INTEGRATED ART AS A TOOL FOR THE DEVELOPMENT OF CRITICAL THINKING APPLICANTS FOR PRIMARY EDUCATION

Abstract

For more than ten years, modern psychology and pedagogy have preferred effective and original educational tools, the main purpose of which is to reveal the potential of modern art, the development of critical thinking that can be used in the study of various school subjects. Modern society, like life, is very demanding, it needs citizens who are able to think flexibly and dynamically, are able to navigate the variability of life, can make unusual decisions. Critical thinking of contemporary art is a jewelry tool for understanding the new educational paradigm focused on the adaptation of free communication in the world. Life proves that thanks to creativity, flexibility, the ability to generate new ideas, society will be easier to navigate in the most difficult times. How to prepare primary school students for life activities and fruitful work? Why should teachers and their students understand contemporary art? Scientific research (Kolotilo O.) proves that the main tasks of teaching an integrated course «art» are to reveal creative talents, stimulate artistic and figurative thinking, education of aesthetic taste of the individual in early school age and later independent life. In the process of a brief review of the history of modern art, the development of cultural values, the development of artistic and figurative thinking is formed on the basis of the idea of «beautiful». The demand for creative, intellectually developed people is very high.The classification of types of thinking has its origins in the works of Aristotle, who built the sphere of «speculation» and «pure reason» on a system of universal abstractions. Psychologists, in turn, consider several types of thinking: visual, concrete and abstract, intuitive and critical thinking. The scientific prism of intellectual and practical activity emphasizes the unity of thinking with the feelings of perception of the world around. Thanks to critical thinking, the child goes beyond sensory cognition. L. Masol, S. Zhupanin and F. Shchegel agree that the methodological basis for understanding the essence of the artistic image are the philosophical provisions of the theory of knowledge, interpret thinking as a holistic expression of human essence, where feelings and imagination provide diversity of implementation. Each of us is an artist, and creativity brings us great pleasure. In art, a person gets many opportunities to express their feelings and emotions. Creative talents in children are no longer perceived as internal uncontrolled processes. Creativity – a constant companion of child development, and in a broader sense – a necessary condition for existence. With the help of an integrated art course introduced by the New Ukrainian School, primary school students expand their knowledge of the ideas and features of contemporary art and develop skills to implement various components of contemporary art in their professional activities.