“I can give people joy!” Summary of a lesson on moral and aesthetic education.

Program for moral and aesthetic education “Ethics and Aesthetics” grades 5-6

09 July 2012

Explanatory note

The “Ethics and Aesthetics” program is intended for students in grades 5-6 of a special (correctional) school of the VIII type.

It is relevant and timely, since in society there is an acute shortage of careful and caring attitude towards each other, kindness and justice, honor and nobility.

Diagnostic data from correctional school students show: that these children do not realize the value of human life, do not have their own moral views, judgments, and assessments; they are prone to violating norms of behavior and communication, and often choose a lifestyle that is not worthy of a moral choice. We, teachers, have to convince children that only morality and ethics in our deeds and actions give beauty and dignity to our lives; our internal stability and our very existence depend on the desire for morality.

The problem of spirituality is very important in our society, and we are constantly looking for ways to solve this problem in the correct upbringing of a person at the very beginning of his journey, in childhood.

Aesthetic education involves developing the ability to feel, evaluate and create beauty. It is known that art has a wide range of effects on human development. People, and especially children, need to be specially prepared to perceive the spiritual potential.

The main thing in working on this program is three main directions:

1. Acquaintance with the properties and characteristics of the human personality, understanding of one’s “I”;
2. Based on an analysis of one’s own feelings, reflections, and examples of behavior, teach a teenager to understand the characteristics of the people around him, to be able to explain their actions and actions for communication and interaction with the environment: peers, teachers, parents, etc.;
3. Systematic and consistent study of the origins and causes of the emergence of social norms of human behavior, achieving an understanding of the laws and rules adopted in society in a wide variety of situations.

Taking into account the peculiarities of thinking of this category of children, one should not seek to solve problems that lie in the field of complex psychological categories, and what is especially important is not to impose stereotypical ideas that “this is good and this is bad.” The most acceptable way is to set students certain tasks of moral content, the solution of which may depend on many circumstances. Therefore, on the one hand, circumstances must be simulated for analysis, and on the other, possible behavioral choices must be presented to help avoid adverse consequences.

Program structure

The program includes a system of extracurricular activities: about moral choice, about etiquette and moral values, about the art of living in harmony with oneself and the people around you, about aesthetics.

Purpose of the program

• Education of moral and ethical qualities, the most important value of human spiritual development.
• promote the spiritual development of students through music, painting, poetry, arts and crafts;
• creating the most favorable conditions for the development of children's creative abilities;
• creation of a high level of aesthetic needs;
• correction of the emotional sphere of pupils.
• involving children in the emotional world of a person;
• correction of emotional decentration (the ability to perceive and take into account the states, desires and interests of other people in one’s behavior);
• distinguish emotions and determine states;
• adequately express your state at the moment;
• I build confidence in children, conviction of the right to this emotion;
• I develop communication skills;
• I form an ethical and aesthetic culture among schoolchildren.

Program objectives

1. To form in students an awareness of the value of human life.
2. To educate students in order to develop their own moral views, judgments, and assessments.
3. Develop moral personal qualities: kindness, honesty, responsiveness, hard work, truthfulness, teach them to follow in everyday life.
4. Expand children's understanding of moral and ethical standards of behavior and communication, both in society and with people around them.
5. Cultivate interest in yourself, a desire for self-improvement.
6. Moral education of junior schoolchildren.
7. Formation of moral ideas.
8. Cultivating feelings and experience of moral behavior.
9. Instilling in children a love for their land, for their people, their good wisdom, rich and living culture, art and folklore accumulated over centuries.
10. Development of communication skills;
11. To consolidate and expand students’ aesthetic ideas about the beautiful in life, nature and art.

Methods to achieve the goal

1. Thematic conversations, trainings, discussions on moral issues.
2. Competitions, dialogue, games, analysis and playing out situations.
3. Reading stories, watching movies, paintings.
4. Visiting a museum, library, memorial and historical places.
5. Workshops, games on etiquette.

Organizational and pedagogical foundations of training

The program is designed for 2 years, 2 lessons per week, has 3 directions and contains 4 sections for each year of study.

Program content

5th grade

Goal: Formation of a wide range of emotional responses based on familiarity with possible human reactions, development of the ability of self-expression and self-esteem, enriching the vocabulary with speech models of communicative behavior.

The first section is “What gifts nature has given to man.”

Second section. "Me and others."

Third section. “So that the soul is healthy.”

Fourth section. "Harmony of peace and soul."

6th grade

Goal: To form an ethical culture in children, i.e. a way of life that orients a growing person towards moral values ​​developed by the experience of all previous generations. Simple standards of morality, offering friendliness and politeness, respect and sensitivity towards other people, compassion and helping the weak. Ethical grammar classes are designed to make manifestations of generosity, decency, nobility natural and organic for the child, and unacceptable - deceit, betrayal, arrogance, and rudeness.

