Art therapy as an innovative technology of art pedagogy. Modern problems of science and education Art therapy in pedagogy

Education should help
people to become helpers
to ourselves.
I.G. Pestalozzi

The idea of ​​the need for the interaction of pedagogy and psychotherapy was substantiated as early as 1927 by the German psychiatrist A. Kronfeld in the article “Psychogogy, or the Psychotherapeutic Doctrine of Education”. The author called for the development of such a method that would aim a person at spiritual recovery and personal growth. Art therapy can be chosen as the most acceptable and effective psychotherapeutic direction in working with children. The use of art as a therapeutic factor is quite accessible to the teacher. In this case, special knowledge is not required. Art therapy classes can be considered as one of the innovative forms of work with children.

Although the priority of the theoretical substantiation of art therapy belongs to foreign specialists, our domestic pedagogical science and folk pedagogy have a long experience in using inventive creativity for educational, developmental and correctional purposes.

The term "art therapy" (literally - art therapy) was introduced by A. Hill (1938) when describing his own work with tuberculosis patients in sanatoriums.

According to M. Libman, art therapy is the use of art to convey feelings and other manifestations of the human psyche in order to change the structure of his attitude.

The Russian Encyclopedia of Social Work states that art therapy is methods and technologies for the rehabilitation of persons by means of art and artistic activity. The means of art include: music, painting, literary works, theater, etc.

The modern definition of art therapy is based on the concepts of expression, communication, symbolization, with the action of which artistic creativity is associated.

The methodology of the concept under consideration is based on the belief that the inner “I” of a person is reflected in visual images whenever he spontaneously, without thinking much about his works, draws, paints a picture, sculpts. It is generally accepted that the images of artistic creativity reflect all kinds of subconscious processes, including fears, internal conflicts, childhood memories, dreams. In their verbal description, the child may have difficulty. Therefore, it is non-verbal means that are often the only ones possible for expressing and clarifying strong feelings. Here we can talk about some advantage of art therapy over other forms of psychotherapeutic work:

• practically every person (regardless of age) can participate in art therapy work, which does not require him to have any visual abilities or artistic skills;
• art therapy is a means of predominantly non-verbal communication. This makes it especially valuable for those who do not speak well enough, find it difficult to verbally describe their experiences;
• visual activity is a powerful means of bringing people together. This is especially valuable in situations of mutual alienation, when it is difficult to establish contacts;
• products of fine art are an objective evidence of the moods and thoughts of a person, which allows them to be used to assess the state, conduct appropriate research;
• art therapy is a means of free self-expression, implies an atmosphere of trust, tolerance and attention to the inner world of a person;
• art therapy work in most cases evokes positive emotions in people, helps to overcome apathy and lack of initiative, to form a more active life position;
• art therapy is based on the mobilization of a person's creative potential, internal mechanisms of self-regulation and healing. It meets the fundamental need for self-actualization - the disclosure of a wide range of human capabilities and the assertion by him of his individually unique way of being in the world.

When using art therapy, a variety of arts and crafts activities are offered: drawing, modeling, burning, crafts from fabric, fur, natural material. At the same time, special training, the talent of the performers and the artistic merit of the works are not so significant. Both the process of creativity itself and the features of the inner world of a person are important.

So, one should once again emphasize the spontaneous nature of creative activity in art therapy classes, in contrast to the process of teaching fine arts. Creativity, as you know, in itself has a healing power.

But now art therapy has acquired a pedagogical direction. The use of this term is not literally associated with the treatment of the disease (as you know, “therapia” in Latin means treatment). This refers to the "social healing" of the individual, changing the stereotypes of her behavior by means of artistic creativity. The pedagogical direction is associated with strengthening the mental health of the child and performs psychohygienic (preventive) and corrective functions.

According to the research of A.I. Kopytin, the role of art therapists in the field of education has noticeably increased abroad. They work in specialized and general education schools, more often with children with certain emotional and behavioral disorders, as well as learning problems.

The advantage of art therapy is the “language” of visual and plastic expression. According to Eastern wisdom, "a picture can express what a thousand words cannot express." According to V.S. Mukhina and other researchers, drawing for children is not art, but speech. They have a tendency to draw. This is a kind of experimentation with artistic symbols as substitutes for real objects. Through drawing, the individual's need for self-expression is realized.

Research conducted under the direction of L.D. Lebedeva, showed that art therapy classes allow solving the following important pedagogical tasks.

Educational. Interaction is built in such a way that children learn correct communication, empathy, and careful relationships with peers and adults. This contributes to the moral development of the individual, provides orientation in the system of moral norms, and the assimilation of the ethics of behavior. There is a deeper understanding of oneself, one's inner world (thoughts, feelings, desires). There is an open, trusting, friendly relationship with the teacher.

Corrective. The image of the “I”, which previously could have been deformed, is corrected quite successfully, self-esteem improves, inadequate forms of behavior disappear, ways of interacting with other people are being established. Good results have been achieved in work with some deviations in the development of the emotional-volitional sphere of the personality.

Psychotherapeutic. The “healing” effect is achieved due to the fact that in the process of creative activity an atmosphere of emotional warmth, goodwill, empathic communication, recognition of the value of the personality of another person, care for him, his feelings, experiences is created. There are feelings of psychological comfort, security, joy, success. As a result, the healing potential of emotions is mobilized.

Diagnostic. Art therapy allows you to get information about the development and individual characteristics of the child. This is the correct way to observe him in independent activity, to get to know his interests, values ​​better, to see the inner world, originality, personal originality, and also to identify problems that are subject to special correction. In the process of classes, the nature of interpersonal relationships and the real position of each in the team, as well as the features of the family situation, are easily manifested. Art therapy also reveals the internal, deep problems of the individual. Possessing multilateral diagnostic capabilities, it can be classified as a projective test.

Developing. Thanks to the use of various forms of artistic expression, conditions are created under which each child experiences success in a particular activity, independently copes with a difficult situation. Children learn to verbalize emotional experiences, openness in communication, and spontaneity. In general, a person's personal growth takes place, experience of new forms of activity is gained, abilities for creativity, self-regulation of feelings and behavior develop.

Forms of art therapy are different when working with children, adolescents and adults. Nevertheless, we can talk about two main variants of art therapy work - individual and group art therapy. In education, preference is given to group forms, as it allows you to work with a wider range of clients. M. Liebman, for example, points out that group art therapy:

• allows you to develop valuable social skills;
• associated with the provision of mutual support to members of the group and allows you to solve common problems;
• makes it possible to observe the results of their actions and their impact on others;
• allows you to master new roles, as well as observe how the modification of role behavior affects relationships with others;
• increases self-esteem and leads to the strengthening of personal identity;
• develops decision making skills.

Additional advantages of group art therapy are also that it:

• implies a special “democratic” atmosphere associated with the equality of rights and responsibilities of group members;
• in many cases requires certain communication skills and the ability to adapt to group “norms”.

It is clear that the component of the term “art” focuses on fine art. However, in the process of work, music, movements, writing stories are often used.

Work begins with the primary appeal of parents to a psychologist. In order to understand the problem of the child and the causes of its occurrence, the following are used: diagnostics, tests, questionnaires, both for the child and for the parents. After identifying the problem, certain corrective actions are proposed. This can be work with a speech therapist, defectologist, psychologist, art teacher. Taking into account the complexity of the problem and the personal characteristics of children, the form of organizing the lesson is determined: individual or group. To correct the emotional-affective sphere, it is advisable to use art therapy classes.

Therefore, as an impact on the emotional-affective sphere of the child, we chose group art therapy, as the most accessible, effective, appropriate for the age characteristics of the children's contingent, conducted under the guidance of art teacher N.A. Romanova.

The undoubted appeal of art therapy in the eyes modern man, who uses mainly the verbal channel of communication, is that she uses the "language" of visual and plastic expression. This makes it an indispensable tool for the study and harmonization of those aspects of a person's inner world, for the expression of which words are of little use.

Art therapy methods connect the human intellect and his feelings, the need for reflection and the thirst for action, the bodily plane and the spiritual plane.

Art therapy has wide, great opportunities in working with preschool children who have various emotional problems, communication difficulties, and negative behavioral reactions.

Parents with children with problems applied to the Center. By uniting these children to work in an art therapy group, we pursued the following goals:

• reduce emotional anxiety
• improve self-esteem,
• develop communication skills,
• contribute to the development of self-awareness,
• improve parent-child relationships
• promote positive behavioral responses.

The working closed group was thematically oriented. The group was structured not only through the use of topics that have the nature of individual and group tasks with appropriate instructions for implementation, but also through the distribution of the total time into separate stages. These steps are:

• introduction and “warm up” (10-15% of the time),
• stage of visual work (35-50%),
• discussion stage (30-40%).

Stage 1. Introduction and warm-up. It involves greeting and preparing participants for work, as well as creating an atmosphere of trust and security. The teacher explains or recalls the basic rules of behavior in the group, for which he uses special reminder cards.

The subsequent “warm-up” is different types of physical activity and ways of “tuning” to visual work: a general game “on the topic”, a mini-conversation.

Stage 2. Presentation and development of the topic, maybe a small discussion. Given the young age of the participants, it is advisable to organize this stage in the form of telling or dramatizing a fairy tale, game or travel. You can invite children to “live” the image in motion (Imagine that smooth, gentle music sounded in you. How will you move?).

Usually the topics are divided into several main groups. Based on the thematic groups of M. Libman (1987), we worked on the following topics.

1. Topics related to the development of materials:

• blots are funny and sad,
• good and evil blot,
• scary lines,
• dwarf talismans,
• let's free the elephant.

2. “General” topics, allowing you to explore a wide range of problems and experiences of group members:

• painted fairy tale,
• bear in the picture.

3. Topics related to the study of the system of relations and the image of "I":

• we are human, I am human
• self portrait,
• my name,
• me and my family.

4. Topics for pair work:

• more fun together
• our butterfly,
• mittens.

5. Topics involving joint visual activity of group members:

• amazing trip,
• dinosaur family,
• memory cards.

