The role of art in modern society. The role of art in human life: what the world of beauty is preparing for us
The entire technogenic civilization in the history of mankind, which began in the Renaissance and continues to this day, is based on the progress of the physical and mathematical and other natural sciences about nature (fundamental and applied), which generated advances in industry and technology. Scientific and technological progress provided the opportunity to increase comfort and external benefits human life... But due to contradictions social development these possibilities have received partial or even perverse implementation. Along with the periods of prosperity, the phenomena of savagery arose, the rise of reason alternated with the breakthroughs of barbarism, the growth of good was replaced by new, more and more sophisticated and terrible forms of evil.
Jean-Jacques Rousseau was the first to point out that technological advances did not make people happier during the French Enlightenment in the 18th century. And since then, this idea has been varied and developed in many philosophical and sociological teachings up to the present day.
Humanistic theories, the human sciences in history, of course, had their own achievements, but they lagged behind and, perhaps, still lag behind the technical sciences. Large philosophical systems in modern times arose later than scientific ones, and their influence on the life of mankind was far from so great. Religion was mainly concerned with the human soul, but its dogmas have remained unchanged for centuries.
And nevertheless, the development of humanism in history has taken place and is happening. Moreover, it is of decisive importance. If this were not so, then humanity would simply perish. It would be crushed by the forces of evil and buried under the ruins of its own civilization, which collapsed due to insoluble contradictions. Many promise him this in the future. But more optimistic concepts are also possible.
In the development of humanism played a role, of course, and religion with its humane commandments of love and mercy, and the humanities, especially philosophy. But the main importance has belonged and still belongs to art. It is art that embraces all facets of human existence with a system of its types that develops a person as a creative person, improving and deepening his perception of the world, awakening fantasy, forcing him to experience, feel, emotionally react to real phenomena, prompting him to comprehend life in general. Singing beauty, it affirms goodness. Delivering aesthetic pleasure, it makes you think. It shapes the personality of a person as a whole. If science makes a man a scientist, then art makes him a Man, that is, it develops all his creative forces that form the originality of his personality.
But art affects the life of not only an individual, but society as a whole. And not only through the formation of the spiritual world of members of society, but also directly. It unites people, overcomes lack of communication, flies across borders, helps the mutual understanding of nations. All this determines the great humanistic significance of art and its role in the development of humanism in the history of mankind.
However, already at the end of the 19th century, doubts arose about the power of art. In the 20th century, under the influence of unprecedented devastating catastrophes, world wars and bloody revolutions, atrocities of fascism and totalitarian dictatorships, terrorism and ethnic conflicts, many thinkers and artists, scientists and public figures began to think that humanistic ideals generally turned out to be a utopia, beautiful, but not the justified illusion that they are exhausted, have lost their meaning, gone into the past, and the development of the world is now determined by completely different forces.
The composer Mahler has a song, the music of which he later included in his Second Symphony. The song tells how Saint Anthony preached good to the fish. But they did not listen to him and continued to eat each other. There are many such examples, testifying to disappointment in humanistic values, in the power of goodness and artistic influence on people.
The avant-garde art of the 20th century reacted to such widespread attitudes, showing the dehumanization of man, the illogism of being, the irrationality of life, the chaotic and unpredictable history, the catastrophic and hopelessness of existence. Suffice it to recall surrealism and the theater of the absurd. But all avant-garde trends are directly or indirectly associated with this trend.
They reflected in their own way what happened in real social history. But does this whole story boil down to this? And is there not in it forces opposing the tendencies of disintegration? Ultimately, this is the question of where humanity is heading: towards destruction or towards a new stage of its development. The fact that we are now experiencing a certain transition period- this is obvious to everyone. But the direction of development is unclear.
Gogol in Dead Souls likened Russia to a bird-three, rushing into unknown distances. And he asked: "Rus, where are you rushing? Give an answer. Does not give an answer." This Gogol question remains relevant today. And there is no answer to it either. We do not know where not only our country is rushing now, but all of humanity. And here neither fortune-telling, nor assumptions, nor scientific predictions will help. Only time itself will show.
Humanity is now experiencing a multilateral crisis, affecting almost all areas of its existence. Let us dwell only on the question of the crisis of culture.
They talk about this in our country public figures and scientists, journalists write, shout to the media. At the same time, the crisis of culture affects not only our country, but also many other civilized countries, it has a global character.
Many people are concerned about the cultural crisis in our country. Ways of getting out of it are being discussed, but have not yet been found.
First of all, I would like to note that this crisis, of course, exists, but it does not have an absolute character. There are areas of culture where you can talk about fruitful development. This applies, for example, to musical performing arts and to choreographic (also performing) creativity. Here, every decade brings new generations of brilliant musicians and ballet dancers onto the artistic arena, winning many international competitions, acquiring world renown and glory, becoming the stars of the culture of the XXI century. You can probably find similar phenomena in other areas, for example, in the work of artists of drama theater.
But the performing arts is the activity of interpreting already existing, previously created works, not the birth of new ones. Where we are talking about the emergence of new artistic phenomena in all types of art, the situation is more complicated. For example, there is indeed a crisis in the composer's and ballet-master's work. Here there are no figures commensurate with the summit achievements of the twentieth century, there are no leaders, there are no rulers of thoughts. The same is probably the case in other areas. artistic activities.
