Forms and methods of aesthetic education - description, objectives and means

Aesthetic education is implemented at every stage of personal development. It becomes more effective the earlier the child enters the sphere of targeted aesthetic influence, which should be uniform and combine all activities, any aspects of his life.

The aesthetic education system is aimed at:

Creating in children a set of elementary knowledge and impressions, on the basis of which an interest in aesthetic phenomena and artistic objects is formed.
Development of abilities for aesthetic experiences, formation of personality qualities that will allow one to appreciate highly artistic objects and phenomena and provide the opportunity to enjoy their contemplation and possession.
Awakening creative abilities in students. An aesthetically developed personality becomes an active creator, trying to bring his life and everything that surrounds him into submission to the learned canons of beauty.

Goals

Not everyone understands why aesthetic education is needed. But each development method has its own goal. Culture can give this to a child:

Perception. Learn to see beauty in the world around you. It is good for your health, both physical and emotional. A person who knows how to see the beauty of the objects and objects around him will be inclined to active recreation, long walks and contemplation of the world around him. People who did not receive proper education in childhood prefer the virtual world that television provides to the real one.
Feelings. A person must not only be able to distinguish beauty, but also react to it accordingly. Therefore, you need to develop a sense of beauty. A comprehensively developed person can manage his feelings and be aware of their origin and development.
Needs. A person who, from childhood, has become accustomed to admiring beauty in its various variations will desire this all his life. Today it is difficult to meet a person who would happily go to a museum just because a new exhibition has arrived. But people should perceive art as a vital necessity.
Taste. Thanks to immersion in beauty, a person develops good taste. He can distinguish the beautiful from the ugly. Correctly set priorities will not allow a person to behave or dress vulgarly.
Ideals. In order to strive somewhere, a person must have high moral and spiritual values. Culture in all its manifestations is involved in their formation.

“Forms and methods of artistic and aesthetic development of preschool children.” consultation

Consultation

“Forms and methods of artistic and aesthetic development of preschool children.”

Prepared by: Senior teacher Mozgova G.N.

Moscow, February 2022

In modern society, social and economic changes are taking place. This also affects education, which is at the stage of modernization in connection with the “Federal State Standards for the Structure of the Basic General Education Program of Preschool Education.”

The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The man of the future must be a creator, with a developed sense of beauty and active creativity.

The modern concept of preschool education shows the importance of introducing children to art from an early age, considering it a measure of human values.

Changes in content, complication of the functions of modern preschool educational institutions and educational conditions have caused the need to search for new forms and methods of organizational and pedagogical activity.

That is why many kindergartens pay great attention to the artistic and aesthetic development of their students.

In our time, the problem of artistic and aesthetic education, personal development, the formation of its aesthetic culture is one of the most important tasks facing education in general and preschool education in particular.

Pedagogy defines the artistic and aesthetic education of preschool children as a purposeful process of forming a creatively active personality of a child, capable of perceiving and appreciating the beauty in life and art.”

Thus, artistic and aesthetic education is the formation in a person of an artistic and aesthetic attitude to reality and its activation to creative activity according to the laws of beauty.

Artistic and aesthetic education should form artistic taste, develop and improve in a child the ability of aesthetic awareness of beauty in art and in life, the ability to correctly understand and evaluate it.

Artistic and aesthetic education has an active and creative orientation, which should not be limited only to a contemplative task, it should form the ability to create beauty in art and life.

Communicating with the aesthetic phenomena of life and art, the child, one way or another, develops aesthetically and artistically. But at the same time, the child is not aware of the aesthetic essence of objects, and development is often determined by the desire for entertainment, and without outside intervention the child may develop incorrect ideas about life, values, and ideals.

Academician Likhachev, like many other teachers and psychologists, believes that only targeted pedagogical aesthetic and educational influence, involving children in a variety of artistic and creative activities can develop their sensory sphere, provide a deep understanding of aesthetic phenomena, and raise them to an understanding of true art and beauty. reality and beauty in the human personality.

The essence of this process can be defined as follows: First, it is the process of purposefully cultivating a sense of beauty. Secondly, it is the formation of the ability to perceive and see beauty in art and life, and appreciate it. Thirdly, the task of artistic and aesthetic education is to form artistic taste. And finally, fourthly, the development of the ability for independent creativity and the creation of beauty, the development of the ability to creatively create artistic products.

The main thing is to educate and develop such qualities, such abilities that will allow the individual not only to achieve success in any activity, but also to be the creator of aesthetic values, to enjoy them and the beauty of the surrounding reality. In addition to the formation of children’s artistic and aesthetic attitude towards reality and art, artistic and aesthetic education simultaneously contributes to their comprehensive development. It contributes to the formation of a person’s morality, expands his knowledge about the world, society and nature. A variety of creative activities for children contribute to the development of their thinking and imagination, will, perseverance, organization, and discipline.

Tasks:

the first is the creation of a certain stock of elementary aesthetic knowledge and impressions, without which inclination, craving, and interest in aesthetically significant objects and phenomena cannot arise. The essence of this task is to accumulate a diverse stock of sound, color and plastic impressions. The teacher must skillfully select, according to the specified parameters, such objects and phenomena that will meet our ideas about beauty.

