ISSUES OF IMPROVING CREATIVE COMPETENCE IN PRIMARY SCHOOL STUDENTS BASED ON ART PEDAGOGY

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1093 ISSUES OF IMPROVING CREATIVE COMPETENCE IN PRIMARY SCHOOL STUDENTS BASED ON ART PEDAGOGY Nauruzbaeva Arzayim Bakhtiyarovna 1st level basic doctoral student NSPI named after Ajiniyaz Abstract. This article examines key issues in improving creative competence among primary school students through the application of art pedagogy. Creative competence is considered as an integrated set of cognitive, emotional, and social skills that enable students to generate original ideas, solve problems creatively, and express themselves effectively. Kеywоrds: creative competence; art pedagogy; primary school students; creativity development; artistic activities. INTRОDUСTIОN In contemporary education, the development of creative competence in primary school students has become a central objective, as creativity is increasingly recognized as a key skill for personal growth and future professional success. Art pedagogy offers a powerful framework for nurturing creativity at an early age by integrating artistic expression into the learning process. Primary school represents a critical period during which children are naturally inclined toward imagination, experimentation, and emotional expression. When art-based pedagogical approaches are systematically applied, they create an educational environment that encourages originality, flexible thinking, and self-expression, all of which are fundamental components of creative competence [1]. MАTЕRIАLS АND MЕTHОDS Creative competence in primary education goes beyond artistic skills alone; it encompasses the ability to generate ideas, solve problems creatively, communicate thoughts visually and emotionally, and engage in reflective thinking. Art pedagogy supports this holistic understanding by connecting cognitive, emotional, and social dimensions of learning. Through activities such as drawing, painting, music, drama, and creative movement, students learn to explore concepts in non-linear ways, experiment with different perspectives, and express their individual interpretations. These processes strengthen imagination and build confidence, allowing children to view learning as an open-ended and meaningful experience rather than a rigid set of tasks. RЕSULTS АND DISСUSSIОN One of the major challenges in improving creative competence through art pedagogy lies in the traditional structure of primary education, which often prioritizes standardized outcomes and factual knowledge over creative exploration. In many classrooms, limited instructional time and rigid curricula restrict opportunities for artistic activities. As a result, art is sometimes treated as a supplementary subject rather than an integral pedagogical tool. This approach reduces the potential of art pedagogy to influence broader learning outcomes. Addressing this issue requires a shift in educational priorities, where creativity is embedded across subjects and artistic methods are used to support literacy, mathematics, and social studies [2]. Another significant issue is the preparedness of teachers to implement art-based pedagogical strategies effectively. Art pedagogy demands not only subject knowledge but also an understanding ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1094 of child psychology, creative processes, and flexible teaching methods. Many primary school teachers lack sufficient training in integrating art into core subjects, which can lead to superficial or mechanical use of artistic activities. Professional development programs focusing on creative teaching methodologies, interdisciplinary lesson design, and reflective practice are essential to empower teachers and enhance their confidence in using art pedagogy as a means of developing creative competence. Art pedagogy also plays a crucial role in fostering emotional and social aspects of creativity. Creative competence is closely linked to emotional intelligence, empathy, and the ability to collaborate with others. Group art projects, dramatization, and musical activities promote communication, cooperation, and mutual respect among students. These experiences help children learn to appreciate diverse viewpoints and develop a positive attitude toward collective problem-solving. However, overcrowded classrooms and limited resources can hinder the effective implementation of such activities. Ensuring supportive learning environments and access to basic artistic materials is therefore a key factor in overcoming these challenges [3]. The integration of art pedagogy contributes significantly to the development of critical and reflective thinking in primary school students. Artistic activities encourage children to analyze, interpret, and evaluate their own work and the work of others. This reflective process enhances metacognitive skills and helps students become more aware of their learning strategies and creative potential. Nevertheless, assessing creative competence remains a complex issue. Traditional assessment methods often fail to capture creative growth, focusing instead on measurable outcomes. Developing alternative assessment tools that emphasize process, originality, and personal progress is necessary to align evaluation practices with the goals of art pedagogy. In the context of rapid technological advancement, digital art tools and multimedia resources present both opportunities and challenges for art pedagogy. Digital platforms can expand creative possibilities by allowing students to experiment with visual design, animation, and sound. At the same time, excessive reliance on technology may limit hands-on artistic experiences that are essential for sensory and emotional development. A balanced approach that combines traditional artistic practices with digital tools can enhance creative competence while preserving the expressive and experiential nature of art-based learning [4]. СОNСLUSIОN In conclusion, improving creative competence in primary school students through art pedagogy requires addressing a range of pedagogical, organizational, and methodological issues. Integrating art across the curriculum, strengthening teacher preparation, fostering supportive learning environments, and developing appropriate assessment strategies are essential steps in this process. Art pedagogy offers a powerful means of cultivating creativity, emotional intelligence, and reflective thinking, thereby contributing to the holistic development of young learners. By recognizing creativity as a core educational value and systematically applying art-based approaches, primary education can better prepare students for the complex and dynamic challenges of the modern world. RЕFЕRЕNСЕS 1. Eisner E. W. The Arts and the Creation of Mind. – New Haven: Yale University Press, 2012. – 256 p. 2. Robinson K. Out of Our Minds: Learning to Be Creative. – Chichester: Capstone Publishing, 2011. – 320 p. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1095 3. Winner E., Goldstein T. R., Vincent-Lancrin S. Art for Art’s Sake? The Impact of Arts Education. – Paris: OECD Publishing, 2013. – 304 p. 4. Sawyer R. K. Explaining Creativity: The Science of Human Innovation. – Oxford: Oxford University Press, 2012. – 560 p.