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AROUSING STUDENTS' INTEREST IN ART THROUGH CREATIVE
ACTIVITIES
Da la o a Aziza
Bukha a S a e Pedagogical Ins i u e, Mas e 's s uden
Anno a ion
This a icle p o ides a comp ehensi e analysis o he pedagogical, psychological and
me hodological impo ance o c ea i e ac i i ies in he e ec i e o ganiza ion o ine
a s classes in seconda y gene al educa ion ins i u ions. The ole o c ea i e ac i i ies
in he o ma ion o s uden s' aes he ic pe cep ion, a is ic as e, imagina ion and
c ea i e hinking is co e ed in a scien i ically and heo e ically g ounded manne . The
s udy explo es he po en ial o in e ac i e me hods, game echnologies, an in eg a i e
app oach and digi al ools in a educa ion. The a icle p esen s ex ended scien i ic
conclusions on he ole o c ea i e ac i i ies in a ousing s uden s' sus ainable in e es
in a , enhancing mo i a ion and de eloping c ea i e ac i i y.
Keywo ds: c ea i e ac i i ies, in e es in a , c ea i i y, ine a s, mo i a ion, aes he ic
pe cep ion, pedagogical echnology.
INTRODUCTION
The globaliza ion o he 21s cen u y, he apid de elopmen o he digi al economy,
and he p ocesses o in e cul u al in eg a ion pose an u gen ask o educa ion o
de elop a pe son's c ea i e hinking, independen decision-making abili y, and
aes he ic consciousness. Fine a s is conside ed a complex discipline ha se es no
only o mas e d awing skills, bu also o o m a is ic as e, aes he ic pe cep ion,
composi ional hinking, c ea i i y, and cul u al awa eness in s uden s.
The ole o c ea i e ac i i ies in he educa ional p ocess is especially impo an ,
because hey ans o m he s uden om a passi e lea ne in o an ac i e c ea i e pe son.
Psychologis s (Vygo sky, 1978; Ga dne , 1999) s a e ha in he p ocess o c ea i i y,
he s uden e eals his hidden abili ies, gene a es knowledge h ough pe sonal
expe ience, and s i es o exp ess himsel eely.
In ou coun y, e o ms such as he mode niza ion o ine a s educa ion, he
in oduc ion o c ea i e pedagogy p inciples, and he implemen a ion o he STEAM
app oach a e u he inc easing he impo ance o c ea i e ac i i ies. The e o e, he
scien i ic analysis o c ea i e ac i i ies and he de e mina ion o hei impac on s uden
in e es a e an u gen issue in pedagogical heo y and p ac ice.
Theo e ical and pedagogical ounda ions o c ea i e ac i i ies
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Resea che s in e p e c ea i e ac i i ies as a syn hesis o he p inciples o ac i i y-
based lea ning, ee sea ch me hods, pe son-cen e ed educa ion, and cons uc i ism.
Pedagogical heo e ical ounda ions. The p inciple o cons uc i ism (Piage , B une ):
The s uden o ms knowledge no in a eady-made o m, bu independen ly in he
p ocess o c ea i e ac i i y. In ine a s ac i i ies, his p inciple is mani es ed h ough
expe imen a ion wi h colo s, he p ocess o inding o ms, and composi ional esea ch.
Ac i i y-o ien ed educa ion: The s uden c ea es new knowledge h ough his o he
own ac i i ies. In a lessons, c ea i e asks, p ojec s, and isual expe imen s ensu e
he s uden 's pe sonal ac i i y.
Pe son-cen e ed app oach: The empe amen , in e es , and le el o imagina ion o each
s uden a e aken in o accoun . C ea i e ac i i ies c ea e he mos a o able oppo uni y
o an indi idual app oach.
Psychological ounda ions. Psychologis s (Vygo sky, Leon ie ) associa e c ea i e
hinking wi h he ollowing men al p ocesses:
• imagina ion
• emo ion
• pe cep ion
• memo y
• di e gen hinking
C ea i e ac i i ies a e conside ed a uni e sal ool ha simul aneously ac i a es hese
p ocesses.
Fundamen als o aes he ic educa ion. A educa ion o ms he ollowing aes he ic
quali ies in he s uden :
• colo sensi i i y
• pe cep ion o o m and p opo ion
• unde s anding o beau y
• a is ic depic ion o eal li e
C ea i e ac i i ies a e a na u al and mos e ec i e o m o aes he ic educa ion.
