Animation activities in working with preschoolers. Creating cartoons with preschool children in order to develop cognitive interest in children

Anna Kolomytseva
Kindergarten project “Do-it-yourself cartoons” for older preschool children

We all know that children love to watch cartoons on TV. IN kindergarten watching cartoons used as a leisure activity.

Typically, viewing cartoon films on television are very popular among preschoolers, occupy a certain place in their leisure time and have a significant influence on their upbringing and development, and perform a number of important functions in relation to children:

- Social-compensatory: cartoons compensate and make up for what, for some reason, the child lacks to meet his needs (in communication, cognition, emotional manifestations, etc.)

Hedonistic. Hedonism (Greek hedone - pleasure)- “an ethical position that affirms pleasure as the highest good and criterion of human behavior.” Features of television images, unity of form and content cartoons, performed at a high professional level, receive a certain response from children and help them see and feel the beauty of life around them. Characters for perception cartoons children joy and pleasure.

Educational. Perceiving cartoon, the child learns to analyze, compare, and evaluate many phenomena and facts, i.e., the child is being educated, his feelings, and character.

Heuristic (encouraging activity). Many cartoons stimulate the child’s creative abilities, develop his imagination, fantasy, as if pushing the child to develop a certain activity.

Having worked through a sufficient amount of literature, I, together with the children, developed project for senior preschool age« DIY cartoons» , because animation is a multi-faceted tool complex impact on the child's personality.

Type project: medium term (3 weeks) group joint childish-parental creative practical guidance project with variable results.

Participants: pupils senior group "A", parents, teacher.

Relevance of this project: Due to high sensitivity to visual images, due to lack of life experience, due to the purposeful influence of the creators cartoons Children easily and firmly assimilate the model of behavior offered on the screen. It is with regret that we have to admit that these models often have a destructive effect on the child. Undoubtedly, there is a responsibility of adults on whom depends « cartoon» children. But if in the early childhood quality can be controlled cartoons which the child watches, then in the future we will not be able to completely protect the child from the influence of the media. Therefore, there is a need to counteract what has fallen on children information flow, form them "internal filter": aesthetic taste, visual culture, sense of beauty. Before requiring a child to make an informed choice in favor of real works of art, it is necessary to teach him to understand the plot cartoon, distinguish visual arts, by which it is transmitted, perceive the humor and beauty of the created images.

Hypothesis project: We assume that when creating a collective cartoon for children not only development occurs artistic abilities, fine motor skills hands, as well as liberation of thinking, communication skills with each other and with adults are improved.

The main goal of the work on project: formation preschoolers looking at animation from a perspective creative person, existing collective experience in creating cartoons in the context of the educational field “Artistic and aesthetic development” according to the Federal State Educational Standard.

Tasks project:

Educational

Form at children elementary representation about secrets animations. Enrich your vocabulary children. To promote the development in a child of a conscious attitude to the choice and assessment of the quality of what he consumes multiproducts.

Developmental

Develop cognitive activity children, broadening your horizons when implementing this project, as well as artistic and creative abilities and figurative and artistic perception of the world children of senior preschool age using animation;

Educational

Cultivate interest, attention and consistency in the creation process cartoon, fostering a common culture, the ability to negotiate, distributing roles in a joint game, fostering collectivism and humanism.

Expected result:

1. Creation cartoons V different techniques execution (plasticine animation, silhouette animation);

2. Creation of a creative exhibition of drawings "My favorite character cartoon» (together with parents);

3. Improving communication skills.

Stages of work on project:

1. Preparatory

(selection of topics and performance techniques cartoon, necessary equipment to work on project)

2. Motivational - informational

(creating motivation for teachers, accepting the task by children)

3. Practice-indicative

(Initial analysis of the task, development and creation of scenery, animation of characters, filming cartoon)

4. Reflexively generalized

(installation cartoons teacher using the Movie Maker program. Show result project on parent meeting and in the group)

Let's look at each stage in more detail. Preparatory stage given project consisted of the teacher creating a variable form of planning organized activities children; selection of theme and performance technique cartoon, corresponding age of children;

Two creation techniques were chosen cartoon: planar (silhouette) animation and plasticine animation, which is one of the types of puppet animation, by topic "Seasons" And "In the world of a dinosaur". These topics were not chosen by chance. For example, on the topic "Seasons" children have certain ideas (what time of year it is now, what time will come after winter, characteristic differences from each other) and when creating a plot they will primarily rely on own knowledge. And the topic cartoon"In the world of a dinosaur" will give scope to imagination and creativity, especially since last year with children, as part of project week in kindergarten, (slide5) was carried out project"In the world of a dinosaur", one of the results of this project was the creation of a model for dinosaurs, which children still willingly play with. For shooting cartoons we will need a tripod and a camera. When developing planning for organized activities children in the project the following educational region: cognitive development, speech development, artistic and aesthetic development, social, personal, and physical development.

In an organized educational activities By topic: "Secrets animations» , children learned how to create cartoons, what they are like, what they can be made from, how the characters come to life. Get to know the professions « cartoonist» , "artist-animator", "director" and etc.

At first project a conversation was held with the children "My favorite cartoon» , the purpose of which is to summarize children to the problematic issues of this project. During the conversation, the children talked about your favorite cartoons, these heroes cartoon. And when I asked the question, do you know how they are created? cartoons, many began to invent, compose, and most children answered"No". Then I invited them to find out how they are created cartoon. Also in the conversation another question from our project -"Can we create cartoon?" When working on project were used didactic games, such as "Seasons", "Give me a word", « Cutting pictures» , their purpose was to clarify the ideas children on the topic of the project, as well as test the knowledge already acquired in organized educational activities. To develop creative imagination, children were given the task of guessing “Who is Cheburashka?”. (answers children"bear", "monkey with big ears"). Target tasks: teach to follow the logic of the plot, convey experiences characters, come up with an ending cartoon. All this served as an immersion in the work of creating a scenario for the future cartoons. During project the guys more than once rethought the actions of the heroes, what they would be, and also came up with various options development and ending of the plot. After watching the fairy tale "Snow Maiden", the children were asked to stage what they saw, and then using technology "commented drawing" create a collective drawing of a fairy tale.

Children got acquainted with fiction on the topic project, an exhibition of books written based on the plots was created cartoons.

When creating the scenery, the children were involved in role-playing game "Little artists" animators» . This helped them understand what decorative artists do when creating cartoons and create your own our own scenery and heroes for our future cartoons. When working on the first cartoon The guys could only describe the character and the scene in general terms. But later, when working to create the next cartoon they were able to independently determine what decorations they would need and what to make them from.

