Art higher education institutions in Moscow have always been on a special account. Political changes and economic upheavals in the country do not make the competition in them less: the love of art wins over any thoughts about daily bread and financial gain. And this is despite the fact that only a few graduates manage to become professionally successful, gain success, and with it prosperity. However, the fact remains that there are usually half as many vacancies in such universities as those who want to take them.
talents and fans
As in the case of theater universities, when entering an art school, an applicant will be searched for the presence of a certain spark, which is commonly called talent. Indeed, after all, everyone can be able to hold a pencil or brush in their hands, but only one person out of a hundred or a thousand is capable of creating something unique.
It is not possible to give an absolutely precise definition of the concept of "talent": everything in art is too subjective. Unfortunately, any creative profession depends entirely on the opinions of viewers and critics. That is why many experts advise: before crossing the threshold of an art university, it is worth considering whether you can spend many years of your life in obscurity, bitterly regretting that your work did not make the proper impression on the public. After all, the whole play of colors, the clarity of lines, the consistency of style in a work of art are created with only one single purpose - to shock the world and express oneself.
Professional prospects for future artists, designers, architects are rather illusory. The cost of their work can vary greatly - everything will depend on the capricious and fickle fairy luck. Efficiency, the ability to find a common language with the customer today are no less important professional qualities.
Preparation for admission to an art university
The list of art universities in the capital is not very long, but getting an education within their walls is considered prestigious all over the world. The high level of teaching in them was set by the founding fathers of these educational institutions. Among them are the Moscow State Academic Art Institute named after V.I. Surikov, the Moscow Art and Industry University named after V.I. S. G. Stroganova, Russian Academy of Painting, Sculpture and Architecture, All-Russian State Institute of Cinematography. S. A. Gerasimova and the graphic arts department of the Moscow State Pedagogical University. Without fail, it is necessary to mention the St. Petersburg State Academic Institute of Painting, Sculpture and Architecture. I. E. Repin - this university, which has centuries-old traditions, was founded in the middle of the 18th century under the patronage of Empress Elizabeth Petrovna. According to the Charter then in force, they studied there for 15 years. Today, the official term for obtaining education has been reduced, but in order to become a student, an applicant will literally have to spend years preparing for admission.
Each of these universities has its own art school or preparatory courses. Education and training in them takes from several months to two years. It is worth, however, to make a reservation that officially no one gives their graduate guarantees for admission. Moreover, at the preparatory courses at the Surikov Institute, teachers bluntly warn that no indulgence will be expected for "their own" - everyone enters on a common basis. Preparatory classes, as a rule, are paid, not to mention the fact that the applicant has to provide himself with auxiliary materials - paints, brushes, pencils, papers, stretchers, canvases ... The price can be different: for a tube of paint, for example, - from 10 up to 1000 rubles A subframe costs at least 2000 rubles.
In addition, when entering an art university, it is very important to take into account one subtlety: when parsing applications, the greatest preference is given to those applicants who either graduated from specialized art schools (for example, Children's Art School No. 1 named after V. A. Serov on Prechistenka, Moscow Academic art lyceum of the Russian Academy of Arts), or have secondary vocational education in art schools (Moscow State Academic Art School in Memory of 1905 or Moscow Art School (College) of Applied Arts). This is done because this kind of higher education does not tolerate random people who suddenly have a burning desire to be artists, restorers or architects. The competition between applicants is quite tough, and the best of the best should be accepted, so it is necessary to make plans for admission in advance, taking into account your own capabilities.
Specialty exams
First, you should decide in which direction you would like to apply your creative impulses. The profession of an artist has several varieties, for example, a painter, a restorer, a theater artist. The number of specialties that can be obtained at an art university include such as a sculptor, architect, art historian, art teacher, feature film artist, costume film designer, animation film and computer graphics artist. And the first thing you will be asked upon admission is to provide creative work for a preview in accordance with the chosen path. As a rule, these are drawings: a portrait and a figure of a person, painting - a portrait with hands, compositions. Those who pass this selection are admitted to the entrance examinations. Examinations in the specialty are held in workshops (with the participation of sitters) for several days. Special items include:
- drawing (two tasks): a portrait and a standing nude figure (on paper with a graphite pencil); paper is issued directly on the spot or the applicant uses his own, marked with the seal of the selection committee;
- painting: one portrait with the hands of a seated sitter (on canvas with oil paints or tempera, gouache, watercolor - upon admission to the graphic faculty); canvas up to 70 cm in size on the large side, the applicant must bring with him;
- composition: work on a given topic can be in any technique.
