History of art education in Russia. Creative Education in Russia: Learning and Perspectives Art and Education Articles

Ministry of Culture Russian Federation

Federal State Educational Institution of Higher Education

Tyumen State Institute of Culture

Faculty of Music, Theater and Choreography

Department of sports and variety dances

Course work

Introduction to Pedagogy of Arts Education

Art education as a phenomenon of artistic culture

4th year student of SET,

Scientific adviser: Ph.D.

Associate Professor V.S. Lebedev

Tyumen, 2016

Introduction

Chapter 1 Methodological foundations for the development of art education

1 The concept of art education

1.2 Goals and objectives of art education

4 Effective Ways to Implement Arts Education

Chapter 2 The role of the formation of artistic culture

1 The concept of artistic culture

2 The structure of artistic culture

Conclusion

Bibliography

Introduction

Relevance. The paper deals with one of the important problems in the history of education: the formation and development of art education in Russia, which is due to conflicting trends.

The coming era is the era of a developed, spiritually directed, creative, individual person. Processes community development addressed to the individual, to the individuality, which is in a holistic educational process. At the same time, integrity in education is determined by the high quality of formation social person, revealing his natural essence, shaping him in the fullness of the possibilities given to him by nature. The axiom of the new pedagogy states that in the process of education, including self-education, a whole, harmonious person is formed, in that understanding of integrity and harmony, which constitutes the unity of man and the world and gives rise to a “spiritual attitude to all phenomena of the world”.

The system of art education has two main components: art education, as part of general education and professional art education. Questions about the role of art education are reflected in the numerous works of philosophers, sociologists, psychologists, art historians, educational scientists and practitioners, artists, artists of various historical eras(Platon, T.G. Grushevitskaya, L.S. Vygotsky, G.M. Agibalova, L.N. Moon, N.K. Shabanova, A.I. Kravchenko, etc.).

Many generations of teachers, researchers, artists, noting the socio-moral, educational, educational, aesthetic functions of art, returned to the idea of ​​the need for artistic education of the whole people. One of the conditions for successful human activity is the artistic development of the individual, which, on the one hand, affects the spiritual culture of a person, and on the other hand, the realization of his creative inclinations. The artistic development of a person is a way of transferring universal human values ​​from generation to generation, the perception and reproduction of which leads to moral and creative self-development. Art education is aimed at forming a culture of perception of the surrounding world, developing the ability of an individual to transform himself and reality.

Education and culture are directly dependent on each other. If education is the culture of the individual, then art education is the artistic culture of the individual. Art education is a long and unfinished process. It always has an intermediate result, but it can be said with confidence that the growth of the artistic culture of the individual determines the growth of the cultural potential of society.

The object of research is the process of art education and artistic culture.

The main goals of art education in present stage can be considered an increase general level the importance of culture and art in education, as well as the preservation and development of the unique system of art education in the field of culture and art that has developed in Russia.

Art education is designed to ensure the implementation of such tasks as:

formation and development of aesthetic needs and tastes of all social and age groups of the population,

training of creative personnel for professional activity in the field of art and culture, as well as teaching staff for the system of art education;

realization of the moral potential of art as a means of formation and development of ethical principles and ideals of the individual and society;

widespread introduction of art education as a factor of intellectual improvement, contributing to the disclosure of the creative potential of children and youth;

involvement of all groups of the population in active creative activity, involving the development of basic artistic and practical skills; identifying artistically gifted children and youth, providing appropriate conditions for their education and creative development.

Artistic culture plays a specific role in the spiritual life of man and society. It is thanks to art education and artistic culture that it is possible to perceive the world in its entirety, in the inseparable unity of personal experience, the existence of culture and the experience of all mankind.

The work consists of: introduction, chapter 1, chapter 2, conclusion, list of references.

Chapter 1. Methodological foundations for the development of art education

1Art education concept

Art education is the process of mastering and appropriating by a person the artistic culture of his people and humanity, one of the most important ways of developing and shaping an integral personality, its spirituality, creative individuality, intellectual and emotional wealth.

A necessary component of the aesthetic, pedagogical and psychological aspects is the history of art education, which studies the dynamics of the development of this phenomenon in various time frames.

For the study and understanding of the historical and cultural context of the development of art education, the works of N.N. Fomina, B.L. Yavorsky, S.V. Anchukova, R.V. Vardanyan, K.N. Machalov, N.K. Shabanova, A.V. Bakushinsky, A.P. Sadokhin and others.

Essential for studying the processes of art education are works devoted to general issues of artistic culture, its content, structure, social functions, individual levels and types.

The works of L.S. Vygotsky, A.V. Bakushinsky, Azarov, L.N. Dear.

The current state of the system of art education in Russia is related to the research of N.Kh. Veselya, G.A. Gippius and other authors.

The concept of art education in the Russian Federation (hereinafter referred to as the Concept) is based on the fundamental state document - the "National Doctrine of Education in the Russian Federation", which establishes the priority of education in state policy, determines the strategy and directions for the development of the education system in Russia for the period up to 2025.

The concept reflects the will of the state in the implementation of the constitutional rights and freedoms of a person and a citizen of Russia in the field of culture and art:

the right to participate in cultural life and use cultural institutions, access to cultural property;

freedom of literary and artistic forms of creativity, teaching, protection of intellectual property;

the obligation to take care of the preservation of historical and cultural heritage, to protect historical and cultural monuments.

The concept defines the strategic directions of state policy in this area, indicates the prospects for the development of art education in the unity of goals, objectives and ways to achieve them.

The implementation of the Concept will become the basis for spiritual revival in the field of education, culture and art, the development of human individuality, including the socio-cultural and creative aspects of the individual.

The practical implementation of this super-task should be based on the historically established system of art education in Russia.

The system of art education includes aesthetic education, general art education and professional art education. The implementation of art education programs is carried out in all types and types educational institutions: kindergartens, secondary schools, institutions of secondary vocational, higher and postgraduate vocational education, in all institutions additional education, including children's art schools. Institutions of culture and art play an important role in art education.

1.2 Goals and objectives of art education

The goals of art education at the present stage are:

ensuring the implementation of the National Doctrine of Education in the Russian Federation;

raising the general level of importance of culture and art in general education;

preservation and development of the unique system of institutions of art education in the field of culture and art that has developed in Russia.

