Synopsis of the lesson on artistic and aesthetic education (senior group). The program of artistic and aesthetic education of students in educational institutions
Summary of the lesson on aesthetic education
"Russian forest as a song for the soul ..."
Summary of the lesson on aesthetic education "Russian forest as a song for the soul" for children 13-15 years old with disabilities.
Target: to educate an aesthetic attitude to nature, to forest resources, to help to see their beauty
Tasks:
1. To acquaint with the variety of natural resources of Russia, to foster the desire to preserve and enhance the beauty of nature
2. Increase children's interest in nature, developing their ability to admire and be fascinated by its beauty.
3. to form and correct the existing skills to listen carefully, without interrupting others, to form a coherent speech
4. Enrich and expand vocabulary (crimson, painted, azure, purple, variegated, etc.)
5. Develop logical thinking, auditory and visual attention
6. Foster a sense of pride in your country.
The course of the lesson.
Music sounds
My native land is wide
There are many forests of fields and rivers in it
I don't know any other country like that
Where a man breathes so freely ...
Guys, you all know these words, you, of course, know what a huge country we live in. Tell me what is it called?
Russia.
That's right, our vast country is called Russia. And no country in the world has such a rich and varied nature as ours. It is very cold in the North, there are ice, icebergs and eternal snows,
hot deserts in the south,
in the middle lane, nature is rich and varied. One of the treasures of our nature is forests. See what kind of forests there are.
Conifers What kind of trees grow there? (Pines, ate,)
Deciduous. Linden, maple, birch, oak
Mixed. (Both)
Now we will check if you are attentive listeners and distribute the names of the trees according to their place of growth.
Forests
Deciduous Conifers
(children hang pictures of trees on the board)
You see what a variety of trees and colors reigns in the forest!
Let's listen to a poem
Forest, as if we are looking at a painted
Purple, gold, crimson
Merry motley wall
Stands over a bright glade
Birch trees with yellow carvings
Glisten in azure blue
How the Christmas tree mice darken
Here and there in the foliage through
Clearances in the sky that little windows
The forest smells like oak and pine
Over the summer he dried up from the sun
And a very quiet widow
He enters his motley tower.
You have just listened to such a magic poem, or maybe the meanings of some words are unknown to you? "Purple, gold, crimson"
Think what these words mean? (Answers of the children)
(The children's reasoning is followed by a hint on the screen.)
At the very beginning of the lesson you said that deciduous trees have leaves, conifers have needles, let's now play the game "Which tree is the leaf from?"
I name a tree, and you say the correct name of its leaf (maple leaf, maple leaf, etc.)
Oak leaf - oak, pine needles - pine, willow leaf - willow, cedar cone - cedar, poplar leaf - poplar, aspen leaf - aspen, linden leaf - spruce cone, birch leaf - birch.
That's right guys, birch.
Birch is the favorite tree of Russia, it is its symbol. A birch tree can be found in the forest, in the park, and in the schoolyard. ... Our people love the green beauty for its beauty. It grows in all corners of our vast homeland. Birch can be found even in places that seem unsuitable for plants. In the south, there are huge birches, like masts,
and in the north grow dwarf ones, the size of a child.
But all birches have a very unusual bark. What is unusual about birch bark? (Answers). Birch for its bark is called white-trunked. White bark is called birch bark. Birch bark is a protective layer of wood. It protects against water and harmful human influences. But in the white bark - birch bark there are vents: black lines. They are called lentils, birch breathes through them.
The Russian people dedicated a lot of poems to this tree. - Listen to what beautiful words can be said about a birch tree:
“Like a Russian girl, she stands silent. "
And now we will listen to an excerpt from another poem
White birch under my window
Covered with snow, like silver
On fluffy branches with a snowy border Brush blossoms with a white fringe
And the birch stands in sleepy silence
And snowflakes are burning in golden fire ...
Guys, we have just listened to a winter birch fairy tale ..
And in the spring, when the trees "wake up" and the sap flow begins, a tasty sap is released from the birch, which is drunk to strengthen health.
What is it called? birch. And now we will try it ourselves and treat our guests.
Children taste birch sap and treat guests.
You see, guys, what sweet moments Russian nature can give us, how much pleasure and pleasant minutes a person experiences while communicating with her. This should never be forgotten.
Let's talk a little more about the riches of the forest, its inhabitants, its sounds and colors.
In the spring sheds tears
White birch)
If the breeze blows
Her leaf will tremble
The breeze is not strong at all
But the leaf is trembling ... (ASPEN).
To every house on New Year's Eve
This tree will come.
Green and tart
It is called ... (FIR)
On oak branches
Children grow up
Little naughty
They are wearing carved hats (ACORNS)
There are so many trees in the forest! Each tree sounds in its own way, it rustles, then it creaks. All these are the sounds of the forest.
Poem (Romantsova Lisa)
Sit on a stone under a pine tree
Listen to the forest silence
Babbling babbling trickle
That the path is far, far
A bump fell, a bitch creaked
Buzzing, buzzing heavy beetle
Foliage tells dreams
You hear the voice of silence ...
Let us and you, without leaving the classroom, also listen to the forest silence ... What is it like? Unusual, wonderful, magical. (Relaxation to the sounds of the forest 2 min)
The forest rustles, sings, rings, buzzes. Birds give a wonderful concert in the forest. Animal voices are their conversation. And it is so important not to interfere with this conversation, because if we make noise in the forest, listen to loud music, we may not hear birds singing, butterflies fluttering, and animals will not be able to communicate something important to each other, a frightened bird will be afraid to fly up to the nest, and chicks will stay hungry. That is why it is so important to walk through the forest carefully and carefully, because it is so wonderful to enjoy the beauty of native nature, the green lawn on the forest edge, the sonorous singing of birds, the rainbow fluttering of butterflies and dragonflies. It's not difficult, without running around, not shouting and auking, but quietly, calmly walk along the forest path. Please do not forget about this.
Let's check how you memorized the rules of conduct in the forest. Game for attention.
I will tell you examples of behavior in the forest, and if you agree, you will say “This is me, this is me, these are all my friends, and if not, then keep silent
-Who walks along the path, does not step on beetles?
-We don't break twigs when we walk in the forest
-We took the tape recorder into the woods, and drowned out the voice of the birds
-We will find the anthill, observe and leave.
-I saw a fly agaric, I pass by, friends
-We will take the dogs to the forest, the birds will be calmer in it.
-Who collects lingonberries, pulls out a bush with a root?
Well done boys. Are there forest hooligans in our group? No, and that's good. A person should take good care of forest resources, because it is not only beauty and relaxation for the soul, but also a great benefit. Trees grow in the forest, from which they produce paper for books, albums, notebooks. And also mushrooms and berries grow in the forest, numerous animals and insects live.
Let's talk about this. What mushrooms grow in the forest?
Edible and Non-Edible
White fly agaric
Boletus mushrooms, pale toadstool
false mushrooms
Chanterelles,
Russula
You need to correctly use the arrows to distribute the names of the mushrooms into groups
What kind of wild berries do you know?
Strawberries, raspberries, cranberries, blueberries, lingonberries
Guys, how are wild berries used?
Dried, frozen, boiled jam, juices, compotes.
What kind of jam do you like?
You see, guys, how much joy and pleasure nature gives us!
Forest is the main wealth of Russia. It gives a person clean air, berries, mushrooms, medicinal plants. The forest is home to a huge number of animals, insects and birds. What forest dwellers do you know?
(FOX, HARE, BEAR, WOLF, Squirrel, Hedgehog)
Guess who will be discussed now.
Runs through the woods winds
By the summer he changes his fur coat
It's invisible in the snow
The wolf and the fox are offended ... (Hare)
I'm jumping back and forth
The trees are clever
Never empty
I have a pantry ... (Squirrel)
Herbs with thorns touching
A handsome man walks through the forest
Walks boldly and easily
Horns spread wide…. (Elk)
Day and night prowling through the woods
Day and night looking for prey
He walks, he wanders silently
The ears are gray upright…. (Wolf)
No path, no roads
Gray rolling tangle
He is in sharp needles all the time
Because it…. (Hedgehog)
Sleeps in winter, turns hives in summer (Bear);
Less than a tiger, more than a cat, above the ears there are brushes-horns, seemingly meek, but do not believe, this beast is terrible in anger (Lynx);
Water craftsmen build a house without an ax, a house of brushwood and mud, and solid dams (beavers);
Like a royal crown, he wears his horns, eats lichen, green moss, loves snowy meadows (Deer);
Sly cheat, red head, fluffy tail - beauty! What is her name ... (Fox);
he (Boar) was busily digging the earth with a sharp snout near the oak;
He won't take anything unwashed in his mouth and you be like a baby ... (Raccoon);
This predatory animal has luxurious striped fur, it walks quietly, like the wind, lives in nature, like a king (Tiger)
Yes, guys, indeed, the forest is a big home for all living things. Every animal in the forest has its own home. And what are the houses of forest dwellers called? Who lives where? Let's try to give the correct names to the forest dwellers' houses.
Squirrel - in the hollow
bear - in a den,
the fox is in the hole,
the wolf is in the den,
bird in the nest
an ant in an anthill,
Let's listen to the poem "Everyone has their own home."
1. The fox in the deaf forest
There is a hole - a safe house
Blizzards are not terrible in winter
A squirrel in a hollow on a spruce
Under the bushes prickly hedgehog
Shovels leaves into a bunch
From branches, roots, bark
Beavers make huts
A clubfoot sleeps in a den
Until spring he sucks his paw
Everyone has their own home
Everyone is warm, comfortable in it.
In the forest, everyone has their own home, and for a person such a home is nature, for us it is considered a home. And it depends on you and me what house we and our children will live in.
Man - he is also nature
He's also a sunset and a sunrise
And there are four seasons in it
And there is a special musical move in it.
Trees, grass, flower and bird
They do not always know how to defend themselves
If they are destroyed
We will be alone on the planet.
What does a man without herbs and birds mean?
And without love for a buzzing bee?
Without a crane over a coniferous thicket
Without pretty fox faces?
When will he finally understand
Cutting into dead rocks
That man is the crown of nature
And without nature we are finished?
We live on earth with you.
There is no more beautiful native land.
So let's cherish and love.
Her beauty cannot be ruined
Task: The development of the moral and aesthetic qualities of the child's personality through theatrical activities.
