Volume 04 Issue 12-2024
149
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
149-153
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the technology for developing the artistic and aesthetic competence of future teachers has been
improved based on a creative approach, taking into account the demands of today. An algorithm for developing the
artistic and aesthetic competence of future teachers has also been developed, consisting of four stages, and its
implementation in practice within the framework of pedagogical sciences is envisaged.
KEYWORDS
Artistic-aesthetic, competence, technology, modular technology, algorithm, creative approach.
INTRODUCTION
In our republic, in the context of education
modernization, great attention is paid to issues of
providing quality education to future teachers, their
comprehensive and thorough preparation for
pedagogical activity, and the proper spiritual, moral,
and aesthetic development of participants in
continuous education. Based on international
experience, the introduction of advanced higher
education standards, including a phased transition
from education aimed at acquiring theoretical
knowledge in curricula to an education system aimed
at developing practical skills, has been identified as a
priority area of the concept for developing the higher
education system. This requires the development of
modern methods for developing the aesthetic
competence of future teachers, the study of the
content, stages, forms, methods, and means of
developing artistic and aesthetic culture, and the
Research Article
TECHNOLOGY FOR DEVELOPING STUDENTS' ARTISTIC AND AESTHETIC
COMPETENCE
Submission Date:
December 09, 2024,
Accepted Date:
December 14, 2024,
Published Date:
December 19, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-31
Tojiboev Jakhongir Umidjon ugli
Fergana State University, Teacher of the Department of Pedagogy, 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 12-2024
150
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
149-153
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
improvement of technologies for implementing this
process.
The problem of improving technologies for developing
students' artistic and aesthetic competence has been
studied by many researchers and scholars to date. For
example, researcher V. Maksimova proposes the use of
integrative-modular technologies in the formation of
students' aesthetic competence. Integration is closely
linked to the interdisciplinary concept. Having studied
the evolution of integrative technologies, he
emphasizes that the necessary conditions for the
formation of this phenomenon are interdisciplinary
connections. He also developed an integrative-
modular algorithm for developing students' aesthetic
competence, consisting of 5 stages.
F. Rabbimova[2] developed an interdisciplinary
modular technology for enhancing the artistic and
aesthetic competence of future teachers. The
researcher identified areas of integrative science in this
technology, the content of integrative education,
forms, and methods of integrative learning. According
to him, business games, training, problem situations,
collaborative
work,
problematic,
research
assignments, case studies, and educational projects
are important in developing the motivational,
cognitive, and activity components of artistic and
aesthetic competence.
In his research, R. Dzhandosov introduced the
acmeological technology of forming students'
aesthetic competence into practice. The researcher
has developed an algorithm for applying acmeological,
pedagogical, organizational conditions and methods
for developing students' aesthetic competence in this
technology.
Based on the study and analysis of the aforementioned
research on the technologies for developing the
artistic and aesthetic competence of future teachers,
we have improved the technology for developing the
artistic and aesthetic competence of students.
The development of students' artistic and aesthetic
competence is determined by the aspiration of future
teachers to beauty in all spheres, the ability to feel
beauty, and the formation of an individual capable of
creating new and valuable educational technologies,
especially in the field of pedagogy. Based on this point
of view, the goal of our improved technology is to
develop students' artistic and aesthetic competence
and to cultivate a comprehensively developed creative
personality.
Based on the aforementioned goal, the content and
requirements for implementing the technology have
been clarified. The development of personal, moral,
and creative qualities in students is one of the
important requirements not only for future teachers,
but also for the training of future specialists in any field
of education.
Because today, a modern teacher, possessing both
professional and personal-moral qualities, is a personal
example for students, and it is necessary to be able to
shape these qualities in them. Furthermore, in an
increasingly
rapidly
developing
educational
environment, a teacher must possess skills related to
knowledge of modern pedagogical technologies and
their application in the educational process. This
requires a future teacher to constantly work on
themselves, develop their creative abilities, and
possess a thorough understanding of the artistic and
aesthetic features of organizing pedagogical activity.
All these qualities develop in students based on the
Volume 04 Issue 12-2024
151
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
149-153
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
formation of conscious activity in relation to artistic
and aesthetic activity.
The technology for developing students' artistic and
aesthetic competence is implemented in the following
stages.
1. Motivational-value;
2. Cognitive;
3. Practical-activity;
4. Personal development;
The motivational-value stage involves solving a
complex of interconnected tasks, namely: developing
students' emotional-emotional abilities through
understanding the emotional content of works of art;
fostering a positive attitude towards oneself and the
chosen professional activity; creating conditions for
the emergence and evaluation of interest in the
perception of works of art; the ability to create an
artistic image using a specific art form; developing a
striving for complete personal growth; self-awareness
as a creator-artist and teacher.
