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The importance of visual culture is emphasized in an emerging post-modernist society; besides, visual characteristics are regarded as an extremely important educational means in achieving various social, cultural, and educational goals. Through visual perception of environment humans experience various aesthetical emotions. The visual quality of environment reflects the spiritual culture of society, shapes aesthetically attractive cultural landscape, and cultivates traditions of environmental adjustment that create unique surroundings of our living place. The visual quality is objective and can be measured; but the aesthetical quality is a product of evaluation determined by cultural background and personal features. In the contemporary context of globalisation and multicultural trends, a rapidly changing environment requires from us not only a simple adaptation, but the maintenance of positive, creative, inseparable from aesthetical, relationship as well. Relationship between personality and the world begins from attitude that is an instrumental way of evaluation of environment and determines individual’s reaction to the environmental changes. Tenaciously cultivated relationships and attitudes towards the environment, the objects of art and the values they represent in due course develop into person’s value-oriented convictions that form the core of personality. The attitudes stabilization begins in adolescence, when their outlines, together with personal self-actualization... [to full text]

The importance of visual culture is emphasized in an emerging post-modernist society; besides, visual characteristics are regarded as an extremely important educational means in achieving various social, cultural, and educational goals. Through visual perception of environment humans experience various aesthetical emotions. The visual quality of environment reflects the spiritual culture of society, shapes aesthetically attractive cultural landscape, and cultivates traditions of environmental adjustment that create unique surroundings of our living place. The visual quality is objective and can be measured; but the aesthetical quality is a product of evaluation determined by cultural background and personal features. In the contemporary context of globalisation and multicultural trends, a rapidly changing environment requires from us not only a simple adaptation, but the maintenance of positive, creative, inseparable from aesthetical, relationship as well. Relationship between personality and the world begins from attitude that is an instrumental way of evaluation of environment and determines individual����s reaction to the environmental changes. Tenaciously cultivated relationships and attitudes towards the environment, the objects of art and the values they represent in due course develop into person’s value-oriented convictions that form the core of personality. The attitudes stabilization begins in adolescence, when their outlines, together with personal... [to full text]

Mokinių estetinės kompetencijos plėtojimas negali būti atsiejamas nuo vizualiosios aplinkos, nuo jos poveikio, todėl ugdymo procese svarbu vertinti ir asmens patirties veikti aplinkoje, ir aplinkos kaip veiksnio ypatybes. Šių ypatybių derinimas ir būtų prielaida nagrinėti mokinių estetinio santykio su vizualiąja aplinka veiksnius. Straipsnyje tyrimas siejamas su globalizacijos procesais, sukuriančiais dinamišką aplinką žmogaus veiklai, kurioje vienas iš pagrindinių dalių yra vizualioji aplinka, jos savybės ir bruožai. Pabrėžiamas asmens estetinis santykis su vizualiąja aplinka ir to santykio aktualinimas edukacinėmis priemonėmis. Pateikiamas sisteminis požiūris į aplinką, jos elementų ryšį su žmogumi, kaip aplinkos subjektu, išryškinant objektinę–subjektinę sąveiką. Akcentuojama aplinkos, kaip daugiasluoksnio reiškinio, sklaida dinamiškai besikeičiančioje žmogaus santykių su aplinka sistemoje. Išskiriami pagrindiniai estetinio santykio su vizualiąja aplinka veiksniai: sociokultūrinis meninio ugdymo aspektas, aplinkos estetizavimas bei mokytojų ir mokinių estetinės sąveikos vizualiosios aplinkos kontekste optimizavimas. Tyrimas suponuoja galimybę vertinti vizualiąją aplinką, kaip gamtinės ir sukurtosios aplinkos reiškinį, pritaikyti jį estetinio santykio su vizualiąja aplinka įtvirtinimui, skatinti estetinę veiklą aplinkoje, atitinkamai orientuojant estetinio ir meninio ugdymo procesą mokykloje. The development of aesthetic competence of schoolchildren can not be separated from visual environment and its influence, therefore in the education process it is important to evaluate both specific features of the person’s experience to act in the environment and of the environment as a factor. The coordination of these specific features forms the presumption to analyse the factors of aesthetic relationship of schoolchildren with visual environment. The research in the article is associated with the globalization processes, creating dynamic environment for human activity, in which one of the basic parts is visual environment, its features and traits. The person’s aesthetic relationship with the visual environment and bringing it up-to-date with the help of educational means is emphasized. The systematic view on the environment, relationship of its elements with the human being, as the subject of the environment, by highlighting the objective-subjective interaction. The spread of the environment as the multilayer phenomenon in the dynamically changing system of human relationships with the environment is emphasized. The main factors of aesthetic relationship with the visual environment are distinguished: socio-cultural aspect of artistic education, bringing environment into aesthetics and optimization of aesthetic interaction between teachers and schoolchildren in the context of visual environment. The research presupposes the possibility to evaluate the visual environment as a phenomenon of the natural and created environment, to adapt it for the consolidation of aesthetic relationship with the visual environment, to encourage aesthetic activities in the environment, respectively orienting the aesthetic and artistic education process at school.

Vilniaus pedagoginio universiteto senatas, atsižvelgdamas į pedagogų rengimo ypatumus ir suprasdamas meninio ugdymo svarbą augančiosios kartos ugdymui, dar 1993 metais patvirtino privalomą meninio ugdymo kursą. Meninio ugdymo katedra, įgyvendindama šio kurso programą, įvairiais meno pedagogikos leidiniais (taigi ir šiuo) siekia gausinti literatūrą, kuria galėtų naudotis studentai, savarankiškai atlikdami dalykines užduotis. Spausdinami tekstai pravers ir magistrantams bei doktorantams, ypač tiems, kurių tyrimo problematika bent kiek susijusi su humanistiniu, estetiniu ir meniniu ugdymu. Šalia šio leidinio parengėjo parašytos glaustos studijos apie Renesanso meną, grožio sampratą ir ugdymą, pirmą kartą lietuvių kalba pateikiamos ištraukos iš svarbių šios epochos šaltinių: Arvydas Baronas iš lotynų kalbos išvertė pirmąją dalį ir šešis skyrius iš garsaus ars nova muzikos krypties teoretiko Marketo Paduviečio (Marchettus de Padua) veikalo „Apie lygiosios muzikos meną“, o Žydrūnas Kazlauskas iš senosios italų kalbos išvertė Šeštosios knygos penkias dalis iš XV amžiaus žinomo italų architekto ir meno teoretiko Leono Batistos Alberčio (Leonbatista Alberti) veikalo „Apie architektūrą“. Straipsnelius apie abu Renesanso autorius parašė šio leidinio parengėjas. Už kalbos pataisymus ir reikšmingus dalykinius patarimus norėčiau padėkoti šio leidinėlio recenzentams akademikui prof. habil. dr. Algirdui Gaižučiui ir dr. Daliai Karatajienei. Dėkingas esu ir studentams, su kuriais bendraujant... [toliau žr. visą tekstą]