Goals:
- To foster a culture of verbal communication in children during dating
- To develop the artistic abilities of children by means of theatrical art
- Develop creative independence in creating an artistic image using game, song, dance improvisations
- To create a positive emotional microclimate for joint theatrical activities of children and adults.
Equipment: Screen, dolls "bi-ba-bo" Piggy and Stepashka, chest, manual for the game "Come on, guess?" (30x30 cards with images: watermelon, car, doll, bear, ball, fish, rope, telephone, iron, steam locomotive)
Course of the lesson
Children enter the music hall to the song "Let's Get to Know" A. Zakharova and A. Ryzhova. (NE Boguslavskaya, NA Kupina "Merry etiquette" (development of the child's communication skills). - Yekaterinburg: "ARD PTD", 1998)
Host: Hello guys!
What a wonderful word - hello! This polite word means a wish of health to the person you are greeting, and you guys often wish good health to your caregivers? Do you remember coming to kindergarten in the morning to say hello to everyone? In order for you not to forget to say hello when you meet, we will now teach you how to greet your fingers.
Hello, golden sun!
Hello, the sky is blue!
Hello, free breeze!
Hello little oak tree!
We live in the same land -
I greet you all! (T. Sikacheva)
(The fingers of the right hand take turns “greeting” the fingers of the left hand, patting each other with their tips).
Host: Great! I think that now no one will forget the polite word - hello! Do you guys know that you should always say hello in a good mood? Look at me: "Hello, guys!" I wished you health, gave you a good mood, and now each of you share your smile with a friend.
Game “Pass a smile” music by V. Shainsky “Smile”. After the game, Stepashka appears on the screen.
Stepashka: Hello, girls and boys. (children's answer)
Host: Guys, did you find out who came to visit us? (children's answer). Good afternoon, Stepashechka! How wonderful that the guys immediately recognized you, it means that they love you and are happy to meet you.
Stepashka: I am also always very pleased to meet children and get to know each other. Guys, let's get acquainted? (children get to know the fairytale character by calling their names).
Host: Tell me, Stepashka, do you have friends?
Stepashka: I have many friends, but my best friend is Piggy! I so wanted to introduce you to him, but for some reason he is late, maybe something happened? (thoughtfully).
Crying is heard.
Host: Guys, can you hear someone crying? (Piggy appears on the screen)
Stepashka: Piggy, what happened? Who hurt you?
Piggy: Nobody offended me, I have a big grief! (crying)
Stepashka: Woe? What kind of grief?
Piggy sings the song “Broken vase” by A. Zakharova and A. Ryzhova.
Piggy: What should I do now?
Stepashka: First dry your eyes and say hello to the guys
Piggy: (sadly) Hello children!
Stepashka: Meet, guys, this is my best friend Piggy, he had an unpleasant story, and he does not know what to do, so he is crying. Could you advise how to act in this situation. (advice from children)
Piggy: Stepashechka, why didn't I immediately think to ask my mother for forgiveness for the broken vase? Thank you guys, you are good friends. Now I will go and apologize to my mom
Stepashka: I'll go with you Piggy so that you don't do any more stupid things
Piggy and Stepashka: Goodbye guys! Thanks for the help! (leave).
Host: How good it is that this story has a happy ending. Guys! Never forget to say hello when you meet and say goodbye when you leave, ask for forgiveness and apologize for your bad deeds, so that you don't have to be upset and cry later. Deal? (children's answer).
And now it's time for us kids to play!
The game is called "Theatrical warm-up" (Makhaneva M. D "Theatrical activities in kindergarten."
Children's answer: With the help of a costume, make-up, hairstyle, headdress.
Host: Can children be without a suit, will it turn, say, into the wind, into the rain, into the downpour, into a terrible thunderstorm, into a butterfly, a grasshopper or a wasp? (children's answers).
Host: For this we need gestures and facial expressions, what are facial expressions? This is the facial expression. But what about the gestures? These are movements. Each person has a different mood, I will call him, and you guys, try to show him with facial expressions.
(Children with facial expressions show sadness, joy, calmness, surprise, grief, fear, delight, horror.)
Host: Now let's talk with the help of gestures. (children show with gestures: come here, leave, hello, goodbye, be quiet, do not spoil, wait with me, you can’t, leave me alone, I think no, yes)
Host: How quiet it has become in our hall! (in a half-whisper). Guys, a good old man should come to visit us, and his name is Silence. When he appears, it becomes immediately quiet. Grandpa is very fond of telling children interesting fairy tales and playing games. Let's quietly, tiptoe, look for grandpa. (children search, but find a chest and a magic wand).
Host: Surely grandfather was in a hurry to go about his forestry and did not have time to meet with the guys, but he left for you a magic wand and a chest with riddles for a fun game.
Now I will wave this wand, and you will no longer be able to speak, but will only move.
As soon as we entered the forest, mosquitoes appeared. (3. TI Petrova, EL Sergeeva, ES Petrova "Theatrical games in kindergarten". Development of classes for all age groups with guidelines. Moscow "School press" 2000)
Suddenly we see that the chick has fallen out of the nest by the bush, we quietly take the chick and carry it back to the nest.
We go into the clearing, we find a lot of berries, the strawberries are so fragrant that it's not too lazy to bend over.
Ahead, from behind a bush, a red fox is looking, we will outwit the fox, we will run on tiptoes.
In the swamp, two girlfriends, two green frogs washed themselves early in the morning, dried themselves with a towel. They spanked with their paws, clapped their paws. Paws here and paws there, what a noise and rattling.
Children perform a frog dance to the song “Ki-ko-ko”. Rhythmoplasty by A.I.Burenina.
Host: Tired, let's sit down, rest, see what's in the chest? How interesting, riddles are hidden here, but not simple ones, they are made up with the help of facial expressions and gestures. Guess what is in this picture? (the presenter shows a watermelon with facial expressions and gestures, the children guess).
Host: Now it's your turn.
Game "Come on, guess?"
Host: With the help of facial expressions and gestures, you can not only make riddles, but also show fairy tales. Now, guys, we and our audience will turn into actors of the Pantomime theater. (the presenter takes out 2 cards from the chest. The task for the children and the teacher is the fairy tale "Turnip". The task for the audience is the fairy tale "Kolobok").
After the show “Turnip” the adults guess the name of the fairy tale, and after the show by the adults the fairy tale “Kolobok” the children-spectators also guess its name, rewarding the artists of the “Pantomime” theater with applause.
The most beautiful fairy tales
Beautiful, simple,
Or maybe not simple
Showed us
You all tried very hard,
Thank you very much
I tell you all!
In conclusion, I would like to give you guys and you, dear adults, as a token of gratitude for your creativity, the warmth of my heart.
(The presenter puts both hands on her heart and hands it over to children and adults, everyone puts a gift in their heart). The presenter says goodbye to everyone. Children and adults leave the hall to the song “Smile” by V. Shainsky.
PAGE_BREAK - the desire for entertainment, to
To the same, without interference from the outside, the child may develop incorrect
Ideas about life, values, ideals. B.T Likhachev, as well as many
Other educators and psychologists believe that only purposeful
Pedagogical aesthetic and educational impact, involvement of children in
A variety of artistic creative activities are able to develop them
The sensory sphere, to provide a deep comprehension of aesthetic phenomena,
Raise to the understanding of true art, the beauty of reality and
Beauty in the human person (13; 42).
There are many definitions of the concept of "aesthetic education",
But, having considered only a few of them, it is already possible to highlight the main
Provisions that speak about its essence.
First, it is a targeted impact process. Secondly, it is
Formation of the ability to perceive and see beauty in art and life,
Evaluate her. Third, the task of aesthetic education is the formation
Aesthetic tastes and personality ideals. And finally
fourthly, the development of the ability for independent creativity and
Creation of beauty.
A peculiar understanding of the essence of aesthetic education determines
And different approaches to its goals. Therefore, the problem of goals and objectives
Aesthetic education requires special attention.
During the research, we noticed that often among
There is a misconception among teachers about the identity of the aesthetic and
Artistic education. However, these concepts need to be clearly
Delineate. For example, V.N. Shatskaya confronts the aesthetic
Upbringing the following goal: “Aesthetic education serves the formation ...
Abilities of students' active aesthetic attitude to works
Art, and also stimulates feasible participation in the creation of beauty in
Art, labor, creativity according to the laws of beauty ”(16; 14). From the definition
Art is part of aesthetic culture, like art education
Part of the aesthetic, part of the important, weighty, but covering only one
The scope of human activity. “Artistic education is a process
Purposeful influence by means of art on a person, thanks to
To which the educated develop artistic feelings and taste, love for
Art, the ability to understand it, enjoy it and the ability to
Opportunities to create in art ”(26; 61). Aesthetic education
Much broader, it affects both artistic creation and aesthetics.
Life, behavior, work, relationships. Aesthetic education forms
A person with all aesthetically significant objects and phenomena, including
Art as its most powerful tool. Aesthetic education,
Using artistic education for its own purposes, it develops a person in
Mainly not for art, but for its active aesthetic
Life activity.
In the "activation of the ability to work creatively, to achieve high
The degree of perfection of their results of labor, both spiritual and
Physical "sees the goal of aesthetic education of L.P. Pechko (18; 16).
N.I. Kiyashchenko takes the same point of view. "Success of activity
Personality in a particular area is determined by the breadth and depth of development
Abilities. That is why the all-round development of all gifts and
Personal abilities are the ultimate goal and one of the main tasks.
Aesthetic education "(10; 29). The main thing is to educate, develop such
Qualities, such abilities that will allow a person not only to achieve
Success in any activity, but also to be the creator of aesthetic values,
Enjoy them and the beauty of the surrounding reality.
In addition to the formation of the aesthetic attitude of children to reality and
Art, aesthetic education contributes in parallel to their
Comprehensive development. Aesthetic education contributes to the formation
Human morality, expands his knowledge of the world, society and nature.
A variety of creative activities for children contribute to the development of their thinking and
Imagination, will, perseverance, organization, discipline.
Thus, the most successful, in our opinion, reflected the goal of aesthetic
Upbringing
MM Rukavitsyn, who believes: “The ultimate goal (of aesthetic education (
Harmonious personality, well-rounded person ... educated,
Progressive, highly moral, with the ability to work, desire
Create, understanding the beauty of life and the beauty of art ”(21; 142). This goal
It also reflects the peculiarity of aesthetic education, as part of everything
Pedagogical process.