The disclosure and development of the theme with the help of visual means occurs, as a rule, silently. Premature assessments of each other's work are undesirable, as they can confuse the author and take him out of the state of immersion in the creative process and prevent sincere expression of feelings. At the same time, some topics may involve some degree of verbal communication and physical interaction between participants. It is necessary to take into account the different speed of the work of children.

Stage 3. The discussion usually takes place in a “clean” area of ​​the office. It is a story or comments of the participants about their visual work. They do not just describe what is drawn, but usually try to write a fairy tale about the depicted character. Sometimes a group composes a common fairy tale, starting with one work, it is woven into the next, forming a common plot. Authors can only show their work or limit themselves to just a few words.

When the participants tell about their work, others, as a rule, refrain from any comments or assessments, but can ask questions to the author.

At this stage of the lesson, the teacher can give his own comments or assessments of the progress of the work, its results, the behavior of individual participants, etc. The teacher can also ask questions to the author aimed at clarifying the content of his work, as well as his feelings and thoughts.

After the lesson, the children must present their works to the relatives with whom they came to the center.

Art therapy classes are held in a specially equipped room, which is designed both for independent work of group members and for their verbal interaction at the stage of discussing the products of visual activity. In the office, with the help of furniture, a “clean” zone is created (the chairs form a circle) for group discussion, a “working” zone (the floor and table are covered with a film) - for fine work. Members of the group are given the opportunity to choose, they take a place in accordance with their preferences. General works are created, as a rule, on the floor in the “working” area.

Group work is carried out with a variety of visual materials. Along with watercolors, pencils, wax crayons, charcoal, special paints for working with hands, markers for creating images on glass, plastic materials of various densities and colors, paper of various sizes and shades, glue, adhesive tape, etc. are also used. be as high as possible, otherwise it may reduce the value of the work itself and its results in the eyes of children.

A cycle of 20 sessions lasted for 10 weeks. Children were happy to visit them and carefully treated their works. In the first two lessons, the children got acquainted with the rules that had to be observed in the office. Sometimes during the course of the lessons the rules required repetition, but at the end of the cycle the need for this disappeared. Even the most active children learned the rules and tried to stick to them. If someone did not succeed, the children themselves corrected the “violations”. The participants also quickly got used to the office space and used its areas for their intended purpose, they themselves chose a place to work. Just as confidently, they used the time allotted for work and divided into stages. Although not all worked at the same time.

It is interesting to note how the children mastered new materials. Introverted, shy children touched colors with caution, but, looking at the others, they overcame their uncertainty and acted more freely by the end of the lesson. This trend progressed as the band developed.

It should be noted that from lesson to lesson, the interaction of the participants became more and more active. This was especially evident in the process of creating paired and collective works. Working in pairs often caused disputes among the participants. But in the process, the children managed to find a common solution, and they were happy to present the result for discussion.

Comparing the children's statements during the discussion at the beginning and end of the cycle, we can note that they have become more detailed and conscious. Most of the participants had no difficulty in writing fairy tales based on their own works. Even those who at first could not say anything at all made up short stories and could answer questions according to their drawing.

Nastya S., 4.5 years old, had some problems when interacting with the group. Consider the situation with the girl in more detail.

The father turned to a psychologist for advice with a complaint about the girl’s aggressiveness towards her younger brother (8 months), and in kindergarten aggressive behavior was not observed.

During the conversation, the following reasons for the appearance of aggressive behavior were identified:

• rigid authoritarian parenting style,
• Moving to another city,
• admission to kindergarten
• appearance of a brother
• features of the girl's psyche, isolation, uncertainty, undeveloped communication skills.

Work started with individual work with parents, which was conducted in two directions:

• informing (about what aggression is, what are the reasons for its occurrence, how dangerous it is for the child and others);
• learning effective ways to communicate with your daughter.

Relaxation exercises were carried out with Nastya: “Warm as the sun, light as a breath of wind”, “Smile”. Games: “Give me back the toy”, “Name-calling”, “Sasha was walking along the highway...”.

Parents are invited to read six recipes for getting rid of anger, for example:

	Execution paths
Build a relationship with your child so that he feels calm and confident with you.	listen to your child; spend as much time with him as possible; tell him about your childhood, children's actions, victories, failures; if there are several children in the family, try to communicate not only with everyone together, but also pay your attention to each of them individually.
If you are upset, then the children should know about your condition.	Tell your children directly about your feelings, wants, and needs: “Things at work made me mad. In a few minutes, I will calm down, but for now, please don’t touch me,” etc.

In the first lessons, Nastya showed herself as a reserved and unsociable child. During the greeting, when everyone took turns singing their name, first individually, then in chorus, Nastya was silent, the children just had to sing her name in chorus.

The girl hardly mastered the space of the place: afraid to start work, she said that she couldn’t, she cried if something, in her opinion, did not work out; preferred smaller sheets. At the stage of discussion of activities, she was mostly silent, answering questions with a nod of her head.

When working with blots, I chose blots of cold shades, took very little paint, so the images turned out faded. The drawings created by Nastya emphasized the lack of cheerfulness, the lowered background of her mood.

At the fourth lesson, the theme of which was “Frightening lines”, Nastya perked up. In the process of drawing, she began to use pencils of different colors, pressing them harder than usual. As a result, a rather expressive image was obtained, which, during the discussion, was called by her “Baba Yaga”.

In the next classes, Nastya began to pronounce her name at the greeting. She created images with different moods: “joyful elephant”, “sad man”.

When developing the “Self-portrait” theme, Nastya acted with pleasure, she began to draw right away. Having drawn the main parts of the body, the girl finalized her image after the questions of the teacher. She adorned “herself” with buttons, earrings, eyelashes; added a bright sun and a high blue sky. Moreover, the decoration of their own image is typical for children who accept and love themselves. In previous classes, Nastya generally avoided depicting herself and decorating human figures. Note that in Nastya's self-portrait there are no huge fists, which were an integral characteristic of all the images drawn before. This fact indicates a significant decrease in the girl's aggression, which her parents complained about.

At another lesson, decorating her own name with decorative elements of different colors, Nastya acted very diligently, enthusiastically. Subsequently, she greatly valued the created image and at home her parents hung it in a prominent place.

In the drawing “My Family”, Nastya depicted all family members, including herself, on the same level. The people on their hands also lacked the huge fists that were insistently drawn earlier. From the picture, we can say that Nastya's position in the family and the feeling of being in her has changed.

It is interesting to trace the participation of the girl in pair and group work. Nastya worked in tandem with an uncommunicative boy. Although their interaction was not verbose, the guys always managed to find a common solution and create a successful image. During the discussion, their pride and pleasure from the work done was noticeable.

From lesson to lesson, not only Nastya's drawings changed, but also her attitude to work: the fear of a blank slate and uncertainty were gone. There was activity in communicating with other members of the group: the girl could indulge, often smiled and composed short stories about created characters, quietly sang her name in greetings.

After analyzing Nastya's behavior and drawings during the cycle of classes, we can say that she has become more calm internally, her anxiety has significantly decreased, self-esteem has risen, her attitude towards herself and others has changed. Nastya has become more confident and active in communicating with children. A significant role in changing her condition was played by qualitatively new relationships in the family, especially on the part of her father. He began to spend a lot of time with Nastya. They often stayed at the Center after classes: Nastya played, and dad was nearby.

The father tried to talk with his daughter about the content of the drawings, treated them with care. At home, the drawings were saved and hung on the wall.

So, the transformed relationships in the family played a big role in changing the state of the girl. Classes at the Center helped the girl express her feelings, realize hidden problems, develop self-awareness, and raise self-esteem. All this ensured the harmonization of her inner world. The favorable atmosphere in the group also activated Nastya's communication skills.

Work program on facial expressions and pantomimics for correctional classes of type IV (see Appendix).

Literature

1. Becker-Glom V., Bulow E. Art therapy in Alikseanerovskaya psychiatric hospital Münster // Healing Art. 1999. No. 1.
2. Buko M.E. Creative self-expression therapy. M., 1989.
3. Ermolaeva M.V. Practical psychology of children's creativity. M., 2001.
4. Kopytin A.I. Fundamentals of art therapy. SPb., 1999.
5. Lebedeva L.D. Pedagogical aspects of art therapy // Didactics 2000. No. 1.
6. Psychotherapeutic Encyclopedia / Ed. B.D. Karvosarsky St. Petersburg, 1999.
7. Workshop on art therapy / Ed. A.I. Kopytina. SPb., 2000.
8. Rudestam R. Group psychotherapy. SPb., 1999.
9. Figdor G. Children's aggressiveness // Primary school. 1998. No. 11/12.
10. Letter of the Ministry of Education of Russia dated February 22, 1999 No. 220/11-12// elementary School. 1999. No. 9. P. 3.

Art pedagogy as an innovative direction, its difference from art therapy

In the Russian education system today, changes are observed, which represent the next stage in the formation of a new school focused on the active entry of Russia into the world educational space. That is why there are significant changes in the approach to the pedagogical theory and practice of the educational process: new content, new approaches, new rights, attitudes and types of behavior, as well as a new pedagogical mentality are coming to the fore.

Of particular importance is the organization of the interaction of various pedagogical systems, the testing in practice of advanced innovative technologies that constitute an addition and alternative to the state traditional education system.

It can be argued that the state has realized the need to educate a creative personality, however, clear technologies for cultural and creative development have not yet been developed. The introduction of such innovative disciplines as “art pedagogy” and its related component “art therapy” into the traditional pedagogical school may become relevant at this stage. These disciplines arose on the border of the confluence of such sciences as pedagogy, psychology, cultural studies and socio-cultural activities and are widely used in the practice of alternative or special education. At the same time, it is necessary to note the substantial difference between "art pedagogy" and the narrower term "art education". The main goal pursued by art - pedagogy is the artistic development of children with problems and the formation of the foundations of artistic culture, the social adaptation of the individual by means of art.

Undoubtedly, the concept of "art - pedagogy" in the Russian traditional school of pedagogy does not yet have exact definition. The concepts of “art psychology” and “art therapy” also have a multifaceted interpretation.

