Organization and methodology of modeling lessons. Abstract teaching technique for modeling in age groups of kindergarten

This technique is presented by V.B. Kosminskaya.

In this group, the teacher gives the children more independence in choosing a topic, in the opportunity to think it over in advance and complete it. You can teach children to plan their work during observations, before reading literary works.

To do this, they must be warned that they will sculpt the goth object that they see in the picture or about which they are read. This makes it possible to pre-set the children for the upcoming lesson, clearly perceive the features of the subject and, to some extent, think about its image.

If the child knows for sure what he should work on, then this will give him the opportunity to more purposefully and confidently sculpt. It is important that children learn to understand and convey the character of the depicted in modeling.

To do this, the teacher must select objects with bright colors for the image. pronounced features. The guys, as in the previous group, pre-examine the objects. Sometimes you can come up with games with those toys that children have to fashion. But the game does not provide an opportunity to systematically examine the subject.

Basically, for visual activity, it is necessary to develop in children the visual perception of the environment on the basis of acquired knowledge and experience. The teacher conducts visual analysis here in the same way as in other groups. At the beginning of the lesson, the guys examine the object from all sides, knowing that this is necessary so that during modeling all sides are performed equally well.

For the object being demonstrated, it is desirable to have a special device - a stand with a turntable, which will make it possible to show the child the opposite side of the object. After that, the object is returned to its original position.

Children 5-6 years old are already able to analyze the structure and shape of objects. The teacher, gesturing around the form, invites the children to talk about it, to describe its characteristic features. If the children find it difficult to answer, then the teacher does it himself.

Many modeling methods are familiar to children. They know how to create basic forms, modify them, and, therefore, the educator does not need to resort to displaying the image in each lesson. Increasingly, he relies on the independence of children in solving certain issues. The task of the educator is to understand the child's intention and help him, if necessary, in its implementation.

Those guys who unsuccessfully chose the modeling method need to prove that there is another, the most convenient and suitable one.

It is important that children learn from a variety of possible ways to choose the most effective one that will create an expressive image.

For example, a dog or a cat can be molded by drawing from a whole piece of clay or from separate parts.

Modeling from separate parts is longer and as a result of children's performance it gives a mostly static image, and from a whole piece it makes it possible to immediately outline the main details, set them in the right position. This method is difficult, but in the older group, children are familiar with it and can use it on their own.

The difficulty of pulling out a form from a whole piece for a child lies in the fact that you need to determine the amount of clay for one or another part by eye. Children 5-6 years old can already determine by eye how much clay is needed for parts, but the further process - clarifying the proportions and shape - is still difficult for the child. And here the educator should help, pointing out the flaws in the image. This help consists in leading questions, additional analysis of the form, suggestion of some visual means.

In addition, children need to read interesting stories, fairy tales, poems, in which this or that image is clearly revealed. Sometimes riddles are used, but, as in the middle group, it is necessary to choose texts so that the description of the subject is more about listing parts, shapes, sizes, and actions.

For example:

With horns, beard,

tail is very short

Gore if angry

Who is this? (Goat.)

At the end of the lesson, the teacher shows the children their work and offers to evaluate how the proportions are observed, the form and movement are performed. The children answer, and the teacher completes their answers.

It is important that children learn to critically and kindly evaluate their modeling and the work of their comrades.

Suggested activities for experimental group are presented in Appendix B. The album for modeling is presented in Appendix C.

Marina Shestopalova

Many are sculpted from clay,

Someone is making a snowball

I sculpt from plasticine

The most durable house in the world.

All the houses in the village are higher

New bright blue

With a tiled red roof

Purple pipe...

(Andrey Paroshin)

In order to teach a child to sculpt from plasticine, you first need to be able to sculpt yourself. Modeling from plasticine- it's a great job to:

Develop fine motor skills, this means that children's coordination of movements is stabilizing;

Well-developed motor skills of the limbs help children speak faster;

Thanks to the lessons modeling children strengthen memory - both visual and auditory;

The process of creating new shapes from standard pieces of soft material helps to develop logical thinking children.

Development of children's creative abilities.

Start teaching your child to sculpt from plasticine right from elementary basics, where he needs to show how to roll from plasticine sticks and balls. Then you should gradually complicate the tasks according to modeling. Thus, from simple foundations, the child will be able to sculpt from plasticine figures and objects. The main thing in the lesson with modeling from plasticine - practice. It is necessary to constantly engage with the child molding from plasticine and only in this case he will develop fully, and show others his creative abilities.

educate children molding from plasticine the easiest way is on the basis of ready-made presentations or technological maps, which describe in detail the sequence of actions for creating one or another element. For a child, the best is the visual material and the teacher's display.

The teacher must master these tricks like:

1. dividing into parts: unscrewing, pinching, cutting with a thread, cutting and notching with a stack, molding.

2. shaping: rolling in the palms and on the table, flattening, pressing, stretching, bending.

3. connecting parts: pressing, smearing, smoothing down.

4. product design: addition of the product with small details (molding, scratching, imprinting, painting technology and how to work with paint.

Image of items in modeling for a child is more simple than drawing. Here he deals with real volume, where there is no need to resort to conventional means of representation. Most easily, children master the image of objects of constructive and plant forms, and with great difficulty - the image of human and animal figures. This is due to the complexity of the structure, plasticity of their forms; it can be difficult for a child to understand the complex anatomical structure of animals.

It is important that the teacher teaches children to depict the main forms of objects with their bright, characteristic features. In the classroom, preschoolers must learn to convey the proportions of objects, master certain technical skills.

In this group (as in the previous ones), it is necessary to provide children with the opportunity to widely show initiative, creativity in the classroom and in their free time, to encourage the search for an independent compositional, color solution.

IN preparatory group the tasks of teaching children to sculpt and developing their creativity are becoming more complicated. Children perform various images in modeling: subject, plot, decorative (individual and collective); create images both from separate parts and from the whole piece. Samples for modeling can serve as small sculptures. The teacher draws their attention to the transfer of movement in sculpture, to the combination of several figures into one group on a stand.

It is good if small sculptural works are constantly in the group room and the children examine them and talk about them. You can invite children to fashion a sculptural group with a man and an animal, or give themes according to literary works. For example, you can invite children to create a collective panorama picture based on the fairy tale "The Frog Princess". This may be a scene where Ivanushka comes to the swamp for his arrow and sees that a frog is holding it. The teacher distributes the work: some guys sculpt trees; others - animals, birds; the third subgroup of children creates a picture of a swamp with bumps and grass. The most skillful guys sculpt Ivanushka and the frog. Offering to create such compositions, the teacher should discuss with the children the proportional relationships between the characters, their postures, etc. To make it easier for children to work, you can show them illustrations in children's books, as well as table theater.

Children learn to sculpt figures of animals and people from one piece of clay, first outlining it general form and then details. When sculpting from a whole piece, it is also possible to separate the excess, as well as add the missing clay to one or another part of the figure. The main work is done with the movements of the fingers, sometimes with the hands of both hands.

In modeling classes, children can mold everything together tea-set for the dollhouse.

In this group, work continues on mastering by children the modeling of decorative products based on folk sculpture: animals based on samples of Gzhel ceramics, Dymkovo toys. Children can paint the molded sculptures with special engobe paints, after which they should be fired in muffle furnaces. These figurines will decorate the interior group room, art studios, can be a birthday present for any of the kindergarten employees, kids.

Children use a stack - they cut it, separate parts in a whole piece of clay. The teacher teaches them to turn the product created in modeling on the board in order to view the figure from one side or the other.

The organized introduction of the child to visual activity begins in the first junior group.

For the successful mastery of modeling, it is important to develop the sensory foundations of visual activity: the perception of objects different shapes(visual, tactile, kinesthetic); colors starting from contrasting colors(red, blue, green, black) and gradually adding other (without limiting the number) colors, without requiring children to memorize the names of a large number of colors (however, the teacher himself must name them). This enables them to recognize and remember more colors. Of particular importance in the sensory development of children, the enrichment of their sensory experience and, on the basis of this mastery of visual activity, are the examination of objects and phenomena of the surrounding world and didactic games, during which ideas about objects and their properties are refined and enriched.

In the first younger group, children should be introduced to the properties of clay, plasticine. Modeling attracts children with the novelty of the material. It is easier for a child of the third year of life to act directly with his hands than with any instrument. When planning modeling lessons, most of the lessons should be devoted to the child’s independent mastery of certain pictorial movements previously shown by the teacher.

Children of the fourth year of life improve and develop perception, thinking, memory; ideas about the shape of objects, size, primary colors are gradually formed. This allows us to put forward new tasks for teaching children artistic and creative activities. Children of this age learn to model round, rectangular, triangular objects; master the image of objects consisting of one or more parts of different sizes. In modeling classes, it is important to teach children to handle clay carefully, put lumps and finished products on special boards or oilcloths, keep order in the modeling process at their workplace, and wash their hands after working with clay.

In the middle group in the classroom for visual activity, aesthetic perception, figurative representations, imagination, artistic and creative abilities should be developed; the ability to consider objects, name the shape, color, size. Children are already able to perceive and lay out geometric shapes (five to seven) that underlie many objects and their parts, in a certain sequence, taking into account their difference in size, to compose various objects from a set of paper geometric shapes, convert them by cutting in a straight line, diagonally. Children of the fifth year of life can model some four-legged animals, the body shape of which is close to oval, the body is located horizontally in relation to the ground and rests on four legs.

In the senior group, the pedagogical process includes different types visual activity and visual tasks: the image of objects, the creation of plot compositions. Also included are decorative activities, the creation of images by design. Children of the sixth year of life already understand that various objects and phenomena can be depicted in modeling; that the images are beautiful, interesting, if the shape of objects and their parts, various in size, color, location on the sheet, is well conveyed. For them, it is not difficult to sculpt balls, ovals, cylinders, from which images that are more complex in shape are then formed. The acquired knowledge, skills and abilities allow preschoolers to depict a wide range of objects and phenomena that interest them; reflect your creative ideas in the molding. In the process of their perception, one should develop such mental operations as comparison and assimilation, establishing the similarities and differences of objects and their parts, highlighting the common and the singular, characteristic features, generalization. On this basis, children develop the ability to analyze perceived objects, compare them with each other, establish similarities and differences (in shape, color, proportions, position in space).

In the preparatory group, the tasks of teaching children to sculpt and developing their creativity become more complicated. Children perform various images in modeling: subject, plot, decorative (individual and collective); create images both from separate parts and from the whole piece. Samples for modeling can serve as small sculptures. The teacher draws their attention to the transfer of movement in sculpture, to the combination of several figures into one group on a stand. In this group, work continues on mastering by children the modeling of decorative products based on folk sculpture: animals based on samples of Gzhel ceramics, Dymkovo toys.

At the end of each lesson, it is necessary to review and analyze children's work; mark those in which the topic is interesting and expressively solved; support children who need it.

COURSE WORK

Methods for teaching children how to sculpt

Introduction

modeling training child occupation

Relevance.Visual activity is very important for the comprehensive development and upbringing of the child. It allows children to convey what they see in the life around them; what excited them caused a positive, but sometimes there is a negative attitude.

Artists, teachers, psychologists (A.V. Zaporozhets, E.I. Ignatiev, V.S. Kuzin, B.M. Nemensky, E.A. Flerina, P.P. Chistyakov, N. N. Rostovtsev, N. P. Sakulina, B. M. Teplov, T. Ya. Shpikalova and others). Foreign scientists (B. Jefferson, E. Kramer, V. Lounfeld, W. Lamberg, K. Rowland, and others) also note the importance of visual activity, creativity in children in their upbringing and development of various aspects of personality.

In the process of visual activity, favorable conditions are created for the development of aesthetic perception of art, which is emotionally positive and contributes to the formation of an aesthetic attitude to reality.

Thus, the analysis of psychological and pedagogical literature, methodological recommendations and advanced pedagogical experience allows us to conclude that the topic of our study is relevant.

