Creative Self-development Research Articles

IMPLEMENTATION OF AN EDUCATIONAL PROJECT AS A SOCIAL EDUCATION TECHNOLOGY FOR TRAINING BACHELORS IN THE FIELD OF SOCIAL WORK

Background. The problem is becoming urgent in the demand for the implementation of educational projects that allows increasing the competence of bachelors in the field of social work as a technology that will eliminate the dissonance with an insufficient number of presented model range of the final product. Purpose. The purpose of the article is to present the implementation of the educational project model as a technology of pedagogical activity improving the competences of university students which includes the possibility of transforming the final product according to the chosen type of literacy in the context of social education. The subject of the analysis is the design of educational projects. The authors aim to present the experience of implementing an educational project model that proves the success of developing professional skills and meta competencies of students. Research methodology is based on the experimental search work and the technological level of pedagogical research methodology that consider the pedagogical conditions for implementing the technology of project activities for training bachelor students in the field of social work. Results. This study has identified the pedagogical conditions that ensure the possibility of developing high and average level competences defined by the Federal State Educational Standard for Bachelors in the field of Social Work through the types of literacy that make up social education. The authors present product evaluation criteria that make it possible to draw conclusions on the formation of declared competencies among the participants. The results of the experimental search work are presented, which allows to track students’ recognition and understanding of the main theoretical units of the course. The authors justify the use of project activities as a pedagogical technology for improving systematically the professional and meta competences, for consolidating theoretical knowledge and developing skills, for expanding the cognitive capabilities of students and providing opportunities for fulfillment of their creative abilities, etc. Practical implications. The results of the study can be applied for training bachelors in social sciences, for implementing the idea of lifelong education, for providing conditions of creative self-development and professional self-improvement in solving practical problems of specialists in the field of social work.

Features of creative self-development of adolescents with intellectual disabilities by means of theatrical art

Importance. The problem of creative self-development of adolescents with disabilities is very relevant, since the social adaptation of such adolescents implies the complexity of interaction with others, is characterized by an unformed skills of self-knowledge, self-organization, self-regulation, and other mechanisms of self-development. In particular, the creative self-development of adolescents with intellectual disabilities is associated with the development of thinking, motor skills, and communicative functions. This is possible through amateur theater as a form of social and pedagogical work with young people with disabilities. The purpose of the study is to determine the role and pedagogical possibilities of amateur theatrical art as a means of creative self–development of adolescents with disabilities, taking into account the specifics of adolescents with intellectual disability (mental retardation).Research Methods. In the course of the research, such theoretical methods as generalization, comparison, etc. were used, domestic psychological and pedagogical works in the field of theater pedagogy were studied, empirical methods were used – understanding the experience of working with participants of the psychotherapeutic theater “We”.Results and Discussion. It is revealed and substantiated that amateur theater is a means of creative development and self-development of a personality, that is, an environment where activities aimed at the personal development of adolescents with disabilities can be fully realized on the basis of the existing personal potential in accordance with the norms of morality and cultural context accepted in society. The pedagogical possibilities of theatrical art, realized in specific forms of work (trainings, sketches, effective analysis of a play, staged work, etc.) and used at various stages of organizational and creative activity of an amateur theater group, contribute to the development of appropriate skills of self-knowledge and self-organization, thinking, and communicative abilities of adolescents with intellectual disabilities (mental retardation).Conclusions. The application of the research results contributes to the development of new methods and means of pedagogical work with young people with disabilities, the formation of an effective creative environment for their creative self-development and social adaptation.

АКТУАЛЬНІ НАПРЯМИ ДОСЛІДЖЕННЯ ПРОБЛЕМИ РОЗВИТКУ ПІДПРИЄМНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ДИЗАЙНЕРІВ-ГРАФІКІВ

The article is devoted to the problem of developing the entrepreneurial competence of future specialists in graphic design, as well as the analysis of the current state of professional training in higher education institutions. The author draws attention to insufficient motivation of students for professional and entrepreneurial training. A significant part of future designers are not sufficiently aware that the development of entrepreneurial competence is a path to self-affirmation, self-employment, and a successful career in professional activity. The researcher explains this phenomenon by the contradiction between the current system of training a future graphic designer, which is not sufficiently focused on the development of the future professionals' need for continuous professional development, and the specificity of the artistic profession, in the essence of which is the need to "create" oneself and "predict" one's own professional activity, constant creative self-development Offers special attention to the creation of pedagogical conditions that enable the growth of the level of development of entrepreneurial competence of graphic designers.

