The role of the cultural approach in the formation of the primary school students’ cultural and aesthetic attitude to reality

The Federal State Educational Standard of Primary General Education describes in full the basic requirements for the graduate of the primary school. In this regard, the education system faces the tasks which require the search for such effective ways of developing the growing up person that will take full advantage of the entire educational potential of art. This potential is reflected in “living” knowledge, i.e. the knowledge gained by a primary school student through the sensory perception of the surrounding reality. Such knowledge includes models of moral and ethical behavior and aesthetic forms of beauty in the world around. This “living” knowledge is “folk wisdom” that is passed on through generations with the help of feeling expressed in the word (literature) and in the image (art, music, theater). The educational potential has a strong impact on the personality of a primary school student which takes place when the child starts to ponder over the read, seen, heard material and tries to sort things out and understand why it happened and what will happen afterwards. The learner begins to analyze the actions of others and his own, which in turn are the result of a cultural and aesthetic attitude to reality. The ability of art to continuously reflect the culture and at the same time serve as its value expression in aesthetic objects and creative activity determines the successful formation of elementary school students’ cultural and aesthetic attitude to reality based on their gradual integration into cultural space of the modern time, the past and future as well. The article substantiates the importance of applying the poly-artistic approach during the primary school students’ education that is a set of methods to help the students being engaged in different creative activities to develop harmoniously. The author identifies and describes three levels of cultural and aesthetic attitude among elementary school students (primary adaptive, productive and active, situational and behavioral).