Aesthetic (from the Greek aisthetikos - sensually perceived) - human attitudeto a world in which the essence of man is enclosed in a concentrated form as freeand a conscious being. The peculiarities of the aesthetic attitude to the world are manifested in its emotional fullness, in a special feeling of pleasure, "disinterestedness" of aesthetic experience.
However, these are only external features of the aesthetic attitude to the world. I. Kant considered the aesthetic as "purposefulness without a goal." Everything around in an aesthetic sense is involved in a person as active, to a goal-setting being, but a concrete, practically limited, person with definite goals in an aesthetic sense, as it were, "is not present."
Everything around is filled with meaning, everything has to do with a person, but the concrete, "final meaning" is hidden, everything in the aesthetic sense, according to F. Schiller, is only a "promise of joy". Aesthetically speaking, a person experiences his own own "generic"opportunities, experiences humanity as free, meaningful, creative being, experiences itself in the "horizon of the possible." Aesthetic orientation presupposes the experience of the world in its integrity, organization, infinite diversity as a prerequisite for the universal deployment of human abilities, as scopeapplication of his creative efforts. Aesthetic attitude embodies needof a person "to remain himself" and "to be everything", the need to become a universal being, to penetrate the lawsthe starry sky and into the depths of your own soul. The aesthetic attitude to the world is the development of the world in its semantic perspective.Person refersto the world not as an object of cognition, productionsocially transformative impact: the world no longer revolves around my egoistic "I". The world is being decentralized. A person begins to feel the "soul" of things, acquires the ability to understand the Other. The aesthetic attitude to the world is not rationaldesign, it easily "connects" to various spiritual education (and operatedthem) - to utopianconsciousness, myth,ideology... Basic aesthetic values- beautiful, sublime, tragic - become the basis of aesthetic appraisalssurrounding. Thus, being realized, aesthetic values \u200b\u200bbegin to fulfill the function of the initial principles of the aesthetic attitude to reality - they become aesthetic categories. Aesthetic categories (as well as categories ethics) lead a "double" existence. They are the "glasses" through which the subject of an aesthetic attitude looks at the world, experiences it, evaluates it; at the same time, the aesthetic categories of the beautiful, the ugly, the sublime, the base, the tragic, the comic are the object of study of a special science - aesthetics.
Beautiful and ugly.
One of the main modifications aesthetic in classical aesthetics, which for many centuries has been the subject of explicit aesthetics, is the category beautiful. It most fully characterizes traditional aesthetic values, expresses one of the main and most common forms of non-utilitarian subject-object relations that cause aesthetic pleasure in the subject and a complex of verbal-semantic formations in the semantic fields of perfection, optimal spiritual and material being, harmony of the ideal and material spheres, ideal and idealization, etc. Along with goodness and truth, the beautiful is one of the most ancient ethno-socio-historically determined concepts of culture, theology, and philosophical thought.
First of all, it is obvious that today it is possible with a sufficient degree of probability to distinguish between the concepts beautiful and beauty. If the beautiful is one of the essential modifications of the aesthetic, i.e. characteristic of subject-object relations, then the beauty, as the experience of historical and aesthetic research shows, it is a category that is part of the semantic field of beauty and is a characteristic only an aesthetic object. With its help, in fact, since antiquity, they tried to designate that elusive set of object properties (natural, objective, work of art), which leads to the generation of a sense of beauty, to non-utilitarian pleasure.
Categoryugly originated in aesthetics as an opposition categorybeautiful. It denotes that area of \u200b\u200bnon-utilitarian subject-object relations, which is associated with anti-value, with negative emotions, feelings of displeasure, disgust, etc. In contrast to the main categories of aesthetics aesthetic, beautiful, sublime, tragic, comic it has a complex mediated character, because it is usually determined only in a relationship to other categories as their dialectical negation or as an integral antinomic component (beautiful, sublime, comic). Most actively developed in the fieldimplicit aesthetics from ancient times, where it was comprehended in two aspects: the ugly in reality and the ugly in art.
The beauty of an aesthetic object is a non-verbalized reflection or expression of certain deep essential (spiritual, eidetic, ontological, mathematical) laws of the Universe, being, life, manifested to the recipient in the corresponding visual, audio or procedural organization, structure, construction, form of the aesthetic object. In this, beauty is fundamentally different from beauty, which is based only on a system of superficial formal characteristics of an object, determined by transient trends of superficial taste and fashion. The perception of beauty is also influenced by historical, social, national, cultural, religious, anthropic and other parameters of the subject of perception, however, a certain essential core of it remains constant, at least for a person as homo sapiens, and is adequately perceived by most of the aesthetically developed recipients of all mankind ( This is evidenced, in particular, by the planetary legitimization of the beauty of many Works of classical art, be it the ancient Egyptian sculptural portrait of Nefertiti, Venus de Milo or the classic Japanese engraving of the 17th-18th centuries). Beauty is one of the most mysterious ontological characteristics of an object, a person and the Universe as a whole, which is optimally revealed only in the act of aesthetic perception.
The beauty of the object of aesthetic relationship is necessary a condition for the actualization of the aesthetic in the mode of beauty. If there is no beauty, there is no beauty either. However, the presence of beauty is by no means a sufficient condition for a beautiful event to take place. To no less extent, it depends on the subject of perception, his objective characteristics (the presence of a sufficiently developed aesthetic taste, artistic instinct) and subjective attitudes towards aesthetic perception object. The latter, however, is not always necessary in the presence of a beautiful object and a highly developed aesthetic taste in the subject. During their contact (visual or audio, as a rule), a spark of aesthetic perception is struck spontaneously, and a person, even without a conscious attitude towards aesthetic perception, becomes involved in it, automatically turning off (albeit for a moment) from any other relationship with reality.
1The article contains a brief analysis of the stages of the formation of an integrative approach, strengthening its importance in accordance with the implementation of a new concept of education based on the ideas of humanization and value attitude towards the individual. The author gives the characteristics of the competencies necessary for a child to master the cultural space and self-realization in it, reveals the possibilities of arts as the most effective means of aesthetic education, analyzes preschool education programs focused on the formation of an aesthetic attitude to the world around them and the development of children's creative abilities. The article reveals the importance of integration as a principle of organizing educational activities, describes the stages of the integration process, options for integrative links between objects; the necessary conditions are determined, the role of accompanying factors is presented. The author describes the results of the educational process on the formation of the aesthetic attitude of preschoolers to the world around them based on the integration of arts, confirming its effectiveness - the appearance of integrative qualities in preschoolers that determine the traits of a creative personality.
