Artistic work of preschool children. Artistic work as a means of comprehensive development of preschool children

Sections: Working with preschoolers

The development of children's creative abilities for creative search and transformation of reality is helped by artistic work, which is perceived by children with pleasure as an exciting game, and not study.

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative expression, it's good when elements of creativity are present in all types of children's activities: in the classroom, in games, in communication, this activates creative abilities. If the results of the artistic work of children are carefully stored and filled, form the aesthetic environment of life, then there is a creation of conditions that dispose children to creativity.

Long-term pedagogical research confirms that it is precisely artistic and aesthetic education and artistic work that contribute to the introduction of the child into the world of art, which is emotionally connected with the world of personal experiences, observations, and thoughts of the children themselves. The child enters this world through independent creative activity. When a child cuts, glues a model, folds paper, etc., he uses both hands, and this contributes to the activation of both hemispheres of the brain. Thus, there is a development of the left hemisphere, which is associated with the ability to speak,

count, think logically, etc. At the same time, the right creative hemisphere develops, which is responsible for imagination, the development of musical and visual abilities, the spatial perception of objects, etc. Thus, artistic work is one of the important means of personal development; it helps children develop psychological confidence and a holistic perception of the world.

Of great importance in creative classes is the creation of an atmosphere of spiritual freedom, situations of success, conditions conducive to the maximum realization of the child's capabilities, as well as his formation as a unique holistic harmonious personality. Freedom in artistic creativity is conditioned by the needs, interest and creative possibilities of the artist. It is necessary to give the children the right to free choice, to perform tasks by various means (appliqué, manual labor, embroidery, origami, etc.), the right to creative search and to make a mistake.

Today, the problem of creative development has acquired particular relevance. This is due to the contradiction characteristic of the modern period between the need of society for an educated, cultured, creative thinker, on the one hand, and a decrease in the general level of culture and education of society as a whole, on the other hand.

The rapidity of scientific and technological progress, the acceleration of the pace of life, a powerful information flow, etc. lead to psychological, physical overload and stress. A person can not cope with the solution of modern problems. Therefore, it is necessary from childhood to prepare the child for making independent, creative decisions, the ability to navigate in the modern world. In order for him to creatively develop himself, adults need to create such conditions for his life that would cause in children the need for creativity, the transformation of themselves and the environment.

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative self-expression.

Introducing children to folk culture is a necessary condition for the effectiveness of artistic work. From time immemorial, people spent long evenings doing needlework, adults and children weaved, embroidered, danced together and sang in chorus. They carefully kept and passed on from generation to generation songs, epics and myths, as well as techniques, methods, methods - the secrets of mastery. Folk craftsmen, studying the experience of generations, created works of art, bringing their personal perception, feeling, understanding from the standpoint of modernity, investing a piece of their talent. Folk culture is a nourishing basis for the creative self-development of a person.

In direct contact with authentic folk crafts, the guys discover the most characteristic features of folk art. Children will learn special techniques with which craftsmen achieved the greatest artistic expressiveness, high aesthetics.

It is very useful for children at the initial stage of classes to study and even copy samples, training their hand and eye, but then, according to their own sketches, perform compositions and “in style”. The main goal of doing work “in style” is not to accurately repeat the details, but to carefully preserve the spirit. So that the tradition lives and revives not in external form, but in spirit.

The most significant condition for the effectiveness of the process of artistic work is the psychological and pedagogical support of the child. Psychological support is defined as understanding, recognition, praise.

One of the main tasks of the teacher is to help, support and teach the child to be creative in the process of his growing up and development. Pedagogical support softens the entry of the child into the world of knowledge, creativity, contributes to the acquisition of social activity and such moral qualities as love, sympathy, gratitude, the ability to see beauty. It is necessary to stimulate original, non-standard solutions of children in order to promote the development of the child's creative potential. Adults should show benevolence, tolerance and caution in evaluating children's work, organize a discussion of the options proposed by children.

In the classroom of creative artistic work, one cannot do without the study and application of the main artistic and expressive means and techniques of composition. Therefore, it will be necessary to explain to children such terms and concepts as harmony, proportionality, dynamics, contrast, nuance, rhythm, etc.

Creation acts only as an indicator of the assimilation of knowledge, but also as a springboard for their correction. Classes in artistic work enable the children "here and now" to participate in the full cycle of the cognitive process from the acquisition, transformation of knowledge to their application and preservation in mental and tactile memory.

One of the important problems of education is the result of creative activity. It is important what and how they create. It is in creative classes that the basics of a common culture and aesthetic taste are laid down and practically fixed. Artistic work involves a process of creation that is commensurate with cultural requirements and traditions.

The teacher, as a participant in co-creation, should always remember the huge educational impact on a person of the world of everyday culture, because it is in the world of things that materialization of the worldview and worldview takes place.

When performing tasks, it is necessary to pay due attention to the design of the appearance of products, treating this problem not as a simple decoration, but as an integral part of creating a single aesthetic image of the model.

The main result of artistic work is not so much finished products, and even the environment created with their help, but the changes that occur in the children themselves. The children begin to actively perceive and understand the subject-spatial environment and independently, artistically organize, aestheticize the environment of their life. Children learn to create their own projects of non-standard form, combine details and composition options, feel the features of the material, they have a need for creative work.

Based on the above, I compiled the stages of work on this topic ( Attachment 1).

Bibliography

1. Vetlugina N.A.

. Artistic creativity and the child. - M., 1972.

Komarova T.S.

. Folk art crafts of Russia. - M., 1983.

"Artistic culture of the 19th-20th centuries" - World artistic culture of two centuries. 20th century. History of culture of the 20th century - in the French Revolution. European art of the 19th and 20th centuries. Ideas for a brighter future The ideal of a free individual. Russian artistic culture. Artistic culture of the 19th and 20th centuries.

"Artistic satin stitch embroidery" - What can be made using the technique of satin stitches. Volumetric embroidery. Passport cover. Very elegant ... Types of satin stitches. The hatched surface is very easy to manufacture and does not require much effort and time. Paintings. When performing a shadow surface, it is important to choose the right color shades. Pouches for storing medicinal herbs or spices.

"World Artistic Culture" - "Ars longa, vita brevis". "Life is short, art is forever." Course objectives. Relevance and novelty of the course. The MHC course in our lyceum is calculated. Culture shapes personality and regulates human behavior. Culture -. World Art-. for students in the seventh and ninth grades. Purpose of the course. World Art.

"Realism artistic style" - Alexey Nikolaevich Verstovsky. The last day of Pompeii. Spring. Gradual rejection of classicism Interest in the personality of the common man. Pavel Stepanovich Mochalov. Kazan Cathedral. Lesson goals. triumphal gates. Bakhchisarai fountain. Vasily Andreevich Tropinin. Branch. Grand Kremlin Palace. Armouries.

"Rhythmic gymnastics" - P.F. Lesgaft. P.F. Lesgaft. Made from wood or plastic. A. Vaganova Nikolay Ivanovsky. Rhythmic gymnastics is divided into basic, applied and rhythmic gymnastics with a sports focus. Ribbon A 7 m long ribbon is made of satin or similar material. Evaluation is made according to three criteria - for complexity, artistry and technique.

"Program on artistic culture" - Relevance. Music. The principle of differentiation and individualization (variability). Classes are held once a week for 25-30 minutes in the afternoon. Features of the psychological appearance of children of senior preschool age. Tasks. MHK - as a comprehensive development of art forms. Working with parents.

Hand labor of children is an independent production of crafts using the simplest tools. This work, as a rule, carries a practical, to a certain extent useful orientation. Children's awareness of the expediency of their labor activity has a significant impact on its quality, on the attitude of each child to the process and result of labor.

The individual nature of manual labor (meaning that even in collective work, each of the children performs some part of it with his own hands), subject to the consistent involvement of all children in it, makes it possible to fix and correct some shortcomings.

Labor becomes an effective means of educating and developing a personality only when it is naturally included in the daily life of a kindergarten, is aimed at satisfying children's interests, is feasible for a child,

The performance of collective tasks develops in children the ability to negotiate among themselves, to subordinate their interests and desires to a common goal, instills a sense of camaraderie, mutual assistance, responsibility, develops initiative, ingenuity. In the process of performing collective tasks of a visual nature, children learn to independently plan the upcoming work, coordinate their actions with the general plan, think over the sequence of its implementation, select and use the necessary visual material. At the same time, in collective work, the individual characteristics of children are clearly revealed, and creative abilities are formed.

Artistic manual labor there is the work of a child with various materials, in order to create useful and artistically - aesthetically significant objects and products to decorate his life, games, work and recreation. This child labor is a decorative, arts and crafts activity, since the child, when creating beautiful objects, takes into account the aesthetic qualities of materials based on his ideas, knowledge and practical experience acquired in the course of labor activity.

In the formation of traditional types of artistic work of preschoolers, the role of arts and crafts is great.

Decorative and applied work of children aged 5-7 is aimed at creating original, simple crafts, different in quality, expressiveness, and texture of materials. So that the passion for applied arts is not episodic, the teacher creates optimal conditions for the creative activity of each child who wants to test his strength in the room and on the site of the kindergarten. The atmosphere of "interesting things" is influenced by the organization of exhibitions of children's works with their subsequent use in interior decoration, in puppet and living corners, in setting a dinner table, in decorating a hall and in a theatrical performance, etc. To demonstrate the most rational decor techniques, the teacher can periodically organize exhibitions of art objects (folk and modern).

L.V. Panteleeva, E. Kamenova emphasize the leading role of the educator, who not only explains to the child the techniques of handling various materials, but also systematically, purposefully teaches to understand the beautiful, cultivates a careful attitude to folk experience and traditions.

An adult involved in the development of artistic creativity of children of senior preschool age in applied art must:

* to teach children to determine the aesthetic (artistic) goals of the design of the product, as the end result of their work;

* master the technical skills of working with materials and tools in order to be able to convey your idea without distorting it.

By showing children the simplest methods of working with paper, cardboard, clay, thread, natural material in modeling, appliqué, and design classes, the teacher solves not only artistic, but also general educational tasks (teaches to compare, analyze, show independence and activity in work, help comrades, to bring the work to the end, to keep order in the workplace).

Each of the activities is unique, has its own special qualities and therefore has its own, irreplaceable influence on the personality of the child, obliges the pedagogical process to be built in such a way that the characteristic features of these activities are sufficiently developed and used for educational purposes.

