Abstract
The article discusses the concept of “educational cluster”, describes the features of the cluster approach in aesthetic education in institutions of supplementary education. It is suggested that applying the cluster approach in aesthetic activity, the artistic abilities of children are fully developed. The experiment is described and conclusions are drawn on the topic of the article.
Highlights
One of the problems of the traditional education system is the autonomy of its individual links
This is expressed in the fact that the content of preschool, school and supplementary education is focused only on a certain age with support for specific goals
In the Russian Federation, the use of the cluster approach in education seems to be very promising, since it can be implemented at various management levels, in different educational organizations, within the framework of any aesthetic disciplines [6]
Summary
One of the problems of the traditional education system is the autonomy of its individual links. Different variants of the cluster approach to the organization of the education system can be observed in the pedagogical activities of the Russian writer and teacher L.N. Tolstoy, innovative teachers S.T. Shatsky and V.N. Shatskaya, Swiss teacher Jacques Dalcroze and German composer and teacher Karl Orff [4]. In the process of artistic education, children were engaged in choral singing, playing musical instruments, listening to music and rhythm This cluster structure provided a "horizontal" link: the use of all types of arts in art education. Swiss teacher Jacques Dalcroze combined gymnastics, dance, pantomime, musical improvisation, vocals and theater, creating a new form of artistic creativity - rhythm. The successor of Dalcroze's ideas was the outstanding German composer Karl Orff - he created an original musical and artistic cluster system, combining musical improvisation, dance, poetry, pantomime and theater [5]
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