Children's works on art in dow. Types of visual activity in dow. The main activities in the IZO corner

And at ten, and at seven, and at five
All children love to draw.
And everyone boldly draws
Everything that interests him.
Everything is interesting:
Far space, near forest,
Flowers, cars, fairy tales, dances...
Let's draw everything: there would be paints,
Yes, a piece of paper on the table
Yes, peace in the family and on earth.

V. Berestov

Everyone knows that at preschool age, every child is a little explorer, with joy and surprise discovering an unfamiliar and wonderful world around him. From a very early age, children try to reflect their impressions in their fine art. Visual activity brings a lot of joy to kids. The task of the teacher is to teach children to manipulate materials of various quality and properties, to use various traditional and non-traditional ways of depicting, to develop children's imagination and imagination.

Interesting tasks that are set for children in the classroom require a lot of work of the mind, imagination, fantasy and are aimed at acquiring the necessary skills and abilities, at developing creative abilities.

Novikova Natalya Vladimirovna

Job title: teacher of additional education in fine arts

Pedagogical experience: 20 years

Education: higher

Graduated: State Pedagogical University, department of art and graphics

Teacher of the highest qualification category

In my work, I strive, so that the contemplation of the surrounding world, objects of fine art, along with conversations and independent visual activity of the child, contributes to the formation of the spiritual world, aesthetic culture, and the development of an understanding of beauty; opened before the child a bright world of colors, lines, so that the fine arts taught the child to see the beautiful around him: in nature, in human life and activity, in relationships between people, their actions, views, judgments.

Educational activities are carried out By the author's additional general developmental program of artistic orientation "Magic World of Creativity" for children 4-7 years old. The program was developed on the basis of the complex interaction of fine arts, music, poetry, folk arts and crafts, folklore, folk calendar in accordance with the Federal State Educational Standards.

This program, adapted to the conditions of work in the art studio, corresponds to the age of children 4-7 years old, designed for 3 years of study. The program provides for the expansion and complication of program tasks in accordance with the age capabilities of the child and is part of a comprehensive program of preschool education.

Direct educational activities are carried out in a specially equipped room - an art studio.

The art studio is divided into parts: practical, art gallery, theatrical and gaming.

Exhibitions are organized in the art studio: works of fine art, works of folk arts and crafts, illustrations by children's book artists, etc.

Classes in the studio are interesting for children and useful. They are interesting because they do not take place in an ordinary setting, but in conditions specially created for these activities, especially designed and furnished, which causes the effect of novelty in children.

Working in a studio allows you to more systematically and consistently solve the problems of a differentiated, individual approach.

In my work with children, I pay much attention to the use of non-traditional methods of drawing.. Unconventional painting techniques demonstrate unusual combinations of materials and tools. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology of their implementation is interesting and accessible to both adults and children. That is why non-traditional methods are very attractive for children, as they open up great opportunities for expressing their own fantasies, desires and self-expression in general.

I present to you the following sections:

• , where are located: the program and other documents necessary for the work of PDO on fine art;

Classification of methods and techniques:

information-receptive- explanatory - administrative: observation; viewing illustrations; examination (organized by an adult and teaches this to children, it is more effective with pronunciation) involvement, and we finish the examination so that the children understand how to get to work .. examining, we teach how to plan their activities; demonstration of the mode of action, it must be complete or partial, the demonstration is carried out by the same material as in children. Osushch child with cf.; explanation, story, analysis of children's work, carried out differentially depending on the age of the children.

1.Reproductive- aimed at consolidating knowledge, developing knowledge and skills. Exercises should be performed ... the baby repeatedly performs the same action, exercise on training sheets.

2.Exploratory and Heuristic– Methods are used in unity. They are aimed at teaching the search for solutions to visual problems, the search for possible options for the development of creative thinking, imagination. The heuristic method offers element-by-element learning of creative activity. The research method is used if the teacher invites children to perform creative tasks: to convey the plot of a literary work or to perform an image according to their own design.

2.method of problem-based learning and presentation. Game techniques stand out in a separate group - they are used in all age groups, within different methods,

4 The value of drawing, modeling, application and design for the comprehensive upbringing and development of a preschool child.

Comprehensive Development Tasks

Drawing, modeling and application are types of visual activity, the main purpose of which is a figurative reflection of reality. Visual activity- one of the most interesting for preschool children: it deeply excites the child, causes positive emotions. Visual activity is of great importance for comprehensive education of children preschool age. Visual activity is a specific figurative knowledge of reality. And like any cognitive activity, it is of great importance for the mental education of children.

Mastering the ability to depict is impossible without the development of purposeful visual perception - observation. In order to draw, sculpt any object, you first need to get to know it well, remember its shape, size, design, color, arrangement of parts.

Children reproduce in drawing, modeling, applications what they perceived earlier, with which they are already familiar. For the most part, children create drawings and other works from imagination or from memory. The presence of such representations gives food to the work of the imagination. These ideas are formed in the process of direct knowledge of the objects of the image in games, on walks, specially organized observations, etc. Children learn a lot from stories, from fiction. In the process of the activity itself, children's ideas about the properties and qualities of objects are refined. This involves sight, touch, hand movements.

For the mental development of children, a gradually expanding stock of knowledge based on ideas about the various forms and spatial position of objects in the surrounding world, various sizes, and a variety of shades of colors is of great importance. When organizing the perception of objects and phenomena, it is important to pay attention to the variability of shapes, sizes (child and adult), colors (ripe - not ripe berries, plants at different times of the year), different spatial positions of objects and parts (a bird sits, flies, pecks grains; the fish swims in different directions, etc.). Being engaged in drawing, modeling, appliqué, children learn different materials (paper, paints, clay, crayons, etc.), get acquainted with their properties, expressive possibilities, acquire skills in working with them. Children also learn the experience of working with some tools of human activity (pencil, brush, scissors). Teaching visual activity is currently impossible without the formation of such mental operations as analysis, synthesis, comparison, generalization. In the process of observation, when examining objects and their parts, before the image, children are taught to distinguish the shape of objects and their parts, the size and location of parts in the object, color. The image of objects of different shapes requires their comparison and establishment of differences. At the same time, children learn to compare objects, phenomena and highlight what they have in common, to combine objects by similarity.