Влияние профессионального мастерства и личностных особенностей педагога на психическое развитие ребенка в разных типах образовательной среды

Background. Cognitive and personal development are priority areas for the development of a child at preschool age. The quality of the developmental preparation of children in preschool institutions, their level of readiness to study at school, the degree of their adaptation to school, peers, and teachers largely depend on the state of the educational environment, the level of professional skills and personal characteristics of the teacher. Objective. The aim of the study is to explore the developing potential of educational environments and the influence of the professional and personal characteristics of a teacher on the formation of a child's personality in modern educational space. Study Participants. The empirical study involved 413 preschoolers aged from 4 to 6 years (M = 5.5 years), 413 parents (mothers) of preschool children and 50 teachers. For each child a written parental consent to participate in the study was signed. The study was conducted between 2014 and 2022. Methods. An empirical study was conducted using the ECERS (Early Childhood Environment Rating Scale) educational environment assessment scales; diagnostics of the level of development of professional culture and skill in kindergarten teachers was carried out (V.F. Gabdulkhakov, L.M. Popov); the methodology for studying the subjectivity of the teacher by E.N. Volkova and the methodology for studying creativity by E.E. Tunik were used. To evaluate various aspects of gaming activity, we used the proposed experimental situation by E.O. Smirnova and A.N. Veraksa. Statistical processing of the obtained data was carried out using the Student's T-test, ANOVA and correlation analysis. Results. It is shown that in the educational environment of different levels, the indicators of professional skills and personal characteristics of teachers, as well as the personal development of children, are different. Significant differences were established in the severity of various aspects of children's play activity in different types of educational environments (one-way analysis of variance was used, p < 0.05), as a result of which significant differences were obtained according to the following diagnostic criteria: “substitution” (F = 25.72); “interaction” (F = 29.3), “game intent” (F = 13.76); “initiativity” (F = 5.25). Conclusion. Based on the study of the qualitative characteristics of educational environments (according to the ECERS-R scales), it is concluded that the specifics of the educational environment sets the vector of a child's development, contributing (or not contributing) to the disclosure of individual characteristics. The level of development of professional culture and skill in teachers of preschool educational institutions, their personal development determines the possibilities of the intellectual and personal development of the child and depends on the system of conditions for stimulating the quality work of the teaching staff and leaders, their involvement in creative self-development in order to realize creativity and activity as well as to improve their professional skills.

The phenomenon of artistic and pedagogical mentality in terms of the professional activity of a fine art teacher

In the study, an attempt was made to represent the conceptual meaning and specifics of the artistic and pedagogical mentality of a modern art teacher. The aim of the study was to highlight the structural organization of the phenomenon of artistic and pedagogical mentality of an art teacher. The article highlights the terminological contours of the categories “mindset” and “mentality” in modern scientific discourse. It was revealed that the psychological and pedagogical content of mentality consists in a special way of thinking, the orientation of thoughts that are born in the subconscious, but gradually absorb what is common, what consists of natural data and socially conditioned elements and is reflected in the perception of professional reality. It is maintained that the professional mentality of a teacher is an integrative characteristic of a personality that reflects the system-specific features of the mental makeup and worldview of people in the teaching profession. The structure of artistic and pedagogical mentality of art teachers includes: artistic and figurative thinking, artistic and creative reflexivity, pedagogical creativity, multi-artistic orientation, professional and pedagogical intentionality, scientific-research culture. The functional-role and conceptual significance of the phenomenon “artistic pedagogical mentality” in terms of the specifics of the professional activity of a modern art teacher is determined. The author determines pedagogical conditions for the formation of the artistic and pedagogical mentality of future fine art teachers: the formation of a positive value attitude of future art teachers at the worldview level and an active motivational focus on the formation of the artistic and pedagogical mentality; introduction of pedagogical situations of quasi-professional activity, which require activation of the mechanisms of artistic and pedagogical mentality into the process of professional and pedagogical training of future art teachers; actualization of personal and professional reflection as a basis for artistic and creative self-development of future art teachers.

