European International Journal of Pedagogics
41
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
41-43
DOI
OPEN ACCESS
SUBMITED
18 February 2025
ACCEPTED
16 March 2025
PUBLISHED
17 April 2025
VOLUME
Vol.05 7ssue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Content and Principles of
Education of Artistic-
Aesthetic Taste of Future
Teachers
Jumatova Luiza Tozaboy qizi
Doctoral student of the 2nd stage of TPMI named after Qori Niyazi,
Uzbekistan
Abstract:
This article describes the content, principles,
application, methods, and essence of the process of
educating the artistic and aesthetic taste of future
teachers.
Keywords:
Future teacher, principle, creative,
analytical, integration, activity, fine art, practical
training,
artistic-aesthetic,
culture,
approaches,
creativity, education, aesthetic taste.
Introduction:
Cultivating the artistic and aesthetic taste
of future teachers is important based on the modern
requirements of the educational system. Cultivating
artistic and aesthetic taste not only expresses the
pedagogue's attitude to art and aesthetics but also
includes creative approaches in his pedagogical work
and skills in the aesthetic development of students.
Cultivating artistic and aesthetic taste is aimed at
forming the aesthetic sensitivity, creativity, and artistic
expression skills of future teachers and has a direct
impact on the general development of students.
The main part. The content of education of artistic and
aesthetic taste. The content of the process of educating
the creative and aesthetic taste of future teachers
consists of several main components:
1. Artistic education and aesthetic taste: Education of
artistic and aesthetic taste includes not only knowledge
about art but also aesthetic sensitivity and artistic taste.
The future teacher's ability to understand, interpret,
and respond to works of art includes the skills necessary
to develop aesthetic thinking in students.
2. Creative and analytical thinking: Cultivating artistic
and aesthetic taste is aimed at developing the creative
thinking of the future teacher. This, in turn, allows
future teachers to successfully help in artistic and
aesthetic educational activities, to reveal their creative
European International Journal of Pedagogics
42
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European International Journal of Pedagogics
potential.
3. Pedagogical approach of the future teacher focused
on artistic activity: It is necessary for the future teacher
to use pedagogical methods in the education of taste.
These methods should be aimed at developing
students' creativity and aesthetic taste.
4. Personal and social development: Cultivating artistic
and aesthetic taste affects not only personal
development but also social relations, and cultural and
aesthetic relations between peoples. This competence
forms a unique outlook for the future teacher and
strengthens his social responsibility.
Opinions of scientists on the development of the
education of artistic and aesthetic taste.
Lev Vygotsky believed that artistic education affects
not only aesthetic development but also cognitive
processes. He also emphasized the importance of
teaching social and cultural changes through artistic
activities. According to him, artistic-aesthetic
competence helps students develop not only aesthetic
taste but also skills such as self-awareness and
behavior in a social environment [1;11].
John Dewey spoke about the central role of aesthetic
experience in studying art education. According to
Dewey, in the process of art education, a person forms
his aesthetic worldview and thereby develops creative
and creative thinking skills. Dewey considers art
education as an integral part of individual and
community development [2;6].
Elliot Eisner talks about the role of the teacher in art
education and the development of aesthetic
competence. He saw artistic competence as an
important tool not only for learning art but also for
developing students' general aesthetic sensibility and
creative thinking. According to Eisner, students
develop aesthetic and social skills by studying art
education [3;4].
Principles of education of artistic and aesthetic taste.
It is necessary to follow a number of principles in
training the artistic and aesthetic taste of future
teachers. Based on these principles, future teachers
will be able to organize their activities more effectively
and provide students with a deeper knowledge of art
and aesthetics.
The principle of integration. This principle is important
in training the artistic and aesthetic taste of future
teachers. Because art subjects taught in the field of
visual arts are integrated with other subjects at the
same time, this helps future teachers to learn more
fully and deeply the artistic and aesthetic knowledge.
