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 spręsti.Then a child is creating, he is expressing individuality of emotions and attitudes towards the world around him. Art teacher’s task – the language of art is to help learners focus on contemporary cultural change, the emotional relationship with the art of promoting individual maturity. Student’s individuality search by observing the creative process and analysis of his work – is the chosen theme and novelty implies a problem. The aim and objectives determine the student’s knowledge of the possibilities of artistic individuality of elementary school art education process; provide individualision artistic conception; reveal the teacher‘s artistic and psychological skills required for artistic indiduality student learning and development, the importance of interaction and to name that individuality ways of understanding the art education process. Artistic individuality identified as the author of many traits (creativity, originality, rich imagination, generation of ideas and originality, emotionality, artistry) as a whole. It will be divided into multiple artistic individualities types emotional – intuitive, reflex – the intellectual, the active – will power Artistic personality course of development can improve. Formation of student artistic individuality is heavily influenced by art teacher accumulated pedagogical – psychological and artistic skills targeting the individual student’s abilities, skills, and dispositions search. This 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 process