Principles and Pedagogical Conditions of Aesthetic Development of High School Students in the Conditions of a Children’s Art School

• Authors: Tetyana Oliynyk , Oksana Umrykhina

Abstracts

EN

The effectiveness of the aesthetic development of high school students in the conditions of a children’s music school directly depends on the application of a certain range of pedagogical principles in the educational process. It was found that pedagogical principles are important guidelines that reflect the general patterns of the process of education and upbringing, determine the requirements for their content, organization and educational methods. They represent a generalized system of requirements that covers all aspects of this process and reflects its results. The article examines the leading principles that are the basis of the process of aesthetic development of high school students in the conditions of a children’s music school: the principle of problematic reflects the consequences of logical and cognitive contradictions as the basis of an educational problem and the driving force of learning, determines the interaction between learning and teaching, the creation of problem situations, the setting and solving the problems; the principle of trust in the subject of education is based on the principles of «humane pedagogy», which ensures the organization of the educational process on the basis of a personal approach to the student, with the approval of him as an active, conscious, equal participant in the educational process, in which he develops on a humane basis personality; when organizing the principle of independent action, it is taken into account that the independent activity of students consists not only in the ability to organize their own mental activity (in which they receive new knowledge), but also in the ability to organize their own behavior, which is connected with the effective organization of their own mental activity; the principle of creativity involves the creation of optimal conditions for realizing the personal potential of schoolchildren; the principle of holistic perception of a musical work helps students understand the essence of each work, find the basic principles of its construction in the musical fabric, and perceive the content of the musical text as a highly organized whole; the principle of dialogue takes into account the following types of dialogic interactions: «author – performer», «teacher (performer) – student (performer)», «listener – performer». It was found that the pedagogical conditions for the aesthetic development of high school students in the conditions of a children’s music school are the subject-developmental environment, which we consider as a dialectical unity of spatial-subject and social components, closely related and mutually conditioned among themselves, where each subject of the educational process carries out its activity, which contributes to cultural identification, the development of aesthetic consciousness and aesthetic sensitivity, and the development of aesthetic activity. The introduction of person-oriented technology into the educational and educational process of a children’s music school is a process of psychological and pedagogical assistance to the child in the formation of his subjectivity, cultural identification, aesthetic consciousness, development of aesthetic sensitivity, development of aesthetic activity.

Keywords

EN

principles of aesthetic development; pedagogical conditions of aesthetic development; aesthetic development; children’s music school students; musical training

• Publisher: Wydawnictwo Adam Marszałek
• Journal: Viae Educationis
• Year: 2023
• Issue: 1
• Pages: 26-35

Dates

published

2023

Contributors

author

Tetyana Oliynyk

• Pavlo Tychyna Uman State Pedagogical University

• https://orcid.org/0000000190958180

author

Oksana Umrykhina

• Pavlo Tychyna Uman State Pedagogical University

• https://orcid.org/0000000217351152

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Identifiers

DOI

10.15804/ve.2023.01.03

Biblioteka Nauki

28831465