Any goal cannot be considered without objectives. Most educators
(G.S. Labkovskaya, D.B. Likhachev, N.I. Kiyashchenko and others) distinguish three
Leading problems that other scientists have their own variants, but at the same time
Do not lose the main point.
So, firstly, it is “creating a certain stock of elementary
Aesthetic knowledge and impressions, without which they cannot arise
Inclination, craving, interest in aesthetically significant objects and phenomena ”(26;
The essence of this task is to accumulate a diverse stock of sound,
Color and plastic impressions. The teacher must skillfully select the
The specified parameters are such objects and phenomena that will meet our
The idea of beauty. Thus, sensual-
An emotional experience. Specific knowledge about nature, the very
To myself, about the world of artistic values. "Diversity and wealth of knowledge
The basis for the formation of broad interests, needs and abilities,
Which are manifested in the fact that their owner in all ways
Life activity behaves like an aesthetically creative person "(26; 60), -
Notes G.S. Labkovskaya.
The second task of aesthetic education is to "form on
The basis of the knowledge gained and the development of artistic and
Aesthetic perception of such social and psychological qualities of a person,
Which provide her with the opportunity to emotionally experience and evaluate
Aesthetically significant objects and phenomena, enjoy them ”(26; 60).
This task says that it happens that children are interested in
For example, painting, only at the general educational level. They hurriedly
They look at the picture, try to remember the name, the artist, then contact
To a new canvas. Nothing astonishes them, makes them
Stop and enjoy the perfection of the piece.
B.T. Likhachev notes that “... such a cursory acquaintance with the masterpieces
Art excludes one of the main elements of the aesthetic attitude -
Admiring "(13; 168).
Closely related to aesthetic admiration is the general ability to deep
Experiences. “The emergence of a range of sublime feelings and deep spiritual
The pleasure of communicating with the beautiful; feelings of disgust when meeting
Ugly; sense of humor, sarcasm at the moment of contemplation of the comic;
Emotional shock, anger, fear, compassion, leading to
Emotional and spiritual cleansing resulting from the experience
Tragic - all these are signs of true aesthetic education ", -
The deep experience of aesthetic feeling is inseparable from the ability
Aesthetic judgment, i.e. with an aesthetic appreciation of the phenomena of art and
Life. A.K. Dremov defines aesthetic assessment as an assessment “based on
On certain aesthetic principles, on a deep understanding of the essence
Aesthetic, which involves analysis, the possibility of proof,
Argumentation "(8; 120). Let us compare with the definition of D.B. Likhachev. "Aesthetic
Judgment - evidence-based, substantiated assessment of the phenomena of public life,
Art, nature ”(13; 20). In our opinion, these definitions are similar.
Thus, one of the components of this task is to form such qualities
Child, which would allow him to give independent, taking into account age
Opportunities, a critical assessment of any work, to express a judgment on
The cause of him and his own mental state.
The third task of aesthetic education is associated with the formation of
Each educated aesthetic creativity. The main thing is
To “educate, develop such qualities, needs and abilities
Personalities who turn an individual into an active creator, creator
Aesthetic values, allow him not only to enjoy the beauty of the world,
But also transform it
"According to the laws of beauty" (26; 60).
The essence of this task is that the child should not only know
Wonderful, to be able to admire and appreciate them, and he must also actively
Participate in the creation of beauty in art, life, work, behavior,
Relationships. A.V. Lunacharsky emphasized that a person learns comprehensively
To understand beauty only when he himself takes part in its creative
Creation in art, labor, social life.
The tasks we have considered partially reflect the essence of the aesthetic
Education, however, we have considered only pedagogical approaches to this
The problem.
In addition to pedagogical approaches, there are also psychological ones. Their essence
Consists in the fact that in the process of aesthetic education in a child
Aesthetic consciousness is being formed. Aesthetic consciousness of teachers and
Psychologists are divided into a number of categories that reflect the psychological
The essence of aesthetic education and make it possible to judge the degree of aesthetic
Human culture. Most researchers distinguish the following categories:
Aesthetic perception, aesthetic taste, aesthetic ideal,
Aesthetic assessment. D.B. Likhachev also emphasizes an aesthetic feeling,
Aesthetic need and aesthetic judgment (13; 51). Aesthetic
The judgment is also highlighted by Professor, Doctor of Philosophy G.Z. Apresyan
We mentioned earlier.
Along with them, the most important element of aesthetic consciousness is
Aesthetic perception. Perception is the initial stage of communication with art and
The beauty of reality. Everything depends on its completeness, brightness, depth
Subsequent aesthetic experiences, the formation of artistic
Aesthetic ideals and tastes. D.B. Likhachev aesthetic perception
Describes how: “a person's ability to isolate in phenomena
Reality and art processes, properties, qualities that awaken
Aesthetic feelings ”(13; 51). Only in this way is it possible to fully master
An aesthetic phenomenon, its content, form. This requires development in
Child's ability to subtly distinguish form, color, composition assessment,
Hearing for music, distinguishing tonality, shades of sound and others
Features of the emotional and sensory sphere. Development of a culture of perception
There is the beginning of an aesthetic attitude to the world.
Aesthetic phenomena of reality and art, deeply perceived
Human beings are capable of generating a rich emotional response. Emotional
The response, according to D.B. Likhachev, is the basis of aesthetic feeling.
It represents “a socially conditioned subjective emotional
An experience born of a person's evaluative attitude to the aesthetic
Phenomenon or object "(13; 20).
Depending on the content, brightness, aesthetic phenomena are capable of
Arouse in a person feelings of spiritual pleasure or disgust,
Sublime experiences or horror, fear or laughter.
D.B. Likhachev notes that, experiencing such emotions repeatedly, in a person
An aesthetic need is formed, which is
“A steady need for communication with artistic and aesthetic values,
Causing deep feelings ”(13; 20).
The central link of aesthetic consciousness is the aesthetic ideal.
“The aesthetic ideal is a person's idea of the perfect beauty of phenomena
Material, spiritual-intellectual, moral and artistic
Peace "(17; 12). That is, this is an idea of the perfect beauty in nature,
Society, man, labor and art. ON. Kushaev notes that for
School age is characterized by instability of ideas about aesthetic
Ideal. “The student is able to answer the question, which work of this or
He likes other art most of all. He names books, paintings,
Musical works. These works are an indicator of his
Artistic or aesthetic taste, even provide a clue to understanding it
Ideals, but are not specific examples that characterize the ideal "continued
--PAGE_BREAK-- (17;
12). Perhaps the reason for this is the child's lack of life experience,
Insufficient knowledge in the field of literature and art, which limits
Possibilities of forming an ideal.
Psychological education - aesthetic taste. A.I. Burov defines him,
As “a relatively stable personality trait in which norms are fixed,
Personal preferences for the aesthetic evaluation of objects
Or phenomena ”(28; 20). D.B. Nemensky defines aesthetic taste as
"Immunity to artistic surrogates" and "thirst for communication with
True art. " But we are more impressed by the definition given by A.K.
Dremov. “Aesthetic taste is the ability to directly
Impression, without much analysis to feel, to distinguish the truly beautiful,
The true aesthetic dignity of natural phenomena, social life and
Arts "(7; 56). “Aesthetic taste is formed in a person during
For many years, during the formation of the personality. At the younger school age, about
It is not necessary to speak to him. However, this in no way means that
Aesthetic tastes should not be brought up at a younger school age.
On the contrary, aesthetic information in childhood serves as a basis for
The future taste of man ”(28; 22). At school, the child has the opportunity
Systematically get acquainted with the phenomena of art. Doesn't deliver to the teacher
Difficulty in focusing the student's attention on aesthetic qualities
Phenomena of life and art. Thus, gradually the student
A complex of ideas is developing that characterize his personal
Preferences, sympathies.
The general conclusion of this section can be presented as follows. All
The system of aesthetic education is aimed at the overall development of the child, both in
Aesthetically, as well as spiritually, morally and intellectually. it
Achieved by solving the following tasks: mastering the knowledge by the child
Artistic and aesthetic culture, the development of the ability to art
Aesthetic creativity and the development of aesthetic psychological qualities
A person who is expressed by aesthetic perception, feeling, assessment,
Features that are inherent in a younger student and which should be taken into account
With his aesthetic education.
We have already noted that it is very difficult to form aesthetic ideals,
Artistic taste, when the human personality has already taken shape.
Aesthetic personality development begins in early childhood. To an adult
The person has become spiritually rich, special attention should be paid to the aesthetic
Education of children of preschool and primary school age. B.T. Likhachev
He writes: “The period of preschool and primary school childhood is almost
The most decisive in terms of aesthetic education and formation
Moral and aesthetic attitude to life ”. The author emphasizes that
It is at this age that the most intensive formation is carried out
Attitudes towards the world, which are gradually turning into personality traits (13;
35). The essential moral and aesthetic qualities of a person are laid down in
The early period of childhood and remain more or less unchanged for
All life.
It is impossible, or at least extremely difficult to teach a young man
An adult's trust in people, if he was often deceived in childhood.
It is difficult to be kind to someone who in childhood did not join sympathy, does not
I experienced a child's immediate and therefore indelibly strong joy from
Kindness to another person. You can't suddenly become in adulthood
Courageous, if at preschool and primary school age it is not
I learned to express my opinion decisively and act boldly.
Of course, the course of life changes something and makes its own adjustments. But
It is in preschool and primary school age that aesthetic education
It is the basis for all further educational work.
One of the features of primary school age is the arrival
Child to school. He has a new leading type of activity - study.
The teacher becomes the main person for the child. "For the guys in the initial
At school, the teacher is the most important person. Everything for them starts with a teacher,
Who helped to overcome the first difficult steps in life ... ”(1). Through him
Children learn about the world, norms of social behavior. The views of the teacher, his
Tastes, preferences become their own. From pedagogical experience
A.S. Makarenko knows that a socially significant goal, perspective
Movements to her, if unskilled in front of children, leave them
Indifferent. And vice versa. A prime example of consistent and committed work
The teacher himself, his sincere interest and enthusiasm is easy
Raise children to work.
The next feature of aesthetic education in primary school
Age is associated with changes in the field of cognitive
Schoolboy processes.
