Aesthetic education in pedagogical science is the formation of the ability to perceive and appreciate beauty in the world around us. The younger generation is developing a system of criteria that evaluates the aesthetics of various objects.
Aesthetic perception correctly established in childhood helps in the future to create beautiful things and introduce the principle of aestheticism into everyday life. A craving for beauty contributes to the development of a child’s creative abilities and shapes artistic taste.
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Aesthetic education is an integral part of human culture as a whole. It acts as a catalyst for the development of spirituality, an indicator of human behavior in society. The lack of deep aesthetic attitudes is reflected in a course of action that contradicts general humanitarian principles.
Goals and objectives
A person deeply imbued with a sense of beauty transfers the criteria of aestheticism not only to inanimate objects, but also to relationships with others. The aesthetics of feelings contributes to the rooting of the ideas of humanism, spirituality, and morality.
The goal of aesthetic education of schoolchildren is to contribute to the formation of a comprehensively developed personality and to develop artistic taste.
The primary tasks of aesthetic education include:
- Accumulation in consciousness of impressions of beauty.
- Formation of artistic taste.
- Development of cognitive interest in phenomena and objects included in the fund of world culture.
- Stimulating the desire for creativity.
Objectives of education in aesthetics
Aesthetic education of preschool children is conventionally divided into two groups, different in direction, but very closely interconnected. Each group pursues its own goals and uses its own means.
The first group relates to the formation of the ability to perceive beauty. This includes the ability to understand and feel beauty in objects of art, human misdeeds, and nature. The development of artistic taste and the formation of the need for contact with beauty is also included in the tasks of the first group.
The tasks of the second group are related to teaching the child to create something beautiful on his own: draw pictures, sculpt and design objects, sing, dance and move to a melody, express his thoughts beautifully.
Moreover, it is very important that both tasks of both groups are closely intertwined with each other. From the very beginning, as soon as they have the opportunity, ability and means for this, children must not only perceive the beauty in the surrounding reality, but also independently create something new and equally beautiful. They should have a clear awareness that they have a close connection with the world, and themselves are capable of making it more pleasant and attractive.
Methods and means
To form a system of aesthetic values in children, a traditional triad of methods is used - visual, verbal, practical. In addition, there are also special techniques.
They are aimed at developing aesthetic views through:
- exploring the beauty of the natural environment;
- introduction to various types of art (music, painting, literature, theater);
- engaging in productive work activities.
The introduction of each method requires the use of appropriate means of aesthetic education. The maximum effectiveness is achieved by introducing students to works of art - paintings, sculptures, architectural buildings. Their images are used for demonstration in the form of visual aids.
Natural objects have a tangible impact on the formation of a person’s aesthetic views. The uniqueness of the landscapes inherent in the native land leaves an imprint on the basic ideals of beauty, which are laid down in the child’s mind from childhood. Objects of flora and fauna inherent in the natural area where people live are also unique means of aesthetic education.
The needs for aesthetic values are formed through interpersonal communication. First of all, the culture of language and speech must be improved.
This concerns the alienation of parasitic words, the normalized use of foreign terms and slang, and correct pronunciation.
Rationale for aesthetic education of preschool children
Why is it important to pay special attention to this at a very early age?
The fact is that the need to perceive beauty in its various manifestations is inherent in a person from birth. The full development of the individual, the ability to adequately respond to the surrounding reality, healthy emotional development and relationships with people depend on this. From a very early age, a child learns to admire what attracts his gaze. To do this, parents use various means. At first it could be large beautiful toys or pictures on the wallpaper in the children's room. He then perceives the beauty of a lullaby that his mother sings to him or the sounds of beautiful music. Over time, the child begins to notice the play of the sun's rays in the room, and also watch cartoons and beautiful books. All this gives rise to a lot of strong joyful feelings, delight and pleasure in his mind. If this ability to perceive beauty is channeled in the right direction in a timely manner, using all available means, this will help the child grow up to be a happy person who knows how to find joy in any circumstances.
Formation of aesthetic views in different age groups
The method of instilling aestheticism in children is based on their sensitivity to different categories of objects, depending on age. As an individual grows older, his sensitive emphasis on nature and society changes.
The famous Russian teacher P. Blonsky built a scale of sensitivity:
- color;
- item;
- plants and animals;
- scenery;
- objects of art;
- Human.
Preschoolers
The first general concepts and images are formed in the baby by the age of 2. He moves from episodic perception of reality to purposeful observation. Memory and thinking gradually develop.