Target.To study the methodology for teaching preschoolers to sculpt in a preschool educational institution.

Object of study.Visual activity of preschoolers - modeling.

Subject of study.Sculpting teaching technique.

Tasks:

1.study and analyze the main psychological, pedagogical, methodological literature and innovate experience on the research problem;

2.to explore the methodology (forms, means, methods) that allows teaching preschool children how to model;

.generalize and systematize theoretical data on the research problem;

.systematize conclusions based on the results of the study.

Research methods:study of psychological, pedagogical, methodical literature; study of advanced pedagogical experience; study of products of children's activities; analysis, generalization, systematization.

Methodological basis.The study was based on methodological provisions on the mental development of preschool children (V.S. Mukhina); to an active approach; on the psychology of visual activity (Ignatiev E.I.); on the theory and methodology of the visual activity of children (Komarova T.S., Vasilyeva E.I., Sakulina N.P., Flerina E.A., Khalezova N.B., Kosminskaya V.B., etc.); on the personality-oriented "Concept of preschool education" (1989).

Theoretical and practical significance.It consists in the fact that the theoretical material on the development and formation of mental, physical, aesthetic, moral qualities in children in modeling is systematized and holistically presented; methodological recommendations on the use of methods and programs of visual activity of preschoolers have been developed.

Study structure:introduction, 2 chapters, conclusions, conclusion, list of references from 53 sources, 12 appendices.

1. Theoretical basis teaching children visual activities

.1 The importance of visual activity for the comprehensive development of children

Visual activity is one of the most interesting for preschool children: it deeply excites the child, causes him only positive emotions. Visual activity is a specific figurative knowledge of reality. There are different types of visual activity - drawing, modeling and appliqué, the main purpose of which figurative reflection reality.

Classes in visual activity, in addition to performing educational tasks, are the most an important tool all-round development of the child's personality. Learning to draw, sculpt, apply, design contributes to the mental, moral, aesthetic and physical education of preschoolers. Visual activity is a specific figurative knowledge of reality. Like any cognitive activity great importance has for the mental education of the child.

The value of visual activities for the comprehensive development of preschool 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 size, shape, design, arrangement of parts, color.

Children reproduce in drawing, modeling, applique what they perceived earlier, with which they were already familiar. For the most part, children create drawings and other works from imagination or from memory. These representations are formed in the process of direct knowledge of image objects in games, on walks, specially organized observations, etc. Children learn a lot from stories, poems 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.

Teaching visual activity is currently impossible without the formation of such mental operations as analysis, comparison, synthesis, generalization. In the process of observation, when examining objects and their parts, before the image, children are first of all taught to distinguish the shape of objects and their parts, the size and location of parts in the object, and 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 round shape, rectangular, square, etc.). On the basis of the similarity of objects in form, there is a commonality of methods of depiction in modeling, drawing, and appliqué.

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.

Knowledge of objects and their properties, acquired in an efficient way fixed in consciousness. The qualities of one form or another, size, color become not only signs of individual, specific objects, but are also generalized in the understanding of children as inherent in many objects. They will recognize and name them in any subjects.

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, they 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, appliqué, and express judgments about the work of other children. This 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. Successful mastery of visual activity requires the implementation of sensory education and itself contributes to this education.

The formation of ideas about objects and phenomena necessarily requires the assimilation of knowledge about the properties and qualities of objects, their shape, color, size, position in space. Children define and name these properties, compare objects, find similarities and differences, i.e. produce mental actions. Thus, visual activity contributes to sensory education, the development of visual-figurative thinking. Visual activity should be used to instill in children a love for everything that is best and fair.

For children, the attitude of adults, peers to their drawings, modeling, and applications is of great importance. They are very 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.

Visual activity and design should be closely related to the knowledge and ideas that children receive as a result of all educational work, rely on this knowledge and ideas and contribute to their consolidation. Of course, when selecting social phenomena, on the topics of which children will be asked to perform drawing, modeling, appliqué, one must remember about the age capabilities of children. If too difficult tasks are set, then the difficulties of depiction, caused by the lack of necessary skills and abilities in children, will prevent them not only from conveying their attitude, but also from depicting the phenomena of social life with any clarity.

The social orientation of children's fine arts is manifested in the fact that in drawing, modeling, application and design, children convey the phenomena of social life. Children are very excited about flights into space, and the work of Soviet people in the city and in the countryside, and the performances of our athletes at various competitions, olympiads, and much more. We need to give them the opportunity to reflect these impressions and their attitude towards them.

The value of visual arts for moral education It 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, if something is started to be completed, to be concentrated and purposeful, to help a friend, to overcome difficulties, etc. In the process of creating collective work, children develop the ability to unite, agree on the implementation of common work, and strive to help each other.

Group-wide visual activities contribute to the development of sociability and friendly relations (usually two children use one set of paints, one can of water, etc.).

Collective viewings of works teach children to be attentive to drawing, modeling, appliqué of comrades, to evaluate them fairly and benevolently, to rejoice not only in their own, but also in joint 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 working with scissors, with a pencil and brush, with 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, achieve and get 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. Therefore, teaching a child independence in kindergarten, it will be much easier for him at school. At school, each child must prepare his own workplace.

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 in children of a sense of form, color, rhythm - the components of an aesthetic sense.

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.

The more consciously the child begins to perceive the environment, the deeper, more stable and meaningful aesthetic feelings become. Gradually, children acquire the ability to make elementary aesthetic judgments (about the phenomena of life, about objects created by man, about works of art).

The development of aesthetic feelings in children allows them to be led to aesthetic assessments of the object and its individual properties, which can be designated various definitions: huge, graceful, light, joyful, festive, lively, etc. For the aesthetic education of children and for the development of their visual abilities, acquaintance with works of fine art is of great importance. Brightness, expressiveness of images in paintings, sculpture, architecture and works applied arts causes an aesthetic experience, helps children to perceive the phenomena of life more deeply and more fully and find figurative expressions of their impressions in drawings, modeling, applications.

Gradually, children begin to 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, expressive depiction of objects and phenomena.

Graphic activity only then acquires a creative character when children develop aesthetic perception, when they master the skills and abilities necessary to create an image.

Aesthetic perception contributes to the formation of appropriate representations. They reflect the aesthetic qualities 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 and in different situations. From this, the child's imagination creates an image that he expresses with the help of various visual means.

The value of visual activity in mental education.

Visual activity is closely connected with the knowledge of the surrounding life. At first, this is direct acquaintance with the properties of materials (paper, pencils, paints, clay, etc.), knowledge of the connection between actions and the result obtained. In the future, the child continues to acquire knowledge about the surrounding objects, about materials and equipment, however, his interest in the material will be due to the desire to convey in a pictorial form his thoughts, impressions of the world around him. About the meaning of drawing for mental development M.I. Kalinin wrote: “A person who has learned and is accustomed to draw will especially approach each subject. He will estimate it from different sides, draw it, and in his head he will have an image of this object. This means that he penetrates deeply into the very essence of the subject.

In order to correctly depict an object, one must have a clear idea of ​​​​it, i.e. see the characteristic features of the object, their relationship with each other, shape, color. The younger preschooler in his drawings tries to highlight only a few of the most striking features, which are sometimes not essential. For example, when drawing a person, children sometimes depict glasses, buttons on a non-existent dress, considering them to be the main details.

In the process of visual activity, children's visual representations of surrounding objects are refined and deepened. A child's drawing sometimes speaks of a child's misconception of an object, but it is not always possible to judge the correctness of children's ideas from a drawing or modeling. The idea of ​​the child is wider and richer than his visual abilities, since the development of ideas is ahead of the development of visual skills and abilities. In addition, sometimes preschoolers deliberately violate the size and color of the image, trying to convey their emotional attitude to the object.

In order for a child to be able to independently use the skills acquired when drawing one object in the image of a number of homogeneous ones, he must be able to generalize, operate with concepts. At present, the question of the peculiarities of the development of the child's thinking in connection with various types of activity has been studied quite deeply. At preschool age, in addition to visual-effective forms of thinking, directly related to the process of practical work, more high level development of thinking - visual-figurative. A child, on the basis of mental operations, can present the result of his work and then begin to act.

The development of visual-figurative thinking occurs in the learning process. In the study of N.P. Sakulina (31, 37) showed that successful mastery of image techniques and the creation of an expressive image require not only clear ideas about individual objects, but also the establishment of links between the appearance of an object and its purpose in a number of objects or phenomena. Therefore, before starting the image, the children decide mental tasks based on the concepts they have formed, and then look for ways to implement these tasks. A child of senior preschool age is able to create such real and fantastic images that he has never perceived through the senses.

The value of visual activity in moral education

Graphic activity is closely connected with the solution of the problems of moral education. This connection is carried out through the content of children's work, which reinforces a certain attitude to the surrounding reality, and the education in children of activity, observation, initiative, perseverance, independence, the ability to listen and complete the task, to bring the work begun to the end.

The surrounding life gives children rich impressions, which are then reflected in their drawings, applications, etc. In the process of depiction, the attitude towards the depicted is fixed, since the child re-experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the personality of the child. N.K. Krupskaya wrote: “It is necessary to help the child through art to become more deeply aware of his thoughts and feelings, to think more clearly and feel more deeply; it is necessary to help the child to make this knowledge of himself a means of knowing others, a means of closer rapprochement with the collective, a means of growing together with others through the collective and moving together towards a completely new life full of deep and significant experiences.

Komarova T.S., Savenkov A.I. (18, 20, 26) emphasize that in the process of visual activity, moral and volitional qualities are brought up in children: the need and ability to complete what has been started, to engage in concentration and purposefully, to overcome difficulties. When creating collective works, the ability to unite for a common cause, to agree on the implementation of a common work is brought up; desire to help each other.

Nature provides rich material for ethical and aesthetic experiences: bright combinations colors, a variety of forms, the majestic beauty of many phenomena (thunderstorm, sea surf, snowstorm, etc.).

Visual activity helps to consolidate children's ideas about the work of people, their way of life. For example, getting to know the city, the guys draw a street on which houses stand in orderly rows, along the pavement in different directions, but cars move in strict order, people walk along the sidewalks. In plot drawings, people reflect their impressions of new buildings, depict various labor processes.

By means of application, preschoolers make decorative patterns from vegetables, fruits, flowers. The teacher in the classroom on these topics tells not only about the design, shape of the depicted objects, their color, but also about the great work that a person has to spend on building new buildings, growing agricultural products, etc. All this greatly expands the child's understanding of labor activity person, contributes to the labor education of a preschooler.

In the process of drawing, modeling, designing, such important personality traits as activity, independence, initiative are formed, which are the main components of creative activity. The child learns to be active in observation, performance of work, to show independence and initiative in thinking through the content, selecting materials, using various means of artistic expression. Equally important is the cultivation of purposefulness in work, the ability to bring it to the end. For the formation of these moral qualities all methodological techniques used by the educator in the classroom should be directed.

In the process of visual activity, a sense of camaraderie and mutual assistance is brought up in preschoolers. Working on the image, children often turn to each other for advice and help. At the end of the lesson, a collective analysis of children's work is carried out, which contributes to the formation of objective assessments of their drawings and drawings of comrades.

In some cases, the work of preschoolers is organized as a collective performance of a task, during which they develop the ability to work together, coordinate, and come to the aid of each other.

The value of visual activity in aesthetic education

Visual activity is of great importance in solving the problems of aesthetic education, since by its nature it is an artistic activity.

It is important for children to cultivate an aesthetic attitude to the environment, the ability to see and feel the beautiful, to develop artistic taste and creative abilities.

As emphasized by E.A. Flerina (45, 46), aesthetic education is primarily the development of aesthetic creativity; every child is potentially a creator of all kinds, including aesthetic values.

