ARTISTIC AND AESTHETIC OLDER PRESCHOOLERS’ DEVELOPMENT IN SUPPLEMENTARY EDUCATION

The one of the main tasks in modern education system is the development of child's personality. In the context of preschool education, the development of a child's personality is carried out during the organization of children's visual activities. It helps to develop preschoolers’ artistic education and becomes one of the most essential conditions for the implementation of state standards. Supplementary education in preschool institutions plays an important role in the artistic and aesthetic development. It gives an opportunity to identify and develop the children’s creative abilities.

Correctional orientation of aesthetic education of children preschool age with disabilities

Introduction. The state policy in relation to children with disabilities (hereinafter referred to as children with disabilities) is aimed at updating the content of correctional and pedagogical assistance, one of the leading tasks of which is aesthetic development and upbringing. The specificity of the defect in children with disabilities is expressed in the difficulties of the formation of aesthetic culture and aesthetic perception of the world around them, which is one of the factors that negatively affect personality development, manifested in the inability to sociocultural adaptation and requires new approaches to solving this problem in the theory and practice of correctional pedagogy. Aim of the study: determination of the correctional orientation of aesthetic education of children with disabilities in the context of the basic component of aesthetics - the aesthetics of everyday life. Materials and methods. In the course of the study, the formation of knowledge about beauty, etiquette when receiving guests, eating meals was studied; the ability to evaluate serving and table behavior from the point of view of aesthetics; the ability to independently set the table, behave in accordance with the requirements of etiquette. The study involved 348 preschool children with visual impairments of varying severity (EG – 1, 116 people) and mental retardation (EG – 2, 122 people), with normal psychophysical development (EG – 3, 110 people). Results. As a result of the study, differences were established in the formation of the mechanism of aesthetic development in children of experimental EG-1 – CG (temp = -2.977; p≤0.003) EG-2 – CG (temp = -2.23; p≤0.027) in comparison with control group (CG). As a result, the features of the components of aesthetic development in children with mental retardation (PD) and children with visual impairments were revealed. So the worst formed is the cognitive component in children with CRD, 11%, in comparison with children with visual impairments (28%). The estimated component in children with visual impairments corresponds to 17% and 14% in children with CRD. The behavioral component is worse formed in children with visual impairments (14%); in children with mental retardation, the indicator of formation corresponds to 21%. Conclusions. The data obtained made it possible to prove the advisability of choosing the aesthetics of everyday life as the fundamental social competence necessary for the successful development of a child with disabilities and his entry into society. The peculiarities of the aesthetic development of children with mental retardation and visual impairment revealed in the course of the study became the leading factor for determining the corrective orientation of aesthetic education, which involves solving special (correctional) tasks in accordance with various components of the mechanism of aesthetic development of a child with disabilities (in the context of everyday aesthetics).

The Dynamics of Binodini’s Character in Rabindranath Tagore’s Chokher Bali

Chokher Bali is considered as one of the best-known works of Rabindranath Tagore. The novel is a character-based work which is completely progressive in its essence. Binodini, the protagonist, is personification of intellect, grace, femininity, commitment and skills. She is a woman of desire in spite of being a widow. She is dreamer but at the same time deeply attached with her roots and reality. The dynamics of her character, the subtle nuances which she depicts are the epitome of aesthetic development in a character for the need of the plot. She rebels and out rightly rejects the paradigm of widowhood set by the patriarchy. The way Tagore portrays her character even the negatives, the flaws, the shortcomings in Binodini, appear to be very natural and spontaneous. Widowhood is all about seclusion and loneliness and the character of Binodini is all about debunking and shattering the myths related to widowhood. This paper is an attempt to focus on the artistic character of Binodini and realism attached with her aspirations.

Illustrations for the ABC book in the works of Moldovan artists (1945-2015). Preliminary research of the genesis and evolution of aesthetic values

The ABC book is the most important book that affects the cognitive the aesthetic development of the child. The history of this book goes back several centuries, and its prehistory can be traced back to the days of the appearance of writing. This article is dedicated to the study of the processes associated with the evolution of the principles of illustrating ABC books in the works of artists of the Soviet and post-Soviet periods. Among the famous Moldovan artists, who illustrated books of this didactic nature, are: Valentina Nechaeva, Valentina Rusu-Ciobanu, Leonid Grigorashenco, Ilya Bogdesco, Evgheni Merega, Boris Brânzei, Igor Vieru, Lică Sainciuc, Isai Cârmu, Alexei Colîbneac,Vasile Movileanu, Aurel Guțu-Resteu, Vasili Tsehmister, Anna Evtushenco, Violeta Zabulica-Diordiev, Elena Leshcu, Mihail Brunea, Oleg Cojocari, Elvira Voloshin-Cemortan and others. The study of ABC illustrations in the works of Moldovan book graphic artists provided an opportunity to analyze the genesis and evolution of its aesthetic aspects, and to identify the main artistic values of this branch of fine arts.

Cultural and aesthetic development of elementary school students in environmental education as a current pedagogical problem

The purpose of the article is to analyze such a problem of pedagogical science at the present stage as the cultural and aesthetic development of primary school children in environmental education. The article reveals the essential and content characteristics of the concepts "cultural development", "aesthetic culture"," environmental education"," ecological culture","cultural and aesthetic development of primary school children in environmental education". The cultural and aesthetic development of primary school children in environmental education is considered as a way of forming a harmonious, integral, truly intelligent, civilized and spiritual personality. The article presents the materials, methods, pedagogical conditions, the results of an experiment to determine the level of cultural and aesthetic development of primary school children in environmental education through familiarity with the natural world, as well as the tasks facing the modern primary school to form the cultural and aesthetic development of primary school children in environmental education.

