Development of children's artistic abilities. Development of imagination in children

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Ministry of Education and Science of the Russian Federation
State Educational Institution of Higher Professional Education "Tyvin State University"
Kyzyl Pedagogical College
Specialty 050704 – “Preschool education”
(increased level)

Artistic abilities for visual activity as a means of developing the personality traits of a preschooler

Course work

Completed by: 3rd “B” year student
Preschool department
Togbool O.M.
Scientific supervisor: Leonova A.I.

Kyzyl-20
Content

Introduction

1.1. Artistic abilities as a means of developing human personality traits
1.2. Abilities for visual arts
1.3.Stages of formation of artistic abilities for visual activity...9...
1.4. Conditions and means for developing artistic abilities
Chapter 2. Empirical research.
2.1. Methodology for studying the artistic abilities of preschool children……………………………………………………………… …?
2.2.Analysis of the research results…………………………………………… ……?
Conclusion…………………………………………………… ………………….?
List of used literature

Introduction

The problem of developing the abilities of preschool children is today in the focus of attention of many researchers and practitioners working in the field of education. This is evidenced by a large number of published articles, teaching aids, collections of games and exercises both on the development of various mental processes at this age (thinking, attention, memory, imagination, emotions), and on the development of various types of general abilities (perceptual, intellectual, creative , mnemonic, cognitive, motor) and special orientation (mathematical, design, musical, visual).
With all the variety of topics, two main trends can be identified, characterizing the creative development of the problem of developing the abilities of preschool children and its entry into practice: the first is associated with the study of individual abilities and mental processes, with the introduction into the preschool education system of special training programs for their development (development of memory, speech etc.); the second - with the integration of individual types of abilities in the subsystem (mental abilities, artistic, aesthetic) and the development of comprehensive methods for their development.
Accordingly, the practical implementation of these approaches differs.
The problem of the development of children's visual creativity was dealt with by A.V. Bakushinsky, D.B. Bogoyavlenskaya, L.A. Wenger, N.A. Vetlugina, T.G. Kazakova, V.I. Kireenko, T.S. Komarova, N.V. Rozhdestvenskaya and others. Research in this area by G.G. is known. Grigorieva, N.A. Dudina, T.V. Labunskoy, T.Ya. Shpikalova and others.
However, the practical aspect of implementing the task of developing the artistic abilities of preschool children by means of visual creativity remains insufficiently disclosed, since many points of view regarding the psychological and artistic conditions for the formation of abilities are rapidly changing, children's generations are changing and the technology of teachers' work must change accordingly.
Modern pedagogical and psychological research proves the need for visual arts classes for the mental and aesthetic development of preschool children. In the works of A.V. Zaporozhets, V.V. Davydova, N.N. Poddyakov established that preschoolers are able, in the process of objective sensory activity, including drawing, to highlight the essential properties of objects and phenomena, to establish connections between individual phenomena and to reflect them in figurative form. This process is especially noticeable in various types of practical activities: generalized methods of analysis, synthesis, comparison and contrast are formed, the ability to independently find ways to solve creative problems is developed, the ability to plan one’s activities, and creative potential is revealed.
This implies the need to practice not only fine arts, but also specific types of visual creativity, including drawing.
This problem is relevant, and it is confirmed by the fact that the work of drawing in modern conditions of the pedagogical process is mainly taken outside the classroom and is practiced in the form of joint or independent activities of children, which contributes to the formation and development of children’s basic knowledge, skills and abilities in drawing.
Observations of teaching practice in the older group showed that children love to draw and draw with great pleasure, but children’s technical and visual drawing skills are assessed at an average level. This occurs due to the fact that in kindergarten, due attention is not paid to drawing classes, and in this case, learning is difficult.
Object of study: the process of development of artistic creative abilities in children of senior preschool age.
Subject of research: means of developing artistic creativity in children of senior preschool age.
Purpose of the study: to explore the artistic creativity of children of senior preschool age.
Research objectives:
1.Analyze the methodological literature on this issue.
2. reveal the concept and essence of artistic and creative abilities.
3.Develop methodological recommendations for educators on the development of artistic creative abilities.
Research methods: test.

Chapter I. Theoretical foundations of the problem of the role of artistic abilities in visual activity as a means of developing personality traits

1.1. Artistic abilities as a means of developing personality traits.

An attempt to determine the content of abilities has been made repeatedly by different researchers.
In psychology, a solid methodological foundation for the study of general and special abilities has been developed, rich factual material has been obtained, and its meaningful interpretation has been given. The psychology of abilities is one of the most theoretically and practically important problems of psychological science. The relevance of work on diagnostics of abilities is determined primarily by the practical significance of this problem. Diagnostic methods are necessary for early diagnosis of capable and gifted children, to identify the expression of their creative artistic abilities.
The main provisions of the theory of abilities are related to the solution of the following questions: What are abilities? What is their content? Structure? Correlation with knowledge, abilities, skills? What are the patterns and conditions for the development of abilities? How do abilities relate to inclinations? What is meant by the makings of abilities?
There are many definitions of ability.
1. Abilities are individual psychological characteristics that distinguish one person from another and are related to the success of performing any activity or many types of activities.
2. Abilities - an ensemble of properties of a human personality, ensuring relative ease and high quality of mastery of a certain activity and its implementation.
3. Abilities are personality traits on which the possibility of implementation and the degree of successful activity depend.
4. Abilities cannot be considered outside of personality. Abilities are part of the personality structure, which, when actualized in a specific activity, determines the qualities of the latter.
5. Artistic abilities - complete the definitions
6. Creative abilities - ??????
The key to revealing the content and structure of abilities is the analysis of the psychological demands placed on a person by various types of activity. In other words, it is necessary to determine without which properties (qualities, characteristics) of a person it is impossible to perform this (or any) type of activity. Consequently, an analysis of activity in general or its specific type is needed. Performing any type of activity requires a certain system of knowledge, skills and abilities. Therefore, when determining the content of abilities, the question of their relationship with knowledge, abilities, skills comes to the fore.
Experts distinguish general and special abilities. They include mental functions (processes) as general abilities: the abilities of sensation, perception, memory, thinking, imagination, attention, psychomotor ability. In a particular person, each of the abilities can be expressed to varying degrees. For example, the ability to perceive is assessed according to the following parameters: volume, accuracy, completeness, novelty, speed, emotional richness. The ability of imagination - novelty, originality, meaningfulness, etc. Psychomotor ability - up to the parameters: speed, strength, pace, rhythm, coordination, accuracy and accuracy, plasticity and dexterity.
Thus, we can conclude that artistic creativity, like others, influence the development of personality traits.