The attitude of a 2-3 year old child to the surrounding reality is characterized by insufficient dissection of the feelings evoked. A preschooler is attracted by everything bright, sounding, moving. This attraction, as it were, combines both cognitive interests and an aesthetic attitude to the object, which are manifested both in value judgments about perceived phenomena and in the activities of children. Often, a younger preschooler gives a positive assessment of everything that is attractive to him, his favorite, without regard for aesthetic merits. Children also appreciate brightly colored, dynamic toys that have a smooth or fluffy surface, etc.

Research by E.V. Nikitina (33) convincingly proved that aesthetic judgments can be formed in children of older preschool age in the process of observation and image.

A child of older preschool age more consciously highlights the aesthetic qualities of objects. In his answers to the question: “Why is it beautiful?” - prevailing motivations pointing to the aesthetic features of objects: proportionality, proportionality of volumetric forms, richness color shades.

Visual activity plays a big role in the education of the aesthetic feelings of a preschooler. The specificity of drawing, sculpting, appliqué, and designing provides ample opportunities for learning about beauty, for developing an emotional and aesthetic attitude to reality in children. Fine art shows a person the world of real-life beauty, forms his beliefs, influences behavior.

For the successful development of aesthetic feelings in preschoolers, it is necessary that the teacher, when preparing for the lesson, take into account the extent to which the task meets the interests of the children, their inclinations, captures them emotionally.

It is very important during the explanation of the task to specifically reveal the aesthetic content of the image object. Moreover, the teacher should tell about the elements of beauty in an object or phenomenon in an emotional, expressive form. If the educator, having set brightly colored objects as nature for the drawing, analyzes them in a normal, even voice and does not find words expressing the brightness, colorfulness, unusual nature, then the children's emotions will not be affected, they will calmly begin to "paint" their drawings, not showing a special interest in the depicted and his work.

To consolidate moral feelings, deepen aesthetic experiences, it is necessary to create a certain emotional mood during the lesson.

Taking care of the development of children's artistic abilities, the teacher must know the moments that are the first motivating factors to attract attention, children's interest in drawing, modeling, etc. One of these factors is often a deep emotional experience of the child when perceiving an object or phenomenon - a bright picture, a book, a toy, a festive landscape. Emotional experience will cause the child to need to tell others about this or that phenomenon and show it with visual means. Creating a drawing, the child once again experiences the emotional upsurge that was present during the observation. He takes great pleasure in the process of drawing. The child has a desire to draw every day and depict in the drawing everything that he sees around.

Often, the impetus for the manifestation of interest in visual activity is the observation of those who draw or are engaged in modeling, designing. The process of creating vivid images by adults in drawing, modeling, painting makes an indelible impression on children, makes them want to try their hand.

A huge influence on the development of the artistic abilities of the child has a personal example, help, demonstration, explanation of the teacher.

In the visual activity of children, their creative abilities develop, which is one of the important tasks aesthetic education.

The organization and equipment of classes should also contribute to the aesthetic education of children. First of all, cleanliness, order, and neat arrangement of materials must be observed: pencils are carefully sharpened, paper is cut into even sheets, clay is rolled into a certain shape (ball or roller), etc. Supplies should be laid out on tables so that they are convenient and easy to use. Trays for paints or scraps of paper, glasses with pencils or brushes must be beautifully decorated. Such an environment will make preschoolers want to study, they will try to preserve and maintain beauty and order.

Visual aids must be performed at a high artistic level.

The value of visual activity in physical development

All types of visual activities with proper organization have a positive effect on the physical development of the child. They help raise the overall vitality, creating a cheerful, cheerful mood.

Vision is of great importance for drawing and modeling. In order to draw, sculpt an object, it is not enough just to see it and recognize it. The image of an object requires a clear idea of ​​its color, shape, design, which the painter can get as a result of preliminary targeted observations. In this work, the role of the visual apparatus is especially important.

In the process of pictorial activity is actively formed visual memory child. As is known, developed memory serves as a necessary condition for the successful cognition of reality, since thanks to the processes of memory, memorization, recognition, reproduction of cognizable objects and phenomena, consolidation of past experience occurs.

Fine art is inconceivable without operating with images of the child's memory and ideas obtained directly in the process of drawing, modeling, etc. The ultimate goal for a preschooler is such knowledge of the subject that would make it possible to possess the ability to completely freely depict it according to the idea.

Drawing, sculpting, appliqué, and design classes contribute to the development of the child's hand, especially the muscles of the hand and fingers, which is so important for further learning to write at school.

The labor skills acquired by children in the process of visual activity also develop the child's hand and eye and can be used in various types of labor.

During classes, the correct training fit is developed, since visual activity is almost always associated with a static position and a certain posture.

Thus, visual arts are an important means of comprehensive development of children.

1.2 Types of visual activity

In kindergarten, visual activity includes such activities as drawing, modeling, appliqué and design. Each of these types has its own capabilities in displaying the child's impressions of the world around. Therefore, the general tasks facing visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it.

The types of visual activity in his works are revealed by T.S. Komarov. (21, 22, 23)

Drawing.

Drawing is one of the favorite activities of children, giving great scope for the manifestation of their creative activity.

The theme of the drawings can be varied. The guys draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc. They can use expressive means of drawing. So, color is used to convey similarity with a real object, to express the relationship of the painter to the object of the image and in a decorative way. Mastering the techniques of composition, children more fully and richer begin to display their ideas in plot works.

However, awareness and technical mastery of drawing techniques are quite difficult for small child Therefore, the educator should approach the subject of work with great attention.

In kindergarten, mainly colored pencils, watercolors and gouache paints are used, which have different visual capabilities.

A pencil creates a linear shape. At the same time, one part after another gradually emerges, various details are added. The line image is then colored. Such a sequence of creating a drawing facilitates the analytical activity of the child's thinking. Having drawn one part, he remembers or sees in nature which part should be worked on next. In addition, linear natures help in coloring the drawing, clearly showing the boundaries of the parts.

In painting with paints (gouache and watercolor), creation form goes from a colorful stain. In this regard, paints are of great importance for the development of a sense of color and form. It is easy to convey the color richness of the surrounding life with paints: clear sky, sunset and sunrise, blue sea, etc. When performed with pencils, these themes are time-consuming and require well-developed technical skills.

The kindergarten program defines the types of graphic materials for each age group. For senior and preparatory groups, it is recommended to additionally use a charcoal pencil, colored crayons, pastel, sanguine. These materials expand the visual possibilities of children. When working with charcoal and sanguine, the image turns out to be one-color, which allows you to focus all your attention on the shape and texture of the object; colored crayons make it easier to paint large surfaces and large shapes; pastel makes it possible to convey various shades colors.

Modeling is of great importance for the education and upbringing of preschool children. Sculptor I.Ya. Gunzburg said the following about the significance of modeling: “... In the family of fine arts, modeling plays the same role as arithmetic in the mathematical sciences. This is the ABC of the idea of ​​the subject. This is the first reading, the presentation of the subject. In drawing, the subject is depicted relative. Due to perspective, the essence of the properties of an object, its main meaning, is often diminished, and sometimes completely lost ... Right Ratio parts, the difference between the main and the secondary - the body from the attached parts - all this is clearly expressed when depicting an object through modeling "

The originality of modeling as one of the types of visual activity lies in volumetric method Images. Modeling is a kind of sculpture, which includes work not only with soft material, but also with hard material (marble, granite, etc.). Preschoolers can master the techniques of working only with soft plastic materials that are easily influenced by the hand - clay and plasticine.

Children sculpt people, animals, dishes, transport, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activity, primarily performs educational tasks, satisfying the cognitive and creative needs of the child.

The plasticity of the material and the volume of the depicted form allow the preschooler to master some techniques in modeling rather than in drawing. For example, the transfer of movement in a drawing is a complex task that requires a long learning curve. In modeling, the solution of this problem is facilitated. The child first sculpts the object in a static position, and then bends its parts in accordance with the plan.

The transfer of spatial relationships of objects in modeling is also simplified - objects, as in real life, are placed one after another, closer and further from the center of the composition. Questions of perspective in modeling are simply removed.

The main tool in creating an image in modeling is the transfer of a three-dimensional form. Color is limited. Usually those works are painted that will later be used in children's games.

Clay occupies the main place in modeling classes, as the most plastic material. Well-prepared, it is easy to handle even by a 2-3 year old child. Dried clay works can be stored for a long time.

Plasticine has less plastic capabilities. It requires pre-warming, while in a very hot state it loses its plasticity, sticks to the hands, causing unpleasant skin sensations. Preschoolers work with plasticine mostly outside of group activities.

Application.

In the process of applique, children get acquainted with simple and complex forms of various objects, parts and silhouettes of which they cut out and stick on. The creation of silhouette images requires a lot of thought and imagination, since the silhouette lacks details that are sometimes the main features of the subject.

Application classes contribute to the development of mathematical concepts. Preschoolers get acquainted with the names and features of the simplest geometric shapes, get an idea of ​​the spatial position of objects and their parts (left, right, in the corner, center, etc.) and sizes (more, less). These complex concepts are easily acquired by children in the process of creating a decorative pattern or when depicting an object in parts.

In the process of classes, preschoolers develop a sense of color, rhythm, symmetry, and on this basis an artistic taste is formed. They don't have to make up their own colors or fill in the shapes. Presenting the children paper of different colors and shades, they are brought up the ability to select beautiful combinations.

Children get acquainted with the concepts of rhythm and symmetry already at a younger age when distributing elements of a decorative pattern.

Applique classes teach kids to plan the organization of work, which is especially important here, since in this art form the sequence of attaching parts is of great importance for creating a composition (first they stick large forms, then details; in plot works - first the background, then the second plan objects obscured by others, and lastly the foreground objects).

The performance of applicative images contributes to the development of the muscles of the hand, coordination of movements. The child learns to use scissors, cut out forms correctly by turning a sheet of paper, lay out forms on a sheet at an equal distance from each other.

Design.

Construction from various materials is more than other types of visual activity associated with the game. Play often accompanies the building process, and crafts made by children are commonly used in games.

In kindergarten, the following types of design are used: from building material, sets of designers, paper, natural and other materials.

In the process of designing, preschoolers acquire special knowledge, skills and abilities. Designing from building material, they get acquainted with geometric volumetric forms, get ideas about the meaning of symmetry, balance, proportions. When constructing from paper, children's knowledge of geometric plane figures, the concepts of side, corners, and center are clarified. The children are introduced to the techniques of modification flat shapes by bending, folding, cutting, gluing paper, resulting in a new three-dimensional form.

Working with natural and other materials allows children to show their creative abilities, acquire new visual skills.

For constructive work, as a rule, ready-made forms are used, connecting which children get the desired image.

All types of construction contribute to the development of constructive thinking and creative abilities of children. The child needs to imagine in advance the object being created (mentally or on the basis of an existing sample), the shape of its parts, mentally try on the ready-made forms he has, determine their suitability and then use (connect individual parts, add details, if necessary - apply coloring). The complex process of forming constructive thinking requires careful and clear guidance from the educator.

The relationship of various types of visual activity.

All the considered types of visual activity are closely related to each other. This connection is carried out, first of all, through the content of the works. Some themes are common to all species - the image of houses, vehicles, animals, etc. So, if preschoolers of the senior or preparatory groups depicted a hare during modeling or application, then they can use the knowledge gained in these classes about its shape, size, ratio of parts in plot drawing without a special training session. At the same time, it is important to consider whether preschoolers possess the visual and technical skills necessary for this work - the ability to draw rounded shapes, place objects on a sheet.

The connection between different types of visual activity is carried out by successive mastery of form-building movements in work with various materials. So, it is better to start familiarization with a rounded shape with modeling, where it is given in volume. In the application, the child gets acquainted with the planar shape of the circle. In drawing, a linear path is created.

Thus, when planning work, the educator should carefully consider what material to use will allow children to quickly and easily master image skills. The knowledge acquired by preschoolers in the classroom with one type of visual activity can be successfully used in the classroom with other types of work and with other material.