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Today's education is an open, complex and dynamic system, characterized by a high level of integrative ties between its individual components, the choice and interaction of which are based on providing conditions for the integral and harmonious development of the individual, mediated by a specific historical time, social and economic changes taking place in society. The first attempts to create a new education system on an integrated basis were carried out at the beginning of the century in the USA by J. Dewey, in Germany by G. Kerschensteiner, and in the 1920s. in Soviet Russia S.T. Shatskiy, M.M. Rubinstein. The created labor schools represented a fundamentally new system of the educational process based on the “method of the life complex”, which unites the integration of knowledge and skills from various subject areas around a certain problem. The theory of intersubject connections has firmly entered pedagogical practice, thanks to the research of P.R. Arturov, S. Ya. Batysheva, O.F. Fedorov. The definition of interdisciplinary interaction as one of the principles of didactics is given in the works of I.D. Zvereva, V.N. Maximova, M.M. Levin.
The history of the development of science in the 20th century testifies to the growing specialization (differentiation) of scientific knowledge, the fragmentation of the surrounding reality into a plurality of elements, each of which deserves attention and research. Simultaneously with these, in the period of the middle - the end of the XX century, a tendency towards understanding the world as an integrity, in the unity and interdependence of all its components, a desire to see and realize the unity of objective and internally subjective existence is clearly visible. In this sense, the systemic approach with its objectified view of the totality of elements in their interrelation is presented as a kind of holistic approach (universal harmony, humanization of relations). A person and the world in which he lives are perceived as independently existing and interpenetrating socio-cultural systems that determine the existence of each other throughout history. At the same time, education becomes a process of mastering social experience and the formation on this basis of individual experience, personal development, revealing its creative potential.
As the analysis of theoretical sources shows, the study and active development of integration mechanisms in the pedagogical practice of the 20th century was carried out in the system of school and university education. And only at the turn of the 20th and 21st centuries, the problem of integration began to attract the attention of researchers and practitioners of preschool education. The value of an integrative approach in the educational process of preschool educational institutions today is reflected in the main documents that determine the policy of development of preschool education (orders of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of the Russian Federation) dated 23.11.09, No. 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education ", dated 20.07.2011 No. 2151" On approval of the requirements for the implementation of the basic general educational program of preschool education ", dated 27.10.11, No. 2562" On approval of the Model Regulations on a preschool educational institution "). According to the new educational concept, the condition for the formation of the aesthetic attitude of preschoolers to the world around them is, first of all, a value attitude towards the original world of childhood as the most important period in a child's life; its development, based on individual nature. Numerous studies of the problem of aesthetic development during preschool childhood (Yu.F. Lavrent'eva, T.V. Demidova, N.S. Akatova, O. F. Nikolaeva) consider one of the main tasks of the formation of a child's abilities for self-expression, "ensuring the coordination of the inner world a child with external manifestations of his thoughts and feelings, with his words and behavior, which ultimately determines the development of creative abilities. In this case, knowledge takes on a special role. Providing the opportunity for children to receive a primary idea of \u200b\u200bthe laws of being, which are the basis for the formation of a general picture of the world, understanding their place in this world, they serve as the basis for the child's activity, allow them to imagine the consequences of their actions, provide an opportunity to relate in a certain way to the known world, to evaluate its phenomena, as well as their actions in building relationships with the outside world.
The methods of cognitive activity that preschoolers must master are presented in the form of key competencies, defined as the conscious ability to solve vital tasks (problems) in specific situations.
1. General cultural competence: proficiency in the language of culture, methods of understanding the world, the ability to navigate in the space of culture.
2. Social competence: the assignment of norms, methods and means of social interaction.
3. Communicative competence: formation of readiness and ability to understand another person; effectively build interaction with people.
4. Competence in the field of personal self-determination, providing the ability of self-expression (in the preschool period, its foundations are laid): the formation of the experience of self-knowledge, understanding of one's place in the world, the choice of value, target, semantic attitudes for their actions.
The experience of creative activity includes information about social experience (information about different types of art, inventions and discoveries of mankind, accessible to the understanding of the preschooler), and also reflects the features of creative activity that provide the preschooler with the ability to solve research problems:
Independent transfer of previously acquired knowledge to a new situation;
Vision of a new function of an object (object);
Seeing the problem in a standard situation;
Vision of the structure of the object;
Ability for alternative solutions;
Combining previously known methods of activity with new ones.
The experience of an emotional-value attitude to the world in the content of the cognitive process includes both social and personal components. In the social experience of preschoolers, this list of values \u200b\u200bis as follows. First of all, this is a person, his life, health, moral values \u200b\u200b(good, justice, honor, dignity, love, etc.), Fatherland, cultural values \u200b\u200b(values \u200b\u200bof cultural works, the value of language, customs, traditions, etc.) .), the value of freedom of choice. Important components of values \u200b\u200bare the value of nature, the Earth, the Universe, the value of creative activity and, in general, activity for the benefit of man.
The personal component of the emotional-value attitude towards the world is determined by the value choice and is associated with the determination of the method of action in the proposed situations (imaginary or life).
The experience of the emotional-value attitude of preschoolers to the world around them determines the ability for identity, which "is value-oriented and can be considered as one of the forms of human involvement in the social and cultural space."
A special role in the formation of the emotional-value attitude of preschoolers to the world around them is played by feelings that activate the imagination, the ability to reincarnate, creatively transform existing objects, phenomena, relationships. The emergence of these feelings is mediated by the emotional impact on the consciousness of the child, the power of which is most possessed by various types of arts. Based on the phenomenon of syncretism, art creates conditions for the expansion of the associative field; used in species diversity, provides an increase in the figurative expressiveness of objects, phenomena, relations perceived by a child.
Considering the possibilities of interaction of various types of art in the formation of the aesthetic attitude of preschoolers to the world around them, we are talking about their integration. We have chosen the following as a working definition of this concept. Integration is a qualitatively new formation that arises on the basis of combining into a whole various elements, parts, functions, any system, as well as a process leading to such formation. The idea of \u200b\u200bforming an aesthetic attitude of preschoolers to the world around them based on the use of integration of various types of arts was reflected in numerous theoretical studies (B.M. Nemensky, B.P. Yusov, L.A. Venger, A.A. Melik-Pashaev, Z. A. Novlyanskaya and others), in determining the content of preschool education programs (T.N. Doronova "Rainbow", L.A. Venger "Development", L.A. Paramonova "Origins", V.I. Loginova "Childhood" and others), in the development of educational technologies (K. Orff "Shulverk. Music for Children", OP Radynova "Masterpieces of Classical Music", VA Shestakova "Rostok", OA Kurevina, GE Seleznev "A journey to the beautiful", etc.). However, despite the rather high degree of theoretical and technological development of the idea of \u200b\u200busing various types of arts in the aesthetic development of preschoolers, the analysis of practice shows that the works of world art, being components of the content of education, are considered mainly as a means of forming the cognitive sphere of children. The possibilities of integrating the arts in the development of the emotional, evaluative and activity components of the system of aesthetic attitude of preschoolers to the world around them are not sufficiently used.