In this way, a sensory-emotional experience will be formed. Specific knowledge about nature, oneself, and the world of artistic values is also necessary;

the second task of artistic and aesthetic education is “the formation, on the basis of acquired knowledge and the development of artistic and aesthetic perception abilities, of such social and psychological qualities of a person that provide her with the opportunity to emotionally experience and evaluate aesthetically significant objects and phenomena, enjoy them”;
The third task of artistic and aesthetic education is related to the formation of artistic and aesthetic creativity in each student. The main thing is to “educate and develop such qualities, needs and abilities of the individual that turn an individual into an active creator, a creator of aesthetic values, allowing him not only to enjoy the beauty of the world, but also to transform it “according to the laws of beauty.” The essence of this task is that the child must not only know beauty, be able to admire and appreciate it, but he must also actively participate in the creation of beauty in art and life, and independently create creative products.

Most researchers distinguish the following categories: aesthetic perception, aesthetic taste, the formation of an aesthetic ideal and aesthetic evaluation.

Preschool age is the most important stage in the development and education of the individual, the most favorable for the formation of artistic and aesthetic culture, since it is at this age that positive emotions predominate in the child, special sensitivity to linguistic and cultural manifestations, personal activity appear, and qualitative changes occur in creative activity.

Aesthetic education of the individual occurs from the first steps of a little person, from his first words and actions. The effectiveness of aesthetic education directly depends on compliance with the principle of artistic and creative activity and amateur performances of children. Choral singing, folk dancing, playing instruments, writing songs, poems, stories, theatrical performances introduce children to works of art, polish their performing skills, become the content of spiritual life, a means of artistic development, individual and collective creativity, and self-expression of children. According to the theory of A.V. Zaporozhets, the main path of child development during preschool childhood is amplification of development, that is, enrichment, filling with the most significant for the child, specifically children's preschool forms, types and methods of activity. The types of activities that are closest and most natural to a child - a preschooler - play, communication with adults and peers, experimentation, object-based, visual, artistic and theatrical activities, child labor and self-service - occupy a special place in the system of artistic and aesthetic education. But it is artistic activity, saturated with amplification, brightly and emotionally colored from the satisfaction received from engaging in favorite types of artistic activity, that helps, without forcing the child with dry didactics, to achieve by the age of seven the same results as intellectual programs. And, in addition, as a result of artistic and aesthetic education - a spiritually rich, comprehensively developed personality. That is why it is necessary to pay great attention to the artistic and aesthetic development of students. One of the main goals of the teaching staff should be the development of the child’s creative potential and the creation of conditions for his self-realization. To obtain the expected results, a system of work on artistic and aesthetic education must be created in a preschool institution, which consists of interconnected components: updating the content of education (choice of programs and technologies); creating conditions for aesthetic education (staffing, educational, methodological and logistical support, creating a subject-development environment, creating a harmonious design of the territory and premises of the kindergarten); organizing the educational process (working with children and parents); coordination of work with other institutions and organizations.

The system of pedagogical interaction between teachers and children, aimed at the artistic and aesthetic development of preschool children, is being built in preschool educational institutions in three directions:

— specially organized training;

— joint activities of teachers and children;

- independent activity of children.

The interaction between teachers and children is carried out taking into account a differentiated approach and includes various forms of work: group and subgroup classes, holidays, entertainment, themed musical evenings, creativity weeks, didactic games, exhibitions of drawings and crafts, the creation of homemade books, group and studio work; free artistic activity; organization of performances, entertainment, competitions, exhibitions, festivals, holidays; museum pedagogy; aesthetic design of interiors; participation in city events, etc.

The knowledge gained in the aesthetic cycle classes is reflected in the play activities of the students. They enjoy playing music, showing mini-performances, dancing, retelling fairy tales, and doing their own writing.

The “Artistic and Aesthetic Education” program at the preschool educational institution includes introducing children to art, the aesthetics of a developing environment, visual activities (drawing, modeling, appliqué), design and manual labor, musical education, cultural and leisure activities. synthesis of arts; vocals; choreography, theatrical and play activities; all types of productive activities, local history.

The implementation of the tasks of artistic and aesthetic education will most optimally be carried out under the following conditions:

• Maximum consideration of the age and individual characteristics of children.

• The basis of artistic and aesthetic education is art and the surrounding life.

• The relationship between the artistic and creative activities of children themselves and educational work, which provides a variety of food for the development of perception, imaginative ideas, imagination and creativity.

• Integration of various types of art and various types of artistic and creative activities, promoting a deeper aesthetic understanding of reality, art and one’s own artistic creativity; the formation of figurative ideas, figurative, associative thinking and imagination.

• Respectful attitude towards the results of children's creativity, wide inclusion of their works in the life of a preschool educational institution.

• Organization of exhibitions, concerts, creation of an aesthetic development environment, etc.

• Variability of content, forms and methods of working with children in different areas of aesthetic education.

• Ensuring continuity in artistic and aesthetic education between all age groups of kindergarten, as well as between kindergarten and primary school.

Close relationship and interaction between kindergarten and family.

• Wide reliance on regional material, its specifics: nature, art - both classical and folk. Acquaintance with contemporary art and its creators working in a village, city, region. Children’s knowledge of the sights, their surroundings, and significant events.

The conditions for artistic and aesthetic education are very diverse. They depend on many conditions: the volume and quality of artistic information, forms of organization and types of activities, and the age of the child. The basis of aesthetic education is the joint activity of an adult and a child to develop his creative abilities for the perception of artistic values, for productive activity, and a conscious attitude towards the social, natural, and objective environment. Aesthetic perception of life phenomena is always individual and selective. It is based on an emotional response to beauty. A child always responds to the beautiful in nature, the objective world, art, and to the kind feelings of people. The child’s personal experience, his motives, aspirations, and experiences are of great importance.

The artistic and aesthetic development of preschool children is carried out directly in the educational areas: “Cognition”, “Communication”, “Reading fiction”, “Artistic creativity”, “Music”.