1.3 Methods and techniques for teaching fine arts

The method of observation underlies the entire system of teaching fine arts. The success of the development of their creative abilities depends on how children develop the ability to observe the environment, establish connections between the phenomena of reality, distinguish between the general and the individual. A great contribution to its development was made by E.A. Flerina, N.P. Sakulina, L.A. Raev. (37, 45)

But observations alone before the lesson will not fully ensure the possibility of depicting what is seen. It is necessary to teach the child special image techniques, ways to use various visual materials. Only in the process of systematic training in the classroom are the abilities of children fully formed.

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 act as only 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 the lesson had only the goal of arousing interest in the task, attracting the attention of children, then in this case reading served as a technique to help the educator in solving a narrow problem - organizing the start of the lesson.

Visual methods and teaching methods.

TO visual methods and teaching methods 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 use of nature. Nature in fine arts refers to an object or phenomena that are depicted by direct observation. Work from nature involves the image of an object from a certain point of view, in the position in which it is in relation to the eye of the painter. This feature of the image from nature also determines the originality of perception in the process of class. The main thing here will be visual perception, and when depicted on a plane (drawing, application), the object is perceived only from one side; when sculpting and constructing, children should be able to turn nature, analyze the three-dimensional form in various turns.

The ability to perceive an object in the totality of its qualities is already characteristic of a child of primary preschool age. However, the need to depict an object from nature requires the ability to analyze the ratio of parts, their location in space. Psychologists believe that a preschool child is capable of such analytical-synthetic perception only with the right pedagogical guidance.

Nature, first of all, facilitates the work of memory, since the process of image is combined with perception; helps the child to correctly understand and convey the shape and structure of the object, its color. Despite the ability of children of 4-5 years old to make a simple analysis of image objects, working from nature at this age has its own differences from the use of nature by schoolchildren and artists.

Perceiving an object, the child must show its volume (give a two-dimensional image of a three-dimensional nature on a plane), which is associated with the use of chiaroscuro, the transfer of perspective changes in the object, and the display of complex angles. These image techniques are not available to preschoolers. Therefore, objects of a simple form, with clear outlines and divisions of parts, are selected as nature for them.

Nature is placed so that all children perceive it from the most characteristic side. The educator should examine nature in detail with the children, directing and facilitating the process of analysis with a word and gesture. This process requires a certain culture of education, developed analytical thinking. Such skills begin to develop in children 5-6 years old. At this age, they learn to compare and correct their work in accordance with nature when depicting. For example, in the older group, when depicting a spruce branch from nature, children convey the location of the branch in space (oblique or vertical), the number and size of branches on the left and right, draw thick needles of a dark or light tone.

Leaves, branches, flowers, fruits, as well as toys depicting people, animals, vehicles can be used as nature.

Thus, the use of nature as a teaching method covers the entire process of the image: the initial analysis of the subject, comparison of the image with nature in terms of shape, position, color, evaluation of the results of work by comparing the drawing and nature.

Sometimes nature can be used as a private technique and not affect the nature of the lesson as a whole. For example, in the process of drawing according to a plan, a child asks for help in depicting an object. The teacher puts the necessary toy in front of the child, which is used as a nature. In general, the work on the image will be determined by the content of the idea. Nature will only help to carry it out better.

Examining objects at the beginning of the lesson. In the younger and middle groups, they often show individual items at the beginning of the lesson. Children examining a ball, ribbons, spatulas, etc. are carried out in order to attract the attention of children to the task and revive their ideas. During the rest of the lesson, children draw according to the idea and do not return to the perception of objects.

In the older group, it is also necessary to bring in some items for consideration. For example, before drawing or sculpting on the theme of the fairy tale "Three Bears", the teacher invites the children to consider a toy bear, highlight the features of the shape and proportions of individual parts, and trace the change in their location depending on the rotation of the object. Each child depicts a bear in the position that corresponds to the episode chosen for the picture.

Sample use. A sample, like nature, can act as a method and as a separate teaching technique.

In those types of visual activity where the main goal is not to consolidate impressions from the perception of the environment, but to develop certain aspects of this activity (more often in decorative and constructive works), the model is used as a teaching method.

So, the main goal of classes in decorative drawing and appliqué is to teach how to create a pattern and develop artistic taste. Children look at beautiful objects: carpets, vases, embroideries, etc., which increases the overall aesthetic culture. In the decorative drawing classes, children not only reflect their impressions of these objects and repeat the patterns seen on them, but also learn to create a pattern on their own, to make beautiful combinations of shapes and colors. Therefore, at the initial stage of training, it is possible to copy the elements of a pattern from a sample, borrowing the principles of the arrangement of elements and combinations of colors.

Sometimes there may be several samples to choose from if the children have already mastered some skill.

The use of samples is determined by the objectives of this lesson. So, a sample can be offered without special instructions from the teacher, the children, having examined it, do the work on their own. In this case, the use of the sample will contribute to the development of the child's analytical-synthetic thinking.

Sometimes the sample acts as a learning technique. For example, in subject drawing or modeling, a sample is used not for the purpose of copying, but to clarify children's ideas about the depicted object.

The use of samples with simplified, schematic images negatively affects the development of children's creative abilities. The simplification of the image to a diagram creates only an apparent relief of the task assigned to the children. The scheme does not correspond to the specific idea of ​​the child about the subject, since it lacks the characteristic details by which the preschooler recognizes the subject.

One should not replace the representation formed on the basis of a specific perception with a planar schematic image devoid of individual features. Such a scheme will not help the child to highlight the main thing in the subject, but simply replace the image of a particular subject.

Using such patterns, the educator forgets about such an educational task of visual activity as consolidating children's ideas about the surrounding reality.

Learning with the constant use of ready-made schematic samples ultimately comes down to a narrow task - developing the ability to create simple forms. The training of the hand in creating such a form is isolated from the work of consciousness. As a result, patterns appear in the children's drawings: a house with a triangular roof, birds in the form of checkmarks, etc. It impoverishes children's drawing Once and for all, assimilated schematic form eliminates the need for further observations, pictorial activity breaks away from reality. unconsciously learned schematic representation often loses resemblance to a real object, as the child repeats the learned forms without hesitation. For example, a bird - a “tick” when depicted turns its wings down or to one side.

Use of pictures. Pictures are used mainly to clarify children's ideas about the surrounding reality and to explain the means and methods of depiction.

The picture as an artistic image vividly, emotionally conveys the image.

The means of artistic expression, with the help of which the artist creates a work of art, give a visually perceived image. Studies by psychologists and educators have shown that already children two years of age understanding of the picture as an image of an object is available. The connection between the characters in the picture, i.e. understanding of the action is realized a little later, at the age of 4-5 years.

Observations of the surrounding reality are often short-term (for example, observations of animals in a city). Therefore, the use of the picture will allow not only to ensure the repetition of perception, but also to highlight the main thing that is characteristic of the subsequent image.

Examination of paintings can be recommended in cases where there is no necessary object, and can also serve as a means of familiarizing children with some methods of depicting on a plane. For example, the teacher shows a picture to explain the image of distant objects that in life the child perceived to be located on flat ground. For this purpose, the picture can be used in working with children of six years old, they already have an understanding of this way of depicting. Looking at the picture, the child sees that the earth is depicted not with one line, but with a wide strip, and distant objects are located above, close objects are below, to the edge of the sheet.

In order for the child to be able to understand the technique used by the artist, it is necessary to explain it, since in the picture the child perceives only the final result. It is more expedient to carry out such examination and analysis of the picture before the lesson or at the beginning of it.

The picture left in front of the children during the entire session can lead to mechanical copying. Copying at this age brings great harm - it hinders the development of visual skills. It is impossible for a preschooler to realize all the techniques and visual means used by the artist, so he will draw without understanding why it is drawn this way and not otherwise.

Sometimes during the lesson it becomes necessary to show some children a picture to clarify any detail. Then the picture is removed, since its further perception will lead to copying. This technique should be used with caution.

Demonstration by the educator of methods of work. 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, i.e. be able to connect lines at right angles. The same techniques will be required to depict a car, a train, and any other object that has a rectangular outline.

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: showing with a gesture and showing 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 children even 3-4 years old 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 his explanation during perception. 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 upward direction. 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 greater value in his training has a display of hand movement.

The preschooler is not yet fully in control of his movements and therefore does not know what movement will be required to represent one form or another.

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

With a gesture, you can outline the entire object if its shape is simple (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 demonstrates finer details in a drawing or modeling.

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.

If, when depicting an object, it is necessary to accurately convey the sequence of drawing one or another detail, then a holistic display of the entire object can also be given. With such a display, it is desirable that the educator involve the children in the analysis of the subject with the question: “What should I draw now?”.

In teaching children of older groups, a partial display is more often used - an image of that detail or a separate element that preschoolers are not yet able to depict. For example, children 4-5 years old draw a tree trunk in the form of a triangle with a wide base. This mistake is sometimes caused by the explanation of the educator: “The trunk of the tree is narrow at the top and wide at the bottom,” and the children literally follow this instruction. The educator should, along with a verbal instruction, show an image of a tree trunk.

In a preparatory group for school, in drawing on the theme “Beautiful House”, the teacher shows on the board how different windows and doors can be in shape. Such a display does not limit the child's ability to create the entire drawing.

With repeated exercises to consolidate skills and then independently use them, the demonstration is given only individually to children who have not mastered a particular skill.

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

Analysis of children's work. The development of analytical thinking, which results in a critical attitude to what is perceived, allows children to objectively evaluate the work done by their comrades and their own work. But a child reaches this level of development by the age of five.

At a younger 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. Also, the teacher approves the work of other children. A positive assessment of them contributes to the preservation of interest in visual activity.

In the middle and senior groups, the teacher uses the display and analysis of children's work as a technique to help children understand the achievements and errors in the image. The ability to see how correctly an object is depicted helps to develop a conscious attitude to the choice of means and methods of work to intensify all creative activity.

After completing the task, the teacher shows one of the works and notes its positive aspects: “How well, the house is neatly painted”, “How beautifully the colors in the pattern are chosen - dark and light side by side, they can be seen well”, “How interestingly the skier is fashioned”, etc. d. If there are similar errors in all works, then you should pay attention to them, ask how you can fix them.

It is not necessary to consider a mistake in the work of one child with all children, since the realization 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.

In the older group, all children should be involved in the analysis. However, sometimes the teacher himself gives an assessment. For example, wanting to encourage a child who draws poorly and anticipating criticism of his work by other children, the educator is the first to point out the positive aspects of the drawing.

The analysis of children's work can be carried out in various plans. Most often, to save time, the teacher selectively takes several works for analysis. Showing the work of the same child in each class should be avoided, even if they really stand out from the others. As a result of constant praise, he may develop unjustified self-confidence, a sense of superiority over other children. Individual work should be carried out with gifted children, taking into account their abilities and visual skills.

Sometimes the teacher instructs the children to choose work for analysis. In these cases, all the works are laid out on one table (or attached to the stand) and the children are invited to choose the ones they like the most. Then the teacher analyzes the selected works with the children in detail.

Discussion of the work of each child is possible in the preparatory group, the children are already interested in the results of the work of their comrades. But such an analysis should be carried out in your free time, since 2-3 minutes at the end of the lesson is not enough.

Children of six years old can be invited to analyze their work, comparing them with nature, a model. This instills in children a critical attitude not only to the work of their comrades, but also to their own.

Verbal methods and teaching techniques.

Verbal teaching methods and techniques include conversation, instructions from the educator at the beginning and during the lesson, and the use of an artistic image.

Conversation at the beginning of the lesson. Classes in fine arts, as a rule, begin with a conversation between the teacher and the children. 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 a constructive color and compositional solution of a drawing, modeling, etc.

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 image techniques, the teacher, during the conversation or after it, shows the desired object or picture, and before starting the task, the children demonstrate the method of work.

Conversation as a teaching method is mainly used in working with children 4-7 years old. 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 come to life, 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 use of images of fiction. The artistic image embodied in the word (poem, story, riddle, etc.) has a kind of visibility. It contains that characteristic, typical, which is characteristic this phenomenon and makes it stand out from the rest.