The crisis in culture has two components: material and spiritual. The material side is associated with a lack of funding in all areas of culture and art. Artistic creativity can never be self-sustaining and profitable. It was almost always financed by power, whatever the form of that power in history. It was ordered or in one way or another encouraged by the state, the church, the powers that be, patrons and sponsors. This lies in the very nature of artistic activity and does not at all contradict the freedom of creativity. But the transformation of art into a market value, the subordination of it to commerce, the substitution of freedom of self-expression with the desire for profit, money ruins it. This has been shown by many writers XIX century, for example, Balzac, Gogol and others.
Nowadays, art in all civilized countries is financed by the state according to the so-called "residual principle". But if in other countries it is from 2 to 5 percent of the state budget, then we have 0.5 percent of the budget. And besides, patronage and sponsorship in other countries provides much more support to art than we do.
The Ministry of Culture, probably, would like and could do more good and necessary for art, but its financial possibilities are limited, and within these narrow limits there are hardly enough funds to make ends meet and ensure some kind of minimum.
All of this is the source of the material component of the crisis. Theaters are closed, filmmaking is curtailed, architectural monuments are collapsing, magazines are shutting down, publishing is deteriorating, millions of musicians, artists, artists, especially in the periphery, receive beggarly salaries, and commercial shows suppress genuine artistic creativity.
It may be objected that what has been said characterizes mainly the 1990s, and now the picture seems to be different. Yes, a few things have changed for the better, but, unfortunately, very little. The leaders of the state meet with cultural figures, listen to them, in some cases solve pressing issues and sometimes even provide financial support to industries that are on the brink of disaster. But all this is completely insufficient, and there are more words about supporting culture than deeds.
Until now, despite the protests of the general public and the press, the absurd law No. 94 "On placing orders and services ..." has not been canceled, according to which it is impossible to implement any art or publishing project, the cost of which exceeds 100,000 rubles, without announcing a tender (competition ). This tender requires endless bureaucratic delays, which in themselves already complicate the work of art and scientific institutions. But the main thing is that the organization that provides the cheapest implementation of the project wins the tender, even if it was ten times lower in quality than is necessary for the true development of culture.
Until now, the laws on creative unions and on patronage, which have been in the State Duma for years, have not been adopted. It is no wonder that both creative unions and patronage are withering away.
But the height of the criminal stupidity is the draft "Law on Education" developed under the leadership of the Minister of Science and Education Fursenko, in fact, aimed at eliminating artistic culture in our country. Without touching upon the absurdity of many of the provisions of this draft, I will only remind you that it provides for the transformation of special secondary educational institutions for especially gifted children - such as the Central Music School at the Moscow Conservatory, the Lyceums of the Academy of Arts, the Moscow Academy of Choreography and others like that (there are 29 of them throughout the country) - to ordinary schools, only with a special bias (like schools with a bias in mathematics, in English etc.). At the same time, children under 15 years of age should be taught only general subjects, and only after that special ones.
Let me remind you that almost all outstanding masters graduated from special schools for especially gifted children. domestic art Soviet and post-Soviet times: Gilels and Oistrakh, Ulanova and Plisetskaya, the best musicians, ballet dancers and many figures of all types of visual arts of the second half of the twentieth century. Literally the whole country rebelled against the draft Law, which essentially destroys the foundations of the national artistic culture. For two years all relevant institutions, including the Academy of Arts, many great people of art and science, the general public protested and fought against the adoption of such a law. But the Ministry of Science was deaf and stubborn, not wanting to reckon with any arguments. And only thanks to the intervention of the country's top leadership, this law was revised in the State Duma and now a new version of it has been prepared. But this whole story speaks of how difficult it is for our culture to develop in conditions when part of the bureaucracy, including the state, is interested in only two things: saving money for culture and averaging, standardizing people's personalities - these are easier to manage and manipulate.
Many artists, writers, artists and journalists, in their good intention to protect and raise the level of culture, bring and try to inspire the authorities with the following argument. Without culture, the fruitful development of either the economy, or jurisprudence, or political life... Therefore, culture should be among the priorities. public policy, which is not now. Without this, innovations and modernization of all other spheres, including the economy, will not succeed, which is now put at the forefront by the authorities.
But this argument is only partly true. It can be accepted only in the sense that if, other things being equal, the head of the management of any industry or organization is not an ignoramus alien to culture, but an educated and cultured person, then things will go better in this case.
Remember how in Griboyedov's "Woe from Wit" the soldier Skalozub threatens the freethinkers: "I will give a sergeant major to Voltaire." Now, if the major officials are, relatively speaking, not sergeant-major, and even if not Voltaire, but truly cultured people and high professionals, you can count on progressive development.
This, of course, is so, and this argument in drawing the attention of the authorities to culture, of course, can be used. But nevertheless, in its essence, it is inaccurate and even incorrect, for it reduces culture to an applied meaning, to helping the development of other spheres. Culture, of course, can sometimes play such a role, but this is only one of its functions, and not the main one. In its essence, culture is independent, self-sufficient, valuable in itself. She is the mode of existence and development of mankind. And the degree of a person's personal freedom largely depends on his inner culture. The applied meaning of culture is possible, but it is secondary, derived from its main purpose. And this is the main purpose - in its spiritual content, in the humanitarian development of a person, in the formation of his personality and inner world. This is what cultural support should be directed towards.
This is how we come to another, spiritual component of the contemporary cultural crisis.
Great art in the history of world culture has always been inspired by great ideas, and contained a tremendous spiritual fulfillment. This gave him effective strength. With all the variety of artistic phenomena different eras, in each era in the artistic culture had its own paradigm, spiritual dominant, a set of leading ideas, which left an imprint on all activities in the field of art.