So, according to the shape, objects of the surrounding world can be combined into several groups (objects of a rounded shape, rectangular, etc.). On the basis of the similarity of objects in form, there is a commonality of methods of depiction in drawing, modeling. For example, to mold an apple, berry, nut, tumbler or chicken (objects having a round shape or parts of a round shape), you need to roll out lumps of clay in a circular motion.

Under the guidance of an educator, children gradually acquire the ability to analyze the subject. The faculty of analysis develops from a more general and coarse discrimination to a more subtle one. In the classes on drawing, modeling, appliqué and design, children's speech develops: mastering the names of shapes, colors and their shades, spatial designations contributes to the enrichment of the dictionary; statements in the process of observing objects and phenomena, when examining objects, buildings, as well as when looking at illustrations, reproductions from paintings by artists, have a positive effect on the formation of coherent speech. The teacher also actively includes children in explaining the task, the sequence of its implementation. In the process of analyzing the work at the end of the lesson, the children talk about their drawings, modeling, express judgments about the work of other children. Attracting figurative comparisons, poetic texts for the aesthetic characteristics of objects contributes to the development of figurative, expressive speech in children.

When conducting classes, favorable conditions are created for the formation of such personality traits as inquisitiveness, initiative, mental activity and independence. Direct, sensual acquaintance with objects and phenomena, with their properties and qualities is the area of ​​sensory education.

In the process of modeling, drawing, appliqué, the child remembers those phenomena and events that he wants to express, re-experiences the feelings that they caused. Often the child gives a definition, a description of the object that he sculpts or draws, expresses his assessment, his attitude.

Children's fine art has a social orientation. The child draws, sculpts not only for himself, but also for others. He wants his drawing to tell something, so that he can recognize what he depicts. Children are very concerned about the attitude of adults, peers to their drawings, modeling. They are sensitive to the comments of their comrades, the assessment of the teacher. The praise of the child pleases (the fact that his work is marked by the teacher, the child tells everyone), and the negative assessment upsets. Therefore, praise and censure should be used thoughtfully, carefully: if you praise a child all the time, he may develop self-confidence, arrogance; and vice versa: if you constantly tell the child that he painted, fashioned or pasted poorly, you can develop a strong negative attitude towards visual activity. The significance of visual activity for moral education also lies in the fact that in the process of these activities, moral and volitional qualities are brought up in children: the ability and need to complete what has been started, to work with concentration and purpose, to help a friend, to overcome difficulties, etc.

Collective viewings of works teach children to be attentive to the drawing, modeling of comrades, to evaluate them fairly and sympathetically, to rejoice not only in their own, but also in common success. Visual activity combines mental and physical activity. To create a drawing, modeling, applique, it is necessary to apply efforts, carry out labor actions, master the skills of sculpting, carving, drawing an object of one shape or another or another structure, as well as mastering the skills of handling scissors, pencil and brush, clay and plasticine. Proper possession of these materials and tools requires a certain expenditure of physical strength and labor skills. The assimilation of skills and abilities is associated with the development of such volitional qualities of a person as attention, perseverance, endurance.

Children are taught the ability to work, to achieve the desired result. The participation of children in preparing for classes and cleaning after them also contributes to the formation of industriousness and labor skills. In the practice of work, often all preparation for the lesson is assigned to the attendants. This is not true. At school, each child must prepare his own workplace, and it is important that he is accustomed to this. It is necessary already in kindergarten to develop labor skills for everyone, to teach them to start work only when everything is ready.

The main significance of visual activity lies in the fact that it is a means of aesthetic education. In the process of visual activity, favorable conditions are created for the development of aesthetic perception and emotions, which gradually turn into aesthetic feelings that contribute to the formation of an aesthetic attitude to reality. Isolation of the properties of objects (shape, structure, size, color, location in space), contributes to the development of

children's sense of form, color, rhythm - the components of an aesthetic sense. Acquaintance with the subject, which will then be depicted, must have a special character. After a holistic perception, children should be led to isolate individual properties that can be reflected in visual activity. However, it is very important to complete the perception with a holistic coverage of the object in the aggregate of all the main properties and evaluate its appearance, its expressive qualities. For the development of aesthetic perception, it is very important to emphasize its beauty when getting acquainted with an object, a phenomenon, to use a figurative comparison.

For the aesthetic education of children and for the development of their visual abilities, acquaintance with works of fine art is of great importance. The brightness, expressiveness of images in paintings, sculpture, architecture and works of applied art causes an aesthetic experience, helps children to perceive the phenomena of life deeper and more fully and find figurative expressions of their impressions in drawings, modeling, applications.

Gradually, children develop artistic taste. In drawings, modeling, applications, children convey their impressions of the environment and express their attitude towards it. Education should be aimed at teaching children artistic activity, the expressive depiction of objects and phenomena, and not just the transfer of objects and phenomena.

The creative nature of the activity provides for the emergence and development of the idea. In drawing, modeling and appliqué, the child not only transfers what he has remembered: he has some kind of experience in connection with this subject, a certain attitude towards it. One representation includes what was perceived at different times, in different situations. From all this, the child's imagination creates an image that he expresses with the help of pictorial means.

The aesthetic impact of classes on children also depends on what objects and phenomena are selected for depiction (these are not only objects, toys, natural phenomena and social life well-known to children, but also beautiful, causing joy, surprise, admiration of the child). It is also important that the teacher is able to explain the task, examine the subject with the children, and arouse the desire to portray it. To do this, you must first of all pay attention to the beauty of an object or phenomenon, find figurative, expressive words for this. Attracting a poetic, song text always enhances the aesthetic impression. The beauty and expressiveness of a drawing also depend on how children have mastered form-building movements and are able to convey the shape of objects in drawing, modeling, and appliqué. A clearly depicted form evokes pleasure and positive emotions in the child.

Aesthetic emotions are also evoked by the successful composition of the work. If the drawing, the application is well located on the sheet, taking into account the shape and proportions of the object depicted, not too large (so that parts of the image do not rest against the edges of the sheet) and not too small (there are no unreasonably empty spaces, the image does not shift to the side), this also pleases the child .

Not only interest in the content of drawing, modeling, appliqué encourages children to perform them better, to strive to achieve the expressiveness of the image - it is of great importance to educate them in the desire to make the work understandable and interesting for others. Already in the fourth year of life, children strive to get an assessment of their drawings and other works, they are satisfied that they liked their modeling, drawing, that the children expressed their approval, noted their work. A positive assessment of the work should be given on merit, i.e. for really achieved good quality, expressiveness, beauty.

