Information And Communication Technologies In Additional Art Education Of Children

Abstract

The relevance of the study is due to the need for competent psychological and pedagogical support for the use of information and communication technologies in the additional art education of children of preschool and primary school age. The purpose of the article is to systematize and determine the developmental capabilities of information and communication technologies in additional art education of preschool and young children, as well as to identify principles and conditions for the successful implementation of these opportunities in the artistic and creative development of children as part of a multi-artistic approach. The main research method was a survey of teachers of children's art schools and parents of children of preschool and primary school age, there was subsequent analysis and systematization of data. Empirical data on preferences in the use of information and communication technologies by additional education teachers with the aim of developing children's artistic creativity are presented. The problem of the scientific substantiation of the choice of digital educational resources and information and communication technologies for the artistic and creative development of preschool children and primary school children in the modern information space is disclosed. The means of information and communication technologies, the most popular among teachers of additional art education, are found out, the conditions conducive to the successful artistic and creative development of children are identified: increasing the information, communication and technological competence of participants in the educational process, coordinated pedagogical interaction, the formation of cultural and family values.

Keywords: Children of preschool and primary school ageinformation and communication technologiesart education

Introduction

Currently, there is an early inclusion of children in the information space. The process of informatization was organically introduced into the education of preschoolers and primary schoolchildren.

This determines the transition in the education system from traditional ways of presenting and processing information to innovative and high-tech. Using the wide capabilities of computer-aided learning tools, telecommunication networks, distance learning and multimedia technologies opens up new possibilities for the development of additional artistic education for children. It is aimed at revealing the abilities of each child to have an artistic-figurative, emotional-value perception of works of art, ensuring that children understand the interconnectedness of various types of arts and learning how to express one’s attitude to the world in one’s own creative works. Thanks to the use of information and communication technologies, children can get acquainted with the works of the best museums in the world, enter into online communication with the creators of modern art, immerse themselves in the world of music or theater remotely, create the art of new reality, process music fragments in audio editors and much more.

However, the widespread adoption of ICT in the practice of education has both constructive consequences (individualization of learning, integration of knowledge, increasing the level of motivation and cognitive activity of children, continuity and continuity of education) (Nikolopoulou, Akriotou, & Gialamas, 2019) and destructive consequences (clip thinking, cyber-aggression, advertising, and promotion for children to use entertaining content of a destructive nature) (Williford & DePaolis, 2019).

In addition, this process is associated with such problems as the lack of a safe information space for the artistic and creative development of children, the formation of information competence of participants in educational relations (teachers, parents and children), the choice of innovative ways, methods and means of creative development of the child’s personality in artistic activity.

Among researchers, there is the controversial question about the relationship between the main properties and functions of ICT. Firstly, there is the excess of information distributed by all types of screens that occupy a significant mental space and often exceed the child’s cognitive and emotional ability to analyze incoming information, and secondly, there is a new form of virtual relationships promoted by modern technology (Davou & Sidiropoulou, 2017).

The presence of these problems is complicated with the early-uncontrolled use of information and communication technologies (ICT) by children of preschool and primary school age. In a study by Dolgova et al. (2019), every fifth preschooler uses ICT uncontrollably and does not cooperate with their parents in this matter. Foreign researchers note the problems of the early start of using various ICT tools: poor criticality of children in the choice of information sources, insufficient abidance by the rules of cybersecurity during communication on the Internet.

For example, preliminary data from our sample indicate that in 84% of families, children of preschool and primary school age are allowed to use a smartphone, tablet and computer, with access to the Internet. Other studies indicate that 17% of children started using social networks at the age of nine or younger, 40% accepted friend requests from people they did not know, and 40% reported that their parents did not control their use of social networks, which requires cyber security education (Martin, Wang, Petty, Wang, & Wilkins, 2018).

At the same time, foreign studies (from 21 European countries) show that children who start using a computer at a later age (after seven years) show significantly lower competence and independence in the field of ICT in adolescence (Juhaňák, Zounek, Záleská, Bárta, & Vlčková, 2019).

In this regard, a contradiction arises between the need for competent psychological and pedagogical support of the creative development of the child’s personality in the modern information space and the lack of scientific justification for the choice and digital educational resources and ICT means in additional art education of children and the unity of scientific approaches.

Problem Statement

The fundamental goal of additional art education both at the initial stage of its formation (late XIX - early XX centuries), and at the present stage of development in the context of digital pedagogy is to preserve and enhance the traditions of individual and collective artistic creativity of children.

The mission of additional art education is to form a holistic view of the diversity of art forms, to study national and world culture, to develop a special artistic and aesthetic perception of the world, to reveal the basics of the artistic-figurative language of art to children, and to master artistic literacy.

