CC BY
6педагогических наук: 13.00.01 / Григорьев Юрий Владиславович- Чебоксары, 2012.- 21с.
2. Дмитренко Т.А. Профессионально-ориентированные технологии / Т.А. Дмитренко // Высш. образование в России. - 2003. - №3. - 302 с.
3. Куклев Валерий Александрович. Автореферат диссертации по теме "Становление системы мобильного обучения в открытом дистанционном образовании": 13.00.01 / Куклев Валерий Александрович;.- Ульяновск, 2010.
4. Курицына Галина Викторовна. Содержание и организация оценки качества дистанционного обучения в вузе: диссертация на соискание ученой степени кандидата педагогических наук: 13.00.01/ Курицына Галина Викторовна: Нижний Новгород, 2015.- 319 с.
5. Маслакова Е.С. История развития дистанционного обучения в России [Текст] // Теория и практика образования в современном мире: материалы VIII междунар. науч. конф. (г. Санкт-Петербург, декабрь 2015 г.). — СПб.: Свое издательство, 2015. — С. 29-32.
6. Хузиахметов А.Н., Насибуллов Р.Р. Учебная деятельность студентов вузов в условиях дистанционного образования // Высшее образование в России. 2012. № 4. С. 98-102.
7. Coldeway,D. ( 1988) «Methodological issues in distance educational research. The American Journal of Distanse Education» . 2(3), pp.4-54.
8. Meyer, J. W. & B. Rowan (1978) "The Structure of Educational Organizations." In M. W. Meyer et al (eds), Environments and Organizations: 78-109. San Francisco: Jossey Bass.
9. Morgan, M., & Shanahan, J. ( 1996). Two decades of cultivation research: An appraisal and metaanalysis. In B.R. Burleson ( Ed.), Communication yearbook 20 ( pp.1-45). Newbury Park, CA: Sage.
10. Rumble, Greville. 1988. «The Costs and Costing of Distance/Open Education.» In J. Jenkins, ed., Commonwealth Co-operation in Open Learning: Background Papers. London: Commonwealth Secretariat, pp. 249-255.
11. Verduin J.R., Clark, T.A. Distance Education: The Foundations of Effective Practice, San Francisco: Jossey-Bass Higher and Adult Education Series, 1991.279 с.
WHAT IS FRAUGHT WITH ART AND WHAT IT TEACHES
Maltseva L. V.
Kuban State University, Krasnodar, doctor of pedagogical sciences, professor
White T. V.
Kuban State University, Krasnodar, Senior Lecturer
Pikavtsov A.D.
Kuban State University, Krasnodar, student
ABSTRACT
In the process of communication with art is acquired and accumulated aesthetic attitude in the development of knowledge and skills needed later in life. Works of art, causing aesthetic emotions, convince, bring to mind the human need for a respectful, careful attitude to the cultural heritage of his country, his native land. Therefore, art in all ages occupied an important place in public life. It is part of our lives since the first days of birth with songs mother accompanies us in sorrow and in joy.
Keywords: education, training, education, the arts, the development of thinking, imagination, skills, knowledge, graphic reading and writing, artistic and creative abilities.
The basis of the graphic reading and writing instruction is figure-of for the development of educational content. Mastering the content of, education - the main task of training, given that the content of modern education included not only diversified logical and skills, but also mastery of logic and scientific acceptance in receptions, as well as education in the spirit of respect for the individuality of each man, assertions of moral values accepted in society.
In the process of learning the art is not only the acquisition of knowledge, skills and abilities, but also the simultaneous development of the intelligence of every person. It follows that education entails a development, it develops.
The purpose of this paper is to address this problem in the fundamentals of graphic reading and writing.
Scientific, design and experimentally verify the methodical system of artistic-tively-creative abilities in the classroom through the initiation to the art culture.
The student is active in the learning process, it is not only the object of attention and activity of the teacher, but he is the subject of cognitive activity. If the teacher is not able to form a positive attitude and motivation to educational activity, the activity of the student in the classroom appears to laziness or reluctance to de-lat.
That is why the issue of cooperation of the teacher and the student in the learning process is important. Personality-oriented education in modern school based on this law textbook-tion process and creates potential conditions for the development of interest in learning the basics of graphic letters and formation of children's cognitive needs.
The content of education in school is dependent on the development of Sciences, the basics are taught, from the scientific and technical progress the pro-society and cognitive capabilities, interests and needs of pupils. That is why, on the basis of this law education rab-ochie programs are periodically reviewed, and modern curricula include general education standard, regional component, reflecting thus not only the interests of the public interest, but also the students themselves.