The teacher must manage all the processes associated with the creation of an expressive image: with the aesthetic perception of the object itself, the formation of an idea of ​​​​the properties and general appearance of the object, the development of the ability to imagine based on existing ideas, mastery of the expressive properties of colors, lines, shapes, the embodiment by children of their plan in the drawing , modeling, applications, etc.

Drawing, modeling, appliqué and design as productive activities are invaluable in preparing children for school. In these activities, children develop those qualities of a comprehensively developed personality that are necessary for subsequent schooling. But this is not limited to the importance of visual activity and design for preparing for school. In the classroom in kindergarten, special preparation of children for school is also carried out. Mastering the knowledge, skills and abilities in the field of drawing, modeling, application and design, children get the opportunity to successfully master the material in the lessons of fine arts and labor at school.

For readiness for schooling, the formation of elements of educational activity is important: the ability to listen and follow the instructions of the teacher, to understand and perform the task. To make a building, to create an image, the child must apply certain actions necessary to solve this visual problem. This means that from all the actions that the baby owns, he needs to choose those that will allow him to create an image.

Another component of educational activity, for the formation of which there are all conditions in visual activity, is the evaluation of the result. Children receive an image in drawing, modeling, application, design, which can be evaluated in terms of the visual task set. It is also important to develop the psychological readiness of the child for school: the desire to learn, the desire to learn new things, master skills, study purposefully and in an organized manner, listen carefully and follow the instructions of the teacher.

Thus, in the process of visual activity, various aspects of education are carried out: sensory, mental, aesthetic, moral and labor. This activity is of primary importance for aesthetic education; It is also important for preparing children for school.

It should be emphasized that it is possible to ensure the comprehensive development of the personality of a preschool child only if the teacher's attention is directed to solving this problem, if a program for teaching fine arts is carried out, and a correct and varied methodology is used.

Programlearning visual activity. Knowledge, skillsand the skills required to portray the subject.

Scientific principle

The principle of systematic and consistent

 first we sculpt - volume

 make an application - circuit

then draw - volume + outline

The principle of visibility

A) shape transfer: first a circle and a square, then a circle and an oval. Younger preschoolers convey the form approximately, the first images are simplified - generalized, first one honor, then more parts.

B) the size of the object and their parts: the transfer of sized relations. The most difficult thing is the transfer of proportional ratios.

C) structure transfer: kids learn to isolate parts of an object and transfer them, first simple parts (clouds), then they offer to depict flowers, trees - they are SYMMETRIC.

D) color transfer. Color - a sign of an object, many objects do not have a specific color, 1st ml 4 basic + white, black background; 2nd ml + gray, blue, pink; cf - + orange, purple, brown; st - spectrum + 3 shades of the same color.

Visual activity training program. Knowledge, skills and quotes necessary to convey the plot.

The principle of systematic and consistent

 first we sculpt - volume

 make an application - circuit

then draw - volume + outline

The principle of visibility

the child must see the correct action of the educator. Variation and sample must be of high quality

The principle of individual approach

identify abilities (what the child can do)

A) location in space - fashioned products are placed on the table, but it is difficult to do this on paper, the program provides for the requirements for the drawing, in cfg the image is placed in a row, in st the planned arrangement.

B) the relative size and position of objects: the baby draws a flower, a tree and a girl of the same size (children do not highlight the size of objects), there are difficulties in conveying movement - walking, running, the most difficult is the lateral position.

Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova

Komarova Tamara Semyonovna - Head of the Department of Aesthetic Education of the Moscow State University for the Humanities. M.A. Sholokhova, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, full member of the International Academy of Sciences of Pedagogical Education, full member of the International Pedagogical Academy, full member of the Academy of Security, Defense and Law Enforcement Problems. Author of numerous works on various issues of preschool pedagogy, the history of pedagogy, aesthetic education, continuity in the upbringing and education of children of preschool and primary school age; founder and leader of the scientific school. Under the leadership of T.S. Komarova defended more than 80 candidate and doctoral dissertations.