Nowadays, there is no such paradigm, the spiritual dominant of the era. We have been talking about the absence of a common national idea for a long time. They grieve over this and even try to invent something. But national ideas are not invented, they are born organically from life itself, from its spiritual potential, from the movement of history. And if this movement is determined only by common sense, pragmatic goals and patching holes, which is characteristic of our time, then a large national idea that would inspire the rise of culture has nowhere to come from.
The rejection of the communist officialdom, ideological dogmatism and the proclamation of the principle of pluralism in the social and spiritual spheres is an unconditional conquest of the post-Soviet era. We have gained freedom, but many do not know what to do with it. You can write and talk about anything, but for great art to be born, you need to know what to talk about, you need to have something to tell people about. Meanwhile, many representatives of the spiritual sphere of life are in a kind of confusion. Art is becoming shallow. And this is also one of the expressions of the crisis.
In all spheres of artistic activity, works of art are now being born in huge numbers. There are, of course, great artists as well. But it is still difficult to talk about great, epoch-making phenomena.
The so-called pop culture has taken on menacing proportions. Art designed for the mass consumer, programmed for popularity, existed in Soviet times. If then he was threatened with deliberate ideologization, now, on the contrary, - spiritual emptiness. The primitive of the modern stage, various shows and discos amazes. And the main thing is not even the vulgarity that sometimes penetrates there, but in the amazing spiritual simplification and elementarity. The deafening volume and exaggerated rhythm of extremely primitive pop music, often accompanied by antics pop singers, so captures the crowd of young people jumping, shouting, waving their arms, that it borders on mass psychosis. What is this, if not one of the expressions spiritual crisis?
Of course, the matter is not reduced only to negative phenomena. We can also talk about the opposite trend: about overcrowded concert halls, theaters, museums, where there is great, serious art. But he lives there great classics, to which, fortunately, I hope, the majority of the population has not yet lost interest. It is difficult to name new modern works that would become the masters of thoughts. The generation of the "sixties" who played such a role in society is leaving. There are many new phenomena, and their diversity is striking. But even the most significant of them do not always receive wide distribution and recognition.
Pop culture is aggressive, it is advancing, it seeks to supplant the classics and serious contemporary art. But even in these conditions, it is probably the most correct thing to rely on the traditions and principles of the heights of world culture. How else to confront the crisis?
The Russian Academy of Arts, headed by its president Z.K. Tsereteli strives to withstand the crisis in his activities, preserving a professional art school, uniting many outstanding artists of different directions, solving large program tasks of a national scale, affirming the principles of high art. But her efforts alone, of course, are not enough. It is necessary that all creative institutions, the entire artistic community, and most importantly, the authorities, should invest maximum efforts in the development of genuine culture, which cannot yet be said.
In the avant-garde art of our time, there is a lot of charlatanism and amateurism, but there are also phenomena that grasp the problems modern life... There is a lot of epigone and secondary art in traditional art, but there is also an honest preservation of realistic foundations, and sincerity in portraying life. Perhaps the most promising is the third way: a kind of synthesis of realistic traditions and avant-garde achievements. The path that gives birth to new forms contemporary art, but based on the humanistic principles of high world classics.
The features of such a synthesis can be observed in a number of pictorial graphic and sculptural works by Z.K. Tsereteli. The artists N. Mukhin, B. Messerer, T. Nazarenko, N. Nesterova, sculptors A. Burganov, L. Baranov, M. Dronov, V. Evdokimov follow this path. Among the composers are R. Shchedrin, A. Eshpai, B. Tishchenko, S. Slonimsky, G. Kancheli, A. Pärt. V choreographic art this tendency was outlined in the twentieth century in the work of Y. Grigorovich and the choreographers O. Vinogradov, N. Kasatkina and V. Vasilev and others who followed him, and now it is most clearly expressed in the works of B. Eifman, A. Ratmansky. For all their individual differences, all these artists are each in different ways, in their own way and in accordance with different national traditions, are deeply rooted in the culture of the past, but the achievements of the most recent trends also cannot be avoided. And the result is an organic alloy, very consonant with modernity.
Now and in the future, this direction seems to be the most fruitful. Now it is impossible to create modern innovative art, ignoring its deep, national roots and the most diverse classical traditions of world artistic culture. But one cannot pretend that Picasso and Matisse, Modigliani and Chagall, Kandinsky and Malevich did not exist in the visual arts; Stravinsky and later Scriabin, Hindemith and Messiaen, Schoenberg, Berg and Webern in music. All of them have now become classics of the twentieth century. Therefore, the sources of contemporary art can be very diverse, including synthetic ones.
The modern history of mankind is characterized by actively ongoing processes of globalization, that is, a tendency towards the unity of all mankind, covering the most various areas being. No matter how different antiglobalists fight against it, globalization is an inevitable, necessary, objective process. It also goes on in the sphere of culture. And here, as in other areas, there are costs and negative sides. We often adopt from other cultures not only good, but also bad, and excessive enthusiasm for the processes of globalization can threaten the national foundations of a particular culture.
But on the whole, globalization is a positive, progressive process. It has expanded our cultural horizons and creates opportunities for enriching our national culture with the true achievements of other peoples. Perhaps this is the ray of light at the end of the tunnel that will direct you to the end of the crisis. Let's wait. Time will show. In the meantime, we will assert in creativity, and in scientific research, and in criticism, the principles and criteria of high art, based on the highest achievements of the history of world art classics. If not us, then who will be able to preserve and develop them? And we hopefully will be worthy of fulfilling this historic mission.
