Development of artistic abilities. Problems and searches in the study of artistic abilities

Khapchaeva Zuleikha Askrebievna 2008

Z. A. Khapchaeva

PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS FOR THE DEVELOPMENT OF ARTISTIC ABILITIES

PERSONALITIES

The work is presented by the Department of Methods of Teaching Artistic and Graphic Disciplines. Karachay-Cherkess state university them. U. D. Alieva.

Scientific adviser - Doctor of Pedagogical Sciences, Professor I. M. Radjabov

The article considers the psychological and pedagogical foundations for the development of artistic abilities, summarizes the views of domestic scientists, and also determines the role of aesthetic education and artistic perception in solving the problem under study.

Key words: artistic ability, creative thinking, aesthetic education.

PSYCHOLOGICAL AND PEDAGOGIC FOUNDATIONS OF A PERSON’S ARTISTIC ABILITIES DEVELOPMENT

Psychological and pedagogic foundations of artistic development abilities are studied in the article. Opinions of the Russian scientists are generalized, and the the role of aesthetic education and artistic perception in solving of the problem under consideration is defined.

Key words: artistic abilities, creative thinking, aesthetic education.

The social processes currently taking place in society put forward new requirements for the development of the individual. The need of modern society is a creative approach to finding rational non-standard ways to solve problems in any field of activity, increasing the intellectual potential of each member of society and maximizing the development of human artistic abilities. The development of personality abilities cannot be considered as

process is independent, separate from its complex formation.

Exploring the problems of psychological characteristics of the development of artistic and creative abilities, it is necessary to determine the factors that influence the process of development of artistic abilities, including: heredity, environment, activity, upbringing, education, development, etc.

The analysis of domestic and foreign psycho-pedagogical literature allowed

to conclude that each person is endowed with inclinations, on the basis of which individual abilities are formed: artistic, literary, musical, scientific, organizational, sports, etc.

Abilities for each type of activity have a certain structure, which is a complex set of basic and auxiliary properties. So, for example, in his scientific works, V. S. Kuzin identifies some components of such a complex of individual artistic abilities, such as: creative imagination and thinking, visual memory, contributing to the creation of vivid visual images in the mind of the artist and helping to successfully transform them into an artistic image, emotional attitude to the depicted phenomenon, etc.

However, it should be noted that most studies in this area are more often devoted to the very process of perception of a work of art and do not consider the influence of the perception of works of art on the formation of the creative abilities of an individual. The question of the degree of adequacy visual perception The ideological and aesthetic content of works requires taking into account many factors, including the cultural level of consumers (recipients), their tastes and psycho-physiological characteristics, the degree of preparedness for the perception of works of art.

One of critical issues psychology of personality development, is the question of the influence of heredity and the environment on the development of the artistic abilities of schoolchildren.

A number of psychological studies note that hereditary factors, expressed in the anatomical and physiological basis of abilities, are of great importance. But whether or not the corresponding abilities will develop on the basis of certain inclinations, in critical depends on the conditions of life and activity of a person, on his creative activity, on the conditions of the social environment. However, there are other opinions about the relationship between heredity and environment.

in the development of human artistic abilities. The essence of these views is that children have innate inclinations that predetermine further development abilities, and therefore, they need to be trained in accordance with this.

Determining the decisive role external factors in the formation of individual abilities and creativity personality, consider this impact through the "prism" of education, upbringing and development.

Numerous psychological studies prove that there is nothing to nothing capable people. However, abilities, including artistic and creative, can be developed to a greater or lesser extent. Purposefully, the mass development of the entire spectrum of children's abilities is influenced by institutions such as kindergartens, schools: general education, art, music, sports, houses of creativity for children and youth, clubs, etc., i.e. those institutions that carry out pedagogical activities . To do this, the student must be given the opportunity to express himself in various fields activities from the very early age. This is the most effective way to develop the individual abilities of children and introduce them to the subsequent active, creative activity.

Of all the variety of specific activities, in our opinion, it is arts and crafts that are the most significant in the process of artistic development of a person, since this contributes to the active formation and improvement of its various qualities, opening up wide opportunities for self-realization.

Creative abilities in the process of decorative and applied activity can be formed only taking into account its features. Their purposeful development, as noted

above should be based on individual qualities of a person, on his natural inclinations, inclinations, providing self-expression, self-improvement and self-development of a growing personality.

AT scientific literature selected groups complex characteristics personalities:

The first includes the peculiarities of various mental processes (feelings, emotions, sensations, perception, thinking, memory, will) peculiar to this particular person;

The second group combines typological personality traits (features of temperament), which are usually called biologically determined. They are not basic but play important role when choosing an activity. People of different temperament (choleric, phlegmatic, sanguine, melancholic) will differ in their work style, moral and physical efforts to achieve results;

The third group includes socially determined personality traits (interests, ideals, aspirations, beliefs, worldview), which are formed in the process of education and are defined as the orientation of the personality, which is based on the need-motivational sphere of a person;

Fourthly, the formation of personality is also carried out as a result of the acquisition of knowledge, skills and abilities that accumulate in the learning process, express the level of development, preparedness, experience.

All children initially have potential abilities for a particular type of activity. As V. A. Krutetsky writes: “There are innate individual differences in inclinations, in connection with which some people may have an advantage over others in terms of the possibilities of mastering one activity and at the same time may be inferior to them in terms of the possibilities of mastering another activity.” Thus, a child who has favorable inclinations in the field artistic creativity, will develop creatively faster, ceteris paribus, and will achieve greater

results than a child who does not have such inclinations.

Classes in arts and crafts form and develop the artistic abilities of the individual, deliver moral satisfaction, aesthetic pleasure, the joy of creativity. The beauty of decorative art objects, having great expressiveness, contributes to the development of taste, the formation positive qualities personality. The sense of beauty is closely connected with the purposeful and conscious artistic activity of a person. Great thinker the founder of many teachings, K. Marx, wrote: “An animal forms matter only according to the measure and needs of the species to which it belongs, while a person knows how to produce according to the standards of any kind and everywhere knows how to apply the appropriate measure to an object; because of this, man also forms matter according to the laws of beauty.

The aesthetic perception of reality can be successfully carried out provided that the beautiful enters into the activity of an individual or a team as a creative practical task.

In the process of developing artistic abilities, the creative thinking of the individual is also formed. These processes proceed inextricably, therefore they are not opposed to each other and are not considered separately.

