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In modern conditions of the development of society, we define the educational, cognitive, developing, hedonistic, communicative functions of art education.

Centerpiece educational function art education is the process of an individual's awareness of himself as a subject of pedagogical communication through art, where the result is not a set standard, but the process of communication itself, taking into account the possibilities of realizing one's own personal potential, the acquisition of creative experience, which manifests itself through the functions of empathy, reflection, creativity, self-improvement, artistic discovery. The educational function of art education provides, first of all, the formation of the spirituality of the individual as a counter to the prevalence of practicality, commercialism in the value consciousness of society. The formation of spirituality in children at art lessons, is determined by a person's attitude to universal values, allows for the humane and creative orientation of his personality. And art plays a significant role in this by influencing the emotional imaginative world of feelings and the formation of higher human values. In this regard, the educational function of art education becomes essential tool spiritual and moral development of the individual. The spiritual culture of a person is determined primarily by his attitude to universal human values, serves as a measure of their assimilation and appropriation, the ability to realize these values, reveal his deep life potentials, and realize the humane and creative orientation of his personality. A significant role is given to art in general, as a form of spiritual culture. The educational function of art education is to elevate the soul of a person, art has an educational purpose, which is determined in the aestheticization of human life, in the activation of the aesthetic principle in it. In the objective picture of the world, the educational function of art education takes its unique place, creating a new cultural and aesthetic space - an artistic picture of the world. Possessing its own conceptosphere, art acts in a given aesthetic environment, thereby influencing culture as a whole and each specific listener, viewer. artwork. Art to a greater extent affects the inner emotional-figurative world of human feelings and forms the ability of the highest human value - love-identification, which manifests itself in various forms of empathy, complicity, fellowship, co-creation. All this cannot be achieved without art education, which serves as a means of transferring accumulated experience and spiritual values ​​not only from person to person, but also from generation to generation.

According to the scientist, an important function of art at the stage of coverage of European artistic culture is educational, since the pedagogical potential of art with its unique possibilities of influencing a person should be considered not only as a process of acquiring artistic knowledge and skills, but also as a means of personal development of schoolchildren with the identification of individual abilities. , aesthetic needs and interests, spiritual aspirations of the masses with the approval of new ideals in accordance with the era. Thanks to the educational function of music education, the feelings, thoughts and actions of people are formed. If other forms public consciousness are partial (morality forms moral norms, politics - political views, philosophy - worldview, education and science prepare a specialist), then education, especially the initial one, affects the personality in a complex way, simultaneously on the mind, heart and feelings, that is, it significantly affects the spiritual human condition. But the approved new ideals, different categories of aesthetics, were thought out in a new way, based on the achievements of the past, thus providing a historical link in the development of music education.

The pedagogue B. Nemensky constantly drew attention to the educational possibilities of art, its specific qualities in his works: “Nothing but art is capable of reproducing the sensory experience of many generations. A work of art can convey the humiliation of a slave or the pain of old loneliness and at the same time remain a young man Therefore, it is precisely this impact of art that shapes the soul, enriches the human personal experience vast experience of mankind."

By implementing the educational function of art education at school, we will be able to solve a number of problems at once: traditions, spirituality, national consciousness, etc. Sincere lyricism, intimacy, spontaneity, and the enormous possibilities for the emotional impact of art acquire exceptional significance in modern conditions. Observations give grounds to evaluate art as an effective educational tool that helps to emancipate people's capabilities in all spheres of its activity. Therefore, quite naturally, the need has matured for the development of new ways of implementing the educational function of art, innovative methods of its use in the conditions of the pedagogical process, has set a number of priority tasks for art education in present stage. Spirituality plays a significant role in the educational process by influencing the inner world of the individual, his erudition, intellectual needs, emotional-figurative world of feelings. In this regard, art education should become not only a means of training, but also the most important tool for the spiritual formation of a person. As a form of spiritual culture, art education has an educational purpose, which is determined in the aestheticization of human life, in the activation of the aesthetic principle in it.

In an objective picture of the world, the educational function of art education creates a new cultural and aesthetic space - an artistic picture of the world. The educational function operates in this aesthetic environment, thereby influencing the culture of children in general and on each specific listener, viewer of a work of art.

The educational function of art education is to display important internal aspects of life, in particular, through socially important and typical human experiences, ideas, feelings, etc. The educational function is a holistic process, as a result of which a complex mental formation of a person is formed, which is self-consciousness of involvement in the nation for the development of the state. With the revival of the national spiritual life, the appeal of artists to the Ukrainian folk song, which represents the vision of Ukrainian beauty, disgusting, high, low, tragic, comic, heroic, respect for native art, spiritual values, contributes to the awakening of national consciousness.

The great power of educational influence lies in the fact that it most subtly, penetratingly and vividly expresses the experiences of a person, their attitude, dynamics, and development. A work of art only has a beneficial effect on a person when he is able to adequately perceive it, has the skills of artistic perception, and has a certain level of aesthetic reaction to developed feelings. That is, for the perception of a work of art at an artistic level in art lessons at school, a person needs to reach a fundamentally more high level aesthetic experience. Art is able to express not only moods, but also thoughts of a person, reasoning about life, attitude to the world. The knowledge of the emotional content, the expression of one's emotional "I" in the perception of art makes the educational impact of emotional-figurative associative complexes especially effective.

The educational function of art education involves, first of all, the formation of the ability to embody the emotional world of a person. The extraordinary power of the impact of art creates opportunities for its use to influence people, awakening the corresponding feelings and moods. But the emotional richness of art does not exclude its rich cognitive possibilities. The educational function of art education at a new stage of its development should be a combination of emotional enthusiasm for artistic activity, creative freedom, diversity of the process of perception, learning, creative rethinking, reproduction, preservation of Ukrainian national art, democratization and humanization of the learning process.

A modern school art teacher has a thorough knowledge of not only the traditional stock of knowledge, but also an in-depth knowledge of the works of Ukrainian national art and creative use of the acquired skills and abilities in practice, which would help the study of Ukrainian folk songs, respectful attitude to native art, linking them with the educational process at school.

cognitive function The updated art education of schoolchildren provides for encouraging children to acquire artistic knowledge, to expand their own artistic horizons, and awareness in the field of art. The cognitive function of art in the lessons at school is revealed in its desire to help people learn about life in all its various manifestations, the dialectic of development. At all times, art has helped to understand social classes and groups, individual historical figures. Art is a rich source of knowledge on various topics, covers social reality and life authenticity with the reproduction of the noble goal of education.

