Chapter 1. Culture and personality. culture of personality
Culture is about everything that we do and monkeys don't do. Lord Raglan
When we say "culture", we can mean by this concept the culture of the national, aesthetic, historically established society, as well as the culture of the individual. The latter concept is the key to understanding cultural processes. However, the real integrity of culture can only be spoken of in relation to a specific individual. Personality is the main bearer of culture.
But before talking about the role of the individual in the development of culture, it is necessary to find out what culture is. cultureis a concept with many meanings. The word "culture" exists in many languages of the world. From the Latin "cultura" is translated as "erection, education", and in ancient times it was used in relation to the results of agricultural activities. Cicero defined culture not only as the cultivation of the soil, but as spirituality, the so-called "art of inventing the soul." Now this word is used in different situations and contexts. For us, expressions such as “culture of behavior”, “ Physical Culture”, “artistic culture”, etc. To date, there are more than a thousand of its definitions. Such a variety of definitions is due to the fact that a person is inherently multifaceted and inexhaustible, and culture is nothing more than a human creation - and, consequently, culture itself is multifaceted. Culture involves the interaction of man, history, nature and society. W. Beckett defined it as a set of norms of behavior, beliefs and values accepted in a particular society, with the help of which a person interprets his life experience. That is, a person is recognized as cultural if he takes part in the development of culture, while his activity is aimed at finding the meaning of being, self-actualization. Thus, culture- “this is a historically developing, multi-layered, multi-faceted, polyphonic system of material and spiritual values created by man, socio-cultural norms and ways of their distribution and consumption, as well as the process of self-realization and self-disclosure of the creative potential of the individual and society in various fields life". The relationship between personality and culture is usually considered in two forms: personality as an individual, an individual bearer of culture; personality as a subject, creator of this culture, as a personality in highest value this concept. In everyday life, it is difficult to notice the dependence of culture on a person; rather, an inverse relationship is visible. The entry of a person into society occurs through the transformation cultural property and traditions into the inner world of the individual. An individual, entering a culture and functioning in it, comprehends reality in all the diversity of his attitude towards it. The content of his consciousness is filled with meanings and meanings. The content of individual consciousness in the form of a system of ideas, ideas, values are objectified and stored in his brain in the form of memory. The consciousness of an individual in the form of memory is a repository of all his life experience, the result of being and functioning in the sphere of culture in the process of all life activity. The content of the consciousness of the individual is objectified in the brain and does not exist separately from the individual, it is the result of the appropriation of culture by the object. Thus, culture and its meanings live through a conscious creative activity person. If a person turns away from cultural meanings, then they die, and a symbolic body remains from culture, from which the soul has left. (O. Spengler) It is generally recognized that culture is the result of the cumulative activity of mankind and the actual process of preserving, distributing, consuming cultural objects, cultural values. Man and culture are objects that develop, enrich and create each other. In the process of his activity, a person himself forms himself as a cultural and historical being. His human, personal qualities are the result of deobjectification of the world of culture, his assimilation of the language, familiarization with the values and traditions existing in society, mastering the techniques and skills of activity inherent in this culture, etc. Biologically, a person is given only an organism that has a certain structure, inclinations, and functions. And only as a result of the cumulative impact of culture does he become a truly human being, a creatively creative subject. Culture is a measure of the human in a person, it is a prerequisite for the deployment of his active activity, his becoming a creator, creator of the cultural-historical process. As a subject of culture, he changes it, introduces something new into it, creates it. If a person refuses creativity, shows a consumerist attitude towards culture, reproduces, then he culturally “runs wild”, slides down to the simplest needs. Only when creative attitude to life, the individual becomes a personality, a subject of culture. Therefore, speaking about the influence of culture on the individual, which, in turn, is contradictory, we can say that, on the one hand, it is carried out as socialization, that is, the familiarization of the individual with the values, norms, and knowledge existing in society. On the other hand, the mastery of culture is a process of individualization, the development of unique traits, abilities, and gifts of the individual. However, it is in the process of mastering culture that an individual becomes a personality, since a personality is a person whose totality of properties allows him to live in society as a full and full member of it, interact with other people and carry out activities for the production of cultural objects. A person who has mastered the culture of the society in which he lives is “armed” with schemes and principles of behavior in typical, standard situations, has certain social attitudes and features of social perception, and accepts a certain scale of values. talented person makes discoveries, develops common grounds deeper and further. However, culture brings with it a certain lack of freedom, keeping the personality captive to its symbolic patterns. But in turning points, in epochs of cultural upheavals it is suddenly discovered that the old foundations lose their significance. It is believed that the transition to new semantic foundations is the work of a genius. Because the new meaning born a genius, is tested in the experience of other people, in the struggle between the old and the new, then the fate of a genius, unlike his creation, as a rule, is not happy. Thus, the personality as a subject of culture is always at the center of culture, carrying out the reproduction, storage and enrichment of cultural experience. And the culture of personality is a system of personal properties, generally valid principles, ideals that determine the direction and motivation of human activity, behavior, actions, assimilated by a person in the process of socialization. And already in the process of socialization, the individual is introduced to such types of culture as material, spiritual, artistic culture. According to some culturologists, there are types of culture that cannot be unambiguously attributed only to the material or spiritual realm. They represent a "vertical section" of culture, penetrating its entire system. These types of culture include aesthetic, which will be discussed below. Chapter 2. Definition of the concepts of aesthetic and artistic culture of the individual
.1 The concept of aesthetic culture of the individual
IN Lately more and more attention is paid to the state of culture, which is understood, first of all, as the content and process of people's life, the result of their active and purposeful productive social activity. Culture is one of the leading signs of planetary civilization, distinguishing the life of people from the life of other living beings on earth. The fundamental, historically long-existing indicator of people's creativity is culture, correlating the level and quality of development of communities and individual peoples as well as each individual. Therefore, it can be argued that culture is created by people. It includes not only material and physical, but also spiritual elements, which gives reason to assert the difference between culture and natural nature. Here the spiritual-subjective abilities and properties of people are manifested. Speaking of aesthetic culture, it should be noted that it mainly characterizes the spiritual life of the individual, his spiritual world, that is, consciousness, worldview and socio-spiritual qualities. Aesthetic feelings, aesthetic understanding are elements of the spiritual culture of subjects. They are aimed at the reproduction of consciousness, at the satisfaction of the moral and aesthetic needs of the individual. Aesthetic culture is a reflection and reproduction of the artistic and aesthetic life of society - a phenomenon, above all, of spiritual life. The spiritual culture of society includes: reproduction of the individual public consciousness; art as a professional form of artistic creativity; folk art culture; aesthetic culture; culture of scientific life; culture of education; culture of freedom of conscience; culture of moral and spiritual life; information culture. The aesthetic culture of society is concretized and personalized mainly in the aesthetic culture of the individual. The aesthetic culture of a person is a complex integrative quality, expressed in the ability and ability to emotionally perceive, realize and evaluate the phenomena of life and art, as well as transform nature, the world man "according to the laws of beauty." The concept of "aesthetic culture of the individual" includes two components: aesthetic consciousness and aesthetic activity. Aesthetic consciousness this is one of the forms of social consciousness, which reflects the sensual-emotional and intellectual attitude of the individual to reality and art, her desire for harmony and perfection. The structure of aesthetic consciousness includes a need-motivational component, aesthetic perception, aesthetic feelings, taste, interest, aesthetic ideal, aesthetic Creative skills.