Considering the concept of "creative thinking", we can single out its main components. They fully correspond to the functional levels discussed above. mental activity person. It should be noted that these are:

1) analytical components (conceptual logical thinking): consistency, mobility, selectivity, associativity, ingenuity, ability to differentiate, etc.;

2) emotional components (sensual-figurative thinking): brightness of images, emotional evaluation of events, facts, phenomena, works of art, etc.;

3) creative components (visual-effective thinking): search rational ways solutions, non-standard (manifestation of individuality, originality, overcoming stereotypes), the ability to foresee the result, the desire to synthesize best qualities familiar products in the created object, the choice of the most appropriate solution from options and the ability to justify the correctness of the choice.

The development of artistic thinking is the most important result artistic development of the individual and at the same time a prerequisite for more high level

aesthetic education in general. In addition, the teacher's knowledge of the individual typological characteristics of students largely determines the success of that purposeful, organized and controlled process, what is the development of the artistic potential of the individual by means of decorative art.

Thus, summarizing the above, it can be noted that no matter how phenomenal the inclinations themselves may be, outside of activity, outside of training, they do not receive maximum development. This is evidenced by the conclusions of scientists based on numerous studies.

The aesthetic education of schoolchildren is ultimately the education common culture a person, a culture of perception of the world within the limits in which the subject acts as transforming himself in moral and intellectual development and reality on the basis of improving the social, political, economic and spiritual life of society.

BIBLIOGRAPHY

1. Trouble GV. Painting and its figurative means: Proc. allowance for students. HGF ped. institutions. Moscow: Education, 1977. 186 p.

2. Wecker M. Psychological processes: Thinking and intelligence: In 2 vols. L .: Publishing House of Leningrad State University, 1976. 344 p.

3. Krutetsky R. A. Psychology of training and education of schoolchildren. Moscow: Education, 1976 300 p.

4. Marx K., Engels F. About art. M.: Art, 1957. T. 1. 158 p.

How to develop the artistic abilities of a child?

What is to be done so that the abilities serve for the benefit of the one gifted with them? Recall: no matter what military specialty a person receives, he first takes a course young soldier. There are general principles of education. Whoever the child becomes later, he must be prepared for life in general, he must be ready to overcome difficulties, he must be brave, tempered and hardworking, receive general development and education. And from the one to whom much is given, a special demand. And the higher the giftedness, abilities, the higher the requirements for education. Gifted children are often peculiar in behavior. Sometimes they look “crazy”, “enchanted”, strange, “eccentrics”, they surprise with some kind of inadequacy, they are peculiar, emotionally impressionable and vulnerable. With them, as they say, you will not get bored. However, it is precisely because of their non-standard, emphasized individuality that they confuse educators, annoy them with their unusual behavior. Such children for them are "restless, stubborn, strange, self-willed" and even "poorly brought up." After all, many imagine a well-bred child in the form of an obedient good boy. A gifted child often looks like a black sheep. Parents should timely understand the peculiarities of the mental development of their child. Who, if not they, will understand him, believe in him, encourage him? Indispensable component creativity- Originality of thought. If the child expressed something interesting, original, you should show your approval, even admiration, so that he understands: this is interesting, this is what is highly valued. And he will excel again, because he will understand the difference between the original, fresh, bright and banal. The development of such an unexpected, original view is facilitated by the education of observation, insight, a special angle of view. The masters of photography and painting teach this. Therefore, parents can nurture in a child the ability to see unusual facets in nature, in people, in everyday life.

27 ways to develop creativity in children.

Children are happy to take on everything new and show great interest in creativity. The task of parents is to support and develop this interest.

I have put together a few simple effective techniques which will help to improve the creative abilities of the child. They will not require much effort, but will bring a lot of benefits and delight the baby.

· 1. Carry a small notebook with you in which you can draw and sketch. And in general, let the child draw as much as possible. Ask him to draw something new.

2. Ask the child to draw a non-existent animal that will combine as many features as possible of all the animals known to him. For example, a fox with fish scales or a long-necked hare with hooves. This will help develop the imagination of the baby.

· 3. Arrange a dance party. Try dancing with your child in different genres.

· 4. Go for a walk in nature. Along the way, learn the names of trees, birds, insects that you meet. Collect sticks and leaves, and then make crafts out of them.

· 5. Build a "fortress". Anything can serve as a “building material”: sofa cushions, tables, chairs, bedspreads.

· 6. Invite the child to compose a story. Let him come up with the character and habits of each character, and then write a real book.

7. Invite the child to color the pebbles. Toddlers can make something as simple as ladybugs. And older children - to draw a whole plot.

· 8.Turn off the TV, phone, tablet. Try to have fun all day in other ways.

· 9. Allow your child to grow something in your garden on their own. Or at least an onion on the windowsill.

10. Invite the child to start keeping a diary: every day to mark important events for him, what made him happy or, on the contrary, upset him.

· 11. Ask questions. Many questions.

12.Take dictionary and randomly choose two random words. Just point your finger at any page. Ask the child to find something in common between them. And then together write a story in which you put the relationship.

· 13. Cook a new dish together or try a new cuisine. Introduce your child to culinary traditions other countries. For example, teach him how to handle Chinese chopsticks.

· 14. Blind something from clay or salt dough.

· 15. Sit the child in front of a mirror and ask him to draw a portrait of himself.

16. Put a simple scientific experiment. Let the child play the role of your laboratory assistant and write down all observations.

· 17. Make your own toy together. If you are not very good at sewing, you can simply sew two rounded pieces of fabric together and stuff them with cotton. And then give the child buttons and felt-tip pens, and he will do the rest.

18. Ask your child to draw a house. But before that, choose 10 any words. Tell the child that he is an architect and he was commissioned to design. But the customer set 10 mandatory requirements. These are the chosen words. Anything can be here. For example, "orange" - the roof of the house should be orange, "plate" - round windows in the bathroom, etc.

· 19. Try to compose a simple poem or song. Do not find fault if the child does not get along very well with rhyme, the main thing is enthusiasm.

· 20. Ask the child to describe himself as if you did not know each other.

· 21. Play dress-up. Let the child show off in your clothes or make them together from improvised means.

· 22. Come up with a script for the play, and then act it out.

· 23. Ask the child to imagine that he is a journalist and should interview you. Then switch roles and interview the child. Let him pretend to be a superstar.