Social Media Use Education of Digital Marketing for Disabled Women Community

The research background stems from the extensive opportunities provided by the internet, serving diverse interests within the community. The integration of new media in business has yielded significant results, bolstering the development of businesses within the community. This inclusivity extends to individuals with disabilities, particularly women, who possess the right to harness new media for creative self-development and empowerment. The research aims to: 1) comprehend how creative women with disabilities in Bandung perceive online marketing communication principles, 2) assess the ability of disabled women in Bandung to grasp online marketing communication applications, and 3) enhance the skills of disabled women in crafting creative messages for online marketing. The study employs a descriptive method with total sampling drawn from participants of social media marketing training. Data collection utilizes questionnaires, interviews, and references. The significance of entrepreneurship development training utilizing marketing communication applications for disabled women in Bandung is evident. The conclusion of this study indicate that the majority of learners comprehend the training content, albeit hindered by diverse disabilities such as blindness, deafness, and physical limitations. Consequently, a specialized approach is necessary to address these disparities. Furthermore, participants are equipped with supporting applications for content packaging and dissemination. This empowers them to navigate different digital media platforms adeptly. Communication prowess, attractive content, and design are paramount for conveying persuasive messages effectively. Participants’ reported improved communication skills as a result of the training. However, those facing physical constraints encountered difficulties and required tailored training to accommodate their limitations. In summary, the research underscores the potential of online marketing communication education for women with disabilities. This empowers them to engage in entrepreneurial endeavors, fostering personal growth and community development.
 Keywords: education, online marketing communication, women with disabilities.

MANAGEMENT OF PROFESSIONAL DEVELOPMENT OF TEACHERS IN AN INSTITUTION OF GENERAL SECONDARY EDUCATION

The study is devoted to the issue of psychological and pedagogical science and educational practice – the professional development of teachers. The state of development in scientific sources on the issue of professional development and self-development of teachers, management of professional development of teachers is analyzed, and the necessity of forming their acmesynergistic position is substantiated. The purpose of the study ‒ to find out the ability of teachers for professional self-development and to develop a program for optimizing their professional development in a general secondary education institution as a basis for the formation of an acmesynergistic position. I Nikishin's method “A teacher's ability to creative self-development” and the questionnaire “What is your creative potential” (according to L.Karamushka) were used to identify teachers' ability for professional self-development. А program for optimizing the professional development of teachers, based on the analysis of scientific literature and the results of a diagnostic study, has been developed, which focuses on their ability to professional self-development and the formation of an acmesynergistic position, and the ways of its implementation in an institution of general secondary education have been outlined. The program is aimed at creating conditions for personal and professional growth in the institution of general secondary education and provides for the following areas of activity; assistance to teachers in identifying mental resources; assistance in mastering methods of self-diagnosis, methods and methods of professional self-improvement; technologies for changing personal traits and developing professionally significant qualities; development of the ability to overcome professional difficulties, increase the level of competence, as well as stimulation and motivation of teachers for professional self-development. The role of acmeological and coaching technologies in the formation of the acmesynergistic position of the teacher is revealed, which is focused on: self-knowledge and self-development of the teacher's personality; actualization and support of his personal and professional growth and self-development; transformation of the inner world, changes in the intellectual, emotional and behavioural spheres of the individual; focusing on the highest professional achievements.

A creative new normal: Who can we be in 20 years?

Can we live better—with greater health, joy, purpose, and creative vision—toward a new type of “normality”? Picture a one-size-fits-all conformist norm. Now contrast a dynamic evolving process-picture, different for each of us, honoring a diversity of ways we can all creatively—while harmoniously—grow and contribute together. This article, from a new 2022 talk, continues discussion of Creativity, Chaos and Complexity (or NDS, nonlinear dynamical systems theory) from a 2021 keynote at the SOU Creativity Conference. Using five examples, it expands on one key feature, a Creative New Normal—with potential challenges and benefits, now and in 20 years. Drawn from chaos and complexity constructs, five colorful examples are used to paint one portrait of the future. A person, when creating, says “I am...” Alive!, Visionary, On a Path, Containing Worlds, and Empathetic. A shift could affect (a) our worldview—furthering a long awaited change in both worldview and view of self-in-world, consistent with an NDS paradigm shift, now 50 years old in the “hard sciences” but only beginning in social sciences; plus (b) educational practice—with an opportunity, given dramatic new interest in our universal “everyday creativity” (versus limitation to an eminent elite in arts and sciences) to open floodgates for creative development. Development of chaos and complexity intuition can boost further this facility. Although some still insist “I'm not creative!” too many have lacked resources, teachers, mentorship and confidence for creative self-development. Opening this creative path as a birthright and cultural expectation can help us all survive and thrive—for self, society, and our endangered planet.