Aesthetic artistic activity is an activity aimed at the performance or creation of any aesthetic value, such as works of art. Strictly speaking, any kind of activity contains in one way or another an aesthetic aspect. For example, the formation of an aesthetic motive of activity, setting the goal of creating an aesthetically expressive, emotionally attractive product; the choice of aesthetically significant means and methods of carrying out activities, obtaining an aesthetically valuable result. Thus, the aesthetic culture of the individual means the unity of aesthetic knowledge, beliefs, feelings, skills and norms of activity and behavior. In the spiritual structure of the individual, the totality of these components expresses the measure of the development of the aesthetic culture of society by it, at the same time determining the measure of possible creative dedication. Therefore, the components of the aesthetic culture of the individual are: a) the development of aesthetic consciousness (knowledge of the beautiful and the ugly, the sublime and the base, the tragic and the comic); b) the development of an aesthetic worldview (aesthetic ideals, norms and principles, aesthetic orientations and interests, convictions and beliefs); c) the degree of perfection of aesthetic taste; d) consistent implementation of aesthetic values in accordance with the aesthetic ideal. Based on the above components of the aesthetic culture of the individual, it is possible to consider the criteria and levels of development of some individual cognitive processes personality and aesthetic culture in general. As such a process, one can take aesthetic perception, which is defined as the process of reflecting objects and phenomena of reality in art in all the variety of their properties, including aesthetic ones, which directly affect the senses. The originality of aesthetic perception is expressed in the full meaningful development of the aesthetic subject, the ability to cover the subject in all its details, in the emotional immediacy, enthusiasm that persists in the analysis of the perceived object. Aesthetic perception always evokes certain associations and thoughts about the perceived phenomenon. Thus, the entire personality of a person is involved in the process of aesthetic perception. As criteria, on the basis of which it is possible to determine the level and dynamics of aesthetic perception, we can propose: adequacy of the perceived object, the ratio of intellectual and emotional, integrity. Depending on the ratio of these qualities, 4 levels of aesthetic perception can be distinguished: 1high level,characterized by the ability to adequately perceive an aesthetic object in the unity of content and form; perception is holistic, it harmoniously combines intellectual and emotional; 2, 3 second and third levels - medium. The second level is characterized by the adequacy of perception of an aesthetic object, however, the analysis of an aesthetic object is of a verbal-logical nature with a low level of emotionality. The third level is characterized by brightness and emotionality of perception with an insufficient level of analytical approach; 4th level - short. It is characterized by insufficient development of aesthetic perception: retelling of the content, inability to express aesthetic originality a perceived object, a phenomenon of reality or a work of art. There may be errors in the presentation and evaluation of an aesthetic object. Returning again to the concept of aesthetic culture and its component - aesthetic consciousness, as a sensory-emotional and intellectual attitude of the individual to reality and art, we can say that this attitude is always accompanied by an appropriate reaction, an aesthetic feeling. The adequacy of feeling to the features of an aesthetic object is largely determined not only by the psychological qualities of the individual, but by the level of her training, aesthetic education and upbringing. Insufficient emotional aesthetic experience of the individual causes the inadequacy of the emotional response to the qualities of the aesthetic object. An important component of aesthetic consciousness is aesthetic taste, as a complex socio-psychological formation. There are different aspects of taste: a) psychophysiological (taste as one of the driving motivational mental qualities of a person); b) social (taste as a dialectical unity of the general, particular and individual, public and personal, collective and individual); c) epistemological ( individual manifestation taste is always based on the ideas that have developed in public life about the various manifestations of the aesthetic). The following criteria for evaluating taste are determined: the ability to evaluate the aesthetic phenomena of reality and art from the standpoint of a humanistic aesthetic ideal; the adequacy of the assessment of the quality of the aesthetic object; the ability to substantiate, prove the correctness of one's assessment. Among the levels of development of taste (that is, aesthetic preferences) there are: High level: a specific analysis of the aesthetic qualities of the object of observation, the ideological and artistic merits of the work of art is given. A well-founded aesthetic assessment from the standpoint of a humanistic aesthetic ideal, characterized by a pronounced creative transition. 2.