Art- this is a creative understanding of the world around talented person... The fruits of this understanding belong not only to its creators, but to all of humanity living on planet Earth.
Immortal are the beautiful creations of ancient Greek sculptors and architects, Florentine mosaic masters, Raphael and Michelangelo ... Dante, Petrarch, Mozart, Bach, Tchaikovsky. It captures the spirit when you try to grasp with your mind everything created by geniuses, preserved and continued by their descendants and followers.
TYPES OF ARTS
Depending on the material means with which they are designed works of art, objectively there are three groups of arts: 1) spatial, or plastic (painting, sculpture, graphics, art photography, architecture, arts and crafts and design), that is, those that unfold their images in space; 2) temporary (verbal and musical), that is, those where images are built in time, and not in real space; 3) spatio-temporal (dance; acting and everything based on it; synthetic - theater, cinema, television, circus, etc.), that is, those whose images have both length and duration, corporeality and dynamism. Each type of art is directly characterized by the way of material existence of its works and the type of figurative signs used. Within these limits, all its types have varieties, which are determined by the characteristics of this or that material and the originality of the artistic language that follows from this.
So, the varieties of verbal art are oral creativity and written literature; varieties of music - vocal and different types instrumental music; varieties of performing arts - dramatic, musical, puppet, shadow theater, as well as stage and circus; types of dance - everyday dance, classical, acrobatic, gymnastic, ice dance, etc.
On the other hand, each art form has generic and genre divisions. The criteria for these divisions are defined in different ways, but the very presence of such types of literature as epic, lyric poetry, drama, such types of fine art as easel, monumental-decorative, miniature, such genres of painting as portrait, landscape, still life ...
Thus, art, taken as a whole, is a historically formed system of various concrete methods of artistic development of the world,
each of which has features common to all and individually unique.
THE ROLE OF ART IN THE LIFE OF PEOPLE
All arts serve the greatest of the arts - the art of living on earth.
Bertolt Brecht
Now it is impossible to imagine that our life would not be accompanied by art, creativity. Wherever and whenever a person lived, even at the dawn of his development, he tried to comprehend the world around him, which means that he strove to understand and figuratively, intelligibly convey the knowledge gained to the next generations. This is how wall paintings appeared in caves - ancient human encampments. And this was born not only by the desire to protect their descendants from the mistakes already passed by their ancestors, but also to convey the beauty and harmony of the world, admiration for the perfect creations of nature.
Humanity did not mark time, it progressively moved forward and higher, and the art that accompanies a person at all stages of this long and painful path developed in the same way. If you turn to the Renaissance, you admire the heights reached by artists and poets, musicians and architects. The immortal creations of Raphael and Leonardo da Vinci still fascinate with their perfection and deep awareness of the role of man in the world, where he is destined to go through his short, but wonderful, sometimes tragic path.
Art is one of the most important stages in human evolution. Art helps a person to look at the world from different points of view. With each epoch, with each century, it is more and more improved by man. At all times, art has helped people develop their abilities, improve abstract thinking. Over the centuries, people have tried to change art more and more, improve it, deepen their knowledge. Art is the great secret of the world, which contains the secrets of the history of our life. Art is our history. Sometimes in it you can find answers to those questions that even the most ancient manuscripts cannot answer.
Today, a person can no longer imagine life without a novel he has read, without a new movie, without a premiere in the theater, without a fashion hit and a favorite musical group, without art exhibitions ... In art, a person finds new knowledge, answers to vital questions, and reassurance from the daily hustle and bustle, and enjoyment. A real work of art is always in tune with the thoughts of readers, viewers, listeners. The novel can talk about a distant historical era, about people, it seems, of a completely different way and style of life, but the feelings that people have been imbued with at all times are understandable to the current reader, consonant with him if the novel is written by a real master. Let Romeo and Juliet lived in Verona in ancient times. It is not the time or place of action that determines my perception. great love and true friendship, described by the brilliant Shakespeare.
Russia has not become a distant province of art. Even at the dawn of its emergence, she loudly and boldly declared her right to stand next to the greatest creators of Europe: "The Lay of Igor's Campaign", icons and paintings by Andrei Rublev and Theophanes the Greek, cathedrals of Vladimir, Kiev and Moscow. We are not only proud of the amazing proportions of the Church of the Intercession on Nerl and the Moscow Intercession Cathedral, better known as the Cathedral of St. Basil the Blessed, but we also sacredly honor the names of its creators.
Ancient creations are not the only ones that grab our attention. We constantly come across works of art in our daily life. Visiting museums and exhibition halls, we want to join that wonderful world, which is accessible at first only to geniuses, and then to others, we learn to understand, see, absorb the beauty that has already become a part of our everyday life.
Pictures, music, theater, books, films give a person incomparable joy and satisfaction, make him sympathize. Exclude all this from the life of a civilized person, and he will turn, if not into an animal, then into a robot or a zombie. The wealth of art is inexhaustible. It is impossible to visit all museums in the world, all symphonies, sonatas, operas cannot be listened to, all masterpieces of architecture cannot be reviewed, all novels, poems, and poems cannot be re-read. And to nothing. Know-it-alls are actually superficial people. Of all the diversity, a person chooses for the soul that which is closest to him, which gives the basis for his mind and feelings.
