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"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 element of 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 artistic taste- an aesthetically significant property of the personality, formed and developed in the process of its communication with art. Aesthetic education harmonizes and develops all the spiritual abilities of a person, necessary in various areas of creativity. It is closely related to 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 - necessary condition for achievement main goal aesthetic education - the formation of a holistic personality, a creatively developed individuality, acting according to the laws of beauty.
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 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, tastes;
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 of the age development of the individual. The sooner it enters the sphere of purposeful aesthetic influence, the more reason hope for its effectiveness. From a very early age, through play activities, the child joins the knowledge of the world around him, through imitation he masters the elements of the culture of action and communication with people. The experience gained through communication and activity forms in children preschool age elementary aesthetic attitude to 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 manifests itself quite early in children. Parents and educators should encourage these aspirations. Any adult can tell a lot to a child in a drawing, develop it 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 development moral attitudes human, social activity And high culture 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. Just a collection of many artistic influences, which, accumulating, repeating and fixing, change the behavior of the individual, teach her to live as art suggests. Communication with genuine art encourages a person to own creativity, teaches you to feel aesthetics deeper 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: Toolkit. – M.: MOSAIC-SYNTHESIS, 2009.
. aesthetic culture - this is the ability of the individual to a full perception, the correct understanding of beauty in art and reality, the desire and ability to build one's life according to the laws of beauty
Aesthetic culture includes the following components: aesthetic perception - the ability to highlight aesthetic qualities, images in art and life and experience aesthetic feelings; aesthetic feelings - emotional states caused by a person's evaluative attitude to the phenomena of reality and art; aesthetic needs - the need to communicate with artistic and aesthetic values, in aesthetic experiences; aesthetic tastes - the ability to evaluate works of art, aesthetic phenomena from the standpoint of aesthetic knowledge and ideals; aesthetic ideals are socially and individually psychologically conditioned ideas about perfect beauty in nature and society, man, art; artistic skills, ability in the arts
Aesthetic culture is formed in the process of artistic and aesthetic education, is its goal. The tasks and content of artistic and aesthetic education are determined by the scope of the concept of "aesthetic culture": the development of aesthetic perception, tastes, feelings, needs, knowledge, ideals, the development of artistic and aesthetic skills, creativity preferences.
Aesthetic education is carried out by a complex of means. The material base of the school is of great importance, decoration premises, improvement of the school estate, design of offices and laboratories, corridors, and other premises. It is no coincidence that in the educational institutions that he led. A. S. Makarenko, visitors noted the multitude of flowers, shiny parquet, mirrors, snow-white tablecloths in the dining rooms, the real cleanliness of the premises.
IN educational process aesthetic education contributes to the teaching of all subjects. Any lesson, seminar, lecture has an aesthetic potential. It also serves creativity to the solution of the cognitive task, and the expressiveness of the words of the teacher and students, and the selection and design of visual and handouts, and the accuracy of notes and drawings on the board and in notebooks and books.
Subjects of the aesthetic cycle - literature, musical art, fine arts, artistic culture provide students with knowledge and skills of practical creativity, aesthetic behavior. IN extracurricular activities and aesthetic education is carried out in various creative associations of students (choirs, orchestras folk instruments, choreographic, folklore, fine arts, etc.), creative associations of schoolchildren associated with the revival of folk crafts and arts and crafts (towel art, carpet weaving, carving and other crafts), in art circles, studios, clubs, theaters V. Contribute to the aesthetic education of students excursions to nature, evenings and matinees dedicated to the housing and work of outstanding Ukrainian and foreign composers and performers (for example, "Songs of O. Rodin", "Music of Ukrainian composers", "Music of the XXI century", etc.), conferences on fine arts("Ukrainian fine arts", "Masterpieces of world fine arts", "Master in and life"), expeditions (folklore, ethnographic), holding traditional ritual holidays by the day. Saint. Nicholas,. Kalita,. Shrovetide and ritual holy until the day. Saint. Nicholas,. Kaliti,. Oily and in.