Art pedagogy is a special direction in pedagogy, where the training, development and education of the child's personality is carried out by means of art in any taught subject. This discipline, moving away from the methods of the traditional education system, interprets the direct creative interaction of the teacher, student and parents. What is valuable here is that both the teacher and the children and parents are carriers of culture, and art pedagogy allows you to work fruitfully with various categories of students: from gifted to deviant. Art pedagogy forms the desire to ensure that learning turns into self-learning, education - into self-education, and development - directly into self-development.

Principles art pedagogy is based on traditional classical general pedagogical principles, the principles of special training, the principles of artistic and aesthetic development: the principle of the humanistic orientation of the pedagogical process, social personal development personality, the principle of a differentiated and individual approach, taking into account the age characteristics of the child, the principle of educational reflection, personal goal-setting, the principle of choosing an individual route, integrative connection of subjects, productive learning, creativity.

Main tasks art - pedagogy are:

the formation of a child's awareness of himself as a person, self-acceptance and understanding of his own value as a person;

awareness of one's relationship with the world and one's place in the surrounding socio-cultural space;

creative self-realization of the individual.

Special educational technologies in art - pedagogy are aimed at solving the problems of the child's artistic development, facilitating the process of learning, mental activity. They contribute to the preservation of the integrity of the individual, tk. connect the intellectual and artistic perception of the world, introduce students to spiritual values ​​through the integral sphere of art, equip the teacher with a system of techniques that ensure joyful entry into the knowledge system, contribute to the development of all senses, memory, attention, intuition, and contribute to the adaptation of the individual in the modern contradictory world.

Core technologies art pedagogy is a game and pedagogical improvisation, this is what gives the basis for the use of art pedagogy technologies in the field of socio-cultural pedagogy.Pedagogical improvisation - these are initially unforeseen actions of the teacher, which are caused by unplanned situations that develop under the influence of internal or external factors. The success of improvisation is determined by the design and forecasting of forms, the motivation and prospects of the results.

main method in art - pedagogy is a problem-dialogue method, which is focused on the development of the spiritual and personal sphere of the child, moral education, the formation of ethical and aesthetic immunity. The basis of this method is a dialogue that involves not just an exchange of information in turn, but a joint search for common positions, their correlation.

Structure and content ie art - the lesson is multivariate, tk. Each child comes to classes with his own baggage of knowledge, therefore, the educational space, content, methods, technologies are created not only by the teacher, but also by students.

In addition to traditional requirements: high intelligence, advanced thinking and memory, the teacher must be psychologically prepared for improvisation, feel the need for self-realization, know the basics of pedagogical creativity, master the basics of rhetoric, dramaturgy, be able to apply them in practice, form their own style of activity, pedagogical taste, break habitual stereotypes.

Now consider the interpretation of another related discipline -art therapy . The very term "art therapy" (art therapy - healing by art) means healing through creativity in order to express a person's psycho-emotional state.

Art therapy is represented by four areas: art therapy itself (psychotherapy through fine art), drama therapy (psychotherapy through stage play), dance-movement therapy (psychotherapy through movement and dance) and music therapy (psychotherapy through sounds and music).

The founder of the Russian school of art therapy, by right, can be considered A.I. Kopytin - his fundamental works are known both in Russia and abroad. BUT

In his developments, the purpose of using art therapy in education is to preserve or restore the health of students and their adaptation to the conditions of an educational institution through the implementation of psycho-corrective, diagnostic and psycho-prophylactic potential.

Conducting classes of this kind requires the teacher to have special knowledge and skills characteristic of art therapy activities.

Practical examples of art therapy technologies

Art therapy - traditional interpretation: the most developed, most often used and the most technically simple form of art therapy. This is painting, sculpture, architecture. It traditionally includes all types of drawing (drawing itself, painting, graphics, monotype, etc.), mosaics, make-up work and body painting (as a type of painting “all over the body” or “on the face”), installations, all kinds of modeling, collages, artistic photography (phototherapy) and a huge number of types of artistic creativity, where something is done directly by hand.

Music therapy - this is an extremely rich direction in terms of the strength of influence, the breadth of possibilities, the existing empirical material.Vocal therapy - a special case - voice treatment, the use of vibration mechanisms for stress relief or diagnostics.

Bibliotherapy (creative writing), self-expression based on literature through creative “writing”, composition.

drama therapy - one of the most developed directions at the present time. One of the reasons for the widespread use and effectiveness of drama therapy is the constant (chronic) lack of demand in the modern world for the game potential of a person, the "underplay" of children and adults, the loss of a powerful folk game culture as such.

puppet therapy (mask therapy work with puppets and puppets) - can be used in different directions.

park therapy - the use of healing and recreational effects on the human body of such natural and leisure multifunctional complexes as gardens and parks of culture.

fairy tale therapy - the use of fairy tales for healing, healing. Fairy tales can be composed, told, dramatized, drawn, etc. The fairy tale teaches the child to productively overcome fear.

Game therapy - the use of a natural activity for the child - games - as a way of modeling relationships with the outside world and personal development. The game allows you to relieve tension, get rid of depression, encourages physical and cognitive activation in spontaneous expression, immerses the child in an atmosphere of emotional comfort.

Recent years have been marked by an increased interest of specialists in the mechanism of the impact of art on a child with developmental problems in the process of education and training, therefore modern special psychology and pedagogy is largely focused on use in correctional work various kinds art as an important means of educating a child's harmonious personality.

Recently, several areas of correctional work have been distinguished by means of art: psychophysiological - correction of psychosomatic disorders; psychotherapeutic - impact on the cognitive and emotional spheres; psychological - cathartic, regulative, communicative functions; socio-pedagogical - the development of aesthetic needs, the expansion of the general and artistic and aesthetic horizons, the activation of the child's potential in creativity. The practical implementation of these areas is carried out within the framework of psycho-correctional or correctional-developing methods.

Conclusion

So, research in the field of application of art therapy technologies in art pedagogy shows that art develops a personality, expands the general and artistic horizons of students, and realizes the cognitive interests of children. Art pedagogy allows problem children to experience the world in all its richness and diversity, and learn to transform it through artistic activities. Art is, on the one hand, a source of new positive experiences for the child, gives rise to creative needs, ways to satisfy them in one form or another, and on the other hand, it is a means of implementing socio-pedagogical technologies.

In this regard, a detailed study and development of art pedagogy and art therapy can be a positive step towards further improvement of alternative schools of national education. Of course, there is a lack of educational programs in these disciplines, the problem requires detailed study, definition of the boundaries of sciences, and observance of professional ethics. The topic undoubtedly has practical significance for specialists in culture and education.

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Burno M.E. Therapy with creative self-expression. M.: Medicine, 1989.

Vachkov I.V. Fairy tale therapy: the development of self-awareness through a psychological fairy tale. M., Os-89, 2003

Vygotsky L.S. Psychology of art. -M., Art, 1986

Zamorev S.I. Play therapy. St. Petersburg, Speech, 2003

Irwood C., Fedorko M., Holtzman E., Montanari L., Silver R. Aggression diagnostics based on the use of the "Draw a story" test // Healing Art: Journal of Art Therapy. Volume 7, No.

Medvedeva E. A., Levchenko I. Yu., Komissarova L. N., Dobrovolskaya T. A. Art pedagogy and art therapy in special education. M.: Publishing Center "Academy", 2001.

Kiseleva Tatyana Yurievna

Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Psychology of the FNKNGPU, Music Director of the SBEI NSO OTsDK, [email protected], Novosibirsk

Belovolova Svetlana Pavlovna

Doctor of Pedagogical Sciences, Professor, Dean of the Primary School Faculty of the National State Pedagogical University, [email protected], Novosibirsk

ART THERAPY AS A PSYCHOLOGICAL AND EDAGOGICAL TECHNOLOGY

Kiseleva Tatiyana Yurievna

Post candidate of the pedagogical sciences, assistant professor of the pulpit pedagogy and psychologies FNK NGPU, music leader GBOUNSO OCDK, [email protected] Novosibirsk

Belovolova Svetlana Pavlovna

Doctor of pedagogical sciences, professor, dean of the faculty of primary school NSPU, [email protected] ru, Novosibirsk

ART THERAPY AS A PSYCHO-EDUCATIONAL TECHNOLOGY

In modern society and in the education system, a number of problems of a socio-pedagogical nature are more and more clearly revealed. In connection with the increase in the social prestige of the intellect and scientific knowledge, the pedagogical orientation, primarily on the development of thinking, turns the emotional and spiritual essence of the child into a secondary value. The low socio-cultural level of the immediate environment, the lack of proper education, attention and control from parents and teachers lead to difficulties in learning and adaptation in children's groups, to a decrease in the productivity of intellectual activity, to behavioral and emotional-volitional deviations. Lack of spirituality, a consumerist attitude to life, a decrease in interest in cultural values ​​are often the reason why children leave for antisocial companies, alcoholism, and drug addiction.

Let's not forget that we, teachers, work with children not only so that they learn a certain amount of information. It is teachers who are called upon to teach children to love themselves and others, to see and hear the beauty of the world around them, to help them believe in their own strengths and capabilities, to support children's thirst for knowledge and creativity, given to a person from nature.

The analysis of scientific literature and the generalization of practical experience indicate an increase in the interest of teachers in the use of art for educational purposes. It is in art that man's artistic potential is most fully and consistently manifested.

Attaching great importance to the formation of personality through art, JI. S. Vygotsky, D. B. Elkonin, M. S. Kagan, B. M. Nemensky, M. M. Bakhtin and other authors noted that introducing a child to the world of beauty, “immersing him in the wonderful world of the unity of feelings and thoughts, transforming a person, enriches him, reveals his creative potential ”(M. S. Kagan).

In connection with the foregoing, the pedagogical direction of art therapy is of particular interest. At the same time, the named term is used not in a literal context - treatment (from Latin therapia), but in the sense of "healing", "social healing" of a person, changing stereotypes of her behavior and increasing adaptive abilities by means of artistic activity.

The phrase "art therapy" in the scientific and pedagogical interpretation is understood as taking care of emotional well-being and mental health individual, group, collective means of artistic activity (JI. S. Brusilovsky, O. Dewhurst-Maddock, A. I. Kopytin, L. D. Lebedeva, A. V. Sizova, etc.).