Based on them, art education is designed to ensure the implementation of the following tasks:

creation of an aesthetically developed and interested audience of listeners and viewers, activating the artistic life of society;

preservation and transmission to new generations of the traditions of domestic professional education in the field of art;

familiarization of Russian citizens with the values ​​of domestic and foreign artistic culture, the best examples of folk art, classical and contemporary art;

identifying artistically gifted children and youth, providing appropriate conditions for their education and creative development.

the formation of cultural and historical competence, which implies the study of the theory and history of art from different eras and peoples;

the formation of artistic and practical competence, which implies mastering the means of artistic expression various kinds arts;

the formation of artistic taste and evaluation criteria in the context of spiritual, moral and aesthetic ideals.

The implementation of the content of art education occurs at three levels:

the formation of an attitude to culture as the most important condition for the free and versatile development of one's own personality;

the formation of the need for full-fledged artistic communication with works of various types of art on the basis of their adequate aesthetic assessment;

the formation of skills of independent artistic activity, the perception of this activity as an integral part of one's life.

For each stage of art education, some of its aspects act as dominant, leading, while others - as additional and accompanying, and age characteristics play an important role here. AT preschool age the main role is played by the formation of an aesthetic attitude to the surrounding world, which are inscribed in his own life activity. AT primary school the basic foundations are formed, the primary own information is acquired, the artistic and practical skills of the child. In the main high school teenagers master the language of various types of art, which gives them the opportunity to independently comprehend works of art, and also creates the prerequisites for their own artistic activity.

In secondary specialized and higher educational institutions, young people come to a full-fledged socio-cultural self-identification, realizing their belonging to a certain cultural layer with its special artistic and aesthetic ideas and tastes, on the basis of which certain priorities are formed in their own artistic creativity.

the beginning of education from an early age, the continuity and succession of various levels of art education;

reliance on national and cultural characteristics in the preparation curricula on objects of art;

an integrated approach to teaching art disciplines based on the interaction of various types of arts;

dissemination of variable educational programs different levels, adapted to the abilities and capabilities of each student;

introduction of personality-oriented methods of artistic and educational activities, individualized approaches to especially gifted individuals and other categories of students.

artistic aesthetic culture education

1.4 Effective ways to implement arts education

The implementation of this Concept involves a set of organizational, managerial, socio-psychological, material, technical and personnel conditions, the main of which are:

formation on state level attitudes towards art education as a particularly significant area of ​​human activity, vital for the development of Russian society;

interaction of culture and education management bodies at the federal and regional levels on the basis of interdepartmental coordination plans and programs;

preservation and development of the existing network of educational institutions of culture and art;

determination of the legal status and regulatory framework activities of educational institutions of culture and art in the general system of Russian education;

continuous updating of software and methodological support, content, forms and methods of art education, taking into account the best domestic experience and world achievements;

active participation of funds mass media in artistic and educational activities;

publication of new textbooks, manuals, monographs on art, history and theory of artistic culture;

improving the activities of cultural and art institutions for the development of mass public forms of art education and artistic and creative activities for various groups of the population;

increasing the role of modern information tools and technologies in the artistic and educational process.

This Concept is interpreted as an integral system in which the goals and objectives of art education, the ways of their implementation are a set of interrelated provisions and principles.

Defining priorities in the field of art education in Russia, the Concept is a document for developing a strategy for the cultural policy of the Russian state in this area. Its implementation will serve the all-round growth of the creative potential of all citizens of the country, the prosperity of national culture.

Chapter 2. Role in the formation of artistic culture

1 Concept Artistic culture

Artistic culture is one of the components in the system of functioning of the “second nature” of a person. Perhaps this is one of the most stable humanitarian components of culture in general, in which the ideas of each specific type of culture about the spiritual values ​​of a given culture are expressed in a special sign-symbolic form. cultural era. Interestingly, in the everyday, widespread idea of ​​what culture is, the idea that culture is something that is associated with aesthetic activity in general prevails. It is in the sphere of artistic culture that a holistic vision of all the features, complexities and patterns of the existence of culture is created, expressed in a special form of languages ​​of specific types of art.

One of the most important components of the spiritual culture of mankind is artistic culture, which, together with cognitive, religious, moral, economic, political culture, is called upon to form inner world human, to promote the development of man as a creator of cultural values. Artistic culture is also a certain type of human activity, a specific way of realizing the creative potential of a person. Artistic culture can be understood both essentially and functionally in the context of the entire spiritual culture.

Artistic culture is the culture of art production, the culture of its dissemination, propaganda, the culture of its perception, understanding, the culture of enjoying art.

Artistic culture develops the sphere of artistic values ​​that are most directly related to the aesthetic values ​​represented in culture. The concept of the aesthetic is a broader concept than the artistic one, since the aesthetic, being included in the system of cultural values, does not necessarily have a man-made nature.

Aesthetic activity is based on the idea of ​​beauty as a central universal aesthetic category. In addition, it presents the sublime, comic, tragic and other aesthetic categories. Aesthetic activity is realized in extremely diverse spheres of human activity:

Practical activities

Artistic and practical activities (carnivals, holidays, etc.)

creative activity.

Artistic culture is a complex systemic formation, in the existence of which two most important aspects can be distinguished:

Firstly, this is what is connected with the organizational side of the functioning of artistic culture. In any, perhaps, historical type of culture, there are special social institutions who are responsible for ensuring the conditions for the functioning of artistic culture, for the creation, dissemination and perception of aesthetic values. This is, first of all, a system of educational institutions, education in which allows you to join the artistic traditions, which ensures a certain continuity in relation to aesthetic values; publishing institutions, organizations engaged in concert and exhibition activities, etc.

The invention of cinema, radio, television, and later the Internet system made it possible to speak of truly mass communication.

It was thanks to these inventions that an almost unlimited opportunity arose to demand any cultural information and familiarize with the artistic values ​​and achievements of human culture. Of course, it is necessary to keep in mind the problems that appeared simultaneously with the formation of the body of mass culture. However, I would like to note the significant positive aspects of the functioning of mass culture. For example, this is the possibility of forming humanistic ideas through the appeal of mass culture to universal values, and, as a result, the possibility of intracultural and intercultural dialogue.

Secondly, this is that part of artistic culture that is directly related to creative activity and its results. These are arts with their special language inherent in each species separately, the creative process of their creation. It is thanks to artistic culture that it is possible to perceive the world in its entirety, in the inseparable unity of personal experience, the existence of culture and the experience of all mankind.

2 The structure of artistic culture

Until now, there are many approaches to the definition of the essence, structure and function of culture. This is explained, first of all, by the complexity of the very composition of culture, the heterogeneity of cultural phenomena, which gives rise to different approaches to its study. At the same time, an integrative concept is being developed, based on the application of a systematic approach to the analysis of culture.