Творческое саморазвитие подростков с ограниченными возможностями здоровья: категориальный анализ

Exploring the creative self-development of personality as a psychological and pedagogical issue the authors analyze the concepts of “development”, “self-development” and “creativity”. The age patterns of adolescents are considered. In adolescence, the transition from childhood to adulthood is associated with a serious restructuring of the psyche, breaking old, established forms of relationships with people, changing living conditions and activities. Issue of creative self-development of adolescents with disabilities is the problem of lacking proper interaction with others, which entails the lack in formation of self-knowledge skills, self-organization, self-regulation, and other mechanisms of self-development. Along with pedagogical tasks involving the creation of conditions for the development of creative activity of adolescents with disabilities, it is important to solve the priority task – the education of a whole understanding personality capable of an adequate assessment of their actions and successful adaptation in the surrounding space. The results obtained are applicable in conducting further research on the selection of tools for the creative self-development of adolescents with disabilities by means of theatrical art.

Culture management as a factor of overcoming social exclusion and alienation: the animation approach

The purpose of the article is to substantiate animation approach to sociocultural activities and culture management as a mechanism of overcoming social alienation and exclusion, and to present a system for animation sociocultural activities management.
 The methodology. The research is based on a cultural studies paradigm, which provides for establishing a place of social exclusion phenomenon in the contemporary model of humanity’s culture. Interconnected fundamental and applied cultural studies constitute the foundation of deep analysis of culture management and contemporary culture practices. Synthesis of scientific knowledge and generalization of scientific facts acted as a foundation of conclusions about the significance of animation approach in culture processes management. Systemizing and modeling as scientific cognition methods enable designing an animation sociocultural activities system, which allows realizing the process of overcoming social exclusion.
 The results. During the research, it was established that characteristic features of culture management, through the prism of animation approach to sociocultural practice, manifest themselves as: stimulation and motivation of people and groups to directly participate in sociocultural processes; ensuring active performance; accompaniment of initiatives in sociocultural field; assistance in self-organizing; ensuring eventfulness and creativity of cultural practices to improve the animation effect. This shapes animation management as a process of creating conditions for uncovering creativity in various manifestations (social — self-organization, artistic – art, civic — social activities etc.). Culture management within the context of applied cultural studies, through the prism of animation approach, must study contemporary practices, ensure culture-creating being, facilitate creative self-development of society’s subjects and improve their participation in opposition to alienation in the sociocultural space.
 The scientific topicality. Rethinking of topicality of scientific research in contemporary sociocultural situation is caused by contemporary crisis realities. It is especially related to theoretical generalization of contemporary culture space management, which reacts promptly to challenges under conditions of extermination of our people’s cultural heritage. Special kind of responsibility rests upon those who must ensure active inclusion of society’s subjects into culture-creation processes, facilitate overcoming social alienation, and accompany continuousness of translation of Ukraine’s values on “the culture front”. Under such conditions, cultural practices that possess deep meaning, inspirational, culture-rehabilitating effect, and renew lost faith in the beauty of true human being become topical, which animation approach to sociocultural activities manifests in itself.
 The practical significance. A system of animation sociocultural activities was developed, which incorporates animation approach in culture management in order to overcome social exclusion and alienation. The system is based on high level of openness, motivated participation of social subjects in improving system’s functioning, the presence of a great number of various elements, which causes expansion of the system’s organization element etc. Based on the system, contemporary animation culture practices are improved and developed.