Modern researchers (A. V. Sizova, V. N. Koropulina, M. N. Smirnova, N. Yu. Gordeeva), considering the corrective possibilities of art therapy, define it as a technology for the rehabilitation of persons with disabilities by means of art and artistic activity, based on the ability of a person to figuratively perceive the environment and streamline their connections with it in any artistic, symbolic form.

The corrective possibilities of art therapy are connected, first of all, with providing the child with practically unlimited opportunities for self-expression and self-realization in creative products.

The therapeutic and corrective effect of using different types of art therapy is confirmed by a wide range of works on music therapy (L. S. Brusilovsky, V. I. Petrushin, I. M. Grineva), vocal therapy (S. V. Shushardzhan), isotherapy (A. I. Zakharov, R. B. Khaikin, M. E. Burno), bibliotherapy (V. V. Murashevsky, A. M. Miller, E. Yu. Pay, Yu. B. Nekrasova), imagotherapy (I. E. Volpert , N. S. Govorov).

The use of art therapy in education as an effective developmental tool is studied by E. A. Medvedeva, I. Yu. Levchenko, L. N. Komissarova, T. A. Dobrovolskaya, L. D. Lebedeva, A. V. Sizova and others.

The pedagogical direction of art therapy has a non-clinical focus and is designed for both a potentially healthy person and a person with developmental disabilities. Numerous foreign and domestic studies note that art therapy has no contraindications. L. D. Lebedeva writes that any person, regardless of cultural experience and artistic abilities, can be a participant in the art therapy process.

The tasks of development, education, socialization come to the fore in the pedagogical approach. central figure in art therapy

tsesse - a person striving for self-development and expanding the range of their capabilities. According to the famous psychotherapist V.V. Makarov, art therapy fully corresponds to the ever-increasing need of a modern person for a soft, ecological approach to his problems, failure or incomplete self-realization.

According to W. Becker-Glosh, the purpose of art therapy is not to identify mental deficiencies or disorders. On the contrary, it addresses the strengths of the personality, and also has the amazing property of internal support and restoration of the integrity of a person.

From contemporary art Art therapy is distinguished by the fact that the process of creativity is important for it in the first place and there is no special need for special skills. Speaking about creativity from the point of view of art therapy, we do not mean the generally accepted understanding of it as a process of creating new material and spiritual values, but we consider it as a person overcoming his boundaries, expanding the limits of his existence, an attempt to comprehend certain harmonies of life, awakening activity aimed at realizing the ultimate creative possibilities.

To confirm the effectiveness of the art therapy method as a means of enriching the socio-cultural experience of younger schoolchildren on the basis of the SBEE NSO for children in need of psychological, pedagogical and medical and social assistance " Regional Center diagnostics and counseling” a pilot study was conducted.

The structural subdivision - School-Center - is a diagnostic group with a limited stay (40-45 days) of children from 3 to 12 years old. The vast majority of pupils of the Center School are children from orphanages, orphanages, dysfunctional, incomplete and foster families of the Novosibirsk Region, who have various chronic, neuropsychiatric diseases.

As part of the experiment, in 2005, a program of pedagogical art therapy "Art Harmony" was developed and is being implemented to this day, the main purpose of which is not so much the direct transfer of special skills and abilities to children, but the solution of the tasks of activating their internal potential, increasing motivation for various types of artistic activity, the development of creative activity, the formation of adequate interpersonal behavior and constructive communication based on emotionally significant activity.

As a result of theoretical and practical research, pedagogical conditions were identified and confirmed that contribute to the effective enrichment of the sociocultural experience of younger schoolchildren by means of pedagogical art therapy:

1. development and implementation of a pedagogical art therapy program based on the complex impact of various types of arts on the child's personality.

Art has its own special subject for "talk": human emotions, moods, aspirations, ideals. Feeling conveyed by different xy-220

It cannot be decomposed into visual, auditory, and motor sensations by means of pre-scientific-aesthetic means, it is one. A person listening to music often completes the sounding background with visual images, complements it with movements.

Therefore, the program "Art Harmony" is based on a complex thematic approach that requires the implementation of interdisciplinary connections and allows you to combine the skills of all teachers. The essence of the integrated approach lies in the fact that all sections of artistic education are aimed at solving the same problems with their own specific means and methods. The music director, art teacher, librarian, educators, working closely with each other, working in accordance with the thematic annual plan, are simultaneously preparing for the next artistic event. This contributes to a holistic perception of the world around children, helps to establish a connection between the child and life by means of artistic images.

The program of pedagogical art therapy "Art Harmony" is a complex that includes the following blocks:

Music therapy (impact through the perception of music, singing, playing musical instruments);

Dance therapy (impact through movement to music: dance, plastic, rhythm);

Theater therapy (influence through the image, theatricalization, staging);

Isotherapy (impact by means of fine arts: drawing, modeling, arts and crafts).

Each block has a certain correctional and developmental value.

2. A necessary requirement for the content of art activities is that it should be rich, interesting and emotionally significant for children, diverse in types of activities and should allow each child to realize their creative potential. In a state of interest, the child's intellectual activity, attention, curiosity, and enthusiasm for artistic activity increase, and the state of joy from the creative process reinforces a sense of confidence and self-worth.

3. teachers use methods and forms of work that stimulate the activity of pupils in various types of art activities, reinforcing positive motivation and emotional and value attitude towards it; relationships with pupils are built on the basis of dialogue, understanding, acceptance.

The teacher and the pupil act in the process of artistic activity as two active sides of interaction, where the pupil is not passively led, but independently “following the leader”. To do this, a favorable, friendly atmosphere should reign in the classroom, and the child

should feel secure and stable. First of all, for the child it is necessary to designate an interesting and emotionally significant goal, a personal perspective. Children need to be clearly explained that there is no “right” or “wrong” in their creativity, that the creation of images is just a way of transferring their experience, thoughts and feelings to other people. Children need to feel safe, know that they will not be scolded, evaluated negatively. And here the main thing is the teacher's attitude to the success of each child, regardless of his problems: "You can do everything, you just don't know about it yet."

Every little thing is important for a child: reinforcement with a look, a gesture, a nod of the head. The praise of the teacher even for a minor success inspires - there is a desire to "move mountains", a willingness to improve the quality of one's performance, and the teacher's comments are not perceived as a personal insult, but only as a hint - how to do better. The intensity of art activities, the novelty of emotional impressions, enthusiasm capture children and after a while they forget about their previous failures, insecurities, eagerly absorb new knowledge and impressions.

A feature of the art therapy approach is the fact that the quality of the products of children's artistic activity is determined not by the parameters of stage or visual perfection, but by other criteria: by the degree of children's interest, activity, by the degree of satisfaction of the child with the process of artistic activity and emotional well-being, by the degree development of communicative contacts with peers and adults on the basis of artistic activity.

However, in the process of the art-therapeutic impact of art, qualitative changes in the child's personality are observed: this is not only the displacement of previous negative experiences (shyness, anxiety, insecurity, fear of public speaking), but also the acquisition of new artistic needs, enrichment with new ways of artistic activity, activation internal resources.

In accordance with the thematic plan, children are gradually and purposefully included in joint art activities (regular classes in all blocks of art therapy; participation in art events: on the first day of stay at the School-Center - this is the opening of the "Center welcomes guests", on the third week - entertainment "Petrushka's ideas", on the last day of the stay - the final theatrical performance; throughout the entire check-in - visiting art events: visits to theaters, museums, concerts, libraries).

Often, when coming to the first lesson, some children immediately declare: “I can’t”, “I don’t want to” or “I can’t stand music (drawing)” ... Most children have stiffness, tension, an anxious look, or, on the contrary, disinhibition, hyperactivity, nervous tic.

Where does this reluctance to engage in artistic activity come from?

A special study of this problem revealed the following: one of the reasons is the lack of practical creative experience in children and negative previous experience in artistic activities. In addition, most children do not have the opportunity to receive a full-fledged artistic education in kindergarten due to the fact that they are simply absent in many villages and villages of the Novosibirsk Region. And since “special” children with developmental and behavioral problems get to the School Center, it turned out that during school holidays most of them act as spectators, not participants. And this is understandable: it is easier for a teacher to prepare a disciplined child with a good memory, speech, etc., for a performance.

We found out that 53% of our students in their schools do not take part in cultural events at all, 14% - rarely, and only 33% of children take an active part in them, although 67% of schools organize cultural events, in 13% of schools are not organized and in 20% of schools they are organized rarely. Basically, children call the New Year, March 8, February 23. In 50% of schools there is no music teacher, in 83% there is no drawing teacher, and, consequently, these lessons are taught by a primary school teacher who is not always proficient in this kind of activity. A survey of children showed that music lessons often come down to writing down song lyrics from dictation, learning melody from a tape recorder, and in crafting lessons, the teacher hangs out a sample that children should copy. It's good if the teacher has an ear for music and basic drawing skills, but if not!

The purposeful use of methods to stimulate the motivation of activity and behavior has a consistently positive impact on the emotional-volitional sphere of younger students. To maintain the constant interest of children in various types of art activities, the attention of teachers to the feeling of emotional satisfaction of children from their own creativity is of particular importance. The growth of motivation significantly increases activity and self-confidence: children begin to realize their importance, responsibility, feel the team as a whole in achieving the goal, and, consequently, relationships with peers and adults improve.

By the end of their stay at the Center School, all children (naturally, by virtue of their abilities) become singers, artists, dancers, and artists. At the final theatrical performance, which brings together parents and all teachers of the Center School, children demonstrate everything they have learned. We call such representations artistic events: the joint existence of children and adults. And indeed, the joint experiences of unforgettable creative moments of life by children and adults leave a vivid emotional imprint in the memory of all participants in the event for a long time.

To identify the effectiveness of the art therapy method in enriching the sociocultural experience, the following criteria were identified:

value-based (positive emotional attitude to art activities, the desire and desire to improve the quality of artistic knowledge and skills, high productivity, the level of independence, activity and self-confidence), cognitive (assimilation of artistic ideas, knowledge about different types of art and ways to implement art - activities; the formation of the need for independent cognitive activity; the ability to memorize information, compare, analyze), activity (assimilation of practical experience in collective art activities, experience in creative and communicative activities; contribution to joint activities and the psychological atmosphere of the team; degree of adaptation in the children's team ).

