The result of artistic and aesthetic education of children. Artistic and aesthetic development of preschool children in a preschool educational institution

Forming a child’s personality, nurturing a correct attitude towards the environment is a complex process, which is based on the correct, harmonious development of feelings.

Feeling is a special form of a person’s relationship to the phenomena of reality, conditioned by their compliance or non-compliance with human needs. “Nothing, neither words, nor thoughts, nor even our actions express ourselves and our relationship to the world so clearly and truly as our feelings: in them one can hear the character not of a separate thought, not a separate decision, but of the entire content of our soul and its structure ", said K.D. Ushinsky [K.D. Ushinsky, 1974, 117].

The formation of aesthetic feelings begins in early childhood. Preschool age is the period of initial actual development of personality. Children of preschool and school age eagerly build castles and fortresses from snow, wet sand or cubes, hammer nails, and draw with no less diligence with pencils, paints or chalk. Parents should always support, and not inhibit, these natural needs of children.

Preschool age is the most important stage in the development and education of the individual. This is the period of the child’s familiarization with the knowledge of the world around him, the period of his initial socialization. It is at this age that independent thinking is activated, children’s cognitive interest and curiosity develops.

Psychologists identify 3 main areas mental development preschool children:

1. Personality formation.

the child begins to realize his “I”, his activity, activity, begins to objectively evaluate himself;

ѕ the child’s emotional life becomes more complicated, the content of emotions is enriched, and higher feelings are formed;

2. Expanding the scope of the child’s activities.

ѕ the child masters goals and motives various types its activities;

ѕ certain skills, abilities, abilities and personal qualities are formed (perseverance, organization, sociability, initiative, hard work, etc.);

3. Intensive cognitive development.

ѕ the sensory culture of the language is acquired;

ѕ perception of color, shape, size, space, time occurs;

ѕ types and properties of memory, attention, imagination develop;

ѕ the formation of visual forms of thinking and the development of sign-symbolic functions of consciousness take place; [D.B. Elkonin, 1958, 39]

In order for an adult to become spiritually rich, it is necessary to pay special attention to the aesthetic education of children of preschool and primary school age. B.T. Likhachev writes: “The period of preschool and primary school childhood is perhaps the most decisive from the point of view of aesthetic education and the formation of an artistic and aesthetic attitude to life.” The author emphasizes that it is at this age that the most intensive formation of attitudes towards the world takes place, which gradually turn into personality traits [B.T. Likhachev, 1998, 42]. The essential artistic and aesthetic qualities of a personality are laid down in early childhood and remain more or less unchanged throughout life. But precisely in preschool and junior school age artistic and aesthetic education is one of the main foundations of all further educational work.

At the stage from 2.5 to 3-4.5 years, the following changes occur:

ѕ mastery of sensory standards that will help children master colors, shapes, sizes (however, this is not only recognition, but also the development of a sense of color and shape, since conditions for choice, comparison, and preference have been created);

ѕ content enrichment creative activity;

ѕ mastering the “language” of creativity;

During this period, a qualitative change occurs in the child’s creative activity. He self-determines, manifests his own “I” when creating creative products. He draws, sculpts for himself, putting into it his own experience and his vision of an object, a phenomenon. It is usually believed that this is the period when children depict individual objects and forms. At this time, the main thing for children is to express their worldview through color, shape, composition. Children show a preference for one color or another, an interest in detailing, highlighting characteristic features subject, a favorite topic appears among boys and girls.

At the age of 4.5 to 7 years, children develop visual abilities, imagination, artistic thinking when creating plot and decorative compositions; preferences are differentiated against the background of diverse interests - to painting or graphics, plastic or design. artistic aesthetic education creativity

Throughout the preschool period, changes in perception occur, from simple attempts to examine and feel, without answering the question of what the object is, to the desire to more systematically and consistently examine and describe the object, highlighting the most noticeable features.

Children's assimilation of the system of sensory standards significantly restructures their perception, raising it to a higher level. In progress cognitive activity children acquire systematized knowledge about the sensory qualities of objects; a special role in this is played by the formation in them of generalized methods of examining objects. The structure of the images formed depends on the examination methods.

Sensory culture is of great importance for artistic and aesthetic education. The ability to distinguish colors, shades, shapes, combinations of shapes and colors opens up the opportunity to better understand works of art and then enjoy it. The child learns to create an image, masters the ability to convey the inherent properties of objects, shape, structure, color, position in space, his impressions, and acquires knowledge about the materials used to convey the image and create an artistic image. Mastering visual and expressive skills introduces children to elementary creative activities, going through a complex path from the simplest actions to the processes of imaginative reproduction of forms.

The next feature of artistic and aesthetic education in preschool age is associated with changes occurring in the field cognitive processes schoolboy. The formation of artistic and aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. This is noted by all the teachers and psychologists mentioned above. During education, life relationships and ideals undergo changes. In certain conditions, under the influence of comrades, adults, works of art, life shocks, ideals can undergo radical changes. " Pedagogical essence the process of forming artistic and aesthetic ideals in children, taking into account their age characteristics is to form, from the very beginning, from early childhood, stable, meaningful ideal ideas about beauty, about society, about man, about relationships between people, doing this in a diverse, new and exciting form that changes at every stage,” notes in in his work by E.M. Torshilova [E.M. Torshilova, 2001, 26].

By the end of preschool age, the child can experience elementary aesthetic feelings and states. A child rejoices at a beautiful bow on his head, admires a toy, a craft, etc. In these experiences, at first, direct imitation of an adult, in the form of empathy, clearly appears. The child repeats after his mother: “How beautiful!” Therefore, when communicating with a small child, adults should emphasize the aesthetic side of objects, phenomena and their qualities with the words: “what beautiful craft", "how smartly the doll is dressed" and so on.

The behavior of adults, their attitude towards the world around them, towards the child becomes a program for the child’s behavior, therefore it is very important that children see as much good and beautiful things around them as possible.

Growing up, the child falls into new team- a kindergarten that takes on the function of organizing children’s preparation for adult life. Issues of artistic and aesthetic education in kindergarten begin with carefully thought out room design. Everything that surrounds the children: desks, tables, manuals - should educate them with their cleanliness and neatness.

Another of the main conditions is the saturation of the building with works of art: paintings, fiction, musical works. From early childhood, a child should be surrounded by original works of art.

Folk arts and crafts are of great importance in the artistic and aesthetic education of preschool children. The teacher must introduce children to the products folk craftsmen, thereby instilling in the child a love of the Motherland, folk art, and respect for work.

Artistic and aesthetic education should stimulate active activity of the preschooler. It is important not only to feel, but also to create something beautiful. Education, which is purposefully carried out in kindergarten, is also aimed at developing artistic and aesthetic feelings, therefore such systematic activities as music, familiarization with fiction, drawing, modeling and appliqué are of great importance, especially if the teacher teaches children to select shapes and colors , create beautiful ornaments, patterns, establish proportions, etc.

Formation of the first emotional and aesthetic assessments, education artistic taste depends a lot on the game. The influence is well known artistic toys for the artistic and aesthetic education of children. An example is folk toys: nesting dolls, funny Dymkovo whistles, handmade crafts.

The example of a teacher and his emotional responsiveness to beauty are especially necessary for children to develop their own artistic and aesthetic taste.

Artistic and aesthetic feelings, like moral ones, are not innate. They require special training and education.

By organizing a consistently more complex system of tasks, teaching children aesthetic vision and competent depiction of the environment, you can teach children not only to perceive a picture, but also to see it as an object of art.

Feelings, including artistic and aesthetic ones, are a specific form of reflection of the environment. Therefore, they cannot arise and develop where in the everyday environment there are no those combinations of objects, shapes, colors, sounds that can be perceived as examples of beauty. However, just the presence of these objects is not enough for children to develop aesthetic feelings and artistic taste; the child must learn to perceive various forms, harmony of sounds, colors and experience aesthetic feelings.

Thus, artistic and aesthetic education is very important for the comprehensive development of a child. The basics of artistic and aesthetic education are laid with the participation of adults immediately after the birth of a child and continue to develop for many years. Family, kindergarten and school play a very important role in artistic and aesthetic education, so parents, educators and teachers should try to create such an atmosphere so that the child develops such aesthetic feelings as a sense of beautiful, artistic taste as quickly as possible.