Art and modernity
4. The value of art in modern world and prospects for its development
The question of what role art plays in human life is as old as the first attempts at theoretical comprehension. True, at the very dawn of aesthetic thought, sometimes expressed in mythological form, in fact, there was no question at all. After all, our distant ancestor was sure that to pierce the image of a bison with a real or drawn arrow means to ensure a successful hunt, to perform a warlike dance means for sure to defeat our enemies. The question is, what doubts could there be in the practical effectiveness of art if it was organically intertwined into the practical life of people, it was not detached from the craft that created the world of objects and things necessary for the existence of people, was associated with magical rites, thanks to which people sought to influence the reality around them? In a later period, this question was raised repeatedly, but the answers to it were not unambiguous. Nowadays, it has become even more difficult to answer the question about the meaning of art. Today all scientists are divided into two camps.
Representatives of the first believe that modern society is radically different from all previous forms of human existence. And, as Ortega y Gasset once wrote, "an era arises without standards, which does not see behind itself anything exemplary, nothing acceptable to itself. Traces of spiritual tradition have been erased. All examples, samples, standards are useless."
Today, in the world of electronic media, communication spaces, amusement parks, where interpersonal communication is replaced and symbolized by goods, the individual experiences a kind of vacuum of subjectivity. He not only does not feel his own national identity, but becomes a kind of "hollow" subject, devoid of any stable characteristics and spiritual guidelines.
Scientists testify to the loss of all hope not only for changes in society, but also for its understanding. The main desire is the desire to live the present moment for oneself, not for the glory of ancestors and not for future generations. "We are losing a sense of historical extension," writes the American philosopher Christopher Lash, "a sense of belonging to generations that, born in the past, extend into the future." He calls this defining trend in society "collective narcissism." And since society has no future, it is normal to live in the present moment, to focus on our "personal representation". In this case, the pursuit of personal survival is the only strategy. This self-centeredness shapes the moral climate of modern society.
Thus, researchers belonging to the first group believe that modern man not only does not produce objects of art for the present and future generations, but also does not turn to the objects of art of previous eras. And this, in turn, will lead to the fact that art in its general concept will soon cease to exist altogether.
Representatives of the second camp say that in the conditions of modern society there is an increase in the role of culture and art as the most important mechanisms of self-development and self-knowledge of a person in his interaction with the world around him, as a means of accumulating and assimilating this knowledge, as a way of generating and selecting specific value attitudes individual and collective being of people.
Art and modernity
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Fine arts in the modern world.
This is the sign of real art,
that it is always modern, vital - useful.
F. M. Dostoevsky
The role of art in the modern world is high, since art is a form of culture associated with the subject's ability to aesthetic, spiritual mastery of the world, a process and a set of results of human activity.
One of the main specific functions of art is the aesthetic function, as the formation of the creative spirit and value orientations of the individual.
It is well known that in visual activity children reflect their knowledge and ideas about the surrounding reality. The main task, which is the all-round and harmonious development of the child's personality.
Fine arts as an academic subject gives children knowledge of the elementary foundations of fine arts, which has great importance in their aesthetic and spiritual education. The ability to see in the surrounding reality a variety of forms, colors, to see beauty in its various manifestations and to a certain extent to reproduce this beautiful contributes to the development of artistic abilities, the formation of aesthetic taste.
Academic subject "fine arts" of modern, domestic education slightly different from the subject of "drawing" of the Soviet school, whose task was: to teach students the elementary foundations of realistic drawing, to give them the necessary skills and abilities.
The task of the modern lesson, as a school discipline, is a little wider: to form students artistic way knowledge of the world, to provide a system of knowledge and values based on their own artistic and creative activities and experience of familiarizing themselves with the outstanding phenomena of Russian and foreign artistic culture. To direct the acquired knowledge, skills and abilities, in this area, to the development of universal educational actions of students /
Artistic activity in the education system is the process of mastering and appropriating by a person the artistic culture of his people and humanity, one of the most important ways of developing and forming an integral personality, its spirituality, creative personality intellectual and emotional wealth.
Despite some differences and drawing in Soviet school, and fine arts in modern system education is considered as an artistic discipline and an educational subject of the artistic and aesthetic cycle with wide educational and educational opportunities.
Purposeful, systematic educational activity of a modern teacher and student is largely focused on the lesson. It is for this reason that the quality of training and learning of students in a particular academic discipline is largely determined by the level of the lesson, the main component of which is the content of the lesson, the methodological equipment of the classroom and a positive atmosphere at the lesson itself. As a result learning activities personal, subject and metasubject results must be achieved. The teacher needs to form not only cognitive, communicative, regulatory educational actions, but also to ensure the ability to express independent actions.
Based on the traditional classroom-lesson system of education, a modern teacher, based on the basic requirements for modern lessons according to new second-generation standards, identifies the system-activity approach as the most effective form of work that contributes to the development of universal educational actions.
Of course, it is worth touching on the introduction of information technologies into the educational process itself, which help the teacher in the development of educational and methodological complexes for lesson and extracurricular educational activities.
A modern teacher must be competent not only in the professional (artistic) field, but also in the field of information and communication technologies.
In fig. 1 shows the interaction of information and pedagogical technologies used in the educational process of the fine arts.
In the educational process of a modern lesson, there is a constant interaction of different teaching technologies, their mutual influence on the content of the lesson. Consider the role of information technology in the implementation of educational teaching activities.
Picture 1
In the conditions of the Federal State Educational Standard, the well-known pedagogical technologies that have become entrenched in the traditional education system, aimed at diffusing the personality of the child and developing universal educational actions in the course of learning, also fit in. It should be noted the interaction of ICT and pedagogical learning technologies, which are presented in the table "Use of ICT in modern lessons visual arts".