The experimental data made it possible to trace the positive dynamics according to the selected criteria, which is presented in Table 1.

Table 1 - Dynamics of enrichment of the socio-cultural experience of younger students by means of pedagogical art therapy, in %

Criteria for enrichment of the sociocultural experience of junior schoolchildren Levels of enrichment of the sociocultural experience of junior schoolchildren Before the experiment After the experiment

Motivational-value high 30 89

medium 45.7 10

low 24.3 1

Cognitive high 13 70

medium 50 27

low 37 3

Activity high 13.3 55.7

medium 45.7 37.7

low 41 6.6

The data in Table 1 show that the positive dynamics is presented in terms of indicators of all components of the process of enriching the socio-cultural experience of younger schoolchildren by means of pedagogical art therapy.

Comparison of the results before and after the experiment reflects a positive trend not only in the quantitative composition of groups of younger students with different levels of enrichment of socio-cultural experience by means of art therapy, but also changes in the average values ​​of the coefficients for high, medium and low levels (Table 2).

Table 2 - Levels of enrichment of the socio-cultural experience of younger students by means of pedagogical art therapy, in %

Levels of enrichment of the socio-cultural experience of younger students Indicator in %

Initial data Final data

High 18.8 71.6

Medium 47.1 24.7

Low 34.1 3.7

Differences in the level of positive changes in the enrichment of the socio-cultural experience of younger students allow us to conclude that the organization of artistic educational space by the method of art therapy is effective.

These data are confirmed by statistical processing of the results according to the methods of 1;-Student's criterion ekp - 5.3, at - 3.46 (p< 0,001) и степени свободы 58) и ранговой корреляции (К3?га= 0,95 при Ккр= 0,5703 (р < 0,001) и степени свободы 28), которые позволили не только выявить проявление положительного эффекта, но и оценить статистическую достоверность результата.

Thus, obviously, art therapy in the educational space of the school acts as the most natural and optimal condition for the development of the motivational-value sphere of the individual, the formation of her healthy needs, motives and interests of activity (behavior), an active social position.

Bibliographic list

1. Kagan, M. S. Philosophy of culture: Formation and development [Text]: textbook. allowance / M. S. Kagan, K. A. Sergeev, R. V. Svetlov and others; Ed. M. S. Kagan and others; St. Petersburg, state. un-t. - St. Petersburg Publishing House. Petersburg, un-ta, 1995. - 309 p.

2. Lebedeva, L. D. Pedagogical foundations of art therapy [Text] / L. D. Lebedeva. - St. Petersburg: LOIRO, 2000. - 200 p.

3. Makarov, E. G. Overcoming fear, or art therapy [Text] / E. G. Makarova. - M.: School-Press, 1996. - 303 p.

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This article discusses a modern, innovative direction in the field of education art pedagogy. The connection in scientific research in the field of art therapy and art pedagogy is shown, the facts of common and different in these disciplines are given. In modern research, a very important aspect is highlighted: art pedagogy allows you to work with different categories of students. Art pedagogy goes beyond working with children with problems, but at the same time does not duplicate the scope of art education and aesthetic education. An analysis of the experiment to identify the impact on children with different ages, the level of development and personality characteristics of art-pedagogical technologies, using a variety of artistic techniques and materials, carried out on the basis of the social center for the protection of the population. The results of this experiment with teenagers in the process of applying the methods of art pedagogy to increase motivation for activity, the possibility of self-expression, and improve the emotional atmosphere in the group are described. The conclusion is made about the specific impact of working with different artistic materials on the emotional state of the child.

art therapy

art pedagogy

art pedagogical technologies

art materials technology

art pedagogical assignments

artistic activity

self-expression

emotional condition.

1. Verkhovodova R.A., Galustova R.A. Foreign experience of art pedagogy as a system of integrated application of elements of art in educational process/ Verkhovodova R.A., Galustova R.A. // Bulletin of the Adyghe State University. Series 3: Pedagogy and psychology. - 2011. - No. 1. - P. 15-18.

2. Kopytin A.I. Art therapy for children and adolescents / Kopytin A.I., Svistovskaya E.E. - Moscow: Kogito-Center, 2007. - 197 p.

3. Savluchinskaya N.V., Sukharev A.I. Actual problems of institutions of additional education in the modern socio-cultural space // Modern problems of science and education. - 2015. - No. 3; URL: http://www.?id=17407.

4. Savluchinskaya N.V. Technology of art materials: textbook. - Omsk, 2009. - 96 p.

5. Sukharev A.I. Monotype: methodological tasks for practical work in the discipline "Graphics Techniques" for students of the specialty 072500.62 "Design", / A.I. Sukharev, A.N. Mashanov. - Omsk: BOUDPO "IROOO", 2014. - 70 p.

6. Shevchenko Yu.S., Krepitsa A.V. Principles of art therapy and art pedagogy in work with children and adolescents: method. allowance. - Balashov, 1998. - 56 p.

Modern changes are taking place today in the Russian education system and are associated with general education, as well as with the system of additional education. These changes are aimed at the interaction of pedagogical systems, the use in practice of innovative technologies that complement, and somewhere oppose the traditional education system. The Russian state, focused on integration into the global economic space, needs to educate the creative personality of a citizen, however, clear technologies for cultural and creative development have not yet been developed.

In this situation, the introduction of the innovative discipline of art pedagogy and art therapy in teacher education will help develop and test necessary solutions this task. These disciplines were formed on the border of the confluence of such sciences as pedagogy, psychology, cultural studies and socio-cultural activities.

Since the end of the 20th century, pedagogy c special attention studies the possibilities of art therapy within the framework of art therapy. In Russia, the founder of the school of art therapy is Kopytin A.I. In the book “Art Therapy for Children and Adolescents”, the term art therapy is revealed as “a set of psychological methods of influence used in the context of the client’s visual activity and psychotherapeutic relationships and used for the purpose of treatment, psychocorrection, psychoprophylaxis, rehabilitation and training of persons with various physical disabilities, emotional and mental disorders, as well as representatives of risk groups.

For a long period, the definition of the term art therapy did not fit into the framework of the educational system in any way. However, later, according to E.V. Taranov, in 1997 after the publication of Yu.S. Shevchenko and L.V. Krepitz "Principles of art therapy and art pedagogy in working with children and adolescents", there was a division of the concept of "art therapy" into "art therapy" and "art pedagogy". It is believed that from that moment on, art pedagogy received the “right to life” as an independent direction in art education.

Art pedagogy allows us to consider not only artistic education within the framework of education, but also all components of the correctional and developmental process by means of art. On the important role art in correctional work was indicated by representatives of foreign pedagogy E. Seguin, J. Demor, O. Decroly, as well as domestic scientists L. S. Vygotsky, A. I. Graborov, E. A. Ekzhanova, T. S. Komarova and others. They argue that the artistic activity of children ensures their sensory development, forms the motivational-need side of their productive activity, contributes to the development of perception, voluntary attention, imagination, speech, fine motor skills, hands, and communication. The perception of works of art can bring pleasant impressions and helps to transform negative emotions into positive ones. Images of artistic creativity reflect all kinds of subconscious processes, including fears, internal conflicts, childhood memories.

A special place in art pedagogy is given to the product of artistic activity. Children's drawing is considered primarily as a projection of the child's personality, as a symbolic expression of his attitude to the world. In this regard, it is very important to separate in a child's drawing those features that reflect the level of the child's mental development and the degree of mastery of the drawing technique, on the one hand, and the features of the drawing, reflecting personal characteristics, - with another.

In Russian science, art pedagogy is in its infancy, actively developing and occupying its niche in the system of general education and additional education. The formation of art pedagogy is facilitated by researchers Medvedeva E.A., Lebedeva L.D., Grishina A.V., Akhmedova E.M., Anisimov V.P., Levchenko I.Yu., Komissarova L.N., Dobrovolskaya T .A., Donskaya T.K., Sergeeva N.Yu. and many others. According to the definition of Verkhovodova R.A. and Galustova R.A. "art pedagogy is a scientific and pedagogical direction based on the integrative application of various types of art in the educational process in order to effectively educate the student's personality."

The works of the aforementioned researcher L. D. Lebedeva are devoted to the use of art therapy in education, they introduce a different interpretation of the concept of “therapy”, not only as “treatment”, but also as “care, care”. Therefore, the author considers it acceptable to use art therapy by teachers and educational psychologists who do not have any special training in the field of practical psychology, psychotherapy and art therapy. Lebedeva L.D. writes that “the phrase “art therapy” in the scientific, pedagogical understanding implies concern for the emotional well-being and psychological health of an individual, group, collective by means of artistic activity.” The author identifies personality problems in the education system, including "disharmonious, distorted self-esteem"; "difficulties in emotional development", impulsiveness, anxiety, fears, aggressiveness; experience of emotional rejection, feeling of loneliness, depression, inappropriate behavior, conflicts in interpersonal and intra-family relationships, hostility to others.

In modern research, a very important aspect is highlighted: art pedagogy allows you to work with different categories of students. Art pedagogy goes beyond working with children with problems, but at the same time does not duplicate the scope of art education and aesthetic education. That is, the content of the concept of "art pedagogy" should not include only special art education for children with problems, and the meaning of art pedagogical activity should not be reduced to teaching drawing skills, but the formation of the foundations of artistic culture and social adaptation of the individual by means of art should be added.

Since art pedagogy includes tools, methods and technologies that contribute to a better and effective learning and education, its tasks include the creation of a positive, motivated process of education and upbringing, as well as the conditions for personal development. The solution of these problems is possible through the awareness and activation of vital resources; development and activation of creative potential; training in self-regulation skills; communication skills training; development of the sphere of perception.

In art pedagogy, teaching techniques is seen as a means of achieving pedagogical goals. The mastering of artistic techniques and technologies for working with artistic materials is carried out through the study of the possibilities of these materials, sometimes through playing with them, through unexpected combinations and mixing techniques. The ability to handle artistic materials leads to greater freedom, gives a new impetus to development, stimulates self-expression. Artistic materials for art-pedagogical activity can be classified into graphic, pictorial, imitation (for arts and crafts):

Graphics include graphite and colored pencils, ink, soft materials such as charcoal, sanguine, pastel;

The picturesque include - watercolor, gouache;

Imitation paints include - acrylic paints "for stained glass", for fabric, for wood, for ceramics, for metal, plasticine, plastics, paints for marbling, fusing kits and other modern materials.