Its essence lies in the fact that the essence of culture is revealed as a result of its consideration in an integral system of being, one of the forms of which is culture. The original form of being is nature, and at a certain stage in the development of nature, a new form of existence, different from the natural one, is born - human society. In society, being passes from a natural, spontaneous form of existence to a different type of functioning and development, which is manifested not by biological imperatives of behavior inherited from generation to generation, but by principles of activity developed by people during their lifetime. Therefore, the third form of being turns out to be man himself, synthesizing natural and social patterns in his existence and behavior, man as an embodied dialectical unity of nature and society. But thus linking nature and society, man becomes the central link in the chain of basic forms of being.

Culture appears before us as an active and historical unfolding process, covering:

a) the quality of the person himself as a subject of activity - the quality of the supernatural, i.e. those that, relying on the possibilities given to him by nature, are formed in the course of the formation of mankind and are recreated each time again in the biography of each individual (according to the law, "ontogenesis" repeats "phylogenesis";

b) ways of human activity that are not innate to him - neither to the species nor to the individual - but invented by him, improved and transmitted from generation to generation thanks to training, education and upbringing; in philosophical language, this activity is called "objectification of the essential forces of man";

c) a variety of objects - material, spiritual, artistic - in which the processes of activity are objectified, forming, so to speak, a "second nature", created from the material of the "first", true nature, in order to satisfy supernatural, specifically human needs and serve a transmitter of the experience accumulated by mankind from generation to generation; this objectivity of culture turns out to be the otherness of man, because it separates from him and acquires other, different from human, forms of existence - forms of tools, scientific treatises, ideological concepts, works of art;

d) again a person whose second role in culture is expressed in the fact that, thanks to deobjectification, he enriches himself, develops, masters culture and thereby becomes its creation;

e) the force that connects a person with a person in culture is the communication of people, and then their communication with natural phenomena, things, works of art.

Culture has three modalities:

human, in which it appears as the cultural potential of a person (both humanity and personality), acting as the creator of culture and its creation;

procedural activity, in which culture acts as a way of human activity - in the activity of deobjectification and in the activity of communication of people participating in both processes;

subject, in which culture embraces the diversity of material, spiritual and artistic creations that form second nature - man-made the world artificial objects: world of things , world of ideas and world of images .

In this three-dimensionality culture really lives, functions and develops as an integral system.

Structural changes in the history of culture are expressed, first of all, in the fact that the ratio of its main layers - material, spiritual and artistic - is changing (but the main functions of each of them are preserved). The study of the history of artistic culture is of interest not only for a deeper understanding of the history of all arts, but also as the main source for studying the history of culture, the macrocosm of which is reflected in the microcosm of art images. The theoretical and historical study of artistic culture helps to understand the place that art occupies in culture as a whole.

Conclusion

This work allowed us to draw the following conclusions:

The most important task of art education is the development of personality through the formation of its complex inner world. There is a receipt of scientific knowledge about the objective world around and the development of aesthetic tastes, creative perception of this objective world.

Expanded art education, combining in a syncretic unity the richness of the synthesis and interaction of the arts and the possibilities of pedagogy, creates an optimal holistic educational and developmental complex capable of integrating the spiritual potential and cultural traditions of art, creating an artistic and aesthetic environment for the formation of an active creative personality.

Art culture and art education is the main means of aesthetic education. The study showed that the cognitive interest in art and creativity in Russia is quite large, and the presence of interest is the first of the conditions for successful education.

Art Education and spiritual development is a complex, multifaceted process, and artistic culture plays a significant role in it.

Artistic culture not only develops the level of knowledge, but also forms the mental world of the individual, they also help to include subjective aesthetic values ​​in the emerging socially significant values, and this is the main task of student-centered learning.

Everything created by professionals and amateurs is included in the concept of artistic culture. And what is created by masters of their craft, professionals, and worthy of being preserved for centuries as having the highest value for society, is art and creativity.

Based on the above, it should be noted:

“Culture is the most important component of comprehensive education, which ensures the full development of the individual. Therefore, the right to arts education is a universal human right, the right of all students, including those who are often excluded from education - immigrants, cultural minorities and people with disabilities.

Bibliography

1. Azarov A.Yu. Problems and aesthetics of modern art education. Moscow, Moscow Friend Publishing House 2008

Agibalova G.M. The role of art education in the formation of spiritual and knowledge competencies // Educational technologies of the XXI century / Ed. S.I. Gudilina, K.M. Tikhomirova, D.T. Rudakov. M.: Publishing House of the Institute of Content and Teaching Methods of the Russian Academy of Education, 2006. S. 223-225.

3. Bakushinsky, A.V. Artistic creativity and education. M., 1925.

Vardanyan Rudolf Vardanovich. World Artistic Culture: Architecture / R.V. Vardanyan.-M.: Vlados, 2004.-400s.: Ill.

Vygotsky L.S. Imagination and creativity in childhood. SPb., 1997. S. 96.

Art and education. Journal of methodology, theory and practice of art education and aesthetic education. No. 4, 1998

Kravchenko A.I. Culturology: Tutorial for universities. - 3rd ed. M.: Academic Project, 2002.- 496 p.

The concept of art education as the foundation of the system of aesthetic development of students at school: Project. M., 1990

Moon L.N. The improvisational nature of the synthesis of arts // Pedagogy of art (electronic scientific journal: art-education.ru/AF-magazine), 2008, no. 3. - 0.5 p.l.

Moon L.N. Synthesis of arts in the history of artistic culture // Aesthetic education, 2001, No. 3. - P. 8-12 - 0.5 pp.

Machalov K.N. "Russia as the main guardian of the education of artistic skills", Nauka publishing house, Moscow, 2005

We merge the answers to the goss here.

Please format your questions well, write the wording of the question in full and its number.

GENERAL EDUCATIONAL

Art in the modern socio-cultural educational process. Functions of art and their implementation in art education.

1. Art is a form of creativity, a way of spiritual self-realization of a person through sensual and expressive means (sound, plasticity of the body, pattern, color, light, natural material, etc.). Arising as a result of the creativity of a particular subject, a work of art acquires a transpersonal character. The properties of the content and form of a work of art, as well as the way of its perception, testify not only to the mental originality of the creator, but also characterize the collective forms of experience, the direction of thinking, characteristic of the culture of his era. The peculiarity of the interpretation of works of art is that the meaning inherent in them turns out to be untranslatable into the language of concepts, inexpressible to the end Gmail

by no other means. This confirms the idea of ​​the intrinsic value of art. The paradox lies in the fact that only if art is able to satisfy an artistic need, when it acts not as a means, but as an end. Only by revealing its original original, unique nature, not replaced by any other - moral, religious or scientific activity - art acts as a justification of itself, asserting the necessity of its place in human life. Only by acquiring a goal in itself, art is capable of a deep cultural-creative role - to make up for the inferiority of human existence. Art becomes truly indispensable when, it would seem, it focuses on itself as much as possible. In other words, only through the embodiment of the principles of self-sufficiency of artistic creativity is art capable of realizing itself as a unique activity, significant beyond its own limits.

