Художественно-прикладное творчество как форма деятельности имеет давнюю историю и считается эффективным средством развития творческих способностей личности. Согласно концепции развивающего обучения Д. Брунера, занятия искусством способствуют раскрытию индивидуального потенциала и формированию навыков саморазвития. В современной психологии также подчёркиваются благотворные эффекты художественной деятельности на познавательные процессы и эмоциональное благополучие. Материалы и методы. В исследовании приняли участие 15 студентов в возрасте от 18 до 22 лет, обучающихся в физико-техническом институте. Для них на протяжении полугода был организован научный кружок по художественно-прикладному творчеству. Участники занимались такими видами ремёсел как роспись по дереву, вязание крючком, гончарное дело. Исследовалась динамика развития их навыков и уровень удовлетворённости занятиями. Результаты. Большинство студентов продемонстрировали высокую мотивацию и значительный прогресс в овладении различными приёмами художественной обработки материалов. Повысился уровень терпения и внимания к деталям. У многих также наблюдалась позитивная динамика в эмоциональном состоянии и жизненной перспективе. Материалы и методы исследования В настоящем исследовании был использован комплекс психолого-педагогических методов, позволивший провести всесторонний анализ процесса развития художественно-прикладного творчества у студентов. В качестве объекта исследования была отобрана группа из 15 человек в возрасте от 18 до 22 лет, обучающихся по направлениям подготовки «Технология художественной обработки материалов» в одном из вузов города. Добровольное согласие на участие в эксперименте было получено от всех респондентов. На протяжении 6 месяцев респонденты посещали занятия научного кружка по художественно-прикладному творчеству, проходившие 1 раза в неделю. На занятиях им были представлены основные техники декоративно-прикладного искусства, в том числе: - роспись по дереву масляными и акриловыми красками в стиле фольклорных орнаментов; - вязание крючком изделий декоративно-прикладного назначения (салфетки, заколки и др.); - элементарные приемы гончарного ремесла (лепка, роспись) для изготовления декоративных тарелок и глиняной посуды из местного материала. Для более полной характеристики результатов исследования был проведен детальный анализ динамики показателей у каждого участника в отдельности. Так, у одного из студентов (No8) показатель тревожности снизился с 34 до 21 балла. Коэффициент эмоциональной устойчивости возрос с 45% до 62%. У другого респондента (No2) при овладении техникой вязания крючком наблюдался рост показателя с 1,5 до 4 баллов. Значение шкалы депрессии уменьшилось с 21 до 12 баллов. Студент No11 отличился уверенным овладением гончарным ремеслом. Его показатель сформированности навыка вырос с 2 до 4,8 балла. Уровень тревожности снизился на 9 баллов (с 28 до 19 баллов). Участница No3 продемонстрировала стремительное развитие навыков росписи по дереву, достигнув к концу эксперимента 5 баллов при стартовом показателе 2,2 балла. Ее коэффициент эмоциональной устойчивости повысился на 11%.
Artistic and applied creativity as a form of activity has a long history and is considered an effective means of developing creative abilities of a person. According to D. Bruner's concept of developmental learning, art classes contribute to the disclosure of individual potential and the formation of self-development skills. Modern psychology also emphasizes the beneficial effects of artistic activity on cognitive processes and emotional well-being. Materials and methods. The study involved 15 students aged 18 to 22 years studying at the Institute of Physics and Technology. For them, a scientific circle on artistic and applied creativity was organized for six months. The participants were engaged in such types of crafts as wood painting, crocheting, pottery. The dynamics of their skills development and the level of satisfaction with classes were studied. Results. Most of the students demonstrated high motivation and significant progress in mastering various techniques of artistic processing of materials. The level of patience and attention to detail has increased. Many also had positive dynamics in their emotional state and life perspective. Materials and methods of research In this study, a set of psychological and pedagogical methods was used, which made it possible to conduct a comprehensive analysis of the process of development of artistic and applied creativity among students. A group of 15 people aged 18 to 22 years old, studying in the fields of training "Technology of artistic processing of materials" at one of the universities of the city, was selected as the object of the study. Voluntary consent to participate in the experiment was received from all respondents. For 6 months, the respondents attended classes of the scientific circle on artistic and applied creativity, which took place 1 time a week. During the classes, he was presented with the basic techniques of decorative and applied art, including: - wood painting with oil and acrylic paints in the style of folklore ornaments; - crocheting of decorative and applied products (napkins, hairpins, etc.); - basic techniques of pottery (molding, painting) for making decorative plates and pottery from local materials. For a more complete description of the results of the study, a detailed analysis of the dynamics of indicators for each participant was carried out separately. Thus, one of the students (No8) had an anxiety index decreased from 34 to 21 points. The coefficient of emotional stability increased from 45% to 62%. Another respondent (No2) showed an increase in the indicator from 1.5 to 4 points when mastering the crochet technique. The value of the depression scale decreased from 21 to 12 points. Student No11 distinguished himself by his confident mastery of pottery. His skill formation score increased from 2 to 4.8 points. The anxiety level decreased by 9 points (from 28 to 19 points). Participant No3 demonstrated the rapid development of wood painting skills, reaching 5 points by the end of the experiment with a starting score of 2.2 points. Her emotional stability coefficient increased by 11%.
Artistic and applied creativity as a form of activity has a long history and is considered an effective means of developing creative abilities of a person. According to D. Bruner's concept of developmental learning, art classes contribute to the disclosure of individual potential and the formation of self-development skills. Modern psychology also emphasizes the beneficial effects of artistic activity on cognitive processes and emotional well-being. Materials and methods. The study involved 15 students aged 18 to 22 years studying at the Institute of Physics and Technology. For them, a scientific circle on artistic and applied creativity was organized for six months. The participants were engaged in such types of crafts as wood painting, crocheting, pottery. The dynamics of their skills development and the level of satisfaction with classes were studied. Results. Most of the students demonstrated high motivation and significant progress in mastering various techniques of artistic processing of materials. The level of patience and attention to detail has increased. Many also had positive dynamics in their emotional state and life perspective. Materials and methods of research In this study, a set of psychological and pedagogical methods was used, which made it possible to conduct a comprehensive analysis of the process of development of artistic and applied creativity among students. A group of 15 people aged 18 to 22 years old, studying in the fields of training "Technology of artistic processing of materials" at one of the universities of the city, was selected as the object of the study. Voluntary consent to participate in the experiment was received from all respondents. For 6 months, the respondents attended classes of the scientific circle on artistic and applied creativity, which took place 1 time a week. During the classes, he was presented with the basic techniques of decorative and applied art, including: - wood painting with oil and acrylic paints in the style of folklore ornaments; - crocheting of decorative and applied products (napkins, hairpins, etc.); - basic techniques of pottery (molding, painting) for making decorative plates and pottery from local materials. For a more complete description of the results of the study, a detailed analysis of the dynamics of indicators for each participant was carried out separately. Thus, one of the students (No8) had an anxiety index decreased from 34 to 21 points. The coefficient of emotional stability increased from 45% to 62%. Another respondent (No2) showed an increase in the indicator from 1.5 to 4 points when mastering the crochet technique. The value of the depression scale decreased from 21 to 12 points. Student No11 distinguished himself by his confident mastery of pottery. His skill formation score increased from 2 to 4.8 points. The anxiety level decreased by 9 points (from 28 to 19 points). Participant No3 demonstrated the rapid development of wood painting skills, reaching 5 points by the end of the experiment with a starting score of 2.2 points. Her emotional stability coefficient increased by 11%.