The article is an abstract from a more extensive theoretical work summarizing the author’s experience of many years of his educational and scientifically-research activity in the area of the elementary kinds of arts integration and co-ordination in the educational process. In his elaboration he respects the contemporary conception of the aesthetical education, its actual needs, and is searching for removing the undue atomization and isolation of different aesthetical stimulations and their unsufficient integration. When analyzing the problems of the literary, musical and plastic arts co-ordination in the aesthetically school-subjects, the author proceeds partly from theoretical bases of philosophy, the arts history, psychology and education, partly from the research of the contemporary conditions of applying and exploiting the principle of the artistic types at schools. In the 1st part “The aesthetical education as an educational principle” the polyfunctionality of the aesthetic education and the learner’s interaction and activity during his or her contact with the piece of art are emphasized. The 2nd part “The meaning and the function of the art in a man’s life” enlightens briefly the communicative, cognitive, formative, stimulative, compensationai, psychotherapeutical and hedonostic functions on fine arts. In the 3rd part '‘Reception of an artistic work” the author issues from the “layer” art historical theory, and analyses individual phases of the fine arts reception: reception, comprehending, experiencing and evaluating. The 4th part “Philosophical and educational aspects of the school-subjects inter- relations” is an analysis of the relations of the aesthetically educational school-subjects as educationally modified relations of cognitive systems of the relevant art-historical sectors. In the 5th part “The co-ordination problem in the aesthetically- educational process” several types of co-ordination are distinguished; The co-ordination of the aestethically-educational school-subjects is being analyzed in more details. In the 6th part “Contemporary conditions of the elementary artistic subjects in the aestethically-educational subjects at the basic school” some results of the research investigactions are published. In the 7th part “The intenzification of the aesthetically-educational functioning through the elementary fine a-rts kinds co-ordination” the criteria for the genetic, intellectual and content classification connections of the literary, musical, graphic ans plastic works are being enlightened, and on those bases these criteria are being systemized in a table survey. In the 8th part “Methodological aspects of the elementary kinds of fine arts” methods which make the aesthetically educational functioning of a work of The last part brings the co-ordination fine arts more effective and which intenti- of the elementary artistic types into fy the sensual and emotional experience a context with the integratinal educationof the learner are characterized. al efforts.