Reviving characters. Due to the characteristics of its age children find it difficult to wait until everything is ready; they enjoy playing with with your crafts.

Shooting cartoon carried out frame by frame on a camera. For this in the right way scenery and characters are exhibited. Achieving smooth and realistic movements requires large number frames, i.e. it is necessary to film everything, even the most minor changes in the position and poses of the characters. Children were also involved in role-playing games "We animators» , roles were distributed, all this contributed to the successful shooting cartoon. After all, filming cartoon is the most labor-intensive, but at the same time a fascinating process when children rightfully feel real animators.

When working with parents within project a review guide has been compiled cartoon houses in, and also provides a small list cartoons, which can not only entertain, but also teach. Children, together with their parents, organized an exhibition of drawings on the topic "My favorite character cartoons»

The final stage. Installation cartoons from photos, which can be done in almost any video program. I used the Windows Movie Maker program, which is one of the standard programs in the Windows operating system.

(show cartoon slide 2 and slide 3)

Thus, during project we only worked with adding music to the video, but voicing the characters by children is the prospect of our next project

Project« DIY cartoon» - provided each child with the opportunity not only to gain knowledge, but also to develop creative abilities and develop communication skills.

The formation of a new education system, focused on entering the global space, requires significant changes in pedagogical theory and practice of preschool institutions, intensifies the search for new, more effective psychological and pedagogical approaches to the organization process preschool education and training.

The identified contradictions between the need to form cognitive interest in children of senior preschool age and the insufficient use of means of developing this interest in preschool children through the creation of cartoons in preschool educational institutions, made it possible to identify the problem, which is to find means of developing cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.

Goal: Theoretically substantiate and implement means of developing cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.

Object: The process of forming cognitive interest in children of senior preschool age.

Subject: Means of developing cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.

Hypothesis: the formation of cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions will be effective if cartoons are used as the main means.

Tasks:

To analyze the psychological and pedagogical literature on the research topic, to specify the concepts of cognitive interest of children of senior preschool age.
To consider the features of the formation of cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.
To theoretically substantiate and test in practice the means of forming the cognitive interest of children of senior preschool age.

Research methods: analysis of psychological and pedagogical data presented in the literature on the structure of cognitive interest and the patterns of its formation in children of senior preschool age; pedagogical experiment, during which the level of formation of cognitive interest was determined; processing of data obtained in observations and experiments.

One of important means the formation of cognitive interest is the use in educational process creative tasks, which can transform traditional classes by rationalizing children's interest, optimizing the processes of understanding and memorizing material in the main areas of preschool education, and most importantly, raising children's interest in independent educational activities.

Cognitive interest, first of all, arouses and reinforces that educational material that is new, unknown for students, makes them wonder, and amazes their imagination. Surprise is a strong stimulus for cognition, it primary element. But cognitive interest in educational material cannot always be maintained only by vivid facts, and its attractiveness cannot be reduced to surprising and striking imagination. K. D. Ushinsky also wrote that a subject, in order to become interesting, should be only partly new, and partly familiar . The new and unexpected in educational material always appears against the background of the already known and familiar. That is why, in order to maintain and develop the cognitive interest of older preschoolers, it is important to teach them the ability to see new things in the familiar.

Creating a cartoon with preschool children – modern look design technology, very attractive to children.

Animation is a type of film art, the works of which are created by the method of frame-by-frame filming of successive phases of the movement of cartoons. (graphic or hand-drawn animation) or volumetric (3-dimensional or puppet animation) objects. The art of animation is practiced by animators (animators). The animator comes up with cartoon characters, sketches the main scenes, works on the facial expressions and gestures of the characters, and looks for interesting techniques that make the film stand out from the crowd of others. Engaged in storyboarding and coloring of the future film, character animation (works through their movements, drawing intermediate phases). Usually several specialists work on a cartoon, and each of them does their part of the work.

Cartoons (final animation product) are created by either frame-by-frame shooting of manually moving stationary objects step by step, or by drawing (on celluloid, paper or computer) phases of object movements, with their further combination into a single video sequence.

The main pedagogical value of animation as a form of modern art lies, first of all, in the possibility of comprehensive developmental education for children. In addition, it is animation that helps bring the interests of adults and children as close as possible, distinguished by the accessibility and uniqueness of the genre. With its help, you can make the learning process fun for preschoolers. The positive impact of animation can be an excellent educational tool for liberating thinking and developing a child’s creative potential.

The process of creating a cartoon is an interesting and exciting activity for any child, since he becomes not only the main artist and sculptor of this work, but also voices it himself, forever preserving the result for himself in the form of a finished video product. You can create a cartoon with both children of primary preschool age and older preschoolers. It all depends on the involvement of children in the process of creating a cartoon. Thus, children 3-4 years old can, with the help of an adult, create scenery, draw or sculpt cartoon characters; during shooting - move the figures, they can voice it. Children of senior preschool age can already act as a cameraman, screenwriter, or animator director. (animator), artist, actor and composer .

Creating a cartoon is a multifaceted process that integrates various types of children's activities: speech, play, cognitive, visual, musical, etc. As a result, students develop such significant personal qualities as curiosity, activity, emotional responsiveness, and the ability to manage their behavior , possession of communication skills, etc. .

The filming process includes:

inventing and discussing a plot;
creation of characters and scenery;
filming a cartoon – on average 200-300 frames (photos);
installation.

The algorithm for creating a cartoon is as follows:

Choose famous fairy tale, story or poem (or we remember a story from experience, or we make up a story ourselves), idea - script
Preparing for filming a cartoon, creating characters.
Preparing scenery and background
Installation of scenery on the shooting site.
Shooting a cartoon - animation (one of the children plays the role of operator and takes a place at the video camera or camera (mounted on a tripod), and the rest carry out actions in the frame, rearranging the characters and scenery in accordance with the planned plot):
the greater the detail in the character’s movement, the more natural and smooth the movements will be;
When shooting, you must ensure that static objects (background) didn't move;
do not forget that changes may occur in the scenery (the wind blew and the tree swayed);
should not be included in the frame foreign objects, animators' hands, shadows;
In order for the characters’ movements to be clear, you need to shoot from one point, fixing the camera (preferably on a tripod) without moving or zooming in on the image.
Cartoon montage (all footage is transferred to the computer, viewed, unnecessary frames are deleted):
the more frames per second, the smoother the characters’ movements; the less, the more intermittent. Timing: usually we take 4 frames per second, sometimes 1 (it all depends on the program). Accordingly, at a speed of 1 frame per second, 60 photographs need to be taken for a minute of film.
It is not at all necessary to make every move of the hero; you can combine them later on the computer. For example, a head nod - you can take 2-3 frames and then repeat them.
Then the children take turns recording the voiceover, pronouncing their lines on a suitable frame:
if necessary, write down the text in small pieces;
There must be absolute silence while recording "in a studio" (no extraneous noise);
sound effects can be used (the creaking of the door, the sound of the surf...).
Musical accompaniment, titles.