The cognitive function of art education lays the foundation for understanding the psychology of the nation, individual historical features, is a rich source of knowledge on various topics, covers social reality and life authenticity with the reproduction of the purpose of education. Problem cognitive activity is one of the most important in the educational process. its main function is of a gnostic nature and consists in the systematic acquisition of knowledge, skills and habits; under its influence, the processes of awareness and thinking develop. Art is both a bearer of high spiritual values ​​and a means of development creativity younger students. The art lesson at school is aimed at understanding the world around by means of art and understanding by students of the connections of music with other types of art, with the natural and cultural environment of human life.

The cognitive function is considered as a change in mental processes caused by the internal patterns of the child's artistic experiences and the external circumstances of his life and manifests itself in the ability to perceive art, to engage in practical artistic activity in the totality of artistic knowledge, skills and abilities. Renewed art education provides for changes in the understanding of artistic knowledge. In previous years, more attention was paid to the knowledge of the external artistic form of the work and the peculiarities of its embodiment by means of artistic language in the process of analyzing works of art. Modern art education interprets artistic knowledge as a deeply personal process in which the child is given a co-creative, active role. After all, one's own activity is the key to deep feelings, aesthetic pleasure, high artistic tastes. The knowledge of a work of art does not consist in a superficial understanding, but in a personal attitude to art, and in accordance with this, it penetrates into the figurative world of the work, cognizes its essence.

The cognitive function of renewed art education lies in the ability to feel the emotional content and character of works of art of different genres, to recognize the vital content of art, to present the connection between the nature of art and the means of artistic expression. It is important that the comprehension of the artistic originality of works of art takes place in the unity of their content and form. The level of artistic and intellectual development children (the proposed tasks should be feasible for them). This process is determined psychological features perception and requires the involvement of the child's personal inner potential, experience. Attracting the inner world of the individual, her own experiences, emotional states to the mystic-cognitive activity requires children to have a deeper understanding of themselves, their "I".

In the process of artistic knowledge, students will gain new knowledge, master the skills and abilities, gain experience practical work if the teacher properly organizes, clearly thinks through, systematizes the work. From the first days of training, it is necessary to organize a creative, spiritual collective life in the classroom, in which the activity of each student gives him the joy of active learning. Therefore, the task of the teacher is to effectively form motivational sphere child, providing support, a certain impetus for the development of the student's creative abilities for the revival of Ukrainian culture. A modern art teacher, having the leading positions of a personality-oriented approach, will ensure the development of individual creative abilities of students in artistic and cognitive activity, avoid straightforward analogies, teach children to deeply and subtly feel the mood of the work, the nature of artistic images. A modern teacher, relying on the ideas of student-centered learning, has to interpret artistic and cognitive activity as a conscious, active, co-creative, deeply personal process, as a comprehension of the deep essence of a work of art. Personal perception of art, based on the ideas of humanization, helps to reveal the essence of understanding, comprehension of art as such, depends on the development creative independence student, his ability to personal interpretation of artistic images, non-standard solutions to the problems of artistic knowledge. Art can fulfill its cognitive role only when students learn to really reason about it. It is necessary to strive to ensure that students more often answer questions that arise in the lesson, and not be content with mastering the main knowledge. This will be facilitated by the exact formation of the task by the teacher, its gradual general solution, and the conclusion independently made by the students. The teacher needs to constantly correlate pedagogical intentions with the cognitive and creative abilities of students. After all, what they perceive, not comprehended, not heard and not assimilated, does not add anything to creative development children and does not bring them closer to art. All forms of artistic activities with schoolchildren should contribute to their spiritual development, knowledge of the world, the formation of a worldview, and the education of morality. The creative initiative of the teacher, his knowledge and experience should be directed to the solution of this problem.

Developing! function art education means increased attention to the identification and development of students' creative abilities, the lack of which for schoolchildren can have irreparable consequences in subsequent learning and life. Accounting age features helps to establish which forms, means and types of activities are most effective for the artistic development of a child of a particular age. In the emotional and cognitive sphere, the organization of the process appears, students selectively relate to certain shades of feelings, various moods, express their own preferences for certain aspects of artistic experience and activity, that is, artistic taste is formed.

In various types of artistic activity (singing, movement, listening, elementary performing activities, drawing), development proceeds from reproductive actions to attempts to transfer acquired knowledge and skills into independent reproduction, while showing creative initiative. The formation of the artistic abilities of children occurs by involving them in active artistic and creative activities, relying on national and world art; the development of artistic and figurative imagination, the organization of a variety of artistically meaningful and emotionally filled activities in the classroom and the combination into a single complex of its main types, activates motor skills, the emotional sphere of children, promotes the release of fantasy and creative energy, artistic and creative self-affirmation and self-affirmation.

In art education has increased attention to the purposeful knowledge of art, the development of a person's aesthetic tastes, the enrichment of her artistic culture and abilities. Artistic experience is essentially an emotional experience, because it is impossible to comprehend the content of art behind the emotional path.

Also in art education, attention should be paid to the development of emotional and auditory components. The process of perception of a work of art is associated with a variety of feelings, emotions, with the awakening of the listener's creative abilities. Artistic works in the process of perception are subject to personal interpretation, as a result of which the aesthetic experience of the subject is associated with the process of development of the subjective image of this work. A person has to perceive the arts "adapting" to his spiritual world of his artistic content and at the same time internally changing in the process of development of images.

The developing function of art education lies in the assimilation of the methods of aesthetic activity, which comprehensively enriches the personality of the child. In the process of transferring artistic experience, a system of purposeful and organized actions is used, the purpose of which is to provide knowledge, arming with methods of action and shaping the child's personality. Artistic development is considered as qualitative changes in mental processes caused by the internal laws of the child's artistic experiences and the external circumstances of his life and is manifested in the ability to perceive art, engage in practical artistic activities and in the totality of artistic knowledge, skills and abilities.

The effectiveness of the process of forming the artistic abilities of schoolchildren in art lessons at school is ensured in the conditions of the teacher's awareness of the state of development of the artistic abilities of each student, including the class as a whole; holistic formation of aesthetic abilities for artistic activity; attracting students to such artistic activity in the lesson, which requires the manifestation of these abilities in a complex; individual approach to the formation of artistic abilities of children. For the child to discover the source beautiful images, thoughts, feelings, it is necessary to use every opportunity to listen to highly artistic music, look at highly artistic works of fine art, try to learn more about them in order to better understand them.

Renewed art education made it necessary to focus on the sensory development of the child. In the educational process, attention is directed to the use of a wide range of primal didactic methods in enriching the sensory impressions of schoolchildren; among teaching aids, preference is given to pictorial, symbolic illustration. A counterweight rational use diversity of resources, the formation of the sensory sphere was facilitated by the introduction of a personality-oriented didactic concept aimed at identifying and structuring the subjective sensory experience of the child, taking into account all the pace of assimilation educational material individual children or a group of students, stimulating schoolchildren to independent perception, performing activities, the use of didactic methods of control and self-control, and the like.