The concept of information technology appeared with the emergence of the information society, in which the basis of social dynamics is not traditional materials, but information resources and technologies for collecting, processing and transmitting information.
Since the visual arts are school subject, and the artistic and creative activity of students is inextricably linked with the educational process, since it is one of the types educational activities... The use of information technology in the educational structure of a modern lesson occupies the main place in the development of both the curriculum itself and the content of the lesson.
The use of ICT in modern art lessons.
| Technology name | The role of information technology in the implementation of pedagogical activities | Using ICTs in Fine Arts Lessons |
| Modular training. | Using a computer, materials can be prepared that contribute to the organization of educational activities, computer technologies make it possible to develop a system of tests for diagnostics, monitoring the level of preparedness of students for the subject or their training, with further adjustment. Search for information on the Internet. Word processing, using Excel spreadsheet process to create calculation tables. | In the course of pedagogical activity, diagnostics and monitoring of the levels of learning and learning are repeatedly carried out in the form of tablets and diagrams. Excel program is used (Fig. 2). |
| Project teaching method. | Great opportunities for the implementation of computer technologies are used in project activities students. Formation of practical results, its public defense. Search for information on the Internet. Word processing. Creation of presentations, presentation educational information by means of PowerPoint programs. | At the lessons of the artistic and aesthetic cycle, great attention is paid to the project activities of students. The purpose of the project activity: Independent development by the participants of complex scientific and practical knowledge and key competencies in visual arts. The very form of research work is not possible without the use of Internet and Word programs. The public defense of the project on the topic: "Genre of art - Marina" by Gritskov Maxim, student of grade 7 A (2012-2013 academic year) is presented (Fig. 4). |
| Problem learning. | Thanks to information and communication technologies, the search, collection, processing of information from an experiment or research is carried out. Search for information on the Internet. Word processing, using Excel spreadsheet process to create calculation tables. Creation of presentations, presentation of educational information by means of PowerPoint programs. | In the search for information about the genre or specific originality of the paintings of artists, the world information network - the Internet - is used. |
| Developmental training | It is actively used on subjects of the artistic and aesthetic cycle to develop the creative potential of the child's personality, her abilities and inclinations. Using computer technology, raster and vector drawings are created using Adobe Photoshop, CorelDraw and Paint. | The Paint program is widely used in the system of extracurricular activities. In fig. 3 shows the work "Early Autumn" by Demyankina Darya, a student of grade 2 A. |
| Providing an activity-based approach and involvement in creative activity students are possible with the use of information technology in training. The use of information and computer technology: slide projects, multimedia projects, VCR. Creation of presentations, presentation of educational information by means of PowerPoint programs. | The final form of control on the subject of fine arts can take place in the form of an exhibition-presentation of children's works using PowerPoint programs. In the 7th grade, when studying subject-thematic paintings, special attention is paid to creating a composition on biblical themes. Upon completion of creative work, an exhibition is held in the form of a presentation. |
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| Critical thinking development training | Development of critical thinking, involvement of students in different kinds activities of the educational process, possibly using information technology. Create presentations using PowerPoint, create static and dynamic images using Adobe Photoshop, CorelDraw and Paint, search for information on the Internet. | When explaining new material or when doing creative work from nature or from memory, in the step-by-step construction of an object or object, both presentations and raster and vector drawings are used. |
Figure 2
Figure 3
Figure 4
I agree with the opinion of V.V. Aleinikov that the introduction of computer technologies into the process creates the preconditions for the intensification of the educational process. They make it possible to widely use psychological and pedagogical developments in practice. Computer technologies contribute to the disclosure, preservation and development of trainees' personal qualities. However, their use in the educational process will be effective only if teachers have a correct understanding of the place and role of these technologies in the educational process.
Literature.
Aleinikov V.V. training students for the use of computer technologies in professional activity... Abstract of thesis. diss. ... Cand. ped. sciences. - Bryansk, 1998
Big explanatory dictionary on culturology / ed. B.I.Kononenko. - M.: Vecheast. 2003
Concept of Federal State Educational Standards general education... - M. Enlightenment. 2012
Kirillo A. A. Teacher about visual materials. - M., Education, 1971
Lebedeva M. B. training of students of the pedagogical university for the use of information and communication technologies in professional activities. Monograph. - S-Pb., 2005
Drawing teaching method / under. ed. A.P. Fomicheva. - M., 1983
http://www.zakonprost.ru/content/base/part/581417 The concept of the development of education in the field of culture and art in Russian Federation for 2008 - 2015 "(order of the Government of the Russian Federation dated 25.08.2008 No. 1244-r)
The cultural-historical, political, socio-psychological situation in which our conference is taking place today is characterized by extreme acuteness and uncertainty, putting forward not so much the problem of what we have done as demanding an answer to the eternal question - what to do? A question that has become a worldwide one, but in this case we are interested in artistic and cultural reality.
Huge technical, technological, production, cultural achievements, on the one hand, and at the same time the global crisis - economic, social, demographic, which has engulfed all spheres of life of the human community, including the Russian society, objectively record a really new historical state of development, which some scientists associate with milestone changes of a stadial nature.
The most important consequence and at the same time an indicator of this are fundamentally new opportunities, positions, abilities of a person who finds himself today in a qualitatively new world. Naturally, the old system cannot work under the new conditions. arts education... And not because it is bad, but because it does not correspond to the realities of our time. Objectively, a tough need arose to build a qualitatively different system, where fundamentally new goals, tasks, problems were set that had not previously been solved.