38 Formation of physical culture
. Physical Culture - this is the established way of life of a person, aimed at strengthening health, hardening the body, the harmonious development of forms, functions and capabilities of a person, the formation of their vital motor skills and abilities.
1. Morphological and functional improvement of the body, strengthening its resistance to adverse conditions external environment, disease prevention and healthcare
2. Formation and improvement of basic motor qualities. A person's ability to perform many actions is ensured by the high and harmonious development of all physical qualities: strength (the ability to overcome external resistance or counteract it through muscular effort) endurance (ability to work long time), dexterity (the ability to quickly learn new movements and act successfully in changing conditions), speed (the ability to perform movements in a minimum amount of time)
3. Formation of vital motor skills and abilities: running, jumping, swimming, skiing
4. Raising a sustainable interest and need for systematic physical education. At the core healthy lifestyle life is the constant internal readiness of the individual for physical self-improvement. For the formation of such readiness, it is necessary to organize children's mobility, motor skills in correct forms, give her a reasonable outlet. The interest and pleasure that students get in the process of physical exercises gradually turn into the habit of systematically doing them, which then turns into a constant need for the rebu.
5. Acquisition of the necessary minimum knowledge in the field of hygiene and medicine, physical education and sports. Students should have a clear understanding of the daily routine, hygiene of food, sleep, the importance of physical culture and sports to improve health and maintain high performance, about the hygienic rules for physical exercise, the hygienic requirements of hardening while they master the techniques of self-control over their performance, fatigue, general feelings.
The main means of educating students' physical culture are physical exercises, natural and hygienic factors.
In exercise understand motor actions specially organized and consciously performed in accordance with the content of physical culture. Physical exercises include gymnastics, games, tourism, sports
From a pedagogical point of view, the value of gymnastics lies in the fact that it is able to selectively influence the body or the development of its main systems and functions. Gymnastics is basic, hygienic, athletes willow, artistic, industrial, medical. According to curriculum in physical culture, students are mainly engaged in basic gymnastics (building and rebuilding, exercises with and without objects, walking, running, jumping, throwing, elementary acrobatic exercises, etc.). She develops physical forces child, ingenuity, dexterity, initiative.
. Tourism - these are walks, excursions, hikes and trips that are organized to familiarize students with their native land, natural, historical and cultural monuments of our country. In them, students are physically tempered, learn to be hardy, gain experience in collective life and activity, a responsible attitude towards nature.
. Sport . Unlike physical culture, sport is always associated with achieving maximum results in certain types physical exercises in training and especially in competitions, students overcome significant physical and nervous loads, identify and develop motor and moral-volitional qualities.
. natural factors - the sun's rays, air, water are an integral component of all types of physical activity of students, enhancing the healing effect on them. In addition, they are the source of specially organized ur procedures: sun and air baths, rubdowns, douches.
. hygiene factors require strict adherence to sanitary and hygienic requirements during physical education classes, academic work, rest, food, etc.; in construction, reconstruction, landscaping, maintenance of school premises, gyms, recreational and auxiliary premises (optimum area, light and thermal conditions, regular ventilation, wet cleaning), in the selection of tools, inventory and equipment (in size, weight and arrangement they must correspond to the age and gender of students) for physical exercises; in observing the regime of the day, which determines the strict routine and expedient duty of work and rest.
The training programs "Philosophy of health", "Healthy lifestyle", "Beauty will save the world", "Choose a life without drugs", "For a future without AIDS" serve to form health-saving competence; pr projects "Model of health of the Ukrainian nation", "Health is the greatest value of a person"; circles, sections, competitions, etc. "I am the greatest value of a person"; folds, sections, zmagannya and other.
The basis of the education of physical culture of schoolchildren should be based on deep worldview, cultural ideas about the meaning human life. They affirm the ideal of a healthy harmoniously developed personality and play a special role in the development of a healthy lifestyle.