First section. "Ethics of Communication".

Second section. "Etiquette".

The third section is “Ethics of relations to the environment.”

The fourth section is “Ethics of relationships in a team.”

Expected result

1. Increased level of self-awareness.
2. Development of emotional and volitional properties.
3. Formation of the foundations and principles of moral behavior of children in society.
4. Improving communication skills with adults and classmates.
5. Improving the culture of behavior and relationships in the team.
6. Development of communication skills.
7. Development of creative abilities.

Students should know:

• About human values, which are based on the need to serve people and goodness.
• About the desire for self-improvement.
• About the culture of behavior and communication.

Students should be able to:

• Determine your moral choices and follow them in everyday life.
• Come to the aid of each other and people in need.
• Behave ethically in public places and with people around you.
• Engage in self-education.

Used Books

1. Fiction, aphorisms, poetry.
2. Scientific and popular literature on ethics, history, psychology, pedagogy, art.
3. Magazines: “Education of Schoolchildren”, “Class Teacher”, “Correctional Pedagogy”
4. Books and brochures on etiquette.
5. Kryazheva N.L. development of the emotional world of children. A popular guide for parents and teachers. – Yaroslavl: Academy of Development, 1997.
6. Khudenko E.D. Modern correctional technologies in the work of a teacher with children with disabilities. – M.: ANMC “Development and Correction” 2002, vol.1.
7. Khudenko E.D. Modern correctional technologies in the work of a teacher with children with disabilities. – M.: ANMC “Development and Correction”, 2002, vol.3.
8. Khudenko E.D. Requirements for planning correctional and developmental classes for educators. “Correction and development.” Issue No. 6.
9. Shemshurina A.I. Ethical grammar. To help the teacher. (1 hour) - M.: School - Press, 2004.

Author of the material: Zamula Anzhelika Yurievna

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Artistic and aesthetic development and education of preschool children

Assignments on the topic: Artistic and aesthetic development and education of preschool children

Questions and assignments on the topic.

1. What is meant by artistic and aesthetic development, artistic creativity?

Artistic and aesthetic development is the process and result of the formation and deepening of the abilities of visual and emotional perception of the beauty of the external world, the sphere of art, as well as the development of independent creative activity in the world of beauty.

Artistic creativity is a type of socially useful and productive activity, consisting in the creation of new aesthetic values ​​and, above all, works of art. Artistic creativity, its organization, content, technology, is the subject and basis of artistic education, as an integral part of aesthetic education.

2. Using electronic library collections and periodical materials, analyze research in the field of artistic and aesthetic development of preschool children. Fill the table:

Last name, first name, patronymic of the researcher

4. Analyze periodicals over the past two years on the problems of artistic and aesthetic development of children, the development of children's creativity. Make a card index.

Artistic and aesthetic education, being an integral part of the formation of the spiritual world, moral character, artistic abilities, creative thinking of a modern person, becomes one of the necessary prerequisites for improving the culture of society. It contributes to the formation of personality, the development of aesthetic needs, tastes, views, attitudes towards the surrounding reality and the world of art. It gives happiness in mastering the language of art, beauty, and artistic creativity.

Today, teachers are faced with urgent tasks of artistic and aesthetic education:

— formation of artistic and aesthetic culture, consciousness and worldview;

- development of aesthetic feelings and the ability to sensually perceive, experience, express one’s attitude towards the environment;

— development of the foundations of children’s artistic and aesthetic needs;

— mastering models of cultural operations in relation to artistic and aesthetic objects, social and natural, the transfer of knowledge, value orientations of a traditional and current nature;

- activation of a creative attitude towards the world, towards oneself;

- accumulation of experience in artistic and creative activities.

Today, many new and positive things have appeared in the field of artistic and aesthetic education. A large selection of various didactic, demonstration, artistic materials, tools, information sources, etc.

However, there are many problems in the field of artistic and aesthetic education, many of them are not new, and one cannot ignore them:

• in the practice of preschool educational institutions, the tasks of aesthetic education are considered secondary;
• aesthetic goals and the means to achieve them are not sufficiently active and in demand;
• the knowledge and skills acquired by children are not always in demand in the family in the everyday life of a preschool institution;
• modern art materials are rarely used in mass preschool institutions and they are not always of decent quality;
• subjects of educational activities; artistic technologies; methods and techniques used are often monotonous;
• many educators are overly keen on unconventional depiction techniques, forgetting that traditions are primary;
• Special literature, Internet resources may contain inaccuracies; a number of materials do not take into account the age characteristics and capabilities of children
• It is especially alarming that live display of the sequence of artistic work, demonstration of works of art are being replaced by virtual technologies, illustrative series;
• The situation of additional education teachers is ambiguous; art studios are being cut;
• low quality and level of popular culture

Problematic issues for discussion.

