As we have already said, methodology and technology as a subject of study consider the features of a teacher’s work with students.
Since the main object scientific research in the field of teaching is a schoolchild, then naturally it is impossible to do without such sciences by human activity.
Purpose teaching fine arts in secondary schools is formation of artistic culture of students as an integral part of spiritual culture, familiarization with universal and aesthetic values, mastery of national cultural heritage. fine arts should contribute to the comprehensive, harmonious development of students.
The tasks of teaching fine arts include:
formation
students have a moral and aesthetic responsiveness to the beautiful and ugly in life, nature, art;
formation artistic and creative activity of the schoolchild, the development of artistic taste, creative imagination, aesthetic taste, aesthetic feeling, fostering interest in art, etc.;
mastery in the figurative language of fine arts through the formation of artistic knowledge, skills and abilities when drawing from life, from memory and imagination, when getting acquainted with decorative and applied arts, when illustrating, when working with plastic materials (clay, plasticine), graphic materials(gouache, pastel, car, felt-tip pen, charcoal), etc.;
development of children's visual abilities , artistic taste, creative imagination, spatial thinking, aesthetic sense and understanding of beauty, education and love of art; familiarization with the heritage of domestic and world art.
One of the main goals of fine arts classes is to help children to understand the surrounding reality, develop their powers of observation, teach them to see, but at the same time not stifle their creative individuality.
It is necessary to interest schoolchildren in your subject, to tell them that the ability to draw is needed not only by artists, that visual skills are also needed by people of many other professions. The ability to draw is necessary for a designer, fashion designer, architect, biologist, archaeologist, kindergarten teacher, cosmetologist and many others.
Everyone knows about the outstanding talents in the fine arts of our famous scientific researchers: Mikhail Vasilyevich Lomonosov, Semenov-Tien-Shansky, Miklouho-Maclay, Dmitry Mendeleev and others.
Drawing helped many writers in their work: Goethe, Victor Hugo, Andersen, Al. Pushkin and M. Lermontov, L. Tolstoy and Vl. Mayakovsky.
Scientific and theoretical foundations of teaching and upbringing schoolchildren using the means of fine art in the works of V.S. Kuzin, B.M. Nemensky, N.S. Ivanova, T.Ya. Shpikalova, N.M. Sokolnikova.
At this stage in public education There are several areas in teaching children:
1. State municipal comprehensive schools.
2. State ones with in-depth study of subjects or with classes aimed at studying these subjects:
· physics and mathematics school No. 20,45,15;
· humanities and languages No. 30.11;
· aesthetic No. 63.23.
3. Schools - lyceums, schools - gymnasiums.
4. Private schools: them. D.V. Polenova, "Renaissance".
5. Religious gymnasium, under the leadership of Father Lev Makhno.
In many schools great attention paid artistically aesthetic education and education and in particular the teaching of fine arts and music.
As already noted, at the present stage there are many interesting developments in teaching methods by such authors as E.I. Kubyshkina, V.S. Kuzin, T.S. Komarova, B.M. Nemensky, E.E. Rozhkova, N.N. Rostovtsev, N.M. Sokolnikova, T.Ya. Shpikalov and others. They created educational and methodological and visual aids in drawing, painting, composition, folk and decorative arts. Textbooks on fine arts for primary and secondary schools have been published.
Let us pay attention to those scientists who created their own programs, textbooks, systems of artistic and aesthetic education.
Vladimir Sergeevich Kuzin - Corresponding member of the Russian Academy of Education, doctor of pedagogy. sciences, professor. In his program leading place is given to drawing from life, i.e. teach to see objects and phenomena as they exist. He is the leader of the writing group state program in fine arts.
Boris Mikhailovich Nemensky - artist, teacher, laureate, state prize, corresponding member of the Academy pedagogical sciences.
His technique is based on the child’s inner world, on his feelings, emotions, perception of the world around him through the child’s soul. IN at the moment in the Tula region, some schools study according to his program, which is called “Fine Arts and artistic work».
Tatyana Yakovlevna Shpikalova in his works he focuses on the study of folk arts and crafts.
5. Lesson – as the main form of educational work.
The main types of lessons in fine arts.
Classification of occupations. Drawing from life. Thematic drawing. Decorative drawing. Conversations on fine arts. Brief description each type.
Drawing from life is a method of visual learning; it teaches you to think and make purposeful observations, and awakens interest in analyzing nature. When drawing from life, the student strives to mark it characteristic features, understand the structure of the subject. Learning to draw from life at school leads to the development of mental abilities, teaches correct judgment about the shape of objects, the influence of perspective, the theory of shadows, color science, and anatomy. Great value Drawing from life is for the development of spatial thinking and imagination. Affects the development of memory and abstract thinking. Drawing from life can be long-term for two lessons, and short-term for 5-10 minutes. To develop memory, drawing from memory and imagination is used. IN elementary school handouts for desks (vegetables, fruits) at least three still lifes per class. Below the horizon line in elementary school, in a frontal or profile image, no more than two objects. From the fourth grade it becomes more difficult to study perspective, design, light and shade, two vanishing points (angular perspective) 3-4 subjects. Thematic still lifes, warm and cold colors. For clarity, you can use visual aids with sample tasks, tables with step-by-step completion of the task. The teacher should guide the children's activities by asking leading questions.