The well-known scientist B. T. Likhachev identifies the criteria for aesthetic education: aesthetic susceptibility, the actual level of education in the field of culture, the presence of an aesthetic ideal, taste, ideas about perfection in art and reality; the ability to aesthetically evaluate reality in every sphere of life, as well as the aesthetic education of a person.
Noteworthy is the definition of M. A. Verba: aesthetic culture is an integral formation in which consciousness, feelings, and abilities of the individual interact. The scientist includes in the composition of aesthetic culture such components as aesthetic education, a system of value orientations, emotional susceptibility to beauty, and artistic and creative abilities. The listed qualities can be considered as guiding elements of spiritual and practical aesthetic experience.
When clarifying the essence of the concept of “personal aesthetic culture”, the definition of M. A. Verba was taken as the basis, who understands the core basic quality of a person as the aesthetic culture of a person, which allows her to fully understand, communicate with the beautiful in life and actively participate in its creation.
Aesthetic interest is defined as the selective orientation of a person's mental processes to objects and phenomena of reality, the desire to engage in satisfying activities (the joy of the learning process, the desire to delve into the knowledge of the subject of interest, in cognitive activity experience of failures and strong-willed aspirations to overcome them). Aesthetic interest is a kind of stimulus that ensures the active flow of all mental processes and the productivity of activity. At the same time, aesthetic interest is a unity of emotional, volitional, thought processes, in which a cognitive principle is necessarily present, since, being interested in a subject, a person seeks to know it better.
For aesthetic interest, focus on the object, independence and perseverance in overcoming the flow of information are important, but even more important is the internal readiness of a person to perceive aesthetic information. Therefore, aesthetic interest can arise in a person only in situations containing a lack of information, which, of course, is present in the process physical education, in physical culture and sports activities.
When substantiating the motor component of the aesthetic culture of the individual, it is important to take into account that the object of aesthetic activity is the person himself. One of the aspects of the form of aesthetic activity is the formation of the beauty of the physique and movements of a person. A beautiful physique implies harmony (posture), smartness, symmetry, proportionality, harmony of the body.
The main factor that makes it possible to consider the human body as an aesthetic value, as well as the material value of physical culture, is the position that it is the body and its “cultivation” (first of all, the formation of physique; the development of motor abilities necessary for social practice) is an object, subject and a result reflecting the assimilation of the values of aesthetic and physical culture. In addition, the very body of a representative of the human race is already a manifestation of culture (the body as a reflection social culture, the material basis of purposeful influences for the formation of the "spirit" through the "cultivation" of the body).
The athletic constitution of a person has always been a standard of an absolutely proportional figure (body build). The aesthetic standard of proportionality is the formation of grace and symmetry of body shapes. The symmetry of the physique is manifested in the size of the body, the proportionality of the limbs, chest; normal (within age and gender norms) body type (asthenic, hyposthenic, normosthenic). In senior school age it is important to form a proportional physique, focus on strengthening the muscular corset, which ensures the preservation and strengthening of correct posture skills, and physical fitness appropriate for age and gender.
Athletic physique implies well-developed muscles, which are emphasized by posture. Posture is a habitual posture standing man. With the correct posture, the body is straightened, the shoulders are straightened, the gaze is directed forward. It is the posture that determines the type of physique and, along with the weight and height indicator, is an indicator of the functional state of the body, its performance and recoverability. But most importantly, these indicators serve as the basis for the vital activity of the human body, a fairly significant link in the motor component and serve as a prerequisite for the formation of the components of the aesthetic culture of the individual.
The beauty of the physique and the beauty of the movements are inextricably linked with each other. The aesthetic "design" of the human physique is revealed in motor actions in order to give them aesthetic expressiveness, plasticity, rhythm and attractiveness.
The dynamism of motor actions is the unity of indicators reflecting the internal and external entity motor action. Dynamism is a complex characteristic of a motor act, which is the result of the ratio of internal and external forces that determine its implementation, and is specifically expressed by individual characteristics of movements in rhythm, plasticity, tempo and amplitude.
