"forms of organizing artistic activities with children". Forms of organization of visual and constructive activities of preschool children BSPU repository Forms of organization of joint visual activity of preschoolers
At preschool age, visual activity contributes to the widest disclosure of creative and aesthetic abilities of a preschooler.
To enrich the content of education and upbringing, it is important to integrate not only art forms, but also types of visual (artistic and productive activities: drawing - application, modeling - drawing, designing - drawing, modeling - application, etc.).
In the visual activity, there are great opportunities for the development of the creative abilities of children, the implementation of which largely depends on effective pedagogical guidance.
If earlier graphic (artistically productive) activity was directed by teachers to obtaining technical skills, then at the present stage, the main thing for the child should be joy, pleasure from the very process of graphic (artistically productive) activity.
Evaluating the work, the teacher takes into account not only its quality, but also what efforts the result was achieved.
Classes are the form of organization of visual activity. This is a special form of communication between a teacher and a child, which is traditionally considered a form of organized learning.
In general, any communication between a teacher and children can be called an “occupation”, because it involves direct or indirect training, education, development.
Forms of organization of children
Educational, training, correctional-developing, art-therapeutic communication involves certain forms of organization of children:
- individual;
- group;
- frontal.
Form of individual training
Individual communication is a dialogue form that is expedient during observations in the environment (“Let's see the beauty together”), viewing household items, natural objects, art objects (works of art, in the product of a child’s creativity); conducting visual exercises and experimenting with materials.
Form of group training
Group communication is predominantly a form of joint exercises, actions aimed at clarifying, understanding the methods of action. The teacher combines several children into a group on his own initiative (for example, noticing typical features in the ways of acting with visual material), on the initiative and desire of children (for example, in communicating with gifted children).
Form of frontal learning
Frontal communication involves the work of the educator with the entire group of children (for example, the introduction of new information and visual material, method, type of artistic practice; creative projects, diagnostics of children's achievements).
What is a student-centered model in the educational process?
The student-centered model of education requires adequate approaches to the classification of visual activities. The main requirement for them is to ensure the dialectical connection of consciousness and activity, the implementation of a multifunctional, integrated approach.
How is visual activity organized in the classroom?
In the classroom, children work on the topic proposed by the teacher (new information, clarification of the known, search for their own solution), or creatively implement the acquired skills and abilities in their own chosen topic.
The type of occupation is determined by its purpose: diagnostic, informational, correctional and developmental, creative and rehabilitation (art therapy).
A student-centered approach to the education and upbringing of a child provides for a dialectical connection between the development of visual activity and active familiarization with the theory and practice of fine art, the artist as a model of creative behavior.
Types of occupations from activities
By the nature of the activity and content, the following classes can be distinguished:
- theoretical (art history);
- practical (pictorial);
- combined (the relationship between artistic theory and aesthetic practice);
- complex, integrated (based on the synthesis and interaction of the arts).
What is the purpose of a theoretical lesson from activity?
Theoretical classes have the main goal of introducing the child to the world of art, getting to know the concept of "art", its types and genres, the creative process, and so on.
These classes are carried out from an early age, examining art objects (toys, books, works of art) with children, talking about them (art story); unfolding a conversation (art conversation), an artistic and didactic game or an art therapy session (“Art Salop”, “In the Museum of Sculptures”, “Journey to the Picture”, “Folk Toy”, “What is Architecture”).
Purpose and objectives of practical exercises
Practical classes involve active immersion of children in the world of artistic practice: visual materials, methods of artistic processing of materials, actions with visual means, equipment for this activity.
In these classes, the teacher broadcasts other information to the child: about the materials and how to work with them. He refers to the image of the artist and by his own actions demonstrates to the child an example of creative (creative) behavior.
For example, “Let's think together: how an artist painted autumn”, “Where craftsmen looked for patterns”, “How a sculptor saw a future sculpture in clay”.
Children get acquainted with various visual techniques, materials and ways of using them. The teacher encourages children from an early age to actively manipulate paints, felt-tip pens, pencils, clay, wax, dough, building material, paper, cloth, throwaway material (boxes, shreds, buttons, jars), natural material (feathers, stones, shells, shells). , branches, roots, deadwood, bark).
He also invites children to work with him to understand more complex techniques (for example, origami, poking, embroidery, floristry, intarsia, weaving).
How is visual activity carried out in combined classes?
Combined classes are a special type of organized educational and developmental communication between a teacher and children. They combine theoretical and art criticism and practical and creative parts.
For example, children clarify information about the genre of landscape and consider reproductions of landscape paintings, discuss, exchange opinions about expressive means, color, composition, carry out "Journey to the Picture" and perform game exercises to develop imagination, imaginative thinking, experiencing aesthetic emotions, reproduce in their own imagination of the creative process of the artist.
The practical part of the lesson can be exercises for mixing colors, for example, “Colors of Golden Autumn”. "Colors of late autumn", "Autumn sky", or "Drawing autumn trees".
You can offer creative work: "We draw a landscape."
Visual activity in integrated classes
Complex (integrated) classes provide the teacher with the opportunity to develop a holistic, categorical worldview in children, and for children to form generalized methods of drawing, holistic ideas about art as a form of existence of beauty, about artistic practice as a way of knowing the world and mastering it.
Complex classes turn into interesting entertaining performances, shows, art therapy sessions and fully provide the idea of a multifunctional personality-developing approach, the creation of a polyartistic environment in a preschool educational institution. In these classes, the teacher is an active participant in the process of co-creation.
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1. General characteristics of the forms of organization of children's visual activity
1.1 Classification and characteristics of classes in fine arts
In the methodological literature, there are various names for classes in visual activity: subject, plot, decorative (drawing, modeling, appliqué). At the same time, they often add: "and by design." Although the lesson "by design" can be on any topic.
It is necessary to distinguish between types and types of classes in visual activity.
Types of classes are differentiated according to the nature of the leading, dominant tasks, or rather, according to the nature of the cognitive activity of children, formulated in the tasks:
Classes to inform children of new knowledge and familiarize them with new ways of depicting;
Classes to exercise children in the application of knowledge and methods of action aimed at the reproductive method, knowledge and the formation of generalized, flexible, variable knowledge and skills;
Creative classes, in which children are involved in search activities, are free and independent in the development and implementation of ideas. Of course, the creative process also includes reproductive activity, but it is subordinate to creativity and is included in the structure of the creative process.
The allocation of different types of classes is to a certain extent connected with the solution of the problem of learning, focused on the development of independence, creativity. Education, which involves the direct transfer of “ready-made” knowledge and skills to preschoolers, prevails in the first type of classes. General didactic teaching methods are directly correlated with these types of classes: information-receptive - with a lesson in communicating new knowledge, reproductive - with exercises in the application of knowledge and skills, partially search (heuristic) and research - with creative ones. These methods, organizing the entire learning process in the classroom, integrate all other, more specific methods and techniques (examination, conversation, etc.), determining the nature of the cognitive activity of children in each of them.
Thus, in each type of lesson, the goal, objectives, methods of teaching fine arts are implemented systematically, in interconnection. In the pedagogical process, all these types of classes take place. Artistic creativity involves the manifestation and development of individuality. One of the conditions for the implementation of this approach is that the teacher takes into account the individual experience of children. Unfortunately, individual experience is not always easy to identify. That is why, in the system of work, the occupation of the third type (creative) can not only conclude, but also precede all the others. In this case, the teacher has the opportunity to identify the current level of children's ideas about the subject and ways of depicting it. Sometimes such information is acquired by the teacher in the process of observing the independent visual activity of preschoolers. In the presence of such information, the teacher can differentiate to build individual work with children, purposefully combining them into subgroups.
Classes in visual activity with preschoolers can be differentiated not only by type, but also by type. One and the same occupation can be attributed to different types depending on the selection criterion. So, according to the content of the image, they distinguish between subject, plot, decorative (drawing, modeling, appliqué). According to the method (method) of the image, drawing (modeling, application) is distinguished by representation, from memory, from nature.
By the nature of the choice of topic: on a topic proposed by the teacher, and on a free topic chosen by the child (the so-called “by design” classes).
According to the source of the topics of ideas: classes on literary topics (fairy tales, stories, poems); on musical themes; on the topics of the surrounding reality.
Let us dwell on their characteristics in more detail.
So, the classes are distinguished by the method, the method of image, by representation, memory, from nature. Visual activity by representation (otherwise it can be called by imagination) is built mainly on the combinatorial activity of the imagination, during which experience and impressions are processed and a relatively new image is created. The image from memory is built on the basis of the representation of a specific object that the children perceived, remembered and are trying to depict as accurately as possible. The image from nature is the creation of an image on the basis of and in the process of direct momentary perception of an object, phenomenon.
