INTEGRATIVE PROGRAMME FOR TEACHING FINE ART AT PRESCHOOL EDUCATIONAL IN-STITUTIONS
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2016, Vol 110, Issue 3
Abstract
The key aim of the article is a review of problems and tasks connected with art teaching techniques based on in-tegrative approach in the process of teaching in primary school MNEI (municipal non-school educational institu-tions). Non-school education is aimed at achieving such goals as development of young students’ abilities and creativi-ty, expansion of their range of interests, moral demands, and professional identity. Scientists consider additional primary education and secondary art education to be effective means of personality formation based on conscious perception of world and national art values. Non-school educational institutions have social and aesthetic orientation aimed at cultural involvement of young students into the sphere of modern human activity. The use of integrative programs for teaching art in non-school educational institutions is determined by a number of reasons: the state of youth progress in culture, elaborations of modern scientists, legislative body of our country. Positive influence of art in primary art educational system is the opportunity of productive development of both emotional and sensitive sphere, the opportunity to deepen knowledge, to intensify visual and sensory experience, to form common and aesthetic culture of a person. An integrative balance of productive and cognitive actions of students during art activities and mastering basic knowledge of art history help their social adaptation in modern national and European cultural and art environment. Integrative educational material based on such a leading component as art history is directed towards art and aesthetic development of students, which makes it possible to raise effectiveness of the process of mastering knowledge by them and adapts them to new kinds of art activities. The result of the use of integrative programs in non-school educational institutions is not only obtaining of certain knowledge, abilities and skills, but also the development of art skills, moral self-culture, formation of humanistic worldview position, respect to national culture, fine art and applied arts.
Authors and Affiliations
Irina Rybel
Keywords
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