Some of primary school students artistic individuality recognition aspects

Straipsnyje nagrinėjamas pradinių klasių dailės mokytojo meninių ir psichologinių kompetencijų sąveikos poveikis mokinio meninės individualybės paieškoms, nustatyti kai kurie mokinio meninių gabumų bei gebėjimų, jo individualių polinkių pažinimo aspektai. Tyrimu atskleista didelės dalies dailės mokytojų meninės ir psichologinės kompetencijos nepakankamumas, ribojantis meninės mokinio individualybės pažinimo procesą. Pateiktos grįžtamojo ryšio rekomendacijos aptariamai problemai spręstiThis article identifies a student‘s individuality and cognitive aspects, seen through the emotional needs (work caused the expression of feelings through the mood, theme-making, survival situation and specific circumstances); over interpretations and repetitions, released by the expression of ideas and drawings of their relationship with the child’s psychological state and analysis through passive student‘s expression of his opinion monitoring and assessing the observancion of creativity, friendly conversation form of an exploration of what it means its design, choice of colors, plot, mood piece, through the student’s personal communication environment and search for creative reflection analysis, observing how the child accepts the feedback. Recommendations of the feedback above article include all discussed aspects the child‘s cognitive aspects of artistic individuality. Modern art education is based on the diffusion of artistic and pedagogical-psychological competencies interaction. The study revealed a significant part of the psychological art teacher excellence and artistic literacy and the lack of artistic individuality disrupting students learning process. Meanwhile, the art teacher’s ability to know the student as artistic individuality, the interpretation and evaluation of his work, helping him to participate in the student personality development processVytauto Didžiojo universitetasŠvietimo akademij