DECORATIVE AND APPLIED ARTS AS A PEDAGOGICAL TOOL FOR DEVELOPING STUDENTS’ AESTHETIC CULTURE

Abstract

The article examines decorative and applied arts (DAA) as an effective pedagogical tool for developing students’ aesthetic culture in general education. The study is based on cultural, axiological and activity-based approaches, as well as on the conceptual provisions of Russian pedagogy and psychology (L.S. Vygotsky, B.T. Likhachev, A.V. Bakushinsky, B.M. Nemensky, etc.). Aesthetic culture is interpreted as an integrative quality of personality, including cognitive, value-semantic, emotional-figurative, operational-activity and reflexive-evaluative components. The article presents a conceptual model of the formation of aesthetic culture by means of applied arts, including target guidelines, modular content, organizational and pedagogical conditions, forms of artistic and creative activity and performance criteria. The importance of the ethnocultural and inclusive potential of applied arts, museum pedagogy and project forms of work is emphasized. The pedagogical functions of applied arts are analyzed – axiological, culture-forming, communicative and creative. Conclusions are made about the high efficiency of applied arts in the development of artistic taste, creative initiative and respectful attitude to cultural diversity.