The thesis is a comprehensive study of the issue of forming younger teenagers’ image-creation skills at musical art lessons. The study reveals the essence of the phenomenon of “younger teenagers’ image-creation skills”, interpreted as a set of effective attributes of mental heuristic activity, which provides the ability to generate ideas when creating a subjectively new artistic insight-product that reflects the level of value orientations of the teenagers. The structure of the studied phenomenon is developed. It consists of the following components: image-operational – basic (ability to rely on an artistic thesaurus on verbalization/visualization of artistic images, apply associations, analogies, metaphors in the process of artistic personalized activities); emotional-value (ability to feel emotional charge and ideological orientation for further embodiment in the artistic and creative product, to adjust one’s own emotional state, to carry out self- and mutual reflection of the process of education, to select appropriate artistic images to create an emotional response to the value of the work); image-synthesizing (ability to draw parallels between artistic images and reality, synthesizing new images, interpret the imagery of works of art in the process of artistically integrated activities), productive-activity (ability to generate ideas as a product of insight-formation, to produce imagery, creative self-expression, apply figurative comparisons, analogies, associations, metaphors in educational activities and everyday life). The organizational-methodological model of the methodology of formation of this phenomenon is developed. It includes theoretical-methodological, methodical and productive blocks. The dominant part of the model are pedagogical conditions, in particular: activation of the sensory sphere of teenagers through associative connections, analogies between life phenomena, objects, situations and means of musical expression; taking into account the emotional and value experience of teenagers in the process of understanding their artistic and semantic context and figurative information of the work of art; providing facilitated support for the process of artistic-figurative communication between the teacher, teenagers and the work of art; accumulation of artistic-figurative fund as a result of perception of works of art and phenomena of reality; criteria and indicators for assessing the level of younger teenagers’ image-creation skills formation at musical art lessons (artistic-mental, emotional-motivational, artistic-integrative, creative-activity) in general secondary education institutions.
The effectiveness of the developed methodology of forming younger teenagers’ image-creation skills at musical art lessons has been experimentally checked. It included four stages: preparatory, ascertaining, molding and generalizing. At the stage of the ascertaining experiment, the levels of formation of teenagers’ image-creation skills in the EG and CG-2 were compared, which showed the relative homogeneity of mathematical and statistical data in both groups.
Key words: methodology, image, artistic image, artistic-figurative thinking, creation, image creation, skills of image creation of younger teenagers, musical art lessons, general secondary education institution.
