Formation of aesthetic culture. Education of the aesthetic culture of the individual

Olga PIVKINA,teacher of Bugulma Pedagogical College

Aesthetic and artistic culture are the most important components of the spiritual image of a person. From their presence and degree of development in a person depends on his intelligence, the creative orientation of aspirations and activities, the stability of relations with the world and other people. Without a developed ability for aesthetic feeling, experience, humanity could hardly realize itself in such a versatile rich and beautiful world of "second nature", that is, culture. The level of aesthetic development of the individual and society, the ability of a person to respond to beauty and create according to the laws of beauty are naturally associated with the progress of mankind in all spheres of life. The most productive manifestations of creative energy and people's initiatives are clearly represented in the achievements of world culture.

The formation and development of the aesthetic culture of the individual is a gradual process, proceeding under the influence of demographic, social and socio-psychological factors. It involves mechanisms of both spontaneous and conscious nature, determined in general by the environment of communication and the conditions of the activity of individuals, their aesthetic parameters. Aesthetic knowledge, beliefs, feelings, skills and norms are functionally related to each other. The aesthetic culture of the individual is manifested in the sphere of everyday life, social, leisure and other forms of life. It is an essential moment in the social and individual life of people.

The measure of the expression of skills, abilities and needs in the activity and behavior of the individual characterizes the level of his aesthetic culture. A peculiar variety and, in a certain sense, the dominant of the aesthetic culture of the individual is its artistic culture, the level of which depends on the degree of artistic education, the breadth of interests in the field of art, the depth of its understanding and the developed ability to adequately assess the artistic merits of works. All these characteristics are concentrated in the concept of artistic taste - an aesthetically significant property of a person, formed and developed in the process of her communication with art. Aesthetic education harmonizes and develops all the spiritual abilities of a person, necessary in various areas of creativity. It is closely connected with moral education, since beauty acts as a kind of regulator of human relationships. Thanks to beauty, a person often intuitively reaches for the good. Apparently, to the extent that beauty coincides with goodness, one can speak of the moral function of aesthetic education.

Aesthetic education is a necessary condition for achieving the main goal of aesthetic education - the formation of a holistic personality, a creatively developed individuality, acting according to the laws of beauty.

Relying on the established practice of educational work, the following structural components of aesthetic education are usually distinguished:

Aesthetic education, laying the theoretical and value foundations of the aesthetic culture of the individual;

Artistic education in its educational-theoretical and artistic-practical expression, which forms the artistic culture of the individual in the unity of skills, knowledge, value orientations, tastes;

Aesthetic self-education and self-education, focused on self-improvement of the individual;

Education of creative needs and abilities.

Aesthetic education is carried out at all stages of the age development of the individual. The sooner it enters the sphere of purposeful aesthetic influence, the more reason to hope for its effectiveness. From a very early age, through play activities, the child joins the knowledge of the world around him, through imitation he masters the elements of the culture of action and communication with people. The experience gained through communication and activity forms in preschool children an elementary aesthetic attitude towards reality and art. Communication with art most vividly and figuratively reveals to a person the world of real-life beauty, forms the beliefs of an individual, influences behavior and gives her great aesthetic pleasure. Visibility, brightness, expressiveness make art accessible and close to children's perception, consonant with their emotionality.

Interest in visual activity is manifested in children quite early. Parents and educators should encourage these aspirations. Any adult can tell a lot to a child in a drawing, develop his visual memory. Drawing and modeling is an active process that makes children accurately perceive an object, either by directly contemplating it, or by restoring it from memory, or by simultaneously attracting accumulated life experience and imagination. Teachers and psychologists have long noticed that children, especially preschoolers, get great pleasure not so much from the result as from the drawing process itself. It should also be noted that there is a close connection between involvement in art and the development of a person’s moral attitudes, social activity and a high culture of communication, that is, what constitutes the spiritual world of a person. Accumulating in memory, aesthetic experiences interact with each other, forming an emotional and aesthetic background, against which everything that happens to a person again acquires special clarity and significance. Art in this sense creates criteria for life evaluations. Spiritual enrichment does not occur during episodic, short-term communication with art. Only the totality of many artistic influences, which accumulate, repeat and consolidate, change the behavior of the individual, teach her to live as art suggests. Communication with genuine art encourages a person to his own creativity, teaches to feel more deeply the aesthetics of real life, helps to form an active attitude to reality in general and to artistic creativity in particular.