Voronezh region

GOBU NPO VO "PU No. 56"

Program

artistic and aesthetic education of students

The program was developed

literature teacher

Trubitsyna Maria Viktorovna

Program passport:

Name:

Program for artistic and aesthetic education of students

GOBU NPO VO

"Vocational School No. 56 of Rossoshi"

Implementation deadlines:

2011-2014 academic years

Performers:

teachers,

1st-3rd year students,

parents, librarians, Sunday parish school teachers

The legislative framework to develop the program:

Law “On the Education of the Russian Federation”;

Constitution of the Russian Federation;

The concept of modernization of education

Full name of educational institution:

State educational state-financed organization

primary vocational education

Voronezh region

"Vocational School No. 56 of Rossoshi"

GOBU NPO VO "PU No. 56"

Educational institution address:

396659, Voronezh region,
Rossosh, pl. Oktyabrskaya, 152
tel./fax (47396/296) 2-77-89
e - mail

Organizational and legal form:

State educational budgetary institution

primary vocational education

Voronezh region

"Vocational School No. 56 of Rossoshi"

Founder:

Department of Education, Science

and youth policy of the Voronezh region

Explanatory note

IN modern world, where along with hopes there is anxiety about the fate of humanity and the planet, the most important thing is the education of future generationsVspirit of humanism. Today the priority of universal human values ​​is connectedWithsuch an understanding of man, which is equally based on his biological, psychophysiological and cultural unity.

In the conditions of aesthetic development and aesthetic education, unlike other forms of education, all these levels of human development as a representative of the race are involved.

The person of the future must be a creator, a person with a developed sense of beauty and active creativity. “I am convinced,” writes one of the leading representatives of English theoretical thought, Herbert Read, “that never before in world history has artistic education been as important as it is now, and how important it will be for the coming years... I don’t want to say that artistic education will solve all problems. But I think that we cannot survive as a civilized nation without developing to a considerable extent the aesthetic element of life."

Aesthetic activity is a spiritual-practical, emotional-rational activity of a person, the content of which is the construction of an individual picture of the world through the creation of expressive artistic images, and the goal is the harmonization of one’s relations with the world, modeling the image of “I”, the formation of the “I-concept of the creator”.

The artistic image underlies the aesthetic experience conveyed to adolescents and is a central, connecting concept in the system of aesthetic knowledge. An aesthetic attitude can only be formed in an attitude towards the perception of artistic images and the expressiveness of phenomena.

Artistic activity is an activity specific in its content and forms of expression, aimed at aesthetic development peace through art.

In aesthetic development, central is the ability to perceive a work of art and independently create an expressive image, which is distinguished by originality (subjective novelty), variability, flexibility, mobility... These indicators relate to both the final product and the nature of the activity process, taking into account individual characteristics and age capabilities.

The artistic and aesthetic education program “Beauty will save the world” is built in accordance with the needs and interests of students, since the educational educational process is aimed at knowledge, development, formation of a moral assessment system, self-realization and design of own activities of future construction workers.

The program is built on the following principles:

development and education of students’ creative abilities;


collective activity and self-discovery in the stage and living space;


formation of a basic culture of personality and self-realization in the social space.

This program is designed for the 2011–2014 academic years and covers 1st–3rd year students. The program “Beauty will save the world” is aimed at developing moral and artistic and ethical values, accumulated various, including aesthetic impressions, knowledge, skills and abilities necessary in later life, at nurturing the moral culture of the individual, moral consciousness and culture of society with refraction him into behavior.

Positive emotions play an important role in the life of a teenager; the teenager counters them with the avalanche of negativity that splashes out on him today in a variety of situations. The teacher must teach the children to express time in their own voice, in their own self.

Artistic and aesthetic education helps to discover and know oneself, gain confidence, overcome internal lack of freedom, fear, the teenager becomes more liberated, learns to formulate and express his thoughts publicly, creative activity, sociability, the uniqueness of his own personality and the uniqueness of other members of the team appear.

The artistic and aesthetic education program does not set the goal of studying the methods, techniques and styles of any type of art, the main thing is the development of creative abilities, the spiritual world and the formation of an interesting, extraordinary personality, ready for adult life.

Program goals:

To cultivate the need to assimilate new information, teach how to think and act, express one’s opinion, and analyze the life situation.

To form a creative personality capable of independently mastering moral values.

Tasks:

Develop the need to acquire knowledge.

Involve students in artistic and creative activities and introduce them to aesthetic culture.

Develop taste and creativity.

Instill love for your native land and nature.

Develop and improve intellectual, psychophysical, physical and creative activities.

Increase students’ motivation for cultural forms of recreation

The assigned tasks are carried out through educational and extracurricular activities: from gaming to educational. Performances, competitions, open lessons, concerts, miniatures, dramatizations, performances bring festivity into the lives of students and help to reveal individual abilities.

The organization of children's leisure time is carried out according to a plan of extracurricular educational work, drawn up taking into account the traditions of the school, with the involvement of the maximum number of students.

Principles of artistic and aesthetic activity

1. Development principle

2. The principle of individuality

3. The principle of creativity and success

4. Principle of support and trust

5. Principle of responsibility

Basis for program development

The situation of social development, the intensifying processes of man's search for the meaning of existence and his place in the world, leads to the need to deepen artistic and aesthetic education.

Artistic and aesthetic education is education through art. Art – artistic creativity can be the main mentor in the formation of personality. The main thing is to help the young man and girl, teach them to see and understand beauty. It is art that should act as a “protective belt” for the younger generation, protect them from those media that spread ideas of violence, cruelty and can cause personal and psychological trauma, becoming a source aggressive behavior teenagers All types of arts form a person’s worldview, a system of emotional and value ideas about interaction with nature and society, and set the person up for self-improvement, self-education and harmony in relationships with nature.

Basic principles of the program:

Proportionality between classroom and extracurricular activities.

Technological equipment (methodological developments, scenarios, technical means, etc.)

Consistency (calendar dates, frequency of clubs, sections, events).

Accessibility (in accordance with psychological and pedagogical abilities).

Expediency.

Realism (in accordance with school resources).

Aesthetics (conduct, design, content).

Main pedagogical idea

Creating conditions for socially significant determination for the future. Formation of a scientific worldview, a value-based view of society, labor, material and spiritual wealth of the people, an active civic position. Pedagogy of cooperation, methodology of collective creative work, project method, person-oriented technology

Main directions of the program

Artistic and aesthetic

education (HEV)

Organization

cultural leisure

Educational process

Construction of the educational process, both teaching art in individual subjects and integrated teaching, providing a holistic view of the diversity of all types of arts

Combination of various leisure activities (artistic, intellectual, etc.)

Extracurricular educational work

Speech at

school, city, district and regional events

Organization of the structure of the educational environment

Extracurricular work

Creation of subject lines, interaction with the youth center, museum, city library, etc.

Establishing connections with educational institutions. Work of clubs and sections (for example, a Sunday school club) on the basis of the school

Working with family

Parental education

The role of the family in raising a harmonious personality

Artistic and aesthetic education is carried out in the process of familiarization with nature, different types of art and active inclusion in various types of artistic and aesthetic activities. It is aimed at introducing people to art.

A special place in the program is occupied by familiarizing students with fiction as an art. Fiction contributes to the development of aesthetic and moral feelings, speech, intelligence, lays positive attitude to the world. In the structure of the program, fiction as a means of comprehensive development occupies a place between moral, labor and artistic-aesthetic education. In the process of reading, students get acquainted with writers and poets, exchange opinions about what they read, the features of artistic prose and poetic speech.

In different study groups the program provides:

development of interest in various types of art (literature, fine, decorative and applied arts, music, architecture, etc.);

the formation of artistic and figurative ideas, an emotional and sensory attitude to objects and phenomena of reality, the education of aesthetic taste, emotional responsiveness to beauty;

development of creative abilities in artistic-speech and musical-artistic activities;

teaching the basics of creating artistic images, developing practical skills and abilities in various types of artistic activity;

development of sensory abilities: perception, sense of color, rhythm, composition, ability to simply express objects and phenomena of reality in artistic images;

joining the best examples domestic and world art.

Main events throughout the year

Events

Time spending

Holiday "Day of Knowledge".

September

Health Day

September

Concert program "Happy Teacher's Day"

October

Relaxation evening “Autumn rules the roost”

October

Holiday "Mother's Day"

November

Intellectual marathon (olympiads in subjects)

November

New Year's newspaper competition

December

New Year's carnival

December

Osvoboditelnaya station

January

Celebrating Defender of the Fatherland Day

February

“Bird Day” Station “Vesennyaya”

March

March

Carrying out an event for Great Victory Day.

May

Health Day “A healthy body, a healthy mind”

May

Feast of the Good Word

May

Excursions, hikes.

June

Calendar of traditional events for artistic and aesthetic education of students:

September

Ceremonial line dedicated to the Day of Knowledge;

"Initiation into freshmen."

