Page 316 - Milletlerarası Sempozyum Bildiri Kitabı

been elevated to the rank of state policy, which creates conditions for the development of art therapy
and art - pedagogical directions in the education system.
The search for ways and technologies that activate assistance to teachers in achieving the
educational goal - to teach and educate the personality of a spiritually rich, creatively thinking,
harmoniously developed citizen - allows us to consider this problem as socially and pedagogically
significant [1,2].
The main areas of art-pedagogical and art-therapeutic activity are the stimulation and
organization by the teacher of artistic creativity of participants in the educational process, as well as
the creation in the educational space of a system of moral and aesthetic interaction through the
integration of the capabilities of art, pedagogy, psychology and other areas of human knowledge.
On this basis, a theoretical justification is given for art-pedagogical support as a holistic
and flexible system of actions for the integration of art-pedagogical activities into the educational
process in the lessons of the aesthetic cycle - fine arts and music - in order to successfully implement
it and create favorable conditions for the development of personality [4, 5,7,8].
Exercises-tasks that form skills such as awareness of one’s emotions, sensory experiences,
development of ideas, empathy, synthesis of art; strengthening students' interest, stimulating
motives, improving aesthetic feelings and experiences in fine arts lessons have shown their
effectiveness. And this shows the growth of students’ aesthetic education in specifically created
pedagogical conditions.
We came to the conclusion that pedagogical conditions are necessary to achieve a high
level of education. This can be achieved through the use of art pedagogical and art therapeutic
technologies. These technologies contribute to the expansion of the content of artistic, practical-
creative, communicative, interactive, subject-subject, intellectual components in the study of
educational processes in the disciplines of the aesthetic cycle.
The most important principle of the implementation of the art therapeutic and art
pedagogical model is a non-directive approach to the use of art therapy, which involves the teacher
following the child’s initiatives. The art-therapeutic functions of the teacher consist in creating
psychologically safe and comfortable operating conditions for the child, and, if necessary (when
children experience confusion, shyness, anxiety or show aggression) - in tactfully structuring and
organizing his creative activity.
An integrated approach was the leading one in organizing and conducting practical and
experimental work, which was expressed in the following:
- a comprehensive study of the artistic-aesthetic, artistic-creative activities of primary
school students in two subjects - fine arts and music, which allows us to get a more complete picture
of the aesthetic development of students;
- complex three-stage diagnostics, built on the criteria of aesthetic education of students
(cognitive, value-oriented, creative, activity), criteria of aesthetic education in fine arts lessons (fine
skills, emotional-value attitude, creative approach), criteria of aesthetic education in music lessons
(perception of music, creative abilities and needs, activity of musical and creative activity).
A complex nature was also characteristic of the methodological and technological
equipment of the educational process in art and music lessons and the process of aesthetic education
in general, and included:
- general technologies that correspond to the specifics of art and music lessons and the tasks
of aesthetic education of schoolchildren in general (display of a finished sample, the use of creative
tasks in all types of artistic activities - composing, singing, dancing, plastic arts, drawing, sculpting),
creative development and art- therapeutic exercises, non-traditional forms of lessons and
communication between teacher and students (trust-partnership)
- technology in the fine arts lesson (exercises on image, perception, evaluation of works of
art, interactive, fairytale therapy with the involvement of other types of art - music, literature,
working with various materials using different drawing techniques)
- technology in a music lesson (listening to music in individual and group forms of work, a
combination of such types of music therapy as receptive, active and integrative; using a table of the
impact of musical works on human painful conditions; active work with musical images (modeling
a musical image), active listening, vocalization method, use of folk art pedagogy techniques, free
self-expression in rhythmic movements, dance, spontaneous drawing, conducting).
The practical significance of using art pedagogy and art therapy techniques in education is
that students gain valuable experience of positive change; in-depth self-knowledge, self-acceptance,
personality harmonization, personal growth gradually occur; the level of anxiety decreases,
mechanisms of emotional self-regulation are formed, a positive self-attitude develops, analysis of

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