Fine arts at an early age. The first steps in the activity of young children. Concept: visual activity
Anna Yuzhakova
Visual activity for young children
surrounding reality, art, folk art - as a means of full-fledged aesthetic education and development of artistic and creative abilities children
“Childhood is an important period of human life, not a preparation for a future life, but a real, bright, original, unique life. And on how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today's baby will become.
(V. A. Sukhomlinsky)
The concept of preschool education refers to the need to develop children's sense of beauty, the formation of aesthetic taste, the desire to express oneself in artistic activities.
Aesthetic education is a purposeful, systematic process of influencing a child's personality in order to develop his ability to see the beauty of the world around him, art and create it. It starts from the first years of life.
Aesthetic education is a very broad concept. It includes the education of an aesthetic attitude to nature, work, social life, everyday life, and art. However, knowledge of art is so versatile and unique that it stands out from the general system of aesthetic education as a special part of it. Upbringing children means of art is the subject of artistic education.
Based on the concept, in my work I paid great attention to visual activity, because children's drawing has always attracted the attention of teachers and psychologists. And it's not accidentally: it can be used to determine the mental state of the child, his mental development, the stock of his knowledge, etc. According to the established tradition early age in pedagogical literature is called « pre-figurative» (No images of the subject, no intention and desire for anything portray). Therefore, as a rule, with children attending a nursery, classes in visual activity are formal in nature and give little to the kids, their hand is not yet developed, the movements are chaotic, the pencil leaves a pale trace on paper. Working with children early age can be argued that interest in visual activity They have it and need to develop it.
All children love to draw. Creativity for them is a reflection of spiritual work. Feelings, mind, eyes and hands are the instruments of the soul. Faced with the beauty and harmony of the world, while experiencing a sense of delight and admiration, they feel a desire "stop a beautiful moment", displaying your attitude to reality on a piece of paper.
Creativity cannot exist under pressure and violence. It should be free, bright and unique. Without parting with pencils, felt-tip pens, paints, the child imperceptibly learns to observe, compare, think, fantasize. For a child, the traces left by pencils, felt-tip pens, a ballpoint pen and a brush are familiar and familiar, but the use of fingers and palms for drawing stamps and stencils remains surprising. Non-standard approaches to organization visual activity surprise and delight children, thus, causing a desire to engage in such an interesting business. Original drawing reveals the creative possibilities of the child, allows you to feel the colors, their character and mood.
In my work, I relied on the research of teachers and psychologists, who paid much attention to the problems of initiation preschool children to visual activity and its importance for their comprehensive development (T. G. Kazakova, G. N. Dronova, T. S. Komarova, I. A. Lykova).
From the experience of F. S. Novoselova, I took several recommendations that it is desirable to follow when communicating with children of any age, and even more so with kids:
Need to be supported by children self-confidence interest in organizational activities, the desire to participate in it - PRAISE THEM AS MUCH AS POSSIBLE!
It should be remembered that children, especially small ones, are most of all interested in the adult who deals with them, and only through him begins to be interested in the subject and actions - I STRIVE TO ALWAYS BE ATTRACTIVE FOR THEM!
From the very beginning of learning to draw, one should go from the image, and not from mastering the skills - I CHOOSE A SUBJECT THAT CAN CAUSE A LITTLE ARTIST'S ENOUGH LONG-TERM INTEREST!
The movements of the hand develop and improve gradually, as a result of repeated exercises, which, I repeat, nevertheless, should not bother the child - I LEARN TO BE PATIENT AND INTRODUCE THE MORE FANTASIES AND DIVERSITY TO THE ORGANIZATIONAL ACTIVITY!
One of the milestones in the development visual activity comes then when the child begins to correlate hand movements with the nature of the resulting lines, strokes, to understand their relationship - DO NOT MISS THIS MOMENT, FOR FOLLOWING IT YOU CAN TEACH THE CHILD TO VISUAL CONTROL, DIFFERENT FORMS OF HAND MOVEMENT, CONSCIOUS USE OF THE ACQUIRED EXPERIENCE!
In the first junior group, children learn to draw only according to the show given by the teacher. If children are reminded of what they have seen before, they do not show concern that the impressions received are really reflected in the drawing. Accustomed to always repeat after the teacher what he shows, the children do not feel the need to remember anything.
I took it upon myself to find ways to draw connections children 2-3 years old with the impressions of life, seek to reflect these impressions in children's drawings in a form accessible to children of this age.
During walks, games, educational activities I tried to attract children to observe, developed their curiosity, interest in the environment.
Introducing a new toy to the group, I paid attention to its color, shape, compared objects in order to isolate the most characteristic of this object. During walks, watching the traffic, I pointed out the size of the cars, the color, what they were carrying in the cars, paid attention to the trees planted along the street leading to the kindergarten, their size. In autumn she collected leaves, examined their color, shape, made bouquets of autumn leaves. It is important to carefully select the object of observation, highlight those aspects that we will pay attention to. children on educational activities.
Very useful for visual perception children add musculoskeletal sensations, as well as use other possibilities of sensory familiarization with objects and phenomena.
Therefore, in the process of observation, I described the object with a gesture, invited the children to touch the object, circle the ball with their finger, touch the trunk of the tree, show with their hands how the branches of the Christmas tree, birch, etc. are located.
So, in the summer, watching a blooming flower bed, I paid attention children on short green grass, on white daisies, red roses. At the same time, I understood that of the observed objects, children of three years old would be able to reflect very little in the drawing. Therefore, it was necessary to suggest such topics so that children could cope with image yourself. To do this, it was necessary to take into account what skills children have at a given time.
In winter, during a walk, I showed the children icicles hanging from the roof of the children's house. The children saw that the icicles were hanging down, moved their fingers in space, showing their direction, and then noticed that the icicles on a sunny day "cry". During the lesson, I relied on the experience gained by the children. In order to arouse great interest in drawing this subject, I gave colored paper of a bluish-gray color.
In the conversation preceding the educational activities, the kids remembered what they saw, and they didn’t forget in the drawing portray like icicles "cry".
When the children acquired the ability to draw lines in different directions, I took the topic of drawing with paint "Ladder from the fire engine". The kids and I really love to do physical education, and of course they like to climb the ladder most of all. At first, we paid attention to the stairs in physical culture, noted that there are many rungs on it, they are even and nailed to two long rails. With a movement of the finger, the children showed the direction of the transverse and longitudinal lines, after which I showed the fire escape on the street. Drawing was preceded by laying out a ladder from ready-made strips, since it is easier for children to compose an object from existing lines than to look for them. The kids were given two long strips of paper and many short ones. The whole group coped with the task, after that the children themselves began to build ladders from building material during the games.
For educational activity according to the drawing, a ladder from a toy fire truck was brought. Together with the children, she was carefully examined. More timid children were asked to trace the planks with their finger, paying attention to their direction. Then the task was given to draw a ladder. No sample was given, no teacher showing. 80% children got the job done.
It showed me that children can portray subject independently after a thorough acquaintance with it. I realized how important it is for kids to have the object in front of them in the process. activities. The vivid impression that children receive raises their interest in drawing, arouses the desire to convey the characteristic features of this subject. In order for this wish to be fulfilled, pictorial the task should be accessible to children.
Fine art is a reflection of the surrounding reality by the artist in artistic images and the expression of his attitude to life by means of form, color, composition. V. G. Belinsky wrote - “In children from the very early years should develop a sense of grace, as one of the first elements of humanity.
We can educate genuine taste by selecting objects that are closest to children's perception. The more artistic, the more realistic pictured our reality, the more it is accessible for perception and delivers a truly aesthetic experience.
Fine art enriches children's impressions, contributes to the development of the senses, thinking, imagination, makes observations more focused and deep.
Art develops children's ability to see, understand the beauty of nature, evaluate the phenomena of reality, strive not only to know, but also to change it, to make life more interesting, meaningful, beautiful.
The degree of influence of art on a child largely depends on the methodology used by the educator. Therefore, I reacted to the organization of the circle with a sense of great responsibility. "Rainbow" By visual activity. I work with children twice a week in the afternoon in my spare time.
Thinking over an acquaintance children with works of fine art, I tried to select, first of all, highly artistic, understandable children that would develop their feelings, enrich them with new concepts about the environment, that is, develop aesthetic susceptibility children.
