Forms and methods of aesthetic education - description, objectives and means

Aesthetic education is implemented at every stage of personal development. It becomes more effective the earlier the child enters the sphere of targeted aesthetic influence, which should be uniform and combine all activities, any aspects of his life.

The aesthetic education system is aimed at:

1. Creating in children a set of elementary knowledge and impressions, on the basis of which an interest in aesthetic phenomena and artistic objects is formed.
2. Development of abilities for aesthetic experiences, formation of personality qualities that will allow one to appreciate highly artistic objects and phenomena and provide the opportunity to enjoy their contemplation and possession.
3. Awakening creative abilities in students. An aesthetically developed personality becomes an active creator, trying to bring his life and everything that surrounds him into submission to the learned canons of beauty.

Goals

Not everyone understands why aesthetic education is needed. But each development method has its own goal. Culture can give this to a child:

• Perception. Learn to see beauty in the world around you. It is good for your health, both physical and emotional. A person who knows how to see the beauty of the objects and objects around him will be inclined to active recreation, long walks and contemplation of the world around him. People who did not receive proper education in childhood prefer the virtual world that television provides to the real one.
• Feelings. A person must not only be able to distinguish beauty, but also react to it accordingly. Therefore, you need to develop a sense of beauty. A comprehensively developed person can manage his feelings and be aware of their origin and development.
• Needs. A person who, from childhood, has become accustomed to admiring beauty in its various variations will desire this all his life. Today it is difficult to meet a person who would happily go to a museum just because a new exhibition has arrived. But people should perceive art as a vital necessity.
• Taste. Thanks to immersion in beauty, a person develops good taste. He can distinguish the beautiful from the ugly. Correctly set priorities will not allow a person to behave or dress vulgarly.
• Ideals. In order to strive somewhere, a person must have high moral and spiritual values. Culture in all its manifestations is involved in their formation.

The concept of aesthetic education and its functions

AESTHETIC EDUCATION is the formation of a certain aesthetic attitude of a person to reality.

In the process of aesthetic education, an individual’s orientation in the world of aesthetic values ​​is developed, in accordance with the ideas about their character that have developed in a given particular society, and familiarization with these values. At the same time, aesthetic education forms and develops a person’s ability for aesthetic perception and experience, his aesthetic taste and ideal, the ability to create according to the laws of beauty, to create aesthetic values ​​in art and outside of it (in the sphere of work, in everyday life, in actions and behavior ).

Thus, aesthetic education has two main functions that constitute a unity of opposites:

formation of aesthetic and value orientation of the individual

development of aesthetic and creative potentials of the individual

These functions determine the place of aesthetic education in public life and the connection with other types of educational activities. Aesthetic education is associated with moral education, since there is unity between aesthetic and ethical values. Beauty, in addition to its other purpose, acts as one of the regulators of human relationships, helping them to become fully human. Thanks to beauty, people are intuitively drawn to goodness even before the idea of ​​goodness is meaningfully perceived by their moral consciousness. Aesthetic education develops all the spiritual abilities of a person necessary in various fields of creativity. The many hours I spent playing the violin. L, Einstein, were not stolen from science, because, according to the physicist’s own testimony, “real science and real music require a homogeneous thought process.”

The conflict between the main functions of aesthetic education arises when the aesthetic “values” in the spirit of which a person is brought up express the interests of the reactionary strata of society and are anti-humanistic in nature (for example, propaganda of cruelty, violence, militarism, nuclear arms race in various types and genres bourgeois mass culture), not only do not require the development of human creative abilities, but, on the contrary, are aimed at dulling them in every possible way. If the formation of personality is assumed in the spirit of truly aesthetic values ​​- those that express the development of freedom and the free development of man and society - then the functions of aesthetic education harmoniously determine each other. For the comprehension of aesthetic values ​​that arise in the process of creative activity cannot but be of a creative nature. Aesthetic education is carried out by many means. This includes the everyday environment of a person’s life, the environment of his work activity, the aesthetic side of moral relations, sports, etc.

The most important factor in the targeted aesthetic influence on a person is art, since it concentrates and materializes the aesthetic attitude. Therefore, artistic education—the cultivation of the need for art, the development of its feeling and understanding, and the ability for artistic creativity—is an integral part of aesthetic education as a whole. The prism of art guides the perception of the aesthetic values ​​of life. Turning to art, a person, as it were, enters a laboratory of creative activity. In other words, art participates in the implementation of both value-oriented and creative functions of aesthetic education. At the same time, aesthetic education through art is not limited to artistic education. It is much broader, because it involves influencing the aesthetic aspects of work, people’s lives, their behavior, as well as the formation of an aesthetic attitude to reality itself. The social basis for the discrepancy between the main functions of aesthetic education is the antagonism between the interests of the individual and society, since for the individual it is directly important to develop his creative abilities, and for society - aesthetic and value orientation in the name of strengthening social integrity.

Tasks

The goals of cultural education of children are clear. What methods and tasks of aesthetic education exist? Experts highlight the following:

• Personality formation. A person must be diversified. This is what will help him feel complete in the future. If there is a gap in any area during the formation of personality, a person may experience depression about his inferiority. Parents always devote more time to the physical and intellectual development of the child than to aesthetic education. That is why, in general, the level of culture is becoming lower every year. What could this lead to? Moral values ​​are falling, ideals are crumbling. As a result, man gradually descends to a primitive level.
• Formation of the ability to see beauty. A person must be able to look at the world positively. It is this ability that will help him in the future to overcome all life’s problems and troubles. This does not mean that you need to put on rose-colored glasses, but it does mean that the attitude that a person internally gives himself will be positive.
• Development of taste. Today people are trying to replace ideals. In order not to feel stupid and not exchange glass for gold, as the natives did, each individual must have a developed concept of beauty that will correspond to established canons.
• Stimulating creativity. A creative person is able to live an interesting life and create something new. Creativity, good imagination and fantasy work wonders. To develop these areas of thinking, you need to engage in aesthetic education.