All these types of classes (and preparation for them) are organized on the basis of direct perception (visual, auditory, tactile-motor). They also presuppose the participation of memory processes, and therefore the division into types is conditional and is carried out according to the leading mental process.
There are classes on a topic proposed by the educator, and on a topic chosen by the children themselves, the so-called classes by design or on a free topic. The educator determines a broad topic, within which individual topics can be different (“Who will I be”, “What do I want to ride”, “Joyful day”, etc.). In working with preschoolers, such a restriction is useful, since activity, for all its freedom, acquires a greater purposefulness not to the detriment, but to the benefit of creativity. Genuine creativity is always purposeful.
In the methodology of teaching children visual activity, the term "drawing from memory" refers to the process of reproducing an object on paper in the spatial position in which this object was at the time of perception. Their meaning is in the development of perception, observation, visual memory; teaching children to observe and remember what they see, and then reproduce.
Image (drawing) from life. The possibility of preschoolers depicting an object, a phenomenon in the process of its direct perception from a certain point of view in order to convey it as accurately and expressively as possible has long been disputed in preschool pedagogy. NP Sakulina was one of the first to turn to this type of drawing. The most in-depth study on this topic was carried out by R.G. Kazakova.
R.G.Kazakova's study shows that a preschool child has access to an image of an object from nature without transferring volume and perspective. A preschooler depicts the form with a linear contour, structure, relative size of parts in an object, color, location in space.
The objectives of training in this type of lesson are to teach children to peer into nature, to see expressive signs, to notice its originality and to convey it as accurately as possible in drawing (modeling). To teach children to compare the resulting image with nature in the process of image. The last action is especially difficult for children. The general meaning of such activities is in the development of children's perception, in teaching the ability to see nature.
A variation of such activities can be drawing still lifes. Drawing from nature of still lifes, landscapes, it is desirable to combine with the perception of preschoolers of works of fine art in these genres. Stories about artists, the perception of art paintings evoke appropriate aesthetic feelings in children, give rise to motives for their own pictorial activity, make it more meaningful. Sculpting from nature is not fundamentally different from drawing.
Types of occupations identified by the source of ideas, topics. These include classes on topics of directly perceived surrounding reality; on literary topics (on a poem, a fairy tale, a story, small folklore genres, a riddle, a nursery rhyme); on musical works.
According to the source of topics, the methodology of such classes is built, in particular, the selection of leading methods. The image on topics from the world around the child requires, first of all, the direct perception of objects and phenomena. Visual activity in the classroom based on a literary work, with all the features of different genres, involves the creation of an image based on a verbal image. That is, the surrounding world and the attitude towards it is already embodied in the literary image with the help of specific means. The creation of a pictorial image requires a peculiar understanding and analysis of these specific means. Therefore, it is important that the child sees the image behind the word, and then embodies it in a pictorial language, conveying his attitude. The same is required when creating an image based on a piece of music. The methodology of such classes is, as it were, two-stage: first, it is necessary to ensure a full-fledged aesthetic perception of the literary (musical) image by children based on direct impressions of similar phenomena in life, and then to work on the formation of a pictorial representation based on the perception and analysis of the artistic image itself. In a conversation preceding the performing part of the activity, it is advisable to listen to an approximate holistic plan of one of the guys: determining the content (what will he draw), the external characteristics of the images (how the character will look), where this or that image will be located, where it is more convenient to start drawing, in which sequence it will be embodied, in what material.
Drawing (sculpting) based on a poem is widespread. The methodology of such classes has been developed in detail and presented in the works of L.V. Kompantseva.
It is especially worthwhile to dwell on the so-called complex classes, where different types of artistic activity are combined under one thematic content: drawing, modeling, appliqué, music (singing, dancing, listening), artistic and speech.
There cannot be many such activities, it is rather a holiday, a kind of performance-report, arranged together with the children. It is very important that children have aesthetic feelings, joy from what they do. This is possible if the integration of different types of artistic activity is built not only on the basis of a single thematic content, but also taking into account the nature of the feelings that such activities are designed to evoke. It is useful to use works of art that evoke these feelings.
The perception of art and the creation of one's own images are, in fact, different activities with their own rather complex tasks. When combining them in one lesson, something should be dominant, the main thing for learning, the other should be freer, close to independent artistic activity. Perception is combined with listening to music, reading poetry. Fine art dominates. The emotional intensity of the lesson should be high. It is necessary that children have a vivid impression of communicating with art. Then you can invite them to draw a winter landscape according to their mood, the way they want, being impressed by the perception of art. Such drawing does not tire the children, it is carried out in the remaining time, the children, as it were, “splash out” their feelings. These drawings at the same time give the teacher information about the level of their skills, about the feeling caused by this topic.
1.2 Independent artistic activity of children
Independent artistic activity may be different in content, but all aspects of the problem in this case are considered in relation to visual activity.
The independent visual activity of children can be contrasted with the visual activity in the classroom. It is carried out in free time and as a game arises at the initiative of the child. The child is free to choose topics, material, start and finish work.
Arising under the influence of certain motives, it is one of the forms of amateur activity of a preschooler, and this is already its value. The child manifests himself as a subject of activity: he independently sets a goal (defines the theme of the image), the means to achieve it, does the work and gets the result.
If we correlate the independent visual and visual activity of children in the classroom, then the meaning of the latter ultimately lies in the formation in the children of the ability to independently reflect their impressions. It is in conditions of independent activity that the process of self-development, the formation of personality takes place.
However, the level of independent activity of children is different in different age periods. This is due to the objective age-related psychophysical abilities of preschoolers to master the activity and the subjective conditions in which its development takes place (the attitude of adults, the quality of education, etc.).
When favorable conditions are created, by the age of 7, a preschooler develops a fairly high level of independent visual activity.
A relatively high level of independent activity is manifested in the setting by the child of more and more diverse goals (determining the topics of the image) according to the impressions that excite him. A child, delighted with the evening sunset, strives to tell about it in a drawing (another child - in poetry, music, etc.). Influenced by a flamboyant circus performance, he may reflect impressions in modeling or other activities. For personal development, it is important that the child develops independent aspirations of this kind.
Obtaining the desired result that satisfies the child and attitude towards it: the desire to apply it in accordance with the original meaning of the activity (to give, attract viewers to the perception and empathy of the content; disinterested satisfaction from the successful search and execution of the plan) - also indicates a high level of independence of children. One of the clearest manifestations of such a child's attitude to the result of an activity is a return to the topic or, more valuable, to the same work, the desire to improve it; a long, sometimes for several days, occupation with one thing, a topic (he sculpted a clown, then the animals with which he performs, then other characters, etc.).
Thus, in the context of independent artistic activity, the motivational-need sphere of the child's personality is manifested and formed. Under its influence, an initiative is born in the choice of topics, the development of ideas, the active search for ways to depict and self-assessment of the result obtained in accordance with the intention and purpose of the work (application of the result in communication or other activities). This is true creativity. In the conditions of amateur performance, creativity manifests itself and most successfully develops.
Independent activities of children should be given a place and time in the daily routine. The specifics of self-management are as follows:
1. Learning in the classroom and developing independent methods of action.
2. Familiarization of children with the outside world and the formation of vivid impressions, including artistic ones, from the perception of works of art, folk art, holidays and entertainment.
3. Work with the family in order to create favorable conditions for this activity in the home circle.
4. Creation of a material environment that stimulates and ensures independent artistic activity.
Visual activity along with the game is one of the most preferred by children in their free time. However, an analysis of mass practice shows that in the absence of developmental education, independent activity is often of a reproductive nature: children draw by heart what they can. If we analyze the drawings of children made in their free time, then, as a rule, in terms of subject matter and method of depiction, they are similar to the topics of the classes. Thus, education focused on the development of independence and creativity is an indispensable condition for the formation of independent artistic activity. Otherwise, the child remains at best at the level of emotional motivation for activity, but limited in means, ceases to set appropriate goals.
Another necessary condition is the enrichment of children with impressions and, as a result, the presence of emotional and intellectual experience. The richer the experience, the more diverse in subject matter and content children's drawings, crafts. Children can draw on a wide variety of topics (nature, space, human activities, transport, etc.).
Independent artistic activity of children includes classes in various types of visual activity: modeling, appliqué, design, artistic manual labor.
2. Modern forms of organization of children's visual activity
2.1 Tasks and features of the visual activity of preschool children
At the present level, in the development of preschool pedagogy, there is a need, along with general didactic forms of organizing visual activity, to develop innovative programs that meet modern requirements.
On the basis of additional continuous education and in experimental preschool institutions, educational programs of early development are being created, which include both general didactic and new forms of organizing children's fine arts.
Consider the program of the course "Fine Creativity and Design" aimed at developing creative abilities and solving the following tasks:
Formation of an activity algorithm in children (on the example of manual labor and fine arts);
Development of basic mental processes;
Satisfaction of the child's need for productive creative project activities;
Formation and improvement of technical skills and abilities;
Development of abilities to apply various means of expression, product design;
The development of the emotional sphere.