Among the main developmental tasks is to involve the child in aesthetic activities, the development of artistic abilities, teaching the ways of personal embodiment of aesthetic ideas in creative activities, which involves the formation of musical sensory literacy. The idea of ​​the complex use of various types of art was gradually embodied in the system of aesthetic education of primary musical education as an awareness of the need to spread the sphere of beauty, to strengthen the stimuli that arouse a sense of beauty. The complex of representations that arise under the influence of various types of art forms a synthetic artistic image and the need for active sensual manifestations. Therefore, the activity of schoolchildren, if it is based on various types of art in original forms accessible to children, becomes artistic. Full of aesthetic experiences, the child, in his desire to embody, reflect them in his own artistic activity, does not find the appropriate skills, therefore he acts in an accessible way: gestures, onomatopoeia, colors, movements, etc. But emotionally, aesthetically colored perception enriches, directs, stimulates the creative activity of children At the same time, in the process of artistic activity, there is also a reverse positive effect on the development of skills and abilities, primarily due to the enrichment of artistic, emotional and sensory experience. The deeper the experience from what is perceived, the more significant will be the influence of art on the child's psyche, the stronger the impetus to its active creative activity. It is not enough just to understand the structure of a work of art - it is worth creatively letting through what is perceived through oneself in order to experience one's feelings and thus appropriate the depicted. Works of art do not give birth to direct practical action, they only prepare for this action. Artistic perception must be "thinking", it contains an awareness of the ideological content, an aesthetic assessment of a work of art and a subsequent aesthetic response. It is this deep penetration that is the impetus for the development of fantasy, awakens the creative takeoff of the child's thoughts, linking the processes of perception and creative artistic activity.

Therefore, the leading principle of the developing function of art education is the activation of the sensory education of children. In the artistic development of children, there are significant differences depending on individual characteristics. But in the process of work, manifestations of creative abilities become noticeable in children: vocal-auditory coordination, auditory sensations are differentiated, determine the nature of music, its emotional content, and thanks to their inherent observation, they hear individual details of the musical language, shades of performance, experience the mood of the work, mastering the means of artistic perception. in drawing lessons.

Exactly on initial stage comprehension of art, the developing function acquires great importance in line with the provision of the cultural factor. The potential influence of art, unfolding synchronously with the development of social formations, was recognized among the largest, artistically the most integral and informative. The actualization of the aesthetics of the influence of art occurs due to the critical comprehension of previous achievements of world and domestic aesthetic thought and the consideration of the acquired aesthetic, cultural and sociological experience.

Mass artistic culture embodies the socio-psychological attitudes of large social strata. With all the variety of trends that accompany the consumption of a mass artistic product, it is impossible not to call the leading of these trends: mass artistic culture appropriate aesthetic expectations and emotions and directs them in a certain direction, thus ensuring the preparation of the next generations of its consumers and giving adequate aesthetic answers to questions and time challenges. Therefore, they should express those spiritual and intellectual aspirations that really allow people to feel their own poured into social processes, to realize that society is focused on meeting their expectations. This ensures the success of popular culture in children, who actually get what they want.

The developing function directly and directly appeals to the artistic and creative activity of schoolchildren. The developing function of art education lies in the fact that it lays the foundations for the artistic culture of the student as part of his spiritual culture, implies the unity of the personal, cognitive, communicative and social development of students, educating them in an emotional and value attitude to art and life. A feature of the developing function of art education is great opportunities for the emotional development of the individual, creative and aesthetic education of students. At the same time, the developing function allows not only to enrich the emotional side of the child's life, but also to achieve the integrity of all components of personal development.

The artistic thesaurus as a set of artistic knowledge that schoolchildren should have has a great stimulating effect not only on the artistic abilities of children, the general sensory susceptibility of students, thinking, but also on the cognitive interests of schoolchildren, is a real basis for the creative development of the child's personality. Therefore, in art lessons at school, knowledge should be presented in interesting forms and methods of artistic work, encourage children to creatively interpret artistic knowledge in various types of spiritual and practical activities, form the cognitive sphere of schoolchildren, and meet the modern requirements of art education.

The developing function of art education is to enhance creative activity in solving creative problems based on the acquired theoretical knowledge and auditory information, analysis and rethinking in accordance with the specific task of mastering earlier concepts, artistic phenomena, musical works, and the like. The creative fulfillment of tasks generates in the child's mind a polyphony of meanings, images, and emotional states. That is, the process of cognition acquires a new meaning, there is a need to create and new information, strengthens the developing functions of primary musical education of schoolchildren. The setting in the situation of performing a creative task ends with the creation of a kind of creative product. Creative tasks, unlike reproductive ones, can not only generate cognitive interest, but also raise schoolchildren to a higher level of mental and creative development, teach them to solve artistic and creative problems on their own.

The art teacher at school has to direct all efforts to create a favorable atmosphere for schoolchildren and special opportunities for the formation of interests, which are a reliable basis for the creative development of the individual, independent mastery of musical knowledge. Significant in the work of a teacher in developing the creative potential of schoolchildren in music lessons is the ability to understand art more deeply, to interpret it creatively. Because the better you know art, the greater the need to communicate with it. In the process of creative activity, not only the intellectual, but also the emotional sphere of schoolchildren is activated, musical abilities develop, students acquire such personality traits as expressiveness, originality, ingenuity in combining artistic elements, the ability to ways of life implementation of creative ideas.

Implementation hedonic function art education is caused by the need for a much more attentive attitude than before to the tasks of psychological relaxation of children in the process of artistic education. The use of various methods of influencing art on a person should be a means of improving general well-being, increasing efficiency, reducing fatigue, and can help create a special "regulated" correctional-developing environment that is comfortable for the child's psyche. It is music as an art form that influences a person through the means of musical expression: melody, dynamics, timbre, tempo, method of sound production, articulation. The use of melodies that carry harmonizing vibrations of high levels will help increase the creative activity of students, form certain emotional states, feelings, images in children and create new ones. Children's musical games provide for emphasizing the role of aesthetic pleasure in the perception and creation of art. At first, children get aesthetic pleasure from contact with adults who play musical games with them. When children grow up, they themselves sing various children's fun games, dance around the moving ones, while receiving aesthetic pleasure and a great desire to independently demonstrate their own skills and abilities.

