Естетичне виховання молодших школярів засобами хореографії

Abstract

The article highlights the role of esthetic education for personality formations of junior schoolchildren.. One of the leading means of aesthetic education is the art of dance. For centuries, one of the universal means of aesthetic education has been and remains the art of dance, which represents a holistic picture of the world in the system of views, thoughts, feelings, emotions and their images. In the course of civilizational transformations, the aesthetic and educational status of folk choreography changed, which was determined by its role and place in the system of statehood, education and culture. From ancient times until the end of the XIX century in the cultural life of society choreographic activity was considered from different aspects. The article focuses on the formation of the teacher’s esthetic culture. Qualitative assessments, the ability to feel the world values, the ability to recognize the external manifestations of students’ emotional life turn the sensory act of reflection into an esthetic act of object’s or phenomenon’s understanding in the reality context. The article points out that the teacher’s esthetic assessment is the comparison of object’s or phenomenon’s esthetic qualities with their esthetic ideals in order to further using these concepts, ideas and statements for various types of esthetic activities. The process of formation of teachers’ esthetic statements, tastes, ideals can be formed by intellectual self-education. The field of aesthetic culture of the teacher includes knowledge of aesthetics, nature, work, life and human relations, the basics of methods of aesthetic education and upbringing. The content of the basics of art training of teachers is knowledge of musicology, literature, choreography, as well as folklore and language culture. It should be noted that the basis of practical and constructive field of aesthetic activity of the teacher is the embodiment in the educational process acquired during the spiritual and contemplative activities of aesthetic experiences, emotions and feelings, on the one hand, and aesthetic concepts, judgments, ideas, ideals – on the other. Constructive aesthetic activity of a teacher is the creation of an aesthetic environment for the education of students, ie the use of existing and creation of new aesthetic, educating opportunities for natural, artistic, educational and industrial work of children and youth, their communication and life, as well as artistic and aesthetic activities of teachers. and extracurricular activities with students. Teachers’ and family’s aspects and roles are considered in the sphere of choreographic art.