1.2. Abilities for visual arts.
In relation to visual activity, it is important to highlight the content of the abilities that manifest themselves and are formed in it, their structure, and the conditions of development. Only in this case is it possible to purposefully develop a methodology for developmental teaching of visual arts.
An attempt to determine the content of abilities for visual activity has been made repeatedly by different researchers. Unlike the content of abilities for other types of activities, the content and structure of these abilities are to a certain extent revealed and presented in psychological and pedagogical literature.
Visual creativity is a reflection of the environment in the form of specific, sensually perceived visual images. The created image (in particular, a drawing) can perform different functions (cognitive, aesthetic), since it is created for different purposes. The purpose of the drawing necessarily influences the nature of its execution.
The combination of two functions in an artistic image - image and expression - gives the activity an artistic and creative character, determines the specifics of the indicative and executive actions of the activity. Consequently, it also determines the specificity of abilities for this type of activity.
IN AND. Kiriyenko considers the ability for visual activity as certain properties of visual perception, namely:
the ability to perceive an object in the combination of all its properties as a stable systemic whole, even if some parts of this whole cannot be observed at the moment. For example, seeing only a person’s head in a window, we do not perceive it as separate from the body (integrity of perception);
- the ability to evaluate deviations from vertical and horizontal directions in a drawing;
- the ability to evaluate the degree of approximation of a given color to white;
- ability to evaluate prospective reductions.
However, the selected abilities only allow one to form a more or less accurate idea of the depicted object and do not make it possible to depict it. Moreover, abilities of this kind do not allow one to create an expressive creative image.
B.S. Kuzin identifies only the leading and supporting properties of abilities for visual creativity. At the same time, he considers the leading properties not only creative imagination, but also thinking, which ensures the selection of the main, essential in the phenomena of reality, generalization of the artistic image, visual memory, emotional attitude to the perceived and depicted phenomenon, purposefulness and will, and the supporting ones are the natural sensitivity of the visual analyzer , which allows you to accurately convey the shape, proportions, light-and-shadow relationships, etc., the sensory-motor qualities of the drawing hand.
In the studies of T.O. Komarova, on the problem of sensory education of preschoolers, studied the relationship between sensory education and teaching children visual activities, presented the content, and proved the possibility of developing a number of their sensory abilities and personality traits. Essentially, the structure of sensory abilities that are manifested and formed in art creativity in the conditions of developmental education for children has been developed:
-the ability of targeted analytical-synthetic perception of the depicted object;
- the ability to form a generalized representation that reflects the characteristics and properties of many objects that can be conveyed in the image;
- the ability to create an image of an object based on an existing representation in accordance with the material, technique and visual capabilities of this type of activity;
- the ability to perform a complex of movements under visual control;
- the ability to perceive a created and completed image and sensory evaluation of it according to the existing idea;
- the ability to create an image based on operating with representations, i.e. attracting previously accumulated sensory experience and transforming it with the help of imagination.
Although these abilities are called “sensory” by the author, analysis from the content shows that the dominant ability of perception is combined with the ability of thinking, memory, ideas, and imagination. Consequently, in real activity, all abilities are in a complex systemic combination, which is determined by the goals and objectives of visual activity.????
Later T.S. Komarova noted manual skill as a unique complex sensorimotor ability that can and should be developed in preschool age. The structure of this ability has three components:
-drawing technique (methods of correctly holding a pencil, brush and mastering rational techniques for using them, mastering the technique of line, stroke, spot).
-shaping movements (movements aimed at conveying the shape of an object).
-regulation of drawing movements according to a number of qualities (tempo, rhythm, amplitude, pressure force.): smoothness of movements, continuity, maintaining the direction of movements in a straight line, arc, circle, the ability to change the direction of movement at an angle, the transition from one movement to another, the ability to subordinate movements in proportion to segments along the length of images or their parts in size.
The development of all movements influences the formation of personal qualities, such as perseverance, independence, discipline, the ability to complete the work started, accuracy, etc.
Thus, abilities for visual activity develop with the development of personality.

1.3. Stages of formation of abilities for visual activity

Identifying children's abilities and their proper development is one of the most important pedagogical tasks. And it should be decided taking into account the children’s age, mental development, educational conditions and other factors.
The development of children's abilities in the visual arts will only bear fruit when teaching drawing and other forms is carried out by the teacher systematically and systematically. Otherwise, this development will follow random paths, and the child’s visual abilities may remain in a embryonic state.
The development of the ability to depict primarily depends on the cultivation of observation, the ability to see the features of surrounding objects, compare them, and highlight what is characteristic. At the same time, one cannot ignore the age of the children and, therefore, demand a complex plot structure from a 3-4 year old child, even if they start training very early. His thinking has not yet reached the required level to solve a problem that an older preschooler, with appropriate training, can easily solve.
But it is known that children of the same age can be at different stages of development. This depends on upbringing and on the general development of the child. The teacher should not forget about this, because... An individual approach to a child is one of the main conditions for successful upbringing and education.
Pedagogy considers the development of a child not as a simple quantitative process of growth, but as qualitative changes in his physical and mental characteristics under the influence of the environment, primarily upbringing and training.
There is a pre-fine period in the development of abilities.
This first stage in the development of children's artistic abilities begins from the moment when visual material - paper, pencil, crayons, cubes - first falls into the child's hands. In pedagogical literature, this period is called “pre-figurative” because there is still no image of the object and there is not even an idea or desire to depict something. This period plays a big role in the further development of visual abilities. The child becomes familiar with the properties of materials and masters the various hand movements necessary to create graphic forms.
If the material first falls into the hands of children 5-6 years old and 2-3 years old, then, of course, the older children come up with an idea faster, because They have more experience in understanding the world around them. On their own, few children can master all the movements and necessary forms available to them. The teacher must lead the child from involuntary movements to limiting them, to visual control, to a variety of forms of movement, then to the conscious use of acquired experience in drawing. This indicates further development of abilities. Through associations, children learn to find similarities in the simplest forms and lines with any object. Such associations may arise involuntarily when one of the children notices that his stroke or shapeless mass of clay resembles a familiar object.
Usually a child’s associations are unstable: in the same picture he can see different objects.
Associations help move towards work as intended. One of the ways of such a transition is to build the form that he got by chance. Having recognized an object in the drawn lines, the child consciously draws again, wanting to depict it again. Such a drawing begins to speak of a new, higher stage in the development of visual abilities, because it came into being as a result of design.
Sometimes there may not be a complete repetition of the entire image, but the addition of some details to the associated form: arms, legs, eyes for a person, wheels for a car, etc.
A big role in this process belongs to the teacher, who, by asking questions, helps the child create an image, for example: “What did you draw? What a nice round ball! Draw another one like this."
The visual period in the development of abilities is characterized by the emergence of a conscious image of objects. It begins when the child begins to recognize the object in the “doodles”. This will be the beginning of the visual period in the development of abilities. The activity becomes creative. Here the tasks of systematically teaching children can be set.
The first images of objects in drawing and modeling are very simple; they lack not only details, but also parts of the main features. This is explained by the fact that a small child still has little developed analytical-synthetic thinking, and therefore the clarity of recreating a visual image, little developed coordination of hand movements, and no technical skills yet.
At an older age, with properly carried out educational work, the child acquires the ability to convey the main features of an object, observing their characteristic form.
In the future, as children gain experience and master visual skills, they can be given a new task - to learn to depict the features of objects of the same type, conveying the main features, for example: in the depiction of people - the difference in clothing, facial features, in the depiction of trees - a young tree and an old one. etc.
Children's first works are distinguished by a disproportion of parts. This is explained by the fact that the child’s attention and thinking are directed only to the part that he is depicting at the moment, without connecting it with the other, hence its inconsistency with the proportions. He draws each part in such a size that it fits all the important details for him at once. Gradually, under the influence of general development and learning, the child acquires the ability to relatively correctly convey proportional relationships between objects and their parts.
Sometimes children deliberately violate the proportions, wanting to convey their own attitude to the image. For example, the commander walking in front is twice as tall as the soldiers. This does not mean that children have already mastered visual skills and can work independently. In this conscious violation of proportions, the first attempt at creativity, at creating an image, is made.???????
At the first stages of development of visual abilities, the child does not think about the arrangement of objects. It places them on its paper space regardless of logical interconnection.
All objects acquire a certain location when their connection is predetermined by the content. For example, a house with a tree growing near it. To combine objects, the earth appears in the form of one line (sometimes the child draws a second line above the first line to fit more objects).
Thus, older preschoolers, having gone through a number of visual stages, begin to try to depict objects and phenomena more realistically, correctly conveying the shape, proportions, color, arrangement of objects, their drawing begins to acquire a creative character.