Then the exam papers are reviewed and marks are given. If the number of points scored is enough to pass through the competition, then you will have an essay on a given topic, history (oral), history of Russian artistic culture and, in some cases, a foreign language. If, nevertheless, it was not possible to enter the full-time department, paid departments are at your service, the average cost of studying in which sometimes reaches $ 4,500-5,000.
University addresses
Moscow State Academic Art Institute named after V. I. Surikov: Faculty of Painting, Sculpture, Theory of Fine Arts; Moscow, Tovarishchesky per., 30 (metro station "Taganskaya", "Marxistskaya");
Faculty of Graphics, Architecture: Moscow, Lavrushinsky per., 15 (the building opposite the entrance to the Tretyakov Gallery, metro station "Novokuznetskaya", "Tretyakovskaya").
Moscow art-industrial university. S. G. Stroganov: Moscow, Volokolamskoe sh., 9 (metro station "Sokol").
Russian Academy of Painting, Sculpture and Architecture: Moscow, st. Myasnitskaya, 21 (metro station "Chistye Prudy"); Kamergersky per., 2 (metro station "Okhotny Ryad").
All-Russian State Institute of Cinematography. S. A. Gerasimova: Moscow, st. Wilhelm Pick, 3 (metro station "Botanical Garden").
St. Petersburg State Academic Institute of Painting, Sculpture and Architecture named after I. E. Repin: St. Petersburg, Universitetskaya nab., 17 (metro station "Vasileostrovskaya").
Ranking of architectural and art universities
The Ministry of Education and Science of the Russian Federation approved the rating of higher educational institutions based on the results of their activities. The collection of data to determine the ranking of universities and specialties has been carried out since the middle of the 2004 academic year.
When determining the rating, many parameters were taken into account: the quality of the teaching staff, the number of students of various forms of education, the presence of students from other countries; the volume of scientific research, publishing, providing students with hostels, dispensaries, etc.
| Place | University name |
| 1 | Moscow Architectural Institute (State Academy) |
| 2 | Moscow State University of Art and Industry |
| 3 | Ural State Academy of Architecture and Art (Yekaterinburg) |
| 4 | St. Petersburg State Academy of Art and Industry |
| 5 | Novosibirsk State Academy of Architecture and Art |
| 6 | Rostov State Academy of Architecture and Art |
| 7 | Krasnoyarsk State Art Institute |
PROBLEMS OF ART EDUCATION
Senior lecturer of the department
methods of teaching fine arts and fine arts
The current state of art education in Russia is determined not by meager funding and inertia of certain norms or administrative and legal schemes; All this is only a consequence, or symptoms of the disease. It is necessary to start not with them, but with the main reason - a deeply erroneous, ignorant, and for the Russian cultural tradition inexplicable attitude of society and authorities to artistic culture and art education in general. In a country where artistic culture has traditionally been a sphere of embodiment of spiritual and moral values, self-knowledge and self-improvement of a person, the opposite attitude towards it has been established. It acquires in the public consciousness the status of a kind of "dessert", an optional decoration of real life, is perceived as a particularity that does not have a serious life significance. Such an attitude towards culture is rapidly growing in conditions of extreme pragmatism, the omnipotence of the market, the active formation of a person's "market consciousness" and deforms professional art itself. But the entire history of mankind testifies that the phenomenon that we call art, or artistic culture, is an integral part of the human way of existence in the world. And its degradation, the loss by new generations of an understanding of its vital value, the loss of responsibility for its preservation, development and “translation” into the future is a direct path to the dehumanization of this society. Which can perfectly coexist with "competence" in many other respects.
The main problems of art education in Russia can be conditionally divided into two large groups: organizational and methodological.
Organizational reasons are related to the teaching of artistic culture and art, starting from preschool education and ending with education in universities.
In the conditions of the prevailing attitude to art culture today, the corresponding cycle of school disciplines inevitably turns out to be in the background: both in terms of the status of teachers, and in terms of the time allotted for it, and in terms of concern for its equipment, for a real, rather than nominal, presence in a particular school, and in relation to him all participants and leaders of the educational process. It is known that children have long perceived art classes as optional and unimportant.
Obviously, in spontaneous or organized forms, the artistic education of the child begins earlier. Moreover, from a psychological point of view, the age of 5-6 years is the most sensitive for the beginning of systematic art classes, and the foundations for further artistic development are laid precisely at this age. In kindergarten programs, art, at least from a formal point of view, occupies a worthy place. However, there is a very large gap between kindergartens with a high level of equipment and teaching, and most of the rest, where, in the formal implementation of the program, children do not actually get involved in art. In addition, kindergartens, due to their absence or shortage, are attended by an average of 50% of children in Russia.
