What is aesthetic taste and how is it formed?

When to start developing?
6 tips for developing aesthetic taste
How drawing develops aesthetic taste

What is aesthetic perception - the ability to understand art, the desire for beautiful things, the ability to harmoniously combine colors? This is a question many parents ask. There is no definite answer, but one thing is clear: aesthetic perception presupposes an emotional response to beauty. In an art school for children, the development of such a response is one of the goals of the program, but it is important to develop it in the home environment.

When to start developing?

From birth, a child learns to distinguish between the beautiful and the ugly. Bright, colorful and shiny objects arouse his interest; he reaches out to beautiful toys, listens carefully to the music his parents play, and looks at the sky and trees while walking. Parents draw the child’s attention: “look, what a beautiful cloud”, “what a bright flower” - and this lays the foundation for the formation of aesthetic thinking in the future.

The first response to beauty in children comes unconsciously, intuitively. However, in the future, aesthetic perception needs to be developed. In children's centers it is included in comprehensive development programs.

Aesthetic perception of the world is associated with a feeling of joy, inspiration, elation; this is a strong feeling of deep familiarity with beauty. People who have been brought up with such a feeling feel art more subtly. They have no destructive desire to spoil or destroy other people's work. They admire the beauty of nature and art, which means they treat them more carefully.

Development of aesthetic perception, taste, feelings and ideas of children

Elena Korobkina

Development of aesthetic perception, taste, feelings and ideas of children

From the first years of life, a child unconsciously reaches out to everything bright and attractive, rejoices in shiny toys, colorful flowers and objects . All this gives him a feeling of pleasure and interest. The word "beautiful"

enters
children's . From the first year of life, they hear a song, a fairy tale, look at pictures; simultaneously with reality, art becomes the source of their joyful experiences. In the process of aesthetic education, they undergo a transition from an unconscious response to everything bright and beautiful to a conscious perception of beauty .
Aesthetic perception of reality has its own characteristics. The main thing for him is the sensory form of things - their color, shape, sound. Therefore, its development requires a large sensory culture.

Beauty is perceived by a child as a unity of form and content. Form is expressed in a combination of sounds, colors, lines. However, perception becomes aesthetic only when it is emotionally charged and associated with a certain attitude towards it .

Aesthetic perception is inextricably linked with feelings and experiences. A feature of aesthetic feelings is disinterested joy, a bright emotional excitement that arises from meeting the beautiful.

The teacher must lead the child from the perception of beauty , emotional response to it to understanding, the formation of aesthetic ideas , judgments, and evaluations. This is painstaking work, requiring the teacher to be able to systematically, unobtrusively permeate the child’s life with beauty, and in every possible way to ennoble his environment.

2.2 Objectives and methods of aesthetic education

The tasks of aesthetic education of preschool children , based on its goal, can be presented in two groups .

The first group of tasks is aimed at developing children’s aesthetic attitude towards their surroundings . The following is provided : to develop the ability to see and feel beauty in nature , actions, art, to understand beauty; cultivate artistic taste , the need for knowledge of beauty.

The second group of tasks is aimed at developing artistic skills in the field of various arts: teaching children to draw , sculpt, design; singing, moving to music; development of verbal creativity.

The named groups of tasks will give a positive result only if they are closely interconnected in the implementation process.

The leading methods for solving problems of the first group are demonstration, observation, analysis, and the example of an adult. Showing as a method of education is used during initial acquaintance with the subject of aesthetic reality . It is important for the teacher to determine the object of the display and create conditions so that the children’s is focused on what they are shown and asked to listen to .

When using these methods, it is very important that the teacher knows how to show his feelings , his attitude, and knows how to express feelings . The expressiveness of intonation when reading a poem, sincere delight at a beautiful thing, genuine grief when encountering negligence in clothing, sloppiness, a bright emotional manifestation of one’s feelings serves as an active method of influencing a child, since it is based on a feature of childhood - imitation.

