The Art School implements the following educational programs:

1. senior branch

Normative period of study - 3 years

Full-time form of education

in Russian

Additional general educational general development program of the Senior Department of the Art School (hereinafter referred to as the program), developed, approved and implemented by the Autonomous non-profit organization additional education Art School - Center for Aesthetic Education of Alexei Egorov is an additional general educational general developmental program of artistic orientation, implemented in order to meet the individual educational needs and interests of citizens in obtaining the necessary theoretical knowledge and practical skills and is a complex of the main characteristics of education, organizational and pedagogical conditions and forms of certification, developed taking into account the requirements of the labor market on the basis of regulatory documents.

The novelty of this educational program is that composition is the fundamental subject in it. Taking into account the age characteristics of children studying at school, a compositional teaching method was developed that allows teaching to develop the individual creative abilities of students. The essence of the compositional method has developed from the creative approach of teachers to the methodology of teaching and educating students. The compositional method of teaching is based on the principle of figurative perception of children. At 10 years old, a child perceives the surrounding reality differently than at 14-15 years old. Therefore, the division of the educational process into age categories is considered appropriate and allows for phased learning.

The number of students at the expense of individuals and legal entities under education agreements - 40 people

1. Additional general educational general developmental program of artistic orientation junior branch

Normative period of study - 1 year

Full-time form of education

The educational process is carried out on in Russian

Description of the educational program

Additional general educational general developmental program of the Junior Department of the Art School (hereinafter referred to as the program), developed, approved and implemented by the Autonomous Non-Profit Organization of Additional Education Art School - Alexei Egorov Center for Aesthetic Education is an additional general educational general developmental program of artistic orientation, implemented in order to meet the individual educational needs and interests of citizens in obtaining the necessary theoretical knowledge and practical skills and is a complex of the main characteristics of education, organizational and pedagogical conditions and certification forms, developed taking into account the requirements of the labor market on the basis of the following legal documents:

The program regulates the goals, planned results, content, conditions and technologies for the implementation of the educational process, assessment of the quality of student training and includes: a calendar curriculum, curriculum, content of work programs of disciplines, requirements for intermediate, final certification and others teaching materials that ensure the quality of student training and the implementation of this program.

The novelty of this educational program is that composition is the fundamental subject in it. Taking into account the age characteristics of children studying at school, a compositional teaching method was developed that allows teaching to develop the individual creative abilities of students. The essence of the compositional method has developed from the creative approach of teachers to the methodology of teaching and educating students. The compositional method of teaching is based on the principle of figurative perception of children. The program takes into account guidelines in work with children of primary and secondary school age and is aimed at their artistic and aesthetic development. At 7 years old, a child perceives the surrounding reality differently than at 14-15 years old. Therefore, the division of the educational process into age categories is considered appropriate and allows for phased learning.

The program makes it possible, if necessary, to make changes and additions to tasks within the framework of the goals and objectives set, based on the experience of children, the degree of mastering educational material, as well as ongoing competitions, exhibitions, festivals.

Additional general educational general developmental program of artistic orientation Studio

Normative period of study - 1

Full-time form of education

The educational process is carried out in Russian

Description of the educational program

The additional general educational general development program of the Art School Studio (hereinafter referred to as the program), developed, approved and implemented by the Autonomous Non-Profit Organization of Additional Education Art School - Alexei Egorov Center for Aesthetic Education is an additional general educational general development program of an artistic orientation, implemented in order to meet the individual educational needs and interests of citizens in obtaining the necessary theoretical knowledge and practical skills and is a complex of the main characteristics of education, organizational and pedagogical conditions and certification forms, developed taking into account the requirements of the labor market on the basis of the following legal documents:

The program regulates the goals, planned results, content, conditions and technologies for the implementation of the educational process, assessment of the quality of student training and includes: a calendar curriculum, curriculum, the content of the work programs of disciplines, requirements for intermediate, final certification and other educational and methodological materials, ensuring the quality of student training and the implementation of this program.

ANODO "Art School - TsEV Aleksey Egorov" (hereinafter referred to as the Art School) operates in the field of additional education for general developmental programs for children of primary preschool age. The program of the art studio for children from 6 to 9 years old has an artistic and aesthetic focus on the general cultural development of children, which is organized in an individual-group form. The program is designed for one year of study (from September to May). The Art Studio hosts exhibitions following the results of training.

All classes are practical and are held in specially equipped classrooms. Students work with various art materials, master a variety of fine art techniques. In the educational and creative process, students perform tasks, during which they acquire skills in working with various artistic materials (paints, pencils, plasticine, etc.). They also receive basic knowledge in drawing, painting, composition, modeling.

A feature of this general developmental program is that the fundamental subject in it is painting. Taking into account the age characteristics of students at school, a compositional teaching method was developed that allows teaching to develop the individual creative abilities of students. The essence of the compositional method was formed from the extraordinary approach of teachers to the methodology of teaching and educating students. The compositional method of teaching is based on the principle of children's creativity

This program takes into account modern educational technologies which are reflected in the principles of training (individual approach, accessibility, continuity, integrity, effectiveness). And also in the forms and methods of teaching (practical individual-group lessons). This educational program is provided with all the necessary teaching aids (presence of specially equipped classrooms equipped with easels, spotlights, and other equipment, the availability of methodological, still life and plaster fund).

The age of children participating in the implementation of this general developmental program is from 6 to 9 years.

The number of students at the expense of individuals and legal entities under education agreements - 10

Methodological documents to ensure the educational process

Any profession, including art, needs to be learned. The fact that a significant proportion of art workers do not have a formal professional education does not negate this at all. The favorite story about a guy or a girl who takes the stage for the first time and impresses the audience with their talent has little to do with reality. Although the routine element occupies a rather modest place in art, it is indispensable and determines the peculiarities of the training systems in the respective professions. Moreover, these features vary widely both over time and from profession to profession.