The cartoon can be made in various techniques:

transfer (drawing characters on paper and cutting them out, for each frame the cut out pictures move)– good for those who like to draw;
plasticine animation (modeling from plasticine)– good for those who like to sculpt. Can be flat (like relay) and volumetric (like stop motion animation);
object animation (ready-made toys are used: "Lego" , cubes, men, cars)– allows you to revive your favorite toys, suitable for those who love to build and design, and for those who do not really like to draw;
flowing animation (drawing with bulk materials - cereals, semolina, coffee)– from 10 years, no more than 4 participants;
pixilation (animation with the presence of the participants themselves in the frame, makes it possible to do various tricks - reviving objects, transformations, passing through a wall, flying, etc.) You need good lighting in the room where the shooting takes place, or the ability to shoot outside.

Techniques can be mixed.

When creating a cartoon, children consolidate the ability to take on different roles in accordance with the plot, improve the ability to independently choose a fairy tale, poem or song. They can create a story about their family, talk about our country, or go on a trip to a distant planet. You can create a cartoon about your kindergarten, and the heroes will be the children of the group, talk about how they spent their day today, or maybe about how they swam in the pool or helped the kids get dressed for a walk. The theme of the cartoon can be anything, it all depends on the imagination of the child and the teacher.

Creating a cartoon with preschool children is one of the effective means of developing cognitive interest. Animation helps to bring together the interests of adults and children as much as possible, distinguished by the accessibility and uniqueness of the genre. With its help, you can make the learning process fun for preschoolers.

Thus, creating a cartoon is a technology that allows a teacher to solve many goals and problems.

The organization of work suggests the implementation of the following stages:

First stage. Conducting a primary contrast experiment. In the process of working on the problem at the search stage, a diagnosis of the level of development of cognitive interest was carried out. Carrying out such diagnostics is necessary both to identify the initial level of development of the characteristics being studied, and for the targeted selection of tasks that contribute to the formation and development of research skills.

Second phase. Development and testing of a program for the development of cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions for the formation of more high level.

Third stage. Carrying out a repeat control experiment.

The purpose of the third stage is:

conducting a repeated experiment to diagnose the level of cognitive interest;
analysis of the results obtained during the initial and repeated experiments.

Diagnostics of the level of development of cognitive interest included various techniques. (Annex 1)

Based on these indicators, I assessed the level of development of cognitive interest in older preschoolers - preparatory group.

To determine the initial level, we used the method of observation, conversations with teachers working with these preschoolers, and studying children in the process of joint preparation and carrying out a collective creative activity. The results were assessed according to the following criteria: cognitive, emotional-volitional, motivational, effective-practical. The results obtained were summarized.

To identify the level of development of cognitive interest according to the criteria, an observation sheet was used. The results for the first two methods are presented in table. 1. (Appendix 2)

The results were assessed using a five-point system, with a total score obtained. An analysis of the results obtained can be seen in Figure 1. (Appendix 3)

As can be seen from the diagram, total score does not exceed 2.3 points, which corresponds to the second level of ability to structure theoretical material. Criterion "cognitive" amounted to 2.3 points. The result obtained is low, which indicates that preschoolers have virtually no interest in learning, both in computer science and in other subjects. By criteria "motivational" And "emotionally-volitional" the results obtained were 2.1 and 2.2 points, respectively, which is also sufficient low result. Particularly low results for such criteria as "effectively practical" . In general, the results obtained are very low, which indicates that preschoolers’ cognitive interest has not been formed and has no tendency to develop.

As a result of the research carried out using the method of D.B. Godovikova we obtained the following results.

– A high level of development of cognitive activity was demonstrated by 25% of children of senior preschool age who took part in the experiment. These children demonstrated sustained interest and attention to the object that interested them, interacted with it for a long time, and told how to play with this object (For example, “I also have a construction set at home. I use it to build towers and car garages.” ) . While interacting with the selected objects, these children demonstrated joy, surprise, concern and other emotions both in verbal ("Hooray! I managed!" or vice versa, “Something’s not working out for me” ) , and on a non-verbal level (smiled, frowned, scratched the back of their head, etc.).

The high level of development of cognitive activity is also evidenced by the desire of these children to involve adults in their activities (experimenter). During the experimental study, children often turned to the experimenter with a variety of questions, most of which were aimed at obtaining additional information about objects and items that interest the child (For example, “How do the clocks work?” , “Why is the water in the sea salty?” etc.).

These children showed particular interest and cognitive activity in relation to the box with "secret" . They twisted it, shook it, felt it, looked at it, asked questions. (“Why is the box closed?” , “I wonder what’s hidden in the box?” ) , offered various ways how to open it (for example, they said: "Can be opened with a key" , "Or break it" etc.). Showing tenacity and perseverance in achieving the desired result, the children opened the box with "secret" that brought them joy, satisfaction and pride ("Hooray! It has opened!” , “I was able to open it myself.” etc.).

– The average level of development of cognitive activity was demonstrated by 44% of children of senior preschool age. They are characterized by a certain level of development of cognitive activity. However, these children paid especially close attention to well-known toys. (cars, construction set, dolls). In the process of interacting with objects, children showed both positive and negative emotional reactions in verbal ("Oh! Nothing works out" , “And I love playing with dolls” , "Very beautiful book» etc.), and non-verbal (smiled, laughed, frowned, got angry, etc.) levels. A certain level of development of the cognitive activity of these children is also evidenced by their desire to ask an adult questions on topics that interest him. (For example, “What is this car made of?” , “What brand is this car?” etc.). However, unlike children with a high level of development of cognitive activity, children with an average level of development of cognitive activity mainly asked questions of a stating nature and direction. (“What is this?” , “Who is in this picture? etc.). Questions of a cognitive nature are not typical for them.