Intermediate level: the analysis of an aesthetic object is mostly correct, relatively independent, but one-sided. The judgment is justified by the ideological content of the work (if we are talking about a work of art), the moral position of the author, but much less attention is paid to the artistic form. Intermediate level: Sufficiently detailed and Full description the artistic merit of the work (for example, the composition of the picture, coloring, features of the drawing), while paying less attention to the content and ideological design. At medium levels, an element of reproduction is expressed. Low level: the rating is limited to the words: "like", "dislike", there is no validity, evidence, or the rating is uncertain. Thus, the aesthetic qualities of a person constitute a complex concept - aesthetic culture. I would also like to note that in terms of its content, the aesthetic culture of the individual largely coincides with the aesthetic culture of society, while differing in the subjectivity of comprehension and expression, the dominance of certain aesthetic values, and orientation. The internal mechanism of aesthetic culture is the functioning of the aesthetic consciousness of the individual, the direction of which is expressed in the system of aesthetic relations to various objects of the environment through the mechanism of perception, experience, ideal, view, judgment. The level of aesthetic culture is associated with the possibility of an adequate orientation of the individual in a diverse system of aesthetic and artistic values, the corresponding motivation of her aesthetic position in relation to them, which in turn depends on the following characteristics: development of imaginative thinking, the formation of the skills of analyzing aesthetic and artistic phenomena in their structural reality, in the unity of phenomenal (external) and content characteristics (internal parameters, emotional responsiveness, etc.). The measure of the expression of these skills, abilities and needs in the activity and behavior of the individual just characterizes the level of her aesthetic culture. Most significantly, it is realized in the spiritually meaningful communication of people, through their participation in various forms of social creativity. A peculiar variety and dominant of the aesthetic culture of the individual (given the special significance of art in the life of society and man) is its artistic culture, the level of which depends on the degree of artistic education, the breadth of interests in the field of art, the depth of its understanding and the developed ability to adequately assess the artistic merits of works . The artistic culture of a person is, firstly, the development in people and the realization in their lives of artistic abilities, the ability to create artistic values and perceive them as such. Secondly, artistic culture is the very creation of artistic values, artistic creativity, i.e. artistic treatment , decoration, ennoblement, spiritualization of various materials, things, processes, etc., as well as the creation of artificial, aesthetically and artistically significant, forms and meanings, the creation of works of art. Thirdly, the artistic culture of the individual is revealed in the functioning of artistic values, leading to the ennoblement, spiritualization of a person interacting with them. Artistic culture is reflected and reproduced in aesthetic culture. It includes the functioning of specialized artistic creativity - art; folk art culture; popular culture; elite artistic culture; artistic subcultures of regions, professional associations, youth, etc.; artistic and aesthetic aspects of economic, political, legal and other activities. Artistic culture, reflected in the minds of people, forms the aesthetic consciousness and its cultural forms. The formation and development of an individual's aesthetic culture is a step-by-step process that proceeds under the influence of demographic, social, socio-psychological and other factors. It involves mechanisms of both spontaneous and conscious (purposeful) nature, determined in general by the environment of communication and the conditions of the activity of individuals, their aesthetic parameters. Mainly, the following main elements can be distinguished, on which the level of artistic and aesthetic culture depends: development of aesthetic consciousness and worldview degree of artistic education; the breadth of interests in the field of art and the depth of its understanding; developed ability to adequately assess the artistic merits of works. Artistic education is understood as the meaning of all artistic and creative systems that have developed in the history of art, which allows you to feel the beauty art form. Artistic education expands the content of a person's artistic ideal, taking it beyond the limits of those narrow ideas about perfect creativity that are characteristic of ordinary and aesthetically undeveloped consciousness. The above characteristics are concentrated in the concept of artistic taste - an aesthetically significant property of a person, formed and developed in the process of her communication with art. Artistic taste in its developed individually unique manifestation cannot be reduced only to the ability of aesthetic judgment and evaluation of works of art. Hence, artistic taste- this is one of the main indicators of the presence, nature and level of human artistic culture. It is most fully and directly realized in the emotional and sensory experience of the perceived artistic object, in the emerging state of aesthetic possession of it. Thanks to this state, the inclusion of spiritual wealth occurs. true works art into the inner spiritual structure of the personality, significantly enriching it, expanding the horizon of feeling and understanding the phenomena of the surrounding reality, contributing to a deeper understanding of the meaning of one's existence and the uniqueness of life. At the same time, it would be wrong to limit the real manifestations of the artistic culture of the individual only to the sphere of art, its perception, experience and evaluation. Artistic beginning in addition to art, it is widely represented in material production, in everyday life, being realized in the form of beauty and figurative expressiveness of objects created by man and things of practical utilitarian purpose. Thus, summing up the above, it should be noted that it is extremely important to form an aesthetic and artistic culture in people. Moreover, in social development personalities leading role plays aesthetic and artistic education. aesthetic artistic culture personality Chapter 3. Principles of education of aesthetic and artistic culture of the individual
Society is developing, one social system is being replaced by another, people's views and ideas are changing, including views on beauty, on its role in educating a person. But disputes about the education of the aesthetic and artistic culture of a person do not subside. The education of aesthetic and artistic culture is of interest modern man nothing less than science and technology. Moreover, recently there has been a sharp explosion of interest in education in the modern world. .1 Principles of education of the aesthetic culture of the individual
The upbringing of the aesthetic culture of the individual is the purposeful formation in a person of his aesthetic attitude to reality. Aesthetic education is a special specific type of socially significant activity carried out by the subject (society) in relation to the object (individual, personality) in order to develop an individual's system of orientation in the world of aesthetic and artistic values in accordance with the ideas that have developed in this particular society about their nature and purpose . In the process of upbringing, individuals are introduced to values, they are translated into internal spiritual content. On this basis, a person's ability to aesthetic perception and experience, his aesthetic taste and idea of the ideal are formed and developed. Education by beauty and through beauty forms: ) aesthetic and value orientation of the individual; ) develops the ability to be creative, to create aesthetic values in the field labor activity, in behavior, in art; ) develops cognitive ability personality. ) teaches the individual to perceive already finished products of aesthetic activity. Forming "aesthetic thinking", education contributes to a holistic coverage at the individual level of the characteristics of the culture of a given era, an understanding of its unity, which, according to scientists, is a necessary prerequisite for its theoretical knowledge. Aesthetic education, familiarization with the riches of world culture and art - all this is just necessary condition for achievement main goal education of aesthetic culture - the formation of a holistic personality, a