The key role of a kindergarten is to create conditions for the formation of a harmonious, spiritually rich, intellectually developed personality. Everything depends on the first preschool experience that the child will receive within the preschool walls, on the adults who will teach the child to love and perceive the world around him, to understand the laws of society, and the beauty of human relationships. Introducing children to art is precisely the “key” that unlocks the creative potential in children and gives them a real opportunity to adapt to the social environment.

Among the methods of artistic and aesthetic education, the following can be distinguished:

a method of inducing empathy, emotional responsiveness to the beautiful and condemnation of the ugly in the world around us. This method assumes that works of art must be distinguished by high artistry, and when children listen to poetry, fairy tales, and music, it is important not only for the teacher to accurately reproduce the text and musical design, but also for its emotional and imaginative performance. Only in this case can an educational effect be achieved;
The method of persuasion allows children to develop aesthetic perception and elements of artistic taste. The peculiarity of this method is that it can be used only when the perceived phenomenon is beautiful;
training method, exercises in practical actions. The teaching method presupposes the child's desire to decorate and improve the environment, that is, to transform it as much as possible and please his peers and adults with this;
a method of searching situations, encouraging children to be creative. Using this method, the teacher invites children to come up with a story, draw, sculpt according to plan, etc.

Works of art must be present in the educational process.

The first direction is that art, including folk art, is included in the daily life of children as an integral part of the aesthetic environment. Thus, music can be played in and outside of classes, and works of fine art can be used in the design of a preschool institution.

The second direction is that art constitutes the content of education: children are introduced to different types of art, events, phenomena, objects revealed by artists, musicians, writers and poets in their works; with expressive means that allow you to create vivid images of reality.

The third direction is that art is used in various types of artistic activities and serves the development of children's artistic creativity. Images of art are standards of beauty.

The implementation of the curriculum for the artistic and aesthetic development of preschool children requires educators and specialists to constantly improve their pedagogical skills.

Thus, a properly organized system of work on the artistic and aesthetic education of children - the creation of conditions for aesthetic education, the organization of the educational process will create favorable conditions for the development of children's artistic and aesthetic abilities, creative imagination and, as a result of artistic and aesthetic education, spiritual a rich, well-rounded personality.

Tasks

The goals of cultural education of children are clear. What methods and tasks of aesthetic education exist? Experts highlight the following:

Personality formation. A person must be diversified. This is what will help him feel complete in the future. If there is a gap in any area during the formation of personality, a person may experience depression about his inferiority. Parents always devote more time to the physical and intellectual development of the child than to aesthetic education. That is why, in general, the level of culture is becoming lower every year. What could this lead to? Moral values are falling, ideals are crumbling. As a result, man gradually descends to a primitive level.
Formation of the ability to see beauty. A person must be able to look at the world positively. It is this ability that will help him in the future to overcome all life’s problems and troubles. This does not mean that you need to put on rose-colored glasses, but it does mean that the attitude that a person internally gives himself will be positive.
Development of taste. Today people are trying to replace ideals. In order not to feel stupid and not exchange glass for gold, as the natives did, each individual must have a developed concept of beauty that will correspond to established canons.
Stimulating creativity. A creative person is able to live an interesting life and create something new. Creativity, good imagination and fantasy work wonders. To develop these areas of thinking, you need to engage in aesthetic education.

Facilities

What helps develop a person’s tastes and his ideas about beauty? These are the simplest things that we see in front of us every day. Among them:

Art. Painting, graphics, and other drawing techniques help a person to better experience the beauty of this world. Artists transform reality in their canvases this way, this is how they perceive it. The result of their vision appears before the viewer. Contemplation of masterpieces of painting inspires a person and helps him understand the true purpose of his existence.
Architecture. One of the oldest forms of art allows a person to see beauty next to him every day. Amazing monuments, cathedrals, churches, palaces and simply residential buildings confirm the phrase that beauty is always nearby.
Music. Songs can inspire a person to new achievements. Music helps you experience a surge of strength and energy, and feel incredible emotions.
Theater. This form of art shows a person the beauty of life, demonstrates the vices of people, and also tells in a comedic or dramatic form how to live.
Movie. Parents should teach their children good films from childhood. In order for a person in the future to have the opportunity to independently form his taste and enjoy watching films, he needs to be given an idea of what is good.
Literature. Reading opens up new worlds for a person. All the knowledge of our ancestors is stored in books. It is impossible to overestimate the importance of literature for modern man. In addition to classic publications, modern creations are published annually that help a person to better understand himself and his surroundings.
Nature. Man has always looked for inspiration in the world around him. Today this situation has not changed. To rest, relax and look at the pristine beauty, you can go to the forest, to the river, to the reserve.

Methods

How do parents raise a child? Not all of them think about what methods of aesthetic education exist. Many mothers and fathers do everything on a whim. Parents should alternate between different techniques to achieve optimal results. Among them there are the following:

Conversation. To develop a child quickly and effectively, you need to talk to him. About what? Children are very receptive to everything adults say. Therefore, you should tell what is interesting to you personally. Talk to your children about fine arts and architecture. Listen to music or watch a movie together, and then discuss the content of what you heard and read. During the conversation, the child will form a range of his interests and the ability to defend them.
Example. The best way to teach a child something is to show him something by example. If you want to force your child to read, then you yourself must often appear in front of the child with a book. In this case, the baby will have a clear connection with what the parents are reading. But children always copy the behavior of their elders.
Lessons. Forms and methods of aesthetic education can be different. Lesson is one of them. This concept means not only classes at school, but also training in the garden or at home. The child must receive dosed information on the subject chosen by the teacher or parent and be able to reproduce it.
Excursions. One of the common methods of aesthetic education for younger schoolchildren is joint walks to museums. Parents or guides tell kids about masterpieces of painting, sculpture or applied art. The images he sees help the child form his own picture of the world and develop good taste.
Matinees. A popular method of aesthetic education for preschoolers is holding a holiday. At such events, children receive accessible information about the topic of the entertainment event, learn to work in a team and gain public speaking skills.