Thanks to the huge flow of information due to the intensive development of the media, migration processes, developed tourism, new forms of communication have emerged, and general cultural barriers have been removed between different nations, countries, which ensures more and more active openness of the world to man and man to the whole world. Humanity has gone beyond the familiar environment into a fundamentally new dimension, a new space of life. In him important role today belongs to the web of the Internet, leading to the expansion of contacts, a change in the perception of the world, the combination of real and virtual spaces.
All-pervading information, including artistic and educational, influencing the consciousness, thinking of people, changing their needs, values, opportunities, the social space of existence and functioning, a multifaceted system of relations, objectively forms a modern natural-cultural environment, sometimes designated as “information civilization".
Moreover, different "distances" of action on a person of different "layers" and spheres of this environment are formed - distant, near, different in capacity, saturation, content. "Wednesday - as the genius emphasized Russian psychology L.S. Vygotsky, - acts in development ... in the sense of the development of the personality and its specific human properties, not as a setting, but plays the role of a "source of development."
And this very source has practically completely changed today. It has acquired new characteristics, including those that are alarming for us. The person himself has changed, gaining new, both positive and negative traits... Among the latter, there is the actualization of consumerism, the growth of indifference to basic values, the growth of both interethnic and social tension.
The task of ensuring the progressive development of a person in the difficult conditions of the functioning of modern society actualizes the role and significance of not only science, but also ART, which is not only an important and real force in the formation of an artistic-figurative world order, but is increasingly becoming effective as a “social force”. for new images like scientific discoveries presuppose the undermining and destruction of the old canons, the breaking of the usual framework. Hence, it is ART in close interaction with science that is capable and called upon to regulate human activity as a whole in search of a way out of the objectively created global information crisis, in search of ways of active and productive development of society, acting to a large extent as a guarantor of the preservation of humanity.
Today, it is characteristic to take into account the value factors of the human world attitude, the reality of the creative component of human activity, which ensures self-development, "self-construction" of the subjects of this activity on the basis of the real circumstances of a rapidly changing world. It is these sciences and art that can and should create and offer meanings, images, images, ideals that are so necessary for humanity, for an individual nation and for each person. The understanding of the importance of the humanitarian layer of knowledge has long been inherent in people.
Today, teachers, artists and scientists study the specifics of education (goals, functions, principles, didactic cycle, forms and methods) in the context of the informational educational environment.
Revealed and substantiated shifts, changes in the value system underlying the design of the content primary education as a means of introducing students to the cultural and artistic experience of humanity.
The project of the federal state standard general education, where an essential role is assigned to the educational field "ART", materials for its methodological support have been prepared. Procedures for diagnosing educational achievements of students have been developed.
The structure of the standard of the educational and material base of general secondary education has been determined.
Carried out necessary work on the study and generalization of domestic and foreign pedagogical experience, which made it possible to isolate some trends in the development of the content of education and begin research on its design for the standards of the next generation.
The features of the diagnostic tools of international comparative studies are highlighted and described, which are advisable to take into account when creating an all-Russian system for assessing the quality of education.
A comparative analysis of international documents in the field of education allowed us to consider various approaches to the interpretation of fundamental concepts - educational program, educational level, etc. And the study of strategies for the development of secondary education in different countries revealed the widespread dominance of an orientation towards social justice, which presupposes equality of opportunities for all citizens.
The development of theoretical and methodological foundations for a comprehensive assessment of the quality of pedagogical products operating on the basis of information and communication technologies is underway. A technology is being created to prevent possible negative social consequences of the use of ICT in education.
Is being developed methodical system complex, multilevel and multidisciplinary training of specialists in the field of education informatization.
Conceptual models are being created that integrate electronic technology into auditory and visual arts education. In particular, a model of productive artistic activity based on computer technology is being developed, which intensifies the various stages in the creation of works of art. Specially developed technologies of musical and artistic teaching based on electronic digital tools are being introduced into practice, ensuring the creative and general cultural development of a growing person.
Research conducted by scientists and artist-educators: reveals the peculiarities of the development of thinking of growing people by means of information technologies, including the search for opportunities to overcome clip thinking, when adolescents and youth have a reduced ability to analyze, which reduces their creative potential; the character, structure, content, dynamics of relations in which a growing person functions are determined; new types and forms of activity are identified that allow a child or adolescent to realize and self-assess themselves, gain confidence in their own importance, adequately relating to the assessments of others; scientific foundations for the formation of new generation textbooks are being developed, including the so-called "electronic textbooks"; requirements are established for the formation of a system for identifying, supporting and developing gifted children; the models of prevention and correction of deviant behavior by means of art are substantiated in adolescence and adolescence in conditions educational institutions and leisure activities.
The socio-cultural problems caused by the introduction of information and computer technologies in the field of education are investigated. In particular, it was revealed that such a kind of leisure as "watching TV", which previously occupied the top lines of the rating in the structure of free time for schoolchildren, is now only on the sixth line, giving way to "communicating with a computer" that gives access to the Internet. It is the Internet that has become the "teacher" and "educator" of modern children.
By creating worldwide communication networks, man has finally transformed himself into a part of something greater than himself. Having received a new information dimension, humanity has acquired a powerful potential for its further development. This potential contains both negative and very positive preferences. And as always, at the crossroads of development, we have to go through the Renaissance. Revival through art and culture, through love for nature and spiritual hypostases. Thus, the dualism of individual consciousness does not make it possible to harmonize the real and the unreal, forms a lump of insoluble contradictions: realists do not perceive the unreal world of computer images, and young users cannot "leave" the virtual world.
