Situations of acquaintance with prepared toys |
2. Autumn garden | Rozpovid about autumn, zhovte leaves, trees | Presentation of a fairy tale about autumn garden; Rozmova children from leaflets; Words (autumn, colors, names of trees, various leaves) | Virizannya leaves from a colorful paper; Acquaintance with the technique of origami; | Folding bouquets from colored paper |
3. Winter, winter is holy | Winter weather; Vіrshі, pisnі; | Carrying out Christmas; Staging of winter games and fun, fairy tales; | Cooking toys for decorating yalinka | "Titmouse Bird" (origami), "Charming Opening Envelope" |
4. Winter roses | Learning song and verse | stsenuvannya rospovidi about snizhinki | Making fun toys | "Bear", "Ribka", "Kіshka" |
5. Vegetables, fruits, berries | Assimilated by children the names of fruits, vegetables, yagid in verses, rhymes | Presentation of the history of a small animal with some kind of fruit; Staged like a fairy tale about fruits; | Preparation of fruits from paper | Preparation of gifts from fruits |
6. Mother's holy | Mom's bath | Staged: "My mother is the best"; Songs, vitannia, verses, dances; | Preparation of leaflets for mother's gifts; Preparing a Christmas envelope; | “Gift” (origami toy) |
7.Our friends-i-games | Rozpovid about spring holy | We choose our own toys in groups (vіrsі, pisni, lichilki); Spring round dance toy; | Prepared selection for folk toys (application) | "Aquarium for exhibition" |
Another step (6-7 years) | ||||
1. My family | Vesela history from the life of this; Telling a friend (from Germany, England, France); | A performance about a friendly family, yak made a rіpka (vіrshі, songs, dances) | Prepared collage from leaves on paper | "Little Sim'yu", "Zviryatka" (origami) |
2. My animal friends | Rozpovіd z vokoristannyam zorovoї i ruhovoї nauchnostі | Staged a story about a girl | Prepared toy | "Dog", "Kishka" (origami) |
3. Wild creatures vzimku | Cartoon (series of little ones) about the life of the creatures; Presentation of roses about creatures; | Іnstsenuvannya opov_dannya based on the key words that virazi; Preparation before Christmas; | Games with creatures (games, masks) | "Bunny", "Cubic" theater, "Rizdvyana charіvna skrinka" |
4. Winter is holy that igri different lands | Razpovid about those, what a gift children bazhayut themselves on the Novy Rik and how the fathers win tse bazhannya | Lesson-project “How are your peers getting ready to spend the new holy days behind the cordon?” | Preparation of attributes to crumbling igors | Ruhlivі igri |
5. We are going to the circus | Rozpovid "Beasts in Africa" (what stinks can, how stinks see sounds) | Presentation of musical history from creatures; Іnstsenuvannya-play of musical history; | Preparation of soft toys | "Lion", "Tiger" at the circus |
6. Birds-springers of spring | "Birds-springers of spring" (familiarity with the light of birds) | "Birds" (emotional response of children to roses) | Making toys for mom's gifts | "Paradise bird" (gift from mom) |
7. Pori rock | Rozpovіd pro mateir, yak chotiroh small children - Winter, Spring, Summer, Autumn | Razpovid about the beloved time of rock | Zviryatka and birds | |
Third step (7-8 years) | ||||
1. I am a person | Tell the character about himself: name, vіk, what can you work | Mini-dialogue presentation: “Hello! What's your name? (I’m calling…) What are your fates? (Meni 7 rokiv) What do you think? (I can read, sleep, dance too soon)"; Іnstsenuvannya fairy tales-acquaintance-drinking; | Making toys based on a cylinder; Box preparation; | Toy in a box |
2.My callousness | Carlson's essay about his own soundness | Drawing a sketch (telling about your friend) | Preparation of colors for panels; | Collective panel "Bouquet" |
3.My clothes | Presentation of a small episode “Popeliushka is going to the ball”, description of “Odyag of my baby (my friend)” | Staged: “Where are you going? How shaky you are!”, “How are your uniforms dressed?” | -Preparation of images for the "Carousel" panel; | Panel "Carousel"; - "Rizdvyana charіvna skrinka"; |
4.Hi live the holidays! | Rozpovid about the winter in Nіmechchinі (England, France) for the help of the epistle | Drawing the scene "My holidays" | Making fun toys | fun toys |
5. I and my friend | Presentation and rozrobka rozpovidi about a friend | Describe the toy-character; Etude engraving; | Preparation of a frame as a present; Preparation of leaflets at the frame for tat; | Gifts for tatov (frame, leaflet at the frame) |
6. My busyness is that busy | Razpovid about the character (what you love to be robiti); Rospovid-presentation and rozrobka "Lovely busy our friends"; | Progravannya urivka z rozpovidi about those who love your same-year-olds work at a free hour in our country and beyond the cordon | Familiarity with the technique of paper plastics | - "A leaflet for a gift for mom"; - "Budinok" (frame); |
7. Kim will I be if I grow up? | Presentation of the opinion “What are the professions of our friends and toys” | Drawing pantomime (images of representatives of the profession) | Prepared embellishment for the saint | "Dah for home" "Folding that ozdoblennya booth" |
Table 1
Adopted by the program integrative and equal approach (three stages of training) before setting the task, choosing a change and acceptance of the training, it is possible to specifically identify the initial material from the integrating objects, show the links between them and the implementation of the skin on the basis of the realization.
