1. Identify the object, subject and tasks of aestetotherapy.

2. Determine the psychological-pedagogical and correction-rehabilitation potential of the doll making process in fairytale puppet therapy.

3. Give a definition of aestetotherapy, an explanation of the relevance of the introduction of aestetotherapy course in the educational activity of the teacher.

4. Give a definition of fairytale therapy.

5. Give definitions of the terms "choreotherapy" and "form-correction rhythmoplasty", "expressiveness of movements".

6. Define the term “play therapy”.

7. Define the term "music therapy". Can a person's perception of music be always considered music therapy? Why?

8. Give a comparative description of the activities of a psychotherapist in psychotherapy and a teacher in aestetotherapy.

9. Give comparative characterization to research by leading experts in the field of fairytale therapy.

10. Describe the aesthetic and therapeutic potential of Ukrainian folk song.

11. Describe the aestetotherapy feelings of R. Gibson.

12. From the above answers, select the correct one and justify them: Spirituality is: 1) religiosity; 2) intelligence; 3) creativity; 4) emotional sensitivity (spirituality); 5) other.

13. Analyze music therapy techniques in the treatment of stuttering.

14. Make a psychological and pedagogical justification for the principles of Christian morality as a leader in the formation of spirituality, self-sufficiency and aesthetic maturity of the individual.

15. Classify the general and additional principles of organization and conduct of sand therapy.

16. Classify the main psychological and pedagogical functions of phototherapy by A.I. Kopytin.

17. When and who first explored the healing effects of music on the human body? What is eurythmia?

18. Name the music researchers you know to study the effect of music therapy.

19. Justify the main objective of the Program for the Disabled (USA).

20. Justify the technique of fairy tale therapy.

21. Justify the essence of the aesthetization of the pedagogical process.

22. Describe the history of the origin of sand therapy and its philosophical and psychological nature.

23. Describe the method of “form-correction rhythmoplasty” developed by Roman and Tamila Churaev.

24. Describe the technique of creating a fairy-tale environment in fairytale therapy (by T.D. Zinkevich-Evstigneeva).

25. Describe the technique of folk art therapy by L.D. Nazarova.

26. Describe the main stages of psychodrama.

27. The aestetotherapy paradigm should be humane. Justify this paradigm in accordance with the foundations of humanistic pedagogy and personality-oriented pedagogy.

28. Explanation of the principle of selection of types of aestetotherapy among psychotherapeutic methods.

29. Explain the meaning of “spiritual education”. Justify its relationship with the aestetotherapy effects.

30. Explain the classification of toys in G.. Lendret's game therapy within the framework of an undirected client-centered approach (K. Rogers).

31. Explain the conceptual provisions of aestetotherapy education in countries that have a developed system of techniques and methods of aesthetic education (UK, Canada, USA).

32. Explain the methods of organizing and conducting an autogenous training session with stuttering children.

33. Explain the teaching method of reading and writing the "Sand Certificate".

34. Explain the main tasks of the teacher in play therapy with students who need special attention.

35. Explain the basic objectives of fairytale therapy.

36. Explain the basic tasks of rhythmoplasty.

37. Explain the term "syncretic nature" of folk songs in the format of aesthetically affecting the individual.

38. Comment on the basic principles of Peter Ebbs' aesthetic education system.

39. Discover the aestetotherapy potential of the method of form-correction rhythmoplasty.

40. Discover the main forms of phototherapy activity organization?

41. Expand the psychological and pedagogical functions of phototherapy?

42. Describe your international experience in using art as a means of psychotherapeutic impact on a person with developmental disabilities.

43. Describe the approaches you have known to engaging your child with the aestetotherapy mastery of universal spiritual values.

44. Describe the music schools you are familiar with in comparative terms.

45. Describe the techniques of art therapy that you are familiar with in the practice of psychocorrection and psychotherapy.

46. Describe the techniques for organizing and conducting games with buttons, matches and communication games.

47. Describe a set of substantive requirements for spiritual and moral upbringing of the child at different age stages (according to B. Likhachev) and the basic aestetotherapy that contribute to their realization.

48. Describe the main stages of work in puppet therapy.

49. Describe the main areas of play therapy in comparative terms.

50. Describe the main aesthetics of the pedagogical process according to foreign experts.

51. Describe the subject of fairytale therapy in comparison with the traditional method of working with a fairy tale in the educational process.

52. Describe the psychophysiological mechanisms of the influence of music on humans.

53. Describe the forms of organization of aestetotherapy work.

54. What is the originality and effectiveness of the method of using lullabies in working with pregnant women of Anna Hotkevich?

55. What is the feature of play therapy that is centered on the child compared to other areas of play therapy? What are its tasks?

56. What is the main value of an aestetotherapevtic effect on a student during play therapy?

57. What is the main mechanism of music-correcting influence on the child?

58. What is the psychotherapeutic effect of the game?

59. What is the essence of introducing dramatic art into the pedagogical process?

60. What is the essence of V. Verkhovynts views on the psychotherapeutic effect of Ukrainian folk children's song?

61. Why do scientists figuratively compare the sandbox with the landscape of a child's soul?

62. Why does G. Lendret call game therapy "the art of relationships"?

63. Why are parents nowadays considering the game an irrelevant and outdated form of organization of children's life?

64. What distinguishes sand diploma from traditional teaching methods?

65. What is the main content of phototherapy?

66. What stimulates the emotional and sensual sphere of the primary schoolchildren in the work with sand?

67. How does L. Shteinhardt view the materials used in the sandbox in their symbolic meaning?

68. How at different times did scientists try to explain the phenomenon of the game?

69. What equipment is needed for sand therapy?

70. What do you know about the aestetotherapy goals of music therapy?

71. What do you know about the forms of psychotherapy for a stuttering child?

72. What kinds of fairy tales are used in fairytale technologies?

73. What kinds of artistic and aestetotherapy activities are distinguished in music therapy for stuttering children?

74. What are the rules for a therapist?

75. What are the main tasks to be resolved when using choreotherapy?