Organization and methodology of conducting decorative drawing lessons. Folk art in decorative drawing lessons.
The creative abilities of students are especially effectively developed in decorative drawing lessons. The program includes tasks on drawing up patterns, designing albums, and decorating rooms. Serves to awaken the creative powers and independence of students.
Decorative drawing aims to familiarize students with the basic principles of decorative and applied art. The decorative design of an object is carried out on the basis of certain rules and laws: adherence to rhythm, symmetry, harmonious combination of colors. In decorative drawing lessons, students learn to create patterns, learn the laws of composition, and master the skills of working with watercolors, gouache, and ink. Ornamental creativity - introduces the basics of artistic design, decorative painting should be closely related to drawing from life. When composing patterns, you need to show the student how to use the forms of nature: leaves, flowers, birds, and how to process these forms in your compositions. Showing samples of folk ornaments is of great educational importance. IN primary school the activity of decorative drawing is mainly limited to copying folk patterns. The beginning of the work is to copy from samples, creating simple patterns of straight and curved lines. This is followed by a combination of elements folk pattern according to the compositional scheme given by the teacher. Work on decorative drawing is completed with tasks on drawing up sketches of decorative design, graphic work with the introduction of fonts. Folk art is a special branch of arts and crafts in which creative process proceeds on the basis of the hereditary transmission by masters from the people of a whole system of traditions and art. Principles, canons, samples, plots, ornamental motifs. Folk craft is one of the historically established forms of folk arts and crafts, which is the commercial production of artistic objects of wide use with the obligatory use of creative manual labor. The content of thematic drawing lessons includes depicting various scenes from life, illustrating literary works, creative essay paintings on a variety of topics. Thematic drawing allows students to acquire the ability to convey their thoughts and ideas through OZO art. During the lesson, the teacher can conduct a preliminary conversation, use excerpts from literary works, and show examples from the works of outstanding artists. To draw a thematic composition, students need to make sketches from life.
The thematic drawing helps the teacher to become more familiar with the spiritual world of students, to trace how their abilities of figurative representation and imagination develop.
CONVERSATIONS ABOUT FINE ARTS
The school drawing program also provides special hours for conversations about fine arts. During these lessons, the teacher introduces schoolchildren to the life and work of outstanding painters, sculptors and architects. Children will learn how and by what means artists achieved ideological depth and emotional expressiveness in their works. Systematic familiarization of students with the works of artists is one of the means of aesthetic education. In outstanding works of artists, typical phenomena of life are collected as if in focus; These works make you look at the world in a new way and notice its beauty. Skills in the field of perception and evaluation works of art raise cultural level students. Knowledge and skills gradually develop - starting from the basic ability to look at a picture and understand its contents to understanding artistic means expressions with which the artist was able to convey his idea.
Conversations about fine arts are an important means of not only aesthetic, but also ideological and political education of students. During conversations, the teacher shows the children pictures that reflect the nature of our Motherland, events from the history of the country, portraits of people who glorified the Fatherland. When during a lesson a teacher shows a reproduction of a painting in which the artist’s patriotic feeling and his love for his native nature are clearly expressed, this also evokes in children a feeling of love and admiration for their Motherland. The more vivid and emotional a picture is told about the life of our country, its landscape, etc., the more feelings it will evoke in the child, the more clearly it will be imprinted in his consciousness (Fig. 45, 46). To prepare for conversations about art, we can recommend: Conversations about painting at school. M., 1966; V. Alekseeva. Fine arts and school. M., 1968; N. A. Dm i t r i e v a. Brief history art. M., 1969;P. K. Suzdalev. Soviet art during the Great Patriotic War and the first post-war years. M., 1963; V. K emenov. Against abstractionism in the realism debate. L., 1969; Art and military-patriotic education of schoolchildren. / Ed. V.V. Neverov and B.M. Sapunov. M., 1975; Popular art encyclopedia. M., 1986. So, we see that the variety of classes in the fine arts is of great importance not only for the development of knowledge, skills and abilities in drawing, but also for the overall development of students.
Drawing classes are built in compliance with a logical sequence in presentation educational material, with calculation of the volume, time and depth of the topic. The entire drawing course is determined by the level of knowledge and skills that each student needs to learn. Volume and content are determined curriculum and the program.
The curriculum contains a systematic list of all the topics of assignments and performances that make up the content of drawing in high school. All educational material is distributed by year of study based on the age characteristics of students. By determining the scope of knowledge, skills and abilities in drawing, the program gives the teacher instructions on the sequence of studying and planning the material. New tasks are introduced as the knowledge and skills necessary for their conscious implementation are mastered.
