The influence of children's creativity on the development of the child's personality. The influence of art on the development of children's creativity Adult participation in the creative development of the child

SVETLANA KHISMATULLINA
The influence of art on the development of creative abilities of preschoolers

Municipal budgetary preschool educational institution

Kindergarten №4 "Sun" Kushnarenkovo village

Municipal district Kushnarenkovsky district of the Republic of Belarus

Speech at the district methodological association of educators of senior and preparatory groups for school topic:

« The influence of art on the development of creative abilities of preschoolers»

caregiver: Khismatullina Svetlana Saifullovna

The main task of modern education is the education creative, an independent, free individual, since it is precisely creative man determines the progress of mankind. Our time - the time of information technology - requires creative, out-of-the-box thinking people who will direct their energy for the benefit of society. The foundation of the formation of the foundations creative personality is embedded in preschool age. preschool years are sensitive for creative development, namely for the formation of the processes of perception, memory, imagination, thinking. most favorable for creative development children are play and visual activity, since it is in them that different sides of child development.

Visual activity promotes active knowledge of the world around the child, educates ability creatively reflect their impressions in graphic or plastic form. Introducing your pupils in kindergarten with the works of fine art, We contribute emotional and artistic development, we try to teach the child to see the beauty of the surrounding objects, phenomena, and to see how they display them differently in their creativity artists. Based on the results of systematic contact with the world of aesthetically significant examples and phenomena. We note that the child discovers nature in a variety of colors, sounds, plastic forms. He receives various kinds of information that enters him even through purely physiological processes - pleasure or displeasure. Thanks to this, impressions are accumulated - color, sound, tactile, which represent the foundation on which further interest in the harmony of colors, sounds and plasticity of objects arises. On the basis of interest, the simplest aesthetic selectivity and aesthetic feelings appear. Getting to know the works art, children learn to see its content, highlight and name the characters, determine their character, mood, and how the artist, sculptor, folk master conveyed all this.

For successful work on familiarizing children with the visual art requires a qualitative change in the approach to development of children's creativity and, as a result, the active introduction of integrated classes into practice.

Their use is due to the following reasons:

For children preschool age artistic creation wears syncretic (fused) character in which the various species are not separated and specialized art;

Child's knowledge of works art must necessarily occur both through his emotional perception of the artistic image, and through awareness, understanding ways to implement it;

They activate all mental processes that ensure the successful implementation of children's art - creative activity.

Music, artistic word, pictorial art- a source of special children's joy in preschool childhood. Interrelation, interpenetration of various types arts in a variety of artistic creative activities are the basic rule in building activities with children. .

Traditional methods combined with innovative methods contribute to a greater extent to the development of artistic and creative abilities of children, development of children's perception, artistic and figurative thinking and active creative activities of children.

An obligatory component of our integrated classes is music, which allows you to create an emotionally positive mood to the greatest extent in accordance with the task, touches the innermost strings of the child's soul. Acquaintance with the best examples of world musical classics begins at a music lesson. Together with children, we learn to listen and understand the works of P. Tchaikovsky, A. Vivaldi, S. Rachmaninov, D. Shostakovich. Music continues to sound in the group, promoting creative the birth of small children's masterpieces.

In the classroom, the children and I do not just listen to music, but learn to compare, contrast a piece of music and a piece of art, to highlight their main means of expression.

Children of even the 5th year of life easily learn the connection between high sounds and light colors, between gloomy low sounds and dark colors. And in this case, the skill of color science is of great practical importance, that is, the child simply needs to be given elementary ideas about mixing colors, develop the ability to get new shades, use the palette.

Poetry is the richest upbringing and educational material that reveals to children the richness of the surrounding world, gives rise to a sense of harmony, beauty, teaches to understand the beautiful in life, and forms in the child his own attitude to reality. The active use of literary works in the classroom, especially the poetry of A. S. Pushkin, A. Fet, S. Yesenin and others, helps not only to acquaint children with poetry, but also to conduct vocabulary and semantic work with children, allows you to pay attention to the orthoepic correct pronunciation words, the musicality of their sound, the figurativeness of the language poems. All this contributes to the development speech and enrichment of the vocabulary of children, helps to think about the semantic content of a literary work, brings children closer to creative process. Acquaintance with emotional and aesthetic terms, with art terms, with figurative words and expressions, not only develops children's speech, but also teaches to express one's opinion and judgments, to evaluate the works seen.