The implementation of integration opportunities in the construction of an educational system that ensures the development of the abilities of preschoolers to actively and creatively master the world around them is based on the performance of its triune role: principle, process, result.
Manifesting as a principle of building the educational process, integration becomes the leading idea in determining the objects of integration - various types of arts that are closest and understandable to children (music, visual arts, fiction), the corresponding types of artistic and creative activities (musical, visual, literary); in identifying factors that contribute to integration, as well as not contributing to this (analysis of the influence of internal and external determinants on the formation of the aesthetic attitude of preschoolers to the world around them) (YF Lavrentieva, TB Zakharash, RR Denisova); in the formulation of the expected result (the method of forming the aesthetic attitude of preschoolers to the world around them based on the integration of various types of arts, the system of appropriate psychological and pedagogical conditions, personal and activity characteristics of the “portrait” of the preschooler, which determine the activity and creativity of the child in mastering the world around him)
Let us consider in more detail the significance of factors (internal and external determinants) that affect the process of forming an aesthetic attitude towards the world around preschoolers. The defining internal determinants are the mental processes of preschoolers (perception, attention, thinking, imagination, memory), the level of development of which at this age stage determines the activity of children in mastering various ways of learning about the world around them, systematizing the information received, and using varied competencies to express their attitude to phenomena and events, the creation of new aesthetic and artistic images.
Of great importance for the aesthetic development of a child during this period are the skills and abilities necessary for the implementation of productive activities (playing music, visual and speech creativity, theatrical activity). A high level of development of playing skills at a given age provides a child with the opportunity to successfully test in a relaxed and natural atmosphere for him the abilities for reincarnation, living a variety of feelings, manifesting a variety of emotions. The games used in educational work with children include role-playing, didactic, games for establishing emotional contacts. When organizing the latter, preference is given to games that represent the ethnocultural and regional component of education. Children learn with interest the rules of the national games of the peoples of the South Urals (Tatars, Bashkirs, Russians, Kazakhs), focused on the development and manifestation of observation (games "The Brave Hunter", "Who is Faster", "Magic Headscarf"), the ability to convey the beauty and plasticity of movements , the nature of emotions and mood ("Funny riders", "Fox and partridges", "Be nimble"), the development of leading mental processes that determine the readiness to perceive different types of arts, active and creative activity to create independent artistic images. It is in the course of the game that a system of relations with the outside world is formed, desire and the ability to improve it develop.
Determining the importance of the socio-cultural environment in the formation of the aesthetic attitude of preschoolers to the world around them as an external determinant, we are talking about the role and meaning of the following.
1. Microsocial (the child's family, interest, attention and opportunities of parents to use the arts in the child's aesthetic development). Based on the data obtained during the questionnaire survey of parents to study the nature of cooperation with teachers and self-audit by teachers of interaction with parents on the issues of aesthetic education of children, the conceptual foundations of these relations were determined, the content of the activity was planned, based on active forms of social partnership of participants in the educational process. So, on the initiative and with the active participation of the parents themselves, creative clubs were created: "Family Reading", "Tourist Trail", "Creative Workshop", competitions were prepared and held: "Our family hobbies", "Discovering talents", "Traveling through the genealogical the tree of our family ”,“ Family portfolio ”,“ Family of the Year ”, parent publications were published:“ ABC of parenting ”,“ We \u200b\u200bbring up boys and girls ”,“ Our creativity - to the anniversary of our native Snezhinsk ”, the work of the sections of the information site of the kindergarten was organized:“ Gallery of Creativity "," Exhibitions of the museum of the kindergarten "Cheburashka".
2. Society of preschool educational institutions (defining the integration of arts as a conceptual idea in the selection and implementation of educational content, creating a subject-developing space in preschool educational institutions, creating a microclimate determined by the spirit of co-creation of children and adults; increasing the level of professionalism of teaching staff, which ensures the possibility of effective implementation of educational activities with children). The conceptual basis of the preschool education program K.V. Tarasova, T.V. Nesterenko, T.G. Ruban "Harmony" is a variable combination of various types of children's musical activities (listening, musical movement, singing, playing children's musical instruments, musical dramatization game). Strengthening the effect of preschoolers' perception of musical works is ensured by integrating music with visual arts and fiction. Their content in the educational process is determined by the program of preschool education L.A. Wenger "Development" (section "Fiction"), educational technology of polyartic education of preschoolers V.А. Shestakova "Rostok". The component that determines the ethnocultural and regional component of the educational content for the formation of the aesthetic attitude of preschoolers to the world around them is represented by the program for the upbringing and development of preschool children based on the ideas of folk pedagogy E.S. Babunova "Our home is the South Ural". Taking into account the requirements of the integration of types of arts, the choice of organizational forms of educational activity is carried out, in which equal attention is paid to both the educational and subsequent independent activities of children. Defining and building the content of education in preschool educational institutions based on the integration of different types of arts, teachers successfully implement the project method, which requires activity, purposeful search activity, cooperation and mutual assistance of all its participants. In organizing the work of creative groups, much attention is paid to the development of ideas for museum pedagogy. The success of the implementation of the integrative approach is ensured by the necessary conditions, the content of which is presented by the appropriate program, methodological and didactic support, complex thematic planning of educational activities with children, a variety of play materials and technical equipment necessary for the creativity of preschoolers.
3. Macrosociium (expanding the boundaries of children's cognition of the world around them, mastering a complex of arts and manifesting creative abilities in a variety of artistic and creative activities in the centers of culture and additional education of the city, region, country). Using the possibilities of expanding the boundaries of the integrative field of the influence of the arts on the formation of the aesthetic attitude of preschoolers to the world around them, the preschool educational institution maintains close ties with the centers of additional education of the city (music and art schools, children's library, numerous theater studios). The result of such cooperation is the participation and victories of kindergarten pupils in various competitions for young talents at the level of the city of Snezhinsk, Chelyabinsk region, Russia ("Morning Star", "Young Poetry of Snezhinsk", "Minute of Glory", "Native Land - Ural Land", " Young architects of Russia ”and others).