The study by students of the interdisciplinary course "Theoretical and methodological foundations of the organization of productive activities of children", involves the development of abstracts for the organization of directly educational activities to familiarize preschool children with works of fine art; compiling art history stories, etc. Completing graduation qualification works allows you to more fully study the features of folk arts and crafts; to realize the tasks, the content of the work to familiarize preschool children with the fine arts, to show creative abilities, artistic taste. Aesthetic and artistic education should be recognized as an urgent need and an indispensable condition for the spiritual progress of society. Education in general, be it labor, moral, ecological, etc., cannot be considered satisfactory if it does not develop an aesthetic attitude to the phenomena of life, does not induce a person to act according to the laws of beauty. In the same way, aesthetic education without artistic education turns out to be incomplete and ineffective, since only art has the property of educating in a person the ability to realize and feel life as a whole.

Bibliography:

1. Kozlova S.A., Kulikova T.A. Preschool Pedagogy. - M .: Publishing Center "Academy", 2009.

2. Komarova T.S., Zatsepina M.B. School of aesthetic education: Methodological guide. – M.: MOSAIC-SYNTHESIS, 2009.

The objective prerequisite for the formation of the aesthetic culture of the individual is the level of development of material and spiritual values ​​and the degree of their distribution in society. The involvement of a particular individual in these values, their creation, consumption, preservation, distribution is an indispensable condition for the formation of a general and aesthetic culture of each person.

In order to be able to join the material and spiritual values, create and use them, a person must have certain subjective abilities: to have a certain education, taste, need, interest. Here a large role is assigned to the activities of special cultural institutions (television, theaters, palaces of culture, libraries, schools and other educational institutions). However, the culture of the individual is formed mainly by such areas as work, life, sports, communication with other people and nature itself. The educational process should cover not only consciousness (feelings, tastes, ideals, needs, interests), but also external culture. The so-called "external culture" in this case means not only the culture of the body (bodily harmony), but also the culture of speech, movements, gestures, facial expressions, etc.

It is already known that such personality traits as: character, intellect, behavior are laid down in the time period from birth to six years. The subsequent years of life only replenish, polish and socialize the experience and skills acquired in childhood.

The feeling of the beauty of nature, surrounding people, things causes special emotional and mental states in the child, arouses a direct interest in life, sharpens curiosity, develops thinking, memory, will and other mental processes, i.e. all conditions are created for the formation of a highly intelligent, harmonious personality.

The future of mankind depends on how the magnificent potential that lies in today's children will be used. How children will be formed, this will be the society in 30-40 years.

This means that in order to create a cultural, highly aesthetic society, it is necessary to create a kind of elite group of about a billion in number. Exactly as many as there are children on the planet.

Parents are the main educators of children. No organizations and institutions are able to influence the formation of personality as much as mom and dad. They are the main educators and teachers and are responsible for the development of their child. It is very important at the first stages of development to expand the horizons of a person. This means not only learning to read, write and tell fairy tales, but also walking together, visiting museums, theaters, exhibitions, cafes, creating a comfortable environment within the family. Of course, the level of aesthetic culture of the individual, as well as the level of aesthetic consciousness, varies depending on individual development throughout life. Finding effective ways and forms of development, formation and satisfaction of aesthetic needs, interests and tastes is possible only if we know their content and nature, as well as the trends in their development and change.

In aesthetic education, one can single out the immediate goal - the formation of aesthetic feelings, needs and interests, aesthetic tastes and ideals, a person's ability for artistic creativity and aesthetic awareness of the world around him.

Aesthetic education acts as one of the most important means of transforming moral attitudes into a way of feeling life and a style of behavior.

Formation of aesthetic culture - it is a process of purposeful development of a person's ability to fully perceive and correctly understand beauty in art and reality. It provides for the development of a system of artistic ideas, attitudes and beliefs, provides satisfaction from what is truly aesthetically valuable. At the same time, schoolchildren are brought up with the desire and skills to bring elements of beauty into all aspects of life, to fight against everything ugly, ugly, vile, as well as readiness for a feasible manifestation of oneself in art.