In my work I used paintings, sculptures, works of applied art. Acquaintance children with genre painting, I taught to understand the mood of the landscape and the attitude of the artist to the picture. She brought up love for her native nature, the ability to see nature in works of art (paintings by I. Levitan "Gold autumn", A. Savrasov "The Rooks Have Arrived", I. Shishkin "Winter"). Examination of plot pictures (V. Vasnetsov "Ivan Tsarevich on a gray wolf", "Alyonushka", I. Shishkin "Morning in a pine forest") forms the ability to perceive a picture, feel its mood, understand the feelings of the characters, describe the appearance of a person.
I believe that it is not always necessary to use the time allotted for educational work to look at pictures. activities, because it is very important to take into account the environment corresponding to the mood created by the artist in the picture. For example, in a picture "Gold autumn" I. Levitan I paid attention children on a bright sunny day.
It is impossible to confine ourselves to looking at pictures that excite in us only joy and pleasure. Deserve attention and those works that convey sadness, sadness. Such pictures can instill in children feelings of responsiveness, sympathy. For example, a painting by V. Vasnetsov "Alyonushka". The comments were very interesting. children: “Alyonushka was offended by her mother, so she is sad” or “Alyonushka is cold, she is barefoot, where are her slippers?”
A variety of techniques have been used by me to familiarize myself with painting: often I posted them directly on the educational activity, sometimes a few days before the lesson and gave the children the opportunity to independently examine them without reminding the educator. There were cases when the picture was removed for a long time and returned to the group again.
The sculpture also decorates the group of our kindergarten. It is advisable to select an artistic sculpture that is accessible in its content, beautiful and elegant in form. For example, "Ballerina", "Deer", "Bear", "Hen" and so on.
Sculpture is a voluminous work of art, it well reflects the shape of the object, betraying its characteristic features. With children, we can examine it from all sides, touch it, circle the contour with our finger.
I also introduced my kids to arts and crafts. Folk art products are diverse. These are various wooden and clay toys, painted dishes, bright trays, etc. Each such product fills with joy, kindness and beauty. It carries a fantasy that captivates children in the world of fairy tales.
Acquaintance children With this or that craft, I try to tell in an accessible way about where it originated, its features. In order for children to feel the fabulous charm of a folk toy, I suggest that they dream up by inventing funny stories or fairy tales. Of course, tales often turn out, and the guys themselves laugh at what they said, but it's fun, provocative and memorable for a long time.
Acquaintance children with folk craft helps them enter the world of beauty, awakens the need to love and enjoy life, enhances emotional and aesthetic culture.
I tried on educational activities use musical accompaniment, poems, nursery rhymes, songs, riddles, this made it possible to keep interest and attention children. Didactic games with colored balls, mosaics, nesting dolls, games for size, shape, color for the development of small muscles of the hands, games according to the method of M. Montessori provided invaluable assistance. All this was of decisive importance for the development of visual representations of objects and phenomena.
To enrich the sensory experience, I made observations of natural phenomena, examined clothes children, toys, read children's books and looked at illustrations for them. Organized dramatization games based on fairy tales "Riaba Hen", "Turnip". Used physical exercises "aerobics", outdoor games.
In working with children, she used collective drawing and application, from which children get great pleasure, they look at the resulting drawing for a long time, laugh, remember who drew what. As a result, the vocabulary expands. children, joint activities bring them closer, makes the relationship between them kind, affectionate. In addition, large-format paper allows you to draw on a grand scale, feel the space, comprehend the laws of composition. In collective work as well as in individual children's activities accompanied by music, poems, folklore are used. Having drawn a character, the children sing a song to him, play an outdoor game with him or dance. Children perceive games and actions with drawings very emotionally.
In my work I use non-traditional forms of drawing. Drawing in non-traditional ways, fascinating, bewitching activity. My guys are not just kids, but little explorers who discover an unfamiliar world around them every day. We love everything beautiful, bright, we love to study, play, dance, and, of course, draw! And I believe that aesthetic taste children develops from day to day. And we love to draw not only in the standard way, as is customary in kindergarten, but also to draw in unconventional ways.
Observations have shown that the child age from two to three years, the material itself is interesting, because he feels the object better, examining it with his hands, and at the same time acts more freely than with a brush. Therefore, I practiced the way of drawing with my fingers falling leaves, traces of animals. figuratively- in a playful way, the child not only shows how a small cat walks - with a finger, how a big bear stomps - with his palm, but also imagines himself to be this cat and a bear.
The children really liked drawing with signets made from potatoes. Unusual use of the product was captivating children, they enjoyed printing and creating their own unique works of art. We watched with the children what happened and what it looks like image, and the missing details were completed with a brush, pencil or felt-tip pen. Thus, in the classes of the artistic and aesthetic cycle, she solved the problems of creative development young children, A exactly: developed by children interest in various non-traditional ways images of objects, encouraged to respond emotionally to contrasting colors, shapes, textures; to test different artistic materials and show a personal attitude to the results of their own activities.
experience testifies: drawing with extraordinary materials allows children to experience unforgettable, positive emotions. And emotions are both a process and a result of practical activities and artistic creativity. It was gratifying to see how the painted, molded images were perceived by the child as alive and gave him positive emotions.
As a result of my work, I came to the conclusion that What:
Children, doing work together with the teacher and other children, came close to creating an expressive image.
They learned to work with different tools and mastered various drawing techniques.
They independently chose the material and color (when they were asked to draw ribbons for a ballerina, some did it with their fingers, others chose felt-tip pens, others drew with a brush).
In the process of drawing, they began to explain their actions and the idea of the drawing.
Increased interest in visual activity both in and out of class.
Children know what a sculpture, a portrait is, they distinguish Dymkovo painting from Khokhloma painting.
The relationship between the children became friendly.
The kids had an emotional responsiveness to the phenomena of the surrounding life, they became more relaxed and confident.
municipal budgetary preschool educational institution
"Zinyakovskiy Kindergarten"
Nizhny Novgorod Region Gorodetsky District
Artwork (drawing)
with young children
(Master Class)
(young age group)
Educator:
Korchik E.A.
Artwork (drawing) with young children(Master Class)
(young age group)
Educator:
Korchik E.A.
In order for children to draw, some guidance from adults is necessary. Therefore, in my work I focus on working together with parents. It is important to reveal the abilities of each child to parents in time and give appropriate recommendations that will help them develop their artistic abilities.
Target: To draw the attention of parents to the value of the fine arts of children. Explain the importance of drawing for the development of the child. Involve parents in the educational process.
Tasks:
Create a favorable creative environment;
Introduce parents to some non-traditional drawing techniques, offer to use knowledge and skills in working with children at home;
To increase the pedagogical competence of parents in the artistic and creative development of children;
Contribute to the establishment of partnerships between parents and preschool educational institutions.
Equipment: easel, A4 paper, gouache, hard brushes, jars of water, napkins, wet wipes, tissue boxes. Memo "Organization of artistic and visual activity of the child at home" to everyone.
Plan:
1. The value of drawing for the comprehensive development of the child.
2. Introduction to non-traditional drawing techniques for young children.
3. Creative minute.
4. Exhibition of drawings of parents. Memos to parents "Organization of artistic and visual activity of the child at home."
5. Reflection. Evaluation by parents of the effectiveness of the event.
6. Solving current issues.
7. Exhibition of drawings of young children. Presentation "What we do in the garden."
Good evening dear parents! I am very glad to see you at our master class! Thank you for coming to this meeting.
“The mind of a child is at its fingertips. The more skill in the child's hand, the smarter the child. It is the hands that teach the child accuracy, accuracy, clarity of thinking. Hand movements excite the brain, causing it to develop.
V.A. Sukhomlinsky
1. Have you ever wondered why all children love to draw? As a rule, they begin to draw even before they speak. Moreover, the process itself is important for them: the hand moves, leaves a trace, stops, nothing happens. Our children are explorers, thinkers and discoverers.
Drawing is one of the greatest pleasures for a child, which brings up many positive qualities in a child, such as perseverance and patience, attentiveness, and the ability to think. Drawing, the child reflects not only what he sees around, but also shows his own imagination. We must not forget that positive emotions form the basis of children's mental health and well-being. And since visual activity is a source of good mood, the child's interest in creativity should be maintained and developed.
Drawing is of great importance in shaping the personality of a child.
The connection between drawing and thinking is especially important, since visual, motor, muscular-tactile analyzers are included in the work. In addition, drawing develops the intellectual abilities of children, memory, attention, fine motor skills, teaches the child to think and analyze, measure and compare, and imagine. For the mental development of children, the gradual expansion of the stock of knowledge is of great importance.
