Volume 04 Issue 07-2024
52
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
52-55
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this work, the educational aspects of artistic and speech activities are studied in depth, and how they can be used
in the modern education system is explained. Also, important conclusions and suggestions were made in the aesthetic
education of children in the artistic and speech activities of this methodology.
KEYWORDS
Aesthetics, visual activity, perception, goal, educator, training, thinking.
INTRODUCTION
Visual activity is an activity that encourages children to
work tirelessly to achieve their goals. Visual activity
serves as a means of expanding and strengthening
children's ideas about reality.
The well-known psychologist V. M. Teplov emphasizes
the special nature of perception in connection with the
following image: "the issue of image in fine art requires
strong perception. Solving the problem of the image of
the constructed object, the child always learns to
construct things in a new way much faster, stronger
and more accurately.
The development of perception based on visual activity
has two goals. First, in the process of getting to know
the surrounding reality, the child
Visual activity is an activity that encourages children to
work tirelessly to achieve their goals. Visual activity
serves as a means of expanding and strengthening
children's ideas about reality.
The well-known psychologist V. M. Teplov emphasizes
the special nature of perception in connection with the
following image: "the issue of image in fine art requires
strong perception. Solving the problem of the image of
the constructed object, the child always learns to
Research Article
THE ROLE OF FINE ART IN THE AESTHETIC EDUCATION OF CHILDREN
Submission Date:
July 16, 2024,
Accepted Date:
July 22, 2024,
Published Date:
July 26, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue07-09
Gaffarjon Ruzmatovich Rahmonov
Doctor Of Philosophy In Philology (Phd), Tashkent International School Of Finance Technology And Science
Institute Associate Professor, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 07-2024
53
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
52-55
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
construct things in a new way much faster, stronger
and more accurately.
The development of perception based on visual activity
has two goals. Firstly, in the process of getting
acquainted with the surrounding reality, the child's
cognitive and aesthetic skills are enriched, and
secondly, his ideas about various products are
determined. Perception of the properties and signs of
objects and the subsequent description of these
objects require children to familiarize themselves with
the means of investigation. In different forms of visual
activity, the goals of inspection are different.
In various types of activities, the teacher focuses
children's attention on the shape, size, location of the
object, then before the drawing exercise, he separates
the contour parts of the object, if there is a
characteristic color for the given object, he also
distinguishes it.
The volumetric mass of clay training is always seen
from it, its combined and separated parts are
considered. It is important to consider the proportional
relations of parts and their interdependence in
construction activities. The review process itself
includes 5 stages:
- perception of the subject in its own way (the teacher
gives the general characteristics of the subject in a vivid
image form);
—
inspection together with analysis (large parts are
separated first, then small parts, their shapes are
determined);
—
determining the construction of the subject and the
interrelationship of large parts;
—
separation of color;
—
review the subject as a whole.
Such division into stages of the perception process is
conditional and they are not always involved in
perception. It depends on the skills of the children and
the tasks they face. It is not necessary to re-examine
the object, one can only analyze the object by sight or
describe it in words.
It is important to use comparison to develop the ability
to divide the same subject into parts and find related
forms. For example, the base of all trees is vertical, the
branches are at an angle to the base; Most animals
have an oval div. "Perception of form should be done
by sight and feeling. It is necessary to teach the child to
move from one part to another and draw the contour
with his eyes or hand movements. In small groups, it is
necessary to include hand movements, and for large
groups, it is enough to be able to perceive the contour,
and the rest is considered an auxiliary organ" (L.A.
Lublinskaya).
The perception of size (velichina) is understandable to
a small preschool child, if the difference is quite large
(big-small). Perception of size involves proportional
relationships and requires the same checks as sight. In
this case, construction indicators should be checked
with moving arcs - by distinguishing one part from
another. Perception of relationships in reality is a very
difficult matter, combined with the goal of
representation. It is held in senior and pre-school
preparatory groups, and is easily mastered if the
process of perception is combined with drawing.
An interesting study of such work was written by L.A.
Rayeva in the book "Meaningful drawing in large
groups of kindergarten". The perception of color has a
Volume 04 Issue 07-2024
54
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
52-55
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
great emotional impact on a child. That's why it should
always be highlighted.
Children should focus on color only after they have
considered all the features of the object. The
methodology of conducting tests with children is
connected with many conditions.
First of all, there should be a connection between the
acquired skills of children and the unacquired,
unbalanced methods of perception. The first meeting
is always superficial. It involves creating general ideas
about the subject and the environment surrounding it.
It is impossible to set a narrow goal in dating for the
first time. Perception should be broadened, different
attitudes and relationships should be included.
Preliminary examinations sometimes produce general
impressions that are too vivid, but are sufficiently rich
to describe. As a result of repeated examinations, the
perception can become bright enough, clear.