An important task of this course is the understanding by children that any work is technological and the need to master the technology of any activity.
Classes are planned and conducted taking into account the peculiarities of the visual activity of preschool children:
Accounting for the leading activities of preschoolers;
The relationship of visual activity with the game. It is carried out through the creation of a game motivation that encourages children to help a specific game character;
Children's love for fairy tales, and, above all, for fairy tales with a sequel. Throughout the year, 4-year-old children travel to a fairy tale with their friends - mice (brothers-naughty Krutem and Vertem, sister Grustinka, their parents and uncle Sailor). With children of five or six years old, the bunny Ushastik and the bear cub Toptyzhka are constantly nearby;
Contradictions between the expressive and pictorial tendency, between the desire to draw something (to mold, etc.) and the real possibilities of the child himself. To resolve this contradiction, it is necessary to work out the techniques of working with different visual materials (mixing paints, working with a brush, stack, etc.);
Accounting for changes in the motivation of activity: by the senior preschool age, activity becomes more purposeful. The child keeps the goal and gets the appropriate result (drawing, etc.);
The ability of children of senior preschool age to pre-conceive an image, plan their activities;
The emergence of reflexive abilities in senior preschool age.
2.2 Characteristics of modern forms of children's visual activity
For children of 4 years of age, the program provides for an acquaintance with the Queen Brush, which in a fabulous way introduces children to the rules of working with a brush and paints; ways of mixing colors. In the classroom, children develop practical skills and abilities. They master non-traditional techniques in the classroom: monotype - (“Butterfly”); finger and palm painting - ("Chicken", "Octopuses and shells"); raw - (background: "Autumn sky", "Our pre-holiday mood", "Seabed", "Spring sky"); poke - ("Flowers for Sadness"); photocopy - ("Frost patterns"); stuffing - ("Portrait of a kitten"); blotting - ("Leprosy of the Wind"); magic threads - (“How the Thread Learned to Draw”); priming - ("Cockerel", "Spring Flowers").
The program provides: subject drawing; plot drawing; decorative drawing.
Classes are planned to convey the emotional state of nature and man (“Autumn Sky”, “Our New Year's Mood”, “Spring Sky”).
For children of 5 years of age, the first lesson is devoted to organizing the workplace, introducing children to various visual materials, demonstrating various ways of working with a brush and paints. Children complete the task for the most beautiful palette - mixing colors. Children of this age can use a simple (graphite) pencil to create a preparatory drawing (sketch). This is reserved for classes on the following topics: still life, hedgehog, unusual house, tumbler, my favorite clown, still life with Easter eggs, lace-knot. Several classes are devoted to the formation in children of the ability to examine objects, to see individual details: the topics of classes are a tumbler, a still life, my favorite clown.
A series of classes is aimed at developing creative imagination, fantasy: an unusual house, a fairy-tale carpet, a candy cactus, crackles, patterns on the window, musical fantasy, etc.
Five-year-old children learn the laws of perspective using the example of the Autumn Forest lesson: the trees in the foreground are depicted as large in size and located in the center of the sheet; distant trees are depicted as small in size and located at the bottom of the sheet. Lessons are planned for drawing from life (Still life, Tumbler). There are classes dedicated to drawing riddles for the proposed riddles. Children continue to master non-traditional techniques: priming, poke, wet, photocopy.
The first lesson for children of 6 years of age is aimed at practical acquaintance with a warm and cold palette; mixing colors; work with whitewash, performing tasks such as: “How the sky brightens at dawn” (blue and white); work with shades that differ not in lightness, but in color tone, tasks like “How the sun sets” (transition from orange to red), “How the leaves turn yellow in autumn” (transition from green to yellow).
Performing stucco work, children get acquainted with the three-dimensional shape of the object, the relationship of its parts, they develop the skills of working with two hands, the coordination of movements develops, the small muscles of the fingers, the eye, and spatial thinking actively develop.
Material used for work: plasticine, salt dough, foil, paper pulp (papier-mâché). To decorate products, additional material is used: beads, "bullets" for a children's gun, colored paper, etc.
In the classroom, children should master the techniques of working with a stack, as well as various modeling techniques in succession: from rolling (“Gingerbread Man”, “Caterpillar”, etc.), rolling (“Gingerbread Man”, “Cat-Cat”) to pulling (the beak of a bird - "Vesnyanka"), lubrication, smoothing and pinching (ears - "Cat-cat"). Children master and improve the plastic ("Hedgehog") and constructive ("Cat-Cat") methods of modeling; stack methods.
In the process of applique, children get acquainted with simple and complex forms of various objects. The creation of silhouette images requires a lot of thought and imagination, since the silhouette lacks details that are sometimes the main features of the subject. Application classes contribute to the development of mathematical concepts. Preschoolers get acquainted with the names and features of the simplest geometric shapes, get an idea of the spatial position of objects and their parts (left, right, center, etc.) and sizes (more, less). These complex concepts are easily acquired by children in the process of creating a decorative pattern or when depicting an object in parts.
In the process of classes, preschoolers develop a sense of color, rhythm, symmetry, and on this basis an artistic taste is formed. Applique classes teach children to plan the organization of work, since in this art form the sequence of attaching parts is of great importance for creating a composition (large forms are glued first, then details).
When performing applicative works, natural material is used: dried leaves ("Fish"), groats - semolina ("Snowman").
When working with paper, children perform two types of applications:
Planar - "Balls for Mice", "Christmas Tree Decorations", "Balloons", "Flowers", a cycle of classes on the topic "Let's Think of a Fairy Tale" ("Chicken", "Sunny Meadow", "Tree");
Volumetric - a cycle of classes on the topic "Flower meadow" ("The sun and flowers", "Butterfly").
The main task at this age - mastering the skill of using scissors - is solved through the mastery of children with some basic cutting techniques: cut narrow and wider strips of paper in a straight line (path for playing with a ball, etc.); cut a circle and an oval from a square and rectangular shape (“Sun”, “Balls”, “Flowers”); creating a form by tearing off (pinching off) pieces of paper (“Chicken”).
Construction is a practical activity in which children, working with various materials, create subjectively meaningful, aesthetic products. In working with children, two types of construction are used: from paper and from natural material. When constructing from paper, children refine their knowledge of geometric planar figures, geometric shapes; concepts of the side, corners, center, etc. Children get acquainted with the methods of modifying planar forms by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional form appears.
Design classes should contribute to the development of spatial thinking and its methods (analysis, synthesis); imagination; the development of feelings (a sense of rhythm, symmetry); learn to plan your work, presenting it as a whole. Particular attention should be paid to the formation and improvement of the generalization of methods of action, the ability to purposefully examine objects.
For paper construction, different methods of work are used: bending strips of paper that children cut off on their own (“Snail”, “Octopussy” - the basis of the “ring”; “Mouse” - the basis of the “droplet”); bending the sheet in half ("Bus", "House", "Bunny").
The following means are optimal for constructing from natural material: walnut shells, sticks, acorns, acorn cups, twigs, ash and pumpkin seeds.
All classes should be aimed at consolidating in children the skills necessary in the application: folding paper with an accordion (“Handbag”, “Bear Ballerina”, “Blue Bird”); and twice to get the same shapes - circles for the eyes: squirrels and irises ("Bear", "Hare", "Frogs", etc.), etc.).
The use of creative projects in work with preschool children in domestic pedagogy has not yet been sufficiently developed, and is poorly implemented in practice. Based on the research of Simonenko V.D., Matyash N.V. and others who have developed a methodology for teaching younger students to carry out collective and individual creative projects, attempts are being made to develop and test creative projects for children of older preschool age. Project activities of older preschoolers are carried out on the basis of visual activity and manual labor. The program provides for the implementation of short-term and long-term creative projects.
Throughout the school year, children learn the elements of project activities through the implementation of various tasks.
Model of project activity of children of senior preschool age.
1. Goal-setting: identification and formulation of the problem; suggesting options for solving the problem; self-diagnosis capabilities; "I want" and "I can"; decision-making.
2. Process planning: allocation of work stages; determining the sequence of work; selection of tools and materials.
3.Design: implementation of the stages, actions, operations provided for by the process; step by step self-control; correction.
4. Reflection of work: comparison of the final result of the activity with the originally intended goal; self- and mutual evaluation; pedagogical analysis. fine art children preschool
5. Correction of work.
So the creative project "New Year's mask" provides for the following sequence of execution: the history of the appearance of the mask. Drawing up an asterisk of deliberation; creating a sketch of a future mask; plasticine mask modeling; work in the technique of papier-mâché on a plasticine basis; priming work; mask painting.