Young children are impressionable and emotional. Pleasant emotions are stored in memory and encourage their repetition. During this period, the child reacts positively to music, modeling, and drawing. First of all, his senses work - touch, hearing and vision.
Preschoolers easily remember notes, learn to distinguish colors and combine them harmoniously. Much attention is paid to creating three-dimensional images and models. Children enjoy modeling, designing, and handicrafts.
Primary School
The perception of elementary school students still remains scattered, mosaic, and superficial. The child does not hold attention on one subject for a long time. He is more interested in the dynamics of the plot than in the descriptive picture.
To get acquainted with works of art, you need to select illustrations that have a clearly defined storyline.
In terms of cultural development, younger schoolchildren are recommended to visit the theater. Literary works performed on stage by actors create a powerful emotional background. The child empathizes with the characters and enjoys watching the production.
The introduction to art continues. Primary school students are more focused on the process of handicraft than on the final result itself. The restraining factor is the restlessness and increased activity of children of primary school age.
Teenagers
Students in secondary school already have basic knowledge of aesthetics and are able to apply them in practice. However, the desire to stand out from the general environment often throws teenagers to extremes, blurring the line between the beautiful and the ridiculous, the absurd.
The conditions of modern life dictate new approaches to the formation of aesthetic views. It is necessary to consider not only classical art movements, but also the latest art trends.
Young people are primarily interested in:
- music - rap, rock;
- painting – computer graphics, graffiti;
- literature - comics.
Graduates
High school students have a system of ideological views. Through their prism, they perceive the aesthetic essence of surrounding objects and phenomena. The main attention is paid to the consideration of the aesthetic aspects of human behavior and interpersonal relationships.
Features of aesthetic education in kindergarten
Aesthetic education
It has long been known that for the harmonious development of personality, a child must be comprehensively developed. Aesthetic education provides an integrated approach to personal development; it includes labor and moral education . It permeates all spheres of a person’s life: the depth of his thinking, the subtlety of feelings, the nature of selectivity and attitude, etc.
Aesthetic education is a purposeful , systematic influence on a person with the aim of his aesthetic development , that is, the formation of a creatively active personality, capable of perceiving and appreciating the beauty in nature, work, social relations from the standpoint of an aesthetic ideal , as well as experiencing the need for aesthetic activity . Aesthetic education is the process of developing a person’s aesthetic attitude to reality. With the emergence of human society, this attitude developed along with it, embodied in the sphere of material and spiritual activity of people. It is associated with perception and understanding of the beautiful in reality, their enjoyment of it, and the aesthetic creativity of man. In other words, aesthetic education is a purposeful, systematic process of influencing a child’s personality in order to develop his ability to see the beauty of the surrounding world, art and create it. It starts from the first years of children's .
Aesthetic education is a very broad concept. It includes the education of an aesthetic attitude towards nature , work, social life, everyday life, and art. However, the knowledge of art is so multifaceted and unique that it stands out from the general system of aesthetic education as a special part of it. Raising children through the means of art is the subject of artistic education . Education is closely related to all aspects of education . The relationship between aesthetic and moral education and development is revealed by the fact that ethical and aesthetic ideas are associated with positive and negative human experiences. For example, the joy that covers a person when perceiving beauty is very similar to the feeling of pride when committing a moral act. On the contrary, disgust and contempt are caused not only by ugly actions, but also by their figurative reflection in one form or another of art. The educational power of art lies in the fact that it makes a person deeply experience a wide variety of feelings: delight and indignation, sadness and joy, anxiety and peace, love and hatred, and treat similar phenomena in real life accordingly.
The educational is great : children are imbued with love for their native nature, native land, city, are proud of the results of the work of their parents, and gradually become familiar with the concept of the Motherland. Also, aesthetic education is closely related to labor education. By transforming this or that material into a useful thing, a person rejoices, feeling his increasing strength . In the process of artistic and creative activity, memory is improved, especially visual and musical. Thus, in drawing, children reflect what is stored in their visual memory. In the process of aesthetic and artistic activity, mental operations are also improved: synthesis, analysis, comparison, mental abilities and the ability to plan one’s activities are developed. This promotes mental development, which, in turn, ensures a complete aesthetic education of the child .