The study of pedagogical integration as the main process of the formation of the aesthetic attitude of preschoolers to the world around them makes it possible to determine the nature of connections between types of arts to create an integral educational system that provides the highest results in the development of aesthetic perception and creative abilities of children. Complex classes, creative laboratories, master classes, thematic living rooms, excursions, quizzes, competitions are considered as the main integrative forms of this process. On an essential basis, integration can be subject-figurative, conceptual, activity-based, conceptual. In terms of the degree of density between the integrated components, it can have the form of a generalization, complex, system, synthesis, in terms of specificity - both intra-subject (within one type of art) and inter-subject (between several of its types). The choice of integrable components and the establishment of integrative links between them directly depends on the educational objectives, is accompanied by a differentiation process, which makes it possible to determine the functional purpose of each of the components of the integrative neoplasm, the degree of density and the nature of the connection between them, the level of the integrative process - the value of the integration result, most often presented as modernization and innovation. The transfer of the integration process to an innovative level is ensured thanks to the potential capabilities of the teaching staff and parents who implement the author's approach in creating optimal conditions for educational activities with children (organizing the activities of the museum, development centers in classrooms and groups), taking an active part in the implementation of educational projects, conducting thematic conversations, excursions, competitions, concerts, actions.
The indicators of the success and effectiveness of the process of forming an aesthetic attitude towards the outside world in preschoolers based on the integration of various types of arts are data on the increased creative activity of children. An analysis of numerous children's works allows us to speak of a fairly high level and variety of knowledge acquired by preschoolers. Mastering the skills of transferring and using available information in new educational situations determines the possibility of producing original ideas and non-standard solutions. Speaking about the development of cognitive processes, it should be noted the improvement of figurative perception, associative thinking, speech, imagination; enrichment of the vocabulary, increase in indicators of concentration of attention, long-term memory. Characterizing the features, emotional manifestations, it is necessary to note their brightness, accuracy, depth. The expansion of the boundaries of socio-cultural experience indicated a stable trend in determining the aesthetic values \u200b\u200bof preschoolers, the manifestation of preferences and selectivity in creative activity, the active implementation of which became possible due to the development of specific abilities: musical, visual and speech.
The analysis of the results of the study of the process of forming an aesthetic attitude to the world around preschoolers on the basis of the integration of various types of arts allowed us to draw the following conclusions.
1. Changes in social life, in the system of interpersonal relations, recognition of the integrity of the individual determine the tendency towards integration processes.
2. The value attitude to the original world of childhood is the main condition for the implementation of a new educational concept of personality development, the formation of skills for the child to master the cultural experience of humanity, the actualization of his personal capabilities, the development of identification abilities.
3. The availability of modern preschool education programs that correspond to the new educational concept provides an opportunity for preschoolers to form an aesthetic attitude to the world around them based on the integration of various types of arts.
4. The integration of the arts, acting in a triune role (principle, process, result), determines the essential basis of the educational process for the formation of the aesthetic attitude of preschoolers to the world around them.
5. Taking into account internal and external determinants that influence the integration process, contributes to obtaining better results in the development of key competencies that determine the traits of a creative personality, its ability to actively master and change the surrounding reality.
Reviewers:
Murzina I.Ya., Doctor of Culturology, Professor, Head. Department of Culturology, Ural State Pedagogical University, Yekaterinburg.
Sutyrina T.A., Doctor of Pedagogical Sciences, Professor of innovative educational theories and technologies of the Ural State Pedagogical University, Yekaterinburg.
Bibliographic reference
Filinkova N.A. FORMATION OF PRESCHOOLERS OF AESTHETIC ATTITUDE TO THE ENVIRONMENTAL WORLD ON THE BASIS OF INTEGRATION OF DIFFERENT TYPES OF ARTS // Modern problems of science and education. - 2012. - No. 6 .;URL: http://science-education.ru/ru/article/view?id\u003d7488 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"
The all-round development of the personality is the goal of all communist education. In the socio-pedagogical aspect, such development presupposes the opportunity to ensure the equally active participation of a person in all social relations, to introduce him to all spheres (practical activity, cognition, moral, political, aesthetic relations) in which the vital activity of people is manifested. In psychological and pedagogical terms, this requires the formation of such qualities that would be the basis of activity, creative work in any field of human activity. It is, therefore, about the general development of the personality as a condition of its all-round formation. Therefore, in order to understand how the formed aesthetic attitude interacts with other personality relationships, how it affects them, it is necessary first of all to consider what contribution aesthetic education, which has its tasks in the development of aesthetic abilities, makes to the general development of a person.
Aesthetic abilities and general personality development.
Analysis of the general aesthetic ability, manifested in spiritual contemplative and evaluative activity and practical activity according to the laws of beauty, shows that it is highly generalized, complex, includes a number of simpler abilities that provide separate processes of aesthetic interaction between the subject and the object. But the components of these abilities cannot be regarded as "purely aesthetic": they are to some extent necessary in other types of human relations with the world.
There is no profession where an aesthetic sense would be redundant. What about imagination, fantasy? “This ability is extremely valuable,” said VI Lenin. “It is in vain to think that only a poet needs it ... Even in mathematics, it is needed, even the discovery of differential and integral calculus would be impossible without imagination. Fantasy is a quality of the greatest value ... ". From this point of view, aesthetic abilities, in contrast to special ones, should be attributed to general, or generalized, abilities.
Consequently, their formation is carried out in all types of human activity, in all teaching and educational work, in intellectual, moral, labor and other types of education. For example, observation develops in the process of cognitive activity and labor, and not only by purposeful aesthetic education. And the development of aesthetic and creative abilities is favored to some extent by any creative activity, since the creation of a new one for any purpose, not just aesthetic one, trains the ability to think figuratively. And yet, in the formation of general abilities, a special role belongs to purposeful aesthetic education. This is no coincidence.
First, the aesthetic attitude of a person to the world is by its nature broader and more universal than other relationships, it relies on them, therefore, it is associated with the development of a more complete, wider complex of abilities.
When schoolchildren go to the bosom of nature for a cognitive purpose, they are asked to determine the state of nature, characterize the weather, animal behavior, activities and human concerns. To do this, pay attention to the basic colors and shapes of objects, to sounds. This develops observation, enriches memory with representations. Children establish connections and dependencies between various natural phenomena, reveal their essence, which teaches them to think logically, reason, and fosters interest in their native nature.
An excursion with an aesthetic purpose presupposes, in addition to everything mentioned, an active work of the imagination, a poetic vision, which is unthinkable without the creation of images of individual phenomena, a landscape. There is an active revival of associations (“What does a winter forest look like?”, “What did a young Christmas tree dream about, falling asleep for the winter?”), A comparison of what he saw with what was previously known in the experience in order to appreciate the beauty. This generates an emotional attitude, a desire to express it, “materialize” in activity: “Look: the trees are covered with frost, like lace! Let's draw them. "
Secondly, it is known that abilities, connecting in the process of a particular activity, influence each other, enriching themselves with new properties, “polishing”, “pulling” each other in terms of development level. Therefore, by including more abilities in the work, the aesthetic attitude has comparatively more opportunities for their improvement in the process of interaction.