Means and methods of aesthetic education of preschool children.

Work on aesthetic education in a modern kindergarten should be based on the following principles.

• Aesthetic education is carried out in conjunction with all educational work in a preschool institution.

• The principle of the relationship between training and development. The entire educational process in preschool educational institutions is built on the basis of the unity of education and training, which is developmental in nature and leads to the aesthetic, moral and intellectual development of children. Particular importance is attached to the relationship between aesthetic education and intellectual and moral education.

• Children's creativity is connected with life and reflects all the diversity of its manifestations, which predetermines the variability of the content, forms and methods of organizing children's artistic activities.

• Integration of different types of art and artistic activities in the aesthetic development of children. Integration provides a versatile impact on the child, promotes knowledge of objects and phenomena from different sides based on the perception of reality by various senses and the transfer of images perceived or created by the child’s imagination in various forms of artistic activity using means of expressiveness specific to a particular activity (musical, visual , theatrical and play).

• The artistic and aesthetic principle of material selection determines the strategy for selecting works, orients the teacher and the child to the fact that in front of them are works of verbal art that reveal the richness of the surrounding world and human relationships, give rise to a sense of harmony and beauty; learn to understand the beauty in life.

• The principles of nationality and cultural conformity, compliance of the modeled picture of the world with the self-awareness of the people whose culture is being studied. At the same time, the culturological principle makes it possible to introduce preschool children to the culture of different peoples of the world, to reveal the originality and uniqueness of works of folk art and fiction.

• An individual approach to artistic and aesthetic education, based on identifying individual differences in children and determining the optimal ways to develop the creative artistic abilities of each child, etc.

• Continuity in the aesthetic education of children of preschool and primary school age.

The above principles synthesize all aesthetic concepts around themselves, revealing, justifying and developing them. They substantiate the aesthetic view of the world, which predetermines the content of aesthetic education.

The content of aesthetic education includes two components:

• content of educational activities for the development of children's artistic activity;

• the content of educational influences on the artistic and aesthetic development of pupils in the process of educational activities of all kindergarten employees and the family as a whole.

The content of both components in a particular preschool educational institution is determined by the educational program of the preschool educational institution, modern conceptual approaches to determining the essence and content of the child’s aesthetic development.

2. Methods of aesthetic education are :

Verbal methods: explanation, analysis, example of an adult, description. 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 attention 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 children his feelings, his attitude, and knows how to express feelings. An impassive, unemotional teacher will not be able to awaken feelings and relationships in a child. An important professional trait of a preschool teacher, and a teacher in general, is artistry.

Practical methods: demonstration, observation, exercise, explanation, method of search situations. These methods are discussed in detail in the methods of visual activity and music education. are interesting and effective . Creative tasks can also be used when teaching children dance movements, in theatrical games, when creating musical and game images, in drawing, when selecting materials for images, etc. This is a very effective pedagogical technique, since it always evokes a positive emotional mood and interest in children . But creative tasks and any manifestation of creativity must necessarily 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 creative, despite the conventional understanding of this term in relation to preschoolers.

The means of implementing the content of artistic and aesthetic education are selected by the teaching staff in accordance with the goals and objectives set for the preschool educational institution:

• Aesthetic communication is a special condition and means of aesthetic education. The main task of the teacher in the process of aesthetic communication is the ability to interest children, ignite their hearts, develop creative activity in them, without imposing their own opinions and tastes. The teacher must awaken in every child faith in his creative abilities, individuality, uniqueness, the belief that he came into the world to create goodness and beauty, to bring joy to people.

• Nature: it contains a variety of sensory and aesthetic properties and, thanks to this, has enormous potential for a multifaceted impact on the child.

• Art as one of the most universal means. Art (music, literature, theater, works of artistic and decorative creativity) plays a huge role in the formation of a child’s spiritually developed personality, in improving human feelings, in understanding the phenomena of life and nature. This not only contributes to the formation of sense organs designed to perceive certain types of art, but also activates aesthetic consciousness, that is, it allows a person to move from a psychophysical attitude towards works of art to an analytical attitude towards it. Communication between children and art improves aesthetic taste, allows them to adjust their aesthetic ideal, and correlate the value guidelines of different eras and peoples.

• The surrounding subject environment. The equipment and design of the kindergarten, the appearance of the children and the teacher should be cultural and beautiful. Not only beautiful objects in themselves educate children aesthetically, “but also that living work, that caring attitude of the teacher and children to the things that need to be educated.” In turn, an aesthetically organized environment of life, work and communication with adults and peers increases the activity, effectiveness, and creative nature of artistic and aesthetic activities of preschool children.

• Independent artistic activities of children (musical, visual, artistic and gaming). The development of independent artistic activity is considered as a process of developing in children the ability to feel, understand, evaluate, and love art, the development of the need for artistic and creative activity, and the formation of a child’s worldview through the means of art.

• Various types of games: didactic, active, role-playing, dramatization games.

• Different types of work of children in kindergarten.