1. Teaching creativity: is it possible? Pros and cons.

There are people who have a “creative gift”, so many people think that they cannot be creative. But I believe that this is not so. I believe that creativity can be learned.

If we consider literature, painting, music, there are a large number of examples of outstanding people who studied this. Nowadays, there are many courses, clubs and sections that teach from scratch. Also in the world of art, there are a large number of examples of self-taught artists, so if a person wants to learn creativity, then he will succeed. And to help him there are courses and information that are now freely available.

1. Is art accessible to preschoolers? Pros and cons.

Educators around the world believe that arts and crafts for children ages 3 to 8 are the most important way to help them grow, develop, and shape their personalities. Of course, children will not be able to understand the full depth of many works, and not even every adult is capable of this, but introducing them to art is an essential part of raising children.

6 important areas of child development that creative activities will definitely help with.

1. Motor skills By manipulating any art materials, children develop fine motor skills. Bilateral coordination skills improve when a preschooler or schoolchild also tries to use both hands at the same time. Unusual drawing methods will help you here: with your fingers, palms. 2. Literacy Literacy in arts and crafts for preschool and primary school children covers a wide range of areas, from speaking and reading to listening and comprehension. When children draw, they talk about their work, learn to argue and choose words. Ask a child why he chose this particular shape and these colors, he is unlikely to answer “I don’t know,” since his own creativity is valuable and conscious for him. 3. Mathematical Concepts Basic math concepts and skills are not usually included in the arts and crafts curriculum. In vain, since they are often used and have a positive impact on the development of logic and mathematical skills, especially in preschool children. Children, by studying paintings and creating them on their own, recognize and learn to reproduce various shapes, count and sort their art supplies, even change the length and size of art materials and objects that they plan to depict “from life.” 4. Creativity

Art allows children to create, which is important throughout their lives. By doing something of our own, having the opportunity to approach a problem creatively, we allow and welcome self-expression. Through creativity, children learn to express their feelings and, more importantly, cope with them. “Draw your resentment”, “Tell me what color is joy?”, “Show me which figure expresses grief?” — all these techniques are available to the educational psychologist. Creativity also promotes children's mental growth by providing opportunities to try out new ideas, new ways of thinking and solving problems. 5. Self-esteem Any activity in the field of arts and crafts gives the child the opportunity to see and feel his achievements and be proud of his work. This sense of involvement, importance and pride creates the confidence necessary for preschoolers and primary schoolchildren. 6. Human relationships Let's end with the fact that children simply love to spend time with their parents and teachers when they do something with them, and not just indicate how and what needs to be done. In this case, the decorative and applied arts become an ideal example of collaborative and useful work. You spend time together, you communicate, you discuss paintings, developing children's and your own thinking and imagination, and at the same time you create memories that will last a lifetime. While you are creating, you can discuss any topics or ideas, talk about what you are doing, about how you feel. As an additional bonus for everyone who can no longer see the gadget in the hands of a child, there is no time to be distracted by it in an art gallery, and the brushes in the hands simply leave no free space!

3. Justify the choice of priority methods in introducing children to art and developing creativity in visual arts.

Each group of aesthetic education tasks has its own methods.

The first group is aimed at introducing children to fine arts, developing aesthetic taste in preschoolers, and seeing beauty. The leading methods for solving these problems are demonstration, observation, explanation, analysis, and an example from an adult.

Today, in preschool institutions you can find mini-museums, in particular the museums of “Folk Art”, “Folk Crafts”, as well as “Art Galleries”, “Vernissages”. Classes to introduce children to beauty can be organized in this environment. Children’s creative abilities also develop when exposed to various types of art[12].

When using these methods, it is important that the teacher shows his feelings to the children, his attitude.

For example, the topic “A trip to the zoo”, in order to creatively depict it, you need to go to the zoo with the children, then have a conversation about what they saw there and what they liked most; often, children are happy to share their emotions and impressions of the trip to the zoo, and then in an art class, creating their own works, they show creativity - sculpt, draw, etc.

Formation of skills in artistic activity is the second group of tasks. To solve these problems, practical methods are required: exercise, explanation, method of search situations.

Here we need to find methods and techniques that could support children’s desire to create “works of art” with their own hands (sculpt, draw, craft, decorate), and give children the opportunity to participate in various types of artistic activities. Creative tasks are very useful for this.

So, for example, on the topic “Going to the Zoo,” children can be asked to sculpt or draw an animal that they have not seen in the zoo and give it a name.