24. Be silent together for five minutes.

· 25. Watch together a documentary or other video that will teach the child something new or explain some phenomena.

· 26. Model something from the little things that you were going to throw away.

· 27. Invent and equip a special place where the child can read or just wallow, dreaming and fantasizing. Because kids are so good at it.

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"DEVELOPMENT OF ARTISTIC AND CREATIVE ABILITIES OF CHILDREN".

PURPOSE: to stimulate the manifestation of creativity in children when creating an artistic image.

TASKS:

1. To teach the child to consciously use the elementary foundations of visual literacy, use them as a means of expressing their idea of the surrounding reality with the greatest completeness, conveying the mood, state, character of the image.

2. Deepen and expand children's knowledge about different types and genres of fine arts. Learn to correlate the mood of the images expressed different types art.

Chapter 1.1 Children's creativity.

The concept of "creativity" is defined as an activity, as a result of which the child creates a new, original, showing imagination, realizing his plan.

Children's creativity is based on imitation, which serves an important factor development of the child, in particular his artistic abilities. The task of the teacher is, relying on the tendency of children to imitate, to instill in them skills and abilities, without which creative activity is impossible, to educate them in independence, activity in the application of this knowledge and skills, to form critical thinking.

Education plays a huge role in the "reasonable creative activity" of the child. Consciousness plays a leading role in human activity as a whole, which requires a flight of thought, the power of imagination, based on experience and knowledge. The ability of the child to analyze is growing, paving the way for new achievements in this area. It is at preschool age that the foundations of the child's creative activity are laid, which are manifested in the development of the ability to plan and implement it.

Children's artistic creativity is associated with the peculiarities of perception of the surrounding world. The means of conveying the image by children are a variety of shape outlines, linear contours, children independently try to find expressive means for embodying the idea (shape, color, composition), in a creative drawing they convey their attitude to the depicted, use expressive techniques, extending them to a greater number of depicted objects. Drawing, like playing, helps the child to be aware of himself and the world around him. The images that children imprint on paper are nothing but the stages of their personal growth. The drawing gives him the opportunity to fix the experience on paper, to look at it from the outside, to supplement it. All this allows the child to change himself.

Children are talented in almost the same sense as nature. "Almost" - because the "works" of nature appear as imprints of a spontaneous, purposeless process, but children's drawings.

The necessary participation of an adult in the creation of a successful drawing by a child is usually not realized by us, apparently because children's work we find them ready and only note that this work is talented. The child (often imperceptibly for himself) is helped to create by an adult who assumes the functions of an internal critic and partly a creator.

Chapter 1.2 The value of the development of artistic and creative abilities of children.

At preschool age, the foundations of the child's creative activity are laid, which are manifested in the development of the ability to plan and implement it, in the ability to combine their knowledge and ideas, in the sincere transmission of their feelings.

Drawing for children is an organic need, a channel through which the inner life of a child's soul can be realized in material. Not yet able to express himself in words, the child tries to reflect in scribbles the impressions of life that overwhelm him. Artistic activities include great opportunities for comprehensive development - mental, emotional, aesthetic, motor, labor. Drawing, the child constantly compares, analyzes, generalizes - and this also forms his thinking.

When children get acquainted with works of fine art, personality is formed, its creative potential is developed. The child consciously uses the elementary foundations of pictorial literacy, conveying the mood, state, character of the image in the drawing. The child discovers a constant and steady interest, the need to communicate with the beautiful in the surrounding reality and works of art, experiences pleasure and joy from meeting him.

Chapter 1.3 The role of parents in the development of artistic and creative abilities of children.

The family is of great importance for the development of the creative abilities of children. Beauty in everything that surrounds children at home evokes a feeling of joy, confidence, strengthens the attachment of children to their parents.
It is good if a child in a family has the opportunity to develop their artistic and creative abilities: to sing, dance, draw, etc.

In the process of various activities, the aesthetic feelings of the child, his creative abilities are formed, talent develops. Attention to any manifestation of interest by the child, to some type of activity on the part of parents is mandatory, especially if this interest is stable. In this case, children should be encouraged, encouraged in every possible way to develop their creative abilities.

Nature is an inexhaustible source of children's artistic abilities. An excursion into nature, a trip outside the city, a walk in a city park or just along a city street can become a source of familiarity for them with beauty. Those parents who, during a walk, talk about the environment, do the right thing. A child who knows how to admire flowers and animals, their coloring and habits, develops the ability to see the beautiful and he has a desire to display in his drawings, crafts.

Children preschool age they like to look at pictures and photographs with their parents. Watching TV shows, movies, if this is not abused, opens up wide opportunities for introducing children to beauty, therefore a vital role in the organization of children's leisure belongs to an adult.

The beauty of the surrounding world, perceived by the child in poetic, artistic images, enters deeper into his consciousness. Literature, music, painting, folk art should be constant companions of children in the family.

Chapter 1.4 Views of scientists.
Pedagogy and psychology solve the issue of children's creativity, based on the goals and objectives of educating the younger generation. The successful development of such qualities depends on upbringing, which in the future will ensure the participation of the child in creative work.

N.K. Krupskaya in her speech at the third conference on preschool education (1926) raised the question that already at preschool age it is necessary to form the abilities that are required to train "skillful workers" in all areas of labor. Krupskaya N.K. more than once pointed out the need to encourage and develop children's creativity in every possible way.

The beginning of the development of children's creative abilities falls on the preschool age, when the nature of their activity changes in comparison with early childhood. This type of activity L.S. Vygotsky characterizes it as a period of creative activity, he wrote: “The highest expressions of creativity are still available only to a few geniuses of mankind, but in the everyday life around us, creativity is a necessary condition for existence, everything that goes beyond the limits of routine and in which there is at least a note of the new, owes its origin to the creative process of man. If we understand creativity in this way, then it is easy to see that creative processes are revealed in full force already in early childhood.

The imagination of older preschoolers is becoming more active, they develop the ability for creative activity. So noted A.A. Lyublinskaya: “This is also confirmed by the fact that children are beginning to pay more and more attention to the idea, i.e. the intention of your work. Neither a preschooler, nor even a schoolboy tries to convey some kind of abstract thought in a figurative form. The ideological idea of a 6-7 year old child is usually limited to the plot of his drawing, game or story.