Foreword

The manual "Classes in visual activity in the senior group of kindergarten" is addressed to teachers of preschool educational institutions working on the "Program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
The book includes a program of visual activities for the senior group and abstracts of classes in drawing, modeling and appliqué, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires a change in sequence, for example, the educator makes changes to the topics of classes dictated by regional characteristics, the need to close the gap between two classes that are interconnected in content, or the need to form a formative skill, etc.
The lessons presented in the book are developed taking into account the age capabilities and psychological characteristics of children aged 5–6 and are based on the following provisions.
Visual activity is part of all educational work in the preschool educational institution and is interconnected with all its other areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; familiarization with different types of art, both classical, modern and folk, including literature, as well as a variety of activities for children.
Of particular importance for the upbringing and development of the child is the connection between drawing, modeling and appliqué with a variety of games. A versatile connection with the game increases the interest of children in both visual activity and play. In this case, it is necessary to use various forms of communication: the creation of images and products for games (“a beautiful napkin in a doll corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of game, surprise moments, situations (“make friends to a bear”, “paint the wings of a butterfly - its decorations were washed off the wings by rain”, etc.) in all types of activities (drawing, modeling, appliqué). It is necessary to provide children with the opportunity to portray how they played a variety of role-playing and outdoor games.
For the enrichment of figurative representations, the development of aesthetic perception and imagination, the successful mastery of visual activity by children, the relationship of classes with didactic games is important. You can learn more about this from the book "Continuity in the Formation of Children's Artistic Creativity in Kindergarten and Primary School." The book also contains summaries of classes on creating didactic games with children, which can be used by teachers when working with children in the senior and preparatory groups.
For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful atmosphere of the group, play areas; using individual and collective drawings and applications created by children in the design of the group. Of great importance is the aesthetic design of classes, the thoughtful selection of materials for classes, the paper format for drawings, applications, corresponding to the size and proportions of the objects depicted, the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.
Of great importance is the emotional well-being of children in the classroom, created by interesting content for them, the friendly attitude of teachers to each child, the formation of his confidence in his abilities, the respectful attitude of adults towards the results of children's artistic activity, their use in the design of group and other premises of a children's institution, educating children in a positive, friendly attitude towards each other, etc.
At the heart of the development of any abilities of preschoolers, including children of 5-6 years old, is the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include in the process of mastering the shape and size of objects, their parts, alternate movements of the hands of both hands (or fingers), so that the image of hand movement, sensorimotor experience is fixed, and on the basis of it the child can subsequently independently create images of various objects and phenomena . This experience should be constantly enriched, developed, forming figurative ideas about already familiar subjects.
In order to develop the freedom of creative decision in children, it is necessary to teach them shaping movements, hand movements aimed at creating images of objects of various shapes, first simple, and then more complex, in all types of activities (in drawing, in modeling and in applications). This will allow children to depict a variety of objects and phenomena of the world around them. The better the child masters the shaping movements in the second younger group, and then in the middle group, the easier and freer it will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual, as well as kinesthetic (motor-tactile) perception. The shaping movements of the hand in drawing and modeling are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in modeling - by mass, volume. Hand movements during drawing differ in nature (in terms of pressure, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.
It is important to remember that all types of visual activity should be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, applications and the formation of creativity are based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activity.
In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting things around, what they liked; learn to compare objects; to ask, activating the experience of the guys, what they already drew, sculpted, how they did it; call the child to show all the children how to depict this or that object.
Of particular importance in the older group is the examination of images created by children and their evaluation. The experience of visual activity acquired by children by this age, examining the drawings, modeling, applications created by them, both individual and collective, gives them the opportunity to create a variety of paintings, sculptural images, applications, using the acquired skills, knowledge and skills, and also allows them to consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty, cause a feeling of pleasure. To do this, it is necessary to draw the attention of children to how the created image looks like: what is the shape, size, location of the parts, how the characteristic details are conveyed. When examining the created plot image with children, one should pay their attention to how the plot is conveyed (in a drawing, modeling, appliqué), what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, stand (in modeling ), how the ratio of objects in size (in the composition) is conveyed, etc. Asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Evaluation of children's work should end each lesson. If there is no time left to evaluate, you can evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by children, emphasize something, highlight, summarize the lesson.
The classes proposed in the manual are thought out so that they do not cause overload of children, the time of their conduct complies with the requirements of SaNPin. In the senior group, 3 classes in fine arts are held per week - 12 lessons per month. In those months in which there are 31 days, the number of classes can increase by 1-2. In this case, educators independently determine which classes are better to conduct as additional ones.
The abstracts of the classes are compiled according to the following structure: program content, methods of conducting the lesson, materials for the lesson, connection with other classes and activities.
At the beginning of the year (September, the first half of October) and at the end (May), you can conduct a diagnostic lesson to determine the level of development of children's creativity (a description of the methodology for conducting such a lesson and processing its results is given on pages 114–124).
We hope that the book will be useful to teachers of preschool institutions, additional education groups, leaders of circles and studios. The author will gratefully accept comments and suggestions.

Visual Arts Program

Continue to develop children's interest in fine arts. Enrich sensory experience by developing the organs of perception: sight, hearing, touch, taste, smell.
Develop aesthetic perception, teach to contemplate the beauty of things, nature. In the process of perceiving objects and phenomena, develop mental operations: analysis, comparison, likening (what it looks like); establishing similarities and differences between objects and their parts.
To teach to convey in the image the main properties of objects (shape, size, color), characteristic details, the ratio of objects and their parts in size, height, location relative to each other.
To develop the ability to observe natural phenomena, to notice their dynamics, the shape and color of slowly floating clouds.
To improve visual skills and abilities, to form artistic and creative abilities.
Develop a sense of shape, color, proportions.
Continue to acquaint children with folk arts and crafts (Gorodets, Polkhov-Maidan, Gzhel), expand ideas about folk toys (matryoshka dolls - Gorodets, Bogorodskaya; spillikins).
Introduce children to national arts and crafts (based on regional characteristics); with other types of arts and crafts (porcelain and ceramic products, small sculptures). To develop decorative creativity of children (including collective).
To form the ability to organize your workplace, prepare everything necessary for classes; work carefully, use materials sparingly, keep the workplace clean, put it in order after work is completed.
Continue to improve the ability of children to consider work (drawings, modeling, applications), enjoy the result achieved, notice and highlight the expressive solutions of images.

Drawing

Subject drawing. Continue to improve the ability to convey in the drawing images of objects, characters of literary works. Draw the attention of children to the differences in objects in shape, size, proportions of parts; encourage them to convey these differences in drawings.
To teach children to convey the location of objects on a piece of paper, to draw the attention of children to the fact that objects can be located on a plane in different ways (stand, lie, move, be in different poses, etc.).
Contribute to the mastery of compositional skills: learn to place an object on a sheet, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, not very tall, but a long house, place it horizontally).
To fix the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastels, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop skills in drawing the outline of an object with a simple pencil with light pressure, without hard, rough lines that stain the drawing.
When drawing with pencils, learn to convey shades of color by adjusting the pressure on the pencil. In a pencil version, children can, by adjusting the pressure, convey up to three shades of color. Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).
To teach children to draw with a brush in different ways: wide lines - with the whole pile, thin ones - with the end of the brush; apply strokes, applying the brush with the whole pile to the paper, draw small spots with the end of the brush.
To consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, light green, lilac), develop a sense of color. Learn to mix paints to obtain new colors and shades (when drawing with gouache) and lighten the color by adding water to the paint (when drawing with watercolors).
Story drawing. To teach children to create plot compositions on the themes of the surrounding life and on the themes of literary works (“Who did Kolobok meet”, “Two greedy bear cubs”, “Where did the sparrow dine?”, etc.).
Develop compositional skills, learn to place images on the strip at the bottom of the sheet, all over the sheet.
Draw the attention of children to the ratio of the size of different objects in the plot (the houses are large, the trees are tall and low; people are smaller than houses, but more flowers growing in the meadow).
Learn to arrange objects in the drawing so that they block each other (trees growing in front of the house and partially blocking it, etc.).
Decorative drawing. Continue to acquaint children with handicrafts, consolidate and deepen knowledge about Dymkovo and Filimonovo toys and their painting; offer to create images based on folk decorative painting, introduce its color system and elements of composition, achieve a greater variety of elements used. Continue to acquaint with Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), learn to use animation for decoration.
To acquaint with the painting of Polkhov-Maidan. To include Gorodets and Polkhov-Maidan painting in the creative work of children, to help master the specifics of these types of painting. To acquaint with regional (local) decorative art.
Learn to make patterns based on Gorodets, Polkhov-Maidan, Gzhel painting; introduce characteristic elements (buds, flowers, leaves, grass, tendrils, curls, animations).
Learn to create patterns on sheets in the form of a folk product (tray, salt shaker, cup, rosette, etc.).
To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats (kokoshnik, scarf, sweater, etc.), household items (napkin, towel) for decoration.
Learn to rhythmically arrange the pattern. Offer to paint paper silhouettes and three-dimensional figures.