creatively developed individuality, acting according to the laws of beauty. Functions of education of aesthetic culture, constituting the unity of opposites: the formation of the aesthetic and value orientation of the individual; development of its aesthetic and creative potentialities. The main tasks of educating aesthetic culture are reduced to the following provisions: develop the ability to perceive and experience the beauty of nature and social reality; to teach not only to actively perceive, but also to understand and evaluate works of art; to develop in each person the desire for the skillful use of their creative forces and abilities; develop the need for beauty and the ability to understand it and enjoy it; consciously fight for the affirmation of beauty in everything: in nature and social life. In this regard, the following structural components are distinguished: aesthetic education, laying the theoretical and value foundations of the aesthetic culture of the individual; artistic education in its educational-theoretical and artistic-practical expression, which forms aesthetic self-education and self-education, focused on self-improvement of the individual; education of creative needs and abilities. These include the so-called constructive abilities: intuitive thinking, creative imagination, vision problems, overcoming stereotypes. Among the principles of education of the aesthetic culture of the individual can be noted such as: The connection between education and life. This principle is based on the position of the unity of theory with practice and requires such an organization of the activity of the individual, in which not only the acquired knowledge about the world would be realized, but also contained an aesthetic element. Unity of education, training and development. Any activity should have an aesthetic orientation, during which ideological, political, moral, aesthetic ideals should be formed. An integrated approach to the whole matter of education presupposes the unity of objective and subjective factors in the process of forming an aesthetically developed personality. Systematism and consistency of education. This principle finds its realization in the clear organization of the entire educational activities, in following all stages of the development of aesthetic views, beliefs, ideals. The principle of creativity. The development of the creative potential of the individual is the essence and purpose of the education of aesthetic culture. The fact is that aesthetic consciousness not only reflects the aesthetic aspects of life, it forms in the individual a stable need for creativity. Creativity is a form of self-affirmation of a person, his initiative and self-development. Any creative activity is inherently aesthetic, since in the process of it the harmony of the world, its beauty is comprehended. The education of creativity is the development of independence, activity of the individual, the ability to think dialectically and act in accordance with ideals. All means of aesthetic education allow the formation of these qualities in the conditions of activity that meet aesthetic needs. The most important means of self-knowledge of the individual is creative process. The product of creativity is directly dependent on the richness of culture, the human content introduced into it, as well as the degree and quality of its expression. Without it, there can be no creativity. Therefore, in order to form a creative personality, one must strive to give her the opportunity to freely express her creative individuality. WITH psychological point From our point of view, the creative transformation of the world is possible due to the fact that the results of this transformation acquire special significance for a person. Consequently, the universality of the result of aesthetic education lies in the fact that it stimulates and develops all the feelings of a person. However, aesthetic education gives the desired result only when the necessary material and spiritual prerequisites are created for it. The educational impact of art comes through its aesthetic function, through the transfer of the personality of the author's assessments and relationships inherent in it, inseparable from the aesthetic and value characteristics. This allows the content of the work to penetrate into the depths of consciousness, to influence the formation of views, beliefs, ideals of the individual. Thus, all of the listed components, principles and tasks of educating aesthetic culture represent complete system. Their closest relationship ensures the effectiveness of the process of aesthetic formation of personality. 3.2 Principles of education of the artistic culture of the individual
The upbringing of the artistic culture of the individual is part of aesthetic education. This includes the formation of an aesthetic perception of reality by means of art, as well as the development of artistic and creative needs in various areas of art and the need to bring beauty into life. The upbringing of such a culture is traditionally viewed through the formation of a person's attitude to art, that is, the upbringing of love for art, the inner need to communicate with art, understanding the meaning of art and its purpose. The following idea is put in the basis of the upbringing of the artistic culture of the individual: the upbringing of the artistic culture is a purposeful step-by-step process of appropriation by the individual of universal human values and cultural norms contained in the images of art. In order for a person to acquire the ability to identify these values and norms in the process of communicating with art, it is necessary to teach him to “read” the artistic images of art. To this end, the process of education must be built based on the study artistic language art. The appropriation by a person of the revealed content occurs in the process of his independent creative activity. The sphere of education of artistic culture includes artistic creativity, where creative potential personality. This allows us to talk about the inseparable connection between the education of artistic culture and artistic education, for example, visual, musical, choreographic or theatrical art. The creative potential is formed in the most effective way with the systematic perception of works of art and in the process of independent artistic creativity. Artistic creativity is inherent in man, and freedom of creativity is one of his inalienable rights. Through artistic creativity, a person expresses himself as a free person and is freed from any external influence. He creates, that is, creates something new, something that did not exist before - his creations are unique, like the personality itself. Artistic creativity is a kind of comprehension by a person of the world and himself in it. Comprehension, expressed in the specific design of matter, in the aesthetic organization of special sensually perceived signs, in special languages (languages of sounds, lines, movements, rhythms, words, etc.). Sometimes the concept of "artistic creativity" largely coincides with the concept of "art". The term "art" is sometimes used in a narrow sense: as a collection of works of art (excluding the processes of their creation and perception), as a specific high-level skill (not including its results). In a broader sense, art is a special sphere of human activity, purposeful, conscious in its meaning, specialized artistic activity (artistic creativity) and its results (artistic works, works of art), their functioning and perception. Art is one of the most powerful means of educating aesthetic and artistic culture, and culture in general. For in art, the spiritual becomes visible, audible, tangible, and, at the same time, a sensually attractive, desirable concrete manifestation of the human in a person, exciting him, capable of capturing his entire being. So, in the field of education of the artistic culture of the individual, the following principles are distinguished: Creative dominant: the predominant activity in which artistic and aesthetic development is carried out is one or another form of artistic creativity of the individual. Orientation to artistic activity as the basis of general aesthetic development: the basis of the general aesthetic development of the individual is the development of artistic activity - the creation of works of art, their perception, evaluation. The unity of art education with the general cultural artistic process. Artistry: the process of artistic and aesthetic education should be built in accordance with the laws of art (creation of an artistic atmosphere, the use of emotional and figurative means, etc.). The complex use of art, which ensures the development of the specifics of artistic expressive means, the language of art, its genre and stylistic features. Based on the above principles, it follows that the goal