Особливості самореалізації творчого потенціалу художньо обдарованих учнів
Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
Головні зусилля автора статті спрямовані на обробку й аналіз наукових досліджень проблем: виявлення творчо обдарованих дітей, визначення специфічних особливостей роботи з художньо обдарованими учнями, обумовлення необхідності створення відповідних нестандартних умов навчання художньо обдарованих школярів. Крім цього, автор акцентує увагу на винятковій ролі вчителя образотворчого мистецтва у виявленні обдарованості дитини та спрямування його здібностей до творчої самореалізації не тільки в системі художньої освіти, а й протягом усього творчого життя.
The author’s main efforts are focused on processing and analysis of research problems: identification of creatively gifted children, identification of the specific characteristics of gifted students of art, stipulating the need to create appropriate learning conditions for innovative activity of artistically gifted students. In addition, the author emphasizes the exceptional role of the fine arts teacher in identifying a gifted child and focusing his/her abilities for creative self-realization not only in art education system but also for the entire creative life. The purpose of research is the analysis of the major psychological and pedagogical views of modern scholars on the issue of gifted students to identify the specific features of educational work with artistically gifted students in the context of self-realization of their creative potential. The study used the following methods: empirical (work – the study of the relevant literature, documents and performance of gifted students, comprehensive – study and compilation of teaching experience); theoretical (accumulation of facts and interpretation and synthesis of collected factual material). Therefore, we can summarize briefly that talent is the main feature of creative personality as an artist for the student, the student artist and for the Honored Artist of artist that allows self-creativity of the artist. The study reveals a number of specific features to work with artistically gifted students in the context of creating the conditions for self-realization of their creative abilities, such as: an artistically gifted child should not adjust the content of education, breaking and changing him/herself; a teacher should provide the child with appropriate special professional training, have a high level of intellectual development, the ability to transfer material costs, have the ability to support, protect, assist; possess organizational skills, stimulate creativity of a child, be communicative. The study does not cover all the aspects of the outlined problems, so promising directions of further research consider detailed study of works of art education teachers to find the ways to improve the educational work of artistically gifted students.
The author’s main efforts are focused on processing and analysis of research problems: identification of creatively gifted children, identification of the specific characteristics of gifted students of art, stipulating the need to create appropriate learning conditions for innovative activity of artistically gifted students. In addition, the author emphasizes the exceptional role of the fine arts teacher in identifying a gifted child and focusing his/her abilities for creative self-realization not only in art education system but also for the entire creative life. The purpose of research is the analysis of the major psychological and pedagogical views of modern scholars on the issue of gifted students to identify the specific features of educational work with artistically gifted students in the context of self-realization of their creative potential. The study used the following methods: empirical (work – the study of the relevant literature, documents and performance of gifted students, comprehensive – study and compilation of teaching experience); theoretical (accumulation of facts and interpretation and synthesis of collected factual material). Therefore, we can summarize briefly that talent is the main feature of creative personality as an artist for the student, the student artist and for the Honored Artist of artist that allows self-creativity of the artist. The study reveals a number of specific features to work with artistically gifted students in the context of creating the conditions for self-realization of their creative abilities, such as: an artistically gifted child should not adjust the content of education, breaking and changing him/herself; a teacher should provide the child with appropriate special professional training, have a high level of intellectual development, the ability to transfer material costs, have the ability to support, protect, assist; possess organizational skills, stimulate creativity of a child, be communicative. The study does not cover all the aspects of the outlined problems, so promising directions of further research consider detailed study of works of art education teachers to find the ways to improve the educational work of artistically gifted students.
Опис
Ключові слова
обдарованість, образотворче мистецтво, художня школа, творча самореалізація, мистецька освіта, креативність, talent, visual arts, art school, creative self-realization, artistic education, creativity
Бібліографічний опис
Гулей, О. В. Особливості самореалізації творчого потенціалу художньо обдарованих учнів [Текст] / О. В. Гулей, А. М. Никифоров // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 9 (53). – С. 223–231.