Interesting thoughts about the ability of children to be creative are expressed by artists. K.S. Stanislavsky advised actors to learn from children, whose acting is always distinguished by faith and truth.

The poet P. Antokolsky argued that all children are gifted in one or another area of art.

“Children's giftedness is manifested both in the observation of children, and in their vigilant grasp of similarities and characteristic features, in a sharp ear for music, in an unusually developed instinct of imitation, ”- L.S. Vygotsky,
B.M. Teplov, an outstanding Soviet psychologist, touching upon the issues of development children's creativity, wrote: “The main condition that must be ensured in children's creativity is sincerity. Without it, all other virtues lose their meaning. This condition is naturally satisfied by the creativity that arises in the child independently, based on an internal need, without any deliberate pedagogical stimulation.

Chapter 2.1 Features of the formation of artistic and creative abilities of children.

Considering the process of children's fine arts as a gradually developing one, it is necessary to find ways of its formation (teaching methods and techniques that are characteristic of fine arts: observations, artistic expression, showing ways of depicting).
As you know, children's creativity "feeds" on images of reality taken from observations.

Observation is a purposeful, systematic perception of objects and phenomena of the surrounding world. For the development of visual activity in the process of observation, it is necessary to develop aesthetic perception, to teach children to see aesthetic properties and signs of objects. Children should not just look at an object, recognize and highlight its properties: shape, structure, color, and others, they should see its artistic merits. It is necessary to constantly develop in children the ability to understand why this or that object, this or that phenomenon is beautiful. Observations give children the opportunity to create new images, due to the complex processing of what they see, they gain the ability to combine forms in various new combinations.

Purposeful, systematic observation is reflected in the formation of the artistic perception of children, their curiosity, interest. Observation forms in preschoolers a figurative vision of the world, reality, and the surrounding reality is the basis creative process child.
For the formation of creativity in modeling, drawing, and application, the interaction of the artistic word is of great importance. Conversations are held with children, which help to pay attention to the main thing, teach children to emotionally perceive an artistic image.

During the conversation, different ways of depicting objects (graphic, plastic, decorative-silhouette) are considered. This gives children an idea of different approach in image transmission. Helps children in their practical activities to give various options color combinations, compositional constructions.

Chapter 2.2 Working with the family.

An urgent task at present is the development of artistic and creative abilities in preschoolers. Therefore, the development of creative abilities in a preschooler cannot be considered only within the framework of a kindergarten.

Parents can see the process of developing the creative abilities of children directly in the kindergarten; for this, exhibitions of children's creative works (drawings, crafts) are organized.

An effective means of working with the family is the “slider folder”, which is given to parents. The folders contain material with consultations: a psychologist, music director, the content of the consultations may correspond to the theme of the forthcoming parent meeting or surveys.

Particular attention is paid to the joint work of children and parents in the kindergarten group when decorating the premises for festive events. The teacher discusses upcoming matters with members of the parent committee in advance, determines the duties and scope of work for adults and children. Such Team work pays the team.
Thus, the educator conducts work with the family in three directions:

1. studies the experience of family education and takes into account its achievements and gaps in its pedagogical activity.

2. provides effective assistance to parents in the upbringing and creative development of children.

3. coordinates work with kindergarten children and parents.

Coordinated organization in the work of the kindergarten and the family is the most important principle of the full-fledged education and development of children's creativity.

Artistic ability. We confidently say that they are, even more confidently that the child does not have them. But what do we mean by this, what criteria do we use? Able - because he quickly grasps the explanations, assimilates the shown technique, the rule. He has a firm hand, he feels the proportions, catches the resemblance "And mine is completely mediocre! He can't draw a straight line." He finds a rhyme for any word, "puns" to the delight of his elders, easily builds complex phrases (and his unlucky antipode "cannot connect two words", "puts error on error"). If he hears a melody, he will unmistakably pick it up by ear (and to the incapable one, "a bear came on his ear", and the world of music is forever closed to him).

Able - because he has a rich imagination. He will compose such a story that even an adult cannot come up with, and he tells it in such a way that you are ready to believe! He does not need to be prompted: "Write about that, draw it" - inexhaustible ingenuity, even draws a New Year's tree every time in a new way. It happens that some strange colors will pick up, but it turns out well. Able - because in his writings, stories, drawings, one feels his own view of the world, some kind of his own, special, unique attitude to life. This, however, is rarely heard about a child. More often they say this about a great artist, but they immediately add that he, a mature one, wise man- managed to keep "something childish" in their attitude (and they call it spontaneity, disinterestedness, openness, freshness of look, gullibility - in different ways). The ability to convey in the drawing the resemblance to the subject - and rich imagination, giving an unusual, and even unprecedented, unprecedented character to a drawing or story. Own special treatment to everything in life - and a good ability to learn the generally accepted technical methods of drawing, versification, playing a musical instrument. - how different, almost opposite, these qualities are, and we call them all the same: artistic abilities.

Indeed, the artistic talent of a person can be considered from different points vision and how different levels. Is it because the process of human artistic development is so multi-layered, so difficult to predict and manage? And yet, in order to engage in the artistic development of a child, you need to have an idea of what qualities we want to develop in him. What is artistic ability? It would be a mistake to start looking for an answer by studying the children themselves and their creativity. We will be able to understand what artistic abilities are by observing them in real, great artists. Then it will be easier for us to discern the germs of these qualities in children. And first of all, you need to understand what art itself is, why it exists, what tasks it sets for the artist. Only after we have answered these questions will we come to an understanding of human artistic abilities.

Based on this, we can conclude: Artistic abilities are the abilities for artistic creativity in a certain field of art, characterizing the degree of development of this activity as, in terms of worldview, the ability to produce the idea of a work of art as "one's own world", which will evoke a response from the viewer, listener, reader , and in the technical ability to choose the means of artistic expression that are adequate to the idea and the skills that make these means effective.

There are different ways to develop artistic abilities. As a rule, artistic abilities develop in almost any lesson. The only thing is that it all depends on the degree of interest of the students themselves. As we described earlier, artistic ability does not necessarily mean good drawing. It can be both science and creativity. Today, the world has accumulated sufficient experience in including artistic activity in the process of developing children's artistic abilities. The philosophers of ancient Greece wrote about the need to give children the opportunity to create. Famous teachers attached great educational importance to this: Ya.A. Comenius, I.G. Pestalozzi, F. Fröbel and others. Formation creative personality one of the most important tasks of pedagogical theory and practice at the present stage.

