Kalieva K.M.

Ph.D., lecturer

Kazakh University of International Relations and Foreign Languages named after Abylai Khan, Almaty, Kazakhstan

Aesthetic upbringing of students by means of folk pedagogics

In recent years, there is increased attention to the theory and practice of aesthetic education as an important means of forming relationships to reality, moral and intellectual education, i.e. as a means of identity formation. the ability to perceive the perfect, show profound aesthetic sense to reality and the ability to create in art - important components of man's spiritual life. And feelings and abilities do not exist on their own, they should be seen in the actions.

Effect of aesthetic education and training is only achieved if the educatee does not just occasionally come across with certain phenomena of art, artistic ideas, images, but is immersed in a certain environment, providing exposure to all areas of its sensory perception of the world and worldview. Under these conditions it is especially important to use the rich experience and ideas of aesthetic education available in folk pedagogy.

G. Volkov, founder of ethnopedagogics emphasizes the importance of human values in upbringing. He believes that the main components of folk pedagogy - the eternal spiritual values, and eternity here is synonymous with long-term functioning but not "unchangeability" [1]. Through these spiritual values it is necessary to get acquainted with the past epochs, generations and their heritage to comprehend the culture of other nations, to become morally and aesthetically enriched.

The results show that the aesthetic education in folk pedagogy is an organic part of the whole educational process and its roots come from the distant past.

In folk pedagogy there was formed an emerged aesthetic ideal that defines the basic content of the aesthetic education of the younger generation. This ideal is a generalized image that embodies the concept of beauty and glory. Under glory people understand life in its continuous development, the movement to progress. Features of beauty and glory people saw in the phenomena of nature, family and social life, communication, art crafts, expressive sound (music), organized movements of the human body (plastic, dancing), artistic expression.

Analysis of the national experience of upbringing shows that the artistic expression of the ideal of beauty acted as a historical memory of the people that contributed to the creation of beauty and exaltation of man as a creator, helping in the fight against evil, immorality, basic personality traits: vanity, greed, laziness, stupidity. World of beauty and aesthetic culture in the views of people were not separated from spirituality and is inextricably linked with life in its most varied forms, with humane treatment of a person.

The ideal goal of aesthetic education was achieved due to consistent decision of some educational problems which can be divided into two groups.

The first task involves familiarizing children with aesthetic values. Developing the ability to see, feel, perceive, understand and evaluate the perfect in all its forms in the practice of education found its expression in the development of aesthetic sense and the aesthetic concepts. Building a culture of human relations and behavior based on aesthetic categories such as love, kindness, respect for elders, the humane attitude to people. Much attention is paid to developing the ability to appreciate and cherish the beauty of the body and health. People realized that only a strong and healthy generation can withstand hardships and appreciate life in all its manifestations. Organization of everyday life in concord and harmony with nature would have been unthinkable without its aesthetic development, nurturing love and respect of nature as a source of beauty.

The development of the aesthetic ideal of the people was greatly influenced by the great treasure of beautiful surrounding nature: snow-capped mountains and scenic forests, vast steppes, swift mountains or calm majestic lowland rivers, variety of colors, clarity and transparency of the air. Glory of nature was understood as the highest absolute beauty. Nature was chanted by the people, challenged and inspired to work, good deeds and acts. Parents, adults showed caring attitude of love for nature.

Subtle perception by people of the beauty in life and nature, a correct understanding of it can be seen in the oral folklore. For example, many songs of the Kazakh people have a description of a beautiful natural phenomena and objects, their vision. And in Kazakh fairy tales, proverbs and riddles we find acute perception of the people of this wonderful diversity, relationship to it [2,3]. Children gradually come to understanding that the good in their relation to nature is the preservation and augmentation of its wealth, beauty, and damage to nature is evil.

An extensive area of manifestation of beauty was presented by different types and genres of art, including painting, music, creative writing. Like other works of folklore, a song carried a huge educational message. It expressed the consciousness of people, contributed to the development of youth worldview, attached them to the cultural values of the people. Original songs and accurate language, depth of thought, vocal intonation are a means to influence not only on the mind but also the feelings of children which enhances their educational impact.

The second group of problems of aesthetic education included the creation of conditions for learning abilities and skills, which provided the involvement of the younger generation in active, creative work and other activities according to the laws of beauty, as well as development of the abilities and talents of children in different areas of the arts.

