They cannot give children what they do not own.

They cannot give children what they do not own.

They cannot give children what they do not own.

Everything was naive, simple: no large sheets of paper, no gouache – just a notebook, colored pencils, paints. 

Our arts have their own grammar: drawing, painting and composition

And the most important thing is that today the attitude towards the fine arts – including in schools – has changed. These are no longer “drawing lessons”, we have done a great job so that both teachers and children understand that art is a conversation about life. 

That is, not just drawing, but something more?

Of course. Our arts have their own grammar: drawing, painting and composition, but it exists precisely to talk about life. In literature, it is the language of poetry and prose, and for artists, it is the figurative languages ​​of fine, decorative arts, architecture, and design.

At first, children’s drawing at school was “grammatical”: the task was to draw correctly. And then the children’s drawing moved to another level: the guys, like adult artists, only at their own level began to “talk” about their hobbies, cities, about close people – about their lives.  

And “grammar”, as it should be, has become not a goal, but a means of understanding the vast world of art, a means of talking about life. And without her you can’t say anything.

The task of fine arts lessons in a comprehensive school is … 

This is education, the introduction of children into the rich heritage of Russian and world culture, the formation of a worldview. 

Here we do not prepare future professionals – this is already the task of art schools, we educate the future spectator and “customer” of art. 

To our great regret, now many school principals, teachers and parents do not understand that fine art is the same basic subject as literature and mathematics, it develops emotional imaginative thinking. 

Not everyone realizes that art is not only paintings and sculptures, but also decorative and constructive art. Houses, cars, and clothes – everything that surrounds us, without which we cannot imagine our life, was created according to the projects of designers, artists and architects. Without the labor of these arts, human civilization would not have arisen and could not exist now. Art lessons are needed to introduce it.

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What do you think it takes to make a modernized school out of a standard school?

Already now in many areas of education there are advanced examples of technological solutions. On the Internet, you can find online courses with impressive three-dimensional models of atoms or electrons. But while the mass school, unfortunately, is far from implementing such solutions. Often teachers simply do not know about them.

A revision of the best samples should take place, a mechanism for their widespread introduction into the educational process has been established. The school is not a separate, some beautiful building equipped with the latest technology. This is a system when high-quality and popular education should be available to everyone. 

What projects are you currently working on?

There are many projects. We are working on a map of the accessibility of education, we pay special attention to labor education and the development of the school curriculum. 

High-quality and demanded education should be available to everyone

The issues of secondary vocational education are being raised. Many parents come to me who feel that their child may not pass the ninth grade exams. They begin to worry whether he will be able to continue his studies, get a profession, ask what they should do in this situation.

Last year, we ensured that the guys can go to college, get a working profession after the eighth grade. For many families, this is a real way out not to fall into the so-called “social deadlock”, when children are “squeezed out” of the education system, and then become unclaimed people. 

A separate and important direction for our entire country, to which I also pay a lot of attention, is the development of the concept of supporting gifted children. After all, talented people and specialists, as we said above, are the main asset of our country. 

Many projects are related to important social programs. In particular, I advocate that the entire period of raising children in a large family should be counted as seniority. In kindergartens, full-day groups should be available to all children between the ages of 1.5 and 3.

School meals must be prepared by in-house cooks. The maternity capital program should be continued and moms should be allowed to use these funds for babysitting services as well. 

Were there any projects that were never implemented and for what reason?

Alas, it is not always possible to do everything as planned. For example, this can be said about medical care in schools. In this matter, they were bound by the powers of several departments at once. But we continue to look for solutions.

Our efforts are aimed at ensuring that in the near future every school has a medical office. Moreover, the level of knowledge of the specialist working there must be high. Now the medical worker is torn between several school buildings, while often not highly qualified.

We must fight for the health of our children, including by organizing high-quality medical rooms in schools. After all, the deteriorating health status of schoolchildren is indicated by official statistics, according to which the number of chronic diseases is steadily growing.

The same applies to other projects. Such, for example, as improving the exam. The process must proceed carefully and gradually. The fact that we have not managed to realize our ideas somewhere does not mean that we give up. We continue to work, move forward.

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Today, visual arts lessons – especially in primary school – are often taught by the same teachers who teach all subjects … 

Yes, unfortunately this is a very common situation. We try to support these teachers, we conduct special courses for them … But still, the objective situation is as follows: primary school teachers are given teaching methods, but the content is not, practical skills are not, so it is very difficult for them. And this is unacceptable. They cannot give children what they do not own.

I would very much like specialists to teach fine arts in schools, just as music and physical education are taught in the same elementary school. 

We need a teacher-artist, because art is not only theory, but also the ability to create oneself, to convey our experience – this is developed figurative vision and thinking. 

No matter how interesting the program and textbooks are, no matter how talented the children are, nothing will work without teachers

The school needs a specialist teacher, not a manager for the organization of any educational process, and the teachers themselves should not be carriers of information, but carriers of value-worldview and professional knowledge. 

Once again I emphasize that no matter how interesting the program and textbooks, no matter how talented the children are, nothing will work without teachers, it’s like a brilliant score without a performer. 

Is it possible to work collectively in fine arts lessons?

Not only possible, but also very important. In the process of collective creativity, the guys communicate, think over the details together, interact in the language of art.

They explain their creative ideas to each other, plan the composition. And the teacher guides them, teaches them to compose, create a single whole from all parts of the work – whether it be a panel or a design layout. This is very necessary and interesting for both younger and older students. 

At your initiative and the initiative of your colleagues, interesting creative contests, Olympiads and projects were organized for both children and teachers. Why is this format of work interesting?

Generally speaking, this is an increase in the level of teaching fine arts. This is a great school not only for children, but also for teachers. 

For example, the competition named after Nadya Rusheva, which this year will be held for the sixteenth time. It started in Moscow and has now grown to an international scale. This is not just a creative, but also a research competition, each time the topics change here, but each of them is the knowledge of life, serious work for the participants. 

The Fine Arts Olympiad is a face-to-face competition, a competition in personal creativity, an impromptu. Participants are given topics right on the spot, and everyone creates what they can and how they can. 

Which contest do you think is more useful?

Each of these contests is of great importance. At the competition named after Nadya Rusheva, the guys have more time and opportunities for preparatory work, the Olympiad is an impromptu one.

There is another important competition – a pedagogical competition for exhibition projects.

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