modeling

Continue to acquaint children with the features of modeling from clay, plasticine and plastic mass.
To develop the ability to sculpt from life and according to the presentation of familiar objects (vegetables, fruits, mushrooms, dishes, toys); convey their characteristics. Continue to learn how to sculpt dishes from a whole piece of clay and plasticine in a tape way.
To consolidate the ability to sculpt objects in plastic, constructive and combined ways. Learn to smooth the surface of the form, to make objects stable.
To teach to convey expressiveness of the image in modeling, to sculpt human and animal figures in motion, to combine small groups of objects into simple plots (in collective compositions): “A chicken with chickens”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To form in children the ability to sculpt according to the representation of the heroes of literary works (bear and bun, fox and bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small details; using a stack, apply a pattern of fish scales, designate eyes, animal hair, bird feathers, a pattern, folds on people's clothes, etc.
Continue to develop technical skills and skills in working with a variety of modeling materials; encourage the use of additional materials (bones, grains, beads, etc.).
Strengthen the skills of accurate modeling.
To consolidate the skill of washing hands thoroughly at the end of modeling.
Decorative molding. Continue to acquaint children with the features of decorative modeling. To form interest and aesthetic attitude to the objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To form the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and in-depth relief.
Learn to dip your fingers in water to smooth out the roughness of the sculpted image when necessary to convey the image.

Application

To consolidate the ability to cut paper into short and long strips; cut out circles from squares, ovals from rectangles, convert some geometric shapes into others: a square - into 2-4 triangles, a rectangle - into stripes, squares or small rectangles; create images of various objects or decorative compositions from these details.
Learn to cut out identical figures or their details from accordion-folded paper, and symmetrical images from paper folded in half (glass, vase, flower, etc.).
To encourage the creation of subject and plot compositions, to supplement them with details.
To form a neat and careful attitude to materials.

By the end of the year, children may

Be able to distinguish between works of fine art (painting, book graphics, folk decorative art).
Highlight expressive means in different types of art (form, color, color, composition).
Know the features of visual materials.
In drawing
Create images of objects (from life, according to representation); plot images.
Use a variety of compositional solutions, visual materials.
Use different colors and shades to create expressive images.
Perform patterns based on folk arts and crafts.
in modeling
Sculpt objects of different shapes using learned techniques and methods.
Create small plot compositions, conveying the proportions, poses and movements of the figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing off paper with small finger movements.

Approximate distribution of program material for the year

September

Lesson 1. Modeling "Mushrooms"
Software content. Develop perception, the ability to notice differences from the main reference form. To consolidate the ability to sculpt objects or their parts of a round, oval, disk-shaped shape, using the movement of the entire hand and fingers. Learn to convey some characteristic features: a deepening, curved edges of mushroom caps, thickening legs.

Lesson 2. Drawing "Picture about summer"
Software content. Continue to develop figurative perception, figurative representations. To teach children to reflect in the drawing the impressions received in the summer; draw various trees (thick, thin, tall, slender, twisted), bushes, flowers. To consolidate the ability to place images on the strip at the bottom of the sheet (earth, grass), and throughout the sheet: closer to the bottom of the sheet and further from it. Learn to evaluate your drawings and the drawings of your comrades. Develop creative activity.

Lesson 3. Application "Mushrooms grew in a forest clearing"
Software content. Develop figurative representations of children. To consolidate the ability to cut objects and their parts of a round and oval shape. Exercise in rounding the corners of a rectangle, triangle. Learn to cut large and small mushrooms in parts, make a simple beautiful composition. Learn to tear a narrow strip of paper with small finger movements to depict grass, moss near mushrooms.

Lesson 4. Drawing "Introduction to watercolor"
Software content. To acquaint children with watercolors, their features: paints are diluted with water; color is tested on the palette; you can get a brighter light tone of any color by diluting the paint with water, etc. Learn how to work with watercolors (wetting paints before painting, shaking off a drop of water collected on a brush for each paint; dilute the paint with water to get different shades of the same color; rinse the brushes thoroughly, drying it on a rag, napkin and checking the cleanliness of washing the brush).

Lesson 5. Drawing "Cosmos"
Software content. To develop aesthetic perception in children, a sense of color. Learn to convey the characteristic features of cosmea flowers: the shape of the petals and leaves, their color. Continue to acquaint with watercolors, exercise in the ways of working with them.

Lesson 6. Modeling "Sculp what you want vegetables and fruits to play in the store"
Software content. To consolidate the ability of children to convey in modeling the shape of various vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.). Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey in modeling the characteristic features of each vegetable, using the techniques of rolling, smoothing with your fingers, pinching, pulling.

Lesson 7. Drawing "Decorate a handkerchief with daisies"
Software content. To teach children to make a pattern on a square, filling in the corners and the middle; use the techniques of sticking, drawing with the end of the brush (dots). Develop aesthetic perception, a sense of symmetry, a sense of composition. Continue learning to paint.

Lesson 8. Drawing "Apple tree with golden apples in a magic garden"
Software content. To teach children to create a fabulous image, draw branchy trees, conveying the branching of the crown of fruit trees; depict a lot of "golden" apples. To consolidate the ability to draw with paints (rinse the brush well before picking up paint of a different color, blot the brush on a napkin, do not paint on wet paint). Develop aesthetic perception, a sense of composition. Learn to beautifully arrange images on a sheet.

Lesson 9. Drawing "Cheburashka"
Software content. To teach children to create in the drawing the image of their favorite fairy-tale hero: to convey the shape of the body, head and other characteristic features. Learn to draw a contour with a simple pencil (do not press hard, do not trace the lines twice). To consolidate the ability to accurately paint over the image (without going beyond the contour, evenly, without gaps, applying strokes in one direction: from top to bottom, or from left to right, or obliquely with a continuous movement of the hand).

Lesson 10. Application "Cucumbers and tomatoes are on a plate"
Software content. Continue to practice the ability to cut round and oval-shaped objects from squares and rectangles, cutting corners using a rounding method. Develop coordination of movements of both hands. Strengthen the ability to accurately paste images.