Competition "History of an old relic"

October

Festive concert for Teacher's Day;

newspaper competition "Teacher's Day";

drawing competition “Mom’s eyes”

exhibition of arts and crafts

November

"Autumn Kaleidoscope"

Photo presentation competition " Golden autumn»

Decade of a healthy lifestyle Campaign “I choose life!”

Poster competition “Say NO!”

Competition of poems, mottos

Preparation of booklets about the dangers of smoking, alcohol and drugs

December

Opening of Father Frost's workshop;

competition for the best New Year's card;

competition "The most elegant New Year's office"

January

KTD "The Origins of Folk Traditions". Folklore competitive game program“The legends of deep antiquity...”

Evening in the library “Once on Epiphany evening”

Essay competition “Liberators of the city of Rossosh”

holiday "Last Call";

February

Soldier's song competition “Feelings scorched by war”;

reading competition;

Decade of healthy lifestyle

drawing competition "Defender of the Fatherland Day"

Folklore and game program “Farewell to Winter”

March

Decade of healthy lifestyle

April

Competition for the funniest photo;

May

Festive concert “Victory Day”; reading competition;

KTD “Live and Remember!”;

drawing and poster competition

“War through the eyes of children”;

reporting concert “Feast of the Good Word”.

Piggy bank of events

Oral journals:

· “The obvious is the incredible”

· “My ancestry”

· "Family traditions"

Games:

· "Welcome!"

· “Secrets around us”

· “What rules do we live by?”

· “Your civil rights”

Disputes:

· “Is it possible to change your character?”

· “What does it mean to control yourself?”

· “How would I like to see my friend, my team?”

· “Why is it important to protect the honor of the team and be a collectivist?”

· “Is it possible to become beautiful?”

· “What is human spirituality?”

· “What is beauty in fashion, in life, in art?”

“He who sows untruth will reap misfortune”

· “Reasonable and moral always coincide”

· “Who has it easier to live - a cultured person or an uncultured person?”

· “Do you have to love everyone?”

Proof Games:

· "Trial of people's vices"

· "Drug Addiction Trial"

· "Alcoholism Trial"

· “Lies in the dock”

· "Theft Trial"

Evenings:

· "Gold autumn"

· "Order of your grandfather"

· “My little Motherland”

Quizzes:

· “Classics of literature about good and evil”

· "Victory in the Great Patriotic War»

· “New Year’s. By country and continent"

· “Our little brothers”

Conversations:

· "Tell me about me"

· “How to study yourself”

· “What does it mean to be a good son, daughter?”

· “Know how to preserve the honor of your grandparents and the good memory of them”

· "Tell me about yourself"

· “There is strength in friendship”

· “To have a friend, you have to be one”

Crafts exhibitions:

· "Skillful fingers"

· “Nature and Fantasy”

"Generous Maslenitsa"

Meetings with interesting people:

· "Advice from the Wise"

· “Defenders of the Motherland are visiting us”

· “History through the eyes of my relatives”

· “National traditions in my family”

· “My ancestry”

Essay competition:

· “Me and my older brother”

· “I am responsible for the younger ones in the family”

· "My neighbours"

· “What does it mean to be human?”

· “Take care of your honor from a young age”

· “The most dear person”

Correspondence travel:

· “My relatives live here”

· “The Roads of Great Geographical Discoveries”

· “By countries and continents”

Travel games:

· “Names of travelers on the map of our country”

· “Good morning, veteran”

· "Holiday surprise"

· "Snow Tale"

Conducting classroom hours:

"In alliance with beauty"

"How beautiful this world is"

"Beauty is all around us"

"Good manners"

Sparkles of colorful affairs

· "World Presentation"

· "Sociodrama"

· "Different opinions"

· "Public lecture"

· “Five minutes with art”

· “Invitation to tea”

"The tree you planted"

· “Tournament of Etiquette Experts”

· "Discussion swing"

· “Living room (poetic, musical, theatrical)”

· "Intellectual auction"

"Big Circle"

· “Dialogue with the Century”

· “Day of good surprises”

· "Journey into your past"

· “Problems and Arguments”

· "Free conversation"

· "Smeshinka"

· "Ethical training"

· “Envelope of Friendly Questions”

· “In one bundle”

Creative competitions:

· For the best poem about...the queen of sciences - mathematics

· Drawings on the theme... (“Victory Day”)

· On best congratulations Happy Teacher's Day).

· Acting skills.

· For the best report from... (workshop, canteen).

· Propaganda presentations.

· Young amateur photographers.

· For the best holiday wall newspaper.

· For the best scientific abstract about... (the dangers of smoking).

· Musical parodies.

· Bouquets (ikebana).

· Performers of folk songs.

· Drawings on glass (stained glass, New Year's origami).

The main lines of artistic and aesthetic education

1 course

The ability to perceive the beauty of nature. The beauty of nature in the works of poets, writers, artists. Development of artistic abilities.

Respect for folk art and cultural monuments. Development of artistic abilities. The beautiful and the ugly.

The ability to create beauty. The beauty of everyday life. Development of artistic abilities.

General laws beauty. Rhythm. Harmony. Development of artistic abilities.

2nd year

ABC of theater: script, director, characters, actors, performance, poster. Russian folk toy. Russian folk songs. Development of artistic abilities.

Russian folk crafts. Folk song in the works of Russian composers. Development of artistic abilities.

Theater in Russia. Russian and Soviet folk singers of worldwide renown. Development of artistic abilities.

The revival of folk crafts today. Folk song and popular music today. Development of artistic abilities.

The diversity of theatrical life today. Contemporary painting and sculpture. Development of artistic abilities.

3rd year

The concept of aesthetics. The role of folk art in the development of modern culture. Protection of cultural monuments. Ways to improve cultural level. Development of artistic abilities.

The concept of elite and mass culture. Man as the creator of his own appearance. Beauty, male and female. Dignified and vulgar life are like antipodes. The ideal man and woman. The ability to see and create beauty. Development of artistic abilities.

Expected results

Artistic and aesthetic awareness of students. Increasing artistic and aesthetic education: artistic taste, manner of communication, appearance, value orientation; artistic and aesthetic development (practical skills).

Increase in students motivated for cultural forms of recreation.

Aesthetic focus
educational process.

The unity of educational work presupposes an aesthetic impact on students in the process of teaching all academic disciplines. Everything matters - the content of the educational material, the ways and means of its presentation, the colorful figurative speech of the teacher, aesthetically designed visuals, modern technical means.

Work on aesthetic education should permeate every element of the lesson. The knowledge gained in the lessons of literature, history, social studies, and history of architecture is reflected in the educational and extracurricular activities of students.

We assign a serious role in the artistic and aesthetic education of students to extracurricular activities, where we strive to teach to perceive and appreciate nature, art, and instill skills of cultural behavior (behavioral aesthetics).

The artistic and aesthetic direction is represented by interest clubs:

Literary and poetry circle “Fine Literature”

Creative workshop “Rainbow of Creativity”

Club at the Sunday parish school “Aesthetics of Everyday Life”

For the effectiveness of work on artistic and aesthetic education, a methodological base has been created:

artistic and aesthetic education programs;

thematic planning of work;

lesson notes, leisure and holiday scenarios.

To achieve the full development and upbringing of a student, it is necessary to coordinate the efforts of the educational institution and the family in which he is being raised.

Therefore, we build cooperation with the family in two directions:

involvement of the family in the educational and educational process organized by the educational institution.

Improving the psychological and pedagogical culture of parents is carried out through parent meetings and consultations.

The effectiveness of work on artistic and aesthetic education depends on the coordination of work with other institutions. The school staff works closely with the library. Prasolov, the local history museum, the youth center, and other institutions of the city of Rossosh.

LITERARY AND POETRY CLUB

Creative workshop

Circle

at the Sunday parish school

"Everyday Aesthetics"

INTEREST CLUB HEAD

Trubitsyna Maria Viktorovna

literature teacher

Regulations on the literary and poetry club

1. General provisions

Club "Fine Literature" is a literary club of interests. The specifics of the club are determined by attention to the development of students’ creative abilities and the popularization of poetic and literary heritage.

2. Tasks:

expand and deepen program material on literature and the Russian language; develop independence and creative initiative of students; train the mind and memory; awaken interest in the subject, in works of literature; build skills social behavior and useful activities.

