Khadyrbayeva Indira Eskendirovna
Lecturer, Master of Psychology, Department of pedagogy and education management
Philosophy and Political Science Al-Farabi Kazakh National University
indirakadyr@bk.ru, 8 702 737 9000
ART PEDAGOGY IN MODERN EDUCATION
Түйін. Бұл мақалада қазіргі білім берудегі арт педагогика, сонымен қатар арт педагогиканың әдістері қарасты-
рылған.
Резюме. В этой статье рассматривается арт педагогика в современном образовании, а также методы арт
педагогики.
Summary. This article focuses on art pedagogy in modern education, as well as methods of art education.
Modern education is at a critical stage of
development. It is a mirror of society and therefore
is constantly looking for new ways and technologies
able to increase the assistance to the teacher in
achieving the educational goals is to teach and educate
harmoniously developed citizen, capable to create and
build. The purpose of spiritual revival of human values
is particularly relevant to the emergence of the art of
pedagogy [3].
The term "Art pedagogy" is not yet sufficient, in
our opinion, used in the educational environment,
while the separate ideas of this developing area of
pedagogical knowledge are becoming increasingly
popular among teachers and students. Art in all times
was the most important means of communion with the
universal values through its own internal experience
through personal emotional experience, through
personal involvement in the creative process. Indian
philosophy argues that the reflection of peace of soul
and peace can be realized through music. No art can
inspire a person as music. Any person dealing with this
art, reaches in this or that region a high degree of the
sublime "fields of thought" [1].
Art pedagogy – is an independent branch of
pedagogical science that studies the patterns of
education and human development by means of art.
Art pedagogy has General pedagogy one end goal – to
help for child learn to understand themselves and to
live in harmony with yourself, learn to live together
with other people, learn to understand the world, to
help developing person in his or her socialization and
self-realization. Feature of the art of pedagogy is that
it operates by means of art and artistic and creative
activities with developmental and educative potential.
The tasks and functions of art pedagogy differ
significantly from existing programs of art education,
the goal is not teaching drawing and developing the
ability to self-expression, self-knowledge, to the
acquisition of communication skills. Art pedagogy
helps to develop children's imagination, attention,
creative thinking, the ability to freely Express their
feelings and moods, to work in a team. This pedagogical
direction solve various educational problems:
facilitates learning a child and teacher; allows you
to work through the learning material based spiritual
and emotional experience of the teacher and the pupil;
helps to build relationships between the teacher and
students, to create favorable conditions for dialogue,
without which no productive training; contributes to
the preservation of the integrity of the human person,
acting primarily in the process of learning on ethical,
aesthetic, emotional sphere of personality; facilitates
the adaptation of the personality in the society and
others. The main ideas of the art of pedagogy include:
the idea of humanization, creativity, integrative and
reflexivity. The idea of humanism – foundational to the
art of pedagogy, it becomes a principle of work of the
art teacher if it is implemented in relation to each child,
regardless of artistic, intellectual and other abilities of
the child. The belief in the individuality of the child
involves much work of the teacher over himself,
over his attitude to children, which do not cause the
sympathy of the teacher. Priority is given to educational
objectives: the saturation of the learning process eternal
problems of Good and Evil, Love and Wisdom, Beauty
and Harmony, etc. The person becomes creative,
creating in the process of creative activity the product
is only in a free creative environment. Creative ability
cannot arise from coercion. Therefore, before the art
teacher comes the question of how to create conditions
that will stimulate favorable creative arts. The idea of
reflexivity is the willingness and the ability to think
imaginatively and to overcome the problem - conflict
situations; the ability to gain new meanings and
values, to adapt to unusual systems of interpersonal
relations, to put and solve practical problems unusual.
The idea of integrative inherent in the very essence of
the art of pedagogy. First of all, it is an integration of
art, pedagogy, psychology and other fields of human
knowledge. The harmonious combination of all
species and forms of organization of various artistic
activities aimed at enriching moral and the aesthetic
appearance of the student. In addition it is about the
combination of three modalities (visual, auditory
and kinesthetic sensations) in the development of the
child's experience [3].