1) Program Sakkulina N.P., Komarova T.S. "Visual activity in kindergarten"

The authors of this program believe that aesthetic education in kindergarten creates the prerequisites for the subsequent full-fledged artistic development of each child, including the formation of fine art. The most complete visual creativity in preschool children is manifested in drawing, modeling, and appliqué. An important role in this process belongs to the educator. In order to assist teachers in teaching children fine arts, a methodological manual “Visual activity in kindergarten: a guide for educators” was created, which reveals the content and methods of work in all groups of kindergarten, gives recommendations on teaching children to draw, sculpt, apply, on the selection of program material for classes, establishing their sequence and interconnection, on the use of various methods of guiding children's activities. In the appendix there are approximate plans and notes of individual classes.

One of the main features of the proposed methodology is that the development of children's creativity is considered in the relationship between training and education. Much attention is paid to the development of children's independence, the presentation of wide opportunities for expressing their own ideas and reflecting their own personal experience.

An important condition for the development of fine arts is the mastery of skills and abilities, the assimilation of knowledge about the various materials used in the classes of drawing, modeling, appliqué, and ways to work with them. In this manual, these questions are revealed in the description of work in each age group.

Most educators know what methods and techniques for teaching fine arts exist, but they do not always know how to apply them in the classroom. In this regard, the authors consider it necessary to give descriptions of classes in the text, to disclose the use of individual methodological techniques. The manual is written taking into account research on fine arts for preschool children and the achievements of practice.

Research on sensory education, on the formation of manual skills contributed to the improvement of the methodology for the development of visual movements in children, mastery of various ways of depiction, and the creation of an expressive image.

The content of classes and methods proposed in the program were repeatedly tested both in experimental and mass kindergartens, as well as at seminars (short-term and permanent) held with educators.

The program consists of five parts, which consistently reveal the methodology for working with children in fine arts in the age groups of the kindergarten. In each part, long-term plans for all types of fine arts and class notes are given. The form of the plans allows you to see the relationship between drawing, modeling, and application with all aspects of educational work: reading, storytelling, acquaintance with the environment, music lessons, etc. This is especially important for beginner teachers who are not yet able to cover all aspects of the work as a whole, to present them in relationships, to ensure the most complete solution of all the problems of education in different types of children's activities. But this form is not at all obligatory for every educator: it is given in order to show the possibilities of long-term planning.

2) Russkova L.V. "The program of education and training in kindergarten"

The correct and timely implementation of the “Kindergarten Education and Education Program” is important for solving the problem of the comprehensive development and education of preschool children and preparing them for school. Methodological recommendations will assist teachers in organizing educational work in a preschool institution.

The manual reveals the methodology for educating and educating children of early and preschool age. The focus of attention of educators working with young children is the tasks of the full physical development of the child, the preservation and strengthening of his health, the improvement of visual, auditory, tactile perception, the formation of the initial skills of cognitive and objective activity.

In view of the fact that only in vigorous activity is the child mastering knowledge and skills, developing his abilities, in the second section of the manual - "Preschool age" - the content of various types of children's activities and methods of managing them in all age groups are revealed.

The most important independent activity of a preschool child is the game. In the game, thinking, speech, imagination, memory are developed, the rules of social behavior are assimilated and appropriate skills are brought up.

The main form of teaching preschoolers are classes, in which children are consistently and systematically given ideas about the world around them that are appropriate for the age of the child: about the world of numbers, fine and folk arts and crafts, music; form the skills of practical activities, as well as the initial skills of educational activities. The manual reveals the methodology for conducting classes in all sections of the program, highlights the main methods and techniques of teaching at different age stages.

Classes are held in decorative drawing, modeling, appliqué and design. At the lessons of fine arts, the child's ideas about color are significantly enriched, the sequence of arrangement of the colors of the spectrum is studied. When teaching children to draw from nature, the main attention is paid to the transfer of the ratio of objects and their parts in size - a sketch of the main form is made with a pencil, and then only painted. The image of a person and an animal in motion is considered.

Older children make patterns based on folk art on paper of various shapes, paint their works from clay. An asymmetrical composition is introduced, such as Khokhloma and Zhostovo paintings, when curls or flowers fill the surface of the form.

Children are taught various ways to create an expressive image. An important task is to develop a child's sense of composition, the ability to sculpt sculptural groups of 2-3 objects. Improving the skills of children in decorative modeling.

In the guidelines, the attention of teachers is drawn to the fact that educational work in a preschool institution should not be limited to the scope of classes. The educator should systematically encourage children to observe the environment (phenomena of social life, nature) in the process of walking, household activities. He should be interested in everything that excites children, attracts their attention, find time and topic for conversation with each pupil.

The attention of the teacher is drawn to the fact that the task of comprehensive harmonious development and upbringing of a child of preschool age can be successfully solved, provided that age and individual characteristics are taken into account, and trusting relationships are established with pupils. The teacher should not allow the suppression of the child's personality, his independence and activity.

3) The program of Komarova T.S. "Classes on visual activity in kindergarten."

In the program, visual activity is considered as an important means of aesthetic education of children. It allows children to express in drawings, modeling, applications their idea of ​​the world around them, their understanding of it and their attitude towards it. These activities bring joy to children, create a positive emotional mood, and contribute to the development of creativity. In the process of artistic activity, children develop aesthetic perception, figurative representations and imagination, aesthetic feelings (shape, color, composition). However, this does not happen on its own, but under the condition of a systematic, purposeful and at the same time subtle and sensitive guidance of the teacher, taking into account the specifics of the child's fine arts.

The classes proposed in this methodology are based on the following provisions:

Classes in fine arts are a means of educating children. They develop aesthetic perception, aesthetic feelings, imagination, creativity, form figurative representations.

Drawing, sculpting, and appliqué classes are part of the multifaceted work of the kindergarten, so visual activity should be closely related to all aspects of upbringing and educational work (getting to know others, games, reading books, music lessons, etc.) during which children receive a variety of impressions, knowledge.

Of particular importance is the relationship of drawing, modeling, appliqué with the game. This relationship is dictated by the specifics of visual activity, the desire of children to play with objects and images.

Based on this, it is advisable to use various forms of connection with the game: to invite children to create drawings, modeling, applications, which can then be used in the game, to introduce game situations, game learning techniques into classes, to invite children to reflect images of children's games in their work: -role-playing, mobile, dramatization games.