Goals:

popularization of poetic and literary heritage;

nurturing love for one’s native land; instilling a culture of communication;

nurturing a sense of beauty;

development of stage skills;

nurturing an active life position;

updating what is known about the Russian language;

awareness of the Russian language as a national value;

nurturing love for the homeland;

formation of responsibility for historical memory;

development of the ability to construct coherent statements;

nurturing the linguistic culture of the individual;

developing an idea of ​​the richness and expressiveness of language;

developing interest in the native language;

encouragement to work independently with dictionaries and reference books;

expanding the vocabulary and horizons of students:

identifying modern ways of development of the Russian language;

formation of ideas about positive and negative phenomena in the modern Russian language;

instilling a culture of dialogue;

education of politeness, tactfulness

discussion, exchange of impressions about the works of modern writers;

watching film adaptations of works of art,

meeting interesting people,

design of thematic collections,

photo presentations, excursions.

4. Organization of club activities:

The club is based on regular members from among 1st-3rd year students;

all students interested in the topic proposed for discussion can take part in club meetings;

School teachers can take part in the work of the club;

The organization of the work of the club is carried out by the head of the club.

5. Club membership:

members of the club are school students;

admission to club membership is carried out at its meetings during the academic year;

Participation in the work of the club allows membership in other studios, circles and clubs.

6. Club management:

the club is managed by its director;

Club activities continue throughout the academic year;

The club's activists prepare for club meetings: organize events according to the plan; Responsible for the timely preparation of reporting materials based on the results of the six months; works to attract new club members; develops a club work plan for the current academic year;

the asset appoints someone responsible for holding the next meeting or takes on organizational responsibilities for its holding.

7. Control over the activities of the club

Control over the activities of the club is carried out by the Deputy Director for HR Management L.V. Grebenchenko.

Work plan for 2013 – 2014 academic year. year

month

Events

well

September

Meeting first year students. Organization of the work of the “Fine Literature” club

Drawing up a plan for 2013 - 2014.

Thematic selection “My city Rossosh”. Essay competition “Glorious names of my small homeland”

Thematic line dedicated to the Day of the Elderly

Meeting “On the culture of behavior on the Internet” (on the occasion of Internet Day in Russia (September 30)

first

second

third

October

Art competition

poetic works "Golden Autumn"

Thematic selection “Russia is famous for its teachers”

19 Dedicated to Lyceum students... Literary Lounge

23 – 55 years ago B. Pasternak was awarded the Nobel Prize in Literature. Thematic selection about Nobel Prize laureates

first

first

second

november

Quiz “In the world of Russian words”

Creative workshop “Expressive reading of poems” (as part of the preparation for the amateur art show)

“My Mother” competition of poems, essays, creative and artistic works

21 – World Greetings Day. Presentation on communication culture

100 years (1913) – “Childhood” by M. Gorky. Watching a film adaptation about the childhood of Maxim Gorky

second

first

second

third

December

Intellectual game "The smartest"

85 years old (1928) – “Who to be?” V.V. Mayakovsky. My Profession Oral Story Contest

5 – 210 years since the birth of F. Tyutchev, Russian poet (1803-1973). Poetry of a winter day. Reading competition.

Master Class. Preparation for an amateur art competition.

first

January

Club meeting. Watching a movie

2014 is the Year of Culture in Russia. Decree on holding the Year of Culture in Russia.

Design of bulletins “The streets of our city are named after them.” "They defended our city"

January 25 is Russian Students' Day (Tatyana's Day). Festive meeting of the club.

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February

Oral story competition about the culture of communication.

Presentation competition for Valentine's Day “My Valentine”

February 21 – International Mother Language Day (since 1999) Conversation about the meaning of the mother tongue.

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March

205 years ago the first book of fables by I.A. was published. Krylova. Competition for the best performance of Krylov's fables

Competition for artistic design of poetic works “Mom, dear mother...”

March 21 is World Poetry Day (since 1999). Poetic living room. My favorite poem

Visiting performances at the Rams Theater

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April

"Orthodox traditions of celebrating Easter in Russia." Meeting with a Sunday School teacher.

Creative workshop world day books (April 23). Meeting with a librarian

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May

May 3 is World Press Freedom Day. Meeting with a librarian about new items in the library collection.

Reading competition “We are commanded to preserve this world”

"Feast of the Good Word"

Summing up the club's work.

Rewarding active participants

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June

Participation in events dedicated to CHILDREN'S DAY

“A smile will make everyone brighter”

Statements from school students from different years:

Life is beautiful when you are in it!!!

Life is beautiful when your loved ones and family are happy!!! This is what makes life wonderful!!!

Life is wonderful when your dreams come true!!!

Life is beautiful, the main thing is to be able to survive those times when it seems different!!!

Life is truly wonderful!!! You need to see only a positive lesson in everything!!!

Life is beautiful, if you always think positively)))) what you think about, you will attract - that is the secret of life, you should always smile, even when you are sad.

Life is beautiful when your family loves you!!!

Life is beautiful when people respect each other.

Expected results

By bringing up beauty, we teach teenagers subtle observations, deep penetration into the world of art, and cultivate the desire to create beauty around them with their own hands. The main thing here is the creation of favorable conditions for the development of the creative nature of students, the creation of a relationship between art and educational subjects, aimed at ensuring holistic artistic and creative development. We believe that the life of a young person should be bright, colorful, and emotional. It is important that adolescents are included in this process and are active participants. It is necessary that they sing, dance, create works of art (even if not masterpieces). Vocal, theater, dance, and fine arts classes should become a means of self-expression and self-affirmation. Concerts and art festivals, literary salons, musical lounges and exhibitions of drawings, photos, and fine crafts - all these are our school traditions.

Conclusion

The work of the entire team in artistic and aesthetic education for many years is yielding results. By the end of training, the level of education of students increases, the number of offenses decreases, positive habits appear, work and creative skills are formed, and the ability to communicate and live among people develops.

Thus, we can consider that the goal of aesthetic education was most successfully reflected by T.N. Fokina, who believes: “Artistic and aesthetic education is the education of a holistic, harmoniously developed personality, which is characterized by the formation of aesthetic consciousness, the presence of a system of aesthetic needs and interests, creativity, a correct understanding of beauty in reality and art” [T. N. Fokina, 1999, 36].

This goal also reflects the peculiarity of artistic and aesthetic education, as part of the whole pedagogical process. Any goal cannot be considered without tasks. Most teachers (G.S. Labkovskaya, D.B. Likhachev, E.M. Toroshilova and others) identify three leading tasks, which have their own variations among other scientists, but do not lose the main essence. So, firstly, this is the creation of a certain supply of elementary aesthetic knowledge and impressions, without which inclination, craving, and interest in aesthetically significant objects and phenomena cannot arise. The essence of this task is to accumulate a diverse stock of sound, color and plastic impressions. The teacher must skillfully select, according to the specified parameters, such objects and phenomena that will meet our ideas about beauty. In this way, a sensory-emotional experience will be formed. Specific knowledge about nature, oneself, and the world of artistic values ​​is also required. “The versatility and wealth of knowledge is the basis for the formation of broad interests, needs and abilities, which are manifested in the fact that their owner behaves as an aesthetically creative person in all ways of life” [O.K. Ozhereleva, 2002, 60], notes O.K. Ozhereleva.

The second task of artistic and aesthetic education is “the formation, on the basis of acquired knowledge and the development of artistic and aesthetic perception abilities, of such social and psychological qualities of a person that provide her with the opportunity to emotionally experience and evaluate aesthetically significant objects and phenomena, enjoy them” [V.G. Razhnikov, 1996,62]. This task suggests that it happens that children are interested in, for example, painting, only at a general educational level; they hastily look at the picture, try to remember the name and artist, then turn to a new canvas. Nothing causes amazement in them, nothing makes them stop and enjoy the perfection of the work. B.T. Likhachev notes that “...such a cursory acquaintance with masterpieces of art excludes one of the main elements of the artistic and aesthetic relationship - admiration” [B.T. Likhachev, 1998, 32]. Closely related to aesthetic admiration is the general capacity for deep experience. “The emergence of a range of sublime feelings and deep spiritual pleasure from communication with beauty; feelings of disgust when meeting something ugly; sense of humor, sarcasm at the moment of contemplation of the comic; emotional shock, anger, fear, compassion, leading to emotional and spiritual purification resulting from the experience of tragedy - all these are signs of genuine artistic and aesthetic education,” notes the same author [B.T. Likhachev, 1998, 42].

The deep experience of aesthetic feeling is inseparable from the ability of aesthetic judgment, i.e. with an artistic and aesthetic assessment of the phenomena of art and life. E.O. Gusev defines artistic and aesthetic assessment as an assessment “based on certain aesthetic principles, on a deep understanding of the essence of the aesthetic, which presupposes analysis, the possibility of proof, argumentation” [E.O. Gusev, 1978, 43]. Let's compare with the definition of D.B. Likhacheva. “Aesthetic judgment is an evidence-based, reasoned assessment of the phenomena of social life, art, nature” [D.B. Likhachev, 1996, 35].