For example, the formation of aesthetic ideals in children, as part of their
Worldview, a complex and lengthy process. This is noted by all teachers and
The psychologists mentioned above. During upbringing life relationships, ideals
Undergoing changes. Under certain conditions, under the influence of comrades,
Adults, works of art, life upheavals, ideals can
Undergo fundamental changes. "The pedagogical essence of the formation process
Aesthetic ideals in children, taking into account their age characteristics, is
That from the very beginning, from early childhood, to form stable
Relationships between people, doing it in a varied, changing on each
The stage is a new and exciting form ”(13; 55), - notes B.T.
Likhachev.
For preschool and primary school age leading uniform
Acquaintance with the aesthetic ideal is children's literature,
Animated films and movies.
Book, cartoon or movie characters, be they people, animals, or
Fantastic fictional creatures endowed with human qualities,
They are carriers of good and evil, mercy and cruelty, justice and
Deceit. To the best of his understanding, a small child becomes an adherent
Good, sympathizes with heroes fighting for justice against evil.
“This is, of course, the formation of the ideal as part of the worldview in that
A peculiar shape that allows babies to easily and freely enter the world
Social ideals. It is only important that the first ideal performances
The child did not remain at the level of only verbal-figurative expression. Necessary
Constantly, by all means, encourage children to ensure that they in their
Behavior and activity were accustomed to follow your favorite characters, really
Showed both kindness and justice, and the ability to portray, express
The ideal in his work: poetry, singing and drawings ”(13; 56).
From primary school age, there are changes in motivational
Sphere. Motives of children's attitude to art, the beauty of reality
They are recognized and differentiated. D.B. Likhachev notes in his work that by
The cognitive stimulus at this age is added a new, conscious
Motive. This is manifested in the fact that "... some guys relate to art and
Reality is precisely aesthetically pleasing. They enjoy reading.
Books, listening to music, drawing, watching a movie. They don't know yet that
This is the aesthetic attitude. But in them an aesthetic
Attitude towards art and life. Craving for spiritual communication with art
Gradually turns into a need for them.
Other children interact with art outside the aesthetic itself.
Relationship. They approach the work rationally: having received
Without deep comprehension of the essence, only in order to have something in common about it
Representation "(13; 164). And it happens that they read, watch or listen from
Prestigious considerations. The teacher's knowledge of the true motives of children's attitudes towards
Helps art focus on shaping genuinely
Aesthetic attitude.
A sense of the beauty of nature, people around, things creates in the child
Special emotional and mental states, excites direct
Interest in life, sharpens curiosity, thinking, memory. In the early
As a child, children live a spontaneous, deeply emotional life.
Strong emotional experiences remain in memory for a long time, often
They turn into motives and stimuli of behavior, facilitate the development process
Beliefs, Skills, and Behavior Habits. In the work of N.I. Kiyashchenko is pretty
It is clearly emphasized that “the pedagogical use of emotional
The relationship of the child to the world is one of the most important ways to penetrate into the child
Consciousness, its expansion, deepening, strengthening, construction. " He
Also notes that the emotional reactions and states of the child are
A criterion for the effectiveness of aesthetic education. “Emotionally
The attitude of a person to a particular phenomenon is expressed by the degree and nature
The development of his feelings, tastes, views, beliefs and
will "(10; 29).
Thus, primary school age is a special age for
Aesthetic education, where the main role in the life of the student plays
Teacher. Taking advantage of this, skillful teachers are able not only to establish
A solid foundation of an aesthetically developed personality, but also through
Aesthetic education is to lay the true worldview of a person, because
It is at this age that the child's attitude to the world is formed and
Development of the essential aesthetic qualities of the future personality.
§3. Ways and means of aesthetic education of primary schoolchildren
Aesthetic education of a child, as already noted, begins with
The moment of his birth. In this section, we will consider those influences
Which have the most powerful educational influence on him.
Literally everything in a child's life has an educational value: decoration
Premises, tidiness of a suit, form of personal relationships and communication, conditions
Work and entertainment - all this either attracts children or repels.
The task is not for adults to organize the beauty of the environment for children.
The environment in which they live, study, work, rest, but in order to
Involve all children in active creation and preservation
Beauty. “Only then is the beauty in the creation of which the child accepts
Participation, truly visible to him, becomes sensually tangible, makes
His zealous protector and propagandist ”(13; 76).
Leading educators understand how important it is to combine in the process
Aesthetic education the whole set of various means and forms,
Awakening and developing in the student an aesthetic attitude to life, to
Literature and art. The school should pay attention not only to
Factors influencing the aesthetic development of the individual.
One of these factors is the aestheticization of the environment, noted in the work
G.S. Labkovskaya.
The main task of the aestheticization of the habitat, in her opinion, is reduced to
"Achieving harmony between man-made" second nature "and
Natural nature. The problem of aestheticization of the habitat organically
Associated with the solution of one of the difficult and urgent problems of the perfect
Humanity - the problem of the rational use of natural resources and
Environmental protection. When a person is left alone with nature, just
And the true face of his aesthetic culture is revealed. Studying by guys
The laws of the development of nature, the ability to see the diversity of its forms, comprehension of it
Beauty is the main thing that the school should teach "(26; 29).
The next factor in the aesthetic development of the personality is the aestheticization of everyday life -
It stands out in the works of A.S. Makarenko, G.S. Labkovskaya,
K.V. Gavrilovets and others.
A.S. Makarenko in his pedagogical work paid great attention to
To this factor: “The team needs to be decorated externally as well. So I even
Continuation
--PAGE_BREAK - when our team was very poor, the first thing was always to build
Greenhouse. And definitely roses, not some trashy flowers, but
Chrysanthemums, roses "(14; 218)." From an aesthetic point of view, everyday life, you can
To say, is a litmus test of the level of development of aesthetic
Development of an individual, group or collective. The material environment of life, its
Spirituality or lack of spirituality is an indicator of the corresponding qualities
The people who created it ”, - says G.S. Labkovskaya (26; 31).
The special significance of the aesthetics of everyday life, in aesthetic education, is also noted by
K.V. Gavrilovets in his work "Moral and aesthetic education
Schoolchildren ". “The aesthetics of school life is the atmosphere of classrooms, offices,
Halls, corridors, etc. Decoration of the lobby, decoration of the detachment corner,
Stands - all this is either silent assistants of the teacher in the aesthetic, but,
Consequently, in the moral education of schoolchildren, or his enemies ”(4;
fourteen). If the child is surrounded by things from the first grade to graduation,
Distinguished by beauty, expediency, simplicity, then in his life
Subconsciously includes such criteria as expediency,
Orderliness, a sense of proportion, i.e. criteria that later define it
Tastes and needs.
If a casually decorated newspaper hangs in your office for months, if
The cool corner does not carry new, interesting, necessary information, if not
Due attention is paid to the cleanliness of the office, students gradually
There is an attitude towards a tolerant attitude towards excesses and negligence.
Aesthetics of behavior and appearance is an equally significant factor
Aesthetic education. Here, children are significantly influenced by
Directly the personality of the teacher. As noted by K.V. Gavrilovets: "In his
At work, the teacher influences the pupils with all his external appearance. In his
Suit, hairstyle, aesthetic taste is manifested, attitude to fashion, which
It cannot but influence the tastes of the young. Fashionable and at the same time business style in
Clothes, a sense of proportion in cosmetics, the choice of jewelry help to shape
Adolescents have the correct view of the ratio of external and internal in appearance
A person, to develop in them a “moral and aesthetic criterion of dignity
Man “(4; 14).
A.S. Makarenko also paid great attention to appearance and
He argued that students' shoes should always be cleaned, without this
What kind of education can there be? Not only teeth, but also boots. The suit does not
There should be no dust. And the requirement for a hairstyle ... serious requirements are necessary
Present to every trifle, at every step - to a textbook, to a pen, to
Pencil "(14; 218).
He spoke a lot about the aesthetics of behavior, or the culture of behavior
V.A. Sukhomlinsky. In the culture of behavior, he also includes the "culture of communication:
Communication between adults and children, as well as communication in the children's team. "
"The power of the educational impact of intracollective relations on
Aesthetic personality development lies in the fact that the experience of communication, even
If it is insufficiently realized, it is deeply experienced by a person. it
Experiencing "oneself among people", striving to occupy the desired position among
They are a powerful internal stimulus for the formation of personality ”(4; 11).
Good emotional well-being, a state of security, as
He named it A.S. Makarenko, stimulates the most complete self-expression
Personalities in a team, creates a favorable atmosphere for development
The creative inclinations of schoolchildren, reveals the beauty of a sensitive relationship to each
To a friend. An example of a great aesthetic relationship is
Consider relationships such as friendship, mutual assistance, decency,
Loyalty, kindness, sensitivity, attention. Participation of children together with adults in
Relationships of the most varied dignity leave a deep imprint on
Childhood personality, making their behavior beautiful or ugly. Throughout
The totality of relations and the formation of moral
The aesthetic appearance of the child.
The most important source of the emotional experience of schoolchildren are
Intra-family relations. Formative and developmental value of the family
Obviously. However, not all modern families pay attention to the aesthetic
Development of your child. In such families, conversations rarely occur.
About the beauty of the objects around us, nature, but about going to the theater, the museum is not
Out of the question. The class teacher should help such children, try to
Make up for the lack of emotional experience with special care in the classroom
The team. The class teacher's job is to conduct conversations,
Lectures with parents on the aesthetic education of the younger generation.
In addition to the impact on the child of the means of the surrounding reality,
Aesthetic education is carried out purposefully at school. According to
D.K. Ushinsky, every subject at school can aesthetically educate: “in
Any object has a more or less aesthetic element ”(16; 56). Any
The subject, be it mathematics, physical education, natural history, causes in
The student has certain emotions through his material. To become
By means of aesthetic education, it is enough for a teacher to approach creatively
The subject of their science, to awaken the creative interest of schoolchildren in it.
“Many natural science concepts (harmony, proportion, measure of symmetry and
Others) have a direct aesthetic content. Can be considered
The proportionality of different rectangles, harmonic vibrations,
Crystal shapes, types of mathematical proof, physical, chemical
And mathematical formulas - in all these cases, beauty and
Harmony, that is, the manifestation of the aesthetic ”(17; 202). In addition, experienced
Teachers note that “the explanation of the new natural science term and
The simultaneous definition of an aesthetic element in it is one of the
Ways of developing the cognitive activity of schoolchildren. Learning process
Acquires attractive features for schoolchildren, abstract scientific
The term becomes clear. All this contributes to the development of interest in oneself
Subject "(17; 202).