The content archidiocesano classes is formed
according to the principle of "double-layer cake":
the content of the topic enriched the contents of that
particular type of art that ultimately are integrated
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into each other to give the effect of optimization of
cogitative activity, educational influence the content
of classes on the spiritual realm of the pupil [2]. In
art pedagogy objectives of education and development
prevail over didactic purposes. The interaction of the
teacher and the learner in the creative process greatly
enhances the effectiveness of emotional-personal
development of the student, facilitates the process of
self-discovery, self-improvement, self-realization, self-
development and self-realization. The modern teacher
needs to pay close attention to a fairly new trend in
the field of education – art pedagogy. This is not an
additional education and extracurricular activities, is a
technology that creates the most favorable conditions
for self-development and who becomes the person of
new formation. In pre-school educational institutions,
schools and universities every lesson should be
filled with art pedagogical methods and techniques,
respectively the age and individual peculiarities of
pupils. In these circumstances, the professional activity
of the teacher requires a different, non-psychological
readiness to work with the students. Obviously,
you want to revise the content of pedagogical and
psychological disciplines at the University as future
teachers, and in system of improvement of professional
skill and retraining of teachers.
Today the system of education need a teacher
holding not just standardized subject didactics of
learning, and, according to A.G. Asmolov [4] cultural-
historical variable didactics, which is the productive
system-reflective technology to create a constructive
environment for the development of subjects of
educational process.
Bibliography :
1. Art pedagogics and art therapy in vocational education: the textbook for higher education institutions / E.A. Medvedev,
I.Yu.Levchenko [etc.]. – M, 2001.
2. Sokolova T.A. Teoretiko-metodologichesky fundamentals of art pedagogics //Open class: network educational
communities. –2009 [E/r]. –R/d: http://www.openclass.ru/node/7719
3. Anisimov V.P. Art-pedagogika as system of psychological maintenance of educational process//Messenger of regional
public institution.–2003.–No. 4.
4. Asmolov A.G. Personality Psychology. M .: MGU, 1990. - 367 p.
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Musaeva Kulia
Senior master teacher of Khoja Akhmet Yassawi international Kazakh- Turkish University
Burkitbaeva Meruert
Senior master teacher of Khoja Akhmet Yassawi international Kazakh- Turkish University
GAMES AS A WAY OF MASTERING THEMATIC VOCABULARY
Resume. This article deals with types of games helping to master thematic dictionary of a lesson.
Түйін. Бұл мақалада шет тілі сабағындағы тақырыптық жаңа сөздерді меңгерудегі ойындар түрлері
қарастырылады.
Резюме. В данной статье рассматриваются типы игр, помогающих освоить тематический словарь
урока.
“Games are a vital part of a teacher’s equipment,
not only for language practice they provide, but also
for the therapeutic effect they have. They can be used
at any stage of a class to provide an amusing
and challenging respite from other classroom activity
and are especially useful at the end of along day to
send pupils away feeling cheerful about their English
class”. [1].
Games can be the media to teach vocabularies
to young learners for some reasons. According to
Wright, Bitteridge, and Buckby “games can be found
to give practice in all the skills (reading, writing,
listening, and speaking), and for many types
of communications (e.g. encouraging, criticizing,
agreeing, explaining)”.
Games are used to make the children easier
to understand and remember vocabularies in some
topics. By using games, the children do not feel that
they learn something through that activity. Through
games, pupils become active learners. Vocabulary
should be mastered by the young learners so that they
will be easy to understand the language. The way to
make them easy in learning vocabulary is by giving
a good method in teaching. The teacher should have a
creative way in giving the materials to the pupils, one
of the ways is by doing some fun activities.
“Children play and children want to play. Children
learn through playing. In playing together, children
interact and in interacting they develop language”
[2].Similarly, Virginia in her book Techniques in
Teaching Vocabulary said that “there is truth in the
belief that experience is the best vocabulary teacher
“[1].