In those eras when art was considered a kind of craft, routine aspects occupied a large place in the very content of artistic work. Artists, for example, made their own paints, and for apprentices and apprentices, rubbing paints, preparing canvases and stretchers, occupied, at least in the initial stages of training, the bulk of the time. It must be emphasized that this was not at all a pure exploitation of the labor of students: the success of the artist’s work depended to a large extent on these preparatory stages, and the recipes and skills associated with this constituted a jealously guarded professional secret that was passed down from generation to generation. Only after mastering these preparatory operations did the master allow the student to the picture. But even here, at first, he was entrusted with less important fragments of the work: details of clothing, interior, painting of the surfaces already outlined by the master. And already the last, final stage of study (to which far from all students reached) was copying the works of the master, or even independent work under his leadership. Similarly, in sculpture, the student had to prepare solutions, dry finished products, etc. In essence, this was not study in the modern sense: there were no regular classes, no systematic presentation of knowledge. The apprentice was an auxiliary worker, and he was only given the opportunity to learn by watching the work of the master, and sometimes receive instructions from him. Naturally, with such a system of education there was no question of any manifestation of creative individuality. A “school” was grouped around each major master, and museums and private collections are filled with works that even the most meticulous art historians are not always able to correctly attribute: whether this is the work of a master, or one of his students and followers. Only the most talented managed to say a new word and become the founder of another "school".

The era of academism fundamentally shifted the emphasis in the education of artists. Craft skills have largely lost their value as they have become available to the public. The academies have become not only trendsetters, but also collective educators, centers of art education. Future artists have ceased to be apprentices, who often could not even dream of becoming independent artists. On the contrary, each student of the academic school was seen as a future creator who would have to create masterpieces in accordance with the strict prescriptions of theory. This theory, which prescribed everything to the artist - from the choice of subjects to composition and color palette, focused on drawing as the basis of painting and on antiquity and the High Renaissance as an inaccessible and indisputable model. Accordingly, during the training, the main emphasis was on drawing and copying, and the highest award was considered (at least in France and Russia) the opportunity to spend several years in Italy, studying and copying the works of the Renaissance masters and the surviving works of ancient authors. In France, along with studies in the classrooms of an academic school, future artists, as a rule, received additional knowledge and experience by working in the workshop of one of the academicians. Thus, the practice of learning by doing under the guidance of a master, traditional for almost all types of art, was preserved - and could not but be preserved. This, obviously, is inevitable in those types of activities where leveled training according to a single plan and standard is impossible. Indeed, in the system of training scientists to this day, the work of a student in a research laboratory under the guidance of a prominent scientist is practiced and is becoming increasingly important.

In Russia, such a principle of education was introduced only in 1836 and after that it was repeatedly canceled. Russian Academy Arts was initially considered not only as an educational institution, but also as an educational institution, where training began at the age of 6. Unlike the Royal Academy, in Russia applied art was part of the curriculum and was seen as a possible path for less successful students.

Education in an academic school was not, even in the years of the dominance of academism, neither a guarantee nor an indispensable condition for professional success. Thus, according to estimates made in White's book on the basis of the General Dictionary of Artists of the French School, about 2/3 of the graduates of the Paris School of Fine Arts did not become professional artists, while the percentage of graduates of this School ranged from 12 to 38% in different decades. of the total number of recognized artists. Since in those years it was impossible to count on success without going through the workshop of one of the recognized masters, one has to assume that many students came to these workshops having received their initial art education somewhere outside the School. Provincial schools and colleges played a significant role in preparing candidates for academic study. In Russia, the first such school was founded in 1802, and by the beginning of the 20th century there were 8 of them. Since 1872, free Sunday classes began to function in Russia under the auspices of the Academy of Arts, which contributed to the democratization of art education.

In those kinds of art where the handicraft element did not play a big role - music, theater - initially the main scheme of professional training was individual lessons with a teacher. In practice, this principle was preserved even after the emergence of specialized educational institutions - academies, conservatories, and schools. In them, to this day, only theoretical disciplines are common to all students, and the actual professional training consists in performing certain exercises under the supervision of a master.

Over time, learning systems have become more flexible. Along with official academic schools (many of which are still functioning today), free studios and workshops appeared, where the student was given the opportunity to work independently, occasionally receiving guiding advice from the leader. Thus, in France in the second half of the 19th century, the “academies” of Julian and Suiss enjoyed great popularity among novice artists. In the latter, in particular, almost all future impressionists were engaged. In today's Paris, the Grand Chaumière Studio is well known, where many major artists have taught and teach and which provides professionals and amateurs with the opportunity to work from nature.

In theatrical art, as well as in literature, until relatively recently, no system of regular training existed: actors were trained in the process of work, gradually moving from extras to independent roles. Of course, they had to learn the art of make-up and dressing - until professional make-up artists, costume designers, and later costume designers appeared. Well-placed diction was of particular importance: the actor's voice had to reach the most remote corners of the auditorium. For this, special exercises were used - but only as part of individual study (you can refer to the wonderful story of Irakli Andronnikov "Chaliapin's Throat"). The expansion of the audience made it necessary to speed up the training of artists, and now there is an extensive network of theater schools and studios all over the world. Formal training for writers did not exist at all in the past, and today is of limited scope. The training of specialists in such a comparatively young art as photography is also very limited.

In variety art, people who do not have a formal education at all often reach the top. The microphone made it possible to abandon the long training associated with voice production and other subtleties of vocals. Music simplified to the limit, combined with electronic instruments and amplifiers, allows you to conquer huge halls without mastering the complex technique of playing traditional instruments.