One of the important sources of the aesthetic experience of schoolchildren is
Diverse extracurricular and extracurricular activities. It satisfies
The urgent needs for communication, and there is a creative development of the individual.
In extracurricular activities, children have great opportunities for
Self-manifestation. The domestic school has accumulated a lot of experience in aesthetic
The upbringing of schoolchildren in the process of extracurricular and extracurricular activities.
A large practical experience in this matter belongs to A.S. Makarenko and S.T.
Shatsky. In the educational institutions organized by them, the children took
Wide participation in the preparation of amateur performances, creative
Dramatic improvisation. Pupils often listened to artistic
Works and music, attended and discussed theatrical performances and
Movies, worked in art circles and studios, showed themselves in various
Types of literary creativity. All this served as an effective incentive
Development of the best personality traits and qualities.
Thus, the means and forms of aesthetic education are very
Diverse, starting from the subjects of the natural and mathematical cycle at school
And ending with the "laces on the shoes." Aesthetically brings up literally everything
All the reality around us. In this sense, to important sources
Art also belongs to the aesthetic experience of children, since: “Art
Is the most concentrated expression of aesthetic attitude
Person to reality and therefore plays a leading role in the aesthetic
Education "(15; 14). In connection with these words, B.M. Nemensky and the chosen one
The topic of the course work, the problem of aesthetic education by means
Art should be given a separate paragraph.
Chapter II. Art as a means of aesthetic education
In this chapter, we will look at the features of art as a means of
Aesthetic education of younger students. To do this, we will open
The aesthetic essence of art and the peculiarities of its perception by children.
§1. The aesthetic essence of art
In the first paragraph of the second chapter, we consider it necessary to disclose
The aesthetic essence of art, in order to find out whether
Art plays a leading role in aesthetic education, according to B.M.
Nemensky.
The importance of art in aesthetic education is beyond doubt, so
How it is actually its essence. Feature of art as a means
Education lies in the fact that in art "condensed, concentrated
Man's creative experience, spiritual wealth ”(28; 75). In artistic
In works of various types of art, people express their aesthetic
Attitude to the endlessly developing world of social life and nature. "V
Art reflects the human spiritual world, its feelings, tastes,
ideals ”(21; 142). Art provides a wealth of material for the knowledge of life. "V
This is the main secret of artistic creativity, that
The artist, noticing the main trends in the development of life, embodies them and such
Full-blooded artistic imagery with tremendous emotional power
Affect each person, forcing him to constantly reflect on his
Place and purpose in life ”(13; 103).
In the process of communication of a child with the phenomena of art, a mass is accumulated
Diverse, including aesthetic, impressions.
Art has a broad and multifaceted impact on humans.
The artist, creating his work, deeply studies life, together with
He loves, hates, fights, wins, dies, rejoices and suffers as heroes.
Any work evokes our reciprocal feeling. B.M. Nemensky so
He described this phenomenon: “And although the creative process of creation itself
It is as if the work of art has already been completed, each person following
For the artist, the creator plunges into him whenever he perceives
Piece of art. He over and over again to the best of his personal ability
Becomes a creator, an "artist", experiencing life as if "the soul of the author"
This or that work, rejoicing or admiring, wondering or
Experiencing anger, annoyance, disgust. "
Meeting with the phenomenon of art does not immediately make a person spiritually rich
Or aesthetically developed, but the experience of aesthetic experience is remembered for a long time,
And a person always wants to feel again the familiar emotions experienced from
Meetings with the beautiful.
“Comprehension of art is a cognitive process of deeply creative
(28; 75). "The energy of an active, creative human attitude to art
Depends both on the quality of the art itself and on individual
A person's abilities, from his own spiritual stress and from the level
His artistic education. " The same authors did the right thing
Remark: “Only true art educates, but only a person with
Developed abilities can awaken co-creation and creativity. "
Art may not fulfill its educational role if the child does not
Receives proper artistic development and education, does not learn
To see, feel and understand the beauty in art and life.
The life experience of a child at various stages of his development is so
It is limited that children do not soon learn to distinguish from the general mass of their own
Aesthetic phenomena. The task of the teacher is to educate the child's ability
Enjoy art, develop aesthetic needs, interests,
Bring them to the degree of aesthetic taste, and then ideal.
Considering the problem of aesthetic education by means of art
It is necessary to take into account the age characteristics of schoolchildren. A.I. Shakhova,
Senior Researcher, Research Institute of General Problems of Education, APN Fairly
She noticed: “You can’t require a child to appreciate Raphael’s painting
"Sistine Madonna", but it is possible and necessary to develop his abilities, his
Spiritual qualities, so that, having reached a certain age, he can
Enjoy the creativity of Raphael. Education by art thereby
Pursues the goal, first of all, the impact on the inner world of the child, on his
Individual spiritual wealth, which will determine its future
Behavior "(27; 20).
In this regard, it becomes completely clear: in order to guide the child
On the path of creative comprehension of art, you need to know how it affects
Art, which is its educational role.
There are several types of art: literature, music,
Fine arts, theater, cinema, choreography, architecture,
Decorative arts and others. The specifics of each art form continued
--PAGE_BREAK-- in that
That it especially affects a person with its specific
Artistic means and materials: word, sound, movement,
Paints, various natural materials. Music, for example
Directly addressed to the musical sense of a person. Sculpture
Touches other strings of the human soul. She conveys to us clearly
Volumetric, plastic expressiveness of the body. She affects
The ability of our eye to perceive a beautiful shape. About impact
Painting on a person can be judged by a specific example. I will give an excerpt
From the book by E. Rotenberg "The Art of Italy".
“Painting is addressed to our sense of form and color. Contemplating the picturesque
The canvas, say, "The Sistine Madonna" by Raphael, we not only notice a common
Color, color distribution, harmony of tones, their mutual balance,
But we follow the composition, the arrangement of the figures, precision and expressiveness.
Figure. All this together gives us a real opportunity to get closer to
Comprehension of the meaning of the picture, creative empathy. We notice that during
The whole figure of the Madonna has some kind of anxiety that her gaze is difficult to catch, that
The baby is serious. Madonna seems to be standing still and walking forward. And all-
The composition of the picture is harmoniously balanced, the feeling is preserved
Man's harmony with the world and the idea of man as the center of nature. AND
We understand that we have before us one of the deepest and most beautiful incarnations
Themes of motherhood. And the anxiety we guess is perceived as
A premonition of the future tragic fate of the son, whom the Madonna carries in
Sacrifice to people ... In the movement of her hands, carrying the baby, one can guess
The instinctive impulse of the mother hugging the child, at the same time
The feeling that her son belongs only to her ... ”(20; 125).
Every art form and art in general is addressed to any human
Personalities. And this assumes that anyone can understand all types of
Arts. We understand the pedagogical meaning of this in that it is impossible
Limit the upbringing and development of a child to only one art form.
Only their combination can provide normal aesthetic education.
This, of course, does not mean at all that a person must certainly experience
The same love for all forms of art. These provisions are well outlined in
Trudakh A.I. Burov. “The abilities of the child are not the same, and therefore everyone is free
Arts. All arts must be accessible to humans, but they can have
Unequal meaning in his individual life. Full education
Impossible without human perception and without the impact on him of the entire system
Arts. Thus, the spiritual forces of the child will develop more or less
Evenly".
§ 2. Perception of art by younger students
(according to B.T.Likhachev).
The interaction between a child and any kind of art first of all begins
From perception. The peculiarities of the perception of art by children and is devoted to this
Paragraph.
So, the work of art reaches its educational,
Educational purpose, when it is directly perceived by the student,
When mastered its ideological and artistic essence. It is very important to give
Particular attention is precisely to the process of perceiving a work of art.
D.B. Likhachev, realizing this, developed his own approach to this problem. V
In his work, he identifies three important stages in the perception of artistic
Works by a schoolboy.
He refers to the first stage of mastering a work of art
Primary perception, primary creative re-creation in consciousness
Artistic images. The essence of this stage is that the primary
Children's perception of a work of art must be thought over. He
I noticed that with the initial disorganized perception, children, as a rule,
Often overlooked is what seemed incomprehensible or uninteresting, what has passed
Past their attention due to lack of experience or weakness
Artistic and aesthetic development.
“In what the child passed by, there often remains a significant and
Important, without which it is impossible to reproduce the whole picture
A work of art, its deep development ”(13; 133).
From the very beginning of teaching art, it is necessary to develop in children
Complex of abilities of a comprehensive perception of works, talent
Reader, viewer, listener, talent for participation in creativity.
The initial assimilation of a work of art presents specific
Requirements for the forms of organization of perception. D.B. Likhachev pays special
Place in your work for questions of methodology. “The first meeting is most effective
A child with a work of art takes place in the form of free communication.
The teacher preliminarily interests the children, indicates what to turn
Special attention and encourages independent work. Thus,
The pedagogical principle of the unity of the organization of the collective
Cool, extracurricular, extracurricular and homework.
Extracurricular and homework with its own freer forms
Gradually becomes an organic part of training sessions. To this end
The teacher in the lesson teaches children the skills and techniques of independent work. On
The lessons teach children to collectively read passages, listen
Discs and tapes with recording of artistic reading, individual reading, to
Face reading and dramatization, group singing, watching films,
Pictures, transparencies, performances and TV shows. All this allows children
In accordance with the instructions of the teacher, to pay serious attention to the primary
Perception outside the classroom: individual and collective reading in faces,
Joint trips to the cinema, watching and listening to TV and radio programs "
At this stage, D.B. Likhachev suggests using such methods
Which stimulate children's activity for active perception:
Interested children in the plot of the work, artistic techniques,
Formation in the minds of schoolchildren of brighter images, a general picture
The works he proposes to draw on the historical material of the era,
Creations.
As part of extracurricular and home activities, it is proposed to give children
Tasks to find historical material that characterizes time,
Described, depicted, sounding in the work. Performance
Research Assignments to Collect Facts Concerning Creation
Works, discussion with children of controversial places in the work, incomprehensible
Situations and terms - all these techniques activate perception, make it
Deeper and more complete, generate sustained interest, create real
The basis for further work on the work.
