Opción, Año 33, No. 85 (2018): 170-186
ISSN 1012-1587 / ISSNe: 2477-9385
Problems of
development of aesthetic culture at
teenagers by means of
the Kazakh decorative
and applied arts
Barshagul Kassimbekova Regional Social Innovative University, Shymkent, Kazakhstan
Kasimbekova-b@mail.ru
Gulmira Tulekova
S. Toraighyrov Pavlodar State University,
Pavlodar, Kazakhstan
Cessen@mail.ru
Valeriy Korvyakov
Almaty Academy of Economics and Statistics,
Almaty, Kazakhstan v.korvyakov@rambler.ru
Abstract
Now, special attention is paid to a problem of increase in level of national culture for realization of strategy for inclusion of kazakhstan among
the
world’s developed
and competitive countries. An article is taken up questions of formation of
esthetic culture at
teenagers by means of their
involvement
to creative activity on the basis of folk traditional art. An
important factor of esthetic development
for the personality, its aspiration to
universal ideals and also participation in creation of cultural and historical achievements is
folk art, in particular, decorative and applied arts.
Keywords: esthetic
culture,
decorative
and applied
arts,
folk
art,
creative activity.
Recibido: 10-01-2018 Aceptado: 09-03-2018
171
Barshagul Kassimbekova et al.
Opción, Año 34, No. 85 (2018): 170-186
Problemas del desarrollo de la
cultura estética
en adolescentes mediante
las artes decorativas
y aplicadas de
Kazaj
Resumen
Actualmente se presta especial atención a un problema
de
aumento en el nivel de cultura nacional, para la realización
de
la estrategia de inclusión de Kazajistán entre los países desarrollados y competitivos del
mundo. En el artículo se abordan las cuestiones de la formación de la
cultura
estética
en
adolescentes por medio de
su participación a la actividad creadora, sobre la base del arte popular tradicional. Un
factor importante de desarrollo estético para la personalidad,
su aspiración a los
ideales universales y también la participación en la creación de logros culturales
e históricos,
es el arte
popular, en particular, las artes
decorativas y aplicadas.
Palabras clave: cultura estética, artes decorativas y aplicadas, arte
popular, actividad creativa.
1.
INTRODUCTION
Indigenous knowledge refers to knowledge that has evolved over
time and has been transmitted from generation
to generation by
inheritance. The combination
of native knowledge with the knowledge of the day leads to the development
of a native sustainable development. In
this regard, the recognition of indigenous
knowledge and traditional methods of production and knowledge of day-to-day
knowledge will play
a key role
in achieving sustainable development indicators. In recent
years, the use
of
advanced technology has caused environmental problems
and high costs in the production process. Now,
the need of comprehensive education of youth is increased when the country seeks to take the worthy place among competitive civilized
countries (HUTCHINSON, 2001).
One of ways for realization
of
youth education is formation of their culture. Formation of the personality is a process of formation and development of the individual under the influence of the social environment, education,
training; development of the personality qualities in one direction under the influence of purposeful education;
process of the person development from the point of view the subject and an object of the public relations. The research of the concept “culture” shows that it is multicomponent on
the
structure, has many types, ways and qualities, which is shown in different forms: science, art, technique,
religion, morals, etc (AUELBEKOV,
ET AL., 2014). Means of dissemination of culture are: political, legal institutes, medicine, education system, mass media, etc. It is characterized by the different forms of management, service, and communication.
But the most important in culture is its unity in this life,
freedom of its existence and concrete forms of development, historical and functional
concreteness of its existence.
From this point
of view in
modern researches the culture is considered
as the united system, consisting of compound material and spiritual components,
because the person, creating a material benefit, comprehends
spiritual culture
(AMIROVA, ET AL., 2015). The culture of production and work belongs to number of material
culture, so the moral, political
and esthetic culture belongs to the spiritual
culture. So, in culture, on the one hand, results of
creative activity of the person are accumulated,
on the other hand,
developing the spiritual and practical strength of the personality, forms him as the creative person. Cultural development is closely connected with development of the personality in a concrete historical formation.