So, if the activity presupposes, in addition to fixing the phenomenon, and its assessment, then this makes perception more accurate and profound, revives past experience, thereby training memory, associative ability. If a person is not indifferent, aesthetically worried - all his feelings are heightened, “he sees and thinks sharper. The capacity and quality of its perception increases: impressions penetrate into an agitated soul more easily, deeper, and fit more firmly. "
Imagination develops in any activity, but, as the great Goethe noted, "nothing can be worse than imagination without artistic taste." In the process of an aesthetic attitude to the world, imagination develops "under the control" of aesthetic taste, an element of which is the "sense of proportion" so important for imagination.
Third, it should also be noted that the aesthetic attitude requires each of the abilities at a higher level of development than in other respects. For example, in practical use, in cognitive activity, we are completely satisfied with the knowledge of only the basic colors, the ability to distinguish them. But to comprehend the beautiful, you need a subtle color discrimination, capturing all shades and transitions in color. It's about perfection. Organizing the aesthetic activity of schoolchildren, the teacher sets them maximum tasks: describe what you saw not only accurately, but also beautifully, artistically; make a product that satisfies not only technical data, but also a modern finish, etc. And this requires more developed abilities of perception, assessment, imagination.
Fourth, the formation of a need and a habit to evaluate everything from the point of view of perfection, to bring any activity to its "aesthetic crown", to an optimal result, associated, undoubtedly, with a higher level of difficulties, contributes to the identification and development of individual personality inclinations, that is disclosing her potential, giftedness, talents. It is the tasks of communist education that include the formation of a person not only as a bearer of universal human content, but also as a unique individuality.
Thus, developing in the process of aesthetic education those abilities that directly provide an aesthetic relationship with the world, we maximize the overall development of a person. In terms of breadth, completeness, degree of influence on general development, another type of education can hardly be compared with aesthetic education.
How can aesthetic education, which focuses on an increased level of general abilities and ensures their improvement, affect other spheres of activity, other, not aesthetic, relations of a person to the world? Let us turn to the facts accumulated by science and practice.
Appendix 24
Typical monthly plan for ISO 24
1. Information about experience
Experience theme:"Aesthetic attitude to the world and artistic development by means of different types of fine arts."
The relevance of experience
The formation of a harmonious personality is an enduring problem of pedagogy. The origins of the problem go deep into history, but its relevance does not disappear due to the change in the world as a whole, the development of civilization, the change in universal values \u200b\u200bin different historical epochs and in different socio-political systems. Today, the problem of humanizing education in order to determine the harmonious development of everyone has an all-encompassing character.
Modern preschool pedagogy, focusing its developments on the humanization of the educational process and the formation of the child's awareness that he is an integral part of the world around him (nature, culture, history, etc.), the strategic goal of upbringing determines the formation of the basis of personal culture, a child to universal, enduring, spiritual values: to a person, to himself and to humanity as a whole; to nature; to the man-made world; to culture (art).
Aesthetic attitude as a strategic goal of aesthetic education presupposes the development of the model of a constructive, artistic and creative attitude to the world, which can be expressed already in preschool age by means of artistic and creative activities.
In this regard, the visual activity can be singled out as the most effective, since by acquiring the ability and being able to express the author's attitude to the world by means of artistic images, the child harmonizes himself and creates his own unique, individual world, realizing and actualizing as a full-fledged personality. The most striking, accessible model of the aesthetic attitude to the world is art, where the processes of cognition of the world, its aesthetic comprehension and the artistic - author's expression of one's attitude to it are organically linked.
The main idea of \u200b\u200bthe experience:
In preschool pedagogy, a fairly wide arsenal of means of introducing a child to aesthetic and artistic culture has developed. In various types of creative activity (visual, theatrical, musical-plastic, play), the child creates a personal, spatial reality, discovering the world in his own way and himself in it. In this process, the possibility and desire is formed for a purposeful, harmonious transformation of the surrounding space according to the laws of beauty.
With regard to the subject of experience, among them, the visual arts should be especially noted. In the process of artistic perception on the basis of empathy, sympathy, assistance is born, the palette of various feelings (aesthetic, artistic) expands, the enjoyment of creativity as a manifestation of human spiritual forces.
The process of forming aesthetic and artistic perception of preschool children involves the following methods:
To bring up in children an aesthetic attitude to objects and phenomena of the surrounding world, a steady interest in art. To learn to independently apply visual skills in drawing, applique, modeling, using expressive means. Continue teaching children to draw objects from nature.
Learn to convey the shape, size and color of an object, composition in a drawing, rhythm, color combinations in a decorative pattern, plasticity of movement in modeling, expressiveness of a silhouette in applique.
Learn to perform all the stages of work in sequence.
Learn to do the work collectively.
To develop artistic perception of works of art, to teach to emotionally respond to the impact of an artistic image, to understand the content of works. To form in children ideas about the types of fine arts and folk art.
To acquaint children with the paintings of the great Russian painters.
Expand children's ideas about expressive means in illustrations for children's books by artists Y. Vasnetsov, V. Kanashevich, E. Rachev. E. Charushina, about folk arts and crafts (Khokhloma, Gorodets painting), about ceramics and a folk toy (Gzhel, Dymka).
Duration of work on experience
Range of experience is a unified environment for using the means of artistic development of children (drawing, applications, modeling).
The theoretical basis of the experience
Visual activity is of great importance for the comprehensive education of preschool children. Visual activity is a specific figurative cognition of reality. And like any cognitive activity, it is of great importance for the mental education of children.
The main meaning of visual activity is that it is a means of aesthetic education. In the process of visual activity, favorable conditions are created for the development of aesthetic perception and emotions, which gradually turn into aesthetic feelings, contributing to the formation of an aesthetic attitude to reality.
The more consciously the child begins to perceive the environment, the deeper, more stable and meaningful aesthetic feelings become. Gradually, children acquire the ability to make elementary aesthetic judgments (about the phenomena of life, about objects created by man, about works of art).
Visual activities include drawing, applique, modeling.
Painting popular among preschoolers 5 - 6.5 years old. By drawing, the child expresses his desire for knowledge of the world around him, and by drawing, to a certain extent, one can find out the level of this knowledge. The more developed children's perception, observation, the wider the stock of their ideas, the more fully and accurately they reflect reality in their work, the richer and more expressive their drawings. The visual activity of 6-year-old children reflects such specific features of their thinking as concreteness, imagery. The visual activity of the child is closely connected not only with individual functions (perception, memory, thinking, imagination), but also with the personality as a whole. It shows the interests of the child, temperament, and some gender differences.
Molding allows to depict objects in three-dimensional space. During sculpting, the child can convey the shape of a person, animals, birds, fruits, dishes, etc. It is valuable that the properties of the materials used in sculpting make it possible to repeatedly change the shape, achieving the desired expressiveness. It is the development of the ability to convey the expressiveness of the image in sculpting that special attention should be paid in working with children entering school.