The formation of aesthetic culture is not only the expansion of artistic horizons, the list of recommended books, films, musical works, but also the organization of human feelings, the spiritual growth of the individual, and the regulator of behavior. If the manifestation of acquisitiveness, philistinism, vulgarity repels a person with its anti-aesthetic, if a student is able to feel the beauty of a positive deed, the poetry of creative work - this indicates his high level of aesthetic culture. And vice versa, there are people who read novels and poems, attend exhibitions and concerts, are aware of the events of artistic life, but violate the norms of public morality. Such people are far from a true aesthetic culture. Aesthetic views and tastes did not become their internal property.

The system of school work on the formation of aesthetic culture. Aesthetics of children's life.

Man by nature is an artist. Everywhere, one way or another, he strives to bring beauty into his life. This idea of ​​M. Gorky seems to us extremely important. Aesthetic assimilation of reality by a person is not limited to one activity in the field of art: in one form or another, it is present in any creative activity. In other words, a person acts as an artist not only when he directly creates works of art, devotes himself to poetry, painting or music. The aesthetic principle is embedded in human labor itself, in human activity aimed at transforming the surrounding life and oneself. The aesthetic attitude of a person to reality owes its origin to his labor activity. Awareness and experience of labor as a game of physical and spiritual forces, as a phenomenon of the sublime, ennobling, beautiful, form the foundation of the aesthetic development of the individual.

In order for child labor not to turn into a burden and a burden, to bring aesthetic pleasure, it must be inspired by a high socially significant goal, marked by the beauty and precision of movements, strict economy of time, inspiration, and enthusiasm. The harmony of physical movements gives rise to inner spiritual beauty, manifested in rhythm, dexterity, clarity, joy, self-affirmation. It is perceived and appreciated by children as a great aesthetic value.

A lot of aesthetic impressions can and do give the activity of teaching. In mathematics, for example, they often say: "A beautiful, elegant solution or proof", meaning by this its simplicity, which is based on the highest expediency, harmony.

There is its own aesthetics in sincere, healthy, humane relationships between students and teachers, between pupils, between older and younger students. Primitive, callous, insincere relationships between people in the family and school deeply hurt the personality of the child, leave a mark for life. And vice versa, subtle, differentiated attitudes of teachers to students, fair exactingness make the way of children's life a school of education in the spirit of high aesthetics and morality.

It is important to introduce elements of the aesthetic design of the immediate environment and everyday life into the everyday life of children.

It is important to awaken in schoolchildren the desire to affirm beauty at school, at home, wherever they spend their time, do business or relax. Extremely great interest in this regard is the experience of A. S. Makarenko. In the educational institutions he led, eyewitnesses noted a lot of flowers, sparkling parquet, mirrors, snow-white tablecloths in dining rooms, and perfect cleanliness in the rooms.

The irreplaceable source of beauty is nature. It provides the richest material for the development of an aesthetic sense, observation, and imagination. “But freedom, and space, the beautiful surroundings of the town, and these fragrant ravines and swaying fields, and pink spring and golden autumn, weren’t our educators?” wrote K. D. Ushinsky. “Call me a barbarian in pedagogy, but I took it out of impressions of my life, a deep conviction that a beautiful landscape has such a huge educational influence on the development of a young soul, with which it is difficult to compete with the influence of a teacher ... ".

§ 1.1 Aesthetic attitude to the world

§ 1.2 Aesthetic education

Chapter 2

§ 2.1 Artistic culture as a special area of ​​culture

§ 2.2 Artistic culture as a special form of aesthetic culture

Conclusion

List of sources used

Introduction

A special place in the socio-cultural infrastructure belongs to aesthetic culture. Being a specific way and result of the transformation of society and a person, aesthetic culture is one of the main components of the general culture of society and, at the same time, an attribute of each of these components.

Figuratively speaking, aesthetic culture is not only one of the most valuable plants of the cultural park of mankind, but also the invariable aroma of each of the plants flourishing here.

The aesthetic phenomenon, with all the complexity of its content and all the variety of its possible definitions, acts as a carrier of a specifically human relationship, infinitely multifaceted, embracing all the richness of existing relationships in the world, but invariably constructing according to the laws of beauty.

This finds its manifestation in the very polyfunctionality of aesthetic culture and its humanistic character. Aesthetic culture is not only a tool for constructing and improving the personality, but also a regulator of the relationship of the individual with the world, harmonization of the entire system of social relations.

Due to the noted specificity, aesthetic culture acts as a kind of connecting link that cements all the links of the culture of a society, and, consequently, an effective tool for realizing all its creative potentials. It is the driving force, catalyst and form of social progress. All this gives particular relevance to the study of the problems of aesthetic culture.

