Методика формування здатності до художньо-творчої самореалізації дітей 4-5 років у процесі музичних занять у школах мистецтв

Abstract

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.