These children were also interested in the subject with "secret" ("And what is it?" , "Which beautiful box!» and so on.). They attempted to open the box containing "secret" (For example, “We need to open it!” , “Where is the key to open the box?” ) . However, having failed to open the box the first or second time, they did not show perseverance and persistence in interacting with this item, did not strive to open it, but lost interest in it (“It won’t open! Well, okay" , “I’d rather play with cars!” etc.).

– We recorded a low level of development of cognitive activity in 31% of children. During the study, from the entire list of offered material, these children preferred games only with well-known content. However, interest in these subjects was not sufficiently stable. Children were attracted only by the brightness and colorfulness of the selected objects (for example, the boy took a bright and large construction set, turned it over in his hands, put it aside, began to sort through books, etc.). These children did not exhibit any emotional manifestations during interaction with the selected object. The children did not ask questions or comment on their actions in any way. The subject with the secret did not interest them at all.

To obtain more accurate results, a survey of parents was conducted.

Data from the analysis of questionnaires are presented in Table 2. (Appendix 4)

As can be seen from Table 2, according to parents, the group of preschoolers is at average (2) level of development. 10% of experimental group at the 1st level of development of cognitive interest, 90% – at the 2nd level of development.

Thus, based on the results of the initial study, we conclude that it is necessary to introduce a program for the development of cognitive interest in children of senior preschool age through the creation of cartoons in preschool educational institutions.

The results of the experimental study formed the basis for the development of a system of measures to optimize the process of development of cognitive activity of children of senior preschool age through the creation of cartoons in preschool educational institutions.

This system includes two directions:

work with children of senior preschool age;
working with the teaching staff.

The goal of the first direction is the development of a system of correctional and developmental activities for children, aimed at optimizing the process of development of their cognitive activity. Basic principle for constructing a system of these classes, we determined:

the principle of an integrative approach to the development of cognitive mental processes (perception, memory, attention, imagination), intellectual sphere of children (thought processes and operations, verbal-logical, creative and critical thinking), emotional volitional and personal spheres of each child (formation adequate self-esteem, increasing self-confidence), as well as communication skills;
the principle of individualization, which involves taking into account the characteristics and capabilities of each child in terms of the manifestation of his cognitive capabilities.

Particularly important for optimal results. In my opinion, it is necessary to finally pay attention to the level of fatigue of children. At the first sign of fatigue (which can be evidenced, first of all, by children’s frequent distractions, distraction of their attention, inability to concentrate on the process of solving the proposed problem, etc.), the teacher has the right to deviate from the planned structure of the lesson, conduct breathing exercises, relieve muscle tension, etc.

As part of the studio creation project "Multi-Remote" , for pupils of the senior preparatory group of ADOU "Yurginsky kindergarten of the Yurginsky municipal district" , the following goal was set: updating pedagogical process, aimed at the comprehensive development of the child’s personality and the disclosure of his cognitive, speech, artistic and creative capabilities through the creation of a cartoon.

The implementation of this goal involves solving a number of problems: to form in children a basic understanding of the secrets of animation, to enrich children’s vocabulary, to develop cognitive, artistic and aesthetic interest in creating cartoons, to develop proactive creativity, the child’s ability to non-standard solution any questions, cultivate interest, attention and consistency in the process of creating a cartoon, develop skills of goodwill, independence, cooperation when the child interacts with peers and adults.

The process of creating an animated film was joint creativity all participants in the educational process: teachers, children, parents, which included several stages:

Preparatory stage. The emergence of an idea. At this stage, we talked to the children about their favorite cartoons. Then we talked about the secrets of animation, found out that cartoon characters are not living beings and are brought to life by people. We found out the names of these people's professions: producer, screenwriter, animator director (animator), artist, cameraman, actor, composer.

The master class on creating hand-drawn and puppet cartoons that we conducted for children aroused a great desire in them to create a cartoon with their own hands. The first cartoon we created in a simple way- transfer. It was called "Path to the Moon" . The children drew stars, the moon, and colored the pictures I suggested. Then the creation process itself began. We took several pictures, rearranging our pictures; I did the editing myself, and the children were present. Having received their first hand-made cartoon in their lives, the children were delighted.

Then I decided to try more difficult option creating cartoons. Taking into account the age of the children, well-known Russian folk tales were proposed for the plot. As a result of immersion in fairy tales by dramatizing them, the children chose the fairy tale "Cat, Fox and Rooster" .

Development of the plot and sketch of the cartoon. At this rather long stage, the children, with my help and the help of their parents, thought through the plot of the fairy tale, we discussed the place where all the events take place, who the main characters are and what we need in order to play out the fairy tale.

We united the children into work groups. If necessary, they provided practical assistance to the children, and also directed and monitored the implementation of the project.

While working on the project, we complied with a number of conditions:

Children cannot have their opinions imposed on them; all decisions are made collectively, based on dialogue;
all suggestions and wishes of children must be written down so as not to miss anything;
the child can leave the project at any time and implement his own own project. He needs help with this;
Children, while working on the project, join temporary and permanent micro-groups. It is necessary to create conditions for joint partnership activities in each group.

Each child’s contribution to the project was unique, which is where the value of the project method lies.

The children created the forest themselves and sculpted animals. The children expressed a desire to sculpt rather than draw. For preschool children, playing with plasticine doll characters turned out to be more interesting than sketching. The forest was made from scrap materials, the sky with the sun and grass were drawn by subgroups of children. Well, they assigned the house to the father of one of the pupils, who himself "gave out" his dad, saying that he saws well. Tactful guidance is very important creative process child, since excessive interference from adults can destroy the main thing - the child’s naive view of the world.

Filming and dubbing a cartoon. At this stage in individual work practiced speech expressiveness, tempo and timbre of voice. When we, together with the children, concluded that the children were ready to present a cartoon, we filmed it.

During this period, work was carried out with small subgroups of children, using a fairly simple and affordable technology transfers. Despite the simplicity of this technique, children needed to constantly control their actions: move animal figures to the minimum distance, remove their hands from the frame. Despite the well-known plot of the fairy tale, children were faced with storyboard technologies that were new to them. (drawing up a detailed plan for a fairy tale and scoring). The use of these technologies accustoms the child to carefully work with text and lays the foundations analytical work and means of artistic expression. During the dubbing, we came up with and implemented all kinds of noises and lines in front of the microphone, and selected music.

Installation. I edited all parts of the cartoon myself using a special program. This stage was carried out without the participation of children due to their age.

The result of our work was presented at the event "Family movie show" . It was wonderful holiday for children and parents who were amazed that their children were able to create such a work of art.

At the same time, this type of project technology did not end with watching a cartoon, since children began vying with each other to propose their own plots for shooting a new cartoon. Ideas just became "to hit the key" .