The relationship of children's fiction and visual activity promotes a deeper emotional experience of the images of a literary work and their subsequent transfer in visual activity, emotional perception of the harmony of the artistic speech of the work, mastering the ability to convey the images of these works in children's creativity(beauty of natural phenomena, characteristic features of heroes, etc.). For example, organizing with children observations of natural phenomena in the fall on walks, talking about them, learning poems, it is proposed to draw individual natural phenomena, the teacher shows the children how to draw with a brush that "leaves fly in the wind", or "drip-drip, it's raining", draw with pencils, candle, etc.

Figurativeness as a feature of the artistic image of a literary work enables the child to convey this image with the help of artistic means of expression. The basis of the image is not only the image or phenomenon displayed in the work of literature, but also the emotional experience. preschooler in relation to what is shown.

As a result of communication with a work of art, preschoolers a culture of aesthetic perception is brought up, sensitivity to spiritual values, the beauty of the artistic word, its imagery, poetry, brightness, and in the process of visual activity, children learn to see the harmony of the image, line, color, they awaken interest in creativity and gradually develops independent aesthetic vision and aesthetic evaluation.

Thus, influence works of literature for art classes contribute to creativity optimal and intensive development all mental processes and functions, teach the child to think and analyze, measure and compare, compose and imagine.

One of the important conditions development of artistic creativity children is a variety of applied in fine arts and decorative drawing technician: finger painting, print or print technique, blotography, monotype, drawing from life, drawing on a wet sheet, plasticine drawing, drawing by dots, stencils. The use of various techniques in practical exercises allows you to discover new creativity and ability make classes varied and interesting. Knowledge about the features of techniques in painting, the ability to select and use one or another type of technique with high quality expands the horizons in the field of using a variety of materials and equipment and contributes to the development intellectual and cognitive children's abilities.

Children to complete tasks should be offered a variety of materials: pencil, colored pencils, watercolor, gouache, pastel, wax crayons, charcoal, felt-tip pen, wax crayons.

In each case, the choice of artistic material should be determined by a specific task. First, children are offered one or another artistic material. As they grow up and gain experience, develop skills in visual literacy, the choice of material will increasingly involve the children themselves. Appropriate questions encourage them to make the right choice. Gradually preschoolers master the ability to independently choose the most suitable artistic material for the realization of the idea.

Through visual perception art children form an idea about the ideals of contemporaries, about the culture of past eras and modern times. Mastering visual and expressive skills, children join the elementary creative activity. They get the opportunity to more fully convey the images of objects and phenomena of the surrounding reality.

Drawing classes are not designed to make all children artists, their task is to free and expand such sources of energy as creativity and independence, awaken fantasy, amplify capabilities children to observe and evaluate reality.

In our opinion, for successful development of creative abilities children, it is necessary to create conditions where the child could

Watching movies based on children's creative works:

1. Autumn, autumn….

2. My mother is the most, the most.

3. A Christmas tree was born in the forest.

Masterpieces of art have long been used for psychocorrection and psychotherapy of the emotional state of both adults and children.

At the same time, neuroscientists argue that the perception of art or the arts not only affect the emotional sphere of a person, but also spur the work of the brain and perfectly prepare the brain for engaging in the exact sciences, primarily developing the concentration necessary for cognition.
In this message - information about the most interesting facts and observations of scientists, testifying to the influence of art on mental development.

Listen to Mozart!

"The well-known music therapist and scientific researcher in the field of the influence of music on the human body S.V. Shushardzhan notes in his works that the waves created by the brain can be changed with the help of music and spoken sounds.
Beta waves are generated by our brains when we are focused on daily activities or when we are experiencing strong negative emotions. Beta waves vibrate at a frequency of 14 to 20 Hz.
The elevated sensations and peace are characterized by alpha waves that propagate at a frequency of 8 to 13 Hz.
The periods of peak creativity, meditation and sleep are characterized by theta waves, which have a frequency of 4 to 7 Hz. And deep sleep, deep meditation and unconsciousness generate delta waves, the frequency of which is from 0.5 to 3 Hz. The slower the brain waves, the more relaxed state we experience. An excess of amplified delta waves almost guarantees the presence of impaired attention and other cognitive functions.
With the help of music, you can shift your consciousness from beta waves towards the alpha range, thus increasing your well-being and attentiveness.
Playing music can create a dynamic balance between the more logical left side and the more intuitive right side of the brain. The interchange of thoughts is the basis of creativity."
/ source - V.M. Elkin "Methods of psychodiagnostics and psychotherapy with works of art /

Since the 90s of the XX century, simply amazing information has appeared about the unique impact on the human brain of Mozart's music. The unusual influence was called the Mozart effect. Until now, scientists argue about the nature of this phenomenon. Nevertheless, very interesting facts have already been collected.