In the process of implementing aesthetic education, it is necessary to solve the following tasks: systematically develop aesthetic perception , aesthetic feelings and ideas of children , their artistic and creative abilities, and form the foundations of aesthetic taste . It is important that the teacher’s work is built on a scientific basis and carried out according to a specific program that takes into account the current level of development of various types of art, in compliance with the principle of gradualism, consistent complication of requirements, and a differentiated approach to the knowledge and skills of children of different ages .
Aesthetic education is primarily the presence of an aesthetic ideal , an idea of the perfect, perfection in art and reality. For example, one person may see the aesthetic ideal of art in a generalized and perfect reflection of life itself and human relationships in it, in the depiction of its progressive tendencies aimed at improving people and society. Another can see it only in the perfection of forms, artistic techniques of expression by the artist of his subjective experiences. The aesthetic ideal is socially determined and represents a social pedagogical phenomenon. An aesthetic ideal can also express an idea of the perfection of human beauty, human relations (ethics, labor (technical aesthetics , design)
.
So, the tasks of aesthetic education of preschoolers , based on its goal, can be represented in two groups.
The first group of tasks is aimed at developing children’s aesthetic attitude towards their surroundings . The following is provided: to develop the ability to see and feel beauty in nature, actions, art, to understand beauty; cultivate artistic taste , the need for knowledge of beauty.
The second group of tasks is aimed at developing artistic skills in the field of various arts: teaching children to draw , sculpt, design; singing, moving to music; development of verbal creativity.
The named groups of tasks will give a positive result only if they are closely interconnected in the implementation process.
The leading methods for solving problems of the first group are demonstration, observation, analysis, and the example of an adult. Showing as a method of education is used during initial acquaintance with the subject of aesthetic reality . It is important for the teacher to determine the object of the display and create conditions so that the children’s is focused on what they are shown and asked to listen to.
When using these methods, it is very important that the teacher knows how to show his feelings, his attitude, and knows how to express feelings. The expressiveness of the intonation of reading a poem, sincere delight at a beautiful thing, genuine grief when encountering negligence in clothing, sloppiness, a bright emotional manifestation of one’s feelings by an adult serves as an active method of influencing a child, since it is based on a feature of childhood - imitation.
To solve problems of the second group, practical methods are required as leading ones: demonstration, exercise, explanation, method of search situations. These methods are discussed in detail in the methods of visual activity and music education .
The general principle of selecting methods is to find methods and techniques that would support children’s desire to create “works of art”
, with your own hands (sculpt, draw, craft, decorate, take part in various types of artistic activities. Creative tasks are useful, they and any manifestation of creativity must be combined with teaching the skills of artistic expression. If a child does not have drawing skills, he will not be able to create something then creative, despite the conventional understanding of this term in relation to
preschoolers ... That is why direct teaching methods are needed: demonstration, exercise, examination of objects, description. In these cases, learning becomes one of the factors that stimulate creativity, and creative tasks give learning a developmental character.
With an aesthetic with the ideal , as part of aesthetic education . It is also a social phenomenon and is influenced by social class relations. Artistic taste is the developed ability to feel and evaluate perfection and imperfection, unity or opposition of content and form in art and life . Like the aesthetic ideal , artistic taste can be present in children at different levels , thereby largely determining the level of aesthetic education .
An important sign of aesthetic education is the developed ability to admire beauty, perfection in art and life. Closely related to the element of admiration is the general ability to deeply experience feelings generated by an aesthetic object . The emergence of a range of sublime feelings and deep spiritual pleasure from communicating with the beautiful, feelings of disgust when meeting the ugly, a sense of humor, sarcasm at the moment of contemplating the comic, feelings of anger, fear, compassion arising from the experience of the tragic, all these are signs of true aesthetic education .
Aesthetic taste is manifested in the fact that a person receives pleasure, spiritual pleasure from meeting true beauty in art, in life, in everyday life. Aesthetic taste is a broad concept; it includes not only understanding, enjoying deep, beautiful works of art. But also an understanding of the beauty of nature, work, life, clothing. In the formation of aesthetic taste in children, education plays a large role. In classes, preschoolers are introduced to classic works of children's literature, music, and painting. Children learn to recognize and love true works of art accessible to their age .
Getting acquainted with a folk tale, with the works of S. Ya. Marshak, S. V. Mikhalkov, K. I. Chukovsky, listening to the works of P. I. Tchaikovsky, D. B. Kabalevsky and other composers, children begin to become familiar with the beauty and richness of artistic words, music. All this gives them true pleasure, is remembered and forms the foundations of artistic taste. By instilling in children the basics of aesthetic taste , we teach them to see and feel the beauty of the world around them, and to cherish it. It is better to keep a flower in a flowerbed, but in order for it to bloom and bring joy to others, it must be looked after. Cleanliness in the group, which creates comfort and beauty, must be maintained, not littering, and putting away toys and books. of aesthetic education in preschool age in the process of education and training .