The teacher, when preparing a lesson, needs to think about everything so that teaching images is creative, does not give rise to clichés and does not deprive children of the opportunity to creatively depict something on their own.

The forms of organizing aesthetic education in creative activities can be different: in classes, in independent activities, artistic work, during holidays, entertainment, excursions, walks, etc. Particular attention should be paid to integrated classes in which developmental tasks are implemented through different types of art.

A characteristic feature of integrated classes is the combination of different types of activities in one lesson. In this case, the leading activity can be artistic activity. For example, the integration of such educational areas as reading fiction and artistic creativity, when the child is asked to draw what he has just read about, to depict the situation that has developed among the characters in the book[13].

The educational process should be structured depending on the age of children, taking into account their leading activity in preschool age - play.

Forms of organization of educational activities “Artistic and aesthetic development”.

Tasks.

1. Determine the possibilities and potential of using the synthesis of arts and the integration of visual activities.

One of the most effective means of artistic and aesthetic development of preschool children is integrated classes, the purpose of which is to give children an idea of ​​the specifics of various types of art (music, painting, literature), the expressive features of their artistic means, to teach the child to see the world as a single whole, in which all elements are interconnected.

Integrated classes – combine knowledge from different educational fields on an equal basis, complementing each other (considering such a concept as “mood” through works of music, literature, painting).

Children perceive music in a form that is interesting and more accessible to them.

music + visual arts (images become visual)

music + artistic word (“musical image is deciphered”)

Integrated classes can include elements of logorhythmics. Logorhythmics - integration of words, movement, music. As a result of logorhythmic exercises, the following tasks are realized: expansion of vocabulary, development of auditory attention and motor memory, improvement of gross and fine motor skills, development of clear, coordinated movements in conjunction with speech, development of creative fantasy and imagination.

For example: SNOW

Like snow on a hill, snow, (show “slide” with hands)

And under the hill there is snow, snow, (show with hands “under the hill”)

And a bear sleeps under the snow. (palms under the cheek)

Quiet, quiet, don't make noise! (finger to mouth, wag finger) It is extremely important that exposure to art begins as early as possible, in early childhood.

Integrated classes contribute to children’s deeper mastery of artistic culture, the formation of their artistic and creative abilities and talent, enrich children’s knowledge about the world around them, promote the development of creative thinking, and form bright positive emotions in children in the process of their interaction and active communication with adults.

2. Specify one of the requirements for the selection of literary texts for children of different age groups.

The teacher must be able to choose the work of art he needs depending on the complexity of the text, the age of the children, and their level of preparation. There are a number of requirements for works of oral folk art: high artistic value; ideological orientation; accessibility in content (works close to the experience of children); familiar characters; clearly expressed features of the hero; clear motives for actions; short stories in accordance with the memory and attention of children; accessible dictionary; clear phrases; absence of complex forms; the presence of figurative comparisons, epithets, the use of direct speech in the story

Practical tasks.

1. Make a repertoire plan indicating at least 5 works of different types of art and genres that can be used in working with children of a certain age group (the age of the children is optional).

Preparatory group

Assignments for a subgroup of students.

2. Design the goals, approximate content and forms of holding one day in kindergarten on the topic “Beauty Day” (the topic of the day can be clarified and specified).

"Beauty Day" in the preparatory group

Goal: to consolidate children’s knowledge about the profession of hairdresser and photographer using the example of their parents.

Objectives: to involve parents in the life of the kindergarten.

— creating an album with hairstyles of girls and boys.

— creation of an algorithm for the actions of a hairdresser and a photographer.

- develop children's cognitive abilities.

— acquaintance with the subjects of work of a hairdresser and photographer.

Equipment: “hairdresser’s kit”, digital camera, subject pictures “how photographs are made”.

Event plan:

1. Invitation from mom, a hairdresser, and dad, a photographer.

2. Mom does everyone’s hair, and dad takes pictures of everything.

3. Showing hairstyles.

4. The story of my father, a photographer, “How photographs are made.”

5. Creating an album with hairstyles of girls and boys

6. Creating an “algorithm for the actions of a hairdresser and a photographer” from photographs.

Progress of the event:

Educator: Guys, we have guests today, let’s say hello. Masha’s mom, she is a hairdresser and today she will do our hair. And Masha’s dad works as a photographer, he will take pictures of us.

Mom: - Hello guys, first I’ll tell you about my professional tools.

Showing tools and talking about them. Everyone is combing their hair while dad takes pictures. Showing hairstyles to friends.

Dad: Today I took a lot of photographs of you, but do you know how photographs are made? Let me tell you. (emphasis on plot paintings).

Educator: Guys, what new did you learn today? What did you like most? Let's say thank you and hope that they will come to us as a hairdresser and photographer.