To solve problems of the second group, practical methods are required as leading ones: demonstration, exercise, explanation, method of search situations. These methods are discussed in detail in the methods of visual activity and music education .

The general principle of selecting methods is to find methods and techniques that would support children’s desire to create “works of art”

, with your own hands (sculpt, draw, craft, decorate,
take part in various types of artistic activities. Creative tasks are useful, they and any manifestation of creativity must be combined with teaching the skills of artistic expression. If a child does not have drawing skills, he will not be able to create something then creative, despite the conventional understanding of this term in relation to preschoolers. That is why direct teaching methods are needed: demonstration, exercise, examination of objects , description. In these cases, learning becomes one of the factors that stimulate creativity, and creative tasks give learning a developmental character .
4. Formation of the foundations of aesthetic taste

Aesthetic taste is manifested in the fact that a person receives pleasure, spiritual pleasure from meeting true beauty in art, in life, in everyday life. Aesthetic taste is a broad concept ; it includes not only understanding, enjoying deep, beautiful works of art. But also an understanding of the beauty of nature, work, life, clothing.

In the formation of aesthetic taste in children, education plays a large role. In classes, preschoolers are introduced to classic works of children's literature, music, and painting. Children learn to recognize and love true works of art accessible to their age.

Getting acquainted with a folk tale, with the works of S. Ya. Marshak, S. V. Mikhalkov, K. I. Chukovsky, listening to the works of P. I. Tchaikovsky, D. B. Kabalevsky and other composers, children begin to become familiar with the beauty and richness of artistic words, music. All this gives them true pleasure, is remembered and forms the basis of artistic taste .

By instilling in children the basics of aesthetic taste , we teach them to see and feel the beauty of the world around them, and to cherish it. It is better to keep a flower in a flowerbed, but in order for it to bloom and bring joy to others, it must be looked after. Cleanliness in the group, which creates comfort and beauty, must be maintained, not littering, and putting away toys and books. Thus, in the process of education and training, the tasks of aesthetic education in preschool age are carried out.

5. Conditions and means of aesthetic education

Aesthetic education of children is carried out by familiarizing children with the aesthetics of everyday life , with the beauty in work, in nature, social phenomena, and the means of art. Teaching a child to feel and understand the beauty of life is a big and difficult task that requires long-term work by adults.

To implement the tasks of aesthetic education of children, certain conditions are necessary . First of all, this is the environment in which the child lives and develops . It has an impact on the child that can hardly be compared with others in its strength and significance. If the environment is aesthetic , beautiful (not necessarily rich, if the child sees beautiful relationships between people, hears beautiful speech, etc., then from an early age he will accept the aesthetic environment as the norm , and everything that differs from the norm will cause his rejection. The aesthetics of everyday life includes many details. This is the aesthetics of the environment : the things that surround the child and which he uses, toys, clothes of the baby and the people around him, the design of the premises, etc. Beautiful things “please the eye”

, evoke positive emotions and the desire to maintain them.
“white tablecloth”
theory is quite fair: if we want to
cultivate not only neatness, but also the need for an aesthetic environment , we must eliminate unaestheticism as such . From the first years of a child’s life, it is important both at home and in a preschool institution to pay attention to the aesthetics of everyday life .
The aesthetics of everyday life in a kindergarten is manifested in artistic simplicity, in a thoughtful selection of household items , where each thing has its own place, where there is nothing superfluous. The walls should be painted in calm, light colors.

Requirements for the design of a kindergarten are determined by the tasks of protecting the life and health of children , the content of educational work with them . The main ones are:

- Expediency, practical justification of the situation.

-Purity, simplicity, beauty.

-The correct combination of color and light, creating visual contrast, ensuring the visibility of each object .

All design components must form a single ensemble.

The concept of “ everyday aesthetics ”

includes the beauty of everyday relationships between people who surround the child. It is very important what kind of speech he hears, what intonations. It is necessary that it be correct, figurative, rich in intonation and friendly.