It is especially important that the knowledge acquired by children in the classroom be included in children's everyday life, serve the development of labor, play, and communication. Properly organized manual labor gives children knowledge about the quality and possibilities of materials, stimulates the desire to master the peculiarities of craftsmanship, and introduces them to decorative and applied arts. When organizing artistic manual labor in kindergarten, it is necessary: ​​to teach preschoolers to determine and implement the idea (sketch) of a product, to be able to plan the final result of their work; instill skills in working with materials and tools (paper, cloth, thread, glue, needle, etc.

Forms, methods and techniques used in educational activities (manual labor) that affect the creative development of a preschooler

In my work with children, I use effective methods and techniques:

• verbal (oral presentation, conversation, story, lecture, etc.)
• visual (showing video and multimedia materials, illustrations, observation, showing (performing) by a teacher, working on a model, etc.)
• explanatory - illustrative - children perceive and assimilate ready-made information.
• reproductive - children reproduce the acquired knowledge and mastered methods of activity.
• partial search - participation of children in a collective search, solving the problem together with the teacher

And also general methods of stimulating creative activity are used:

Providing a favorable atmosphere. Goodwill, for its part, the refusal to express assessments and criticism of the child contribute to the free manifestation of multidimensional thinking;

Enriching the child's environment with a wide variety of new objects and stimuli for him in order to develop his curiosity;

Encouraging the expression of original ideas;

Providing opportunities for exercise and practice;

Using a personal example of a creative approach to problem solving;

Giving children the opportunity to actively ask questions

The child will develop harmoniously, grow as a versatile personality, if taught to create beauty with his own hands. Working with various materials (paper, clay, fabric, natural material, etc.) develops creative thinking, manual dexterity, diligence and many other good personality traits.

As a result of systematic targeted education of children, starting from the younger group, during their stay in kindergarten to the transition to the older group, they develop a strong interest in visual activity, a desire to draw, sculpt, stick, and a desire to engage in free time. The labor skills and abilities acquired by children allow them to freely and creatively depict the life around them. An important means of aesthetic education, the development of children's fine arts is becoming fine and decorative arts, which are widely introduced to children.

More complex forms of cognitive activity are emerging. Perception is more focused. Observation, subordinated to a specific task, develops. With special guidance on the development of perception, by the end of preschool childhood, important sensory abilities can be formed: an accurate eye, a visual assessment of proportions, a sense of rhythm. Based on this, it is possible to complicate the tasks of visual activity, further development of labor artistic and creative abilities. (T. Komarova)

Mastery of hands is the material embodiment of a curious mind, ingenuity, creative imagination. It is very important that in childhood every child realizes his plan with his hands.

Taking these words of an outstanding teacher as a slogan, I recommend that parents, together with their child, engage in manual labor - cut, sew, embroider, sculpt from plasticine. And the time spent together for common work contributes to emotional rapprochement, the establishment of strong equal relationships.

Whatever work we organize with children, the main goal is to interest children, to show the feasibility of its implementation, the gradualness of actions, the aesthetic and practical value of a hand-made thing. They should form a sense of responsibility for the quality of their work and a desire to please others with it (for example, give someone a product).

Conclusion

What is meant by creativity?

The pedagogical encyclopedia defines as the ability to create an original product, products, in the process of working on which the acquired knowledge, skills, skills are independently applied, manifested at least in a minimal deviation from the model, individuality, art.

Thus, creativity is the creation on the basis of what is, of what has not yet been. These are the individual psychological characteristics of the child, which do not depend on mental abilities and are manifested in children's fantasy, imagination, a special vision of the world, their point of view on the surrounding reality. At the same time, the level of creativity is considered to be the higher, the greater the originality of the creative result.

One of the main tasks of teaching and educating children in the classroom of applied arts is to enrich the pupil's worldview, i.e. development of the child's creative culture (development of a creative non-standard approach to the implementation of the task, education of diligence, interest in practical activities, the joy of creation and discovering something new for oneself).

Bibliography:

1. Andreeva V. Problems of updating the system of preschool education at the present stage / V. Andreeva, R. Sterkina // Preschool education. -2001 - p.34
2. Artamova O. Object-spatial environment: its role in personality development / O. Artamonova // Preschool education. - 2005 - p.16
3. Komarova T. Labor education in kindergarten. M.: Mosaic-Synthesis, 2005 - p.48
4. Kurpatov A. Children. Psychology. Moscow: Moral and labor education in kindergarten. To work with children 3-7 years old. M.: Mosaic-Synthesis, 2007. - 276.
5. The program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova .. - 3rd ed., - M .: Mosaic-Synthesis, 2005. - 208s.

Artistic labor is, you guessed it, a type of manual labor. Manual labor is the activity of a person, in our case, children, aimed at making a specific item that can later be used in games, everyday life, entertainment, as well as a gift for the holidays to loved ones and so on.

Art work for preschool children

The article "Manual labor in the development of the child" refers to the goals and objectives, some types of this labor, and its significance in the development of preschool children. Before starting a conversation about what artistic work is for preschool children in a home, family, I want to introduce you to the types of this work that preschool teachers and organizations use in working with older preschoolers. Using the features of modern design for children, many kindergarten teachers in the productive activities of preschoolers rely on the possibilities of children's artistic creativity. The content of the artistic work of preschoolers includes:

• Work with fabric, threads. What is included? Decorative fabric applications, weaving, making various panels, clothes for dolls, items for table setting, souvenirs, etc.

• Working with natural materials Making small and large sculptures from natural materials, including dry leaves, straws, weaving products from twigs (pots, cups, baskets, etc.), bouquets of dried flowers, twigs. In preschool institutions, such crafts are often used in the design of corners for independent activities of children, as well as attributes for holidays.
• Working with paper and cardboard, using applique with different types of materials in one panel (paper, fabric, natural and improvised material). Such works are used in the design of models of doll rooms, the manufacture of souvenirs, structures and panels for festive events. Read the article "Working with improvised materials."
• Clay work. Creation of decorative ornaments from clay, various panels, small sculptures, doll dishes.
• Working with artificial materials, various types of knitting, weaving from colored cellophane wire, twine, yarn. Decoration of children's clothes, household items, sewing of souvenirs from fur, etc.

The experience of working in preschool institutions convinces us that artistic manual labor has entered the lives of children. For example, in kindergartens, teachers form and maintain interest in folk art, the traditions of the people living in the region. This is clearly manifested in the celebration of "Maslenitsa", Holy Pascha. Children see bright beautiful costumes at the holidays, and after the holiday they reproduce their impressions on paper, and also make crafts from clay and other materials. In addition, many educators take part in festivals and exhibitions of folk art, which are held through the Houses of Culture and Creativity. The holidays are held under different names such as: “The Russian Birch Festival”, “Ivan Kupala”, “Easter Chime”, Kolyada, Honey and Apple Spas, meeting and seeing off winter, almost all of them are accompanied by exhibitions of children's creativity. For such holidays as 8 March, May 9, Birthdays children make souvenirs, postcards. In addition, craftsmen are invited to the children of older groups of kindergartens. For example, a meeting with a wood carving master S.G., after which the children wanted to give their mothers decorated wooden products. S.G. specially prepared several salt shakers, vases for flowers, cutting boards, wooden spoons, which the children painted and covered with colorless varnish.
E.P. taught the children to sew simple toys from fur and fabric. Socks and stockings made of materials of different quality were the entrance. And the teacher M.I. taught older preschoolers to embroider with a simple cross, N.I. - weaving from twigs, U.V. - gives the concept of courtyard painting. So the craft lives and develops, passing from generation to generation. In addition, children are introduced to Gorodets, Dymkovo, Khokhloma painting, Gzhel.

Tasks of artistic work

The tasks of artistic work of preschoolers include:

1. Learn to realize artistic goals when creating a plan, be able to plan the final result.
2. Master the technical skills of working with various materials and tools. (fabric, paper, thread, needle, wire, natural and improvised materials, etc.).
3. Understand colors and their shades. The ability to see beauty.

So, we can say that artistic manual labor is the work of a child with various materials in order to create objects and decorations, souvenirs, aesthetically designed and used in games, everyday life, as an interior decoration.

Seed and artistic labor

At home, the same kind of work is applicable. For example, invite your child to make a beautiful napkin for a doll on a table, weave a floor rug for her, fashion and decorate dishes, and so on.
For gifts to loved ones, buy wooden blanks (chopping boards, small dishes such as salt shakers, rosettes, rolling pins, etc.), let your children paint them, cover them with colorless varnish and give them to their loved ones. Napkins for a gift made of various types of fabrics, wicker planters, vases for crackers and sweets, baskets of various sizes are interesting.

Artistic work in the family is organized at any free time, it provides excellent opportunities for communication between parents and children. This activity is connected with the traditions and craft of the people living on the territory of Russia and your region. Participation in this work develops aesthetic, moral and patriotic feelings in preschoolers. It is impossible to overestimate the importance of children's artistic work of children, since it not only forms and improves the skills of labor activity, but also expands its content, introduces children to art, stimulates the desire to work, deepens the knowledge of preschoolers about the possibilities of various materials, helps to consolidate positive emotions.

Already in preschool childhood, a child is able to understand and absorb those human thoughts, feelings, values, ideals and that attitude to life that are expressed in folk art and in artistic work. The fundamental values ​​of the spiritual culture of the people, passed down from generation to generation, are sincerity, kindness, openness, collectivism, love of truth, disinterestedness, non-covetousness, tolerance, which contributes to the education of people who perceive life optimistically, endowed with a sense of civic responsibility and freedom.

Artistic labor is a universal integrated activity with a long history and centuries-old traditions of folk culture. All artistic techniques and technologies known to us are based on ancient actions or operations: weaving, tying, stringing, stitching, cutting, twisting, twisting, etc. And many traditional art products (gingerbread and bagels, baskets and rugs, bowls and pots, earrings and brooches) were invented in ancient times and embodied in folk arts and crafts.

Artistic work is a transformative, creative, socially motivated activity aimed at creating a specific product that harmoniously combines functional and aesthetic properties (the unity of utility and beauty). Artistic work is available for the successful development of preschool children. A lot of important things fill the life of children with emotionally significant events, create a "field" for meaningful communication with parents, teachers and other children. At the same time, artistic work is a very free activity associated with experimentation and self-realization, self-development, self-knowledge at the level of genuine creativity, in which something new is created.