It is important that the child knows how to sculpt not just a human figure, but a person of a certain age, heroes of a particular fairy tale - Dunno, Cheburashka, etc. He must be able to convey the movements of a person, animals, reflecting the nature of the images and the dynamics of actions.
Catching up application, children learn to cut a variety of plots, patterns, ornaments from paper, stick them on a colored background. Children perform both individual and collective work. Children learn accuracy, perseverance, master the basic cutting techniques, the rules for working with glue.
Mastering the ability to portray is impossible without the development of purposeful visual perception - observation. In order to draw, sculpt any object, you first need to get to know it well, remember its shape, size, design, color, arrangement of parts.
Children reproduce in drawing, modeling, applications what they perceived earlier, with which they are already familiar. For the most part, children create drawings and other works from representation or memory. The presence of such representations gives food to the work of the imagination. These representations are formed in the process of direct cognition of the objects of the image in games, on walks, specially organized observations, etc. Children learn a lot from stories, from fiction. In the process of the activity itself, children's ideas about the properties and qualities of objects are refined. This involves sight, touch, hand movements.
Children's art has a social orientation. The child draws, sculpts not only for himself, but also for those around him. He wants his drawing to tell something, so that what he depicted will be recognized. Children are very concerned about the attitude of adults and peers to their drawings, modeling. They are sensitive to the comments of their comrades, the teacher's assessment.
The social orientation of children's art is also manifested in the fact that in drawing, modeling, application and construction, children convey the phenomena of social life. Children are excited about space flights, and the work of people in the city and in the countryside, and the performances of our athletes at the Olympiads, and much more. We need to give them the opportunity to reflect these impressions and their attitude towards them.
Visual activity and design should be closely related to the knowledge and ideas that children receive as a result of all educational work, rely on this knowledge and ideas and contribute to their consolidation. Of course, when selecting social phenomena on the topics of which children will be asked to draw, sculpt, apply, one must remember the age-related capabilities of children. If you set too complex tasks, then the difficulties of depicting, caused by the lack of the necessary skills and abilities in children, will prevent them not only from conveying their attitude, but also to somehow clearly depict the phenomena of social life.
The importance of painting activities for moral education also lies in the fact that in the process of these activities, children develop moral and volitional qualities: the ability and need to bring what has been started to the end, to study with concentration and purposefully, help a friend, overcome difficulties, etc. the creation of collective works in children are brought up the ability to unite, negotiate the performance of common work, the desire to help each other.
Group-wide art classes contribute to the education of sociability and friendly relationships (usually two children use one set of paints, one can of water, etc.).
Collective viewing of works teaches children to be attentive to the drawing, modeling of their comrades, to evaluate them fairly and benevolently, to rejoice not only in their own, but also in their common luck.
The visual activity combines mental and physical activity. To create a drawing, sculpting, application, it is necessary to apply efforts, carry out labor actions, master the skills to sculpt, cut, draw an object of this or that shape and structure, and also master the skills of handling scissors, with a pencil and a brush, with clay and plasticine. Proper possession of these materials and tools requires a certain expenditure of physical strength and labor skills. The assimilation of skills and abilities is associated with the development of such strong-willed personality traits as attention, perseverance, endurance. Children are taught the ability to work, to achieve the desired result.
Purpose of the study. Reveal the features of aesthetic and artistic perception as specific types of activity and effective ways and means of their formation in preschool children .
Tasks:
1. To study the state of the problem of aesthetic and artistic perception in the theory and practice of preschool education.
2. To study the features of aesthetic and artistic perception as specific types of activity of preschool children and to determine the psychological and pedagogical conditions that optimally contribute to their formation.
3. To check the effectiveness of the identified psychological and pedagogical conditions for the formation of aesthetic and artistic perception in experimental work.
Methods :
Theoretical (analysis of literature on psychology, pedagogy, local history related to the research topic, analysis of scientific works on the problem of moral and aesthetic education of preschoolers);
Empirical (analysis of programs, methods for preschool education, conversations with teachers, parents of kindergarten pupils, children of senior preschool age, observation of children in experimental groups, keeping diary entries, and others);
Observing children in drawing lessons, modeling, in independent activities; Coursework \u003e\u003e Pedagogy
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Terminological space of the educational area Artistic and aesthetic development Formation of aesthetic attitude to the world around Value and semantic perception Involvement in art Productive activities Artistic and aesthetic subject-spatial environment
Objectives of the educational field To introduce to art, to form elementary ideas about the types of art. Contribute to the formation of an aesthetic attitude to the surrounding world, to the natural world. To develop productive activities of children (drawing, modeling, application, constructive-model activity). To promote the development of independent creative activity of children (visual, constructive-model, musical, etc.).
Tasks of the educational field "Artistic and aesthetic development" Development of the prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world. Formation of an aesthetic attitude to the surrounding world. Formation of elementary ideas about the arts. Perception of music, fiction, folklore. Encouraging empathy for the characters in the artwork. Implementation of independent creative activity of children (visual, constructive-model, musical).
To acquaint with art, form elementary ideas about the types of art 1. Development of aesthetic perception of children. 2. Formation of elementary ideas about the types of art (visual, musical, fiction, folklore). 3. Encouraging empathy for the characters in fiction.
Introduce art, form elementary ideas about the types of art. Types of fine arts: arts and crafts, graphics, painting, sculpture, architecture, design. View of museums. Discussion of the content and expressive means of works of art, expression of their attitude to the work. The role of arts and crafts in human life: the unity of benefit and beauty. Features: brightness, elegance, connection with nature, folk life, traditions and customs. Fabulous images in art. Means of expressiveness of different types of arts and crafts. Decorative and applied art of the Urals: stone-cutting art, Kaslinsky casting, Zlatoust engraving, Nizhny Tagil tray, Ural painting, embroidery, lace-making, etc. Genres and means of expressiveness of painting. Types of sculpture: monumental, garden and park, small sculpture. Means of expressiveness of sculpture: material, processing technique, volume, plastic form, composition, dynamics, pedestal. Features of architecture: purpose, strength, beauty. Means of expression: material, volume, decorations (columns, arches, lattices, porticoes, domes).
To promote the formation of an aesthetic attitude to the world around us, to the natural world 1. To give an idea of \u200b\u200bthe categories: beautiful and ugly (beautiful - ugly); form and content (pleasant - unpleasant, comic - tragic, real - fantastic, sublime - base, funny - sad, alive - lifeless, truthful - deceitful); space and time (movement - rest, cause - effect, change: development - destruction). 2. To develop the aesthetic, emotional, evaluative, activity experience of children.