Aesthetic education of children is carried out by familiarizing children with the aesthetics of everyday life , with the beauty in work, in nature, social phenomena, and the means of art. Teaching a child to feel and understand the beauty of life is a big and difficult task that requires long-term work by adults. To implement the tasks of aesthetic education of children, certain conditions are necessary. First of all, this is the environment in which the child lives and develops. It has an impact on the child that can hardly be compared with others in its strength and significance. If the environment is aesthetic , beautiful (not necessarily rich, if the child sees beautiful relationships between people, hears beautiful speech, etc., then from an early age he will accept the aesthetic environment as the norm , and everything that differs from the norm will cause his rejection. The aesthetics of everyday life includes many details. This is the aesthetics of the environment : the things that surround the child and which he uses, toys, clothes of the baby and the people around him, the design of the premises, etc. Beautiful things “please the eye”
, evoke positive emotions and the desire to maintain them.
“white tablecloth”
theory is quite fair: if we want to
cultivate not only neatness, but also the need for an aesthetic environment , we must exclude non- aesthetics as such . From the first years of a child’s life, it is important both at home and in a preschool institution to pay attention to the aesthetics of everyday life .
The concept of “ everyday aesthetics ”
includes the beauty of everyday relationships between people who surround the child.
It is very important what kind of speech he hears, what intonations. It is necessary that it be correct, figurative, rich in intonation and friendly. The aesthetics of everyday life is also a person’s appearance. Carelessness, untidiness in clothing, awkwardness in the selection of colors, inability to find your own style - all this is contrary to the law of beauty. The aesthetics of everyday life is an indispensable condition for the aesthetic education of a child , the background that reinforces or destroys his or her ideas about beauty. Three rules: to live in beauty, to notice beauty, to support and create beauty around oneself - make the aesthetics of everyday life a means of aesthetic education of a child .
Nature is a powerful means of . It is in it that you can see harmony - the basis of beauty: a variety of colors, shapes, sounds in their combination. Nature itself is a condition for the comprehensive education and development of a child . It becomes a means when an adult purposefully uses its “ educational capabilities ”
and makes it clear for the child.
The teacher reveals to children the world of nature, helps them see its beauty in a drop of dew on a bud, and in the interweaving of grasses, and in the colors of the sunset... You just need to see this beauty for yourself and find words that are accessible to the child’s heart. Works of art about nature will provide him with invaluable help in this, which he must know well and skillfully use. In education by means of nature, it is necessary not only a passive contemplative, but also an effective principle (to protect nature, to help it)
.
Social life, the work of people with whom the child constantly encounters, is also an important means of aesthetic education . The well-coordinated work of builders makes children want to create a good building, act together, and be attentive to each other. Descriptions of the work of sailors, pilots, teachers, and doctors not only introduce preschoolers to these professions , but also make them want to imitate them. All this is reflected in their games and contributes to the education of moral and aesthetic feelings . Therefore, the teacher thoroughly prepares for conducting excursions, during which children receive and accumulate the sensory experience they need. Excursions, when properly prepared and conducted, broaden the horizons of preschoolers , teach them to see, compare, generalize, which forms the basis for the development of creative imagination and abilities.
A multifaceted and inexhaustible means of aesthetic education is art : fine art, music, literature, architecture, theater, cinema. The early introduction of children to real high art contributes to the emergence in the child's soul of a truly aesthetic perception of reality . Each type of art reflects life in its own way and has its own special impact on the child’s mind and feelings. From the first years of life, children are accompanied by oral folk art and children's literature. A fairy tale occupies a special place in their lives.
Not everything can be expressed in words. There are shades of feelings that can be expressed more deeply and fully in music. Music sharpens emotional responsiveness. The child needs it. “Childhood is just as impossible without music as it is impossible without games, without fairy tales,” V. A. Sukhomlinsky was convinced of this. A condition and means of aesthetic education is the artistic activity of preschool children , both organized by the teacher and independent. Fine art is necessary for a child. It gives him rich visual images. In artistic activity, as a rule, there is a reproducing (reproductive)
factor and creative.
Both are necessary and interconnected - a child cannot create without learning to reproduce .