Scientists from the University of Rome La Sapienza say "These results indicate that Mozart's music is able to activate neurons in the cerebral cortex responsible for attention and cognitive functions. But not all music causes such an effect." / /

Mozart's music has a particularly strong effect on children. Children develop their intelligence much faster.

I will not undertake to reproduce the scientific justifications for such an unusual effect on the brain of Mozart's music, but in general they boil down to the idea of the resonance of the cycles of the brain and the rhythm of music, as well as its saturation with high-frequency sounds.

Agree, a very tempting and pleasant way to develop the child's mental abilities, and also useful in terms of cultivating a good musical taste!

At the same time, I urge readers to be critical when searching for Mozart's music on the Internet: very often, on request, it is not Mozart's music at all (but signed by his name), it is better to buy a disc in a music store, or consult with specialists when downloading.

The benefits of dancing for a child

Scientists from the Einstein College of Medicine in New York have proven that dancing has a beneficial effect on the development of mental abilities. The combination of the logic of dance steps and free-thinking in improvisation optimizes the work of both hemispheres by 76 percent. Even reading books and guessing crossword puzzles does not give such results.

Tatyana Chernigovskaya, Soviet and Russian scientist in the field of neuroscience and psycholinguistics, as well as the theory of consciousness, Doctor of Biological Sciences, Professor, Honored Scientist of the Russian Federation, in her lecture "Creativity as the purpose of the brain" talks about the art of dance and the most complex work of the dancer's brain (see fragment 2 -3 minutes from 7 minutes 25 seconds, in general, a very interesting lecture, I highly recommend listening in your free time!:

visual arts

It is widely known that the left hemisphere of the brain is responsible for the work of logic. This was revealed in the course of more than one scientific experiment. The left hemisphere is also “responsible” for such important functions as language, reading, writing, counting, enumeration, fragmentation of the surrounding reality, the ability to perform mathematical operations, linear thinking, time dependence, analysis, intelligence.

During the experiments, it was revealed that the right hemisphere is responsible for figurative perception, integrity, spatial thinking, archaic language forms, music, smells, patterns, a holistic picture of the world, analogy thinking, symbolism, synthesis and intuition. Therefore, it will be fair to say that familiarization with art and creative activity itself will stimulate the development of the right hemisphere of the child's brain.

One of the types of art available for the perception of preschoolers are visual arts (painting, drawing, sculpture, applied art, architecture, etc.)

It is clear that a small child gets acquainted with visual arts through adults - close relatives and teachers.

Preschool children are most close and accessible to the perception and development of folk art in all its diversity, and the regional, national aspects should be taken into account.

So, our Kuban preschoolers, getting acquainted with the pictorial motifs of old Russian, Kuban embroidery, highlight the rhythm, repeatability of patterns, guess the images of a horse, a lion, a fire bird in schematic images, comprehend the symbolism of color - white, red, black.

Returning to my childhood that passed in Orenburg, I remember the elegant openwork patterns of downy cobwebs that my grandmother Maria knitted, those patterns looked more like snowflakes, zigzags, blizzard soaring lines, but there was also rhythm, harmony.

Acquaintance with professional art presupposes a certain level of mental, intellectual and aesthetic development and at the same time contributes to this development.

A child of middle age and senior preschool age should already be able to understand the simplest terms, concepts, art history, means of expression, as well as direct perception of works of art (all kinds of exhibitions, museum exhibits, etc.). An important role in the formation of such an understanding is played by art books for kids.

An important element of acquaintance with art is the independent artistic activity of the child.

Visual activity contributes to the active knowledge of the world around the child, educates the ability to creatively reflect their impressions in a graphic or plastic form.

word art

I'll try to be very brief here. Here are 2 quotes:
1. S.L. Rubinstein: "The main function of human speech is that it is a tool of thinking. Purposefully engaged in the development of speech, a person increases its culture, increases his erudition, and therefore enriches and develops his intellect."

2. Joseph Brodsky: "If what distinguishes us from other representatives of the animal kingdom is speech, then literature, and in particular poetry, being the highest form of literature, is, roughly speaking, our species goal."

