Design-based formation of aesthetic experience of fourth-grade students in art lessons

Шпіца, Роксолана Ігорівна and Мієр, Тетяна Іванівна and Мєтьолкіна, Валерія Юріївна (2025) Design-based formation of aesthetic experience of fourth-grade students in art lessons Психолого-педагогічні проблеми сучасної школи м. Умань, Черкаська область, Україна, 14 (2). pp. 153-161. ISSN 2706-6258

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Abstract

The article examines the scientific problem of designing the aesthetic experience formation in 4th-grade students during art lessons. The concepts of experience, aesthetic experience, and aesthetic experience of a fourth grader are clarified. The main focus is on students’ mini-project activities. The article highlights the design-based formation of aesthetic experience as the foundation for artistic and creative activity, the basis of which is artistic creativity. It is determined that aesthetic experience is the result of previous artistic and creative activity during art lessons in grades 1 to 3. Adapted and original creative mini-projects are outlined. The appropriate tools are identified, as well as their use in teachers’ practical work. Practical recommendations and cases are provided. Future research prospects are defined in enriching the line of mini-projects that can be integrated into art projects according to the content of the integrated course “Art” and the thematic planning for grade 4. Aesthetic experience is not only knowledge about art but primarily an internal process of spiritual perception of beauty that shapes the student's personal stance. In turn, the aesthetic experience of fourth graders is a combination of artistic knowledge (in line with the content of the "Art" course) and skills that ensure emotional perception and intellectual understanding of artistic images and phenomena. These are formed within the motivational-creative, emotional-sensory, and axiological-orientational spheres of student activity. It is important to consider that by the 4th grade, the emotional sphere of students becomes more stable. However, the need for play, vivid impressions, and artistic experimentation remains a leading one. It is essential to support students' cognitive interest in art through interactivity, the opportunity to choose, self-evaluate creative results, and experiment. Therefore, the project-based formation of aesthetic experience must take into account both the age-specific characteristics of fourth graders and the components of aesthetic experience (drive, need, incentive, interest, feelings, emotions, experiences, evaluations, tastes, ideals, views) as well as the factors influencing its formation (availability of an emotionally safe environment; interactive interaction; motivational significance; individualization). As an example, we developed a series of mini-projects (Impression Art Diary, Music in Motion, The Color of Music – Painting the Sound, What Emotion Lives in Music?, Two Sides of the Artistic Palette: Good and Evil in Colors and Sounds, My Art – My Choice) to help shape the aesthetic experience of fourth-grade students. The prospects for further research lie in designing the aesthetic experience formation of primary school students through the use of short- and long-term art projects.

Item Type:	Article
Uncontrolled Keywords:	design; project-based formation; experience; aesthetic experience; art lesson; 4th-grade students; artistic and creative activity
Subjects:	Статті у базах даних > Index Copernicus Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра початкової освіти
Depositing User:	лаборант Дарина Анатоліївна Константінова
Date Deposited:	25 Dec 2025 11:55
Last Modified:	25 Dec 2025 11:55
URI:	https://elibrary.kubg.edu.ua/id/eprint/55376

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