Creative activity at higher education institutions: Ukrainian pedagogical overview

Professional training in Ukrainian higher education institutions is primarily focused on strengthening the creative potential of future educators, as it promotes their professional and personal growth, as well as the comprehensive outcome of students’ creative abilities. Therefore, the purpose of this article is to outline the Ukrainian pedagogical experience in enlarging the creative process in higher education institutions. Another aim is to ascertain the concepts of “creative process”, “creativity”, “creative skills” in the up-to-date Ukrainian pedagogical discourse. It is a point of discussion that in Ukrainian pedagogical literature the term “kreatyvnist” (“creativity”) dominates over “tvorchist” (“creative process”). Creative abilities are interpreted as a combination of inner human traits that emerge in the process of activity resulting in innovation. Creative activity integrates the mechanism of generating something new via education and cognition, while the ability reveals itself in responding to new non-standard situations when future-to-be teacher’s creative skills emerge. Ukrainian pedagogical discourse presents an urgent teacher’s need to be a manager of the inner self-improvement based on their cognitive activity. Moreover, two aspects tend to be crucial for the implementation of pedagogical work in higher education institutions in Ukraine. Firstly, the promotion of students’ creative self-development; secondly, the stimulation of students’ unique techniques for managing similar activities within the future professional framework.

Factors and Barriers of Self-Development of Postgraduate Students in the Context of Continuous Teacher Professional Development

The article is devoted to the analysis of the problem of training scientific and scientific-pedagogical personnel in postgraduate school. The academic community has drawn an increasing attention to this aspect and this year it has taken on a new urgency due to the transition of postgraduate training to a new model which is an important component of continuous teacher professional development aimed at availability of staff replacement for higher education. The authors note the importance of using the resources for self-development of future university teachers as well as their readiness for learning and self-improvement. As a result of this study, significance levels of the factors of future university teachers’ creative self-development were determined in four groups – social, organizational-pedagogical, psychological-pedagogical, psychological (personal) and barriers to self-development, identified as a result of a survey of Russian and foreign postgraduate students. The authors presented the results of a comparative analysis of the obtained data. The purpose of the article is to determine the level of significance of factors and identify barriers to self-development of Russian and foreign postgraduate students based on a questionnaire on four groups of factors/barriers, and a comparative analysis of the data obtained. Methodology and methods. The research methodology was based on the provisions of the theory of professional and personal development of the teacher V.A. Slastenin, becoming his subject of self-development in the context of continuous pedagogical education. The authors used theoretical (analysis of scientific information, comparison, generalization) and empirical (questionnaires, analysis of products of postgraduate students’ activity) research methods. Results. The authors determined and analysed the levels of significance of four groups of factors and the barriers of self-development of future teaching staff of higher education — Russian postgraduate students and postgraduate students from other countries. The most significant factors in the self-development of Russian postgraduate students are psychological (personal) and professional and pedagogical, the most significant barrier is social (including lack of housing conditions, low wages). For foreign postgraduate students, the most significant factors are professional-pedagogical and social, barriers are organizational-pedagogical and social factors. Finally, the authors proposed the options for the organization’s activities to reduce barriers to self-development of postgraduate students.

MODELING OF CREATIVE SELF-DEVELOPMENT OF TEACHERS OF ADDITIONAL EDUCATION IN INCLUSIVE EDUCATIONAL ENVIRONMENT

The relevance of the research lies in the need for scientific search for effective tools to implement additional inclusive education in modern practice and the demand of educational institutions for teachers who are ready for professional self-development, capable of creating conditions for the creative self-expression of students, including those with disabilities. The article deals with the problem of forming the readiness for creative self-development of a supplementary education teacher in an inclusive educational environment. The aim of the research is to develop and theoretically substantiate the author's model of readiness formation for creative self-development of a supplementary education teacher working with «special» children. Theoretical and methodological basis of the research was based on the works of domestic and foreign scientists P.K. Engelmeyer, K. Rogers, B. Ananyev, N. Sergeyev, V. Andreev who consider the creative self-development of a teacher as an ability to build and implement a trajectory of professional self-actualization, manage their time, find non-standard ways of solving problems, perform pedagogical reflection, as well as build an individual learning and self-development route of a child. The result of the study was the development of a model that contains targeted, methodological, meaningful, diagnostic and effective components and is based on the principles of humanization, systematics, individualization and creative activity. The pilot-experimental base of the study is the municipal budgetary institution of additional education «Center for Additional Education of Children «Zarechye «Kirovsky District» of Kazan, where three adapted additional general education programs for children with disabilities are implemented.