The current situation in art education is a very complex system with many heterogeneous components that open the way to art for a huge number of people who are attracted by the advantages and incentives described above. Traditional arts - music, painting, sculpture, ballet, where high requirements for technical qualifications act as a selective barrier to entry into professional activities, require early development abilities and skills. In the Soviet Union, a coherent system of educational institutions was created to train specialists in these arts, which opened access to training for almost everyone, and then, as they moved from stage to stage, made it possible to select the most capable. The lowest level of this ladder was formed by children's music and art schools (sometimes art schools), whose official task was the general artistic development of children, and not the training of professionals. However, the quality of the work of teachers in these schools was assessed by the number of students enrolled in secondary educational institutions - colleges. Conservatories and art universities were at the top of this pyramid. Those who could not enter a professional university, but did not want to part with art, had the opportunity to continue their studies at pedagogical universities or colleges, or specialize in applied art - printing, design, textile industry, artistic painting. Ballet schools, which prepared students directly for the theater, stood somewhat apart. Numerous art, dance, literary and other circles and studios at the houses of pioneers, palaces and houses of culture adjoined this structure. This system made it possible to simultaneously maintain a good general cultural level of the population and created conditions for the development of art, at least in the musical field. In art education, excessive ideologization and conservatism hampered the movement towards new forms of art, but many artists managed to break free from ideological fetters, however, sometimes at the cost of being expelled from the university. The foundations of this education system have been preserved in the process of transition to market relations, but it is constantly under attack by supporters of "full self-sufficiency" who threaten to destroy the system's strongest point - mass enrollment. In Soviet times, specialized universities were also created to train workers in the theater, cinema, and even literature. However, they did not play such a decisive role as in painting and music.

AT modern world art education is recognized as an important part of social progress and is largely under state patronage. In 1980, UNESCO declared 1988-1997 World Decade for Cultural Development and published guidelines on arts worker status. The education and training of the art worker was seen as an integral part of the artist's status. In 1991, the European Parliament called on the member states to provide everyone with the opportunity to receive art education, believing that this not only allows young talents to gain professional knowledge and skills, but also raises the cultural level of society as a whole. So, according to the directory, in 1997, American universities and colleges prepared bachelors in specialties related to art:

fine arts - at 52 educational institutions; architecture at 12; music at 66; dramatic art at 51; dancing at 14; literature and writing in 11. Curiously, cinematography was not included in this list at all. The small number of universities where there is a specialty "dance" is quite explained by the fact that this is mainly taught in special studios and schools. The limited spread of teaching literature is also quite understandable. To avoid misunderstandings, it is necessary to indicate that pedagogical specialties are presented separately in this directory.

In Europe, the 1970s and 1980s were a period of rapid expansion of art education systems. The development went both in the direction of increasing the volume and level of education, and by expanding the range of professions covered by training. In England in 1992, more than 53,000 full-time students (and about 5,000 part-time students) were studying music, drama, art and design in state-subsidized universities alone. As many new artists and designers are graduating here as there are engineers and nurses. In 1994, the number of students increased to 67,000 and 6,000, respectively, an increase of 26%. In Austria, from 1971 to 1990, the number of art students increased by 3.5 times. In France, the main trend was the deepening of the specialization of training and the introduction of national educational standards in the field of plastic arts. Many new music and art schools were opened in Germany. New art universities opened in Switzerland. During this period, in a number of countries, for the first time, the possibility of obtaining higher education and postgraduate studies in art specialties arose. The annual cost of studying at an art school in mid-90s England averaged around £4,000, which is close to the average for the entire education system. However, in some, the most prestigious, educational institutions, it reached 8 - 10 thousand. Education in most educational institutions is fully or partially paid by the state.

Many researchers note that as the educational system develops, education becomes more and more formalized, in curricula the proportion of general education disciplines is steadily increasing to the detriment of professional knowledge. For example, the majority of actors, even being satisfied with the technical aspects of their education, note the lack of practical training: additional information about the abilities and chances for successful professionalization is acquired only directly in the course of work. At the same time, the improvement of the general educational level of art workers contributes to the possibility of involving them in other activities related or even not related to art.

Along with the system of educational institutions whose graduates receive a diploma of higher education, there is a wide network of more narrowly specialized schools, studios, amateur circles, which, in the end, can satisfy the need of representatives of the widest circles for art classes. Thus, according to the testimony of the American artist Sergei Gollerbach, in most American cities and even towns there are circles of art lovers who periodically invite famous artists and teachers to conduct short-term cycles of classes. This allows members of the circle to assess the level of their creativity and receive the necessary advice and guidance.

Thus, there are quite ample opportunities for obtaining art education at various levels. However, the specificity of artistic professions, as well as some others associated with non-routine activities, lies in the fact that getting an education is not yet a guarantee of successful work in the chosen specialty. This is not only about unemployment, but also about the fact that, as P.-M. Menger notes, success in non-routine activities hardly depends on skills that would be easy to objectify, transfer and certify in the education system. Indeed, the impact of education on earnings for artists is usually less than for all workers or for managers, workers in the intellectual and technical specialties.

However, the availability of art education, more interesting and creative types studies compared to other educational institutions, obtaining an approved diploma, which gives the right to occupy positions, if necessary, outside the field of art, are additional factors that attract young people to these institutions. At the same time, this leads to an increase in the number of applicants for a limited number of vacancies in the arts, increases the level of competition and contributes to lower earnings for artistic work.

Art Education in Russia: Past and Present

The sphere of art and culture is an integral part modern society. This area affects the whole life of a person. And in order to educate an aesthetically developed personality, it is necessary to pay great attention to the educational process, in particular to art education. It is art education that is the foundation of the Russian sphere of culture and art.

And so, art education is the process of mastering and appropriating by a person the artistic culture of his people and humanity, one of the most important ways of developing and shaping an integral personality, its spirituality, creative individuality of intellectual and emotional wealth.

In this way,relevance research topic is due to the favorable influence of art education on the development and formation of a person's aesthetic personality.

The process of studying the formation and development of art education in Russia, in turn, helps to see and better understand the strengths and weaknesses of the modern art education process, as well as to train highly qualified professional personnel in the art field.

Basicpurpose research is - the study of the stages of development of art education in Russia, as well as the content of the modern learning process in educational institutions

An object of this study is the process of formation and development of art education in Russia.

Subject this study - the stages, content and structure of art education from the time of the ancient Russian state to the present.

Tasks research:

To study the necessary literature on the research topic.

Consider the stages of development and formation of art education in Russia.

Describe the system, reveal the goals and structure of modern art education in Russia.

To solve the tasks set, theoreticalresearch methods : study and analysis of pedagogical and art history literature on the topic of research.

And so, what is art education - this is the process of mastering and appropriating by a person the artistic culture of his people and humanity, one of the most important ways of developing and shaping an integral personality, its spirituality, creative individuality of intellectual and emotional wealth.