Art is a means of creative development and personality correction. By its nature, art opposes disorganization and chaos, hence its main tendency is to help a person harmonize both himself and the world, moreover, harmonizing the natural and social in a person. Art is aimed at revealing the creative possibilities of a person, offering a new experience of understanding the world, striving to provoke, awaken everyday consciousness. Thanks to art, a person expands his own experience and joins the experience of all mankind. Within the framework of social experience, art allows a person to find himself as an exceptional individuality, having passed through self-tests, spiritual and moral self-examination. Art as a special unique image of human self-realization acts as a form of personality development. Art significantly raises the level of a person's self-awareness, outlines his vision of the world and his moral choice, which contributes to the spiritual, creative, moral development of the individual. Art provides our consciousness with an artistic image freely, non-violently.

It teaches truth and goodness through beauty and beauty through truth and goodness.

The purpose of art is a deep disclosure and artistic reflection of the inner world of a person, as a result of which his moral and aesthetic improvement is carried out.

Art is a specific form of social consciousness and human activity, which is a reflection of reality in artistic images, one of the most important ways of aesthetic exploration of the world. Art is an indirect reflection of reality with the help of a specific language. The whole world is a subject of art. Social life and nature, any events and phenomena, the most complex subjective experiences of a person constitute the real content of works of art. Art is a reflection of reality, a reflection that more or less objectively and fully reproduces the essence, content, qualities and properties of reality itself.

Art Functions:

- Communicative (art as communication). On the communicative nature of art, its modern consideration as a sign system is based. Art has its own conventions. Many types of art (music, painting, dance) do not require translation into other languages ​​for their understanding. Art brings people together, allows them to get to know each other better (cultural exchange between countries).

- aesthetic(art as the formation of a creative spirit and value orientations). Art forms the artistic taste, abilities and needs of a person, awakens his creativity.

- Cognitive and educational(art as knowledge and enlightenment) The cognitive possibilities of art are enormous, they cannot be replaced by other spheres of human spiritual life. One can learn more about the life of a particular society from historical novels than from the writings of all historians, economists, and statisticians combined. The formula of water is H2O, but the concrete-sensory richness and hundreds of properties of water remain outside scientific generalization, but they can be perfectly expressed in a work of art. The role of art in the knowledge of the spiritual world of man is especially great. It penetrates into the very depths of personality psychology, reveals the most complex interaction thoughts, feelings, will, reveals the sources and motives of the actions and deeds of people. The language of art is clearer, more metaphorical, more flexible, allegorical, paradoxical, emotionally and aesthetically richer than natural, spoken language, therefore the informative possibilities of artistic language are wider and qualitatively higher. Musical and artistic works, like any cultural phenomenon, can be perceived as documents of an era. They can be informative from various angles: historical and factual, philosophical and worldview, ethical and emotional, etc.

- Socially transformative(art as an activity). The socially transforming function of art is manifested in the fact that, having an ideological and aesthetic impact on people, it includes them in a directed and holistically oriented activity to transform society. Art is the creation of artistic reality and the transformation of the real world in accordance with the ideals of the artist. Art transforms reality:

Through the ideological and aesthetic impact on people. The type of artistic consciousness of the era, the ideals of art and the type of personality are interdependent. Ancient Greek art shaped the character of the Greek and his attitude to the world, Renaissance art liberated a person from the dogmas of the Middle Ages.

Through the inclusion of a person in a value-oriented activity. Art awakens sensitivity to violations of social harmony, stimulates the social activity of the individual, orients him to bring the world in line with the ideal. Thus, the enslaved Icelandic people created sagas in which freedom-loving and courageous heroes-heroes lived and acted. In the sagas, the people spiritually realized their thoughts about freedom and independence. The dreams of the people about liberation from the power of the Tatar-Mongol yoke are reflected in Russian epics.

Through the transformation in the process of artistic creativity with the help of imagination of impressions of reality (the author recycles life material, building a new reality - art world)

- Personally transformative- the ability of art to influence and qualitatively change the psychological and characterological structure of the personality.

- Compensatory(art as consolation). Perceiving a work of art, people discharge the internal tension and excitement generated by real life, and at least partially compensate for the monotony of everyday life. Compensatory function has three main aspects:

Distracting (hedonistic-playful and entertaining);

Comforting;

Contributing to the spiritual harmony of a person (actually compensatory).

The life of a modern person is full of conflict situations, tension, overload, unfulfilled hopes, sorrows. Art is able to console a person, take him into the world of dreams. With its harmony, it gives a person balance, sometimes helping him to stay on the edge of the abyss, and makes it possible to live on.

- Educational(art as catharsis). Art forms a holistic personality. The impact of art has nothing to do with didactic moralizing, it manifests itself subconsciously. The Aristotelian theory of catharsis is that by showing heroes who have gone through severe trials, art makes people empathize with them and thus, as it were, purifies the inner world of viewers and readers. A person is enriched by the experience of other people and develops his own value attitudes faster and better.

- hedonistic(art as pleasure). Aesthetic pleasure has a special spiritual character, and even the ancient Greeks distinguished it from carnal pleasures. Artistic creativity gives people the joy of comprehending beauty and artistic truth. Also, rightfully belonging to art, one can single out functions: inspiring, informational, analyzing, anticipating.

- Psychotherapeutic. It acquires special significance when a society or a particular person is experiencing a painful crisis. Because art can immerse a person in a state in which he will experience catharsis. Even Aristotle spoke about catharsis, calling this word the experiences of the audience in the ancient theater. They seemed to throw out their visible or invisible tears, visible or invisible suffering, empathizing with the heroes of ancient performances. One of the tasks of art therapy is to bring pathology back to normal. For example, to transform an inferiority complex or a superiority complex into a humanistic social feeling (every day, at least mentally, do something pleasant for the largest number of people). L. Tolstoy saw one of critical tasks art is to help people love life.

- Canonical and heuristic function is considered by musicologists as a dialectical pair of opposites, which allows us to consider the musical phenomenon from the standpoint of the relationship between tradition and innovation.

