У дисертації досліджується проблема формування здатності до
художньо-творчої самореалізації дітей 4-5 років у процесі музичних занять у
школах мистецтв. Проаналізовано стан даної проблеми у науковій літературі, у
теорії та практиці художньо-естетичного виховання, визначено сутність
художньо-творчої самореалізації дітей 4-5 років та її по компонентну
структуру; визначено зміст поняття “здатність до художньо-творчої
самореалізації дітей 4-5 років”; розроблено методику формування здатності до
художньо-творчої самореалізації та педагогічні умови підвищення
ефективності цього процесу.
Шляхом застосування художньої інтеграції визначено основні механізми
забезпечення ефективності формування здатності до художньо-творчої
самореалізації дітей дошкільного віку. Розроблено критерії та встановлено
рівні сформованості здатності до художньо-творчої самореалізації дітей 4-5
років. Розроблено та апробовано методику поетапного формування здатності
до художньо-творчої самореалізації дітей 4-5 років. Результативність
застосованої методики виявилась у позитивній динаміці рівнів здатності до
художньо-творчої самореалізації у дітей експериментальної групи порівняно з
контрольною.
Створено експериментальну програму з музичного навчання для учнів
підготовчих груп початкових спеціалізованих мистецьких навчальних закладів.
This work is devoted to the problem of formation of ability to art and creative
self-realization of children of 4-5 years in the course of musical classes at schools of
arts. The retrospective analysis of scientific literature studied problem of the theory
and practice of art and esthetic education is carried out, the essence of art and
creative self-realization of children of 4-5 years and its component structure.
Definition concept “ability to art and creative self-realization” is given; the
technique of formation of ability to art and creative self-realization and pedagogical
conditions of increase of efficiency of this process is developed.
The structure of art and creative self-realization of children of 4-5 years
consists of the following components: motivational-cognitive which includes a
availability of informative interests, art and esthetic and art and theoretical
knowledge; emotionally-valuable, being characterized brightness of emotional
reaction, features of art perception, and also existence of abilities in different types of
arts; action-creative, including aspiration to take part in different types of art and
creative activity, possession of certain abilities, and also nature of creative
manifestations in different types of art and creative activity.
For effective formation of ability to art and creative self-realization at children
of 4-5 years in research the following pedagogical conditions were theoretically
proved: creation of the creative easy atmosphere deprived of authoritative
dictatorship of the teacher for the purpose of providing free manifestation by children
of creative abilities and potential; use of available and at the same time high-quality
art material for the purpose of activization of such important component of art and
creative self-realization of children of 4-5 years as existence of informative interest;
application of problem and search situations in the course of mastering by an art
material and motivation to creation of own art product.
Such criteria and indicators of formation of ability to art and creative selfrealization
at children of 4-5 years are developed: motivational-cognitive (existence
of cognitive interests; volume of art and esthetic and art and theoretical knowledge;
aspiration degree to participation in different types of art and creative activity);
emotional-valuable (adequacy, depth, brightness of emotional reaction to works of
art; the existence and nature of associations; measure of development of musical
abilities and abilities in other types of arts); activity and creative (a measure of
formation of abilities in different types of art and creative activity; extent of creative
manifestations in different types of art and creative activity; ability to creation of
own works in different types of art and creative activity).
According to the developed criteria diagnosing of existing level of ability to
art and creative self-realization at children of 4-5 years is carried out and its results
which showed mainly average and low level of formation of the designated quality
are analyses that, caused in development of an experimental technique of increase of
ability to art and creative self-realization in the course of musical occupations at
schools of arts.
The effectiveness of the proposed experimental procedure was due to its
phased implementation. In the first phase, adaptive incentive, an acquaintance of
preschool children with different kinds of artistic and creative activities, bringing
them to the conditions of the educational process with age-appropriate, as well as the
search for effective methods and techniques work. The purpose of the second,
didactic and information stage was the development and acquisition of artistic
knowledge and skills in understanding the general means of expression that are
characteristic of different types of artistic and creative activities, the specificity of
each of them and the ability to explain their art features while displaying a certain
artistic image. Third stage - depth-operative - is aimed at the realization of art
acquired knowledge, substantive content of different works of art and fostering
practical skills in the display of artistic images acquired through artistic and creative
skills. And the purpose of the fourth, creatively synthesized phase served focus on
the transition from the reproductive to the original creation of preschool children
through active presentation specific artistic age in different art forms, and the
formation of the ability to artistic and creative self-realization according to certain
parameters.
Productivity of the offered experimental technique which was caused by its
stage-by-stage introduction according to the developed pedagogical conditions, was
shown in positive dynamics of increase of levels of formation of art and creative selfrealization
of children of 4-5 years of experimental groups in comparison with
control that testifies to efficiency of the developed technique.
The experimental program for musical training for pupils of preparatory
groups of initial specialized art educational institutions was created.
