| Annotation |
The problem of mastering experimentation in visual activity by senior preschoolers is relevant in the light
of clarifying the directions of artistic development in the context of the Federal Educational Program of Preschool
Education, insufficient factual study of the phenomenon of artistic experimentation, empiricism and “didacticism”
in determining the methods of its accompaniment. The purpose of the study is to justify approaches
to designing the development of artistic experimentation in children 6–7 years old based on the study of its
features and originality. The article attempts to specify the concept in the light of the ideas of modern art education
(development of combinatorial and artistic abilities); the idea of the similarity of the three directions of
experimentation (“research”: the search for the possibilities of pictorial materials; “combinatorial”: the study of expressiveness, “creative”: solving the creative problem of creating an expressive image), which constitutes
elements of novelty. Empirical study has obtained two groups of results. “Research” results: on the basis of
stating data (when using observation, diagnostic tasks), the features and originality of artistic experimentation
of children 6–7 years old (“indicative” and “procedural” nature, connection with the development of artistic
abilities, cognitive skills; activation by visual means); dominance of personal manifestations over activity and
productive ones; different “strategies” – children’s actions in experimentation. “Design” results: pedagogical
conditions are formulated and an example of experimentation support technology is given. An invariant part
of the work on the sequential enrichment of childhood experience is presented within the framework of 3
areas of experimentation; a variable part focused on the achievements and deficits of children (through targeted
support techniques). Examples of the focus of educational situations are given; sequence algorithm in
mastering different drawing techniques, providing interiorize examples of the focus of educational situations;
sequence algorithm in mastering different drawing techniques, providing interiorization of experience; options
for supporting children are set based on typical difficulties and successes. |
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