In teaching practice, it is proposed to involve the experience of personal
Child relationships. Give, for example, creative assignments for matching,
Comparison of experiences arising in the process of listening to musical
Works with experiences, mental states, born in
Life situations.
The second stage of comprehension of a work of art by schoolchildren, D.B.
Likhachev characterizes how the organization of the process of “receiving by the teacher
Feedback on the depth of primary assimilation by students of the material and
At the same time, the activity of spiritual experience by children of the impact
Arts "(13; 131). The essence of this stage is that teachers
Provide children with the opportunity to creatively reproduce
A work of art or parts of it in their own activities,
To find out if a work of art has become a spiritual property
Schoolboy.
He argues that when studying literature, nothing is so
Indicates the degree of interest of the child and the depth of primary perception,
How to read them by heart poetry, excerpts of prose, expressiveness and
The emotionality of this reading. Neglecting to memorize not only
Weakens the memory of children, but also, most importantly, impoverishes them spiritually. At this stage
He assigns a huge role to work on the perception of a work of art
Such types of creative activities as essays with independent
Evaluations and analysis and free creative discussions and
Discussions.
In fine arts and music lessons as
Additional task D.B. Likhachev advises using verbal
Description of the plot, the main idea, assessment of the composition, means of artistic
Expressiveness.
In literature and music lessons, such additional tasks can
Be images in drawings of literary and musical images. Finally, on
Literature and fine arts lessons can be creative
Tasks for the selection of musical material in tune with the main ideas
Works of art of a word or visual image.
If students are proficient in performing skills, they can receive
The task is to improvise on a particular topic. All this in a complex solves
The most important pedagogical task: "the implementation in unity of a deep and
Comprehensive assimilation by children of the idea and artistic images of the work,
The teacher receives feedback on the learning depth of students
Material, the development of the intellectual and artistic abilities of children "
And the third stage of mastering a work of art by schoolchildren, which
Highlights the teacher, can be characterized as a stage of scientific comprehension
Artistic activities. "After being recreated in the mind of the child
An artistic picture of life in all its complexity, contradiction and
The variety of images, there is a need for its scientific analysis.
Thanks to the deep penetration of students into the ideological and artistic essence
The work of art becomes possible to use it for a deep
Knowledge of life, the formation of a worldview, education of morality ”(13;
The main methods at this stage are the methods
Theoretical artistic and scientific analysis. Child comprehension
Works of art with the help of analysis, according to the author, can
Organize in two ways.
The first is for the student to make an independent attempt
Theoretical comprehension of an artistic phenomenon. In various forms to him
Assignments are given: write a review, prepare a report, speak during
Discussion, critical review, main idea
Works, describe the storyline, show the main features of the heroes and give
Assessment of their actions. The tasks include requirements to highlight the main
Artistic techniques used by the artist, appreciate the originality
His individual talent, the manner of his writing, style of presentation,
Features of the vision of the world and man.
“Of course, the student himself will not always be able to understand the complex
Theoretical questions, even if you use the consultation and reference
Literature. However, the pedagogical benefits of just such a beginning of analysis
Works of art are that the child gets to know
A wide range of issues, realizes how much work needs to be done to
Delve into the mystery of a work of art. It will arise and develop
Interest and desire for deep creative mastery of art ”(13; 135).
The second way of scientific comprehension of a work of art is
The fact that the student starts the creative development of literary
Artistic criticism. “The task of literary and artistic criticism is
Help the reader, viewer, listener to comprehend the results
Artistic creation. Literary criticism is designed to
Play a leading role in the formation of the ideological and aesthetic ideals of schoolchildren.
Critical material should be widely involved in the educational process, become
Its organic part. It is important that the names and ideas of the critics are known
Schoolchildren are as good as the names of composers, poets, writers,
Directors and actors. This will allow for more continuation
--PAGE_BREAK-- effectively use
Educational potential of criticism, to put the process of analyzing artistic
Works on a truly scientific basis. This approach will give
The opportunity for the student to compare his grades, judgments with scientific
Analytical conclusions of specialists, see their shortcomings, accept
Evaluations of the critic or polemicize with him "(13; 135).
The third stage in the perception of a work of art is undoubtedly important,
But in my opinion, it is very difficult to implement it in primary school, due to
Limitations of knowledge and development of analytical activities of juniors
Schoolchildren. It is psychologically important that the teacher, giving independent
Creative tasks, organized their careful accounting and analysis.
Based on the first three stages, Boris Tikhonovich proposes to implement
Fourth, the stage of repeated and at the same time new, on a deeper level
Perception and understanding of ideas and artistic images, mastering works
Arts. “It is at this stage that a deeply individual
The internal process of transforming artistic images and ideas of a work into
The spiritual property of the individual, as a tool for thinking and assessing reality, in
A means of spiritual communication with other people ”(13; 136).
“The artist, with the help of the images he creates, sees the important in life,
Significant, significant and knows how to vividly, figuratively show this invisible,
At the same time, it is important for everyone. This comprehension already discovered by the artist is difficult
And a multi-step process. Deeply understand its essence, skillfully select
Works of art for comprehension by children, take into account in connection with
The specifics of art, the specifics of the forms and methods of educational work at school - all
This is necessary to increase the ideological and aesthetic educational influence.
Literature and art for children ”(15; 14).
§3. Realization of aesthetic education by means of art
in the art cycle lessons
(literature, music, fine arts)
At school, the meeting of children with works of art takes place mainly
In the lessons of the art cycle (literature, music, visual
Art). These same objects are the main ones in the system of aesthetic
Education. They play a decisive role in shaping children's aesthetic
Ideals, their artistic taste, aesthetic attitude to
Reality and art.
In their essence, objects of the artistic cycle, precisely as objects
School education, are collective, generalizing, integrative,
Complex. They represent a complex unity of art itself, its
Theory and history, practical creativity skills.
It is not art that is taught at school: not literature, music, visual
Art as such, but art subjects solving problems
Comprehensive development and education of schoolchildren, combining
Elements of art itself, science about it and practical skills
Activities.
Literature includes the art of artistic word, history
Literature, Literature Science - Literary Studies and Literary Skills
Artistic and creative activities.
Music as an integrative subject organically absorbs the study
Actually musical works, history, music theory, as well as
The simplest performing skills in singing and playing musical
Instruments.
Fine art as a complex subject unites knowledge
Themselves works of art, elements of art history, theory
Visual activity, mastering the skills of practical image,
Visual literacy and creative expression.
Consider the educational and educational opportunities of each of
Elements that make up the content of a school subject for
Art.
The main and main element of literature as an academic subject
Of course, art itself appears - the works of the artistic word. V
In the process of studying literature, the child also improves reading skills, learns
Aesthetic mastery of works of art, assimilates their content
And he develops his psychic powers: imagination, thinking, speech. Development
Reading skills, the ability of aesthetic perception, analytical and
Critical Thinking - Critical Means of Most Effective Achievement
Educational purpose.
"Fiction is an organic part of art as a form
Public consciousness and expression of a person's aesthetic attitude to
Reality "(17; 100). She is associated with all forms of art,
It forms the basis of many of them, gave birth to such arts as theater and
Cinema, her visual arts and choreography are widely used. Process
Perception and comprehension of a genuine literary work delivers
Aesthetic pleasure for the reader, affects the spiritual world of the individual,
The formation of her needs, motives of behavior, contributes to the development of her
Thought processes, broadens a person's horizons, deepens it
Knowledge.
Literature also provides literary development proper. It
Means good knowledge of basic works of art, skill
Apply the laws of social life to the analysis of literary phenomena. it
The ability is especially needed by a student in life, when it arises
The need to independently assess any artistic
To work, to defend your position, to convince others that you are right. School
Develops a true artistic taste, teaches deep analysis
Works of art from the standpoint of aesthetics.
The role of literature in the use of the free time of schoolchildren is great.
Whatever their hobbies, interest in literature for the majority remains
Permanent. Reading not only enriches spiritual life. It creates nothing
Replaceable discharge. The human psyche is experiencing considerable overload.
Literature introduces him to a new world. He is experiencing emotional stress
Different from the usual life, and rests, enjoying the play of creative
Imagination.
Another major subject of the art cycle at school is "Music".
Emphasizes the importance of this subject: “Music is an art that possesses
A great force of emotional impact on a person ... and that is why it
It can play a huge role in the education of the spiritual world of children and youth "
(7). It includes music, choral performance as art, elements
Theory, history of music, musicology as part of art history. V
Performance, mastering musical notation and elements of musicology, mastering
The skills of playing the simplest musical instruments and the development of the ability
To musical improvisation. Another well-known teacher, Yu.B. Aliyev writes:
“The music lesson gives an awareness of the joy of musical creativity, forms
A sense of belonging to the beautiful, the ability to enjoy that
Moral and aesthetic content, which is invested by the composer or
The people into a piece of music ”(17; 154).
According to L.G. Dmitriev and
School ", - is" the formation of a listening musical culture
Students, because today's student in the future will certainly be a listener,
Showing his interests and tastes. It is from the formation of the listener's
Musical culture depends on whether a person himself will improve his
The inner world when communicating with art or not, perceiving only purely
Entertaining music "(7; 11).
Choral performance, since “... having long and deep folk traditions,
Choral singing develops not only musical abilities, but also qualities
Character, worldview, artistic taste, aesthetic feeling ”(17;
114). Obviously, in the lesson you need to strive for the optimal combination of all
Elements of musical education.
Thus, in the subject "Music", unified aesthetic
The tasks of music education and upbringing of schoolchildren. All teaching
Aimed at musical education that ensures development
The spiritual wealth of the personality of students, their moral and aesthetic nature
Activities, motives, attitudes, beliefs, as well as the accumulation of knowledge,
Skills and skills in all types of musical activities.
Finally, the third subject of the art cycle at school is
"Art". It should be borne in mind that this subject introduces
Students not only with painting, graphics and sculpture making up
Group of fine arts, but also with architecture and decorative
Art. Among the existing arts, the five listed occupy a special
A place. "Works of art, decorative art, architecture are visible,
Material, they create an aesthetic environment that surrounds a person at home, at work,
In public places. These are urban architectural ensembles, parks,
Interiors, monumental paintings and sculptures, objects
Decorative arts, technical structures that affect
A person every day, regardless of whether he has aesthetic
Needs "(28; 146).
