Analysis of methods for determining the level of artistic development of preschoolers. Pedagogical diagnostics for artistic and aesthetic development. Pedagogical project Artistic and aesthetic development of children of senior preschool education during the game

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At the moment, teaching staff of preschool educational organizations carry out their activities in the context of the transition to the federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155. In this regard, monitoring the achievement by children of the planned results of mastering the educational program should be reviewed and adjusted. According to clause 4.3. GEF DO targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education, are not subject to direct assessment, incl. in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children.
At the same time, in accordance with clause 3.2.3 of the Standard, when implementing an educational program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

I want to bring to your attention an evaluation tool for evaluating the planned results in the artistic and aesthetic educational field

Area - Artistic and aesthetic development (Drawing)

Group of general developmental orientation for children of 6 years of age

Indicators

1. Shows a steady interest in works of art: classical, folk, surrounding objects, buildings, structures. Sees and understands beauty in life and art rejoices in the beauty of nature.

2. Knows and puts into practice materials and equipment for drawing.

3. Independently composes an ornament, using rhythm and symmetry in compositional construction. Easily performs decorative elements - dots, circles, straight and wavy lines, droplets, leaves, curls, etc.

4. Knows how to mix paints on a palette to get the right shade.

5. Correctly conveys the shape, structure, proportions of the object, color scheme in the image.

6. Arranges images all over the sheet, respecting the proportionality in the image of different objects.

7. In the process of activity, the nature of the line is continuous, regulates the force of pressure, paints with small strokes that do not go beyond the contour.

8. Independently shows the design of the drawing.

Tools

1. From observations.

2. From observations.

3. The teacher offers to draw a picture on a free topic.

4. In the course of work, the teacher evaluates the process of activity and the product of activity.

Criteria for evaluation

3 points– Uses different colors and shades to create an expressive look. He skillfully conveys the content of the drawing, as well as the shape and structure of objects, compositionally arranges the plot, conveying the foreground and background, uses various means of expression when conveying the image. Freely draws patterns based on arts and crafts.

2 points- Uses monotonous colors to create an image, finds it difficult to develop new shades, does not clearly convey the content of the picture, as well as the shape and structure of objects. Experiencing difficulty in building a composition, does not widely use various means of expression when transmitting an image. Has difficulty in more accurate transmission of patterns.

1 point- Does not use different colors and shades, does not know how to display additional shades, does not know how to convey the content of the picture, as well as the shape and structure of objects, does not know how to build a composition. Can't draw patterns.

results

High level - 20 - 24 points

Average level - 12 - 19 points

Low level - 8–11 points

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On the topic: methodological developments, presentations and notes

Pedagogical diagnostics for artistic and aesthetic development

Pedagogical teams of preschool educational organizations carry out their activities in accordance with the federal state educational standard for preschool education, approved ...

For the methodological development of the program, I have chosen the section "Artistic and aesthetic development" (educational area "Artistic creativity")

Artistic and aesthetic development is carried out in the process of familiarization with nature, various types of art and the active inclusion of children in various types of artistic and aesthetic activities. It is aimed at introducing art as an integral part of spiritual and material culture.

The purpose of my work: The development of the creative abilities of children, the disclosure of the creative potential and personal qualities of preschoolers, using various techniques and genres of fine art.

The program for artistic and aesthetic development provides for: the development of interest in various types of art the formation of artistic and figurative representations the development of creative abilities in drawing, modeling, application teaching the basics of creating artistic images, the formation of practical skills and abilities in various types of artistic activity; development of sensory abilities familiarization with the best examples of domestic and world art.

To solve the tasks we used the method of visual activity of Tamara Semyonovna Komarova, but during the classes we were always struck by the uniformity of the techniques offered for depicting the image. And this does not fully contribute to the solution of the problem of developing the creative abilities of preschoolers. Modern society requires creatively active individuals who have the ability to effectively and unconventionally solve new life problems.

Therefore, I designated the topic of my work as “Development of the creative abilities of children of senior preschool age using non-traditional drawing techniques”

In my work, I use R.G. Kazakova "Drawing with preschool children", G.N. Davydova "Non-traditional drawing techniques in kindergarten", T.A. Tskvitaria "Non-traditional drawing techniques", magazines "Preschool education".

In the history of pedagogy, the problem of creativity has always been relevant in all types of activity, including visual.

According to teachers and psychologists (such as N.A. Vetlugina, L.S. Vygotsky, A.V. Zaporozhets, T.S. Komarova), preschool children have significant potential for understanding and emotional responsiveness to works of art. And researchers (T.S. Komarova, O.V. Radonova, A.O. Kurevina, A.A. Volkova, T.I. Kosmacheva) proved that artistic culture as a whole is the strongest emotional factor and environment for the formation of a child’s personality.

Nina Pavlovna Sakulina said that it is necessary and possible to search for such ways of interaction that, on the one hand, preserve the advantages of children's creativity, and on the other hand, help the child master the means of self-expression, i.e. it is necessary to use different drawing techniques in the classroom: traditional (pencils, paints) and non-traditional (soap foam, candle, semolina, salt, etc.) Today, psychologists oppose traditional didactic teaching methods used in dow, and often forcing children to act in within the framework of established schemes, against the imposition of stereotypical ideas that do not excite the child's imagination, but annoy him, suppress his creativity and do not stimulate the development of a creative personality.

Drawing is of great importance in the formation of the integrative qualities of the child. The connection between drawing and thinking is especially important. Drawing develops children's intellectual abilities, memory, attention, teaches children to think and analyze, measure and compare, compose and imagine. While working, we conduct experiments with various materials (salt, semolina, soap suds, paint.) And this contributes to the fact that the child becomes inquisitive and active.

Visual activity affects the formation of vocabulary and coherent speech in a child. A variety of shapes of objects of the surrounding world, various sizes, a variety of shades of colors contribute to the enrichment of the dictionary. The use of non-traditional drawing techniques makes it possible to apply a collective form of creativity. It brings children together, develops communication culture skills. In order to successfully resolve issues of communication with peers, I specifically create situations where children draw collectively, thereby encouraging children to establish contacts. Joint discussion, drawing up joint compositions contributes to the development of communication experience between children and adults. At the same time, the child masters the means of communication and ways of interacting with adults and peers.

In addition, while doing work, the child learns manage your behavior and plan your actions.

The use of non-traditional drawing techniques helps to master universal prerequisites for learning activities. Indeed, in order for a child to cope with work, he must be able to work according to the rule and according to the model, listen to the teacher and follow his instructions.

Art activities help the formation of visual skills , since the accuracy and thoroughness of the performance of work largely depends on the assimilation of skills. Drawing skills are associated with the development of the child's hand - coordination, accuracy, smoothness, freedom of movement.

In the process of working with the use of non-traditional drawing techniques, favorable conditions are created for the development of the child's emotional responsiveness. New materials, beautiful and different, the possibility of choosing them help to prevent the monotony of boredom in children's visual activity. Having spent effort and received approval, the child experiences joy, his mood rises. In working with children, I turned to fairy-tale images, since a fairy tale is the most accessible material for a child's mind. It helps the development of imagination and the assimilation of basic moral and ethical concepts (good, evil), and also introduces individual concepts in the visual arts. The child begins to emotionally respond to works of art in which different emotional states of people and animals are conveyed. This contributes to the development emotional responsiveness.

Children learn to think over an idea, motivate the choice of visual means, learn to independently create artistic images in drawings, set goals and fulfill them. At the same time, the child learns to decide intellectual and personal tasks adequate to age.

Children love to depict what is interesting for them at the moment - themselves, their friends, relatives and friends, images of the world around them, natural phenomena, and bright events of social life. Themes of drawings are often proposed by children themselves, based on the events of their lives at the moment. At the same time, the non-traditional drawing technique offers children more opportunities for the realization of their fantasies. (drawing on a wet sheet, spraying, scratching, etc.). Thus, drawing helps to fix the baby. primary ideas about oneself, family, society, country, world and nature.

When organizing the educational process, we found out that the most effective educational area "Artistic creativity" is integrated with the following educational areas: "Communication" -development of free communication with adults and children"Knowledge" - formation of a holistic picture of the world"Reading fiction" -the use of thin prod. to enrich"Physical Culture"- development of fine motor skills."Music" - use of music production for enrichment arr. region "thin. creation""Work"- shaper. work. skills and abilities into a product. activities.

The principle of integration, which combines various educational areas, different types of activities, techniques and methods into a single system, is implemented on the basis of complex thematic planning. A variant of such planning is presented on the slide.

The principle of integration is also realized through the organization of various forms of the educational process:

1. Joint activities of a teacher with children: here we use information-receptive methods. Entertaining displays, free artistic activity with the participation of a teacher, individual work with children, examination of paintings, plot-game situation, artistic leisure, competitions, experimentation with material (training, experiments, didactic games, playing with an unfinished drawing, observation)

2. C independent activities of children. In independent activities, we use heuristic and research methods: creating problem situations, playing, tasks for independent observations, drawing by design, looking at pictures, illustrations about nature.

3. Interaction with family:

Exhibitions of joint works of parents and pupils, artistic leisure with the participation of parents, decoration of a group room for the holidays, consultative meetings, open classes.

When organizing the educational process on "Artistic Creativity", we use the following imaging techniques:

1. Drawing with fingers, palm. 2. Leaf printing. 3. Blotography. 4. Inflating paint. 5. Drawing with a candle. 6. Monotype. 7. Pattern drawing. 8. Spray. 9. Drawing with foam rubber. 10. Drawing with salt. 11. Grating.

In our work we use the following tools:

2. Foam sponges

3. Toothbrushes

4. Cotton swabs, etc.

In order to identify the level of creative abilities in children of senior preschool age in visual activity, diagnostics were carried out. The tests proposed by E.P. Torrance.

Test #1: "Unfinished Drawing"

Test number 2: "Finishing"

Also, in order to identify the levels of creativity of children of senior preschool age and assign them to groups with a certain level of formation of creative activity, a lesson was held on visual activity "Among unseen animals"

Diagnostics was carried out at the beginning and in the middle of the year in 2 senior groups of the kindergarten.

The diagnostic results at the beginning of the year are as follows:

1. a high level of development of creative abilities was shown by 1 child in both groups -10% 2. The average level of creative activity in our group was shown by seven children , in another group - five children (this is 40% and 30%) 3. Twelve children showed a low level in our group, thirteen children in the "Butterflies" group. (50% and 60%)

In the middle of the year, the diagnostics of the level of development of creative abilities were again carried out, its results are as follows:

1. a high level of development of creative abilities was shown in the group "Why" three children, -15% in the group "Butterflies" two children -10%

2. Improved their results by showing the average level of development of creative abilities in the group "Why" nine children, -50%, and in the group "Butterflies" six children -60%.

3. Eight people remained at a low level - 35% in one and eleven in another group - 50%

A comparative analysis of the data allows us to conclude that the level of creativity of children of senior preschool age in the "Why-Much" group, under the influence of the use of non-traditional drawing techniques, increased more, the indicators improved.