1.4. Conditions and means for the development of artistic abilities.

By using the phrase “capable children,” we thereby emphasize that there is a certain special category of children who are qualitatively different from their peers. Special literature constantly writes a lot about their exclusivity. Without touching on the substantive side of these discussions, we note that this approach is fair and justified. Indeed, nature does not divide its gifts equally and gives to someone “without measure”, without stinting, but “bypasses” someone.
Man is capable of thinking and acting creatively, and, without a doubt, this is the most wonderful of nature's gifts. Let us note that everyone is marked with this “gift”. But the idea is also obvious that nature rewards some with its gifts more and others less. Capable is usually called someone whose gift clearly exceeds certain average capabilities, the abilities of the majority.
These, at first glance, purely theoretical research ultimately makes it possible to better understand very real practical pedagogical problems. In pedagogical science, at least two practical problems should be associated with the concept of “ability”:
- special training and education of capable children;
- work to develop the intellectual and creative potential of each child.
Therefore, the development of the problem of creative abilities in psychological and pedagogical research should not be considered as a private task aimed at training and educating the child population (2 - 5% according to various estimates) - capable children. This problem concerns the entire public education system.
It is generally accepted that the content determines the forms and methods of work, but in some cases it can be largely predetermined by the organizational approach itself.
General approaches to organizing the education of capable children have this property; all of them can be combined into three main groups:
1. separate education - special educational institutions for capable and gifted children;
2. joint and separate education - special groups, classes for capable children in a traditional educational institution;
3. cooperative learning - an organizational approach in which capable and gifted children are taught in a natural environment, that is, when they are removed from the circle of ordinary peers.
Each of the described strategies has advantages and disadvantages, they are often discussed and widely known.
The first two options are the most popular in modern educational practice due to their logical simplicity and external clarity. But it should be noted that the latter is of great importance. It should be understood that in our country the majority of capable children are traditionally educated in ordinary mass educational institutions. This is happening and will happen not only in rural areas, where other educational options are purely physically inaccessible, but also in big cities, where parents theoretically have the opportunity to choose.
The unique manifestation of creative visual abilities in children is greatly influenced by the child’s environment, the conditions of his upbringing and education.
Psychologists have found that a child more often depicts in his drawings the conditions of the environment in which he grows up, what he sees around him. For example, a child growing up in a dysfunctional family depicts only his father, walks with him, etc., because the mother paid less attention than the father or did not pay it at all.
The mood of a child is very easy to recognize by the color scheme he uses. In the example above, dull, little variety and even gloomy colors are used more often
A child raised in a happy and wealthy family, thanks to the family and its influence, saw and noticed more. Consequently, it will create rainbow drawings and, most often, with an enriched plot.
One of the main conditions for the development of a preschooler’s creative personality is a broad approach to solving problems of aesthetic attitude towards the environment. This task must be solved in all areas of a child’s life: in relation to nature, the man-made world, including art - in all types of activities. Of course, play and artistic activity provide great opportunities for this.
The teacher must make the natural process of a child’s life and activity creative, placing children not only in situations of artistic, but also cognitive, moral creativity. And special work in classes, games, etc. should organically enter the child’s life.
Another most important condition for the development of children’s visual abilities is the organization of an interesting, meaningful life for the child in a preschool educational institution and family, enriching him with vivid impressions, providing emotional and intellectual experience, which will serve as the basis for the emergence of ideas and will be the material necessary for the work of the imagination.
This experience is created by the child’s entire system of life activity (observations, activities, games) and serves as the basis for the realization of creativity in artistic activity.
The unified position of teachers and parents in understanding the prospects for the child’s development and the interaction between them is one of the most important conditions for the development of visual abilities.
Another condition for the development of visual abilities is training, as a process organized by an adult of transfer and active assimilation by a child of visual activity as a whole (motives, methods of action, the entire complex system of imagery), i.e. The scope of training includes the formation of the ability to respond emotionally to the world around us, and the need to express one’s worldview in artistic form.
Nature in all its diversity plays a major role in the development of a child’s creative visual abilities.
You should take your children on excursions more often: to the forest, to the lake, to the country house. It is imperative to attract the child’s attention to its beauty, wildlife, vegetation, and natural phenomena (snow, rain).
When a child is properly introduced to nature, he develops a positive idea of the world around him, emotions, feelings, and this can very clearly affect his visual abilities for the better. Knowledge about nature, love for it, and interest will encourage the child to engage in visual arts. To fulfill a child’s desire to display the beauty of nature he sees, you will not need much: a landscape sheet, pencils, paints or even a pen.
To enrich the child’s knowledge about nature (animals, natural phenomena), about human behavior in it, etc. you should use: slides, videos, cartoons, illustrations, literary works (fairy tales, stories, poems), visual aids and much more. All these means are of great pedagogical and psychological importance. They develop the child’s aesthetic taste and cognitive side. Bright colors can create a great psychological mood and inspiration in a child. It is quite possible that a child’s talents may emerge even in other areas of activity.
Thus, a variety of conditions and means are used to develop creative artistic abilities.

Chapter II. Empirical research.

2.1. Methodology for studying the artistic abilities of preschool children.

The theoretical study of the literature on this issue set us the task of conducting empirical research.
The work was carried out in three stages, representing: ascertaining, formative and control experiments.
The purpose of our study: to identify artistic abilities in children of senior preschool age.
The study was conducted on the basis of kindergarten No.??????city??? area???. Did (number of children) participate in the experiment?, which group?
To conduct the study, we chose the E. Torrance method.
Purpose of the study: to study the creative thinking of children in the older group, manifested in artistic activities.
Exercise 1.

Conclusion

Stained glass painting as a means of developing the artistic abilities of schoolchildren

1.1 Concept and methods of developing artistic abilities

Artistic abilities. We confidently say that they exist, and even more confidently that the child does not have them. But what do we mean by this, what criteria do we use? Capable - because he quickly grasps explanations, masters the shown technique, rule. He has a steady hand, he feels proportions, catches similarities, “But mine is completely mediocre! He can’t draw a straight line.” He finds a rhyme for any word, “makes puns” to the delight of his elders, easily constructs complex phrases (and his unlucky antipode “can’t connect two words”, “makes mistakes after mistakes”). He will hear a melody and will unmistakably pick it out by ear (and for the incapable one, “a bear stepped on his ear,” and the world of music is forever closed to him).

Capable - because he has a rich imagination. He will invent such a story that even an adult could not come up with, and he tells it in such a way that you are ready to believe it! He doesn’t need to be prompted: “Write about this, draw that” - his inventiveness is inexhaustible, he even draws a New Year’s tree in a new way every time. It happens that he chooses some strange colors, but it turns out well. Capable - because in his writings, stories, drawings one can feel his own view of the world, some kind of special, unique attitude to life. This, however, is something you rarely hear about a child. More often they say this about a great artist, but they immediately add that he, a mature, wise man, managed to preserve “something childish” in his worldview (and they call it spontaneity, unselfishness, openness, freshness of view, gullibility - in different ways) . The ability to convey in a drawing a resemblance to an object is also a rich imagination, which gives an unusual, or even unprecedented, unprecedented character to a drawing or story. His special attitude to everything in life, and good ability to learn the generally accepted technical techniques of drawing, writing poetry, and playing a musical instrument. - how different, almost opposite, these qualities are, but we call them all the same: artistic abilities.