Depicting the simplest objects and phenomena, the child learns them (color, shape, movement), his first ideas are formed. Gradually, the child learns to talk about what he saw and struck him with the language of colors, lines, words. The reciprocal positive emotional reaction of adults supports the child's desire to see more, to learn, to look for an even more understandable and expressive language of lines, colors, forms. Drawing, the child reflects not only what he sees around, but also shows his own imagination.
Visual activity is of inestimable importance for the comprehensive aesthetic, moral, labor and mental development of children.
It is very difficult for children to depict objects, images, plots using traditional methods of drawing: with a brush, pencils, felt-tip pens. The use of only these items does not allow children to more widely develop their creative abilities. After all, you can draw whatever you want! There are many non-traditional drawing techniques, and their uniqueness lies in the fact that they allow children to quickly achieve the desired result. Non-traditional drawing allows you to reveal the creative potential of the child, constantly increase interest in artistic activity, and develop mental processes. It allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression.
2. Given the age characteristics of our children 2-3 years old, it is recommended to use special techniques and techniques for non-traditional drawing:
1. Hand drawing
2. Finger painting
3. Drawing with foam rubber
4. Drawing with cotton buds
5. Drawing with various stamps
6. Drawing with a poke.
1. Drawing with the palm of your hand.
In the course of drawing with the palm of the hand, children reproduce a variety of movements (attaching, clapping, smearing), it will be useful and interesting for the child to explore the possibilities of his own hand, because with the help of a single palm you can get a huge number of different prints, and by supplementing them with your own imagination, turn them into real ones. masterpieces.
Method of obtaining an image: the child puts his hand (the whole brush) into gouache and makes an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with a napkin, then the gouache is easily washed off.
2. Drawing with fingers.
Acquaintance with the technique of "fingerography" begins after mastering the basics of drawing with palms: it is more difficult and requires more purposeful movements. Unlike a brush, the smooth surface of a finger does not hold enough paint to draw a long line, so to create paintings it is better to “dip”, “rub” or “print” paints on paper. To print by hand, the paint must be diluted to the consistency of liquid sour cream and poured in a thin layer on a flat plate.
Method of obtaining an image: the child dips his finger into gouache and puts dots, spots on paper. Each finger is filled with a different color of paint.
3. Drawing usingfoam rubber
The use of foam rubber when drawing allows you to convey the roughness of the depicted, fluffiness, volume.
It is very good to draw fluffy animals, snow, clouds in this way, and you can very easily paint over the background.
Method of obtaining an image: the child presses the foam rubber to the ink pad and makes an impression on paper. To change the color, another bowl and foam rubber are taken.
You can cut out stamps of various shapes from foam rubber (circle, square, triangle). It is easy to draw a Christmas tree, a snowman, a house with them ...
4. Drawing with cotton buds
For this method, it is enough to take a cotton swab. We lower the cotton swab into the paint and with a precise movement from top to bottom we poke along the landscape sheet. The wand will leave a clear imprint. The shape of the print will depend on what shape the object for the poke was chosen. If the poke is done purposefully, for example, along the finished contour and inside it, then the depicted object will turn out to be an interesting heterogeneous texture. With this method, you can draw leaves on trees, falling snow or rain, decorate the finished drawing with an ornament, and much more.
How to obtain an image: Dip the stick in thick paint, then the principle of applying dots. You can use a stick to draw around the contour using it instead of a brush.
Drawing with foam rubber pokes, cotton buds, printing with foam rubber, printing with different objects - all this looks like a fun game, children really like it, and as a result, real masterpieces are obtained. I want to give advice that a distinctive feature of children's perception is the desire for independence. It will be better if you sit next to the child and draw, show how to complete this or that element on a separate sheet, the child will watch and repeat, drawing his own picture. And be sure to praise the little ones, because our children need confidence in their abilities.
Today I suggest that you master two drawing techniques in practice - this is drawing with stamps and drawing with a poke. The methods are so simple, interesting and accessible for any age of children, starting from an early age. Stamp painting is the ability to use well-known objects and materials as art materials. This is especially interesting when working with kids before the visual period, when they have not yet formed the technical skills of working with paints and brushes. And most importantly, drawing with stamps plays a role in the overall mental development of the child. After all, it is not the final product, a drawing, that is valuable in itself, but the development of a personality: the formation of self-confidence, in one's abilities, in the development of creative potential.
3. I want to invite you to return for a moment to the wonderful world of childhood and be little artists yourself - young children.
Physical education:"Three funny brothers"
Three funny brothers
walked around the yard (walk in place)
Three funny brothers
started a game (running in place)
Made heads
nick-nick-nick.
Dexterous fingers
chik-chik-chik.
clapped their hands
clap-clap-clap
stomped their feet
top top top.
(text movements)
Poke drawing.
To paint with a poke, you will need a semi-dry stiff brush made of bristles and paint.
When drawing with a poke, the brush is held vertically. The shorter the pile on the bristle brush, the more expressive the texture of the print on paper will be. Therefore, if you have a long brush, then cut the pile on it in advance. The brush should be large enough to make the "poke" large.
We take thick paint for such drawing, usually it is gouache paint. The brush must not be wet.
The basis - the background for the drawing is prepared by an adult, and the child fills it with "pokes" - brush prints. We will take tinted paper of different colors. It can be different plots:
Yellow or white prints on a green background - dandelions in a meadow or chickens (if you paint on eyes, paws and beak);
White prints in the blue sky are fluffy clouds, on a winter background all over the sheet of paper, you get fluffy snowflakes; against the background with dark brown tree trunks, white caps of snow painted on the trees using the poke technique look great.
Yellow, orange, red prints drawn on a background of autumn trees prepared in advance are autumn foliage, simply located all over the leaf - leaf fall;
Against the backdrop of the city and the black sky using the poke technique, a multi-colored salute in the sky looks very beautiful.
You can draw with a poke not only with a hard brush, but also with a stick, on which a piece of foam rubber is attached with a strong thread.
Poke drawing is available even to the smallest children from one and a half years old.
The teacher shows drawing techniques in non-traditional ways, while involving parents in this (funny music sounds).
(The picture is drawn, we ask the "artists" to demonstrate it - an exhibition of drawings by parents).
So our Master Class has come to an end.
Thank you for your participation. We hope that you have learned something new for yourself. Who has questions or wishes. Accept the memo "Organization of the artistic and visual activity of the child at home."
Used Books:
1. OOP TO From birth to school. Ed. NOT. Veraksa, T.S. Komarova,
M.A. Vasilyeva
2. Visual activity in kindergarten. Program and guidelines for classes with children 2-7 years old. T.S. Komarova.
3. Drawing with kids. A. Valasina
[Electronic resource]: rodnaya-tropinka.ru›risovanie-s-malyshami/
Exhibition of drawings by parents: Blokhina Yu.V., Mirzoeva A.V., Kornilova N.A., Kutasova A.F.
Exhibition of drawings of children attending a drawing circle
"Pencil"
September
1 1 Introduction to book graphics
"Funny Pictures" (rhymes) Looking at pictures in children's books. Acquaintance with the illustrations of Y. Vasnetsov (Collections of Russian folk rhymes "Rainbow-arc" or "Ladushki".) Arousing interest in book graphics. 18
2 2 Introduction to book graphics
"Funny Toys" Continuation of acquaintance with the illustrations of Yu. Vasnetsov. Establishing a connection between pictures with surreal toys. Recognition of animals in drawings 19
3 3 Drawing object on the sand
"Pictures in the sand" Creation of images in the sand: drawing with a stick on dry sand, handprints on wet sand. Comparison of the properties of dry and wet sand. 22
October
week № Topic Educational tasks page
1 4 Drawing
"Beautiful Leaves"
Mastering the artistic technique of printing. Introduction to colors. Applying paint to the leaves (by dipping in a bath) and creating images - prints. Development of a sense of color.
27
2 5 Finger painting “Leaves are falling, falling ...” (autumn window)
Creation of a collective composition "leaf fall"
(In collaboration with the teacher). Continuation of acquaintance with paints. Mastering the technique of finger painting: dipping your fingertips in paint and making prints on paper 29
3 6 Drawing (experimenting)
"The brush is dancing"
Acquaintance with the brush as an artistic tool. Mastering the position of the fingers holding the brush. Imitation of drawing - brush movements in the air ("conducting").
30
4 7 Drawing "Leaves are dancing"
Mastering the technique of drawing with a brush (washing, picking up paint, sticking). Drawing autumn leaves - prints on a blue background (sky). Developing a sense of color and rhythm.
31
5 8 Painting with paints
"Wind, blow a little!"