The aesthetics of everyday life is also a person’s appearance. Carelessness, untidiness in clothing, awkwardness in the selection of colors, inability to find your own style - all this is contrary to the law of beauty.

The aesthetics of everyday life is an indispensable condition for the aesthetic education of a child , the background that reinforces or destroys his or her ideas about beauty .

Three rules: to live in beauty, to notice beauty, to support and create beauty around oneself - make the aesthetics of everyday life a means of aesthetic education of a child .

Nature is a powerful means of .

It is in it that you can see harmony - the basis of beauty: a variety of colors, shapes, sounds in their combination. Nature itself is a condition for the comprehensive education and development of a child . It becomes a means when an adult purposefully uses its “ educational capabilities ”

and makes it clear for the child.

The teacher reveals to children the world of nature, helps them see its beauty in a drop of dew on a bud, and in the interweaving of grasses, and in the colors of the sunset... You just need to see this beauty for yourself and find words that are accessible to the child’s heart. Works of art about nature will provide him with invaluable help in this, which he must know well and skillfully use. In education using the means of nature, it is necessary not only a passive contemplative, but also an effective principle (to protect nature, to help it)

Social life, the work of people with whom the child constantly encounters, is also an important means of aesthetic education . The well-coordinated work of builders makes children want to create a good building, act together, and be attentive to each other. Descriptions of the work of sailors, pilots, teachers, and doctors not only introduce preschoolers to these professions, but also make them want to imitate them. All this is reflected in their games and contributes to the education of moral and aesthetic feelings .

Therefore, the teacher thoroughly prepares for excursions, during which children receive and accumulate the sensory experience . Excursions, when properly prepared and conducted, broaden the horizons of preschoolers, teach them to see, compare, generalize, which forms the basis for the development of creative imagination and abilities.

A multifaceted and inexhaustible means of aesthetic education is art : fine art, music, literature, architecture, theater, cinema. The early introduction of children to real high art contributes to the emergence in the child's soul of a truly aesthetic perception of reality . Each type of art reflects life in its own way and has its own special impact on the child’s mind and feelings .

From the first years of life, children are accompanied by oral folk art and children's literature. A fairy tale occupies a special place in their lives.

Not everything can be expressed in words. There are shades of feelings that can be expressed more deeply and fully in music. Music sharpens emotional responsiveness. The child needs it. “Childhood is just as impossible without music as it is impossible without games, without fairy tales,” V. A. Sukhomlinsky was convinced of this.

A condition and means of aesthetic education is the artistic activity of preschoolers, both organized by the teacher and independent. Fine art is necessary for a child. It gives him rich visual images.

In artistic activity, as a rule, there is a reproducing (reproductive)

factor and creative.
Both are necessary and interconnected - a child cannot create without learning to reproduce .
All of the above-mentioned means of aesthetic education - everyday life , nature, art, activity - are effective both on their own and in conjunction, but oversaturation is just as harmful to development as a lack of emotional impact. We must search and find the golden mean.

Forms of organization of aesthetic education

Aesthetic education of children in a preschool institution is carried out in different forms depending on the principle of guiding their activities, the method of uniting preschoolers, and the type of activity.

The teacher manages the development process of children . Children themselves love artistic activities, and often engage in them on their own initiative. It cannot be said that independent artistic activity is completely carried out without the guidance of an adult. It's just that the nature of this guide is indirect. The teacher takes care of the child’s accumulation of experience and impressions, which will later be reflected in independent drawing, modeling, stories, and musical activities; teaches visual arts and techniques.

Independent artistic activity arises on the initiative of children to satisfy their individual needs: make a gift for mom, make a toy for playing, etc. The teacher’s task is, without violating the child’s plan, to help him if such a need arises. The teacher develops children's independence using hints, drawing attention to a subject , object, questions, suggestions , assessing the results and level of independence, fiction, fantasy.