Principles of aesthetic education

Creative abilities must be developed from birth. From early childhood, one must instill good taste and develop the need to communicate with the sublime. Aesthetic education is aimed at developing the ability to see beauty and following the rules of good behavior, experience of friendly relations with others. Its basis is the following principles:

• Interaction. Any action should strive for aesthetic perfection: communication with peers, nature, objects of art, independent household and work activities.
• A complex approach. Education gives tangible results if creative activity is based on interdisciplinary connections and connects various types of art.
• Socialization. Aesthetic and artistic activity is not divorced from life. This is how students develop an adequate attitude towards their environment; they will be able to find beauty in its various manifestations.
• Systematicity. General and aesthetic development are interconnected. With this approach, the emotional sphere and all cognitive processes develop harmoniously.
• Independent creativity. The method of aesthetic education is most effective when applied to preschool children if they master some creative activities themselves: dancing, drawing, sculpting or singing in a choir.
• Aesthetics should dominate all life. Little children need to live in beauty. The main educational meaning is to understand the importance of accuracy and politeness. Proper aesthetic development is influenced by the beauty of the room and clothing.
• The age of the student is taken into account. Educational means are selected according to age. The formation of personality in more mature years depends on how correctly aesthetic perception was formed in younger schoolchildren.

Goals and objectives of aesthetic education



Facilities

What helps develop a person’s tastes and his ideas about beauty? These are the simplest things that we see in front of us every day. Among them:

• Art. Painting, graphics, and other drawing techniques help a person to better experience the beauty of this world. Artists transform reality in their canvases this way, this is how they perceive it. The result of their vision appears before the viewer. Contemplation of masterpieces of painting inspires a person and helps him understand the true purpose of his existence.
• Architecture. One of the oldest forms of art allows a person to see beauty next to him every day. Amazing monuments, cathedrals, churches, palaces and simply residential buildings confirm the phrase that beauty is always nearby.
• Music. Songs can inspire a person to new achievements. Music helps you experience a surge of strength and energy, and feel incredible emotions.
• Theater. This form of art shows a person the beauty of life, demonstrates the vices of people, and also tells in a comedic or dramatic form how to live.
• Movie. Parents should teach their children good films from childhood. In order for a person in the future to have the opportunity to independently form his taste and enjoy watching films, he needs to be given an idea of ​​​​what is good.
• Literature. Reading opens up new worlds for a person. All the knowledge of our ancestors is stored in books. It is impossible to overestimate the importance of literature for modern man. In addition to classic publications, modern creations are published annually that help a person to better understand himself and his surroundings.
• Nature. Man has always looked for inspiration in the world around him. Today this situation has not changed. To rest, relax and look at the pristine beauty, you can go to the forest, to the river, to the reserve.

Factors of aesthetic culture and aesthetic education

Based on the analysis of the main indicators of the level of aesthetic culture of an individual, we can approach the question of the main factors influencing a young man in the process of his aesthetic education and self-education. The influence of works of art is only one, although often a determining factor, in aesthetic education.

The main factors in the aesthetic education of a young person in a developed society include education:

in work and other types of human activity;

under the influence of the surrounding subject environment;

through the influence of works of art;

during amateur artistic activities;

theoretical aesthetic education.

Let's try to consider these factors in more detail.

For a modern person, the development of a sense of beauty will be one-sided, incomplete and passive if he only admires the beauties of nature, works of art or the perfect results of material human activity. Only by gaining freedom in any form of object-labor and human practice in general, does an individual directly come into contact with the origins of beauty in society and no longer speculatively, but effectively join in creativity according to the laws of beauty.

Therefore, aesthetic education in the labor process is an absolutely necessary component in the formation of a high and multifaceted aesthetic culture.

An important role in aesthetic education is played by those who are entrusted with the protection of forests, reservoirs and nature reserves, who are responsible for the preservation and reproduction of many species of birds and animals, in a word, those who care about maintaining the ecological balance of nature in the conditions of the rapid development of industrial production, modern scientific -technical revolution and urbanization.

The joys of direct aesthetic communication with nature cannot be replaced by any books, symphonies or films. And nature, directly or indirectly drawn into human practice, has enormous ennobling potential in its aesthetic impact on the individual.

Art, by generalizing and transmitting indirect experience, helps a young person to feel aesthetic moments, moments of freedom and creativity in his own work. An artistic description of such moments, present in the simplest and most physically demanding labor operations, can serve as an impetus for changing attitudes towards work and constantly searching for creative, aesthetic aspects in it. The same applies to studies, scientific research, organizational activities and social work.

Mastery in all types of human labor serves as the foundation and basis of the aesthetic in reality itself. And artistic skill is a certain standard and catalyst for the emergence of aesthetic moments in work activity. Art also plays a significant role in shaping the aesthetic aspects of the material environment surrounding a person.

Architecture has been considered a special form of art since ancient times. And it is the architects - the creators of buildings, industrial facilities, urban complexes, interiors, gardens, parks, etc. - who have a huge influence on the formation of the human environment. With the standardization of housing construction and the widespread introduction of reinforced concrete, glass, and aluminum, the artistic function of architecture has only increased. The monotony of the architectural environment causes slow and imperceptible, but often irreparable damage to the formation and development of aesthetic consciousness, especially among young people. Cities that are being built and reconstructed now will last for decades and even centuries. Practice has shown that harmful extremes in architecture are both functionally unconditional decoration and dull nakedness of purely utilitarian details. City planners are faced with the task of not only meeting the continuously increasing housing needs of the population, but also meeting the growing spiritual needs of people. And, apparently, the role of architecture and urban planning in aesthetic education will increase every year.