Creating an image of the autumn wind. Further acquaintance with the brush. Mastering the technique of drawing curved lines all over a sheet of paper. 33
November
week № Topic Educational tasks page
1
9 Drawing with fingers or cotton swabs
“Rain, more often, drip-drip-drip!”
Drawing rain with fingers or cotton buds based on a cloud depicted by the teacher. Develop a sense of color and rhythm. 34
2 10 Drawing with colored pencils or markers.
"Rain, rain, more fun!"
Drawing rain in the form of strokes or straight vertical and inclined lines with colored pencils or felt-tip pens based on a cloud depicted by the teacher. Develop a sense of color and rhythm. 35
3 11 Drawing with colored pencils or markers.
“These are the legs of a centipede!”
Mastering the technique of drawing vertical lines. Drawing the legs of a long centipede depicted by the teacher. Develop a sense of color and rhythm. 39
4 12 Drawing with colored pencils or felt-tip pen
INTRODUCTION
CHAPTER I
.1 Fine arts - the main component of the aesthetic education of preschoolers
.2 Psychological and pedagogical aspect of the visual activity of young children in a theoretical interpretation
.3 Pedagogical conditions for the emergence and development of the visual activity of young children
CHAPTER II. EXPERIMENTAL WORK ON THE USE OF INNOVATIVE TECHNIQUES AND TECHNOLOGIES IN THE DEVELOPMENT OF ART ACTIVITY OF CHILDREN OF EARLY AGE
2.1 Determining the level of development of visual activity of young children in the preschool educational institution "Kid"
2 Practical work on the development of visual activity of young children in the kindergarten "Kid"
3 Analysis of the effectiveness of experimental work
CONCLUSION
LIST OF USED LITERATURE
APPS
INTRODUCTION
“Fine art refers to reality as a source of formation of the human world. The basis of fine art is the image of the objective world in its sensual form. In general, sensuality is the basis of art, which is why it is so important to develop the child's emotional world: the more versatile the world of a child's emotions and feelings, the greater the gamut of the world he can perceive with his feelings. And an assistant in this is art, and fine art in particular. A study of the characteristics of children's perception of fine arts showed that children already at preschool age show interest in various types and genres of art, passion for drawing, modeling, and appliqué, develop cognitive needs as a structural component of the child's creative potential. The child learns to peer into the artistic image, to find and distinguish ways to depict it.
The perception of an artistic image in a painting, graphics, sculpture contributes to the clarification of many concepts specific to fine arts. In psychological and pedagogical research, features of the mental, aesthetic development of preschool children are revealed. Preschoolers are able, in the process of object-sensory activity, to single out the essential properties of objects and phenomena, to establish a connection between individual objects and phenomena, and to reflect them in a figurative form. In the process of formation and development of an artistic and aesthetic attitude towards art in children, the main thing is the emotional and figurative perception of works of art, visual and expressive means, the formation of interests, preferences, as we have already mentioned above. And at the same time, it is necessary to pay attention to the practical activities of children, because it is in it, through the acquired skills and abilities and the ability to independently use them, that the child comprehends himself in the active process of self-development.
The relevance of the chosen topic is explained by the fact that the formation of visual skills should begin at an early preschool age. Classes in visual activity, in addition to performing educational tasks, are an important means of comprehensive development of children. Learning to draw, sculpt, apply, design contributes to the mental, moral, aesthetic and physical education of preschoolers. The visual activity of young children is closely connected with the knowledge of the surrounding life. 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.
The problem of visual activity of young children is reflected in the works of V. I. Volynkina, A. V. Zaporozhets, V. I. Yadeshko, I. A. Lykova. The methodology and conditions for the formation of the visual activity of children are presented in the works of T. G. Kazakova, E. A. Dubrovskaya, T. S. Komarova, S. A. Kozlova, V. B. Kosminskaya, N. B. Khalezova, N. P. Sakkulina, N. G. Tretyakova, R. M. Chumicheva.
The works of these authors reflect the theoretical foundations, data on some patterns of visual activity in the development of young children, give specific recommendations on organizing the conditions for their formation, and offer effective pedagogical techniques that are used by practicing teachers in the educational process of a preschool institution.
The object of the study is the visual activity of young children.
The subject of the research is the use of an innovative approach to the visual activity of young children.
The purpose of this work is to study the conditions for the emergence of skills in the visual activity of young children in children's educational institutions. To achieve this goal, the following tasks are supposed to be solved in the work:
define fine arts as the main component of the aesthetic education of preschoolers;
to characterize the conditions for the emergence of visual activity in young children;
to consider the pedagogical management of the development of the visual activity of young children;
to determine the level of development of visual activity of young children in the kindergarten "Kid";
to present the experience of practical work on the development of visual activity of young children in the kindergarten "Kid";
analyze the effectiveness of experimental work.
The hypothesis of this study is that the opportunities for the development of the visual activity of children at an early age will be successful if the following conditions are met:
creating a comfortable environment that will stimulate the child to the creative process;
the use of innovative techniques and technologies in working with children;
interaction of teachers with the family to develop the visual needs of the child.
The empirical base of the study is the preschool educational institution "Baby".
The paper uses methods of literature analysis, methods of comparison, generalization and observation. The objectives of this work determined its structure: the work consists of an introduction, two chapters, a conclusion, a list of references.
CHAPTER I
1 Fine arts - the main component of the aesthetic education of preschoolers
A study of the characteristics of children's perception of fine arts showed that children already at preschool age show interest in various types and genres of art, passion for drawing, modeling, and appliqué, develop cognitive needs (as a structural component of the child's creative potential). The child learns to peer into the image of a painting, sculpture, to find and distinguish between ways of depicting.
In the process of introducing children to different types of fine arts, the development of cognitive abilities takes place, knowledge about the environment is refined: social phenomena, nature, etc. The perception of an artistic image in a painting, graphics, sculpture contributes to the clarification of many concepts specific to fine arts. Their knowledge makes the process of perception more meaningful, interesting, as the child distinguishes the expressive means of each type of fine art.
In psychological and pedagogical research, the features of the mental, aesthetic development of children at preschool age are revealed. In particular, in the works of A. V. Zaporozhets, V. V. Davydov, N. N. Poddyakov, it was established that “preschoolers are able, in the process of object-sensory activity, to highlight the essential properties of objects and phenomena, to establish connections between individual objects and phenomena and to reflect them in figurative form.
This process is especially noticeable in various types of practical activity: generalized methods of analysis, comparison and comparison are formed; develops the ability to independently find ways to solve problems, the ability to plan their activities.
In the process of forming an aesthetic attitude to art in children, the main thing is the emotional and figurative perception of works of art, visual and expressive means, the formation of interests, preferences. At the same time, it is important to take into account the process of mastering children's visual skills, skills, the ability to use them independently.
Fine art has its own language, which helps the artist to express his thoughts, feelings, his attitude to reality. Through the language of art, life is reflected by the artist in all its diversity. I. B. Astakhov writes that the pictorial language inherent in each type of art is not something external in relation to the specifics of the artistic image. Being a material form of expression, it represents one of the essential aspects of figurative specificity.
The language of fine art is diverse. It is necessary for the educator to know it, since in the classroom in kindergarten there is an active formation of artistic perception. Preschool children should be introduced to some features of the language of fine arts. In this regard, starting from the younger preschool age, the educator first sets the task - to form children's emotional responsiveness to works of art (what feelings the artist conveys in the picture, sculpture), then pays attention to how the artist talks about the surrounding reality, and already after that, he directs all attention to the means of figurative expression.
Knowledge of the basics of art makes it possible to consider its place in the aesthetic education of children, taking into account their age and individual characteristics. However, one cannot mechanically transfer the features of the language of fine arts, characteristic of the work of professionals, into the activity of the child.
Consider the means of expression specific to each type of fine art, and then turn to children's creativity.
Among the arts, there are fine (painting, graphics, sculpture) and non-fine (music, architecture), although this division is conditional. This difference is not absolute, since all types of art express an attitude towards some aspect of life. And yet, the delimitation of the arts is decisive in the morphology (classification) of the arts, since it is based on the distinction of the object of display.
Fine arts turn to reality as a source of the formation of the human world (V. A. Razumny, M. F. Ovsyannikov, I. B. Astakhov, N. A. Dmitriev, M. A. Kagan). Therefore, the basis is the image of the objective world. Thoughts and feelings are transmitted in them indirectly: only by the expression of the eyes, facial expressions, gestures, and the appearance of people can one learn about their feelings and experiences.
In the course of the development of art, its pictorial and non-pictorial forms mutually nourish and enrich each other. For example, painting is distinguished by a tendency to increasingly use color to enhance the expressive beginning. In the drawing, there is a tendency towards characteristic lines, contrasts of dark and light.