Based on the statements above, we can conclude
that in teaching vocabulary the teacher should be able
to create some various fun activities. The aim of that
way is to make the student easier in understanding
the materials and easier in memorizing the new
words. Through experiences with situations in
which a language is used by the pupils, they will be
easy to learn and used the language. Besides, we also
know that young learners have a high curiosity in
learning something new. But they will be able to get
bored easily if there is the same method in teaching.
So the various kinds of fun activities are needed to
attract them and increase their attention in learning
English. One of the fun activities which can be
used in teaching English to the young learners is by
using games.
According to Harmer, “At the same time
children’s span of attention or concentration is less
than adults. Children need frequent changes of
activity: They need activities which are exciting
and stimulate their curiosity: They need to be
involved in something active (They will usually not
sit and listen)”:
For primary school age visual-figurative thinking,
with the dominance of the emotional sphere is basic
[3]. In this regard, the optimal way of learning coherent
expression for the younger pupils is the use of pictorial
visual aids in the form of pictures and imaginative
schemes.
The explanation of a new word is accompanied by
an illustration. Since several words are introduced at
the lesson, we prepare pieces of paper with a graphic
image of the word and the accompanying picture in
advance for the children. The pupils glue this paper
to the special dictionary. Thus, the lexicon is stored,
with which pupils make statements already relying on
schemes using those pictures.
In order to track the results of the conducted
work, generalized characteristics of possession of
communicative competence was allocated in the
speaking section in English lessons in 2, 3 and 4 classes
(criteria and indicators). On this basis, the dynamics of
pupils’ mastering skills of constructing dialogic and
monologic statement in two years and a qualitative
analysis of learning progress and diagnostics ratio of
pupils to the subject of English were analyzed.
Development of communicative abilities is the
main component of learning a language. Mainly
communicative competence is considered as a system-
forming competence, which are essential for the
development of any information or socio-cultural,
either compensatory or academic component of
education in the modern sense.
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There were five steps which were used by the
writer in her process of teaching vocabulary by using
games, they are:
1. Motivating Strategies
a. Greeting
Greeting is the first step which is needed in
the beginning of the lesson. It is used to make the
pupils familiar in expressing English greetings. The
writer always greeted the pupils before starting the
lesson, for example:
Teacher: Good morning pupils.
Pupils: Good morning Ms. Nova.
Teacher: How are you today?
Pupils: I am fine, thank you, and you?
Teacher: I am fine too. Thank you.
b. Warming up
Warming up or brainstorming is used to make
the pupils interested in the lesson and it gives a
chance for them to express their opinion. The writer
did it by asking some questions related to the material
which would be discussed in the lesson. For example
the topic of the material was about public places. The
writer gave the questions about public places by using
some clues.
Teacher: Okay pupils, now Ms. Nova will give
you a description about a place, and please guess
what place is it. Are you ready for that?
Pupils: I am ready Ms. Nova
Teacher: Good. Now let’s start. If you know the
answer please raise your hand. It is a large place. If
you want to enter this place, you must buy a ticket.
There are elephants, lions, giraffes, snakes, monkeys,
and other animals. What place is it?
Livy: Zoo, Ms.
Teacher: Yes. That’s right. The answer is zoo. How
do you spell it?
Livy: Z-O-O.
Teacher: (while write those letters in the
blackboard) Good job Livy.
It was done to make the pupils ready in accepted
the material for that day. It could also make the
pupils more interested and enjoy in learning the
material.
2.Presentation Strategy
In this step, the writer began to explain
the material by giving some skills that must be
mastered by them in learning English. They are
listening, speaking, reading, writing, vocabulary, and
simple grammar.
a. Teaching Listening and Speaking
In teaching listening the writer used some colored
pictures. In addition colored picture could make the
pupils easier to imagine the real objects and more
interested in learning the material. Firstly the writer
showed the pictures and then mentioned the name of
the picture and after that the pupils must repeat after
her. The material was about public places. The writer
showed the pictures of people in public places [5].