Knowing this definition, we can smoothly pass torelevance research topic, which is due to the favorable influence of art education on the development and formation of a person's aesthetic personality. The process of studying the formation and development of art education in Russia, in turn, helps to see and better understand the strengths and weaknesses of the modern art education process, as well as to train highly qualified professional personnel in the art field.

And so, in the first chapter, I reviewed the history of the development of art education in Russia. Until the 18th century, it can be said that the process of individual training of icon painters, carvers and masters of monumental painting acts as an art education. Young apprentices studied in the workshops, watching the work of already experienced icon painters and carvers. And in the 18th century, when education acquires a secular character, thanks to the Enlightenment, art education originates in Russia. Artistic disciplines are now beginning to be included in general education programs, and special educational institutions are responsible for the training of art professionals. However, the teaching of certain subjects in gymnasiums depended on the financial situation of the educational organizations, it turned out that the study of certain disciplines was not available to everyone for a long time. Nevertheless, art education is beginning to acquire professionalization, stability, consistency and orderliness.

Peter I made a great contribution to the development of Russian art education. He sent talented students abroad, who returned with new knowledge, on his own initiative a drawing school was created at the St. Petersburg Printing House, in which they begin to draw from nature.

In 1725, the Academy of Sciences was opened, in which the teaching of painting and sculpture was introduced for the first time. For the first time, the Academy of Sciences could not properly educate artists, but then changes took place. As art education has risen by more high level, it became necessary to separate the art disciplines from the Academy of Sciences. So in 1757 the Academy of Arts appeared in St. Petersburg.

In the XIX century, art education is gaining momentum. Open art schools and colleges. From the 1980s, so-called educational travel began to spread. Since the 70s, a system of preschool education has been established, containing the process of creative development of children using folklore. General art education and enlightenment fell on the shoulders of professional public and artistic associations, which actively coped with this - art classes, free schools, folk museums, etc. were created.

The education of the adult strata of the population was not left without attention. They received their artistic education by attending circles and courses, reading rooms and excursions, etc.

The general picture of art education was as follows - the development of the theory of art education went ahead of formal education. Thanks to this, there was a leap in art pedagogy in the 20s of the XX century.

Thus, we approach art education in the Soviet period.

After the Great October Socialist Revolution, education, including art, was intensively updated, mass education began in the entire field of art, and the experience of previous decades actively contributed to this.

Everywhere, including in the field of professional art education, experimental projects appeared, new didactic principles were created. And great musicians, artists and scientists were involved in the program for the development of art education.

The system of art education was now directed towards professionalization.

Secondary art education can be obtained in schools, otherwise technical schools, in arts and crafts, arts and crafts and arts and technology. In the following specialties: painting, sculpture, painting, modeling and design, artistic processing and decoration, etc.

And teachers in drawing and drafting are trained in pedagogical schools, where, in addition to subjects general education there are also special ones, such as academic drawing, painting, sculpture, composition, design, anatomy, history and theory of art, as well as production technology and materials science.

The institutes train specialists in the same specialties as the schools. A significant difference lies in the fact that universities train highly qualified specialists, therefore, at the end of the university, the student has the most extensive and high-quality theoretical and practical training.

Children with a special talent in the visual arts could receive their general and specialized secondary education in secondary art schools at the institutes of the Academy of Arts Soviet Union. For people who had finished higher education and worked in design bureaus, institutes and factories, in higher educational institutions of an artistic and industrial orientation, evening departments for artistic and design training were created.

As for general art education, it experienced its development in the 1970s, when it was decided to develop programs for the aesthetic education of children. Immediately after this, new training programs in the artistic field began to be developed, authorial developments appeared, institutions for the aesthetic education of the younger generation and art schools were created.

After the revolution, new formats appeared in vocational education, for example, the field of design.

Ultimately, art education in the USSR presupposes an extensive system of vocational training for future specialists in the field of culture and art. It is based on the provisions and guidelines adopted in the party, the principle of nationality and the method of socialist realism.

In the post-Soviet period After the restructuring of education in Russia, the demand for traditional art education fell, nevertheless, thanks to the same restructuring, there was room for new beginnings and directions in the field of art.

The second chapter contains detailed information about the content of modern art education in Russia and information about the teaching staff in this area. I, in turn, will list only the main provisions.

The concept of art education in Russian Federation is based on the fundamental state document - the "National Doctrine of Education in the Russian Federation", which establishes the priority of education in state policy, determines the strategy and directions for the development of the education system in Russia for the period up to 2025.

Any educational process, regardless of its specifics, has a goal that needs to be achieved, and in most cases there are several of them at once. To achieve a particular goal, certain tasks are set. Without tasks, there would be no goal, and without a goal, there would be no educational process. Art education is no exception and has its own goals and objectives, which are spelled out in the Order of the Ministry of Culture of the Russian Federation of December 28, 2001 N 1403 "On the concept of art education in the Russian Federation." Based on these goals, art education is designed to implement the following tasks:

Art education in modern Russia has many functions, but there are a number of the most important ones, and they should be considered in more detail.

The educational function forms a highly spiritual personality; hedonistic is responsible for the fact that children have a desire not only to attend classes in artistic directions, but also to receive aesthetic pleasure from these lessons; the communicative function allows you to form communication skills; thanks to the cognitive function, children receive artistic knowledge, and also strive to comprehend the world around them and themselves, including; the developing one is responsible both for the general development of the personality and for the development of artistic skills and abilities, it helps to find a way to self-expression.

An important priority of modern art education is the process of development and formation of an intellectual and aesthetic personality, regardless of whether a person's professional activity is related to the artistic field or not.

This factor implies the development and strengthening of the humanitarian side of education in all its manifestations, including the educational potential of fine arts.

The Russian Federation is conducting a targeted public policy focused on systemic support and development of education in the field of culture and art.

Russian art education includes the traditions of artistic and aesthetic development and education, which have developed on the basis of the great domestic scientific, artistic and pedagogical experience of previous generations, as well as on the legacy of famous Russian fine art artists.