Working on the project allowed us to solve the following problems:

Increase the level of cognitive and creative activity children: to strengthen their independence, initiative, activity, self-confidence, children began to plan their actions better.
Strengthen the interest of parents of pupils in the life of children in the kindergarten group, their desire to participate in them.
Expand the educational space of the kindergarten thanks to: organizing the work of a multi-remote studio, organizing work with children to create cartoons, organizing master classes for children for their peers, giving children and teachers experience in organizing the screening and presentation of cartoons.

Thus, in the process of working on a cartoon, cognitive interest is formed. Parents of students are very actively involved in the work, which allows them to solve pedagogical problems in the upbringing and development of preschool children through joint efforts. This is how continuity in work is ensured preschool and families. And children’s universal abilities are developing at a faster pace.

To test the effectiveness of the proposed system of classes for developing the cognitive interest of preschoolers in the senior group, a control experiment was conducted. To identify the level of formation of cognitive interests, methods of the ascertaining stage were used. The results were assessed according to the criteria of the level of formation of cognitive interest of preschoolers in the senior group.

The results of the first two methods were also recorded in the observation sheet (Table 4). (Appendix 5)

Analysis of the results using method 1 is presented in Table 5. (Appendix 6)

As can be seen from Table 5, the experimental group is at an average level of development. During the experiment, 1 person reached level 3 of cognitive interest development. 1 person remained at the same level (1 level). Thus, 90% of preschoolers reached level 2 of cognitive interest development.

As can be seen from Table 7, the experimental group remained at the average (2) level of development. 10% of the experimental group remained at the same 1st level of development of cognitive interest, 90% remained at the 2nd level of development. That is, parents did not notice changes in the cognitive activity of their children.

The results of the analysis are presented in Figure 3. (Appendix 9)

The generalized result showed that 95% of preschoolers after the experiment had level 2 development of cognitive interest. 5% or 1 person reached level 3.

To identify the impact of the experiment, compare the results of the initial experiment and the control experiment (Figure 4, Table 8). (Appendix 10)

Statistical analysis of the results showed positive dynamics. Positive dynamics in changes in levels characterizing the formation of cognitive interest shows that the implementation of the developed methodology contributes to the development of cognitive interest in preschoolers of the older group.

During the implementation of the cartoon creation project, we achieved certain results. Involving preschoolers in active joint activities with the teacher will contribute to the development of cognitive interest in the further educational activities of preschoolers, now in the preparatory group.

The teacher of the senior preparatory group and I carried out experimental work aimed at assessing the level of development of cognitive interest of older preschoolers. A total of 20 people took part in the study. Based on the results of the initial study, we concluded that it is necessary to introduce a corrective program to develop a higher level of formation of cognitive interest.

In the process of creating cartoons, children of senior preschool age acquire certain knowledge, skills and abilities:

Manifestation of emotional responsiveness, development of thinking, imagination, ability to express one’s feelings through art.
Development personal qualities: independence, initiative, mutual assistance, involvement in a common cause, responsibility, respect for each other, self-esteem.
Development of communication skills, manifestations of creative independence, activity in creating an image, development of fine motor skills, the opportunity to show your talents. This gave a new impetus to gaming activity.

The generalized result showed that 95% of preschoolers after the experiment had level 2 cognitive interest. 5% or 1 person reached level 3.

Thus, this study allowed us to conclude that creating cartoons in preschool educational institutions contributes to the development of genuine cognitive interests.

The cognitive interest of children of senior preschool age is characterized by the following signs: breadth, depth, effectiveness and sustainability. The breadth of cognitive interest should be understood as “the subject orientation of children’s curiosity, the presence of ideas about objects, phenomena of the surrounding reality, their subject direction, the choice of educational subjects, and individual types of activities. Depth is manifested by the nature of the cognitive attitude towards the surrounding world.

Efficiency and sustainability characterize students’ activity in showing curiosity, preference cognitive activity from other species.

The presence of interest in the process of cognition among children of senior preschool age allows them to be the subject of learning and easily navigate in the modern world. An indispensable characteristic of a child’s readiness to study at school is the presence of interest in knowledge, as well as the ability to perform voluntary actions. These abilities and skills are formed from strong cognitive interests, so it is quite important to identify these interests in younger schoolchildren in a timely manner for future successful learning.

The methodological foundations of the cognitive development of preschool children are based on modern psychological principles.

The possibilities of its development among preschoolers of the senior group have been identified, in the process of education and training through the substantive content of the activity and the emerging relationships between the participants educational process. This is facilitated by the creation of cartoons in preschool educational institutions.

Currently, cartoons are not given important educational and developmental significance. Organizing clubs and jointly creating animated films can help positive influence on children and make an invaluable contribution to educational system the younger generation. This effective method, since such activities will be remembered by children for a long time, will contribute to the development of fine motor skills, objective activity, creative, aesthetic and moral aspects of the personality.

List of used literature

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Annex 1

Method 1. "Guess the object" . The purpose of the methodology is to identify children’s ability to ask questions of a cognitive nature, the desire of children to talk about an object, highlighting its functional purpose, properties, material, scope of application of the object, manifestation of activity, and the desire to complete the task. Material: pictures of a vacuum cleaner, video camera, washing machine, telephone, truck, bus.

Move. The child is asked to guess the object guessed by the experimenter. To do this, the child must look at the objects and ask questions about them.

If the child failed to guess the object, he was asked to make a riddle about the object himself: to describe the object without naming it.

Method 2. Problem situation: "Item from the Past" . The purpose of the methodology is to identify in preschoolers the ability to ask cognitive questions, the manifestation of an orientation towards understanding the objective world, initiative and activity.

Material: spinning wheel.

Move. The experimenter put a spinning wheel in front of the child and said that they would get acquainted with it, but only after the adult was free. The experimenter observed the children’s actions: whether he was active in learning about the object (examined, examined, tried to act with it. After 3-4 minutes, the adult asked the child to ask what he would like to know about this object.

Method 3. Method D.B. Godovikova.

In order to study the level of development of children's cognitive activity, I used the methodology of D.B. Godovikova , the purpose of which is to identify the level of development of children’s subjective cognitive activity.

The experimental study was carried out with each child individually. In a specially designated room, toys were laid out on a children’s table, allowing for games of different content to be played. (constructor "Lego" , Board games and lotto "Animals" , "Vegetables and fruits" , "Shop" , "Salon" , as well as cars and dolls, children's books and encyclopedias, etc.). Among them were also special items containing "secret" , "riddle" . The children were invited to play with toys. The adult acted as an outside observer, recording all verbal and nonverbal manifestations of the children. Particular attention was paid to whether the child showed interest in subjects with "secret" whether he strives to explore these objects and how he acts.

