Розвиток естетичних почуттів у дітей молодшого шкільного віку як основа формування їх естетичної культури
Дата
2015
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Анотація
У статті підкреслено, що естетичне почуття виступає фундаментом для формування естетичної культури особистості. Доведено, що виникнення й розвиток естетичних почуттів у дітей – складний, тривалий процес; усебічність виявлення естетичного ставлення до дійсності є однією з основних ознак естетичної культури особистості; сенсорна культура – передумова для виховання естетичних почуттів у дітей молодшого шкільного віку; провідним завданням в естетичному вихованні має бути формування широкої естетичної культури, а не розвиток якоїсь однієї здібності.
Personality without a high level of aesthetic culture cannot meet the needs of the society that claims to be a new historical identity. So, today it is raised the urgent question about the need for significant increase in aesthetic culture of the younger generation. Upbringing of aesthetic culture of modern pupils should go in the organic unity with the problem of combining humanitarian and science education in different types of educational institutions on the basis of cultural correspondence, humanization and aesthetics of the educational process. This combination can reduce the utilitarian idea in the public mind concerning spirituality. Spirituality of a personality is the expression of the individual forces of the human spirit that unites the ideals of Truth, Goodness, Beauty, Wisdom. The range of aesthetic feelings is great and varied as to its content, nature and detection of the stimuli (the objects of beauty) that cause them. Depending on the content of the objects of beauty and attitudes of a person to them there appear senses of beauty, high sense, tragic or comic. Each of these aesthetic feelings has its own peculiarities, is uniquely experienced, and requires moral and psychological culture. All these categories of aesthetic sense are of great value. They are more or less accessible to children of the primary school age, and therefore should be subject of their being brought up. Aesthetic education is the process of developing children’s aesthetic senses, aesthetic relationship to reality. One of the first steps in aesthetic education is to promote emotional tone that accompanies a sense of harmony. One must pick up such items of beauty that would cause not only vivid sensation, but positive emotional accompaniment, «joyful surprise». It is here where the first child’s echo appears to aesthetic beauty of perceived objects. Thorough fullness of detection of aesthetic relationship to reality is one of the main features of aesthetic culture. Of course, the aesthetic sense of a person can be broader and narrower. There are people who deeply perceive beauty in the sounds and colors and are barely sensitive to movements in harmony. Therefore, the leading task of aesthetic education of children of the primary school age is forming broad aesthetic culture, not the development of a single capability. Thus, we can state that the aesthetic sense is only possible in the presence of an adequate level of a sensible touch of culture, art direction of the cognitive activity, high moral development. The aesthetic sense acquires aesthetic content only with the development of sensory culture of a child as in the process of bringing up its realization on harmony in the phenomena of the surrounding reality they become of a certain value for a child on condition of the positive attitude to the objects.
Personality without a high level of aesthetic culture cannot meet the needs of the society that claims to be a new historical identity. So, today it is raised the urgent question about the need for significant increase in aesthetic culture of the younger generation. Upbringing of aesthetic culture of modern pupils should go in the organic unity with the problem of combining humanitarian and science education in different types of educational institutions on the basis of cultural correspondence, humanization and aesthetics of the educational process. This combination can reduce the utilitarian idea in the public mind concerning spirituality. Spirituality of a personality is the expression of the individual forces of the human spirit that unites the ideals of Truth, Goodness, Beauty, Wisdom. The range of aesthetic feelings is great and varied as to its content, nature and detection of the stimuli (the objects of beauty) that cause them. Depending on the content of the objects of beauty and attitudes of a person to them there appear senses of beauty, high sense, tragic or comic. Each of these aesthetic feelings has its own peculiarities, is uniquely experienced, and requires moral and psychological culture. All these categories of aesthetic sense are of great value. They are more or less accessible to children of the primary school age, and therefore should be subject of their being brought up. Aesthetic education is the process of developing children’s aesthetic senses, aesthetic relationship to reality. One of the first steps in aesthetic education is to promote emotional tone that accompanies a sense of harmony. One must pick up such items of beauty that would cause not only vivid sensation, but positive emotional accompaniment, «joyful surprise». It is here where the first child’s echo appears to aesthetic beauty of perceived objects. Thorough fullness of detection of aesthetic relationship to reality is one of the main features of aesthetic culture. Of course, the aesthetic sense of a person can be broader and narrower. There are people who deeply perceive beauty in the sounds and colors and are barely sensitive to movements in harmony. Therefore, the leading task of aesthetic education of children of the primary school age is forming broad aesthetic culture, not the development of a single capability. Thus, we can state that the aesthetic sense is only possible in the presence of an adequate level of a sensible touch of culture, art direction of the cognitive activity, high moral development. The aesthetic sense acquires aesthetic content only with the development of sensory culture of a child as in the process of bringing up its realization on harmony in the phenomena of the surrounding reality they become of a certain value for a child on condition of the positive attitude to the objects.
Опис
Ключові слова
естетичні почуття, молодший шкільний вік, естетична культура, сенсорна культура, гармонія, aesthetic feelings, primary school age, aesthetic culture, harmony, sensory culture
Бібліографічний опис
Грищенко, Т. О. Розвиток естетичних почуттів у дітей молодшого шкільного віку як основа формування їх естетичної культури [Текст] / Т. О. Грищенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 6 (50). – С. 53–59.