2.3 Technology of artistic and aesthetic training of children
by means of manual creativity
The main tasks of fostering children of the preschool age, according to the applied Regulations, are:
· Protection of life and improvement of physical and mental health;
· Safeguarding the emotional well-being of the skin child;
· Provision of physical, social-moral, artistic-aesthetic and cognitive development of children up to the standard of pre-school education;
Regardless of the pedagogical practice, there is no underestimation of the role of artistic and creative activities as one of the direct aesthetic cycle (system) in the creation of a harmonic, aesthetic setting of the child to perfection. The transformation of the model of development, the implementation of a personality-oriented approach in the creation of a pedagogical process of aesthetic development leads to a reconsideration of the goals, objectives, functions of creative activities, which in practice it is necessary to achieve correctly and effectively.
The investigations show that there are many children, who are able to lead the basics of figurative activity, not to be sufficiently aware of the figurative manifestations of the manifestation of activity.
“Accordingly, the obstetrics of children of 6-8 years of age showed that only 24% of diagnosing people show the quality of being aware of the emotional nature of the manifestations of activity and seeing “virazne” in the usual world (admiring the world); 88% of children do not adequately evaluate their creativity. This group has a daily social motivation to realize itself, the creative initiative is insufficiently motivated. The stench can’t take a day’s place with the team, reveal to others the value of conceive that vikonannya their work, don’t sing, rubbish, internally “squeezed” [A.M. Strauning, 1996, 54].
Having analyzed the possibility of aesthetic development and having established it with the real organization of the pedagogical process in preschool mortgages, such shortcomings in the organization and core of aesthetic development became obvious:
Vіdsutnіst pіdsutnіst principle kompleksіnostі v vykoristanny vsіh possiblіh zabіv zhudozhno-estheticheskogo vyhovannya і plonuvannya pedagogії ї ї ї ї ї ї system razdіlu;
variety of methods for diagnosing the artistic and aesthetic development of preschool children;
Not a lot of psychological and pedagogical minds in the organization and kerіvnitstvі vyhovnoy robot z esthetic and artistic priynyattya preschoolers in the world of science and works of art;
Low yakіsny rіven pіdgotovki vyhovatel_v for cym directly work;
From this drive, it should be noted that the employment of manual creativity is allowed not only to be captivated by the childish technical side of creativity, but also to be aware of the childish activity. And the skin type of dialnosti forms its own type of stosunkivs to diynosti: so cognizant - deterministic gnostic setting to light; reworking - engendering a creative setting up to the substantive medium of that people; tsіnіsno-orientatsіyna - svіdomіvє svіdomіst dіtіnі up to the povag of the humanistic foundations of life in the structure of the emotionally іnіnіsnіskh vіdnosin. Creating diyalnist, which combines all the dialities, forms an aesthetic setting of the child to the necessary world. The aesthetic motive rises above the gnostic, ethical and organic motivation of behavior as an early stimulus for the development of similar ideas and, at the same time, as their result, the implementation of artistic creativity in products.
Let's look at the example of employment with image-creating activity:
Goals given occupation є:
¾ development of a little beauty, vminnya bachit beauty around yourself, admire nature;
¾ development of visualization, fantasy;
¾ development of a little color, sprynyatya color;
¾ familiarity with the technique of painting watercolor;
Didactic materials before busy:
¾ pictures from the pictures of the fun;
¾ watercolor farby, arkush paper, brushes;
Front of the robot. Didactic games and the right to develop a color scheme, reading art literature.
Hid busy :
Vikhovatel: I will tell you a fairy tale about the enchanting country, where little fairies live. The name of this country is Krasindia, and the little fairies are called Farbi, the skin of any of them has its own color.
(The facilitator shows the children a box of farbs and ask that the children name the colors farb).
Tse red color - what do you know the red color? ( Vidpovid). Tse greenery
(Then we will ask the children to bring cubes of different colors from the hutch and name their colors. You can name the color, and the children will bring cubes).
Axis about these fairies, I will tell you a fairy tale, but I will not just tell you, I will paint a fairy tale.
As if the little fairies were going for a walk, but they didn’t give me permission, and they didn’t tell anyone where they were violating. And you know what happens, if you are small to go home alone - the stench can get lost and ruined. The very same became little fairies. The stinks had long had fun in the Galyavin, spread in the grass, fluttered from quotation to quotation. vihovatel paints grass, quotations, gloominess, sonechko), even if the fairies are even small and light, like a blizzard. The wind rushed in with a rush, pidhopiv our fairies and took them out of themselves, for a long time round, and then calmed down and let the fairies go. The stench sank down on the grass, ale in an unknown place. Not far away, a river flowed through, and there, where the fairies lived, there was no river, and the stench realized that they had lost their way. What should they work now and how should they spend at home, de їhnya charіvna kraїna, in what direction? With a rap of stink they sipped the sonny and asked her to ask her, because they don’t know how to find the way home. Vaughn, of course, knew where Krasindia was located, because she was in this country, if she made her wings. Ale on the right in the fact that you can only have a meal there by crossing the enchanting bridge, and the whole place is ringing with fun. The fairies cheered, sang the sonny and already wanted to ask, where is the place, and the sun has flown. Why work, how to find out now, dey mist.