• Physical exercises and elements of sports games. In the process of developing various types of artistic activities of children, motor skills, manual skill, micro- and macro-movements, and hand-eye coordination develop. This brings together the tasks of aesthetic and physical education. Physical exercises combine the achievements of physical beauty and spiritual and moral development. The loss of this means from the system of aesthetic education violates the harmony of the physical and spiritual development of children. In the future, the visual and artistic activity of preschool children itself acts as a psychological and pedagogical condition that contributes to the protection of the child’s psychophysical and psychological health and his emotional well-being.

An important means of aesthetic education of children E.A. Fleurina counted the holidays. The main thing in the holiday is the idea, design in music, visual arts, artistic expression - all this together contributes to the integration of different types of artistic and aesthetic activities of preschoolers and, most importantly, the unity of the intellectual and sensual in the process of aesthetic education of children.

3. Work on aesthetic education in kindergarten is closely connected with all aspects of the educational process, therefore the forms of its organization are very diverse:

1. Games.

In the implementation of aesthetic development and education of children in preschool educational institutions, play acts as a means of integrating all types of art and artistic and creative activity of children (G.G. Grigorieva, T.N. Doronova, S.G. Yakobson). In addition, the motives for play and artistic and creative activities of children are similar.

The specificity of children's drawing is that when drawing, the child realizes the same motives of activity as in the game. He uses “doodles” and “drawing diagrams” only as substitute objects. The desire to talk about himself and his experiences in a drawing, attracting others to empathize, appears in the child later. It will gradually develop into the child’s desire to express his worldview, impression, attitude towards the phenomenon or event that struck him. This circumstance affects the specifics of all stages of the creative process in preschoolers.

2. Classes.

The main task of classes for the development of artistic and aesthetic activity is to form in children the structure of the activity itself. For example, teaching children how to sculpt, draw, and appliqué. In accordance with this, the structure of classes with preschool children follows the course of development of children's visual activities - it has three parts: examination, performance and evaluation. These parts are present in all classes, but the nature and duration of each of them varies depending on the goals, program content of the classes, and the level of preparation of the children.

During the examination part of the lesson, the sample is examined and analyzed; looking at, feeling or tracing the contour of a nature; reading and analyzing text; conversation about what was seen, analysis of the visual task; drawing up a description of the examined sample, object, situation. It is in this part of the lesson that the role of the adult is especially great. He plans and manages the analysis of a sample, nature, text.

During the performing part of the lesson, children in most cases act independently: sculpt, draw, stick. Depending on the year of study, drawing, modeling, application is carried out according to imitation, model, from life, according to the idea, according to the children’s plan, on a given topic. The role of an educator or art studio teacher comes down to observation and individual assistance.

At the end of the lesson - in the evaluation part - the teacher again actively provides guidance. At the end of the work, children need to be helped to match the resulting image with an object, situation or text.

3. Exhibitions of children's works.

The adult must save and file all children’s work in separate folders. From time to time they are used for group, personal or collective exhibitions. They contribute to the fact that children begin to value their work, strive for good results, and form the emotional attitude of children and their parents to productive activities. On the other hand, exhibitions of children's drawings make it possible to trace the dynamics of a child's learning ability from the primary to the preparatory school group, and to visually present the results of educational, correctional and developmental work in preschool educational institutions.

4. Excursions.

The excursion includes:

• preparing the teacher (development of program tasks, selection of equipment, etc.) and children for the excursion;

• the use by adults of a variety of methods and techniques for organizing children's perception on excursions, when it is possible to conduct observations and study of various objects and phenomena in natural conditions or in museums, as well as at exhibitions;

• organizing a variety of artistic and aesthetic activities for children during or after the excursion.

5. Holidays and entertainment.

Entertainment as a form of work with preschool children is held once every two weeks. The entertainment content is varied. These can be themed literary and musical evenings or “gatherings” (on a folklore basis), children’s concerts, shows (all types of theater), musical and literary concerts, sports entertainment, performances, dramatization games and musical fairy tales, fun games, walks with surprises, quizzes and competitions.

Types of festive activities, in turn, are divided into concerts, theatrical performances, performances, folklore holidays based on folk traditions, complex classes, excursions with children's performances, thematic classes, and matinees.

According to A.I. Burenina, S.I. Merzlyakova, T. Tyutyunnikova and others, in the practice of modern preschool educational institutions there are four forms of organizing children's matinees, which differ both in structure and in the methods of preparation and conduct.

The above-mentioned teachers call the first form “entertainment”, which is based on a game idea, an “undertaking” corresponding to the content of the holiday, unfolding in a certain plot.

The second form, the most popular at present, is the “amateur concert”, demonstrating the “talents” and individual capabilities of young artists.

The third form is “theatrical performance,” which is based on a dramatization game based on an author’s, folk tale or a fictional plot. Unlike the first form, where the main thing is surprise and improvisation, dramatization games grow out of rehearsals, which should be understood not as “repetition of what has been learned”, but as “search for actions and interactions”, “entering into character”.

And finally, the fourth form of organizing holidays, according to the authors, is built on the basis of folk holidays and is subject to cultural and historical traditions. The content of the most typical of them (Maslenitsa, Christmas, Christmastide) is disclosed in numerous publications. When preparing such matinees, it is important not to distort the meaning of folklore holidays and select the appropriate repertoire. The best sources of the repertoire, according to A.I. Burenina, S.I. Merzlyakova and T. Tyutyunnikova, are materials prepared by ethnographers and art historians (G.M. Naumenko, N. Shangina, etc.).

4. The relationship between aesthetics and other areas of education of preschool children

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. They see the main result of aesthetic education in the formation of the child’s aesthetic culture.