By teaching children to perceive works of art, we thereby make their pictorial activity more expressive, although it is quite obvious that in this process there is no mechanical transfer of the methods of an adult artist's activity into the activity of a child.
The teacher, teaching children to consider works of different types of fine art, gradually introduces them to beauty. On the other hand, this has an impact on the ways of figurative expressiveness by which children convey their impressions of the surrounding reality in drawing, modeling.
The upbringing of children by means of various types of art, the formation of their aesthetic attitude to the environment, the need to express themselves in artistic activities (musical, visual, artistic and speech, dramatization) can be effective provided that the emotional well-being of the child is ensured, if they are developed content and methods that ensure the protection of his health (elimination of overload, overwork, physical inactivity).
By means of fine arts and visual activity, children form an aesthetic attitude to the surrounding reality, empathy in the perception of artistic images. In the process of visual activity, the formation of artistic creativity takes place, the development of which is impossible without teaching children the ways of the artistic and imaginative embodiment of ideas, the transfer of objects, phenomena. This training is aimed at creating an artistic image for children and is closely dependent on the development of abilities for visual activity.
With the relationship between learning and creativity, the child has the opportunity to independently master various artistic materials, experiment, find ways to convey the image in drawing, modeling, and appliqué. This does not prevent the child from mastering those methods and techniques that were unknown to him (the teacher leads the children to the possibility of using variable techniques). With this approach, the learning process loses the function of direct following, imposing methods. The child has the right to choose, to search for his own version. He shows his personal attitude to what the teacher offers. Creating conditions under which the child emotionally reacts to paints, colors, shapes, choosing them at will, is necessary in the creative process.
Thanks to the perception of artistic images in the visual arts, the child has the opportunity to more fully and vividly perceive the surrounding reality, and this contributes to the creation of emotionally colored images by children in the visual arts.
In addition, art helps to form an emotional and valuable attitude towards the world. The need for artistic activity is associated primarily with the desire of the child to express himself, to assert his personal position.
“So, the basis of the artistic and creative development of the child by means of fine arts and fine arts are:
the personal position of the child, the desire to express themselves;
development of abilities for visual activity (their structure includes emotional responsiveness, sensory, creative imagination, a sense of color, shape, composition, manual skill);
creation of an artistic image - the child's personal attitude, emotional response, self-affirmation, choice and preference for means of expression (picturesque, graphic, plastic, decorative-silhouette); the relationship of different methods and their independent choice by children;
synthesis of art to create an artistic image, an atmosphere of emotional empathy, co-creation, i.e. focusing on certain types of art (dominant) and synthesis models: 1) music, visual arts, visual activity, artistic word (three-level model); 2) fine arts, fiction (two-level model); 3) music, fiction; theatrical activity, visual activity (multilevel model);
changing the structure of the pedagogical process and methods of pedagogical guidance. This change presupposes the role of the teacher as an assistant, an accomplice of creativity. The joint activity of an adult and a child takes on the character of co-creation, which at each age stage has its own function (a more active role of co-creation in the early stages and a gradual change in its content at older age stages, when the teacher takes the role of an adviser, partner). At all age stages, the child's personal position remains the main, leading one, and the teacher must take it into account.
Thus, the relationship between teaching and creativity of children in visual activity is carried out on the basis of:
formation in children of ways of artistic perception of works of fine art; finding logical connections between the emotional state expressed in the picture, illustration, sculpture of small forms and content; establishing the relationship between the artistic image and the expressive means of different types of art;
teaching children visual skills, skills, subject to the children's independent choice of artistic and expressive means in accordance with the design of drawing, modeling, appliqué to create artistic images.
Already at preschool age, we can talk about the education of the rudiments of artistic culture in children, since it is during this period of childhood that the aesthetic perception of the artistic image in painting, sculpture, graphics is formed, and the development of abilities for visual activity takes place.
1.2 Psychological and pedagogical aspect of the visual activity of young children in a theoretical interpretation
When a child has his first drawings, under what circumstances, why does he begin to draw, sculpt? We find answers to these questions from a number of researchers. Observations on the first attempts of a child to draw, sculpt, made at different times by foreign authors (V. Stern, O. Shinn, X. Eng, etc.), as well as by domestic teachers A. V. Bakushinsky, E. A. Flerina, N. P. Sakulina, A. A. Volkova, largely coincide.
What distinguishes these views is a different understanding of the visual activity of the child. In the early period (from a year to 1.5 years), the child himself does not feel the need to draw. For the most part, the first drawings come about because the adult gives the child a piece of paper and a pencil. Only gradually, closer to two years, the child begins to draw on his own initiative. Researchers name two reasons for the emergence of drawing - imitation of adults and internal motivation, the need for graphic activity inherent in a person.
It is possible to determine the cause of the emergence of drawing only if we trace the nature of the activity itself at different stages of its formation. What motivates a child to pick up a pencil, a lump of clay and act with them? First of all, the availability of these materials, their accessibility. In many cases, the adult provides them to the child, and sometimes he finds them himself. The child is attracted to the ability to move the hand with the pencil, which gives him pleasure. His movements (“striking”) are impulsive. The child cannot yet imagine that as a result of hand movements a trace will appear on paper. In some children, pencil marks are barely visible; in others, the movements are energetic, the strokes are strong and bright. The child likes that dents and depressions are obtained on a lump of clay.
V. Stern, X. Eng, M. Shinn, V. M. Bekhterev, E. A. Flerina, N. P. Sakulina show that already after a year the child pays attention to strokes received from movements with a pencil or fingers, on clay. After a year and a half, he is no longer indifferent to moving a pencil across paper. He has a desire to get a bright trace. This is what is the main motivator in the development of different materials, pencil, paint, clay.
“Drawing with paint, after mastering the pencil, the child experiences the pleasure of painting over the sheet. All researchers of children's drawing note that the child acts with interest with a pencil, paint. But activity of this kind, having arisen by chance, when favorable conditions for this turned out to be, can also stop by chance if these conditions are not found another time.
Along with a pencil, brush, paints, paper, other conditions are also necessary - the opportunity to observe the graphic activity of adults and the encouragement of the activity of the child himself. The initial period of the formation of this activity is characterized by the sequence of mastering the movements of the hand with a pencil and a brush. The child gradually masters differentiated, more and more deliberate movements. The hand becomes more obedient, flexible and mobile. The very first drawings are characterized by disorderly movements. Jerky strokes, lines without sufficient pressure, sometimes sliding on paper, are applied in a random direction. However, very soon they become more organized. The organizing principle is the motor rhythm. Homogeneous movements are repeated many times. The child moves his hand without taking his pencil or brush off the paper. The result is tufts of arched strokes corresponding to the span of his arm.
Drawing is usually preceded by a preliminary cursory examination of a sheet of paper. Then the child begins to apply individual strokes. Vision at this stage does not yet regulate movements, but only accompanies them. Applying strokes, the child masters the space of the sheet. A peculiar motor search can be noted, which is expressed in the fact that the child changes the direction of lines, strokes, the nature of movements (makes rectilinear, arcuate, rotational movements). Since these changes are the result of motor searches, we can talk about the development of the initial spatial orientation.
“After a year and a half, the movements that children mastered earlier improve. Separate lines become more diverse: they become rounded (“coils, bunches”), break at an angle, zigzags appear. The child already knows how to cross the lines. The inseparable repetition of homogeneous movements now serves to obtain a spot, as it were, of a mass that clearly stands out on the plane of the paper (the “scrawl” period).
The first half of the third year of life is characterized by new achievements: the lines that the child has already learned to draw in different directions and turn are now rounded, closing the figure with a contour, as if cutting it out of the background of the paper. The child already understands the connection between the actions of the hand and the fact that the pencil leaves a mark on paper. However, he still does not fully own the arbitrariness of actions to obtain certain lines, spots. The new possibility of drawing closed forms appears only in some cases against the background of sensorimotor play. The activity of drawing and modeling from the very beginning requires the development of small muscles, mainly the movements of the hands. In the process of modeling, the child learns to roll out a lump of clay, flatten it, tear off the lumps and join them together (rings, turret, cake, etc.).
In the period from one and a half to two years, speech is included in the drawing process, performing various functions - sentencing, emphasizing the rhythm of movements; onomatopoeia associated with tapping, scratching, circular movements, evoking associations with some kind of life process; naming objects, the similarity with which the child sees in the picture. By this time, he already has a sufficient supply of visual representations, which allows him to recognize something familiar in the drawing: smoke, a long road, a bird's beak, a stick, a river, a ladder, etc. In some children, speech is included in the drawing process a little earlier, in others - later. In the process of drawing, sculpting, hand movements are repeated evenly, rhythmically and are often accompanied by rhythmic exclamations: “Smoke, smoke, smoke!”, “Drip-drip-drip”, etc.