(The wiggler tells the children to think about what stinks can help the little fairies.)
And how to paint this enchanting place, even our fairies - tse farbi and stench could paint a fun and go along it to their own country.
(The facilitator encourages the children to marvel at the pictures from the images of the merry-go-round and name the color in order. Then let's tell the children to take a farbi and papier and try to paint a merry, naming the colors in order: red - paint with a red farboi, orange - paint with an orange farboa thinly.)
Under a busy hour, verses are read, riddles are guessed.
After the completion of the work, the children at once look at the little ones, tell who they painted on their picture, and then draw up the work for the exhibition.
As a result of the development of the child's reach, the dynamics of the whole development of the child was revealed - її creative vibes, modern and social activities. At an early stage, the discovery of the reach of a child is more obvious, less appreciated. Naygolovnіshe, schob vyhovatel stalking for the development of emotional, creative, social, cognitive there zdіbnosti.
We conducted a long-experimental work in the children's weekly school "Lingva" for middle children of the 1st stage of education (5-6 years), scaling the same age for children sensitive to spriynyattya, acknowledging the beautiful, molding the artistic relish and creative vibes. Tsey vіk is rich in what the svetoglyader of the future suspіlstva signifies. Molding, be it any light-gazer, it is impossible for us to finish it, otherwise look at the molded aesthetically. Without an aesthetic vision, a light-gazer can be true, objectively built and completely understand reality.
Visnovki on choli II
1. Creating diyalnist in pre-school age and steady hoarding as especially gifted, and may be for all children, developing the stench of awake and creative vigor.
2. The occupation of manual creativity is not easily captivated by the childish technical side of creativity, but by the child's awareness of yoga activity.
3. The complex of didactic benefits of artistic and aesthetic cultivation transfers the principle of complexity to the achievement of all possible benefits of artistic and aesthetic cultivation and the planning of the pedagogical system is divided.
4. При розробці методики художньо-естетичного виховання необхідно враховувати психолого-педагогічні умови в організації та керівництві виховною роботою з естетичного та художнього сприйняття, відбір особистісно-орієнтованих методів, прийомів, організаційних форм навчання у логіці діалогічної взаємодії суб'єктів навчально-виховного процесу, дитина – a child, a child - a group, a whistleblower - a group of skinny., Contributing to the security of such minds:
¾ inclusion of students in the interaction of the Cosmos with native and surviving cultures, with the influencer, with one-year-olds in thematic-situational interaction;
¾ activation of the mental activity of a preschooler;
ROZDIL III. EXPERIMENTAL ROBOT OF MYSTICAL AND AESTHETIC WORKING OF CHILDREN OF PRESCHOOL VIKU WITH MANUAL CREATIVITY
3.1. Meta ta mind the experiment
The method of experts is converted by our gypothesis, the essence of the process in the process of artist-nested vihovannya will be used, the process of the process of vihovannya, the program-deactical material, was made by the atmosphere of the mud. yakos, yak:
¾ artistic taste;
¾ smart to create products of manual creativity;
A three-year systematic experiment was carried out to verify the hypothesis in the children's weekly school of Lingua. For the experiment, the group was divided into two groups: the control group (CG) and the experimental group (EG).
In the program of the experiment, there were such considerations that they do not vary:
¾ the same recall of groups (9 osib);
¾ of the work in all groups was carried out within the framework of the integrative program "Lingva";
¾ were divided into single criteria for evaluation;
¾ fixing the results of the experiment was carried out according to the methodology, A.N.Utekhinoy;
3.2. Head of the experiment
The experiment was carried out in 2008. at the children's weekly school "Lingva" for middle children of the 1st stage of education (5-6 years).
The material for the artistic and aesthetic vihovannia was the program for the development of foreign language and the program for the development of manual creativity, which integrates with it. Children learned to distinguish colors, designate din, set proportions; developed in the past with farbs, paper, scissors, plasticine, glue; molded creative zdіbnostі stvoryuvat products rumannoї pratsі.
3.3. Results of the experiment
For the examination, the criteria for evaluating the formation of artistic and aesthetic qualities, as presented in Table 2, were broken down.
Table 2
Criteria for the development of art.- aesthetic taste. | Indicators of criteria | Riven moldings - news thin.-of course- tych. relish |
1. Aesthetically aware of the virtuosity of the art. | Child can give the correct Can you describe the tvir; | |
- The child finds it difficult to evaluate the creation, but it is correct to choose the colors; | ||
A child cannot be evaluated independently; Forcibly vyznaє kolori; | ||
2. Development of artistic relish. | Child vmіє correctly pick the color, din; Set the correct proportions; | |
The child is always far away picking up the elements of the costume; Violently choose colors, set proportions; | ||
A child cannot choose a color; For the help of the teacher, pick up the elements, set the proportions; | ||
3.Uminnya creatively create products of manual creativity. | The child independently copes with tasks; Choose colors correctly; Correctly set the proportions; | |
- The child copes with tasks, but it becomes difficult when choosing elements; | ||
A child cannot cope with tasks independently; For the help of the teacher, pick up the colors, the elements of the viroba; |
The results are presented in tables 3 and 4.