Thus, one of the components of this task is to form such qualities of the child that would allow him to give an independent, age-appropriate, critical assessment of any work, to express a judgment about it and his own mental state.

The third task of artistic and aesthetic education is related to the formation of an artistic and aesthetic sense in each student. creativity. The main thing is to “educate, develop such qualities, needs and abilities of the individual that turn an individual into an active creator, creator of aesthetic values, allow him not only to enjoy the beauty of the world, but also to transform it “according to the laws of beauty.” The essence of this task is that a child must not only know beauty, be able to admire and appreciate it, but he must also actively participate in the creation of beauty in art and life, and independently create handmade products.

The tasks we have considered partially reflect the essence of artistic and aesthetic education, however, we have considered only pedagogical approaches to this problem. In addition to pedagogical approaches, there are also psychological ones.

Their essence is that in the process of artistic and aesthetic education a child’s aesthetic consciousness is formed. Educators and psychologists divide aesthetic consciousness into a number of categories that reflect the psychological essence of aesthetic education and allow us to judge the degree of a person’s aesthetic culture.

Most researchers distinguish the following categories: aesthetic perception, aesthetic taste, aesthetic ideal, aesthetic evaluation. D.B. Likhachev also distinguishes aesthetic feeling, aesthetic need and aesthetic judgment [D.B. Likhachev, 1996, 42]. We mentioned categories such as aesthetic appreciation, judgment, and experience earlier. Along with them, the most important element of aesthetic consciousness is aesthetic perception.

Perception is the initial stage of communication with the art and beauty of reality. All subsequent aesthetic experiences and the formation of artistic and aesthetic ideals and tastes depend on its completeness, brightness, and depth. D.B. Likhachev characterizes aesthetic perception as: “a person’s ability to isolate in the phenomena of reality and art processes, properties, qualities that awaken aesthetic feelings” [D.B. Likhachev, 1996, 45]. This is the only way to fully master an aesthetic phenomenon, its content and form. This requires the child to develop the ability to finely distinguish shape, color, evaluate composition, ear for music, distinguish tonality, shades of sound and other features of the emotional and sensory sphere. The development of a culture of perception is the beginning of an artistic and aesthetic attitude towards the world.

Aesthetic phenomena of reality and art, deeply perceived by people, are capable of generating a rich emotional response. The emotional response, according to D.B. Likhachev, is the basis of artistic and aesthetic feeling. It is “a socially determined subjective emotional experience, born of a person’s evaluative attitude towards an aesthetic phenomenon or object” [D.B. Likhachev, 1996, 53]. Depending on the content and brightness, aesthetic phenomena can arouse in a person feelings of spiritual pleasure or disgust, sublime experiences or horror, fear or laughter. D.B. Likhachev notes that by experiencing such emotions repeatedly, an aesthetic need is formed in a person, which is “a persistent need to communicate with artistic and aesthetic values ​​that evoke deep emotions” [D.B. Likhachev, 1996, 48].

Another category of artistic and aesthetic education is complex socio-psychological education - aesthetic taste. Yu.B. Borev defines it as “a relatively stable personality trait, in which norms and preferences are enshrined, serving as a personal criterion for the aesthetic assessment of objects or phenomena” [Yu.B. Borev, 1988, 92]. D.B. Nemensky defines aesthetic taste as “immunity to artistic surrogates” and “thirst for communication with genuine art.” But we are more impressed by the definition given by E.O. Gusev. “Aesthetic taste is the ability to directly, by impression, without much analysis, feel and distinguish what is truly beautiful, the true aesthetic merits of natural phenomena, social life and art” [E.O. Gusev, 1978, 37].

Aesthetic taste is formed in a person over many years, during the period of personality formation. At preschool age there is no need to talk about it. However, this in no way means that aesthetic tastes should not be cultivated in preschool age. On the contrary, aesthetic information in childhood serves as the basis for a person’s future taste. The child has the opportunity to systematically become acquainted with the phenomena of art. It is not difficult for the teacher to focus the child’s attention on the aesthetic qualities of the phenomena of life and art. Thus, the child gradually develops a set of ideas that characterize his personal preferences and sympathies.

The entire system of artistic and aesthetic education is aimed at the overall development of the child, both aesthetically and artistically, as well as spiritually, morally and intellectually. This is achieved by solving the following tasks: the child mastering the knowledge of artistic and aesthetic culture, developing the ability for artistic and aesthetic creativity and the development of aesthetic psychological qualities of a person, which are expressed by aesthetic perception, feeling, evaluation, taste and other mental categories of aesthetic education.

In accordance with the Federal State Educational Standard, aesthetic and artistic development It makes sense to regard them as independent areas of development of a preschool child. Children are endowed with a natural inclination to discover and understand the world of beauty, so the teacher is faced with the task of transforming this intuitive feeling into conscious activity.

Artistic and aesthetic development of preschool children according to the Federal State Educational Standard

Stages and conditions

Artistic and aesthetic development is the process and result of the formation and deepening of the abilities of visual and emotional perception of the beauty of the external world, the sphere of art, as well as the development of independent creative activity in the world of beauty.

The program for preschool children includes several stages:

• 3–4 years - a positive emotional reaction to the image when recognizing familiar or valuable objects in the child’s understanding in the picture. The psycho-emotional level of development, as well as the degree of development of abstract thinking and imagination, does not yet allow us to talk about the perception of an artistic image. Evaluative motivation is simple, everyday, subjective in nature, for example, I chose this photo because it shows a toy, and I like it.
• 5 years old - the child not only pays attention, but also begins to consciously perceive the attractive aesthetic qualities of a work of art. Children at this age are able to experience feelings of emotional satisfaction when contemplating color palette paintings, less often they will react to the compositional solution and features of the form.
• 6–7 years old - pupils are able to overcome the limitations of literal perception of external obvious signs of depicted objects. The level of development of figurative thinking makes it possible to capture the subtle internal characteristics of the depicted artistic objects.

Artistic and aesthetic activity is an activity specific to children, in which a child can most fully reveal himself, his capabilities, feel the product of his activity (drawings, crafts), in a word, realize himself as a creative person

Conditions that stimulate the child’s transition to a new qualitative level of artistic and aesthetic development:

• competent arrangement of the material and cultural spatial environment, it should include objects that are attractive for contemplation and study;
• a high level of professional competence and personal qualities of the teaching staff carrying out the aesthetic education of children;
• interest and attention to the child’s creative experiments, the desire to notice and hear his thoughts and experiences;
• thoughtful, purposeful pedagogical activities to organize the aesthetic perception of students.

Education transforms development into a directed and controlled process, according to L.S. Vygotsky’s meaning of aesthetic education is to “lead development.”

The purpose of such education in the pedagogical definition

• Formation and improvement of aesthetic taste, nurturing a sense of beauty.
• The formation and development in the child’s personality of the ability to love and appreciate the beauty of the world around him, to enjoy the contemplation of beauty in the field of art and in everyday life.
• Developing a deep understanding and competent assessment of art objects.
• Actualization of the creative abilities of the individual and their embodiment in active independent creative activity to create beauty in life.
• Formation of moral and ethical universal norms and values, achievement of a high level of general erudition, expansion of the sphere of aesthetic interests.
• Conscious creative work contributes to the development of a culture of thinking and speech, strong-willed personality traits, self-organization skills, internal control and discipline.

Pedagogy defines the artistic and aesthetic education of preschool children as a purposeful process of forming a creatively active personality of a child, capable of perceiving and appreciating the beauty in life and art.

N. Varkki

A child in the world of creativity: Creative and aesthetic education of preschool children / N. Varkki // Preschool education. – 2003. P.53.

Objectives and principles

The tasks of artistic and aesthetic development are specified in accordance with the characteristics of the developmental psychology of children and are divided into four groups:

• Development of the emotional sphere of aesthetic feelings, personal priorities and interests - the formation of one’s own collection of artistic images, thanks to which the inner life of the child’s personality will become rich and meaningful.
• Knowledge and judgment - the accumulation of a basic arsenal of aesthetic knowledge and internal personal experience sensory experiences, without which it is impossible to awaken a living personal interest in the world of aesthetic phenomena. To achieve this task, pupils are introduced into the world of standards of sensory perception, beauty, aesthetic categories, emotional behavior, etc.
• Formation, on the basis of acquired knowledge and experience, of socio-psychological qualities of the individual, allowing one to experience a feeling of emotional satisfaction from the perception of aesthetic objects and phenomena. At the same time, it is necessary to develop in the child the ability to analyze, critically and reasonably evaluate any work.
• Education and development of abilities for creative activity in the field of art - manifestation and improvement of artistic, musical, plastic aspects of creative inclinations.

