The students’ artistic achievements: What do we assess and how do we assess
DOI:
https://doi.org/10.32405/2308-8885-2018-4-2-7Keywords:
primary artistic education, students’ artistic achievements, competence approach, motivational (formative) assessment, summative evaluation, content lines of the artistic educational branchAbstract
The article examines approaches to assessing the artistic achievements of primary school students. The implementation of the subject artistic competencies and key life competencies is the context for determining. The psychological and pedagogical mechanisms of acquiring the abovementioned components through artistic creativity have been highlighted. The essence of artistic perception as a process of multi-component immersion in art and a child’s integral quality has been considered.
The essence of cross-cultural creativity in relation to art education has been specified. The objective determinants of changing the content lines of the artistic educational industry have been substantiated.
The basics of the motivational (formative) assessment in relation to the artistic education have been determined in comparison with the traditional summative assessment. The author considers the objective reasons for the transition from purely formative assessment to complex assessment – motivational and summative in the conditions of the educational process in the general educational curriculum. Moreover, the author explains the place of natural artistic abilities in the process of assessment of students’ artistic achievements.
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