Indicators of the effectiveness of methodological development: at the beginning and in the middle of the year, monitoring of the formation of integrative qualities was carried out, ed. Yu.A. Afonkina, who showed

1. a higher level of formation of integrative qualities "able to solve intellectual and personal problems", and "having mastered the necessary skills and abilities"

The diagram shows that the integrative qualities in the older groups are mainly developed in accordance with age. Exceeding such integrative qualities as "having mastered the necessary skills and abilities .." and "able to solve intellectual and personal tasks adequate to age" can be distinguished in our group. We believe that such data is obtained due to the fine art skills formed at a higher level, as well as a higher level of creative abilities.

A comparative analysis of the results of the dynamics of the formation of the integrative quality of children of two groups of senior preschool age makes it possible to single out the success of the children of the "Why" group in the educational field "Artistic creativity", since the children showed the best results in the sections: "Intention in drawing", "Transformation of methods of solving problems into depending on the situation", which provide the formation of an integrative quality "capable of solving intellectual and personal problems appropriate to age", and is determined by the ability to propose one's own idea and embody it in a drawing, as well as transform the ways of solving problems depending on the situation, considering it as experimentation.

2 indicator: original work of children using various drawing techniques

Indicator 3 (for parents): increase in the number of parents involved in joint activities with children

4 indicator (for the teacher): the realization of the creative potential of the educator, participation in competitions of children's works.

In conclusion, the main thing in my work, and the work of any teacher, is that classes bring only positive emotions to children. It is necessary to take care that the child's activity is successful - this will reinforce his self-confidence.

A presentation is attached to the work, which can be downloaded.

In accordance with the Federal State Educational Standard, it makes sense to regard aesthetic and artistic development as independent areas of development of a preschool child. Children are endowed with a natural natural inclination to discover and cognize the world of beauty, therefore the teacher is faced with the task of transforming this intuitive feeling into conscious activity.

Artistic and aesthetic development of preschoolers according to the Federal State Educational Standard

Stages and conditions

Artistic and aesthetic development is the process and result of the formation and deepening of the abilities of visual and emotional perception of the beauty of the outside world, the sphere of art, as well as the development of independent creative activity in the world of beauty.

The program for preschool children includes several stages:

• 3-4 years - a positive emotional reaction to the image when recognizing familiar or valuable objects in the understanding of the child in the picture. The psycho-emotional level of development, as well as the degree of development of abstract thinking and imagination, does not yet allow us to speak about the perception of the artistic image. Evaluative motivation is simple, everyday, subjective, for example, I chose this photo because it shows a toy, and I like it.
• 5 years - the child not only pays attention, but also begins to consciously perceive the attractive aesthetic qualities of a work of art. Children at this age are able to experience feelings of emotional satisfaction, contemplating the color palette of the picture, less often they will respond to the compositional solution and shape features.
• 6-7 years old - pupils are able to overcome the limitations of the literal perception of the external obvious signs of the depicted objects. The level of development of figurative thinking makes it possible to capture the subtle inner characteristics of the depicted artistic objects.

Artistic and aesthetic activity is an activity specific for children, in which the child can most fully reveal himself, his abilities, feel the product of his activity (drawings, crafts), in a word, realize himself as a creative person

Conditions that stimulate the transition of the child to a new qualitative level of artistic and aesthetic development:

• competent arrangement of the material and cultural spatial environment, it should include objects that are attractive for contemplation and study;
• a high level of professional competence and personal qualities of the teaching staff, carrying out the aesthetic education of children;
• interest and attention to the child's creative experiments, the desire to notice and hear his thoughts and experiences;
• thoughtful purposeful pedagogical activity to organize the aesthetic perception of pupils.

Education transforms development into a directed and controlled process, according to L.S. Vygotsky, the meaning of aesthetic education is to "lead development."

The purpose of such education in the pedagogical definition

• Formation and improvement of aesthetic taste, education of a sense of beauty.
• The formation and development in the personality of the child of the ability to love and appreciate the beauty of the world around him, to enjoy the contemplation of beauty in the field of art and in everyday life.
• Development of a deep understanding and competent assessment of art objects.
• Actualization of the creative abilities of the individual and their embodiment in active independent creative activity to create beauty in life.
• Formation of moral and ethical universal norms and values, achievement of a high level of general erudition, expansion of the sphere of aesthetic interests.
• Conscious creative work contributes to the development of a culture of thinking and speech, strong-willed personality traits, self-organization skills, internal control and discipline.

Pedagogy defines the artistic and aesthetic education of preschool children as a purposeful process of forming a creatively active personality of a child, capable of perceiving and appreciating beauty in life and art.

N. Warkki

A child in the world of creativity: Creative and aesthetic education of preschoolers / N. Warkki // Preschool education. – 2003. P.53.

Tasks and principles

The tasks of artistic and aesthetic development are specified in accordance with the characteristics of the developmental psychology of children and are divided into four groups:

• The development of the emotional sphere of aesthetic feelings, personal priorities and interests - the formation of their own collection of artistic images, due to which the inner life of the child's personality will become rich and meaningful.
• Knowledge and judgments are the accumulation of a basic arsenal of aesthetic knowledge and inner personal experience of sensory experiences, without which it is impossible to awaken a lively personal interest in the world of aesthetic phenomena. To accomplish this task, pupils are introduced into the world of standards of sensory perception, beauty, aesthetic categories, emotional behavior, etc.
• Formation based on the acquired knowledge and experience of the socio-psychological qualities of the individual, allowing you to experience a sense of emotional satisfaction from the perception of aesthetic objects and phenomena. At the same time, it is necessary to develop in the child the ability to analyze, critically and reasonably evaluate any work.
• The upbringing and development of abilities for creative activity in the field of art is the manifestation and improvement of the artistic, musical, plastic aspects of creative inclinations.

Principles of pedagogical work on artistic and aesthetic development.

• Individual approach based on respect and attention to the psychological and intellectual characteristics of pupils. Creating individual conditions for development involves the development of the optimal trajectory of the pedagogical strategy for each child, taking into account his natural abilities and inclinations.
• The unity of the upbringing and educational process. This principle is of the main developmental nature and ensures the integrity of the ethical, aesthetic and intellectual development of the child's personality.
• The deep inner connection of children's creativity with real life determines the diversity of content, techniques and methods for organizing and implementing artistic practice.
• Integration of various types of art - contributes to a deeper and more holistic knowledge and understanding of the phenomena and objects of the surrounding world, versatile perception and harmonious embodiment of children's imagination and fantasy in the musical, speech, theatrical stage or visual activity of the child.
• The principle of nationality and cultural conformity - helps preschoolers to understand the deep genetic links between the cultural picture of the world and the traditional self-consciousness of the people. In addition, it broadens the horizons, enriches the inner world of pupils with new cognitive facts from the life of other countries and continents, instills the skills of a respectful attitude towards the originality and originality of life and artistic creativity of other peoples.
• Continuity in artistic and aesthetic education and upbringing of preschoolers and younger students.

Types and forms

Types of artistic and aesthetic development:

• Aesthetic communication will awaken curiosity in children, help them to believe in themselves and feel the taste of creative activity, in addition, it will develop an interest in self-knowledge, prepare them to realize the meaning of their existence. Communication on the topics of the sublime and beautiful will show in the child the desire to bring goodness and beauty to the world, to give love and light to people around.
• Contact with nature - will form a culture of friendly style of relationship with the natural world, help to feel and understand the richness and uniqueness of the world around you more subtly, sow the seeds of sensitivity in the soul of a child.
• Independent activity (music, poetry, drawing, theater, handicraft) - theoretical and practical immersion in the world of art will teach you to appreciate and understand it, experience aesthetic pleasure from communicating with various types and genres of art, form artistic ideas and guidelines.
• Organization of the object-spatial environment - aesthetically attractive things and objects shape the taste, create mood and atmosphere, stimulate the artistic and aesthetic performance of children.
• Holding holidays and organizing games is the embodiment of an aesthetic idea in an integration fusion of music, words, scenery and plasticity. The holiday allows you to combine the aesthetic and intellectual spheres of development, enhance the emotional effect of artistic impact.
• The joy of man-made creative work in the garden or in the flower bed.
• Sports games, the formation of physical culture of the body.

Forms of organization of aesthetic development:

• Game activity is a means of integrating the child's creative activity with all kinds of art.
• Training sessions - teaching drawing, music, design, modeling, appliqué.
• An exhibition of children's work - allows you to demonstrate the dynamics, and is also a monitoring of the results of educational work.
• Excursions - the organization of observation and study of various objects in natural conditions or in museums.
• Holidays - children's concerts, competitions, theatrical thematic and literary performances and evenings, entertainment games, surprise walks, musical fairy tales.

Planning

How planning is done

The project of pedagogical activity is a necessary condition for the implementation of a scientifically based, orderly, consistent and controlled organization of the educational process with the specification of the necessary program tasks, methods and means. Of great importance in planning is not only the teacher's understanding of the features of developmental psychology, but also taking into account the personal capabilities and abilities of the child. The developing concept of the educational strategy will require the educator to:

• studying the personal characteristics of the character, worldview, inclinations, social conditions of the child's life;
• ability to assess the level of maturity of personal qualities;
• understanding the psychological motivation of behavior, knowledge of the sphere of interests of pupils;
• skillful stimulation of activity, initiative, self-organization of the child's activities;
• timely diagnosis and elimination of problems that hinder the achievement of educational goals.

Planning tasks:

• awareness of the prospects of activity;
• uniform distribution of educational material, taking into account a specific period of time;
• preparation of the necessary forms of work, development of pedagogical methods and techniques.

Calendar plan - is developed for a short time period (1-2 classes) and includes:

• content with indication of program goals;
• formulation of educational tasks;
• indication of methodological techniques;
• list of necessary didactic aids.

A long-term plan is a strategic distribution of the educational process for a long time period (from 1 month to 1 year).

The plan is based on a program document, which indicates the amount of knowledge, skills and abilities for each age category.

Development program according to age groups

Psychological features of the development of preschool children.

Younger preschoolers. The first and second junior groups (2–4 years).