The ole o c ea i e ac i i ies in s uden s' in e es in a . In e es in a is o med in he
con ex o a combina ion o s able mo i a ion, emo ional s a e and p ac ical ac i i y.
C ea i e ac i i ies na u ally s imula e his p ocess.
Na u al o ma ion o in e es . As he s uden c ea es a pic u e wi h his own hands, his
in e nal mo i a ion o a inc eases. The p ac ical esul encou ages he s uden o new
esea ch.
Emo ional-mo i a ional impac . Wo king wi h colo s, he s uc u e o pain , he
appea ance o o m e oke posi i e emo ions such as joy, su p ise, sa is ac ion in he
s uden .
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De elopmen o aes he ic hinking. Analyzing wo ks o a , hinking abou one's own
wo k, choosing colo s - all his de elops aes he ic consciousness.
Independence and ee hinking. In c ea i e ac i i ies, each s uden inds his own s yle.
This o ms he skills o ee hinking and independen decision-making.
Inc ease sel -con idence. Each c ea i e wo k is a small achie emen . As he s uden 's
wo k is ecognized, his in e es in a is u he s eng hened.
Me hods o o ganizing c ea i e ac i i ies. To e ec i ely o ganize c ea i e ac i i ies,
he eache mus use a numbe o me hods and echnologies.
In e ac i e me hods
“B ains o ming”
“Ladde -s ai case”
“Galle y walk”
“C ea i e g oup p ojec s”
“Colo psychology” expe imen s
In e ac i e me hods inc ease he c ea i e ac i i y o s uden s, encou age ee hinking.
P oblem-based exe cises
S uden s a e gi en he ollowing asks:
• independen ly choose a colo combina ion
• c ea e an image app op ia e o he opic
• ind composi ional solu ions. This me hod equi es esea ch, expe imen a ion, and
c ea i e decision-making.
In eg a ed lessons
A :
• wi h music — ha mony o hy hm and mo emen
• wi h li e a u e — in e p e a ion o images
• wi h his o y — depic ion o cul u al he i age
• wi h echnology — design p inciples
In eg a ion o ms a comp ehensi e app oach o a in s uden s.
Digi al echnologies. In mode n a educa ion, digi al ools c ea e a wide ange o
oppo uni ies: g aphic able s, Tinke cad, Ske chbook, P oc ea e p og ams, 3D
modeling, c ea ing images using a i icial in elligence
Digi al echnologies a e in line wi h he in e es s o young people and inc ease he
mo i a ion o he lesson. Game echnologies: he game “Wo ld o Colo s”, he
compe i ion “C ea e an Image”, “Fan asy Exe cises”. Games based on he p inciples
o c ea i e pedagogy enhance c ea i e ac i i y in s uden s.
Condi ions o inc easing he e ec i eness o c ea i e ac i i ies
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In o de o c ea i e ac i i ies o yield high esul s, he ollowing condi ions mus be
me :
1. The lesson should be held in an emo ionally posi i e a mosphe e
2. Taking in o accoun he abili ies o s uden s
3. Su icien a ailabili y o p ac ical ools
4. A is ic skills and me hodological aining o he eache
5. C ea i e o ms o encou agemen
6. O ganizing egula exhibi ions o s uden s' c ea i e wo ks
7. Suppo ing he s uden 's indi idual s yle
These condi ions s eng hen c ea i e ac i i ies as an e ec i e pedagogical mechanism
o a ousing in e es in a .
Conclusion. C ea i e ac i i ies no only de elop he s uden 's d awing skills, bu also
play a signi ican ole in his pe sonal, aes he ic and in ellec ual de elopmen . As
analyzed in he a icle, c ea i e ac i i ies:
• a ouse a s able in e es in a
• cul i a e he s uden 's c ea i e hinking
• o m aes he ic pe cep ion and a is ic as e
• de elop independen hinking
• e eal he c ea i e po en ial o he indi idual
The e o e, he widesp ead use o c ea i e ac i i ies in ine a s lessons is one o he
mos impo an ac o s inc easing he e ec i eness o educa ion. Th ough hem,
s uden s de elop a lo e o a , a is ic and aes he ic consciousness is o med, and a
cul u e o c ea i i y is de eloped.
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