Formation of Creative Fantasy and Imagination of Students as A Task of Artistic Pedagogy

Abstract

The paper reveals one of the key problems of the modern artistic pedagogy, which lies in the application of the potential of creative fantasy and imagination of students in the pedagogical process. It considers the various preconditions for the development of the ability to fantasize, depending on the individual capabilities of students. Reliance on initially individual systems of perception of artistic information with the subsequent development of this perception to the level of creation of full-fledged artistic images and interpretations is proposed as a leading pedagogical strategy. The interrelation between the organized social and aesthetic experience of students and possibilities of creative fantasy and imagination is established. In this process, the role of educational creative teams as a space of social, artistic and aesthetic development of students is highlighted.

Features of thinking and physical education of humanitarian universities students: a review article

“…And a fairly large percentage of students choose team sports. This is not accidental, since sports and outdoor games captivate students emotionally, developing not only physical and emotional capabilities, but also intellectual and psychological ones [18][19][20][21]. And this is most relevant for students of all specialties, including the humanities.…”

“…In this regard, summarizing the opinions of leading experts [20,21] on this issue, it is logical to conclude that physical education at universities, on the one hand, should contribute to strengthening the health of students and their professional improvement, and, on the other hand, like any motor activity should be enjoyable.…”

Adaptation of Students Depending on the Type of Temperament to Educational Activities in Higher School in the Conditions of Online Learning

“…Many experts point to the crisis of the modern educational system of higher education (Lyubetsky, et al, 2017;Vaskov, et al, 2019;Gribkova, Umerkaeva, et al, 2019;Kovaleva, et al, 2019), the lack of a unified professionalization theory, organizational disunity and spontaneity of the vocational training process, as well as the general "onlineization" of education (Lubsky, Kovalev, 2020). The emerging interest in online learning in higher education is caused by the fact that in the digital era the possibilities of elearning have expanded with the introduction of modern information and communication technologies have which have made it possible to transfer part of the teacher's routine functions to machines (Snegovaya, Karapetyan, Vlasova, 2019;Lubsky, 2020;Philippova, et al, 2019).…”