The essence of the hedonistic function of art education is to draw the attention of children to the beauty of the surrounding reality, to form in them an aesthetic attitude towards the man and nature of their native land, that is, to make them wonder and want to study. Art does not play the most important role in guiding the feelings and moods of the child, because it is precisely art that constitutes the natural need of man. Through art, children build a value consciousness of a person, the ability to see it through the prism of imagery, a sense of the aesthetic significance of the world, the formation of aesthetic tastes. Art classes create objective conditions for the development of artistic perception, artistic abilities. Under the influence of systematic studies, students develop an aesthetic taste for art, value orientations in the world, the ability to listen and understand works of art, an idea of ​​their nature, construction, expressive means, the level of emotional sensitivity increases, a creative spirit develops, creativity, desire and ability create according to the laws of beauty.

Particular attention in the selection of artistic material should be given to works of Ukrainian art as the most important component of the spiritual culture of the Ukrainian people. Thanks to the acquaintance with the works of national art, students develop a love for the Motherland, an understanding of national customs and traditions. The atmosphere of art lessons should be exciting, dynamic, interesting, promote new discoveries both emotionally and cognitively. Attending such lessons should cause a constant cognitive interest in classes, the joy of communicating with art and an active conscious desire to master elementary artistic knowledge and skills. Aesthetic pleasure is associated with the cognitive function and is determined by the emotional, artistic and figurative nature of art, its ability to excite the mind and feelings.

Spiritual aesthetic pleasure from the process of experiencing one's activity raises the personality above reality, allows one to perceive the world from the positions of wisdom, beauty, humanity and direct their creative energy towards the highest goal - the selfless search for beauty, the creation of new cultural values. The process of aesthetic experience consists in a personal assessment of a work of art, depending on individual qualities person, mentality, experience and degree of artistic and aesthetic analysis of the evaluation of the work and many psychological and pedagogical characteristics. Art forms aesthetic ideals, focuses on life priorities, expresses the interests of progressive social forces.

Ordinary human feelings(joy, grief, delight, indignation, etc.) acquire a special aesthetic character in the process of artistic and aesthetic perception, their experiences are always associated with a feeling of aesthetic pleasure, which is capable of creating artistic images that are valuable in themselves. Without aesthetic pleasure, art will lose its meaning, since the sensual sphere is the basis of artistic perception, there is a need for its development. B. Teplov believed that "art education always includes the education of the ability to perceive," moreover, "an artistically complete perception of art is a" skill "that must be learned."

But the ability to perceive art and cognize it is not given to a person by nature, it is formed and developed in the process of long-term systemic education. Vygotsky emphasized that in order to perceive art, one must "creatively overcome one's personal feeling, find its catharsis, and only then will the action of art manifest itself fully." A. Melik-Pashayev believes that artistic perception is the ability to understand a work of art as a visual image of a unique ideological and emotional content. According to B. Yusov, "the perception and analysis of works of art combines the ability to empathize, that is, to emotional responsiveness, the presence of a certain amount of knowledge and ideas about art, the ability to understand the form of works; to transfer assessments and artistic judgments to the perception of phenomena of reality and other types of art" .

The aesthetic attitude of a person to reality and art is not only a process of perception, it is a special state of a person - emotionally aesthetic experiences. To have an aesthetic attitude to the environment means to have a developed ability to enjoy the truly beautiful, a developed need to perceive and create beauty, which gives children psychological relaxation in the process of artistic education. Getting a sense of aesthetic pleasure in art lessons at school forms the social and creative activity of students, directly affects all forms of social consciousness. Concern about the hedonistic effect of doing art is a condition arising from the very essence of art education by means of performing activities. After all, "live" communication with art creates objective opportunities for children to receive aesthetic pleasure. A necessary condition for the implementation of the hedonistic function of art education should be the choice of such works that evoke an emotional response in children. Accounting for the requirement to eliminate psychological overload also determines such a feature as performance accessibility. When choosing artistic material, one should abandon complex, technically unbearable works for students. The accessibility of a work of art to the executive abilities of students should become a guarantee of the effectiveness of artistic and pedagogical influence, the psychological relaxation of children in the process of artistic education. Self-expression of an art teacher is carried out primarily by daily actions to form a personal aesthetic image of behavior, purposeful work on the development of aesthetic culture, emotional enrichment, the search for beauty, aesthetic feelings, and the improvement of one's spiritual person.

Communicative function in the conditions of modernizing and updating art education, it is directed to the formation of schoolchildren's ideas of beauty as a regulator of human relations. The communicative function of art education lies in the fact that it is a source of information transfer, that is, an essential means of spiritual communication of both individuals and generations. The process of training and education, in which communication plays a significant role, is a certain system of socio-psychological interaction. A necessary condition for the successful flow of the communication process is the communicative competence of the participants, the development of socio-psychological skills, the continuity of the pedagogical process with pedagogical communication, the design of possible effective ways of presenting information on the basis of foresight. possible consequences its perception, designing one's own performing activity, encouraging in consolidating productive actions, generalizing effective impacts on students.

In art lessons, when studying any works, it is likely to create favorable conditions for the formation of students' communicative competence, in particular, to develop their communicative qualities and artistic abilities. In art lessons, subject-subject relations arise between the teacher and children, the purpose of which is to acquire knowledge on the subject and develop communication skills. Individual communication between the teacher and students provides ample opportunities for finding an individual approach to each student, which allows you to more effectively form communicative competence as a regulator of human relations. In art lessons, the student needs to be helped to maintain revival in emotional states, namely, the children's experiences of moods during the performance of each exercise with a certain emotional connotation.

When singing, children observe the necessary emotional state and changes in the vocal and technical embodiment - in timbre, dynamics, etc. When performing works, the degree of emotional experience should not cross certain boundaries. Students should be introduced to various emotional states, because it contributes to their experience of those emotions that are not included in the structure of their temperament, and thus allows them to expand and deepen their contact with the outside world and with other people. The ability of a child to express a wide variety of emotional experiences in a piece of music depends on the development of the internal ability to generate experiences in his own mental apparatus.

The communicative function should be directed to the formation of ideas about the musical form as an integral organization of means of expression. In the emotional-semantic analysis of a musical work, based on the consideration of melodic, harmonic, compositional features studied, should be guided by the artistic idea, which is the main meaning of music. In revealing the figurative-emotional content of the performed work, an important place belongs to the ability to compose a verbal-emotional program. This gives students a more conscious attitude to their own performing concept and verbal expression of the music they listened to, contributes to the effectiveness of communicative influences in the musical and aesthetic education of schoolchildren. The emotional experience of a piece of music is based on figurative representations of children. These representations seem to contain the ideological and figurative content of the work. It is possible to update these ideas by activating the associative imagination with the participation of the analytical and synthetic activity of consciousness. When forming communicative competence in the process of vocal work, it is useful to use the associative function, it helps the student create an image, reveal the emotional content of the work, and most fully correspond to the author's idea and intention. The use of the associative function excites the imagination of students, creates a certain emotional mood, that is, it causes an appropriate response, helps to understand musical phenomena and form their communicative competence.