AUTHOR AND HERO’S PARALLELISM IN ENGLISH AND UZBEK LITERATURE

The article examines the creative personality and his parallel construction with the literary hero and the use in Western and Eastern literature. The concept of a creative personality is a literary category, where there are leading the biographical and psychological factors. Nevertheless, the author is one of the factors in the perception of life events, their expression in high poetic and prosaic forms unlike “I”, especially in the choice of images and the formation of artistic heights in their expression. The creative personality is reflected through the artistic image (a character, a hero) and the characteristics of the creative style of the personality are stable. In this regard, emphasizing that a creative person is an artistic image, it is possible to determine the presence of a creative person in different cases of images, portraits and characters, as well as in a series of events in which the character participates. In English, the concept of a creative person translates as “creative person” and means a more creative, skilled person. This phrase is used more as a psychological term and in literature it is not understood as a writer. The concept of a writer is called “writer” or “author”. A creative person is a representative of a talent capable of creating high artistic patterns, unlike the author and writer in terms of terminology. The terms “writer” and “author” can be applied to any author of a work, but a creative person differs from ordinary authors and writers in terms of worldview, sense of poetic principles and power of expression. The “personality” of the writer, his expression is not only a peculiar view of life, its aesthetic development, but also a certain attitude towards it. These are also ideas, artistic concepts that form an integral part of literary works. This article also discusses the use of concepts such as creative “I” and biographical “I”. It reflects the problem of the creative personality and the hero in the works of English authors George Byron, Walter Scott and the most prominent representatives of Uzbek jadid literature Cholpon, Kadyri and Fitrat.

Heavy metal justice? Calibrating the economic and aesthetic accreditation of the heavy metal genre in the pages of Rolling Stone 1980–91: Part one 1980–851

Given the genre name heavy metal can be traced to a negative adjective that emerges out of 70s rock journalism and which reflects a widespread dissensus among rock critics about its value and impact on North American rock music, how are we to explain the gradual or cumulative shift away from this majority aesthetic disapprobation, in the 1980–85 period, towards a widespread economic accreditation, particularly in the pages of leading rock magazine, Rolling Stone? Is it simply a belated recognition of the longevity of the genre and its resurgent popularity with majority audiences? If so, how are we to explain the subsequent shift, clearly evident in the Rolling Stone coverage in the 1986–91 period, from economic to aesthetic approbation of selective bands, particularly those identified with a thrash metal underground, which is nevertheless seen to emerge from within the genre or to be an aesthetic development of some of its key musical features, while rejecting others? Drawing on a comprehensive survey, composed of album reviews, lead or feature articles and interviews, drawn from the Rolling Stone archive, my research reports, in Part One of this article, a definite shift in the critical reception of heavy metal to economic accreditation in the 1980–85 period, based not only on the genre’s persistence and sustained economic success but also its ability to appeal beyond its core metal audience and therefore challenge the dominant rock and pop aesthetic. For some critics this means that a selective set of popular bands, such as AC/DC, the Scorpions and Def Leppard, can be afforded a degree of aesthetic approbation, even the status of ‘artists’. But this praise also leads to the Great Metal Question: can they now seek to move beyond the musical and lyrical conventions of heavy metal in order to appeal to a wider audience beyond their core fanbase?

ARTISTIK FND AESTHETIC EDUCATION OF YOUNG CHILDREN: HISTORY, MODERNITY AND PROSPECTS OF DEVELOPMENT

Іn this article an attempt is made to explore and cover the history, current state and prospects of the problem of artistic and aesthetic education of young children. The author lists scientists (philosophers, educators and psychologists) who laid the foundation for understanding and studying this problem, analyzes their thoughts and works, draws parallels, makes comparisons, provides recommendations for improving the effectiveness of artistic and aesthetic education of children of this age in modern educational institutions. The author emphasizes that the current state of development of education and society in Ukraine dictates the need for mandatory conditions that motivate children to learn, maintain interest in self-expression and self-affirmation in educational activities, stimulate and nurture the need to improve themselves and the world. The promotion of artistic and aesthetic development of children should be expressed in the aestheticization and cultivation of the environment, the creation of educational situations in which all components that affect the formation of the child's inner world and are associated with artistic and aesthetic development of micro and macro environment. In addition, the special role and own example of an educator, a teacher of cultural, artistic disciplines, people who must directly perform the functions of artistic and aesthetic education of children. We are talking about the degree of professional training, the ability to capture by example, passion for their work, the ability to create an emotionally positive mood in the process of communication between students and art, providing them with the necessary support and care. The current state of development of education and society, dictate the need to comply with the conditions that motivate children to learn, help maintain interest in self-expression and self-affirmation in educational activities, stimulate and nurture the need to improve themselves and the world around them. The promotion of artistic and aesthetic development of children should be expressed in the aestheticization and cultivation of the environment, the creation of educational situations that would involve all components that affect the formation of the inner world of the child and are related to artistic and aesthetic development of the environment. It can be an acquaintance with the culture and artistic traditions of your country, region, communication with nature, etc. And, of course, the personal example of the educator, the teacher, and adults from the immediate environment is of great importance to children. It is about professionalism, passion for their work, the presence of culture and ethics of behavior, the ability to create an emotionally positive mood in communication with children, providing them with the necessary support and care.