“Rhythm is, first of all, the organization of the child in time, rhythmic movements follow one after another. At the same time, he masters the space of the sheet, arranging strokes and strokes. The visual activity of children from one and a half to two years old is not limited to finding the similarity of strokes with objects. "Tangles" and "skeins" of strokes, individual lines, strokes play the role of objects, characters in a game situation, and the action itself unfolds through speech and hand movements. At this stage in the development of visual activity, the game changes its character. Now it is connected with the reflection of the phenomena of reality. According to the definition of N. P. Sakulina, “a plot-game plan develops: long roads stretch along the sheet, along which imaginary cars and trains move, water spills, smoke swirls, a fashioned bun rolled into the forest, etc.”
At first, the child, while drawing, waits for the possible appearance of images. Then he proceeds to drawing with the intention of depicting the subject. Initially, ideas are formed in words, speech contributes to the development of figurativeness. At the same time, the other side of the drawing process is also very important - the development of more and more complex sets of movements, as a result of which graphic structures are obtained: closed forms, figures. They are associated with objects that have rounded outlines. With their help, the child tries to depict other interesting objects of various, often quite complex shapes.
The resemblance to an object is not yet the main feature for a child in drawing or modeling. The form representation is still being created. First of all, such spatial properties of objects as mass are singled out (in a drawing, mass is expressed by a spot on the surface of a sheet of paper, in modeling - by the volume of a lump of clay); the length of the object, the allocation of its parts.
“Having found at least a hint of an image in his drawing, modeling, the child feels satisfaction, joy and tries to consolidate his find by repeating the images. For a baby, the objective world does not exist in isolation - it is an integral part of the surrounding life. In his drawings, he wants to see the manifestation of this life: “The girl is walking, the dog is running”, etc. Schematic, incomplete images seem to the child full of meaning. The ability to playfully reflect phenomena allows him to see more in them than is actually reflected.
Quite often, a child finds an unfinished image in his drawing or modeling and arbitrarily adds something to it, thereby increasing the resemblance to the depicted object. You can find such images in the drawings: “windows for the house”, “cabin from the car”, or in modeling - an “airplane” in two parts. The first images are "alive" for the child: he easily includes them in the game situation and "acts" in it. The created image, like a favorite toy, makes you want to show your drawing to adults and other children.
For drawing children from 2 to 2.5 years old, a visual-motor, spatial-rhythmic color organization of the plane, which is not associated with the function of the image, is characteristic. The great importance of rhythm as the organizing principle of children's drawing was noted by A.V. Bakushinsky, who was the first to draw attention to the desire of children to create decorative and rhythmic compositions. He singled out the "ornamental" phase of children's creativity, when the rhythm of successively applied strokes and spots controls the drawing movements, the rhythm of repeated movements. At the same time, strokes and spots find their place on the plane of a sheet of paper. Therefore, very soon rhythmic movements with a pencil, a brush, made sequentially in time, help the child fill the space of the sheet.
In recent years, the traditional view of the visual activity of young children has changed, and more and more attention is paid to the possibility of individual lessons with a child of the first year of life. This process takes place with the active participation of parents. Mother or father provides a child 8-12 months old with a sheet of paper, different colors of paint. Sitting on the lap of an adult, the child smears the paint on the sheet with the palms of his hands and fingers, and the colors combine to form various, sometimes interesting combinations. Depending on what colors an adult chooses, associative images of “autumn, winter, summer” appear. This experience was repeatedly presented at conferences, at the exhibition "Little Artists in Diapers", causing an emotional response in adults. Children's compositions made on large sheets of paper delight everyone who sees them. “This work, together with the teachers of Moscow, is being carried out by Candidate of Medical Sciences M.V. Gmoshinskaya, who sees in it the removal of negative manifestations in the child’s emotional sphere and behavior. In children of the second year of life, in her opinion, this activity contributes to adaptation when a child enters a preschool institution. She created the program "Pre-figurative activity of young children and ways of pedagogical guidance", mainly addressed to parents, whom the author advises to conduct classes with their children. The Institute of Pediatrics of the Academy of Medical Sciences and preschool workers in Moscow are participating in this work through the public fund "Assistance". In particular, the teacher I. N. Vorobyova spoke with an interesting experience in this area at the competition "Educator of the Year" (2002) ".
The question arises: how does one relate to this experience, what can be valuable in it for early childhood pedagogy?
It is quite obvious that it is necessary to create conditions for the visual activity of the child, his creativity.
“The method of drawing by hand is widely used in foreign practice. In the domestic methodology, it is sometimes recommended to use finger painting (fingerography), using the palms of the hands (“colored palms”). But this can be considered only as one of the methods, since from an early age it is necessary to give the child a culture of owning tools, art materials, brushes, pencils, clay. All of this happens in the learning process. Previously, the teacher draws attention to the development of children's artistic perception of pictures, illustrations, folk toys. To this end, he can use toy books in which the artistic image is conveyed by the most accessible means to the child: the main character is depicted large, and there are no numerous details that distract his attention. The process of perception of pictures, illustrations is lively, emotionally, if the educator himself shows interest in this: he uses nursery rhymes, poems, songs.
Gradually, from looking at the finished images, the teacher leads the children to independent drawing. The teacher can conduct a lesson with a small group (2-3 children). Basically, kids draw what the adult depicted. For example, the teacher draws a house, and the children draw path lines with colored pencils or draw rays from the sun, or pass raindrops with strokes. The process of joint drawing is accompanied by the teacher's story. Children learn not only to deliberately use a pencil, a brush with paint in certain places on a sheet, but they themselves are gradually included in the drawing-story. And although 2-3 children are drawn with the teacher, the rest observe with considerable interest how this or that image is obtained.
You can often observe how a child talks and gesticulates while drawing. The researchers note that he acts in an imaginary situation, and the activity itself is of a syncretic nature.
"N. N. Palagina, exploring the imagination in the early stages of ontogenesis, argues that for about a year and in the second year of life, the child is included in the transformation of the object environment, receives new impressions not only from objects as such, but also from playing them. According to her, the "strategy" of the game is being formed. N. N. Palagina emphasizes the importance of folk pedagogy, playing folk techniques, as a result of which the subject is “revitalized”. In this process, an active role is played by the actions of the hands, accompanied by speech, in a dialogue form, the child communicates with an adult.
The initial manifestations of imagination, in her opinion, are formed already at an early age, when three main factors of the genetic prerequisites for imagination arise:
initial activity of the child;
the need for new experiences;
the need for communication and self-affirmation.
Genetic prerequisites lead to the formation of the imagination under the influence of the formative influences of an adult.
These provisions of N. N. Palagina are of particular interest for the methods of visual activity of young children. Due to the wide use of folk game techniques, in which speech and hand movements interact ("finger games"), produced by an adult together with a child, game situations are created that help the child learn how to draw ("drawing balls for kittens", "balls for a girl " etc.). An active role in this process belongs to an adult, the child joins the game with interest and pleasure. It is also advisable to use game exercises developed by E. A. Flerina in drawing classes.
By the age of two, a deliberate image appears in the drawings of some babies. They repeat with interest a randomly obtained shape, line, give them a specific name (“house”, “cat”, “dog”, “airplane”, etc.).
“In the second half of the year, the teacher can show children actions with another material - clay. The modeling process requires caution, so classes are held less often (with one or two children). The teacher shows how to change a lump of clay by pressing on it with the palm of your hand, with your fingers. Usually, associations quickly arise in children, and they call one or another resulting shape “ball”, “pie”, “candy”, etc. The teacher invites the child to repeat these actions, encourages the desire to play with the fashioned form. During modeling, it is good to use small-sized toys (squirrel, bear, bunny, matryoshka), which children are happy to “treat”.
It is advisable to compare the final results of the work: "What bright balls are drawn with pencils, and these balls are molded from clay." The teacher invites the child to show where the ball is drawn and where it is made of clay, asks the child to take the molded shape, roll it on the plank. At the same time, the teacher says: “The ball is round, you can roll it.” Draws attention to the drawing: "And this ball is drawn, it is red" ".
Young children are fascinated if visual activity takes place in new, unusual conditions. So during a walk, the teacher draws with a stick on the ground or in the snow. Here, a game situation unfolds - children are offered to enter a “house drawn on the ground”, or go in a “drawn car”. With the help of various forms, kids “print” fish, horses, flowers, etc. on the sand.