Table 3 The beginning of the experiment.
group | Im'ya, the name of a child | |
Nadia O. | AT | |
Olya St. | W | |
Katya Do. | W | |
Dima A. | H | |
Valeriya G. | H | |
Vanya F. | W | |
Anna O. | W | |
Irina M. | H | |
Ksyusha Sh. | H | |
Svitlana D. | AT | |
Zhenya O. | AT | |
Tanya Do. | AT | |
Mikita Do. | W | |
Julia L. | H | |
Glory R. | W | |
Arthur P. | W | |
Marina O. | H | |
Luba St. | W |
Table 4 End of experiment.
group | Im'ya, the name of a child | Criteria for the formation of artistic and aesthetic shaping |
Nadia O. | AT | |
Olya St. | AT | |
Katya Do. | W | |
Dima A. | H | |
Valeriya G. | W | |
Vanya F. | W | |
Anna O. | W | |
Irina M. | H | |
Ksyusha Sh. | H | |
Svitlana D. | AT | |
Zhenya O. | AT | |
Tanya Do. | AT | |
Mikita Do. | W | |
Julia L. | H | |
Glory R. | W | |
Arthur P. | AT | |
Marina O. | H | |
Luba St. | AT |
The gale of the artistic and aesthetic development of children can be like diagrams on little ones 1 and 2.
Figure 1. Cob experiment
Figure 2. End of the experiment
The analysis of these tables and diagrams allows the development of drawings about those that use a specially developed methodology, equipped with software and didactic material, in which all the necessary pedagogical minds are realized, promoting the effectiveness of artistic and aesthetic learning.
The lessons of manual creativity took place on a high emotional note. By the year, I saved my mood all day. And the best result. As it was conceived more, the most emotional reaction that became a child is the criterion for the wildness of artistic and aesthetic vihovannia. Properly organized, aimed at the child, the occupation calls for an inconsiderable interest and attention in the skin child. The emotional content of the material fills the soul of a child with a deep voice. With the artistic and aesthetic development, the spiritual development of a person is seen. Those who today take a child emotionally, tomorrow will overgrow at a state of mind and to the art, and to life.
On the basis of the results of the experiment, it is possible to make a positive conclusion that the hypothesis was confirmed.
VISNOVKI Z ROZDILU III
1. The selection of a special and divided methodology carried out within the framework of the integrative program Lingua gave positive results.
2. The experiment confirmed our hypothesis that the process of artistic and aesthetic shaping with varying specially developed methods, provided with software and didactic materials, accepts the molding of offensive pitfalls:
¾ aesthetically aware of the beautiful;
¾ artistic taste;
¾ creative zdіbnostі;
3. In the course of the experiment, there were many necessary variations and invariability of mind.
4. The criteria for the formation of artistic and aesthetic qualities were analyzed.
5. After reviewing the data, the following results were taken, which confirm the effectiveness of the methodology:
¾ having formed artistic relish and aesthetically aware of the beautiful;
¾ were born creative zdіbnostі;
6. In this way, for the formation of artistic and aesthetic qualities, a specially developed methodology for the improvement of the psychological and pedagogical minds of the organization of learning, is equipped with software and didactic materials.
WISNOVOK
The problem of aesthetic vihovannya is completely expanded in the Russian and foreign literature. Tse allowed us to carry out a retroactive analysis of the literature on the problems and research of such issues.
Aesthetically vihovannia effectively occupies an important place in the entire system of the initial-vichalious process, because behind it there are not only the development of the aesthetic features of a person, but also the special features of the slogan: її daily forces, spiritual needs, moral features of such things, special features. All the qualities of human beings develop under the influence of different factors. Heavenly meaning may and nature, and practice, and navkolyshny diysnist: pobut, sіm'ya, international stosunki - everything that can be beautiful. As the main bearer of beautiful art, it is also a special case of aesthetic vihovannia. Influx of the aesthetic phenomena of life and the art of specialty can pass as purposefully, and spontaneously. Tse is not vipadkovo. Analyzing the literature, they developed the visnovok, that manual creativity is one of the main means of aesthetic vihovannia. The investigation showed that preschoolers have a great interest in manual creativity, and the manifestation of interest is the reason for the minds of successful cultivation.
In addition, the material for creativity has a great emotional potential, and the power of the emotional swell is a way of penetration into the child to bring about that special molding of the aesthetic qualities of specialness.
In this way, our hypothesis, declared on the cob, was confirmed. The provision of programs for training manual creativity with software and didactic material, the creation of an emotionally comfortable atmosphere and a special way of aesthetic development of preschoolers. Responsible teachers, knowledgeable, building at the sight of creativity, have the right aesthetic features: relish, appreciate the building, understand and create beautifully.
In our opinion, realizing a completely aesthetic development and development of a child, the shavers will ensure the future development of such specialness, as we will increase spiritual wealth in ourselves, right aesthetic quality, moral purity and high intellectual potential.
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Artistic development is an invisible part of the artistic and aesthetic development of children. Іsnuє impersonal point of the dawn of the understanding of the concept of "artistic and aesthetic development". Let's look at the deeds of them.