The possibilities of art in the correction of mental processes in children were pointed out by foreign (O. Dekroli) and domestic (L.S. Vygotsky) representatives of pedagogy and psychology. Art is an important means of education that affects the morality of the child, as well as the formation of his thinking, imagination, emotions and feelings. The process of perception of art by children is a complex mental activity that combines cognitive and emotional moments. Classes in artistic activities contribute to the sensory development of children, the ability to distinguish colors, shapes, sounds, provides an understanding of the language of various types of art. Especially valuable positive influence art on children with developmental problems. Even L.S. Vygotsky in his research revealed the special role of artistic activity in the development of not only mental functions, but also in the activation of creative manifestations in various types of art in children with developmental problems. Art develops personality, broadens the general and artistic horizons, realizes the cognitive interests of children. Art allows the child to experience the world in all its richness and diversity, and through artistic activities to learn how to transform it. It is in this that the corrective possibilities of art are contained, since. it is, on the one hand, a source of new positive experiences for the child, gives rise to creative needs, ways to satisfy them in one form or another of art, and, on the other hand, a means of realizing the socio-pedagogical function of art.

Speaking about the pedagogical possibilities of art, one cannot fail to note one more important aspect: the psychotherapeutic impact of art on the child. Influencing emotional sphere, art at the same time performs a communicative, regulatory, cathartic function. The joint participation of the child, his peers and teachers in the process of creating a work of art expands his social experience, teaches adequate interaction and communication in joint activities, provides correction of violations of the communicative sphere. The psycho-correctional effect of the impact of art on a child is also expressed in the effect of “cleansing” from accumulated negative experiences and entering the path of new relationships with the outside world. revealing psychological mechanism catharsis in his work "Psychology of Art", L.S. Vygotsky noted: “Art always carries something that overcomes ordinary feeling. Pain and excitement, when they are caused by art, carry something more than ordinary pain and excitement. The processing of feelings in art consists in turning them into their opposite, i.e. positive emotion that art carries in itself. Art provides the child with practically unlimited opportunities for self-improvement and self-realization both in the creative process and in its products. Modern special psychology and pedagogy are largely focused on the use of various types of art in correctional work as an important means of educating a harmonious personality of a child, his cultural development. The main task of the art cycle classes at school is to awaken students' interest in art, to teach them to feel, understand, love and appreciate art, enjoy it; emotionally positively perceive, experiencing the need for systematic communication with her.