Conclusion
So, visual activity is one of the favorite activities of children, giving great scope for creative activity. Children draw everything that interests them: individual objects and scenes from the surrounding life, literary characters, decorative patterns, etc. They can use various expressive means (color, shape, size, etc.). Preschool children are able to express their attitude to objects with the help of color. Drawing classes contribute to emotional development. Children learn how to mix colors, how to lighten and darken colors; get acquainted with various non-traditional drawing techniques that contribute to the development of imagination and fantasy.
The use of creative projects in work with preschool children in domestic pedagogy has not yet been sufficiently developed, and is poorly implemented in practice. Based on the research of scientists and methodologists who have developed a methodology for teaching younger students to carry out collective and individual creative projects, attempts are being made to develop and test creative projects for children of senior preschool age. Project activities of older preschoolers are carried out on the basis of visual activity and manual labor.
The use of new forms of organization of visual activity is aimed at developing creative abilities and solves the following tasks: the formation of an activity algorithm in children (on the example of manual labor and visual activity); development of basic mental processes; satisfaction of the child's need for productive creative project activities; formation and improvement of technical skills and abilities; development of abilities to apply various means of expression, product design; development of the emotional sphere.
The program of aesthetic education for children aged 2-7 years "Beauty, joy, creativity" (authors T.S. Komarova, A.V. Antonova, M.B. Zatsepina). It is holistic, integrated in all areas of aesthetic education, based on different types of art (musical, visual, literary, both classical and folk, theatrical). Carried out by various means (nature, aesthetic, developing environment, artistic and creative activity. Musical, visual, artistic and speech, theatrical.
Containssections:"Art in the life of a child", "Aesthetic developmental environment", "Beauty of nature", "Introduction to architecture", "Literature", "Visual activity", "Musical activity", "Leisure and creativity".
The name of the program contains its focus. Learning the beauty of the surrounding world (nature, people), works of art (both classical and folk), the child experiences positive emotions, on the basis of which deeper feelings arise: joy, admiration, delight.
The program is also aimed at introducing the child to a healthy lifestyle (development of various movements, strengthening of muscles; children's understanding of the connection between the beauty of movements).
Much attention is paid to sensory education, as the basis for the knowledge of those properties of objects that children will convey in their work. Particular attention in the program is drawn to principles such as nationality, the relationship of aesthetic education with intellectual and moral education.
A large place in the program is given to children's fiction and folklore (rhymes, proverbs, sayings, riddles), while literature is considered as the most important form of art, and not just as a means of developing speech and getting to know the environment.
Artistic and ecological program on fine arts for children of preschool institutions and educational sets "Nature and the artist" (Author - T.A. Koptseva).
This program is designed for 4 years from II ml. gr. A feature of the program is “block - thematic planning, 1. “World of Nature”, 2. “World of Animals”, 3. “World of Man”, 4. “World of Art”.
Program "Rosinka" - Module program. "In the world of beauty" (Authors L.V. Kutsakova and S.I. Merzlyakova).
This is a complex of modular programs for physical culture and health, artistic and aesthetic, intellectual, social and environmental development of preschoolers. The program involves the organization of classes, talks, talks - concerts, entertainment, games, holidays of an integrated nature.
The main provisions of the program are the disclosure of the child's individuality, the development of his creative potential based on self-expression, self-development, cooperation, using only humane methods and techniques (without prohibitions).
The program of continuous education "Kindergarten - school". "Artistic work" (author N.A. Malysheva).
The main goal is the continuity of education for preschoolers and younger students. The form of conducting classes allows you to create interesting crafts and use them in games, when designing interests.
Program for artistic creativity of children aged 5-7 years "The joy of creativity" (author O.A. Solomennikova, edited by Komarov). The goal is to develop the artistic and creative abilities of children by means of folk and decorative and applied arts. By themes - there are 8 of them: "Introduction to the work of the folk art studio"; "Magic haze"; "Russian folk amusement"; "Filimonovskaya whistle"; “We draw riddles for folk riddles”; "Russian embroidery"; "Blue Gzhel"; "Golden Khokhloma"; "Proverbs, sayings"; "Zestovo"; "Folk crafts of the native land"; "Fairy tales".
The program of the artistic and aesthetic cycle for children from 3 to 7 years of additional preschool education "The Living World of Images" (authors R.G. Kazakova, L.M. Danilova, N.S. Shcherbakova, etc.) Designed for 3 years on topics - acquaintance with Russian traditions, acquaintance with holidays and life, with biographies of prominent figures of Russian culture, classical works of Russian literature.
The program of creative and aesthetic development of preschoolers "Spring" (authors N.A. Varkki, R.R. Kalinina). The program highlights the following means of aesthetic education: art, the surrounding life, including nature: artistic and creative activity. The program has blocks covering all aspects of life, activity, development and education.
By blocks:
Moidodyr - protection and promotion of health.
Pochemuchka - a block of intellectual development (the formation of a stable interest in the artistic word, broadening one's horizons, acquaintance with the culture of different peoples).
Arlekino - a block of creativity - aesthetic development (music, choreography, art, theater).
Cinderella - a block of social - psychological development, the implementation of the rules of etiquette, culture of behavior.
The program for the development of color perception of children 6-7 years old "What color is the world?". Author S.A. Zolochevsky.
Tasks: development of the ability to look at the world and see it through the eyes of an artist, to notice and create beauty; mostly through the game.
"Journey into the world of art" (author S.K. Kozhokhina). It contains detailed recommendations on the organization of visual activity, psychological and pedagogical diagnostics of interaction with children and parents, a variety of activities, educational games. It is best used for gifted children in the system of additional education.
Program “With a brush and music in the palm of your hand” (authors N.E. Basina, O.A. Suslova).
Program for drawing, modeling, applications with children 4-7 years old (author T.S. Shvaiko).
Presented in three books (for secondary, senior and preparatory gr.) The goal is the development of artistic and creative abilities through visual activity.
In the middle group, 7 cycles of visual classes are planned (trees, square and rectangular objects, animals, winter, Christmas tree, people.
In Art. group 8 cycles (vegetables, autumn nature, dishes, decorative drawing, people, buildings and vehicles. Symmetrical cutting, (utensils, people). In the preparatory group 9 cycles (autumn still lifes, autumn landscapes, birds, Dymkovo toys, buildings, vehicles, Russian folk tales, drawing with strokes, Khokhloma patterns, blooming spring).
The program "Drawing and Modeling" (author Grigorieva). It is represented by a calendar - thematic plan in four versions. This, according to the author, will make it possible to vary themes, materials, types of art, depending on the abilities of the children and the inclinations of the teacher himself. For example, the theme is "Autumn". In the first version of "Gloomy Autumn", the art form is painting; materials - gouache. Younger and middle children draw bare trees on a ready-made colored background. The elders themselves make the background gouache. Preparatory - landscape "Night in the forest". can use colored crayons, charcoal, pastels, felt-tip pens.
Annotation to the Program I.A. Lykova "Colored palms"
Program I.A. Lykova "Colored palms", is modified and has an artistic and aesthetic orientation. The program is based on the developments of Lykova Irina Alexandrovna, who is a candidate of pedagogical sciences, a senior researcher at the Institute of Art Education of the Russian Academy of Education. The program is designed to work with children of older, middle and younger preschool age.
This program is designed to work with preschool children from 3 to 7 years old, is based on modern approaches to teaching preschoolers, aimed at artistic and aesthetic development, perception of the phenomena of the surrounding reality, where a person is guided not only by cognitive and moral criteria, but also by aesthetic principles .
Artistic activity is an activity specific in its content and forms of expression, aimed at the aesthetic exploration of the world through art.
Artistic activity is the leading method of aesthetic education of preschool children, the main means of artistic development of children from a very early age. Consequently, artistic activity acts as a substantive basis for the aesthetic attitude of the child, it is a system of specific (artistic) actions aimed at perception, cognition and creation of an artistic image (aesthetic object) for the purpose of aesthetic exploration of the world.
The study of the psychological mechanism for the development of the ability to perceive artistic images (Venger L.A., Zaporozhets A.V.) led to the conclusion that the visible properties of the image are related to the child’s aesthetic experience (aesthetic apperception).
The completeness and accuracy of perception images depend, in this regard, on children's mastery of expressive means and aesthetic standards, which the child appropriates in the same way as the entire spiritual culture (Vygotsky L.S., Mukhina B.C.) and on the level of proficiency in operations to correlate them with properties artistic object.
A preschooler in his aesthetic development goes from an elementary visual-sensory impression to the possibility of creating an original image with adequate expressive means. The movement from a simple image-representation to an aesthetic generalization, from the perception of an integral image as a single image to the realization of its inner meaning and understanding of the typical is carried out under the influence of adults who pass on the foundations of social and spiritual culture to children.