Artistic and aesthetic shaping is the whole process of purposefully shaping like the beautiful, shaping the building to take in and take on the beauty of the art and life, appreciate it. The task of artistic-aesthetic shaping is inspired by the molding of artistic relish. The very problem of goals and the task of artistic and aesthetic painting will require special respect.
In the distance, the goal of aesthetic vihovannya was imagined by T.M. Fokina, as if in vvazha: "Artistic and aesthetic twisting is a twisting of a whole harmoniously developed specialness, which is characterized by the formation of an aesthetic awareness, the manifestation of a system of aesthetic needs and interests, vitality to creativity, the right sense of beauty."
Особливого значення в дитячих освітніх закладах можна і потрібно приділяти театралізованій діяльності, всім видам дитячого театру, які допоможуть сформувати правильну модель поведінки в сучасному світі, підвищити загальну культуру дитини, познайомити її з дитячою літературою, музикою, образотворчим мистецтвом, правилами етикету, обрядами, традиціями . . Love to the theater becomes no less than a scourge of childishness, and it is holy to you, spent at once with one-year-olds, fathers and teachers at an unbelievable enchanting world.
Theatrical activity in a child's cage is good for revealing the creative potential of a child, for vihovannya creative directness of specialness. Children start to rush around the world of ideas, instill them, create their own artistic image of the character, the stench develops more creatively, associatively, thinking, in the mind, bachiti unimaginable moments in everyday life.
Theatrical activity is used to develop new knowledge, to improve and learn, to develop strengths, to expand the number of skills, to create a new middle ground, and to help the skin child to know his own special place.
Child, sticking with the aesthetic manifestations of life, that mysticism, aesthetically, that artistic development develops. But all the same, the child does not perceive the aesthetic reality of objects, and the development is often associated with the practice of roses. Б.Т Лихачов, вважає, що тільки цілеспрямований педагогічний естетико-виховний вплив, залучення дітей у різноманітну художню творчу діяльність здатні розвинути їхню чутливу сферу, забезпечити глибоке розуміння естетичних явищ, підняти до розуміння справжнього мистецтва, краси дійсності та прекрасного в людській.
Artistic and aesthetic development is the purpose of appreciating and evaluating the art of different kinds of genres, from the standpoint of good and evil, beauty and inconsistency. The artistic and aesthetic development increases the experience, increases the activity of active knowledge of the necessary world, develops spiritually and intellectually.
Художньо-естетичне виховання - напрямок виховної роботи, суть якого полягає в організації різноманітної естетичної, художньої діяльності, спрямованої на оволодіння естетичними знаннями, формування естетичних потреб, поглядів та переконань, здатності повноцінно сприймати прекрасне у мистецтві та житті, залучення до художньої творчості, розвиток та die from that other person who looks like a mystic.
Let's put together the main warehousing of the aesthetic vihovannia and the development of the students of artistic sprinyattiv.
Fundamentals of artistic and aesthetic development:
Mutual connection with the use of spiritual and lighting work in the preschool setting (artistic and aesthetic development can be brought together with other directions to the development of a child);
The connection between a child's creativity and life (a child's activity can be related to situations from a child's life);
Association of various types of art (for the development of a child, it is necessary to win all types of art in the complex);
The artistic and aesthetic basis for the choice of material (for work with a child, it is necessary to choose material in such a way that the new people have singing manifestations, emotions and feelings);
Individual development (revealing the creative abilities of the child and the development of their development).
In the literature, one can see the following signs of the artistic and aesthetic development of children of the preschool age:
Aesthetically spіlkuvannya (spіlkuvannya with a child, calling out to a child with a creative activity);
Nature
Navkolyshne subject medium (promoting activity, creative nature of the artistic and aesthetic activities of preschoolers, її productivity);
Artistic;
Self-supporting mystetsky activity of children;
Holy.
Show the creativity of children at the games of nayriznomanitnish: stink of guessing the plots of the bright green, joking about ways of creating the roles of the tasks given by the literary creation. One of the views of such creative games is the dramatization of abo - theatrical stage.
Theatrical games - tse іgri-appearance, in such persons, for the help of such different features, like intonation, mime, gestures, posture and move, the literary tvir is played, so that specific images are created. The heroes of the theatrical cities become acting characters, like a good thing, life, changing a child's fantasy - the plot of a grie.
The peculiarity of the theatrical games of those who create a ready-made plot, also the activity of children is mindful of the text of creation.
Theatrical play has such a structure: idea, plot, concept, game situation, role, role play, rules.
Theatrical games are subdivided into:
1. Play-dramatization (a child plays the role of an artist, creating an image for the help of a complex of verbal and non-verbal benefits).
2. Director's games (children with toys or their replacements, organizing activities as a screenwriter and director, voicing the characters and commenting on the plot).
The role of theater games in the artistic development of children is already great. At the theatrical games, different types of childish creativity develop: artistic-moving, musical-playing, dancing, stage, singing.
In this manner, more than what has already been said, one can develop a non-trivial vysnovka in one who, in robots with children of a preschool age, can victoriously see the theater and the skin will be in its own way the interest of a child.
Aesthetically vihovannia is one of the direct pedagogics, the head of the meta to teach a person to understand and appreciate is more beautiful. Fallow in the age of a child, you can vicoristize different methods and moral and artistic development of specialty.