In my opinion, that's a very strong word! Read good literature to children, develop and enrich the child's speech, introduce children to art, and you will raise a generation of smart, thinking, spiritually rich people!

The most complex and least developed type of activity is creativity. It is known that children's creativity is a unique phenomenon. The pedagogical thought of various countries has been investigating the problem of the nature of the emergence of children's creativity for many decades.

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Municipal state preschool educational institution

Kindergarten "Rodnichok"

The influence of artistic and creative activity on the development and upbringing of preschool children.

teacher - psychologist

Shlyk E.N.

2015

The development of artistic and creative abilities is far from a new subject of research. The problem of human abilities has aroused great interest of people at all times. However, in the past, society did not have a special need to master the creativity of people. Talents appeared as if by themselves, spontaneously created masterpieces of literature and art: they made scientific discoveries, invented, thereby satisfying the needs of a developing human culture. In our time, the situation has changed radically. Life in the era of scientific and technological progress is becoming more diverse and complex. And it requires from a person not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems. If we take into account the fact that the share of mental labor in almost all professions is constantly growing, and an increasing part of the performing activity is shifted to machines, then it becomes obvious that the creative abilities of a person should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks. in the education of modern man. After all, all the cultural values accumulated by mankind are the result of the creative activity of people. And the extent to which human society will advance inthe future will be determined by the creativity of the younger generation.

An important way of the pedagogical process, which creates an emotionally favorable environment for each child and ensures his spiritual development, is to increase attention to the formation of artistic and creative abilities in all children brought up in preschool institutions. One of the main conditions is priority attention to specific children's activities. The most effective means for this is the visual activity of children in kindergarten. The introduction of new ways of artistic activity, new materials and tools through creative tasks that children solve together with the educator and individually, contributes to the solution of educational problems and assignments.

In the process of creating a drawing, crafts, the child experiences a variety of feelings: he rejoices at the beautiful image created by him, upset if something does not work out. In working on his works, the child acquires various knowledge; clarifies and deepens his ideas about the environment. When creating a work, the child comprehends the qualities of objects, remembers their characteristic features and details, masters certain skills and abilities and learns to use them consciously. 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 another person.

The works of domestic and foreign experts (J. A. Komensky, I. G. Pestalozzi, F. Frebel) indicate that artistic and creative activity performs a therapeutic function, distracting children from sad, sad events, insults, relieve nervous tension, fears, cause joyful, high spirits, provide a positive emotional state of the child. Therefore, it is so important to widely include various artistic and creative activities in the pedagogical process, in the life of children, to create an atmosphere of emotional well-being, to fill the life of children with interesting content, to provide each child with the joy of creativity. Here, every child can express himself most fully without any pressure from an adult.

Material and experience in the study of children's creativity accumulated over the years. Gradually, a correct approach to this problem was developed. Psychologist L. Vygotsky noted that any practice, any experience can be learned in two ways. One of them is reproducing, reproductive. It is based on the exact repetition of previously developed behavioral techniques. Another way is based not on the reproduction of ready-made methods, but on creative processing, the creation of new images and actions. A.A. Volkova, describing the creativity of preschoolers, wrote: “Education of creativity is a versatile and complex impact on a child. We have seen that the mind (knowledge, thinking, imagination), character (courage, perseverance), feeling (love of beauty, passion for image, thought) take part in the creative activity of adults. We must educate the same aspects of the personality in the child in order to more successfully develop creativity in him. Enriching the mind of a child with a variety of ideas, some knowledge means providing abundant food for children's creativity. To teach them to look closely, to be observant means to make their ideas clearer, more complete. This will help children to more vividly reproduce what they have seen in their work.”

These questions from their pupils: “Did I do well?”, “Did I do it beautifully?” often heard by everyone, everyone who tries to understand the child, to introduce him into the world of creativity, fantasy. Children are very fond of looking at their crafts, drawings, products, etc. They can return to them repeatedly. We constantly see a keen interest of children in the products created by them, in which they find more and more attractive details.

The artistic activity of the child acquires an artistic and creative character gradually, as a result of accumulation, clarification of images - representations and mastery of image methods. The product of artistic and creative activity is an expressive image. From the very beginning, the child must be taught correctly, to use different visual materials, i.e. to teach the technique of drawing (as well as the technique of isothread, appliqué, modeling, etc.).

