| Annotation |
Education in fine arts has specific functions, expressed primarily in the direction of the child’s personality
development. Currently, there is no single approach to assessing the results of creative activity. Topical
are the problems of taking into account the individual characteristics of students, as well as developing their
ability for independent creative reflection. The purpose of this study is to study the specifics and develop a
methodology for evaluating the results of teaching children the fine arts in the system of additional education,
as well as determining the conditions for its use in pedagogical practice. The article considers a humanistic
and personality-oriented approach to children’s creative activity, on the basis of which a flexible strategy for
assessing educational results is proposed. Based on the generalization of pedagogical experience, as well as
the analysis of domestic and foreign studies of children’s creative activity, a map of parameters for assessing
the results of teaching fine arts has been developed. A distinctive feature of this map is a detailed description
of the evaluation criteria and their indicators. This card is designed for a wide range of additional education
programs in fine and decorative arts and has been tested as a structural model of a child artist’s student portfolio.
The portfolio allows you to track the creative progress and individual achievements of each student in the
most visual form. The principles of filling in such a portfolio are developed and described, which contribute to
the development in children of the skills of self-assessment of the results of visual activity, aesthetic perception
and social interaction in the process of creativity. The novelty of this approach lies in the focus not only
on the artistic result, but also on the creative process itself, which is considered in the context of continuous
self-improvement and self-development of the child’s personality. |
| References |
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