In accordance with the Federal component of the conditionally current state standard for primary and basic general education (2004), 1 hour per week is allotted for art education: significantly less than in countries defined as countries with an average level of development and approximately 2.5 times less than in the "highly developed countries" we are so eager to emulate in so many other ways. It can be stated that art is present in the school at the level of a "biological minimum" - even if we mean standards and curricula, and not school reality. In practice, not every school regularly teaches visual arts and music, and it is taught very often by non-specialists. At the same time, as already mentioned, the insatiable desire of the leadership of education to shorten the artistic cycle or push it into the field of additional education is obvious. It would be impossible to reconcile with the latter even if additional art education became universally accessible, of high quality and free of charge, since in a society that claims to have some level of spirituality and culture, every person should receive the foundations of artistic development, and nowhere but comprehensive school, it is impossible to provide this. As for the quality of additional (as well as basic) art education across the country, it raises serious doubts, given the all-Russian "cultural background": two-thirds of the villages do not have any cultural institutions, and their inhabitants are deprived of any opportunity to meet living art; in a few cities there is a children's theater, etc., etc.
Considering the second group of problems of art education, it should be noted the paradox of the situation, which lies in the fact that, lagging behind developed countries in measurable parameters, in fact not recognizing its value for a person and society, we have theoretical developments, methodological achievements and specific educational programs of a high world level. . Some of them (for example, systems and) are widely used. This is good, but it also has a downside: insufficient or one-sided traditional qualifications of a teacher can lead to the discrediting of a new pedagogical idea. The distribution of other systems, on the contrary, is very small. So, according to the programs of developmental education, (by G. Kudina, Z. Novlyanskaya, Yu. Poluyanova) scientifically substantiated and proven by practice, dozens, at best, “small hundreds” of Russian schools work; this is also largely due to the unpreparedness of the teaching staff to work on innovative methods. Sometimes difficulties arise with the publication of such developments, since the right to have a decisive vote in these matters is often given to the authors of competing programs or experts who obviously take a different, even opposite position in pedagogy. An unexpected obstacle to artistic, primarily literary, education was created by the Copyright Law, which actually deprives authors and publishers of textbooks and teaching aids of the opportunity to acquaint children with the best works of modern children's literature, as well as with many examples of visual and musical creativity. This issue requires an immediate solution, which is seen, first of all, in the return of the previously existing privileges to pedagogical publications.
Attention should be paid to the following paradox: art education, which is assigned the position of an optional, or even burdensome, makeweight, solves a number of tasks that the school and society consider the most important, but cannot solve. It is well known that school education is built almost exclusively on the assimilation of abstract concepts, schemes, conventional signs, numerical relations, etc. And, contrary to the age characteristics of children of primary school age, it ignores and devalues the direct sensory experience of the child as something "insignificant". Classes in art, artistic creativity are based on the comprehensive sensory experience of the child, on his interest in the subject of direct perception. And this property of the child acts not just as an age feature, and even more so not as an obstacle to the formation of abstract thinking, but as an irreplaceable value, subject to further development and improvement in the process of artistic creativity, which can preserve the integrity of the child's mental development.