You can develop the creativity of children in various ways, including working with different materials, which includes various types of creating images of paper objects. The technique of working with paper can be different: tear and cut-out appliqué, mosaic technique, crafts using the origami technique, creating various volumes using the paper-plastic technique, paper rolling. In creating handicrafts in integration with non-traditional paper and isothread techniques, it gives children great pleasure when they succeed, and great disappointment if the image does not work out. At the same time, the desire to achieve a positive result is brought up in the child.

Working with non-traditional paper techniques allows you to develop labor skills and abilities: using a needle, glue, etc., connecting parts and crafts, creating an expressive image in different techniques. Sukhomlinsky V.A. wrote: “The origins of children's creativity and gifts are at their fingertips. From the fingers, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. The more confidence and ingenuity in the movements of the child's hand, the more subtle the interaction with the tool, the more complex the movement necessary for this interaction, the deeper the interaction of the hand with social labor enters into the spiritual life of the child. In other words: the more skill in a child's hand, the smarter the child."

Teachers and psychologists involved in the development of artistic creativity and children's abilities note that various types of productive activities, working with different materials affect the development of abilities for creative activity. Speaking about abilities, T.S. Komarova singled out the following properties of a person's personality that determine his ability to work: perception and representations formed on this basis, imagination, manual skill, emotionally positive attitude to activity. We can develop all these qualities of a child's personality in the process with different materials.

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Creativity for a child is one of the forms of knowledge of the world, self-expression, getting rid of stress and fear, distraction from negative emotions. In the process of different types of creativity, the child experiments, creates something new for himself, making important discoveries. Joint creativity makes it easy to adapt in society.

Children's creativity is divided into artistic, technical and musical. Let's consider each type in more detail.

1. Artistic activity consists of creating compositions by modeling, drawing, appliqué, literary works. All this leads to the development of good taste in children. In early childhood, children draw intuitively, paying attention to the properties of the material and not attaching importance to the image itself. By the age of five, images become recognizable and meaningful; at the age of 10, children put not only meaning into the drawing, but also the plot.

The use of finger paints, pencils, brushes, crayons helps to strengthen the muscles of the hands, improves coordination, motor skills, develops attention, observation and perseverance in children of all ages.

Literary creativity begins from the time when the child learns to speak. Words become part of the game and are associated with drawing, singing, music, but over time they become a separate direction of development. Literature makes it possible for a child to express his understanding of the world no worse than drawing. At the same time, vocabulary increases, as does erudition, it is easier for a child to learn reading, write essays at school.

2. Technical creativity forms a child's interest in science, the ability to think rationally, invent, solve problems. At a younger age, children are engaged in simple technical devices, and at school they create more complex structures.

3. Musical creativity comes down to playing instruments, singing, dancing. This type of creativity will help develop a child's musical taste, ear. Music is one of the first types of creativity available to a child, through which he perceives the world around him, and along with dance, the child also develops physically, becomes more resilient, trains balance and coordination.

Participation of adults in the creative development of the child

Over time, children change priorities in choosing the type of creativity, for example, from visual activity, he can move on to music or dance. Parents who send their child to various creative studios, encouraging interest, strengthen the child's self-esteem and desire for self-development in the future.

You can’t impose a creative process on children, otherwise, over time, interest in classes will disappear. In creativity, the child himself must take the initiative, feel independence and independently worry about the result.

It is necessary to stimulate the child to creativity from an early age: attract to modeling, music, reading. You can create conditions for development by inventing new games, surrounding with objects and materials that are useful for creativity, visiting exhibitions, master classes, children's performances with children.

Children's creativity is an important process in the development of a child. Artistic, musical, technical development - all this brings a consistently positive result, helping the child to master the world around him, develop thinking, and take the initiative. Creativity will help the child find their own identity and strengthen self-esteem.

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The influence of art on the development of children's creativity

child pictorial aesthetic

Creativity implies that a person has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the personality's need for self-actualization, for revealing and expanding one's creative abilities. Creativity as a process was considered initially, based on the self-reports of artists and scientists, where a special role was assigned to "insight", inspiration and similar states that replace the preliminary work of thought. In order for a child to reveal his creative potential, it is important that the teacher correctly reveals and directs his abilities in the right direction, which means that acting skills are also important here. Fine art is a reflection of the surrounding reality by the artist in artistic images and the expression of his attitude to life by means of form, color, composition. We can cultivate a genuine aesthetic taste in schoolchildren by selecting objects that are closest to children's perception. The more artistic and realistic our reality is depicted, the more accessible it is for perception and delivers a genuine aesthetic experience. Fine art enriches children with impressions, promotes the development of the senses, thinking, imagination, makes observation more focused and deep.

