Heves megyei aprónyomtatványok 13/H

I. The aim assignment of the Conference

The aim of our Conference is to examine the aesthetic problems of school television programmes. Within this sphere, the aim is to deal with programmes of an aesthetic theme, as well as with programmes that are related to school subjects concerning nature and social history.

According to our hypothesis, the main function of the former object is to communicate in the form of a lively experience the various works of art, created in any branch of art (e.g. pictures, sculpture, literary work, music composition, ballet, puppet plays, theatre works, and structure, a product of environment aesthetics, etc.). Its additional function is to communicate information that is necessary to bring about the most complete aesthetic experience possible, and at the same time, make this experience a conscious one that fits into the line of earlier aesthetic experiences as well as into a world outlook. In this context, we intend to discuss the following questions:

— What are the methods of communicating the characteristics of a work of art through the various media of the television?

— How can aesthetic experiences be realized?- How can the necessary knowledge be transmitted without any loss in the intensity of the experience?

— How can one bring about a unity between artistic-aesthetic communication and communicate art and aesthetic quality?

In accordance with what has been said here, it would be worthwhile to examine how a programme could assist students in forming certain value assessments and judgments, in accordance with their age. Finally: in what way can television programmes contribute to the development of the knowledge that is necessary for the acceptance of aesthetic appreciation, imagination and creativity?

All these questions occur in a different and characteristic way, in each artistic branch and require different solutions. They also vary concerning the age-groups.

2. In our view, even those school television programmes that are of non-aesthetic subject, do have their own aesthetic aspects. We are of the opinion that with programmes on geography, chemistry, and mathematics, etc. their main function involves the conveying of knowledge that has been constructed and systematized according to the some guiding principle (theory of knowledge, logical and psychological-didactical, etc.) systems. During the fulfilment of this main function, there are already “aesthetic motives’’, such as for instance the systematization and logical construction of the

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