THE WIMMELBOOK – ARTISTIC PERCEPTION AND OPPORTUNITIES FOR AESTHETIC IMPACT THROUGH FINE ART ACTIVITIES IN THE PEDAGOGICAL PROCESS

Abstract

The purpose of the paper is to explore the artistic perception of the wimmelbook and the opportunities for aesthetic impact on children. The pedagogical opportunity to educate through art can be viewed through the lens of artistic impact. At the basis of artistic perception is the observation of the world, reflected through the individuality of the observer. Children build their aesthetic conceptions of objects and phenomena from reality, while simultaneously forming meaningful and logical connections. Various cognitive and emotional skills can be developed in children through the methods of visual arts. Children's imagination, creativity and emotionality develop. An important aspect of the aesthetic impact on children is the perception of works of art. It helps to get to know reality through its reflection in artistic images. Artistic perception is the way in which the work is reflected in the mind of the one who observes it. Children's ability to perceive the work of art should be carefully and systematically developed in the pedagogical process. The most important stages in the mechanism of children's artistic perception are related to the process of "recognizing" the images from the work, at the same time as realizing and comparing them with the known reality by means of thought, imagination and emotion. An author's methodology was used to form an aesthetic attitude towards objects from reality. An experimental pedagogical algorithm was created for the artistic perception of wimmelbook by children. The algorithm aims to use the possibilities of fine art by combining them with the impact of the wimmelbook artistic illustrations. The results show that applied in the pedagogical process, the methodological algorithm supports the development of children's emotionality. In conclusion, it can be said that the proposed algorithm is a useful pedagogical resource that supports the awareness of basic emotions and working out children's reactions when they experience certain feelings. When they learn to recognize the emotions they experience, children can be more successful in understanding themselves and others, in social adaptation, in the daily activities and situations they encounter. The recommendations that can be made is that similar forms of pedagogical tools should be subject to experimentation and application in pedagogical practice.