YOUTH LEISURE DURING COVID-19: THREE CREATIVE IMPRESSIONS FROM UKRAINE

The purpose of the article is to study the impact of the COVID-19 pandemic on the organisation of leisure of Ukrainian youth. The research methodology is based on a comprehensive analysis of the national system of actions to prevent the spread of coronavirus infection, implemented by the Ukrainian government; analytical, structural and logical, comparative methods that allowed us to consider the legal status, educational and leisure activity of young people in Ukraine, international experience of youth participation in social projects to counter the spread of COVID-19; the method of theoretical generalisation, used to summarise the results; cultural approach, which helped to identify factors of influence of national measures on the activities of cultural and creative industries. Scientific novelty. In this study, we present three creative initiatives of Ukrainian youth to organise their own leisure activities, which were launched during the lockdown and created on the basis of the rich potential of national cultural heritage and folk traditions. Conclusions. In response to the challenges of the COVID-19 pandemic, the Ukrainian state has developed a system of measures to prevent it. Despite a large number of places for leisure, sports, and creative activities in Ukraine, lockdown restrictions and bans caused by COVID-19 led to their closure, and young people focused on leisure at home, creative self-development, and selforganisation of their free time. It is determined that the best international experience of youth activity in countering the challenges of the COVID-19 pandemic is realised mainly in the social dimension. The young people of Ukraine do not stand aside from the global challenges of our time, but initiate unique creative developments under pandemic conditions. Ukrainian creative initiatives are presented, including the online project #GlobalLesyaUkrainka2021 and the successful experience of self-organisation of leisure activities by students of the Kyiv National University of Culture and Arts (Challenge#Lovynamysto and Winter Magic Fest).

Emotional and aesthetic experience as a component of artistic activity among college students

Abstract. The formation of emotional and aesthetic experience of students in the process of artistic activity is important. We consider the educational environment in the arts college in the context of the implementation of the mechanisms of creative self-development of the individual. The tasks facing the teacher in the process of teaching students artistic activity are formulated. To consider the essence and structure of emotional and aesthetic experience we use theoretical research methods: analysis of psychological and pedagogical literature, comparison, systematization, generalization. Emotional and aesthetic experience is a complex, multifaceted, multi-level, multi-functional integral education. The complexity lies in the multiplicity – in their diversity in the sense of belonging to different fields of knowledge, the multilevel – in the constant improvement of components, starting from a different initial level of formation. In this type of experience, the following structural components are special, psychological, pedagogical and organizational. We analyze each component in detail and its significance for the formation of the emotional and aesthetic experience of students. Teachers do not sufficiently have technologies that could contribute to the intensive desire of a college student for creative self-development, especially in terms of enriching the personal emotional and aesthetic experience of performing. The theoretical results obtained are of interest to the scientific and pedagogical community, practicing teachers, and students.

ХАРАКТЕРИСТИКА СТРУКТУРЫ СОЦИАЛЬНОЙ УСПЕШНОСТИ ПОДРОСТКОВ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ

We consider the author's definition of the social success among adolescents with disabilities as an integrative personality quality. This integrative personality quality is considered taking into account the psychological and developmental challenges of this category of adolescents, reflecting the purposeful achievement of their goals and the ability to use the achieved result for further development, contributing to successful socialization in society based on productive interaction with others. The presented structure of social success is a unity of interrelated components: value-motivational, cognitive-active, personal-creative. The value-motivational component includes achievement motivation that promotes activity, overcoming risk factors and full-fledged socialization; value orientations that determine the moral character, character and direction of behavior of adolescents with disabilities; cognitive interest that helps to reveal abilities, develop imagination, imagination and creative activity. The cognitive-activity component includes theoretical knowledge in the field of personal success, knowledge of social norms and behavioral rules that help adolescents with disabilities to establish social contact and socially successful adaptation; mastering practical skills of conscious, independent activity; interpersonal relationships and social experience that expand social horizons for adaptation in society. The personal-creative component provides for communicative skills that ensure a successful existence in society and help to build full-fledged constructive relationships; creative self-presentation skills that are indicators of personal changes and achievements; project skills and creative self-development that contribute to a positive change in personal qualities and self-expression. The presented structure of social success of adolescents with disabilities is based on the leading ideas of personal-activity, environmental, inclusive and integrative approaches.