• Independent objective activity develops - normative methods of manipulation with various objects are mastered. At the age of 3-4, the child goes beyond the limited scope of the family's home space, this causes the first age-related crisis caused by a conflict of desires and real possibilities of the baby. Self-esteem begins to take shape, but adult assessments continue to be key reference points.
• Speech is being improved - the process of acquaintance with the names of surrounding objects continues, situational business communication with adults becomes more complicated, in addition, the lexicon is enriched, the basic grammatical constructions of sentence construction are mastered. By the end of the period of younger preschool age, children memorize small fragments of their favorite works.
• Primary forms of voluntary behavior are laid down - the transformation of the child's natural activity model into a cultural one based on imitation of adult forms of behavior perceived by the child as a regulatory model for reproduction.
• The skills of sensory-spatial orientation are being improved - the child can perform simple tasks to identify and select from two or three objects according to the distinctive features of color, shape, size. Gradually, the understanding of the sensory standard is consolidated in children, younger preschoolers of four years old can identify more than five shapes of objects and more than seven colors, freely orient themselves in the space of their group of a children's institution.
• Sound and auditory perception develops - the child is able to distinguish the sound pattern of a melody, can sing, correctly hears the sounds of speech, but the pronunciation is still quite distorted.
• A conscious visual activity arises - the child clearly formulates the desire to depict an object, a drawing of a person in the form of a “cephalopod” is common - a large circle with lines extending from it.
• In play activities, imagination develops, when in the mind of a child some objects are symbolic substitutes for others.

Video: artistic and aesthetic development of children in kindergarten

Middle group (4–5 years).

• The game begins to acquire a role-playing character, the child already separates himself from the role he plays, role-playing and real events do not mix.
• Visual activity is developing intensively. The drawing acquires detail, the graphic image of a person has a specific and accurate drawing of facial features, body parts, clothing elements. Children learn to cut and paste appliqué fragments on paper on their own.
• The ability to memorize and retain information in memory develops, arbitrary memorization is formed, children can perform a memorization task.
• The grammatical constructions of speech become more complicated, the vocabulary is replenished.
• The level of development of figurative thinking of children makes it possible to include tasks related to the ability to decipher simple schemes in pedagogical activity.
• The ability to concentrate and stably hold attention increases, the duration of the period of conscious concentrated activity increases to 15-20 minutes, in the preparatory group this ability will strengthen to a duration of 30 minutes.

Senior and preparatory groups (5–7 years).

• At the age of six, children accompany the role-playing interaction with speech that imitates the game character. Children learn social roles in a game situation, in connection with this, conflicts may arise due to the distribution of roles.
• The drawing technique is being improved, children draw a lot and with pleasure, these can be illustrations for their favorite cartoons or books, as well as imaginary stories.
• The mental skills of analysis and synthesis make it possible to diversify and complicate your passion for design. When creating buildings, the child relies both on a given scheme and on a specified condition or plan, and the process of collective construction itself shows a desire for solidarity and mutual assistance.
• The degree of development of figurative thinking and imagination allows you to compose logically coherent, consistent, plot-organized stories. It is worth paying attention to the fact that the imagination will actively develop only with social and pedagogical organization and stimulation.

Introduction to the arts

Junior group

• Examination and discussion of illustrations by artists for literary works, teaching the skills of formulating an answer to an adult's questions to plot pictures. It is important to acquaint children with a traditional folk toy, to focus the attention of children on the character traits of a folklore hero, the decorative style of its design.
• Activating the attention and interest of children in the various contours and lines of the picture. The teacher helps to master the image of simple objects of different shapes, straight intersecting lines, simple compositions.
• It is necessary to teach them to comprehend and discuss a self-drawn image, to awaken in the child a sense of emotional pleasure and joy from communicating with the world of colors and shapes.
• Teaching careful and correct attitude to art material. The task of the teacher is to teach the child to freely hold the pencil with three fingers, carefully pick up paint on the brush, remove excess paint from the bristle of the brush on the edge of the jar of water.

Senior group

• Children are introduced to the professions of an artist, composer, writer, actor, as well as art genres such as painting, music, architecture, literature, circus, theater.
• Pupils learn to recognize natural phenomena and surrounding objects in artistic images of literary works, fairy tales, musical compositions.
• The drawing becomes more complex, children are taught to mix paints, paint over, rhythmically drawing lines in one direction, without going beyond the contours. The skills of proportional placement of parts of the image are formed, taking into account the size and shape.

preparatory group

The child masters the art of drawing from nature and from memory, the technique of depicting the details and shapes of objects is being improved, and the construction of a plot composition. Subject and plot drawing develops, the color palette becomes diverse and rich.

modeling

• The goal is to introduce children to a variety of plastic materials, such as plasticine, clay, to develop fine motor skills of hands, teaching them to break off small pieces, roll out, sculpt simple shapes.
• Children of the older group are helped to master the skills of pinching, smoothing, they are taught indentation techniques in order to obtain a hollow shape.
• In the preparatory group, children independently sculpt figures of their favorite characters, create plot compositions.

Application

• In the second younger group, children begin to be introduced to the art of making appliqués. Adults teach the child to pre-lay out the prepared elements in the shape of the intended object, then proceed to sticking the resulting pattern onto paper.
• In the older group, children begin to work independently with scissors, learn to cut out various geometric shapes, which they then use to create collages.
• Pupils of the preparatory group can independently develop and perform plots and composition of more complex structures from various geometric and arbitrary shapes.

Construction

Introducing children to the geometric elements of the desktop and floor building kit. Adults continue to teach children how to build structures according to the model, while stimulating independent creative imagination and imagination.

Musical development

• The goal is to arouse interest in musical works, stimulate a sincere desire to listen and feel the harmony of the sound of music, show an emotional reaction, sing along, perform movements corresponding to the rhythmic pattern of the melody.
• Children of the second year of the younger group are introduced to the song, dance, march, they are taught to distinguish between these three genres. Children learn to determine the one-part and two-part form of a piece of music, to distinguish sounds in height within an octave, to hear and determine the strength of the sound (quietly, loudly).
• Pupils of the senior group master the art of staging, playing the simplest melodies on the metallophone.
• In the preparatory group, children determine the genre and general mood of the piece they listened to, distinguish between its compositional parts, recognize the sound of musical instruments, and learn to convey their musical impressions in a drawing.

Perspective-calendar planning of classes in musical education in the younger group for 1 month.

Kind of activity	Program tasks	Repertoire
Musical-rhythmic movements:	Encourage children to share the rhythm of walking and running with the teacher. To teach children to move with objects (leaves, flags), to perform simple dance movements as shown by the teacher. Encourage children to pass on simple play activities.	“We Catch - We Run” by Tilicheev, “We Walk” by Rustamov, “Leaves-Handkerchiefs” by Goltsov, “Free Dance”, “Gopachok” by Makshantsev, “Hide and Seek” by Rustamov.
Perception of musical works:	To teach children to listen to a melody of a calm nature, to respond to cheerful, dancing music. Learn to distinguish between soft and loud sounds. Celebrate a change in the melody of the music by clapping.	“Lullaby” by Tilicheev, “Oh, canopy!” R. n. m., "Dimble Hands" Tilicheeva.
Singing:	Introduce children to singing, encourage kids to sing along with an adult repeating words.	"Yes Yes Yes!" Tilicheeva", "Cat" Alexandrov.
Entertainment:	Develop children's emotional intelligence. Strengthen knowledge of a familiar fairy tale.	"Ryaba Hen".

Long-term planning for artistic creativity (second junior group) for 1 month.

class goals 1st week	Theme and objectives of the classes 2nd week	Theme and objectives of the classes 3rd week	Theme and objectives of the classes 4th week
	Introduction to pencil and paper	It's raining	Tie colored strings to the balls	Beautiful striped rug
Goals	to draw with a pencil; see the similarity of strokes with objects; develop the desire to draw.	To teach: to convey in the drawing impressions of the surrounding life; see in the picture the image of the phenomenon to consolidate the ability to draw short strokes and lines.	Teach: to hold a pencil correctly; draw straight lines from top to bottom without interruption; see the image of the object in the lines; develop aesthetic perception.	Teach: pick up paint on a brush, remove an extra drop; rinse the brush in water; Continue with flowers.
Material	Colored pencils, sheets of paper (landscape)	Pencils, sheets of paper (1/2 landscape)	Colored pencils, landscape sheets of paper	Paints, brushes, sheets of landscape paper

Projects within the framework of the artistic and aesthetic development of preschoolers

"What a Wonderful World"

1. "Art is an amazing world of beauty." Objectives: acquaintance of pupils with samples of works of art, the formation of skills for understanding the world of painting, the formation of the ability to express their aesthetic impressions, the development of speech.
2. "Magic Flower" Joint drawing with watercolors and wax crayons. Objectives: Using various materials and visual techniques to intensify the free experimentation of children, develop creative imagination, imaginative thinking, a sense of color. To teach non-traditional artistic technique of depicting flowers.
3. "Beautiful Moments of Summer" Monotype. Objectives: To teach the skills of image mirror-symmetrical prints. To acquaint children with the rules for compiling a harmonic color composition, to improve the visual technique of watercolor.
4. "The concept of still life". Objectives: To acquaint with the features, history of the development of the still life genre. Learn to correctly describe the thoughts and emotions that the picture evokes.
5. "Autumn Foliage Ball". Paintings from semolina with appliqué elements. Objectives: to organize and hold a game in an art museum. To teach the ability to create paintings from semolina using paints, to develop a sense of color.
6. "Scenery". Objectives: To acquaint with the features, history of the development of the landscape genre. To learn how to correctly describe the thoughts and emotions that the picture evokes.
7. "Autumn landscape". Graphic technique grisaille. Objectives: to master drawing with charcoal or sanguine, to conduct experimental work with one color, achieving different shades.

Video: drawing with palms and fingers

"The World of Classical Music" (duration 1 year)

• September. Acquaintance with the creative musical heritage of P.I. Tchaikovsky "Children's Album".
• October. Acquaintance with classical ballet as a genre of plastic art. Sleeping Beauty, The Nutcracker.
• November. Discussion of the works of P.I. Tchaikovsky, the formation of children's perception of dance movement as a way to convey a musical image.
• December - January. Acquaintance with European classical music: Bach, Mozart, Beethoven.
• February. Conducting an integrated lesson in fine arts and music, teaching the transfer of musical impressions and experiences in the drawing.
• March, April. Acquaintance with the ancient dance tradition (minuet, gavotte).
• May. Final conversation for children and parents "Conversations about music".

Video: Music Day project

How and why diagnostics of developing programs is carried out

Diagnostics is carried out to determine the level of mastering the skills and abilities of children's artistic activity in accordance with program requirements. It is carried out using special testing methods, which include tasks for each type of artistic activity for a specific age category of children.

Criteria for monitoring the development of artistic and aesthetic development of children of different age categories:

Junior group

• Draws with paints, felt-tip pens, pencils, knows colors, can depict individual objects, compositionally simple plots.
• Emotionally perceives his creative work, is able to tell what is shown in the picture.
• Familiar with plastic material, the skill of modeling, the child can create simple shapes with the help of circular movements of the hands.
• Classifies the elements of a building set by shape.
• Designs with the help of a teacher elementary buildings using a small range of parts.
• He listens and recognizes melodies, distinguishes the pitch of sounds.
• Together with the teacher, he actively sings along and makes movements in accordance with the rhythm of the piece of music.
• Sings along with other children, not ahead or behind them.
• Knows and can name the simplest musical instruments, such as a tambourine, rattles.

middle group

• Expresses his feelings, thoughts, emotions with visual means accessible to his age.
• Draws simple plot compositions on the themes of the surrounding life, literary and fairy tale plots using various artistic techniques.
• Cuts out with scissors under the supervision of the teacher, sticks fragments of the application on paper.
• Designs buildings of various purposes, taking into account the shape, size and properties of the building material.