Rhythm - the correct organization of movements in time, the regular alternation (duration, pairs, emphasis) of individual elements of the movement. Rhythm is a characteristic of the technique of physical exercises, reflects the natural order of the distribution of efforts in time and space, the sequence and measure of their change (increase and decrease) in the dynamics of action. Rhythm unites all the elements of motional action technique into a single whole and is an important feature of the motional component (Zh.K. Kholodov).
Plasticity is defined as a regular sequence of changing positions human body, as well as his separate parts, subject to their harmonic coherence, continuity, unity.
Amplitude is the range of motion of individual parts of the body in relation to each other and of the whole body in relation to the projectile.
In substantiating the axiological component of the aesthetic culture of the individual, it should be taken into account that the defining beginning of a high school student's attitude to beauty is his value-aesthetic orientations. The axiological component integrates a number of personal properties, in which the selective-evaluative function of aesthetic consciousness is manifested. Consciousness is a reflection, as well as a person's attitude to the world around him, norms, criteria that are realized in a complex set of individual selective connections of the individual with various aspects of the objective world (S. L. Rubinshtein). The basis of aesthetic consciousness is the system of the most general relations, essential knowledge, criteria internally accepted by the individual and reflecting certain social positions. Knowledge is needed, first of all, for constructing a personal relationship to the world - personal, i.e. sensual (to a person, work, society, knowledge, beauty, ugliness, physique, physical culture and sports activities).
The value orientations of a person express a person's conscious aesthetic attitude to reality, the personal aesthetic position of each individual. This mobile system of relations becomes an accepted personality when habits are formed on its basis, life principles and traits of character, personality abilities are developed, constantly and systematically manifested in the entire life activity of the personality, the real unity of word and deed (body and soul). In this capacity, the personal aesthetic position is manifested in the ability of the individual, and the axiological component serves as a prerequisite for his activity. It is important to note that for a high school student, the value attitude to the world is generated by the self-consciousness of the individual as a free subject of activity, whose perception of the world, his experiences and spiritual positions are formed in the space of a peculiar selection of the fragments of the entire cultural heritage mastered by him.
The quality of accepting the values of aesthetic culture is manifested in personal involvement in the process of aesthetic self-improvement, self-education. The aesthetic ideal as a holistic, sensually concrete image of a perfect person and a perfect life is for the individual both a guide and a stimulus for activity in the field of beauty, including in physical culture and sports activities. The very concept of physical perfection contains the aesthetic ideal of harmonic correspondence between the inner content and external forms. The aesthetic development of mankind is based on the desire for harmony and perfection. The ideal is a concept, an image, a perfection. The aesthetic ideal is the goal and model that stimulates the conscious desire for beauty.
The aesthetic ideal of the personality correlates with the properties, qualities, features of all objects, processes, phenomena encountered in social practice, in assessing their personality determines the quality of preferences in accordance with what kind of sensory reaction they cause. In this sense, the concept of "ideal" coincides with the concept of "beautiful". According to modern scientific ideas the mechanism for the realization and self-development of aesthetic knowledge, interests, ideals, the orientation of the system of relations to the aesthetics of reality is precisely the activity of the individual. The basis of the fourth, creative block of personal properties, the structure of the aesthetic culture of the individual is the activity component.
To substantiate the activity component of the aesthetic culture of the individual, it is important to note the following provisions. Aesthetic activity can be considered as a generalized characteristic of the external (skills, abilities) and internal creative activity of the individual, performed in accordance with the criteria of beauty established in society. The motive determines the characteristics of behavior and activity of the individual. Aesthetic need is a person's steady desire to satisfy inclinations, desires in the sphere of beauty (to the sublime, heroic, comic). A motive is a stimulus that determines the choice of the direction of activity for the object (material, spiritual) for which it is carried out, or a conscious need. In this regard, the motives of aesthetic activity reflect:
- - obtaining aesthetic pleasure from participation in physical culture and sports activities;
- - mastering the values of aesthetic culture (material, artistic, spiritual);
- - ensuring creative self-realization in motor actions and created things (transformation of oneself and society) through the development of the values of general social and physical culture.