Rationalized general education ignores the sphere of feelings of a growing person, lets his emotional and moral development take its course. This is fraught with "emotional dullness", a lack of sensitivity to another person and to nature, the dictatorship of a narrowly understood intellect that does not distinguish between good and evil. The consequences of such a transformation of a person into a “competent robot” are quite obvious. In secular general education, only the humanitarian and artistic cycle can constantly keep the human soul in the spotlight, enrich the emotional life of the child, awaken spiritual responsiveness, develop the moral and value, and not just the intellectual sphere. A full-fledged art education preserves the integrity of the child's personal development. The most important problem of modern education is the development of creativity, "creativity" of students. The usual approach to this problem is purely pragmatic: creativity is useful for a person and the country of which he is a citizen, for “success”, competitiveness, etc. In fact, the question is much deeper. The need for creativity is an integral characteristic of a normally developing person, irreducible to solving any particular, pragmatic problems. The lack of creativity in the modern school, the child's lack of positive experience of free creativity distort the normal process of personality formation. This is fraught with unpredictable personality crises and antisocial manifestations, up to the so-called unmotivated crimes. We also note that it is precisely the lack of creativity that is, most likely, the main reason for the seemingly paradoxical fact that the school success of children from year to year does not increase, but decreases. It is in the field of art that a child can acquire an early, successful and full-fledged experience of creativity - the generation and implementation of his own ideas. An experience that is indispensable for the formation of self-awareness, self-awareness of a person in the world and which will help him in the future to become "creative" in any field of activity. One of the urgent tasks of education is the transition from the “knowledge-based” approach to the “competence-based” one. In art education, this problem is solved “by itself”, since art is not an area of abstract knowledge, but, first of all, a field of practical creativity. Art has long been successfully used as a powerful therapeutic tool; this alone guarantees its beneficial preventive effect on the health of children. In educational institutions where artistic creativity occupies a worthy place, the emotional tone of children increases, a positive attitude towards school arises, neuroticism, anxiety and fatigue of children decrease. The last circumstance should be especially emphasized: art classes remove, and do not increase, overload. The fatigue of children is largely caused by the underload of creativity, which is their natural need. Studies show that classes in various types of artistic creativity activate the intellectual activity of children and young men; positively affect academic performance in the so-called core subjects; increase the overall creativity of a person; develop the imagination, without which there can be no question of creativity in any area of human activity. Therefore, the data of foreign studies that spending on culture is a condition for economic growth should not be surprising. This can be fully attributed to art education. Schoolchildren entering "aesthetic" classes without preliminary selection begin to noticeably outstrip their peers from "general education" classes both in intellectual terms and in emotional and moral development. Intensive artistic activities, even undertaken not at a young age, but at adolescence and with a weak contingent of students, lead to the personal growth of children: the emotional sphere is enriched, selfish and consumer motives give way to the desire for self-development and caring for others; the independence and responsibility of the child are growing - signs of psychological health. The data of socio-psychological research show that among adults with rich experience in dealing with art, there are more personally developed and socially responsible people.
Once again, formulating the main conditions under which general art education can realize its now practically unclaimed potential, we can draw the following conclusions.
At present, a fundamental rethinking by society, the state and the education system of the place and significance of artistic culture and art education is necessary. They should be seen not as pesky petitioners, but as guarantors of the preservation of the human mode of existence of our society.
The current state of education requires a significant expansion of the presence of art in secondary schools through the introduction of new subjects and partial reorientation of existing ones.
It is required to develop common conceptual and methodological foundations for creatively oriented teaching of different arts with a wide variety of specific programs and methods. Support for relevant scientific departments, research programs and publications.
It is necessary to unite Culture and Education within the framework of educational issues with all the information, administrative, legal and financial consequences of such an association. Serious changes in the system of training teachers of various types of art, which will require the participation of art masters for their implementation.
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We merge the answers to the goss here.
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GENERAL EDUCATIONAL
Art in the modern socio-cultural educational process. Functions of art and their implementation in art education.
1. Art is a form of creativity, a way of spiritual self-realization of a person through sensual and expressive means (sound, plasticity of the body, pattern, color, light, natural material, etc.). Arising as a result of the creativity of a particular subject, a work of art acquires a transpersonal character. The properties of the content and form of a work of art, as well as the way of its perception, testify not only to the mental originality of the creator, but also characterize the collective forms of experience, the direction of thinking, characteristic of the culture of his era. The peculiarity of the interpretation of works of art is that the meaning inherent in them turns out to be untranslatable into the language of concepts, inexpressible to the end Gmail
by no other means. This confirms the idea of the intrinsic value of art. The paradox lies in the fact that only if art is able to satisfy an artistic need, when it acts not as a means, but as an end. Only by revealing its original original, unique nature, not replaced by any other - moral, religious or scientific activity - art acts as a justification of itself, asserting the necessity of its place in human life. Only by acquiring a goal in itself, art is capable of a deep cultural-creative role - to make up for the inferiority of human existence. Art becomes truly indispensable when, it would seem, it focuses on itself as much as possible. In other words, only through the embodiment of the principles of self-sufficiency of artistic creativity is art capable of realizing itself as a unique activity, significant beyond its own limits.
Art is a means of creative development and personality correction. By its nature, art opposes disorganization and chaos, hence its main tendency is to help a person harmonize both himself and the world, moreover, harmonizing the natural and social in a person. Art is aimed at revealing the creative possibilities of a person, offering a new experience of understanding the world, striving to provoke, awaken everyday consciousness. Thanks to art, a person expands his own experience and joins the experience of all mankind. Within the framework of social experience, art allows a person to find himself as an exceptional individuality, having passed through self-tests, spiritual and moral self-examination. Art as a special unique image of human self-realization acts as a form of personality development. Art significantly raises the level of a person's self-awareness, outlines his vision of the world and moral choice, which contributes to the spiritual, creative, moral development of the individual. Art provides our consciousness with an artistic image freely, non-violently.