Requirements for the aesthetic qualities of industrial equipment and household items are also increasing. The appearance of fashion designers and artists in production can serve to satisfy this need. They stand, as it were, at the intersection of material production and art; in any case, they must have high artistic culture and aesthetic taste.

Fashion designers are kind of trendsetters in the field of fashion.

Fashion is a complex phenomenon of everyday aesthetic consciousness. In the process of its formation and dissemination, many socio-psychological patterns operate.

However, both in the process of labor and in the material world* surrounding a person, aesthetic moments are only accompanying.

A person cannot be aesthetically developed without possessing a high artistic culture, because the artistic is the quintessence, a kind of extract of the aesthetic that exists in life itself.

Works of art are the main means of developing an advanced aesthetic ideal in an individual, instilling good taste in everyone, and enhancing the culture of feelings. Therefore, it is precisely works of art, where the beautiful and the ugly, the tragic and the comic, the base and the sublime, the beautiful and the graceful in life itself appear in an artistically transformed, to some extent “purified” of random moments and aesthetically sharpened form, that are the determining factor in such education.

Methods

How do parents raise a child? Not all of them think about what methods of aesthetic education exist. Many mothers and fathers do everything on a whim. Parents should alternate between different techniques to achieve optimal results. Among them there are the following:

• Conversation. To develop a child quickly and effectively, you need to talk to him. About what? Children are very receptive to everything adults say. Therefore, you should tell what is interesting to you personally. Talk to your children about fine arts and architecture. Listen to music or watch a movie together, and then discuss the content of what you heard and read. During the conversation, the child will form a range of his interests and the ability to defend them.
• Example. The best way to teach a child something is to show him something by example. If you want to force your child to read, then you yourself must often appear in front of the child with a book. In this case, the baby will have a clear connection with what the parents are reading. But children always copy the behavior of their elders.
• Lessons. Forms and methods of aesthetic education can be different. Lesson is one of them. This concept means not only classes at school, but also training in the garden or at home. The child must receive dosed information on the subject chosen by the teacher or parent and be able to reproduce it.
• Excursions. One of the common methods of aesthetic education for younger schoolchildren is joint walks to museums. Parents or guides tell kids about masterpieces of painting, sculpture or applied art. The images he sees help the child form his own picture of the world and develop good taste.
• Matinees. A popular method of aesthetic education for preschoolers is holding a holiday. At such events, children receive accessible information about the topic of the entertainment event, learn to work in a team and gain public speaking skills.

Principles

What helps a child to better and faster understand the culture of his country and understand what is considered beautiful in the world? These criteria include:

• Situation. Children need to see a beautiful room. A good renovation of an apartment is needed not only to demonstrate it to guests. A child should grow up in a room that will inspire him to develop his creative abilities. This doesn't just apply to his room. The premises of the kindergarten should also contribute to the development of good aesthetic taste in children.
• Independent activity. Children's creativity cannot be limited. Of course, he needs to be directed in the right direction and the boundaries of what is permitted explained. But you shouldn’t criticize the kid’s work. Children learn about the world through images. Everyone's perception is different, so the result of the activity will also be different. Parents should support any creative initiative of the child and help him in the implementation of his planned projects.
• Management of activities. Parents should not stand by and watch their child do stupid things. If your child decides to draw on the wallpaper, you need to scold the child. There is a fine line between creativity and permissiveness that cannot be crossed. At first, parents should always set the rules of the game. Children must connect to the game and upgrade it as they wish. Parents must ensure that the child does not cross the boundaries of reason.

Introduction to art

How can parents explain to a young creature what art is? To do this, a person needs to demonstrate the forms of its manifestation. Ways to introduce your child to beauty:

• Show. This is a method of artistic and aesthetic education, when a child gets acquainted with some object or object. The parents show the child a canvas with a world-class painting masterpiece and explain that the meaning intended by the artist must be seen in the painting.
• Observation. Another method of aesthetic education is contemplation. The child must look at the picture for a long time to understand its meaning. To understand the philosophy of the story, a student may need to read the book twice.
• Example. Parents and teachers should tell children that they need to love culture, and then demonstrate their attachment to beauty by personal example. For example, parents who want to introduce their child to theatrical art should take him to performances and sit at the performance with the child.
• Explanation. After watching a theatrical performance or after reading a book, you need to discuss the material you have learned with your child. What may seem accessible to an adult may be incomprehensible to a child.
• Analysis. When the child says that he understood the adult’s explanation, the parent should ask the child to explain to him the material he has learned. A child will only be able to realize something when he learns to analyze what he sees and hears.

Forms of organization

How can the educational process be organized? There are standard forms and methods of aesthetic education for younger schoolchildren. Among them:

• Classes. Lessons or short half-hour stories about something will help the child gain the necessary knowledge, and will also help him increase his attention span and ability to comprehend information.
• Independent activity. A person learns material better if he practices the theory. Therefore, after going to an art gallery, give your child paints and let him create his own masterpiece in the image and likeness of the great masters.
• Self-activity. One of the methods of artistic and aesthetic education of preschool children is the manifestation of their creativity. This could be organizing a home concert or staging a small play. Children can choreograph their own dance or create a shadow theater.
• Organization of holidays. Fun activities conducted by adults help children express their creativity. The guys see the preparation process and want to help their authorities, gradually becoming involved in the creative process.
• Entertainment. In order for a child to fully develop, activities need to be alternated with rest. Parents should come up with entertainment for children that will help children develop while playing. These can be all kinds of quizzes or active competitions.
• Excursions. Parents can take their children to public places and teach them to work in a group. Today, excursions to art galleries and literary museums for preschoolers are popular.