The famous Russian playwright A.P. Chekhov said: "Everything can be beautiful with a person: i disguise, i clothes, i soul, i thoughts." If you look at the value of the development from the point of view of pedagogy, then such a camp of all-season beauty is the result of a successful aesthetic development.
What is
The word "aesthetics" in the translation of the ancient Greek means "feeling spriyattya" and є vchennyam about the callous form and the inner beauty of the beautiful in nature, supple life, the inner world of a person.
Aesthetically vihovannia - the development of people's zdіbnosti to take, appreciate, analyze and create beautifully everyday life and mysticism.
Here it should be clarified that the understanding of “beautiful” in such artistic molding does not elude the meanings of the words “beauty, beautiful”. Remains - rather a description of the old form, which is to be found in a specific historical era, and can be changed.
It is “beautiful” to know independently from time to time and includes such understanding as harmony, humanism, perfection, highness, spirituality.
Tsіlі i zadannya
The main meta of aesthetic variation in the fact that people have an aesthetic culture, which includes the following components:
- Spriynattya- the building of a bachiti is more beautiful if you show it to anyone: in nature, mysticism, intercultural stoks.
- Pochuttya- Emotional assessment of the beautiful.
- Consume- the need to take away the aesthetic experience of looking at the way, analyzing the creation of the beautiful.
- Smaki– smartly evaluate and analyze, show a little light by looking at the appearance of yoga to aesthetic ideals.
- Ideals- special notices about beauty in nature, people, art.
Tasks є:
- molding of harmonic peculiarity;
- the development of people's buildings is more beautiful;
- the laying of the ideals of the beautiful and the transformation of the aesthetic likenesses;
- sponkukannya development of creative zdіbnosti.
Zasobi
With the help of priluchennya to the beautiful є:
- figurative art (painting, sculpture);
- dramaturgy (theater);
- architecture;
- literature;
- television broadcasting, ZMI;
- music of various genres;
- nature.
Before the methods are mentioned:
- special stock;
- talk;
- school lessons that are busy with a child's garden, groups, studios;
- excursions;
- showing the theater, exhibitions, museums, festivals;
- wounds and evenings at school and DNZ.
Finding the special butt of the teacher (father) from the best methods. From this, that ideal is formed, which then forms the basis of all artistic knowledge. The special butt includes: manner of behavior, slander, good looks and moral character.
More aesthetically pleasing
Aesthetically vihovannya - a task like vikhovateliv and vchiteliv. This is a non-stop process, which takes its own cob from the family, and is continued by teachers.
In the homeland
- special butt of Batkiv;
- spіv pіsen and koliskovyh;
- painting;
- reading books, reading fairy tales;
- talk;
- I'll give a fuck about aesthetics.
As it was guessed, the most important method here is the special butt of the father. The wisdom of the people added to the admonitions "An apple falls not far from the apple tree."
The first thing you need to do is to slaughter a child with a sim'ї - tse mother that tato. The stench is the first aesthetic ideals. In my right hand, there are no words, important and noble-looking fathers, that manner of speaking, roaming, that family criteria of the beautiful and the intoxicating.
More aesthetically vihovennia is made up of a lot of warehouses:
- Purely clothed limbs of this, an atmosphere of mutual respect, wide emotions, expressing one’s feelings in a word, the manifestation of discipline and the rules of behavior - the axis of the basis, on which the child’s aesthetics will be correct.
- Vihovannija musical relish repent from the spivu of colossal songs, sweat, childish songs, like a mother's song, and at once with a child.
- Remember to appreciate the art, pull up to creation, develop a painting. Vzhivannya different techniques: olive oil, gouache, watercolor, felt-tip pens, olive oil, helping children to get to know the flowers, by their own, developing the building and the shape of the brush.
- Reading books, rozpovidannya kazok helps children to master all the richness of native language, learn to spell the word as a tool for expressing emotions.
- Besidi the need for proper nutrition of the child, which is blamed for the hour of knowing the necessary world. The stench helps to learn how to resurrect the beautiful in the congenial, the harmony in the chaos, the rise in the lowland.
- Aesthetics pobutu includes the design of a child's room, a grand design of the living space: paintings on the walls, living quarters, order, cleanliness. Everything from the early childhood forms in the child's inner sense of the beautiful, so that later we know our expression in the aesthetic svіdomosti.
At school
Khoch's manager, teachers K.D. Ushinsky wrote, a leather school subject to avenge the aesthetic elements, nevertheless, in the most exuberant way, to develop the aesthetic tastes of learning to slacken the lessons:
- Russian movies and literature. The stench is to know the children with the treasury of native language, to help you slander the word, learn to appreciate and analyze the creation of light classics.
- music. Music and spіv develop voice and hearing. In addition, the theoretical foundations of music, which are taught in the classroom, allow children to correctly evaluate any musical world from an aesthetic point of view.
- Malyuvannya(Lessons of figurative art). The painting spices the vibrancy of artistic relish. The workshop works on classic light painting, sculpture and an hour of lessons in figurative art forms in children the building of bachiti is more beautiful in the most famous yoga classes.