It teaches truth and goodness through beauty and beauty through truth and goodness.
The purpose of art is a deep disclosure and artistic reflection of the inner world of a person, as a result of which his moral and aesthetic improvement is carried out.
Art is a specific form of social consciousness and human activity, which is a reflection of reality in artistic images, one of the most important ways of aesthetic exploration of the world. Art is an indirect reflection of reality with the help of a specific language. The whole world is a subject of art. Social life and nature, any events and phenomena, the most complex subjective experiences of a person constitute the real content of works of art. Art is a reflection of reality, a reflection that more or less objectively and fully reproduces the essence, content, qualities and properties of reality itself.
Art Functions:
- Communicative (art as communication). On the communicative nature of art, its modern consideration as a sign system is based. Art has its own conventions. Many types of art (music, painting, dance) do not require translation into other languages for their understanding. Art brings people together, allows them to get to know each other better (cultural exchange between countries).
- aesthetic(art as the formation of a creative spirit and value orientations). Art forms the artistic taste, abilities and needs of a person, awakens his creativity.
- Cognitive and educational(art as knowledge and enlightenment) The cognitive possibilities of art are enormous, they cannot be replaced by other spheres of human spiritual life. One can learn more about the life of a particular society from historical novels than from the writings of all historians, economists, and statisticians combined. The formula of water is H2O, but the concrete-sensual richness and hundreds of properties of water remain beyond the scope of scientific generalization, but they can be perfectly expressed in a work of art. The role of art in the knowledge of the spiritual world of man is especially great. It penetrates into the very depths of personality psychology, reveals the most complex interaction of thoughts, feelings, will, reveals the sources and motives of people's actions and deeds. The language of art is clearer, more metaphorical, more flexible, allegorical, paradoxical, emotionally and aesthetically richer than natural, spoken language, therefore the informative possibilities of artistic language are wider and qualitatively higher. Musical and artistic works, like any cultural phenomenon, can be perceived as documents of an era. They can be informative from various angles: historical and factual, philosophical and worldview, ethical and emotional, etc.
- Socially transformative(art as an activity). The socially transforming function of art is manifested in the fact that it, having an ideological and aesthetic impact on people, includes them in a directed and holistically oriented activity to transform society. Art is the creation of artistic reality and the transformation of the real world in accordance with the ideals of the artist. Art transforms reality:
Through the ideological and aesthetic impact on people. The type of artistic consciousness of the era, the ideals of art and the type of personality are interdependent. Ancient Greek art shaped the character of the Greek and his attitude to the world, Renaissance art liberated a person from the dogmas of the Middle Ages.
Through the inclusion of a person in a value-oriented activity. Art awakens sensitivity to violations of social harmony, stimulates the social activity of the individual, orients him to bring the world in line with the ideal. Thus, the enslaved Icelandic people created sagas in which freedom-loving and courageous heroes-heroes lived and acted. In the sagas, the people spiritually realized their thoughts about freedom and independence. The dreams of the people about liberation from the power of the Tatar-Mongol yoke are reflected in Russian epics.
Through the transformation in the process of artistic creativity with the help of imagination of impressions from reality (the author recycles life material, building a new reality - the artistic world)
- Personally transformative- the ability of art to influence and qualitatively change the psychological and characterological structure of the personality.
- Compensatory(art as consolation). Perceiving a work of art, people discharge the internal tension and excitement generated by real life, and at least partially compensate for the monotony of everyday life. Compensatory function has three main aspects:
Distracting (hedonistic-playful and entertaining);
Comforting;
Contributing to the spiritual harmony of a person (actually compensatory).
The life of a modern person is full of conflict situations, tension, overload, unfulfilled hopes, sorrows. Art is able to console a person, take him into the world of dreams. With its harmony, it gives a person balance, sometimes helping him to stay on the edge of the abyss, and makes it possible to live on.
- Educational(art as catharsis). Art forms a holistic personality. The impact of art has nothing to do with didactic moralizing, it manifests itself subconsciously. The Aristotelian theory of catharsis is that by showing heroes who have gone through severe trials, art makes people empathize with them and thus, as it were, purifies the inner world of viewers and readers. A person is enriched by the experience of other people and develops his own value attitudes faster and better.
- hedonistic(art as pleasure). Aesthetic pleasure has a special spiritual character, and even the ancient Greeks distinguished it from carnal pleasures. Artistic creativity gives people the joy of comprehending beauty and artistic truth. Also, rightfully belonging to art, one can single out functions: inspiring, informational, analyzing, anticipating.