It is advisable to have a small flannelograph on which children, with the help of a teacher, lay out ready-made silhouettes. The limited plane of the flannelograph can serve as a "clearing" (light green color of the flannel) on which chickens walk, or an "aquarium" (blue background) in which fish swim, etc. Gradually, children learn to navigate on the plane themselves, placing the silhouettes above, below, side by side.
In order to conduct games-classes in drawing, modeling, the educator must know well the developmental features of each child, carefully monitor his manifestations in the process of visual activity.
The program "Visual activity" for preschoolers involves the integration of productive activities in the field of aesthetic exploration of the world in various forms. Such integration seems expedient on the basis of the general task of these blocks - the comprehensive development of the child's personality on the basis of artistic and aesthetic activity. In addition, the content of the program makes it possible to trace the program content in the unity of problem blocks (“Materials”, “Composition”, “Aesthetic Context”) and in parallel with the program “Synthesis of Arts” as a basis for developing a conceptual apparatus and a conceptual basis for the child’s productive activity. .
The implementation of the program "Visual activity" assumes unity with the program "Synthesis of Arts". At the same time, the Visual Activity program can also be used separately; it has its logical continuation in the Colorful World program for grades 1-4. Features of early preschool age determine the direction of visual activity. Fine art activities as a result of productive assimilation of reality are aimed at forming a holistic view of the natural and man-made world. At this stage, it is important for the child to discover the unusual in the ordinary, the unknown in the known. Proceeding from this, the course program is based on the awakening of the artistic and aesthetic beginning in the child through the use of impressions and sensations that manifest themselves in relation to the world and have their expression in specific activities. During this age period, the teacher introduces the child to the basics of color science, composition, aesthetic context, which gives an idea of the universality of the world and, at the same time, its meaningful originality, provides the necessary technological methods of visual activity.
The program assumes the following content of the work.
Materials.
Teach children to work with a pencil, hold it correctly, draw with strokes and lines, distinguish between vertical, horizontal, rounded lines, apply them. Make patterns using familiar lines.
Learn to work with a brush, hold it correctly, use water, draw continuous lines, use circular motions. To acquaint with the variety of colors and how to use them (ideas about the palette). Learn to work with gouache.
Color science.
To acquaint with the color diversity of the surrounding world, to learn to use different colors to depict reality and create figurative expressiveness, to use color diversity in ornaments and patterns.
Composition.
To acquaint with the variety of shapes of objects (square, circle); learn to draw square and round objects, as well as objects consisting of two parts of a square, rectangular, round and oval shape. Compose and draw patterns on the background of a rectangular and round shape, using a pencil and paints of different colors.
aesthetic context.
To acquaint with the aesthetic diversity of the surrounding world, with the basics of form and content in life and art, with the possibilities of their reflection in the drawing. As a result of the work, children get acquainted with:
features of materials (pencils, paints, gouache, paper);
primary colors;
distinguish objects of rectangular, square and round shapes.
Children can:
use a pencil
use a brush and paints, use water;
apply simple lines and spots with gouache;
draw lines vertical, horizontal, circular;
use different colors to create expressive images;
make patterns using elements of various shapes and colors;
create plot compositions;
emotionally beat the drawing, find a verbal description for it.
Thus, having considered the psychological and pedagogical component of the development of visual activity, the characteristic features of the development of the child are indicated:
show interest in looking at pictures, illustrations, folk toys;
observe the process of drawing, modeling by adults;
show interest in drawing, modeling, form a desire to draw with pencils, paint, notice traces on paper;
react emotionally to color;
attempts to correctly use a pencil, brush;
implementation of the skills necessary for drawing and sculpting hand movements;
the ability to rhythmically fill the space of the sheet with bright spots, strokes, strokes.
1.3 Pedagogical conditions for the emergence and development of visual activity in young children
Children very early begin to show interest in fine arts. They are attracted not only by actions with visual materials, but also by the results of this activity. The kid is fascinated by the trace of a pencil, a modified form of plasticine, in them he sees familiar images of the world around him. The game activates children's visual activity. Fairy-tale plots excite the imagination, and the examination of works of art enriches with new visual means. It is important to maintain a child's interest in visual activity throughout preschool childhood.
Children can fully develop, form and show their creative abilities only under the guidance and with the participation of adults. To do this, it is necessary to know the features of the manifestation of the child in visual activity in each age period of preschool childhood, building relationships with him in this type of activity.
At the beginning, these relationships can be built on the basis that the baby usually accompanies his drawing with speech. Speech helps him to more fully convey the "content" of the picture. At this point, it is important to support the child's desire to talk about his drawing. From this, communication between the child and the adult in visual activity begins to take shape. With age, the nature of communication changes. Gradually, by the senior preschool age, children master various visual materials, ways of depicting. The purpose of communication during this period is the formation and manifestation of the child's creative abilities. Observation, imagination, artistic thinking, and memory are essential here. These qualities, mental processes, the preschooler develops and improves when studying objects of the image, examining them in various types of fine arts, mastering various methods of image.
Impulsive, comprehensive activity, expression in preschool childhood allow the child to admire, perceive the world around him aesthetically. The delight of perception requires vivid reproduction, causes a desire to express oneself. This makes it possible for the teacher not only to experience the joy of perception together with the child, but also to form an aesthetic attitude to the world around him, which awakens the imagination, develops imaginative thinking necessary for artistic and creative activity.
In the process of creativity, the relationship between a child and an adult is strictly individual. The child will be free in his creativity to the extent that an adult knows his character, interests, aspirations. He knows so that by the first lines and spots on the sheet he can guess what is planned and in what direction this child is able to realize his plan. The role of an adult is not to teach, but to ascend together with the child to the act of creativity.
An indispensable condition for classes in fine arts is an atmosphere of trust and interested communication. The main organizer of such an atmosphere is a teacher who is able to improvise, transform, use various means of pedagogical influence, apply effective forms and methods of the conversational genre in solving artistic and creative problems, and conduct dialogues with children on the principle of "entertaining communication".
The ways of involving preschoolers in the processes of perception and productive creativity are varied. Fairy-tale-game forms of presenting new material, fairy-tale narratives, game situations, role-playing games, role-playing gymnastics, improvisation games, elements of pantomime should become dominant! The transformation of a child into a spectator, artist, actor will give the lessons dynamism, intriguing mystery.
Modern approaches to the development and education of preschoolers enable each teaching staff to plan and build work with children in a new way, taking into account their age, individual characteristics and interests.
Each teacher today is placed in the search for more effective teaching methods and techniques that would help to better study and analyze each child separately, as an individual and the children's team as a whole, to reveal their capabilities and characteristics, to identify creative potential and create conditions for its development.
Creative activity is a complex process that includes the psychological readiness of children, their mental activity and purposeful search activity.
One of the important conditions for the development of the creative activity of preschoolers is the presence of a certain amount of knowledge, skills and abilities, without which the child cannot realize his plan, express feelings, convey impressions in any kind of activity, and especially in fine art. In this regard, the Danish composer N. Gade expressed a wise idea: "Is it of much use that you have something to say if you don't know how to do it?"
In the development of the creative activity of preschoolers as a whole and each child individually in various types of activities, a reasonable and qualified guidance of the teacher is necessary.
Its role at different stages of work with children in this direction is not the same:
Active, involving direct training and direct participation of the teacher in this process, when children are just beginning to acquire knowledge, skills, when they need to be taught to observe and see, analyze and generalize what they see, when they need to be armed with the necessary methods and techniques of image, non-traditional techniques for creating images, introduce different materials, etc.
Less active, when the educator directs his actions to enhance the experience of children, to consolidate knowledge, skills, and to organize search activities. At this stage of work with children, the teacher uses an incomplete, partial display of image methods, exemplary, variable samples.
mediated. The actions of the educator are aimed at creating conditions in which children could independently realize their plan, express their feelings, mood in visual, decorative and applied activities, show interest in one or another of its types. Children find themselves in a situation of finding solutions. The teacher, not exercising direct guidance on the activities of children, in every possible way contributes to the manifestation of initiative, creative activity.
Whatever stage the activity of the teacher is associated with, it should be structured so that each child does not feel limited by the framework of compulsory classes and does not feel the constant authoritarian pressure of an adult.
Artistic activity begins at an early age. If you create the appropriate conditions for its manifestation and improvement, it will become a bright and fertile means of self-expression and development of the child.