Principles pedagogical work on artistic and aesthetic development.

• An individual approach based on respect and attention to the psychological and intellectual characteristics of students. Creating individual conditions for development involves developing an optimal trajectory of a pedagogical strategy for each child, taking into account his natural abilities and inclinations.
• The unity of the educational and educational process. This principle is of a main developmental nature and ensures the integrity of the ethical, aesthetic and intellectual development child's personality.
• The deep internal connection of children's creativity with real life determines the diversity of content, techniques and methods of organizing and implementing artistic practice.
• Integration of various types of art - promotes a deeper and more holistic knowledge and understanding of phenomena and objects of the surrounding world, versatile perception and harmonious embodiment of children's imagination and fantasy in the child's musical, speech, theatrical and visual activities.
• The principle of nationality and cultural conformity helps preschoolers understand the deep genetic connections between the cultural picture of the world and the traditional self-awareness of the people. In addition, it broadens their horizons, enriches the inner world of students with new cognitive facts from the life of other countries and continents, and instills skills of respect for the uniqueness and originality of life and artistic creativity of other peoples.
• Continuity in artistic and aesthetic education and upbringing of preschoolers and younger schoolchildren.

Types and forms

Types of artistic and aesthetic development:

• Aesthetic communication will awaken curiosity in children, help them believe in themselves and feel the taste of creative activity, in addition, develop interest in self-knowledge, prepare them to understand the meaning of their existence. Communication on topics of the sublime and beautiful will show in the child a desire to bring goodness and beauty to the world, to give love and light to the people around him.
• Contact with nature will form a culture of a friendly style of relationship with the natural world, help to more subtly feel and understand the richness and uniqueness of the surrounding world, and sow the seeds of sensitivity in the child’s soul.
• Independent activity (music, poetry, drawing, theater, crafts) - theoretical and practical immersion in the world of art will teach you to appreciate and understand it, experience aesthetic pleasure from communicating with various types and genres of art, and form artistic ideas and guidelines.
• Organization of the subject-spatial environment - aesthetically attractive things and objects form taste, create mood and atmosphere, stimulate the artistic and aesthetic performance of children.
• Holding holidays and organizing games is the embodiment of an aesthetic idea in an integrated fusion of music, words, decorations and plastic arts. The holiday allows you to combine the aesthetic and intellectual spheres of development and enhance the emotional effect of artistic influence.
• The joy of hand-made creative work in the garden or flowerbed.
• Sports games, formation of physical culture of the body.

Forms of organization of aesthetic development:

• Play activity is a means of integrating a child’s creative activity with all types of art.
• Training sessions - teaching drawing, music, design, modeling, appliqué.
• An exhibition of children's works allows you to demonstrate dynamics, and also monitors the results of educational work.
• Excursions - organization of observation and study of various objects in natural conditions or in museums.
• Holidays - children's concerts, competitions, theatrical thematic and literary performances and evenings, entertainment games, surprise walks, musical fairy tales.

Planning

How planning is done

The project of pedagogical activity is a necessary condition for the implementation of a scientifically based, orderly, consistent and controlled organization of the educational process with the specification of the necessary program tasks, methods and means. When planning, not only the teacher’s understanding of the characteristics of developmental psychology, but also taking into account the child’s personal capabilities and abilities is of enormous importance. The developmental concept of the educational strategy will require the teacher to:

• studying the personal characteristics of the character, worldview, inclinations, and social conditions of the child’s life;
• the ability to assess the level of maturity of personal qualities;
• understanding the psychological motivation of behavior, knowledge of the pupils’ areas of interest;
• skillfully stimulating activity, initiative, and self-organization of a child’s activities;
• timely diagnosis and elimination of problems that impede the achievement of educational goals.

Planning tasks:

• awareness of the prospects of activity;
• uniform distribution of educational material taking into account a specific period of time;
• preparation of necessary forms of work, development of pedagogical methods and techniques.

Calendar plan - is developed for a short period of time (1–2 lessons) and includes:

• content part indicating program goals;
• formulation of educational objectives;
• indication of methodological techniques;
• list of necessary teaching aids.

Long-term plan - strategic distribution of the educational process over a long period of time (from 1 month to 1 year).

The plan is based on a program document, which indicates the amount of knowledge, skills and abilities for each age category.

Development program according to age groups

Psychological features of the development of preschool children.

Younger preschoolers. First and second junior groups (2–4 years).

• Independent subject activity develops - normative methods of manipulating various objects are mastered. At 3–4 years old, a child goes beyond the limited boundaries of the family’s home space, this becomes the cause of the first age crisis caused by a conflict of desires and the child’s real capabilities. Self-esteem begins to form, but the key guidelines continue to be the assessments of adults.
• Speech is improved - the process of becoming familiar with the names of surrounding objects continues, situational and business communication with adults becomes more complicated, in addition, the vocabulary is enriched, and the basic grammatical structures of sentence construction are mastered. By the end of the early preschool period, children remember small excerpts of their favorite works.
• Primary forms of voluntary behavior are laid down - the transformation of the child’s natural model of activity into a cultural one based on imitation of adult forms of behavior, perceived by the child as a regulatory model for reproduction.
• The skills of sensory-spatial orientation are improved - the child can perform simple tasks to identify and select from two or three objects based on the distinctive features of color, shape, and size. Gradually, children’s understanding of the sensory standard is consolidated; younger preschoolers of four years old can identify more than five shapes of objects and more than seven colors, and freely navigate the space of their group of children’s institutions.
• Sound and auditory perception develops - the child is able to distinguish the sound pattern of a melody, can sing, hears the sounds of speech correctly, but the pronunciation is still quite distorted.
• Conscious visual activity arises - the child clearly formulates the desire to depict an object; a common drawing is a drawing of a person in the shape of a “cephalopod” - a large circle with lines extending from it.
• IN play activity imagination develops when in the child’s mind some objects are symbolic substitutes for others.

Video: artistic and aesthetic development of children in kindergarten

Middle group (4–5 years old).

• The game begins to acquire a role-playing character, the child already separates himself from the role he plays, role-playing and real events do not mix.
• Fine art activities are developing intensively. The drawing acquires detail; the graphic image of a person has a specific and accurate depiction of facial features, body parts, and elements of clothing. Children learn to cut out and paste fragments of appliqué onto paper on their own.
• The ability to memorize and retain information in memory develops, voluntary memorization is formed, and children can complete a memorization task.
• The grammatical structures of speech become more complex, and the vocabulary is replenished.
• The level of development of children's imaginative thinking allows them to include pedagogical activity tasks related to the ability to decipher simple diagrams.
• The ability to concentrate and sustain attention increases, the duration of the period of conscious concentrated activity increases to 15–20 minutes, in preparatory group This ability will strengthen for a duration of 30 minutes.

Senior and preparatory groups (5–7 years old).

• At the age of six, children accompany role-playing interaction with speech imitating the game character. Children learn social roles in a play situation, and in this regard, conflicts may arise due to the distribution of roles.
• Drawing techniques are improved, children draw a lot and enjoy it; these can be illustrations for their favorite cartoons or books, as well as imaginary scenes.
• Mental skills of analysis and synthesis make it possible to diversify and complicate your hobby of design. When creating buildings, the child relies on both a given scheme and an agreed upon condition or plan, and the process of collective construction itself shows a desire for solidarity and mutual assistance.
• The degree of development of figurative thinking and imagination allows you to compose logically coherent, consistent, plot-organized stories. It is worth paying attention to the fact that the imagination will actively develop only with social and pedagogical organization and stimulation.

Introduction to the field of art

Junior group

• Examination and discussion of artists’ illustrations for literary works, learning the skills of formulating answers to adult questions about plot pictures. It is important to introduce children to traditional folk toys, to focus children’s attention on the character traits of the folk hero and the decorative style of its design.
• Activating children's attention and interest in the various contours and lines of the drawing. The teacher helps to master the depiction of simple objects of different shapes, straight intersecting lines, and simple compositions.
• It is necessary to teach the child to comprehend and discuss a self-drawn image, to awaken in the child a sense of emotional pleasure and joy from communicating with the world of colors and shapes.
• Training in careful and correct attitude with art material. The teacher’s task is to teach the child to hold a pencil freely with three fingers, carefully pick up paint on the brush, and remove excess paint from the bristles of the brush on the edge of a jar of water.

Senior group

• Children are introduced to the professions of an artist, composer, writer, actor, as well as art genres such as painting, music, architecture, literature, circus, theater.
• Pupils learn to recognize natural phenomena and surrounding objects in artistic images of literary works, fairy tales, and musical compositions.
• The drawing becomes more complex, children are taught to mix paints, paint, rhythmically drawing lines in one direction, without going beyond the contours. Skills are developed in proportionally placing parts of an image, taking into account size and shape.