As for the prospects for the development of modern art education, one of its main components is the orientation towards the union of the best traditions of art education and new technologies in education that are available in our time.

Another strategy for the development of modern art education is the process of forming the most close-knit partnership between the education system and culture, as well as between other components of moral and aesthetic education and art education.

Ultimately, I would like to say that Russian sphere art is recognized all over the world. From this it follows that the system of art education in Russia is due to its uniqueness and efficiency. Russian professional personnel in the field of art are in demand not only at home, but also abroad. And many graduates of art schools achieve world recognition.

Summing up, it is worth noting that the training of artistic pedagogical personnel of the highest qualification is carried out throughout the country. At present, a large number of artistic educational institutions are operating and developing in Russia, occupying a worthy niche among all educational institutions.

Bibliographic list

“OK 009-2016. All-Russian classifier of specialties by education” // ConsultantPlus [website].URL: http://www.consultant.ru/document/cons_doc_LAW_212200/ (accessed 20.02.2018).

Decree of the Government of the Russian Federation of October 4, 2000 N 751 Moscow "On the national doctrine of education in the Russian Federation" // Rossiyskaya gazeta [electronic newspaper].URL: https://rg.ru/2000/10/11/doktrina-dok.html (accessed 20.02.2018).

Order of the Ministry of Culture of Russia dated December 28. 2001 No. 1403. The concept of art education in the Russian Federation: approved by Order of the Ministry of Culture of the Russian Federation dated December 28, 2001 No. 1403 // Codification of the Russian Federation [website].URL: http:// rulaws. en/ acts/ Prikaz- Minculture- RF- ot-28.12.2001- N-1403/ (accessed 02/13/2018).

Decree of the Government of the Russian Federation dated August 25, 2008 No. 1244-r. On the concept of development of education in the field of culture and art in the Russian Federation for 2008-2015 // ConsultantPlus [website].URL: http://www.consultant.ru/document/cons_doc_LAW_79661/ (Accessed 02/13/2018).

Aleksandrova, E.Ya. Formation and development of the system of art education in Russia, XVIII - early XX century: dissertation / Ministry of Culture of the Russian Federation. - Moscow: Russian Institute culture, 1998.

Bazhenova T. Yu. Lectures "History and theory of art education": lectures / Tula, 2007. - 41 p.

L.L. Alekseeva, I.M. Bykhovskaya, N.A. Kochelyaeva, V.V. Martynova, E.P. Olesina, T.S. Fedorova, L.V. Schoolboy. Art education in the Russian Federation. Development of creative potential inXXIcentury: analytical report / K.E. Razlogo, Moscow, 2011.

N.N. Fomin. History of art education in Russia in the 20th century. in persons, facts, events, works of art of children and adolescents. / Yu.V. Golobokov. - Moscow, 2002. - 473 p.

Pedagogy of art. Functions of art education [Electronic resource] // Student library online [website]. .URL: http://studbooks.net/86782/kulturologiya/funktsii_hudozhestvennogo_obrazovaniya (Accessed 02/09/2018).

Let's consider today the question of whether it is possible to become a designer without having an initial art education.

What does it take to become a designer?

Become a good designer, who only recently began to draw, of course, it is possible, but difficult.

Let's consider this one. A young schoolgirl aspires to become a designer, but due to some circumstances, she cannot enter art school. How should she be? Leave your plans for a profession or study?

Of course you have to study!

Of course, it will be easier for those young students who graduated from art schools to adapt to the university if they study in the specialty "Design", however, there are chances for talented students who do not have an elementary art education.

Art education is a base, but when a student enters a higher educational institution, it is almost completely edited. Teachers try to give all students all the necessary information, and sometimes it does not coincide with what was previously received in other educational institutions.

This has its plus, because a person who has not yet worked according to the rules of another institution is easier to teach, since his head is still clear of unnecessary information. It is easier for him to learn new material, which later will become his initial base.

What is important in the work of a designer?

In the work of a designer, responsibility is important, both at the time of learning, accepting all the necessary information, and throughout the subsequent time. In any profession, perseverance, desire, and understanding of the goal are important. If a person is serious from the very beginning, then difficulties will not stop him.

A designer is more of a logician than an artist, and the skill of drawing will come with practice and perseverance. In design, you need to feel the composition, know color science, stylize, and drawing and painting help to develop these feelings and knowledge, they are, perhaps, a practice.

It's hard to express your idea when you can't get it out of your head onto a piece of paper. But you need to learn this or try to present your ideas in some other way: ask for help from teachers or just try to express your thoughts in words. Everywhere you can find a compromise.

If you are a person who is determined to learn, you know for sure that for you the work of a designer is your future, then it will be easier to improve your skills, as there will be aspiration. Yes, it can be difficult, but the main thing is support and desire. So, you can become a designer without having an initial art education, but, like in any other profession, to be a professional in your field, you will have to make a lot of effort.

ART EDUCATION

AS A CONTINUOUS PROCESS OF KNOWLEDGE OF OBJECTIVE REALITY BY A HUMAN

© 2008 D. L. Mature

Candidate of Pedagogical Sciences, Associate Professor methods of teaching music and fine arts

Kursk State University,

The article is devoted to the problem of art education as a process of continuous cognition surrounding reality man. Art education is the most important element in the formation and development of a harmoniously developed creative personality. In the educational system, a phased development of the process of cognition of the world is carried out, including preschool, primary, secondary, university and academic professional art education. The process of art education is lengthy, continuous and, in fact, not completed.

Keywords: art culture, art education,

artistic taste, aesthetic education, fine arts, visual activity, visual image, visual analyzer, visual perception, artistic works of Russian and world art, creativity, imaginative thinking.

hallmark modern Russian education is a change in content-target aspects from the standpoint of humanization and modernization. This also applies to art education.

The modernization of Russian education is one of the priority directions of the state policy, the dominant goal of which is the creation of a sustainable mechanism for the development of the entire education system. The leading task of educational policy in Russia is to provide quality education at all levels of preschool, primary and general vocational education.

"Art education is the process of mastering and appropriating by a person the artistic culture of his people and humanity, one of the most important ways of developing and shaping an integral personality, its spirituality, creative individuality, intellectual and emotional wealth" .