The general educational system of art education was based on teaching drawing, since writing hieroglyphs required certain skills. Teaching drawing was based on two directions: the development of the technique of free movement of the hand and firmness in making reliefs and writing papyri. The main method is copying and memorizing. The education system had strict discipline requirements. Although only the privileged strata of Egyptian society could receive education, corporal punishment was practiced (they went for 3 months in stocks). Professional education On the one hand, it was generic in nature, when the secrets of craftsmanship were passed on from father to son, on the other hand, professional schools were organized. leading professional school fine arts was the Memphis court school of architects and sculptors. During the time of Ramesses II and his heir, there was an institute for artists in Egypt where students could choose their teachers. The teaching methods in such an educational institution were torn in tables that served guidelines with phased work. In particular, such a technique was used as the construction of a human figure on a grid. It was not just an attempt to enlarge the image, but a prototype of a modular grid, which made it possible to enlarge the image, build a frontal and side image, since the intersection of the grid lines took place at certain nodal connections. The drawing was built from any place on this grid. The image was revealed not from the definition of the general form, but from the mechanical preparation of proportion calculations. In teaching sculpture, the standard method and the work in progress method were used as a visual aid for understanding the phased work. Thus, there is a systematic approach to teaching fine arts, a theoretical substantiation of the practice of fine arts has been laid down, and for the first time the laws of depiction and training of future artists have been established. Whether there was a theory of the learning process (didactics) has not been established. However, there were pedagogical writings (by Tauf). Education was based not on the study of the surrounding reality, but on memorizing the established canons. Fine arts in Egypt was already a general educational discipline. Lecture No. 4 "The system of art education in Ancient Greece ". The art of ancient Greece is the greatest layer in the history of world fine arts. The works created during this period amaze contemporaries with their proportionality, realism, harmony with the environment. Therefore, interest in the system of art education is natural, which, in turn, is a significant stage in the history of the development of all art education as a whole. Fundamental changes in the education system of Ancient Greece are associated, first of all, with a change in worldview and, as a result, a change in religion and social consciousness within the same slave-owning economic formation. The pantheon of the Greek gods, in contrast to the Egyptian zoomorphic ones (later with human bodies), was anthropomorphic. The afterlife was presented by analogy with reality. And the preparation for the transition to another world was not so all-consuming. In general, the attitude of the ancient Greeks was of a humanistic nature, aimed at revealing the patterns of reality, and the beauty of the human body was considered the standard of harmony, that is, the proportionality of parts relative to the whole. This aesthetic ideal is expressed in the words of Pericles 12 (an ancient Greek strategist who led Athens in its heyday): "We love the beautiful, combined with simplicity, and wisdom without effeminacy." However, everything new created by the Greeks has a foundation. And this foundation is Egyptian art. Greek artists the system of canons and methods of sculpture developed in Egypt. For example, the brothers Telekles and Theodore from Samos, living in different cities, took up the order of the Samians for the statue of the Pythian Apollo. Independently of each other, they each made their own half of the statue so skillfully that when combined, both halves came together. Such a successful course of work was facilitated by the observance of the Egyptian method of working on a sculptural work. In the future, the Greeks approached the problem of education and upbringing in a new way. Realism is the basis of Greek art. Artists argued that strict regularity reigns in the world, and the essence of beauty lies in the harmony of parts and the whole, in the correct mathematical proportions. In 432 BC. Polykleitos from Sicyon created an essay on the proportional laws of the construction of the human body and for the first time in history solved the problem of conrpost. The image of the human body has become natural and vital. As an example of the execution of sculpture according to the new canons, the “Dorifor” (spear-bearer) is used. Drawings from this sculpture were made not only by future professionals, but also by children in general education school. Another great sculptor of the late classics, Praxiteles, created his own canon, in which the proportions of the body were somewhat lengthened in relation to the Polycletic canon. We know about the teaching methods of this period from the later theoretical works of the Roman historians Pliny, Pausanias and Vetruvius, as well as on the basis of surviving artifacts. Moreover, there are not so many artifacts of Greek easel art left: the sculpture has come down to us, mainly in Roman copies, which do not convey the entire depth of ancient Greek art, artefacts of painting are also few in number. History of the first methodological developments in the fine arts of Ancient Greece, it is associated with the names of Polygnotus and Apollodorus of Athens. Polygnotus, having formed a circle of artists in Athens, where he was given the rights of citizenship, launched his teaching activities. He encouraged artists to strive for reality. However, he mastered only a linear drawing, without the transfer of chiaroscuro. But here, too, the line worked to convey space. Pliny writes: “Polygnotus… who painted women in translucent clothes, covered their heads with colorful bonnets and was the first to introduce a lot of new things into painting, as soon as he began to open his mouth, show his teeth, and give variety instead of the former immobile face.” Aristotle noted that Polygnot ideally conveyed the shape of the human body, drawing life-size models. However, his painting was presented as a drawing painted in monochrome. A real revolution in the field of drawing and teaching methods is attributed to Apollodorus of Athens, who Pliny refers to as the "lights of art." The merit of Apollodorus lies in the fact that he was the first to introduce chiaroscuro and began to model the volume of the form in the drawing. It was considered a miracle. There was a need for other teaching methods that considered the patterns of distribution of chiaroscuro relative to the light source. Painting began to be based on the play of warmth and coldness. Apollodorus was not only a talented artist, but also an excellent teacher. One of his students was Zeukis (420-380 BC). In one of his epigrams, Apollodorus called him "the thief of my art." Zeukis' methodology was based on a close study of nature, understanding the laws of beauty through observation. There is a legend that Zeukis painted a boy carrying grapes. 14 birds flocked to the grapes, so it was skillfully drawn. And the master was upset: “If I had also skillfully portrayed a boy, then the birds would not have flown in, they would have been frightened.” The rivalry between Zeukis and another significant artist, Parrhasius, is famous. Pliny writes: “Parrhasius is said to have entered into a contest with Zeukis. Zeukis brought a picture in which grapes were depicted so well that birds flocked. Parrhasius brought a panel painted so plausibly that Zeukis, proud of the sentence of the birds, began to demand that the panel be removed and the picture itself shown. And then he realized his mistake and gave way to the palm under the influence of noble shame. Parrasius also showed himself as a theoretical artist, writing a treatise on drawing, in which he paid special attention to the line and its work in building the illusion of space. “After all, the outline should consist of its own line and break off in such a way as to hint at what is hidden. Characteristic features of his teaching: - clarity in the transfer of the outlines of objects; -linearity in the transfer of the shape of objects; -active work from nature; -combination of highly technical drawing with knowledge of the laws of realistic construction of the human body; -possession of means of light and shade drawing; - the desire to convey the realism of the image, reaching an end in itself. In the IV century BC. e. there were several famous schools of drawing: Sicyon, Ephesus, Theban. The Theban school - the founder of Aristides - attached importance to chiaroscuro effects, the transfer of sensations, illusions. The Ephesian school - Ephranor or Zeukis - was based on the sensory perception of nature, its external beauty. 15 The Sicyonian school, the founder of Eupomp, was based on the scientific data of natural science and strictly adhered to the laws of depicting real nature. This school demanded the greatest precision and rigor in drawing. She influenced the further development of fine arts. Eupompus (400-375 BC) was an outstanding teacher and painter. He encouraged his students to study the laws of nature on the basis of scientific data, mainly mathematics. This is a fundamentally new method - observation + analysis. Eupomp's student - Panfil attached great importance drawing as a general educational subject, since when drawing a person not only conveys the shape of an object, but also learns its structure. Panfil worked a lot in the field of contact between drawing and geometry, because he believed that the latter develops spatial thinking. On the door of his school was written: "People who do not know geometry are not allowed here." The duration of training at Panfil was 12 years and cost one talent (26.196 kg of gold). By the 4th century BC. e. Ancient Greek artists began to develop the theory of perspective. However, it bore little resemblance to the one created by Filippo Brunelleschi (with one vanishing point). This is most likely a perceptual perception of reality. Thus, in the history of Western European art, two directions appeared and exist to this day: drawing from a color spot and from a constructive analysis of form. The masters of ancient Greece encouraged their students to study nature on scientific basis, the advantage was given to knowledge, and not to impulses of inspiration. Therefore, learning to draw was of paramount importance. The students drew mainly on beech boards covered with wax, metal or bone sticks. The art schools of Ancient Greece are a private workshop-studio, reminiscent in their principle of private workshops of the Renaissance. 16 Outcome: - new teaching methods, based on drawing from nature; - the task of the draftsman is not only copying objects, but also the knowledge of the patterns of their construction; - drawing in a secondary school as a tool for understanding the surrounding reality; - development of the canons of the construction of the human body according to the laws of the visible reality of scientific knowledge; - man is the crown of beauty, everything in him is proportionate and harmonious, “Man is the measure of all things” (Heraclid). Lecture No. 5 "Art education in Ancient Rome» The artistic heritage is significant in terms of its value for world culture. But it has a different character than the Greek. It's all about the worldview of the Romans. They, like the Greeks and Etruscans, were pagans, but their religion, and hence their artistic fantasy, were more prosaic than Greek, their worldview was more practical and sober. The Romans created their own beautiful theater, sharp comedy, memoir literature, developed a code of laws (Roman law was the basis of all European jurisprudence), new forms in architecture (the discovery of concrete gave new constructive possibilities for the construction of giant buildings and vaulted ceilings) and fine arts (historical relief, realistic sculptural portrait, statuary sculpture, the most interesting examples of monumental painting). After the conquest of Greece by Rome, a closer acquaintance with Greek art began, which the Romans revered as a model. "The ignorant conqueror was conquered by the art of the conquered people." 17 In the II century. BC e. Greek was common in high society. Works of Greek art filled the public buildings of Rome, residential buildings, country villas. Then, in addition to the originals, many copies appeared from the famous Greek works of Myron, Phidias. Scopas, Praxiteles, Lysippos. But the poetic inspiration of Greek art, the very attitude towards the artist as the chosen one of the gods who endowed him with talent, never existed in Rome. Hence the system of art education, which gave only the skills of a high-class craftsman, a kopeist. Indeed, among polished mechanical copies, Greek authentic sculptural plasticity seems so alive in its play of planes that it seems like a light breeze on a hot day. Rome did not introduce anything fundamentally new into the methodology of teaching fine arts. Although it was considered good form to engage in fine arts in high Roman society. But it was nothing more than a tribute to fashion. Thus, the utilitarian thinking of the Romans affected the development of art education in this country not in the best way. Lecture No. 6 "Methods of work in medieval art" Medieval art is a special stage in the world's artistic development. One of his key features - a close connection with religion, its dogmas, hence spiritualism, asceticism. Religion and its public institution - the church - was a powerful ideological force, the most important factor in the formation of the entire feudal culture. In addition, the church was the main customer of art. Finally, it should not be forgotten that the clergy were the only educated class at that time. Therefore, religious thinking shaped all medieval art. However, this does not mean that the real contradictions of life did not find expression in medieval art, that medieval artists did not seek harmony. The figurative structure and language of medieval art is more complex and expressive than the art of antiquity; it conveys the inner world of a person with greater dramatic depth. In it, the desire to comprehend the general laws of the universe is more clearly expressed. The medieval master sought to create a grandiose artistic picture of the world in architecture, monumental painting and sculpture, which adorned medieval temples. But in the artistic system itself, the artistic method of medieval art, there was a limitation, which manifested itself, first of all, in the extreme conventionality, in the symbolism and allegorism of figurative language, to which the truthful transmission of the beauty of the physical body was sacrificed. The achievements of the realistic art of antiquity were consigned to oblivion. Ghiberti wrote: “So, in the time of Emperor Constantine and Pope Sylvester, the Christian faith prevailed. Idolatry was subjected to the greatest persecution, all the statues and pictures of the most perfection were broken and destroyed. So, along with the statues and paintings, the scrolls and records, drawings and rules that gave instructions to such a sublime and subtle art, perished. Fine art was built without relying on science - only the attention and faithful eye of the artist. Corporeality was preserved only by borrowing the images of ancient art (Orpheus is the image of the young Christ the Shepherd). However, these borrowings did not last long. The image of the young Christ was replaced by the cult of eldership with its own figurative structure. The basis of education during this period is mechanical copying. However, in medieval art there was a system that tried to find some patterns of image construction. This is the Villard de Honnecourt system. Its essence lies in the construction of abstract mathematical calculations, the search for 19 geometric patterns, the cabalistics of numbers, and not in the search for patterns in the structure of the forms of nature. Byzantine art was more canonical than the art of medieval Europe. And here practiced work on samples. An interesting work on the methodology of the fine arts of Byzantium has survived to this day. This is “Erminia, or Instructions in the Arts of Painting” 1701-1745, written by the Athos monk Dionysius of Furna (Furnographiot). It contains many facts about the artist's craft (how to make a copy, charcoals, brushes, adhesives, primers, detailed instructions on how to paint faces, clothes) and much more. For example, about how to copy: “... stick your oil-soaked paper to the four edges of the original; make black paint with a small amount of yolk and carefully circle the drawing with it and apply shadows; then prepare the white and fill in the gaps and use the thinnest white to mark the bright places. Then an outline of the image will come out, because the paper is transparent, and all the features of the original are visible through it. Another example of copying: “If there is no pattern or stain on the back of the original, then put unoiled paper on it, put it against the light to the window ... and, seeing all the features, carefully draw them on your paper, and mark the light with red paint ". So, in the era of the Middle Ages: - the main method of education was copying from samples, which contributed to the development of handicraft work; - the learning process - independent work as part of an artel of masters. twenty