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 when depicting objects after their perception.

In all age groups, you can start the lesson with a riddle that will evoke a vivid image of the subject in the minds of children, for example: “A tail with patterns, boots with spurs ...” Some details of the shape are noted in the riddle - a beautiful tail, spurs, and the habits of a rooster that make it stand out among other birds.

In order to revive in the memory of children previously perceived images of objects, you can use short poems and excerpts from works of art.

In some cases, a verbal image accompanies the display of nature or image techniques.

When drawing or sculpting on the themes of literary works, the use of other teaching methods at the beginning of the lesson is inappropriate, as they may interfere with the work of the imagination. A picture or nature will bind the child to a certain pictorial form, the verbal image will fade.

The educator should take seriously the selection of works of art and excerpts from them for illustration. The verbal image should include a visual moment, show those features of the subject that are associated with its visual perception(color, shape, position). For example, when illustrating a poem by N.A. Nekrasov's "Grandfather Mazai and Hares" almost all the guys did good work, since in this work the author vividly described the appearance of the animals, their postures. Such visible images help the child to convey them concretely. An artistic literary image evokes the work of not only a reproducing image, but also a creative one.

Even if the verbal image is very specific and vivid, the child needs to think through and imagine a lot: the situation, location, details, and much more.

Instructions and explanations of the educator during the lesson. The instructions of the educator necessarily accompany all visual techniques, but can also be used as an independent teaching technique. It depends on the age of the children and on the objectives of this lesson.

Usually the educator makes instructions in connection with the clarification of the set educational tasks.

When teaching children of younger preschool age, purely 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 the visual demonstration with action.

In the minds of children of 5-6 years old, the word evokes a memory of the necessary technique and of what action should be performed when using it.

The instructions of the educator can be addressed both to the whole group and to individual children.

For all children, instructions are usually given at the beginning of the session. Their goal is to explain the topic of the work and the methods of its implementation. Such instructions should be very brief, clear and concise. To check how the guys understood the explanation, the teacher in the middle and senior groups can ask one of them about the sequence and methods of doing the work. Such verbal repetition of the task contributes to a better understanding of the children of their actions. In the younger group, after explaining and showing, the teacher should be reminded of where to start work.

After all the children have started to work, the teacher should not rush with individual instructions and help. It is necessary to determine who did not start the work or started it incorrectly. With these children, the teacher finds out the reasons for the misunderstanding of the task and repeats his explanation, shows some methods of work.

Not all children need individual guidance. Some think on their own, outline the image with a pencil on a sheet, so they do not need additional explanations. Instructions at the beginning of the lesson are needed for indecisive, shy children who are 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. Some of them can be denied additional explanations if the teacher is sure that they can solve the problem on their own, they just lack patience and perseverance. In addition, in order 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. They need an encouraging tone that arouses interest in the work and self-confidence. Self-confident children should be more demanding.

The teacher's instructions should not be a direct dictation to the children how to depict an object in a particular case. They must make the child think, think. When pointing out a mistake, the child’s attention should be drawn to the violation of the meaning, logic in the image: “The dress on the girl is as if torn” (badly shaded), “Trees are falling” (unskillfully located), “The man is so big that he cannot enter the house. At the same time, one should not explain how to correct the mistake, let the child think about it himself.

Remarks should be made in a friendly tone so that the children feel the teacher's interest in their work.

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. Then the teacher invites everyone to stop work and listen to his explanation. Such breaks should only be used when absolutely necessary, as it disrupts the creative process.

Game teaching methods.

The use of the moments of the game in visual activity refers to visual and effective teaching methods. The smaller the child, the greater the place in his upbringing and education should be played. Game teaching methods will help attract children's attention to the task, facilitate the work of thinking and imagination.

Game techniques for teaching preschoolers are revealed by G.G. Grigoriev. (10)

Learning to draw at a young age begins with playing exercises. Their goal is to make both the process of teaching children how to create the simplest linear forms and the development of hand movements more efficient. Children follow the teacher first with their hand various lines in the air, then with a finger on paper, supplementing the movements with explanations: “This is a boy running along the path”, “So the grandmother is winding the ball”, etc. The combination of image and movement in game situation significantly accelerates the mastery of the ability to depict lines and the simplest 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 mold treats for her: pancakes, pies, cookies. In the process of this work, the kids master the ability to flatten the ball.

In the middle group, children draw a teddy bear from nature. And this moment can be successfully beaten. The bear knocks on the door, greets the children, asks them to draw him. At the end of the lesson, he participates in viewing children's work, chooses the best portrait on the advice of the children and hangs it in the play corner.

Even with children of six years old, it is possible to use game techniques, of course, to a lesser extent than in the younger group. For example, during a walk, children look through home-made cameras at a landscape, a tree, animals, “take pictures”, and when they come to kindergarten, they “develop and print them”, depicting what they perceive in the picture.

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.

Thus, the choice of certain methods and techniques depends on:

on the age of children and their development;

from the view pictorial materials with which children operate.

In the classroom, where the focus is on the task of consolidating ideas about the environment, verbal methods are mainly used: conversation, questions to children, which help the child to restore what he saw in his memory.

In different types of visual activity, teaching methods are specific, since the image is created different means. For example, the task of teaching composition in plot themes requires an explanation of the picture in drawing, showing in the drawing how distant objects are drawn above, and nearby ones below. In modeling, this problem is solved by arranging the figures according to their action: next to or separately from each other, one after the other, etc. There is no need for any special explanation or demonstration of the work.

Not a single technique can be used without careful consideration of the tasks involved, the program material of the lesson, and the developmental features of children in this group.

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.

1.4 Types and organization of classes in fine arts

The success of solving educational problems in visual activity is largely determined by the correct organization of work with children and a well-thought-out system for combining classes. different type.

Class types.

Komarova T.S. (21, 22, 23, 35) distinguishes the following types art classes:

Classes on the topic proposed by the educator (mastering new program material, repeating the past);

Classes on a topic chosen by each child (according to his plan).

The choice of one or another type is determined by the nature of the educational task, the level of visual skills and abilities of children, their age characteristics.

In younger groups, the development of new program material takes up less space than classes to consolidate acquired skills and abilities. At the same time, the second half of the lesson is usually reserved for the work of children of their own free will.

In the second younger group, about a third of the lessons can be devoted to drawing or modeling on free topics chosen by the kids themselves. The main goal of such classes is to consolidate the acquired skills and abilities and to develop the ability to independently use the mastered techniques.

In the middle group, the repetition of the program material passed - the consolidation of image skills continues to occupy a central place, however, the amount of time for mastering new program material increases.

In the senior and preparatory groups, the main place is given to work according to the plan of the children. The purpose of such classes is to develop the skills to independently determine the topic of work, to apply the mastered image techniques.

Classes on the topic proposed by the teacher. Studying new program material.The central place in these classes is given to the development of new program material. The tasks of developing the creative abilities of preschoolers are related, and therefore the teacher must, first of all, draw the attention of children to solving educational problems. For example, in the senior group, when drawing a multi-storey building, the main goal of the lesson is to master the ability to correctly build a drawing of a two- or three-story house, the windows of which are arranged in even rows. This is the main program task. In the process of making the image, children independently think over the color of the walls and roof, decide on the number of windows and their shape, using their skills and abilities.

In this lesson, it is not recommended to set such a task for the child - to draw a beautiful house or the house in which he lives. Its implementation will require a lot of creative energy from the child, which will weaken his attention to solving educational problems. Such a task can be given in subsequent classes, when fixing the material covered.

Thus, the initiative of children should be directed, first of all, to mastering new techniques and skills, and not to expanding the content of the task.

In the younger and middle groups, a large place will be occupied by the children's perception of the teacher's verbal and visual explanations and the active reproduction of his actions. The independence of the guys is manifested in the choice of color, size, complementing the image with some details. In older preschool age, it will also manifest itself in the perception of the task, but in the form of an analysis of nature or a sample, in determining the sequence of work, solving questions of form, color, composition.

Repetition of the material covered.The main purpose of these classes is to consolidate the knowledge, skills and abilities acquired by children in previous classes.

It is advisable to perform exercises in image techniques on new content, since a complete repetition of the topic covered will make the lesson boring and uninteresting. With repetition, the program material can be presented by various topics. For example, when reinforcing the ability to cut paper in a straight line in the middle group, you can give the guys the task of cutting out a roof for a house, a sail for a boat, etc. in the appliqué classes.

When setting creative tasks for children, the teacher should not forget about the main goal of the classes - to consolidate the acquired skills and abilities. For example, the children of the younger group learned to accept the image of rounded shapes when drawing a ball. To consolidate this skill in the next lesson, they were asked to depict balloons. Essentially it was a repetition of a familiar shape, but for them this task sounded like a new interesting topic.

In the second lesson, creative moments can be wider than in the first. If, when drawing a ball, children could show independence only in conveying its size, then when depicting balls, they, without the help of a teacher, solved issues of size, color, and their number.

For children of the middle and older groups, classes to consolidate skills and abilities should be associated with the image of objects that have deviations from the mastered form. Preschoolers can be offered to choose from a number of homogeneous objects in front of them the one that they would like to depict. For example, in the middle group, in order to consolidate the ability to depict rounded shapes, in combination with others, objects for choice are placed in front of the children: a rattle, a tumbler, an alarm clock. The teacher must choose the nature in accordance with the task. At the heart of such a task are creative tasks - the development of an idea, reliance on the experience of children. In addition, in the process of independent implementation of the conceived image, the skill of creating a rounded shape will be fixed.

Classes on a topic chosen by the child. The purpose of these classes is to develop the independence, initiative and creative abilities of children, which will manifest themselves when choosing a topic and image techniques.

At the same time, the child can satisfy his interest in some object or phenomenon, and, in addition, he not only thinks creatively about the topic, but also independently works on its implementation in drawing, modeling, appliqué, etc. Conducting such classes enables the educator to judge the interests of children, the degree of development of their creative abilities, mastery of visual skills and abilities.

Sometimes the teacher makes the task easier to some extent - he himself suggests a topic (for example, to mold a favorite fairy-tale hero), and each of the children determines (decides) who he will sculpt - the Humpbacked Horse, Sivka-Burka, the Gorynych Serpent or another hero.

Drawing on the theme “Holiday in Kindergarten”, which allows each child to choose the most pleasant moment of the holiday and depict it, can be successful for working according to the plan. The choice of such an interesting topic contributes to the expansion of the content of children's works, since in some cases freedom in choosing one's own topic can lead to monotony in creativity. One child will draw only steamships or cars, another will draw houses, a third will draw patterns, and so on.

Sometimes the narrowness of the topic may indicate the author's passion for this topic, and such interest should be encouraged and developed. Sometimes the monotony of the content is caused by a passive attitude to the lesson, the inability to understand one's impressions, which leads to the choice of the most mastered topic.

Classes on a topic chosen by the child are closely related to the solution of educational problems. In the process of implementing the plan, the acquired skills are consolidated, the ability to use them in the performance of new work develops.

New program material is not given in these classes. True, sometimes the teacher shows new ways of depicting, if necessary, on the topic chosen by the child. For example, he wants to depict a rider, but does not know how to draw the legs of a horse. In this case, the teacher uses visual aids to clarify the ideas of children, shows image techniques. Thus, the management of children's work in this type of classroom is individual character, since the instructions of the educator are dictated by the specific topic chosen by the child.

Organization of classes.

Art classes are usually held in the morning, when the workplaces can be well lit.

The process of drawing, modeling, construction is associated with a fixed static posture and limited movements, which causes rapid fatigue of children. Therefore, in older groups, where classes are held 2-3 times a week, they should be alternated with classes where children are more mobile and their postures are relaxed. After a conversation, reading a work of art, a break is required before classes for 10-15 minutes so that the children can move around and relax.