Art develops in children the ability to see, understand the beauty of nature, evaluate the phenomena of reality, strive not only to know, but also to change it, to make life more interesting, meaningful, beautiful.

The problem - the child and the fine arts - is fraught with many mysteries and questions. Recently, more and more attention has been paid to acquainting schoolchildren with fine arts, however, in most cases, an informative approach to teaching is retained, dry information about the life and reality of artists, sculptors, etc., is sometimes replaced with information of the figurative-emotional content of a general work of art. nature, and little time is devoted to the main thing - understanding the psychological mechanisms of the emergence of an artistic image and understanding the language of various types of art as a space in which the real world is reflected in all its complex, sensual and semantic diversity.

The power of the impact of fine art on a child, on his subconscious can be very great in the case when the world experience inherent in art comes into contact with the experience of the child. The teacher working with the child must know the work of art thoroughly, its meaning, philosophy, text and the context in which it was created, and not just name a generalized emotional characteristic, must have an idea of how much the child can perceive the work of art in accordance with his present life experience.

At school, children get acquainted with various types of fine arts accessible to their age. Using the best images of folk art and masters, the teacher fosters interest and the ability to aesthetically perceive paintings, sculptures, objects of folk art, illustrations in books, forms the basis of the aesthetic taste of children, the ability to independently evaluate works of art.

Art awakens an emotional and creative beginning in school-age children. With the help of painting, schoolchildren are taught to understand the harmony of nature. In addition, familiarizing children with genre painting makes it possible to lay the initial foundation for the formation of valuable orientations in them, such as the ability to express a personal attitude to the picture they like, to the people, objects, nature depicted on it, to give a comparative assessment of the phenomenon reflected on the canvas or observed children in real life.

To teach to see in genre painting a reflection of human actions, relationships, to compare the image means to develop their aesthetic feelings, which are manifested in children first in emotional and speech reactions, and then, with further acquaintance with art, in their own artistic activity.

Aesthetic education is a complex and lengthy process, children get their first artistic impression, become familiar with art, master various types of artistic activity, among which drawing occupies a large place. Fine art is interesting, exciting for the student, as he has the opportunity to learn about the surrounding reality with the help of a pencil, paints and paper. This process causes him a feeling of joy, surprise.

Fine art is a specific figurative knowledge of reality, which can go in different ways. In drawing classes, younger students learn to take care of art materials, they develop work skills, planning a future drawing, and self-control over their actions in the process of work. The desire of children to achieve high-quality results speaks of their perseverance, the ability to overcome difficulties. When performing collective work, children learn how to cooperate, agree on the stages of work on the overall composition of the picture.

Classes are aimed at developing 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, independently finding means for implementation.

When observing objects and phenomena of the surrounding life in children of primary school age, excitement easily arises, in which an aesthetic feeling manifests itself in an unconscious, rudimentary form. Children are excited by the bright color, shiny surface, the elders are attracted by the repetition of elements, symmetry in the arrangement of parts, expressiveness of the silhouette. Aesthetic feelings in children become deeper and more conscious with age. With the development and enrichment of ideas, younger students perceive more complex properties of phenomena: a variety of forms, a richness of colors.

The directly aesthetic feeling that arises when perceiving a beautiful object includes various constituent elements. So you can highlight the sense of color, when an aesthetic feeling arises from the perception of beautiful color combinations. The sense of rhythm arises when, first of all, the rhythmic harmony of an object, the rhythmic arrangement of its parts, for example, the branches of a tree, is perceived. The aesthetic feeling can be caused by the integrity, harmony of the shape of an object, for example, clay and ceramic objects. A sense of proportion, constructive integrity is developed when perceiving a variety of buildings.

The development of aesthetic feelings in children allows them to be led to the aesthetic assessment of the object and its individual properties, which can be designated by various definitions: huge, elegant, light, joyful, festive, lively, etc.

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The influence of children's creativity on the development of the child's personality. The influence of art on the development of children's creativity Adult participation in the creative development of the child

Listen to Mozart!

The benefits of dancing for a child

visual arts

word art

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Participation of adults in the creative development of the child

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