Art higher education institutions in Moscow have always been on a special account. Political changes and economic upheavals in the country do not make the competition less: the love of art wins over any thoughts about daily bread and financial gain. And this is despite the fact that only a few graduates manage to become professionally successful, gain success, and with it prosperity. However, the fact remains that there are usually half as many vacancies in such universities as those who want to take them.

talents and fans

As in the case of theater universities, when entering an art school, an applicant will be searched for the presence of a certain spark, which is commonly called talent. Indeed, after all, everyone can be able to hold a pencil or brush in their hands, but only one person out of a hundred or a thousand is able to create something unique.

It is not possible to give an absolutely precise definition of the concept of "talent": everything in art is too subjective. Unfortunately, any creative profession entirely dependent on the opinions of viewers and critics. That is why many experts advise: before crossing the threshold of an art university, it is worth considering whether you can spend many years of your life in obscurity, bitterly regretting that your work did not make the proper impression on the public. After all, the whole play of colors, the clarity of lines, the consistency of style in work of art created with only one single purpose - to shock the world and express themselves.

Professional prospects for future artists, designers, architects are rather illusory. The cost of their work can vary greatly - everything will depend on the capricious and fickle fairy luck. Efficiency, the ability to find a common language with the customer today are no less important professional qualities.

Preparation for admission to an art university

The list of art universities in the capital is not very long, but getting an education within their walls is considered prestigious all over the world. The high level of teaching in them was set by the founding fathers of these educational institutions. These include the Moscow State Academic Art Institute named after V.I. Surikov, the Moscow Art and Industry University named after V.I. S. G. Stroganova, Russian Academy of Painting, Sculpture and Architecture, All-Russian State Institute of Cinematography. S. A. Gerasimova and the art and graphic faculty of the Moscow Pedagogical state university. Without fail, it is necessary to mention the St. Petersburg State Academic Institute of Painting, Sculpture and Architecture. I. E. Repin - this university, which has centuries-old traditions, was founded in the middle of the 18th century under the patronage of Empress Elizabeth Petrovna. According to the Charter then in force, they studied there for 15 years. Today, the official term for obtaining education has been reduced, but in order to become a student, an applicant will literally have to spend years preparing for admission.

Each of these universities has its own art school or preparatory courses. Education and training in them takes from several months to two years. It is worth, however, to make a reservation that officially no one gives their graduate guarantees for admission. Moreover, on preparatory courses at the Surikov Institute, teachers bluntly warn that no indulgence will be expected for "their own" - everyone enters on a common basis. Preparatory classes, as a rule, are paid, not to mention the fact that the applicant has to provide himself with auxiliary materials - paints, brushes, pencils, papers, stretchers, canvases ... The price can be different: for a tube of paint, for example, - from 10 up to 1000 rubles A subframe costs at least 2000 rubles.

In addition, when entering an art university, it is very important to take into account one subtlety: when parsing applications, the greatest preference is given to those applicants who either graduated from specialized art schools (for example, Children's Art School No. 1 named after V. A. Serov on Prechistenka, Moscow Academic art lyceum Russian Academy arts), or have an average professional education in art schools (Moscow State Academic Art School in Memory of 1905 or Moscow Art School (College) of Applied Arts). This is done because such higher education does not tolerate random people who suddenly have a burning desire to be artists, restorers or architects. The competition between applicants is quite tough, and the best of the best should be accepted, so it is necessary to make plans for admission in advance, taking into account your own capabilities.

