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Цель статьи - раскрыть содержание этапов методики развития художественного интереса к произведениям гражданско-патриотической направленности во внеурочной деятельности. Теоретической основой исследования являются положения о художественном интересе как определенной стадии развития художественного сознания, связанной с ценностно-смысловым избирательным отношением к художественным явлениям и созидательной художественно-творческой деятельностью. The purpose of the article is to reveal the content of the stages of the methodology for the development of artistic interest in the works of civil and patriotic orientation of extracurricular activities. The theoretical basis of the research is the provisions on artistic interest as a certain stage of the development of artistic consciousness associated with a value-semantic selective attitude to artistic phenomena and creative artistic and creative activity.

Цель статьи - теоретически обосновать критерии, показатели, типы творческих заданий для диагностики развития у обучающихся художественного интереса к произведениям искусства гражданско-патриотической направленности. The purpose of the article is to theoretically substantiate the criteria, indicators, types of creative tasks for diagnosing the development of students' artistic interest in works of art of a civil-patriotic orientation.

The bachelor thesis focuses on the issue of the final phase of the development of spontaneous drawing in connection with the interest in this art activity. The aim of this thesis is to find out whether and how the difference in the development of artistic interest in selected subtests of the intelligence test and test of divergent thinking is manifested. Two groups were compared - children from elementary school and children from elementary art school, result was to find out differences or similarities between these two groups. These two basic groups are further divided into the younger and older age categories. Examined groups in the age of 9 - 13 are in the breaking point of development of artistic interest. The overall structure of the bachelor thesis consists of two parts - theoretical and empirical (with more emphasis on the empirical part). The theoretical part describes the development of spontaneous drawing, followed by a part focused on the personality profile of artificially gifted children. Furthermore, the relationship between drawing and cognitive abilities and the meaning of drawing subtests in intelligence tests and tests of divergent thinking is mentioned in this part. In the empirical part, which uses both quantitative and qualitative methodology, 76 children of younger school age...

M. Levickienė, postgraduate of the Artistic Training Department of Vilnius Pedagogical University, has prepared a master paper on the following topic: “Knowledge of architecture as the means in the process of effectiveness of the artistic interest of the XI – XII grade pupils”. The below indicated problems have been raised in the present paper: what should be a precise description of the universal knowledge of architecture and what influence is made by such knowledge and cognition on the artistic interest of the XI-XII grade pupils? For the foregoing purpose, a pedagogical experiment was carried out in Vilnius Baltupiai secondary school in the course of which, in compliance with the teenagers’ cognitive, identity, psychological art-research literature analysis, a pattern of architecture knowledge and cognition in the lessons of art was drafted. Psychological and art-research literature facilitates to reveal the below-listed main cognition and recognition aspects of architecture: architecture is double recognized – as the world-semanticising, symbolizing and sense-giving side, or as a properly mastered craft. Recognition of tune, harmony, order, symmetry, moral norms and practically useful peculiarities of the object is of great significance with respect to esthetical understanding of architecture. Human physiology, i.e. eyesight, sensation, movement, memory, experience and imagination make great influence on the psychological understanding. In the course of pedagogical... [to full text]