In the first junior group, classes are held for 10-15 minutes, in the second junior, middle and senior - 15-20 minutes, in the preparatory group - 20-25 minutes.

Hygienic requirements for classes. The process of working on the image is associated with a more or less long stay of the child at the table, where his movements are limited. Therefore, the question of observing the correct landing at the table is of great importance. The preschooler should sit up straight without leaning his chest on the table, both forearms should lie on the table, especially while drawing. The legs should be bent at the knees at a right angle.

Furniture in the study room must be selected in accordance with the growth of children. Tables and chairs should be correctly placed in relation to the light source, at a distance of about half a meter from the windows. With good lighting, visual acuity improves, i.e. the ability to clearly distinguish the shape, details of an object at a distance. From a medical point of view, daylight sunlight falling from the left side is considered the best lighting so that the shadow from the hand does not obscure the work.

The chairs are arranged so that the children, when explaining, see the face of the teacher.

If the guys are sitting at four-seat tables, it is necessary to put several copies of nature in two or three places so that everyone can see it in front of them.

The teacher should think over the place where he will be during the explanation. Do not stand in front of a window or lamp as the light entering children's eyes will prevent them from seeing clearly.

The room before class should be well ventilated, then the children will not get tired quickly.

Preparing for the lesson. Preparation for the lesson begins with a plan. Having determined the topic and program material, the educator considers what techniques and methods he can ensure the best assimilation of. educational material.

When planning classes, the teacher determines what preparatory work should be done with the children - observations, conversation, acquaintance with new toy and so on.

On the eve of the lesson, the teacher prepares the necessary material for work: clay is kneaded, paper is prepared, cut out geometric shapes, pencils are sharpened, the condition of brushes and other equipment is checked. Some materials are prepared on the day of the lesson - paste for gluing forms, paint.

To clarify the ideas of children, special excursions are held to observe the objects of the image, games, during which the child gets acquainted with the form, color, volume.

In older groups, children can be instructed to observe on their own, for example, when preparing for work on the topic “The house in which I live,” the teacher reports what and how to observe. A preliminary conversation contributes to a more careful examination of the subject by the children, the desire to remember what needs to be drawn. The child learns to think through the content and sequence of the upcoming work.

In the group room, before the start of the lesson, the furniture should be placed in its place, the material prepared in advance on the tables, and the play corner should be put in order.

In the younger groups, the teacher lays out the material, sometimes he asks the children to take pencils, brushes, modeling boards, rags, etc. to the table. Such help creates a certain mood in them, interest in the lesson.

In the middle and senior groups, the teacher puts the necessary material on a separate table, and children of four years old take each one for themselves, and in the group where children of five years old, this is done by the attendants. The teacher teaches children how rationally and beautifully you can arrange accessories for work on the table. Material that is in individual use and stored in the tables of children (senior, preparatory groups), the child takes out either during the period of preparation for the lesson, or at the beginning of it.

Part of the material should not be displayed immediately, so as not to clutter up the tables and not distract the attention of the guys. For example, glue during application work in the younger group is placed on the tables after the children have laid out the forms on the sheets and the teacher has checked the correctness of the assignment. Sometimes paper for drawing is not immediately handed out, but only after explaining the methods of work.

Usually, sheets of paper with signed names of children are laid out in advance on the tables in permanent places. Nameplates for sculpting or construction work are distributed at the end of the session.

Beginning of the lesson. One of the main tasks of the educator is to create a creative atmosphere and keep children interested in work until the end of the lesson. Therefore, one should not start the lesson with disciplinary remarks, achieving complete silence. Discipline breakers tend to be easily excitable, unbalanced children who can be quickly calmed down by turning their attention to interesting objects.

The first words of the teacher should interest the children, draw their attention to the task. Such an emotional moment can be looking at pictures, using a game situation, reading a poem, a fairy tale, an interesting story, etc.

In younger groups, the lesson often begins with a game: a doll (bear, bunny) enters, greets the children, sits down in a place from which all the children can see it. And the guys either sculpt treats for the doll, or draw ribbons for her.

In older groups, the lesson can begin with a conversation, during which questions such as the following will be asked: what did you see on the way home? Where were you yesterday? What have you read? Etc.

Sometimes the active work of children in the classroom is facilitated by the analysis of nature prepared in advance by the educator.

In order to be more organized and clear in work in older groups, the teacher may invite one of the children to repeat the task.

Sometimes the lesson is organized as a collective performance of the task. This form of work is possible in all age groups. For example, in the second younger group, children perform drawings on the theme "House". Then the works are hung in a row - it turns out the street. In the middle and senior groups, each child performs, for example, a pattern on paper of a certain shape and color, and then the works are combined into a common “carpet”. In contrast to the activities with toddlers in these groups, children are aware of the purpose of their work.

A more difficult task is when the children individually do part of the work, knowing in advance the general theme, and then combine their images into one composition. For example, when performing an application on the theme "aquarium", each child cuts out several fish or plants.

In the senior and preparatory groups, the most complex form of teamwork can also be applied. A group of children is given common topic, on which they work independently: they distribute duties, coordinate their actions with their comrades, specify the sizes, proportions of parts and arrange all images in accordance with the plan.

Instructions for the collective performance of the task should be clearly stated at the beginning of the lesson so that children can consciously work on it.

Teacher guidance during the lesson. During the lesson, the teacher observes the entire group of children, but his instructions and advice, as a rule, are individual. Individual instructions should be given, first of all, taking into account the duties of the child's personality, the level of development of his visual abilities. Only occasionally does he give explanations to the whole group if the mistake in completing the task is common. In some cases, the teacher plans in advance an explanation of the stages of work in parts (for example, when designing), which is given during the lesson. You should not make many general comments during the lesson, as they interrupt the train of thought of the children, interfere with their creative process.

If the lesson lasted longer than usual, the children were tired, it was time for a walk, the teacher limited himself to a general approving assessment: “Today everyone did a good job, many of them got very interesting drawings, we will see them later.”

Before lunch or after a nap, the children's work is hung on a stand and discussed by the whole group. In younger groups, it is not recommended to postpone evaluation for a long time, as children lose interest in the results of their work.

The form of analysis can be different:

the teacher shows the drawing and offers to evaluate whether everything is correct in it, how the task was completed, what the child came up with interesting things;

one of the children is instructed to choose the best, in his opinion, work and justify his choice;

the child analyzes the drawing, comparing it with nature, a model, evaluates it;

children, together with the teacher, consider one work after another and give them an assessment.

Other forms of analysis are also possible. Their goal is to teach children to objectively evaluate the results of their work, to work creatively on solving a topic.

Organization of classes in the first junior and mixed-age groups. The children of the first junior group are not used to studying in an organized manner and do not yet have visual skills; it is difficult for them to listen to the teacher's explanation to the end. Therefore, drawing and modeling classes at the beginning of the year are carried out individually or with small groups (4-5 people each). Gradually, the number of children is increased to 10-12 people, and then up to 15-20 people.

At this age, classes in fine arts cannot be mandatory for children. They do not yet know the possibilities of the material, sometimes they are afraid of unfamiliar sensations (wet cold clay). You should not force a child to draw or sculpt if he does not want to. It is better not to insist on his participation in the lesson, let him play or watch how other children work. If the atmosphere is relaxed, friendly, the guys draw with interest, bright, attractive material will make the child want to participate in common work. The lesson also ends at the same time, but at the request of the children.

The most difficult organization of classes in a one-complete kindergarten or in a group where children come together different ages. The task of the educator is to skillfully organize the mastery of visual skills and abilities in accordance with the age characteristics of children.

In this group, classes can be conducted in different ways: with the same material, but different tasks for each subgroup; with a common task for all subgroups; with different material for each subgroup.

First type of work. The use of homogeneous material in the learning process is valuable in that here the educator can arouse interest in the lesson and in each other's work at the same time in all children. This organization of training is used more often than others. The educator must think in advance about the tasks for each age subgroup in accordance with the program and outline the educational and educational tasks for this lesson. For example, drawing with pencils is carried out. Younger children draw a flag (new topic); medium - house and tree (repeatedly); seniors - perform drawings according to plan.

Second type of work. A common theme is offered for all children, but different program requirements apply to different subgroups.

On some topics, children work in all groups, for example, on the topic "Home". The children of all groups will draw a house, but the program material for subgroups will be different. Juniors must pass in the figure rectangular shape houses and roofs, medium - the main parts of the house (walls, roof, windows, doors); older children will draw a multi-storey building with some architectural details.

There may be a broader theme as well. For example, after the holiday, the teacher remembers with the children how he went, what beautiful flags everyone had, how the guys danced merrily, etc. And then he invites the kids to draw red flags, the middle ones - a girl with a flag, the older ones - dancing children.

The third type of work. Different materials are used for each age subgroup. At the same time, it should be borne in mind that paper construction is not carried out with kids, but in older groups it should be, and that children in the middle group should learn how to use scissors, while kids are not given them. In these cases, the teacher should pay maximum attention to the group working with new material; other children are given material that they have mastered well, so that at first they can work independently, without the help of a teacher.

Working in a group of different ages requires especially careful thought through the entire course of the lesson: how to seat the children, who should be given instructions first, how to finish the lesson.

It is better to seat children at the tables in subgroups. This is more convenient both for explaining and for them to concentrate better.

The beginning of the lesson can be organized in different ways. First of all, you should seat the kids. The teacher explains to them what they will do, while the elders themselves prepare the material for the lesson. The kids begin to work independently, and the teacher gives an explanation to the middle and older. During the lesson, he monitors all the children, providing them with assistance if necessary. The younger ones finish work earlier, the teacher evaluates their drawings, and the children and the nanny go to put on for a walk. At this time, the teacher analyzes the work of the elders.

You can first seat the elders if the explanation of the task takes time. Kids at this time play quiet games. With such an organization, all children finish work at the same time.

If the children sit at the tables at the same time, first of all, instructions should be given to the subgroup whose content of the task requires a brief explanation. However, it is better to start with the little ones so that they do not get tired of waiting.

Visual activity outside of class.

Consolidation of knowledge, skills and abilities of children in visual activities can take place at the request of children in their free time. Most of this time is devoted to games. But if any of the children wants to draw, sculpt, this should not be prevented. Such a desire sometimes indicates the presence of abilities in a child, and it is necessary to promote their identification and development. In the process of independent activity, various skills of children are fixed.

The pictorial activity arising in the course of the game is of a subordinate nature. Its goals and content are determined by the needs of the game. For example, the game of "school" makes it necessary to make notebooks, books, bags for the participants in the game. Some of the children are engaged in the construction of these objects from paper. Such activities develop initiative, creativity and enrich the content of the game.

Children must be provided with the necessary material for work outside of classes. In group rooms, in the corners or on the shelves in the closet, drawing and modeling supplies that children can freely use should be stored. In younger groups, such a corner is created when the children acquire elementary skills in using the material. True, one has to limit oneself to pencils, since working with paint and clay is difficult and requires constant monitoring by the educator.

In the middle group, plasticine is added to the pencils. Children of older groups can be presented with all the materials that they use in the classroom, with only minor restrictions. So, instead of clay, plasticine is given, instead of starch glue - casein or stationery. natural and other additional material stored in child-friendly drawers with compartments. Children use all these materials in their free time and take it with the permission of the teacher.

In the process of work, the educator observes the children, gives them advice, and makes sure that the work begun is completed.

2. Methods of teaching children modeling in age groups

.1 Methodology for teaching modeling in the first junior group

The "Kindergarten Education Program" specifically indicates the educational tasks and elementary learning tasks carried out in these classes.

In the third year of life, important qualitative changes occur in the development of the child. At this age, the child understands the verbal instruction well, with the help of which an adult directs his actions and behavior. In two-three-year-old children, the ability to imitate actions is also well developed, the game begins to take on a plot character. Great changes occur in the development of the hand, the movements of the child become more coordinated (which is prepared by various activities). By this age there are significant accumulations in the sensory experience of children. They clearly distinguish the basic geometric shapes, establish their similarities and differences. All this makes possible modeling lessons.