Public, individual and other types of consciousness today must be filled with visual (visual) consciousness. Moreover, this consciousness should not only delight the individual with exquisite technological images of the invented world, but also reveal the amazing secrets of the beauty of the real world. Not a computer, but a person himself must learn to control his mind. But what it should be is the question high culture and education.
The whole world is already beginning to understand this. But very timidly. The disciplines of education in the field of art in Russian schools play secondary role... Although very serious documents have been adopted at the level of international and domestic laws and agreements. “Roadmap for Arts Education and aesthetic education", Resolution of the Government of the Russian Federation" On the support of art education ", etc.
Speaking about "mental" evolution as a form of information revolution, one cannot but recall the great ancient greek Sophocles, who exclaimed "Every form is essential and every essence is formed." Balance, harmony - this is the property of development.
All these are reflections today, and what will happen tomorrow?
In this regard, it makes sense to outline the most important stages in the evolution of education and art in the global world, which are:
1) In the formation of a new collective consciousness in the global educational space, a consciousness capable of changing the adequacy and effectiveness of humanity and significantly expanding the boundaries of its direct interaction with the outside world.
2) In the integration of the evolution of consciousness from separately taken individuals to their collectives, including not only separately taken educational and culturally similar organizations, but also entire societies.
3) To qualitatively increase the importance of culture and art, including (and first of all) the national one, as a fundamental basis for the emerging new productive forces organically connected with the social global world order.
4) Formation of a fundamental change in the very mechanism of perception of the world not only by an individual person, but also by society as a whole, since this perception is formed by the global media using information technologies. The latter fully take into account that "a picture is stronger than a word"
5) Creation of conceptual foundations for the development of the psychology of art and methodological principles of high morality, humanistic values, spirituality and aesthetic significance.
6) Revealing the features of the ethnocultural social space in which a growing person actually functions, conducting an artistic and aesthetic analysis of everyday life, considering the environmental characteristics Of the REAL world most active in child development.
7) Consideration and recording of progress in the development of stages of the abilities and needs of a growing individual in the conditions of immersion of the heterogeneous system of art education.
eight). Creation of a multidimensional methodology for psychodiagnostic measurement and assessment of the intellectual and personal development of children of different ages in conditions of artistic and creative activity and assessment of the impact of computers and technology on the child's body.
9) Construction of a holistic, real picture of the world by means of art in the personal development of an individual; preparing him for life in a rapidly changing environment; development of critical, rational consciousness and self-awareness, providing stress resistance, critical thinking.
10) Actualization of the development of new artistic and aesthetic concepts, as the basis of a new theory of humanistic education, based on clear ideological positions and scientific achievements (as, for example, in the field of intuition and irrational thinking, the role of the unconscious and subconscious, imaginative thinking and virtual reality and etc.)
11) Revealing the correlation of information and purposefully generated knowledge, the transition of information into knowledge, the organization of information space within the framework of artistic, aesthetic and ethnocultural educational process... Formation of a common information culture.
12) Preservation of ethnocultural potential in the system of art and aesthetic education and upbringing of the younger generations.
13) Revealing with the help of artistic and educational technologies the intellectual and spiritual and moral development of a child who is experiencing tremendous pressure towards computerization. Understand and explain the new level of human existence and development.
14) Development of special programs in which the problems of contemporary art, pedagogy, psychology and private methods intersect.
15) Development of the value-semantic sphere of a person, capable of self-control, self-realization and self-improvement, responsible, ready for continuous education, able to independently make a decision, motivated to intellectual behavior, resistant to frustration, a cultural person - a subject of society.
16) Preparation of a creatively thinking teacher, able to make extraordinary decisions, a teacher - personally significant, stimulating a growing person's desire (need) to create according to the laws of the REAL world.
17) Systemic organization of humanistic education for gifted children.
18) Determination of the conditions, principles and methods of integrating a special culture and art into a general education school for children with disabilities, children with special needs.
19) Solving the problem of adaptation of children of migrants by means of art, including overcoming ethnocultural stereotypes.
twenty). Organization and conduct of school Olympiads.
21). Holding exhibitions and seminars.
22). Organization of interuniversity and international plein airs and the exchange of creative groups of students and teachers.
23). Organization and holding of scientific and practical conferences.
24). Creation of an information and coordination center on the basis of the UMK at the Moscow State Pedagogical University for the provision of the country's HGF with educational and methodological literature. Compile a unified catalog of scientific publications.
25). Organization and holding once every three years the Congress of teachers of the educational field "Art".
These and many other problems require a new level and depth of all scientific and creative work in the system of training artists-teachers, as well as clear coordination of all types of research activities. In different universities, research and teaching teams, creative teams with different positions this or that problem can be considered, but its solution must always be objective and meaningful in its goal setting.
Literature:
1. Vanslov V.V. Fine arts and music. –M .: "Artist of the RSFSR", 1983
2. Kuzin V.S. Psychology of painting. –M .: "Academy", 2006
3. Lomov S.P. Didactics of Art Education.-M .: Pedagogical Academy ", 2010
4. Rostovtsev N.N. On pedagogical activity and teaching methods. - Omsk, 2002
5. Feldstein D.I. Psychology of human development as a person. In 2 volumes, М-В, 2005