In the textbook Savluchinskaya N.V. an analysis of the features of work with traditional (watercolor, gouache, pencils, soft materials) and modern materials (felt-tip pens, markers, gel pens), technological methods of working with them, as well as mixed artistic techniques is given. The manual is illustrated with the works of students, which reflect the use of variable, non-standard, research approaches in working with the studied art materials to realize the artistic concept. In our experimental work with children on art pedagogy, we used all the art materials described in the above-mentioned textbook.

Experienced experimental work in order to identify the impact on children with different ages, levels of development and personality characteristics of art-pedagogical technologies, using a variety of artistic techniques and materials, carried out on the basis of the KTSSON CAO of Omsk "Penates".

In organizing practical activities in the center, we were guided by the provisions of the program for the development of the creative individuality of adolescents by means of art therapy in institutions of additional education by A. V. Grishina. These, in particular, are: the reflexive orientation of classes, stimulating adolescents to analyze the products of their creative activity and personal experiences; a high degree of spontaneity with the child's free choice of means of visual activity, the teacher's refusal to evaluate the artistic and aesthetic merits of the products of the creative activity of adolescents; great attention to communication in the group and mutual tolerance of the participants in the classes, the emotional flexibility of the teacher himself, the acceptance of the creative individuality of adolescents and not imposing their opinion on them.

Support for ideas, the implementation of creative plans, the absence of criticism, the creation of a value attitude towards the personality of a teenager and the results of his activities - all this is a condition necessary for the development of creativity in adolescents and schoolchildren.

We have developed the content of the series creative tasks using a variety of art materials. The choice of materials affects how the lesson goes. Some materials, such as pencils, crayons, and felt-tip pens, allow for greater control, while others—pastel, paint, and clay—encourage freer expression. And also in our activities we used the graphic technique - monotype, the children performed the work with different techniques and a variety of artistic materials.

By creating certain conditions in which it was possible to take into account the influence of artistic materials in conjunction with the techniques of art pedagogy, the individual features of the course of psychological and pedagogical processes and the influence of visual activity on those with an unestimated reaction to the final product were established - they can become healing in themselves.

Pupils from 3 to 13 years old were involved in the study, which made it possible to obtain material for theoretical understanding.

Tasks for children up to school age were associated with the use of art materials and standard household items, such as: cotton swabs, balloons, plastic forks, threads, toothpicks, chocolate egg containers, etc., which can be called non-traditional materials. Each task related to one or another material gave an idea of ​​how artistic technology affects children:

• Tasks related to the technique of drawing with cotton swabs by applying paint on a sheet dotted are not suitable for inert, inactive children. Such techniques associated with concentration and monotonous application cause a decline in mental and physical activity, which in turn is suitable for the task of hyperactive children.
• Classes with the use of colored soap bubbles are not desirable for excitable children, since such a task provokes uncontrollable behavior.
• The use of dry pastel in the classroom does not cause any emotional ups and downs, unlike wax crayons, where expression is manifested in lines, in strokes, i.e. in the techniques of applying to the pictorial surface.
• The monotype technique is suitable for children with different emotional characteristics, the difference here is only in the number of prints made.

Thus, performing various art-pedagogical tasks, using all kinds of materials, one can diagnose, correct, educate, develop a reflective culture, a sense of internal control needed in the learning process.

Tasks performed with school-age children and adolescents were carried out using traditional and modern art, as well as non-traditional materials. In addition to studying the influence of art materials on children, the tasks were aimed at correcting aggression, as one of the main emotional problems of adolescents, through the ability to express it in a socially acceptable form - an art-pedagogical lesson.

Teenagers were offered non-standard tasks: it was necessary to use foil as a material for creating a sculpture; in the other - to transform, "spoil" the advertising poster of a glossy magazine with the help of acrylic paints; The next task was painting on water with marbling paints. As a result of this experiment with teenagers, it was noted that, despite the workload of the educational institution, the teenagers sought to get into the art pedagogy class, that is, the motivation for the possibility of self-expression increased, the emotional atmosphere in the group improved. All the works of teenagers were not repeated, the level of creativity increased.

Summing up all of the above, we can say with confidence that art pedagogy has a huge potential for creating a positive climate in society. Art pedagogy and art therapy have much in common in the function of correction, diagnosis, prevention by means of art and artistic activity, as well as violations of the social, psychological, and professional adaptation of children. The conclusion is made about the specific impact of working with different artistic materials on the emotional state of the child. The study of the influence of art materials on the improvement of the emotional state of the child is under study, but the fact that these data will soon give impetus to the development of creative art pedagogy is undeniable.

Bibliographic link

Savluchinskaya N.V., Pavlova M.S. THEORY AND METHODS OF APPLICATION OF ART PEDAGOGICAL TECHNOLOGIES IN WORK WITH CHILDREN // Modern problems of science and education. - 2016. - No. 3.;
URL: http://?id=24509 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

FEDERAL AGENCY FOR CULTURE AND CINEMATOGRAPHY

MOSCOW STATE UNIVERSITY OF CULTURE AND ARTS

ESSAY

on the specialty 13.00.05 on the topic:

Traditional and alternative schools in the history of education

ART THERAPY AS AN INNOVATIVE TECHNOLOGY OF ART PEDAGOGY

Performed:

Competitor of the Department of Management SKD

Faculty of Social and Cultural Activities,

Novoselova Olga Rudolfovna

Moscow, 2008

art pedagogy therapy

Introduction

Problems of modern art pedagogy

Art therapy: history and modernity

5. Practical examples of art therapy technologies

6. Application of art therapy technologies in correctional pedagogy

Conclusion

Introduction

In the Russian education system today, changes are observed, which represent the next stage in the formation of a new school focused on the active entry of Russia into the world educational space. That is why there are significant changes in the approach to the pedagogical theory and practice of the educational process: new content, new approaches, new rights, attitudes and types of behavior, as well as a new pedagogical mentality are coming to the fore.

The principle of variability, proclaimed in Russian education, opens up a wide creative opportunity for teaching staff to choose and model the pedagogical process from any angle. This direction is progressive in education, since it gives way to the development of various options for the content of the educational process, the use of modern didactics in improving efficiency. educational structures, scientific development and practical substantiation of new ideas and technologies, and also makes it possible to use the technologies of alternative pedagogy.

In this regard, it is of particular importance to organize the interaction of various pedagogical systems, to test in practice advanced innovative technologies that constitute an addition and alternative to the state traditional education system.

It can be argued that the state has realized the need to educate a creative personality, however, clear technologies for cultural and creative development have not yet been developed. The introduction of such innovative disciplines as “art pedagogy” and its related component “art therapy” into the traditional pedagogical school may become relevant at this stage. These disciplines arose on the border of the confluence of such sciences as pedagogy, psychology, cultural studies and socio-cultural activities and are widely used in the practice of alternative or special education. At the same time, it is necessary to note the substantial difference between "art pedagogy" and the narrower term "art education". Art pedagogy allows us to consider not only artistic education within the framework of education, but also all components of the correctional and developmental process by means of art. The main goal pursued by art pedagogy is the artistic development of children with problems and the formation of the foundations of artistic culture, the social adaptation of the individual by means of art.

The mechanisms of the influence of art on psychological and pedagogical processes were studied by many foreign authors: E. Seguin, J. Demor, O. Dekroli and domestic ones: L. S. Vygotsky, A. I. Graborov, V. P. Kashchenko and others E. Surno , known for his work in the field of aesthetic education, noted that art is an important means of education that affects the morality of the child, as well as the formation of his thinking, imagination, emotions and feelings.

The process of perceiving art by children is a complex mental activity that combines cognitive and emotional aspects. Classes in artistic activities contribute to the sensory development of children, the ability to distinguish colors, shapes, sounds, provides an understanding of the language of various types of art. Speaking about the pedagogical possibilities of art, one cannot fail to note one more important aspect: the psychotherapeutic impact of art on a child. Influencing the emotional sphere, art at the same time performs communicative, regulatory, cathartic functions. Joint participation of the child, his peers and teachers in the process of creating artwork expands his social experience, teaches adequate interaction and communication in joint activities, provides correction of violations communication sphere. The psycho-correctional effect of the impact of art on a child is also expressed in the effect of "cleansing" from accumulated negative experiences and allows you to enter the path of new relationships with the outside world.

Undoubtedly, the concept of "art pedagogy" in the Russian traditional school of pedagogy does not yet have an exact definition. The concepts of “art psychology” and “art therapy” also have a multifaceted interpretation. Let's take a closer look state of the art of these relatively young disciplines and evaluate their significance for modern alternative pedagogy.

1. Problems of modern art pedagogy

Art pedagogy in a broad sense considers the student as a person striving for self-realization and self-determination, building interaction with him on the basis of subject-subject relations. Such a relationship implies certain requirements put forward to the personality of the teacher himself. The practice of training teachers has shown the need to develop a model for organizing the educational process from the standpoint of alternative pedagogy, where it is especially important to take into account priority promising areas of activity, innovative approaches to organizing an educational and developmental space, the content of knowledge, skills and abilities that both teachers themselves and in further their pupils.

Art pedagogy is a special direction in pedagogy, where the training, development and education of the child's personality is carried out by means of art in any taught subject. This discipline, moving away from the methods of the traditional education system, interprets the direct creative interaction of the teacher, student and parents. What is valuable here is that both the teacher, and the children and parents are carriers of culture, and art pedagogy allows you to work fruitfully with various categories of students: from gifted to deviant. Art pedagogy forms the desire to ensure that learning turns into self-learning, education - into self-education, and development - directly into self-development.

The principles of art pedagogy are based on traditional classical general pedagogical principles, the principles of special training, the principles of artistic and aesthetic development: the principle of the humanistic orientation of the pedagogical process, the social and personal development of the individual, the principle of a differentiated and individual approach, taking into account the age characteristics of the child, the principle of educational reflection, personal goal setting, the principle choosing an individual route, integrative connection of subjects, productive learning, creativity.