In the first junior group, the teacher leads the children to understand the pictorial nature of modeling. But first of all, it is necessary to introduce children to the material (clay or plasticine). And the attitude to the material in young children is very different. Some refuse to take the clay in their hands, sharply pushing it away from themselves. This reaction is most often associated with the fact that the proposed material is unattractive for the child due to its external properties. In other children, one can also observe a completely opposite reaction: they are given great pleasure just crush the clay, smear it on the table, i.e. repeatedly perform such actions that in the future not only have no special significance in the process of modeling, but, on the contrary, have a negative effect if children linger on these methods of using the material for too long. Therefore, it is very important to get acquainted with the material correctly.

At the beginning of the school year, modeling classes are not held with the whole group at the same time, but in subgroups, so that the teacher can see the actions of each child, help everyone, guide everyone. When a child is just starting to learn to sculpt, it is very important that he learn from the very beginning right tricks clay work. Getting used to life in a team and just starting to study, children hardly perceive the instructions of the teacher, especially if the group is large. Kids of this age need individual communication with the teacher.

Modeling attracts children with the novelty of the material; in addition, a lump of clay squeezed in the hands can immediately remind of any object, cause a desire to play with it. It is easier for a child of the third year of life to act directly with his hands than with any tool: he rumples clay with pleasure, squeezes it with his palms, presses on it with his fingers, breaks off small lumps from a large lump.

In this group, especially in the first lessons, it is better to give well-mixed, not too wet clay for modeling. Children should be introduced to the properties of clay, plasticine; to show that clay (plasticine) is soft, it can be rolled out with direct movements between the palms, getting sausages, sticks, from which rings, lamblets, an airplane, etc. can be molded. A lump of clay can also be kneaded with palms and fingers. Rolling out a ball in a circular motion palms, they get a ball, and, having crushed the ball with their palms, they get a cake; by folding two balls, children can make a tumbler, a small snowman, a chicken. It is necessary to teach children to pinch off small lumps from a large lump, knead them with their palms and fingers, connect them, pressing them against each other, resulting in various familiar objects.

In modeling, the process of separating an object from a common lump of clay usually occurs earlier than in drawing. Therefore, the tasks are to fashion sweets, apples, testicles, etc. - can be given already in the first junior group, without seeking accuracy from children in conveying the form of the depicted. Kids just pinch off small pieces from a common lump of clay. It is necessary to develop in children the ability to pinch off lumps of different sizes, so that in the future they act consciously. They are then taught to give the lump of clay a more defined shape by shaping it with their fingers or rolling it between their palms. The clay should be soft, as the child's hands are still weak. Often the baby, putting a lump of clay between the palms, cannot give it the desired shape, because he does not know that for this you need to lightly press on it. The teacher must, taking his hands in his own, show how to squeeze the lump so that the child feels the necessary movement and its strength.

Sometimes the teacher can sculpt for children when the course of the game requires it, for example, sculpt a driver for a toy car, decorate a tablecloth for a doll table or a rug for dolls with patterns. Children are convinced that interesting toys can be molded from clay and plasticine, and they are more willing to join classes.

When planning modeling lessons, most of the lessons should be devoted to the child’s independent mastery of certain pictorial movements previously shown by the teacher. But even in such classes, the educator actively manages the image process: he directs the actions of the baby, makes sure that he uses the materials correctly, corrects him if necessary, and reminds him how to sculpt.

2.2 Methodology for teaching modeling in the second junior group

Children of the fourth year of life improve and develop perception, thinking, memory; ideas about the shape of objects, size, primary colors are gradually formed. This allows us to put forward new tasks for teaching children artistic and creative activities.

However, the teacher should keep in mind that not all kids attended the first junior group, so even the elementary skills of visual activity in most children may not be formed. At the same time, by the age of three, children acquire some experience in the knowledge of objects and phenomena, they are more developed physically and mentally. This makes it possible not to completely repeat the path traveled by the children of the third year of life. Therefore, it is necessary to develop mental processes in children that are important for mastering modeling, to form figurative representations, imagination, an emotionally positive attitude towards reality, towards works of art, both classical and folk.

Children of this age learn to model round, rectangular, triangular objects; master the image of objects consisting of one or more parts of different sizes.

In order to develop the freedom of a creative solution in children, it is necessary to teach them shaping movements - first simple, and then more complex. This will allow them 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, the easier and freer he will create images of any objects. 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 perception. The shaping movements of the hand in modeling are different: the spatial properties of the depicted objects are conveyed by mass, volume.

In modeling classes, children are first taught to roll clay between their palms with direct movements, resulting in elongated objects (sticks, sausages, sweets, etc.); then - roll the sticks into a ring, into a curl (bagels, wheels, buns, etc.); connect sticks (ladders, planes, etc.). It is possible to take about 10-15 lessons to master the technique of sculpting objects by rolling with direct movements. The rest of the classes should be devoted to teaching children to depict objects of a rounded shape, objects consisting of parts of a rounded shape and sticks, as well as objects consisting of parts of a rounded and disk-shaped (flattened ball) shape: berries, balls, nuts, cakes, gingerbread, saucers, chrysalis -roly-poly, mushrooms, etc., as well as for classes designed by children.

An approximate outline of a modeling lesson, in which children learn to roll clay with direct movements of their palms and roll it into a ring, connecting the ends and pressing them tightly against each other, is given in Appendix 4.

When children master the modeling of objects, the initial form of which is a column, a sausage, you can teach them to roll out the clay with circular movements of the palms. With this technique, you can sculpt spherical objects (nuts, berries, balls, etc.). Such a ball is the basis for the creation of many objects, not only spherical, but also disk-shaped. In order to get a disc-shaped shape, you need to flatten the ball rolled in a circular motion, squeezing it with your palms. This action is not difficult, it can be explained to children like this: “Roll up the ball, and now squeeze it by pressing with both palms” and show with your hands in the air (without clay) how to squeeze the ball.

An approximate summary of the lesson, in which children learn to model a disc-shaped form, is given in Appendix 5.

In modeling classes, it is important to teach children to handle clay carefully, put lumps and finished products on special boards or oilcloths, keep order in the modeling process at their workplace, and wash their hands after working with clay. Having mastered the modeling of single-part objects, children can already compose images from two or three parts (roly-poly, small doll, chicken, turtle, etc.). An exemplary summary of such a lesson is given in Appendix 6.

.3 Methodology for teaching modeling in the middle group

In the classroom for visual activity, aesthetic perception, figurative representations, imagination, artistic and creative abilities should be developed in children of the fifth year of life; the ability to consider objects, name the shape, color, size.

Children of the fifth year of life are already able to perceive and lay out geometric shapes (five to seven) that underlie many objects and their parts, in a certain sequence, taking into account their differences in size, to compose various objects from a set of paper geometric shapes, to transform them by cutting them into pieces. straight, diagonal.

It is necessary to teach children to do everything diligently, carefully, to bring what they started to the end, to enjoy the result. Here a lot depends on the adult. He must be patient, tactful, understanding; be able to praise the child in time, help him, advise, rejoice at his achievements; do not get annoyed if something does not work out, do not rush to reproaches, do not compare the child with his peers, the eldest child in the family - in this case, the child loses self-confidence and interest in fine arts. It should be remembered: each child has his own pace of development, his own strengths and difficulties.

In one lesson, as in the previous group, it is advisable to offer children to sculpt not one, but several objects of the same shape, for example, several simple eggs and one golden one, several cucumbers, large and small, several tumblers, etc. Depicting the same object several times in one lesson, children involuntarily change its size, position in space and at the same time gain confidence and freedom of movement. This encourages creativity.

It is necessary to teach children to prepare materials for classes on their own and put them away at the end of work. Usually, the materials for the lesson are laid out by the attendants together with the teacher, and the rest of the children at this time play or go about their business. It seems more appropriate to have such an order in which the attendants, together with the teacher, prepare everything necessary on a separate table. Then each child, at the suggestion of the educator, takes and puts everything necessary in his workplace. At the end of the work, each child cleans his workplace, taking all the materials back to the common table. Such an order teaches children to be independent, responsible, and able to clean up after themselves.

In the middle group for modeling, it is preferable for children to give clay, which, due to its softness and plasticity, is best material; you can also use plasticine, plastic mass.

You should continue to teach children to carefully use the material, to sculpt on a special board or oilcloth; to teach to act carefully, not to scatter clay on the table, not to look like on the floor; put the finished product on a plank or oilcloth; after sculpting, do not wipe your hands on the dress or trousers, but wash them.

The work on teaching children how to sculpt should begin by consolidating the techniques that they learned in the previous group. Then children are taught to transfer objects in modeling oval shape s. To this end, they are offered to sculpt round and oval objects in one lesson.

In modeling classes, you can offer children following topics: “Fish”, “Fish - big and small”, “Duck”, “Bird”, “Girl in a long coat”, “Bowl”, “Cup and saucer”, “Goat”, “Bunny”.

Experience shows that modeling an object of a round shape already familiar to children and, in comparison with it, an object of a new oval shape for them, is an effective methodological technique. In comparison, children better recognize the features of the oval shape.

In the middle group, children can model some four-legged animals, whose body shape is close to oval, the body is located horizontally in relation to the ground and rests on four legs.

In the middle group, children, having mastered the techniques of sculpting objects of cylindrical, round, oval shapes, can sculpt more complex objects: fish, birds, animals

Modeling classes contribute to the direct knowledge of objects, their shape and proportions. In some cases, the modeling of an object may precede drawing, allowing you to better understand and then convey in the drawing the image of the object, the object. This is especially important when children for the first time depict an object of a new shape for them, for example, an oval one. However, such a sequence is not always needed, a literal repetition can lead to monotony and boredom.

An approximate lesson plan for modeling in the middle group is given in Appendix 7.

2.4 Methods of teaching modeling in the senior group

In this group, as in the previous one, the pedagogical process includes various types of visual activity and visual tasks: the image of objects, the creation of plot compositions. Also included are decorative activities, the creation of images by design.

Children of the sixth year of life already understand that various objects and phenomena can be depicted in modeling; that the images are beautiful, interesting, if the shape of objects and their parts, various in size, color, location on the sheet, is well conveyed. For them, it is not difficult to sculpt balls, ovals, cylinders, from which images that are more complex in shape are then formed. The acquired knowledge, skills and abilities allow preschoolers to depict a wide range of objects and phenomena that interest them; reflect your creative ideas in the molding.

In the senior group, in modeling classes, children are taught to convey the characteristic features of objects and objects. The small muscles of the hands in children are sufficiently developed so that they can more carefully than in the previous groups, draw out small details, smooth out transitions, and remove the indentations formed from the fingers. To make smoothing more effective, give children wet rags on trays or saucers to wet their fingers.

The content of modeling can be living objects (birds, rabbits, kittens). Children are offered to sculpt dishes, while they are taught different methods of sculpting: they are invited to sculpt a cup by pressing the middle of the ball and thinning the walls; the handle of the cup is made from a stick of clay rolled out with straight movements. The saucer is molded from a disk, the edges of which are lifted with small movements of the fingers of both hands.

The transfer of the ratio in size when depicting animals is better given to children in modeling. They easily learn that four-legged animals have legs in pairs: two front and two back; the body, as it were, lies on the front and hind legs; the head is oval, long, located above the body and connected to it by the neck. Gradually master the methods of sculpting the muzzle of various animals: a hare, a dog, a fox, a bear, etc.

In the process of learning, the educator should direct their attention to comparing and identifying similarities and differences between different animals. Then, having mastered the ways of depicting one animal, children will be able to fashion and then draw any other animal, comparing their images in pictures, toys, etc.

Offering this or that topic for modeling, the teacher must repeatedly emphasize in the conversation, explaining the differences in size, structure, shape of the parts, which will give the children's work expressiveness and truthfulness. In the process of modeling, children should make efforts to express these relationships, and the educator should present a certain exactingness; some children receive individual assistance.