Preparatory group

The child masters the skill of drawing from life and from memory, improves the technique of depicting details and shapes of objects, and constructing a plot composition. Subject and subject drawing develops, the color palette becomes varied and rich.

Modeling

• The goal is to introduce children to a variety of plastic materials, such as plasticine, clay, to develop fine motor skills, teaching them to break off small pieces, roll out, and sculpt simple shapes.
• For children senior group help to master the skills of pinching, smoothing, and teach pressing techniques in order to obtain a hollow shape.
• In the preparatory group, children independently sculpt figures of their favorite characters and create plot compositions.

Application

• In the second younger group, children begin to be introduced to the art of making appliqué. Adults teach the child to first lay out the prepared elements in the shape of the intended object, then proceed to gluing the resulting drawing onto paper.
• In the older group, children begin to work independently with scissors and learn to cut out different geometric shapes, which they then use to create collages.
• Pupils of the preparatory group can independently develop and perform plots and compositions of more complex designs from various geometric and arbitrary shapes.

Construction

Introducing children to the geometric elements of a tabletop and floor building kit. Adults continue to teach children how to build structures according to the model, while stimulating independent creativity and imagination.

Musical development

• The goal is to awaken interest in musical works, stimulate a sincere desire to listen and feel the harmony of the sound of music, show an emotional reaction, sing along, and perform movements that correspond to the rhythmic pattern of the melody.
• Children of the second year of the junior group are introduced to song, dance, march, and are taught to distinguish between these three genres. Children learn to determine the one-part and two-part form of a musical work, distinguish sounds by height within an octave, hear and determine the strength of sound (quiet, loud).
• Pupils of the senior group master the art of dramatization, playing simple melodies on a metallophone.
• In the preparatory group, children determine the genre and general mood of the piece they listen to, distinguish its compositional parts, recognize the sound of musical instruments, and learn to convey their musical impressions in drawings.

Long-term calendar planning of music education classes in the junior group for 1 month.

Kind of activity	Program tasks	Repertoire
Musical and rhythmic movements:	Encourage children to share the rhythm of walking and running with the teacher. Teach children to move with objects (leaflets, flags), perform simple dance movements as shown by the teacher. Encourage children to pass on simple play actions.	“Catching and Running” by Tilicheev, “We Walking” by Rustamov, “Leaves and Handkerchiefs” by Goltsov, “Free Dance”, “Gopachok” by Makshantsev, “Game of Hide and Seek” by Rustamov.
Perception of musical works:	Teach children to listen to a calm melody, to respond to cheerful, dancing music. Learn to distinguish between quiet and loud sounds. Clap to mark the change in the melody of the music.	“Lullaby” by Tilicheev, “Oh, you canopy!” R. n. m., “Dexterous Hands” by Tilicheev.
Singing:	Introduce children to singing, encourage children to sing along with repeated words to an adult.	"Yes Yes Yes!" Tilicheeva", "Cat" Alexandrov.
Entertainment:	Develop emotional responsiveness in children. Consolidate knowledge of a familiar fairy tale.	"Chicken Ryaba."

Long-term planning for artistic creativity (second junior group) for 1 month.

lesson objectives 1st week	Topic and objectives of the classes 2nd week	Topic and objectives of the classes 3rd week	Topic and objectives of the classes 4th week
	Introducing Pencil and Paper	It's raining	Tie colored strings to the balls	Beautiful striped rug
Goals	to draw with a pencil; see the similarity of strokes with objects; develop a desire to draw.	Teach: convey impressions of the surrounding life in a drawing; see an image of a phenomenon in a drawing consolidate the ability to draw short strokes and lines.	Learn: hold a pencil correctly; draw straight lines from top to bottom without interruption; see the image of an object in the lines; develop aesthetic perception.	Learn: put paint on a brush, remove an extra drop; rinse the brush in water; Continue exploring flowers.
Material	Colored pencils, sheets of paper (landscape)	Pencils, sheets of paper (1\2 landscape)	Colored pencils, album sheets of paper	Paints, brushes, landscape paper sheets

Projects within the framework of artistic and aesthetic development of preschool children

"How beautiful this world is"

1. “Art is an amazing world of beauty.” Goals: introducing students to examples of works of art, developing skills in understanding the world of painting, developing the ability to express their aesthetic impressions, and developing speech.
2. "Magic Flower" Collaborative painting with watercolors and wax crayons. Goals: Using various materials and visual techniques to activate children’s free experimentation, develop creative imagination, imaginative thinking, and a sense of color. Teach non-traditional artistic techniques for depicting flowers.
3. "Beautiful moments of summer." Monotype. Objectives: To teach the skills of depicting mirror-symmetrical prints. To familiarize children with the rules of drawing up a harmonious color composition and to improve the visual technique of watercolor.
4. "The concept of still life." Objectives: To introduce the features and history of the development of the still life genre. Learn to correctly describe the thoughts and emotions that a painting evokes.
5. "Autumn Foliage Ball" Semolina paintings with appliqué elements. Goals: organize and conduct a game in an art museum. To teach the ability to create pictures from semolina using paints, to develop a sense of color.
6. "Scenery". Objectives: To introduce the features and history of the development of the landscape genre. Learn to correctly describe the thoughts and emotions that a painting evokes.
7. "Autumn landscape". Fine technique of grisaille. Goals: mastering drawing with charcoal or sanguine, conduct experimental work with one color, achieving different shades.

Video: drawing with palms and fingers

“The World of Classical Music” (duration 1 year)

• September. Acquaintance with the creative musical heritage of P.I. Tchaikovsky "Children's Album".
• October. Introduction to classical ballet as a genre of plastic art. "Sleeping Beauty", "Nutcracker".
• November. Discussion of the works of P.I. Tchaikovsky, the formation in children of the perception of dance movement as a way of conveying a musical image.
• December - January. Introduction to European classical music: Bach, Mozart, Beethoven.
• February. Conducting an integrated lesson in fine arts and music, learning to convey musical impressions and experiences in drawing.
• March, April. Acquaintance with the ancient dance tradition (minuet, gavotte).
• May. Final conversation for children and parents “Conversations about music.”

Video: “Music Day” project

How and why diagnostics of developmental programs are carried out

Diagnostics are carried out to determine the level of mastery of children's artistic activities in accordance with program requirements. It is carried out using special testing methods, which include tasks for each type of artistic activity for a specific age category of children.

Criteria for monitoring the development of artistic and aesthetic development of children of different age categories:

Junior group

• Draws with paints, felt-tip pens, pencils, knows colors, can depict individual objects, compositionally simple subjects.
• He perceives his creative works emotionally and is able to tell what is shown in the drawing.
• Familiar with plastic materials and the art of modeling, a child can create simple shapes using circular movements of his hands.
• Classifies building kit elements by shape.
• With the help of a teacher, constructs elementary buildings using a small range of parts.
• Listens and recognizes melodies, distinguishes the pitch of sounds.
• Together with the teacher, he actively sings along and makes movements in accordance with the rhythm of the musical work.
• Sings along with other children, neither ahead nor behind them.
• Knows and can name the simplest musical instruments, such as a tambourine and rattles.

Middle group

• Expresses his feelings, thoughts, and emotions using visual means accessible to his age.
• Draws simple plot compositions on the themes of the surrounding life, literary and fairy tales using various artistic techniques.
• Cuts with scissors under the supervision of the teacher, glues fragments of the applique onto paper.
• Designs buildings of various purposes, taking into account the shape, size and properties of the building material.

Senior group

• Participates in role-playing theatrical improvisations, memorizes short poems.
• Draws objects with clear shapes, selects and mixes colors, and knows how to paint carefully.
• Can convey the content of a simple plot in an image, evenly arranging objects throughout the entire space of the sheet.
• Determines the genre of a musical work and distinguishes its compositional parts.
• Recognizes the sound of musical instruments, learns to convey his musical impressions in drawing.
• Works independently with scissors, learns to cut out different geometric shapes, which are then used to create collages.

Preparatory group

• Knows and defines various types of fine arts (painting, graphics, sculpture, decorative and applied arts).
• Formulates his own aesthetic judgments.
• Creates plastic images of various objects, using complex technical techniques of relief, combining them into a common composition.
• Constructs independently both from available materials and using play building materials, organizes role-playing games around the object.
• Possesses the skills of subject and subject drawing from life and from memory.