Indeed, a person’s artistic talent can be viewed from different points of view and, as it were, at different levels. Is this why the process of human artistic development is so multi-layered and so difficult to predict and control? And yet, in order to engage in the artistic development of a child, we need to have an idea of what qualities we want to develop in him. What are your artistic abilities? It would be a mistake to begin the search for an answer by studying the children themselves and their creativity. We can understand what artistic abilities are by observing them in real, great artists. Then it will be easier for us to discern the germs of these qualities in children. And first of all, you need to understand what art itself is, why it exists, what tasks it sets for the artist. Only after we answer these questions will we come to an understanding of human artistic abilities.

Based on this, we can conclude: Artistic abilities are the abilities for artistic creativity in a certain field of art, characterizing the degree of mastery of this activity as, in ideological terms, the ability to produce the idea of a work of art as “one’s own world”, which will evoke a response from the viewer, listener, reader , and in the technical sense, the ability to choose adequate means of artistic expression to the idea and the skills that make these means effective.

There are different ways to develop artistic abilities. As a rule, artistic abilities are developed in almost any lesson. The only thing is that it all depends on the degree of interest of the students themselves. As we described earlier, artistic ability does not necessarily mean being good at drawing. This can be both science and creativity. Today, the world has accumulated sufficient experience in including artistic activity in the process of developing artistic abilities in children. The philosophers of Ancient Greece wrote about the need to give children the opportunity to create. Famous teachers attached great educational importance to this: Ya.A. Komensky, I.G. Pestalozzi, F. Frebel and others. The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage.

Numerous psychological studies prove that there are no people who are incapable of anything. However, abilities, including artistic and creative ones, can be developed to a greater or lesser extent. Institutions such as kindergartens, schools: general education, art, music, sports, creative centers for children and youth, clubs, etc., purposefully influence the mass development of the entire spectrum of children’s abilities. those institutions that carry out teaching activities. To do this, it is necessary to give the student the opportunity to express himself in various fields of activity, starting from a very early age. This is the most effective way to develop children’s individual abilities and involve them in subsequent active, creative activities.

Teachers and psychologists consider the main condition for the successful development of an individual’s individual artistic abilities to be their constituent components (intellectual activity, search initiative, desire for self-improvement). Of all the variety of specific types of activities, in our opinion, it is the arts and crafts that are the most significant in the process of artistic development of the individual, since this contributes to the active formation and improvement of its various qualities, opening up wide opportunities for self-realization. Creative abilities in the process of decorative and applied activities can only be formed taking into account its characteristics. Their purposeful development, as noted above, should be based on the individual qualities of a person, on his natural inclinations, inclinations, ensuring self-expression, self-improvement and self-development of a growing personality.

Arts and crafts classes form and develop the artistic abilities of the individual, provide moral satisfaction, aesthetic pleasure, and the joy of creativity. The beauty of objects of decorative art, having great expressiveness, contributes to the development of taste and the formation of positive personality traits. The feeling of beauty is closely related to the purposeful and conscious artistic activity of a person. The great thinker and founder of many teachings, K. Marx, wrote: “An animal forms matter only according to the measure and needs of the species to which it belongs, while man knows how to produce according to the standards of any species and everywhere knows how to apply the appropriate measure to an object; by virtue of this, man forms matter also according to the laws of beauty."

In the process of developing artistic perception, students acquire the ability to see the world in all the diversity of its forms, phenomena and colors. Immersion in the world of art cannot be accompanied only by contemplative perception of works of art. Practical, real life in art, mastery of the laws, techniques, and materials of various types of art - this is what students need to prepare for free creativity. Aesthetic perception of reality can be successfully carried out provided that beauty is included in the activities of an individual or a group as a creative practical task. In the process of developing artistic abilities, the creative thinking of an individual is also formed. These processes proceed inextricably, therefore they are not opposed to each other and are not considered separately.

Considering the concept of “creative thinking”, we can identify its main components. They fully correspond to the functional levels of human mental activity discussed above. It should be noted that this:

1) analytical components (conceptual logical thinking): logicality, mobility, selectivity, associativity, intelligence, ability to differentiate, etc.;

2) emotional components (sensory-imaginative thinking): vividness of images, emotional assessment of events, facts, phenomena, works of art, etc.;

3) creative components (visual and effective thinking): search for rational solutions, non-standardism (showing individuality, originality, overcoming stereotypes), the ability to foresee the result, the desire to synthesize the best qualities of familiar products in the created object, choosing the most acceptable solution from possible options and the ability to justify correctness of choice.

The development of artistic thinking is the most important result of the artistic development of the individual and at the same time a prerequisite for ensuring a higher level of aesthetic education in general. In addition, the teacher’s knowledge of the individual typological characteristics of students largely determines the success of that purposeful, organized and controlled process, which is the development of the artistic potential of an individual through the means of decorative art.

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Formation of the concept of creativity among students

Municipal budgetary preschool educational institution, kindergarten of a general developmental type with priority implementation of intellectual, environmental and valeological areas of development of pupils No. 151 in Chelyabinsk

Generalized work experience

“Development of artistic and creative abilities in preschool children”

Developed by: Bulatova Alena Sergeevna

Chelyabinsk, 2015

Creativity is an integral activity of the individual, necessary for every modern person and person of the future. And its formation can and should begin in the preschool period.

Theoretical basis

Analysis of the problem of developing creative abilities will largely be determined by the content that we will put into this concept. Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, write music, etc. What is creativity really?

It is obvious that the concept under consideration is closely related to the concept of “creativity”, “creative activity”. Creative activity should be understood as such human activity, as a result of which something new is created - be it an object of the external world or the construction of thinking, leading to new knowledge about the world, or a feeling reflecting a new attitude to reality.

If we carefully consider a person’s behavior and his activities in any field, we can distinguish two main types of actions. Some human actions can be called reproductive or reproductive. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and action.

In addition to reproductive activity, there is creative activity in human behavior, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. This type of activity is based on creativity. Thus, in the most general form, the definition of creative abilities is as follows. Creative abilities are the individual characteristics of a person’s qualities that determine the success of a person’s performance of various types of creative activities.

Creative potential is the breadth and diversity of an individual’s creative capabilities. How to increase it?

The development of creative activity of older preschoolers occurs in the conditions of one activity or another while mastering socially developed means (B.G. Ananyev, S.L. Rubinshtein, M.N. Skatkin). However, this is best facilitated by the practical activities of children, including manual labor (E.Ya. Belyaeva, N.M. Konysheva, L.V. Kutsakova, L.V. Panteleeva, D.V. Sergeeva, etc.).

Making crafts from various materials (paper, threads, pieces of leather and fabric, leaves, plant fruits, etc.) fully meets the needs, interests and capabilities of preschool children.

Such work, due to its accessibility, high efficiency and expediency, allows the child to directly implement his plans, improve, create and see the final product.