An important rule is the dependence of the content of education, methods, means and forms of education goals, and learning-represented in society, from the specific purposes of the school. Lack of clear objectives makes slim logical learning process in a random set of actions of the teacher and the student with the acquisition of knowledge, mind-tions and skills, leading to a breach of the systemic and systematic knowledge.
Success in learning artistic creativity depends on the teaching methods used. This is a joint activity of the teacher and the student, aimed at achieving their educational goals:
1) an oral presentation of the knowledge of the teacher and learning the activation-tional activities of students (story, discussion, explanation, lecture, silt-lustration and demonstration at oral presentation of new material);
2) consolidation of the studied material;
3) independent work of students on understanding and mastering of the new educational material (work with literary sources, workshops);
4) application of knowledge in practice and develop skills (exercises, workshops);
5) Inspection and assessment of knowledge, skills and abilities.
Between the methods there is an organic relationship and inter-penetration. In practice, the teacher, choosing methods of teaching activities, usually guided by the objectives of training and its content. On the basis of a specific pedagogical-for garden, the teacher decides what methods to take him on armaments-tion. Will it show a positive example or exercise-depend on many factors and conditions, and in each of them, a teacher from giving preference to the method that considers most appropriate in this situation.
The learning process takes place under the guidance of a teacher. He poses the problem of students, gradually complicating them from occupation to occupation, creating conditions for a successful course of the exercise: selects the content in accordance with the goals and objectives.
The social purpose of art lies in the fact that it has four-res reflection of its subject holistically, universally interacts and influences the person. In art embodies all aspects of our society. The many facets of art influence on various Stora us human beings, and especially on the formation of the young, skladyval personality. Typically, there are three functions of art: the cognitive, educational, aesthetic in their indissoluble organiccal connection. Indeed, one can say that art knows, Sun-pityvaya, and educates, learning, and it happens on the basis of aesthetic wasps.
Art shows us all that people are different, even in the most perfect of present society. Ideal - is the highest form of aesthetic consciousness. Art also brings infinite-finite range of feelings - from individual aesthetic perception to tacos-th complex and multidimensional phenomenon of consciousness, as an aesthetic and artistic taste.
Art that expresses the spiritual world, requires careful attitude. Meet us with works of art - to get into the content, understand the plan - it is a huge force in the life of the four-Rights, which should be studied. In this part and complex spiritual world of man, the mind and feelings of his contemporaries. Continuous Global Developing etsya, and young artists of today - tomorrow, judges, and perhaps the new figures, still unknown to us art. It is not only excited, give the viewer in an emotional response, feelings, joy, delight. Under its influence the viewer sees the world as if through the eyes of an artist. As a result, there is just living the need for personal creativity, are infected with creative energy.
Artistic ability caused by human social needs that arise in certain historical conditions. New times, new needs and open up new opportunities for development and manifestation abilities, before finding itself prima tion in other activities or existed in a latent form, in undeveloped natural inclinations of man. This will require hudozhni-ing of a new type, with special abilities. The possibility of forming such ability is confirmed by expression of a variety of features in the drawings and other forms of creativity.
Interaction of fine arts and crafts is-kusstva in modern conditions takes place at the level of art-of the development of our modern society. The literature aesthetic reproduction of the world through the word; in painting - in color visually perceived images of wealth of the world; sculptor in the tour - through plastic images, volumetric - spatial forms; Graph - by drawing a line, bar; in architecture and decorative art - it is the unity of aesthetic perception.
Architecture, painting, sculpture, decorative arts -it is not only the embodiment of the ideals of society and plan artist. This art, which implements the properties of marble, wood, concrete, canvas, paint, material nature of sound and speech.
The art subject - the personal attitude to the world, as works of art, the artistic image is a synthesis of the action-the real and the uniqueness of the world, his personality. Many image of art is based on the diversity of life and the artistic vision of the first world, deeply personal expression reflected in the works of art.
Teaching is acquired in the course of practice, many years of creative work. At first glance, it appears that the teaching of art - so simple and easy, but it is not. Without knowing particular methods of teaching, its main provisions, starting to work at the school beginning teachers have very difficult.
Teaching in the school of fine arts, the teacher requires inspiration, intuition, resourcefulness, creative approach to their work. It not only teaches, educates, but also help scientists Cams learn about the world, develop observation, thinking and teaches to distinguish the shape of objects, to compare them with each other.