Final conclusions:

1. High level - the child is enthusiastically and attentively engaged in artistic activities, shows a high level of knowledge and emotional reaction.
2. Average level - demonstrates weak interest in classes, insufficient level of knowledge, shows an insignificant level of emotional perception.
3. Low level - does not show interest in aesthetic activities, does not answer questions about the field of art.

The aesthetic development of a child in kindergarten is daily work in all types of creative activities of the child, such as modeling, drawing, singing, designing. In addition to improving natural abilities in the field of various types of artistic activities, prospects for the comprehensive development of personal qualities open up for the child, the range of his knowledge about the world and nature expands, and his thoughts and feelings are ennobled. It is worth remembering that, just like ethical, aesthetic feelings are not innate, but require attention and education from the adults surrounding the child.

Aesthetic education is one of the areas of pedagogy, the main goal of which is to teach a person to understand and appreciate beauty. Depending on the age of the child, various methods of moral and artistic development of the individual can be used.

Outstanding Russian playwright A.P. Chekhov said: “Everything in a person should be beautiful: face, clothes, soul, and thoughts.” If you look at this statement from the point of view of pedagogy, then such a state of comprehensive beauty is the result of successful aesthetic education.

What's happened

The word “aesthetics” translated from ancient Greek means “sensory perception” and is the doctrine of the external form and internal content of beauty in nature, social life, and the inner world of man.

Aesthetic education is the development in a person of the ability to perceive, appreciate, analyze and create beauty in everyday life and art.

Here it should be clarified that the concept of “beautiful” in the context of the artistic formation of personality does not coincide with the meaning of the words “beauty, beautiful.” The latter is rather a description of the external form, which depends on a specific historical era and may change.

“Beautiful” is independent of time and includes such concepts as harmony, humanism, perfection, sublimity, spirituality.

Goals and objectives

The main goal of aesthetic education is to cultivate an aesthetic culture in a person, which includes the following components:

1. Perception- this is the ability to see beauty in any of its manifestations: in nature, art, interpersonal relationships.
2. Feelings– emotional assessment of beauty.
3. Needs– the desire and need to receive aesthetic experiences through contemplation, analysis and creation of beauty.
4. Flavors– the ability to evaluate and analyze manifestations of the surrounding world from the point of view of compliance with its aesthetic ideals.
5. Ideals– personal ideas about beauty in nature, man, art.

The objectives are:

• formation of a harmonious personality;
• development in a person of the ability to see and appreciate beauty;
• laying the ideals of beauty and developing aesthetic tastes;
• encouragement to develop creative abilities.

Facilities

The means of introducing beauty are:

• fine arts (painting, sculpture);
• dramaturgy (theater);
• architecture;
• literature;
• television, media;
• music of various genres;
• nature.

Methods include:

• personal example;
• conversations;
• school lessons and classes in kindergarten, clubs, studios;
• excursions;
• visiting the theater, exhibitions, museums, festivals;
• matinees and evenings at school and preschool educational institutions.

The most effective of all methods is the personal example of a teacher (parent). Through it, the ideal is formed, which then forms the basis of all artistic consciousness. Personal example includes: behavior, communication, appearance and moral qualities.

Aesthetic education

Aesthetic education is not only the task of educators and teachers. This is a continuous process that begins in the family and is continued by teachers.

In family

• personal example of parents;
• singing songs and lullabies;
• drawing;
• reading books, telling fairy tales;
• conversations;
• everyday aesthetics.

As already mentioned, the most important method here is the parent's personal example. Folk wisdom She emphasized this with the proverb “The apple doesn’t fall far from the tree.”

The first thing a child sees in a family is mom and dad. They are his first aesthetic ideals. There are no trifles in this matter; the appearance of the parents, their manner of communication, conversation, and family criteria of the beautiful and the ugly are important.

Family aesthetic education consists of many components:

1. Neatly dressed family members, an atmosphere of mutual respect, sincere emotions, the ability to express one’s feelings in words, the presence of discipline and rules of behavior - these are the foundations on which the correct aesthetic consciousness of a child is built.
2. Education of musical taste begins with the singing of lullabies, nursery rhymes, and children's songs, both separately by the mother and together with the child.
3. Ability to appreciate works of art, the desire to create is developed by drawing. Use various techniques: pencil, gouache, watercolor, felt-tip pens, crayons, helps the child get acquainted with colors and their combinations, develops the ability to see form and content.
4. Reading books, telling fairy tales helps a child master all the richness of his native language and learn to use words as a tool for expressing emotions.
5. Conversations necessary to answer the child’s questions that arise while learning about the world around him. They help you learn to distinguish the beautiful from the ugly, harmony from chaos, the sublime from the base.
6. Aesthetics of everyday life includes the design of a children's room, the general design of the living space: paintings on the walls, fresh flowers, order, cleanliness. All this, from early childhood, forms in the child an internal sense of beauty, which will then find its expression in aesthetic consciousness.

At school

Although the founder of teachers K.D. Ushinsky wrote that everyone school subject contains aesthetic elements, nevertheless, the lessons that have the greatest influence on the development of students’ aesthetic tastes are:

• Russian language and literature. They introduce children to the treasury of their native speech, helping them master words and learn to appreciate and analyze works of world classics.
• Music. Music and singing develop the voice and hearing. In addition, studied in lessons theoretical basis music teaches children to correctly evaluate any piece of music from an aesthetic point of view.
• Drawing(fine arts lessons). Drawing contributes to the development of artistic taste. Studying the works of classics of world painting and sculpture in fine arts lessons develops in children the ability to see beauty in its most varied expressions.

Events at the library

The library has always been associated with a treasury of knowledge. This respectful attitude towards books can be used for the aesthetic education of primary and secondary school students.

Among the events held in the library are:

• introductory conversations talking about the value of books and careful treatment of them;
• thematic book exhibitions dedicated, for example, to ancient books, literature about war, environmental protection;
• “bring a friend” days aimed at encouraging children to enroll in the library;
• literary and poetic evenings dedicated to the work of a particular writer or poet, with an introduction to his biography, outstanding works, reading excerpts from them or reciting poems by heart.

Public lesson

An open lesson differs from a regular lesson in that the teacher’s (teacher’s) work methodology in the classroom can be seen and adopted by his colleagues. Since only teachers with a high level of scientific and methodological training who use original teaching methods have the right to give open lessons.

This type of educational process can be used as a means of conveying positive experience in the aesthetic education of students. Of particular value are open lessons in arts and crafts (drawing, labor), music, Russian language and literature.

Conversations

As at the family level, the format of conversation during the learning process at school is an integral part of the formation of the artistic consciousness of students.

They can be carried out in the form:

• classroom hours;
• free lessons.

A teacher can use a classroom hour not only for organizational work with children, but also as a tool for aesthetic education. For example, timed to coincide with the birthday of a writer, poet, composer or international day music (museums).

Free lessons are lessons that are devoted to discussing a particular work (literature lesson), event (history lesson, social studies). At the same time, the teacher not only encourages students to discuss, but also guides the children’s thoughts, gently forming the correct idea.

Recommendations for moral and artistic development of personality

Methods differ depending on the age of the children.

Preschool children

The principles include:

• creating aesthetics of the environment;
• independent artistic activity;
• classes with a teacher.

The aesthetics of the environment in a preschool educational institution includes:

• color scheme game rooms and classes;
• use of living plants;
• design of furniture, visual aids;
• maintaining order and cleanliness.

Independent artistic activity should be implemented in the form of free creativity lessons. On them, the child has the opportunity to complete tasks, guided only by his own ideas. This form of work develops imagination, stimulates visual memory, and teaches you to evaluate the final result.

Classes with a teacher are aimed at developing aesthetic taste, ideals and criteria for assessing beauty under the guidance of a mentor.

Junior schoolchildren

Since the schoolchild already has the ability to analyze and build logical and semantic chains, this must be used in the aesthetic education of children of this age group.

The main methods of working on aesthetic education with students primary school are:

• school lessons;
• cool watch;
• themed matinees and evenings;
• excursions to the park, local history museum;
• drawing and singing competitions;
• creative homework.

Teenage high school students

Aesthetic education at this age is the most difficult for any teacher, since the child’s basic ideals and criteria have already been formed by this time.

Work with this group of children should include the following methods:

• open lessons;
• conversations, discussions;
• Classroom hour;
• excursions to fine art museums;
• visiting theaters (opera, drama), philharmonic society;
• attracting children to sections and clubs (painting, design, performing arts, dancing);
• literary competitions for the best essay, recitation of a poem;
• essays on the theme of the beautiful, the sublime, and the base.

Thus, aesthetic education is not a one-time event. It should begin from the very birth of a child in the family, be picked up by kindergarten teachers, continue at school and university, and accompany a person throughout his life in the form of self-improvement.

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