Artistic work is a productive and at the same time instrumental activity in which a child masters tools (scissors, a knife, a stapler, a needle, a crochet hook, etc.), explores the properties of various materials (paper, fabric, dough, foil, leaves, etc. .) and transforms them in cultural ways in order to obtain a specific result.

The applied result of artistic work is hand-made toys and books, souvenirs and gifts, various items for arranging the playing and living space. But the most significant result is the experience of mastering folk culture on the basis of universal abilities that allow a person to be successful in any activity, regardless of what profession he chooses in the future and what culture he will be integrated into by the will of fate.

Purpose of art work - targeted and consistent education of aesthetic and everyday culture in children, promotion of personal growth and the formation of an emotional and value attitude to the world around. The fundamental idea is that children's artistic activity at all its levels - perception, performance, creativity - is organized as a child's entry into universal culture.

This goal reveals a number of fundamental theoretical provisions.

Firstly, artistic work appears to children as a universal way of familiarization with human culture. At the same time, the traditional understanding of methodology as a system of methods, methods and techniques artificially introduced by the teacher "from outside" is fundamentally changing. The educational process begins to be built "from the inside" in the form of cultural development, when each child not only experiences, but also "co-creates" the content at the level of cultural and personal meanings, passing the path of development of a universal culture.

Secondly, not specific themes, images or moods become central in the new content, but meanings and values as a way for a child to comprehend the world around him and his being in this world. In accordance with the specifics of artistic work, meanings and values ​​are expressed by aesthetic concepts: beautiful / ugly, good / evil, true / false, alive / inanimate, reality / fantasy, and many others. etc. These concepts appear as a semantic field of culture, which children master in an active creative process based on empathy, thinking and imagination.

Thirdly, the semantic field of culture is personified in the image of a person (folk craftsman, artist, designer, teacher), who conveys to children the crystallized experience of humanity and teaches them to look at the world through “human eyes”. A person as a bearer of culture forms in a child a diverse experience of communicating with objects of culture and different types of art: perception, performance, creativity (according to the vector “from life to art”).

In preschool and family education, following the traditions of folk pedagogy, which has always been and remains the pedagogy of cooperation and co-creation, is of fundamental importance. co-creation – this is the sphere and form of joint activity when the most favorable prerequisites for spiritual, moral, labor and artistic education are created, when the child, in accordance with his individual capabilities and abilities, chooses his own path of familiarization with universal culture. Let us turn to the wisdom of folk pedagogy, imagine one day in the circle of a friendly family.

The play of children is woven into the affairs of adults, and the troubles of households cannot be counted in a day. And here they are making small decorated rakes - and flowers on them, and curlicues: "Whatever the child amuses ...". Is there any fun here? The children entered the affairs of the family effortlessly, and, lo and behold, they were both nannies and assistants for the big one: he would feed the bird, water the calf, pick up a basket of mushrooms, water the seedlings, bring lunch to the field. Ayy baby! Hey, smart one! Here you have a birch bark basket with a carved lace frame, here is a miracle spindle, “it dances by itself, it looks like painted patterns”, here is a “roller with roosters, hens, different figures ...”. Either a joke or a deed, but he prepares for life, accustoms him, gladly gives big deeds of adults into small hands. So the saying was born: "Five are sitting on the benches, five are looking at the work ...". Yes, and those who are sitting, because they are also busy with something! Try to keep five idle! Sitting means either playing or working. The balalaika is strumming, and the kids are tapping in tune with their father; the father weaves the basket, and the children prepare, clean, collect the twigs, ask: “Let me try, I can do it,” the little girl is waiting for the lapotochki - they will finish the last one - and the round dance began ...

For a child, this is the beginning of the path “trace to trace” for the elders, wise and experienced: for mother and father, for grandparents, for brothers and sisters, as a call to adequately continue folk skills, to preserve family values ​​and cultural traditions of their homeland. Didn’t our distant ancestors think about a holistic and versatile upbringing when they created this wonderful world of family affairs and worries, home toys and fun, calendar holidays for children and passed it on as an invaluable gift by inheritance.

In the process of designing the content of artistic work in kindergarten, it is important to remember that artistic creativity, in its inner essence, is a special way of finding human meaning and conveying it to other people. Therefore, special attention should be paid to the universal action meaning formation, the essence of which lies in the establishment by children of a deep connection between the purpose of artistic work (an idea, an ideal plan - what and how we will do), a motivating motive (for what or for whom it is needed; what and how will change thanks to this) and the practical result (a specific subject , which is created in the process of artistic labor).

The specificity of artistic and productive activity is due to the fact that the child masters the general cultural ways of creating specific objects, expressing his thoughts, ideas, designs and freely transfers them to different situations, endowing them with cultural and personal meanings.

Consider this position using the example of the ability to tie a knot and a bow. First, the child learns to tie knots and bows in self-service activities (tying a scarf, tying shoelaces and ribbons on a jacket and hat). Then this skill is transferred to other situations: the child ties knots and bows, inflates a balloon, helps his mother arrange curtains or beautifully pack a gift. In art classes, he uses this skill to design holiday cards, make garlands, Christmas toys, etc. In the process of cognitive activity, the idea of ​​a "knot" helps the child to comprehend the concept of relationships in the surrounding world. And the teacher, designing options for integrating the cognitive and artistic activities of children, puts a universal meaning into the “knot” and “bow”, realizing that the “bow” is basically “infinite”, embodying the idea of ​​interconnection and development.

– experience in applying the so-called “ready-made knowledge” for orientation in life-practical and cognitive situations;

– experience in applying predetermined ways of performing various types of human activity;

- experience of creative activity;

- experience of emotional and valuable attitude to the world.

The first three types of experience are associated with the content, organization, regulation or form of a particular objective activity. The personal experience of an emotional-value attitude to the world is the experience of meaning, the inclusion of a given subject, activity (with its goals, process, expected results, etc.) in real life, it is an objective value that has become a subjective attitude, view, conviction, one’s own conclusion from the experience.

The structure of artistic work, as well as the basic psychological conditions and mechanisms of the process of mastering universal human experience, is most fully described by a system-activity approach, the basic position of which is the thesis that the development of a personality in the system of modern education is ensured by the formation of universal actions and abilities that serve as the basis of educational and educational process. As part of the main types of universal educational activities, determined by the key goals of general education, four blocks are distinguished: 1) personal; 2) regulatory; 3) cognitive; 4) communicative.

The main tasks of artistic work in kindergarten

1. To reveal the nature and essence of artistic work as a creative activity of a person who equips his life and organizes his life according to the laws of expediency, harmony, and beauty.

2. To promote the formation of an emotional and value attitude to artistic work as a manifestation of human life in all its diversity of facets (natural, material, social, spiritual); reveal the specifics of the result of artistic work - the unity of utility and beauty (functional and aesthetic).

3. Expand the understanding of the types of artistic and creative human activity; to acquaint with the work of a folk master, an artist-constructor, a designer. To form the idea that all types of labor can be creative if the person himself is a creator /

4. To enrich the experience of artistic and productive activity at all its levels: perception-performance-creativity, in accordance with age, gender, individual characteristics.

5. Develop aesthetic perception, creative imagination, lateral (flexible, creative) thinking, universal artistic abilities and educate the qualities of a working person - diligence, responsibility, honesty, communication, etc.

6. Promote the development of artistic methods, techniques, technologies and the development of general manual skills based on the integration of intellectual and artistic activities.

7. Create conditions for the personal growth of each child.

It should be highlighted basic psychological and pedagogical conditions , ensuring the success of the development of the content of artistic work by children as an integrated activity:

- a variety of types of artistic and productive activities;

- constant change of activities, united by the educational goal and the development program (unity of strategy and tactics);

– individual programs and development routes;

- the role of the teacher is to create conditions for free, independent activity and organization of the educational process by the method of real co-creation (with a teacher, parents, artist, craftsman, other children) in various forms of interaction;

– the presence of a specially equipped place (workshop, design studio, craft center, etc.), including a wide selection of materials, art tools, albums, cultural objects and works of art.

Instead of traditional classes, a form is offered creative projects , which are characterized by the following:

- identifying not a specific topic, but meaning as a way for each child to comprehend the world around him and his being in this world;

- expanding the boundaries of educational and real (material) space (museums, exhibitions, master classes, workshops at the kindergarten site, walks and excursions, cultural events);

– involvement in project activities of other people - adults (parents, grandparents, teachers of additional education, artists and masters of folk art, music director, guide, etc.) and children of different ages in order to expand the team of like-minded people, go beyond the established group;

- discussion of the problem at all stages (from concept development to implementation and application) with the teacher and other children to comprehend the results obtained and make decisions about further actions;

– presentation of the result of productive activity that has personal and social significance (man-made toys, books, albums, souvenirs, collages, layouts, arrangements, installations, collections);

- the absence of a single task for all and a single criterion for evaluating the result.

Creating a portfolio (individual, collective, family) and organizing exhibitions of children's creative works is a common task, in which teachers, parents and children themselves take part.

Today, educators and psychologists note that each child must set goals for himself, there can be no coercion to creativity, imposing ideas, interests and solutions. Individual development programs, independent artistic and productive activity in a situation of real “living” affairs, focus on children’s practical comprehension of the semantic field of folk culture, emotional and value attitude to the world around them, true integration of intellectual and aesthetic development, presentation and fixation of the result, organization of educational activities project method - these are the most important features of the design of artistic work in a modern kindergarten.

Literature

1. Lykova I.A. Artistic work in kindergarten: Teaching aid. M.: Publishing House "Color World", 2011.

2. Exemplary basic general educational program "World of Discovery" / Ed. L.G. Peterson, I.A. Lykova. M.: Publishing House "Color World", 2012.

3. Shkolyar L.V., Savenkova L.G. Childhood garden. New model of preschool education. Moscow: Russian Word, 2012.

MBOU Chaltyr secondary school No. 1

Myasnikovsky district of the Rostov region

"Fine Arts and Artistic Work"

when teaching students

applied arts.

The work of an art teacher

Popovyan N.V.

2012/13 academic year

Using the project method in the classroom

"Fine Arts and Artistic Work" when teaching students about applied arts

It has long been noted that if students really strive to acquire knowledge, then the effectiveness of the cognitive process increases significantly. However, teachers often complain that children, even the most inquisitive, with a broad outlook, do not want to learn. In my opinion, the most important task of a teacher is to create conditions for the successful learning of schoolchildren, since they are fully aware of the state importance of solving this problem, and the dependence of the future of schoolchildren themselves on success in mastering knowledge. As for the students themselves, as you know, teaching is the leading form of their activity, so that they feel success in mastering knowledge as an important life achievement, it elevates them in their own eyes, increases prestige in the family and among the people around them. All these circumstances contribute to the successful teaching of schoolchildren.