The modern view on the aesthetic education of a child assumes the unity of the formation of an aesthetic attitude to the world and artistic development by means of different types of fine and decorative arts in aesthetic activity.
Goal and tasks:
The purpose of the program is the formation of an aesthetic attitude and artistic and creative abilities in visual activity in children of early and preschool age.
1. Development of aesthetic perception of artistic images (in works of art) and objects (phenomena) of the surrounding world as aesthetic objects.
2. Creation of conditions for free experimentation with artistic materials and tools.
3. Acquaintance with the universal "language" of art - the means of artistic and figurative expression.
4. Amplification (enrichment) of individual artistic and aesthetic experience (aesthetic apperception): "meaningful reading" - deobjectification and objectification of artistic and aesthetic objects with the help of imagination and empathy (the whole artistic image as a universal category acts as a bearer and exponent of the aesthetic); interpretation of the artistic image and content contained in the artistic form.
5. Development of artistic and creative abilities in productive types of children's activities.
6. Education of artistic taste and a sense of harmony.
7. Creation of conditions for multidimensional and exciting activity in the artistic and aesthetic warfare of the surrounding world.
8. Formation of an aesthetic picture of the world and the main elements of the "I-concept of the creator"
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in a preschool.
In kindergarten, visual activity includes activities such as drawing, modeling, applique and design. Each of these types has its own capabilities in displaying the child's impressions of the world around. Therefore, the general tasks facing visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it.
The teaching methods used by the educator are aimed at making the process of children's work with visual materials purposeful, full-fledged, and effective.
I single out three main forms of joint activity of children:
“jointly-individual”, “jointly-sequential” and “jointly-interacting”.
a) "Joint-individual" - characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage, the work of each becomes part of the overall composition.
The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work of the team will be.
On the one hand, this creates the conditions for mobilizing the child's creative abilities, and on the other hand, it requires their manifestation as a necessary condition. The advantages of this form of organization of activity also include the fact that it makes it possible to involve in collective creative activity a rather large group of children who have no experience of working together.
b) “Joint-sequential” - involves work on the principle of a conveyor, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.
c) "Jointly - interacting" - the work is performed by all participants simultaneously, the coordination of their actions is carried out at all stages.
19. Features of children's fine arts.
Drawing is one of the most common types of creativity in childhood. It is due to its availability, partly due to the mental characteristics of the child's development. The fine art of children, as noted by L.S. Vygotsky, is prevalent in preschool and primary school age. It goes through several typical stages in its development. First stage- the stage of primary lines, "doodles". The child is interested in the process itself. The child loves to look at ready-made pictures, and draws “abstract scribbles” himself, until he tries to copy (with the help of an adult or not) something from the finished samples. Second stage- the stage of schematic drawings, when the child puts more meaning into the drawn objects and phenomena than is shown in the figure.
Third stage- individualized drawings, actually meaningful creativity, containing a "plan of content" and "plan of expression", an idea and a form. The child portrays something that touched him personally. During this period, the beginnings of mastery appear, and, accordingly, the reproductive side of the drawing is reborn again - adults offer samples that the child can take as an example to follow.
Signs of children's fine art:
1. Spontaneous character. Drawing in childhood is similar to other activities of the child - it is spontaneous.
2. Unconditioned result. Drawing, the child does not pursue any clear goal - he is fascinated by the process itself.
3. Dependence on the age of the child. The passion for drawing lasts until a certain moment, when, due to the development of the child, it gives way to verbal art, interest in the text.
4. For children's fine art, graphic art is generally characteristic - the contour is primary, the objects are clearly separated from each other.
20. Stages of creative visual activity.
The creative activity of a preschooler has its own specifics. T.S. Komarova identifies the stages of creative activity of preschoolers: at the first stage, an idea arises, develops, is realized, and an idea is formed. A characteristic feature of the second stage is that "bearing" and "implementing it" coincide. The child came up with a theme, sat down and immediately draws and sculpts. He uses such expressive means as an artistic image, color, color, composition; different ways of working with art materials (paints, pencils, etc.). The third stage is getting the result (drawing, application, sculpture, etc.). The child puts his knowledge, skills, emotional and intellectual experience into the product of activity. In activity, all these stages are reduced in time.
21. Characteristics of abilities for visual activity.
The fine arts of a preschooler are characterized by:
Creation of an artistic image;
The use of color, color as an expressive means;
Compositional construction of the image (in drawing, modeling, applications);
Originality;
Visual literacy is those skills in the field of realistic drawing, the formation of which in children gradually leads them to an objectively reliable image.
22. Pedagogical conditions for the formation of fine arts of preschoolers.
23. Features of children's drawing as a product of artistic creativity.
24. Development of abilities for visual activity in preschool children.
The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is, teaching methods.
We consider color to be a characteristic figurative and expressive means of painting. Color in a drawing is the most striking means that attracts the attention of children, emotionally influencing their feelings.
The attraction of children to bright pure colors gives their drawings expressiveness, festivity, brightness, freshness. Children's perception of landscape, still life (in painting), graphic drawings, characteristic in content and expressiveness, contributes to the formation of imagery in their work. “Therefore, in the formation of an artistic and imaginative beginning, the main attention, already from an early age, is directed to color as an expressive means with which you can convey the mood, your attitude to the depicted”
Compared with kids in the senior and preparatory groups, the teacher forms in children a more differentiated attitude to color as a means of conveying mood, feelings (the color is sad, sad, gloomy; the color is cheerful, joyful, festive).
The methods of forming artistic perception are different: the teacher uses conversations about art, sculptures, game situations in which children compare, learn different in artistic expressiveness
25. Features of children's drawing as a product of artistic creativity.
L.A. Paramonova highlights the following features of children's creativity:
Children make many discoveries and create an interesting, sometimes original product. The novelty of discoveries and products is subjective - this is the first important feature of children's creativity;
The process of creating a product for a preschooler is almost of paramount importance. The activity of the child is distinguished by great emotional involvement, the desire to seek and try out different solutions many times, receiving special pleasure from this, sometimes much more than from achieving the final result - this is the second feature of children's creativity;
The child easily begins indicative, sometimes not even entirely meaningful activity, which, gradually becoming more purposeful, captivates the child with a search and often leads to positive results - this is the third feature of children's creativity. Based on the foregoing, we can conclude that creativity is a process of creating new values. Imagination occupies a special place in creativity.
The creativity of children is characterized by the fact that the child, as a result of activity, creates a new, original product in which he actively discovers something new for himself, and for others - something new about himself.
26. Psychological features of children's drawing.
Very often, children's drawings are compared with works of art of primitive peoples. Primitive art also takes its objects from the medium of memory. The depiction of man and animals in primitive art, just as in the drawings of children, precedes all other images: here an individual person, when he is depicted in isolation, even in a very perfect stage of development, is always depicted en face (face), the animal is in profile, this is due to the fact that in the recollections of a person, over all human images, the recollection of the front view of a person dominates; on the contrary, animals appear to our eyes most often in profile, that is, in a position in which their general shape is most clearly visible. In addition to all these childish traits, the drawings of a savage not always, but in some cases, resemble children's drawings by another important feature, namely, schematic, that is, the depiction of forms by means of the simplest lines and contours, completely independent of the actual ratios, as well as the depiction of junctions. objects with signs that are more in the nature of symbols of memory than reproduction of objects. The child wants to first express what catches his eye in the object he is drawing, what attracts his interest. However, the intention to make his picture as close to reality as possible is barely noticeable. In the same way, a child hardly succumbs to the delusion that his picture is similar to reality.
27. Characteristics of generalized ways of creating an image by children of preschool age.
The integration of various types of artistic and creative activities is widely used: visual, gaming, musical, artistic and speech. In the classroom, various visual materials, non-traditional image techniques, technical teaching aids, relaxation techniques, musical and plastic improvisation, etc. are used.
Experience shows that one of the more important conditions for the successful development of children's artistic creativity is the diversity and variability of work with children in the classroom. The novelty of the environment, an unusual start to work, beautiful and diverse materials: interesting non-repetitive tasks, the ability to choose visual materials, and many more factors.
For the successful implementation of creativity in drawing, modeling, appliqué, it is necessary to master the generalized methods of creating an image that allow the child to embody any image he has conceived. Having mastered them, children can easily use them to create any images.
It is important to give children as many different techniques as possible that allow them to find new means of expression. Technique took a big step - paper plasticity, which is a synthesis of different types of visual activity: modeling, appliqué, drawing, designing from paper. The goals and objectives of teaching paper plasticity are consonant with the tasks of other types of visual activity - the development of creative abilities, fantasy, imagination, mental activity of the child.