Techniques for sculpting a four-legged animal are fixed in the classroom according to the children's plan. In order for them not to repeat already familiar images, it is useful to make an exhibition of images of different animals in sculpture, toys, and pictures in the group room. You should not expose too many images: it is more important to take care of the presence of pronounced hallmarks. An exemplary summary of the lesson according to the children's plan is given in Appendix 8.

During the year, in modeling classes, children repeatedly repeat the image of a person, each time trying to convey the action, movement, for example, to depict how the kids dance at the New Year tree holiday. When talking with children about the transfer of this topic in modeling, it is advisable to recall simple dance movements, call a few children at the beginning of the lesson to show these movements. You should pay attention to the position of the hands and feet of the dancers - this will make it easier for children to transfer movement. It is necessary to pay attention to the characteristic features of these characters, which must be conveyed in modeling.

Along with subject images, children can create collective compositions in modeling, for example, on the themes of rural life (a poultry yard, a playground for young animals in a zoo). An exemplary summary of such a lesson is given in Appendix 9.

In the process of their perception, one should develop such mental operations as comparison and assimilation, establishing the similarities and differences of objects and their parts, highlighting the common and singular, characteristic features, and generalization. On this basis, children develop the ability to analyze perceived objects, compare them with each other, establish similarities and differences (in shape, color, proportions, position in space).

.5 Methodology for teaching modeling in the preparatory group

In this group (as in the previous ones), it is necessary to provide children with the opportunity to widely show initiative, creativity in the classroom and in their free time, to encourage the search for an independent compositional, color solution.

In the preparatory group, the tasks of teaching children to sculpt and developing their creativity become more complicated. Children perform various images in modeling: subject, plot, decorative (individual and collective); create images both from separate parts and from the whole piece. Samples for modeling can serve as small sculptures. The teacher draws their attention to the transfer of movement in sculpture, to the combination of several figures into one group on a stand.

It is good if small sculptural works are constantly in the group room and the children examine them and talk about them. You can invite children to sculpt a sculptural group with a person and an animal, or give topics based on literary works. For example, you can invite children to create a collective panorama picture based on the fairy tale "The Frog Princess". This may be a scene where Ivanushka comes to the swamp for his arrow and sees that a frog is holding it. The teacher distributes the work: some guys sculpt trees; others - animals, birds; the third subgroup of children creates a picture of a swamp with bumps and grass. The most skillful guys sculpt Ivanushka and the frog. Offering to create such compositions, the teacher should discuss with the children the proportional relationships between the characters, their postures, etc. To make it easier for children to work, you can show them illustrations in children's books, as well as a table theater.

Children learn to sculpt figures of animals and people from one piece of clay, first outlining its general shape, and then the details. When sculpting from a whole piece, it is also possible to separate the excess, as well as add the missing clay to one or another part of the figure. The main work is done with the movements of the fingers, sometimes with the hands of both hands.

In modeling classes, children can all together mold a tea set for a doll's corner.

In this group, work continues on mastering by children the modeling of decorative products based on folk sculpture: animals based on samples of Gzhel ceramics, Dymkovo toys. Children can paint the molded sculptures with special engobe paints, after which they should be fired in muffle furnaces. These figurines will decorate the interior of a group room, an art studio, they can be a birthday present for any of the kindergarten employees, kids.

Children use a stack - they cut it, separate parts in a whole piece of clay. The teacher teaches them to turn the product created in modeling on the board in order to view the figure from one side or the other.

The organized introduction of the child to visual activity begins in the first junior group.

For the successful mastery of modeling, it is important to develop the sensory foundations of visual activity: the perception of objects of various shapes (visual, tactile, kinesthetic); colors, starting with contrasting colors (red, blue, green, black) and gradually adding other (without limiting the number) colors, without requiring children to memorize the names of a large number of colors (however, the teacher himself must name them). This enables them to recognize and remember more colors. Of particular importance in the sensory development of children, the enrichment of their sensory experience and, on the basis of this mastery of visual activity, are the examination of objects and phenomena of the surrounding world and didactic games, during which ideas about objects and their properties are refined and enriched.

In the first younger group, children should be introduced to the properties of clay, plasticine. Modeling attracts children with the novelty of the material. It is easier for a child of the third year of life to act directly with his hands than with any instrument. When planning modeling lessons, most of the lessons should be devoted to the child’s independent mastery of certain pictorial movements previously shown by the teacher.

Children of the fourth year of life improve and develop perception, thinking, memory; ideas about the shape of objects, size, primary colors are gradually formed. This allows us to put forward new tasks for teaching children artistic and creative activities. Children of this age learn to model round, rectangular, triangular objects; master the image of objects consisting of one or more parts of different sizes. In modeling classes, it is important to teach children to handle clay carefully, put lumps and finished products on special boards or oilcloths, keep order in the modeling process at their workplace, and wash their hands after working with clay.

In the middle group, in the classroom for visual activity, aesthetic perception, figurative representations, imagination, artistic and creative abilities should be developed; the ability to consider objects, name the shape, color, size. Children are already able to perceive and lay out geometric shapes (five to seven) that underlie many objects and their parts, in a certain sequence, taking into account their differences in size, to compose various objects from a set of paper geometric shapes, to transform them by cutting in a straight line, along diagonals. Children of the fifth year of life can model some four-legged animals, the body shape of which is close to oval, the body is located horizontally in relation to the ground and rests on four legs.

In the senior group, the pedagogical process includes various types of visual activity and visual tasks: the image of objects, the creation of plot compositions. Also included are decorative activities, the creation of images by design. Children of the sixth year of life already understand that various objects and phenomena can be depicted in modeling; that the images are beautiful, interesting, if the shape of objects and their parts, various in size, color, location on the sheet, is well conveyed. For them, it is not difficult to sculpt balls, ovals, cylinders, from which images that are more complex in shape are then formed. The acquired knowledge, skills and abilities allow preschoolers to depict a wide range of objects and phenomena that interest them; reflect your creative ideas in the molding. In the process of their perception, one should develop such mental operations as comparison and assimilation, establishing the similarities and differences of objects and their parts, highlighting the common and singular, characteristic features, and generalization. On this basis, children develop the ability to analyze perceived objects, compare them with each other, establish similarities and differences (in shape, color, proportions, position in space).

In the preparatory group, the tasks of teaching children to sculpt and developing their creativity become more complicated. Children perform various images in modeling: subject, plot, decorative (individual and collective); create images both from separate parts and from the whole piece. Samples for modeling can serve as small sculptures. The teacher draws their attention to the transfer of movement in sculpture, to the combination of several figures into one group on a stand. In this group, work continues on mastering by children the modeling of decorative products based on folk sculpture: animals based on samples of Gzhel ceramics, Dymkovo toys.

At the end of each lesson, it is necessary to review and analyze children's work; mark those in which the topic is interesting and expressively solved; support children who need it.

Conclusion

Visual activity is very important for the comprehensive upbringing and development of the child. It allows children to convey what they see in the life around them; what excited them aroused positive and sometimes negative attitudes.

In the process of visual activity, favorable conditions are created for the development of an aesthetic, emotionally positive perception of art, which contributes to the formation of an aesthetic attitude to reality.

The purpose of the study, which was to study the methodology of teaching modeling to preschoolers, was achieved.

Research tasks solved:

we have studied and analyzed the main psychological, pedagogical, methodological literature;

we have studied a methodology (forms, means) that allows teaching preschool children how to model;

we have summarized and systematized theoretical data on the research problem;

we systematized the conclusions based on the results of the study.

One of the important tasks of the educator in the management of visual activity is to teach children to evaluate their own work and the work of their peers, to highlight the most interesting visual solutions in the work of others, to express aesthetic assessments and judgments, and to strive for meaningful communication related to visual activity.

By organizing work with children aimed at mastering their visual activity, teachers are engaged in enriching the pedagogical process. effective methods and tricks; obsolete patterns and stereotypes should be avoided.

Creativity should be taught to children, but this is a special training. It should include educational and creative tasks, a proposal to supplement the created images with interesting details.

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In the older group, children developed speech, became more attentive, got acquainted with new ways of modeling

Children are not careful in their work. For children, the presence of parts is important, not their shape and proportionality.

The movement of the craft is not thought, it turns out by chance when the toy is placed on a stand

Before the middle group, the children sculpted in parts, in the older group appears new way- plastic (sculptural, from a whole piece), and combined.

Children are taught to sculpt a figure of a man on his feet (children walk). Winter clothes make work easier, the figures are more stable.

Learning to sculpt dishes in a tape way

Learning to sculpt a decorative plate

We bring children to modeling from nature (folk toy, dishes)

We bring the children to the plot modeling (a stand is required - if clay - 1-1.5 cm, if plasticine - cardboard covered with plasticine)

Children are taught to smooth the surface with water and a damp cloth for subsequent painting.

At the beginning of the year, vegetables, fruits are molded (beets, carrots, apples, pears)

Decorative modeling is widely used - folk toy (modeling + painting)

Painting of molded toys begins with the senior group

Children are taught to sculpt Santa Claus and the Snow Maiden like a Dymkovo toy (they use a durable method of connecting parts of Dymkovo craftswomen “into a recess” + relief decoration (flounces, ruffles))

When sculpting a human figure, we use the third fulcrum (the boy sculpts a snowball, the boy rolls a sled)

At the beginning of the year they mold dishes as in the middle group, and at the end of the year they mold dishes in a tape way

Learning to sculpt animals on the themes of fairy tales (2 greedy bear cubs, a scene from the fairy tale bun)

The teacher widely uses the creation of situations that encourage modeling, create a motive for modeling (dining room, figurines of animals, birds, for the theater).

Poems, riddles are used (where there is a description of a three-dimensional form or a comparison with it)

We teach to evaluate the work of children: fair, tactful, do not offend

If we sculpt from life, then we first evaluate the similarity with it. If we sculpt according to the plan, then we first evaluate the idea, and then the shape, proportions, movement, method of sculpting

The works are exhibited all together so that the child can see his work and compare it with the work of his friends.

20 Modeling in the preparatory group. Features of the plastic form Learning objectives. Methods and techniques of leadership. Topics of classes.

In the preparatory group, children have a large supply of visual images. Developed speech and thought processes. Children better navigate in the surrounding space, understand how objects are located relative to each other. They are fond of performing small details that complement the image.

To transmit movement, they not only spread their legs, but also bend their arms and legs.

Can determine the position of the piece depending on the intended

The main one is the plastic modeling method, although children use all

Determine independently the initial shape: cone, cylinder, ball, ovoid

At the beginning of the year, apples of different varieties are molded.

Sculpt figures on a sculpture or a toy.

They sculpt animals according to the idea (dogs of different breeds, chicken and rooster, duck and goose)

They convey the state of the situation (the hen pecks at the grains). Texture is being transferred (fur, feathers)

Learning to install figurines on a stand

We sculpt a Dymkovo toy according to the rules

Sculpt a human figure according to the idea

Fairy-tale characters are sculpting (Baba Yaga, Chippolino)

Create 2-3 figurative compositions, a plot, measure the figures in size

Sculpt decorative plates

We teach how to sculpt dishes from rings, smoothing down, by choosing clay with a stack - a loop from a lump, making jugs, vases + process the surface, create sketches for painting

Collective modeling (football, hockey, zoo, poultry farm). Measure their work with the work of other children, either by eye, or fit and compare

You can enter a conditional measure (stick, strip of paper)

Children decide on their own how to sculpt

In this group, all 3 types of modeling - subject, plot, decorative

If they sculpt according to a fairy tale, then everyone has their own character

They make dolls - everyone has their own clothes - a doctor, an astronaut, a schoolgirl

They compare who has a bigger head, who is taller (at the rink)

We highlight the features of sculpting dishes from different peoples

Exhibitions - excursions are organized (we go and organize ourselves)

Games "Pottery workshop" are held