The natural curiosity of a person acts in the same direction: cognitive activity is characteristic of all children entering school. However, it clearly decreases as you move from class to class. According to my observations, until about 10 years old, children draw with pleasure, regardless of their talent, and at an older age, the number of children who draw on their own (in addition to lessons at school) decreases sharply. In my opinion, one of the reasons was the small number of hours (1 hour per week), the content of the visual arts programs, as well as the general system of traditional education in recent decades. This led to the fact that there was an incorrect attitude to the subject not only among parents, but also in teaching staff. Many people argue that “Fine Arts is not a serious, and not at all important” subject, “it does not affect the transition of their child from class to class, graduation from school or entering a university.” This position of many parents and teachers leads to the fact that their attitude is inevitably transmitted to the child. Psychologically, he is ready for the fact that he will not be an artist - after all, his parents are constantly talking about this, which means that you can not try very hard both in class and at home.

The school course does not aim to make everyone a professional artist. Fine arts lessons should form in children the ability to interpret this or that topic in a non-standard way, develop creative perception and independent thinking, teach the child to be creative in solving any problems, in other words, form the child's personality.

Every teacher knows the importance and necessity of their subjects at school, but the question often remains, “Where will the knowledge and skills gained in the lessons come in handy?”

Talking about the fact that “every educated person should be harmoniously developed, must know not only the art of his country, but also the cultural heritage of the world; be able to tastefully decorate the interior of your home; to make a souvenir, a postcard for your friends with your own hands, ”sometimes they are not convincing for students. Therefore, the question arose before me: how to interest a child, how to make learning at school exciting?

In order to raise the prestige of the subject, I try to apply various artistic techniques and materials of applied activity as widely as possible, since my task, as a teacher, is to ensure the emergence, preservation and predominance of a positive motive for educational and cognitive activity in subject "Fine Arts and Artistic Work".

There is another aspect that is rarely and rarely mentioned: each artistic technique that is used in the lessons of "Fine Arts and Artistic Work" develops the child physically, and also prepares for such difficult, in my opinion, subjects as drawing and geometry (and even to the Russian language).
The thing is that at the fingertips, figuratively speaking, there is memory, logic, speech and literacy. It is necessary for the child to develop in a timely manner various areas of the hands, forearm, fingers, so that the family does not hear a sentence - “dysgraphia” (violation of the so-called written language). A student can theoretically know all the spelling rules, but when it comes to practice (dictation, presentation, composition), the connection between the hand and the brain “does not work”, “automatic literacy” fails and a lot of errors appear. All this can be avoided if the student performs work with various materials in the art lessons. So, for example, fine graphic work with a pencil or pen teaches better coordination of movements; modeling, develops fingers; and tasks performed in painting techniques contribute to greater freedom and looseness of the whole hand. The best development of space, volume, depth is facilitated by working with materials such as plasticine (or plastic), clay and paper (plastic paper). Works in the "Isonite" technique develop motor skills, logical thinking. Children with great success convey movement in a tangible volume, rather than on the plane of the sheet.

In any academic discipline, after the main question of the content of education, the second immediately arises - what methods and techniques should be used when teaching children?

The implementation of the content of art education is achieved using a variety of methods and techniques. Priority teachers of fine arts use developing and problem-based teaching methods. Of the wide range of methods and techniques for working with children in grades 4-5, I most often use games. Playing techniques in the classroom allow us to solve in a complex the developing, educating and educational tasks of the artistic education of children. Leonardo da Vinci also wrote about the importance of play in the art education of children, who suggested playing games with children to develop their imagination and eye, and K.D. Ushinsky “would introduce a theoretical course of play in all educational institutions.” For children, the game - joy (positive emotional background), enthusiasm (positive motivation), a sense of the feasibility of the task - gives students the opportunity to overcome shyness, activates verbal communication and action. Therefore, for me, as a teacher, the game is not only a method of intensifying the learning process, it is, first of all, an effective method of emancipating figurative thinking, activating imagination and creative activity.
The problem of the development of cognitive activity of students, without exaggeration, can be considered one of the key problems of modern education. The effectiveness of education as a whole depends on the formation of the cognitive activity of schoolchildren. The new socio-economic relations that are taking shape in our country have radically influenced all spheres of life, including education. The main goal of art education is the education of a creative, free, self-determining personality, independently adapting in a team and society. High-quality art education is, first of all, the formation of a person, the acquisition of himself, his image: a unique individuality, spirituality, and creativity. Qualitatively to educate a person means to help him become a subject of culture, to teach life-creativity. Today it is very important not to form, but to find, support, develop a person in a person and lay in him the mechanisms of self-realization, self-regulation, self-defense, self-education.
The principle of the developing, active nature of education presupposes a rejection of the mechanical assimilation of educational material, of the traditional information and explanatory approach focused on the advancement of ready-made knowledge.

The specificity of the educational field "Fine Arts and Artistic Work" allows you to successfully solve the set goals and develop the cognitive activity of schoolchildren. This is especially facilitated, in my opinion, by the method of projects.

In modern pedagogy, the method of projects is widespread. The project, as an element of students' creativity, is often considered as an alternative to the classroom system, as an integral part of modern pedagogical technologies. However, despite the popularity of this method, it is practically not used in the teaching of fine arts.

A modern teacher is always in search of new, more effective technologies designed to promote the development of students' creative abilities, the formation of self-development and self-education skills. And I try to introduce something new and interesting into my work. Exploring the literature, articles in pedagogical publications, I became interested in the experience of using the project method.

What is so attractive about the project method?
First, the project method opens up significant opportunities for improving the quality of education.
Secondly, the method of projects is consonant with life positions:
* the child does with pleasure only what he himself has chosen, what he is interested in;
* A student is not a vessel to be filled, but a torch to be lit.
Thirdly, sometimes the knowledge gained by students sometimes remains a theory, and the purpose of the project method is to teach children to apply the theory being studied in practice to solve specific problems in real life;
Fourthly, the individual pace of work on the project will provide each child with his own level of development.
In project work, the goal of learning is, first of all, the development of self-educational and creative activity among schoolchildren, aimed at mastering new experience. By working on educational projects, children learn how to conduct research, analyze different information and present new ideas. Thus, the project methods are based on creativity, the ability to navigate the information space and independently construct their knowledge.

In the lessons "Fine Arts and Artistic Work", the method of project-based learning is possible in almost all topics offered by the program. The method of project-based learning helps to overcome the passivity of students. Schoolchildren realize their creative potential by carrying out creative projects on the topics: "Stained Glass", "Mosaic" (the theme "Monumental Painting"); "Engraving" (theme "Graphics"); "Bas-relief", "Relief", "Modeling" (the theme "Sculpture"), "Dymkovo toy", "Painting on wood", "Zhostovo tray" (the theme "Decorative folk arts and crafts"), etc.

Targets and goals

The introduction of the project-based learning method into the educational process opens up significant opportunities for improving the quality of education. The undoubted advantage of using the method is that it contributes to the formation of super-subject skills and abilities, allows you to find the best ways to achieve your goals.

However, as practice shows, the widespread use of heuristic and research teaching methods with a developmental focus, in case of violation of the basic principles of building the educational process, can lead to a decrease in the general educational level.

Therefore, the main task of the teacher working with the project methodology is the didactically correct use of the chosen method. Only in this case can we talk about the implementation of the educational and developmental components of the educational process. So, it is necessary to clearly define the purpose of the project.

The goal of project-based learning is is to create psychological and pedagogical conditions for its implementation, under which students:

* independently and willingly acquire the missing knowledge from different sources;

* learn to use the acquired knowledge to solve cognitive and practical problems;

* acquire communication skills by working in different groups;

* develop their research skills;
* develop systems thinking;
* to show individual creative abilities.
Speaking about the development of the creative personality of the child, we must not forget about education. A well-organized upbringing should prepare the student for the three main roles in life - citizen, worker, family man.
As a result of the implementation of projects, schoolchildren are brought up:
* diligence;
* the ability to make decisions independently;
* a responsibility;
* communication skills;
*ingenuity.
Using the method of projects in the lessons "Fine Arts and Artistic Work", the teacher also solves the tasks of art education. Speaking in the dry language of school curricula, the main objectives of the subject "Fine Arts and Artistic Work" are:
*aesthetic, moral and labor education;
* mastering and mastering elementary practical skills and skills of artistic activity, images on a plane and in volume (from nature, from memory, from imagination);
*development of knowledge about the expressive means of painting, graphics, DPI, sculpture, design, architecture;
* development in children of visual abilities, artistic taste, creative imagination, fantasy, aesthetic sense and understanding of beauty;
* fostering interest and love for art
The project method as one of the ways to improve
quality of education
Russia is currently going through a transitional period. This is a transition from industrial to post-industrial, humanistic-information society. The transition to the new is associated with a change in the policy of the old. The main goal of the new post-industrial society is to give people a new ideal, a great idea, a reasonable and realistic goal, for the sake of which it is worth exerting strength for yourself and your descendants.

The most complex element of the transformations is a person, the formation of new generations of people who are ready in terms of knowledge, skills, labor stress and creative skills for the conditions of the future society. This process is complex and lengthy, but without overcoming functional illiteracy and professional incompetence, without gaining the desire to work creatively, constantly update and expand the accumulated knowledge and skills, it is impossible to find one's place in the complex, knowledge-intensive processes of the formation of a post-industrial society.

Today, it is more important than ever that the younger generation be oriented towards continuous education as a prerequisite for socialization and adaptation. It is not enough for a specialist of the 21st century to get an education once - he is forced to improve his qualifications and even retrain during his life.

For society, continuous education is a means of expanding the reproduction of its intellectual and cultural potential. For the state - a factor of accelerating social and scientific and technological progress, ensuring the stable development of production, for each person - a condition for readiness for professional activity with a rapid change in technology.

Thus, the most important pedagogical problem is the introduction into the educational process of means and methods that help the student to reveal himself as a person, to develop the ability to make decisions in a situation of “uncertainty”.

To do this, it is necessary to involve each student in an active cognitive process, to create an adequate educational and subject environment that would provide free access to various sources of information, the ability to work in collaboration in solving various problems. The most promising is the method of projects.