Independent activity can be individual in nature, and sometimes children unite in groups of two or three and, having discussed their idea, together prepare a concert, draw scenery, make attributes for the game, organize a theatrical game, etc.

Signs of independent activity are the child’s attention to the means of expressiveness in music, movements, drawing, speech and the ability to transfer what he has learned into his own new activities and apply them to solve new problems.

Independent artistic activity is closely related to the work that the teacher . These can be organized classes on speech development , visual arts, or music. They are included in the mandatory “grid”

weekly classes are conducted systematically according to pre-developed content and in order of increasing complexity.

The teacher organizes excursions into nature, to monuments, to a museum, to a festively decorated street, etc. The teacher’s task is to think through the content of the excursion, taking into account the laws of children’s perception and educational tasks . to determine in advance the location of the excursion, the method of placing children aesthetic feelings in them .

One of the forms of children's activities that contribute to aesthetic education is theatrical games and dramatization games. These games are held under the guidance of a teacher .

entertainment occupy a significant place in the pedagogical process of a preschool institution and in the lives of children .

Entertainment as a form of work with preschool children is held once every two weeks. entertainment content . These can be themed literary and musical evenings.

Entertainment is useful for . A variety of material is selected - literary, musical, and visual on the same topic.

Such evenings of entertainment bring joy to preschoolers, introduce them to national culture, and cultivate aesthetic feelings .

Holidays in preschool institutions correspond to those accepted in our country. They can be divided into holidays associated with public life (February 23, May 9, June 12, etc., and holidays associated with folk and religious traditions (Easter, Maslenitsa, Christmas, New Year)

.
There may be holidays that reflect local events (City Day, as well as our own, kindergarten ones (anniversary of a preschool institution, group birthday, etc.)
. When holding holidays, a set of
educational tasks is solved - moral, intellectual, as well as physical education . And of course, they implement the tasks of aesthetic education ...
The holiday should be emotionally rich. The beauty of the setting, the solemnity of the music, the general high spirits - all this increases sensitivity to the aesthetic side of reality. Children want to actively participate in the holiday, they are not satisfied with the role of observers. And the teacher is given the opportunity satisfy the desires and need for activity of each child. You just need to choose the right form of activity for each of the pupils . One will read poetry, another will sing, the third will dance. You cannot deprive any of the children of the opportunity to show what they are capable of and feel equal in an atmosphere of general joy.

Aesthetic education of preschool children can be organized in different forms, and these forms have their own qualifications.

7. Conclusion

of aesthetic education are put forward in kindergarten :

Systematically develop the perception of beauty , aesthetic feelings , and ideas of children . All types of art, nature and everyday life contribute to this, causing immediate emotional responsiveness, joy, excitement, admiration, and passion.

Involve children in activities in the field of art, cultivating in them the need and habit of introducing elements of beauty into everyday life, nature, and social relations.

To form the foundations of children’s aesthetic taste and the ability to independently evaluate works of art and life phenomena.

Develop children's artistic and creative abilities . Their activities related to art should always be relaxed, full of joyful aspiration, creative imagination, and initiative. The more aesthetically developed a child is , the stronger his artistic skills and abilities are, the more fully his creative activity develops

The leading place in the implementation of aesthetic education belongs to kindergarten. But the role of the family is also great. Only with the unity of the influences of the kindergarten and the family is it possible to fully implement the tasks of aesthetic education . Not every child will become a musician or artist, but every child can and should develop a love and interest in art, develop aesthetic taste , an ear for music, and basic drawing skills.

The teacher helps the family create the necessary conditions for the proper aesthetic education of children . He talks about the importance of everyday aesthetics , advises what to read to children, what records to buy for listening to music, and ensures that the child in the family has everything necessary for the manifestation of children's creativity: an album, pencils, paints, toys, books.

Establishing continuity in the aesthetic education of kindergarten and family forms the fundamental principles of the spiritual culture that a person should have.