Simultaneous perception and study of works of fine art,
Mastering the visual arts, the development of a creative attitude to
Reality and children's art.
Visual arts classes develop the ability to see,
Observe, differentiate, analyze and classify aesthetic
Phenomena of reality. They form an aesthetic sense, skill
Admire the beauty of reality and works of art. They
They make a person an artist.
Fine arts gives children the development of mental properties,
Ability to creatively and aesthetically approach solving life problems.
The program formulates the following tasks of teaching fine art
Arts: development of understanding of the phenomena of the surrounding reality;
Formation of practical skills in artistic activities;
Systematic and purposeful development of visual perception, feeling
Colors, compositional culture, spatial thinking, fantasy,
Visual imagination and combinatorial skills, the ability to express in distinct
Images for solving creative problems (illustrations, design); upbringing
Active aesthetic attitude to reality and art, skill
Practically apply artistic ability in the labor process,
Educational and social activities (9).
Thus, the main goal of visual arts in school is
Spiritually enrich the child, teach penetration into the aesthetic essence
Works of art.
Meanwhile, the lesson is not the only form of acquaintance of children with
Art. It is extracurricular and extracurricular work that gives children real
The opportunity to get acquainted with art is wider. There they also get to know
Art such as cinema and theater.
The peculiarity of these types of art lies in the emotional
Effects on the child. The viewer directly experiences joy
Empathy, involuntarily feels like an accomplice in events and conflicts,
Taking place on the stage. “The originality of the aesthetic impact of the theater, -
A.I. Burov, - due to the collective nature of perception ”(28;
225). N.V. Gogol wrote: “In the theater, the crowd is in no way dissimilar to each other,
Broken in units, it can suddenly shake with one shock, cry
With only tears and laugh with one general laugh ”(5; 113).
Theater is a synthesis of many arts, united into a harmonious whole.
The theater affects not only the word, a special emotional state
Actor, but also with the plasticity of movement, music, light, color, artistic
Scene decoration. And empathy for the audience and the stage, empathy
The audience among themselves only enhances the emotional impact
Theatrical show. In the aggregate of all its means, the theater has
A powerful mechanism for influencing any person, including a child,
Developing him morally, spiritually and, of course, aesthetically.
Thus, given the aesthetic essence of art itself and the fact that
What exactly are the programs in the subjects of the art cycle set for themselves?
The tasks of aesthetic development of the child, it can be concluded that within
In the school curriculum, art is the main means of aesthetic
Education. This idea is also noted in the works of B.M. Nemensky, B.T.
Likhachev, A.I. Burov and other teachers of aesthetic education.
Chapter III. Experimental work on the aesthetic education of the younger
Schoolchildren by means of art.
Conclusion of the theoretical part continued
--PAGE_BREAK-- work has become a clause stating that
Art is the main means of aesthetic education. In this
In this chapter, we present the research we have carried out to identify
The possibilities of art in the aesthetic education of primary schoolchildren at
Practice.
When developing the research methodology, its hypothesis was determined,
Tasks, methods and techniques.
The pedagogical experiment was carried out in the 3rd "G" class of secondary school No.
Revealing the possibilities of art as the main means of aesthetic
The upbringing of younger schoolchildren was the subject of this study.
The main method of research work was experiment. Besides,
Other methods were used:
Study and analysis of theoretical works in psychology, pedagogy,
Art criticism;
Study and analysis of methodological literature;
Supervision of children;
Questioning;
Conversation.
In the course of work on the theoretical part, the following was formulated.
Hypothesis: aesthetic perception of works of art of various
The types of art (music, painting, architecture, etc.) will allow to form
In children, an aesthetic attitude towards art and life will not contribute to
Only aesthetic, but also intellectual, creative, spiritual
Child development.
Based on the hypothesis, we put forward the following research objectives:
Determine the interest of younger students in art and check the effectiveness
Lesson on the aesthetic education of younger students by means of art.
The experimental work took place in two stages, the first of which was
Preparatory.
During the preparatory phase of the experimental work,
Following:
1. The study programs for the courses "Music"
"Fine arts and artistic work".
2. The work of teachers of the subjects of the art cycle was analyzed,
Which was revealed during the conversation.
3. Developed and prepared questions for the questionnaire.
4. Selected visual material, developed and prepared a lesson on
Introducing art to younger students.
This work led to the following results.
Art as a means of aesthetic education in primary school
Implemented in the lessons of the art cycle (music, visual
Art, literature or reading). During the analysis of the work of teachers,
The following feature is revealed. In fine arts lessons
First of all, preference is given to teaching visual literacy,
That is, drawing; on music - choral singing; reading - expressive
Reading, that is, improving practical skills. Not paid at all
Attention to the knowledge of the works of art themselves, and if it is
It happens, then, only on a superficial level. In the theoretical part, we
They noted how important it is to correctly approach the perception of artistic
Works. The opinions of teachers and art historians on this issue to us
Known for: "The potential of a work of art
Immense ... As a result of long-term communication with works of art
Not only those aspects of the student's personality that eat in
First of all, the figurative and emotional content of a work of art -
Aesthetic feelings, needs, relationships, taste, but also the whole
Personal structure, personal and social ideas, worldview,
Its moral and aesthetic ideal is taking shape ”(17; 5).
In addition, the lack of an artistic cycle of theoretical
Material about art, its types, representatives, artistic
The works are, in our opinion, its main drawback.
Thus, having received the initial premises during the preparatory
Work, we began the experimental part of the study.
The children were offered the following system of questions.
Application form
1. How many times this academic year have you been to the theater, museum, exhibition,
Concert?
2. Do you think this is enough to be a cultured person?
3. Do you like visiting theaters, museums, exhibitions, concerts?
4. Would you like to go there more often?
5. What do you know about art?
6. Would you like to know more about art?
7. Do you like books, programs about art?
8. Would you like the school to introduce a new lesson where they talk about
Art?
The results were as follows. In this class, children outside of school, then
Eat on their own, often visit cultural institutions
(Annex 1). They go there with pleasure. To the question “Do you like
Visit theaters, museums, exhibitions, concerts? " “Yes” was answered by 23 people, “no
Very "- 3 people (Appendix 2). 14 people think this
Enough to be a cultured person, and meanwhile 24 people
We would like to be there more often.
Despite such a genuine interest of younger students in various
Arts, they still have limited knowledge
Directly about art itself. So to the question “What do you know about
Art? " honestly admitted “I don’t know” or “I don’t remember” 13 people, “a lot”
5 people answered without spreading their answer, and only 8 people
We tried to give a detailed answer, more or less correct of which
There were only three: Art is when a person creates pictures, draws them ",
"There are several genres in art", "Art is the ability to do something
Make". Realizing my limited knowledge of this area, only 4
A person from the class would not like to enrich their knowledge in the field of art.
To the question "Would you like to know more about art?" they have replyed
Negatively. However, to the question “Do you like books, programs about
Art? " Only 11 people answered “yes” - less than half of the class. We
We can explain this by the fact that, despite the abundance of various literature
For children nowadays, art books adapted for the younger
School age is not enough. Basically, such books are designed for an older
Audience. This is evidenced by the answer of Olesya Kozlova, in which she writes that
She simply did not see such books (Appendix 4).
When asked about the introduction of a new art lesson, the opinions of the class were divided.
Only half of the class responded positively
(14 people), 2 people wrote "not very" and "no" - 10 people.
During the conversation with the students who answered “no”, it turned out that mainly
They believe that such a new art lesson will be rather boring and therefore
They would not like to introduce it. It is noteworthy that out of 10 people who answered
“No” nine - boys, and not in the first place in their studies. And How
It seems to us that they were not against the introduction of an object of art, but
Generally against the introduction of another new lesson. This response showed their
Attitude towards learning in general.
Thus, after conducting a survey, we found out that the interest of the younger
Schoolchildren for art is quite high. They like not only to go to
Theater for performances, attending various exhibitions or circus, but they are also
We would like to know more about art itself. Unfortunately, the books for this
Topic and educational programs on television as a source of information for
The junior high school student is not available today. We were also convinced of this after visiting
In children's libraries of the city. Art literature is intended for
Older age. A contradiction arises between the need for
knowledge of younger students on the one hand and the impossibility of obtaining them
- with another. One of the solutions in this situation, we see in the introduction of the elements
art history in the lessons of the art cycle: music, visual
art, literature. The next part of the work is devoted to this.
The purpose of this stage is to reveal the possibilities of the means of art in
aesthetic education of junior schoolchildren. For this, a lesson was developed
(Appendix 3) on aesthetic education, where the main means
upbringing were works of art. In developing the lesson, we noticed that
in the literature, teachers pay attention to a certain feature that is needed
to know the teacher when introducing children to art. It turns out that the teacher
it is not enough for oneself to know the essence of art. The teacher must remember and understand
that he acts as an intermediary between the child and the vast beautiful world
art. “The pedagogical task of the teacher is to organize
the process of cognition of art, which contributes to the natural and
organic manifestation of the child's own spiritual forces ”(23; 76). Work
teachers to introduce children to art should be systematic and correct
organized.
“The correct organization of the lesson presupposes: a clear goal setting
classes, awakening students' interest in the topic of the lesson, using
methods that activate logical and imaginative thinking, amateur performance
students, as well as their own assessment activities, timely
helping the weak, the teacher's benevolent attitude towards the student, fair
assessment of their activities ”(4; 10). When planning a lesson, we tried to take into account
all requirements presented.
The main educational task of the lesson was to acquaint children with
the concept of "art" and with the types of art on specific examples
works of art. The educational task was to educate
interest in art among younger students. Developmental - to contribute
development of aesthetic qualities of a primary school student (Appendix 3).
Before the lesson, the children were asked to prepare messages for the given
art topics. There were many who wanted to - all the topics were sorted out.
In addition, we asked to bring pictures of interesting architectural
structures. With these tasks, we provided an independent search engine
work of students.
A few days before the lesson, the class was completed. Pictures were hung on the walls and
postcards brought by students. The guys had the opportunity to advance their
consider.
The lesson took place in the form of "Travel to the Land of Beauty", which created
additional emotional attitude.
The activities in the lesson were very diverse: the children listened to music,
looked at pictures, made presentations, listened to each other,
participated in the discussion of the questions asked. There was no time to be bored.
