GRAPHIC AND EXPRESSIVE ASPECTS OF DEVELOPMENT THE ART-CHARACTER IN DRAWING OF SENIOR PRESCHOOL CHILDREN

Introduction. Pedagogical support for the development of preschool children's drawing in the art vector. In our opinion, in the conditions of martial law, it is the visual activity that should be studied as a phenomenon of preschool childhood, considered and organized by the teacher based on its multifunctionality in the child's life. Purpose. The article aims to highlight the pictorial and expressive aspects of the development the imagery in the pedagogical support of drawing evolution in older's preschool children. Methods. The following methods were used: theoretical, practical and artistic analysis, observation, generalization, forecasting, etc. Results. Creation by a child of an artistic image in a drawing with qualitative characteristics that correspond to his age-related capabilities and features of world perception, individual-typological features of development, acquired artistic-aesthetic competencies and life experience. Originality. According to our hypothesis, the evolution of drawing in preschool childhood is due to the development of image formation. The factors are aesthetic and artistic competencies, which the child acquires in the integrated space of beauty, artistic image, and the personality of the artist and his studio, organized by the teacher. Emphasis on the teacher's understanding of figurative and expressive aspects in creating an artistic image and taking into account their interrelationship in the organization of the pedagogical process. Pedagogical conditions for the transformation of pictorial activity into an artistic image are disclosed. The essence of image formation as a process and the result of the child's acquisition of important aesthetic and artistic competencies are defined. The prediction expected results in the child's mind, drawing process, attitudes and drawings are presented. The pedagogical content of the genesis and evolution of drawing as an artistic activity of preschool children is highlighted. Conclusion. Artistic–image activity is the highest stage of development the pictorial activity in older preschool age. It is characterized by: the child's focus on image creation, and motivation to achieve figurative and aesthetic expressiveness of the drawing. The lack of differentiation of the concepts of «figurative» and «artistic–image» activity inhibits the development of the child's imaging in the drawing. Sociocultural conditions for the transformation of a figurative into an artistic–image are defined as the child's spontaneous sociocultural experience, the educational program of introducing the child into the artist's image world; the organization of a poly-artistic environment of the natural child's interaction with an adult; artistic's imaging experience; the teacher's artistic and aesthetic competence and interaction with the child's family. The proposals consist in directing teachers and parents to become aware of the interrelationship among the pictorial and expressive aspects in the progressive development of drawing as art–image formation, a child's artistic and aesthetic self-expression.