Specialty exams

First, you should decide in which direction you would like to apply your creative impulses. The profession of an artist has several varieties, for example, a painter, a restorer, a theater artist. The number of specialties that can be obtained at an art university include such as a sculptor, architect, art historian, art teacher, feature film artist, costume film designer, animation film and computer graphics artist. And the first thing you will be asked upon admission is to provide creative work for a preview in accordance with the chosen path. As a rule, these are drawings: a portrait and a figure of a person, painting - a portrait with hands, compositions. Those who pass this selection are admitted to entrance examinations. Examinations in the specialty are held in workshops (with the participation of sitters) for several days. Special items include:

• drawing (two tasks): a portrait and a standing nude figure (on paper with a graphite pencil); paper is issued directly on the spot or the applicant uses his own, marked with the seal of the selection committee;
• painting: one portrait with the hands of a seated sitter (on canvas with oil paints or tempera, gouache, watercolor - upon admission to the graphic faculty); canvas up to 70 cm in size on the large side, the applicant must bring with him;
• composition: work on a given topic can be in any technique.

Then the exam papers are reviewed and marks are given. If the number of points scored is enough to pass through the competition, then you will find an essay on a given topic, history (orally), history of Russian artistic culture, and in some cases - foreign language. If, nevertheless, it was not possible to enter the full-time department, paid departments are at your service, the average cost of studying in which sometimes reaches $ 4,500-5,000.

University addresses

Moscow State Academic Art Institute named after V. I. Surikov: Faculty of Painting, Sculpture, Theory of Fine Arts; Moscow, Tovarishchesky per., 30 (metro station "Taganskaya", "Marxistskaya");

Faculty of Graphics, Architecture: Moscow, Lavrushinsky per., 15 (the building opposite the entrance to Tretyakov Gallery, Art. m. "Novokuznetskaya", "Tretyakovskaya").

Moscow art-industrial university. S. G. Stroganov: Moscow, Volokolamskoe sh., 9 (metro station "Sokol").

Russian Academy of Painting, Sculpture and Architecture: Moscow, st. Myasnitskaya, 21 (metro station "Chistye Prudy"); Kamergersky per., 2 (metro station "Okhotny Ryad").

All-Russian State Institute of Cinematography. S. A. Gerasimova: Moscow, st. Wilhelm Pick, 3 (metro station "Botanical Garden").

St. Petersburg State Academic Institute of Painting, Sculpture and Architecture named after I. E. Repin: St. Petersburg, Universitetskaya nab., 17 (metro station "Vasileostrovskaya").

Ranking of architectural and art universities

The Ministry of Education and Science of the Russian Federation approved the rating of higher educational institutions based on the results of their activities. The collection of data to determine the ranking of universities and specialties has been carried out since the middle of the 2004 academic year.

When determining the rating, many parameters were taken into account: the quality of the teaching staff, the number of students of various forms of education, the presence of students from other countries; the volume of scientific research, publishing, providing students with hostels, dispensaries, etc.

Place	University name
1	Moscow architectural institute(state academy)
2	Moscow State University of Art and Industry
3	Ural State Academy of Architecture and Art (Yekaterinburg)
4	St. Petersburg State Academy of Art and Industry
5	Novosibirsk State Academy of Architecture and Art
6	Rostov State Academy of Architecture and Art
7	Krasnoyarsk State Art Institute

Investments from 60,000 rubles.

Conducting psychological games is one of the trends in the market of intellectual services. This is one of those businesses where investments are ten times lower than the possible profit in the very first months of operation.

Investments from 300,000 rubles.

The School of Mental Arithmetic is a sought-after and stable business. To start, 300 thousand rubles are enough, which will pay off within six months. How to earn 100 thousand rubles a month on accounts?

Investments from 60,000 rubles.

Open your own production of unique products for animals. Home mini-factory with 100% payback.

Investments from 100,000 rubles.

A profitable earning idea for makeup artists is to open makeup courses. You can start with 100 thousand rubles and ambitions in your pocket. This step will not only bring profit, but also enhance your business reputation.

Investments from 1,000,000 rubles.

Training centers are a popular business area, the potential of which is only being revealed in Russia and where you can find free and profitable niches. What do you need to open an educational center?

Investments from 49,000 rubles.

City walking tours are a leisure activity that allows you to delve deeper into the history of the streets. In the business plan, we will consider excursions with performance elements that can bring from 80 thousand rubles.

Investments from 740,000 rubles.

The children's club is a popular developing and socially responsible business, which, in addition to deep moral satisfaction, is capable of generating a monthly profit of more than 900 thousand rubles.

Investments from 635,800 rubles.

How to open a language school in a city with a population of more than 1 million people. Starting investments - 635,800 rubles. Net profit - 140,000 rubles, profitability - 17.5%.

According to experts, the online learning market in Russia shows an annual growth rate of 25%. At the same time, the volume of the Russian market in 2016 is only 10.5 billion rubles, while...

Investments from 3,620,000 rubles.

Investments in the opening of the club will amount to 3,620,000 rubles. Source - own funds. The payback period of the project is 16 months

We provide everything you need for a full start in short time with minimal investment.

Investments from 2,800,000 rubles.

Investments in a private chocolate museum will amount to 2,828,000 rubles. The predicted payback period is 19 months.

Investments from 4,640,000 rubles.

Business plan for a driving school "Steering wheel and wheel"

The payback period of the project is 24 months, the discounted payback period is 25 months. Net present value (NPV) - 7,114,361 rubles, which significantly exceeds the initial investment...

Investments from 14,530,000 rubles.

The cost of the project will be 14,530,000 rubles, of which 10,530,000 will be start-up investments in the opening, and 4,000,000 rubles. - working capital. Payback period - 32 months.

Investments from 60,000 rubles.

Production of luminous finishing materials and paving slabs under the Oscar franchise

New types of finishing materials that can be produced even at home. We offer to produce: luminous paving stones, tiles for the house, facade stone.

Investments from 50,000,000 rubles.

The profitability of such an undertaking is not too high, but it is determined exactly depending on the number of students - the more there are, of course, the better. The payback period for such a project is certainly very good...

Investments from 500,000 rubles.

Even good school a sommelier can be opened for an amount within 500 thousand rubles, but at first you cannot count on a profitable business. Everything is connected with the fact that the first months of work will be directed ...

Investments from 1,000,000 rubles.

The cost of opening a museum can be very small or very significant, an average simple museum can be opened (without taking into account the collection, the cost of which, as it was noted, cannot be estimated at all ...

Investments from 100,000 rubles.

A business in the field of education can become profitable. However, unlike the situation a few years ago, today the competition in the educational segment is already quite high. So hope for success...

Psychological salon "1000 ideas"

Psychological salon "1000 ideas" - its own business that changes lives. Unique format, 25 ready-made programs, turnkey training. Investments 80,000 rubles.