An effective means of developing artistic and creative abilities in children, according to N.A. Vetlugina, T.G. Kazakova, T.S. Komarova, G.N. Panteleeva, E.A. Flerina et al., is to perform creative tasks that provide the opportunity to apply previously acquired knowledge, skills and abilities to solve new cognitive problems.

The concept and essence of abilities

Abilities are the psychophysiological properties of a person, on which the dynamics of acquiring knowledge, skills and abilities and the success of performing certain activities depend. Abilities include, for example, an ear for music and a sense of rhythm, which are necessary for successful music lessons; constructive imagination necessary to perform the activities of a designer or engineer; speed of motor reactions necessary when playing certain sports; (the subtlety of color discrimination is for an artist painter).

Different types of activities, differing in their content, make different demands on the individual and his abilities. The difference in the demands placed on the individual by activities is reflected in the classification of human abilities.

General abilities are those that manifest themselves in the same way in various types of human activity. These include, for example, the level of a person’s general intellectual development, his learning ability, attentiveness, memory, imagination, speech, manual movements, and performance.

Special abilities are abilities for certain types of activities, such as musical, linguistic, and mathematical.

The role of artistic creativity in the development of preschool children

Giftedness determines only the possibility of achieving success in a particular activity, while the realization of this opportunity is determined by the extent to which the corresponding abilities will be developed and what knowledge and skills will be acquired.

Individual differences in gifted people are found mainly in the direction of their interests. Some people, for example, stop at mathematics, others at history, and still others at social work. Further development of abilities occurs in specific activities. When characterizing a person’s abilities, they often distinguish such a level of their development as mastery, that is, perfection in a specific type of activity. When people talk about a person's skill, they primarily mean his ability to successfully engage in productive activities. Mastery in any profession presupposes psychological readiness for creative solutions to emerging problems.

A high degree of a person’s ability to perform a certain activity, manifested in originality and novelty of an approach, accompanied by the achievement of the highest results, is called talent. A person’s talent, guided by the expressed need for creativity, always reflects certain social demands. The development of talents depends decisively on socio-historical conditions. Talent can manifest itself in any human activity, not only in the field of science or art. Therefore, a doctor, a teacher, a pilot, an innovator in agricultural production, and a skilled worker can be talented. As a rule, talent is always combined with exceptional ability to work and hard work. It is not for nothing that all talented people emphasize that talent is work multiplied by patience, talent is a tendency to endless work. The awakening of talent, as well as abilities in general, is socially conditioned. Which talents will receive the most favorable conditions for full development depends on the needs of the era and the characteristics of the specific tasks facing a given society

Genius is the highest degree of talent. They speak of genius when a person’s creative achievements constitute an entire era in the life of society and in the development of culture.

Thus, creative abilities are individual characteristics of a person’s qualities that determine the success of him in performing creative activities of various kinds.

Preschool age is the period when artistic creativity can become, and most often is, a sustainable hobby not only for especially gifted children, but for almost all children, i.e. By captivating a child into the fabulous world of art, we develop his imagination and abilities unnoticed.

In Russian psychology, the consideration of imagination as an independent mental process was proposed by L.S. Vygotsky.

Vygotsky showed that imagination receives its greatest development in preschool age, beginning to take shape in play activities and receiving its further development in a wide variety of activities (visual, musical). What is creativity?

L.S. Vygotsky believes that human activity can be divided into two types:

– reproducing (reproductive);

– combining (creative).

Reproductive activity is associated with our memory, it reproduces, and creative activity is an activity when a person imagines. Creative activity is called imagination or fantasy. A.V. Zaporozhets claims that “children’s creativity exists,” he draws attention to the fact that it is necessary to learn to manage the peculiarities of its manifestation, to develop methods that encourage and develop children’s creativity.

He assigned a large role to artistic activities, as well as all educational work with children to develop their perception of beauty in the surrounding life and in works of art, which plays a large role in the general and creative development of the child. Interest in children's artistic creativity is determined by its importance for the development of the child's personality. One of the conditions for the manifestation of creativity in artistic activity is the organization of an interesting, meaningful life for a child.

N.P. Sakkulina believes that by the age of 4-5, two types of draftsmen are distinguished: those who prefer to draw individual objects (they mainly develop the ability to depict) and those who are inclined to develop a plot, a narrative (for them the image is supplemented by speech and takes on a playful character). G. Gardner calls them “communicators” and “visualizers.” For the former, the process of drawing is always included in the game, dramatic action, communication; the latter focus on the drawing itself, draw selflessly, not paying attention to the surroundings. Children who are prone to the plot-game type of drawing are distinguished by their vivid imagination and active speech manifestations. Their creative expression in speech is so great that the drawing becomes only a support for the development of the story. The visual side develops worse in these children. Children focused on the image actively perceive objects and the drawings they create and care about their quality.

Knowing these features, we can purposefully guide the creative manifestations of children.

One of the main conditions and indicators of a child’s physical and neuropsychic health is the timely and comprehensive mastery of a small arsenal of movements that improve the functions of the central nervous system. If we talk about plastic surgery, we believe that emphasis should be placed on the development of hand movements in the child, namely the fingers (during drawing, sculpting, exercises).

In connection with the need to develop in children the ability to perform fine manipulations, one interesting circumstance should be noted - the existence of a close relationship between the coordination of fine, light movements and speech. Research by Professor M. Koltseva has shown that speech activity in children partially develops under the influence of impulses coming from the fingers. The same is confirmed by numerous studies by other specialists: the level of development in children is always directly dependent on the degree of development of finger movements.

Through the means of fine art and artistic creativity, children develop an aesthetic attitude towards the surrounding reality, empathy when perceiving artistic images.

Thanks to the perception of artistic images in the visual arts, the child has the opportunity to more fully and vividly perceive the surrounding reality, and this contributes to the creation of emotionally charged images by children in the visual arts.

So far, there are not enough studies that reveal the specifics of a child’s knowledge of fine arts. It is mainly noted that preschool children have access to such genres as landscape and still life (N.A. Zubareva), fine plastic sculpture (G.M. Vishneva), portrait (A.M. Shchetinina), illustrations (V.A. Ezikeeva, V.Ya. Kionova).

It is important that a preschooler in kindergarten and in the family is surrounded by objects of decorative and applied art, works of fine art.

The child’s own artistic creativity becomes synthetic, since the child simultaneously uses different methods of color and plastic expressiveness when creating his own compositions of a plot or decorative nature.

We can say that the process of children's artistic creativity takes on the character of design activity. The child is limited in the means of conveying an artistic image. Therefore, there is a need for an interconnection between the types of artistic creativity, in which the child has the right to choose the most expressive means when creating a specific image.

Therefore, it is important to give children the opportunity to demonstrate their abilities and realize creative ideas.

So, the basis of a child’s artistic and creative development through the means of fine arts and artistic creativity are:

the child’s personal position, desire to express himself;

development of abilities for artistic creativity (their structure includes emotional responsiveness, sensory, creative imagination, sense of color, shape, composition, manual skill);

creation of an artistic image - the child’s personal attitude, emotional response, self-affirmation, choice and preference for means of expression (picturesque, graphic, plastic, decorative silhouette); the relationship between different methods and their independent choice by children;

synthesis of art to create an artistic image, an atmosphere of emotional empathy, co-creation, i.e. focusing on individual types of art (dominant) and models of synthesis:

The system of educational activities with preschool children in artistic creativity is aimed at teaching children to depict surrounding objects and phenomena, using for this purpose acquired visual skills and abilities, using available means of expression when creating images and developing children's artistic creativity.