Exceptional value in aesthetic education of the younger generation had folk games, the most affordable means of pedagogical influence. By means of games kids could reproduce the adult world, prepare themselves for the independent creation by the laws of beauty, accustomed to observe generally accepted ethical standards. Games did not only physically develop a child, but also helped to enrich the knowledge of reality, formed the moral qualities brought aesthetic sensibilities and tastes, ideas and concepts.

Prominent place in the folk pedagogy is allocated to a communication as a means of aesthetic education of children. Focused communication, development of speech, emotionality and expressiveness of speech, the ability to take into account the state of mind of children, inadmissibility of idle, and the most important, warmth and openness of communication style, a sense of feeling someone else's soul too close identified the importance of educating people understanding the culture of communication in connection with solving problems of aesthetic education.

Spiritual values, reflected in the oral and written monuments of folk art suggest that people revealed the content of aesthetic education in the spirit of humanism. It acted as a concrete program for the formation of aesthetic culture of the younger generation, reflecting national characteristics of being.

Humane-democratic views of the people on the essence of aesthetic education vividly manifested in the fact that the people considered the labor as a driving means of pedagogical influence, as a source of spirituality, development of aesthetic feelings, tastes, concepts, ideas, beliefs. It taught young people to find their own happiness in labor. Relevance to modern pedagogy and school is that people could not imagine the existence of glory without the ability to create things according to the laws of beauty.

The glory of labor people saw in the high culture of work, the ability to perform it quickly, accurately, in a truly human relationships necessary for collective action. Based on beauty of the results of labor people judged the beauty of the human: show me what you did, and I'll tell you who you are. Honest, voluntary and free labor, illumined by inquisitive thought, which had a moral basis was considered as a glorious labor.

Work of the artist and folk art got a right to exist as a specific, distinct from the productive work. From one century to another, the people through art expressed their attitude to all the phenomena of life. It was not just the knowledge of what is perfect and what is not; the process of mastering the perfect went through the ideas of kindness, the ugly through evil.

The creator of art was entirely all the people. The researchers found that both adults and children participated in the creative process [4]. The desire to try themselves in art was promoted and respective. But only for special services, individual and unique style of public opinion the title of a craftsman was given. At the same time the main feature of folk art was its practical purpose: the concept of use and beauty in it are inseparable. [5] The people believed that familiarizing children to folk art (folklore, music, architecture, arts and crafts, etc.) contributed to the moral, intellectual and physical development of man.

That's why teachers and parents have the task of teaching children to the correct understanding of beauty in life and in everyday life, particularly the behavior of people and committing moral and noble deeds. Storytellers, singers, craftsmen taught children to distinguish the beautiful from the ugly, ugly from the bad in behavior of people and in the environment, the tragic from the comic: to enjoy it, to sympathize in sorrow, to do good.

Pedagogical wisdom of the people manifested in the fact that the process of education was inextricably linked with the integration of the individual in society and built in accordance with such principles as integrity of life and education, congruity with the nature, culture awareness. These principles formed the basis for establishing a system of tools, methods and techniques of aesthetic education of children.

Comprehending the priceless heritage of the past, deeply delving into the essence of pedagogical views of people it is surely supposed that aesthetic education must be based on people's educational tradition.

Summary

The paper analyzed and systematized the accumulated experience of aesthetic education of the people, disclosed the meaning of aesthetic education as a manifestation of pedagogical wisdom of the people, identified and characterized the basic folk means and methods of pedagogical influence on children and young people for their aesthetic education which were reflected in such sources folk pedagogy as songs and legends, proverbs, songs, riddles and tales. The given article shows the relevance of the traditions of folk pedagogy in aesthetic education of students.

Literature:

1.Volkov G.N. Ethnopedagogy. ACADEMA, 2000, p.5.

2.Kazah folk tales. Almaty. "Oner" 2012.

3.Қazaқ maқal-mәtelderі. Almaty, "Ana tili", 2003.

4.Izmailov A.E. Folk pedagogy: pedagogical views of the peoples of Central Asia and Kazakhstan, Moscow "Pedagogy", 1991, p.58.

5.Zharyқbaev Қ., Қaliev S. Kazak tәlіm-tәrbiesі.Almaty, "Sanat", 1995, p.75.