The level of aesthetic development of the individual and society, the ability of a person to respond to beauty and create according to the laws of beauty are naturally associated with the progress of mankind in all spheres of life, the most productive manifestations of creative energy and initiatives of people, clearly represented in various achievements of world culture.

Aesthetic and artistic culture are the most important components of the spiritual image of a person. From their presence and degree of development in a person depends on his intelligence, creative orientation of aspirations and activities, a special spirituality of relations to the world and other people. Without a developed ability for aesthetic feeling, experience, humanity could hardly realize itself in such a versatile, rich and beautiful world of "second nature", that is, culture. However, their formation is the result of purposeful influence, i.e. aesthetic education.

Of all the forms of social consciousness, it is precisely the aesthetic in its value orientations that is the broadest. It specifically reflects the achievements of various spheres of consciousness and ideology, it reflects the sensually perceived world, of course, in the aspect of beauty or ugliness, sublime or base, tragic or comic, heroic or anti-heroic.

Aesthetic consciousness is a part of social consciousness, one of its forms, an element of structure. If we approach it in historical terms, then we can say that aesthetic consciousness, along with religious and moral consciousness, belongs to the very initial stage of social consciousness and, therefore, represents one of its oldest forms, directly generated by the material conditions of life.

In the ancient world, aesthetic consciousness acquired a relatively independent significance, playing a significant role in the formation and development of the individual. The fact that it has not been isolated theoretically for thousands of years, as a rule, being mixed with artistic creativity, does not in the least diminish its independent role in history.

Aesthetic consciousness reflects the surrounding world, all the diverse activities of people and its results in emotionally evaluated images. The reflection of the surrounding world in it is accompanied by the appearance of special complex experiences associated with feelings of the sublime, beautiful, tragic and comic. But the peculiarity of aesthetic consciousness lies in the fact that it contains the complexity and expressiveness of emotional impressions and at the same time penetrates deep essential connections and relationships.

The education of moral culture is interconnected with the education of aesthetic culture, which is also the most important component of the spiritual culture of the individual.

Aesthetic culture is a component of the spiritual culture of a person, characterizing the degree of mastery of aesthetic (artistic) knowledge, needs, feelings, ideals, interests, aesthetic taste, aesthetic attitude to nature and art, as well as the experience of aesthetic (artistic) activity.

Aesthetic consciousness- a set of views, ideas, theories, tastes, ideals, thanks to which a person gets the opportunity to reliably determine the aesthetic value of the surrounding objects, phenomena of life, art. aesthetic feeling- subjective emotional experience generated by the evaluative attitude to the aesthetic phenomenon. aesthetic taste- this is the ability to evaluate aesthetic phenomena from the standpoint of aesthetic knowledge and ideals.

In accordance with the structure of aesthetic culture, the content of the work on its formation is aimed at developing the aesthetic consciousness, the emotional sphere of schoolchildren by means of aesthetics, nature and art; formation of artistic and art history knowledge; aestheticization of the educational process, the surrounding subject environment, relations in the school team, in the family; familiarization of children and young students with world and national artistic culture, development and realization of their creative potential.

Education of aesthetic culture involves the organization various artistic and aesthetic activities(artistic-performing, cognitive, research, labor, environmental, design, emotional-evaluative, etc.) of students, aimed at developing their ability to fully perceive and correctly understand beauty in art and in life, to develop aesthetic ideas, concepts , feelings, tastes and beliefs, as well as the development of creative inclinations and talents in the field of art.

means education of aesthetic culture are also art (its different types and genres), literature, nature, aesthetics of the surrounding life, work, everyday life, aesthetics of the lesson and all school life, aesthetics of relationships between people and aesthetics of behavior, aesthetics of appearance. In particular, the artistic culture of a person is based on his attitude to art: the need to communicate with art, knowledge in the field of art, the ability to perceive works of art and give them an aesthetic assessment, as well as the ability of artistic and creative self-expression in a particular form of art.

Great opportunities for the education of the aesthetic culture of schoolchildren are provided by the content of all subjects of the curriculum of a secondary general education school. However, in the first place, the group of subjects that make up the educational area "Art" (music, visual arts, world art culture, and others) is aimed at forming the artistic culture of students.

Consider the age specifics of this area of ​​education (see table 19).