Developing Communicative Skills Through Art-Pedagogical Tasks In Primary Classes
Abstract
This thesis highlights the issue of improving the methodology for developing the communicative competence of primary school students through art-pedagogical tools. The purpose of the research is to substantiate a methodical solution that links artistic-creative activity with specific communicative tasks. Within the framework of theoretical-methodological research, scientific sources related to arts education and drama-based teaching were comparatively analyzed, and methods of methodical modeling and pedagogical design were applied. Communicative competence was interpreted as an integrated ability related to expressing thoughts clearly, listening to the interlocutor, asking questions, making collaborative decisions, and evaluating communication. As the main result of the work, a methodical sequence consisting of motivational preparation, perception of the artistic image, collaborative creation, communicative presentation, and reflection was proposed. The communicative functions of composing stories based on pictures, role-playing, puppet dialogue, and collective collage methods were determined. Criteria of speech accuracy, active listening, dialogic participation, cooperation, and reflection were developed to monitor student activity. The recommendations are directed toward the consistent introduction of short creative tasks into primary education lessons, adapting tasks to age characteristics, and recording individual growth. The methodology allows the teacher to predefine the purpose of the artistic task and step-by-step increase the child's independence in communication. The conclusion substantiates that the educational value of art-pedagogical sessions, besides the creative product, is related to the organization of communication during its creation and discussion. The proposed model is of a theoretical character, indicating the need to verify its effectiveness in subsequent pedagogical experiments.
Keywords
art-pedagogy; primary education; communicative competence; creative collaboration; dialogue; reflection