Come to the library
The library has always been associated with the treasury of knowledge. At the same time, it is possible to achieve the aesthetic achievement of schoolchildren in the young and middle classes of the school.
When you visit the library, you can see:
- know the conversations that tell about the value of books, dbailing before them;
- thematic book exhibitions, dedicated, for example, to old books, literature about war, defense of dovkil;
- “refer a friend” days, aimed at prompting children to sign up to the library;
- literary and poetic evenings dedicated to the work of a particular writer or poet, with knowledge of his biography, prominent works, reading verses from them, or recitation of verses to remember.
Open lesson
Vіdkritiy lesson vіdіznyаєtsya vіd zvichayny tim, scho method of work of the teacher (vikladach) in the class can bachiti and take over yogo colleague. Only teachers with a high level of scientific and methodological training, like victorists, use original teaching methods.
This kind of process can be vindicated as a transfer of a positive message to an aesthetic learning. Of particular value may be the lessons from the artistic and uzhitkovy art (painting, practice), music, Russian movies and literature.
Besidi
Like і і vіvnі, sim'ї format rozmovі u protsessі navchannya і shkіlnіstvі є nevid'mnoy part molirovannya khudozhnі ї svіdomostі uchnіv.
The stink can be carried out at the form:
- class year;
- free lessons.
A good year, the teacher can win as an organizational work with children, and as a tool for aesthetic vihovannya. For example, timing yoga until the day of the birth of a writer, poet, composer chi international day music (museums).
Vilni lessons - all lessons dedicated to the discussion of what else to create (a lesson in literature), sub (a lesson in history, social science). In his teacher, as a sponukaє uchnіv before discussion, and he himself directs the thought of the children, softly shaping the correct manifestation.
Recommendations for moral and artistic development of special
Methods to discriminate between children.
Children of the preschool age
Principles include:
- creation of the aesthetics of the situation;
- independent mystetsky activity;
- busyness from the whistleblower.
Aesthetics of the situation in the DOP includes:
- color solution for playrooms and class;
- victoria of living roslins;
- decoration of furniture, basic aids;
- podtrimka order, cleanliness.
Independent artistic activity can be realized at the sight of lessons in free creativity. There, the child may be able to win over the task, escaping the superfluous manifestations. Such a form of work develops visually, stimulates the mind's memory, and evaluates the final result.
An occupation with a facilitator directing the molding of an aesthetic taste, ideals and criteria for evaluating an excellent mentor with a curiosity.
young schoolchildren
Oskіlki schoolboy can already analyze and be logically-sense of the language, it is necessary to win the hour of aesthetic vihovannia of the children of the age group.
The main methods of robotic aesthetic shaping of students post schoolє:
- school lessons;
- classy year;
- thematic wounds and evenings;
- excursions near the park, local museum;
- painting competitions, sleep;
- creative household chores.
Pіdlіtkіv-senior school students
Aesthetically vihovannya at tsomu vіtsі є most folded for any teacher, shards of the main ideals and criteria for the child at the moment already formed.
Work with a group of children can include the following methods:
- open lessons;
- talk, discuss;
- great time;
- excursions to museums of figurative art;
- watching theaters (opera, drama), philharmonics;
- study of children at the section and group (painting, construction, stage art, dancing);
- literary competitions for the best ese, recitation of the verse;
- create on the theme of the beautiful, the sublime, the base.
Otzhe, aesthetically vihovannya - tse one-time visit. We can start from the birth of a child in sіm'ї, podhoplyuvatisya by the caregivers of children's kindergartens, continue in schools and universities and accompany a person all their life already in the form of self-development.
Video: Is it so important?
Maya. Mayan. Bakulin. Bakulin.
Artistic and aesthetic education of children of the preschool age
Artistic and aesthetic education of children of the preschool age.
Plays an important role in molding the character of that moral vitriol, as well as for the development of garlic relish and behavior. Under the veil of "artistic and aesthetic vihovannya" may be on the verge of embellishment of the beauty, the development of the building to take in, to see that beauty in a supple life, nature and mysticism.
Aesthetically vihovannya - the purpose of straightening, a systematic process for the specialty of a child with a method of developing in a new building to create the beauty of a new world, art and create її. It starts from the first fates of the life of children.
Artistic and aesthetic painting- A foldable and smoky process, in the course of which a child overcomes the first artistic affection, bathes to the point of art, discovers different ways of seeing artistic activity.
Художньо-естетичний розвиток передбачає розвиток передумов ціннісно-смислового сприйняття та розуміння творів мистецтва (словесного, музичного, образотворчого, світу природи; становлення естетичного ставлення до навколишнього світу; формування елементарних уявлень про види мистецтва; сприйняття музики, художньої літератури, фольклор; художніх творів, implementation of independent creative activity of children (imaginative, constructive-model, musical and other).
The artistic and aesthetic education of children of the preschool age is of great importance to the people's decorative art. The master is guilty of knowing children from the virobs of folk maestros, tying the children of love to folk creativity, povgu to practice.
Artistic and aesthetic painting may viklikati active diyalnist preschooler. It’s important not to be more empathetic, but to create a garne.
Folk toys serve as a butt: Matrioshkas, merry dimkivsky whistles, picks, hand-made.
The butt of a poacher, his emotional strangeness on the garne is especially necessary for children in the formation of their artistic and aesthetic relish.