Aesthetic culture includes the formation of a culture of communication, behavior and activity in the process of aesthetic perception of art and reality, artistic and creative activity, fine art and visual activity, etc. Thanks to this, the child develops the ability to fully perceive and correctly understand the beauty in reality and art, not only the artistic horizons expand, but also feelings are organized differently, the spiritual development of the individual is carried out and a creative attitude to life is formed. Because “the meaning of art is not only to reflect reality, but also to strive for its transformation, change, improvement in accordance with the artist’s ideals.” In this regard, in the process of forming an aesthetic culture, it is especially important to aestheticize the subject-developmental and spatial environment of children’s development and the intersection of the lines of socio-moral, general intellectual and general cultural directions of development of the child’s personality. Therefore, aesthetic education turns out to be closely related to other areas of educational work in kindergarten.

For example, aesthetic education in the process of physical education and recreational work presupposes the harmonious development of children of different body types, the formation of simplicity and grace of movements, grace, and the assimilation by children of values and ideas about a healthy lifestyle as a manifestation of the harmony of physical and aesthetic development. In this regard, the means of physical and aesthetic education can be integrated. This determines the role of movements, games and music in physical and aesthetic education. In this regard, special importance can be given to the aesthetic characteristics of folk outdoor games (game openings, dialogue, counting rhymes, original figures of speech, unique Russian melodiousness, rhythmic clarity.

The connection between aesthetic education and mental education is also undeniable. This is evidenced by the results of research by E.A. Flerina, PM Chumicheva, N.A. Kurochkina, N.M. Petrukhina and others. The intersection of the lines of aesthetic and mental education is facilitated by:

• formation of ideas about harmony;

• teaching children to understand what the author said, what he wanted to express, that is, to highlight the personal meaning of creating a work of art;

• teaching children to perceive and evaluate the artistic means used by the author;

• inclusion of the experience of cognition, experience and transformation (in the imaginary plane) in the process of perception of a work of art with the subsequent expression of this experience in activity, etc.

No less obvious is the connection between the aesthetic and moral education of children. According to N.A. Vetlugina, its formation is the most important task in raising a preschool child. “Teaching to distinguish between good and evil in human relationships, to perceive the beauty of forms, lines, sounds, colors - this means making it better, more moral, more meaningful,” she wrote.

The formation of moral and aesthetic ideas includes:

• the formation of ideas about a person’s appearance as an element of his moral character, a respectful attitude towards neatness and cleanliness and the formation of an idea of a person’s inner beauty as a manifestation of his moral education, the importance of the unity of external and internal beauty;

• developing the ability to be critical of the discrepancy between a person’s appearance and the nature of his behavior, the ability to be critical of manifestations of bad taste;

• establishing the relationship between moral actions and a person’s aesthetic attitude towards certain objects and phenomena of the surrounding world;

• getting to know the natural beauty of nature, developing the ability to notice and emotionally respond to this beauty, and treat nature with care; nurturing the need for activities aimed at preserving and enhancing natural resources.

The main result of this intersection of the lines of aesthetic and social-moral development of preschool children are: the emotional response of children to the phenomena of social life that are understandable to them; the desire to empathize with others' joy and sadness; active attempts to transform everyday life, at least in play; the desire to participate in feasible artistic work that decorates life; the need for joint action, the ability to rejoice in the successes of others, etc.

Thus, aesthetic education should be carried out in conjunction with all educational work in a preschool institution. As studies conducted by such authors as G.G. show. Grigorieva, T.G. Kozakova, T.S. Komarova, N.A. Vetlugin, then aesthetic education influences the formation of the basis of personal culture as the most important psychological new formation in preschool children.

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Principles

What helps a child to better and faster understand the culture of his country and understand what is considered beautiful in the world? These criteria include:

Situation. Children need to see a beautiful room. A good renovation of an apartment is needed not only to demonstrate it to guests. A child should grow up in a room that will inspire him to develop his creative abilities. This doesn't just apply to his room. The premises of the kindergarten should also contribute to the development of good aesthetic taste in children.
Independent activity. Children's creativity cannot be limited. Of course, he needs to be directed in the right direction and the boundaries of what is permitted explained. But you shouldn’t criticize the kid’s work. Children learn about the world through images. Everyone's perception is different, so the result of the activity will also be different. Parents should support any creative initiative of the child and help him in the implementation of his planned projects.
Management of activities. Parents should not stand by and watch their child do stupid things. If your child decides to draw on the wallpaper, you need to scold the child. There is a fine line between creativity and permissiveness that cannot be crossed. At first, parents should always set the rules of the game. Children must connect to the game and upgrade it as they wish. Parents must ensure that the child does not cross the boundaries of reason.

Introduction to art

How can parents explain to a young creature what art is? To do this, a person needs to demonstrate the forms of its manifestation. Ways to introduce your child to beauty:

Show. This is a method of artistic and aesthetic education, when a child gets acquainted with some object or object. The parents show the child a canvas with a world-class painting masterpiece and explain that the meaning intended by the artist must be seen in the painting.
Observation. Another method of aesthetic education is contemplation. The child must look at the picture for a long time to understand its meaning. To understand the philosophy of the story, a student may need to read the book twice.
Example. Parents and teachers should tell children that they need to love culture, and then demonstrate their attachment to beauty by personal example. For example, parents who want to introduce their child to theatrical art should take him to performances and sit at the performance with the child.
Explanation. After watching a theatrical performance or after reading a book, you need to discuss the material you have learned with your child. What may seem accessible to an adult may be incomprehensible to a child.
Analysis. When the child says that he understood the adult’s explanation, the parent should ask the child to explain to him the material he has learned. A child will only be able to realize something when he learns to analyze what he sees and hears.