of educating artistic culture is the formation and development of creative personality. The constant need for the knowledge of art, as the basis of life's creativity, reflects the level of culture of the people. The upbringing of artistic culture is not only the formation of a person's need for communication with art and its aesthetic assessment, but the development and implementation of artistic and creative abilities, their transfer to other spheres of human life. Conclusion Aesthetic and artistic culture are the most important elements of the culture of the individual, both material and spiritual. They are interrelated and complement each other. The most important means of introducing artistic images, beautiful, sublime into the spiritual culture is art - a kind of spiritual assimilation of reality by a social person, with the goal of forming and developing his ability to creatively transform the world around him and himself according to the laws of beauty. The aesthetic culture of the individual means the unity of aesthetic knowledge, beliefs, feelings, skills and norms of activity and behavior. The structure of the aesthetic culture of the individual is: the development of aesthetic consciousness; the development of an aesthetic worldview; degree of perfection of aesthetic taste. In a broad sense, the education of the aesthetic culture of a person is understood as the purposeful formation in a person of his aesthetic attitude to reality. The artistic culture of the individual is a type of culture that is reflected and reproduced in aesthetic culture, and also consists in the figurative and creative reproduction of nature, society and people's livelihoods by means of folk art culture and professional art. The upbringing of the artistic culture of the individual is understood as a phased process of appropriation of universal human values and cultural norm contained in the images of art. Thus, aesthetic and artistic culture represent an integral system. Their closest relationship ensures the efficiency of the process cultural formation personality. The complete absence of aesthetic and artistic culture would mean that a person’s feelings are so undeveloped that he cannot distinguish beauty from ugliness at all, is completely incapable of either enjoying beauty (and disgust for ugliness), artistic values, or creating anything small. -Malski aesthetically or artistically valuable. Therefore, such a state is impossible since man has become a man. List of used literature
1. Balakina T.I. World Art. Russia IX-beginning of XX century. - M., 2008. P.4. Theory of Culture in Questions and Answers: a textbook for part-time students / coll. ed.; ed. N.M. Mukhamedzhanova and S.M. Boguslavskaya. - Orenburg: IPK GOU OGU, 2007. - 149 p. Erasov B.S. Social cultural studies: Textbook for university students. - M., 2000. Bychkov V.V. Aesthetics: Textbook, 2nd edition. - M: Gardariki, 2008 - 573. Aesthetic consciousness and the process of its formation. Institute of Philosophy of the Academy of Sciences of the USSR. - M.: Art, 1981. - 256 p. Malyukov A.N. Psychology of experience and artistic development personality: Scientific and methodological manual. - Dubna: Phoenix, 1999. - 256 p. Bolshakov V.P. Culture as a form of humanity. Tutorial. - Velikiy Novgorod: NovSU named after Yaroslav the Wise, 2000.
The concept of the aesthetic culture of the individual. Formation of Estonian culture- it is a process of purposeful development of a person's ability to fully perceive and correctly understand beauty in art and reality. It provides for the development of a system of bad ideas, attitudes and beliefs, provides satisfaction from what is truly aesthetically valuable. At the same time, schoolchildren are brought up with the desire and ability to introduce elements of beauty into all aspects of life, to fight against the ugly, ugly, base, as well as a readiness for a feasible manifestation of oneself in art.
Aesthetics of children's life. Man by nature is an artist. Everywhere, one way or another, he strives to bring zhsota into his life. The aesthetic attitude of a person to reality owes its origin to his labor activity. Awareness of the experience of labor as a game of physical and spiritual forces, as a phenomenon of sublime, ennobling, beautiful composition ~ from the foundation of the Estonian development of personality.
It is important to introduce elements of the Estonian design of the immediate environment and everyday life into everyday life of children. Improvement living conditions, an increase in material well-being, an increase in the output of consumer goods significantly change the objective world and the material environment, which cannot but participate in raising the level of everyday culture.
Aesthetic perception of nature. Nature is an irreplaceable source of beauty. It provides the richest material for the development of an aesthetic sense, observation, and imagination. Aesthetic attitude to nature forms moral attitude To her. Nature, not being the bearer of public morality, at the same time teaches the child moral behavior through harmony, beauty, eternal renewal, strict regularity, proportions, variety of shapes, lines, colors, sounds. Children gradually come to the understanding that a good attitude towards nature consists in preserving and increasing its wealth, including beauty, and evil consists in causing damage to it, in environmental pollution.
It is important to ensure the aesthetic orientation of environmental protection activities of students: to conduct observations and experiments with them in a corner of wildlife, on an educational and experimental school site, to organize feeding and protection of animals, and the protection of green spaces.
Formation of aesthetic culture by means of culture.
Aesthetic development of personality by means of art in pedagogy is usually called artistic education
One of the effective means of cultivating a literary taste and aesthetic responsiveness is the development of a culture of reading. On lessons mother tongue students learn to perceive literature as word art, reproduce images of the worst work in your imagination, subtly notice the saints and characteristics of the characters, analyze their actions. Mastering the culture of reading, the student begins to think about what the read book calls for, what it teaches, with the help of what artistic means The writer manages to create a deep and vivid impression in the reader.
basis musical education at school, choral singing, which provides a joint experience of heroic and lyrical feelings, develops ear for music, memory, sense of rhythm, harmony, singing skills, poor taste. A large place in the school is given to listening to recorded music, as well as familiarization with the basics of musical literacy.
One of the means of introducing students to the worst cool-re is teaching art. It is designed to develop in students artistic thinking, creative imagination, visual memory, spatial representations, visual abilities. This, in turn, requires teaching children the basics of visual literacy, developing their ability to use expressive means drawing, painting, modeling, arts and crafts.
A form of aesthetic education has become established as a music library, which includes records best performers- soloists, choral and orchestral groups.
Olga PIVKINA,teacher of Bugulma Pedagogical College
Aesthetic and artistic culture are the most important components of the spiritual image of a person. From their presence and degree of development in a person depends on his intelligence, the creative orientation of aspirations and activities, the stability of relations with the world and other people. Without a developed ability for aesthetic feeling, experience, humanity could hardly realize itself in such a versatile rich and beautiful world of "second nature", that is, culture. The level of aesthetic development of the individual and society, the ability of a person to respond to beauty and create according to the laws of beauty are naturally associated with the progress of mankind in all spheres of life. The most productive manifestations of creative energy and people's initiatives are clearly represented in the achievements of world culture.
The formation and development of the aesthetic culture of the individual is a gradual process, proceeding under the influence of demographic, social and socio-psychological factors. It involves mechanisms of both spontaneous and conscious nature, determined in general by the environment of communication and the conditions of the activity of individuals, their aesthetic parameters. Aesthetic knowledge, beliefs, feelings, skills and norms are functionally related to each other. The aesthetic culture of the individual is manifested in the sphere of everyday life, social, leisure and other forms of life. It is an essential moment in the social and individual life of people.
