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THE ROLE OF INTEGRATED ARTS LESSONS IN THE CREATION OF A REFLEXIVE EDUCATIONAL ENVIROMNET FOR TRAINING TEENAGERS
I. V. Shchek
Integrated lessons facilitate manifestation of a holistic, optimistic attitude among students, development of creative activities, independence, creative thinking, development of a sense of national dignity, the culture of interethnic communication, and the ability to see historical and cultural monuments in connection with the history and lifestyle of a people.
Key words: integrated lesson, arts, development, reflexive educational environment, creativity.
One of the main goals of music education is to organize communication of students through art. In this process, a piece of music becomes a full participant in the activities organized by the teacher. In this case, interdisciplinary communications are necessary both for education purposes and for upbringing purposes, whereas connection between the teaching subjects should become an expression of the universal connection in the world, its unity and diversity. The main emphasis is put on the development of creative thinking. Integrated lessons necessarily involve the development of creative activity of students, dramatically improve cognitive interest, develop attention and imagination, and include children in different forms of creativity. Integration makes it possible to rebuild, expand and deepen the content of art education, and provides for the creative climate in class. This program does not hinder the teacher’s initiatives, and allows him/her to include additional topics and assignments for students, thereby creating a creative environment in the classroom. Integrated lessons contribute to manifestation of a general optimistic worldview of students, development of creativity, independence, creative thinking, the formation of a sense of national dignity and culture of international communication, and the ability to see the monuments of history and culture in relation to the history and lifestyle of a people. The integrative approach allows us to use the power of emotional impact on the child, organically combining logical and emotional aspects, to build a system of scientific and aesthetic education with broad involvement of the educational potential of lessons, full development of a child’s cognitive activity, and, eventually, to make creativity a tool of personal education for a teenager.
The role of art in education and upbringing of young people. Teacher training and his/her competence in various art forms not only create the conditions for experiencing by children of the internal conflict between the existing and the required level of their aesthetic development, but also stimulates a demand for the admission to art. Also of great importance is the knowledge of the teacher of trainees' age characteristics in the organization of aesthetic education.
Art lessons are special lessons. It is very important to create conditions favorable for spiritual communication between a teacher and a student. To create a favorable psychological atmosphere it is necessary to develop an optimistic attitude among all students. We understand to be primarily a cultural process that is driven by the search for personal meanings, dialogue and cooperation of its
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participants in achieving the goals of self-development. The deeper the child perceives his or someone else's creative product, and thus expresses his/her understanding, the greater the opportunity he/she has to emerge as a connoisseur of art and, thus, find new opportunities for socialization [1]. A creative attitude is realized in the process of any child’s activity, and develops in it, being connected with the leading motives, and is functionally attached to the structure of the personality, as the ability to produce change and create qualitatively new things in all possible conditions, which can be defined as the creative style of any activity [1].
The role of integrated lessons of art in teaching of teenagers. For high school students self-consciousness is seen as a prerequisite for self-education and self-improvement, as an individual person's ability, the basis of his/her conscious behavior. Efficient self-consciousness is possible only if a person is confident, knows what he/she wants to achieve in life, and feels comfortable in social situations and different social roles. To develop this ability a person needs to constantly deal with new problems in unusual situations and conditions [6].
Self-consciousness, as a person's ability of self-analysis and rethinking, is a crucial factor of personal self-improvement. We should note another important pedagogical direction of self-consciousness. B.G. Ananiev paid attention to such an important feature of creativity as the relationship of internalization processes (transformation of “social” to “individual”) and externalization processes (transformation of “internal” to “external”). At this stage, the child has the opportunity to express his/her own vision of such and such creative object. Thus, a listener, a viewer, a reader, etc. is being developed. Thus, the deeper the teenager understands his/her own or someone else's creative product, thus, expressing his/her understanding, the greater opportunity he/she has to be developed as a connoisseur of art, and, thus, find new opportunities for socialization [1]. Introduction of integrated lessons of art is also advisable from the point of view of studying the arts.
Music, as a specific reflection of the real world, responds to different life events and experiences. These manifestations may be purely musical, but they can also be expressed in alliance with poetry, dance, theater, and visual arts. The connection of music to painting is an object of deep study, as the way to their synthesis is the shortest and the most intense one. In particular, visualization of the image, as well as the complete interaction of visual and auditory impressions, have the greatest impact on a person’s aesthetic development. Music creates clear visual images, and their analogy can be found in the paintings of artists [7].
Criticism of the issues of art synthesis is given a lot of attention in modern art. Being the most important direction in art, art synthesis requires further development of its theoretical understanding and understanding of the ideas of prominent representatives of the cultural world of the 20th century. The process of perception of works of art involves their assessment. Initially, this is done at the level of subjective judgment “like - dislike”. Then it is formed on the basis of selectivity - aesthetic evaluation, and ultimately it involves taste, aesthetic culture and, finally, the inner spiritual culture of the individual. Using categories of style, one can perform a search for spiritual values which are the orientations of the individual. The category of style is a kind of guiding thread, which, based on the intuitive subconscious, connects together the process of creative thinking of the
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creator and the viewer, the reader, and the listener, being a kind of generalizing factor of creative thinking.
One of the main goals of music education is to develop a future teacher’s ability teacher to organize communication of pupils through art. In this process, a piece of music becomes a full participant in the activities organized by the teacher. The quality of music education of pupils depends on what piece of music will be chosen by the teacher, whether a true dialogue with art will be organized, or the teacher’s actions will be reduced to formal study by pupils of the subject. We can safely say that the main work to ensure the success of the creative process at the lesson begins long before the lesson. The most important condition is the human relations that exist between the teacher and the student, as a teacher in his/her creative activity, in addition to the training function, fulfills another function, i.e. spreading creative passion among pupils.
Conclusion. The processes of dehumanization of society, expressed in man’s lack of spirituality, falling morals, and morality demand fracture of the existing social situation, changing the ratio in the direction of universal ideals [9]. One way to solve this problem is to organize interdisciplinary connections between the performance and theoretical musical disciplines. Integrated art lessons should be considered an important prerequisite for successful orientation in the modern world, the complexity, multidimensionality and paradox of which require the appropriate reflection in the organization of various parts of the educational process. Art can and should be an integral part of every person's life, and if it becomes his spiritual need, there is a need to understand the world of art, to penetrate into its mystery. Art can open the doors to a world of creativity. The main distinctive feature of a creative person is that he/she feels a constant need for self-development, which means that he/she is constantly improving the thinking processes.
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Translated from Russian by Znanije Central Translastions Bureas
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