The art of salt dough modeling has become extremely popular these days. Flour and salt are natural, environmentally friendly products. Children especially like to sculpt from colored salt dough. For greater expressiveness in modeling from salt dough and clay, I provide children with additional materials: beads, sequins, toothpicks, bows, beads and others. Starting from the middle group, children are introduced to the technique of drawing with watercolor pencils. When working with children, I use different visual materials: chalk, charcoal pencil, ink, wax crayons and oil pastels, felt-tip pens, glitter gel, watercolor, gouache, acrylic. Gel with sparkles - for brightness and expressiveness. An interesting pictorial effect is given by the creation of works using different pictorial materials and techniques.
Bright, expressive are works created with acrylic paints using a sponge (caterpillar).
Children are particularly pleased with the creation of common paintings, compositions, where images of the whole group are combined. To create a composition, children can be combined into several subgroups, each of which performs its own part.
I used painting in the snow with colored water from plastic bottles.
Contact with parents and kindergarten staff is also important.
The problem of familiarizing children with the spiritual values of society involves, first of all, the formation of the moral and aesthetic qualities of the individual.
Moral and aesthetic education can be achieved through various means. One of the important ones is the visual activity of children, including drawing, modeling, appliqué, which can be carried out individually, or can be combined into a common composition. Such work is called collective work.
Visual activity, including its collective forms, has the greatest influence on the formation in children of the ability to understand and convey in drawings the internal state of other people, their feelings, experiences and, as a result, the improvement in children of the ability to sympathize with other people. On this basis, there is an ability to single out and evaluate the moral aspects of a person's attitude to life, to understand and evaluate a benevolent attitude towards oneself and other people. And all this has a positive effect on the formation of the internal position of a moral personality, on the formation of a child's moral and aesthetic qualities of a personality.
A full-fledged moral and aesthetic education is carried out not only by introducing the child to the experience of the behavior and relations of people through the content of visual activity, which would allow children to gain practical experience in moral relations. And collective work in the field of visual activity can give children the opportunity to get such an experience. Active joint activities with a social orientation can help children develop positive relationships with peers, the ability to agree on the content of activities, provide assistance to those who need it, cheer up a friend, etc.
A feature of visual activity that distinguishes it from other types of artistic creativity of children is that its result (drawing, sculpture, appliqué, etc.) does not disappear at the moment the child stops creating images. It can be considered, evaluated, compared with previously created, improved. In collective activity, not only the overall result is evaluated, but also the contribution of each participant in the common work. All this requires careful consideration of the organization of the collective form of image creation, the selection of content that is interesting for all children, the selection of the most effective methods and techniques of leadership, i.e. proper methodological guidance for this type of work.
This type of artistic activity is especially liked by children. At the same time, it contains great potential for the spiritual development of the child.
29. Occupation in fine arts as a form of education and versatile development of preschoolers.
Classes in visual activity, in addition to performing educational tasks, are an important means of comprehensive development of children. Learning to draw, sculpt, apply, design contributes to the mental, moral, aesthetic and physical education of preschoolers.
Mental education. Visual activity is a specific figurative knowledge of reality. And like any cognitive activity is of great importance for the mental education of children. Teaching visual activity is impossible without the formation of such mental operations as analysis, synthesis, comparison, generalization.
Sensory education. Direct, sensual acquaintance with objects and phenomena, with their properties and qualities is the area of sensory education. Visual activity is closely related to sensory education.
Moral education. Children's fine art has a social orientation. The child draws, sculpts, designs not only for himself, but also for others. The importance of visual arts for moral education also lies in the fact that in the process of these activities, children are brought up moral and volitional qualities: observation, perseverance, activity, independence, initiative, a sense of camaraderie, mutual assistance, the ability to listen and complete the task, the need and ability to bring started to the end, to overcome difficulties;
Visual activity should be used to educate children in kindness, justice, to deepen those noble feelings that arise in them.
Labor education. In the process of visual activity, mental and physical activity are combined. To create a drawing, modeling, application, it is necessary to apply efforts, carry out labor actions, and master certain skills.
Drawing, sculpting, applique, and designing contribute to the development of the child's hand, especially the muscles of the hand and fingers, using the simplest tools: a pencil, brush, stack (when modeling), scissors. The development of a child's hand is very important for further learning to write at school.
During classes, the correct training fit is developed, since visual activity is almost always associated with a static position and a certain posture.
aesthetic education. In the process of visual activity, favorable conditions are created for the development of aesthetic perception and emotions, which gradually turn into aesthetic feelings that contribute to the formation of an aesthetic attitude to reality. Gradually, children develop artistic taste. In drawing, modeling, applique, children convey their impressions of the world around them and express their attitude towards it. The task of the teacher is to teach children artistic activity, the expressive depiction of objects and phenomena, and not just copying them.
Visual activity can only acquire a creative character when children develop aesthetic perception, figurative thinking, imagination, and when they master the skills and abilities necessary to create an image.
A characteristic feature of fine art is the creation of expressive images. Thus, visual arts are an important means of comprehensive development of children.
The theory and practice of artistic pedagogy define various forms of organizing the artistic activities of children with developmental disabilities in an educational institution. They raz-
"Nemensky B.M. Ways of schooling the school //11 new pedagogical thinking / Edited by A.V. Petrovsky. - M., 1989. - P. 132.
personal in a special kindergarten and school, as they meet the requirements of age and the specifics of the leading activity.
The main form of teaching preschoolers for each specific type of art (musical, visual, artistic word, theatrical) is occupation. Artistic A distinctive feature of art activities classes with ty with children with problems is that they preschoolers solve both educational and educational, and correctional and developmental tasks. The content, organization, methods of conducting classes are determined by the nature and nature of violations in the development of the child.
Classes that introduce a child with problems to art begin from the first year of life. This form of education ensures the purposeful development of a child with problems in accordance with the program, taking into account the age and individual characteristics of children. Classes organized by the teacher are aimed at acquiring those knowledge and skills that are of the greatest importance for the general and artistic development of children and which cannot be formed in a timely manner without special training.
In infancy the first artistic development classes with toddlers with problems are music lessons, which are carried out individually for 5-7 minutes 3 times a week. The musical director (or mother at home) encourages the child to find the source of sound: a rattle, a bell, a singing adult; causes a "complex of revival", a motor reaction to the sounding music, voice. In the second half of the year, classes are held with a subgroup of children. In the lesson, separate types of musical activity are distinguished: listening to short pieces of music in the arena - 1.5-2 minutes, with breaks; singing of an adult and cooing of a child, musical and rhythmic movements (dance to the singing of an adult) - with each child individually for 5 - 7 minutes.
At this time, the music director encourages children to imitate individual singing intonations of an adult (“ah-ah-ah ...”), to respond to the adult’s play actions with a toy to the music (the doll goes - top-top-top, dances, leaves - “up to goodbye”; animal onomatopoeia: a cat meows, a dog barks).
In young years with a child with problems, the formation of artistic activity is carried out in the classroom for fine arts, musical development, and acquaintance with fiction. At this age, it is difficult for kids to do what is not of interest, so all classes are held in game form. Interest in the lesson is supported by the emotional attitude of the teacher to what he shows the children, what he talks about. An important point in the formation of artistic activity at this age is the speech of the teacher, who
Paradise should be intonationally expressive, clear, competent, with short phrases, understandable to children, while the use of the artistic word by the teacher is of great importance. No less significant in the development of a child with problems during this period is subject-playing sounding field(musical figurative toys, rattles) used in the lesson. Polysensory impact ensemble(sound, color, shape, tactile touch to a sounding toy, soft, moving) provides a comprehensive development of a child with problems in class.
At an early age, the leading method of teaching the artistic activity of a child with developmental problems is visual-effective. Children should be given the opportunity not only to watch, listen, but also to act with the subject, to engage in verbal communication with the teacher, to show an emotional attitude to the subject.
When organizing a musical lesson or a lesson on acquaintance with fiction, on visual activity with children with problems, the teacher must remember that the more analyzers (visual, auditory, motor, tactile) are involved in perception, the deeper the impression of the child, the stronger the memorization, which means higher learning effect.
The nervous system of a baby with problems is characterized by weak endurance, fatigue, so artistic development classes should be no more than 7-10 minutes in the second year of life and 10-15 minutes in the third year of life. You can’t force a kid to do art, as this can cause a negative attitude towards classes for a long time. Such activities should always be accompanied by a state of joy and success for a child with problems.
At preschool age classes related to art are the main form of teaching artistic activity (artistic and speech, visual, musical, theatrical and gaming).
By organization, they are divided into individual classes, subgroup and frontal classes.
Individual sessions in various types of art are mandatory for a special preschool institution. If the child does not learn the program material, if he was sick and missed classes, then he needs not only guiding help, but teaching him some skills in artistic activity. Such classes in various types of art can be carried out by a defectologist (artistic and speech activity), and a music director (musical, theatrical activity), and an educator (visual activity).