The measure of the expression of skills, abilities and needs in the activity and behavior of the individual characterizes the level of his aesthetic culture. A peculiar variety and, in in a certain sense, the dominant aesthetic culture of the individual is its artistic culture, the level of which depends on the degree of artistic education, the breadth of interests in the field of art, the depth of its understanding and the developed ability to adequately assess the artistic merits of works. All these characteristics are concentrated in the concept of artistic taste - an aesthetically significant property of a person, formed and developed in the process of her communication with art. Aesthetic education harmonizes and develops all the spiritual abilities of a person, necessary in various areas of creativity. It is closely connected with moral education, since beauty acts as a kind of regulator of human relationships. Thanks to beauty, a person often intuitively reaches for the good. Apparently, to the extent that beauty coincides with goodness, one can speak of the moral function of aesthetic education.
Aesthetic education is a necessary condition for achieving the main goal of aesthetic education - the formation of a holistic personality, a creatively developed individuality, acting according to the laws of beauty.
Relying on the established practice of educational work, the following structural components of aesthetic education are usually distinguished:
Aesthetic education, laying the theoretical and value foundations of the aesthetic culture of the individual;
Artistic education in its educational-theoretical and artistic-practical expression, which forms the artistic culture of the individual in the unity of skills, knowledge, value orientations, flavors;
Aesthetic self-education and self-education, focused on self-improvement of the individual;
Education of creative needs and abilities.
Aesthetic education is carried out at all stages age development personality. The sooner it enters the sphere of purposeful aesthetic influence, the more reason hope for its effectiveness. From the early age through play activity, the child joins the knowledge of the world around him, through imitation he masters the elements of the culture of actions and communication with people. The experience gained through communication and activity forms in preschool children an elementary aesthetic attitude towards reality and art. Communication with art most vividly and figuratively reveals to a person the world of real-life beauty, forms the beliefs of an individual, influences behavior and gives her great aesthetic pleasure. Visibility, brightness, expressiveness make art accessible and close to children's perception, consonant with their emotionality.
Interest in visual activity is manifested in children quite early. Parents and educators should encourage these aspirations. Any adult can tell a lot to a child in a drawing, develop his visual memory. Drawing and modeling is an active process that makes children accurately perceive an object, either by directly contemplating it, or by restoring it from memory, or by simultaneously attracting accumulated life experience and imagination. Teachers and psychologists have long noticed that children, especially preschoolers, get great pleasure not so much from the result as from the drawing process itself. It should also be noted that there is a close relationship between involvement in art and the development of a person’s moral attitudes, social activity and a high culture of communication, that is, what constitutes the spiritual world of the individual. Accumulating in memory, aesthetic experiences interact with each other, forming an emotional and aesthetic background, against which everything that happens to a person again acquires special clarity and significance. Art in this sense creates criteria for life evaluations. Spiritual enrichment does not occur during episodic, short-term communication with art. Only the totality of many artistic influences that accumulate, repeat and consolidate, change the behavior of the individual, teach her to live as art suggests. Communication with genuine art encourages a person to his own creativity, teaches you to feel aesthetics more deeply. real life, helps to form an active attitude to reality in general and to artistic creativity in particular.
The study by students of the interdisciplinary course "Theoretical and methodological foundations of the organization of productive activities of children", involves the development of abstracts for the organization of directly educational activities to familiarize preschool children with works of fine art; compiling art history stories, etc. Completing graduation qualification works allows you to more fully study the features of folk arts and crafts; to realize the tasks, the content of the work to familiarize preschool children with the fine arts, to show creative abilities, artistic taste. Aesthetic and artistic education should be recognized as an urgent need and required condition spiritual progress of society. Education in general, be it labor, moral, ecological, etc., cannot be considered satisfactory if it does not develop an aesthetic attitude to the phenomena of life, does not induce a person to act according to the laws of beauty. In the same way, aesthetic education without artistic education turns out to be incomplete and ineffective, since only art has the property of educating in a person the ability to realize and feel life as a whole.
Bibliography:
1. Kozlova S.A., Kulikova T.A. Preschool Pedagogy. - M .: Publishing Center "Academy", 2009.
2. Komarova T.S., Zatsepina M.B. School of aesthetic education: Methodological guide. – M.: MOSAIC-SYNTHESIS, 2009.
Aesthetic education is a component of the educational system aimed at the formation of aesthetic ideals, needs and tastes in pupils, as well as the development of the ability to perceive, experience and create aesthetic values.
Aesthetic education in its content is based on the categories of aesthetics - the most general concepts that reveal the idea of perfection as the aesthetic basis of the world.
What are the main categories of aesthetics?
Beauty as a central category of aesthetics. The category of beauty is the central category of any aesthetic system. Initially, beauty can be defined as expediency or perfection of form. Plato defined beauty as the perfection of form fashioned in accordance with some ideal model. Thus, the beautiful is enlightenment, the translucence of an idea in the material. The beautiful is the material consecrated by the ideal contained in it. In rational beings capable of volitional striving for the ideal, beauty becomes a direct expression of the spiritual, in this sense we are talking about the beauty of the soul or the beauty of virtue. In this case, expediency acts as a direct and immediate striving towards the goal - towards the absolute fullness of being. Beauty is the transformation of matter through the incarnation in it beyond the material principle. .
- ugly. It expresses the impossibility of the absence of perfection, it contrasts with a positive aesthetic ideal and contains a hidden demand or desire for the revival of this ideal.
Category sublime represents a reflection of our consciousness of the greatness of natural and social processes and phenomena that immeasurably exceed the capabilities of an ordinary person (the greatness of the natural elements - the sky, ocean, mountains, storms, thunderstorms; the greatness of the revolution as an expression of social power large groups of people; greatness of spirit individual people. The perception and experience of the sublime is accompanied by strong emotional experiences (affects) - fear, horror, amazement, delight.
Opposite aesthetic category – base.Lowland- an aesthetic category opposite to the sublime. It characterizes natural and social objects and phenomena that have a negative social significance and pose a threat to humanity and the individual. The base in art is realized through the creation of the image of evil.