Teacher: (show the picture of student in a library)
Nina is in the library.
Pupils: Nina is in the library.
Teacher: (show the picture of a boy in a restaurant)
Tommy is in the restaurant.
Pupils: Tommy is in the restaurant.
After that the writer pointed the pupils to
answer her questions. It was done to check whether
the pupils gave attention to the lesson or not.
Teacher: Ok, now Sevan please make a sentence
based on this picture. (show the picture of a man in
a mosque)
Sevan: Lolo is in the mosque.
Teacher: Yes. Great. Now Lolo, what about this
picture? (show the picture of a boy in the swimming
pool)
Lolo: Tomo is in the swimming pool.
Teacher: Very good, Lolo.
Those dialogues could improve their listening
and speaking ability. They were not only listened
what teacher said but also could ask or say
something in English too. From those dialogues
the pupils also learned simple grammar indirectly.
b. Teaching Reading and Writing
In teaching reading and writing the writer used
some colored pictures as the teaching media. First
the writer asked the pupils to open their book on page
88. After that the writer asked them to concern in the
picture of a boy in the swimming pool. Then the writer
read the dialog text sentence by sentence and the pupils
have to repeat after her [5]. For example:
A: Where is Ali?
B: He is in the library.
C: What is he doing?
D: He is reading a book.
After finishing reading all the dialogs together,
the writer asked the pupils one by one to read the
dialog. Sometimes the writer corrected the wrong
pronunciation of some pupils. Afterward the writer
asked the pupils to answer some questions written in
their book.
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Mira: Where is Tessa?
Martin: She is in the ... .......
Mira: What... ... doing?
Martin: She is ... ........... .
Dita: Where ... Koko?
Rina: He ...in... ... .. ... .... .
Dita: What ... ... ... . ?
Rina: He ... ... ...... a letter.
Nina: Where ... Bobby?
Tessa: He ... in ... ... ....... .......
Nina: What is ... ... ..... ?
Tessa: ... ... ... ...........
3. Skill Practice
After the writer explained the material on that
day, she gave some exercises to the pupils. The
aim of this activity is to measure the pupils’ ability
in memorizing and understanding the lesson that they
learned before. The writer used simple games to make
them enjoy in doing their task. The following were the
games applied by the writer in teaching public places:
a. Complete the Words and Match Them with the
Pictures
This game is related to the theme public places.
The writer provided papers contained some public
places pictures with its meaning in missing word
form. Then the writer asked the pupils to complete
the words and after that they must match the words
with the correct pictures. (на след. стр).
In this game the pupils must write the correct letters
so that they can make a right word. After that they
match the word with the correct picture. Through
this game, it is expected that the pupils could improve
their writing ability.
Thus, games as a form of emotional and practical
development of communicative competences
encourage the children to take initiative, expand the
range of emotional experiences and, more importantly,
help include children with special educational needs
(in our case – orphans) in children’s team through
communication, establishing verbal contacts. The
child’s communication is not only the ability to contact
and engage in conversation with interlocutor, but
the skill of careful and active listening and hearing,
using facial expressions, gestures for more emotional
expression of their thoughts. Awareness of their own
and other people’s unique features influence the course
of constructive communication.
References
1. Hadfield, Jill. Elementary Vocabulary Games. Pearson Education Limited. Harlow, 1998.
2. Khan, Julia. “Using games in teaching English to young learners”. In Teaching English to Children.
HarperCollins Publishers. London, 1991.p.142-157.
3.N.D.Galskova - Modern methods of teaching foreign languages. Moscow 2000.
4. M.F. Stronin - Educational games on English lesson. M: "Enlightenment" in 1981.
5. Yemelyanov Elena,The role of gaming technologies in formation of communicative competence of primary
school pupils, Festival of pedagogical ideas “Demonstration lesson”, www.google.kz.
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Beskempirova Aigul Usserbaevna
English Philology Department, aigul.beskempirova@ayu.edu.kz
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