Artistic creativity in kindergarten is based on the unity and interconnection of three types: drawing, modeling, application to musical accompaniment, which contribute to more effective mastery of all these types of activities by children, as well as more effective aesthetic development of children.

The effectiveness of teaching, and, consequently, the development of children's creativity and comprehensive education of children in kindergarten depends on a number of conditions.

The main one is: building the learning process in accordance with the program, teaching methods aimed at children mastering all components of the activity and meeting joint requirements.

The transition to pedagogy of cooperation, pedagogy of development makes it possible to effectively develop the visual abilities of preschoolers. It is important to carry out development work comprehensively.

For example, when introducing children to any type of decorative and applied arts in the senior or preparatory groups, a block of direct educational activities is planned. This block introduces Dymkovo folk art, interconnects all types of artistic activities, as well as preliminary work in a group.

Wide inclusion in the pedagogical process, in the lives of children, of a variety of artistic and creative activities, maximum attention and respect for the products of children's creativity, their widespread use in the life of preschoolers and the design of the kindergarten premises fills the lives of children with new meaning, creates for them an environment of emotional well-being.

By comparing their works, children are convinced of the advantages of one method or another, so they are prepared for an independent search for the best means of representation, and this in turn prepares children for creative activity, which is of a search nature.

Based on the fact that each child must acquire a certain amount of knowledge, skills and abilities in an organized manner during educational activities and in independent free activities under the guidance of a teacher, work to familiarize children with artistic activities in kindergarten is carried out according to the following scheme:

1. Presentation of educational material (in the form of a game, conversation, excursion). The introduction of new methods of artistic activity, new materials through creative tasks that children solve together with the teacher and individually, contributes to the solution of educational problems and assignments.

2. Independent practical work of children, which is the basis in the educational process. Her goal is creativity. The creation of artistic images develops in children the ability to generalize them, lead to unity and integrity.

3. Discussion of creative works by children and the teacher helps the child to see the world not only from his own point of view, but also from the point of view of other people, to accept and understand the interests of other people.

For example, the theme “Circus”, in order to draw it creatively, the children in the group are told a lot about the circus, during the conversation the children share their impressions of going to the circus, make sketches of clowns, animals with the teacher, and then in the lesson the children, showing creativity, create works - sculpt, draw, etc.

When introducing work with children during direct educational activities in artistic creativity, it is important to pay attention to social-emotional development, not limited to just transferring knowledge, concepts and skills to the child. It is important to encourage children to show independence and creativity in artistic endeavors.

The results of work in this direction should be:

activity and independence of children in artistic creativity;

the ability to find new ways for artistic depiction;

the ability to convey one’s feelings in one’s works using various means of expression.

Direct educational activities are carried out in subgroups and are integrative in nature. Close connections are established between all types of artistic creativity - drawing, modeling, appliqué with musical accompaniment, as well as decorative and applied work.

Children's education is structured as an exciting, problem-based and playful activity that ensures the child's subjective position and the constant growth of his independence and creativity.

Activities in an enriched developmental pedagogical environment allow the child to show inquisitiveness, inquisitiveness, learn about the environment without coercion, and strive for a creative reflection of what he knows. So, during GCD, children find themselves in interesting situations in which they need to figure out a way out themselves.

During NOD, children are asked questions: what do you think? What would you do? How do you imagine it, describe it, etc. It is obvious that children can and should be taught. But not the artistic technique of adults, but a new vision, a new plastic understanding of space. But be sure to take into account their age characteristics. So that every drawing or completed work is filled not with educational, but with children’s content, so that they reflect the child’s impressions, his attitude towards what he depicts. Therefore, during NOD on artistic activities with musical accompaniment, a large role is given to sources of fantasy, creativity, and independence.

In order for children to have a desire to complete the educational task, work is carried out to develop play motivation. For example, a fictional story is briefly but convincingly told about the problems of some game character (bunny, clown, etc.) and we encourage them to help.

The main thing is to create a good attitude towards the game characters, a desire to help them, and create motivation. It is important to find out whether the children want to help the fairy-tale hero; only after an affirmative answer do we continue educational activities. For example, the application “The Kingdom of Mushrooms” - children help old man Lesovich collect a full basket of mushrooms (cut and paste).

It is very important that a child can fulfill the noble role of an assistant and protector of the weak only by learning something new.

Each work is assessed only positively, correct comments are possible only during work, sometimes coming from the game character.

An important point at the end of the GCD is the child’s mood, his emotional state.

An important point in the structure of GCD is the use of finger exercises, relaxation to relax muscles, and physical education.

Games for the development of fine motor skills of the hands and imitative motor exercises, echoing the theme of GCD, contribute not only to physical relaxation, but also to maximum assimilation of material and the development of creativity.

Thus, a necessary condition for the development of artistic creativity in children is a creative approach to organizing educational activities with children and to the use of a variety of methods and techniques of work in this direction.

Bibliography:

Lykova I.A. Program of artistic education, training and development of children 2-7 years old “Colored Palms”. - M.: Publishing House “Tsvetnoy Mir”, 2011.-144 pp., reprinted. and additional
Lykova I.A. Artistic work in kindergarten. Educational and methodological manual.- M.: Publishing House “Tsvetnoy Mir”, 2010.-144 p.
Development of creative abilities of children 5-7 years old: diagnostics, lesson system / author.-comp. S.G. Koroleva.-Volgograd: Teacher, 2010.-114p.
Shtanko I.V. Education with art in kindergarten: an integrated approach: Methodological manual. - M.: TC Sfera, 2007. - 144 pp. - (Appendix to the magazine “Preschool Education Management”)

Khapchaeva Zuleikha Askrebievna 2008

Z. A. Khapchaeva

PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF THE DEVELOPMENT OF ARTISTIC ABILITIES

PERSONALITY

The work is presented by the Department of Methods of Teaching Art and Graphic Disciplines. Karachay-Cherkess State University named after. U. D. Alieva.

Scientific supervisor - Doctor of Pedagogical Sciences, Professor I. M. Radzhabov

The article examines the psychological and pedagogical foundations of the development of artistic abilities, summarizes the views of domestic scientists, and also defines the role of aesthetic education and artistic perception in solving the problem under study.

Key words: artistic abilities, creative thinking, aesthetic education.

PSYCHOLOGICAL AND PEDAGOGIC FOUNDATIONS OF A PERSON’S ARTISTIC ABILITIES DEVELOPMENT

Psychological and pedagogical foundations of artistic abilities development are studied in the article. Opinions of the Russian scientists are generalized, and the role of aesthetic education and artistic perception in solving the problem under consideration is defined.

Key words: artistic abilities, creative thinking, aesthetic education.

The social processes currently taking place in society put forward new demands for personal development. The need of modern society is a creative approach to finding rational, non-standard ways to solve problems in any field of activity, increasing the intellectual potential of each member of society and maximizing the development of a person’s artistic abilities. The development of individual abilities cannot be considered as

an independent process, separate from its complex formation.

When exploring the problems of psychological characteristics of the development of artistic and creative abilities, it is necessary to determine the factors influencing the process of development of artistic abilities, including: heredity, environment, activity, upbringing, education, development, etc.

Analysis of domestic and foreign psycho-pedagogical literature allowed

to conclude that each person is endowed with inclinations on the basis of which individual abilities are formed: artistic, literary, musical, scientific, organizational, sports, etc.