- Psychotherapeutic. It acquires special significance when a society or a particular person is experiencing a painful crisis. Because art can immerse a person in a state in which he will experience catharsis. Even Aristotle spoke about catharsis, calling this word the experiences of the audience in the ancient theater. They seemed to throw out their visible or invisible tears, visible or invisible suffering, empathizing with the heroes of ancient performances. One of the tasks of art therapy is to bring pathology back to normal. For example, to transform an inferiority complex or a superiority complex into a humanistic social feeling (every day, at least mentally, do something pleasant for the largest number of people). L. Tolstoy saw one of the most important tasks of art in helping people fall in love with life.
- Canonical and heuristic function is considered by musicologists as a dialectical pair of opposites, which allows us to consider the musical phenomenon from the standpoint of the relationship between tradition and innovation.
The possibilities of art in the correction of mental processes in children were pointed out by foreign (O. Dekroli) and domestic (L.S. Vygotsky) representatives of pedagogy and psychology. Art is an important means of education that affects the morality of the child, as well as the formation of his thinking, imagination, emotions and feelings. The process of perceiving art by children is a complex mental activity that combines cognitive and emotional moments. Classes in artistic activities contribute to the sensory development of children, the ability to distinguish colors, shapes, sounds, provides an understanding of the language of various types of art. Especially valuable is the positive impact of art on children with developmental problems. Even L.S. Vygotsky in his research revealed the special role of artistic activity in the development of not only mental functions, but also in the activation of creative manifestations in various types of art in children with developmental problems. Art develops personality, broadens the general and artistic horizons, realizes the cognitive interests of children. Art allows the child to experience the world in all its richness and diversity, and through artistic activities to learn how to transform it. It is in this that the corrective possibilities of art are contained, since. it is, on the one hand, a source of new positive experiences for the child, gives rise to creative needs, ways to satisfy them in one form or another of art, and, on the other hand, a means of realizing the socio-pedagogical function of art.
Speaking about the pedagogical possibilities of art, one cannot fail to note one more important aspect: the psychotherapeutic impact of art on the child. Influencing the emotional sphere, art at the same time performs communicative, regulatory, cathartic functions. The joint participation of the child, his peers and teachers in the process of creating a work of art expands his social experience, teaches adequate interaction and communication in joint activities, and ensures the correction of violations of the communicative sphere. The psycho-correctional effect of the impact of art on a child is also expressed in the effect of “cleansing” from accumulated negative experiences and entering the path of new relationships with the outside world. Revealing the psychological mechanism of catharsis in his work "Psychology of Art", L.S. Vygotsky noted: “Art always carries something that overcomes ordinary feeling. Pain and excitement, when they are caused by art, carry something more than ordinary pain and excitement. The processing of feelings in art consists in turning them into their opposite, i.e. positive emotion that art carries in itself. Art provides the child with practically unlimited opportunities for self-improvement and self-realization both in the creative process and in its products. Modern special psychology and pedagogy are largely focused on the use of various types of art in correctional work as an important means of educating a harmonious personality of a child, his cultural development. The main task of the art cycle classes at school is to awaken students' interest in art, to teach them to feel, understand, love and appreciate art, enjoy it; emotionally positively perceive, experiencing the need for systematic communication with her.
The role and place of art in the modern education systemThe "New School" determines that the main mission of modern education is to provide conditions for self-determination and self-realization of the individual. Art plays an important role in the implementation of education. The specificity and diversity of the functions of art make it an integral part of the world cultural heritage, a necessary and indispensable part of the modern content of education.
Modern trends in the development of school art education require greater improvement in the professional activities and professional culture of an art teacher.Art objects occupy one of the main places in the education of modern man. The beginning of this upbringing is laid in the womb. At school, the subjects included in this area of development awaken the ability to see, appreciate, create and, very importantly, understand beauty. The main task that a teacher should strive to solve in this area is the implementation of the principles of integrity, continuity, imagery in the process of doing art.
A modern art lesson should teach schoolchildren to understand the nature of artistic culture, the specifics of its types. The teacher must be aware, first of all, of the essence of global changes in modern education and their causes, because. art objects integrate many human needs - intellectual, emotional, moral. It brings up spirituality, patriotism, national pride in children.
Art is focused on the formation of the spiritual world of the child, on the development of his aesthetic perception of the world, creative self-expression, the formation of interest in life through art.