Repetition complicates perception, memorization and
recall.
The introduction of aesthetic feelings, which are the
most necessary in perception, is also important.
Because the development of aesthetic sense also
requires practice. For example, before the image of
trees, children should see trees, flowers, grass, and
enjoy them. Children's attention should be focused on
the shadow areas and the play of sunlight on tree
leaves. When children have a very narrow goal, it is
necessary to familiarize them with the structure of
trees when they return, to focus on how beautiful they
are when looking at them, on the fact that their white
base stands out clearly against the green background.
At the same time, citing examples from poetic verses
also gives good results.
In the generalization of perception, it is important to
include the active activities of children together with
various analyzers, it is not enough to perceive a
blooming field from afar.
Children should run in the mountains, pick flowers,
smell them, make bouquets, sing songs. All this is taken
into account during training. The words of the teacher
and the role of the children are of great importance
during the observations. Any explanation, question,
instruction should make the child think.
It is important to use artistic images that help clarify
perception, its emotionality, and comparisons that
expand aesthetic thinking. The place and role of the
word educator depends on the age of the children. At
a young age, when attention is scattered, it is
necessary to come together with the moment of
perception. At an older age, the educator allows
children to give their own characteristics to the
observed object. Children of preschool age quickly get
excited when observing the life and objects around
them. In this excitement, the emerging aesthetic sense
develops. Aesthetic feelings in children become
deeper and more aware with age. Direct aesthetic
feeling occurs when perceiving a beautiful object and
includes various organizational elements. In this way,
the sense of color can be distinguished from the
perception of the aesthetic feeling of a beautiful
combination of colors: a dark sky with bright stars, a
dark coat and a bright cap. The sense of rhythm arises
when perceiving the rhythmic harmony of an object,
the rhythmic arrangement of parts, for example, the
branches of a tree.
The sense of proportion, constructive wholeness
comes from the perception of different constructions.
The more a child learns and perceives the environment,
Volume 04 Issue 07-2024
55
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
52-55
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the deeper and more complex his aesthetic sense
becomes. Gradually, children acquire the ability of
elementary aesthetic thinking. The development of
aesthetic feelings in them leads to the ability to
evaluate the object and its properties from its aesthetic
point of view. Gradually, children develop aesthetic
taste. Image activity is the main means of providing
aesthetic education to children.
Distinguishing the size, color, shape, and location of
each object in space are parts of this aesthetic sense.
The development of aesthetic sense in children is
related to a deeper perception of color and proportion.
When a child perceives color, shape, and its variety, he
will enjoy and enjoy the variety of color combinations.
The development of aesthetic sense in children
develops an aesthetic assessment of the object and
some of its qualities.
It educates them to understand works of visual art, to
feel and relate to them. Visual arts play an important
role in children's artistic and creative growth. The
artistic and creative growth of a child is the acquisition
of figurative thinking, aesthetic perception, and skills
necessary for image creation. For example: a walk to
nature or an amusement park, organizing an excursion
in autumn.
Educating children through the aesthetic feeling that
comes from observing the object or the surroundings,
it is possible to educate such qualities as the right
assessment of the surroundings, people's work, and
love for the Motherland.
Engaging in visual arts is important in developing
children's creative abilities and artistic-aesthetic taste
and in all-round education. In this regard, it is more
expedient to start the activity from the pre-school
stage of the educational system.
So, visual activity educates children morally. In their
work, children reflect the events that are happening in
their lives and society, they are pleased and excited
about them. In the process of visual activity, the
qualities of the will are brought up in children, such as
completing the beginning, setting a goal and striving to
achieve it, overcoming difficulties, and helping friends.
In the process of creating team work, children are
taught qualities such as helping each other, working
together, in the process of evaluating work, they have
moral qualities such as realistic attitude of their peers
to work, correct assessment, and being happy with
their work and the work of their peers. adjectives are
formed.
REFERENCES
1.
Ташпулатова, Д. М. (2023). Хал
қ
аро
таълим
дастурлари
асосида
интеграцион
ў
қ
итиш
механизмлари
.
Образование
наука
и
инновационные
идеи
в мире, 18(3), 53
-63.
2.
Muqimovna, T. D. (2022). Mehnatning
barkamol avlod tarbiyasidagi orni. Scientific
Impulse, 1(4), 1811-1812.
3.
Tashpulatova, D. M. (2021). Primary School
Teachers Professiogram. The American Journal
of Social Science and Education Innovations,
3(05), 11-15.
4.
Жабборова, О. М., & Ташпулатова, Д. М.
(2021). Бошлан
ғ
ич
таълим
методикаси
.
Экономика
и
социум
, (10 (89)), 1358-1360.
