Образотворче мистецтво як засіб реалізації художньо-творчого потенціалу дітей дошкільного віку
Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
Пріоритетним завданням дошкільної освіти в Україні є розвиток творчої особистості дитини. Дослідження психолог ів та педагогів довели, що для розвитку і реалізації творчого потенціалу дитини необхідно використовувати оптимальні умови й засоби. Творчість дітей засобами образотворчого мистецтва є процесом природним та високоефективним. Науковцями визначено базові складові творчого потенціалу особистості, засади та систему умов, необхідних для художньо-творчого розвитку. На основі цих визначень ми розробили і впровадили педагогічну роботу, спрямовану на розвиток та реалізацію художньо-творчого потенціалу дошкільників засобами образотворчого мистецтва.
According to the National doctrine of education development in Ukraine, the professional pedagogical studies must be personality oriented. The future teacher must be trained not only as a subject teacher, but also a professional teacher capable to communicate and interact with pupils and adults. A future educator has to know that pedagogical expedience of his activity is at first the result of his mastering the psychological and pedagogical knowledge, secondly, investigation of the rational use of his potential individuality in the process of pedagogical interactivity. The main feature of professional training of future teachers has to be his social orientation, the orientation to meaningful values. Certainly the aesthetic and artistic values have to be socially meaningful features created by humanity. In general great attention is paid to the aesthetic and artistic education of students and to the deep acquaintance of future teachers with the peculiarities of aesthetic and artistic education of children, especially in preschool age, by facilities of different types of art (musical, graphic, theatrical, choreographic and others like that). In the curricula of higher educational pedagogical establishments a lot of time is given to study the subjects of aesthetic cycle. The teachers of higher educational establishments, who worked out the programs of certain courses, determine their proper purpose and task. Among the other types of art the graphic one has unique possibilities to the decision of tasks both of artistic and personality development, public and spiritual growth of the young generation. In preschool age the depicting activity is one of the most accessible and emotionally keen. Great role belongs to the art, to its influence in drafting the valued orientation of a person. Forming the valued options of a person, bringing them up to the greatest values – public ideals is a component part of the public destination of art. In full it carries out when incarnated public values become meaningful for a person, determine character of his vital functions. In psychological-pedagogical literature the development of a capacity for the aesthetic beautiful estimation of the phenomenon of reality is determined as one of the most important problems of aesthetic art education. The followers of such point of view consider the grounds, that a person’s forming consists of forming of his relations as facilities of intercommunication with reality, as facilities of existence. Each of relationships with reality becomes the subject of certain pedagogical influence.
According to the National doctrine of education development in Ukraine, the professional pedagogical studies must be personality oriented. The future teacher must be trained not only as a subject teacher, but also a professional teacher capable to communicate and interact with pupils and adults. A future educator has to know that pedagogical expedience of his activity is at first the result of his mastering the psychological and pedagogical knowledge, secondly, investigation of the rational use of his potential individuality in the process of pedagogical interactivity. The main feature of professional training of future teachers has to be his social orientation, the orientation to meaningful values. Certainly the aesthetic and artistic values have to be socially meaningful features created by humanity. In general great attention is paid to the aesthetic and artistic education of students and to the deep acquaintance of future teachers with the peculiarities of aesthetic and artistic education of children, especially in preschool age, by facilities of different types of art (musical, graphic, theatrical, choreographic and others like that). In the curricula of higher educational pedagogical establishments a lot of time is given to study the subjects of aesthetic cycle. The teachers of higher educational establishments, who worked out the programs of certain courses, determine their proper purpose and task. Among the other types of art the graphic one has unique possibilities to the decision of tasks both of artistic and personality development, public and spiritual growth of the young generation. In preschool age the depicting activity is one of the most accessible and emotionally keen. Great role belongs to the art, to its influence in drafting the valued orientation of a person. Forming the valued options of a person, bringing them up to the greatest values – public ideals is a component part of the public destination of art. In full it carries out when incarnated public values become meaningful for a person, determine character of his vital functions. In psychological-pedagogical literature the development of a capacity for the aesthetic beautiful estimation of the phenomenon of reality is determined as one of the most important problems of aesthetic art education. The followers of such point of view consider the grounds, that a person’s forming consists of forming of his relations as facilities of intercommunication with reality, as facilities of existence. Each of relationships with reality becomes the subject of certain pedagogical influence.
Опис
Ключові слова
розвиток, засоби, художньо-творчий потенціал, образотворче мистецтво, малювання, художня творчість, development, means, artistic and creative potential, visual art, painting, arts
Бібліографічний опис
Одерій, Л. Є. Образотворче мистецтво як засіб реалізації художньо-творчого потенціалу дітей дошкільного віку [Текст] / Л. Є. Одерій, А. І. Роздимаха // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 4 (38). – С. 375–383.