The emphasis in teaching is on the commonality of all types of art, on the development of the ability to emotionally evaluate phenomena and images through the familiarization of schoolchildren with the world of plastic arts by developing practical skills in various types of fine arts, familiarizing them with the heritage of domestic and world art.
To date, several main areas of art education have developed and are operating in practice. Each of them has its own goals, its own content, its own structure and is implemented through its own program.
One of the important concepts in education is the concepta holistic approach to education and upbringing, based on the category of "artistic image". Developed in the late 60s - early 70s. head of the laboratory of the Research Institute of Artistic Education, Professor B.P. Yusov. Its main idea is "understanding, experiencing and feasible creation of an artistic image by students". This concept considers the artistic image as the main method and as the result of the process of perception and creation of a work of art. This concept has become a real pioneering discovery. For the first time in many years, art at school began to be understood as a subject that artistically develops and educates. The theory of B.P. Yusov served as the basis for the creation of subsequent concepts.
The next concept isintroduction to world art culture. Developed in the early 70s by a problem group of the Research Institute of Art Education and the Aesthetic Council of the Union of Artists of the USSR under the leadership of People's Artist of the RSFSR B. M. Nemensky. Its main idea is the formation of artistic culture as part of spiritual culture. It has incorporated rich theoretical and practical experience of previous concepts. Including the theories of artistic education, developed in the 20-30s. (theoretical heritage of L. P. Blonsky, A. V. Bakushinsky, S. Shatsky, P. I. Vygotsky and others), as well as the experience of art education in other countries. The artistic image here is a means of forming the artistic culture of students, and the personality of the child comes to the fore.
Main tasksprograms:
Formation in students of moral and aesthetic responsiveness to the beautiful and ugly in life and in art;
Formation of artistic and creative activity;
Mastering the figurative language of fine arts through the formation of artistic knowledge, skills and abilities.
Contentthe subject is defined here by general topics for a certain year of study, or a certain quarter. For example:
I class. The art of seeing. You and the world around you.
II class. You and art.
III class. Art is around us.
IV class. Every nation is an artist, etc.
Another important concept is the familiarization with folk art as a special type of artistic creativity. The founder of this concept is Dr. Ped. Sciences, Professor T. Ya. Shpikalova. Folk art is studied here in the interaction of all types of artistic creativity in the system of national and world culture. The artistic image in this concept is considered comprehensively in connection with nature, life, work, history, artistic national traditions of the people. This concept allows for a regional approach in teaching fine arts at school.
Main objectives of the program:
Formation of a worldview and moral position through the development of historical memory, which will allow the student to feel his belonging to the centuries-old human experience, the experience of his ancestors;
Creating an artistic image of a thing through mastering the necessary skills, studying things-types of different schools of folk art and developing a creatively active personality.
ATcontentThe subject is divided into the following sections:
Fundamentals of artistic image;
Ornament in the art of the peoples of the world: construction and types;
Folk ornament of Russia: creative study in the process of image;
Artistic work based on acquaintance with folk and decorative and applied arts (basics of artistic craft).
So, the concepts and programs of teaching art at school presented here are the main ones.
A great contribution to the achievement of the main goals of basic general education is made by the study of art. The most used art study program is the programG.P. Sergeeva, I.E. Kashekova, E.D. Kritskaya "Art. 8-9 grades. The creation of this program is due to the relevance of integrating school education into modern culture and due to the need to introduce a teenager into the modern information, socio-cultural space. The content of the program provides students with an understanding of the meaning of art in the life of a person and society, the impact on his spiritual world, the formation of value and moral orientations, the development of aesthetic culture, the development of the experience of an emotional and value attitude to art. Thus, the basic competencies in the field of "Art" are emotional and aesthetic competencies. In the standards of the second generation, on the basis of which the program of the integrated course "Arts" was created, competence is understood as the general ability and willingness to use knowledge, skills and generalized methods of action learned in the learning process in real activity.
The purpose of the program is to develop the experience of an emotional and value attitude to art as a socio-cultural form of mastering the world, the impact on a person and society.
The objectives of the implementation of this course:
actualization of students' experience of communication with art;
cultural adaptation of schoolchildren in the modern information space filled with various cultural phenomena;
formation of a holistic view of the role of art in the cultural and historical process of human development;
deepening of artistic and cognitive interests and development of intellectual and creative abilities of adolescents;
education of artistic taste;
acquisition of cultural-cognitive, communicative and social-aesthetic competence;
formation of teachings and skills of artistic self-education.