"The concept of art education" is a timely and

a necessary fundamental state document, based "on the national doctrine of education in the Russian Federation, solving many pressing problems in the field of art education" [Ibid.]. This state document clearly defines the strategic directions of the national policy, indicating the long-term prospects for its development in the unity of goals, objectives and effective ways to achieve and implement them.

The goals of art education at the present stage of development in the new democratic Russia can be described as follows:

Raising the general level of significance of spiritual culture and art in the field of education;

Preservation, development and further improvement of the unique system of institutions of art education as carriers of spiritual culture and art in multinational Russia.

Based on the goals of art education, it is possible to single out the tasks, the implementation of which it is designed to ensure:

Formation and development of aesthetic needs and tastes in all social and age groups of the population;

Training of creative personnel for professional activities in the field of art and culture, as well as teaching staff for the system of art education;

Familiarization of Russian citizens with the values ​​of domestic and foreign artistic culture, the best examples folk art, classical and contemporary art;

Preservation and transmission to new generations of the best traditions of domestic professional education in the field of art;

Widespread introduction of art education as an important factor in intellectual improvement, contributing to the disclosure of the creative potential of children and youth;

Identification of artistically gifted children and youth, providing appropriate conditions for their education and creative development.

The implementation of the above goals and objectives in the field of art education should promptly solve all the current problems in the field of culture and art, experienced by Russian society at the present stage.

Art education is the most important element in the formation and development of a harmoniously developed creative personality. Consequently, the most important role in the educational process of students of primary, secondary, senior levels of general education schools and students of colleges and universities, as well as specialists in postgraduate professional education, is played by the continuity of art education.

The system of art education includes the following components: aesthetic education, artistic and pedagogical, as well as professional art education. Art education programs are implemented in a variety of educational institutions, from kindergartens to postgraduate vocational education.

For each stage of art education, some aspects of this process act as dominant, leading, while others - as additional and accompanying, and age-specific features play an important role.

AT preschool age the most important role is played by the formation of an aesthetic attitude to the surrounding world, which is mainly realized through the syncretic artistic manifestations of the child, organically inscribed in his own life activity.

AT primary school the basic foundations are formed, primary information is acquired, on the basis of which both the system of aesthetic knowledge and the child’s own artistic and practical skills will be formed in the future.

AT high school teenagers learn language various kinds plastic and temporary arts, which gives them the opportunity to independently perceive and analyze works of art, and also creates the prerequisites for improving their own artistic activity.

In secondary specialized and higher educational institutions, young people come to a full-fledged socio-cultural self-identification, realizing their belonging to a certain "cultural layer" with its special artistic and aesthetic ideas and tastes, on the basis of which

certain priorities in their own artistic creativity, regardless of its professional or amateur orientation.

In the formation of the "spiritual climate" of the modern mass school, the objects of the aesthetic direction of the educational field "Art" are dominant, the appearance of which in the structure of school education is due to the specifics of art as a special cultural phenomenon. It is represented by three academic disciplines of the aesthetic cycle: music, visual

art, world artistic culture. The named subjects are allocated in an independent block, which indicates the official recognition of their specific role in the education of students.

The unique value of the educational field "Art" lies in the fact that in the intellectualized and verbalized modern mass school, the subjects of the aesthetic cycle play a very special role - they develop the emotional, moral and sensory culture of the student, awaken the ability to aesthetically perceive, appreciate and create reality according to the laws of beauty in the environment. life and art. The objects of the aesthetic cycle are directly aimed at the development of a harmoniously developed student's personality, the core of which is the desire to understand the holistic picture of the world, the development of culture as the experience of previous generations, familiarization with the spiritual heritage of the past and knowledge of the present.

In modern conditions, it seems relevant to rethink the spiritual formation of the student's personality on the basis of the development of an aesthetic vision of the world around him, his emotional and figurative comprehension and the development of cognitive interest in the fine arts. However, it is not the first year that hard work has been going on to restructure and update the entire system of school education. There are different opinions, an effective search for ways to develop the school is being carried out, concepts are being developed, interesting projects are being created, variable programs are being created, non-traditional forms of education and upbringing are emerging. However, despite the introduction of innovative approaches in the field of art education and aesthetic education in general, the teaching and upbringing process in a mass school continues to be typical, traditional, not well enough taking into account the individual characteristics of schoolchildren, this is especially true and is most relevant for a younger student.

School and society are connected by close ties of topical problems of education, upbringing and comprehension of life wisdom, and they are inseparable from each other. Society lives and develops as it learns. And no matter how strange it sounds, "the interests of the student and the needs of modern society gradually turned out to be beyond the threshold of the school." There is only one way out of this situation - a radical change in school policy and the school itself in the direction of its democratization and modernization.

At scientific conferences, consultations, in the speeches of responsible educators concerning the problems of the development of artistic culture, it is said that the main task is to find the area of ​​​​art education where the specificity of the aesthetic perception of phenomena, facts, events of the surrounding world is most efficiently and effectively implemented. and artistic perception of works of domestic and world art. But it is also necessary to realize the ability to realize one's own special forms of empathy: emotional empathy and experiencing the emotional states of one's inner world, which other people also experience, and in addition,

aesthetic responsiveness and aesthetic feelings, which are manifested in creative works.

Art education plays an indispensable role in the preservation and development of national cultural traditions, in the process of ethnic self-identification and integration of the individual into spiritual culture: national, all-Russian and world. Opening the doors to the world of a different culture, art teaches understanding and acceptance of another person, contributes to the formation of a tolerant consciousness, a humanistic orientation of the individual.