Of course, over time, the idea of ​​the project method has undergone some evolution. Born from the idea of ​​free education, it is now becoming an integrated component of a fully developed and structured education system. But its essence remains the same - to stimulate students' interest in certain problems, involving the possession of a certain amount of knowledge and through project activities, providing for the solution of these problems, the ability to practically apply the knowledge gained, the development of reflex or critical thinking.

The project method attracted the attention of Russian teachers as early as the beginning of the 20th century. It's nice that the name of Mikhail Mikhailovich Bakhtin, a Russian philosopher and literary critic, sounds in this large inflorescence. He writes in his writings that “personal knowledge is logically formulated thoughts, and everyone builds them himself. Self-mastered knowledge becomes stronger forever.”

The project method also embodied the thoughts of the Danish educator, historian, writer and, according to the Danes, the greatest teacher in their country - Grundtvig. To this amazing man, the project method owes the following ideas:
*Teaching at school is based on "living" words. It is not enough to read the information - the descriptions in the books will remain dead if you do not live them, do not discuss them.
*School should be based on fantasy, creativity.
*The path to mastering the material is based on the "pedagogy of surprise". The child needs to be taught to be surprised: “It is really important for me to know this!”
*The main aspect of working on a project is not only how do we do it, but also why?
*In the work on the project, the child acts as a researcher, and the teacher acts as a consultant and inspirer.

“Everything that I learn, I know why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic knowledge. skills.

Today we return to this pedagogical technology. What Russian teachers-researchers did at the beginning of the 20th century, introducing a project-based teaching method based on independent, targeted and productive work of students, is now used at a higher level as an instrument of professional activity in all areas of life and is becoming a social phenomenon.
What do we mean by project method?
The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical and creative thinking. Teachers turned to this method to solve their didactic problems. The project method is based on the idea that is the essence of the concept of "project", its pragmatic focus on the result that can be obtained by solving one or another practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, attracting for this purpose knowledge from different areas, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships.

The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. This method is organically combined with group methods. The project method always involves solving a problem.

The project method involves a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with a mandatory presentation of these results. If we talk about the method of projects as a pedagogical technology, then this technology involves a combination of research, search, problem methods, creative in their very essence.
Basic requirements for using the project method
1. The presence of a task that is significant in research, creative terms, requiring integrated knowledge, research search for its solution;
2. Practical significance of the expected results;
3. Independent (individual, pair, group) activities of students.
4. Structuring the content of the project;
5. The use of research methods that provide for a certain sequence of actions:
* definition of the problem and the research tasks arising from it (using the method of "brainstorming", "round table" in the course of joint research);
* putting forward hypotheses for their solution;
* discussion of research methods (statistical methods, experimental methods, observations, etc.);
* discussion of ways to design the final results (presentations, protection, creative reports, views, etc.).
*collection, systematization and analysis of the obtained data;
* summarizing, registration of results, their presentation;
*conclusions, promotion of new research problems.
Typology of projects.
To master the method of projects, you must first know what projects are. For the typology of projects, the following typological features are proposed:
1. Dominant activities in the project: research, search, creative, role-playing, applied (practice-oriented), familiarization-orienting, etc. (research project, game, practice-oriented, creative);
2. Subject area: monoproject (within one area of ​​knowledge); interdisciplinary project (adjacent topics of several subjects are integrated).
3. The nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant, typical for telecommunications projects).
4. The nature of contacts (among participants in the same school, class, city, region, country, different countries of the world).
5. Number of project participants.
6. The duration of the project (there are short-term, medium duration (from a week to a month) and long-term).

Structuring projects.

Separately, it should be said about the need to organize an external evaluation of projects, since only in this way can their effectiveness, failures, and the need for timely correction be monitored. The nature of this assessment depends to a large extent on the type of project, and on the topic of the project (its content), and the conditions for conducting it.

We should dwell on the general approaches to structuring the project:

1. You should always start with choosing a project topic, its type, and the number of participants.
2. Next, the teacher needs to think about possible options for problems that are important to explore within the framework of the intended topic.
3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions.
4. Independent work of the project participants on their individual or group, creative tasks.
5. Intermediate discussions of the findings in groups
6. Protection of projects, opposition.
7. Collective discussion, expertise, results of external evaluation, conclusions.
If the sequence of work on the project is considered as a sequence of the educational process, then you can see the same elements here as in the usual block of lessons. “It can be seen that the organizational structure of the “block of lessons” of the “project method” is close to the structure of all-block technologies, but differs from it for the better.

The structure of the project method almost coincides with the structure of the block of lessons of the Integral Teaching Technology, which, in fact, allows us to attribute the "Project Method" to fourth-generation technologies. And one thing is quite obvious - this is training, where the target setting is the methods of activity, and not the accumulation of actual knowledge.

Using the project method in teaching applied arts to students.
Any human activity can be viewed as a series of ongoing projects, different in scale, responsibility and consequences. This includes preparing a quick breakfast, thinking through your evening costume, defending a creative project, arranging furniture in a room, etc.

Design is an integral part of any professional activity. The project method in art education is understood as a learning system in which students acquire knowledge and skills in the process of independent planning and the implementation of gradually becoming more complex practical tasks - creative projects.

An educational project is a complex of search, research, calculation and other types of work performed by students on their own with the aim of practical or theoretical solution of a significant problem.
The implementation of the project method in practice leads to a change in the position of the teacher. From a carrier of ready-made knowledge, he turns into an organizer of the cognitive, research activities of his students. The psychological climate in the classroom is also changing, as the teacher has to reorient his teaching and upbringing work and the work of students on various types of independent activities of students, on the priority of activities of a research, search, and creative nature.

A teacher working with a project methodology needs to take into account the age characteristics of the child, therefore, such an organization of educational activities is needed that can meet his needs.

In elementary school (grade 4) and middle school (grades 5-7), the main task is to form the motivation to achieve success. Success motivation is understood as motivation aimed at “... the best possible performance of a type of activity focused on achieving some result, to which the criterion of success can be applied ... Achievement motivation is manifested in the desire of the subject to make efforts and achieve the best possible results in the area that he considers important ”(Gordeeva T.O. Achievement motivation / Modern psychology of motivation. M .: Smysl, 2002) Achievement motivation is a relatively independent type of human motivation, further social adaptation of the individual largely depends on it, in particular, the transition from elementary school to the second stage learning, from middle school to high school.

Childhood "... is a period of development, sensitive for the formation and strengthening of the motivation to achieve success." There is a concretization of the idea of ​​abilities, perceived "... as a concept and cause of one's own successes and failures" (Nosova E.S. Psychological factors in the formation of motivation for achieving success. Kuzbassizdat, 2001). The child chooses an individual trajectory of movement towards success in the most attractive activity for him. Under the influence of various psychological factors, the motive for achieving success can be transformed into the motive for avoiding failure.

Personal experience convinces us that when organizing work according to the project methodology, it is necessary to take into account psychological aspects, which include:

* "communicative and active factors: activities, assessments of partners in activities, the process of communication, styles of communication", which are present in the collective technologies of the project method. It is necessary to support the mechanism for achieving success: “... the motive “thirst for success”, psychological factor, activity, goal, achievement of success” (Zhogina N.N. Gnoseological function of hope, Kuzbassizdat, 2002);

* the opportunity to express themselves (so that the student's self-expression becomes maximum and informal), which in practice can be realized through activities.

here are some speeches of teachers

Kazantseva N.A., educator MKDOU No. 9

Our meeting is devoted to the organization of manual labor in kindergarten.

What is manual labor in kindergarten? Is it needed at all?

Manual labor in kindergarten is all kinds of educational activities recorded in the program for teaching preschool children.

In the Federal State Educational Standard of preschool education, which entered into force on January 1, 2014, five educational areas have been identified that represent certain areas of development and education of children. Labor is included in the social and communicative development of the child: it is aimed at the formation of positive attitudes towards various types of labor and creativity.

One of targets at the stage of completion of preschool education is that the child has a positive attitude towards different types of work.

The content of manual labor is very diverse: work with fabric, thread, paper, wood, natural and improvised materials, here are crafts from waste material, and soft toys, dolls, etc. Making toys and objects from various materials by children is one of the most important aspects of the labor education of preschoolers, especially in older groups.

Manual labor in kindergarten gives the child the opportunity to feel like a master, artist, creator, forms the desire and desire to make things with his own hands, instills respect for other people's work.

With his own hands, a kid can do completely different things and give them to his loved ones, for example, a book stand for his brother, a typewriter for dad, a kitchen towel for grandma, a pincushion basket for mom.

One of the most important conditions for the successful development of children's artistic creativity, and manual labor is such, is the diversity and variability of work in the classroom. The novelty of the environment, the unusual beginning of work, beautiful and diverse materials, non-repetitive tasks that are interesting for children, the possibility of choosing, and many other factors - this is what helps prevent monotony and boredom from children's activities, ensures liveliness and immediacy of children's perception and activity. It is important that each time the educator creates a new situation so that the children, on the one hand, can apply the knowledge, skills and abilities they have learned earlier, and on the other hand, look for new solutions and creative approaches. This is what causes positive emotions in the child, joyful surprise, and a desire to work creatively. However, it is often difficult for educators to add variety to all aspects of work and to free children's activities, to come up with many options for classes on topics.

on the organization of manual laborin kindergarten

Kunavina L.Yu., educatorfirst qualification category

“The world will be happy only when every person has the soul of an artist. In other words, when everyone will find joy in their work, ”- Rodin.

Artistic labor- this is a productive and at the same time instrumental activity in which the child masters tools (scissors, a knife, a stapler, a needle, a crochet hook, etc.), explores the properties of various materials (paper, fabric, dough, foil, leaves, etc. ) and transforms them in cultural ways in order to obtain a specific result.

Artistic manual labor combines the essential characteristics of artistic and labor activity.

Artistic manual labor is a transformative, creative, socially motivated activity aimed at creating a specific product that harmoniously combines functional and aesthetic properties (the unity of utility and beauty).

Main manual labor task- to teach children to make crafts with pleasure, work with any material at hand, fantasize and make cute crafts with their own hands so that the process and result of the work can be seen.

