‘We Are Gathering Experience’

In recent years, critics and art historians have pointed to an ‘educational turn’, a rise in participatory pedagogical art projects and artist-led experimental schools. This essay considers artist-led projects and museum programmes that restage or reenact educational experiments from the past, analysing their limits and possibilities in the study and presentation of modern art history. Much like performance art, pedagogy is ephemeral and contingent, and yet it differs in that it does not establish a fixed spectatorial role. To be understood it must be participated in, for, as Josef Albers described his teaching, ‘we are gathering experience’.

World-Around-Us Lesson in the Third Grade: “Diversity of the Animal World (Fauna)”

The article offers for consideration a variant of a lesson on the subject “The World-Around-Us”, which is held in the third grade based on the use of the educational and methodological set “Primary School of the XXI century”. The purpose of the lesson, which is part of the “Kingdoms of Nature” section, is to provide students with new knowledge about the diversity of the animal world. The high working capacity of junior schoolchildren during the entire period of the lesson is ensured by the use of various types of tasks that require constant mental activity, reasonable alternation of material of varying degrees of complexity, and the inclusion of elements of art pedagogy in the educational process. The use of art-pedagogical techniques allows the third graders to be informed as effectively as possible about the real results of their studies. Figuratively speaking, junior schoolchildren “put new knowledge in a portfolio and take it with them”, that is, they discover the expansion of their knowledge on the topic under study as a visual result of their activities in the lesson.

The Influence of Performing Arts Competitions on the Formation of Artistic and Pedagogical Space

The article deals with the main pedagogical problems of performing arts competitions in the context of the humanistic paradigm of the forming artistic and pedagogical space. Different pedagogical situations determining the requirements for organizing and conducting contest programs are analyzed. Various pedagogical strategies of involving the younger generation in performance activities that ensure mass participation and provide children and adolescents with access to creative activities regardless of the level of their performing abilities are proposed. The article also pays special attention to the creation of a pedagogical environment that motivates children and adolescents to participate in contest performance; the organizational conditions of the competition that minimize the negative psychological effects on its participants are highlighted and further prospects for their improvement from the point of humanistic art pedagogy are outlined. The pedagogical problems considered in the article allow the authors to conclude on the need for greater use of the achievements of theater pedagogy in work with contestants, as well as for a thought-out differentiation of competition programs accounting for the composition of the participants and the nature of the pedagogical problems.

Specifics of the Concert Master's Pedagogical Activity in the Context of Trends of Modern Art Education

The article considers the problems of pedagogical activity of the accompanist through the prism of the peculiarities of the development of art education in the first decades of the XXI century. It is stated that the current stage in the pedagogy of concertmaster activity is characterized by the presence of formed and developed by specialists in various fields of science basic concepts, scientific and methodological principles, methods of artistic and aesthetic education of future musicians. It was found that the issue of pedagogical competence of the accompanist is one of the urgent problems, as each historical stage of development of society, forming its own guidelines for art pedagogy, makes new demands or modifies existing ones. It is noted that the problems of concertmaster activity in the context of art education at the present stage are determined by the nature and content of the conditions that characterize the life of modern society. It is emphasized that the prospects for the development of pedagogical activities of the accompanist include educating future artists of the best artistic and aesthetic qualities, creating in the learning process conditions for comprehensive personal development, meeting professional and spiritual needs, developing their creative abilities and skills of artistic research. The specifics of the development of modern art education involves the transformation of traditional methods and approaches to teaching in order to adapt to the requirements of modern students, as well as - to the conditions of socio-cultural space.

Forming a culture of interpersonal relationships of senior preschoolers by means of art and play activities

The article is concerned with an urgent issue of art pedagogy, namely, the socialization and aesthetic development of senior preschoolers through group play activities. The authors of the article have highlighted the importance of individual and personal characteristics of children of this age when they are involved in joint creative activity and group interaction. Particular attention is paid to the culture of communication and interaction of senior preschoolers with their peers and teachers. At the same time, the study covers the issues of realizing the creative potential of senior preschoolers through art and games. A separate direction of this pedagogical research of senior preschoolers is the comprehensive personal diagnostics of such children and the corresponding typology of their personality. Based on the characteristics of each type of child, the authors have proposed the main pedagogical strategies for the formation of a culture of interpersonal relationships that can be used in various programs of aesthetic education and development of senior preschoolers. The article also highlights the corresponding typology of educational games assessed as a condition for forming scientifically grounded technologies of psychological, spiritual and moral development of senior preschoolers. The study might be of interest to a wide range of specialists.

Implementation of Means of Art Pedagogy: Origami Classes with Long-Term Ill Children

The article, based on the results of the personal practical experience of the author working with seriously ill children who are in hospitals and deprived of the opportunity to study in ordinary schools, reveals the effectiveness of using such a means of art pedagogy as origami. Classes on the design of various paper figures have a positive effect on child patients: they reduce the state of fear and anxiety, distract from pain, increase self-confidence, and contribute to the establishment of friendships. In the process of folding origami, in addition to the pleasure of getting a new model, children improve their knowledge in the field of geometry, develop spatial abilities, learn new concepts and properties.

Methodical Approach to Research of Musical Pedagogy History

The arsenal of methodology of history and theory of musical pedagogy in Russian science of the beginning of the 21st century is actively expanding due to concepts and approaches from the field of philosophy, aesthetics, cultural studies, psychology, sociology and art science in general. Music pedagogy today is studied on the basis of sociocultural, axiological, semiotic, civilizational, paradigmic, intonational, hermeneutic and dialogical methods considered in the article. The fundamental principles of these methods are determined, due not only to the connection between musical art and pedagogy, but also to their capabilities, allowing the researcher to penetrate into the depths of complex phenomena and processes of the music education system. Modern realities of art pedagogy make scientists prefer a paradigm approach, in which symbolic, psychoanalytic and structural paradigms stand out as the basis for scientific research on musical pedagogy of the beginning of the 21st century.

ORIENTAL CALLIGRAPHY IN ART PEDAGOGY

Nowadays, the art of calligraphy is being revived. Computer typing, has largely replaced handwritten version, however it cannot develop fine motor skills, memory training, and concentration. Thus, a person does not receive a certain training set necessary for the harmonious development of brain activity. In recent years, the direction of "calligraphy therapy" has been developing, which is precisely aimed at filling the missing skills. In modern pedagogy, inclusive education comes to the fore in importance. Methods of working with people with special needs are being developed, including the direction of "art pedagogy", that is, learning through art. And it is precisely oriental (art) calligraphy (Chinese, Japanese), which is a whole philosophy and art that has developed over many centuries, that can fully meet new pedagogical tasks. The article proposes the concept of a new method of inclusive education - "art calligraphy", which can be used as one of the elements of art pedagogy for working with people with special needs.