Emotional-valuable, sensual experience, expressed in fine arts, can be comprehended only through one's own experience - the living of an artistic image. This is the special strength and originality of fine art: its content should be appropriated by the younger student as their own sensory experience. On the basis of this, the development of cognitive interest, emotional responsiveness and the manifestation of aesthetic feelings, the development of the artistic experience of generations and the emotional and value criteria of life take place.

art, which has a humanitarian and aesthetic nature, becomes the leading means of education, the essence of which is in addressing a person - the bearer of a creative creative nature, in its development (in a student and teacher), in filling educational disciplines with vivid feelings, vivid images. “Art is the time and space in which the beauty of the human spirit lives. As gymnastics straightens the body, so art straightens the soul. Knowing the values ​​of art, a person learns the human in a person, raises himself to the light and beautiful ... ”- these wonderful words belong to the famous teacher V. A. Sukhomlinsky. They have not lost their relevance at the present stage of development of the new democratic Russia. .After all, fine art is an objective reality that enchants us, it is beauty that surrounds, excites, pleases, encouraging us to treat its charms with care and love.

How to understand these natural and life realities? It is necessary to turn to the specifics of fine art, its features, to master expressive graphic and pictorial means that enable artists to reflect their feelings, experiences and excitement, joy and delight gleaned from nature and art, to understand its main types and genres.

Fine art is a universal form of reflection of the spiritual world of man, his material culture. However, it seems to us that it is too early to introduce elementary school students to the knowledge of the richness and versatility of all types of plastic and temporary arts. This cognitive process is long and complex, requiring gradual systems approach to the knowledge of the world and awareness of the role of art in the formation and development of a harmonious and developed personality. The task of the teacher is to introduce the child into the world of fine arts, to form his visual perception, elementary aesthetic ideas about the surrounding reality. The priority goal of art education at school is the spiritual and moral development of the student, i.e., the formation of qualities in him that meet the ideas of true humanity, kindness and cultural usefulness in the perception of the outside world.

“The art education of schoolchildren is carried out mainly in three forms.

1. Secondary school, art lesson, compulsory for every student, covering approximately 100% of students. The task of artistic development is art as an experience of relationships. A form of familiarization with art is a zone of common culture.

2. Circles, studios, clubs - forms of "optional" education that exist both at school and outside its walls, covering only those who wish or are motivated. The task of artistic development is art as an experience of creativity. A form of familiarization with art is a zone of free search for interests.

3. Children's art schools (evening without interruption from the general education school and with separation from it). Schoolchildren who have passed the competition get into these specialized schools of art. The task of artistic development is art as a language experience. A form of familiarization with art is a zone of professional culture” [Ibid., p. 48].

This model demonstrates the foundations on which it is necessary to build the process of introducing a child to art, based on the main goal of art education and aesthetic education of schoolchildren - the formation of a spiritual culture of the individual, familiarization with universal values, mastering the national cultural heritage.

Classes in the visual activities of preschoolers and fine arts lessons in primary school lay the foundations for sensory cognition. Feelings, thoughts and ideas of people in the visual arts are expressed in a specific form - in visual images. With the help of a visual analyzer, we perceive not only the external appearance of objects (shape, color, position in space, their connections with each other), but also the subtlest emotional experiences of a person. Developed visual perception helps a person to more fully and deeply understand and appreciate not only the beauty of objects of the surrounding reality, but also priceless works of Russian and world art.

a) artistic culture, the need to communicate with art;

b) sustained interest in art;

c) artistic taste, creativity, imaginative thinking;

d) the ability to evaluate the world according to the laws of beauty, etc.

schoolchildren in visual activity. The perception of a work of art involves not just acquaintance with it, but the actual visual activity (drawing, modeling, modeling, design, etc.). Therefore, the content of education cannot be realized without the development of cognitive interest, emotional and value perception, as well as a moral and aesthetic attitude to works of art and artistic and creative activity.

The practical, vital orientation of the content of the educational process is due to modern social and cultural conditions, focused on the approval of national and universal

values, the formation and socialization of the student's personality in the modern world.

Increasing the role of civic-patriotic education (acquaintance with traditional Russian art, its origins, types, value orientations) and the formation of a tolerant attitude towards other cultures;

Acquiring the initial competence of a listener, viewer, young artist;

The ability to distinguish between positive and negative influences in culture;

Integration of acquired knowledge in one's own artistic and creative activity; the ability to organize your cultural leisure.

The subject "fine arts" includes the basics of all visual arts: painting, graphics, sculpture, folk and

professional arts and crafts, design and architecture. The main types of creative work are the practical artistic activities of students, the aesthetic perception of reality and art.

The basis of cognition of the processes of objective reality and art is perception, which allows you to significantly expand and deepen the emotional and value experience of the child and create the basis for his creative activity. It should be borne in mind that the way of perceiving an artistic image is not only contemplation, but also experience.

Based on reality Everyday life school-age children, teachers, and some parents do not always have a positive opinion about the impact academic discipline"fine art" on the formation of moral and aesthetic responsiveness. How, then, to prepare "little geniuses", creators, dreamers, from preschool and primary school age, to the beginning of the meeting with the basic concepts of the aesthetic categories "beautiful and ugly" both in the classroom of fine arts and in everyday life? And what should be done to ensure that these conditions of education and upbringing, which are important for children, are of a creative nature? There is a certain pattern: curiosity - interest - creativity. It shows unsurpassed courage and freedom of expression, the individuality of each child.

A mass school is an ascending step in the knowledge of the wisdom of life from primary to graduation classes, leading higher and higher to self-improvement, self-knowledge and worldview at the level of life impressions that correspond to the age characteristics of students. How important it is for teachers and parents to realize that each of these steps becomes for the child a real discovery of the knowledge of the processes taking place in the outside world through the visual-figurative perception of fine art. This is the reason for the special role of school art education.

A person throughout his conscious life undergoes qualitative changes in the knowledge of the world around him. This is expressed in the formation of a moral, aesthetic, artistic, ethical principle, in the implementation of moral principles and spiritual qualities. It is in childhood, starting from preschool and primary school age, that it is more expedient and more effective to lay the foundation for the cognition of objective reality through the amazing and exciting world of a beautiful and enchanting "country" called ART.

Many educators who consider themselves luminaries in the field of teaching and education naively believe that the fine arts are so accessible to everyone who is interested in them that no special artistic and aesthetic training is required for this. To do this, it is enough to vividly tell, standing at the blackboard, the program material and show the features of the image on the poster with a pointer in hand, without arousing cognitive interest, empathy, emotional mood and emotional and aesthetic responsiveness to everything that happens both in art and in life.