The curriculum contains an explanatory note, which concisely and clearly sets out the goals and objectives of teaching, indicates the basis for the proposed content of classes and gives a general methodological direction work. In order to correctly and successfully achieve all the goals and objectives set by the program, it is necessary, first of all, to thoroughly understand the methodology of working with students, the principles and laws of constructing the educational process that give the best results. Only if you have the right methodological guide By students, drawing at school acquires the necessary educational and educational significance.
Currently, modern educational institutions are at the stage of modernization and updating the content of education. Today, the main strategic goal of education is to create the basis for sustainable socio-economic and spiritual development of Russia. The spiritual development of a person and the formation of his culture are significantly influenced by art classes, which can serve as a mechanism for the development of the cultural potential of society, its artistic and creative elite. However, the implementation of the main strategic goal of education through art is associated with the need to solve modern problems in the field of culture, which include:
- - underestimation in social practice of the role of aesthetic consciousness and artistic culture as influential factors in the dynamic development of society;
- - cultural nihilism of a significant part of young people, when values high art and their role in culture is questioned or even denied;
- - a growing gap between the mass school and high culture, which is becoming increasingly elitist;
- - minor role, which is allocated to subjects of the artistic and aesthetic cycle in general education at all its levels;
- - the spread of paid forms of education, against the backdrop of a low standard of living for the majority of the population, the impossibility of acquiring special tools, modern technical means and materials, which becomes an obstacle to obtaining an education in the field of art for some gifted youth;
- - extremely weak material, technical and personnel support for art education, especially within the framework of the general educational process.
In accordance with the emerging problems of modernization of education, including art, the need arose for new approaches to teaching in general education institutions. Implementation of principles and objectives modern school involves not only a change in views on the content, forms and methods of schoolchildren’s educational activities, but also a radical transformation of the teacher’s activities. The personality of the teacher and his professional training occupy a central place in the system of general and pedagogical education. The relevance of the problem is determined by the fact that without significant changes in the teacher’s attitude to pedagogical activity and its components, to himself and to other subjects of this activity, a qualitative update of the school education system will not occur.
The purpose of this study is to determine the role of fine art in the process of spiritual and moral education of the personality of a primary school student. In our opinion, the role of fine art in the modern understanding of the content of education should be determined through solving the following problems:
- - identifying the main goal of teaching fine arts at school;
- - analysis of modern concepts of teaching fine arts in primary school;
- - determining the conditions for successful formation spiritual world younger schoolchildren and the tactics of a fine arts teacher.
As is known, the content of education is social experience, that is, the experience of human activity throughout the history of its development. AND I. Lerner names four main elements of educational content: knowledge, methods of activity, experience of creative activity, experience of emotional-value relations.
IN modern concept art education, these four components appear in inextricable unity, but in the reverse order of their significance in the artistic development of the student’s personality. Thus, for younger schoolchildren, the most relevant in the process of teaching fine arts is the experience of feelings, experiences, interests, needs; social, moral and spiritual relations.
Artistic development in the concept is considered as a path to the humanization of the school. Therefore, the main goal of children's art education is to instill in them an aesthetic attitude towards life.
An aesthetic attitude to life is a special personality quality that is necessary for a person’s responsible existence in the world. It is expressed in the following abilities:
- - directly feel like an integral part of the endless surrounding world;
- - see your continuation in the world around you;
- - feel a sense of belonging to the other person and to human history and culture in general;
- - realize the non-utilitarian value of everything in the world;
- - realize your responsibility for everything in life, starting with your immediate environment.
The development of precisely this quality creates a solid foundation for moral, environmental, patriotic and other traditionally identified types of education.
An aesthetic attitude to the world underlies art, human artistic exploration of the world, and can be developed in children in the process of teaching artistic disciplines. Teaching art should begin in kindergarten and continue continuously in secondary schools and universities. At all stages of art education, the pedagogical process should be based on psychological characteristics age of schoolchildren and a differentiated approach to the content of art education. It is important to distinguish between what is necessary for everyone as a factor in the development of personality and worldview, and what is necessary for future professionals.
Primary education in the subject "Fine Arts" is part of the educational system "Art" and provides general art education, which is aimed at spiritual, moral and aesthetic development schoolchildren.
During the period of primary art education, in the process of realizing the main goal, that is, nurturing an aesthetic attitude to life, the emphasis in teaching is on the development of:
- - emotional responsiveness when perceiving the surrounding world;
- - primary forms of artistic imagination;
- - the ability to express an emotional assessment of a phenomenon in sensually perceived images.
The actual creative practice of younger schoolchildren should prevail over the work of perceiving art, which is gradually and steadily expanding. What is common to all types of art should prevail over the specific features of its individual types.
In the conditions of variable learning, it is important to note some commonality of the set tasks for studying fine arts. Fine arts in primary school is intended to ensure that schoolchildren are introduced to the world of plastic arts, the formation of artistic imaginative thinking, development of creative abilities, teaching the basics of visual literacy, developing practical skills in various types of visual arts, familiarization with the heritage of domestic and world art, and others.
