До проблеми художньо-естетичного виховання особистості на заняттях з образотворчого мистецтва
Вантажиться...
Дата
2022
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
Мета статті – розглянути пріоритетні напрями та організаційнометодичні засади художньо-естетичного виховання особистості на заняттях з образотворчого мистецтва. З’ясовано, що особливого значення в художньо-естетичному вихованні дітей та молоді набувають заняття з образотворчого мистецтва як у межах шкільної програми, так і в позакласній, і в позашкільній роботі. Показано, що заняття з образотворчості дозволяють не лише знайомити учнів із різними видами та жанрами мистецтва, поповнювати знання і уявлення про образотворче мистецтво, а й водночас долучатися до художньо-естетичної діяльності.
The purpose of the article is to consider the priority areas and organizationalmethodological foundations of art and aesthetic education of the personality in classes in fine arts. It is found that classes in fine arts are of special importance in the art and aesthetic education of children and youth both within the school curriculum and in extracurricular activities. The leading directions of art and aesthetic education at classes in fine arts are singled out: mastering aesthetic knowledge during art lessons; conducting optional classes, their importance in shaping the aesthetic culture of students; the role of aesthetic education in extracurricular activities; the impact of family education on the formation of aesthetic culture of children and youth; encouraging students to aesthetic self-education. It is established that the main methods of art and aesthetic education are: emphasizing the emotional content, highlighting the essential, close and understandable for the student to develop his moral feelings; influence on the student's feelings due to the accessibility and expressiveness of the presentation, clarity of speech, facial expressions and gestures of the teacher; involvement of students in active educational and extracurricular activities, which provides the joy of knowledge and creative pursuits; influence on students’ feelings by the emotionality of the creative environment; the impact on students’ feelings of the emotional relationship between them, teachers, parents, others. It is shown that art and aesthetic education of schoolchildren can be carried out through such means as works of art, nature, the beauty of the world and life. It is stated that art classes allow not only to acquaint students with different types and genres of art, to replenish knowledge and ideas about fine arts, but also to engage in art and aesthetic activities.
The purpose of the article is to consider the priority areas and organizationalmethodological foundations of art and aesthetic education of the personality in classes in fine arts. It is found that classes in fine arts are of special importance in the art and aesthetic education of children and youth both within the school curriculum and in extracurricular activities. The leading directions of art and aesthetic education at classes in fine arts are singled out: mastering aesthetic knowledge during art lessons; conducting optional classes, their importance in shaping the aesthetic culture of students; the role of aesthetic education in extracurricular activities; the impact of family education on the formation of aesthetic culture of children and youth; encouraging students to aesthetic self-education. It is established that the main methods of art and aesthetic education are: emphasizing the emotional content, highlighting the essential, close and understandable for the student to develop his moral feelings; influence on the student's feelings due to the accessibility and expressiveness of the presentation, clarity of speech, facial expressions and gestures of the teacher; involvement of students in active educational and extracurricular activities, which provides the joy of knowledge and creative pursuits; influence on students’ feelings by the emotionality of the creative environment; the impact on students’ feelings of the emotional relationship between them, teachers, parents, others. It is shown that art and aesthetic education of schoolchildren can be carried out through such means as works of art, nature, the beauty of the world and life. It is stated that art classes allow not only to acquaint students with different types and genres of art, to replenish knowledge and ideas about fine arts, but also to engage in art and aesthetic activities.
Опис
Ключові слова
художньо-естетичне виховання, організаційно-методичні засади, засоби образотворчого мистецтва, art and aesthetic education, organizational-methodological foundations, means of fine arts
Бібліографічний опис
Бойченко М. До проблеми художньо-естетичного виховання особистості на заняттях з образотворчого мистецтва [Текст] / М. Бойченко, А. Никифоров, О. Гулей // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2022. – № 4 (118). – С. 73–81. – DOI: 10.24139/2312‐5993/2022.04/073-081