METHODS OF FORMATION OF ARTISTIC VALUES IN OF SENIOR PRESCHOOL AGE CHILDREN IN THE ACQUIRING AESTHETIC EXPERIENCE PROCESS

Abstract

The relevance of the research work is caused by contradictions between the vectors of the art education system development, society needs in aesthetically educated, cultural personalities and individual needs, taking into account his preferences and capabilities. The topic of the research is actualized by the scientific and methodological study of the problem, in particular, such an aspect as organizational and methodological support for the of artistic values formation in senior preschoolers in a modern art school. We note that there is a need to create methodological support for the formation of artistic values in older preschool child age by means of visual art. The study purpose is to describe the formation of artistic values content of the methodology of older preschool age children (elementary sub-level of primary art education) in the process of acquaintance with works of art, including visual. Tasks: to consider the method of of artistic values formation in senior preschool age children in the conditions of primary art education; characterize the content of the proposed program. The research methodology consisted of works by G. Vashchenko, G. Skovoroda, K. Ushinsky (acquaintance with art improves the inner world of the individual and harmonizes it); N. Grosul, E. Korotayeva, B. Nemensky, M. Fomin (formation of children’s interest in art, understanding of art on public influence life, aesthetic and spiritual development of the individual is due to the appropriate methodological support); O. Komarovska, G. Padalka, O. Rudnytska (formation of aesthetic taste, attitude to nature, man, art and oneself). The scientific novelty is that the proposed content of the standard curriculum «Conversations about Art» for older preschool children (elementary level of primary art school (project) is designed to differentiate themes based on the principles of system, continuity, innovation and integration, that allows you to apply and adapt your own teaching experience, apply methods and work forms that meet the specifics of the region, institution and methodological preferences of the teacher. Conclusions: it is determined that artistic in particular, and society’s demand for the formation of aesthetically-educated personality, the task of the course should be based on the psychophysiological characteristics of the older preschool child, so the consolidation of knowledge should be provided by returning to similar but not identical material; elementary level of primary art school should be consciously given to the study of Ukrainian art features. The process of the child’s acquisition of aesthetic experience should be built on the basis of systematic and consistent acquaintance with the history of art (fine arts, art of music, dance and theater); application of their synthesis in classes; preparation of art project in the form of a creative laboratory (by types of art), as a method of consolidating the acquired knowledge of art history.