Volume 02 Issue 12-2022
21
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
21
-27
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article deals with some aspects of the problem of formation of artistic and aesthetic competence of future
teachers of primary general education. An analysis of work practice indicates that the level of professionalism in the
field of art education and the qualitative characteristics of the future teacher - aesthetic culture, aesthetic and artistic
taste - do not always meet the requirements of modern society. This once again confirms not only the relevance of
the study, but also the need to search for and systematize forms and methods aimed at developing the artistic and
aesthetic competence of future teachers.
KEYWORDS
Arts and crafts, future teacher of fine arts, artistic and aesthetic competence, pedagogical technology, facilitation,
artistic activity.
INTRODUCTION
The issues of teacher training are currently in the focus
of attention of both national governments and
international
organizations
involved
in
the
development of higher education. This is due to the
implementation of the strategy of education
throughout life, which involves the expansion of
opportunities, forms and methods for the formation of
professional competencies of future qualified
specialists, as well as their concretization and
Research Article
FORMATION OF ARTISTIC AND AESTHETIC COMPETENCE OF FUTURE
TEACHERS
Submission Date:
December 03, 2022,
Accepted Date:
December 08, 2022,
Published Date:
December 13, 2022
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume02Issue12-04
Asqarov Behzod Baxtiyor Ugli
Doctoral Student Of Namangan State University, Namangan City, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 12-2022
22
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
21
-27
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
improvement within the framework of higher
education.
ANALYSIS OF RESEARCH AND PUBLICATIONS
For future teachers of cultural studies, who are
professionally realized in the system of general
secondary and secondary vocational education as
teachers (teachers) of world 4 artistic culture,
aesthetics and cultural studies proper, the formation of
aesthetic competence as one of the key among
professional ones acquires special significance. The
aesthetic competence of a teacher of cultural studies
is a complex of cognitive, orientational and operational
components of professional activity, based on the
positive value orientations of the individual and
allowing creative interpretation of works of art,
determining their ethic-philosophical content, and
practically using ideas about culture in the analysis of
art trends. The problems of aesthetics are traditionally
the subject of scientific reflection in domestic and
foreign philosophical and cultural literature (Yu.B.
Borev, V.V. Bychkov, A.V. Gulyga, G. Simmel, M.S.
Kagan, H. Ortega-i- Gasset and others), the problems of
aesthetic education of schoolchildren and students in
the scientific and pedagogical literature are well
developed (I.I. Karnaeva, S.V. Mikhina, A.G.
Nedosekina, N.N. Prityko, L.S. Shchukina ).
In modern pedagogical literature, there are works
devoted to the formation of schoolchildren and
students of knowledge in the field of culture as a single
space of human activity (S.N. Ikonnikova, V.B.
Maltseva, V.V. Osetrov, L.M. Predtechenskaya,),
addressing to the formation of a value basis in the
process of communication with works of art (G.A.
Barykina, L.M. Ketova, N.V. Lipkan), substantiating
pedagogical technologies that make it possible to
realize the aesthetic orientation of educational activity
(R.M. Abramova, M.I. Ridnyak, N.M. Semenyuk). A
special place in modern philosophical and pedagogical
research is occupied by general issues of the formation
of the aesthetic culture of the individual (L.P.
Kiyashchenko, O.A. Krivtsun, T.V. Morozova, A.G.
Nedosekina, E.M. Torshilova, S.D. Yakushev). However,
there have not yet been any special works devoted to
the formation of aesthetic competence as one of the
key ones in the process of preparing students-future
teachers of cultural studies.
METHODS
Artistic and aesthetic education is an important
component of the harmonious development of the
personality of a child of primary school age. Artistic and
aesthetic education is closely connected with all
aspects of the child's development, allows him to
assess the surrounding reality, highlight the beautiful
in the world around us, influences the formation of a
full-fledged perception of the surrounding reality,
which serves as the basis for understanding the world.
