Формування естетичного світобачення дітей та молоді у процесі художньо-творчої діяльності в закладах позашкільної освіти

Abstract

Стаття присвячена дослідженню особливостей формування естетичного світобачення дітей та молоді у процесі здобування мистецької освіти і залучення до художньо-творчої діяльності, що здійснюється у закладах поза-шкільної освіти, зокрема, у мистецьких школах. Виокремлено низку проблем, які знижують ефективність цього процесу. Запропоновано комплекс заходів для удосконалення системи позашкільної мистецької освіти в Україні.

The article is devoted to the study of the peculiarities of the formation of the aesthetic worldview of children and youth in the process of obtaining art education and involvement in artistic and creative activities carried out in out-of-school education institutions, in particular, in art schools. The purpose of the article is to develop ways to solve the problems of art schools that negatively affect the formation of the aesthetic worldview of children and youth through art education. To achieve this goal, the study solved a number of tasks: the concept of “aesthetic consciousness” and the role of art education in the formation of aesthetic consciousness of children and youth are defined; the current state of art schools in Ukraine is analyzed; the main directions of their activities, forms of organization of education and opportunities for the formation of aesthetic worldview in students of art education are identified; the problems of art schools that have a negative impact on their functioning and, accordingly, on the formation of aesthetic consciousness in children and youth are highlighted. The study used general scientific methods of cognition: critical analysis, information synthesis, induction and deduction. The study found that art schools, as out-of-school education institutions, play an important role in shaping the aesthetic consciousness of children and youth, but today their functioning is complicated by a decrease in their number, limited access to artistic resources, insufficient number of qualified teachers, focus on assessments, and other problems. These problems limit their ability to fulfill their functions and promote the harmonious development of the individual through the arts. Solving these problems requires restoring and expanding the network of art schools, launching art teacher education and training programs, changing approaches to assessment, promoting interdisciplinary education, updating programs and teaching materials to reflect current artistic trends, ensuring compliance with legislation on inclusive education, and creating art centers where students can exchange ideas and work on creative projects. The practical significance of the study lies in the possibility of applying the results obtained to further improve the system of out-of-school art education in Ukraine and improve the conditions for the formation of the aesthetic worldview of children and youth.