If we take painting as an example, future teachers in
this subject are trained in the process of painting using
the integration of several disciplines. In painting classes,
future teachers will be given the task of creating a
composition on the topic "Depicting the human figure in
a historical image". During this assignment, first of all,
each future teacher will refer to the history of art to
create historical images. After choosing a historical
image, they describe their compositions with the
knowledge they have acquired from the science of
plastic anatomy to correctly describe the human image
and character. In the process of creating a composition,
they conduct educational activities integrating subjects
such as perspective, pencil drawing, psychology of
colors.
Future teachers will not only develop their aesthetic
abilities, but also form their attitudes towards different
cultures and their artistic expressions, through a deep
study of artistic-aesthetic taste, culture, and historical
values at the same time through the composition they
study on the principle of integration.
The principle of the creative approach plays a key role in
educating future teachers about artistic and aesthetic
taste. The essence of this principle is that future
teachers will be advised to develop their creative
activity, to be encouraged by the teacher to reflect new
directions of visual art, and to further enrich their visual
activity with new creative ideas. A creative approach
helps to increase the aesthetic sensitivity of the teacher
and makes his pedagogical activity more effective.
Integrating a creative approach into the educational
process helps students develop not only their artistic
aesthetic imagination but also their creative and critical
thinking skills. The implementation of this principle
means not only learning the knowledge of the future
teacher in visual activity but also the aesthetic activity,
in the process of learning art, unique approaches,
development of new methods, and new artistic
expression methods. The creative approach has a direct
impact on the education of artistic and aesthetic taste
in the pedagogical process. The future teacher should
pay attention to two main points in the development of
creative thinking:
1. Personal creative activity of the future teacher. This
activity has a great influence on the future teacher's
pedagogical approach. If the future teacher develops his
artistic and aesthetic skills, he will be able to teach
students more effectively. The future teacher's
aesthetic sensitivity and creative activity a necessary
tools for teaching students high aesthetic taste and
various forms of artistic expression. Also, the future
teacher will guide students in developing their creativity
through their creative activities.
2. To offer students new ways of artistic expression.
Learning a creative approach allows students to
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European International Journal of Pedagogics
discover new ways of artistic expression. The future
teacher should teach students to use different
materials and techniques in creating an artistic image.
This, in turn, expands the creative abilities of students
and increases their artistic and aesthetic sensitivity.
For example, students can be encouraged to create
new creative ideas by combining new compositional
forms, combining colors and backgrounds, and
integrating music and artwork.
The principle of activity-based approach plays a very
important role in the education of artistic and aesthetic
taste. The main goal of this principle is to ensure the
learning process of the future teacher through
aesthetic and artistic activities. That is, future teachers
use this principle in applied sciences. In this principle,
the teacher-disciple tradition takes the leading place.
Visual activities are reflected directly in connection
with the activities of the teacher and the student. For
example, when future teachers are given the task of
creating a composition on a free topic, each future
teacher chooses a topic based on the level of
perfection of his knowledge and visual activity. The
chosen topic is discussed by the teachers, and the
student is given assignments and practical help on
what techniques to use, and what to pay attention to
when performing an artistic composition. In this
principle, both the teacher and the student work with
each other individually, so future teachers will help to
form their aesthetic and creative skills through their
experience and participation in artistic activities.
Through this process, future students will learn to
express themselves artistically, create new artistic
forms, and apply aesthetic ideas in practice. The
successful implementation of the activity-based
approach principle is an important factor in the
development of artistic and aesthetic competencies of
future teachers and serves to increase the
effectiveness of the educational process. This principle
supports not only artistic education but also the
general personal development of future teachers.
CONCLUSION
The process of educating the artistic and aesthetic
taste of future teachers is based on many pedagogical
approaches, methods, and principles. Cultivating
artistic and aesthetic taste helps to develop not only
the knowledge of teachers in art education but also the
ability to teach students an aesthetic approach,
creative thinking, and interest in artistic activities. To
effectively implement this process, it is necessary to
follow principles such as integration, creative
approach, and activity-based approach.
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