The scientific research analysis shows complexity
and versatility of a
problem on development of esthetic culture for the individual personality, taking into account age features, insufficiency
of researches in this area, including researches
of a problem on development of esthetic culture at teenagers by means of folk art.
2. METHODOLOGY
One of types of culture is traditional
national culture.
The concept
“folk art” includes all art forms of the working people, more precisely,
music, folklore, decorative and applied arts
and architecture. All of them
serve the people in life and in work. National fairy tales, songs, dances, decorative
and applied
arts
and
architecture, revealing the features
peculiar to each people, have cognitive and art interest and also they prove
that material and spiritual culture is created by the people. Now
each
pedagogue
has to be
able to use
purposefully cultural
and historical
heritage in art and esthetic education
of pupils. The teenager understands decorative and applied arts from a position of form and content, has development force of feeling the beauty. It influences development by
pupils of native national
culture and culture of other people, influences
formation of ideals of beauty and esthetic requirements
in continuous creative activity.
Culture – is an integral part of human action, function,
creativity
because in each aspect of culture concepts there is everywhere present the
person. Culture
is not set of values, is not data, technology, norms,
provisions, knowledge, created once and which we are obliged to accept,
so it is the field of active actions
in vital space. In this regard, culture is considered as set of cultural and material values which are created by
human work and where the main thing are kindness and beauty (KOGAN,
1995); self-realization of the person and broad distribution of his force; it lives in close interrelation with society, and it is a method of being human, which has been
mastered features of function, the
creative force and
abilities of society
development (GALT and
SCHOONOVER, 2010). Such opinion on culture was expressed by ancient philosophers as “cicero
(45
bc) explained a concept culture as improvement of soul” (MITHEN,
1996), and
the german philosopher i. Kant (1724-1804) considered a
concept of culture from the moral point of view (KANT, 2009).
He called
culture the special ability, given
to people from god, by means of which it
is possible to distinguish people from animals, and he allocated the special
place for such qualities of people as kindness
and good breeding. According
to him “culture” – is a way to the kingdom
of
freedom from nature, therefore kant’s doctrine is considerable
the fact that he considers “culture” from the humanistic point of view. The english philosopher e.b.
Taylor, thinking that “science about culture – is a science about reforms”,
said that culture was
constantly in
development process
(HAUSER,
1958). He considered a culture as result of consciousness and work of the
person or as spiritual wealth. F.w. Schelling
(1775-1845)
suggested:
“culture to consider and master it from the esthetic point of view”, and he
declared that the main content of culture is an art function of people (GELL, 1998).
From
this point of view in modern researches culture is considered
as the united system, consisting of compound material and spiritual components because the personality, creating a
material benefit,
comprehends
spiritual culture. The culture
of production and work belongs to number of material culture, so the moral, political and esthetic culture belongs to the spiritual culture. The literature analysis shown that a
concept of culture designates the system of values and the life purposes of the certain person, his relations with people around, used for the characteristic
of
spiritual and material level of the people and nations,
concrete societies in a certain historical formation.
So,
in culture, on the one hand, results of creative activity of the person are accumulated, on the other hand, developing
the
spiritual and practical strength of the personality, forms him as the creative person. Cultural development is closely
connected with development of the personality
in a concrete
historical formation. We did not disregard a problem
of
culture
development
at students by means of the Kazakh decorative and applied
arts. L.v. Kotenko studied formation of elements the esthetic culture at pupils of boarding school through art
and applied activity (ROSENBERG,
1983). ROSENBERG (1983) studied formation
of esthetic culture at
students by
means
of decorative and
applied arts (on
the basis
of materials of vocational education), g.k. Shyrynbayeva
considered
formation of esthetic culture at pupils of the upper school, a.d. Rayymkulova investigated and proved a problem
of formation of technological culture at pupils for 5-9 classes .The above-stated researches are works which need for the practice of educational institutions and have
huge scientific and pedagogical value. But the problem of development of
esthetic culture at teenagers by means
of the kazakh
decorative
and applied arts in the theory and practice of the secondary school is not
investigated at the sufficient level yet.
