The work deals with the problems of the aesthetic evaluation in the arts education. The centre of its attention is in the verbal objectivization of the aesthetical evaluation.
The aesthetic evaluation is developed as a special (aesthetic) content dimension of the general evaluation function. In concrete applications of this function in the arts education the aesthetic evaluation achieves the didactic purposeful dimension and is objectivized in various forms. On the basis of an analysis of the problem of the relation between the individual and social aspects of the aesthetic interaction the possibility of a designed and purposeful influencing of the learners’ values structures through the functioning on the processes of their evaluation activity is discussed. It occurs to the author that the starting point in such an influencing is a conscious opinion of the educated one concerning the substance of the aesthetical education and the acquiring of the skill to evaluate aesthetically in the process of communication during the collective creative activity.
The aesthetic evaluation is analyzed as a process of operations. The system of those operations is divided in two elementary phases:
1. The phase of identification, in which the subject experiences intensively the relation to an aesthetic object, and in this experience he or she unconsciously integrates all the compounds of the activity.
2. The phase of distance in which the subject is capable to distinguish distinctly individual compounds of the reception of a piece of arts. The author considers the phase of distance the basis of the didactic influencing; here it is possible to deepen the pupils’ ability of differentiation and generalization when choosing the partial objects of evaluation without disturbing the emotional compounds of reception (the partial objects of evaluating being e. g. the quality of the line, the composition, individual content relations etc.)
On the basis of the description of an evaluation statement and-on- by means of a content analysis the description of the statements system is derived as well as some laws of its function. Specific features of the function of this system are formulated; those differenciate the aesthetic evaluation and its didactic purpose in the arts education from evaluations in other school subjects.
A model of the didactic exploitation of the aesthetic education in the arts education is suggested. It is anchored in the organizational changes of the communication and the changed methodological approach to the exploitation of the objectivized evaluation of a product of fine arts.