The activation of a tolerant attitude towards others should permeate the collective forms of artistic activity of students. The education of tolerance provides an opportunity to learn the culture of different peoples, thereby creating the prerequisites for mutual understanding and respect, positions of cooperation, which is the key to social interethnic stability. The basis of the modern educational space should be the pedagogy of tolerance, which provides for a change in the system of human relations, building them on mutual respect. Art reveals to students examples of tolerant attitude towards another person. In the perception of art and in the process of performing activity, the acceptance of the author or the hero of the work, as well as the ideas of a peer occurs. If it is positively assessed. The student has the opportunity to express sympathy for the author, the hero of the work or a peer, on the basis of which there is a desire to help a peer in performing activities. The transfer of such relations to the sphere of real relationships instills tolerance in schoolchildren.

An important issue of the updated art education is the social order for teachers who are prepared to independently solve the problems of collective cultural creation, with a sense of belonging to their country, people, humanity as a whole. It is the art teacher who should be aware of his mission as a translator of the cultural potential of Ukraine. It is designed to consistently educate, cherish the spiritual world of children, build a temple of their artistic culture. To this end, it is necessary to improve the level of teachers' pedagogical culture, in particular its communicative quality, because the core of a teacher's work is pedagogical communication. From a modern art teacher, not only thorough professional competence is required, but also a high level of pedagogical communication culture, the ability to regulate interpersonal relationships and joint activities, to organize fruitful educational interaction with students. The communication skills of an art teacher are formed on the basis of acquired knowledge, skills and experience, methods and techniques of communication aimed at the implementation of the communicative function. pedagogical activity. Communication skills determine the teacher's ability to communicate with students by means of art, the implementation of moral and ethical influence on pupils, the transmission of their own experience of artistic and pedagogical communication, contributes to personal development children, the formation of their needs, value orientations, self-awareness and aesthetic culture. The perspective of not only art education and upbringing of students depends on the modern teacher, but also the implementation of their future general cultural function - attracting schoolchildren to national and world spiritual values, enriching the inner world of schoolchildren.

The role of the teacher is not to provide the student with information about artistic literacy, means of artistic expression, etc. more clearly, more understandably, emotionally than in a textbook, but to help the child become an active subject of his own development, to form consciousness in general and communicative competence in particular. The success of pedagogical communication depends on whether the teacher is able to establish. contact with the audience, from the systematic presentation of it, argumentation, the ability to stimulate students to further activities, to encourage, relieve emotional stress in communication. Communication skills in combination with knowledge, skills, psychological and pedagogical qualities of the individual, expressive and intelligible explanation, assessment of the quality of the transmission, its completeness, content, form. Well-developed communication skills are necessary for the teacher to create an optimal pedagogical climate.

So, the functions of art education in the modern conditions of the development of society, which necessitate its modernization, are determined. The educational function involves laying the foundations for the formation of the spirituality of the individual, his national identity, aesthetic culture; cognitive - encouraging children to acquire artistic knowledge, activating their desire for knowledge of the world and themselves in it through the prism of artistic images; developing - increasing attention to the development of children's artistic abilities, their sensory sphere, a tendency to creative self-expression in art; hedonistic - encouraging children to receive aesthetic pleasure from artistic pursuits; communicative - the formation among schoolchildren of the foundations of human solidarity, a tolerant attitude towards the artistic culture of different peoples.

The role and place of art in modern system education

The "New School" determines that the main mission of modern education is to provide conditions for self-determination and self-realization of the individual. Art plays an important role in the implementation of education. The specificity and diversity of the functions of art make it an integral part of the world cultural heritage necessary and indispensable part of the modern content of education.

Modern trends in the development of school art education require more improvement professional activity and professional culture art teacher.Art objects occupy one of the main places in education. modern man. The beginning of this upbringing is laid in the womb. At school, the subjects included in this area of ​​development awaken the ability to see, appreciate, create and, very importantly, understand beauty. The main task that a teacher should strive to solve in this area is the implementation of the principles of integrity, continuity, imagery in the process of doing art.

Modern lesson in art should teach schoolchildren to understand the nature of artistic culture, the specifics of its types. The teacher must be aware, first of all, of the essence of global changes in modern education and their reasons, because art objects integrate many human needs - intellectual, emotional, moral. It brings up spirituality, patriotism, national pride in children.

Art is focused on the formation of the spiritual world of the child, on the development of his aesthetic perception of the world, creative self-expression, the formation of interest in life through art.

The emphasis in teaching is on the commonality of all types of art, on the development of the ability to emotionally evaluate phenomena and images through the familiarization of schoolchildren with the world of plastic arts by developing practical skills in various types of fine arts, familiarizing them with the heritage of domestic and world art.

To date, several main areas of art education have developed and are operating in practice. Each of them has its own goals, its own content, its own structure and is implemented through its own program.

One of the important concepts in education is the concepta holistic approach to education and upbringing, based on the category of "artistic image". Developed in the late 60s - early 70s. head of the laboratory of the Research Institute of Artistic Education, Professor B.P. Yusov. Its main idea is "understanding, experiencing and feasible creation of an artistic image by students". This concept considers the artistic image as the main method and as the result of the process of perception and creation of a work of art. This concept has become a real pioneering discovery. For the first time in many years, art at school began to be understood as a subject that artistically develops and educates. The theory of B.P. Yusov served as the basis for the creation of subsequent concepts.

The next concept isintroduction to world art culture. Developed in the early 70s by a problem group of the Research Institute of Artistic Education and the Aesthetic Council of the Union of Artists of the USSR under the leadership of People's Artist of the RSFSR B. M. Nemensky. Its main idea is the formation of artistic culture as part of spiritual culture. It has incorporated rich theoretical and practical experience of previous concepts. Including the theories of artistic education, developed in the 20-30s. (theoretical heritage of L. P. Blonsky, A. V. Bakushinsky, S. Shatsky, P. I. Vygotsky and others), as well as the experience of art education in other countries. The artistic image here is a means of forming the artistic culture of students, and the personality of the child comes to the fore.

Main goalsprograms:

Formation in students of moral and aesthetic responsiveness to the beautiful and ugly in life and in art;

Formation of artistic and creative activity;

Mastering the figurative language of fine arts through the formation of artistic knowledge, skills and abilities.

Contentthe subject is defined here by general topics for a certain year of study, or a certain quarter. For example:

I class. The art of seeing. You and the world around you.

II class. You and art.

III class. Art is around us.

