ART EDUCATION AS A MEANS OF PERSONALITY DEVELOPMENT OF FUTURE ARTISTS-TEACHERS IN THE PROCESS OF TRAINING TO THE BASES OF COMPOSITION AND COLORING
DOI: 10.23951/2307-6127-2020-5-58-67
Introduction. Today, the quality of education is determined not by acquired knowledge, skills, but by the opportunities for developing the spiritual and creative potential of the personality of participants in the educational process. Rethinking the criteria for assessing the quality of education in Russian education at the beginning of the twenty-first century reveals the conditions conducive to the development of creative abilities of a person in pedagogy of art. Changing the criteria for the quality of education leads to changes in the goals of education, as well as determines the need for understanding the process and the results of pedagogical activity not only at the level of teaching methods for the subject, but at the level of general pedagogical approaches focused on personality development. The purpose of the study is to identify participants in the educational process in the process of teaching composition and color science, to develop and test in practice a series of tasks aimed at developing the personality of students. Material and methods. In the course of the study, we used a set of methods. The main theoretical provisions and conclusions of the study are based on the analysis, synthesis and systematization of material on the problem of goals and values of pedagogy of art, the development of creative abilities of a person. Empirical research methods (studying the products of students’ activities, a pedagogical experiment) were used during the testing of a series of tasks aimed at developing the personality of participants in the educational process. Results and discussion. The pedagogy of art determines the harmonious development and formation of the spiritual and creative personality of the participants in the educational process (student and teacher) as the goal and value of personality-oriented education. In pedagogy of art, a personality-oriented approach is important to combine with a semantic approach that focuses students on understanding the meaning, meaning of artistic expressiveness – learning the language of visual art. Conсlusion. The analysis of theoretical sources, as well as the results of testing tasks on the basics of composition and color science, revealed that the development of creative abilities of a person provides the following conditions: 1. The personal significance of the content of education, the value motives of learning. 2. Providing pedagogical support for the student’s personal development. 3. The combination of a personality-oriented approach with a semantic approach in teaching composition, color science.
Keywords: art education, pedagogy of art, personality development, basics of composition, basics of color science, personality-oriented approach, semantic approach
References:
1. Bondarevskaya Ye. V. Teoriya i praktika lichnostno oriyentirovannogo obrazovaniya [Theory and practice of personality-oriented education]. Rostov-on-Don, Rostov Pedagogical University Publ., 2000. 352 p. (in Russian).
2. Yakimanskaya I. S. Osnovy lichnostno oriyentirovannogo obrazovaniya [The basics of personality-oriented education]. Moscow, BINOM Publ., 2015. 220 p. (in Russian).
3. Latyshina D. I. Istoriya pedagogiki i obrazovaniya: uchebnik [History of pedagogy and education: a textbook]. Moscow, Gardariki Publ., 2007. 526 p.(in Russian).
4. Maslou A. Motivatsiya i lichnost’ (Seriya «Mastera psikhologii») [Motivation and personality]. Saint Petersburg, Piter Publ., 2007. 352 p. (in Russian).
5. Kuzin V. S. Psikhologiya [Psychology]. Moscow, Vysshaya shkola, 1974. 280 p. (in Russian).
6. Kuzin V. S. Izobrazitel’noye iskusstvo i metodika yego prepodavaniya v shkole [Fine art and the methodology of its teaching at school]. Moscow, Agar Publ., 1998. 336 p. (in Russian).
7. Melik-Pashayev A. A., Novlyanskaya Z. N. Kontseptsiya obrazovatel’noy oblasti “Iskusstvo” [The concept of the educational field “Art”]. Iskusstvo v shkole, 2006, no. 1 (in Russian).
8. Mukhina V. S. Vozrastnaya psikhologiya: fenomenologiya razvitiya, detstvo, otrochestvo: uchebnik dlya studentov vuzov [Age psychology: developmental phenomenology, childhood, adolescence]. Moscow, Akademiya Publ., 1999. 456 p. (in Russian).