Without ru-line Governing and guiding role of the teacher without the tireless and Atte-tary monitoring of each student is impossible to achieve the desired direct-result. Prior to his students, he reveals the world of fine-tion, it brings to the works of great art, but also simul-Menno teaches the basics of graphic reading and writing.
Meanwhile, art as an active creative phenomenon has enormous possibilities of cultural creation, is able to stay ahead of the cash state of mind, have the opposite effect on the life, civilization process. In this regard, the particular importance of today becomes the development of new approaches.
Today there are many different forms of initiation to the art - creative entertainment, education. And the last - is particularly noteworthy - forms of "newborn" of Lada enormous potential power. These forms can be from universities, bear culture, numerous clubs for the study art, organizing parties and discussions on art, is-the use of art in individual lessons and teaching as an independent discipline.
The art depicts the life, but expresses the relation of the artist to the represented, his position, which is associated with the creative side of the raboats, with the depth of his feelings. This led to a different interpretation of the ability of psychologists to art. One of them makes the reflective ability, reproductive and creative. Others are based on the close relationship the two sides of the artist activity, and therefore speak of one, integrated capabilities. These include abilities:
1) a holistic vision;
2) evaluation of deviations from the reference directions (vertically and horizontally);
3) assessment of proportions;
4) evaluation of light relations;
5) evaluation of new reductions;
6) color vision.
In the process of learning the basics of graphic letters solved a whole range of tasks, among which the most significant:
1) promotion of educational and cognitive activity of schoolchildren,
2) the development of their memory, creative abilities and talents, and
3) the organization of their informative activities on mastering scientific knowledge, abilities and skills,
4) improving education and skills,
5) expression processing, scientific outlook, raising the level of general culture.
The purpose of learning the basics of art - nothing more than a mental anticipation of its outcome, that is, of what should seek a teacher and student. Thus, the function of the target element of training - to determine its outcome.
The practical definition of learning objectives -this process is rather complicated. It should be remembered that, as in the training system as a whole, and the organization of each training session, in particular, three groups typically implemented interrelated objectives.
Communication theory and practice starting from the very first days of training wasps novam graphic reading and writing. Typically, half of the material to
be driven by theory, and the other half - the practice. All this contributes to a rapid and lasting learning of theoretical material and mastering the skills of artists tools. In the classroom theory and practice should be studied in parallel and simultaneously. A large amount of educational material, the same time, students are not digested completely or partially digested, surfactants. In order to better the first and more rapid assimilation of the material in turn comprise one the new term, the question of the subject. In each session, scientists, nicks learn, study and comprehend the basics of graphic letters.
Art is such a kind of figure-conscious of, which clearly identified as underlined still wasps mainly features of reflection and creativity, as well as a number of new, any on the basis of their specific features. Art as a form of social consciousness reflects social being of people. In this sense, regardless of the fact it is mainly from public fact, it is defined. Of course, artistic-governmental creativity exists and develops only through human activity.
Any work of art directly or indirectly expressed, is the emotional and mental attitude of the subject-creator of reality. The thoughts that the artist expresses and inspires on its own behalf or on behalf of their heroes, provided that they are justified artistically and psychologically motivated, co-constitute one of the total-governmental artistic works of the most important components. With their help, the artist reveals not only a particular object, but also himself. However, if the noun-disclosure of the reflected object on the foreground is an objective reality, then the author's expression of thoughts to the fore, of course, stands the subject itself.
In fact, the entire contents of art exists only because the man realized it belongs to him. The information we receive through art about the nature of laws and the manifestations of various material objects, phenomena and processes, we recognize the objective, not because they can exist outside and independent of the subject's activity, but because they reflect such features and manifestations of reality, which are independent of their reflective and receptive subject.
The mental, emotional, educational moments to give-emye of artwork, are subjective not in the fact that the components of a holistic content of a work of art, they are realized (created and perceived) only the subject, but because they represent such parties, especially the crazies-cal states that belong to the subject, the mental, emotional, educational united into one part-nye of the content of a work of art sold.
Art, in fact, a practical subject, by cis-kusstva encourage and promote the availability of creative possi-bilities-sti, force planning and initiative, and ingenuity appeared broadens the mind. Put in this way focus on the practical side of art-tion - this does not mean to reduce its aesthetic co-content, but simply to draw attention to the huge value of the adjustable-ing activities, which happily connected to the process of thinking and creativity.