The main tasks of art pedagogy are:

the formation of a child's awareness of himself as a person, self-acceptance and understanding of his own value as a person;

awareness of one's relationship with the world and one's place in the surrounding socio-cultural space;

creative self-realization of the individual.

Special educational technologies in art pedagogy are aimed at solving the problems of the child's artistic development, facilitating the process of learning and mental activity. They contribute to the preservation of the integrity of the individual, tk. connect the intellectual and artistic perception of the world, introduce students to spiritual values ​​through the integral sphere of art, equip the teacher with a system of techniques that ensure joyful entry into the knowledge system, contribute to the development of all senses, memory, attention, intuition, and contribute to the adaptation of the individual in the modern contradictory world.

The main technologies of art pedagogy are the game and pedagogical improvisation, this is what gives the basis for the use of art pedagogy technologies in the field of socio-cultural pedagogy. Pedagogical improvisation is the initially unforeseen actions of the teacher, which are caused by unplanned situations that develop under the influence of internal or external factors. The success of improvisation is determined by the design and forecasting of forms, the motivation and prospects of the results.

The main method in art pedagogy is the problem-dialogue method, which is focused on the development of the spiritual and personal sphere of the child, moral education, the formation of ethical and aesthetic immunity. The basis of this method is a dialogue that involves not just an exchange of information in turn, but a joint search for common positions, their correlation. In a dialogue, each message is designed for the interpretation of the interlocutor and the return of information in an enriched form. All subjects are active in the dialogue: both the teacher and the pupils. The key to success is in emotional restraint, unobtrusiveness, inner freedom.

The structure and content of arturok are multivariate, because Each child comes to classes with his own baggage of knowledge, therefore, the educational space, content, methods, technologies are created not only by the teacher, but also by students. Arturok is two-layered: the content of the topic is enriched with the content of art, harmoniously combined with the main subject, which contributes to the development of the personality of both students and the teacher. Each lesson has the following components: axiological, cognitive, activity-creative, personal. The personal component is predominant, and this distinguishes the arturok from the traditional occupation.

Here it is impossible not to touch upon the problem of professional training of teachers working with the technologies of art pedagogy. In addition to the traditional requirements: high intelligence, developed thinking and memory, the teacher must be psychologically prepared for improvisation, feel the need for self-realization, know the basics of pedagogical creativity, master the basics of rhetoric, dramaturgy, be able to apply them in practice, form their own style of activity, pedagogical taste, break the usual stereotypes. It is welcome that the teacher has directing skills, musical or choreographic training, because art pedagogy practices addressing the inner world of the child, including him in the educational process “on an equal footing” with the teacher, developing individuality, creativity of both students and the teacher, forming the need for self-education, self-education, self-development.

2. Art therapy: history and modernity

Now consider the interpretation of another related discipline - art therapy. The very term "art therapy" (art therapy - healing by art) means healing through creativity in order to express a person's psycho-emotional state.

The principles of the impact of works of art on people have been of interest to scientists at all times. Historical sources testify that in ancient times priests, and then doctors, philosophers, teachers used art to heal the soul and body. Investigating the mechanism of influence on human psyche painting, theatre, music, dance, ancient scientists tried to determine the role and place of art both in the process of restoring the functions of the body, and in the formation of the spiritual world of the individual. The impact of art on a person as a way of healing was used in Ancient Greece, Egypt, Mesopotamia, China and India.

However, it was only in the 20th century that a therapeutic function was officially attributed to art, based on specific positive results. scientific research. So, for example, in Great Britain M.Richardson. J. Debuffet and others used fine art to treat mental disorders, and in the 1940s, drawings made by different people, were used as a tool for the study of unconscious processes. According to one version, the term “art therapy” itself was first used by Adrian Hill in 1938 when describing his work with visual arts with tuberculosis patients in sanatoriums. Then this term began to be applied to all types of therapeutic arts (music therapy, drama therapy, dance movement therapy, etc.). As a special kind professional activity art therapy began to develop in the UK after the Second World War, and in close connection with psychotherapy.

In 1969, the American Art Therapeutic Association was created, uniting art therapists - practitioners. Similar associations subsequently arose in England (BAAT, British Association of Art Therapists), Holland, and Japan. In 1960-1980. professional associations were created, which contributed to the state registration of art therapy as an independent specialty.

The end of the last century was marked by a change in the cultural climate, the acceleration of the pace of globalization led to irreversible changes in the socio-cultural environment. The world is faced with the problems of an influx of immigrants, refugees, with the forced existence of racial and ethnic communities in one territory. In such circumstances, significant assistance is provided by art therapists, whose activities go beyond the scope of traditional psychology and psychotherapy, and are increasingly being used in cultural and educational institutions.

Foreign experience of using art therapy techniques in the education system

AT different countries There are various models and schools of art therapy, we will consider various examples and approaches.

According to one of the interpretations of the international classification, art therapy is represented by four areas: art therapy itself (psychotherapy through fine art), drama therapy (psychotherapy through stage play), dance and movement therapy (psychotherapy through movement and dance) and music therapy (psychotherapy through sounds). and music).

Consider foreign experience on the example of the classical American school.

E.Kramer considered it possible to achieve positive effects primarily due to the "healing" possibilities of the very process of artistic creation, which makes it possible to express, re-experience internal conflicts and, ultimately, resolve them.

A. Hill connects the healing possibilities of visual activity primarily with the possibility of distracting the patient from "painful experiences".

M. Naumburg believes that a person, as a result of artistic activities, overcomes doubts in his ability to freely express his fears, acts in contact with his unconscious and “talks” with him in the symbolic language of images. Expressing the content of one's own inner world helps a person cope with the problem.

Thus, we can say that some of the scientists emphasize that artistic creativity helps the psychotherapist to establish closer contact with the client and gain access to his experiences, while others emphasize that the healing effect of artistic creativity is achieved primarily through distraction. from the sore and the creation of a positive attitude, others - on the fact that it in itself is able to sublimate his feelings and give vent to destructive tendencies.

M. Essex, K. Frostig and D. Hertz note that expressive psychotherapy with art is the most suitable method for working with minors, and that long-term forms of psycho-correctional work with them can be successfully implemented precisely on the basis of schools. These authors see the main goal of introducing art therapy in schools to adapt children (including those who suffer from emotional and behavioral disorders) to the conditions of an educational institution and improve their academic performance. Pointing out the differences between the priorities of teachers and school art therapists, these authors also believe that educators and art therapists have a number of common long-term goals, such as developing students' problem-solving skills and their ability to cope with stress, increasing their interpersonal competence and improving communication skills, as well as unlocking the creative potential of young people and the formation of healthy needs in students. These authors attribute the introduction of art therapy into schools to the trend in American education to view the school environment as shaping a healthy and socially productive personality.

D. Bush and S. Hite also point to the benefits of using art therapy in schools, and one of them is the cooperation of different school workers, including teachers, psychologists and art therapists, as well as the possibility of closer contact between an art therapist and parents in in the interests of maintaining and strengthening the health of children.

In a number of recent American art therapy publications, issues of working with children and adolescents with depressive disorder and traits of increased aggressiveness from among those attending general education and special schools are actively discussed. Commenting on the problem of aggressive and suicidal behavior of minors in US schools and the tasks of the activities of clinical art therapists working in schools, L. Pfeiffer notes that "the prevention of violence is becoming the number one problem in schools." Across the country, special programs are being introduced in schools, but they are aimed at those students who show clear signs of aggressive behavior.

There are a significant number of American publications that reflect the diagnostic and developmental aspects of the application of art therapy methods in education. In this case, original graphic methods developed by art therapists are often used. The most indicative in this regard are the works of the art therapist R. Silver, who has been researching the diagnostic and developmental possibilities of art therapy methods in educational institutions since the 1970s. She has developed three graphic tests that are closely related to the process of art therapy counseling in schools, the most famous of which is the "Silver graphic test" for assessing the cognitive and emotional spheres. Abbreviated RTS, this test was originally developed and used by R. Silver as a tool for determining and developing the cognitive and creative abilities of children and adolescents with developmental disabilities, in particular, students with speech impairments and deaf-mutes, as well as children and adolescents with mental retardation. Using RTS, the author found that many of these children and adolescents have significant cognitive and creative abilities. The idea that the cognitive abilities of children and adolescents, especially those with speech disorders, can be largely associated with imaginative thinking prompted R. Silver to develop and implement a number of educational programs based on on the use of a system of visual exercises.

In general, the American School of Art Therapy is aimed at establishing an effective dialogue and cooperation between art therapists and school workers and exchanging information with them, respecting the confidentiality rule in relations between an art therapist and clients, the need to focus on inner world clients and the neutralization of external distractions, the inclusion of art therapy classes in the school schedule and the introduction of art therapists into the staff of school employees, the need for professional communication and supervision, and other issues.

4. Domestic experience of introducing art therapy technologies in the education system

The founder of the Russian school of art therapy, by right, can be considered A.I. Kopytin - his fundamental works are known both in Russia and abroad. A.I. Kopytin - Candidate of Medical Sciences, President of the Art Therapeutic Association, Head of the Basic Training Program for Specialists in the Field of Art Therapy and Other Areas of Creative Self-Expression Therapy. In his developments, the purpose of using art therapy in education is to preserve or restore the health of students and their adaptation to the conditions of an educational institution through the implementation of psycho-corrective, diagnostic and psycho-prophylactic potential. In some cases, art therapy can be used in education as a tool for the development of certain psychological and personal qualities students. The solution of development problems should be considered in close connection with the problems of preserving and restoring their health.

Followers of the art therapy school of A.V. Kopytin try to combine psychotherapeutic and educational technologies and offer interesting practical developments.