IV class. Every nation is an artist, etc.

Another important concept is the familiarization with folk art as a special type of artistic creativity. The founder of this concept is Dr. Ped. Sciences, Professor T. Ya. Shpikalova. Folk art is studied here in the interaction of all types of artistic creativity in the system of national and world culture. The artistic image in this concept is considered comprehensively in connection with nature, life, work, history, artistic national traditions of the people. This concept allows for a regional approach in teaching fine arts at school.

Main objectives of the program:

The formation of a worldview and moral position through the development of historical memory, which will allow the student to feel his belonging to the centuries-old human experience, the experience of his ancestors;

Creating an artistic image of a thing through mastering the necessary skills, studying things-types of different schools of folk art and developing a creatively active personality.

ATcontentThe subject is divided into the following sections:

Fundamentals of artistic image;

Ornament in the art of the peoples of the world: construction and types;

Folk ornament of Russia: creative study in the process of image;

Artistic work based on acquaintance with folk and decorative and applied arts (basics of artistic craft).

So, the concepts and programs of teaching art at school presented here are the main ones.

Great contribution to the achievement of the main goals of the main general education contributes to the study of art. The most used art study program is the programG.P. Sergeeva, I.E. Kashekova, E.D. Kritskaya "Art. 8-9 grades. The creation of this program is caused by the relevance of integration school education into modern culture and is due to the need to introduce a teenager into the modern information, socio-cultural space. The content of the program provides students with an understanding of the meaning of art in the life of a person and society, the impact on his spiritual world, the formation of value and moral orientations, the development of aesthetic culture, the development of the experience of an emotional and value attitude to art. Thus, the basic competencies in the field of "Art" are emotional and aesthetic competencies. In the standards of the second generation, on the basis of which the program of the integrated course "Arts" was created, competence is understood as the general ability and willingness to use knowledge, skills and generalized methods of action learned in the learning process in real activity.

The purpose of the program is to develop the experience of an emotional and value attitude to art as a socio-cultural form of mastering the world, the impact on a person and society.

The objectives of the implementation of this course:

actualization of students' experience of communication with art;

cultural adaptation of schoolchildren in modern information space filled with various cultural phenomena;

formation of a holistic view of the role of art in the cultural and historical process of human development;

deepening of artistic and cognitive interests and development of intellectual and creative abilities of adolescents;

education of artistic taste;

acquisition of cultural-cognitive, communicative and social-aesthetic competence;

formation of teachings and skills of artistic self-education.

The main content lines in the study of art: the role and place of art in the life of a person and society, the artistic image and its specificity in various types of art; types and genres, styles and trends in art; the history of art of various eras (primitive art, the art of the Ancient World, the Middle Ages, the Renaissance, the Enlightenment; general characteristics art of the 19th century); the art of the peoples of Russia and the world artistic process; art of the 20th century; new types of art (cinema, television, computer art and its aesthetic features).

Students' knowledge of the main types and genres of music, spatial (plastic), screen arts, their role in the cultural development of mankind and the significance for the life of an individual will help to navigate the main phenomena of domestic and foreign art, to recognize the most significant works; aesthetically evaluate the phenomena of the surrounding world, works of art and express judgments about them; analyze the content, figurative language of works of different genres and types of art; apply artistic and expressive means of various types of arts in their work.

The exemplary art material recommended by the program implies its variable use in the educational process, makes it possible to update the knowledge, skills, and methods of creative activity acquired by students at previous stages of education in the subjects of the artistic and aesthetic cycle.

When selecting artistic material, the authors of the program relied on such criteria as its artistic value, educational significance, pedagogical expediency, relevance by modern schoolchildren, and the multiplicity of its interpretation by the teacher and students.

The structuring of the artistic material of the program reflects the principle of concentricity, i.e., the repeated appeal to the most significant cultural phenomena and works of various types and genres of art in the subjects "Literature", "Music", "Fine Arts". The implementation of this principle makes it possible to form stable links with the previous artistic and aesthetic experience of schoolchildren.

The results of mastering the course "Art".

to perceive the phenomena of the artistic culture of different peoples of the world, to realize the place of domestic art in it;

understand and interpret artistic images, navigate the system of moral values ​​presented in works of art, draw conclusions and conclusions;

describe the phenomena of musical, artistic culture, using the appropriate terminology for this;

structure the studied material and information obtained from other sources; apply skills and abilities in any kind of artistic activity; solve creative problems.

navigate the cultural diversity of the surrounding reality, observe the various phenomena of life and art in educational and extracurricular activities, distinguish between true and false values;

organize their creative activity, determine its goals and objectives, choose and put into practice ways to achieve it;

think in images, make comparisons and generalizations, highlight individual properties and qualities of a holistic phenomenon;

perceive aesthetic values, express an opinion on the merits of works of high and popular art, see associative links and be aware of their role in creative and performing activities.

Graduates will have the opportunity to learn

8th grade

Grade 9

to represent the place and role of art in the development of world culture, in the life of man and society;

observe (perceive) objects and phenomena of art, perceive the meaning (concept) of an artistic image, a work of art;

to assimilate the features of the language of different types of art, artistic means of expression, the specifics of the artistic image in various types of art;

to distinguish the studied types and genres of arts;

describe the phenomena of art using special terminology;

to classify the studied objects and phenomena of culture;

structure the studied material and information obtained from various sources.

represent a system of universal values;

realize the value of the art of different peoples of the world and the place of domestic art;

respect the culture of another nation, master the spiritual and moral potential accumulated in works of art, show an emotional and value attitude to art and life, navigate the system of moral norms and values ​​presented in works of art;

to form communicative, informational and socio-aesthetic competencies, including mastering the culture of oral and writing;

use the methods of aesthetic communication, master the dialogue forms of communication with works of art;

develop an individual artistic taste, intellectual and emotional spheres;

perceive and analyze aesthetic values, express an opinion on the merits of works of high and popular art, see associative links and be aware of their role in creative activity;

to show a steady interest in art, the artistic traditions of their people and the achievements of world culture, to expand their aesthetic horizons;

understand the conventions of the language of various types of art, create conditional images, symbols;

determine the dependence of the artistic form on the purpose of the creative idea;

to realize their creative potential, to carry out self-determination and self-realization of the individual on aesthetic (artistic-figurative) material.