Artistic and aesthetically pochutya, so the very same as moral, not innate. The stench requires a special education and training.
Organizing the system in a sequential manner, teaching the children an aesthetic bachelor and a competent image of the sharp, you can teach the children how to take a picture, and the object of mysticism.
Urgency of the problem The artistic and aesthetic development of children of the preschool age is distinguished by the fact that the artistic and aesthetic development is the most important side of the child's development. Vono sprya zrichennuyu sensible proof, emotional sphere special features that add to the knowledge of the moral side of activity, promote and recognize activity. Aesthetic development is the result of aesthetic development. The warehouse process is becoming an artistic enlightenment - the process of acquiring mystical knowledge, reduce, beginner, development of vitality to artistic creativity.
As a direct priority for the development of vikhovants, I tried to represent the following elements of contemporary art:
1. Architecture ("caught the music")
2. Image-creating art: painting, painting, sculpture, painting, graphics, mosaics, etc.
3. Art literature.
4. Musical art.
5. Choreography.
6. Theatrical art.
7. Estradne mystetstvo.
8. Cinematography.
9. Circus magic.
10. Decorative and ugly art.
11. Television and audio-visual art
12. Computer art creativity and in.
Artistic – more aesthetically inspired by my rozumіnnі tse – shaping a wholesome specialty, creatively developed, which follows the laws of beauty.
The main meta of priority directing:
Formation of aesthetically distinguished specialties, awakening of creative activity and artistic imagination of a child, development of newcomers to the creation of various types of art
With the right vihovanni in the preschool age, the most intensively develop the whole spriynyatya navkolishnogo light, naochno-figurative thoughts, creatively awake, uninterruptedly setting emotions to otochuyuchy, spitting up to їhnіh needs that experience. Завдання педагогів – з урахуванням вікових особливостей та можливостей дошкільника виховувати в нього насамперед такі цінні якості, як здатність уважно спостерігати дійсність, творчо змінювати її у своїй уяві, відчувати прекрасне у природі та мистецтві, відповідально ставитися до своїх маленьких трудових обов'язків, емоційно відгукуватися on the needs of other people and help them in different needs.
In order to activate children in their interest in artistic activity, the teacher can encourage the fathers to see the botanical garden, the forest, the art museum with the children, talk with the participation of the children from the artists-maisters at the exhibitions of decorative and household art. A number of such cultural visits dotsilno organize on the basis of a preschool mortgage a workshop for fathers from modern forms of decorative work: macrame, appliqué with natural materials, arranging summer and winter bouquets. At such practicums, the participants will not only develop singing skills, but also learn about the materials necessary for the singing type of work, methods of teaching mystical ideas. In such families, children have grown up and become active participants in the artistic creativity.
The artistic and aesthetic development of preschoolers is created by means of childish animation:
A child of animation is truly a universal way of artistic development, and a child of preschool children. Animation, like a form of screen art, is a synthetic look, like bi painting, graphics, music, literature, elements of theater, dance. Virazno-imaginative effects of the skin of these types of art in their own way infuse into the manifestation, consciousness, memory, Rozum's activity, development of creative potential. The plot, the visibility of the images, the sound support stun children to experience, to experience the plot together with the characters. The child has a strong emotional-sensitive reaction, which spriya її development.
Організуючи заняття з мистецтва таким чином, щоб у дітей рівномірно були задіяні різні види мислення (логічне, візуальне, слухове, вербальне, кінестетичне, уява та фантазія для цього створюються проблемні ситуації, використовується ігровий момент, фрагменти театралізації. Намагаємося націлювати заняття на розвиток культури емоцій , umіnnya cheruvati pochuttami, rozumіti і vіdchuvati comrade, (for the help of didactic іgor, direct instructions, collation of problematic situations, mnemonic tables) The teacher - psychologist takes part in gaming activities, at a spіlnіy dіyalnostі, gає recommendations є schodo vedennі pedagogіchnogo protsess, аbo on the basis of svoїх svoїrezhen.
Children are the best, what the fathers have. And it’s not easy to stand before the fathers and teachers - how to grow a child’s life, we’ll be happy and save it from the troubles that are spoken on the skin.
On completion: Smut in my robot and that robot, whether it be a teacher, so that the occupation brought children more positive emotions. It is necessary to talk about those, so that the activity of the child was successful, - tse pіdkrіplyuvatime її vpevnіnіst vlasnі force.
Publications on the topic:
Artistic and aesthetic development of children of the early age"Turns of zdіbnosti that gifted children on the tips of the fingers. From the fingers, figuratively seemingly, go thin threads - strumki, like living the dzherelo.
Speech on pedagogy On the topic: “Artistic and aesthetic development and the development of a preschool child” DEVELOPMENT OF THE PRESCHOOL STUDENT'S DEVELOPMENT ZASOBIMI.
Artistic and aesthetic education of children in the preschool age Addendum: "Artistically - more aesthetically the education of children in the preschool age." Prepared by Kuptsova S. A. Moscow, 2015 Rest hour.
Artistic and aesthetic development of children of the preschool age Natkhnennya is not the fault of the artist's affiliation: without a new one, not far to go and ideas, without a little bit, to build a craftsman.