Forms of organizing the aesthetic development of preschool children

Rita Makarenko

Forms of organizing the aesthetic development of preschool children

GAPOU Salavat College of Education

and professional technologies

Makarenko R. F.

Teacher of aesthetic disciplines

Forms of organization of aesthetic development

preschool children

Aesthetic education is a purposeful, systematic process of influencing a child’s personality in order to develop his ability to see the beauty of the surrounding world, art and create it.

The educational area “Artistic and Aesthetic Development”, provided for by the Preschool Education Programs, is based on the visual and musical arts and reflects the impressions of the surrounding life: nature, people, object and artistic images, other types of art (theater, architecture, literature, etc.) . Every day, in the process of games, conversations, discussions, reading books, listening to audio recordings, watching cartoons, classes in all educational areas, children perceive, experience, and evaluate various images of objects, objects, and phenomena of art.

From the first years of life, a child unconsciously reaches out to everything bright and attractive, rejoices in shiny toys, colorful flowers and objects. All this causes him interest and a feeling of pleasure. Aesthetic development, begun at an early age, can help a child reveal himself most fully, create conditions for the dynamics of creative growth, and experience beauty in all its colors. Aesthetic education of children is aimed primarily at developing a child’s readiness for creativity. The uniqueness of children's creativity lies in the fact that it is based on such a pronounced feature of preschoolers as imitation, which is widely reflected in the play activities of children - the figurative realization of their impressions of the world around them.

To achieve the main goal of aesthetic education, it is necessary to develop such qualities as attention and observation, without which creative perception of the surrounding world, imagination and fantasy, which are the main conditions for any creative activity, are impossible. Great potential for revealing children's creativity lies in the visual activities of preschoolers. If you create conditions for its emergence and development, it will become a bright and beneficial means of self-expression and development of the child.

Preschoolers have access to almost all types of artistic activities - writing stories, inventing poems, singing, drawing, modeling, etc.

The full development of a child through the use of fine arts will be effective if:

— classes in visual arts will be held regularly;

— during the classes, the child will receive both practical and theoretical knowledge in fine arts;

- classes will include tasks to develop the child’s thinking, imagination, memory, speech, fine motor skills of the hand, eye, the ability to see and depict color, space, convey one’s emotions in a picture, and so on;

- the teacher will use a variety of forms and methods of conducting classes;

— the teacher will support the child’s interest in visual arts.

In modern practice of preschool education, various forms of organizing the aesthetic development of preschool children are carried out. A variety of methods, techniques and means of teaching and raising children are being actively introduced into practice.

Aesthetic development is the result of aesthetic education. It is unconditional that the aesthetic development of children is aimed primarily at developing a child’s readiness for creativity. And for the development of children's creativity, great potential lies in the visual activities of preschoolers. If you create conditions for its emergence and development, it will become a bright and beneficial means of self-expression and development of the child.

In preschool pedagogy, it is well known that teaching visual arts in preschool age is a means of comprehensive development of the personality of preschoolers and contributes to the mental and aesthetic development, moral education, as well as the physical development of the child. This means that the main task of a teacher in the educational field of artistic and creative development is to provide interesting, educational and active visual activity for children and regularly maintain interest in it for every child. Visual activity acts as an emotionally rich activity that activates all mental processes, contributing to the development of the child’s world of feelings, which is the main thing in the aesthetic development of children.

According to various methodological sources, from the point of view of the Federal State Educational Standard of Preschool Education, the educational activities of preschool educational institutions are divided into educational activities during regime moments, joint educational activities of children and adults, and independent activities of children.

In pedagogical practice, a wide variety of forms of organizing artistic and productive activities :

— OOD (with a group, a subgroup of children, individually);

— independent artistic and productive activity;

— exhibitions of children’s creative works or joint creativity;

— creative competitions;

— excursions and correspondence trips;

- leisure, entertainment, holidays as a form of joint activity between children and adults

— additional artistic education.

Organized educational activities

is the main form of teaching fine arts. Most often, during such classes it is recommended to use game-based learning or problem situations. It has been noticed that one of the current motives that encourages a child to draw is a personal emotional experience when remembering or perceiving an object or event. Therefore, learning often begins with a story, conversation, discussion, game, in a word - with communication with children. In combination with fine arts, elements of such art forms as music, literature, theater and even dance are used.

Visual activities give children ample opportunities to experiment with material. For kids, large paper is needed, located on a large table or on the floor: whatman paper, wallpaper, rolled paper. It is better to work with various art materials: felt-tip pens and pencils, crayons and markers, gel pens, gouache and watercolor.

Unconventional drawing methods and techniques help to instill a love of fine art, arouse interest in artistic creativity, and develop children's creativity in the classroom with skillful guidance.

. To create works using non-traditional techniques, foam sponges, “seals”, crumpled paper and polyethylene, brushes and brushes of various sizes, cotton wool, straws, soap, candles, as well as fingers and palms help. Techniques such as blotography, threadography, drawing with soap bubbles and crumpled paper, splashing, bobbles and others evoke strong positive emotions in children, because the result always looks like a trick or magic. And the children themselves feel like real creators. In thematic drawing, it is recommended to actively use collective forms of work: “Autumn Garden”, “Sea Voyage”, “The Birds Have Arrived”, “At the Art Museum”, “Russian Fair” and many others.

Similar techniques and means can be used in manual artistic work.

when children learn to combine paper, textiles, natural, plastic and artificial materials in crafts. A huge range of different types of paper and cardboard is indispensable in the work - the most affordable and safe material. As a rule, products of child labor find a place in the interior and environment of the group, and are sometimes used in games or on walks.