Senior group

• Participates in role-playing theatrical improvisations, memorizes short poems.
• He draws objects of a clear shape, selects and mixes colors, knows how to accurately paint over.
• It can convey the content of a simple plot in the image, evenly placing objects on the entire space of the sheet.
• Determines the genre of a musical work, distinguishes its compositional parts.
• He recognizes the sound of musical instruments, learns to convey his musical impressions in the drawing.
• She works independently with scissors, learns to cut out various geometric shapes, which are then used to create collages.

preparatory group

• Knows and defines various types of fine arts (painting, graphics, sculpture, arts and crafts).
• Formulates own aesthetic judgments.
• Creates plastic images of various objects, using complex relief techniques, combining them into a common composition.
• Independently constructs both from improvised means and using play building material, organizes a role-playing game around the object.
• Possesses the skills of subject and plot drawing from nature and from memory.

Final conclusions:

1. High level - the child is enthusiastically and attentively engaged in artistic activities, shows a high level of knowledge and emotional reaction.
2. Intermediate level - demonstrates a weak interest in studies, an insufficient level of knowledge, shows a slight level of emotional perception.
3. Low level - does not show interest in aesthetic activities, does not answer questions about the field of art.

The aesthetic development of a child in kindergarten is a daily work in all types of creative activity of a child, such as modeling, drawing, singing, designing. In addition to improving natural abilities in the field of various types of artistic activity, the child opens up prospects for the comprehensive development of personal qualities, the circle of his knowledge of the world and nature expands, thoughts and feelings are ennobled. It is worth remembering that, just like ethical, aesthetic feelings are not innate, but require attention and education from adults surrounding the child.

MBDOU d / s No. 72 Ulyanovsk

Zagumennova Oksana Leonidovna

educator

Methodical development

"Introducing young children to artistic and aesthetic development"

Introduction………………………………………………………………………………3

ChapterI Theoretical foundations for introducing young children to artistic and aesthetic activities

1. Psychological and pedagogical foundations of the artistic and aesthetic development of preschoolers…………………………………………………………………….5
2. Methods of artistic and aesthetic development of preschool children…………………………………………………………………………………………9
3. Visual activity as a means of aesthetic

education…………………………………………………………………….12

1.4 Tasks and methodology for the development of artistic and aesthetic skills in young children in the process of drawing……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

ChapterII Experimental work on introducing young children to artistic and aesthetic development

2.1. Analysis of the level of artistic and aesthetic development of young children………………………………………………………………………………….28

2.2. The system of work on familiarizing young children with artistic and aesthetic development……………………………………………………………….31

2.3. Analysis of the effectiveness of the work performed…………………………………35

Conclusion………………………………………………………………………….36

Bibliography………………………………………………………………...37

Application…………………………………………………………………………40

Introduction

The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The person of the future must be a creator, with a developed sense of beauty and active creativity. That is why many kindergartens pay great attention to the artistic and aesthetic development of pupils.

In our time, the problem of artistic and aesthetic education, personality development, the formation of its aesthetic culture is one of the most important tasks facing education in general and preschool education in particular.

Pedagogy defines the artistic and aesthetic education of preschool children as a purposeful process of forming a creatively active personality of a child capable of perceiving and appreciating beauty in life and art.

Thus, artistic and aesthetic education is the formation in a person of an artistic and aesthetic attitude to reality and its activation to creative activity according to the laws of beauty.

Artistic and aesthetic education has an active and creative orientation, which should not be limited only to a contemplative task, it should form the ability to create beauty in art and life. Therefore, the use of various activities of children in the process of their artistic and aesthetic development is the main component of the pedagogical process in this direction.

An analysis of practice shows that insufficient attention is paid to the artistic and aesthetic development of young children. Many teachers believe that children of this age are not yet able to see and notice the aesthetics of the world around them, to master the skills of visual activity. Therefore, the study and search for psychological and pedagogical conditions and approaches to the artistic and aesthetic development of young children is an urgent problem of preschool pedagogy.

Purpose of the study- to determine the psychological and pedagogical conditions for the artistic and aesthetic development of young children.

Object of study- the process of artistic and aesthetic development of children.

Subject of study- the use of visual activity in the process of artistic and aesthetic development of young children.

Research hypothesis is the assumption that the process of artistic and aesthetic development of young children will occur more efficiently if the following psychological and pedagogical conditions are met:

Using drawing as one of the main types of visual activity that children of this age can master;

Application of methods for the development of visual skills corresponding to the age capabilities of children;

Creation of a special subject-developing environment.

Research objectives:

1. Analyze the psychological and pedagogical literature on the research problem;

2. Determine the level of artistic and aesthetic development of young children;

3. To develop and test a cycle of work on the artistic and aesthetic development of young children;

4. Analyze the effectiveness of the work done.

Research methods Keywords: study of literature, study of documentation, observation, conversation, study and generalization of pedagogical experience, pedagogical experiment, quantitative and qualitative analysis of the results.

CHAPTER 1. Theoretical foundations for introducing young children to artistic and aesthetic development

1.1. Psychological and pedagogical foundations of the artistic and aesthetic development of preschoolers

The aesthetic properties of a person are not innate, but begin to develop from a very early age in a social environment and active pedagogical leadership. Therefore, the aesthetic development of children is one of the central tasks of preschool education.

In the psychological and pedagogical literature there are many different approaches to the definitions of the concept of "aesthetic education".

In pedagogical research, the concept of aesthetic education is carried out from different positions. The first position is occupied by the authors who invest in the content of the concept of "aesthetic education" a personal aspect that reflects the focus of this process on the development of personal qualities (V.N. Shatskaya, N.V. Savin, etc.).

So, V.N. Shatskaya and N.V. Savin gave such a definition of aesthetic education - education of the ability to purposefully perceive, feel and correctly understand beauty in the surrounding reality, in social life, work, in the phenomena of art.

The second position is occupied by scientists who consider this process from the standpoint of not only personal, but also activity approaches, that is, they reflect its focus on the development of aesthetic activity (N.I. Boldyrev, A.I. Burov, D.B. Likhachev, etc.) .

An interesting approach to the definition of the concept under study by N.I. Boldyrev, who sees in it the formation of an aesthetic attitude to reality in a person and the activation of his aesthetic activity. The same position is held by A.I. Burov and D.B. Likhachev, who reinforce the pedagogical orientation of this process and characterize it as a purposeful, organized and controlled pedagogical process of forming an aesthetic attitude to reality and aesthetic activity in a person.

Finally, the third position is occupied by researchers who in the content of the concept of "aesthetic education", in addition to the personal and activity aspects, distinguish the third - creative, that is, they define this concept as a process aimed at developing not only elements of aesthetic consciousness (aesthetic qualities of the individual), but and creative aesthetic activity. This group of authors approaches the definition of the concept of aesthetic education from the standpoint of a holistic approach (G.S. Labkovskaya, G.M. Kodzhaspirova, D.B. Likhachev, etc.). So, G.M. Kodzhaspirova and A.Yu. Kodzhaspirov consider aesthetic education as a purposeful interaction of educators and pupils, contributing to the development and improvement in the growing person of the ability to perceive, correctly understand, appreciate and create beauty in life and art, actively participate in creativity, creation according to the laws of beauty.

Actively engaged in the development of the problem of aesthetic education, G.S. Labkovskaya came to the conclusion that it should imply a purposeful system for the effective formation of a person who is capable of perceiving and evaluating the beautiful, perfect, harmonious in life and art, capable of living and creating "according to the laws of beauty" from a socio-aesthetic ideal.

Based on the definition of aesthetic education given by K. Marx, D.B. Likhachev reveals it as a purposeful process of forming a creatively active personality of a child, capable of perceiving and evaluating the beautiful, tragic, comic, ugly in life and art, living and creating according to the laws of beauty.

There are many definitions of the concept of "aesthetic education", but, having considered only some of them, it is already possible to single out the main provisions that speak of its essence. First, it is a targeted process. Secondly, it is the formation of the ability to perceive and see beauty in art and life, to evaluate it. Thirdly, the task of aesthetic education is to form the aesthetic tastes and ideals of the individual. And, finally, fourthly, the development of the ability for independent creativity and the creation of beauty.

Some researchers (M.S. Kagan and others) understand aesthetic education as a process of development of an individual's aesthetic culture. At the same time, the scientist draws attention to the connection between aesthetic education and other areas of education (political, labor, moral, physical, artistic). Another point of view is represented by the position of A.L. Radugina, A.A. Belyaeva and others, who interpret this phenomenon as a purposeful formation in a person of his aesthetic attitude to reality.

An analysis of philosophical and pedagogical approaches to the definition of the concept of "aesthetic education" made it possible to single out a number of provisions that are important for us: 1) aesthetic education is carried out with the help of such means as art, nature, relationships, etc.; 2) this process is aimed at the formation of aesthetic culture, the structural components of which are aesthetic activity and aesthetic consciousness; 3) aesthetic education occurs throughout a person's life.

Next, consider the phenomenon we are studying in a psychological context. In this connection, let us turn to the analysis of the approaches of psychologists to the definition of the concept of "aesthetic education" (N.Z. Bogozov, I.G. Gozman, K.K. Platonov, V.G. Krysko, etc.).

N.Z. Bogozov, I.G. Gozman, G.V. Sakharov and others reveal the content of the concept of "aesthetic education" through the selection of a number of characteristics, one way or another characteristic of this process. In particular, they understand aesthetic education as "the education of aesthetic feelings, an aesthetic attitude to reality, the means of which are drawing, singing, music, etc."

For a number of psychologists, aesthetic education is a process aimed at: 1) the formation of aesthetic taste and aesthetic attitude to reality, not only individuals, but through them - and teams (K.K. Platonov); 2) the formation of a creatively active personality capable of perceiving, feeling, evaluating the beautiful, tragic, comic, ugly in life and art, living and creating “according to the laws of beauty” (V.G. Krysko).

Based on the analysis of the philosophical, psychological and pedagogical definitions of the concept under study, we consider aesthetic education as an integral pedagogical process based on specially organized activities and aimed at the development of aesthetic culture and creative activity of the individual.

In our time, the problem of aesthetic education, personal development, the formation of its aesthetic culture is one of the most important tasks. This problem has been developed quite fully in the works of domestic and foreign teachers and psychologists. Among them, A.V. Lunacharsky, A.S. Makarenko, D.B. Kabalevsky, V.A. Sukhomlinsky, B.M. Nemensky, B.T. Likhachev, N.I. Kiyashchenko, V.N. Shatskaya, L.P. Pechko, M.M. Rukavitsyn and others. In the field of preschool pedagogy, the works of E.A. Flerina, N.A. Vetlugina, T.S. Komarova, G.G. Grigoryeva, T.G. Kazakova, T.A. Kotlyakova and many others.