Numerous psychological studies prove that there are no incapable people. However, abilities, including artistic and creative, can be developed to a greater or lesser extent. Purposefully, the mass development of the entire spectrum of children's abilities is influenced by such institutions as kindergartens, schools: general education, art, music, sports, houses of creativity for children and youth, clubs, etc., i.e. those institutions that carry out educational activities. To do this, it is necessary to give the student the opportunity to express himself in various fields of activity, starting from a very young age. This is the most effective way to develop the individual abilities of children and introduce them to subsequent active, creative activities.

The main condition for the successful development of the individual artistic abilities of the individual, teachers and psychologists consider their components (intellectual activity, search initiative, the desire for self-improvement). Of all the variety of specific activities, in our opinion, it is arts and crafts that are the most significant in the process of artistic development of a person, since this contributes to the active formation and improvement of its various qualities, opening up wide opportunities for self-realization. Creative abilities in the process of decorative and applied activity can be formed only taking into account its features. Their purposeful development, as noted above, should be based on the individual qualities of a person, on his natural inclinations, inclinations, providing self-expression, self-improvement and self-development of a growing personality.

Classes in arts and crafts form and develop the artistic abilities of the individual, deliver moral satisfaction, aesthetic pleasure, the joy of creativity. The beauty of decorative art objects, having great expressiveness, contributes to the development of taste, the formation of positive personality traits. The sense of beauty is closely connected with the purposeful and conscious artistic activity of a person. The great thinker and founder of many teachings, K. Marx, wrote: “An animal forms matter only according to the measure and needs of the species to which it belongs, while a person knows how to produce according to the standards of any kind and everywhere knows how to apply the appropriate measure to an object; because of this, a person forms matter also according to the laws of beauty."

In the process of developing artistic perception, students acquire the ability to see the world in all its diversity of forms, phenomena and colors. Immersion in the world of art cannot be accompanied only by a contemplative perception of works of art. Practical, real life in art, mastering the laws, techniques, materials of various types of art - this is what students need to prepare for free creativity. The aesthetic perception of reality can be successfully carried out provided that the beautiful enters into the activity of an individual or a team as a creative practical task. In the process of developing artistic abilities, the creative thinking of the individual is also formed. These processes proceed inextricably, therefore they are not opposed to each other and are not considered separately.

Considering the concept of "creative thinking", we can distinguish its main components. They fully correspond to the functional levels of human mental activity considered above. It should be noted that these are:

1) analytical components (conceptual logical thinking): consistency, mobility, selectivity, associativity, ingenuity, ability to differentiate, etc.;

2) emotional components (sensory-figurative thinking): brightness of images, emotional evaluation of events, facts, phenomena, works of art, etc.;

3) creative components (visual-effective thinking): the search for rational solutions, non-standard (manifestation of individual originality, overcoming stereotypes), the ability to anticipate the result, the desire to synthesize the best qualities of familiar products in the object being created, choosing the most appropriate solution from possible options and the ability to justify correct choice.

The development of artistic thinking is the most important result of the artistic development of the individual and at the same time a prerequisite for a higher level of aesthetic education in general. In addition, the teacher's knowledge of the individual typological characteristics of students largely determines the success of that purposeful, organized and controlled process, which is the development of the artistic potential of the individual by means of decorative art.

Municipal budgetary preschool educational institution kindergarten of a general developmental type with priority implementation of the intellectual, ecological and valeological directions of development of pupils No. 151 of Chelyabinsk

Generalized work experience

"Development of artistic and creative abilities in preschool children"

Developed by: Bulatova Alena Sergeevna

Chelyabinsk, 2015

Creation - integral activity personality, necessary for every modern person and the person of the future. And it is possible and necessary to begin its formation in the preschool period.

Theoretical basis

The analysis of the problem of the development of creative abilities will largely be determined by the content that we will invest in this concept. Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, compose poetry, write music, etc. What is creativity really?

It is obvious that the concept under consideration is closely connected with the concept of "creativity", "creative activity". Creative activity should be understood as such human activity, as a result of which something new is created - whether it is an object of the external world or a structure of thinking that leads to new knowledge about the world, or a feeling that reflects a new attitude to reality.

If we carefully consider the behavior of a person, his activity in any area, then we can distinguish two main types of actions. Some human actions can be called reproducing or reproductive. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and actions.

In addition to reproductive activity, there is creative activity in human behavior, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. Creativity is at the core of this activity. Thus, in the very general view The definition of creativity is as follows. Creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

Creativity is breadth and diversity creative possibilities personality. How to increase it?

The development of the creative activity of older preschoolers takes place in the conditions of one activity or another, while mastering its socially developed means (B.G. Ananiev, S.L. Rubinshtein, M.N. Skatkin). However the best way contributes to this Practical activities children, including manual labor (E.Ya. Belyaeva, N.M. Konysheva, L.V. Kutsakova, L.V. Panteleeva, D.V. Sergeeva, etc.).

Making crafts from various materials(paper, threads, pieces of leather and fabric, leaves, fruits of plants, etc.) fully meets the needs, interests and abilities of preschool children.

Such work, due to its accessibility, high efficiency and expediency, allows the child to directly implement his plans, improve, create and see the final product.

An effective means of developing artistic and creative abilities in children, according to N.A. Vetlugina, T.G. Kazakova, T.S. Komarova, G.N. Panteleeva, E.A. Flerina and others, is the performance of creative tasks that make it possible to apply previously acquired knowledge, skills and abilities to solve new cognitive tasks.

The concept and essence of abilities

Abilities are the psychophysiological properties of a person, on which the dynamics of acquiring knowledge, skills and abilities and the success of a certain activity depends. Abilities include, for example, an ear for music and a sense of rhythm, necessary for successful music lessons; constructive imagination necessary to carry out the activities of a designer, engineer; the speed of motor reactions necessary for practicing certain sports; (the subtlety of color differentiation is for an artist painter).

Different types of activity, differing in their content, make different demands on the individual, on his abilities. The difference in the requirements imposed by activities on the individual is reflected in the classification of human abilities.

General abilities are those that manifest themselves in the same way in different forms. human activity. These include, for example, the level of general intellectual development of a person, his learning ability, attentiveness, memory, imagination, speech, manual movements, working capacity.