As a category of aesthetics, tragic means a form of dramatic consciousness and a person's experience of conflict with forces that threaten his existence and lead to the death of important spiritual values. The tragic presupposes not the passive suffering of a person under the burden of forces hostile to him, but the free active activity of a person who rises against fate and struggles with it. IN tragic man appears at a critical, tense moment of its existence. Subject tragic action implies a heroic personality striving to achieve sublime goals, therefore the category of the tragic is closely related to the category of the sublime.
Opposite aesthetic category – comic. Schelling defined the comic as a form of aestheticization of the ugly and turning it into an object of art: art is able to transform the ugly in such a way that it becomes a positive aesthetic value, a contemplation that can give pleasure.
STRUCTURE OF AESTHETIC CULTURE
Aesthetic culture of personality consists of the following components:
Aesthetic consciousness, which includes
– aesthetic knowledge, that is, ideas and knowledge about the main aesthetic concepts and categories;
– aesthetic thinking manifested in the ability to comprehend aesthetically significant information and express aesthetic judgments;
The central component of aesthetic culture are aesthetic feelings
Such higher feelings are called aesthetic,which are caused in us by the beauty or ugliness of perceived objects, whether they are natural phenomena, works of art or people, as well as their actions and actions . Aesthetic feelings are based on a special, inherent human need - the need for aesthetic experience..
A distinctive feature of aesthetic feelings is their "disinterested" nature. They are not directly related to the satisfaction of our material needs, are not aimed at satisfying hunger or saving lives.
Aesthetic pleasure or enjoyment. It is the feeling of pleasure that the perception of colors, sounds, forms, movements and other features of objective objects or phenomena gives us. As a rule, aesthetic pleasure is caused by harmonic combinations in which individual elements are in certain relations with each other; disharmonic combinations, on the contrary, cause displeasure.
Feeling beautiful embraces us when in our perception we reflect the objectively beautiful, really existing beauty of the phenomena of nature and society. We experience this feeling when we look at a beautiful flower, an animal, a landscape, a man-made machine, or household utensils when we observe the actions of a person, we think about the wonderful features of his character, etc.
Feeling majestic and sublime is generated by the perception of phenomena that exceed the usual measure of phenomena in which the power of nature and human genius is expressed.
Feeling of artistic beauty associated with the aesthetic perception of works of art and with creative activity in any of its forms. In this regard, it has a complex and peculiar character.
Feeling tragic is affective in nature, accompanied by strong mental upheavals, sometimes expressed in sobs. The artistic image of a person created by a writer or artist sometimes reaches its highest impact force: we not only experience an aesthetic feeling from the perception of a beautiful work of art, it makes us suffer, sympathize, and resent.
Feeling comical characterized by a state of merry laughter when perceiving contradictory phenomena of reality and is especially strong when they artistic expression in works of art.
– aesthetic beliefs - stable, emotionally colored attitudes towards the world, people and oneself, formed on the basis of aesthetic knowledge and experienced aesthetic feelings;
- aesthetic qualities and abilities
The integral aesthetic quality of a person can be considered aesthetic taste - developed by social practice, the ability of a person to emotionally evaluate the various aesthetic properties of objects and phenomena, first of all, to distinguish the beautiful from the ugly. In cases where a work of art is valued, aesthetic taste is called artistic taste. ( Big Dictionary in cultural studies.. Kononenko B.I.. 2003)
aesthetic ability - a set of individual psychological characteristics of a person, thanks to which it is possible to carry out aesthetic activity
– aesthetic activity - aesthetically perceive and experience the phenomena of reality and art, evaluate them by judging taste and correlating with the ideal, create various new aesthetic values (in labor, in behavior, in science and technology).
– aesthetic needs - the need to lather, feel and act in accordance with certain aesthetic ideas (ideals);
– experience in aesthetic activity- willingness and ability to perform certain actions (deeds) in accordance with the aesthetic ideas, feelings, needs (ideals) formed in the structure of the personality.
In accordance with the structure of aesthetic culture are determined and tasks of aesthetic education
77 78 79 ..§ 5. Formation of aesthetic culture of students
The concept of the aesthetic culture of the individual
The formation of aesthetic culture is a process of purposeful development of a person's ability to fully perceive and correctly understand beauty in art and reality. It provides for the development of a system of artistic ideas, attitudes and beliefs, provides satisfaction from what is truly aesthetically valuable. At the same time, schoolchildren are brought up with the desire and ability to bring elements of beauty into all aspects of life, to fight against everything ugly, ugly, vile, as well as readiness for the feasible manifestation of oneself in art.
The formation of aesthetic culture is not only the expansion of artistic horizons, the list of recommended books, films, and musical works. This is the organization of human feelings, the spiritual growth of the individual, the regulator and corrective behavior. If the manifestation of money-grubbing, philistinism, vulgarity repels a person with its anti-aesthetic nature, if a student is able to feel the beauty of a positive deed, the poetry of creative work - this speaks of his high level aesthetic culture. And vice versa, there are people who read novels and poems, attend exhibitions and concerts, are aware of the events of artistic life, but violate the norms of public morality. Such people are far from a true aesthetic culture. Aesthetic views and tastes did not become their internal property.
The system of school work on the formation of aesthetic culture. Aesthetics of children's life
Man by nature is an artist. Everywhere, one way or another, he strives to bring beauty into his life. This idea of M. Gorky seems to us extremely important. Aesthetic assimilation of reality by a person is not limited to one activity in the field of art: in one form or another, it is present in any creative activity. In other words, a person acts as an artist not only when he directly creates works of art, devotes himself to poetry, painting or music. The aesthetic principle is embedded in human labor itself, in human activity aimed at transforming the surrounding life and oneself. The aesthetic attitude of a person to reality owes its origin to his labor activity. Awareness and experience of labor as a game of physical and spiritual forces, as a phenomenon of the sublime, ennobling, beautiful, form the foundation of the aesthetic development of the individual.
In order for child labor not to turn into a burden and a burden, to bring aesthetic pleasure, it must be inspired by a high socially significant goal, marked by the beauty and precision of movements, strict economy of time, inspiration, and enthusiasm. The harmony of physical movements gives rise to inner spiritual beauty, manifested in rhythm, dexterity, clarity, joy, self-affirmation. It is perceived and appreciated by children as a great aesthetic value.