Typically, everything that children learn in core classes can be seen in their independent activities. It is very convenient here to consolidate children’s skills and abilities, monitor children’s preferences, and use the results of observations for further teaching practice or for recommendations to parents. Of course, not every technique is available to children in their amateur creativity, but what they show a strong interest in can be used again in training and be developed.

Of course, products of children's artistic creativity find their place at exhibitions and displays.

The rotating exhibition of children's works, which has become traditional, will help to form a positive emotional attitude of children and their parents towards productive activities. As a rule, children value their work, learn to compare their work with the work of other children, and strive for a good result. In addition, the exhibition allows you to trace the dynamics of a child’s learning ability and visually present the results of pedagogical work.

A creative competition can become a special form of organizing aesthetic development

. As a rule, any competition is of a gaming nature or is directly a game. This is no coincidence. Indeed, it is easier and easier for children to explore the world around them through play activities. In addition, a creative approach provides for the possibility of applying standard knowledge in a non-standard situation. Typically, children, sometimes together with their parents, are divided into teams and perform competitive creative tasks related to the visual arts. There are entire collections with such scenarios of creative competitions that can be actively used in preschool practice: “Journey to the Land of Fine Arts”, “Competition of Connoisseurs of Fine Arts”, Competition of Folk Craftsmen “A Feast for the Good People”, “We Are Walking on the Rainbow” and others .

Excursions and correspondence trips

always require careful preparation and organization, so they are held infrequently. And this is precisely what makes them an unusual and desirable form of activity for children. Typically, the first excursions are short-lived and are often carried out inside the institution (to a kindergarten museum, to an exhibition or exposition, a teaching room). Here children get acquainted with masters, artists and their creativity, with folk art. Then you can invite children to the urban environment: a local history museum, an art gallery, creative workshops of artists and craftsmen, etc. When conducting an excursion, it is important to maintain a balance between cognitive and emotional aspects. Correspondence travel is carried out using ICT. Absentee trips to the Tretyakov Gallery or the Hermitage, to the village of Gorodets can become unforgettable. And with the virtual participation of craftsmen from Dymkovo, kids can sculpt real Dymkovo horses themselves.

One of the forms of joint activities of children and adults is various holidays and entertainment

with animation elements. This form deserves attention from the point of view of its comprehensive approach to the development of preschool children with the mandatory participation of adults. Such events are divided into concerts, theatrical performances, musical fairy tales, folklore and calendar holidays, and matinees. This form promotes the integration of different types of artistic and aesthetic activities of preschool children, as well as the unity of the intellectual and sensory development of children. The holiday will be original and memorable, where children themselves decorate the walls of the hall with their own drawings, take part in concert performances, look for treasure, collect visual puzzles, dance in a circle with their parents and treat themselves to delicious cakes. In turn, such integration contributes to the formation and development of communicative and creative abilities, modeling various types of interaction of children in the process of artistic, aesthetic and communicative activities.

, the fine arts studio is successful in many institutions

for preschoolers, which is attended by children of different ages in agreement with their parents. Here, teachers strive for children not only to master various methods of artistic processing of materials, but also to be able to express their mood, impression and feeling, state, and sometimes desire through artistic means. Using the language of art, each person is able to express his or her Self. Therefore, in classes in a circle or studio, they draw not only in a realistic manner, but also work on abstract, stylized and symbolic images. A characteristic feature of such classes is the targeted focus on participation in city, regional, and all-Russian festivals and competitions. The results of the work are usually competitions and thematic exhibitions: “Living Brush”, “City of Masters”, “I am Proud of My Grandfather’s Victory”, “Children of the World - for Peace”, “My Family”, “Our Summer”, “Flower Festival”, etc. d.

Thus, raising children through various types of art, developing their artistic and aesthetic attitude towards the environment, and the need to express themselves in creative activities are relevant factors in the overall development of the human personality. We can say that, in general, various forms of aesthetic development are closely interrelated. They have the same goals and common tasks in educating the younger generation.

Family education

Where does a child learn about culture, moral standards and etiquette? That's right, in the family. Methods of aesthetic education of preschool children in the family should be as follows:

• Personal example. As has been written more than once above, a child can become a cultured person only if his parents are secular personalities. Adults must go to exhibitions, museums and theaters. Naturally, you need to take your child with you to some of these events.
• Reading fairy tales. Folk wisdom is concentrated in huge quantities in fairy tales and epics. From this kind of literature, children receive their first ideas about good and evil, honesty and meanness, justice and retribution. Parents should raise their children on fairy tales.
• Lullabies. Methods of aesthetic education in the family can be different. Lullabies, which a mother sings to a falling asleep baby, are one of the forms of manifestation of aesthetic education. The child remembers the timbre of the mother’s voice and also becomes familiar with music.
• Aesthetics of everyday life. Children who see many beautiful things in their daily lives get used to the fact that beauty should be everywhere and in everything. This does not always depend on the family's wealth. You can dress a child beautifully, even without a lot of money.
• Conversations. The content and methods of aesthetic education are not a dry science. Information should be beautifully presented to the child. Long conversations with children help develop a child's values. Parents who tell their children fairy tales and read epics shape his imagination, conversations about the work of great people motivate the child, and musical breaks help improve his taste.

Means and methods of aesthetic education of preschool children.

Work on aesthetic education in a modern kindergarten should be based on the following principles.

• Aesthetic education is carried out in conjunction with all educational work in a preschool institution.

• The principle of the relationship between training and development. The entire educational process in preschool educational institutions is built on the basis of the unity of education and training, which is developmental in nature and leads to the aesthetic, moral and intellectual development of children. Particular importance is attached to the relationship between aesthetic education and intellectual and moral education.

• Children's creativity is connected with life and reflects all the diversity of its manifestations, which predetermines the variability of the content, forms and methods of organizing children's artistic activities.