Thus, the entire system of aesthetic education is aimed at the overall development of the child, both in aesthetic terms and in spiritual, moral and intellectual terms.

1.2. Methods of artistic and aesthetic development of preschool children

Artistic and aesthetic development is the most important aspect of organizing the process of raising a child. Aesthetic education – this is the organization of the life and activities of children, contributing to the development of the child's aesthetic feelings, the formation of ideas and knowledge about beauty in life and art, aesthetic assessments and an aesthetic attitude to everything that surrounds us.

The result of artistic and aesthetic education is aesthetic development. For the aesthetic development of the child's personality, various types of artistic activity are of great importance - visual, musical, artistic and speech, gaming, etc.

A component of the process of aesthetic development is art education - the process of assimilating art history knowledge, skills, and developing the ability for artistic creativity.

The tasks of artistic and aesthetic education of preschoolers, based on its purpose, can be represented by two groups.

First group of tasks It is aimed at shaping the aesthetic attitude of children to the environment.

The following is envisaged: to develop the ability to see and feel beauty in nature, actions, art, to understand beauty; cultivate artistic taste, the need for knowledge of beauty.

The second group of tasks is aimed at the formation of artistic skills in the field of various arts: teaching children to draw, sculpt, design; singing, moving to music; development of verbal creativity.

These groups of tasks will give a positive result only if they are closely interconnected in the implementation process.

There is a huge variety of methods of artistic and aesthetic preschoolers.

So, V. I. Loginova, P. G. Samorukova developed the following classification methods of aesthetic education:

Methods and techniques for the formation of elements of aesthetic consciousness: aesthetic perception, assessments, taste, feelings, interests, etc. When using this group of methods, the educator influences the emotions and feelings of children using visual, verbal, practical and gaming methods and teaching methods, depending on what aesthetic phenomenon children are introduced to;

Methods aimed at introducing children to aesthetic and artistic activities. This group of methods and techniques includes showing the mode of action or a sample, exercises, showing the method of sensory examination accompanied by an explanatory word;

Methods and techniques aimed at developing aesthetic and artistic abilities, creative skills, ways of independent actions of children. These methods involve the creation of search situations, a differentiated approach to each child, taking into account his individual characteristics.

N.A. Vetlugina defined the following classification of methods:

Depending on the source of knowledge (visual, verbal, practical, gaming);

Depending on the type of artistic and creative activity and educational tasks;

Depending on the objectives of the development of artistic and creative abilities;

Depending on the age characteristics of children;

Depending on the individual characteristics of children;

Depending on the stages of artistic pursuits.

G.G. Grigorieva believes that the choice of certain methods and techniques depends on:

From the age of children and their development;

From the type of visual materials with which children act.

The system of pedagogical interaction between teachers and children, aimed at the artistic and aesthetic development of preschoolers, is built in preschool educational institutions in three directions:

specially organized training;

joint activities of teachers and children;

children's independent activities.

The interaction of teachers and children is carried out taking into account a differentiated approach and includes a variety of forms of work: group and subgroup classes, holidays, entertainment, themed musical evenings, creativity weeks, didactic games, exhibitions of drawings and crafts, creation of homemade books, circle and studio work; free artistic activity; organization of performances, entertainment, competitions, exhibitions, festivals, holidays; museum pedagogy; aesthetic design of interiors; participation in city events. etc.

Thus, a properly organized system of work on the artistic and aesthetic education of children - the creation of conditions for aesthetic education, the organization of the educational process - will create favorable conditions for the development of artistic and aesthetic abilities of children, creative imagination and, as a result of artistic and aesthetic education, - spiritually rich, comprehensively developed personality.

1.3 Visual activity as a means of aesthetic education

Visual activity is the most important means of artistic and aesthetic education. This was emphasized by many artists, art historians, teachers, psychologists, and scientists. This was also noted by the ancient Greeks, works of art, which still amaze and delight the world with beauty and perfection, have served the aesthetic education of man for many centuries.

In shaping the personality of a child, in his aesthetic development, various types of artistic and creative activities are invaluable: drawing, modeling, cutting figures out of paper and gluing them, creating various structures from natural materials, etc.

The visual activity of preschoolers as a type of artistic activity should be emotional, creative. The teacher must create all the conditions for this: he, first of all, must provide an emotional, figurative perception of reality, form aesthetic feelings and ideas, develop figurative thinking and imagination, teach children how to create images, means of their expressive performance.

The learning process should be aimed at the development of children's fine arts, at the creative reflection of impressions from the surrounding world, works of literature and art.

Drawing, modeling, appliqué are types of visual activity, the main purpose of which is a figurative reflection of reality.

Visual activity is one of the most interesting for preschool children. Visual activity is a specific figurative knowledge of reality.

One of the main types of visual activity that children begin to master at an early age is drawing.

Children's drawing is a phenomenon of the creative activity of children aged 1-2 to 10-11 years old, which has a motor-visual basis and implements many mental functions that are important for the holistic personal development of the child. It is therefore necessary when considering and evaluating children's drawings:

Discuss the drawing with the child, and not himself, his personality (for example: capable, incapable, slob, neat, stupid, weak, average, brilliant child, etc.);

It is necessary to evaluate the achievements of the child in relation to his personal capabilities and in comparison with his own drawings, taking into account the individual characteristics and dynamics of his development (whether the child moves in his work or stops, repeats what he has mastered, reproduces himself), and not in comparison with other children;

It is necessary to accurately determine the goal, the essence of the task, the conditions for creating a drawing and, in accordance with these circumstances, evaluate the work (the theme for the exhibition is set, prompted from outside or caused by one’s own motives, did it find an echo in the child’s soul or was performed under duress; did the child use auxiliary visual material or worked from memory, imagination, whether there was a sufficient choice of visual means, etc.);

Identify and evaluate: its general mood, plot, semantic and emotional interpretation, compositional solution (selection of the size of the picture, location of the image in the format, expression of the degree of subordination of individual figures - directing, scale relationships, configuration of forms, rhythmic and coloristic solution), freedom of ownership of the pictorial language;

Support, encourage lawfully the independence of drawing, the activity of the author's position in relation to the depicted, the sincerity of emotional experiences in creativity, sensitivity to the nature of visual materials and the possibilities of tools, ingenuity in the search for image techniques and ways of expressing images and moods, work to improve one's pictorial language;

It is important to determine and take into account the measure of someone else's influence on the drawing, which reduces the level of creative search; it must be remembered that such types of drawing as copying from a sample, tracing from an original, painting over finished contour pictures do not contribute to the creativity and artistic development of the child, but lead to a mechanical reproduction of other people's decisions, serve to spread faceless patterns and stereotypes in children's drawing;

In the evaluation itself, kind attention should be shown, a desire to see deeply and completely all the content of the drawing; it must be thoroughly reasoned and have a positive character, so that even when identifying shortcomings, open the child the opportunity to overcome them, while excluding direct prompting in doing; the assessment can also express parting words for further creativity and the formulation of new tasks - then it will be interesting, useful, desirable and accepted with confidence.

In pedagogical practice, we must not forget that children create according to their own needs, and not “for show”, and it is wrong to focus them only on the result, replacing search with a model, creativity with execution, desire with coercion. In the evaluation of works, sincere, original creativity of the child, and not obedient reproduction, should be encouraged. Loving drawing and trusting adults, a drawing child may become a victim of someone else's will. Thus, the creative rights of the child are violated, his artistic activity is incorrectly oriented, and his integral personal development is damaged. This must be understood and remembered by all adults who come into contact with children's creativity.

The main stages in the development of the visual activity of children:

• a pronounced interest of the child in the visual material and cognitive actions with it;
• the child's interest in the actions of adults with the material, imitation of them, based on the need for communication;
• the child's interest in the trace left on the sheet and the manifestation of the associative image;
• manifestation of the first intentions;
• object-tool activity (search for the content of the image in scribbles). The child himself sets the goal, depicting the task;
• interest in drawing (middle preschool age), since a child can embody any content in a drawing. Visual actions become more accurate, confident, varied, creative;
• high-quality drawings turn into plastic ones (senior preschool age)

The drawing of a preschooler can be immediately recognized by their brightness, colorfulness, decorativeness.

Children's drawings convince adults that the child is able to express his worldview in them, they cause our emotional reaction and that is why they can be called expressive.

One of the most accessible means of expression for a child is color. It is characteristic that the use of bright, pure colors in various combinations is inherent in preschoolers of all ages.

A preschooler can draw with all colors, while imitating a neighbor on the table or drawing “by heart” an image found more than once.

The originality of the image, the product of children's activity, is an indicator of creative imagination. At the same time, it should be remembered that a child's drawing, for all its merits, is not a work of art. He cannot surprise us with the depth of thought, the breadth of generalization, the absolute uniqueness of the form of the embodiment of the image. The child in the drawing tells us about himself and what he sees. Children do not just transfer objects and phenomena of the surrounding world onto paper, but live in this world of beauty.

The teacher needs to remember that it is impossible to evaluate the expressiveness of the images created by a preschooler only on the basis of an analysis of the drawing itself. For a correct understanding of the child, his capabilities in visual activity, it is necessary to observe and analyze the process of creating an image, take into account the personality traits of a small artist.

Along with the expressiveness and literacy of children's works, one should also highlight such a quality as originality.

The originality, originality of children's work is a relative quality. It can be combined with literacy, expressiveness, but it can also be the only characteristic of the image. That is, the drawing of a small child may be illiterate, expressive, but differ in a peculiar solution to the problem.

In drawing classes, children develop an interest in artistic and creative activities, a desire to create a beautiful image, it is more interesting to come up with it and perform it as best as possible. The perception and understanding of works of art available to children: graphics, painting, sculpture, architecture, folk decorative art - enrich their ideas, allow them to find a variety of expressive solutions.

1.4 Tasks and methodology for the development of artistic and aesthetic skills in young children in the process of drawing

The main goal of teaching fine arts is to develop the creative abilities of children. One of the main tasks of teaching children is to develop the ability to correctly convey their impressions of the surrounding reality in the process of depicting specific objects and phenomena.

The visual possibilities of young children in the transfer of the environment are limited. Not everything that a child perceives can serve as a theme for his drawing. It is difficult for a child of this age to convey all the characteristic features of an object, since he does not have sufficiently developed visual skills. Of great importance in the truthful transmission of impressions is the way of depiction. Children learn to convey the approximate shape of an object, the ratio of its parts, the location of objects in space, their color, etc.

Mastering visual techniques is a rather difficult task that requires the development of thinking. In kindergarten, it is solved mainly in older groups.

The solution to this problem is connected with the peculiarities of the aesthetic development of a preschooler. Children can perform the simplest rhythmic constructions using bright, contrasting color combinations to create an expressive composition.