However, it is hardly legitimate to consider as an aesthetic feeling of muscle pleasure or a combination of various kinds of hedonistic feelings and experiences that arise in the process of sports activities. Another thing is that on their basis, an athlete can really form aesthetic feelings and experiences.
Aesthetic emotions and experiences in sports are largely determined by its game character. The game is always extremely saturated emotionally. As a rule, it is associated not only with established rules, but also with invention, ingenuity, creativity, directly expressing individual abilities players. All this determines a wide range of aesthetic experiences associated with gaming activities, and hence sports.
The presence of conditions for the manifestation of creative abilities is one of the main sources of aesthetic pleasure from the process of sports activities.
The ability to search and apply new, non-standard, original techniques and solutions is available in all sports, especially game ones. For example, in football there is a large space playing field, a large number of players, lack of time limits on possession of the ball, the ability to perform techniques with any part of the body, except for the hands, etc. provide athletes with ample opportunities for choosing and applying a wide variety of technical and tactical actions. Success accompanies those who are capable of truly creative action.
In sports (especially elite sports), the athlete acts in the presence of other people who are watching him. In this regard, the activity of an athlete is similar to the game of an actor, since he seeks to "find contact" with the public, get its support, feel its excitement. The first world heavyweight champion in the history of national weightlifting A.S. Medvedev wrote about this: "We, the athletes, as well as the artists, need spiritual contact with the public, we need their sincere support, their excitement, which, as if by wire, is transmitted to the stage and ignites the performers." This "contact with the public" is one of the main sources of the athlete's aesthetic experience.
An important source of aesthetic experiences in sports is the very intensity of the sports struggle to achieve victory. This struggle evokes various emotions and experiences in athletes, which are analyzed and described in sufficient detail by sports psychologists. O.A. Chernikova singles out, for example, such emotions of sports wrestling: emotions of pre-launch states, sports passion, sports excitement, fighting enthusiasm, "sports anger", etc. Some of these emotions, such as "combat enthusiasm", "sports passion", causing joy in a person, a state of inspiration, are very close to aesthetic experiences, although they are not completely identical with them. In the state of "sports enthusiasm" the athlete ceases to notice the surrounding phenomena that are not directly related to wrestling. Fascinated by the game, he does not hear the reaction of the public, the noise in the stands, the calls of his comrades. At this moment, all his activity is mobilized to perform the game activity required in this situation. This activity gives the athlete great satisfaction, and the feelings that he experiences at this moment are in many ways similar to aesthetic ones.
One of the characteristic features of perception of any kind performing arts is the effect of participation, empathy and co-creation of the viewer. This effect, as a rule, is characteristic of a sports spectacle and largely explains the aesthetic experience of the spectators, and, in particular, their ability to perceive the movements of athletes as full of meaning and beauty.
The aesthetic manifestations of sport noted above and related to them are by no means secondary, but rather essential components of it.
First of all, it is important to consider that modern sport performs an important entertainment function. Spectacle is usually understood as such an action in which a resolution of a conflict that is quite understandable to the audience is achieved with the help of active, built according to the laws. game strategy actions that can be perceived by the viewer directly in their development and are accompanied by deep emotional experiences of participants and spectators.
Sports satisfy these demands of entertainment. It is an activity that is performed according to strictly stipulated conditional game rules. These rules are known in advance and are well understood by the viewer. He knows the goals of the athlete's actions in competitive wrestling and the ways that can be used to achieve them. In this regard, the competition appears for the viewer as a certain semantic integrity. Any private event the viewer can correlate with common idea wrestling, which allows him to easily assess the impact of this event on the result of the actions of the opposing sides as a whole.
However, it is important to note that the aesthetic organization sports competitions, aesthetic perfection in the performance of movements can significantly increase the entertainment of sports. The American philosopher P. Weiss noted on this occasion that one of the main reasons for the existence spectacular views sport is connected with the desire of a person to perceive perfection, with the pleasure that he receives from such perception.