Subgroup and frontal classes are carried out in accordance with the program of training and education as mandatory. Volume
Dined by common experiences, the desire to complete a common task, children show their abilities better. The teacher with the right approach, the sequence of methodological techniques affects the individual development of each. At the same time, he uses a positive example of peers, helping the lagging behind to overcome difficulties.
In terms of structure and content, classes in artistic activities can be traditional, thematic, dominant and complex. A characteristic feature of classes at preschool age is the presence of propaedeutic and main stages, the obligatory presence of gaming moments, creating an atmosphere of joy, supporting even minor positive manifestations in artistic activity, changing different types of activities in one lesson (draw a ball - sing a song, listen to a lullaby - rock dolls , tell a familiar fairy tale - watch or show it together with the teacher on a flannelograph or in a table theater).
Classes for the artistic development of preschoolers with problems must meet certain requirements:
Take into account the specifics of violations in the development of the child;
Have a correctional and developmental orientation;
Implement a differentiated approach to children, educational material should be of varying degrees of difficulty;
Observe continuity in the assimilation of the material and the formation of skills and abilities in artistic activities;
To activate independent manifestations of children in artistic activity and creativity;
Provide flexibility and variability in the structure of classes;
Use different types of adult assistance in art activities with children;
Use in the classroom different types of supports (visual, sound, verbal, tactile, etc.), which ensure the successful mastery of skills in artistic activity.
Classes in artistic activities are held in accordance with the training and education program for each type of art. They are aimed at both the artistic development of the child and the correction of mental functions, the emotional-volitional sphere, and the personal qualities of a child with problems.
Music lessons in a special kindergarten are held 2 times a week for 20-25 minutes in the younger and middle groups, 30-35 minutes in the older and preparatory groups. Once a week, a corrective rhythm lesson is held. In addition, individual lessons of 10-15 minutes with children requiring additional attention are mandatory.
Classes in fine arts and design, as well as acquaintance with literature are held
at least twice a week for each direction in accordance with the program of education and training for a specific type of developmental disorder of the child. The leading role in the lesson belongs to the teacher. From his professionalism, understanding of the characteristics of the development of the child, from the ability to feel the inner state, the ability to captivate him with creative work, the ability to create a benevolent atmosphere in the process of artistic activity of children with problems, the success of correctional and developmental education by means of art depends.
Another form of using art in a special kindergarten is the organization by the educator of the artistic activities of children outside of class. It is of great artistic importance for preschool children with problems, insofar as the teacher has the opportunity in in-school children with an individual form of art problems to carry out the artistic development of children with problems. Artistic activities of children outside of classes are organized:
- in musical activity: musical and game (musical and didactic games, singing games, including a song in a story game or various everyday moments of life in a group); musical and theatrical activities (staging songs by adults on a flannelograph, in a table theater, on a screen, playing songs in roles with children, pantomime games with hands to music); mini-concerts on listening to music in story form;
- in artistic speech(reading fairy tales, stories, learning poems, nursery rhymes, playing out their content with a teacher in director's board games, in games with word and movement);
- in visual activity(in group and individual forms; individual work of a teacher with a child in drawing, modeling, applications is used when the child has not mastered the program material in frontal classes and he needs help in mastering skills in fine arts);
- in artistic and manual labor(joint production of crafts with a teacher, repair of books, making toys, teaching a child to embroider, different types of cord weaving, making decorations for the holiday, etc.).
The third form of using art in the cultural and recreational activities of a special preschool educational activity is the cultural and leisure activities of preschoolers. These are holidays and entertainments that are remembered by children for a long time. colorful
the design of the premises where the holiday is held, especially solemn music, bright children's costumes, parents, spectators - all this provides strong, unforgettable impressions.
of a child with developmental problems. But the holiday and entertainment is an important means of artistic education, which forms the aesthetic taste of the child.
Holidays is a celebration that unites children and adults with a common experience, emotional mood. The subject and form of their conduct may be different. Folk holidays Shrovetide, Christmas with carols are pedagogical in nature, since they include both adults and children in a single action. Such holidays, which have preserved the traditions of the past, dating back centuries, create a spiritual atmosphere that has a positive impact on the spiritual and moral development of children. K. D. Ushinsky noted that education, devoid of folk roots, is powerless.
In the practice of special preschool institutions, the traditional holidays of the "New Year", "Children's Graduation to School", "Mother's Day - March 8" are celebrated. Their form of organization may vary. It can be a concert, a musical theatrical performance or a children's performance, an open lesson, etc. However, it must be remembered that the content, the amount of material must correspond to the characteristics and capabilities of children with problems. Holidays should not be long, as a child with problems quickly gets tired and excited. Both learned material and free game improvisation can be introduced into the fabric of the holiday. It is only important that teachers be creative in choosing the forms of conducting. The musical arrangement of the holiday involves both "live music" on the piano, bayan, accordion, as well as the use of sound recordings and phonograms. It is desirable that the sound background does not tire the child with problems, but creates a joyful, high spirits, consistent with the theme of the holiday, the age of the children. At a children's holiday, the artistic word of both adults and children always sounds, giving the celebration wholeness and harmony. However, when using this kind of art, one must remember that the abundance of verses, the verbosity of the leader make the holiday boring, tire the children. If there is less verbal material, but it is understandable to children in content and expressive in execution, it will be interesting for them.
At a children's holiday, different types of musical, artistic and speech activities should be combined: singing, movement, poetry, etc. The main thing for a child with problems is active participation in the general celebration. Unfortunately, in the practice of preschool specialized institutions, one can often meet with the wrong organization and holding of holidays, where the main goal is to influence the adult viewer, the pursuit of the ostentatious side, the use of complex material, the abundance of numbers, the training of children, the active participation of only capable ones. It is unacceptable at the holiday for children with problems overorganization, reading poetry,
singing, dancing to exhaustion, as a result of which children leave the holiday either tired or overly excited. Such a construction of the holiday cannot positively influence the artistic and aesthetic development of the child and, of course, is not corrective-oriented.
An interesting and quite acceptable form of cultural and leisure activity for a specialized kindergarten can be a children's performance, where, together with adults, children with problems can demonstrate their capabilities in various types of artistic activities. Theatrical art is synthetic in nature, it combines different types of artistic activity: speech, music, vocal, motor-plastic, dance, visual design. The atmosphere created by theatrical and play activities, its regularity, built on a literary basis, is favorable for children with problems. Decorated posters, scenery, costumes, musical arrangement, playing on the “stage” - all this creates an uplifting mood for the child. Dramatization allows children to show their abilities in various types of artistic activities, to take all the children in the performance, distributing roles according to their abilities. This form of celebration may also involve the active artistic activity of children who are not involved in the performance, but demonstrate their abilities in artistic activity in an impromptu "foyer" of the theater. This may be the reading of poetry by individual children, individual singing, a general dance for guests, the performance of a children's ensemble of instruments, etc.
Leisure activities are not limited to holidays, they can also be organized in the form of entertainment the most varied themes and orientations (spectacles with the participation of the children themselves). These can be thematic leisure activities, including those related to the season, folklore, birthdays, amateur concerts, evenings on the work of composers, writers, KVN, competitions, etc. Entertainment is of great pedagogical value. They enrich a child with problems with new impressions, consolidate their skills in artistic activity, develop their initiative, teach them to use speech in free communication, and form an artistic taste.
The entire teaching staff (music director, defectologist, educator, head of physical education, visual activity) is actively involved in organizing and conducting entertainment for children with problems in a preschool educational institution. Medical and even technical personnel are also involved, they can take part in the performance of individual numbers, be a jury or spectators. Entertainment should be planned in advance, about a month in advance, while proceeding from the general plan for all correctional work with children,
Art lessons in a special school
take into account their capabilities, degree of preparedness, interests, conditions, availability of entertainment, leisure activities. Types of leisure activities for preschoolers with problems should be alternated (spectacles and with the participation of children), starting with easier ones that do not require much preparation and complex design. It is necessary that in each specialized preschool institution entertainment take its due place in the system of correctional and developmental work and be carried out systematically.
Due to the fact that the leading activity in the school is educational, the main form of teaching the arts is the lesson. Its duration in the first class is 35 minutes, in other classes - 45 minutes. The structure of a lesson in artistic activities (literature, drawing, music, rhythm) in a special school or classes is determined by didactic, educational, educational, correctional and developmental goals and objectives, its place in the system of lessons on the topic. Each lesson should be inextricably linked with the previous material, as well as with all previous work of students and prepares students for the study of subsequent material. In lessons on various types of art, the solution of the tasks set is achieved both by general didactic and special methods that ensure the assimilation of the material by schoolchildren with problems. The most common form of teaching schoolchildren is a combined lesson, where there are various components of the activity of the teacher and the student: the information and cognitive part of the lesson, the practical activities of children, as well as generalizing and systematizing the knowledge of schoolchildren. At art lessons in elementary grades, game moments, different types of supports (visual, auditory, sound, verbal) are widely used. Depending on the type of art, both the components and the structure of the lesson are determined.