So, there is obviously noticeable contradiction between the need
for society of teenager education by means of kazakh decorative
and
applied arts and
its non systematic research; between the
need
of formation
of esthetic culture at teenagers for teaching and educational
process and lack of educational and methodological course for its realization; between the width of range of opportunities on the kazakh decorative and applied arts
in esthetic education and absence of learning system
for formation of esthetic culture at teenagers. The need of solution of
these contradictions caused a problem of development
of
esthetic
culture at teenagers by means of the Kazakh decorative and applied arts in
the
theory and practice of the secondary school, and it is not investigated
at the sufficient
level yet. The research
objective consists in the scientific and pedagogical analysis of pedagogical
conditions, contents, methods, means of formation of esthetic culture at teenagers by means of decorative and applied arts and also their approbation
by experiment and development of a methodology for use in practice.
The complex of scientific and pedagogical methods was used for achievement
of
the goal: the theoretical analysis of scientific, psychology
and
pedagogical literature, pedagogical observation, conversations,
testing, a pedagogical experiment, methods of mathematical and statistical
processing
of
the received research results. They were developed and introduced for formation of esthetic culture at teenagers
by means of the Kazakh decorative and applied identification of the level: the program of a
special course for teachers and pupils, the program of circles and elective
classes; and also it was developed the questionnaire
for receiving
experimental data. This experiment was conducted in the secondary
schools no.
17, no. 64,
no.
79
(shymkent city). Selection of a research was
made 73 pupils. Thus, in the course of assimilation of theoretical
knowledge the pupils learn to choose necessary materials
for actions, they
are
taught the skills of creative search, improvement of pedagogical skill
of
the teacher.
Figure 1. Dynamics of pupils’ awareness level about the kazakh decorative and applied arts
The analysis
of the lessons, conducted in
the course of the forming experiment among effective video
lessons and lessons of “master classes”, give the chance to analyze activity of the master, his creative works,
process of art processing of material and its technology. Videos gave the opportunity to get acquainted closer with creativity of national masters. According to analysts’ point
of views, one of the
effective forms in improvement of the practical skills is “master class”. Pupils have a possibility of free communication with the master. The master gives full information about his handicraft, shows ways of making of handicrafts
from different material. Such activities increase the interest of pupils in the
works
of art,
increase
esthetic
activity,
motivate
to independent
education. The results of formation of practical skills on types of the techniques of the kazakh decorative
and
applied arts of wood handicrafts, knitting, embroidery, knowledge which was mastered during the master
classes, shown increase in level of knowledge. So, the following additions to contents of programs for disciplines have undergone experimental testing in the course of the forming experiment:
the fine arts, technology, literature, history of kazakhstan, elective class “the kazakh decorative
and applied arts”, the circle “mastery secrets” and a special course for teachers
“educational opportunities of the kazakh decorative and applied arts”. During 2015, 2016, 2017 in the course of the forming experiment
three control tests were received. These results were analyzed respectively by
components – motivational, information,
emotional and estimated,
effective
and productive,
developed esthetic culture.
The
following changes were observed during the forming experiment at the studying
experimental groups in the course of formation of esthetic culture.
Table 1. Level of development of esthetic culture at teenagers of
experimental groups (%)
|
№
|
Criterion
|
Levels
|
2016-2017
academical year
|
|
1.
|
Motivational criterion
|
High
|
64
|
|
Average
|
32
|
|
Low
|
4
|
|
2.
|
Information criterion
|
High
|
52
|
|
Average
|
48
|
|
Low
|
0
|
|
3.
|
Emotional and estimated criterion
|
High
|
60
|
|
Average
|
40
|
|
Low
|
0
|
|
4.
|
Effective and
productive criterion
|
High
|
78
|
|
Average
|
18
|
|
Low
|
4
|
Motivational criterion. Interest of the studying experimental groups in the
field
of the Kazakh decorative and applied arts.