• Integration of different types of art and artistic activities in the aesthetic development of children. Integration provides a versatile impact on the child, promotes knowledge of objects and phenomena from different sides based on the perception of reality by various senses and the transfer of images perceived or created by the child’s imagination in various forms of artistic activity using means of expressiveness specific to a particular activity (musical, visual , theatrical and play).

• The artistic and aesthetic principle of material selection determines the strategy for selecting works, orients the teacher and the child to the fact that in front of them are works of verbal art that reveal the richness of the surrounding world and human relationships, give rise to a sense of harmony and beauty; learn to understand the beauty in life.

• The principles of nationality and cultural conformity, compliance of the modeled picture of the world with the self-awareness of the people whose culture is being studied. At the same time, the culturological principle makes it possible to introduce preschool children to the culture of different peoples of the world, to reveal the originality and uniqueness of works of folk art and fiction.

• An individual approach to artistic and aesthetic education, based on identifying individual differences in children and determining the optimal ways to develop the creative artistic abilities of each child, etc.

• Continuity in the aesthetic education of children of preschool and primary school age.

The above principles synthesize all aesthetic concepts around themselves, revealing, justifying and developing them. They substantiate the aesthetic view of the world, which predetermines the content of aesthetic education.

The content of aesthetic education includes two components:

• content of educational activities for the development of children's artistic activity;

• the content of educational influences on the artistic and aesthetic development of pupils in the process of educational activities of all kindergarten employees and the family as a whole.

The content of both components in a particular preschool educational institution is determined by the educational program of the preschool educational institution, modern conceptual approaches to determining the essence and content of the child’s aesthetic development.

2. Methods of aesthetic education are :

Verbal methods: explanation, analysis, example of an adult, description. Showing as a method of education is used during initial acquaintance with the subject of aesthetic reality. It is important for the teacher to determine the object of the display and create conditions so that the children’s attention is focused on what they are shown and asked to listen to.

When using these methods, it is very important that the teacher knows how to show children his feelings, his attitude, and knows how to express feelings. An impassive, unemotional teacher will not be able to awaken feelings and relationships in a child. An important professional trait of a preschool teacher, and a teacher in general, is artistry.

Practical methods: demonstration, observation, exercise, explanation, method of search situations. These methods are discussed in detail in the methods of visual activity and music education. are interesting and effective . Creative tasks can also be used when teaching children dance movements, in theatrical games, when creating musical and game images, in drawing, when selecting materials for images, etc. This is a very effective pedagogical technique, since it always evokes a positive emotional mood and interest in children . But creative tasks and any manifestation of creativity must necessarily be combined with teaching the skills of artistic expression. If a child does not have drawing skills, he will not be able to create something creative, despite the conventional understanding of this term in relation to preschoolers.

The means of implementing the content of artistic and aesthetic education are selected by the teaching staff in accordance with the goals and objectives set for the preschool educational institution:

• Aesthetic communication is a special condition and means of aesthetic education. The main task of the teacher in the process of aesthetic communication is the ability to interest children, ignite their hearts, develop creative activity in them, without imposing their own opinions and tastes. The teacher must awaken in every child faith in his creative abilities, individuality, uniqueness, the belief that he came into the world to create goodness and beauty, to bring joy to people.

• Nature: it contains a variety of sensory and aesthetic properties and, thanks to this, has enormous potential for a multifaceted impact on the child.

• Art as one of the most universal means. Art (music, literature, theater, works of artistic and decorative creativity) plays a huge role in the formation of a child’s spiritually developed personality, in improving human feelings, in understanding the phenomena of life and nature. This not only contributes to the formation of sense organs designed to perceive certain types of art, but also activates aesthetic consciousness, that is, it allows a person to move from a psychophysical attitude towards works of art to an analytical attitude towards it. Communication between children and art improves aesthetic taste, allows them to adjust their aesthetic ideal, and correlate the value guidelines of different eras and peoples.

• The surrounding subject environment. The equipment and design of the kindergarten, the appearance of the children and the teacher should be cultural and beautiful. Not only beautiful objects in themselves educate children aesthetically, “but also that living work, that caring attitude of the teacher and children to the things that need to be educated.” In turn, an aesthetically organized environment of life, work and communication with adults and peers increases the activity, effectiveness, and creative nature of artistic and aesthetic activities of preschool children.

• Independent artistic activities of children (musical, visual, artistic and gaming). The development of independent artistic activity is considered as a process of developing in children the ability to feel, understand, evaluate, and love art, the development of the need for artistic and creative activity, and the formation of a child’s worldview through the means of art.

• Various types of games: didactic, active, role-playing, dramatization games.

• Different types of work of children in kindergarten.

• Physical exercises and elements of sports games. In the process of developing various types of artistic activities of children, motor skills, manual skill, micro- and macro-movements, and hand-eye coordination develop. This brings together the tasks of aesthetic and physical education. Physical exercises combine the achievements of physical beauty and spiritual and moral development. The loss of this means from the system of aesthetic education violates the harmony of the physical and spiritual development of children. In the future, the visual and artistic activity of preschool children itself acts as a psychological and pedagogical condition that contributes to the protection of the child’s psychophysical and psychological health and his emotional well-being.

An important means of aesthetic education of children E.A. Fleurina counted the holidays. The main thing in the holiday is the idea, design in music, visual arts, artistic expression - all this together contributes to the integration of different types of artistic and aesthetic activities of preschoolers and, most importantly, the unity of the intellectual and sensual in the process of aesthetic education of children.

3. Work on aesthetic education in kindergarten is closely connected with all aspects of the educational process, therefore the forms of its organization are very diverse:

1. Games.

In the implementation of aesthetic development and education of children in preschool educational institutions, play acts as a means of integrating all types of art and artistic and creative activity of children (G.G. Grigorieva, T.N. Doronova, S.G. Yakobson). In addition, the motives for play and artistic and creative activities of children are similar.