One of the most important tasks of teaching visual activity is mastering the techniques of working with various materials. Visual skills consist in the ability to convey the shape of an object, its structure, color and other qualities, to create a pattern, taking into account the decorated form.

Visual skills are closely related to technical skills. To depict any object, one must be able to freely and easily draw lines in any direction, and how to convey the shape of an object through these lines is already a visual task.

The acquisition of technical skills only at the initial stage of training requires great concentration, active work of the child's mind. Gradually, technical skills are automated, drawing uses them without much effort. Technical skills include the correct use of materials and equipment. In drawing, elementary technical skills consist in the ability to properly hold a pencil, brush and use them freely.

The importance of technical skills is great, since their absence often leads to a decrease in children's interest in visual activity, causing them dissatisfaction.

The acquired skills of the correct and free use of the material should not be used mechanically, but taking into account the characteristics of the subject of the image.

Thus, the tasks of teaching visual activity are closely related to the specifics of this type of art and at the same time contribute to the implementation of educational tasks, the development of children's artistic abilities.

Children's visual activity is based on the knowledge of the surrounding reality, therefore the question of the development of perceptions is one of the main problems in the methodology of teaching children to draw. Creating an artistic image involves the transfer of deep content in a vivid, emotional form.

With a child of the second year of life, special training in image skills is already possible, since he strives to reproduce the actions of the educator, accompanied by an explanation. When setting tasks for teaching drawing, it is taken into account that two-year-old children have little experience, lack knowledge and skills, and hand movements are not well developed. Therefore, the main tasks are primarily related to the general educational impact on children.

The tasks of teaching in the first junior group are as follows:

Arouse interest in the process of drawing as an activity that gives a result;

To introduce drawing materials (pencils, paints) and how to use them;

To teach understanding of an adult's drawing as an image of an object;

Teach the techniques of drawing straight, rounded lines and closed shapes.

Mastering visual skills begins with drawing straight, vertical and horizontal lines, first when completing the drawing started by the educator (threads for balls, stems for flowers, a ball of threads, etc.).

Narrative drawing is the main goal to teach the child to convey his impressions of the surrounding reality.

The child should be able to draw the main thing in the plot, and he performs everything, the details at will.

A small child still has too superficial perception and analytical-synthetic thinking: he first of all perceives what is directly accessible to sight, touch, hearing, often recognizes an object from some insignificant details that he remembers. In the same way, the child perceives and conveys the plot in the drawing. The child has little experience and insufficiently developed visual skills in depicting a plot drawing.

In the younger group, some of the topics proposed for drawing sound like complex ones (for example: “Kolobok is rolling along the path”, “It is snowing, it covered the whole earth”, “Leaf fall”, “Birdyard”, etc.). But they do not require the transmission of the action of the plot. An indication of the plot of the picture is used to create interest in children in depicting the simplest forms.

In plot drawing, young children are not faced with the task of showing exactly proportional relationships between objects, since it is complex and accessible only to children of the older group.

The teacher should try to pick up interesting topics for the children, taking into account their impressions of the surrounding reality.

The first stage in the development of children's artistic abilities begins from the moment when a visual material - paper, pencil, paints, crayons - falls into the child's hand for the first time. In the future, with the accumulation of experience by children, the mastery of visual skills and abilities, new tasks can be set for them.

At 2-3 years old, a child easily learns the skill to properly hold a pencil, brush, crayons, and use them.

Bright and colorful images evoke strong positive emotions in children. The child enjoys any color of pencil, paint, painting over everything with them. But even at an early and younger age, he can already associate color with the image of an object. The use of color helps to express the emotional attitude of the child to the depicted.

Thus, the means of expression used by children are quite diverse: color, shape, composition. In children, the desire to draw is short-term, unstable. Therefore, the teacher must properly manage the process of creative activity.

The experience of a preschooler is still small, so it is important for him to give him the opportunity to pre-observe the subject in order to see and remember the main, characteristic, expressive. It is the inability to see that explains many mistakes in the drawings of children.

In kindergarten, in the classroom for visual activities, a variety of methods and techniques are used, which can be conditionally divided into visual and verbal. A special group of techniques specific to the kindergarten is made up of game techniques. They combine the use of visualization and the use of the word.

The teaching method, according to the definition adopted in pedagogy, is characterized by a unified approach to solving the task, determines the nature of all activities of both the child and the teacher in this lesson.

The method of learning is a more private, auxiliary tool that does not determine the entire specifics of the activity in the lesson, which has only a narrow educational value.

Sometimes individual methods can only act as a technique and do not determine the direction of work in the lesson as a whole. For example, if reading a poem (story) at the beginning of a lesson is precisely the goal of only arousing interest in the task, attracting the attention of children, then in this case, reading served as a technique that helped the educator in solving a narrow task - organizing the beginning of the lesson.

Visual methods and techniques - visual methods and techniques of teaching include the use of nature, reproductions of paintings, samples and other visual aids; examination of individual objects; showing the educator of image techniques; showing children's work at the end of the lesson, when they are evaluated.

The kindergarten program establishes the scope of visual skills that children must master in the learning process. Mastering a relatively small range of skills will enable the child to depict a wide variety of objects. For example, in order to draw a house, you need to know how to draw a rectangular shape, that is, be able to connect lines at right angles.

The same techniques will be required to draw a car, train and any other object that has a rectangular shape.

The educator's demonstration of image methods is a visual-effective technique that teaches children to consciously create the desired form based on their specific experience. The display can be of two types:

Show with a gesture;

Demonstration of image techniques.

In all cases, the display is accompanied by verbal explanations.

Gesture explains the location of the object on the sheet. The movement of a hand or a pencil stick across a sheet of paper is enough for even 2-3-year-old children to understand the tasks of the image. With a gesture, the main form of an object, if it is simple, or its individual parts can be restored in the child's memory.

It is effective to repeat the movement with which the educator accompanied the perception of his explanation. Such repetition facilitates the reproduction of the connections formed in the mind. For example, when children are watching the construction of a house, the teacher gestures to show the contours of buildings under construction, emphasizing their aspiration upwards. He repeats the same movement at the beginning of the lesson, in which children draw a high-rise building.

A gesture that reproduces the shape of an object helps memory and allows you to show the movement of the drawing hand in the image. The smaller the child, the more important in his learning is the display of hand movement.

A child of early and younger preschool age is not yet fully in control of his movements and therefore does not know what kind of movement is required to represent one form or another.

Such a technique is also known when the teacher in the younger group makes images with the child, leading his hand.

With a gesture, you can outline the entire object if its shape is located (ball, book, apple) or the details of the shape (the location of the branches of a spruce, the bend of the neck of birds). The teacher shows the finer details in the drawing.

The nature of the display depends on the tasks that the teacher sets in this lesson. Showing the image of the entire object is given if the task is to teach how to correctly depict the main form of the object. Usually this technique is used in the younger group. For example, to teach children to draw round shapes, the teacher draws a ball or an apple, explaining his actions.

During repeated exercises to consolidate skills and then independently apply them, the demonstration is given only on an individual basis, details that have not mastered this or that skill.

Constant demonstration of the methods of completing the task will teach children to wait in all cases for instructions and help from the educator, which leads to passivity and inhibition of thought processes. Showing the educator is always necessary when explaining new techniques.

At an early age, the child cannot fully control and evaluate his actions and their results. If the process of work gave him pleasure, he will be satisfied with the result, expecting approval from the educator.

In the younger group, the teacher at the end of the lesson shows several well-done works without analyzing them.

The purpose of the show is to draw the attention of children to the results of their activities. The teacher also approves the work of other children. A positive assessment of them contributes to the preservation of interest in visual activity.

It is not necessary to consider mistakes in the work of one child with all children, since the consciousness of it will be of significance only for this child. The causes of the error and ways to eliminate it are best analyzed in an individual conversation.

Verbal teaching methods and techniques - these include a conversation, an indication of the teacher at the beginning and during the lesson, the use of a verbal artistic image.

The purpose of the conversation is to evoke previously perceived images in the memory of children and arouse interest in the lesson. The role of conversation is especially great in those classes where children will perform work on the basis of a presentation (according to their own design or on a topic given by the educator), without using visual aids.

The conversation should be short, but meaningful and emotional. The teacher mainly draws attention to what will be important for further work, i.e. on the constructive color and compositional solution of the picture. If the impressions of the children were rich and they possess the necessary skills to convey them, such a conversation is enough to complete the task without additional tricks.

To clarify the children's ideas on the topic or to familiarize them with new methods of depicting the educator during the conversation or after it, he shows the desired object or picture, and before starting the task, the children demonstrate the method of work. In younger groups, conversation is used when it is necessary to remind children of the subject that they will depict or to explain new methods of work. In these cases, conversation is used as a technique to help children better understand the purpose and purpose of the image.

The conversation, both as a method and as a reception, should be short and last no more than 3-5 minutes, so that the ideas and emotions of the children are revived, and the creative mood does not fade away. Thus, a properly organized conversation will contribute to a better performance of the task by children. The artistic image embodied in the word (poem, story, riddles, etc.) has a kind of visibility. It contains that characteristic, typical, which is peculiar to this phenomenon and distinguishes it from others.

Expressive reading of works of art contributes to the creation of a creative mood, the active work of thought, imagination. For this purpose, the artistic word can be used not only in the classroom for illustrating works of literature, but also in the images of objects after their perception.

When teaching children of primary preschool age, verbal instructions are rarely used. Children still have too little experience and insufficient visual skills to understand the explanation of the educator without the participation of sensory analyzers. Only if the children have well-established skills, the teacher may not accompany a visual demonstration of the action.

Instructions are needed for indecisive, shy children, unsure of their abilities. They need to be convinced that the work will certainly work out. However, one should not always prevent the difficulties facing children. To foster creative activity, it is important that the child faces difficulties and learns to overcome them.

The form of instructions may not be the same for all children. For some, an encouraging tone is needed that arouses interest in work and self-confidence. Self-confident children should be more demanding.

The instructions of the teacher should not be a direct dictation to the children how to depict the subject in one case or another. They must make the child think, think. Individual instructions should not attract the attention of all children, so they should be given in a low voice. Instructions to all children during the lesson are given if many are mistaken.

Game learning techniques - this is the use of the moments of the game in the process of visual activity refers to visual-effective learning techniques. The smaller the child, the greater the place in his upbringing and education should be played. Game teaching methods will help to attract the attention of children to a gradual task, facilitate the work of thinking and imagination.

Learning to draw at a young age begins with playing exercises. Their goal is to make more effective the process of teaching children to create the simplest linear forms and the development of hand movements. The children, following the teacher, first draw various lines in the air with their hands, then with their fingers on paper, supplementing the movements with an explanation: “This is a boy running along the path”, “So the grandmother is winding the ball”, etc. The combination of image and movement in a game situation significantly accelerates the mastery of the skills to depict lines and simple forms.

The inclusion of game moments in visual activity in the younger group continues when depicting objects. For example, a new doll comes to visit the children and they draw her a dress, vitamins, etc. In the process of this work, kids master the ability to draw circles.