Thus, in particular, the program proposed by A. V. Grishina for the development of the creative individuality of adolescents by means of art therapy in institutions of additional education deserves attention. The program is successfully implemented in institutions of additional education and the author recommends it for use by fine art teachers, it is saturated with elements characteristic of art therapy. These are, in particular:

reflexive orientation of classes, which involves stimulating adolescents to analyze the products of their creative activity from the point of view of reflecting their personal characteristics and experiences in them;

a high degree of spontaneity of creative acts with a free choice by adolescents of both the content and means of visual activity, as well as the conscious refusal of the teacher to evaluate the artistic and aesthetic merits of the products of the creative activity of adolescents;

the teacher's great attention to the communicative conditions of the group's activities, which include a high degree mutual tolerance of the participants in the classes, the emotional flexibility of the teacher himself, his acceptance of the characteristics of the creative individuality of adolescents and not imposing his opinion on them.

Conducting classes of this kind requires the teacher to have special knowledge and skills characteristic of art therapy activities. Thus, this program can be considered to a greater extent as art therapy, but with a predominance of developmental tasks in it, rather than art and education. Accordingly, its implementation would be more in line with the professional capabilities of those professionals who have received sufficient special art therapy training (for example, art teachers who have completed postgraduate art therapy programs) than teachers without such special training.

Also interesting are the developments of L. D. Lebedeva, devoted to some issues of the use of art therapy in education. The author introduces an interesting interpretation of the term “therapy” into the terminological apparatus of pedagogy, translating it not only as “treatment”, but also as “care, care”. On this basis, she considers it acceptable to use art therapy by teachers and educational psychologists who do not have any special training in the field of psychological counseling, psychotherapy and art therapy. She, in particular, writes that "the phrase "art therapy" in the scientific, pedagogical interpretation is understood as caring for the emotional well-being and psychological health of an individual, group, collective by means of artistic activity." At the same time, she cites a wide range of indications for art therapy work in the education system, including "disharmonious, distorted self-esteem"; "difficulties in emotional development", impulsiveness, anxiety, fears, aggressiveness; experience of emotional rejection, feeling of loneliness, depression, inappropriate behavior, conflicts in interpersonal relationships, hostility to others.

The use of methods of art therapy and art pedagogy in special education is also considered in the work of E. A. Medvedeva, I. Yu. Levchenko, L. N. Komissarova and T. A. Dobrovolskaya. It represents the first attempt in our country to generalize the experience of using art as a means of a comprehensive educational, developmental and corrective impact on children with developmental disabilities (children with hearing, vision, speech problems, mental retardation, behavioral disorders, mental retardation, impaired musculoskeletal - motor apparatus). At the same time, the authors consider art therapy as a set of techniques based on the use of different types of art and allowing, by stimulating artistic and creative manifestations, to carry out psycho-correction. According to this understanding of art therapy, they include in it such private forms as isotherapy, bibliotherapy, kinesiotherapy, music therapy, psychodrama and some others.

Practical examples of art therapy technologies

Art therapy - the traditional interpretation: the most developed, most often used and the most technically simple form of art therapy. This is painting, sculpture, architecture. It traditionally includes all types of drawing (drawing itself, painting, graphics, monotype, etc.), mosaics, make-up work and body painting (as a type of painting “all over the body” or “on the face”), installations, all kinds of modeling, collages, artistic photography (phototherapy) and a huge number of types of artistic creativity, where something is done directly by hand.

Music therapy is an extremely rich direction in terms of the strength of its influence, the breadth of possibilities, and the existing empirical material. When working with music, we must always remember that we are “defenseless” in front of it: music affects the deep structures of the brain, bypassing the control of consciousness. Music has been used and will continue to be used as a kind of catalyst, it is applicable in any methodological systems. Music can accompany any psychological process, or it can act on its own, like a medicine. Vocal therapy is a special case - voice treatment, the use of vibrational mechanisms for stress relief or diagnosis.

Bibliotherapy (creative writing), self-expression based on literature through creative “writing”, composition. At the same time, completely free expression is possible (what I want, what I want and how I want), as well as given topics. In bibliotherapy, the therapeutic effect is based on Henneken's law: the protagonist Any literary work is always the author. This also includes the autobiographical method, and the composition of dramatic works, and versification, keeping diaries, writing letters (although the epistolary genre is clearly degenerating in our time), and much more.

Drama therapy is one of the most developed areas at the present time. One of the reasons for the widespread use and effectiveness of drama therapy is the constant (chronic) lack of demand in the modern world for the game potential of a person, the "underplay" of children and adults, the loss of a powerful folk game culture as such. The method necessarily includes music, and dance, and makeup, and drawing, and writing, and much more. In all these practices, the theatrical beginning is clearly expressed. They are built on "acting out" painful situations for the patient and the search for optimal life "roles". In psychodrama, improvised performances are literally organized; in play therapy, these same tasks are solved in the course of an ordinary children's game.

Puppet therapy (mask therapy, working with puppets and puppets) can be used in various areas of art pedagogy: psychodrama, game therapy, fairy tale therapy, etc. Modern “puppet therapists” consider puppet theater to be perhaps the most effective way to work with children. This option is also offered to adults, but less often. Children play either in specially invented performances or in ordinary plays of suitable content. Roles, of course, are distributed with feeling, sense and arrangement. An applied version of puppet therapy - making puppets (from threads, shreds, etc.) - carries a large charge that releases latent energy.

Park therapy is the use of healing and recreational effects on the human body of such natural and leisure multifunctional complexes as gardens and parks of culture. The combination of aesthetic (landscape design, natural environment close to natural) and cultural and leisure forms of influence (programs on open stages, sports events, etc.) introduces park visitors to a healthy lifestyle, which is especially important in modern megacities.

Fairy tale therapy - the use of fairy tales for healing, healing. Fairy tales can be composed, told, dramatized, drawn, etc. The fairy tale archetype itself is healing, something that people have always known. In fairy tale therapy, the patient is “fitted” into a philosophical fairy tale with a happy ending; the fairy tale serves as a means of meeting with oneself. Children acquire knowledge about the laws of life and ways of manifesting creative creative power, about moral norms and principles of social relationships. Fairy tales not only reflect ancient initiatory rituals, but also describe positive experiences of living through emotional crises that are characteristic of a developing person. The fairy tale teaches the child to productively overcome fear.

Game therapy is the use of a natural activity for a child - games - as a way of modeling relationships with the outside world and personal development. The game allows you to relieve tension, get rid of depression, encourages physical and cognitive activation in spontaneous expression, immerses the child in an atmosphere of emotional comfort.

Application of art therapy technologies in correctional pedagogy

Especially valuable is the positive impact of art therapy on children with developmental problems. More L.S. Vygotsky in his research revealed the special role of artistic activity in the development of not only mental functions, but also in the activation of creative manifestations in various types of art in children with certain developmental problems.

Thus, visual activity contributes to the sensory development of children, forms the motivational-need side of their productive activity, contributes to the differentiation of perception, small hand movements, which in turn affects mental development. Revealing the psychological mechanism of catharsis in his work “The Psychology of Art”, L.S. Vygotsky noted: “Art always carries something that overcomes ordinary feeling. Pain and excitement, when they are caused by art, carry something more than ordinary pain and excitement. The processing of feelings in art consists in turning them into their opposite, i.e. positive emotion that art carries within itself.

Catharsis is inextricably linked with artistic perception, which is the most complex work of feelings, thoughts, imagination, perceiving a work of art. Therefore, children, especially those with developmental problems, are not always ready for this work. It is necessary to teach children how to perceive a work of art, because. the perception of children with developmental disabilities has its own characteristics, due to the nature and nature of the violation. Communication with a work of art helps the child temporarily escape from experiences, emotional rejection, feelings of loneliness, fears and anxiety, or from conflicting interpersonal and intra-family relationships.

Art provides the child with practically unlimited opportunities for self-improvement and self-realization both in the creative process and in its products. Interest in the products of the child's creative activity on the part of peers and adults increases his self-esteem. And this is the solution of the most important task: the adaptation of the child through the arts and artistic activity in the macrosocial environment.

Recent years have been marked by an increased interest of specialists in the mechanism of the impact of art on a child with developmental problems in the process of upbringing and education, therefore modern special psychology and pedagogy is largely focused on the use of various types of art in correctional work as an important means of educating a child's harmonious personality. Art has a positive effect on the central nervous system, which is confirmed in their works by well-known psychiatrists A.L. Grosman and V. Raikov. So, for example, the normalization of the cardiovascular system occurs to the sounds of music performed on the clarinet and violin.

Recently, several areas of correctional work have been distinguished by means of art: psychophysiological - correction of psychosomatic disorders; psychotherapeutic - impact on the cognitive and emotional spheres; psychological - cathartic, regulative, communicative functions; socio-pedagogical - the development of aesthetic needs, the expansion of the general and artistic and aesthetic horizons, the activation of the child's potential in creativity. The practical implementation of these areas is carried out within the framework of psycho-correctional or correctional-developing methods.

Noting the need to form a culture in children with various developmental problems, L.S. Vygotsky pointed out, in particular, the need to create special methods, means and conditions that ensure the development of children with various disabilities. L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets, E.I. Ilyenkov, M.S. Kogan, B.M. Nemensky and other scientists also assign a huge role to art in shaping the personality of a child. They noted in their works that introducing a child to art, “immersing” him in the world of unity of feelings and thoughts that transform a person, enriches him, reveals his creative potential. Thus, one cannot decide actual problems modernity outside of art - the most powerful means of upbringing and education. In this regard, there is an urgent need for the further development of such a discipline as art pedagogy, its separation from the purely psychotherapeutic segment, as well as the inclusion of special courses in art pedagogy and art therapy in the system of training specialists in the educational, cultural and leisure spheres.

Conclusion

So, research in the field of application of art therapy technologies in art pedagogy shows that art develops a personality, expands the general and artistic horizons of students, and realizes the cognitive interests of children. Art pedagogy allows problem children to experience the world in all its richness and diversity, and learn to transform it through artistic activities. Art is, on the one hand, a source of new positive experiences for the child, gives rise to creative needs, ways to satisfy them in one form or another, and on the other hand, it is a means of implementing socio-pedagogical technologies.

In this regard, a detailed study and development of art pedagogy and art therapy can be a positive step towards further improvement of alternative schools of national education. Of course, there is a lack of educational programs in these disciplines, the problem requires detailed study, definition of the boundaries of sciences, and observance of professional ethics. The topic undoubtedly has practical significance for specialists in culture and education.

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