The content, methodology of conducting and organization of classes in visual activity should be aimed at the development of children's creativity. This requires not only the development of aesthetic perception, imagination, the formation of figurative representations, but also the mastery of children with a variety of pictorial material, various generalized methods of depiction, which make it possible to convey a wide range of phenomena and objects in drawing, modeling, and application. All this gives children the opportunity to freely express their ideas, causes a positive emotional attitude to classes, encourages creative searches and solutions.

Classes are designed taking into account the continuity between different age groups, between kindergarten and lower grades of a comprehensive school.

For a more systematic and systematic management of children's visual activities, classes for a year have been developed for all groups of the kindergarten, starting with the second youngest.

Classes are planned in such a way that during the year the same topic is given several times in different versions. Such work makes it possible to exercise children in depicting the most complex objects, and allows them to form strong skills and abilities.

One of the tasks of teaching visual activity is to develop the creative abilities of children. Therefore, such techniques for managing the lesson were selected, which are aimed at shaping the activity, independence of the child, mastering them with generalized methods of action that allow creating images of many objects. This is helped by a figurative, emotional explanation of the teacher.

In each age group, the teacher involves children in a discussion of the work performed, taking into account their age characteristics. The discussion should be carried out lively, emotionally. It is important to find figurative, vivid words to characterize the objects and phenomena depicted by children, to emphasize their expressiveness, and not be limited to a simple enumeration. If the educator constantly gives a figurative description of children's work, then the children will gradually learn to evaluate the work. To emphasize the expressiveness of images, you can use poems, songs, read them to the teacher himself or invite children to do this.

An important condition for the successful conduct of classes in drawing, modeling, and application is their connection with all aspects of educational work. Therefore, when choosing thematic content, one should take into account what children will observe in the life around them, what events they will have to experience, what they will read, tell about, etc.

Starting from the older group, some topics are recommended to be divided into two sessions. This is done so that children can more fully express their impressions of a particular event, phenomenon, convey a detailed plot. The impossibility of drawing, cutting and sticking everything that you would like reduces the mood of the child, his interest in the lesson. Moreover, the lack of time often leads to a formal solution, sometimes even proposed by the teacher, who, knowing that the children will not have time to create a more complete image, limits them (“Draw a house and a Christmas tree near it”, “Draw two trees”). When two lessons are given on the topic, the child can think over the idea and express it (in the lesson on the assignment, the solution can also be different), and create a more perfect and complete image. Of course, only classes of a plot nature can be divided into two, and according to the plan, the gap in classes should not be large, otherwise interest in the topic may fade.

The use of the methodological recommendations of this manual allows teachers to develop the visual creativity of preschool children, to form in them the knowledge, skills and abilities necessary for the figurative embodiment of objects and phenomena of reality.

By the end of training in the preparatory group, children should have developed aesthetic perception. They must see and understand the beauty of the surrounding life, works of fine and decorative art. Children develop the ability to control their actions, to improve the image, to evaluate and argue the assessment of their own work and the work of other children in accordance with the task of the image. Preschoolers conceive an interesting and varied content of their drawing, modeling and appliqué, supplement the image with details, achieving an expressive transmission of images of objects and phenomena, using a variety of means of expression.

Children master a variety of shaping movements that allow them to draw, sculpt and cut various objects, compose an image in parts and together (in a drawing - with a continuous contour line, in modeling - from a whole piece, in an application - silhouetted).

Children develop a sense of color, the ability to create images and decorative compositions, solving them differently in color: multi-colored, in a certain color range.

Children learn to create patterns based on folk decorative art, paint molding, create decorative plates.

Organization of visual activities of children in accordance with the requirements of the Federal State Educational Standard

Consultation for educators

Prepared by: educator MBDOU

Kindergarten №1 "Alyonushka"

Pyatova E. Yu.

The federal state educational standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation, as well as taking into account the UN Convention on the Rights of the Child.

Unlike other standards, GEF DO is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students.

For the first time, preschool education is recognized as an independent level of general education. If the FGT made requirements for the structure and conditions for the implementation of the main educational program, then the Federal State Educational Standards of DO also make requirements for the results of mastering the main educational program, and this is a fundamental innovation.

Artistic and aesthetic development is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the individual, affects the knowledge of the moral side of reality, and increases cognitive activity. Aesthetic development is the result of aesthetic education. A component of this process is art education - the process of assimilating art history knowledge, skills, and developing abilities for artistic creativity.

An important component of artistic and aesthetic development is the formation (development) of children's artistic taste (visual, auditory), the ability to communicate with art, actively express themselves in creativity, create their own subject-developing artistic environment.

The leading pedagogical idea of ​​artistic and aesthetic development is the creation of an educational system focused on the development of the individual through familiarization with spiritual values, through involvement in creative activity.

The system of work on artistic and aesthetic development consists of interrelated components:

content updateeducation (selection of programs and technologies);

creating conditions forartistic and aesthetic development (staffing, educational and methodological support, creation of a subject-developing environment);

organization of educationalprocess (work with children and parents);

work coordinationwith other institutions and organizations.

“Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.)”.

See paragraph 2.6. GEF DO.

Main goals and objectives

Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude to objects and phenomena of the surrounding world, works of art; fostering interest in artistic and creative activities.

Development of aesthetic feelings of children, artistic perception, figurative representations, imagination, artistic and creative abilities.

Development of children's artistic creativity, interest in independent creative activity (fine, constructive-model, musical, etc.); meeting the needs of children in self-expression.

Organization of the subject-spatial environment in the kindergarten group for the development of the visual activity of children

The subject-developing environment is a complex of material, aesthetic, psychological and pedagogical conditions that ensure the organization of the life of children in a preschool institution - should serve the interests and needs of the child, and its equipment, materials, didactic material and other - to its development. The environment must meet the sanitary and hygienic safety requirements developed for a modern preschool educational institution. And this creates an environment psychologically comfortable, favorable for the life of children.

The corner of visual activity can be regarded as a kind of artistic and creative complex. The creation of the subject environment of a preschool educational institution involves the organization of an artistic and creative complex of a corner of visual activity, which includes the interaction of arts and various types of artistic activity that activate the independent activity of preschoolers.

The purpose of the visual activity corner is the formation of the creative potential of children, the development of interest in art, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, and activity.

The organization of a subject-developing environment for the development of visual activity in accordance with the federal educational standard for preschool education meets the following requirements.

Saturation

The developing environment for the organization of visual activity has a variety of materials, equipment and inventory. It ensures the creative activity of all pupils, their emotional well-being, aesthetic development and the possibility of self-expression.

