Vaizduotės lavinimas dinamiškai diferencijuoto dailės mokymo procese

Abstract

<p> The object of research is the imagination development of the 5-7th grade schoolchildren and its cultivation in conditions of differentiated art education. The methods of the research are: theoretical; empirical (test of R. Nemov); and methods of mathematical statistics. Results of the research. To foster imagination while differentially teaching art a model was built up: it was based on formation of groups, perpetually changing in the process of teaching according to the following criteria of differentiation: singularities of teenager’s development in cognitive, identity and psycho-social spheres; variety of creative thinking characteristics; variety of imagination characteristics; variety of visual plastic expression characteristics; unequal knowledge of art theory; various abilities and types of visual plastic expression, different phases of development of visual plastic expression, varying skills of communication and work in group. The main goals of this model are: to find out, on the basis of diversities among schoolchildren, the criteria for general differentiation; to differentiate dynamically without establishment of permanent groups; to ensure favorable conditions of learning for groups of different predisposition; to cultivate imagination according to the schoolchildren’s abilities, needs, interests, motivation of learning; to encourage pupils to perform their tasks creatively; to teach them to work in groups and solve arising problems creatively; to arouse the need of creative self-expression in children. The data of the experiment show that the dynamic differentiated teaching of art had a positive effect on development of imagination development. The processes of 5-7th grade schoolchildren’s imagination had sped up, themes and objects depicted became more original; much was improved the richness and diversity of imagination as well as completeness, emotionality and impressiveness of pictures. </p>