Of particular importance in this regard is the technical skill of athletes. The higher technical training athletes, the greater the scale of the tasks that they are able to solve, the more diverse the techniques they use. fantasy, improvisation, creative solutions various game tasks - all this "intellectual beauty" of sports, as it is sometimes called, significantly increases the spectacular appeal of sports. And vice versa, the lack of thought, the pattern, the monotony, the schematism in the actions of an athlete or a team sharply reduce their aesthetic assessment, and hence the entertainment.
aesthetic education culture sport
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, views and beliefs, the education of aesthetic sensitivity and taste. 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 everything ugly, ugly, vile, as well as a readiness for the 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 beauty into his life. This idea of M. Gorky seems to us extremely important. The 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 their 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 older 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. Children should be more involved in creating an aesthetic environment at school, in the classroom, in the apartment. Extremely great interest in this regard is the experience of A. S. Makarenko. Eyewitnesses who visited the educational institutions he led spoke about the abundance of flowers, about the sparkling parquet, mirrors, snow-white tablecloths in the dining rooms, and the perfect cleanliness of the rooms.
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. "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..."
Aesthetic attitude to nature forms moral attitude To her. Nature, not being the bearer of social 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 understand that good in relation to nature consists in preserving and increasing its wealth, including beauty, and evil consists in damaging it, in polluting it.
In the process of forming the aesthetic culture of students, an important role belongs to the courses of biology and geography, which are largely based on the direct study and observation of natural phenomena. During excursions and walks in nature, children sharpen their aesthetic vision of its beauty, develop recreative imagination and imaginative thinking. Big interest schoolchildren are invited to excursions on such topics as "Forests clad in scarlet and gold", "Wishing signs of spring", "Nature and fantasy", "Flowers of our fields", "Autumn bouquet", "Cultural monuments of our region", etc. During the excursions, students perform various tasks: make sketches and sketches from nature, photograph their favorite corner, collect materials for the collection, find dead branches, roots, knots, nodules on trees, using them for crafts and miniature sculpture.
Teachers should more often turn to the works of writers, composers, artists who glorified the beauty of nature. Students can be offered for reflection and discussion such questions and tasks, for example: find and read your favorite descriptions of forests, fields, steppes, rivers, lakes, mountains; write down the statements you like about nature; what does communication with nature teach you; describe your favorite corner of nature; how do you imagine the basic rules of behavior in nature; Have you tried to reflect your impressions of nature in poems, stories, drawings, crafts?
The education of an aesthetic attitude to nature is actively promoted by conversations and conferences on works of fiction ("White Bim - Black Ear" by G. Troepolsky, "Do not shoot at white swans" by B. Vasiliev, "White steamboat", "Blach" by Ch. Aitmatov, " King-fish" by V. Astafiev, "Russian Forest" by L. Leonov, "Farewell to Matera" by V. A. Rasputin, novels and stories by V. Belov, Yu. Kazakov, V. Soloukhin).
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.
The curriculum of the general education school includes the disciplines of the artistic cycle - literature, music, fine arts.
Aesthetic development of personality by means of art in pedagogy is usually called artistic education. 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. On lessons mother tongue 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 to the listeners the emotional state of the hero, enriched by personal experience. And no matter how small and limited this experience, it still gives freshness and unique originality to the performance of the student.
basis musical education at school is choral singing which provides a joint experience of heroic and lyrical feelings, develops ear for music, memory, rhythm, harmony, singing skills, artistic taste. A large place in the school is given to listening to recorded music, as well as familiarization with elementary foundations 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, the inseparable connection between content and artistic form, to cultivate an emotional and aesthetic attitude towards works of art. In order to form students' ideas about the vitality of art, classes are held with them: "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 interests human", "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. This limitation should be compensated in the system of additional education.