So, music and singing lesson includes acquaintance with the elements of musical literacy, listening to music and the formation of vocal and choral skills through the singing of children.
fine art trigger involves both the perception of works of art, objects for depiction, a conversation about fine art or its genre, an analysis of what they saw, and the practical visual activity of children: drawing (subject, plot, design, decorative) or modeling, appliqué.
They differ in their uniqueness and reading lessons in the lower grades (and literature in the older ones), where younger students, for example, those with hearing impairment, not only learn to read fairy tales, but also write an auditory dictation, act, act out its content in roles with figures of characters.
Lesson on artistic and manual labor involves both acquaintance with samples, finished products, and the manufacture of various art crafts by the children themselves. The sensory development of schoolchildren with problems is ensured by the use of complex, synthetic lessons that combine different types of art (drawing and music, literature and music, etc.). Features of the organization and content of art lessons are determined in a special school by the specifics of the disorders that children have, age characteristics, the need to develop skills and abilities that ensure further education, artistic development and adaptation in the social environment.
Extra-curricular work is an integral part of the correctional and developmental process in a special school. Among the areas of extracurricular work, the art-es-extracurricular tete block stands out as an independent artistic block. It is designed to deepen, generalize the artistic and aesthetic knowledge of students. Together with the correctional themes, it forms with the learning process a single-school continuous correctional-developing and educational complex.
In the practice of working with schoolchildren with problems, several forms of organizing extracurricular artistic and aesthetic work are distinguished:
Cultural and leisure school-wide activities;
Artistic optional, circle work;
Individual art work with individual students in different art forms.
The choice of certain forms of work, as well as their combination, depends mainly on the goals and content of work on artistic and aesthetic education in a special school, on the nature of violations in the development of children, their capabilities and interests. The practice of the existence of a special school for children with problems convinces of the possibility and expediency of organizing choral, vocal, dance circles, theater and art studios for schoolchildren with various disabilities.
All forms of extra-curricular artistic and aesthetic work at school have an exceptionally great educational, educational and correctional developmental value for schoolchildren with problems. The system of extracurricular artistic and aesthetic education includes two areas of interrelated tasks:
All-round use of the specific possibilities of each type of art for the purpose of multilateral artistic and creative development of the personality of schoolchildren, expanding the forms of their spiritual needs;
Enriching on this basis the general aesthetic ideas and knowledge of students necessary for the formation of their artistic
stvenny-aesthetic tastes, outlook, art culture.
In extracurricular work in a special school, theatrical art became widespread in the form of drama and puppet circles. The theater has great potential for multifaceted impact on the schoolchildren's school due to its synthetic nature. Theater is both a literary text and a sounding word; this is the plasticity and actions of the actor, his costume, make-up; it is music, color and light; this is the fine spatial art of the artist. Moreover, each of the arts, performing in the theater in conjunction with other types of art, acquires new, additional opportunities to influence a student with problems. However, the education of schoolchildren's need for the theater as a source of spiritual enrichment, the development of spectator and performing culture does not happen by itself. This requires systematic purposeful work, the accumulation of experience, theatrical impressions.
In extracurricular activities, theatrical activities are organized in two versions: visiting performances in the theater and practical theatrical activities of the children themselves in a theater school circle or studio.
The upbringing of the motivational component, the accumulation of impressions, as well as the development of the ability to perceive and evaluate what is shown on the stage as an artistic reflection of life is carried out in the process visits to the theater with children. Attracting students' attention to the specific means of stage expression helps to comprehend the significance of the plastic, rhythmic and spatial solution of the performance.
Introduction to the basics of theatrical art in elementary grades can be organically combined with a complex of educational and correctional and developmental tasks solved by the teacher in the lessons on the development of speech, reading, musical education, and fine arts.
In older grades, artistic and aesthetic education by means of the theater is carried out both in the process of enriching schoolchildren with a more complex and genre-thematically diverse repertoire (romantic and satirical tale, a play about a contemporary hero-peer, the beauty of labor, friendship), and by expanding the circle artistic and educational tasks. Impressions about attending performances in schoolchildren are fixed. The variety of forms of creative work on the performance (drawings, written works, essays, conversations) can be used to fix in the emotional memory, imagination, in the minds of children, specific images, thoughts caused by the performance.
Another form of using theater in extracurricular activities is theater club or elective. So practical
the form of work in artistic pedagogy is considered as an element of the general system of education, since the formation of artistic culture by means of the theater is based on the activation of children's own theatrical activities.
Theater is the art of action, and it is possible to master the basics of stage literacy with younger students with problems only in the theatrical action itself. The best practice in search of the most effective ways does not accidentally refer to the legacy of K. S. Stanislavsky, where the issues of vocational training are considered in continuous connection with the tasks of correctional and developmental education and education of the qualities of a creative person necessary in any activity.
Experience shows that theatrical art in one way or another attracts schoolchildren of all age groups, and the use of this type of artistic and creative activity for general educational and correctional and developmental purposes is fruitful for both junior schoolchildren and high school students with developmental problems. Theatrical activity involves the comprehensive development of activity, initiative of students, their individual inclinations and abilities. At the same time, classes are not only pleasure, but also work that requires inquisitiveness, the ability to overcome difficulties, and be critical of oneself.
Theatrical activity in a special school is present in the form puppet theater, in the repertoire of which there may be fairy tales, fables, stories, songs. This type of theater contributes to the development of speech, its expressiveness, plasticity and differentiated fine motor skills of the hand, the formation of memory, and voluntary attention of schoolchildren. Under the guidance of a teacher, students master the technique of owning bi-ba-bo dolls, learn to combine actions with speech, which is very difficult for schoolchildren with mental retardation and mental retardation.
An important place is occupied in extracurricular activities and dramatic figurative role-playing performances, where the children take on roles. In the process of teaching the technique of reincarnation, the teacher achieves in children in the transfer of the plot and the image of meaningfulness, truthfulness, purposefulness of actions in the conditions of stage circumstances, a direct, emotional relationship to the events taking place in the plot, genuine communication with peer partners, expressive speech, and a feasible mastery of the basics of stage literacy. as a necessary condition for the formation of theatrical and artistic activity. Schoolchildren show their theatrical successes to the audience: parents, peers, guests. This matters for a child with problems, because at this moment he is filled with a sense of his social significance. Theatrical art is only one of the links in the system of influences that determine the process of shaping the personality of a schoolchild.
nick with various forms of developmental insufficiency. The implementation of this work is an important component of the entire system of correctional and developmental education and upbringing in a special school and one of the directions for the formation of artistic culture among schoolchildren with developmental problems.
Another important form of extracurricular work with schoolchildren with problems is choral or solo singing classes. Choral and solo singing is not only a means Vocal-good education and development of schoolchildren, but also wai activity correction of various deviations in children outside of class those associated with the development of speech, articulatory apparatus, breathing, hearing, with the formation of voluntary attention, memory, as well as with the development of personal qualities, a sense of responsibility, collectivism, and independence. The use of choral work with children with problems as one of the ways of familiarization with artistic, vocal culture is dictated by the new tasks of the most complete disclosure of the abilities of each child in the context of comprehensive education, as well as the need for his further adaptation in macro-social conditions.
Classes in the basics of dance art for schoolchildren with problems is one of the favorite forms of circle work. The purpose of such classes is to teach re- Dance the bank, by virtue of its capabilities, freely, non-art in special forced to move, be interesting, social school attractive in dance, do not be shy of peers. Therefore, the main direction of circle dance work is not so much the training of performers of individual dances, but the feasible development of creative abilities in each student, mastery of dance movements as a form of non-verbal communication. Dance art helps schoolchildren with problems to satisfy their emotional and motor needs, to ensure the development of rhythmic-plastic expressiveness, body culture. Forming in a teenager through "dance" the ability to reasonably organize free time, the teacher influences the effectiveness of the student's solution to the problem of free time in the future, when he becomes an adult.
An important place in the formation of artistic culture in a special school is occupied by mass school events. These are intraschool evenings, weeks cultural-dosu- whether music, children's book, musical lecture new events thorium, etc., organized by teachers and children. This includes extracurricular activities of artistic and aesthetic content associated with visiting exhibitions, theaters, and museums. Mass events of an artistic orientation in a special school can
can solve the problems of aesthetic development of schoolchildren, if the repertoire and performance of the numbers correspond to artistic requirements, if a single script or plan for a holiday, evening is developed and different types of artistic extra-curricular activities of schoolchildren are included in it, if children and teachers in the process of co-creation prepare for such an event, if the audience creates a situation of goodwill and success in relation to the participants in the performances - children with developmental problems.