Special - these are abilities for certain types of activities, such as musical, linguistic, mathematical.

The role of artistic creativity in the development of preschool children

Giftedness determines only the possibility of achieving success in a particular activity, the realization of this opportunity is determined by the extent to which the corresponding abilities will be developed and what knowledge and skills will be acquired.

Individual differences of gifted people are found mainly in the direction of interests. Some people, for example, dwell on mathematics, others on history, and still others on community service. Further development of abilities occurs in a specific activity. Describing a person's abilities, they often single out such a level of their development as mastery, that is, perfection in a particular type of activity. When people talk about the skill of a person, they first of all mean his ability to successfully engage in productive activities. Skill in any profession involves psychological readiness to creative solutions to emerging problems.

A high degree of a person's abilities for a certain activity, manifested in the originality and novelty of the approach, accompanied by the achievement of the highest results, is called talent. A person's talent, guided by a pronounced need for creativity, always reflects certain social demands. Talent Development decisively depends on socio-historical conditions. Talent can manifest itself in any human activity, not only in the field of science or art. Therefore, the attending physician, and the teacher, and the pilot, and the innovator of agricultural production, and the skilled worker can be talented. As a rule, talent is always combined with exceptional ability to work and diligence. It is not for nothing that all talented people emphasize that talent is labor multiplied by patience, talent is a tendency to endless labor. The awakening of talent, as well as abilities in general, is socially conditioned. What talents will receive the most favorable conditions for full development depends on the needs of the era and the characteristics of the specific tasks that this society faces.

Genius is the highest degree of giftedness. One speaks of genius when a person's creative achievements constitute an entire epoch in the life of society, in the development of culture.

Thus, creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

Preschool age is the period when artistic creativity can become and most often is a sustainable hobby not only for especially gifted, but for almost all children, i.e. dragging the child into fairy world art, we imperceptibly develop his imagination and abilities.

In domestic psychology, the consideration of imagination as an independent mental process was proposed by L.S. Vygotsky.

Vygotsky showed that the imagination is most developed at preschool age, starting to take shape in play activities and receiving its further development in a wide variety of activities (pictorial, musical). What is creativity?

L.S. Vygotsky believes that human activity can be divided into two types:

- reproducing (reproductive);

- combining (creative).

Reproductive activity is associated with our memory, it reproduces, and creative activity is this kind of activity when a person imagines. Creative activity is called imagination or fantasy. A.V. Zaporozhets claims that "children's creativity exists", he draws attention to the fact that it is necessary to learn how to manage the features of its manifestation, to develop methods that encourage and develop children's creativity.

He assigned a large role to artistic activities, as well as all educational work with children to develop their perception of beauty in surrounding life and in works of art, which plays a large role in the general and creative development of the child. Interest in the artistic creativity of children is determined by its importance for the development of the child's personality. One of the conditions for the manifestation of creativity in artistic activity is the organization of an interesting meaningful life of the child.

N.P. Sakkulina believes that by the age of 4-5, two types of draftsmen stand out: those who prefer to draw individual objects (they mainly develop the ability to depict) and those who are inclined to unfold the plot, narration (their image is supplemented by speech and acquires a playful character). G. Gardner calls them "communicators" and "visualizers". For the first, the process of drawing is always included in the game, dramatic action, communication; the second focus on the drawing itself, draw selflessly, not paying attention to the environment. Children who are prone to the plot-game type of drawing are distinguished by their vivid imagination, activity of speech manifestations. Their creative expression in speech is so great that the drawing becomes only a support for the development of the story. The visual side develops worse in these children. Children focused on the image actively perceive the objects and the drawings they create, take care of their quality.

Knowing these features, we can purposefully guide the creative manifestations of children.

One of the main conditions and indicators of the child's physical and neuropsychic health is the timely and versatile mastery of a small arsenal of movements that improve the functions of the central nervous system. If we talk about plastic, we believe that it is necessary to focus on the development of hand movements in a child, namely fingers (during drawing, modeling, exercises).

In connection with the need to develop in children the ability to perform subtle manipulations, one interesting circumstance should be noted - the existence close relationship between coordination of fine, light movements and speech. Research by Professor M. Koltseva showed that speech activity in children, it partially develops under the influence of impulses coming from the fingers. The same is confirmed by numerous studies of other specialists: the level of development in children is always in direct proportion to the degree of development of the movements of the fingers.

By means of fine arts and artistic creativity, children form an aesthetic attitude to the surrounding reality, empathy in the perception of artistic images.

Thanks to the perception of artistic images in the visual arts, the child has the opportunity to more fully and vividly perceive the surrounding reality, and this contributes to the creation of emotionally colored images by children in the visual arts.

So far, there have been insufficient studies that reveal the specifics of a child's cognition of fine arts. It is mainly noted that such genres as landscape and still life (N.A. Zubareva), sculpture with accurate plasticity (G.M. Vishneva), portrait (A.M. Shchetinina), illustrations (V.A. Ezikeeva, V. Ya. Kionova).

It is important that a preschooler in kindergarten and in the family be surrounded by objects of arts and crafts, works of fine art.

The child's own artistic creativity becomes synthetic, since the child simultaneously uses different methods of color, plastic expressiveness when creating his own plot or decorative compositions.

We can say that the process of children's artistic creativity acquires the character of design activity. The child is limited in the means of conveying the artistic image. Therefore, the relationship between the types of artistic creativity is necessary, in which the child has the right to choose the most means of expression when creating a specific image.

Therefore, it is important to give children the opportunity to show their abilities, to realize creative ideas.

So, the basis of the artistic and creative development of the child by means of fine arts and artistic creativity are:

personal position child, the desire to express themselves;

development of abilities for artistic creativity (their structure includes emotional responsiveness, sensory, creative imagination, a sense of color, shape, composition, manual skill);

creation of an artistic image - personal attitude child, emotional response, self-affirmation, choice and preference for means of expression (picturesque, graphic, plastic, decorative-silhouette); the relationship of different methods and their independent choice by children;

synthesis of art to create an artistic image, an atmosphere of emotional empathy, co-creation, i.e. focusing on certain types of art (dominant) and synthesis models:

The system of educational activities with preschool children in artistic creativity is aimed at teaching children to depict surrounding objects and phenomena, using the acquired visual skills and abilities for this, using available means of expression when creating an image and developing children's artistic creativity.