It was risen from 72% in 2015 to 96% in 2017,
from them persons
who were
interested in making of the different types handicrafts
from 68% to 92%, persons interested
in the work independently from 16% to
54%; the number of works on decorative and applied arts
increased. There was a positive change
of dynamics on the indicators of motivational criteria according to formation of esthetic culture: the lower level at the beginning of the experiment was
28%, at the end was risen to 40%; average level from 36% was decreased to
32% and the highest level from 36% was risen up to 64%.
Information. For years of a skilled experiment there was a positive change of
dynamics on the indicators
of
information criteria on formation of esthetic culture: the lower level was
decreased from 36%
at the end to 0%, the average level from 56% was decreased to 48% and the highest level from 8% was risen up to 52%.
Emotional and estimated criterion. In the course of carrying out the
experiment pupils in
sufficient level were armed
with the
emotional and estimated characteristic of decorative and
applied arts. By the end of
an experiment the level of their esthetically
estimated formation was made: the average level
– 40%, the highest level – 60%.
Effective and productive criterion. The actions, held in the course of the forming experiment,
promoted increase in esthetic activity
of pupils. From
them
92% participated in an exhibition on folk art, in the research work, in
all-school actions. In 2017 pupils of experimental group (20%)
participated actively in a regional competition of applied creativity of children and youth.
The final control test determined the changes of levels of esthetic activity:
lower from 36% was decreased
to 4%, average from 52% to 18%, the highest level from 12% was risen up to 78%.
The figures
2
and 3 show dynamics
of formation of esthetic culture
at
teenagers in the field of
the
Kazakh decorative and applied arts.
Beginning control test: the lower level – 36% (from 25 to 9 people), the average level of
56% (14 people), the highest level – 8% (2 people).
Intermediate control test: the lower level – 16% (4 people), the average level
– 64% (16 people), the highest level – 20% (7 people).
Final control test: the lower level – 0%, the average level - 36% (9 people),
the
highest level – 64% (16 people).
Table 2. Final indicators of level of development on esthetic culture at teenagers by means of the Kazakh decorative applied art (%)
|
Components
|
Levels
|
Experimental group
|
Control group
|
|
Motivational
|
High
|
36
|
36
|
|
Average
|
36
|
34
|
|
Low
|
28
|
30
|
|
Information
|
High
|
8
|
9
|
|
Average
|
56
|
56
|
|
Low
|
36
|
35
|
|
Emotional
and estimated
|
High
|
8
|
8
|
|
Average
|
52
|
54
|
|
Low
|
40
|
38
|
|
Effective and productive
|
High
|
12
|
12
|
|
Average
|
52
|
51
|
|
Low
|
36
|
37
|
Figure 2. Dynamics of formation of esthetic culture at teenagers by means of the Kazakh decorative and applied arts (at the beginning of the experiment)
Table 3. Final indicators of level of formation on esthetic culture at teenagers by means of the Kazakh decorative and applied arts (%)
|
Components
|
Levels
|
Experimental group
|
Control group
|
|
Motivational
|
High
|
64
|
38
|
|
Average
|
32
|
34
|
|
Low
|
4
|
32
|
|
Information
|
High
|
52
|
9
|
|
Average
|
48
|
58
|
|
Low
|
0
|
33
|
|
Emotional
and estimated
|
High
|
60
|
10
|
|
Average
|
40
|
52
|
|
Low
|
0
|
38
|
|
Effective and productive
|
High
|
78
|
12
|
|
Average
|
18
|
52
|
|
Low
|
4
|
36
|
Figure 3.
Dynamics of formation on esthetic culture at teenagers by means
of
the Kazakh decorative and applied arts (at the end of the experiment)
The purpose of skilled and experimental work – is confirmation of
the
model and experimental
check of efficiency of formation on esthetic
culture at pupils in the course of mastering on the Kazakh decorative and
applied arts. We were designated
the
tasks of skilled and experimental work: drawing up a program of skilled and experimental
work, the organization of pedagogical control in formation and the art culture of
pupils; creation of means of social and pedagogical researches;
determination
of
the level of development on esthetic culture at pupils; efficiency of forms and methods; processing
of
the received results by
method of mathematical statistics, carrying out the forming experiment;
coordination of the model of formation of esthetic culture at pupils in the
course of mastering on the Kazakh decorative and applied arts, created in the course of the research.