Work organization methodology preschool children is based on the principles construction of the pedagogical process:

1. From simple to complex.

2. The principle of systematicity.

3. The principle of thematic cycles.

4. Individual approach.

5. The principle of consistency.

When conducting classes, it is necessary to take into account the specifics of the age of children and use appropriate teaching methods and techniques depending on the tasks:

explanatory, illustrative

reproductive,

problem statement,

Partial search,

Reflective techniques and methods,

Game.

Explanatory - illustrative: conversation, questions, reading fiction, figurative word (poems, riddles, proverbs, tongue twisters), explanation, description, reminder, encouragement, persuasion, analysis of the results of one's own activities and the activities of comrades.

A large place is given visualization (teacher's demonstration, example), that is, a real object (panel made by an adult, appliqué, etc.). In the course of classes, visualization is used in some cases in order to direct the child's efforts to complete the task, and in others - to prevent errors. At the end of the lesson, visualization is used to reinforce the result, to develop a figurative perception of objects, plot, and design.

Used in class and practical methods(independent and joint performance of crafts). Making crafts, composing a composition in the presence of children and telling aloud. Thus, the desire to “think aloud”, that is, to master and pronounce actions, is encouraged.

For the correct development of skills in working with the simplest tools and materials, it is necessary to show and explain the educator, certain practical actions of children under the supervision of an adult who monitors the correct execution of operations and the formation of a skill.

Game techniques can be used in any type of lesson and in each part of it: in the process of setting and motivating the task, in the performing part of the activity, in the analysis of children's activities, in the analysis and evaluation of children's work.

Methodological techniques used in manual labor:

Examination (the teacher pays attention to the technique, ornament, color, combination of colors, structure);

Analysis of the sample made by the teacher (detection of the method of creation, the basis of the design);

Analysis of a series of samples made in one way (isolate a generalized way of their creation);

Analysis of intermediate results and motivation for self-control (teach actions of comparison, pronounce the names of actions, designations);

Analysis of the craft (give a pre-installation for self-control of the implementation of control actions, mutual control).

Classes with children can be carried out according to the following scheme:

1. The beginning of the lesson is a surprise moment, a fairy tale plot or some kind of motivation for creating a work. Riddles are made, poems are read, conversations are held.

2. A story that is accompanied by a demonstration of the material. Children explore the form, pay attention to color, structure, and other features.

3. Demonstration of samples, panels, applications, compositions, their analysis.

4. Explanation of creation techniques. It is important to encourage children to make suggestions about the sequence of the task, to note the features of working with this material.

5. Finger gymnastics, hand warm-up.

6. Self-made crafts.

7. Analysis of finished crafts of one's own and comrades.

8. Cleaning of workplaces, tools, remaining material.

Starting work on teaching children how to create crafts from various materials, the main attention should be paid to mastering the basic techniques by children. But this does not mean that creative tasks should be excluded. Often, teaching techniques goes hand in hand with the development of children's creativity.

Before teaching children how to work with natural and waste material, fabric and paper, it is advisable to conduct classes to get acquainted with the properties of these materials. When teaching various methods of converting materials, the most significant place among the methods and techniques used will be occupied by the process of making crafts. At the first lessons there is a full demonstration with a detailed explanation of their actions. As children acquire the necessary experience, children should be more often involved in the show. When familiarizing preschoolers with various (materials) techniques, a phased display can also be used. In the classroom and outside the classroom, the teacher forms general ways to create crafts according to a model, drawing, pattern. To do this, he sets the task for the children to “learn to consider crafts, read a drawing, make a pattern”

Properly organized examination of samples helps children master generalized methods of analysis - the ability to determine its main parts in an object, establish their spatial arrangement, and highlight details.

The activity of children in the transformation of different materials is in itself interesting for them, and at the same time, it contributes to the formation of combinatorial skills and creativity. And the use of fiction and surprise moments in the classroom makes it even more exciting and helps to overcome the difficulties that arise.

The widespread use of gaming techniques has a positive effect on the emotions of children, which in turn have an impact on the development of creativity in preschoolers. It is necessary to strive to create in the group and at the lesson itself an atmosphere of mutual empathy, admiration for the successes of children.

In order for the tasks put forward to become significant for children, the educator reveals the “immediate prospects” - the practical application of the acquired knowledge and skills. To this end, during the classes, the teacher shows drawings or samples of various crafts that can be done in his spare time, and after the lesson he places visual material in the corner of manual labor

Children, considering their crafts, not only rejoice at success in work, but also self-critically evaluate the work.

Evaluation of children's activities is carried out from the standpoint of the success of solving the tasks: What went well and why, what else should be learned, what is the reason for the failure. The content of the evaluation depends on the specific task. Gradually complicating the content of classes, activating children's experience, the teacher forms cognitive interest as a motive for learning activities. Applying the acquired knowledge and skills in manual labor, children realize their importance in practical activities.

Ready-made children's works have a great impact on the children. They contribute to the formation of children's interest in this work; encourage them to take the initiative to improve their work skills. For this purpose, an exhibition of children's works is organized in the group.

The child in the process of labor feels like an adult, and this consciousness that he works, works like an adult, brings him joy, supports his interest and love for work.

L.V. Panteleeva, E. Kamenova emphasize the leading role of the educator, who not only explains to the child the techniques of handling various materials, but also systematically, purposefully teaches to understand the beautiful, cultivates a careful attitude to folk experience and traditions.

In order for children's work to be interesting, of high quality, and to have an aesthetic appearance, it is necessary to stimulate the creative activity of children, to provide the child with maximum independence in activities, not to give direct instructions, to create conditions for the manifestation of his own imagination.

“The creation of a new image occurs through the interconnection of imagination, thinking, arbitrariness and free activity” - according to Vygotsky L.S. “Thanks to this relationship, the imagination makes a full circle: from the accumulation, processing of impressions to the stage of bearing and shaping the products of the imagination.”

It is very important to teach a child to be independent - he invented it himself, cut it out himself, sculpted it himself, glued it himself, etc. (without refusing at the same time to help him with the difficulties that have arisen). And it is not unimportant to educate children in careful handling of their crafts, not to be distracted during work, to bring their plans to the end, not to quit work, to help a friend finish the work.

The children's work passed through the heart has no price, it is clear that its name is exclusive and it should go down in the history of the development of the baby.

The collective form of conducting classes helps to create interesting multifaceted and colorful compositions, has a positive effect on the moral and aesthetic development of the child, contributes to the ability to coordinate one's desires with the desires of other children, and help each other in difficult situations. Various forms of association are used: in pairs, small groups, the whole group, each separately for connection into a common composition.

v Working with fabric, threads:

decorative appliqué,

Collages of fabric, beads, beads,

Weaving, weaving;

Production of panels, doll clothes, costume details for games, souvenirs;

v Working with natural material:

Production of small and large sculptures - animalistics,

Making decorative collages from dry plants, straws,

Weaving from twigs, dry grass,

Making decorative bouquets

Making a living corner;

v Work with paper, cardboard:

Application from paper of different textures in combination with fabrics, natural materials,

Production of decorative panels, postcards;

Production of volumetric and planar objects and structures for decoration of holidays, decorations, souvenirs.

v Working with clay, dough, plaster:

Creation of decorative ornaments

Creation of panels for interior decoration,

Making small sculptures, toys - souvenirs, doll dishes;

v Working with waste and artificial material:

Knitting and weaving from yarn, decorative braid, colored wire,

Production of decorative ornaments and household items,

Production from various boxes, remnants of fabric, fur.

Instead of traditional classes, a form is offered creative projects , which are characterized by the following:

- identifying not a specific topic, but meaning as a way for each child to comprehend the world around him and his being in this world;

- expanding the boundaries of educational and real (material) space (museums, exhibitions, master classes, workshops at the kindergarten site, walks and excursions, cultural events);

- involvement in the project activities of other people - adults (parents, grandparents, teachers of additional education, artists and masters of folk art, music director, guide, etc.) and children of different ages in order to expand the team of like-minded people, go beyond the established group;

- discussion of the problem at all stages (from concept development to implementation and application) with the teacher and other children to comprehend the results obtained and make decisions about further actions;

– presentation of the result of productive activity that has personal and social significance (man-made toys, books, albums, souvenirs, collages, layouts, arrangements, installations, collections).

Also one of the forms is the creation portfolio (individual, collective, family), teachers, parents and children themselves take part in this process.

Forms of presentation of the results of productive activity:

organization of exhibitions of children's works with their subsequent use in interior decoration, in puppet and living corners, in setting a dinner table, in decorating a hall and in a theatrical performance, etc.,

open events

participation in reviews, competitions of a kindergarten, city, district, Russian Federation.

Working with parents involves: folders - folding beds, information stands, individual consultations, master classes, questionnaires, parent meetings, seminars - workshops.

Conditions for successful organization of manual labor:

• saturated with materials and a variety of materials for children's artistic creativity subject-developing environment
• free access to materials and the possibility of experimenting with them
• creation of an emotionally positive creative atmosphere in the process of joint pedagogical activity with children
• the use of products of artistic creativity created by children for the design of a preschool institution, the preparation of attributes of performances, the organization of exhibitions, participation in competitions; creation of a museum of children's crafts and a mini-library of children's handwritten books;
• direct involvement of parents in the process of creative activity with children
• provoke parents to evaluate the results of children's artistic creativity.

The theory and practice of modern non-traditional children's manual art indicates the wide possibilities of this exciting and useful, creatively productive activity for the comprehensive development of children.

Literature

1. Lykova I.A. Artistic work in kindergarten: Teaching aid. M.: Publishing House "Color World", 2011.
2. Grigorieva G.G. The development of a preschooler in visual activity. - M: 2003, - 344p.
3. Kutsakova L.AT. We create and craft. Manual labor in kindergarten and at home. - M: Mosaic-Synthesis, 2007.

Manual and artistic labor as a type of labor of preschool children

CONTENT

Introduction

Labor is a purposeful human activity aimed at modifying and adapting natural objects to meet their needs.

K.D. attached great importance to labor education. Ushinsky - "Education should not only develop the mind, arm with knowledge, but also kindle a thirst for serious work in a person ...".

A.S. attached great importance to work. Makarenko, N.K. Krupskaya, V.A. Sukhomlinsky. Throughout the development of preschool education, much attention has been paid to the problem of labor education of preschoolers:

It was considered important and obligatory to introduce self-service work, work in the garden and in the garden, manual labor with various materials.

Leading tasks were identified - to learn to work with joy; learn to work well.

