TYPES OF PERCEPTION OF ART BY SCHOOL STUDENTS OF DIFFERENT AGE GROUPS

Abstract

The paper presents a hypothesis about a predisposition to different types of individual perception of art by analogy with types associated with the asymmetry of the cerebral hemispheres. This kind of typology is explored in the philosophy of the 20th century, art criticism, pedagogy and psychology of early development. Mass pedagogy, engaged in the general development of the child, is based on a narrow understanding of the development of intelligence as a way of understanding reality as an unambiguous truth. This approach does not take into account such qualities as creativity, imagination, symbolism and metaphorization and does not develop artistic thinking. Nevertheless, the diagnosis shows that children under 4-5 years of age are capable of intuitively perceiving artistic information in different ways. Standard teaching methods that instruct children to see based on rules block the creative way of perceiving and create an audience of recipients of mass culture and mass taste, devoid of aesthetic criteria. Diagnostic results of the typology of children tentatively indicate that children of the emotional and conceptual type or the type that combines the emotional and rational types are more successful in terms of overall development than those limited by the pseudo-intellectual orientation of learning.