All of the above-mentioned means of aesthetic education - everyday life , nature, art, activity - are effective both on their own and in conjunction, but oversaturation is just as harmful to development as a lack of emotional impact. We must search and find the golden mean.
Aesthetic education of children in a preschool institution is carried out in different forms depending on the principle of guiding their activities, the method of uniting preschoolers , and the type of activity. The teacher manages the development process of children . Children themselves love artistic activities, and often engage in them on their own initiative. It cannot be said that independent artistic activity is completely carried out without the guidance of an adult. It's just that the nature of this guide is indirect. The teacher takes care of the child’s accumulation of experience and impressions, which will later be reflected in independent drawing, modeling, stories, and musical activities; teaches visual arts and techniques.
Independent artistic activity arises on the initiative of children to satisfy their individual needs: make a gift for mom, make a toy for playing, etc. The teacher’s task is, without violating the child’s plan, to help him if such a need arises. It develops children's using hints, drawing attention to a subject, object, questions, suggestions, evaluating results and level of independence, fiction, fantasy. Independent activity can be individual in nature, and sometimes children unite in groups of two or three and, having discussed their idea, together prepare a concert, draw scenery, make attributes for the game, organize a theatrical game, etc. Signs of independent activity are the child’s attention to the means expressiveness in music, movements, drawing, speech and the ability to transfer what has been learned into one’s own new activities and apply it to solve new problems.
Independent artistic activity is closely related to the work that is carried out purposefully and in various forms by the teacher. These could be organized classes on speech development, visual arts, or music. They are included in the mandatory “grid”
weekly classes are conducted systematically according to pre-developed content and in order of increasing complexity.
The teacher organizes excursions into nature, to monuments, to a museum, to a festively decorated street, etc. His task is to think through the content of the excursion, taking into account the laws of children's perception and educational tasks . It is necessary to determine and study in advance the location of the excursion, the method of placing children around the object of observation, since it is very important not only to impart new knowledge to preschoolers aesthetic feelings in them .
One of the forms of children's activities that contribute to aesthetic education is theatrical games and dramatization games. These games are held under the guidance of a teacher. Holidays and entertainment occupy a significant place in the pedagogical process of a preschool institution and in the lives of children Entertainment as a form of work with preschool is held once every two weeks. The entertainment content is varied. These can be themed literary and musical evenings. is useful for aesthetic development. A variety of material is selected - literary, musical, and visual on the same topic. Such evenings of entertainment bring joy to preschoolers , introduce them to national culture, and cultivate aesthetic feelings . Aesthetic education of preschool children can be organized in different forms, and these forms have their own qualifications.
The level of aesthetic education in different children, depending on their living conditions and upbringing, is not the same . In the general process of education , teachers strive for an optimal level of aesthetic education . In other words, the main goal of aesthetic education must be seen in the child organically combining the presence of an aesthetic ideal and genuine artistic taste with a developed ability to reproduce , admire, experience, judge and artistic and aesthetic creativity . The weakest point in the aesthetic education of schoolchildren is the area of aesthetic ideal and artistic taste. This fact makes aesthetic education insufficient and limited.
Measuring aesthetic education can be carried out by different criteria: psychological, pedagogical, and social. The area of measurement by psychological criteria of aesthetic education includes, first of all, the child’s ability to adequately recreate artistic images in the imagination, their reproduction , as well as the ability to admire, experience and judge. It is relatively easy to judge these psychological phenomena by how and how much a child communicates with aesthetic objects of art and reality, how much his mood changes and develops in accordance with the artistic and aesthetic essence of the work, how he evaluates this work and his own mental state generated by it. Aesthetic education is characterized by bringing performing skills to automatism and focusing on the creativity of a new image. Finally, the social criteria of aesthetic education must include the presence of broad interests in art, and identify the needs for communication with the aesthetic phenomena of art and life. But not only that. Aesthetic education in the broad social sense of the word is manifested in the entire complex of behavior and relationships of the child. His actions, work activity, relationships with people in public and personal life, his attitude towards his clothes and appearance are all obvious and convincing evidence of the degree of a person’s aesthetic education .
The definition of aesthetic education helps make the work on the aesthetic formation of a child’s personality more specific and targeted. Thus, aesthetic education is very important for the all-round development of a child. The basics of 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 a very important role in educators and teachers should try to create such an atmosphere so that the child develops such aesthetic feelings , such as a sense of beauty, cleanliness, neatness, and so on.