Since 1964, systematic in-depth studies of the problem of labor education began: V.G. Nechaev, G.N. Godina, D.V. Sergeeva, R.S. Bure, A.D. Shatova and others.

Their research gave an answer to the question about the content, means, methods and forms of labor organization and its role in educating the personality of a child of childhood.

The absence of a labor component in the educational process can lead to a delay in the development of the individual.

Characteristics and significance of manual and artistic labor for the formation of the personality of preschoolers

The manual labor of children is an independent production of crafts using the simplest tools. This work, as a rule, carries a practical, to a certain extent useful orientation. Children's awareness of the expediency of their labor activity has a significant impact on its quality, on the attitude of each child to the process and result of labor. The individual nature of manual labor (meaning that even in collective work, each of the children performs some part of it with his own hands), subject to the consistent involvement of all children in it, makes it possible to fix and correct some shortcomings. Labor becomes an effective means of educating and developing a personality only when it is naturally included in the daily life of a kindergarten, is aimed at satisfying children's interests, is feasible for a child,

The performance of collective tasks develops in children the ability to negotiate among themselves, to subordinate their interests and desires to a common goal, instills a sense of camaraderie, mutual assistance, responsibility, develops initiative, ingenuity. In the process of performing collective tasks of a visual nature, children learn to independently plan the upcoming work, coordinate their actions with the general plan, think over the sequence of its implementation, select and use the necessary visual material. At the same time, in collective work, the individual characteristics of children are clearly revealed, and creative abilities are formed.

Artistic labor is the labor of a child with various materials in order to create useful and artistically and aesthetically significant objects and products to decorate his life, games, work and recreation. This child labor is a decorative, arts and crafts activity, since the child, when creating beautiful objects, takes into account the aesthetic qualities of materials based on his ideas, knowledge and practical experience acquired in the course of labor activity. Properly organized manual and artistic labor gives children knowledge about the quality and possibilities of materials, stimulates the desire to master the peculiarities of craftsmanship, and introduces them to decorative and applied arts.

The formation of a child's personality is impossible without labor education. In the senior and preparatory groups, the main role is played by manual labor with elements of creativity. The manifestation of creativity of preschoolers is determined by the nature of the performance of the mental tasks offered to them. It is important that children can release their creative energy. In terms of practical significance, the basic skills and abilities acquired in needlework classes are necessary for every person. Many important qualities are brought up in these types of labor: the habit of effort, the ability to overcome obstacles, responsibility, the ability to plan work and foresee the stages in the sequence of its implementation.

In particular, beading is a type of needlework with which you can solve the following tasks:

to instill interest in the culture of their homeland, in the origins of folk art, to cultivate an aesthetic attitude to reality, diligence, accuracy, perseverance, patience, the ability to complete the work begun, mutual assistance in the performance of work, an economical attitude to the materials used, instill the foundations of a culture of work.

· to develop motor skills, imaginative thinking, attention, imagination, creativity, to form an aesthetic and artistic taste.

In the process of classes, children develop attention, observation, imagination, fantasy, creativity. In each task, in each lesson, children are given the opportunity to dream up, the introduction of their own images into the work is encouraged. Practical work on beadwork develops the eye, fine motor skills of the hands, which is the most important element of general labor training.

In the process of doing artistic work in children of senior preschool age, all mental processes are formed, creative abilities and a positive-emotional perception of the world around develop. N.K. Krupskaya: "Classes in artistic manual labor should be gymnastics for the eyes and touch, establish the coordination of visual impressions of motor reactions, give a concrete acquaintance with the world of things."

Teaching classes in artistic and manual labor is impossible without the formation of such mental operations as analysis, comparison, generalization. In the process of observation, when examining objects and their parts, the size and location of the parts in the object, the color image of objects of different shapes, their comparison and the establishment of differences. At the same time, children learn to compare objects, phenomena and distinguish between common and different in them, to combine objects by similarity.

In the classroom for artistic work, the speech of children develops: the assimilation of the names of forms, colors and their shades, spatial designations that contribute to the enrichment of the dictionary.

A child who can do a lot feels confident among his peers. He is desirable in their games as well. In their little deeds. All this provides the child with a comfortable position among children and adults, contributes to the manifestation and formation of such an important personal quality as independence. The child becomes more sensitive to the beauty in the surrounding life, in objects created by hands, people. The child begins to appreciate the results of the work of not only his own, but also someone else's.

Methods of organization and management of manual and artistic labor in different age groups

junior groups. It is necessary to arouse interest in the "research" of the material and work with it, to help gain confidence in their own abilities, to enjoy the result of their work. It is necessary to promote the development of spatial relations between objects and certain physical laws by children, the knowledge of the properties of materials. To form in children the basic practical skills of working with materials and tools.

Middle group. Here, paper design is already being taught: bend a rectangular sheet of paper in half, combining sides and corners, glue to the main shape of the part. You can teach how to make crafts from natural material: bark, branches, leaves, cones, chestnuts, etc. The teacher teaches you to use glue, plasticine to fix the parts; use coils, boxes of various sizes, plastic bottles, etc.

Senior group. There is an improvement in the ability to work with paper: bend the sheet four times in different directions; work on the finished pattern. Children learn how to create three-dimensional figures from paper: divide a square sheet into several equal parts, smooth out the folds, cut along the folds. The training continues to create toys, souvenirs from natural materials (cones, branches, berries) and other materials (coils, colored wire, empty boxes), firmly connecting the parts. Skills are being formed to independently make toys for role-playing games; souvenirs for parents, kindergarten employees; Christmas tree decorations. It is good to involve children in making manuals for classes, and independent activities, repairing books, board-printed games.

School prep group. Here it is already possible to divide the work of the educator into several types:

Working with paper and cardboard - continue learning to fold paper in a rectangular, square, round shape in different directions; use paper of different textures, make markings using a template; create fun toys; creating objects from strips of colored paper, selecting colors and their shades in the manufacture of toys, souvenirs, costume details and decorations for the holidays; formation of the ability to use the sample; creating a variety of voluminous origami toys.

Work with fabric - teach how to thread a needle, tie a knot, sew on a button, a hanger, sew the simplest products with a “needle forward” seam; teach how to make an appliqué using pieces of fabric of various textures, apply a contour with a crayon and cut it out in accordance with the intended plot.

Working with natural material - creating figures of people, animals, birds from acorns, cones, seeds, etc., conveying the expressiveness of the image, creating general compositions.

Conditions for independent creative activity of preschool children:

· subject-developing environment, saturated with materials and various materials for children's artistic creativity;

free access to materials and the possibility of experimenting with them;

Availability of samples of products and handicrafts;

The use of art products created by children for the design of a preschool institution, the preparation of performance attributes, the organization of exhibitions, and participation in competitions;

creation of a museum of children's crafts, albums, books;

direct involvement of parents in the process of creative activity with children.

For successful training of preschoolers in manual and artistic work, it is necessary to carry out certain preliminary work:

creation of exhibitions

creation of collections (candy wrappers, buttons, shells, stones, etc.)

creation of albums (samples and schemes of crafts, types of fabrics, herbarium, etc.)

experimentation

viewing filmstrips

reading literature

looking at pictures

· excursions

collages

Materials and tools necessary for manual and artistic labor in the preschool educational institution:

natural material (cones of spruce, pine, cedar, needles of coniferous trees, bark, leaves, bones of fruits and berries, eggshells, pebbles, cereals, seeds of vegetables and flowers)

junk material (boxes and jars of different sizes, discs, lids, tubes, candy wrappers, etc.)

paper (plain, corrugated paper, napkins, newspapers, cardboard, foil)

fabric, wire, cotton wool, cellophane, beads, foam rubber, buttons, etc.

scissors, glue, plasticine, brushes, sewing needles.

Conclusion

Manual and artistic labor - according to its purpose, is labor aimed at satisfying the aesthetic needs of a person.

Its content includes the manufacture of crafts from natural materials, paper, cardboard, fabric, wood. This work contributes to the development of imagination, creative abilities; develops small muscles of the hands, contributes to the cultivation of endurance, perseverance, the ability to bring what has been started to the end.

With the results of their work, children delight other people by creating gifts for them.

Artistic work in a preschool institution is presented in two directions: children make crafts and learn to decorate the group’s premises for the holidays with their products, arrange exhibitions, etc.

Separate elements of manual and artistic labor can be introduced already in the younger groups.

The participation of an adult is required. More precisely, children help an adult in creating crafts. And although the activity of children of this age is minimal, it is very useful to get involved in such interesting work.

The kid sees how in the hands of the teacher a simple wand suddenly turns into a doll, and a ball into the head of a funny clown. This "magic" fascinates children, delights and encourages them to their own activities.

Bibliography

1. Bondarenko T. Introduction of preschoolers to work. Methodological guide: - Method; 2014, 208 pages

2. Bure R. Preschooler and work. Theory and methods of labor education. Manual for preschool teachers: - Mosaic-Synthesis; 2011

3. Dmitriev Yu.A. Preparing students for the labor education of preschool children // Lecturer XXI century. No. 1, 2013, p. 104-109

4. Karpyuk, G.A. methodology and practice of education and training. No. 4, 2012, p. 54-56

5. Kutsakova L.V. Design and manual labor in kindergarten. Program and methodical recommendations. For children 2-7 years old: - Sphere, 2011

6. Saygusheva L. I. Technologies for introducing preschoolers to work: Phoenix, 2013, 221 p.

7. Saygusheva L.I. Education of labor activity in children of senior preschool age: LAP LAMBERT, 2012, 219 p.

8. Semenova N. A. Possibilities of organizing research activities in the process of labor education of preschoolers // Kindergarten: theory and practice. No. 8, 2011, p. 70-75

9. Khlybova G.V. Labor education of preschool children (from work experience). Collection of proceedings of the conference "Education: Traditions and Innovations". 2014, p. 450-452

Already in preschool childhood, a child is able to understand and absorb those human thoughts, feelings, values, ideals and that attitude to life that are expressed in folk art and in artistic work. The fundamental values ​​of the spiritual culture of the people, passed down from generation to generation, are sincerity, kindness, openness, collectivism, love of truth, disinterestedness, non-covetousness, tolerance, which contributes to the education of people who perceive life optimistically, endowed with a sense of civic responsibility and freedom.

Artistic labor is a universal integrated activity with a long history and centuries-old traditions of folk culture. All artistic techniques and technologies known to us are based on ancient actions or operations: weaving, tying, stringing, stitching, cutting, twisting, twisting, etc. And many traditional art products (gingerbread and bagels, baskets and rugs, bowls and pots, earrings and brooches) were invented in ancient times and embodied in folk arts and crafts.