Abilities for each type of activity have a specific structure, which is a complex set of basic and auxiliary properties. For example, in his scientific works B. S. Kuzin identifies some components of such a complex of individual artistic abilities as: creative imagination and thinking, visual memory, which contributes to the creation of vivid visual images in the artist’s mind and helps to successfully transform them into an artistic image, emotional attitude towards the depicted phenomenon, etc.

However, it should be noted that most studies in this area are more often devoted to the very process of perceiving a work of art and do not consider the influence of the perception of works of art on the formation of an individual’s creative abilities. The question of the degree of adequacy of visual perception to the ideological and aesthetic content of works requires taking into account many factors, including the cultural level of consumers (recipients), their tastes and psychophysiological characteristics, the degree of preparedness for the perception of works of art.

One of the most important issues in the psychology of personality development is the question of the influence of heredity and environment on the process of development of artistic abilities of schoolchildren.

A number of psychological studies note that hereditary factors, expressed in the anatomical and physiological basis of abilities, are of great importance. But whether or not the corresponding abilities will develop on the basis of certain inclinations depends to a decisive extent on the conditions of life and activity of a person, on his creative activity, on the conditions of the social environment. However, there are other opinions about the relationship between heredity and environment

in the development of human artistic abilities. The essence of these views is that children have innate abilities that predetermine the further development of abilities, and therefore they need to be taught in accordance with this.

Having determined the decisive role of external factors in the formation of individual abilities and creative potential of an individual, we will consider this impact through the “prism” of education, upbringing and development.

Numerous psychological studies prove that there are no people who are incapable of anything. However, abilities, including artistic and creative ones, can be developed to a greater or lesser extent. Institutions such as kindergartens, schools: general education, art, music, sports, creative centers for children and youth, clubs, etc., i.e. those institutions that carry out pedagogical activities, purposefully influence the mass development of the entire spectrum of children’s abilities . To do this, it is necessary to give the student the opportunity to express himself in various fields of activity, starting from a very early age. This is the most effective way to develop children’s individual abilities and involve them in subsequent active, creative activities.

Of all the variety of specific types of activities, in our opinion, it is the arts and crafts that are the most significant in the process of artistic development of the individual, since this contributes to the active formation and improvement of its various qualities, opening up wide opportunities for self-realization.

Creative abilities in the process of decorative and applied activities can only be formed taking into account its characteristics. Their purposeful development, as noted

above, should be based on the individual qualities of a person, on his natural inclinations, inclinations, ensuring self-expression, self-improvement and self-development of a growing personality.

The scientific literature identifies several groups of complex personality characteristics:

The first includes the peculiarities of various mental processes characteristic of a given individual (feelings, emotions, sensations, perception, thinking, memory, will);

The second group combines typological properties of personality (features of temperament), which are usually called biologically determined. They are not the main ones, but they play an important role when choosing the type of activity. People of different temperaments (choleric, phlegmatic, sanguine, melancholic) will differ in their work style, moral and physical efforts in achieving results;

The third includes socially determined personality properties (interests, ideals, aspirations, beliefs, worldview), which are formed in the process of education and are defined as the orientation of the individual, which is based on the need-motivation sphere of a person;

Fourthly, the formation of personality is carried out and as a result of its acquisition of knowledge, skills and abilities, which accumulate in the learning process, express the level of development, preparedness, and experience.

All children initially have potential abilities for one or another type of activity. As V. A. Krutetsky writes: “There are innate individual differences in inclinations, due to which some people may have an advantage over others in terms of the ability to master one activity and at the same time may be inferior to them in terms of the ability to master another activity.” Thus, a child who has favorable inclinations in the field of artistic creativity will develop creatively faster, all other things being equal, and will achieve great results.

results than a child who does not have such inclinations.

Arts and crafts classes form and develop the artistic abilities of the individual, provide moral satisfaction, aesthetic pleasure, and the joy of creativity. The beauty of objects of decorative art, having great expressiveness, contributes to the development of taste and the formation of positive personality traits. The feeling of beauty is closely related to the purposeful and conscious artistic activity of a person. The great thinker and founder of many teachings, K. Marx, wrote: “An animal forms matter only according to the measure and needs of the species to which it belongs, while man knows how to produce according to the standards of any species and everywhere knows how to apply the appropriate measure to an object; because of this, man also forms matter according to the laws of beauty.”

Aesthetic perception of reality can be successfully carried out provided that beauty is included in the activities of an individual or a group as a creative practical task.

In the process of developing artistic abilities, the creative thinking of an individual is also formed. These processes proceed inextricably, therefore they are not opposed to each other and are not considered separately.

1) analytical components (conceptual thinking): logicality, mobility, selectivity, associativity, intelligence, ability to differentiate, etc.;

2) emotional components (sensory-imaginative thinking): vividness of images, emotional assessment of events, facts, phenomena, works of art, etc.;

The development of artistic thinking is the most important result of the artistic development of the individual and at the same time a prerequisite for ensuring a higher level of

aesthetic education in general. In addition, the teacher’s knowledge of the individual typological characteristics of students largely determines the success of that purposeful, organized and controlled process, which is the development of the artistic potential of an individual through the means of decorative art.

Thus, summarizing the above, it can be noted that no matter how phenomenal the inclinations may be in themselves, outside of activity, outside of training they do not receive maximum development. This is evidenced by the conclusions of scientists based on numerous studies.

Aesthetic education of schoolchildren is ultimately the education of a person’s general culture, a culture of perception of the world within the boundaries in which the subject acts as transforming himself in moral and intellectual development and reality on the basis of improving the social, political, economic and spiritual life of society.

BIBLIOGRAPHY

1. Beda GV. Painting and its visual means: Textbook. aid for students HGF ped. institutions. M.: Education, 1977. 186 p.

2. Wekker M. Psychological processes: Thinking and intelligence: In 2 volumes. L.: Leningrad State University Publishing House, 1976. 344 p.

3. Krutetsky R. A. Psychology of training and education of schoolchildren. M.: Education, 1976 300 p.

4. Marx K., Engels F. About art. M.: Art, 1957. T. 1. 158 p.

Artistic ability

Development of abilities- this is their improvement.

Creative thinking (creativity)- mental processes that lead to decisions, ideas, comprehension, creation of art. forms, theories or any products that are phenomena. unique and new. There is no exact answer to? Is it possible to develop TM? There are a number of approximate conditions for the development of TM:

1) life experience accumulated in the process of training and education is necessary;

2) you need to consciously educate and develop your TV potential;

3) without a developed education system, the achievements of your thoughts are impossible.

The role of imagination in the TV process is great, TV is closely connected with all psychic. processes (sensation, perception, attention, memory, thinking, speech, consciousness), including imagination. Creating an imagination in the process. something new, which seeks to translate it into reality (in things, drawings, sculpture).

Development of imagination in children:

Through creativity, a child develops thinking. This is facilitated by persistence and expressed interests. The starting point for the development of imagination should be directed activity, that is, the inclusion of children’s fantasies in specific practical problems. The development of imagination is promoted by:

Situations of incompleteness;

Resolving and even encouraging many questions;

Encouraging independence and independent development;

Positive attention to the child from adults.

Artistic ability

Capabilities- individual and psychological characteristics of a person that express his readiness to carry out specific activities. They are revealed in the speed, depth and strength of mastering the methods and techniques of certain activities and are internal mental regulators that determine the possibility of their acquisition.