Method 4. Questioning parents.

The survey is aimed at identifying the position of parents in solving the problem of developing cognitive interest in the objective world among preschool children.

Parents were asked to answer a number of survey questions:

What interests your child?
Are your child's interests constant or are they changeable and unstable?
What are your child’s interests in objects of the man-made world?
What is done in the family to develop the child’s interests?
Why is it necessary to develop cognitive interest in children from childhood?

Diagnosis of the process of formation and development of cognitive interest in children 5-6 years old involves identifying a criteria-evaluative base. For this purpose, we represented cognitive interest through the following criteria:

cognitive – asks cognitive questions, the child is emotionally involved in the activity (1 – 5 points);
motivational – the purposefulness of the activity and its completeness are noted (1 – 5 points);
emotional-volitional – shows positive emotions in the process of activity; duration and stability of interest in solving cognitive problems (1 – 5 points);
effective and practical – shows initiative in learning; perseverance (1 – 5 points).

The process of development of cognitive interest is characterized by different levels of manifestation.

For the first (low) level (1 – 2 points) tend to not show initiative and independence in the process of completing tasks, loss of interest in them in case of difficulties and manifestation of negative emotions (upset, irritation), preschoolers do not ask cognitive questions; They need a step-by-step explanation of the conditions for completing the task, a demonstration of how to use one or another ready-made model, and the help of an adult.

For the second (average) level (3 – 4 points) The formation of cognitive interest is characterized by a greater degree of independence in accepting a task and finding a way to complete it. When experiencing difficulties in solving a problem, older preschoolers do not lose emotional attitude to them, but turn to the teacher for help, ask questions to clarify the conditions for its implementation and, having received a hint, complete the task to the end, which indicates the child’s interest in this activity and the desire to look for ways to solve the problem, but together with an adult.

Level 3 skill (high 4.5 – 5 points) characterized by the manifestation of initiative, independence, interest and desire to solve cognitive problems. In case of difficulties, students do not get distracted, show perseverance and perseverance in achieving a result that brings them satisfaction, joy and pride in their achievements.

With the advent modern technologies The fascinating world of animation has become accessible to everyone, including preschoolers. Modern multi-studios allow children to master the basics of animation and feel like aspiring directors. With a competent pedagogical approach, interest in cartoons can be used as a means of developing creative, cognitive and speech activity.

The introduction of children's play complexes and multi-studios makes it possible to create favorable conditions conducive to successful and comprehensive development every child. Creation exciting cartoons in kindergarten allows you to increase cognitive activity and develop creative abilities. Preschoolers go from being passive consumers of multiproducts to becoming active participants. They independently come up with scenarios, voice their characters, get acquainted with the principle of operation of technology, and perform many other tasks.

Benefit technologies for creating cartoons in preschool educational institutions

Formation of speech skills. Enrichment occurs in the process of voicing vocabulary, children get acquainted with book culture, a coherent grammatical speech, intonation, including phonemic hearing.
Development of artistic and aesthetic perception. In the process of making characters, children of preschool educational institutions learn to empathize with the characters in their works and to become involved in the role of the hero. This promotes the development of creative potential and the acquisition of useful qualities.
Formation of cognitive skills. Creating your own cartoon works contributes to the formation of voluntary attention, visual memory, imagination.
Development of social communication abilities. In the process of creating a universal product, children learn to communicate with each other and with the teacher, and acquire communication skills, which is very necessary in adult life.

Animation in kindergarten using i-Theatre multi-studio from ANRO Technology will make any activity truly exciting, useful and creative. Preschoolers will be able to unobtrusively game form learn and acquire the necessary skills and abilities. Thanks to such devices, a small team of young authors appears, independently creating brilliant masterpieces.

How do modern multi-studios function?

Stage 1. First, the plot of any work is selected. Preschoolers, together with their teacher, can create their own story.

Stage 2. Preschoolers draw characters using felt-tip pens, pencils and paints, after which they scan and convert them into electronic form.

Stage 3. After this, adjustments, moving, changing the background, and scaling occur. Once all the heroes are placed, the characters are voiced.

On final stage a preview takes place and minor adjustments are made if necessary.

According to teachers, interactive devices make it possible to create Better conditions for knowledge sharing and emotional-social development. Many experts note that creating your own cartoon products contributes to the manifestation of emotional responsiveness, the development of imagination, thinking and, most importantly, the expression of one’s own feelings through art. Children have a wonderful opportunity to express themselves and reveal their talents and abilities.

Creating your own cartoons using multi-studio will allow you to install trusting relationship between children and teachers and create the best atmosphere for the development of speech and social-communication skills.

Animation in the educational process is a new universal, multifaceted way of child development in the modern visual and information-rich world. [ Annex 1 . Slide 1]

Animation is the artificial representation of movement in film, television, or computer graphics by displaying a sequence of drawings or frames at a frequency that provides a holistic visual perception of the images.

Animation, unlike video which uses continuous motion, uses many independent drawings.

The synonym for “animation” – “cartoon” – is very widespread in our country. Animation and animation are just different definitions of the same art form.

The term that is more familiar to us comes from the Latin word “multi” - many and corresponds to the traditional technology of drawing reproduction, because in order for the hero to “come to life”, you need to repeat his movement many times: from 10 to 30 drawn frames per second.

The world-accepted professional definition of “animation” (translated from Latin “anima” - soul, “animation” - revival, animation) most accurately reflects all the modern technical and artistic capabilities of animated cinema, because animation masters not only bring their characters to life, and they put a piece of their soul into their creation. [Slide 2]

Historical reference

The history of animation is very rich, and its beginnings lie deep in antiquity. The desire to bring his drawings to life can be traced through the artifacts of the most ancient civilizations. Images of running athletes or hunters carrying prey, children playing or priests worshiping one or another god are all images that suggest real action. [Slide 4]

Over time, people began to find new ways to actually bring drawn pictures to life, for which various devices were created, which, in fact, were the ancestors of cinematographic installations and projectors.

In the 70s BC. – The Roman poet and philosopher Lucretius, in his treatise “On the Nature of Things,” described a device for displaying moving pictures on a screen.

In the X-XI centuries. – the first mentions of Chinese shadow theater have been found.