Aesthetic attitude to the world Structure of aesthetic experience: components Cognitive Emotional Evaluative Activity Aesthetic Perception Presentation Concept Judgment Aesthetic Emotions Feelings of Experiences State Aesthetic Assessments Tastes Norms Ideals Perception Performance Creativity
Contribute to the formation of an aesthetic attitude to the world around, to the natural world. The role of arts and crafts in human life: the unity of benefit and beauty. A variety of forms in nature as the basis for decorative forms in applied art (flowers, painting butterflies, interweaving tree branches, frosty patterns on glass). The beauty of humans and animals, expressed by means of sculpture. The beauty and diversity of nature, expressed by means of painting, graphics. An idea of \u200b\u200bthe purpose of the design. Features of the design of clothes, accessories, interior, landscape.
The development of productive activities of children to form skills associated with the artistic and imaginative reflection of objects and phenomena in various types of visual activity. teach children to create multi-figured plot compositions (in drawing, modeling, application). learn to create decorative compositions (in drawing, modeling, applications). teach to independently find methods of image when integrating types of visual activity and artistic work. to support the desire to combine familiar techniques, to help master new ones, to combine different ways of image on their own initiative.
Development of productive activities for children Drawing materials: felt-tip pen, gel crayons, graphite pencil, colored pencils, charcoal, pastel, sanguine, wax crayons, etc. Techniques for working with graphic materials: shading, shading, shading. Different ways of conditionally planar images of fruits, flowers, trees, birds, animals, humans. Depicting buildings and vehicles in different ways. The variety of lines (thin, thick, straight, wavy, smooth, sharp, rounded in a spiral, flying) and their symbolic character. Transmission through the line of the emotional state of nature, man, animal. Painting materials: gouache, watercolor. Color is the main means of expressiveness in drawing. Warm and cold colors. Mixing colors. Emotional possibilities of color. Practical mastery of the basics of color science, experimenting with color. Transfer with the help of the color of the character of the character, his emotional state. The choice of means of artistic expression to create an image in accordance with the intention. Decorative painting based on folk paintings: Dymkovo, Gorodets, Khokhloma, Gzhel. The special role of rhythm in arts and crafts. Simple geometric shapes. Natural forms. The dependence of the composition on the shape of the object. Plot drawing. Reflection of the phenomena of the surrounding life in the plot drawing. Elementary techniques of composition on a plane. Concepts: horizon line, closer more, farther less, obstructions. Compositional center: main and secondary in the composition.
Development of productive activities of children Materials for creating an expressive image in modeling: clay, plasticine, wet sand, paper, etc. Elementary techniques for working with plastic materials to create an expressive image: rolling, rolling, flattening, pinching, etc. Variety of materials for artistic design and modeling (plasticine, paper, cardboard, etc.). Elementary techniques for working with various materials to create an expressive image (plasticine rolling, volume set, stretching the form; paper and cardboard folding, cutting, cutting, twisting, etc.). Constructive and model activity.
Contribute to the development of independent creative activity Transfer of mood in creative work with the help of: color, tone, composition, space, line, stroke, spot, volume, texture of the material; various artistic techniques and materials (collage, gratting, applique, paper plastic, gouache, watercolors, pastels, wax crayons, ink, pencil, felt-tip pens, plasticine, clay, handy and natural materials).
Promote the development of independent creative activity. Promote the development of verbal creativity (come up with rhymes, stories, fairy tales). Predict the possible actions of the heroes, the place of action, the end of the plot. Reflect literary experience in independent artistic and aesthetic activities. Implement creative ideas, freely and skillfully combine different artistic techniques. Perform your favorite songs, improvise the simplest intonations with your voice. Organize children to play with the instruments together. Perform, independently invent musical and rhythmic movements. Encourage children to play basic independent music.
Forms, methods of organizing the educational process Joint activity Independent activity Educational activity with the family (in the family) Direct educational activity Mode moments Educational situations Classes Creative projects Solving problem situations Experimentation Observation Examination of photographs, illustrations Excursions Conversations Discussion Morning of joyful meetings The general result of the day Cultural leisure Virtual travel Stories Meeting interesting people Didactic games Entertaining shows Observations Consideration Solving problem situations Conversations Situational conversations Solving problem situations Didactic games S.-p. games Observation Observation Collecting material for children's design, decorative creativity Experimenting with materials Examining art objects Consultations Master class Contests Conversations Participation in collective work Exhibition of works Observation Stories Excursions Situational learning Reading
Artistic and aesthetic activity in regime moments: Morning period of time Individual work on mastering techniques, visual skills Play exercises Examination of objects and toys Observation Problematic situations ("How to paint plasticine?", "What color is the snow?", "Reflection of light. How to see rainbow? ") Examination of drawings and diagrams, illustrations, etc. Walk Didactic games Problem situation Individual work on the development of visual perception Simulation Evening period of time, including a walk Games - experimentation Exercises for the development of fine motor skills of hands Situational conversations Virtual travel
Artistic and aesthetic activities in direct educational activities: Educational situations ("Secrets of the horizon line", "Details in the picture", "Nature has no bad weather"), Educational activities ("Pick a palette", "Magic line", "Figure prints ") Creative projects: (" Release of a children's newspaper "," Toys from all over the world "," My pedigree "," Museum of beauty ") Solving problem situations Experimenting Observation Excursions Conversations Discussion Consideration of objects of the real and man-made world, their examination. Virtual travels Stories Meeting interesting people Didactic games Entertaining screenings Viewing albums of photographs, illustrations, reproductions, collections Experiments Competitions
Artistic and aesthetic activity in independent activity: Solving problem situations Didactic games Role-playing games Observations Consideration Collecting material for children's design, decorative creativity Experimenting with materials Examining art objects
Artistic and Aesthetic Activities in the Family: Situational Learning. Exercises. Collecting Watching videos Viewing works of art Examining objects Home experimentation Collaborative work Accompanying the family: Conversations Consultations Open views Exhibition of works Meetings on request Interactive interaction through the site Joint games Joint classes Master classes Polls, questionnaires, information sheets
R.M. technology Chumicheva Acquaintance of preschoolers with painting 1. Emotional - personal Characterized by personal motives, own understanding associated with the child's experience, emotions, interests 2. Highlighting the cognitive, aesthetic and moral values \u200b\u200bof the content of the work
Diagnostics of the definition of levels of development of ideas about works of art (R. M. Chumicheva) Indicators of levels of ideas about works of art High Answers the questions about what is depicted, what the picture is, what the artist told. Confirms with logical connections between content and expressive means (color, composition, form, facial expressions, posture), accurately defines and substantiates mood, feelings, uses figurative language). Medium Answers the questions correctly, but does not explain why he thinks so, rarely uses epithets and comparisons. Low Difficulty answering questions, highlights insignificant connections in content and means of expression.