Transformability of space

Assumes the possibility of changes in the subject-spatial environment depending on the educational situation. All elements of the visual activity complex can be transformed in a variety of ways. The group at the request of the children can be transformed into an "exhibition hall", "gallery", "workshop", etc.

Polyfunctionality of materials

Possibility of diverse use of various components of the subject environment. For example, the screen was converted into an exhibition stand for the display of creative works. The presence in the group of polyfunctional (not possessing a rigidly fixed method of use) objects (natural, waste material)

Environment variability

The presence of various spaces for the implementation of visual activities. Periodic replacement, renewal of the subject-developing environment, its aesthetic and intellectual saturation, taking into account the specifics of the child's perception, allows us to solve the problems of developing children's creative activity.

Environment Availability

The environment should be organized so that the materials and equipment necessary for children to carry out any activity are either within the child’s field of vision or available so that he can take them without asking for help from an adult, including children with disabilities. At the same time, it is very important to teach children to put all the materials in their place: firstly, because order in everything provides comfort and beauty, pleases the eye, creates a good mood, and secondly, because they may be needed for other children to study. or that child. Consumables must be aesthetic, intact, clean. Exhibition spaces must be accessible for viewing by children.

Safety

The equipment must correspond to the age characteristics of children (taking into account the requirements of anthropometry, psycho-physiology of the perception of color, shape, size). It is necessary to ensure the storage of sharp and cutting objects (pencils, scissors) in specially designated cases, boxes, cabinets. In the organization of the corner of visual activity, the height of tables and chairs should correspond to the height of the children and they should be placed so that when working behind them there is left-hand lighting or, in extreme cases, the light falls from the front. The working surfaces of the tables should have a light-colored matte finish. The materials used for lining tables and chairs must have low thermal conductivity and be resistant to warm water. The size of the wall board is 0.75-1.5 meters, the height of the lower edge of the wall board above the floor is 0.7-0.8 meters.

General purpose equipment

Board for drawing with chalk.

Sponge.

Sets of colored and white chalk.

The easel is single sided or double sided.

Type-setting cloth 60*50 or 80*50.

flannelgraph, magnetic board

A stand for viewing children's drawings, demonstrating illustrative material.

Stand for placement of works on modeling.

Counting ladder for viewing modeling work.

Pointer.

Roller for applying paint to paper.

Desktop pencil sharpener.

A tank with a tight-fitting lid for storing clay.

Apron for the teacher

Aprons and sleeves for children.

Pedagogical requirements for the subject-developing environment of organizing a corner of visual activity

Uniform style in the design of its appeal to children;

The presence of appropriate decorative moments;

Ensuring the emotional well-being of the child and adult;

Taking into account the age and gender characteristics of children, both in the content of the materials and in the organization of space.

The quantitative composition of items and materials (the presence and number of relevant items is compared with the standard);

The presence of a variety of artistic materials, their replacement, addition, quality, appearance;

Pedagogical expediency (compliance with the purpose and objectives of aesthetic education);

Accessibility of material for children, convenient location.

Junior preschool age

All materials for free independent productive activity should be available to children. Children of this age do not respond well to spatial changes in the situation, they prefer stability, so all materials and manuals should have a permanent place.Materials and manuals for fine arts daily, after the evening meal, are placed on the tables that are available in the group. In working order, all materials, manuals, equipment and unfinished children's work are stored until breakfast the next day.

For children of primary and secondary preschool age, material and equipment in the corner of visual activity can be placed on open shelves.

Children of the younger group should be given pencils of six colors for drawing (red, blue, green, yellow, black and brown). For drawing, use two types of water paints - gouache and watercolor. For preschool children, the most convenient paints are opaque, pasty, opaque - gouache. The paint must be diluted to the density of liquid sour cream, so that it stays on the brush, does not drip from it. It is best to pour the paint into transparent jars with low rims so that children can see the color. It is convenient to use gouache paints in plastic jars with closed lids: teachers prepare the paint in them and leave them after class without pouring anywhere. At the same time, the paint is spent more economically and it takes less time to prepare it. In the younger group, at first they give 2-3 colors, and by the end of the year 4-6 colors. Children of the younger group are recommended to give brushes No. 12-14. Such a brush, pressed against the paper, leaves a bright, well-marked trace, facilitating the transfer of the shape of the object. For drawing, you need a fairly thick, slightly rough paper (preferably half-drawn paper). You can replace it with thick writing paper. Glossy paper is not suitable for drawing, on the surface of which the pencil slides, leaving almost no trace, and thin paper that tears from strong pressure. During work, the paper should lie motionless and even (the exception is decorative drawing, during which children can change the position of the sheet). Children of the younger group are recommended to give paper the size of a writing sheet for drawing - it corresponds to the span of a child's hand. The desire for independent activity is formed in the younger preschool age in cooperation with adults, in joint activities with them. With this in mind, the space is organized in such a way that two or three children and an adult can act simultaneously. Children have the right to dispose of drawings and crafts themselves - take them home or use them in a game, put them on an exhibition.

Approximate set of materials and equipment for visual activity for the first junior group

Demonstration material for visual activities with children

Genuine works of folk, decorative and applied art

For children of primary preschool age - 2 - 3 types of folk toys with which children could act (Bogorodsk toy, Semenov and other nesting dolls, Gorodets carved toys (horses), etc.).

For children of middle and senior preschool age, 3-4 types of works of folk art are selected, in the process of perception of which children could feel the plasticity of the form, the connection between the purpose of the object and its decoration, get acquainted with various elements of the pattern, color, composition. For this purpose, the following can be used: Dymkovo clay toys, works by Khokhloma and Gorodets masters, etc. At the same time, it is desirable that children first of all be introduced to the work of those folk craftsmen who live in a given region, city, village. Practical assistance in introducing children to folk art will be provided to teachers by A.A. Gribovskaya "Children about folk art". (M.: Education, 2001).

Reproductions from paintings, book graphics

For this purpose, teachers can use any highly artistic works of book graphics and reproductions, the content of which is recommended by the program, is understandable to children and evokes an emotional response from them.

Literature:

1. Materials and equipment for kindergarten. Manual for educators and managers, edited by T.N. Doronova and N.A. Korotkova. Approved by the Ministry of Education of the Russian Federation. Moscow, CJSC "Elti-Kudits" 2003
2. http://otherreferats.allbest.ru/pedagogics/00194208_0.html