Bludova Y. Formation of artistic and aesthetic taste of primary school children means of regional cultural and historical heritage.

The theoretical generalization and practical solution of the problem of artistic and aesthetic education of primary school children are presented in the thesis, it was reflected in the theoretical and methodological substantiation and experimental verification of the theoretical model of methodology of the artistic and aesthetic taste of primary school children by means of regional cultural and historical heritage. The essence and structure of the artistic and aesthetic taste of primary school children is defined as a person’s ability to emotionally assess the aesthetic properties of the surrounding world and art on the basis of aesthetic experience and artistic and aesthetic knowledge, distinguishing the beauty from the ugliness, which manifests itself in aesthetic interests, needs, abilities for holistic perception works of art and aesthetic pleasure from communicating with the beauty (ideal), in an effort to express one’s own feelings and experience from the perceived aesthetic objects in the artistic and creative activities. The featutes of the upbringing of artistic and aesthetic taste of primary school children are substantiated as a sensible period for attracting a child to the cognition of the beauty of the surrounding world, the education of his emotional and sensual sphere; the artistic and aesthetic education of primary school children is presented as an integral pedagogical process of polysubject interaction between teachers and pupils, based on a specially organized activity aimed at the interiorization of aesthetic values with the aim of forming the artistic and aesthetic education of a child. The criteria, indicators and levels of developmen of the aesthetic taste of primary school children by means of regional cultural and historical heritage are determined, a tool for diagnostics the formation of this phenomenon is worked out: motivational, value-orientational, cognitive, creative. The educational potential of the regional cultural and historical heritage is revealed as one of the effective means of educating the artistic and aesthetic taste of primary school children, which contains experience, norms, achievements of different generations, reproducing the centuries-old history of the development of society. A model of the organizational and methodological system for the education of the artistic and aesthetic taste of primary school children has been created and its effectiveness has been experimentally tested. The method of artistic and aesthetic education of primary school children by means of a regional cultural and historical heritage is substantiated and introduced into the practice of aesthetic education of the primary school, which was aimed at: increasing the artistic and aesthetic culture of teachers and leaders of art clubs; enriching the content of the teaching and upbringing process of primary school with the best examples of folk art; integration of aesthetic knowledge in the sphere of extra-curricular activities of primary school children, involving pupils in independent artistic creativity, conscious evaluation of works of folk art based on the acquisition of their own experience in creating an artistic image in artistic and aesthetic activity.