Artistic creativity in kindergarten is based on the unity and interconnection of three types: drawing, modeling, appliqué to music, which contribute to more effective mastery of all these activities by children, as well as more effective aesthetic development of children.

The effectiveness of teaching, and, consequently, the development of children's creativity and the comprehensive education of children in kindergarten depends on a number of conditions.

The most important of them: building the learning process in accordance with the program, teaching methods aimed at mastering children with all components of the activity and meeting joint requirements.

The transition to the pedagogy of cooperation, the pedagogy of development makes it possible to effectively develop the visual abilities of preschoolers. It is important to carry out development work in a comprehensive manner.

For example, introducing children to any kind of arts and crafts in the senior or preparatory groups, a block of directly educational activities is planned. In this block, acquaintance with Dymkovo folk art, all types of activity are interconnected, as well as preliminary work in a group.

Broad inclusion in pedagogical process, in the life of children of various classes in artistic and creative activities, maximum attention and respect for the products of children's creativity, their widespread use in the life of preschoolers and the design of the kindergarten premises fills the life of children with new meaning, creates an atmosphere of emotional well-being for them.

Comparing their work, children are convinced of the advantage of one or another method, so they are prepared for an independent search for the best means of image, and this, in turn, prepares children for creative activity, which is distinguished by a search character.

Based on the fact that each child must acquire a certain amount of knowledge, skills and abilities in an organized manner during educational activities and in independent free activities under the guidance of a teacher, work to familiarize children with artistic activities in kindergarten is carried out according to the scheme:

1. Statement educational material(in the form of a game, conversation, excursion). The introduction of new ways of artistic activity, new materials through creative tasks that children decide together with the teacher and individually, contributes to the solution learning objectives and tasks.

2. Self practical work children, which is the basis in the educational process. Her goal is creativity. The creation of artistic images develops in children the ability to generalize them, lead to unity, integrity.

3. Discussion of creative work by children and the teacher helps the child to see the world not only from his own point of view, but also from the point of view of other people, to accept and understand the interests of other people.

For example, the topic “Circus”, to draw it creatively, the children in the group are told a lot about the circus, during the conversation the children share their impressions of going to the circus, make sketches - clowns, animals with a teacher, and then in the lesson the children, showing creativity, create works - sculpt, draw, etc.

When introducing work with children during direct educational activities in artistic creativity, it is important to pay attention to social and emotional development, not limited only to the transfer of knowledge, ideas and skills to the child. It is important to encourage children to show independence and creativity in artistic creation.

The results of work in this direction should become:

activity and independence of children in artistic creativity;

the ability to find new ways for artistic representation;

the ability to convey their feelings in the works using various means of expression.

Direct educational activities are carried out in subgroups and have an integrative character. Close ties are established between all types of artistic creativity - drawing, modeling, appliqué with musical accompaniment, as well as arts and crafts.

Education of children is built as an exciting problem-playing activity that provides the subjective position of the child and the constant growth of his independence and creativity.

Activities in an enriched developing environment pedagogical environment allows the child to show inquisitiveness, curiosity, to know the environment without coercion, to strive for a creative display of what is known. So, during GCD, children find themselves in interesting situations in which they need to come up with a way out themselves.

During GCD, children are asked questions: what do you think? How would you do it? And how do you imagine, describe, etc. Obviously, children can and should be taught. But not the artistic technique of adults, but a new vision, a new plastic understanding of space. But be sure to take into account their age characteristics. So that each drawing or completed work is filled not with educational, but with children's content, so that they reflect the impressions of the child, his attitude to what he depicts. Therefore, during the GCD for art activities with musical accompaniment, a large role is given to the sources of fantasy, creativity, and independence.

In order for children to have a desire to complete the educational task, work is being done to form game motivation. For example, briefly but convincingly tells a fictional story about the problems of a game character (bunny, clown, etc.) and encourages them to help.

The main thing is to cause a good attitude towards the game characters, a desire to help them, create motivation. It is important to find out if the children want to help fairy tale hero, only after an affirmative answer we continue educational activities. For example, the application "Kingdom of Mushrooms" - children help the old man Lesovichka to collect a full basket of mushrooms (cut and stick).

It is very important that a child can fulfill the noble role of helper and protector of the weak only by learning something new.

Each work is evaluated only positively, correct comments are possible only during work, sometimes coming from the game character.

An important point at the end of the GCD is the mood of the child, his emotional state.

An important point in the structure of GCD is the use of finger gymnastics, relaxation to relax muscles, physical education.

Games for the development of fine motor skills of the hands and imitation motor exercises resonating with the theme of GCD contribute not only to physical unloading, but also to the maximum assimilation of the material and the development of creativity.

In this way, necessary conditions development of artistic creativity in children is a creative approach to the organization of educational activities with children and the use of a variety of methods and techniques of work in this direction.

Bibliography:

Lykova I.A. The program of artistic education, training and development of children aged 2-7 years "Colored palms". and additional
Lykova I.A. Artistic work in kindergarten. Teaching aid.- M.: Publishing House"Color World", 2010.-144p.
Development of creative abilities of children aged 5-7 years: diagnostics, system of classes / ed. S.G. Koroleva.-Volgograd: Teacher, 2010.-114p.
Shtanko I.V. Art education in kindergarten: an integrated approach: Methodological guide.-M .: TC Sphere, 2007.-144p.-(Supplement to the journal "Management of preschool educational institutions")

Artistic practice in the domestic, cultural and educational tradition, declaring as a priority spiritual development personality, was really built on the idea of art as a kind of "virtuoso needlework". A vivid illustration of this approach is the one that operated throughout the 19th–20th centuries. the practice of diagnosing artistic talent in the selection to art educational institutions. No efforts worthy of attention were made to determine the levels of development of the spiritual qualities of the individual, creative abilities, while the possession of the technical side of the matter was rather carefully checked (hearing pitch, fine color discrimination, sense of rhythm, mastery of academic drawing, musical instrument, etc.).

Thus, an approach has developed in art education, according to which the level of instrumental mastery of the means of expression (academic drawing, academic painting, etc.) when entering a higher art educational institution was and remains very high, which is "art" in itself, requiring outstanding natural data and many years of special academic work. The situation was similar in music and other forms of art. At the same time, it is easy to see that in such a selection only instrumental or technical qualities were evaluated. They are necessary for artistic activity, but not sufficient to achieve high results in it, and therefore it is extremely reckless to judge the degree of artistic talent of an individual only by them. This has been convincingly proved in a number of special psychological studies (R. Arnheim, A. A. Melik-Pashaev, Z. I. Novlyanskaya, and others).