Each current program shows with the help of what tasks it is possible to achieve the above-mentioned main goal of teaching fine arts and instilling an aesthetic attitude towards life. It should be noted that, despite the commonality of the stated goals of the “Art” educational system, different authors do not have consensus in the conceptual justifications of their programs. Therefore, choosing the only program necessary in given specific conditions among existing areas of teaching fine arts at school is a significant problem for a primary school teacher.
To date, several main areas of teaching fine arts have been developed and are in practice. Each of them has its own goals, its own content, its own structure and is implemented through its own program.
The first concept of universal graphic literacy is represented by a traditional program operating in many schools across the country. This direction was founded during the formation of the Russian Academy of Arts (early 18th century), when the methods and principles of training professional artists in an extremely simplified form were “lowered” into secondary schools for drawing lessons. What was professionally necessary and significant for the training of professional artists was artificially transferred to general education. The modern author of this concept is Doctor of Pedagogical Sciences, Professor V.S. Kuzin.
The main objectives of the program in fine arts: students mastering the knowledge of the elementary fundamentals of realistic drawing, developing skills in drawing from life, from memory, from imagination, familiarization with the features of working in the field of arts and crafts and folk art, modeling and appliqués; development in children of visual abilities, artistic taste, creative imagination, spatial thinking, aesthetic sense and understanding of beauty, nurturing interest and love for art.
The content of the subject includes the aesthetic perception of reality and art, practical artistic activity of students. These components of the content of fine arts are divided into main types of activities: drawing from life (drawing, painting), drawing on themes and illustrating (composition), decorative work, modeling; applique with design elements, conversations about fine art and beauty around us.
The second concept of a holistic approach to training and education, based on the category of “artistic image,” was developed in the late 60s - early 70s of the 20th century. head of the laboratory of the research institute artistic education Professor B.P. Yusov. Its main idea is “understanding, experiencing and feasible creation of an artistic image by students.” Fundamentally different from the previous ones, this concept considers the artistic image as the main method and as the result of the process of perception and creation of a work of art.
The main objective of the fine arts program is to create an artistic image in various types and genres of fine art using graphic literacy.
Visual literacy was filled with new content, coming from the specifics of the artistic and visual language, from the methods of creating an artistic image. Methods of creating an artistic image involve various types of educational activities: images on a plane, in volume (modeling), in the process of working from nature, from memory, from imagination, based on fantasy and imagination, as well as aesthetic perception of the surrounding reality and art. And the specifics of artistic and visual language are studied in the process of solving the following educational problems: shape, proportions, design; color and lighting; space and volume; compositional organization of the image; working with art materials; development of artistic perception and aesthetic responsiveness.
This concept was truly groundbreaking. For the first time in many years, art in school began to be understood as a subject that develops artistically and artistically educates. B.P. theory Yusova served as the basis for the creation of subsequent concepts.
The third concept of introduction to world artistic culture was developed in the early 70s of the 20th century by the problem group of the Scientific Research Institute of Artistic Education and the Aesthetic Council of the Union of Artists of the USSR under the leadership folk artist RSFSR B.M. Nemensky. Her main idea- formation of artistic culture as part of spiritual culture. It has absorbed the rich theoretical and practical experience of previous concepts, including theories of artistic education developed in the 20-30s. (the theoretical heritage of L.P. Blonsky, A.V. Bakushinsky, S. Shatsky, P.I. Vygotsky, etc.), as well as the experience of art education in other countries. The artistic image here is a means of forming the artistic culture of students, and the child’s personality comes to the fore.
The main objectives of the program: to develop in students a moral and aesthetic responsiveness to the beautiful and the ugly in life and in art; formation of artistic and creative activity; mastering the figurative language of fine art through the formation of artistic knowledge, skills and abilities.
Communication with art through comprehension of the specifics of its language occurs in various types of artistic activity - visual, decorative, constructive.
The fourth concept of familiarization with folk art as a special type of artistic creativity. The founder of this concept is Doctor of Pedagogical Sciences, Professor T.Ya. Shpikalova. Folk art is studied here in the interaction of all types artistic creativity in the system of national and world culture. The artistic image in this concept is considered comprehensively in connection with nature, life, work, history, and the artistic national traditions of the people. This concept allows for a regional approach to teaching fine arts at school.
The main objectives of the program: the formation of a worldview and moral position through development historical memory, which will allow the student to feel that he belongs to centuries-old human experience, the experience of his ancestors; creating an artistic image of a thing through mastering the necessary skills, studying types of things from different schools of folk craftsmanship and developing a creatively active personality.
Each section includes the following types of educational and creative activities: experimentation (experimental exercises), educational practice(repetition exercises, educational assignments), creative works (compositions, variations, improvisations), conversations on art.
The fifth concept is implemented within educational program"School 2100" This is one of the programs for the development of general secondary education, aimed, first of all, at the development and improvement of the content of education and at providing it with program, methodological and educational materials. The scientific director of the program is Academician of the Russian Academy of Education Aleksey Alekseevich Leontyev.
