The article considers examples of modern gardens and parks with elements of Chinese and Japanese landscape design, analyzes the degree of their similarity with historic gardens. A comparative analysis of historic gardens and modern gardens and parks is carried out in order to prove which elements of traditional oriental landscape design are cited the most. A set of elements that embody national identity in modern Chinese and Japanese gardens is argued. It is shown how, over time, including under the direct influence of multiculturalism and in connection with the typification of pavilions for mass construction, the concentrated national features of eastern gardens were gradually smoothed out. As the most recognizable elements of modern Chinese gardens, pavilions, sculpture, compositions of stones, Japanese gardens – gates-torii, pagodas, compositions of boulders, "dry gardens", landscaping with sakura, coniferous trees, and Japanese maples were identified. Compared to Chinese gardens, in a modern Japanese garden outside of Japan there may be no buildings at all or their number is minimal, and the natural environment itself is more natural. On the contrary, the Chinese garden outside of China showcases the art of landscape design and the craftsmanship of man-made landscape paintings.

The article examines art education for children of preschool and primary school age as being the most effective tool for the formation of a full-fledged future personality. In modern preschool institutions and in elementary schools, art lessons are an integral part of the educational process, since the development of the creative abilities of the next generation from childhood is one of the top priority tasks of the domestic education system. Drawing is one of the children's most beloved activities. Children begin to draw before they can speak. While engaging in visual arts, they depict everything that they see; the more that they engage their imagination, the better their imagination and abstract thinking get, and their artistic taste is being formed. This article discusses the views of foreign and domestic expertseducators, psychologists, art historians and artistson how children's personalities are successfully formed and developed in the process of artistic creation, and what accompanying conditions are needed. The current pedagogical experiment of the Children's Studio of Fine Arts and Design, in the Department of Design and National Arts of Kazan Federal University, was described; it is aimed at revealing the natural talents of children through teaching creativity. The results of the experiment will allow us to recommend the methodology of the Studio for use in schools, child care facilities, art studios, clubs, and art classes.