Artistic and aesthetic education is a process of
Volume 02 Issue 12-2022
23
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
21
-27
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
purposeful education of a sense of beauty, the
formation of the ability to perceive and see beauty in
art and life, evaluate it, including artistic and aesthetic
education helps to educate a person who is able to
think multifaceted and extraordinary, to find original
solutions in various life situations [Avdulova T. P. 2011,
p. 17].
The creative creative activity of the teacher and pupils
is the driving link in psychological and pedagogical
research, this is evidenced by the studies of leading
scientists of our country. Over the past decade, the
problem of professional training of future primary
school teachers has undergone certain fundamental
changes, as a result of which new views and ideas for
organizing the educational process in higher education
are born. school: the formation of cultural and
aesthetic competence of an elementary school
teacher.) [Aryabkina I. V., 2010], preparation of a future
primary school teacher for the formation of creative
orientation of students in the context of
interdisciplinary connections [Akhmadov M. S., 2012],
training of future teachers elementary school to the
development of freedom of younger students in
artistic and creative activities [Berezina Yu. Yu. 2006],
preparation of the future teacher of vocational training
for spiritual and creative communication with students
[Isaeva E. Yu., 2009], preparation of future teachers
elementary school to the formation of aesthetic
feelings of younger students [Krasnokutskaya O. A.,
2009], the integration of arts as a means of artistic and
creative training of future teachers in institutions of
secondary vocational education [Lupu S. L., 2011], the
preparation of future primary school teachers for
teaching younger students educational field of
"technology" [Pavlova L. A., 2002], artistic training of
future primary school teachers for teaching the subject
"fine arts" in primary school [Petrov, 2007], the
formation of artistic design competence of a teacher of
vocational training in the field of design [Falko, 2009] .
The purpose of the article is a brief outline of the
problem of the formation of the artistic and aesthetic
competence of future teachers of primary general
education, as well as a brief description of the
technique of arts and crafts "thread design (thread)"
as the leading one in the formation of the artistic and
aesthetic competence of future primary school
teachers.
In modern society, education performs three main
functions:
1)
cultural
and
creative
function
(preservation, transmission to a new generation and
reproduction of the cultural heritage of mankind); 2)
humanistic function (development of the potential of
the child's personality); 3) the function of socialization
and social adaptation (preparation of the pupil for
entry into the system of social relations).
The cultural and creative function of education is a link
that connects the other two functions on the basis of
the pupils' assimilation of the norms of individual
Volume 02 Issue 12-2022
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American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
21
-27
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
(humanistic function) and social (socialization
function) cultural life. The close connection of
education with social life suggests that education is
conditioned by the peculiarities of the culture and
historical memory of each people, the national
customs and traditions that have developed in society,
and the national mentality. Education in the
pedagogical sense:
• In a broad pedagogical sense, education is a specially
organized, purposeful and controlled impact of the
team, educators on the educatee in order to form the
given qualities in him, carried out in educational
institutions and covering the entire educational
process.
• In a narrow pedagogical sense, education is the
process and result of educational work aimed at
solving specific educational problems.
The role of education is assessed in different ways -
from the assertion of its complete meaninglessness
(with unfavorable heredity and the bad influence of
the environment) to recognizing it as the only means
of changing human nature. Much can be achieved by
education, but it is impossible to completely change a
person. The most important task of education is the
identification of inclinations and talents, development
in accordance with the individual characteristics of a
person, his abilities and capabilities.
Aesthetic (emotional) rebellion is the basic component
of the goal of education and the educational system,
generalizing the development of aesthetic ideals,
needs and tastes in pupils. The tasks of aesthetic
education can be conditionally divided into two groups
- the acquisition of theoretical knowledge and the
formation of practical skills. Art education is the
formation of pupils' ability to feel, understand,
evaluate, love art, enjoy it, develop the needs for
artistic and creative activities and create aesthetic
values [11, p. 47].