Forms of organization

How can the educational process be organized? There are standard forms and methods of aesthetic education for younger schoolchildren. Among them:

Classes. Lessons or short half-hour stories about something will help the child gain the necessary knowledge, and will also help him increase his attention span and ability to comprehend information.
Independent activity. A person learns material better if he practices the theory. Therefore, after going to an art gallery, give your child paints and let him create his own masterpiece in the image and likeness of the great masters.
Self-activity. One of the methods of artistic and aesthetic education of preschool children is the manifestation of their creativity. This could be organizing a home concert or staging a small play. Children can choreograph their own dance or create a shadow theater.
Organization of holidays. Fun activities conducted by adults help children express their creativity. The guys see the preparation process and want to help their authorities, gradually becoming involved in the creative process.
Entertainment. In order for a child to fully develop, activities need to be alternated with rest. Parents should come up with entertainment for children that will help children develop while playing. These can be all kinds of quizzes or active competitions.
Excursions. Parents can take their children to public places and teach them to work in a group. Today, excursions to art galleries and literary museums for preschoolers are popular.

What it is?

The word “aesthetics” is of ancient Greek origin and means “sensory perception.” And aesthetic education is the development in a child of the ability to perceive, understand, and analyze beauty both in art and in everyday life, as well as the desire to create his own works.

Note that the words “beautiful” and “beautiful” are not synonymous, since the second concerns primarily form, external expression, while beauty can be found even in the most ordinary things, it includes harmony, spirituality, sublimity.

The desire to notice the beauty of the world around us and a love for works of art should be constantly and purposefully cultivated in a child from the first months of his life. It is important not to focus on the development of artistic and musical perception, but to set as a goal the formation of a harmonious personality.

In addition to its direct purpose, aesthetic education of children allows them to develop:

thinking;
imagination;
memory;
system of interests;
perception;
moral qualities;
active attitude towards life.

And, of course, the child learns to understand art and strive to create his own works.

At home

From early childhood, children have a certain craving for beauty; they are attracted to brightly decorated toys, shiny and colorful objects. Kids get real pleasure listening to music or rhymes or fairy tales that their mother reads to them. These impulses, while unconscious, gradually become conscious, but only if the parents help the baby develop harmonious taste, creative and artistic abilities, and aesthetic ideas. This is the only way to ensure that the child’s personality is developed and he himself is happy.

In kindergarten

In preschool educational institutions, the work of cultivating the desire for beauty is also of enormous importance. For this, the necessary conditions must be created, certain forms of activities must be carried out - creating crafts, drawing, modeling, listening to classical works of art accessible to children and talking about what they have listened to. Therefore, aesthetic education of preschoolers is a task simultaneously facing parents and educators.

Family education

Where does a child learn about culture, moral standards and etiquette? That's right, in the family. Methods of aesthetic education of preschool children in the family should be as follows:

Personal example. As has been written more than once above, a child can become a cultured person only if his parents are secular personalities. Adults must go to exhibitions, museums and theaters. Naturally, you need to take your child with you to some of these events.
Reading fairy tales. Folk wisdom is concentrated in huge quantities in fairy tales and epics. From this kind of literature, children receive their first ideas about good and evil, honesty and meanness, justice and retribution. Parents should raise their children on fairy tales.
Lullabies. Methods of aesthetic education in the family can be different. Lullabies, which a mother sings to a falling asleep baby, are one of the forms of manifestation of aesthetic education. The child remembers the timbre of the mother’s voice and also becomes familiar with music.
Aesthetics of everyday life. Children who see many beautiful things in their daily lives get used to the fact that beauty should be everywhere and in everything. This does not always depend on the family's wealth. You can dress a child beautifully, even without a lot of money.
Conversations. The content and methods of aesthetic education are not a dry science. Information should be beautifully presented to the child. Long conversations with children help develop a child's values. Parents who tell their children fairy tales and read epics shape his imagination, conversations about the work of great people motivate the child, and musical breaks help improve his taste.

Methods and forms of organizing aesthetic education in preschool age

By aesthetic education, pedagogy understands the cultivation of the ability to perceive, correctly understand, evaluate and create beauty in life and art.

Methods:

1. Formation of aesthetic consciousness (conviction, story, training, exercise)

2. Introducing children to artistic activities (visual, verbal, practical)

3. Development of children’s creative abilities (creative task, independent activity of children, targeted influence on the child’s creative activity)

The forms of organizing aesthetic education in artistic activities can be different: in classes, in independent activities, artistic work, during holidays, entertainment, excursions, walks, etc. Among the established types of activities that take place in kindergarten, special attention should be paid to complex classes in which educational tasks are realized through the means of different types of art.

A characteristic feature of complex classes is the combination of tasks on certain topics. In this case, the leading one can be a means of artistic and figurative expressiveness, characteristic of different types of artistic activity. For example, “rhythm” can be conveyed in dance, in a decorative pattern, or in the expressive performance of a poem.

So, aesthetic education of preschool children can be organized in different forms and have their own classification.

Based on the principle of managing children's activities

1) Under the direct guidance of an adult

2) Under the indirect guidance of an adult

By way of uniting children

1) Joint activities between children and adults:

frontal,

subgroups,

with one child

2) Individual, subgroups

By type of activity

1) Classes, excursions, entertainment, games, work

2) Theatrical games, repetition of classes, holidays

The concept of “labor”, “labor education”, “labor assignments”, tasks of labor education of a preschooler.”