When using gaming moments, the teacher should not turn the entire learning process into a game, as it can distract children from completing the learning task, disrupt the system in acquiring knowledge, skills and abilities.

Separate methods and techniques - visual and verbal - are combined and accompany one another in a single learning process in the classroom.

Visualization renews the material and sensory basis of children's visual activity, the word helps to create a correct representation, analysis and generalization of what is perceived and depicted.

The main principle of teaching children to draw is visibility: the child must know, see, feel the object, the phenomenon that he is going to depict. Children should have clear, precise ideas about objects and phenomena. There are many visual aids used in drawing classes. All of them are accompanied by verbal explanations.

First of all, the very activity of the educator is a visual basis. The child follows the drawing of the teacher and starts to fight him. At preschool age, imitation plays an active teaching role. A child who watches how a drawing is created also develops the ability to see features of form and color in their flat image. But imitation alone is not enough to develop the ability to think independently, portray, freely use the acquired skills. Therefore, the methods of teaching children are also consistently becoming more complicated.

In the work of V.N. Avanesova recommends the gradual involvement of children in the joint process of drawing with the educator, when the child finishes what he has begun or work - he draws strings to the drawn balls, stems to flowers, sticks to flags, etc.

The positive thing about this technique is that the child learns to recognize the depicted object, analyze the already drawn and missing parts, exercises in drawing lines (of a different nature) and, finally, receives joy and emotional pleasure from the result of his work.

The teacher can use a demonstration of drawing techniques and a verbal explanation, and the children themselves will complete the task without a reference drawing. It is important here that the process of constructing a drawing by the teacher's hand should be well coordinated with the course of verbal presentation. The word, supported by visual material, will help the child to analyze what he has seen, to understand it, and to remember the task better. But the child of the younger group has not yet developed the ability of memory for a long time to retain what is perceived with sufficient clarity (in this case, this is the teacher’s explanation): he either remembers only part of the instructions and completes the task incorrectly, or he cannot start anything without a second explanation. That is why the teacher must once again explain the task to each child.

Thus, we agree with G.G. Grigoryeva, who believes that one of the most important tasks of teaching visual activity is mastering the techniques of working with various materials. Visual skills consist in the ability to convey the shape of an object, its structure, color and other qualities, to create a pattern, taking into account the decorated form.

There are many methods and techniques for teaching children to draw (conversation (verbal-visual technique), visual-figurative and game techniques), which must be taken into account in the process of targeted aesthetic-pictorial perception.

CHAPTER 2. Experimental work to introduce young children to artistic and aesthetic development

2.1. Analysis of the level of artistic and aesthetic development of young children

Experimental work was carried out on the basis of the Municipal preschool educational institution kindergarten No. 72 with children of primary preschool age in the amount of 22 people. In the process of work, they were divided into two groups: experimental and control (11 people each). The list of children participating in the study is given in the appendix.

The program of experimental work included three main stages:

Stage I - ascertaining experiment;

Stage II - a formative experiment;

Stage III - control experiment.

In our experimental study, due to time constraints, work with children did not cover all areas of the artistic and aesthetic development of an early age. The content of our work was the formation and development of one of the types of visual activity - drawing. This is due to the fact that it is to this type of visual activity that young children show the greatest interest, and already at this age they make their first attempts to draw.

The aim of the first stage was to determine the level of artistic and aesthetic development of the test children.

To conduct the ascertaining stage of the experiment, the technique developed by T.G. Kazakov.

Experiment progress:

Ask the children to name the objects they take out of the bag. Also name the size of the object, shape.

Then we offer to draw objects on a piece of paper. To do this, we lay out isomaterials in front of the children: brushes, pencils, crayons, foam rubber poke.

There were paints and brushes in front of the children. Children were invited to draw on a free topic. Children had to name the color of the paint and use it correctly.

We have developed indicators of the level of knowledge and skills:

Knowledge indicators:

• Recognition and naming of an object
• Knowledge of the shape of an object
• Knowing the size of an object
• Recognition and naming of colors.

Skill indicators:

• Ability to hold a brush correctly
• Ability to pick up paint on a brush and wash it
• Knowledge of drawing techniques
• Emotional response.

In accordance with the indicators, characteristics of the levels of artistic and aesthetic development were developed.

Low level- Emotionally responds to manifestations of the aesthetic, but only at the prompting of an adult. When naming images in drawings and toys for adults, he recognizes them and rejoices. Tries to draw with the support and encouragement of an adult.

Average level- The child shows interest in the perception of objects, emotionally responds to the beautiful. Highlights individual features of objects: bright colors, basic shapes. Able to use some visual tools with a little help from an adult. Owns shaping movements.

High level- The child shows an active interest in the perception of the aesthetic properties of objects and phenomena, the desire to consider them. There is an emotional response, an expression of pleasure, joy in facial expressions. The child recognizes and names objects, shape, size and color. Knows individual isomaterials, their properties, owns technical and shaping movements.

At the end of the experiment, we summed up the results of which are shown in the table.

Table 1

The results of the ascertaining experiment

Level	Experimental group		Control group
	Qty		Qty
high
average
short

Summing up the results of the ascertaining stage of the experiment, we can conclude that in the experimental group with a high level of development of visual skills, 1 person, which is 10%, with an average of -7 people, which is 70%, and with a low level, 3, which is 20% %. In the control group with a high level of development of visual skills, there are no children, with an average level - 8 people, which is 75% and with a low level - 3 people, which is 25%.

2.2. The system of work to introduce young children to artistic and aesthetic development

The purpose of the formative experiment is to create a cycle of systematic work aimed at familiarizing young children with artistic and aesthetic development. The work was carried out with the experimental group.

In our work, we used the following drawing methods in accordance with the age capabilities of children:

Drawing in the air - the image of a line and figures in the air using the movements of the straight index finger of the leading hand. Using this technique helps to feel the correct direction of movement and remember it at the motor level. You can also draw with your finger on any smooth surface (glass, table).

Joint drawing - joint actions of an adult and a child in the process of drawing. An adult puts a pencil in the child's hand, takes it in his own and runs it over the paper, creating an image and commenting on the drawing in parallel. Using this method allows you to teach a child to hold a pencil correctly, to press on it while drawing with a certain force, to draw various lines and shapes.

Drawing details is the process of completing a drawing. As a basis for drawing, a blank is offered, on which only a part of the drawing is drawn, the missing details of which the child must complete. The plot of the picture is played out and commented on by adults. Using this teaching method allows you to consolidate the skills learned by the child (hold the pencil correctly, draw certain lines and shapes). At the same time, an adult has the opportunity to plan the level of complexity of the drawing and the time it takes to complete the task, depending on the age of the children in the group and their level of skills.

To carry out the work, a subject-developing environment was created that helps to immerse the child in an aesthetic atmosphere, develop interest in artistic and aesthetic objects. The environment contained the following materials:

A variety of visual material (paints, pencils, paper, cardboard, etc.);

Illustrations of paintings by artists;

Didactic material;

game library;

Book corner;

Corner of nature.

The work was carried out according to the presented plan.

September	"Wonder Wands" Purpose: introduction to pencils	"Grass" Goal: stimulate interest in drawing, learn to draw dashes	"Rain, rain drip, drip, drip" Purpose: to learn to draw dashes	"A Treat for the Birds (Chickens)" Purpose: to teach the techniques of priming
	"Four Sisters" (red color) Purpose: fix the name	"Legs walk along the path" Purpose: to learn to draw a stroke	"Friends"	"Bubble" Purpose: to learn to draw rounded shapes
	"Leaf fall" Purpose: to learn to draw a stroke	"The Train from Romashkov" Purpose: to learn to draw vertical lines (sleepers)	"Oh dear!"	"Alenka in diapers" Purpose: to learn to draw a stroke
	"Decorate the Hat"	"Four Sisters" (yellow color) Purpose: fix the name	"Comb for Masha the Confused" Purpose: to learn to draw vertical lines	"Snow falls on the edge, on the meadow" Purpose: to consolidate the ability to draw a stroke
	"Lights lit in the house" Purpose: to consolidate the ability to draw a stroke	"Christmas tree" Purpose: to consolidate the ability to draw a stroke and vertical lines	"Snowman"	"Snow Bunny" Purpose: to consolidate the ability to draw rounded shapes
	"Jolly Clown" Purpose: to fix the stroke drawing	"Snow Maiden Mitten" Purpose: to consolidate the ability to draw a stroke	"Dry sticks" Purpose: to learn to draw a square shape	"Four Sisters" (green color)
	"Colorful Balls" or "Naughty Kitten" Purpose: to consolidate the ability to draw rounded shapes	"Fancy Dress" Purpose: to consolidate the drawing of a stroke and horizontal lines	"Steamboats go to sea" Purpose: to learn to draw horizontal lines	"Decorate the Umbrella" Purpose: to fix the drawing of a rounded shape (rings)
	"Four Sisters" (blue color) Purpose: fix the name of the color	"Hairstyle for Parsley" Purpose: to consolidate the ability to draw vertical lines	"Birds Have Arrived" Purpose: to consolidate the ability to draw rounded shapes and vertical lines	"Beautiful vase" Purpose: to consolidate the skill draw horizontal and vertical lines
	"Lilac" Purpose: to fix the drawing technique - priming (stroke)	"Dandelion" Purpose: to consolidate the ability to draw vertical lines and a rounded shape	"Ladybug" Purpose: to consolidate the ability to draw a rounded shape	“What did the train from Romashkov meet” Purpose: to consolidate the skill draw stroke, round shape, vertical lines

For example, in the educational event “Rain, rain”, after observing the rainy weather outside the window with children and a descriptive story about a natural phenomenon, we drew rain with a finger in the air and moved on to drawing on A4 paper, where a cloud and earth were previously drawn. The children began to draw vertical lines in the form of rain. At one time I help the children to start the drawing, or continue it in the right direction of the rain lines.

2.3. Analysis of the effectiveness of the work performed

The purpose of the final stage of the study was to analyze the effectiveness of the conducted experimental work by re-diagnosing children in the control and experimental subgroups.

Diagnostic tasks, indicators, criteria and characteristics of the levels remained unchanged.

Based on the survey data of children of the 1st junior group, we can safely say that the work on this program significantly improves the performance, both for each child and for the group as a whole.

Most children have a strong interest in drawing, they use materials and tools correctly.

The low level at the beginning of the year is explained, most often, by insufficient possession of technical skills and abilities, which manifested itself only with the active encouragement of an adult.

Conclusion

Work in this direction gives a positive trend in the development of children's drawing skills, which allows children to develop color perception, the ability to see the means of expression, the brightness and elegance of color, some of its shades. In drawing, children convey the resemblance to a real object, enrich the image with expressive details.

This is evidenced by the results of the ongoing diagnostics, which shows a positive trend.

Children, already in the first year of acquaintance with drawing, learned to be creative in accordance with the requirements for age, skillfully use materials and tools.