CREATIVE INDIVIDUALITY OF THE PUPILS OF OUT-OF-SCHOOL EDUCATION INSTITUTIONS OF ARTISTIC-AESTHETIC DIRECTION: ESSENCE AND STRUCTURE

The article reveals the essence and structure of creative individuality of the pupils of the out-of-school education institutions of artistic-aesthetic direction. Formation of the specified phenomenon is considered through the prism of motivational, cognitive, perceptual and interactive components and the following clusters of the pupil’s competences: value-motivational, cognitive-potential, creative-emotional, reflexive-activity. Value-motivational cluster characterizes the level of pupil’s motivation. It is determined by awareness of the importance of the creative component of artistic-aesthetic activity, understanding the need for creative self-development, efforts to improve one’s creative potential, interest in various disciplines of art education. Cognitive-potential cluster is manifested as a developed artistic-aesthetic thesaurus, variability of creative individuality in different types of artistic-aesthetic activities, the direction of creative self-development. Creative-emotional cluster covers such qualities of the personality of the pupil of the out-of-school education institution as initiative, independence, risk-taking, emotionality, etc. With the help of reflexive-activity cluster can be measured the ability to reflections in the creative process, the ability to manage one’s mental state, overcoming internal and external obstacles, purposefulness and criticism in performing creative tasks. It is argued that creative individuality of the pupil of the out-of-school education institution is a complex and multi-aspect quality, which is formed in a multi-vector educational process, which focuses on individual creative development of pupils, and effectiveness of this process depends on providing a number of pedagogical conditions, in particular: development and application in the process of teaching the pupils of the out-of-school education institutions visual or decorative-applied arts of creative technologies of creative individuality formation; motivation for creative activity with a focus on opportunities for creative self-expression; providing an aesthetic and developmental environment in terms of art education; introduction of various forms of individual creative work.

Project as a method of teaching in higher education

The article shows that the main goal of the project method is to provide students with the opportunity to acquire independently knowledge in the process of solving practical problems or problems requiring the integration of knowledge from various subject areas. The teacher in the project is assigned the role of a coordinator, expert, additional source of information At the same time it is underlined that this , practically new technology, is directed to purposeful, generally independent activity of students, carried out under the flexible guidance of a teacher, aimed at solving a communicative research or socially significant professional problem and to obtain a specific result in the form of a material and / or ideal product. Goal. The purpose of the article is to show the importance of using the method of project. The project method in teaching a foreign language in a non-language (technical) university is a didactic means of activating the cognitive activity of future engineers, a method of developing their creativity, which also contributes to the formation of certain personal qualities The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge independently in the process of solving practical problems or problems that require the integration of knowledge from different subject areas. Methodology. Various forms of presentation of educational material within the project method stimulating the development of such qualities of creativity as: and originality of thought, development of ideas, active creative self-development, intellectual independence of students is revealed in the article. Results. The method of projects helps take into account the individual characteristics of students, and it significantly contributes to the development of skills and skills in teamwork, decision-making and presentation in business and professional situations.

Judith N. Shklar on disobedience and obligation in a “society of strangers”

Judith N. Shklar on disobedience and obligation in a “society of strangers”

Vocal ensemble: organization and functioning in the musical and educational environment

The article deals with the problem of the organization and functioning of a vocal ensemble as a means of developing the performing skills of students of higher educational institutions of a musical and pedagogical profile. The criteria for the quality of training a future specialist for the effective implementation of his practical activities as a leader of a children's and youth vocal group are indicated. The purpose of the article is a theoretical substantiation of the content of work on the organization and functioning of the vocal ensemble of students as a way of developing their performing skills. Organization of a vocal ensemble is leadership and work on the functioning of a vocal ensemble as a creative team, the realization of its needs. Being an organized social group, the ensemble has a number of features, which include: creative self-development and the desire for creative interaction; increased self-organization and focus.