The main content lines in the study of art: the role and place of art in the life of a person and society, the artistic image and its specificity in various types of art; types and genres, styles and trends in art; the history of art of various eras (primitive art, the art of the Ancient World, the Middle Ages, the Renaissance, the Enlightenment; a general description of the art of the 19th century); the art of the peoples of Russia and the world artistic process; art of the 20th century; new types of art (cinema, television, computer art and its aesthetic features).
Students' knowledge of the main types and genres of music, spatial (plastic), screen arts, their role in the cultural development of mankind and the significance for the life of an individual will help to navigate the main phenomena of domestic and foreign art, to recognize the most significant works; aesthetically evaluate the phenomena of the surrounding world, works of art and express judgments about them; analyze the content, figurative language of works of different genres and types of art; apply artistic and expressive means of various types of arts in their work.
The exemplary art material recommended by the program implies its variable use in the educational process, makes it possible to update the knowledge, skills, and methods of creative activity acquired by students at previous stages of education in the subjects of the artistic and aesthetic cycle.
When selecting artistic material, the authors of the program relied on such criteria as its artistic value, educational significance, pedagogical expediency, relevance by modern schoolchildren, and the multiplicity of its interpretation by the teacher and students.
The structuring of the artistic material of the program reflects the principle of concentricity, i.e., the repeated appeal to the most significant cultural phenomena and works of various types and genres of art in the subjects "Literature", "Music", "Fine Arts". The implementation of this principle makes it possible to form stable links with the previous artistic and aesthetic experience of schoolchildren.
The results of mastering the course "Art".
to perceive the phenomena of the artistic culture of different peoples of the world, to realize the place of national art in it;understand and interpret artistic images, navigate the system of moral values presented in works of art, draw conclusions and conclusions;
describe the phenomena of musical, artistic culture, using the appropriate terminology for this;
structure the studied material and information received from other sources; apply skills and abilities in any kind of artistic activity; solve creative problems.
navigate the cultural diversity of the surrounding reality, observe the various phenomena of life and art in educational and extracurricular activities, distinguish between true and false values;
organize their creative activity, determine its goals and objectives, choose and put into practice ways to achieve it;
think in images, make comparisons and generalizations, highlight individual properties and qualities of a holistic phenomenon;
perceive aesthetic values, express an opinion on the merits of works of high and popular art, see associative links and be aware of their role in creative and performing activities.
Graduates will have the opportunity to learn
8th grade
Grade 9
to represent the place and role of art in the development of world culture, in the life of man and society;
observe (perceive) objects and phenomena of art, perceive the meaning (concept) of an artistic image, a work of art;
to assimilate the features of the language of different types of art, artistic means of expression, the specifics of the artistic image in various types of art;
to distinguish the studied types and genres of arts;
describe the phenomena of art using special terminology;
to classify the studied objects and phenomena of culture;
structure the studied material and information obtained from various sources.
represent a system of universal values;
realize the value of the art of different peoples of the world and the place of domestic art;
respect the culture of another people, master the spiritual and moral potential accumulated in works of art, show an emotional and value attitude to art and life, navigate the system of moral norms and values presented in works of art;
to form communicative, informational and socio-aesthetic competencies, including mastering the culture of oral and written speech;
use the methods of aesthetic communication, master the dialogue forms of communication with works of art;
develop an individual artistic taste, intellectual and emotional spheres;
perceive and analyze aesthetic values, express an opinion on the merits of works of high and popular art, see associative links and be aware of their role in creative activity;
to show a steady interest in art, the artistic traditions of their people and the achievements of world culture, to expand their aesthetic horizons;
understand the conventions of the language of various types of art, create conditional images, symbols;
determine the dependence of the artistic form on the purpose of the creative idea;
to realize their creative potential, to carry out self-determination and self-realization of the individual on aesthetic (artistic-figurative) material.
List of used literature
Bakhtin M.M. To the methodology of the humanities // Bakhtin M.M. Aesthetics of verbal creativity. - M., 1979;
Vygotsky L.S. Psychology of art. - M.: Art, 1968;
Kashekova I.E. A single integration space of the school and the ways of its creation // Art at school. 2001, No. 4;
Kashekova I.E. Kritskaya E.D., Sergeeva G.P. Art. 8-9 grades. Textbook for educational institutions. - M .: Education, 2009;
Kashekova I.E. Creation of the integration educational space of the school by means of art. Monograph. - M .: Publishing House of the Russian Academy of Education, 2006 .;
Kashekova I.E., Temirov T. AT. The concept of art education as the foundation of the system of aesthetic development of students at school: Project. - M, 1990;
Sokolnikova N. M. Visual arts and teaching methods in elementary school. - M., 2002. - S. 312