Talks, lectures, round-table meetings, universities 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 best performers- soloists, choral and orchestral groups. Schoolchildren get acquainted with the language and genres of music, study musical instruments, voices, learn about the life and work of composers. Children respond especially emotionally to songs in which courageous, selflessly devoted people are sung, the romance of struggle and exploits is revealed.
Movies, videos and TV films play an important role in shaping the aesthetic culture of students. The perception of screened works of literature and art needs subtle pedagogical guidance. 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 to first prepare students for the perception of theatrical art, to create conditions under which children would be able to succumb to the charm of acting.
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.
The basic categories of the aesthetic culture of the individual are aesthetic consciousness, artistic and aesthetic perception, aesthetic feeling, aesthetic experience, aesthetic need, aesthetic ideal, aesthetic taste, aesthetic judgment.
Aesthetic consciousness includes a people-conscious aesthetic attitude to reality and art, expressed in the totality of aesthetic ideas, theories, views, criteria.
The most important element of a person's aesthetic consciousness is artistic and aesthetic perception. Perception is the initial stage of communication with art and the beauty of reality, psychological basis aesthetic attitude to the world.
Artistic and aesthetic perception is manifested in the ability of a person to isolate processes, properties, qualities that awaken aesthetic feelings in the phenomena of reality and art.
Aesthetic feeling is subjective emotional condition caused by a person's evaluative attitude to an aesthetic phenomenon of reality or art.
Aesthetic experience is a state of shock, enlightenment, suffering, joy, delight, etc. Aesthetic experience contributes to the emergence and development of spiritual and aesthetic needs.
Aesthetic need manifests itself as a steady need to communicate with artistic and aesthetic values.
The central link of aesthetic consciousness is the aesthetic ideal - a socially conditioned idea of modern beauty in nature, society, man, art.
Aesthetic consciousness in unity with aesthetic feeling gives rise to artistic and aesthetic taste as a subtle and complex ability to see, feel, understand truly beautiful or ugly, tragic or comic and correctly evaluate it.
On this basis, the ability of aesthetic judgment develops - evidence-based, reasoned, reasonable assessment of aesthetic phenomena. public life, art, nature.
The formation of aesthetic culture is carried out in the process of aesthetic education.
Aesthetic education is a purposeful process of forming a creatively active personality capable of perceiving, feeling, evaluating
beautiful, tragic, comic, ugly in life and art, to live and create according to the "laws of beauty".
Aesthetic education includes aesthetic development- an organized process of formation in a child of natural essential forces that ensure the activity of aesthetic perception, feeling, creative imagination, emotional experience, figurative thinking, as well as the formation of spiritual needs.
The core of aesthetic education is the impact on the personality by means of art and the implementation of artistic education on its basis.
Artistic education is a purposeful process of developing in children the ability to perceive, feel, experience, love, appreciate art, enjoy it and create artistic values.
The organization of the system of aesthetic education is based on a number of principles:
The universality of aesthetic education;
An integrated approach to the whole matter of education;
A combination of classroom, extracurricular, extracurricular activities, various forms of exposure to art through the media;
The connection of artistic and aesthetic activity with life, the practice of updating society;
Unity of artistic and mental development;
Artistic activities and amateur performances of children;
Aestheticization of all life;
Taking into account the age and individual characteristics of children.
Criteria for the formation of aesthetic culture:
The presence of a desire to communicate with art and nature;
The presence of an aesthetic need for transformation surrounding reality according to the laws of beauty and intolerance for the ugly;
The ability to perceive art, empathize and enjoy highly artistic samples;
The ability to give an aesthetic assessment of a work of art and an object of nature;
The ability of artistic and creative self-expression;
Aestheticization of relationships with other people;
Knowledge of the foundations of folk art, historical and cultural traditions of their country, the desire for their creative development and preservation.
More on the topic § 4. Formation of the aesthetic culture of the individual:
- LESSON № 20 TOPIC: FORMATION OF AESTHETIC CULTURE OF THE PERSONALITY OF THE SCHOOLCHILDREN