Based on the results, it can be seen that the chosen methods and techniques help to solve the tasks I have set.

But in general, if the work is carried out systematically, in a system with other activities, in group and individual activities, in cooperation with parents, then such tasks as:

• Disclosure of important aspects of child development in each age group;
• Providing qualified assistance to parents on the upbringing and development of children;
• Increasing self-esteem of parents in their own eyes and in the eyes of each other;

In conclusion, I would like to say the following: drawing for a child is a joyful, inspired work, which is very important to stimulate and support, gradually opening up new opportunities for visual activity. And most importantly, drawing plays an important role in the overall mental development of the child. After all, it is not the final product - the drawing - that is valuable in itself, but the development of the personality: the formation of self-confidence, in one's abilities, self-identification in creative work, purposefulness of activity. This is the main aspect of my work, so that classes bring only positive emotions to children. .

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Application

Theme: "Funny Clown"

Software content.

1st subgroup - to consolidate the ability to draw by sticking (apply the brush with all the pile to the paper).

2nd subgroup - exercise in drawing a rounded shape (we work out the shaping circular movements of the hand).

The whole group - to teach the technique of drawing with paint (dip the brush in the paint as needed); to consolidate the ability to hold the brush correctly; repeat the material about color (1st subgroup), shape, size (2nd subgroup).

Cultivate accuracy, develop the creative activity of children.

Material: gouache 9 colors; white paper - sheets 30x30; stencils on backgrounds of different colors; silhouettes of clowns; colored circles of different diameters; glue, bristle brushes, paper napkins.

Course progress.

Music "Gopachok" sounds. The teacher invites the children to listen to music and remember when they heard it and what they did to this music, dance.

Surprise moment.

There is a knock on the door. The teacher's assistant brings the clown doll into the room. There is an acquaintance with the toy. “The name of the clown is Peas,” the teacher reports, and together with the kids examines the guest, starting with the cap. Draws the attention of children to the clown costume - there are many multi-colored peas on it. The adult calls the colors, and the children repeat them.

The clown offers to play. Shows a bottle, in which supposedly there is nothing (multi-colored confetti circles lie at the bottom).

Clown. Believe-believe and see what I want! (Pours the circles on the table.)

What do you guys see now? (Colored circles.)

What color are the circles? (Children's answers.)

Go to the table and choose a sheet of paper and colored circles - whoever wants what.

Children lay out circles on their sheets of paper.

Educator. How beautiful you made it! But the circles fly off, do not stick to paper. They need to be glued on so they don't get lost.

The clown also examines the sheets with circles, admires the work of the children: “But you guys don’t have enough circles! Look how many of them are on my suit! Let's draw colorful circles and glue them to the paper."

Educator. Children, take brushes and show on your palm how you will draw.

Note. The 1st subgroup adjoins, saying: "So, so." The 2nd subgroup closes the line in the form of a palm - an exercise in drawing rounded shapes. Having shown their actions on their palms, the kids start drawing, then glue the resulting circles to paper.

Clown. Now that's another matter! (He places the children's work on a stand.)

Come on, close your eyes! Don't peek!

The teacher puts sheets with glued multi-colored circles under the stencils of clowns and invites the children to admire their (clowns) outfits.

He asks the children to close their eyes again and at this time he sits the clown dolls on the stand.

Music sounds. Toddlers take apart dolls from the shelf and dance, holding the toy they like in their hands.

He is with a bell in his hand, In a blue-red cap. He is a funny toy, And his name is Petrushka.

Theme: "A boat is sailing on the river"

Software content.

Strengthen the ability to draw horizontal lines, tear off lumps from a whole piece of clay.

Strengthen the skill of drawing with paint, brush. Repeat color names.

Material: blue gouache, brush No. 12, black, blue, white paper, size 30x40; paper boats of different colors and sizes; plot toys; clay; toy utensils.

Preliminary work.

Examination of illustrations depicting the sea, rivers, ships; monitoring streams; games with water and boats, which were presented by older children.

Course progress.

Boats are laid out on the table, you need to examine them, clarify the color, size (large, small), say where the boats, boats float (in the water, along the river, along the sea).

Educator. Guys, now we will draw streams along which our boats will float. Show with your hands how you will draw streams. What color? (Blue)

(Children's attention should be drawn to how to hold a brush, pick up paint.)

Children draw streams on pieces of paper and glue 2-3 boats to them.

The teacher puts children's work in a row or glues it with tape in a panorama. Then he reads a poem by S. Marshak:

SHIP

Sailing, sailing boat

golden ship,

Lucky, lucky gifts,

Gifts for you and me...

A duck is leading a boat

Experienced sailor

Earth! - said the duck. -

We are mooring! Quack!

Surprise moment.

The teacher takes out a large boat with toys prepared in advance. The boat housed a doll, a bunny, a bear cub, a fox, a squirrel, etc.

Children examine toys, name those who sailed to visit them.

Then, at the suggestion of the educator, the kids mold clay treats for their guests. An adult explains and shows: from a large piece of clay, you need to pinch off a small piece and put it in a plate.

Having finished preparing the treat, the children answer the teacher's questions and tell who made what and for whom.

In conclusion, the game "Jumping through the stream" is played.

Two cords should be placed on the floor at a distance of 15-20 cm from one another - this is a stream. Invite the children to come closer to the stream and jump over it, pushing off with both legs at once. The stream is deep, so you need to jump as far as possible so as not to fall into the water, not to wet your feet.

Theme: "Balloons".

Program content: give a general idea of ​​the method of drawing a monotype, continue to teach how to draw round objects, consolidate knowledge of colors, develop attention, speech, cultivate a friendly attitude towards the doll.

Equipment: gouache of primary colors, brushes, jars of water, rags, Katya doll, balloon.

Course progress.

1. Game reception: Katya doll comes to visit. She has a birthday. "Let's get her some balloons, guys."

2. Examination and examination of a balloon (round, colored).

3. “But what colorful beautiful balls we will now draw for Katya’s doll” - showing the finished sample.

4. "This is how we will draw" - showing the way of action.

5. Independent creative activity.

6. Fizminutka "Let's play with a balloon."

7. Reading the poem "Balls" by V. Antonov:

Balls, balls

They gave us!

Red, blue

Give to kids!

Balls raised

We're overhead

The balls danced!

Red, blue.

8. Playing, analysis.

Theme: "Cockerel, cockerel ...".

Program content: introduce the technique of drawing with fingers, continue to teach how to use paints, develop emotional responsiveness, interest in drawing, speech, fine motor skills, cultivate a friendly attitude towards the rooster.

Equipment: finger paint, paint containers, wet wipes, image of a rooster without a tail.

Course progress.

1. Game technique: cockerels came to visit the children. The teacher, together with the children, examines them: “What is the cockerel missing?”

2. “Don't be upset, now we will draw such beautiful elegant tails for you” - showing the finished sample.

3. "Look, guys, how we will draw them" - showing the way of action.

5. Fizminutka "Cockerel, cockerel ..." with reading nursery rhymes.

6. Playing, analysis

Theme: "Underwater Kingdom".

Program content: strengthening the ability to draw with a finger, give a general idea of ​​\u200b\u200balgae, develop speech, attention, cultivate a friendly attitude towards fish.

Equipment: green gouache, wet cloth napkins, landscape sheets depicting fish and pebbles at the bottom, a fish toy.

Course progress.

1. Game technique: a beautiful goldfish appears. The teacher tells where she lives, what algae are (grass that grows in water), what they are for (to breathe). “Guys, I know a reservoir where grass-algae have not yet grown among the fish and the fish do not live very well there. Let's help them: draw algae.

2. "Here's what kind of algae we will have" - ​​showing the finished sample.

3. Showing the course of action.

4. Independent creative activity.

5. The mobile game "Fish".

Topic: "Balloons for Masha's doll"

Program content:

1. Continue to learn how to draw round objects with pencils and carefully paint over them;

2. Consolidate knowledge of primary colors (red, yellow, blue and green);

3. Cultivate interest in drawing.

Equipment:

Doll Masha; sheets of paper with the image of threads of red, green, yellow and blue colors for each child; red, green, yellow and blue pencils.

Lesson progress:

Children sit on chairs. There is crying. Masha doll comes in and cries. The teacher asks the children:

Who cries so plaintively?

Children answer:

Doll Masha.

The teacher asks Masha's doll:

What's happened?

And the doll says that a breeze blew and her favorite balloon flew away. Then the teacher offers to listen to a poem by M. Korneeva

The ball wanted to fly away -

He looked at the cloud.

I didn't let him go

Hold the thread tightly.

The thread is pulled tight

Sharik began to ask me:

"Let me spin

Make friends with a white cloud

Chat with the winds

Fly with them in the sky.

I thought at first

And then she opened her hand.

The ball smiled at me

And melted into the sky.

Doll Masha invites children to look for a ball. Children search and do not find the ball.

How can we help Masha doll? (draw with pencils)

What is the shape of the ball? (round)

The teacher gives the children sheets of paper with the image of threads of red, green, yellow and blue colors.

What color are the threads? (green, blue, yellow and red)

The teacher offers to draw balls for each thread in color. Shows drawing technique. Children draw.

At the end, the children look at the work.

A physical minute is being held:

Children perform movements under the words:

I got up this morning.

I took a balloon from the shelf.

I started blowing and looking

My ball suddenly began to get fat.

I keep blowing - the ball is getting thicker,

I blow - thicker, I blow - thicker.

Suddenly I heard a pop.

The balloon burst, my friend.

The teacher offers to give Masha Doll painted balls. Happy doll Masha thanks the children, says goodbye and leaves.

Subject: "Lights lit in the house"

Program content
Develop figurative perception. To cultivate the desire to convey the beauty of the environment. To teach children to apply paint spots in a certain order - in rows, to depict in this way an interesting phenomenon for children that causes joyful emotions in them - lights are lit.
To consolidate the ability to properly hold the brush, dip it in paint, carefully apply spots on paper.
Lesson methodology
In the evening, the day before, watch with children how lights gradually light up in the windows of houses. In class, give a sheet of dark-colored paper, bright orange paint. Attach a large sheet to the board and show the children how to “light the lights”. Invite the children to "light the lights" in the windows themselves. As the “lights” appear in the children’s drawings, express approval: “That’s how many lights the children lit in the houses! Everywhere it became light!

LIST OF CHILDREN PARTICIPATED IN THE STUDY

Control group:

1. Masha L.
2. Sasha K.
3. Dima K.
4. Veronica Ch.
5. Timur Sh.
6. Artem K.
7. Sophia B.
8. Fatima b.
9. Danila Z.
10. Ildar G.
11. Katya R.

Experimental group

1. Artem Ch.
2. Lisa S.
3. Lisa K.
4. Vanya R.
5. Sofia Sh.
6. Polina B.
7. Ismail A.
8. Varia V.
9. Alina N.
10. Nastya Z.
11. Nastya P.