A broad conversation about the art of admiration for the things that we face all the time, - the purpose of teaching art dis-pline. That is the enrichment of intellectual and physical environment of the student, turning
into synonymous nice and normal. Insufficient, precisely in order that the student will be able to find the perfect, when it will close. He has to carry on his perception and feeling fine when it is not clearly expressed.
It is evident intellectual activity in the Picture-mately art. It requires not only data obtained in a means of sensations and perceptions, not just one feeling, talent. Talent in the totality of its general and special qualities - it is nothing more than the possibility of success, it is only a prerequisite ma Ministry, but still far from the skill itself. In order to become a ma-erased, it is necessary to work hard. In the process of labor accumulates life-experi- ence required complex skills, knowledge and skills, without any work impossible.
In the process of creative activity will be important inspiration. It requires tremendous focus atten-mania students in fulfilling their creative works, mobilization-tion memory, creative imagination and thinking on proproblem solving in art.
For the successful implementation of creative works, a necessary condition is Viy attention. It largely determines the success in the learner's knowledge of the surrounding reality, because Vaeth While providing the completeness and depth of visual perception, thinking activity to the study of an object phenomenon. Targeted activities contribute to the intensive development of attention in school.
The artistic work of great importance are congenital-WIDE qualities: talent, the ability to feel the harmony of colors, the rhythm lines, aesthetic value of objects and shapes. The essence of the artistic-governmental talent is formed from a series of psychological, spiritual and social co-components. However, the talent, the organization as a complex system of individually unique personality of the child, determined-by the direction and possibilities of creativity.
In the development of talent and the importance of subjective factors: the greatest ability to work and volitional tension, mobilizing all its child emotional and intellectual forces, the organization of his workplace and the desire for deeper penetration in social development, constant creative fantasy-oriented.
People without art is deprived of historical memory, and without memory The historical memory it is already losing its national integrity. Art mission manifested at the individual child level, bonding together all his spiritual powers. It is a historical link between generations is a pro when forming ideas and images, revealing to the children the most profound and universal human interests in the form of unique forms of their manifestations.
The scientific approach to the study of the graphic reading and writing This would include a deep study of linear and aerial perspective of laws of light and shade, color science, composition and art history. The principle of systematic and consistent education is due, above all, the logic of the material under study, its content.
It is conducting a pilot study on existing and experimental program. The study confirmed and convincingly proved a huge opportunity of art. As part of the research work of students, artistic abilities have been
studied: the imagination, visual memory, emotional orientation, active work of imagination.
Getting acquainted with various kinds of fine, decorative and folk art, students assimilate certain operations, acquire skills related to crafts, oral and musical folklore. We have developed a way to be creative-ness to the implementation of various labor actions, make in the life around his artistic beginning.
In the pilot program on employment and skills formed during the work. This program allows you to make lessons effective, interesting, exciting, promotes proper development of artistic and aesthetic perception of environ-guide in the world. It has been proposed to perform the work: doll-twist, mosaic, batik, tapestry, collage, appliqué, stained glass, puppets, kuban theme. The works of ceramic test.
Comparing the results of the experiment, there was a significant difference in the content of the compositions, expressive create images in the work performed. Fine disciples, capacity increased during the selected tasks and exercises.
During the combined solution of creative tasks needed-bridges mastering various techniques, with the acquisition of skills to translate ideas into material. If you are a doll-twist, the yarn used, fabric. For mosaic used in almost postcard-tions for tapestry mesh, wool threads for batik white cloth, PVA glue, the hoop for a stone fence used eggshells, doll puppet thread, fabric, buttons, caps, lids, two sticks.
Name Level Control class 25- 100% Experimental Class 25 - 100 %
High 53,7 73,5
Average 38,8 25,5
Low 7,5 1,0
The analysis works on the experimental program that first of all you should promptly and faithfully teach the theoretical, practical and intellectual abilities and skills in mastering the basics of graphic letters. In formulating a co-content of each session, setting the goal of studying for-adoption, picking jobs, as well as teaching methods and forms of the teaching methods, the teacher must take into account the physiological-singularity of each of his disciples, to carry out an individual approach to each.
As part of the research work were studied artistic ability: imagination, visual memory, active work of imagination. This is evidenced by the fact that interdisciplinary communication Images, striking, arts and crafts with a history of letter-ture, music, architecture is an effective fore-ming aesthetic needs of the students, means form-ing the interest and needs of the fine and decorative arts. This teaching method allows considerably expand the enforcement-general idea of the beauty and harmony of objects and phenomena of reality and at the same time to carry out differentiated selective approach to these phenomena, to carry out development of individuality of each person.