The specificity of children's drawing is that when drawing, the child realizes the same motives of activity as in the game. He uses “doodles” and “drawing diagrams” only as substitute objects. The desire to talk about himself and his experiences in a drawing, attracting others to empathize, appears in the child later. It will gradually develop into the child’s desire to express his worldview, impression, attitude towards the phenomenon or event that struck him. This circumstance affects the specifics of all stages of the creative process in preschoolers.

2. Classes.

The main task of classes for the development of artistic and aesthetic activity is to form in children the structure of the activity itself. For example, teaching children how to sculpt, draw, and appliqué. In accordance with this, the structure of classes with preschool children follows the course of development of children's visual activities - it has three parts: examination, performance and evaluation. These parts are present in all classes, but the nature and duration of each of them varies depending on the goals, program content of the classes, and the level of preparation of the children.

During the examination part of the lesson, the sample is examined and analyzed; looking at, feeling or tracing the contour of a nature; reading and analyzing text; conversation about what was seen, analysis of the visual task; drawing up a description of the examined sample, object, situation. It is in this part of the lesson that the role of the adult is especially great. He plans and manages the analysis of a sample, nature, text.

During the performing part of the lesson, children in most cases act independently: sculpt, draw, stick. Depending on the year of study, drawing, modeling, application is carried out according to imitation, model, from life, according to the idea, according to the children’s plan, on a given topic. The role of an educator or art studio teacher comes down to observation and individual assistance.

At the end of the lesson - in the evaluation part - the teacher again actively provides guidance. At the end of the work, children need to be helped to match the resulting image with an object, situation or text.

3. Exhibitions of children's works.

The adult must save and file all children’s work in separate folders. From time to time they are used for group, personal or collective exhibitions. They contribute to the fact that children begin to value their work, strive for good results, and form the emotional attitude of children and their parents to productive activities. On the other hand, exhibitions of children's drawings make it possible to trace the dynamics of a child's learning ability from the primary to the preparatory school group, and to visually present the results of educational, correctional and developmental work in preschool educational institutions.

4. Excursions.

The excursion includes:

• preparing the teacher (development of program tasks, selection of equipment, etc.) and children for the excursion;

• the use by adults of a variety of methods and techniques for organizing children's perception on excursions, when it is possible to conduct observations and study of various objects and phenomena in natural conditions or in museums, as well as at exhibitions;

• organizing a variety of artistic and aesthetic activities for children during or after the excursion.

5. Holidays and entertainment.

Entertainment as a form of work with preschool children is held once every two weeks. The entertainment content is varied. These can be themed literary and musical evenings or “gatherings” (on a folklore basis), children’s concerts, shows (all types of theater), musical and literary concerts, sports entertainment, performances, dramatization games and musical fairy tales, fun games, walks with surprises, quizzes and competitions.

Types of festive activities, in turn, are divided into concerts, theatrical performances, performances, folklore holidays based on folk traditions, complex classes, excursions with children's performances, thematic classes, and matinees.

According to A.I. Burenina, S.I. Merzlyakova, T. Tyutyunnikova and others, in the practice of modern preschool educational institutions there are four forms of organizing children's matinees, which differ both in structure and in the methods of preparation and conduct.

The above-mentioned teachers call the first form “entertainment”, which is based on a game idea, an “undertaking” corresponding to the content of the holiday, unfolding in a certain plot.

The second form, the most popular at present, is the “amateur concert”, demonstrating the “talents” and individual capabilities of young artists.

The third form is “theatrical performance,” which is based on a dramatization game based on an author’s, folk tale or a fictional plot. Unlike the first form, where the main thing is surprise and improvisation, dramatization games grow out of rehearsals, which should be understood not as “repetition of what has been learned”, but as “search for actions and interactions”, “entering into character”.

And finally, the fourth form of organizing holidays, according to the authors, is built on the basis of folk holidays and is subject to cultural and historical traditions. The content of the most typical of them (Maslenitsa, Christmas, Christmastide) is disclosed in numerous publications. When preparing such matinees, it is important not to distort the meaning of folklore holidays and select the appropriate repertoire. The best sources of the repertoire, according to A.I. Burenina, S.I. Merzlyakova and T. Tyutyunnikova, are materials prepared by ethnographers and art historians (G.M. Naumenko, N. Shangina, etc.).

4. The relationship between aesthetics and other areas of education of preschool children

Aesthetic education is a purposeful, systematic process of influencing a child’s personality in order to develop his ability to see the beauty of the surrounding world, art and create it. They see the main result of aesthetic education in the formation of the child’s aesthetic culture.

Aesthetic culture includes the formation of a culture of communication, behavior and activity in the process of aesthetic perception of art and reality, artistic and creative activity, fine art and visual activity, etc. Thanks to this, the child develops the ability to fully perceive and correctly understand the beauty in reality and art, not only the artistic horizons expand, but also feelings are organized differently, the spiritual development of the individual is carried out and a creative attitude to life is formed. Because “the meaning of art is not only to reflect reality, but also to strive for its transformation, change, improvement in accordance with the artist’s ideals.” In this regard, in the process of forming an aesthetic culture, it is especially important to aestheticize the subject-developmental and spatial environment of children’s development and the intersection of the lines of socio-moral, general intellectual and general cultural directions of development of the child’s personality. Therefore, aesthetic education turns out to be closely related to other areas of educational work in kindergarten.