Artistic work is a transformative, creative, socially motivated activity aimed at creating a specific product that harmoniously combines functional and aesthetic properties (the unity of utility and beauty). Artistic work is available for the successful development of preschool children. A lot of important things fill the life of children with emotionally significant events, create a "field" for meaningful communication with parents, teachers and other children. At the same time, artistic work is a very free activity associated with experimentation and self-realization, self-development, self-knowledge at the level of genuine creativity, in which something new is created.

Artistic work is a productive and at the same time instrumental activity in which a child masters tools (scissors, a knife, a stapler, a needle, a crochet hook, etc.), explores the properties of various materials (paper, fabric, dough, foil, leaves, etc. .) and transforms them in cultural ways in order to obtain a specific result.

The applied result of artistic work is hand-made toys and books, souvenirs and gifts, various items for arranging the playing and living space. But the most significant result is the experience of mastering folk culture on the basis of universal abilities that allow a person to be successful in any activity, regardless of what profession he chooses in the future and what culture he will be integrated into by the will of fate.

Purpose of art work - targeted and consistent education of aesthetic and everyday culture in children, promotion of personal growth and the formation of an emotional and value attitude to the world around. The fundamental idea is that children's artistic activity at all its levels - perception, performance, creativity - is organized as a child's entry into universal culture.

This goal reveals a number of fundamental theoretical provisions.

Firstly, artistic work appears to children as a universal way of familiarization with human culture. At the same time, the traditional understanding of methodology as a system of methods, methods and techniques artificially introduced by the teacher "from outside" is fundamentally changing. The educational process begins to be built "from the inside" in the form of cultural development, when each child not only experiences, but also "co-creates" the content at the level of cultural and personal meanings, passing the path of development of a universal culture.

Secondly, not specific themes, images or moods become central in the new content, but meanings and values as a way for a child to comprehend the world around him and his being in this world. In accordance with the specifics of artistic work, meanings and values ​​are expressed by aesthetic concepts: beautiful / ugly, good / evil, true / false, alive / inanimate, reality / fantasy, and many others. etc. These concepts appear as a semantic field of culture, which children master in an active creative process based on empathy, thinking and imagination.

Thirdly, the semantic field of culture is personified in the image of a person (folk craftsman, artist, designer, teacher), who conveys to children the crystallized experience of humanity and teaches them to look at the world through “human eyes”. A person as a bearer of culture forms in a child a diverse experience of communicating with objects of culture and different types of art: perception, performance, creativity (according to the vector “from life to art”).

In preschool and family education, following the traditions of folk pedagogy, which has always been and remains the pedagogy of cooperation and co-creation, is of fundamental importance. co-creation – this is the sphere and form of joint activity when the most favorable prerequisites for spiritual, moral, labor and artistic education are created, when the child, in accordance with his individual capabilities and abilities, chooses his own path of familiarization with universal culture. Let us turn to the wisdom of folk pedagogy, imagine one day in the circle of a friendly family.

The play of children is woven into the affairs of adults, and the troubles of households cannot be counted in a day. And here they are making small decorated rakes - and flowers on them, and curlicues: "Whatever the child amuses ...". Is there any fun here? The children entered the affairs of the family effortlessly, and, lo and behold, they were both nannies and assistants for the big one: he would feed the bird, water the calf, pick up a basket of mushrooms, water the seedlings, bring lunch to the field. Ayy baby! Hey, smart one! Here you have a birch bark basket with a carved lace frame, here is a miracle spindle, “it dances by itself, it looks like painted patterns”, here is a “roller with roosters, hens, different figures ...”. Either a joke or a deed, but he prepares for life, accustoms him, gladly gives big deeds of adults into small hands. So the saying was born: "Five are sitting on the benches, five are looking at the work ...". Yes, and those who are sitting, because they are also busy with something! Try to keep five idle! Sitting means either playing or working. The balalaika is strumming, and the kids are tapping in tune with their father; the father weaves the basket, and the children prepare, clean, collect the twigs, ask: “Let me try, I can do it,” the little girl is waiting for the lapotochki - they will finish the last one - and the round dance began ...

For a child, this is the beginning of the path “trace to trace” for the elders, wise and experienced: for mother and father, for grandparents, for brothers and sisters, as a call to adequately continue folk skills, to preserve family values ​​and cultural traditions of their homeland. Didn’t our distant ancestors think about a holistic and versatile upbringing when they created this wonderful world of family affairs and worries, home toys and fun, calendar holidays for children and passed it on as an invaluable gift by inheritance.

In the process of designing the content of artistic work in kindergarten, it is important to remember that artistic creativity, in its inner essence, is a special way of finding human meaning and conveying it to other people. Therefore, special attention should be paid to the universal action meaning formation, the essence of which lies in the establishment by children of a deep connection between the purpose of artistic work (an idea, an ideal plan - what and how we will do), a motivating motive (for what or for whom it is needed; what and how will change thanks to this) and the practical result (a specific subject , which is created in the process of artistic labor).

The specificity of artistic and productive activity is due to the fact that the child masters the general cultural ways of creating specific objects, expressing his thoughts, ideas, designs and freely transfers them to different situations, endowing them with cultural and personal meanings.

Consider this position using the example of the ability to tie a knot and a bow. First, the child learns to tie knots and bows in self-service activities (tying a scarf, tying shoelaces and ribbons on a jacket and hat). Then this skill is transferred to other situations: the child ties knots and bows, inflates a balloon, helps his mother arrange curtains or beautifully pack a gift. In art classes, he uses this skill to design holiday cards, make garlands, Christmas toys, etc. In the process of cognitive activity, the idea of ​​a "knot" helps the child to comprehend the concept of relationships in the surrounding world. And the teacher, designing options for integrating the cognitive and artistic activities of children, puts a universal meaning into the “knot” and “bow”, realizing that the “bow” is basically “infinite”, embodying the idea of ​​interconnection and development.

– experience in applying the so-called “ready-made knowledge” for orientation in life-practical and cognitive situations;

– experience in applying predetermined ways of performing various types of human activity;

- experience of creative activity;

- experience of emotional and valuable attitude to the world.

The first three types of experience are associated with the content, organization, regulation or form of a particular objective activity. The personal experience of an emotional-value attitude to the world is the experience of meaning, the inclusion of a given subject, activity (with its goals, process, expected results, etc.) in real life, it is an objective value that has become a subjective attitude, view, conviction, one’s own conclusion from the experience.

The structure of artistic work, as well as the basic psychological conditions and mechanisms of the process of mastering universal human experience, is most fully described by a system-activity approach, the basic position of which is the thesis that the development of a personality in the system of modern education is ensured by the formation of universal actions and abilities that serve as the basis of educational and educational process. As part of the main types of universal educational activities, determined by the key goals of general education, four blocks are distinguished: 1) personal; 2) regulatory; 3) cognitive; 4) communicative.

The main tasks of artistic work in kindergarten

1. To reveal the nature and essence of artistic work as a creative activity of a person who equips his life and organizes his life according to the laws of expediency, harmony, and beauty.

2. To promote the formation of an emotional and value attitude to artistic work as a manifestation of human life in all its diversity of facets (natural, material, social, spiritual); reveal the specifics of the result of artistic work - the unity of utility and beauty (functional and aesthetic).

3. Expand the understanding of the types of artistic and creative human activity; to acquaint with the work of a folk master, an artist-constructor, a designer. To form the idea that all types of labor can be creative if the person himself is a creator /

4. To enrich the experience of artistic and productive activity at all its levels: perception-performance-creativity, in accordance with age, gender, individual characteristics.

5. Develop aesthetic perception, creative imagination, lateral (flexible, creative) thinking, universal artistic abilities and educate the qualities of a working person - diligence, responsibility, honesty, communication, etc.

6. Promote the development of artistic methods, techniques, technologies and the development of general manual skills based on the integration of intellectual and artistic activities.

7. Create conditions for the personal growth of each child.

It should be highlighted basic psychological and pedagogical conditions , ensuring the success of the development of the content of artistic work by children as an integrated activity:

- a variety of types of artistic and productive activities;

- constant change of activities, united by the educational goal and the development program (unity of strategy and tactics);

– individual programs and development routes;

- the role of the teacher is to create conditions for free, independent activity and organization of the educational process by the method of real co-creation (with a teacher, parents, artist, craftsman, other children) in various forms of interaction;

– the presence of a specially equipped place (workshop, design studio, craft center, etc.), including a wide selection of materials, art tools, albums, cultural objects and works of art.

Instead of traditional classes, a form is offered creative projects , which are characterized by the following:

- identifying not a specific topic, but meaning as a way for each child to comprehend the world around him and his being in this world;

- expanding the boundaries of educational and real (material) space (museums, exhibitions, master classes, workshops at the kindergarten site, walks and excursions, cultural events);

– involvement in project activities of other people - adults (parents, grandparents, teachers of additional education, artists and masters of folk art, music director, guide, etc.) and children of different ages in order to expand the team of like-minded people, go beyond the established group;

- discussion of the problem at all stages (from concept development to implementation and application) with the teacher and other children to comprehend the results obtained and make decisions about further actions;

– presentation of the result of productive activity that has personal and social significance (man-made toys, books, albums, souvenirs, collages, layouts, arrangements, installations, collections);

- the absence of a single task for all and a single criterion for evaluating the result.

Creating a portfolio (individual, collective, family) and organizing exhibitions of children's creative works is a common task, in which teachers, parents and children themselves take part.

Today, educators and psychologists note that each child must set goals for himself, there can be no coercion to creativity, imposing ideas, interests and solutions. Individual development programs, independent artistic and productive activity in a situation of real “living” affairs, focus on children’s practical comprehension of the semantic field of folk culture, emotional and value attitude to the world around them, true integration of intellectual and aesthetic development, presentation and fixation of the result, organization of educational activities project method - these are the most important features of the design of artistic work in a modern kindergarten.

Literature

1. Lykova I.A. Artistic work in kindergarten: Teaching aid. M.: Publishing House "Color World", 2011.

2. Exemplary basic general educational program "World of Discovery" / Ed. L.G. Peterson, I.A. Lykova. M.: Publishing House "Color World", 2012.

3. Shkolyar L.V., Savenkova L.G. Childhood garden. New model of preschool education. Moscow: Russian Word, 2012.