Selecting the most capable, from a given point of view, developing these qualities over a long period ( professional education art has always been and remains one of the longest) teachers constantly faced with the fact that famous artists, musicians, dancers often became not at all those who shone during the training period. This practice has its theoretical roots in some features of understanding the psychology of abilities and giftedness. Yes, in Soviet psychology the concept of "artistic talent" is actually excluded from the range of phenomena under consideration, and its place is occupied by a more neutral one - "inclinations". The latter are interpreted as "... congenital anatomical and physiological features of the nervous system, the brain, which constitute the natural basis for the development of abilities" . At the same time, abilities are understood as "... individual psychological characteristics of a person, which are a condition for the successful implementation of one or another productive activity" .

With this approach, many famous psychologists(B. G. Ananiev, V. A. Krutetsky, V. I. Kiriyenko, V. N. Myasishchev, S. L. Rubinshtein, B. M. Teplov and others) conduct a thorough, in-depth analysis of various types of artistic activity. For example, V. I. Kiriyenko studies the problems of abilities to fine arts, B. M. Teplov - to music, etc. As a result, a necessary and sufficient, from the point of view of the authors, set of mental qualities is singled out, of course, but the possibilities are the most simple, elementary. The combination of these qualities, according to the supporters of this approach, characterizes the general structure and individual variants of the designs of these abilities.

This gives rise to whole line problems, and one of the most difficult is that neither theoretical analysis nor empirical research do not allow us to say with certainty that the necessary and at the same time sufficient list of elemental abilities, accurately illustrating the general picture of abilities as a mental phenomenon. Yes, at different authors who studied the same problem, you can find different versions of the lists (narrowed or expanded) of the main abilities. The next problem is the problem of the juxtaposition of the distinguished qualities and their hierarchy. Attempts to build such hierarchical structures, while solving the problem of rowing, were made with varying degrees of success. They tried to differentiate abilities into dominant-subdominant ones (V. A. Krutetsky); supporting - leading - background (V. A. Kovalev), etc.

In the most simplified form, such a solution to the problem can be represented as an attempt to consider abilities as a simple sum of properties or mental qualities. This sum ensures the operation of the entire structure of artistic abilities as a system as a whole. In this regard, the question of one of the main opponents of this approach, A. A. Melik-Pashaev, sounds very relevant: "... as secondary to parts, the whole can acquire qualities that were not in the parts and which are not created by their addition. Isn't it easier to propose, in this case, the primacy of the whole in its special, potential form?

In his publications in the early 1980s, A. A. Melik-Pashaev and Z. I. Novlyanskaya proposed their own approach to the characterization of artistic abilities, which led them to create a fundamentally different theoretical model. The problem of artistic abilities appears in a different light if, as A. A. Melik-Pashaev suggests, one considers abilities not as a subjective analogue of the structure of activity, but as an "organ of self-realization of the creative "I"" in one or another sphere of culture. Then, according to his fair assertion, the value-personal characteristic of a person, which defines him as an artist, becomes the starting point, and the process of developing abilities in this case will act as the identification and concretization of this whole. The latter "... absorbs and modifies various mental qualities, turning them into their parts (and not adding up from them) and transforming them into creative abilities" .

Thus, the attention of the researcher and teacher-practice is not concentrated on the search for individual abilities necessary to perform the activity, but on the qualitative transformations of mental properties that they undergo, acquiring the status of creative abilities in this area. A. A. Melik-Pashaev and Z. I. Novlyanskaya also acquire a different content in the problem of the hierarchy of abilities. According to them, it will manifest itself in the fact that more elementary private qualities will act as a necessary, but subordinate moment of qualities of a higher order, associated with the generation of creative ideas close to the "top of the pyramid" - the "creative "I"" of a person.

A. A. Melik-Pashaev and Z. I. Novlyanskaya designate the main integral property of an artistically gifted person with the term "aesthetic attitude to reality", while calling it the single basis of "ability for all types of artistic creativity" . In the most general form, they consider it as overcoming the boundaries of the "ego", creating conditions for the manifestation of the higher "I" in the consciousness and activity of a person. In the aesthetic relation to reality, that invisible, but tangible psychological barrier, usually separating "man" and "world", "I" and "not me", subject and object.

It must be admitted that this is a successful attempt to solve the traditional psychology problem of the relationship between general and special abilities in an unconventional way. Most researchers understand general abilities as general intellectual or general creative abilities, and special ones include artistic, mathematical, linguistic, psychomotor, etc. By revising general abilities to epistemological activity, the latter approach can be logically and justified. The basis of artistic abilities, as A. A. Melik-Pashaev and Z. I. Povlyanskaya rightly point out, is not general intellectual, but general artistic abilities. They include:

- aesthetic attitude to reality;
- artistic imagination, in its general form, not reducible to a specific material;
- instrumental, acting as a concretization of these common points, in relation to various types of artistic practice (literary, musical, visual, etc.).

Another important problem for the psychology of abilities is the problem of motivation. With the traditional approach theoretical models abilities were considered as a certain set of qualities required for the successful performance of an activity, in this case, the separation of abilities and motivation looked quite natural and logical. Ability and motivation were seen as components of success. In the approach of A. A. Melik-Pashaev and Z. I. Novlyanskaya, when the basis of abilities is a special, aesthetic attitude to the world, the boundary between the actual abilities and the motivational-required sphere of the personality practically disappears.

It is important that the "aesthetic attitude to reality" does not top (as is customary in traditional concepts) the list of artistic abilities, but creates them. A. A. Melik-Pashaev emphasizes that outside this whole, certain qualities of the psyche are only prerequisites for artistic abilities - more or less favorable, but neutral from the point of view of the tasks of art. Outside of the "aesthetic attitude to reality," individual personal, mental properties, which were previously called artistic abilities, are not such.

From the point of view of general, not only artistic, education, it is important to note that the aesthetic attitude to the world "... acts as one of the facets of a fully developed human psyche in general," as the basis of the ability to explore the world artistically, which is characteristic of every person in one way or another. different degree. Apparently given property can be qualified as an integral personal education - "artistic talent", theoretically present in every personality and differing only in degree.