Stages of work on the formation of elementary ideas among preschoolers about the types of art Stage 1: Purpose: creating interest in the work, the formation of the ability to carefully consider, emotionally respond to its content Stage 2: Purpose: to develop the ability to independently analyze the content, to allocate means of expression Stage 3: Purpose: to form a creative perception of works of art. Stage 3 Stage 2 Stage 1
Technology L.A. Paramonova Construction in kindergarten Two types of construction: technical and artistic The artistic type of construction includes construction from paper and natural materials. The technical type of design often includes: design from building material, from parts of a designer with different methods of fastening, from large modules, as well as design based on computer programs. Lego construction was created to develop the mental abilities of children. The series includes a variety of constructors: models for children from 3 years old for composing and playing around with everyday scenes, elementary mechanisms that drive the model from a tensioned spring or solar battery, robotics.
Technology L.A. Paramonova Design teaching tasks: Designing by a model (F. Fröbel) is that children are offered samples of buildings made of parts of building material and constructors, paper crafts, etc., as a rule, showing how to reproduce them. Designing according to a model (A.N. Mirenova, A.R. Luria) means that children are presented with a model as a model, in which the outline of its individual elements is hidden from the child. Children must reproduce this model from the building material they have. Design by conditions (N.N. Poddyakov) design problems in this case are expressed through conditions and are problematic in nature, since no ways to solve them are given. This form of work contributes to the development of creative design Design according to the simplest drawings and visual diagrams was developed by S. Leon Lorenzo and V.V. Kholmovskaya. Individual functional features of real objects are recreated, provides opportunities for the development of internal forms of visual modeling. Designing by design, in comparison with design by a model, has great opportunities for the development of children's creativity, for the manifestation of their independence; in this case, the child decides for himself what and how he will construct. In construction on a theme, children are offered a general theme of structures (for example, "City"), and they themselves create ideas for specific buildings and crafts, choose the methods of their implementation, the material. Frame design proposed by N.N. Poddyakov, assumes the initial acquaintance of children with a simple structure of the frame as the central link of the building (its parts, the nature of their interaction) and the subsequent demonstration by the teacher of its various changes, leading to the transformation of the entire structure.
Methods and techniques used Sensory examination of lego parts to get acquainted with the shape, color and determine the spatial relationships between the parts for the purpose of a holistic perception of the building Demonstration and examination of illustrations and paintings depicting objects for design Observation of natural objects Use of diagrams and drawings Demonstration of variable connections of parts in creating a model Explaining the sequence and methods of building construction Using diagrams and drawings Displaying and analyzing a sample Presenting a speech sample Creating a problem situation Analysis and evaluating constructive activity
Features of the artistic-aesthetic subject-spatial environment in a preschool educational institution О The educational environment should take into account the age interests of preschool children О The educational environment should correspond to the child's capabilities on the verge of transition to the next stage of development The subject-spatial environment should correspond to the structure of the child's cognitive sphere The dynamics of the educational environment should take into account the initial initiative of the child
Tasks of children's musical development - the formation of ideas about the connection between the music of word, gesture and movement with life; fostering interest in making music through playing activities; raising the need for self-expression through collective and individual creativity; development of tactile sensations (rhythmic pulsation) through sounding gestures; development of improvisation skills through word, gesture, sound, movement; development of motor sensations through plastic improvisation; development of speech activity through onomatopoeia development of intonational hearing through onomatopoeia and playing musical instruments development of timbre hearing through playing instruments development of the ability to build associative analogies between images of reality and sound, plastic, artistic images
Forms, methods of organizing the educational process Joint activity Independent activity Educational activity with the family (in the family) Direct educational activity Mode moments Listening Conversations Discussion Musical and didactic games Theatrical activity Examining the portraits of composers Using music: in morning gymnastics, while washing, in plot-role games, computer games, before bedtime, on waking up. Individual work Musical and didactic game, Holidays. Entertainment. Watching cartoons, children's musical films S.-r. Games in "holiday", "concert", "orchestra", "music lesson", "television". Improvisation of melodies, movements. Singing. Round dances. Improvisation on instruments Musical and didactic games Games - dramatizations Children's ensemble, orchestra Visiting children's musical theaters, Listening to audio recordings Watching videos Learning to play musical instruments
Using music in joint activities: Games-improvisation: a game-fairy tale; ballet game; opera game; carnival game; the game is a fantasy; Motional and game improvisations (showing the plasticity of images of "Malvina", "Buratino", showing the characters of images in the plastic (Merry Buratino, "Angry Malvina); Vocal and speech improvisations; Intonation sketches (playing scenes from the life of animals, birds, objects and phenomena) ; transformation into characters;, playing a role for all characters in a table theater; Game situations (enter the depicted situation and imagine puppet puppets in a circus); Instrumental improvisations; Plot composition; Musical and game compositions: games-greetings; speech games; games with sticks; games with sounding gestures, games-assimilation, games-moods, games-images; Instrumental music making; Dance miniatures; Computer music and game programs
Using music in independent activity: Creating conditions for independent musical activity in a group: selection of musical instruments, musical toys, theatrical puppets, attributes, elements of costumes for theatrical activities, TCO; Games in "holidays", "concert", "orchestra", "music lessons", "TV"; Creation of creative game situations for children (role-playing game), contributing to improvisation in singing, movement, playing music; Improvisation of melodies on your own words, coming up with songs; Coming up with the simplest dance moves; Dramatization of the content of songs, round dances; Composing dance compositions; Improvisation on instruments; Musical and didactic games; Accompaniment in singing, dancing, etc. Children's ensemble, orchestra; Creation of a system of theaters for theatrical activities: spring theater; flat theater; masque; theater of balls; theater made of natural materials; theater from waste material; fashion theater; origami theater; knitted toy theater; puppet theater from old newspapers; theater on spoons; matchbox theater; theater "Smeshariki"
Use of music in the family: Studying the opinion of parents about music and musical education (questionnaires, interviews, observation). Thematic music lectures. Pedagogical conferences with the invitation of specialists. Game workshops for parents. Creation of a mini-library on the issues of musical and aesthetic education of children. Interest clubs. Organization of family leisure. Joint holidays, entertainment in the preschool educational institution (inclusion of parents in the holidays and preparation for them). Theatrical activities (concerts of parents for children, joint performances of children and parents, joint theatrical performances, orchestra). Open music lessons for parents. Creation of visual pedagogical propaganda for parents (stands, folders or screens - moving). Providing assistance to parents in creating a subject-musical environment in the family. Visits to museums, exhibitions, children's musical theaters. Listening to audio recordings with viewing the corresponding illustrations, reproductions of paintings, portraits of composers. Viewing movies.