Since the 15th century, small notebooks with frame-by-frame images of the movement of a person or animal began to appear on sale, which came to life as soon as all these sheets were flipped through at a certain speed. [Slide 5]

A little later, prototypes of modern projectors appeared - “magic lanterns”, with the help of which frame-by-frame movements were displayed on the wall using a stream of light. In 1646, the monk Athanasius Kirscher gave the first description of the structure of the “magic lantern” he designed. And from the 17th century, such performances began to be held in traveling theaters throughout Europe. [Slide 6]

The principle of inertia of visual perception, which underlies animation, was first demonstrated in 1828 by the Frenchman Paul Roget. The object of the demonstration was a disk with an image of a bird on one side and a cage on the other. As the disk rotated, viewers were given the illusion of a bird in a cage. [Slide 7]

One of the most significant events in the history of the formation of modern animation was the invention in 1832 of the phenakistiscope, based on the peculiarities of human vision. It was invented by the young Belgian professor Joseph Plateau. Phenakistiskop - the name comes from the Greek words "phenax" - deceiver and "skop" - to look.

It consists of two cardboard disks: the first with slots, the second with figures in different phases of movement. When rotated quickly, the figures appear to move. [Slide 8]

1832 - The same principle was used by the Viennese professor Simon von Stampefer as the basis for the strobe light. A “strobe” was the name given to a cardboard drum mounted on an axle. On the inside of this drum was a series of drawings illustrating the successive phases of movement.

When looking through the cracks located between the figures, the latter came to life. [Slide 9]

August 30, 1877 - Emile Reynaud patented the optical device praxinoscope, created on the basis of a zoetrope and a phenakistiscope, which preceded the technology of cinematography. [Slide 10]

The first real practical way to create animation came from the creation of a camera and projector in 1888.

Already in 1906, Steward Blakton was created short film“Humorous Phases of Funny Faces.” The author drew on the board, photographed, erased, and then drew again, photographed and erased.

In 1912, the first puppet film by Vladislav Starevich, “The Beautiful Lyukanida, or the War of the Horned Men and the Mustache,” appeared in Russia. All roles in the film were played by dried insects - beetles, ants, dragonflies. [Slide 11]

We suggest creating toys with optical effects with your own hands.

Master Class.

There are several ways to create a cartoon yourself without using technical means.

Method 1: The simplest one is probably known to everyone - draw on the corner of each piece of paper in a notebook the phases of movement of the figure, and then quickly leaf through the notebook. And the pictures come to life. To do this, you need to take a thick notebook or notepad and make some kind of drawing on the first page. This could be, for example, a simple man who will move his hands up and down. On the first and last page he has his hands at the bottom, on about the middle page he has his hands at the top, and fill the rest of the pages with positions in between. When everything is ready, start quickly flipping through the pages: the little man is waving his hands.

Another version of moving pictures in a notebook can be created like this: on one page of the notebook we draw a figure (for example, a dog with a lowered tail), on the second page we draw exactly the same figure in the same place, but with a change (for example, the same dog, only with raised tail). Now we wrap the top piece of notebook with the first picture on a pencil and roll it over the bottom picture back and forth like a rolling pin. As a result, the picture appears to be moving—the dog is wagging its tail.

Method 2: The effect of pinwheel toys is based on the same principle (quick change of two patterns merging into one movement). Take two identical pieces of cardboard. On one we draw one picture (for example, flowers), on the second – another (for example, a vase). We glue them together with the wrong sides, leaving a place in the center to insert a pencil. Now if you quickly rotate the pencil between your palms, both pictures merge into one - in our example, we get flowers in a vase.

Another option is to make the same pictures not on a pencil, but on two strings, which must first be twisted. And when the strings unwind, it looks like a bird in a cage.

A real revolution in the world of animation was made by Walt Disney (1901-1966), an American director, artist and producer.[Slide 12]

In our country, animation is directly related to the opening of the largest film studio in the USSR, Soyuzmultfilm, in 1936. Masterpieces of Soviet animation were created there: the cartoons “Plasticine Hedgehog”, “Well, Just Wait”, “Crocodile Gena” (1969), “ Hedgehog in the Fog (1975) and others. [Slide 13]

Quiz.

We invite you to remember plasticine soviet cartoons:

1981 – “Good night, kids!”, “Plasticine Crow”;
1982 – “New Year’s Song of Santa Claus”;
1983 – “Last year’s snow was falling”;
1984 – “And in this fairy tale it was like this”;
1990 – “Grey Wolf and Little Red Riding Hood.”

Let's remember soviet puppet cartoons:

1967 – “Mitten”
1969 – “Crocodile Gena”
1974 – “The Wizard of the Emerald City.”
1976 – “38 Parrots”
1984 – “Little Brownie Kuzya”;

We invite you to play games with visual illusions.

Determine whether the horizontal lines are parallel? At first glance, all the lines seem to be curved, but in fact they are parallel. The illusion was discovered by R. Gregory at the Wall Cafe in Bristol. This is where its name came from – Wall Cafe. [Slide 15]

Count the number of blackheads. The correct answer is 0. There are no black dots in the picture, all dots are white. Our peripheral vision perceives them as black. Because with lateral vision there is a displacement of the picture, but when we look directly at the same point, the optical illusion disappears. [Slide 16]

Fix your gaze on a point and move your head back and forth. How do you feel? The wheels spin due to the peculiarities of peripheral vision. Important information about motion is the change in illumination (degree of brightness) of the details of an object, captured by peripheral vision. Therefore, most illusions of movement are built on the regular repetition of fragments of different brightness or color. [Slide 17]

Determine what is drawn in the picture?

On the one hand we see a young man on a horse, and on the other hand it’s an old man! This effect is created due to the dual image. [Slide 18]

What do you see in the picture?

If the drawings are absolutely motionless, you have nothing to worry about, your mental health is in perfect order. Japanese psychology professor Akioshi Kitaoka believes that such a result is possible in a balanced, calm and rested person. If the drawings move slowly, you need rest, both physical and mental. [Slide 19]

Presentation of toys with optical effects.

The teachers got the following toys:
In the notebooks: a bird is flying, a boy is running.
On unrolled sheets: the bunny lowers its ears, the steamboat lets off steam.
Pinwheels: a boy in a cap, a girl in glasses, a fish in an aquarium, etc.

There are various classifications of types of animation, here is one of them:

G raffic(hand-drawn) animation – classic look animation, where objects are drawn by hand, and today also on a computer.

Volumetric animation - created thanks to characters - dolls, plasticine, sand or other material characters.