- - firstly, it would be a system of developmental education, preparing a new type of student - internally free, loving and able to creatively relate to reality, to other people, capable of not only solving the old one, but also putting new problem able to make informed choices and make independent decisions;
- - secondly, it would be accessible to mass schools and would not require teachers to retrain;
- - thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system of advanced training for teachers, a system of control and monitoring of teaching results, a system of implementation in specific schools;
- - fourthly, there would be a system of holistic and continuous education.
In the aesthetic cycle, groups under the leadership of B.M. are working in this direction. Nemensky and O.A. Kurevina. The authors of the visual arts program are O.A. Kurevina, E.D. Kovalevskaya. It is aimed at the formation of spiritual culture through artistic and creative visual activity, which makes it possible not only to perceive spiritual culture in a detached manner, but also to directly participate in its creation on the basis of emotional and intellectual inclusion in the creation of a visual image of the world.
The program is structured according to content blocks, covering both the general cognitive component and the direct artistic and activity component. In the process of mastering program didactic units, students gain not only skills in mastering certain visual operations and manipulations, not only techniques for creating a specific visual image, but also comprehend the context artistic phenomenon as a result of the transformation of reality in the process of self-expression. Artistic and creative visual activity is inextricably intertwined with aesthetic ideas about reality, about activity, about a person and about oneself. Therefore, as a necessary condition, it is preceded by a general aesthetic context (interaction, environment), expressed in the program through concepts, the assimilation of which will help students engage in the creative process through involvement and empathy.
The objectives of the course are: expanding the artistic and aesthetic horizons; familiarization with the achievements of world artistic culture in the context of various types of art; mastering visual operations and manipulations using various materials and tools; creation of the simplest artistic images using painting, drawing, graphics, plastic arts; mastering the simplest design and decoration technologies; education of spectator culture.
The practical implementation of the program presupposes tasks for reflection, for mastering color science and a sense of form, search and experimental orientation, the result of which is collective work that completes each problematic content block.
The sixth concept was built by Yu.A. Poluyanov. within the framework of the developmental education system D.B. Elkonin and V.V. Davydova. This system has been developed since 1958 on the basis of experimental school No. 91 Russian Academy education. A feature of this psychological and pedagogical concept is the various group discussion forms of work, during which children discover the main content educational subjects. Knowledge is not given to children in the form of ready-made rules, axioms, or schemes. In contrast to the traditional, empirical system, the courses studied are based on a system of scientific concepts. Children in primary school are not graded; the teacher, together with the students, evaluates the learning results at a qualitative level, which creates an atmosphere of psychological comfort. Homework is kept to a minimum; learning and consolidation of educational material takes place in class.
Children do not get overtired, their memory is not overloaded with numerous but unimportant information. As a result of training according to the Elkonin-Davydov system, children are able to argue their point of view, take into account the position of others, do not take information on faith, but demand evidence and explanations. They develop a conscious approach to studying various disciplines. Training is carried out within the framework of regular school programs, but at a different quality level.
The integrated course “Fine arts and artistic work” within the framework of the Elkonin-Davydov system proposes solving basic educational problems in accordance with the age of students.
In the first year of schooling, children are introduced to those types of visual and labor activity, which are accessible to them by technology. The 1st grade course is introductory and transitional from preschool classes to school classes, built on the principles of the developmental education system. The content of classes by type of educational and creative work is presented in the following sections: lines - spots - silhouettes, commonality and differences, measure of size and shape, connection by design; sculptural modeling; paints and color; decorative painting; artistic design; architecture and monumental painting; artistic sewing.
The content of the second year of study in fine arts and artistic work includes five sections: harmony of color combinations, harmony and expressiveness of color, rhythm in life and in art, symmetry in life and in art, outlines of objects and images. All these sections are interconnected and aimed at a single task: developing in children the ability to see not only individual images and parts of products, but the relationships between them, which is impossible without developing the ability to generalize the perception of color, space, and shape of what they depict.
The main task of the third year of study is to create conditions for the formation and successful implementation by students of new creative interesting ideas. This task is realized through the study of the following sections of the course: compositional and constructive balance, dynamic and static balance of composition and design, contrasts - analogies, proportions of the image and composition, pen drawing, outlines - shape - proportions of images.
At the fourth stage, the main task of teaching is to reconstruct children’s already established ideas in such a way that they turn on their spatial imagination about the world around them and the ways of depicting it. Therefore, the content of the training includes such sections as: spatial plans of composition; three-dimensional images; observing and depicting trees; watercolor art; design volumetric forms made of flat sheet material; rhythm in painting, graphics, sculpture; design of three-dimensional artistic products, our city (village, village) in different times year.
Analysis of the objectives and content of the program Yu.A. Poluyanova shows that each method of artistic representation, having been introduced (not taught, not memorized, but rather introduced into the visual activities of children) at some stage of learning, is then constantly included in all subsequent classes, unfolding before the students in ever new and richer ways. possibilities. At the same time, when becoming familiar with each of these methods and practicing each of them, children should develop a new and very important ability to look and see.
So, the concepts and programs for teaching fine arts at school presented here are diverse and do not all equally propose to realize the main goal of forming an aesthetic attitude to life. Guided by the basic principles of continuous art education in a secondary school, the teacher primary classes who teaches fine arts, should focus on the curriculum in fine arts, which is implemented in the main unit secondary school.
conclusions.
