Formation of emotional competence at art lessons
DOI:
https://doi.org/10.32405/2308-8885-2023-1(107)-45-53Keywords:
emotional competence, components of emotional competence, art lessons, fine arts, 5th-grade studentsAbstract
The article deals with the problem of formation of emotional competence of 5th-graders at fine arts classes in institutions of general secondary education. The author focuses her attention on the author’s tasks at fine art lessons as the main and effective means of formation of the components of emotional competence (bu the material of the educational kit “Art. 5th grade” (by the authors L.S. Arystova, N.V. Chyen). In the context of the author’s approach in forming emotional competence, some examples of tasks of various types are given that were adapted at fine arts lessons at school and which constitutes the novelty of the research.
The author took into account the study of the development of emotional competence of school-age children and pre-teens by Saarni C., who presented emotional competence as a complex of the following abilities: to be aware of one’s own emotions, to distinguish and understand the emotions of other people, to use vocabulary to express emotions, the ability to empathize, to distinguish internal subjective emotional experience from external expression of emotions, the ability to adaptively overcome negative emotions and disturbing circumstances, conscious emotional communication in relationships, the ability to emotional self-efficacy. Consequently, the content of the proposed author’s tasks is designed in order to form all the constituent components of emotional competence in a single integrity. These tasks include tasks on the perception of works of art, where students analyse the emotions and emotional states of the characters in the pictures, compare them with their own, learn to express emotions using appropriate vocabulary, “read” the emotions of other people, show empathy and manage both their own emotions and emotions other people, building communication and interaction. The methodological aspect of the formation of emotional competence, described in detail by the author, will be interesting to practitioners – teachers of fine arts in various educational institutions.
Further research should be focused on developing the criteria and levels of the formation of emotional competence of both male and female students of different age groups as well as the development of the conditions of its formation at art lessons in institutions of general secondary education.
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