9. Rostovtsev N. N. Metodika prepodavaniya izobrazitel’nogo iskusstva v shkole: uchebnik dlya studentov khudozhestvenno-graficheskogo fakul’teta pedagogicheskikh institutov [Methods of teaching fine art at school: textbook for students of graphic arts faculty of pedagogical institutes]. Moscow, AGAR Publ., 1998. 256 p. (in Russian).
10. Sokol’nikova N. M. Metodika obucheniya izobrazitel’nomu iskusstvu: uchebnik dlya studentov uchrezhdeniy vysshego professional’nogo obrazovaniya [Methods of teaching visual arts: a textbook for students of institutions of higher professional education]. Moscow, Akademiya Publ., 2013. 336 p. (in Russian).
11. Melik-Pashayev A. A. Pedagogika iskusstva i tvorcheskiye sposobnosti [Pedagogy of art and creative skills]. Moscow, Znaniye Publ., 1981. 96 p. (in Russian).
12. Nemenskiy B. M. Mudrost’ krasoty. O problemakh esteticheskogo vospitaniya [The wisdom of beauty. On the problems of aesthetic education]. Moscow, 1987. 255 p. (in Russian).
13. Yusov B. P. K probleme vzaimosvyazi iskusstv v detskom khudozhestvennom razvitii [To the problem of the relationship of arts in children’s artistic development]. Teoriya esteticheskogo vospitaniya [Theory of aesthetic education]. Moscow, 1975 (in Russian).
14. Vetrova I. B. Neformal’naya kompozitsiya: ot obraza k tvorchestvu: uchebnoye posobiye [Informal composition: from image to creativity: tutorial]. Moscow, Izhitsa Publ., 2004. 174 p. (in Russian).
15. Il’in Ye. P. Psikhologiya tvorchestva, kreativnosti, odarennosti [Psychology of creativity, creativity, giftedness]. Saint Petersburg, Piter Publ., 2009. 434 p. (in Russian).
16. Petrushin V. I. Psikhologiya i pedagogika khudozhestvennogo tvorchestva: uchebnoye posobiye dlya vuzov [Psychology and pedagogy of art: a textbook for universities]. Moscow, Akademicheskiy Proekt, Gaudeamus Publ., 2006. 490 p. (in Russian).
17. Mironova L. N. Tsvetovedeniye: uchebnoye posobiye dlya spetsial’nostey 2229 “Inter’yer i oborudovaniye”, 2230 “Promyshlennoye iskusstvo”, 2231 “Monumental’no-dekorativnoye iskusstvo” [Color science: textbook for specialties 2229 “Interior and equipment”, 2230 “Industrial art”, 2231 “Monumental and decorative art”]. Minsk, Vyshaya shkola Publ., 1984. 286 p. (in Russian).
18. Itten Iokhannes. Iskusstvo tsveta. Perevod s nemetskogo; predisloviye L. Monakhovoy [The Art of Color. Translation from German, preface by L. Monakhova]. Moscow, D. Aronov Publ., 2004. 96 p.(in Russian).
19. Surina M. O., Surin A. A. Istoriya obrazovaniya i tsvetodidaktiki (istoriya sistemy metodov obucheniya tsvetu). Seriya “Shkola dizayna” [History of education and color didactics (history of systems and methods for teaching color). Series “School of Design”]. Moscow, Rostov-on-Don, MarT Publ., 2003. 352 p. (in Russian).
20. Kandinskiy V. V. O dukhovnom v iskusstve [About the spiritual in art]. Moscow, Arkhimed Publ., 1992. 108 p. (in Russian).
( 383.33 kB ) 
( 373.72 kB )
Issue: 5, 2020
Series of issue: Issue 5
Rubric: PROFESSIONAL AND PEDAGOGICAL EDUCATION
Pages: 58 — 67
Downloads: 493