A lot of aesthetic impressions can and do give the activity of teaching. In mathematics, for example, they often say: "A beautiful, elegant solution or proof", meaning by this its simplicity, which is based on the highest expediency, harmony.
There is its own aesthetics in sincere, healthy, humane relationships between students and teachers, between pupils, between elders and younger students. Primitive, callous, insincere relationships between people in the family and school deeply hurt the personality of the child, leave a mark for life. And vice versa, subtle, differentiated attitudes of teachers to students, fair exactingness make the way of children's life a school of education in the spirit of high aesthetics and morality.
It is important to introduce elements of the aesthetic design of the immediate environment and everyday life into the everyday life of children.
It is important to awaken in schoolchildren the desire to affirm beauty at school, at home, wherever they spend their time, do business or relax. Extremely big interest in this respect represents the experience of A. S. Makarenko. In the educational institutions he led, eyewitnesses noted a lot of flowers, sparkling parquet, mirrors, snow-white tablecloths in dining rooms, and perfect cleanliness in the rooms.
The irreplaceable source of beauty is nature. It provides the richest material for the development of an aesthetic sense, observation, and imagination. "But freedom, and space, the beautiful surroundings of the town, and these fragrant ravines and swaying fields, and pink spring and golden autumn, weren't our educators?" - wrote K.D.Ushinsky. "Call me a barbarian in pedagogy, but I learned from the impressions of my life a deep conviction that a beautiful landscape has such a huge educational influence on the development of a young soul, with which it is difficult to compete with the influence of a teacher ...".*
* Ushinsky K.D. Biographical materials // Collection. cit.: In 11 vols. T. 11. - M., 1952. S. 52 - 53.
Formation of aesthetic culture by means of art
The artistic potential of a person, his aesthetic possibilities are most fully and consistently manifested in art. Generated by human labor, art at a certain historical stage is separated from material production into a specific type of activity as one of the forms of social consciousness. Art embodies all the features of a person's aesthetic attitude to reality.
Syllabus secondary school includes the disciplines of the artistic cycle - literature, music, fine arts, they combine a complex set of art itself, the science about it, and the skills of practical creativity.
The aesthetic development of the personality by means of art is usually called artistic education in pedagogy. Turning directly to works of art, it requires the development in a person of the ability to correctly perceive the phenomena of beauty. This does not mean that he should become a professional artist or an art critic. In addition to knowledge of a number of works of art, a person must acquire a certain amount of information from the field of theory and history of a particular type of art. Such enrichment of direct artistic impressions with knowledge of the laws of art and the skill of the artist by no means kills (as is sometimes claimed) the emotionality of perception. On the contrary, this emotionality intensifies, deepens, and perception becomes more meaningful.
One of the strongest means of cultivating literary taste and aesthetic responsiveness is the development of a culture of reading. In the lessons of their native language, students learn to perceive literature as the art of the word, reproduce the images of a work of art in their imagination, subtly notice the properties and characteristics of characters, analyze and motivate their actions. Mastering the culture of reading, the student begins to think about what the read book calls for, what it teaches, with the help of what artistic means the writer manages to evoke deep and vivid impressions in the reader.
The development of artistic taste encourages students to engage in aesthetic activity, which is characterized by certain results and implies that during art classes, students bring to life the elements of beauty available to them. Performing a poem, story or fairy tale, they seem to re-create the circumstances proposed by the author, reviving them with the help of their own thoughts, feelings and associations, i.e. convey an emotional message to the listener hero's state, enriched personal experience. And no matter how small and limited this experience, it still gives freshness and unique originality to the performance of the student.
The basis of musical education at school is choral singing, which provides a joint experience of heroic and lyrical feelings, develops an ear for music, memory, rhythm, harmony, singing skills, and artistic taste. A large place in the school is given to listening to recorded music, as well as familiarization with the elementary foundations of musical literacy.
One of the means of introducing students to artistic culture is the teaching of fine arts. It is designed to develop artistic thinking, creative imagination, visual memory, spatial representations, visual abilities in schoolchildren. This, in turn, requires teaching children the basics of fine literacy, developing their ability to use the expressive means of drawing, painting, modeling, arts and crafts. Students master the basics of a realistic image by teaching them such means of artistic expression as the texture of the material, color - line - volume, light tone, rhythm, shape and proportion, space, composition.
It is important to ensure direct acquaintance of students with outstanding works of Russian, Soviet, foreign fine arts and architecture, to teach them to understand the expressive language of the artist, inseparable bond content and artistic form, to cultivate an emotional and aesthetic attitude to works of art. The principle of linking art with life is realized in the ideological and thematic content of the classes: "The art of seeing. You and the world around you", "Art around us", "You and art", "Every nation is an artist", "Fine art and the world of human interests ", "Decorative and applied art and human life".
The opportunities for art education and aesthetic education of students provided by the curriculum and program are limited. Therefore, they should be compensated in the system of additional education.
Conversations, lectures, meetings at the "round table" of the University of Culture, clubs of friends of art have become widespread. A form of aesthetic education has become established as a music library, which includes records of the best performers - soloists, choirs and orchestral groups. Listening to the works of Glinka, Tchaikovsky, Shostakovich, Rimsky-Korsakov, Prokofiev, students get acquainted with the language and genres of music, study musical instruments, voices, learn about the life and work of composers.
Children especially emotionally respond to songs in which courageous, selflessly devoted people are sung, the romance of struggle and exploits is revealed.
Big role films and television films play in the formation of the aesthetic culture of students. The perception of screened works of literature and art needs subtle pedagogical guidance. It is important to teach students how to watch and understand movies and TV films correctly. For this purpose, a number of schools introduced an optional course "Fundamentals of Cinematography", organized children's film clubs and school cinemas.
The theater has a huge power of aesthetic and emotional impact. It is necessary, of course, to prepare students in advance for the perception theatrical art, but the most important thing is to create conditions under which children would be able to succumb to the charm of acting.
Socio-pedagogical studies have shown that schoolchildren attend cinema quite intensively, watch video films, while other types of art are clearly not treated enough.
Thus, aesthetic education, being one of the components of a holistic pedagogical process, is designed to form in schoolchildren the desire and ability to build their lives "according to the laws of beauty."
