Aesthetic education in foreign language lessons

The concept of aesthetic education is inextricably linked with the term "aesthetics". The word "aesthetics" comes from the Greek "aisteticos", which in translation into Russian means sensation, feeling. V.A. Sukhomlinsky in his works defines aesthetic education as the process of forming feelings in the field of beauty. "The beautiful is life itself in its most perfect manifestations, and the nature, and products of human labor, and human relations."

In the short dictionary on aesthetics, aesthetic education is defined as "a system of activities aimed at developing and improving in a person the ability to perceive, correctly understand, appreciate and create the beautiful and sublime in life and art" [2; c.451].

D.B. Likhachev in his book The Theory of Aesthetic Education of Schoolchildren relies on the definition given by K. Marx: "Aesthetic education is a purposeful process of forming a creatively active personality of a child who can perceive and appreciate the beautiful, tragic, comic, ugly in life and art, live and create "According to the laws of beauty" [3; c.51]. D.B. Likhachev emphasizes that the leading role of a purposeful pedagogical influence belongs to the aesthetic formation of the child.

Foreign teachers also did not ignore the issue of aesthetic education of students. For example, Maria Montessori, among the most important tasks of education and upbringing, called the development of the ability of aesthetic perception of the cultural environment, poetic and musical hearing, a sense of color, rhythm, form, musical hearing of children, the rhythm of their movements, etc. [4; c. 27-43]

In addition to pedagogical approaches, there are also psychological approaches. Their essence lies in the fact that in the process of aesthetic education the child has an aesthetic consciousness. The aesthetic consciousness of teachers and psychologists is divided into a number of categories that reflect the psychological essence of aesthetic education and allow to judge the degree of aesthetic culture of a person. Most researchers distinguish the following categories: aesthetic perception, aesthetic taste, aesthetic ideal, aesthetic evaluation. D.B. Likhachev also distinguishes aesthetic sense, aesthetic need and aesthetic judgment [3; 51].

Aesthetic education contributes to the formation of human morality, expands its knowledge of the world, society and nature. Various creative activities of children contribute to the development of their thinking and imagination, will, perseverance, organization, discipline. Thus, the most successfully reflected the goal of aesthetic education Rukavitsyn MM, who believes: "The ultimate goal of aesthetic education is a harmonious personality, a fully developed person ... educated, progressive, highly moral, able to work, desire to create, understanding the beauty of life and the beauty of art ". [ This goal also reflects the peculiarity of aesthetic education, as a part of the entire pedagogical process.

The child is included in aesthetically educative activity with all the positive and negative features of his personality [3; p.113]. Great importance in this activity is the formation of the schoolchildren's idea of the life ideal and the ideal in the world around them. The attractive power of ideals for children lies in the social value of their content, in the most diverse areas of public life.

The author also points to the systemic nature, not the spontaneity of aesthetic education. In business communication, aesthetic criteria imply the creation of a favorable psychological climate, correctness in relations, their functional ordering, contributing to the strengthening of social ties and improving the effectiveness of the collective.

In the informal communication of people (in the family, in the circle of friends and relatives), the ability to communicate is not aesthetically important, without suppressing the personality of the other. Aesthetically significant are also the means and methods of communication used, primarily language, intonation, facial expressions, gestures. Especially important is the culture of expression of feelings, the ability to control psychological conditions.

The process of teaching English also has enormous potential for aesthetic personality development. At school, a foreign language acts as a means of communication, and the main goal of its study is the development of a foreign language competence. Studying the educational material, students have the opportunity to learn other people, to learn other ways of thinking and additional means of communication. The children get acquainted with the peculiarities of the "other life" in various areas of life, including in the field of art. Attitude to aesthetic values, mastering them, the ability to create, can be considered one of the key indicators in the personality of schoolchildren, which are formed during the lesson.

Studying English at school, the formation of elementary communicative and speech skills in listening, reading, speaking, writing, as well as acquaintance with the culture and life of foreign peers is taking place. I would like to dwell on the study of sociocultural information in foreign language lessons, using the example of the UMK "English in Focus" - grade 5, authors: Vaulina Yu.E., Duli J. [1, p.54]

On the example of the lesson on the topic "Taj Mahal", with the application and description of all UEA (universal educational activities) at all stages of activity, we see that aesthetic education is part of the whole pedagogical process in the system of teaching a foreign language. In front of you is a table, which gives an example of a lesson that clearly demonstrates a number of categories of aesthetic education in general.

We saw that "a red thread" through all the UALs planned at all stages of the lesson is aesthetic education, which is reflected in the development of aesthetic culture, perception, needs, taste, ideals, communication, evaluation among students.

The environment also has an impact on the development of aesthetic education. In this case, this is the office where foreign language lessons take place. Aesthetically designed cabinet is involved in the process of forming aesthetic culture of students. English lessons provide inexhaustible opportunities for the formation of a student's aesthetic culture. Aesthetics penetrates into all areas of the child's activity, including speech. Aesthetic education at foreign language lessons helps to know the beauty of the world through the foreign language, culture and customs of other peoples. The students of the 5th class are emotionally responsive, have the integrity of the perception of the world, readiness to master the spiritual experience that has been worked out by mankind. This gives an opportunity for the formation of value orientations in the schoolchild of aesthetic feelings, tastes, views and beliefs, as well as the aesthetic attitude of the student to the world around him.