In the pedagogical encyclopedia, “labor” is defined as expedient human activity aimed at modifying and adapting objects of nature to satisfy one’s needs.

Labor education is an organized, purposeful process of child labor using certain means, methods and methods.

Work assignments are defined as tasks that the teacher occasionally, sometimes gives to one or several children, taking into account their individual age characteristics.

Tasks of labor education of preschool children:

1. Familiarizing preschoolers with the work of adults, instilling respect for work;

2. Teaching preschoolers the simplest work skills and abilities;

3. Fostering hard work and independence in work;

4. Nurturing socially significant motives for work

Distinctive features of children's work during preschool childhood.

In ancient times, when childhood was shorter and the child was earlier involved in the activities of adults, his work was socially significant. However, a modern child, especially a child of preschool age, cannot be involved in production and, therefore, cannot create material values. The work of children is educational in nature - this is how adults look at it. Work satisfies the child’s need for self-affirmation, for knowledge of his own capabilities, and brings him closer to adults - this is how the child himself perceives this activity.

A distinctive feature of children's work is its closeness to play. When performing a work task, children often switch to play - playing with water while washing, acting out work actions, etc. In early preschool age, the desire to turn the work process into a game is clearly expressed, but even older preschoolers, until they master work actions or tools, also play with them, beat them. And they always gladly accept a game situation that involves work.

In the process of work, children acquire labor skills and abilities. But these are not professional skills (like, for example, a turner or mechanic), but skills that help a child become independent of an adult, independent. In addition, the work of preschool children does not have constant material reward.

The child’s work is situational, optional, and only the child’s developing moral character “suffers” from its absence, since many vital personality qualities are developed in work.

A special feature of child labor is that, despite the presence of all the structural components of the activity, they are still in the development stage and necessarily require the participation and assistance of an adult.

Contents of children’s labor during preschool childhood, types, forms of organization.”

Contents of labor education for preschool children:

1. The amount of work activity of children;

2. Planning and organization of children’s work;

3. A system of increasingly complex knowledge about the work of adults.

Types of work of preschool children:

1. Self-service - throughout preschool childhood (Nurturing independence, culture of appearance, habits of neatness);

2. Economic - household - throughout preschool childhood (Orientation of work towards others, responsibility to the group for the quality of one’s work);

3. Work in the period from 4 years (Education of responsibility for the life of animals and plants);

4. Manual - artistic work - from 6 years old (Development of volitional efforts, creativity).

Forms of labor organization:

1. Assignment - can be individual, subgroup, general;

By duration - short-term or long-term, permanent or one-time; The content corresponds to the types of work.

2. Duty - involves the work of one or more children in the interests of the group (duty in the dining room, in a corner of nature, in preparation for classes).

3. General, joint, collective work - work is aimed at solving moral problems, creating favorable conditions for children to develop the ability to coordinate their actions, help each other, and establish a uniform pace of work.

School education

What objects help develop a child’s culture and introduce him to art? There are three main ones:

Russian language and literature. School lessons are one of the methods of aesthetic education of children. The teacher tells children about the norms of language, forms beautiful speech, and helps develop good literary taste.
Art. Methods and techniques of aesthetic education in drawing lessons can be different. It all depends on the mood of the children and their willingness to cooperate with the teacher. Children can draw, sculpt, do appliqué, and make stained glass.
Music. A good taste in music can be developed by a worthy teacher who is himself interested in music. What methods of aesthetic education of schoolchildren are used in this area? Theoretical lectures are followed by practical exercises. This could be learning songs or attending children's music events.

Principles of aesthetic education

Creative abilities must be developed from birth. From early childhood, one must instill good taste and develop the need to communicate with the sublime. Aesthetic education is aimed at developing the ability to see beauty and following the rules of good behavior, experience of friendly relations with others. Its basis is the following principles:

Interaction. Any action should strive for aesthetic perfection: communication with peers, nature, objects of art, independent household and work activities.
A complex approach. Education gives tangible results if creative activity is based on interdisciplinary connections and connects various types of art.
Socialization. Aesthetic and artistic activity is not divorced from life. This is how students develop an adequate attitude towards their environment; they will be able to find beauty in its various manifestations.
Systematicity. General and aesthetic development are interconnected. With this approach, the emotional sphere and all cognitive processes develop harmoniously.
Independent creativity. The method of aesthetic education is most effective when applied to preschool children if they master some creative activities themselves: dancing, drawing, sculpting or singing in a choir.
Aesthetics should dominate all life. Little children need to live in beauty. The main educational meaning is to understand the importance of accuracy and politeness. Proper aesthetic development is influenced by the beauty of the room and clothing.
The age of the student is taken into account. Educational means are selected according to age. The formation of personality in more mature years depends on how correctly aesthetic perception was formed in younger schoolchildren.

Formation of aesthetic education and its development

Raising Teens

Many children spend more time at school than at home. What should teachers do to develop good taste in children, besides teaching lessons? A good teacher can conduct the following activities with children:

Discussions. A popular method and means of aesthetic education are conversations on an abstract topic. In this way, the class teacher can prepare children for public speaking and teach his students how to conduct a harmonious dialogue.
Visiting theaters. Not all parents have the opportunity to take their children to the theater, so this mission often falls on the shoulders of the class teacher.
Visiting museums. This is included in the aesthetic education of schoolchildren.
Class hour. If we describe the method of artistic and aesthetic education of schoolchildren, then we can call it an extracurricular activity. Children, under the guidance of their class teacher, prepare concerts, come up with comedy routines, sing songs, and learn dances.
Competitions. All kinds of competitions should be held for schoolchildren, where children can demonstrate their talents.