The lesson was held on a high emotional note. When the bell rang
no one was in a hurry to leave, so everyone was carried away by the lesson.
Subsequently, this attitude persisted throughout the day. And this is the most important
result. As we noted above, it is the emotional reactions and
the child's condition is a criterion for the effectiveness of the aesthetic
education. The success rate for this lesson was really high.
Pictures and postcards (our "exposition") we left hanging for another
a week so that the guys, having received new information about them, could once again
to look, to see something new in familiar pictures. Guys like us and
expected, approached and looked at the paintings with renewed interest, came
even children from other classes. The results of this lesson have shown themselves and
later. When in the course of history the class passed the topic "Art of Russia", the guys
brilliantly showed the knowledge that they learned from the lesson in art.
The effectiveness of this lesson is undeniable: the means of art
can really exert their unlimited
impact. A well-organized, child-centered lesson evokes
genuine interest and response in every student. Emotionally intense
the material leaves a deep imprint on the soul of the child, who in the future
will become the basis for the formation of aesthetic taste, ideal, relationship,
feelings, and over time, the aesthetic feeling for art will postpone its
imprint on the attitude to life, reality. With aesthetic
development is also the spiritual development of a person. That today baby
perceives emotionally, tomorrow it will develop into a conscious attitude and to
art and life.
Thus, the means of art, when properly organized and presented
their student is really promoted his aesthetic, intellectual
and spiritual development.
CONCLUSION
The problem of aesthetic education is quite fully developed in
domestic and foreign literature. This allowed us to conduct
a thorough analysis of the literature on this issue and draw the following conclusions.
Aesthetic education really occupies an important place in the entire system.
educational process, since it is not only development
aesthetic qualities of a person, but also of the whole personality as a whole: its essential
forces, spiritual needs, moral ideals, personal and social
ideas, worldview.
All these qualities in a person develop under the influence of continuation
--PAGE_BREAK--
Topic: "What is beauty?"
Goals:
to find out the idea of children about beauty in life, nature, art;
contribute to the formation of a new concept of "sense of beauty";
to give accessible information about people who create beauty.
Conversation progress
The teacher informs that during the aesthetics lesson they will talk about the beauty that surrounds them, and then asks what the guys would call beautiful.
- Remember that handsome you saw when you went to school.
Summarizing the students' answers. The teacher says: “You can see the beautiful - flowers, a picture, the sea, the sky, a dance, etc. To hear - a song, music, splash of waves, rustle of leaves. Feel the beauty of a kind, noble, courageous deed. " Thus, beauty is everything that surrounds us and gives us joy, pleasure, makes our life more interesting, richer. Further, the teacher tells the children that one of the best, highest human abilities is to be able to be surprised. But, unfortunately, this gift is not given to everyone by nature, just as not everyone has an ear for music or a sense of humor from birth. The teacher gives the children the opportunity to remember the Russian fairy tale about the princess Nesmeyana, whom nothing could make laugh. Let the guys try to imagine this princess at a fun children's party, where all the children laugh, rejoice, but poor Nesmeyana is not at all funny, she cannot understand what others are laughing at and what is fun? After all, the evil wizard took away from her the gift of wondering at everything funny and cheerful. Let the children imagine themselves in her place and feel mentally poorer than all the other ordinary guys.
After that, the children are informed that there are people who lack the sense of beauty. They may have good eyesight, good hearing, but they do not see or hear, they do not know how to be surprised at beauty. And it’s even more difficult for such people to live than Nesmeyane, because she didn’t understand only funny things, and these people don’t see beauty around them at all. This means that all the beauty of life is tightly closed for them ...
- Is it possible to help in such a trouble and how? What advice would children give to such people?
Children answer that it is imperative to help people in such trouble, and for this it is necessary to read as much as possible, learn new, unknown, learn to listen and understand people, nature and art, learn to observe.
The teacher, summarizing the answers of the children, says that we are all very sorry for those people who are indifferent to the beauty of their city, forest, river bank, to the sunset, to gentle music, to flowers, to the voice of a nightingale, etc., and if they cannot be helped, then such people can bring a lot of troubles. For example, a person who loves and appreciates beauty will never break a birch branch, never pick a flower from a flower bed, or throw a stone at a bird, but, on the contrary, will strive to do something beautiful himself, to please others. And here the teacher tells the children about people who create beauty. Students also name people who work to make everything beautiful in our country, everything would please the human eye, create a good mood. These are the wipers that keep the streets clean. They are gardeners, builders, architects who create beautiful cities. These are hairdressers, tailors who care about the beauty of a person. These are musicians, artists, poets, writers, these are all people who work and love their homeland.
At the end of the conversation, the teacher encourages the children to be active creators of beauty, to be true friends of it, and discusses with the students what beautiful things they can do at school, in a group, at home, on the street. For example, to always maintain cleanliness and order in the group and in the classroom, plant flowers, trees and take care of them, and most importantly, do not spoil the beauty created by people and nature and do not allow others to do it.
On the subject: methodological developments, presentations and notes
Approximate work plan of the school of labor, artistic, aesthetic and physical education for the 2013 - 2014 academic year. Approximate work plan of the school of labor, artistic, aesthetic and physical education for the 2013 - 2014 academic year.
Approximate work plan of the school of labor, artistic, aesthetic and physical education for the 2013 - 2014 academic year ...
Development of artistic and aesthetic giftedness of children, teachers of educational technology, aesthetic cycle.
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Methodical development "Development of musical and aesthetic taste of singing children and their aesthetic attitude to musical art"
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Report at the School of International Relations "Aesthetic Cycle"
Synopsis of extracurricular activities in the artistic and aesthetic direction "Rainbow of Creativity".
Topic of the lesson. Winter's Tale. Folding of paper (origami) figures of animals.
Goals:
perform collective work in the origami technique;
to consolidate the skills and abilities of working with paper;
learn to use the schemes;
teach to work independently in groups;
develop imagination, thinking, memory;
broaden the horizons of students;
to educate an economical, careful attitude to paper.
Tasks:
Cognitive:
Continue acquaintance with drawings - diagrams;
Expand and deepen children's knowledge of the art of origami;
Enrich students' subjective experiences of the environment.
Developing:
Develop cognitive activity, the ability to observe, compare, express your opinion;
On the basis of identifying the individual characteristics of students, develop individuality, individual abilities, and creative activity.
Educational:
To foster a respect for nature;
Contribute to the education of the communicative orientation of the individual.
Aesthetic education.
The work is aimed at forming:
Personal UUD: expressions of interest when working with paper, to crafts from it.
Regulatory UUD: step-by-step execution of the task; making appropriate changes in the results of their activities under the guidance of a teacher.
Cognitive UUD: highlighting general principles; understanding the symbols of the models shown in the diagrams.
Communicative UUD: ideas about the rules of communication in groups; the ability to adequately perceive a different opinion and position.
The course of the lesson.
Organizational moment.
Safety precautions when working with scissors.
Remember! Scissors are a tool, not a toy.
Conversation.
a) From the history of origami.
Once upon a time, there was a sheet of paper. There were no special machines yet, and it was hand-made by Chinese craftsmen. The leaf was terribly expensive and very beautiful. Then he had many brothers and sisters. They began to write on paper, they made money from it. The craftsmen did not tell anyone how paper is made. Much time passed, and one of the masters nevertheless revealed the secret. So paper from China moved to Japan. And the Japanese masters began to make it even better, larger and more beautiful than the Chinese.
And now, finally, from small square pieces of paper, they began to fold a variety of figures: butterflies, cranes, flowers, boxes and much, much more. People competed with each other, coming up with new figures. This is how paper folding became an art and came to be called the Japanese word ORIGAMI.
Origami is the art of folding paper into intricate figures, literally translated from Japanese "origami" means "folded from paper." Origami is a magical land where everyone will find a model to their liking.
b) Folding schemes.
The figurines were brought to other countries, and their inhabitants were also happy to repeat the already known ones and made more and more new toys. It was difficult to remember the order in which many toys were folded, so they tried to write it down. But after all, people from different countries do not speak the same language, so everyone could not read the records. This is how a new language appeared - the LANGUAGE OF ICONS. It was invented by a Japanese man named Akira Yoshizawa. With the help of these icons, understandable to everyone, it was possible to write down the entire path of a piece of paper from a square to a figure on simple diagrammatic drawings. We are also learning to read origami diagrams in order to make interesting folding toys.
Checking readiness for the lesson.
Check your workplace before work. You should have on your tables: colored paper, scissors, glue, a piece of double tape, square templates, a simple pencil.
5. Fairy tale.
- There lived Polyanka in a fairy forest. Quiet in the winter forest, sad, boring, everything is asleep.
The Snow Queen fell asleep with snow, the sisters: Blizzard and Blizzard puffed up the snowdrifts. Father Frost bound the rivers with ice. Mother Winter dressed all the trees in white fur coats and hats.
The meadow lay under a warm snow blanket and recalled the summer, when it was fun, noisy, all the animals loved to gather on this Polyanka to run, jump, play.
Polyanka wondered how to do it in order to collect the animals again, to have some fun? Where can you find them now? Polyanka was bored, sad.
- Come on guys, help her! Let's put up a Christmas tree and collect animals!
6. Preparation for practical work.
We will work in groups. Each group collects a certain figure, and which one, we learn from the riddles.
* You will always find her in the forest -
Let's go for a walk and meet:
It is prickly like a hedgehog
In the winter in a summer dress. (spruce)
Who deftly jumps on the trees
And flies up the oak trees?
Who hides nuts in a hollow,
Dries mushrooms for the winter? (squirrel)
He looks like a shepherd dog.
Every tooth is a sharp knife!
He runs with his jaws bared,
The sheep is ready to attack. (Wolf)
Not a lamb and not a cat,
Wears a fur coat all year round.
Gray fur coat - for summer,
For winter - a different color. (Hare)
Look at what -
Everything burns like gold.
He walks in a fur coat dear
The tail is fluffy and large.
(Fox)
Who lives in a deaf forest
Clumsy, clubfoot?
In the summer he eats raspberries, honey,
And in winter he sucks his paw.
(bear)
7. Practical work.
You have received the schemes according to which you will fold your figures. Remember to fold carefully and neatly. If you have any questions, raise your hand, I will help. Let's get to work.
8. Drawing up a picture.
9. Summing up.