Another aspect of artistic pedagogy is especially important, which is to “wake up” the child, to interest him in aesthetically perceiving the beauty of the blue planet called Earth. And then an amazing palette of colors and images will open to children's eyes. It is necessary to teach the little artist to see the world in breadth and diversity, to teach the child to dream, to recognize beauty not only in a lush rose,

carefully cultivated by a gardener, but also in a small roadside flower whose thin stem stubbornly breaks through the asphalt.

Therefore, the role of the teacher is the leading one in the process of introducing students to art. It is the teacher who creates an emotional-figurative atmosphere of cognition in the lesson, sets goals and organizes live communication between schoolchildren and students. works of art so that art serves the development of the spiritual world of students.

Any topic of an art lesson should not just be “passed through”, or studied, but lived, that is, deeply felt and experienced by the students. Only when knowledge, skills and abilities become personally significant, are connected by an inseparable thread with real life at the level of the student’s worldview and are emotionally colored, expressing aesthetic responsiveness, does a harmonious and developed personality develop, a value attitude to the world is productively formed. At this stage of learning the processes of objective reality, the child simply needs creative experience and a teacher who owns the elements of pedagogical dramaturgy (facial expressions, pantomime and vocal facial expressions), like no one else can create these conditions for him to know the outside world.

The modernization of art education requires the search for new approaches to teaching the disciplines of the educational field "Art". These include the following:

Continuous updating of the software and methodological support of the educational process, content, effective forms and methods of art education, taking into account the best domestic experience and world achievements;

Publication to help teachers of the artistic and aesthetic cycle of program and methodological materials and educational and methodological complexes for elementary, basic and higher schools;

Improving the quality and developing a perfect system of training teachers, taking into account real social needs, new trends in the development of Russian spiritual and artistic culture.

The process of developing innovative approaches and modernizing the entire system of art education should be understood as a qualitative turn of the mass school towards the student, respect for his personality, dignity, acceptance of his interests, requests, goals, that is, the creation of maximum favorable conditions for the disclosure of abilities, self-determination.

These innovative approaches can be implemented if a teacher with a new pedagogical thinking is in demand in education, aimed at:

Firstly, on the formation of a creative personality, the disclosure of the originality of the individual development of each student, taking into account his life aspirations, as a free subject of school life, the educational process, all types of activity (artistic, labor, social and organizational);

Secondly, the priority of a harmonious integrated education of a person over a differentiated process of his education through the use of various types of student activities (game, work, art, education, sports and recreation), when a collective, frontal form of work gradually becomes purely individual;

Thirdly, on creativity the educational process, the active and thorough acquaintance of the student with the beauty of the outside world, the combination of education and upbringing with artistic and productive labor according to the laws of beauty.

At the present stage of innovative transformations in the field of art education, such pedagogical thinking, of course, has a teacher who works with children of primary, middle and senior school age to organize and manage the educational process and the process of cognitive activity in the field of fine arts and objective reality.

The continuity of the process of art education in high school aims to equip the bachelor, specialist and master with the theory of artistic pedagogy, art, knowledge of various artistic trends, styles, concepts and research methods aimed at forming the spiritual culture of a future specialist in the field of art education and aesthetic education.

The discipline "History and theory of art education" is included in the federal component of general professional disciplines for the preparation of bachelors of art education. The course is basic in the system of professional training of graduates of a classical university. And its role is especially growing at the present time, since

At the center of the modern educational process at the university is the personality of the future specialist, his desire to understand the holistic picture of the world, the development of culture as the experience of previous generations, familiarization with the spiritual heritage of the past, knowledge of the present;

The requirements of the time make it necessary to improve the quality of professional training of future specialists in the field of art education.

The study of key issues of philosophy, aesthetics, art history, art history, pedagogy, psychology, the history of artistic culture is at the forefront of the educational system, which includes the foundations of aesthetic education, the history of education and pedagogical thought, and artistic pedagogy. All this forms the foundation of general cultural and general theoretical humanitarian training of a specialist of any profile. For the future teacher or teacher of music, this discipline should become one of the most significant subjects in the system of general professional training.

"History and Theory of Art Education" subject which can represent the great power of art in the formation of spiritual, moral qualities of a harmoniously developed personality, in self-knowledge, self-esteem, self-education and self-development, neither the intelligence of generations, nor associative thinking, nor beneficial self-irony, nor courageous intuition, and inner freedom will grow outside of art, outside of which there is no creativity. Where there is no respect for culture, there can be no respect for freedom either: there a disastrous arrogant attitude is manifested towards everything extraordinary, courageous thought - everything behind which talent is hidden. Only in the artistic environment do people appear and form who are able to think broadly and freely, create cultural values ​​that remain for centuries.

The problem of developing a comprehensively developed personality on the basis of high humanism, morality and creative activity through art education as a continuous process of cognition of objective reality can be expressed in the wonderful words of the classic of Russian literature F. M. Dostoevsky.

"Beauty will save the world" - said one of the wisest writers in Russia, it will save from spiritual poverty, ignorance, cruelty, violence and other attributes of immorality, a wave sweeping over everything around. How to "drink" the soul of a child with a healing balm of beauty, open his eyes to a charming, harmonious world

beautiful, absorbing the morning tenderness of dawn, the hubbub of bird flocks, the rustle of waves, the whispering of leaves, the smile of a baby - all that surrounds us everyday, everyday?

Bibliographic list

1. The concept of art education in the Russian Federation // Art at school. - 2002. - No. 2.

2. Ostrovskaya, O. V. Fine art lessons in elementary school: 1-4 cells. : allowance. for teaching. / O. V. Ostorovskya. - M.: Humanitarian. ed. center VLADOS, 2000. -276 p., ill.

3. Programs educational institutions. Fine arts and art work grades 1-9 / grad. under the hand and ed. People's Artist of Russia, Academician of the Russian Academy of Education B. M. Nemensky. - M.: Education, 2005. - S. 141.

4. Pyankova, N. I. Fine art in modern school/ N. I. Pyankova. - M.: Enlightenment. 2006. - 176 p.