Due to the purpose,
tasks, conditions,
we
chose a linear type of an
experiment. The
forming experiment had been made for 3 years. The basis
of
formation
of
esthetic culture at pupils is the model, covering
components of the purpose, maintenance, organizing activity, estimates in
which concrete forms of formation of esthetic culture are used. In the
course of the forming experiment the programs of additions to the content
of
disciplines “fine arts”, “technology”, “literature”, “history
of Kazakhstan”
at 5-9 classes, elective class “the Kazakh decorative and applied arts”, the circle “mastery secrets” and a special course for teachers
“educational opportunities of the Kazakh decorative and applied arts” were created. These types of disciplines,
devoted to continuous development of the Kazakh decorative and applied arts, based by the principle:
sequences, systemic and availability. As a basis of results of an
experiment there were taken the theoretical discussions which allowed to
define pedagogical opportunities of the Kazakh decorative and applied
arts; to introduce theoretical knowledge in the content of esthetic and
humanitarian disciplines of decorative and
applied
arts; to create
the program of elective classes and work of circles for increase in knowledge
and
practical abilities of teenagers in the field of given art; to use the
systems of individual and group forms of decorative and applied arts in the course of training
and
extra-curricular activities. The made analysis of
training programs shows from 5% to 100% of deviations about introduction of knowledge of decorative and applied arts in the program of
aesthetics-humanitarian disciplines. According to a number of scientists
from requirement of introduction of theoretical knowledge of this art form
So, skilled and experimental work were proved efficiency of methodology of formation on esthetic culture,
correctness of the model for formation of
esthetic culture at teenagers by means of the Kazakh
decorative and applied arts, measurement of levels of indicators. The recommended
methodology is necessary to apply in formation of esthetic culture at
teenagers by means of the Kazakh decorative and applied arts in teaching
and
educational process.
3. CONCLUSION
Because Kazakh nomadic handicrafts
are
a type of applied handicrafts, what today
is considered to be a serious threat to this type of
traditional arts is their lack of proper use in
everyday life. One
of
the ways
in which it can be helped to preserve and revive many of these arts is cultural entrepreneurship. Therefore, the present study was conducted to identify environmental factors affecting cultural entrepreneurship
in nomadic handicrafts in Kazakh. The present study was conducted with a completely
qualitative approach. For data collection, direct observation, interview, participatory observation and library study
were used. Research findings show that indigenous knowledge of nomads through management
practices leads to the sustainability
of
pasture plants, which will result in environmental conservation and ultimately
lead to sustainable
development.
Native indigenous knowledge
has also been effective in
lowering costs, increasing
income and improving
the
economic status of nomads through
traditional methods of health and disease control,
maintenance, selection and livestock farming.
Features and content of classification
of functions of the Kazakh
decorative and applied arts promotes systematic mastering
of
theoretical knowledge by pupils of this branch. It is recommended to put it in the methodical program
of
the institutions of teacher professional
development. Pedagogical classification and possibilities of the Kazakh
decorative and applied arts need to be used in teaching and educational process for formation of esthetic culture at pupils. Formation of esthetic
culture at teenagers
by means of the Kazakh decorative
and applied arts, addition
to the program of discipline,
the programs for elective classes, work of skill studio are necessary
to carry out according to the plan of
extra-curricular
activities. In teaching and educational process of the secondary
schools during thematic activities, it is necessary to take as a
basis
the methodical instructions on use of
variations of
the Kazakh
decorative and applied arts. For purposes of formation of esthetic culture at teenagers by means of the Kazakh
decorative and applied arts, it is necessary to create at the schools the studios and the art museums, and also to appropriate organize competitions,
exhibitions, expeditions and
excursions. Due to the complexity of the research problem there cannot be said that it found its solution. From this the need of a further creative research follows: formation of a basis of art knowledge at teenagers by
means of the Kazakh decorative and applied arts; formation of esthetic culture at teenagers by means of the Kazakh decorative
and applied arts; development of esthetic activity; search of other interactive methods of formation of esthetic culture at teenagers.
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