Computer animation is a type of animation in which objects are created using a computer. [Slide 21]

Now we will show you some technologies for creating a cartoon.

Cartoon - a drawing is created through many drawings that convey the effect of the character's movement. [Slide 23]
A plasticine cartoon is created using figures sculpted from plasticine. [Slide 24]
Cartoon - origami can be made by bringing to life characters constructed from paper. [Slide 25]
In the appliqué cartoon, the characters are figures made using the appliqué technique. [Slide 26]
Another technology for creating a cartoon is sand animation, which requires special equipment.
Computer animation is a type of animation created using a computer. This type of animation is available to school-age children. [Slides 27, 28]

Computer animation is created using specialized and non-specialized systems. Thus, specialized systems include 3D and 2D animation; non-specialized programs include those that are inferior to the first arsenal of technical capabilities.

How to create a cartoon with children.

During the preliminary work, children have conversations about animation: they talk about its history, the professions of the people involved in creating the cartoon, and watch cartoons made in various techniques. [Slide 30]

Camera;
Tripod;
Additional lighting (lamp);
Computer, programs for creating cartoons;
Voice recorder, microphone;

Materials for creating character backgrounds depending on the chosen technology. [Slide 31]

After this work, we begin the process of creating a cartoon.

1. Thinking through the concept - why, for what purpose is the cartoon being created, what technique is used, what do we want to tell the viewer.
2. Drawing up a script.
3. Preparing the background and creating characters - depending on the animation technique that you and your children have chosen.
4. Shooting.
First of all, take 2-3 frames of an empty background. Then we should have characters. The character appears from the very edge of the frame and moves approximately 1 cm.
Timing: usually 4-6 fps
Accordingly, at a speed of 6 frames per second, for a minute of film you need to take 240 photos
After shooting 10-15 frames, we scroll through the frames in preview mode at a fast pace, this is approximately how the movement will look in your cartoon.
5. Record audio on your existing technical device.
6. Installation of work is carried out in various programs convenient for the user.
Creation of titles. In the credits, you can not only indicate the names of teachers and children - the creators of the m/f, but also include video or photo materials from the very process of creating the m/f. [Slides 32-37]

There are some secrets to success when creating a cartoon, here are some of them:

When shooting, the foreground is open, nothing blocks the characters;
Static objects (background) are motionless in the frame; it is also not recommended to move the tripod;
You can change the position of the scenery - trees swayed, leaves fell from them, etc.;
No foreign objects (shadows, animators' hands) should enter the frame unless this is intended by the director's plan;
During sound recording, there must be absolute silence in the “studio”;

You can use various audio effects (door creaking, dog barking, car engine, etc.) [Slide 38]

The results of the work done to create the cartoon:

Unlocking the creative potential of students;
Activation thought process and cognitive interest;
Development of aesthetic abilities;
Formation of ideas about the creation of a cartoon, the history of animation;

Formation of skills to work in a creative team with the distribution of roles and tasks. [Slide 39]

Master class on creating a cartoon using the transfer method

Literature

A. A. Gusakova“Cartoons in kindergarten” Sphere shopping center, M. 2010
Anna Milborne I draw a cartoon - M.: Eksmo, 2006
Gary Goldman"Stages of production of a traditional cartoon."
Children's encyclopedia “What is it. Who is this” In 3v. T.2 - 3rd edition, revised and expanded - M. Pedagogy - Press, 1992
I. Ivanov-Vano Hand-drawn film - M.: Goskinoizdat, 1950
Internet resource wikipedia.org
Mark Simon "How to create your own cartoon. Animation of two-dimensional characters", NT Press, M. 2006.

Prepared by:

Khamaeva V.V.

From the experience of MBDOU

"Kindergarten "Snezhinka"

Tyulgan village

CREATION

CARTOON

At preschool educational institution

USING OPPORTUNITIES

ICT

2018

The novelty of the presented pedagogical experience

is that animation in educational DOW process is a new universal, multifaceted way of child development in the modern visual and information-rich world. There is an early introduction of children to new creative activities, during which the child realizes himself as a creator, his talents and curiosity are revealed, and the boundaries of knowledge of the world expand.

Target: development of creative activity of preschool children in the process of creating their own media product (cartoon)

Tasks:

Form ideas about the sequence of creating a cartoon;

Introduce children to technical means when creating cartoons

Promote the creative use of ideas about life around us,

Promote the development of creative abilities and productive types of children's activities.

Stage 1 - Preparatory

LOGISTICS:

CAMERA FOR TAKING FRAMEWORK

BRIGHT LAMP FOR UNIFORM CONSTANT LIGHTING

CAMERA, TRIPOD FOR FIXING THE CAMERA;

LAPTOP FOR PROCESSING YOUR PHOTOS

ORGANIZATIONAL AND METHODOLOGICAL SUPPORT:

CONVERSATION WITH CHILDREN “SECRETIES OF ANIMATION”

INSTALLING A COMPUTER PROGRAM FOR CREATING CARTOONS

PURCHASE OF NECESSARY AID AND MATERIALS FOR CHILDREN'S ACTIVITIES

Stage 2 - practical

ALGORITHM OF ACTION WHEN CREATING A CARTOON

1. CREATION OF A CARTOON PLOT

(KNOWN OR

INVENTED BY CHILDREN)

2. CHOICE OF ANIMATION TECHNIQUE

3. CREATION OF BACKGROUND, SCENERY, CHARACTERS, DRAWINGS, DETAILS, PLOT ELEMENTS

5. SHOOTING A CARTOON

6. VIDEO CREATION, EDITION, SOUND OUT

Introduction to filming technology

Introduce children to the equipment for the filming process (desktop, device for filming - camera, lighting), safety rules during the filming process.

Introduction of the concept of “Film scoring”

Create an idea for children about the role of film sound design. Develop coherent speech skills, the ability to use expressive means, and convey the mood of characters

Introduction to the history of animation

Introduce children to the concepts of “animation” and “animation”, and to the history of animation.

TEACHING PRESCHOOL CHILDREN CARTOONING

Visual activities in animation

Introduction to the concept of “movement is the basis of animation”

To create in children an idea of the meaning of movement and time space in animation. Introduce transfer techniques.

To develop children’s visual skills when creating images, conveying their structure (shape), proportions, relative positions of parts, characteristic features, moods (through color, facial expressions, gestures)

To develop the ability to convey through plasticity and facial expressions the features of movement and character of cartoon characters

Development of screen image perception

When watching cartoons, introduce children to the types of animation: hand-drawn, appliqué (translation), three-dimensional (object, puppet).