List of used literature

Bakhtin M.M. To the methodology of the humanities // Bakhtin M.M. Aesthetics of verbal creativity. - M., 1979;

Vygotsky L.S. Psychology of art. - M.: Art, 1968;

Kashekova I.E. A single integration space of the school and the ways of its creation // Art at school. 2001, No. 4;

Kashekova I.E. Kritskaya E.D., Sergeeva G.P. Art. 8-9 grades. Textbook for educational institutions. - M .: Education, 2009;

Kashekova I.E. Creation of the integration educational space of the school by means of art. Monograph. - M .: Publishing house Russian Academy education, 2006.;

Kashekova I.E., Temirov T. AT. The concept of art education as the foundation of the system of aesthetic development of students at school: Project. - M, 1990;

Sokolnikova N. M. Visual arts and teaching methods in elementary school. - M., 2002. - S. 312

The material was prepared by Anna Pashina

A welcome fact: the art community and the creative class do exist in Russia. The number of public and private educational institutions graduating artists, curators, art critics, graphic designers and other representatives of "free" professions is growing every year. A sad fact: having received an excellent education and easily understanding philosophical concepts, classical and contemporary art, graduates are faced with the problem of applying their knowledge and skills in practice. Where to get art education in Russia? We present an overview of the best educational institutions - academic and focused on contemporary art.

Academic education

One of the leading and oldest art universities in Russia. Faculties: painting, graphics, sculpture, architecture, theory and art history.

Leads its history from 1757, the successor of the Imperial Academy of Arts. Faculties: painting, graphics, sculpture, architecture, theory and history of fine arts.

It trains artists in 5 specialties and 17 specializations: designing interiors and furniture, developing decorative and furniture fabrics, trains specialists in various fields of design, historians and art theorists, artists of monumental painting and sculptors, artists in metal, ceramics and glass products, restorers of monumental painting, furniture and artistic metal.

It was created in 2015 by combining two faculties: Art and Graphic and Music.

It was founded in 1987. Rector Ilya Glazunov considers his main task to be the revival of realism in art.

Educational programs: painting, graphics, design of the architectural environment, theory and history of art, design, fine arts and crafts, restoration.

Modern Art

The first established in Russia (1991) institution in the field of contemporary art.

Founder artist Anatoly Osmolovsky formulates his task as follows: "Not so much to give knowledge in an alienated mode, but to create a creative environment."

It trains contemporary artists, professionals in the field of photography and multimedia in the following areas: documentary photography, art photography, video art and multimedia.

The educational center of the Moscow Museum of Modern Art, created for young artists and curators who begin working in the field of contemporary art.

The goal of the school is to develop the creative potential and critical thinking of young artists, create a field for their professional communication and support new projects. The training lasts one and a half years

A two-year program for the training of curators.

Artists of the "Voronezh Wave" are a notable phenomenon on the Russian art scene. One of the most active regional centers in the development of contemporary art.

Applied Education and DPI

The famous British trains specialists in the field of design.

Branches - in Moscow and St. Petersburg. The institute trains specialists in the field of arts and crafts.

Additional education - courses, lectures

Courses in the history of classical and contemporary art, the history of cinema, as well as art practice and art management.

The peculiarity of the courses is the combination of theory and practice.

Lectures on domestic and foreign contemporary art, as well as interdisciplinary artistic practices.

Trains art historians, antiques experts and art managers.

The first online school of creative management in Russian. They talk about how to make an exhibition, a city festival, put on a performance, transport a work of art.

Anastasia's online school theoretical lectures on art history.

Online School of Design and Illustration. The basis of the program is a system of courses in design, illustration and related sciences. School courses are intended not only for designers, artists, but also for those who want to become them.

The RMA business school was founded in 2000 and today is one of the leaders in the field of business education in Russia. The school has a program "Art Management and Gallery Business". It will help you understand contemporary art and the art market, learn about the organization of exhibitions and pricing, develop a database of useful contacts and find like-minded people.

We merge the answers to the goss here.

Please format your questions well, write the wording of the question in full and its number.

GENERAL EDUCATIONAL

Art in modern sociocultural educational process. Functions of art and their implementation in art education.

1. Art is a form of creativity, a way of spiritual self-realization of a person through sensual and expressive means (sound, plasticity of the body, pattern, color, light, natural material, etc.). Arising as a result of the creativity of a particular subject, a work of art acquires a transpersonal character. The properties of the content and form of a work of art, as well as the way of its perception, testify not only to the mental originality of the creator, but also characterize the collective forms of experience, the direction of thinking, characteristic of the culture of his era. The peculiarity of the interpretation of works of art is that the meaning inherent in them turns out to be untranslatable into the language of concepts, inexpressible to the end Gmail

by no other means. This confirms the idea of ​​the intrinsic value of art. The paradox lies in the fact that only if art is able to satisfy an artistic need, when it acts not as a means, but as an end. Only by discovering its original original, unique nature, not replaced by any other - moral, religious or scientific activity - art acts as a justification of itself, asserting the necessity of its place in human life. Only by acquiring a goal in itself, art is capable of a deep cultural-creative role - to make up for the inferiority of human existence. Art becomes truly indispensable when, it would seem, it focuses on itself as much as possible. In other words, only through the embodiment of the principles of self-sufficiency of artistic creativity is art capable of realizing itself as a unique activity, significant beyond its own limits.

Art is a means of creative development and personality correction. By its nature, art opposes disorganization and chaos, hence its main tendency is to help a person harmonize both himself and the world, moreover, harmonizing the natural and social in a person. Art is aimed at revealing the creative possibilities of a person, offering a new experience of understanding the world, striving to provoke, awaken everyday consciousness. Thanks to art, a person expands his own experience and joins the experience of all mankind. Within the framework of social experience, art allows a person to find himself as an exceptional individuality, having passed through self-tests, spiritual and moral self-examination. Art as a special unique image of human self-realization acts as a form of personality development. Art significantly raises the level of a person's self-awareness, outlines his vision of the world and his moral choice, which contributes to the spiritual, creative, moral development of the individual. Art provides our consciousness with an artistic image freely, non-violently.

It teaches truth and goodness through beauty and beauty through truth and goodness.

The purpose of art is a deep disclosure and artistic reflection of the inner world of a person, as a result of which his moral and aesthetic improvement is carried out.

Art is a specific form of social consciousness and human activity, which is a reflection of reality in artistic images, one of the most important ways of aesthetic exploration of the world. Art is an indirect reflection of reality with the help of a specific language. The whole world is a subject of art. Social life and nature, any events and phenomena, the most complex subjective experiences of a person constitute the real content of works of art. Art is a reflection of reality, a reflection that more or less objectively and fully reproduces the essence, content, qualities and properties of reality itself.

Art Functions:

- Communicative (art as communication). On the communicative nature of art, its modern consideration as a sign system is based. Art has its own conventions. Many types of art (music, painting, dance) do not require translation into other languages ​​for their understanding. Art brings people together, allows them to get to know each other better (cultural exchange between countries).

- aesthetic(art as the formation of a creative spirit and value orientations). Art forms the artistic taste, abilities and needs of a person, awakens his creativity.