The motivational-value stage involves the process of
forming the motivational component of developing
the artistic and aesthetic competence of future
teachers. This process is effective in the following
conditions: forming students' interest in works of folk
art with high artistic mastery, possessing moral and
aesthetic value through the introduction of artistic
knowledge about reality, nature, and art into the
educational process; revealing the aesthetic aspects of
the beauty of seeking truth, enjoying, defining human
spiritual values; providing the pedagogical process
with the features of creating an artistic image;
searching for motives and needs relevant to students,
as a result of which specific aspects of artistic and
aesthetic self-develop
We know that works of art keep many years of secrets,
and not everyone can understand its essence and the
beauty hidden in it. To understand these beauties, a
person requires a high level of artistic and aesthetic
competence. At the motivational-value stage, we
presented students with works of art and art from
different eras. Students analyzed them artistically and
revealed the hidden secrets and beauty within them.
Developing the artistic and aesthetic competence of
future educators involves providing them with
information about the history of art in different eras
and countries, thereby equipping them with
knowledge and skills. At the cognitive stage of
developing
students'
artistic
and
aesthetic
competence, we considered the following: developing
students' artistic and aesthetic knowledge based on
the pedagogical interpretation of artistic culture,
aimed at understanding the complex interaction of art;
a value function characterized by knowledge, which is
the foundation of students' creative activity; a heuristic
function that regulates general artistic knowledge in
the field of perception, analysis, and interpretation of
a work of art and independent creative activity of
students; educational and communicative functions
that allow students to communicate through artistic
means.
It is advisable to implement the development of
students' artistic and aesthetic competence through
the connection of learning with activities. That's why
we called the next stage of technology the activity
stage. Because in activity, exchange of experience,
interaction, acquisition of knowledge and skills, and
Volume 04 Issue 12-2024
152
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
149-153
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
personal feelings develop. Conditions are also created
to meet the individual's diverse needs, students'
activities are encouraged, and as a result, the
individual's desire for self-improvement is realized.
At this stage, we engaged students in practical
activities and gave them assignments of artistic and
aesthetic content using interactive methods. For
example, during the seminar, we organized virtual
excursions and visited the works of art department of
various museums (the Louvre, the Hermitage, the
Metropolitan, the British Museum). Students got
acquainted with famous works of art from different
eras in museums. Based on the ideas formed in
museums, we used interactive methods such as "Esse,"
"Famous or Unfamous Artist," "Ven Diagram,"
"Discussion," and "Beekeeping" to develop students'
artistic and aesthetic competence.
Students will have the opportunity to actively and
scientifically acquire knowledge, accumulate practical
and creative experience through motivational and
purposeful solutions to pedagogical problems in their
activities. That is, the unity of the teacher's personal
and professional development is realized. This allows
students to combine the specific features of artistic
and pedagogical activity with artistic and aesthetic
education in the process of communication with art.
At the stage of personal development in the
development of artistic and aesthetic competence of
future teachers, the connection between universal
knowledge and the creation of their worldview and
personality is realized. When forming the component
of personal development of students' artistic and
aesthetic competence, the main principles of
personality-oriented education and upbringing are
taken into account. This ensures collaboration
between the teacher and the student, self-
development, and clarifies the educational process and
their personal functions. The personality of the future
specialist is formed in the process of modeling real
professional activity situations, creating and selecting
problem situations. It should be remembered that
through the study and understanding of artistic
culture, a person becomes acquainted with the
spiritual world of other people, begins to understand
the peculiarities of their lives, observes the spiritual
world of humanity, and on this basis, their personality
is formed.
The formation of the personal development
component of artistic and aesthetic competence of
future teachers is carried out on the basis of
cooperation between the teacher and students in the
process of developing and implementing creative
activities that contribute to the development of their
personal potential related to achieving the desired
level of creative self-awareness, worldview, and
mastery of moral and aesthetic values.
At this stage, we organized a competition called "the
best work of art" and the students were given the task
of drawing on a free theme. They presented unique
examples of beautiful art based on the knowledge they
acquired during the aforementioned stages.
At each of the aforementioned stages of implementing
the technology for developing students' artistic and
aesthetic competence, through the timely and
effective application of the methods we propose, it is
possible to achieve the goal of technologizing this
process.
CONCLUSION
Volume 04 Issue 12-2024
153
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
149-153
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In conclusion, it should be noted that the technologies
used in the educational process aimed at developing
students' artistic and aesthetic competencies based on
a creative approach, firstly, create an environment for
applying different methodological approaches to
learning in different conditions. Secondly, ensuring
that the artistic and aesthetic competencies that any
technology develops in students correspond to the
specifics of the field ultimately guarantees the training
of teachers with high professional competence to a
certain extent.
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