Its implementation can be facilitated with the use of advanced educational technologies, teaching methods and tools, including information and communication technologies.

Here under ICT in art education we understand the methods, processes, software and hardware included in the process of art education in order to process, store, disseminate, display and use a variety of information. ICTs in art education include various software and hardware tools and devices that operate based on computer technology, i.e. modern means and systems of information exchange, providing the collection, accumulation, storage, production and transmission of information. We have proposed a classification of ICT tools that can be used for the artistic and creative development of children. Among them, hardware and software were highlighted. The hardware can include information processing devices (computer, tablet, smartphone, MP3 player, etc.); printing devices (printer, 3D printer, 3D pen, etc.), image output devices (monitor, video wall, projector, 3D sandbox, etc.); devices for entering textual and graphical information and manipulating screen objects (keyboard, mouse, stylus, graphic tablet, etc.).In addition, it includes devices for recording (inputting) visual and audio information (scanner, camera, video camera, recorder, etc.); virtual (VR) and augmented (AR) reality devices (virtual reality helmet (VR), VR glasses, virtual reality gloves, motion capture devices, etc.). There are electronic musical instruments (EMI); complex devices that combine several of the above functions (interactive whiteboard, smartphone, tablet, etc.); communication and telecommunication devices for access to local and global information networks.

Among the teaching aids, the use of which is possible in the system of additional education for children of an artistic orientation, we can name software (operating systems, graphic, audio, video editors, players, systems for designing, interactive modeling and virtual designers, digital laboratories, etc.). Also we name electronic didactic materials (electronic textbooks, manuals, electronic encyclopedias and reference books, multimedia presentation, non-standard computer lesson, multimedia lecture, etc.); interactive training courses; simulators and testing programs (game music simulator); Internet sites; information on physical media (illustrations, audio and video materials).

The above tools have such useful qualities as visibility, involvement, focusing the attention of the child on the subject of study, although they also have drawbacks such as a small amount of developed material for training, high cost, low functionality (for example, for VR applications).

Among domestic studies that reveal the peculiarities of the use of ICT in the art education of preschoolers and primary schoolchildren, we identified both the author’s methodological development of lessons, textbooks for children and teaching aids for teachers (Krasilnikov, 2018), and attempts to generalize this process in a methodological structure (Krylov, 2011). Foreign researchers also compiled materials on the use of digital media in music and art education (Calderón-Garrido, Cisneros, García, & de las Heras, 2019; Huerta & Dominguez, 2018; Nizam, Malek, Ramli, & Hussin, 2017). The materials enrich the methodological content of the implementation of ICT in general and art education, but in general, the solution to the above problem is complicated with the lack of scientific substantiation of the principles and conditions that positively affect the process of introducing ICT into the artistic educational environment.

Research Questions

Purpose of the Study

The aim of the study is to identify the ideas of teachers about the possibilities of ICT tools used in additional art education and determine the conditions of psychological and pedagogical support for their use for the artistic and creative development of children in the practice of additional art education.

Research Methods

The methodological basis of the study is a polyartic approach, involving a synthesis of various types of arts and the artistic and creative activities of students. This allows children to go beyond the scope of academic art and provides a passion for activity. The implementation of the poly-artistic approach in modern supplementary art education is based on the use of ICT in the creative activities of children.

To achieve the goal of the study, the following methods were used: theoretical analysis of scientific psychological, pedagogical, scientific and methodical literature on research issues; the study of relevant experience in the field of additional art education of children; questioning.

The study was conducted on the basis of children's art schools in Moscow, Solnechnogorsk, Ivanovo, Prokopyevsk in Kemerovo region. The study involved 50 teachers of additional art education, 67 parents of children of preschool and primary school age.

Findings

Conclusion

During the study, a classification of ICT tools was proposed, the possibilities of their use in additional art education of children were revealed.

The study showed the need to expand the perceptions of teachers about the possibilities of artistic and creative development of preschoolers and primary schoolchildren using ICT tools.

The principles and conditions for the use of ICT tools in the artistic and creative development of children are determined. The principles are formulated as part of a multi-artistic approach to the use of ICT tools: anticipatory impact, complexity, predictability, continuity, reflectivity, individualization. Based on the principles formulated, it is possible to create such psychological and pedagogical conditions in which the process of integrating modern technologies into art education will be effective and constructive: coordinated pedagogical interaction of a child and adults (teachers, parents); updating cultural and family (generic) values, their coordination; increasing the ICT competence of parents.

Acknowledgments

The study was carried out as part of the project "Development of artistic giftedness of children and youth by means of information and communication technologies." Number for publication: 27.8719.2017 / 8.9.

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