Artistic s.- creation of objects of material and spiritual culture, production of new ideas, discoveries and inventions, individual creativity in various fields of human activity.

The role of imagination in the mental process is great; it is closely connected with all mental processes. processes (sensation, perception, attention, memory, thinking, speech, consciousness), including imagination. The possibility of TV is, to a certain extent, ensured by the knowledge and abilities available to people. The most important conditions of TV are phenomena. presence of def. experiences that create emotions. tone of your activity.

In addition, it is important to have some perceptual qualities:

1) sense of the whole;

2) sense of proportions;

3) the shape of the object;

4) chiaroscuro;

5) color;

Perception is closely related to our sensations, and their character directly depends on the conditions in which these sensations are felt. are formed: the sensation of color depends on illumination; V. magnitude - from the distance to the object; the perception of shape depends on the plane in which the perceived object is located in relation to the organ of vision.

The role of creativity in the activities of a designer.

The entire professional activity of a designer is creativity. Therefore, it plays an integral role in his life.

Creation

It presupposes that an individual has the abilities, motives, knowledge and skills to create a product that is distinguished by novelty, originality, and uniqueness.

Creativity manifests itself in a wide variety of activities, differs in results and products of creativity, but is subject to uniform psychological laws.

Any creative process presupposes a creative subject, a creator, who is driven to creativity by certain needs, motives, incentives, and who has knowledge, skills, and creative abilities.

The main stages of the creative process are common:

Preparation (the emergence of a plan),

Maturation ("incubation" - gestation of a plan, accumulation of material),

Illumination ("insight")

Checking (checking the finished result).

The peak of the creative process is the stage of insight - insight, when a new idea penetrates into consciousness and is born - scientific, philosophical, technical or artistic. But this often leads to a long path of preliminary work.

In the process of creativity, the author expresses his vision, his solution to a certain problem, comes to a unique result, different from others - this is the value of creativity. The stimulus for creative activity is a problematic situation that cannot be resolved on the basis of available data using traditional methods.

Design- thin design and industrial process. producing useful and beautiful things; this is the result of the penetration of aesthetics into technology - it creates a special visual language of form. Signs of this language: proportions, optical illusion, the relationship of light and shadow, void and volume, color and scale.

Emotions in artistic creativity

Emotions- this is psychic. the body's reaction to the surrounding reality.

Emotions play an important role in human life and in any activity.

Exploring the world of objects and phenomena, a person experiences different feelings and expresses his attitude towards everything. He reacts emotionally to the actions and behavior of other people, as well as to his own statements and performance results.

Emotions happen positive or negative.

Positive: joy, confidence, respect, trust, sympathy, tenderness, love...

Negative: displeasure, sadness, despair, grief, anxiety, fear, pity, compassion, disappointment, resentment, anger, contempt, indignation, envy, anger...

The main emotional states that a person experiences are divided into actual emotions and feelings, affect, stress, passion, and mood.

Feelings are more complex, a constant, established attitude of the individual to what she learns or does, incl. contains a range of emotions. Feelings are more objective in nature. A feeling is associated with a specific, irreplaceable object. Feelings, unlike emotions, develop, educate, and improve.

Having a strong and lasting positive feeling for something or someone is called passion. This is an emotional state found only in humans. Passion is a fusion of emotions, motives and feelings that are concentrated around a certain type of activity or object (person). Poorly amenable to volitional control.

Mood- long-term emotional a state that colors a person's behavior. Mood determines the overall tone of a person’s life. Mood depends on those influences that affect the personality and its core values. Mood, like all other emotional states, can be positive and negative.

Affects- short-term and strong positive or negative emotion that occurs in response to the influence of internal or external factors

They interfere with the normal organization of behavior and its rationality.

Stress- a nonspecific (general) reaction of the body to a very strong impact, be it physical or psychological, as well as the corresponding state of the body’s nervous system.

Creation- activity, the result of which is the creation of new material and spiritual values.

The goal is thin. creativity- creation of new emotions.

Result- works of art.

Personality and its structure

Personality- a relatively stable system of individual behavior, built primarily on the basis of inclusion in the social context.

Characterized by independence in actions;

Able to take responsibility and solve problems;

Controls behavior and has willpower;

Capable of changing over time.

Individual- a person who has characteristics unique to him, both external and internal.

Individuality expresses the specificity of an individual person, the combination of psychological characteristics of people that make up his originality, his difference from others.

Personality attributes:

Will- this is a person’s ability to manage his behavior, to mobilize all his strength to achieve his goals.

Liberty- availability of choice, options for the outcome of the event.

Intelligence- the ability to think universally, the ability of abstraction and generalization, which includes reason.

Feelings- experiencing your relationship to the surrounding reality (to people, their actions, to any phenomena) and to yourself.

In psychology: Personality is a set of developed habits and preferences, mental attitude and tone, sociocultural experience and acquired knowledge, a set of psychophysical traits and characteristics of a person, his archetype that determines everyday behavior and connections with society and nature. Personality is also observed as manifestations of “behavioral masks” developed for different situations and social interaction groups.

Complex of stable personality components:

Temperament- a set of individual mental characteristics. Temperament is the basis for the development of human character.

Character- the structure of persistent, relatively constant mental properties that determine the characteristics of relationships and behavior of an individual.

Capabilities- individual personality characteristics, which are subjective conditions for the successful implementation of a certain type of activity.

Motivation- 1) motivation to action; 2) a dynamic physiological and psychological process that controls human behavior, determining its direction, organization, activity and stability;

Personality is the result of the process of education and self-education.

Socialization of personality

Socialization of personality- the process of assimilation by an individual of social experience, a system of social connections and relationships. In the process of Social a person acquires beliefs, socially approved forms of behavior that he needs for a normal life in society.

S. should be understood as the entire multifaceted process of assimilating the experience of social life and social relations.

S. refers to those processes by which people learn to live together and interact effectively with each other.

S. assumes the active participation of the person himself in mastering the culture of human relations, in the formation of certain social norms, roles and functions, and the acquisition of knowledge, skills and abilities necessary for their successful implementation.

S. includes a person’s knowledge of social reality and mastery of practical individual and group work skills.

The concept of S. concerns the qualities that an individual acquires in the process of S., and the psychological mechanisms through which the desired changes are achieved.

Public education is of decisive importance for socialization processes.

The sources of an individual’s S. are:

A) transmission of culture through family and other social institutions (primarily through the system of education, training and upbringing);

b) mutual influence of people in the process of communication and joint activities;

V) primary experience associated with the period of early childhood, with the formation of basic mental functions and elementary forms of social behavior;

G) self-regulation processes correlated with the gradual replacement of external control of individual behavior with internal self-control.

The S. process can be characterized as a gradual expansion as the individual acquires social experience in the sphere of his communication and activity, as a process of development of self-regulation and the formation of self-awareness and an active life position.

Family, preschool institutions, schools, labor and other groups are considered as social institutions. A special role in the individual’s social life is given to the development and increase of his contacts with other people and in conditions of socially significant joint activities. Through these contacts, the individual begins to correctly perceive and evaluate himself and others.

In the process of socialization, a person is enriched by social experience and is individualized, becoming a personality.

The process of personality formation, in his opinion, occurs according to three different stages :

Stages of imitation and copying of adult behavior by children;

The play stage, when children recognize behavior as playing a role;

The stage of group play, in which children learn to understand what is expected of them by a whole group of people.