Development modern system general education is determined by such a conceptual position as the inseparability of school and society. Society lives and develops as it learns. However, today, increasingly, politicians, scientists, educators, students and their parents note that the interests of the child and the needs of society are beyond the threshold of the school. Many researchers see the only way out of this situation - radical changes in school policy towards its democratization and humanization. In this regard, work is underway to rebuild and update the entire education system, a search is underway for ways to develop the school, concepts, projects, programs, and non-traditional forms of education are being developed.
The variety of concepts in art education is a shining example modern trends in the development of the education system and complicates the tasks of a teacher teaching fine arts in primary school when choosing the leading principles and methods of education and training. However, any school program in fine arts is focused on the formation of the child’s spiritual world, on the development of his aesthetic perception of the world, creative self-expression, and the formation of interest in life through a passion for art.
The role of fine art in the solution common tasks education is clearly defined by the concept of modernization of Russian education for the period until 2010: “Formation in schoolchildren of civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability for successful socialization in society and active adaptation in the labor market.”
When solving the main tasks of spiritual enrichment of younger schoolchildren through introduction to the fine arts, it is important for the teacher how the artistic and pedagogical process will be organized, through what content and forms it will influence the formation creative personality. The main principle determining the success of the pedagogical activity of a fine arts teacher should be careful attitude To children's creativity and at the same time tactful management of this process.
The primary conditions for the successful formation of not only the child’s spiritual world, but also his practical skills and visual skills are:
- - a variable approach to setting and solving artistic and creative problems,
- - nationally oriented training in fine arts,
- - stimulating the independence of younger schoolchildren in the choice of artistic materials and means of expression in the process of creating visual images,
- - the teacher’s desire for pedagogical creativity and improvement of the educational process, etc.
An elementary school fine arts teacher should always remember that changing social values and increasingly rich information flows are always reflected in the fine arts. Only truly spiritual works of art become immortal. That's why classic designs painting, graphics, decorative and applied and folk art should form the basis of the content of the subject area “Art”, since time is not subject to them. Similar processes can be traced in the development of teaching methods. While the most modern teaching methods may gradually become outdated, the methods that the novice teacher has tested in practice and which have repeatedly shown themselves to be successful will form the basis of his teaching activities in the future.
Literature
artistic fine arts general education
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The types of activities in art lessons include what the child does (draws, designs, sculpts). The difference in types of activities can be seen by comparing different training programs.
Let's take 4 programs Nemensky, Cousin, Yusova And Shpikalova.
Kuzin “School of Drawing - Graphic Certificate”: teaches professionals. This is an academic school. She teaches schoolchildren graphic literacy (the basis of realistic drawing, drawing skills from life, from memory, from imagination, decorative drawing, conversation.).
Types of activities: conversation, drawing from life, drawing from idea and imagination, drawing on themes, DPI. Activities are aimed at objects of the surrounding reality.
Nemensky’s program “Introduction to world artistic culture as part of spiritual culture” educates literate viewers. Graphic literacy is just a means. There is a mixture of all types of activities (their unity): children draw, make, sculpt, design. Three Masters help in this - Master of Image (from art with all types and genres), Master of Decoration (DPI), Master of Construction (constructive arts - architecture). This is the organizing principle of art itself.
Types of activities: image on a plane, in volume, from nature, from memory, imagination; decorative and constructive work, modeling, appliqué, three-dimensional modeling; design and construction activities, art. photography and video filming; perception of reality and works of art; discussions of the works of comrades and the results of collective creativity; discussion of art heritage, selection of illustrations, listening to literary and musical works, folk, classical and modern.
Principle of organization Shpikalova's programs through folklore (connection with crafts). Traditional art goes professional. Children study folk costumes, ornaments, plants used in ornaments.
Types of activities: drawing from life, from memory and from imagination; execution of thematic compositions on a plane and in volume from real and abstract forms; execution of decorative compositions: subject-themed, still life, ornament, improvisation; modeling and art design of paper products; modeling, art painting, applique, working with fabric, working with natural materials; value-oriented (dialogues about art)
Yusov program“The interaction of the integration of arts in the field of artistic development of schoolchildren” teaches attitudes towards the subject through an artistic image.
Types of activities: practical artistic activities in fine arts, modeling, creative arts, drawing on topics, conversations on art. With the help of aesthetic perception of reality.
decorative arts associated with everyday life and the way of life of a person, therefore it most fully conveys life and preserves national traditions. It is important for students to distinguish between folk art and professional folk arts.
Folk art - created by the people on the basis of collective creative experience, national traditions.
Decorative and applied - embodies products with practical application in public and private life, and are distinguished by decorative imagery.
It is convenient to combine the study of folk and cultural literature with local history and history. Folk art, as part of spiritual culture, is a source of ideas for professional artists. DPI works convey to children the people's idea of beauty and goodness.