- Cognitive and educational(art as knowledge and enlightenment) The cognitive possibilities of art are enormous, they cannot be replaced by other spheres of human spiritual life. From historical novels one can learn more about the life of one society or another than from the writings of all historians, economists, and statisticians combined. The formula of water is H2O, but the concrete-sensual richness and hundreds of properties of water remain beyond the scope of scientific generalization, but they can be perfectly expressed in a work of art. The role of art in the knowledge of the spiritual world of man is especially great. It penetrates into the very depths of personality psychology, reveals the most complex interaction of thoughts, feelings, will, reveals the sources and motives of people's actions and deeds. The language of art is clearer, more metaphorical, more flexible, allegorical, paradoxical, emotionally and aesthetically richer than natural, colloquial, therefore, the informative possibilities of the artistic language are wider and qualitatively higher. Musical and artistic works, like any cultural phenomenon, can be perceived as documents of an era. They can be informative from various angles: historical and factual, philosophical and worldview, ethical and emotional, etc.

- Socially transformative(art as an activity). The socially transforming function of art is manifested in the fact that it, having an ideological and aesthetic impact on people, includes them in a directed and holistically oriented activity to transform society. Art is the creation of artistic reality and the transformation of the real world in accordance with the ideals of the artist. Art transforms reality:

Through the ideological and aesthetic impact on people. The type of artistic consciousness of the era, the ideals of art and the type of personality are interdependent. Ancient Greek art shaped the character of the Greek and his attitude to the world, Renaissance art liberated a person from the dogmas of the Middle Ages.

Through the inclusion of a person in a value-oriented activity. Art awakens sensitivity to violations of social harmony, stimulates the social activity of the individual, orients him to bring the world in line with the ideal. Thus, the enslaved Icelandic people created sagas in which freedom-loving and courageous heroes-heroes lived and acted. In the sagas, the people spiritually realized their thoughts about freedom and independence. People's dreams of liberation from power Tatar-Mongol yoke reflected in Russian epics.

Through transformation in the process of artistic creation with the help of imagination of impressions from reality (the author processes life material, building new reality - art world)

- Personally transformative- the ability of art to influence and qualitatively change the psychological and characterological structure of the personality.

- Compensatory(art as consolation). Perceiving a work of art, people discharge the internal tension and excitement generated by real life, and at least partially compensate for the monotony of everyday life. Compensatory function has three main aspects:

Distracting (hedonistic-playful and entertaining);

Comforting;

Contributing to the spiritual harmony of a person (actually compensatory).

The life of modern man is full conflict situations, tension, overload, unfulfilled hopes, grief. Art is able to console a person, take him into the world of dreams. With its harmony, it gives a person balance, sometimes helping him to stay on the edge of the abyss, and makes it possible to live on.

- Educational(art as catharsis). Art forms a holistic personality. The impact of art has nothing to do with didactic moralizing, it manifests itself subconsciously. The Aristotelian theory of catharsis is that by showing heroes who have gone through severe trials, art makes people empathize with them and thus, as it were, purifies the inner world of viewers and readers. A person is enriched by the experience of other people and develops his own value attitudes faster and better.

- hedonistic(art as pleasure). Aesthetic pleasure has a special spiritual character, and even the ancient Greeks distinguished it from carnal pleasures. Artistic creativity gives people the joy of comprehending beauty and artistic truth. Also, rightfully belonging to art, one can single out functions: inspiring, informational, analyzing, anticipating.

- Psychotherapeutic. It acquires special significance when a society or a particular person is experiencing a painful crisis. Because art can immerse a person in a state in which he will experience catharsis. Even Aristotle spoke about catharsis, calling this word the experiences of the audience in the ancient theater. They seemed to throw out their visible or invisible tears, visible or invisible suffering, empathizing with the heroes of ancient performances. One of the tasks of art therapy is to bring pathology back to normal. For example, to transform an inferiority complex or a superiority complex into a humanistic social feeling (every day, at least mentally, do something pleasant the largest number of people). L. Tolstoy saw one of the most important tasks of art in helping people fall in love with life.

- Canonical and heuristic function is considered by musicologists as a dialectical pair of opposites, which allows us to consider the musical phenomenon from the standpoint of the relationship between tradition and innovation.

The possibilities of art in the correction of mental processes in children were pointed out by foreign (O. Dekroli) and domestic (L.S. Vygotsky) representatives of pedagogy and psychology. Art is an important means of education that affects the morality of the child, as well as the formation of his thinking, imagination, emotions and feelings. The process of perceiving art by children is a complex mental activity that combines cognitive and emotional aspects. Art activities contribute to sensory development children, the ability to distinguish colors, shapes, sounds, provides an understanding of the language of various art forms. Especially valuable is the positive impact of art on children with developmental problems. Even L.S. Vygotsky in his research revealed the special role of artistic activity in the development of not only mental functions, but also in the activation of creative manifestations in various types of art in children with developmental problems. Art develops personality, broadens the general and artistic horizons, realizes the cognitive interests of children. Art allows the child to experience the world in all its richness and diversity, and through artistic activities to learn how to transform it. It is in this that the corrective possibilities of art are contained, since. it is, on the one hand, a source of new positive experiences for the child, gives rise to creative needs, ways to satisfy them in a particular form of art, and, on the other hand, a means of realizing the socio-pedagogical function of art.

Speaking about the pedagogical possibilities of art, one cannot fail to note one more important aspect: the psychotherapeutic impact of art on the child. Influencing the emotional sphere, art at the same time performs communicative, regulatory, cathartic functions. The joint participation of the child, his peers and teachers in the process of creating a work of art expands his social experience, teaches adequate interaction and communication in joint activities, and ensures the correction of violations of the communicative sphere. The psycho-correctional effect of the impact of art on a child is also expressed in the effect of “cleansing” from accumulated negative experiences and entering the path of new relationships with the outside world. Revealing the psychological mechanism of catharsis in his work "Psychology of Art", L.S. Vygotsky noted: “Art always carries something that overcomes ordinary feeling. Pain and excitement, when they are caused by art, carry something more than ordinary pain and excitement. The processing of feelings in art consists in turning them into their opposite, i.e. positive emotion that art carries in itself. Art provides the child with practically unlimited opportunities for self-improvement and self-realization both in the process of creativity and in its products. Modern special psychology and pedagogy are largely focused on the use of various types of art in correctional work as an important means of educating a harmonious personality of a child, his cultural development. The main task of the art cycle classes at school is to awaken students' interest in art, to teach them to feel, understand, love and appreciate art, enjoy it; emotionally positively perceive, experiencing the need for systematic communication with her.