For example, aesthetic education in the process of physical education and recreational work presupposes the harmonious development of children of different body types, the formation of simplicity and grace of movements, grace, and the assimilation by children of values ​​and ideas about a healthy lifestyle as a manifestation of the harmony of physical and aesthetic development. In this regard, the means of physical and aesthetic education can be integrated. This determines the role of movements, games and music in physical and aesthetic education. In this regard, special importance can be given to the aesthetic characteristics of folk outdoor games (game openings, dialogue, counting rhymes, original figures of speech, unique Russian melodiousness, rhythmic clarity.

The connection between aesthetic education and mental education is also undeniable. This is evidenced by the results of research by E.A. Flerina, PM Chumicheva, N.A. Kurochkina, N.M. Petrukhina and others. The intersection of the lines of aesthetic and mental education is facilitated by:

• formation of ideas about harmony;

• teaching children to understand what the author said, what he wanted to express, that is, to highlight the personal meaning of creating a work of art;

• teaching children to perceive and evaluate the artistic means used by the author;

• inclusion of the experience of cognition, experience and transformation (in the imaginary plane) in the process of perception of a work of art with the subsequent expression of this experience in activity, etc.

No less obvious is the connection between the aesthetic and moral education of children. According to N.A. Vetlugina, its formation is the most important task in raising a preschool child. “Teaching to distinguish between good and evil in human relationships, to perceive the beauty of forms, lines, sounds, colors - this means making it better, more moral, more meaningful,” she wrote.

The formation of moral and aesthetic ideas includes:

• the formation of ideas about a person’s appearance as an element of his moral character, a respectful attitude towards neatness and cleanliness and the formation of an idea of ​​a person’s inner beauty as a manifestation of his moral education, the importance of the unity of external and internal beauty;

• developing the ability to be critical of the discrepancy between a person’s appearance and the nature of his behavior, the ability to be critical of manifestations of bad taste;

• establishing the relationship between moral actions and a person’s aesthetic attitude towards certain objects and phenomena of the surrounding world;

• getting to know the natural beauty of nature, developing the ability to notice and emotionally respond to this beauty, and treat nature with care; nurturing the need for activities aimed at preserving and enhancing natural resources.

The main result of this intersection of the lines of aesthetic and social-moral development of preschool children are: the emotional response of children to the phenomena of social life that are understandable to them; the desire to empathize with others' joy and sadness; active attempts to transform everyday life, at least in play; the desire to participate in feasible artistic work that decorates life; the need for joint action, the ability to rejoice in the successes of others, etc.

Thus, aesthetic education should be carried out in conjunction with all educational work in a preschool institution. As studies conducted by such authors as G.G. show. Grigorieva, T.G. Kozakova, T.S. Komarova, N.A. Vetlugin, then aesthetic education influences the formation of the basis of personal culture as the most important psychological new formation in preschool children.

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School education

What objects help develop a child’s culture and introduce him to art? There are three main ones:

• Russian language and literature. School lessons are one of the methods of aesthetic education of children. The teacher tells children about the norms of language, forms beautiful speech, and helps develop good literary taste.
• Art. Methods and techniques of aesthetic education in drawing lessons can be different. It all depends on the mood of the children and their willingness to cooperate with the teacher. Children can draw, sculpt, do appliqué, and make stained glass.
• Music. A good taste in music can be developed by a worthy teacher who is himself interested in music. What methods of aesthetic education of schoolchildren are used in this area? Theoretical lectures are followed by practical exercises. This could be learning songs or attending children's music events.

What it is?

The word “aesthetics” is of ancient Greek origin and means “sensory perception.” And aesthetic education is the development in a child of the ability to perceive, understand, and analyze beauty both in art and in everyday life, as well as the desire to create his own works.

Note that the words “beautiful” and “beautiful” are not synonymous, since the second concerns primarily form, external expression, while beauty can be found even in the most ordinary things, it includes harmony, spirituality, sublimity.

The desire to notice the beauty of the world around us and a love for works of art should be constantly and purposefully cultivated in a child from the first months of his life. It is important not to focus on the development of artistic and musical perception, but to set as a goal the formation of a harmonious personality.

In addition to its direct purpose, aesthetic education of children allows them to develop:

• thinking;
• imagination;
• memory;
• system of interests;
• perception;
• moral qualities;
• active attitude towards life.

And, of course, the child learns to understand art and strive to create his own works.

At home

From early childhood, children have a certain craving for beauty; they are attracted to brightly decorated toys, shiny and colorful objects. Kids get real pleasure listening to music or rhymes or fairy tales that their mother reads to them. These impulses, while unconscious, gradually become conscious, but only if the parents help the baby develop harmonious taste, creative and artistic abilities, and aesthetic ideas. This is the only way to ensure that the child’s personality is developed and he himself is happy.

In kindergarten

In preschool educational institutions, the work of cultivating the desire for beauty is also of enormous importance. For this, the necessary conditions must be created, certain forms of activities must be carried out - creating crafts, drawing, modeling, listening to classical works of art accessible to children and talking about what they have listened to. Therefore, aesthetic education of preschoolers is a task simultaneously facing parents and educators.

Raising Teens

Many children spend more time at school than at home. What should teachers do to develop good taste in children, besides teaching lessons? A good teacher can conduct the following activities with children:

• Discussions. A popular method and means of aesthetic education are conversations on an abstract topic. In this way, the class teacher can prepare children for public speaking and teach his students how to conduct a harmonious dialogue.
• Visiting theaters. Not all parents have the opportunity to take their children to the theater, so this mission often falls on the shoulders of the class teacher.
• Visiting museums. This is included in the aesthetic education of schoolchildren.
• Class hour. If we describe the method of artistic and aesthetic education of schoolchildren, then we can call it an extracurricular activity. Children, under the guidance of their class teacher, prepare concerts, come up with comedy routines, sing songs, and learn dances.
• Competitions. All kinds of competitions should be held for schoolchildren, where children can demonstrate their talents.