Kuzin introduces DPI little by little throughout all years of study. It is carried out in the process of students performing decorative compositions. The content “Decorative work” reveals the importance of folk art as a powerful means of aesthetic, labor, and patriotic education. Also love for native land, the traditions of the native land, the work of adults.
Nemensky actively uses DPI in his program, devoting a year (7th grade). Students must understand the features of painting, its place in human life, note the meaningful meaning of artistic and figurative language, know the roots of this art, crafts, and create their own projects.
Shpikalova considers folk art as part of material and spiritual culture. He believes that a child’s perception of the world occurs through dpi, where the primary basis is the image of the product. Shpikalova's program is aimed at preserving the heritage of the people and is considered as part of modern life.
Structure of the fine arts training program by B.M. Nemensky
From Nemensky's program
The program “Fine Arts and Artistic Work” is a holistic integrated course that includes all the main types of art: painting, graphics, folk art, sculpture, architecture, design, entertainment and screen arts.
The systematizing method is to identify three main types of artistic activity - constructive, visual and decorative.
These 3 types are the basis for dividing visual-spatial arts into types (for example, Fine Arts - painting, graphics, sculpture), each of them is also present in the creation of any work of art and therefore is the basis for the integration of all types of art into a single system, divisible according to the principle of the type of bad activity.
The priority goal of education in school is the spiritual and moral development of the child, the formation in him of qualities that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the world.
Main semantic core programs - the connection of art with human life, the role of art in his everyday life, in the life of society
Goal: formation of artistic culture of students as an integral part of spiritual culture.
Basic principles:
1. A holistic system of introduction to art culture (the study of all main types of spatial arts on a unified basis)
2. “From life through art to life” (connection of art with life, attraction life experience children)
Drawing from life, from memory and from idea in art classes in a secondary school - all these 3 types of activities are present in all programs in different proportions.
The first 2 are most clearly represented in the program Cousin:
Drawing from life - studying and displaying nature on a flat sheet
Drawing from memory using nature - shown → closed → child draws from memory
Drawing by View recommended in programs Nemensky And Shpikalova, it is part of a consistent study of nature.
Drawing from life → drawing from an idea (fantasy) based on acquired knowledge
U Shpikalova stylization for the ornament is underway
Drawing from life at Cousin And Nemensky: for example, still life - compositional solution, light, color, proportions, shape
By submission – come up with a still life that would tell about a person (often using decorative techniques)
The same with the portrait:
Portrait of a neighbor (life)
Portrait of mother (from memory)
Fruit portrait (imagination)
Principles and methods of teaching fine arts regarding the concept of “introduction to world artistic culture” ( Nemensky).
Principles
Formation of artistic culture as an integral part of spiritual culture.
Forming an understanding of the role of art in life: the role of art in organizing the forms of the environment in which we live, the surrounding objective world, and ideas about the beautiful and the ugly.
Forming in a child the ability to independently see the world as a means of thinking about it, as a form of expressing his attitude, based on mastering the experience of artistic culture.
Ensuring the progressive artistic development of the child.
Development of skills in perceiving works of art and mastering the figurative language of art.
Assimilation of the emotional-value, sensory experience of generations, expressed in art, and the formation of emotional-value criteria for life.
Development of artistic and imaginative thinking based on observation and imagination, children’s own creative activity.
The principle of the constancy of the connection between art and life.
The principle of integrity and unhurriedness, the sensitivity of mastering the material of each topic.
The principle of unity of education and creation;
The principle of living as a form of learning and a form of mastering artistic experience
Methods
Explanatory-illustrative (information-receptive).
Reproductive.
Problem presentation.
Partially search (heuristic).
Research.
Study of artistic heritage.
Selection of illustrative material for the topics being studied.
Listening to musical and literary works (folk, classical, modern).
Discussion of works.
Perception of reality and works of art.
Photography, video filming.
Design and construction activities.
Volume-spatial modeling.
Application.
Decorative and constructive work.
Image on a plane and in volume (from nature, from memory, from imagination).
“The place of fine arts in the primary education system”
primary school teacher
Sazonova Natalya Leonidovna
Younger school age is the most favorable in moral and aesthetic education. It is very important to develop in a child the ability to deepen into himself, to understand the complexity and richness of his inner experiences, the ability to empathize and relate to the people around him.
This is facilitated by the subject “Fine Arts”.
The main goal of modern primary education is the education and development of the child’s personality. Achieving this goal is impossible without the implementation of the tasks facing the educational field of “Art,” of which fine art is an integral part.
In elementary school the following tasks are solved:
Formation in students of an emotional and value-based attitude towards the phenomena of reality and art;
Formation of artistic and imaginative thinking as the basis for the development of a creative personality;
Developing in schoolchildren the ability to perceive works of art as a manifestation of human spiritual activity;
Mastering the intonation-figurative language of art based on the emerging object of creative activity and the relationship between various types of art;
Formation of a holistic idea of national artistic and musical culture and their place in world artistic culture.
