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The foundations of a personality-oriented approach in art pedagogy
https://doi.org/10.20913/2618-7515-2022-4-11
Abstract
Introduction. The article deals with the psychophysiological aspects of the personality-oriented approach in art pedagogy. A person-centered approach is a broader concept than an individual approach to learning, but the former is unthinkable without the latter.
Purpose setting. The individual approach is based on differences in the motor profiles of students. Individual motor profile is a system of relations of individual motor levels in the student»s motor skills, according to the concept of N. A. Bernstein. This concept has been further elaborated in the works of modern researchers. According to this approach, human activity is a hierarchical system, at the head of which is the symbolic level, and at the base – the lower motor levels. In different individuals, the development of certain motor levels can vary significantly. Taking into account these differences should form the basis for the formation of an individual approach in art education.
Methodology and methods of the study. The study uses a systematic approach. One circumstance that was not taken into account by N. A. Bernstein at the time is being investigated. According to his classical concept, the highest motor level in the hierarchy acts consciously, and the subordinate levels work outside the actual consciousness. But the motor hierarchy has the same properties as other complex hierarchies. It is capable to generate systemic inversions, as a result of which the lower motor level takes precedence in this system. This is evident in many areas of fine art.
Results. System inversions are especially evident in those areas of art that can be called marginal; for example, abstract expressionism or hyperrealism. In such art movements, the highest symbolic coordination level acts as a service level; it only supplies material to the lower motor levels, through which the artistic intent is carried out. But marginal artistic trends are only an example that demonstrates the potential diversity of motor skills in visual art activity.
Conclusion. The described diversity of motor inclinations allows students with a variety of motor skills profiles to achieve self-realization in the visual arts.
About the Authors
D. A. SevostyanovRussian Federation
Dmitry A. Sevostyanov – Doctor of Philosophical Sciences, Associate Professor of the Department of Pedagogy and Psychology
52 Krasny Ave., Novosibirsk, 630 091
E. V. Lisetskaya
Russian Federation
Elena V. Lisetskaya – Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Design and Art Education of the Institute of Arts
28 Vilyuiskaya Str., Novosibirsk, 630 126
T. V. Pavlenko
Russian Federation
Tatyana V. Pavlenko – Senior Lecturer of the Department of Fine Arts of the Institute of Arts
28 Vilyuiskaya Str., Novosibirsk, 630 126
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Supplementary files
For citation: Sevostyanov D.A., Lisetskaya E.V., Pavlenko T.V. The foundations of a personality-oriented approach in art pedagogy. Professional education in the modern world. 2022;12(4):706-713. https://doi.org/10.20913/2618-7515-2022-4-11
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