Learning the art can only be considered a valid means of education, where it will contribute to the establishment of a universal identity. Moral duty teacher evolved historically, and one of the main requirement was to be the bearer of deep and comprehensive knowledge.
References
1. VS Kuzin Psychology. - M.: Higher School, 1994.
2. LV Maltseva Kubanovedenie on the lessons of the fine is-kusstva in secondary school. - Krasnodar: Tradition 2010.
3. LV Maltseva The development of artistic and creative abilities of students-stey means of fine art (on the material culture of ethnoart Krasnodar Territory). -Krasnodar: Ekoinvest 2009.
4. LV Maltseva Methods of teaching and fine de-cor-tively and crafts. - Krasnodar: Kuban State University, 2013
5. LV Maltseva Methods of teaching fine arts. -Krasnodar: Kuban State University, 2015.
6. Education / ed. LP Krivshenko. - M.: Prospekt, 2004.
7. Petrovsky AV, Yaroshevskii MG Psychology. -M.: ACADEMA, 2005.
К ПРОБЛЕМЕ ИСПОЛЬЗОВАНИЯ АКСИОЛОГИЧЕСКОГО ПОТЕНЦИАЛА ОТЕЧЕТСВЕННОГО ПРАВОСЛАВНОГО КУЛЬТУРНОГО НАСЛЕДИЯ В МУЗЫКАЛЬНОМ ОБРАЗОВАНИИ ШКОЛЬНИКОВ
Стеганцева И.П.
(Липецкий государственный педагогический университет имени П.П. Семенова-Тян-Шанского, к.п.н., директор института культуры и искусства, Россия, г. Липецк,)
Ярошенко В. С.
(Липецкий государственный педагогический университет имени П.П. Семенова-Тян-Шанского, к.п.н., заведующая кафедрой музыкальной подготовки и социокультурных проектов, Россия, г. Липецк,)
TO THE PROBLEM OF USE OF AXIOLOGICAL CAPACITY OF OTECHETSVENNY ORTHODOX CULTURAL HERITAGE IN MUSIC EDUCATION OF SCHOOL STUDENTS
Stegantseva I.P., (Lipetsk state pedagogical university ofP.P. Semenova-Tyan-Shanskogo, к.п.н., director of institute of culture and art, Russia, Lipetsk)
Yaroshenko V.S., (Lipetsk state pedagogical university ofP.P. Semenova-Tyan-Shanskogo, к.п.н., manager of department of musical preparation and sociocultural projects, Russia, Lipetsk)
АННОТАЦИЯ
Статья посвящена проблемам использования аксиологического потенциала русской православной музыки в общем музыкальном образовании школьников. В работе анализируются проблемы связанные с включением в содержание общего музыкального образования элементов православной культуры в условиях светского учебного заведения, а также проблемы подготовки учителей музыки в части формирования ценностного отношения к русской православной музыке как к категории педагогики музыкального образования.
ABSTRACT
Article is devoted to problems of use of axiological potential of the Russian orthodox music in the general music education of school students. In work the problems connected with inclusion in the maintenance of the general music education of elements of orthodox culture in the conditions of secular educational institution, and also a problem of training of music teachers regarding formation of the valuable relation to the Russian orthodox music as to category of pedagogics of music education are analyzed.
Ключевые слова: аксиологический потенциал, русская православная музыка, общее музыкальное образование.
Keywords: axiological potential, Russian orthodox music, general music education.
Изменения, происходящие в настоящее время в нашей стране касаются различных сторон жизни общества. Отметим, прежде всего, актуализацию нравственных проблем в условиях духовно-идеологического кризиса XXI века. Важность решения этих проблем заключается в том, что они «пронизывают» все стороны организации воспитания и обучения подрастающего поколения, определяют систему взаимоотношений и взаимодействий с окружающими, характеризуют определенный уровень сформированности нравственных качеств человека.
В условиях современного духовно-идеологического кризиса в России педагоги, психологи, писатели, деятели культуры не только доказывают жизненную необходимость рассмотрения проблем образования в контексте отечественной культуры, но и подчеркивают непреходящее значение и актуальность задачи раскрытия аксиологического потенциала традиционного для России Православия в качестве составляющей общенациональной концепции воспитания.
В настоящей статье мы остановимся на проблемах включения аксиологического потенциала