In younger schoolchildren, unlike other age periods, personal orientation is determined by a focus on the external objective world; visual-figurative thinking and an emotionally sensitive perception of reality predominate for them; play activities remain relevant for them. The specificity of art, its artistic and figurative nature perfectly meet the personal needs of a child of primary school age. This determines the pedagogical potential and significance of subjects in the educational field “Art” at the primary school stage. By fully carrying out the tasks facing this educational area, teachers can successfully achieve the main goal of primary education - the development of the child’s personality.
Any type of art “thinks” in images, and the image in its own way artistic nature– complete. And in any artistic image Like a drop of water, the whole world is reflected. Thus, the educational field “Art” contributes to the solution of another important task facing primary education - the task of forming a child’s holistic perception of the world around him. To solve this problem, elements of art are introduced into the teaching of other school subjects. There is a tendency to build education in the unity of principles and methods of teaching the fundamentals of science and art.
In elementary school, junior schoolchildren develop an artistic and musical culture as an integral part of spiritual culture. Artistic and musical knowledge, skills and abilities are no longer the goal, but the main means of forming culture, composition, form, rhythm, proportions, space, color, sound, word, tempo.
THE PLACE AND ROLE OF ART IN THE MODERN UNDERSTANDING OF EDUCATION CONTENT
Knowledge(about nature, society, technology, history, culture, methods of activity, etc.).
Ways of activity(skills, skills).
Creative experience(creative problem solving).
Experience of emotional-value relationships(experience of feelings, experiences, interests, needs; social, moral, spiritual relationships, etc.).
In the modern concept of art education, these four components appear in inextricable unity, but in the reverse order of their significance in the artistic development of the student’s personality.
Artistic development in the concept is considered as a path to the humanization of the school. That's why the main goal of art education children is to instill in them an aesthetic attitude towards life.
Aesthetic attitude to life- this is a special personality quality that is necessary for a person’s responsible existence in the world. It is expressed in the following abilities:
directly feel like an integral part of the endless surrounding world;
see your continuation in the world around you;
feel a sense of belonging to another person and to human history and culture in general;
realize the non-utilitarian value of everything in the world;
realize your responsibility for everything in life, starting with your immediate environment.
The development of precisely this quality creates a solid foundation for moral, environmental, patriotic and other traditionally identified types of education.
An aesthetic attitude to the world underlies art, human artistic exploration of the world, and can be developed in children in the process of teaching artistic disciplines.
Teaching art (subjects of the aesthetic cycle: music, fine arts, literature, dance, theater, etc.) should begin in kindergarten and continue continuously in secondary schools and universities.
In kindergarten and for six-year-olds at school artistic development should begin with a course undivided into individual types of art. At this age, the arts should become the predominant means of understanding the world around us and all objects.
A lesson as a form of teaching certain types of art is possible in the second grade of a comprehensive school. The teaching of art should end with an integrative course that introduces high school students to the world artistic culture as a whole.
At all stages of art education, the pedagogical process should be based on the psychological characteristics of the age of schoolchildren and a differentiated approach to the content of art education. It is important to distinguish between what is necessary for everyone as a factor in the development of personality and worldview, and what is necessary for future professionals.
Thus, primary education in the subject “Fine Arts” is part of the educational system “Art” and provides general art education, which is aimed at the spiritual, moral and aesthetic development of schoolchildren.
During the period of primary art education, in the process of realizing the main goal, that is, the education of an aesthetic attitude to life. The emphasis in teaching is on development:
emotional responsiveness when perceiving the surrounding world;
primary forms of artistic imagination;
the ability to express an emotional assessment of a phenomenon in sensory images.
The actual creative practice of junior schoolchildren should prevail over the work of perceiving art, which gradually and steadily expands and becomes more significant at the middle level. What is common to all types of art in fine arts lessons in elementary school should prevail over the specific features of its individual types. At the secondary level, the specific means of expressiveness of the visual arts should become clearer for schoolchildren.
In conditions of variable training in various programs, it is important to note some commonality in the objectives of studying fine arts. Fine arts in school is designed to introduce schoolchildren to the world of plastic arts, the formation of artistic and imaginative thinking, the development of creative abilities, teaching the basics of visual literacy, the formation of practical skills in various types of visual arts, familiarization with the heritage of domestic and world art, etc.
Thus, an important facet of the upbringing and development of personality is the moral and aesthetic education of the child. It is the primary school age, in which the emotional and sensory perception of reality predominates, that is the most favorable in moral and aesthetic education. The feelings and experiences evoked by works of art and the child’s attitude towards them are the basis for acquiring personal experience and the basis for self-creation. This is the key to further development of interest in inner world a person, the ability to deepen into oneself, awareness of the complexity and richness of one’s inner experiences, the ability to empathize and relate to other people. The missed opportunity in moral and aesthetic education at the initial stage of education can no longer be compensated for in primary school.
One more important task educational field "Art" - harmonization of the child's abstract-logical and figurative thinking, which is especially important at the initial stage of education, when the child is just entering educational activities.
Transferring students from classes scientific disciplines to class artistic activity helps reduce children's overload. Artistic activities have a significant psychotherapeutic effect on a primary school student, relieving neuropsychic stress caused by other lessons, thereby preserving the child’s health.