How drawing develops aesthetic taste

One of the best ways to develop a child's aesthetic taste is to enroll him in drawing classes for children. During the learning process, the child learns not only to reproduce real images on paper or canvas, but also to see the essence, character, and mood of the picture being created. In addition, contact with your own feelings and emotions is restored. He can manifest them through drawings and live them safely in his creativity.

And during the classes, the teacher introduces students to the works of classics and modern artists. By comparing, finding similar things, forming his preferences, the child penetrates deeper into art and awakens a love for beauty in his soul.

Drawing lessons for children at the Children's Producer's School are structured in such a way as to reveal the artistic talent in each student, form imaginative thinking, develop fine motor skills and develop an aesthetic attitude towards the world around them.

We are waiting for your children at Names Production!

Contents of aesthetic education

Aesthetic education is aimed at the formation and development of a full-fledged personality endowed with the necessary aesthetic skills and competencies. In this connection, aesthetic education is interconnected with all other types of education (labor, moral, mental, etc.).

The main objectives of aesthetic education:

Formation and development of a child’s aesthetic perception of works of art and the surrounding reality.
Development of emotional responsiveness, empathy and a number of other aesthetic emotions when contemplating the beautiful or ugly.
Development of the creative abilities of the individual, as well as the creative inclinations inherent in it from birth.
Development of aesthetic taste and aesthetic culture.

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Organizing the process of aesthetic education requires adherence to a number of principles:

The principle of an integrated approach to education.
The principle of the relationship between aesthetic activity and everyday life.
The principle of maintaining the unity of general mental and artistic development.
The principle of maintaining aesthetics in everyday life.
The principle of taking into account the individual and age characteristics of pupils.
The principle of polyphony of activity means.
The principle of highly artistic orientation.
The principle of the relationship between the process of aesthetic education and national traditions and culture.

The main means of aesthetic education are:

various types of activities;
environment and nature;
works of art;

Stages of aesthetic education

The stages of aesthetic education are usually divided depending on the age of the child and depending on the acquisition of aesthetic knowledge, skills and abilities.

Age stages of aesthetic education of a child:

Stage (2-3 years). The child reacts emotionally to colorful images, cheerful music, as well as to familiar objects, pictures, etc. At this age, the motive for evaluating objects and actions does not have an aesthetic orientation, since the child does not yet have such experience. The child’s reaction is determined by his everyday character. For example, a child chooses a book because they read one to him at home and it is simply familiar to him. Or the choice may be determined by the brightness of the cover design, the image of any hero, etc.
Stage (4-5 years). At this stage, the child no longer just sees, but also begins to understand the elementary aesthetic qualities of the work. That is, he sees in the picture not just something familiar, but aesthetically attractive. At this age, children begin to experience elementary aesthetic feelings, which are based on their first aesthetic experience. For example, while looking at a painting, children are able to receive elementary aesthetic pleasure from the combination of colors, much less often from the shape and, in general, from compositional techniques.
Stage (6-7 years). Children are already able to perceive more than is contained in the external image. That is, aesthetic awareness of the meaning of the work, the author’s intention. For example, when listening to a piece of music, children not only experience pleasure from the harmonious sound of musical instruments, but can also mentally imagine the picture, actions or plot that the music “paints.” They “see” the aesthetic meaning of a piece of music that the composer put into it.

Finished works on a similar topic

Course work Aesthetic education: stages and main levels of development 480 ₽ Abstract Aesthetic education: stages and main levels of development 230 ₽ Test work Aesthetic education: stages and main levels of development 240 ₽

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Stages of aesthetic education depending on the acquisition of aesthetic knowledge, skills and abilities:

Education of aesthetic perception and aesthetic feelings.
Formation of aesthetic judgments, assessments and concepts.
Education of aesthetic culture and aesthetic feelings.
Nurturing a child’s aesthetic activity.
Development of creative abilities, in accordance with the child’s aesthetic interests (music, drawing, modeling, etc.).