DEVELOPMENT OF AESTHETIC EVALUATION OF THE WORKS OF ART OF PRIMARY SCHOOL CHILDREN

The article deals with the development of aesthetic evaluation of works of art in primary school children as the basis for the formation of personal value orientations in the context of humanistic and socio-cultural educational paradigms that are being established in pedagogical science and practice. The expediency and significance of the topic from the state position that focuses education on creating an environment that “nourishes and grows„ a person, the development of which is not limited to the formation of cognitive and operational experience, but involves the enrichment of the content of human subjectivity: feelings, emotions, values. It is determined that the aesthetic evaluation of works of art in younger schoolchildren is characterized by the ability to feel, understand and evaluate the beauty of works of art in aesthetic judgments; to feel the need to communicate with works of art. A psychological and pedagogical analysis of the scientific literature on the subject of the study was carried out, during which the structural components of the aesthetic evaluation of works of art in younger schoolchildren were identified, including emotional, cognitive, and activity components. The identified structural components of the aesthetic assessment of works of art in primary school students are interrelated, mutually dependent and complementary elements of a single system that assumes the value-semantic perception of art and the need to communicate with it. The indicators that characterize the components of aesthetic assessment of works of art in primary school children and diagnostic tools are determined. At the ascertaining stage of the study, the initial level of development of aesthetic evaluation of works of art in primary school children was determined. The results of the analysis of the results of ascertaining phase of the study was the developed model of the aesthetic appreciation of artworks in primary school children, determined by the sequence of stages developed the content and selected methods of its development, respectively for each stage. The specificity and value of the research topic is to reveal the General laws of perception of works of art by children of primary school age on the basis of a poly-artistic approach.

aesthetic assessment, primary school children, polychart approach, activity approach, problematization, emotional tone, emotions of art, aesthetic judgments, means of artistic expression, pedagogical model.

Yasinskikh L. V., Donhauser E. V., Verkhoturova Yu. A. Development of aesthetic evaluation of the works of art of primary school children. Business. Education. Law, 2020, no. 2, pp. 392–397. DOI: 10.25683/VOLBI.2020.51.269.