The problem of artistic and aesthetic education of the
younger generation is one of the enduringly urgent
problems, because each historical stage in the
development of society, forming its own ideal,
presenting its own, new requirements, or modifying
the previous ones, reorienting a person in his
assessments of reality.
The most important factor in the purposeful artistic
and aesthetic impact on a person is art. Therefore, one
of the areas of aesthetic education is artistic and
aesthetic education. An essential component of artistic
and aesthetic education is the acquisition by students
of knowledge related to the understanding of art and
the ability to express their opinions (views) on issues
of artistic reflection of reality. In particular, it is
necessary to form students' ideas and concepts related
to the understanding of various types and genres of art
and the specifics of the artistic reflection of reality, to
Volume 02 Issue 12-2022
25
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
02
I
SSUE
12
Pages:
21
-27
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
develop their ability to analyze the content of works of
art [2].
Artistic and aesthetic education is the education
through art of aesthetic emotions and feelings, the
artistic and aesthetic culture of the individual, the
development of the essential forces and artistic and
creative abilities of a person, the establishment of an
aesthetic and humanistic attitude to the surrounding
reality and art. In other words, we can say that artistic
and aesthetic education is designed, on the one hand,
to expand and deepen students' knowledge in the field
of history and theory of art, and on the other hand, to
develop their ability for artistic creativity; this, in our
opinion, is its task. The conditions of artistic and
aesthetic education are very diverse and depend on
many conditions: the volume and quality of artistic
information, forms of organization and activities, and
the age of the child.
The basis of artistic and aesthetic education is the joint
activity of an adult and a child to develop his creative
abilities for the perception of artistic values, for
productive activity, a conscious attitude to the social,
natural, objective environment. The artistic and
aesthetic perception of life phenomena is always
individual and selective. It is based on an emotional
response to beauty. The child always responds to the
beautiful in nature, the objective world, art, to the
good feelings of people. In this case, the personal
experience of the baby, his motivations, aspirations,
experiences are of great importance [16, p. 87].
In a broad sense, artistic and aesthetic education is
understood as the purposeful formation in a person of
his artistic and aesthetic attitude to reality [9, p. 47].
In the process of upbringing, individuals are introduced
to values, they are translated into internal spiritual
content through internalization. On this basis, a
person's ability to artistic and aesthetic perception and
experience, his artistic and aesthetic taste and idea of
the ideal are formed and developed. Education by
beauty and through beauty forms not only the
aesthetic and value orientation of the individual, but
also develops the ability to be creative, to create
aesthetic values in the field of work, in everyday life, in
actions and behavior.
CONCLUSION
Thus, the formation of the artistic and aesthetic
competence of future teachers contributes to the
development of national self-awareness of students,
respect for the historical and cultural heritage of the
peoples of Uzbekistan and the whole world. From the
native song, native word, pictures of native nature - to
understanding the art of their closest neighbors and to
world artistic culture. Future teachers need to know
that at the current level of children's creativity, various
types of artistic and aesthetic activities, fine arts and
folk arts and crafts are used. The widespread use of
Volume 02 Issue 12-2022
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(ISSN
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VOLUME
02
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12
Pages:
21
-27
SJIF
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MPACT
FACTOR
(2021:
5.
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)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
various types of aesthetic activities should contribute
to the awakening of artistic interests, the development
of artistic imagination, the artistic and creative abilities
of students of primary general.
An analysis of work practice indicates that the level of
professionalism in the field of art education and the
qualitative characteristics of the future teacher -
aesthetic culture, aesthetic and artistic taste - do not
always meet the requirements of modern society. This
once again confirms not only the relevance of the
study, but also the need to search for and systematize
forms and methods aimed at developing the artistic
and aesthetic competence of future teachers.
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SJIF
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OCLC
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METADATA
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Publisher:
Oscar Publishing Services
Servi
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