The teacher introduces the child to the world of beauty with the help of highly artistic and accessible to children's perception of works: clay and wooden toys, color illustrations for books, etc. It is important that the viewing of a work of art be emotional. An adult, together with children, admires a bright painted toy, examines the illustration with interest. When planning work on acquaintance with decorative art, much attention is paid to the means of artistic expression: the brightness and beauty of the toy, primary colors, the shape of parts and details. Introducing children to book graphics, the teacher directs their attention to the external image: who is drawn in the picture, what the characters do, what colors are used, the main and additional details; emphasizes the connection between the image and the text.
The formation of visual skills in children at an early age consists, firstly, in teaching actions specific to drawing and modeling, and secondly, in directing attention and efforts to creating a graphic and plastic image. The task of the teacher is to bring his pupils to the understanding that with the help of paints, a pencil, you can depict many things of the world around you, help children learn the simplest elements of a drawing (stroke, line) and basic colors, and promote the development of hand movements. For drawing, it is desirable to select such topics so that it is interesting for each child. The teacher plans drawing games based on a game plot, for example, “funny brushes” dance to cheerful music, leaving colorful lights on the Christmas trees, “sad” rain is falling, droplets quietly fall to the ground, etc.
Young children learn the initial skills of mastering the material for modeling, create simple shapes of objects. Modeling is an extremely important type of visual activity, during which the development of children's feelings, perceptions and ideas takes place. Modeling games are planned three times a month and are organized individually and in small subgroups. In the process of drawing and modeling, the leading place is occupied by the “co-creation” of the educator and children, united by a common content.
The teacher should teach children how to use visual material: hold and act with a pencil, brush, paints (pick up paint, rinse, dry); boldly and confidently enough to perform visual actions: draw lines (straight, closed), strokes, spots, willingly and boldly sculpt (tear off pieces, roll up); perform images recognizable by other people.
The teacher creates the conditions for the formation of the prerequisites for children's creativity. Educational and creative tasks are solved in close unity, since the mastery of the simplest technical skills and abilities takes place on a specific content of a figurative nature.
The formation of skills and abilities in the process of elementary activities with visual materials should be subject to the creation of a visual image and the development of interest in visual activity. The teacher encourages the child to show interest in visual activity, strive to engage in it on his own initiative, talk about his interests in drawing, see the image in his drawings and modeling.
These successes from children can be expected by the age of three if all conditions are created for the development of the child's visual activity.
The visual activity of the child is an interesting and useful type of activity, during which pictorial and graphic images are created in a variety of ways using a variety of materials. Visual activity introduces kids to the world of beauty, develops creativity (creativity of the personality), forms an aesthetic taste, allows you to feel the harmony of the world around. Often carries elements of psychotherapy - soothes, distracts, occupies.
Visual activity encourages children to be creative, teaches them to see the world in living colors. It is important not to miss the opportunities that open up at an early age, it is necessary to develop the child's ability to perceive the world figuratively, to come up with new stories. Thus, with the skillful organization of classes and taking into account the psychological and physiological characteristics of children 1-3 years old, visual activity can become one of the favorite activities of kids.
When teaching young children visual activity, the game is actively used. An adult plays the plot of the future drawing with the help of various toys and objects, accompanies drawing with an emotional commentary, uses poems, riddles, nursery rhymes, etc. This method of teaching allows you to interest the kids, keeps their attention longer, creates the necessary emotional mood and a positive motive for activity.
When engaging in visual activities with young children, it is necessary to take into account the characteristics of an early age. Babies don't have many skills yet. Children do not know how to hold a pencil and a brush correctly, regulate the force of pressure on the paper (they press lightly on the pencil, too much pressure on the brush), navigate on a sheet of paper and not go beyond the edge when drawing, etc. Often the lack of skills makes kids angry and frustrated, they give up trying to draw what they intended. In this case, drawing can linger for a long time at the level of chaotic lines (scribble, scribbles).
Therefore, it is recommended to start visual activities by teaching kids the simplest skills and techniques: hold a pencil (felt-tip pen, brush) correctly; draw simple lines and shapes; do not go beyond the edge of the sheet of paper or the boundary line while drawing. Drawing "sticks" and "paths" (vertical and horizontal straight lines), circles and ovals, the child discovers generalized forms and lines as the basis of many images, learns to find similarities in them with surrounding objects and phenomena. Having mastered the minimum arsenal of skills, kids get the opportunity to convey an elementary image on paper, they begin to feel more confident in this entertaining activity. And drawing with fingers and palms gives kids an unforgettable experience of direct interaction with paints, impressions of manipulations with color.
When teaching the skills of visual activity, one should not forget that drawing for children is, first of all, a game. No need to restrict children's freedom. Children should be given the opportunity to experiment. After the necessary skills are formed and the drawing technique is mastered, generalizing classes are held, in which children are given the opportunity to demonstrate their skills in creating original images.
Classes in plot drawing are at the same time classes in the development of speech. In the process of playing out the plot and the drawing itself, there is a continuous conversation with the children. Such an organization of children's activities stimulates their speech activity, promotes speech imitation, and subsequently organizes a real dialogue with a toy character or with an adult. We can say that drawing classes stimulate the development of the communicative function of speech.
In addition, in an exciting game, being at the peak of emotions, performing practical actions, kids are able to learn many new words and expressions. Therefore, drawing classes contribute to the expansion of the active and passive vocabulary of children.
For the convenience of using the described lessons in practical work, it is necessary to provide an approximate text of an adult’s conversation with children, as well as poems, nursery rhymes, riddles. This option can be taken as a basis, and further develop a dialogue with children, taking into account their interests, increased opportunities, a specific situation.
For classes, subjects are selected that are close to the experience of the child. They allow you to clarify the knowledge already acquired by him, expand them, apply the first options for generalization. Drawing with children, the teacher talks about various natural phenomena (rain, snow, seasons, etc.), about people's lives (in the city and countryside, holidays, walks, etc.) and about the life of animals. According to the topic of the lesson, didactic material is selected.
The tasks described in the book allow you to give children knowledge about the color, size, shape, number of objects and their spatial arrangement.
Drawing involves the joint creativity of an adult and a child. To interest the baby, you need to show him how to act with visual material. The main task of an adult is to teach the child to act, help at the initial stage, and then direct his activity. At the same time, it is necessary to give a certain freedom of choice, because the flower can be yellow or blue, and the Christmas tree can be large or small, mushrooms can grow in various places in the picture.
The teacher should strive to emotionally charge children, turn the lesson into an exciting adventure. Finished drawings should be carefully considered, try to find unique features, approve, and praise the little author for his efforts.
You should carefully and consciously consider the future fate of children's drawings. It is very important that children feel respect for their creations. We must not forget that young children need the constant attention of an adult, his praise and approval. The expectation of such attention is one of the strongest psychological motives that encourage children to work and achieve results. Therefore, do not be afraid to overpraise the kids. After all, such an attitude today will allow them to feel confident in themselves as people in the future. Children's drawings do not need to be removed, but to organize an "art gallery" that parents and guests can visit. Update exposure regularly.
In the classroom for fine arts, children should be offered a variety of materials: colored pencils and felt-tip pens, crayons, watercolors and gouache paints, paper of different textures and colors.
In generalizing classes, by visual representation, it is necessary to help kids see and compare different versions of the same picture. The background of the picture (paper color), the color scheme used, the configuration of images and their individual parts, their relative position on a sheet of paper can be very different. Let each child choose the option that he likes the most and embody it in his work. It is in this way, involving children in practical activities, awakening in them the desire to try various options for embodying the planned plot, that one can evoke an aesthetic feeling in them, teach them to see beauty.
Summarizing the foregoing, it can be stated that the emergence of the development of visual activity in young children is due to the following main factors.
First of all, the environment plays a decisive role in the development of the child's creative abilities. It is the environment that can optimize the child's creative process. At the same time, it is necessary to form an individual zone for each child - a situation of creative development. The zone of creative development is the basis on which the pedagogical process is built. L.S. Vygodsky noted that "creativity exists not only where it creates great works, but also wherever a child imagines, changes, creates something new." Any child is capable of such activities. Therefore, it needs to be organized. The educator here acts not just as a teacher who teaches, but as a sincerely enthusiastic creative person who attracts his younger colleague to work.
The second condition should be the importance of the integrated and systematic use of innovative techniques and technologies that could become a reason for the implementation of motivation for the active involvement in the visual activity of young children, methods and techniques. In this sense, the following techniques and technologies are currently widely used.
Poke with a stiff semi-dry brush.
Means of expressiveness: texture of color, color.
Materials: hard brush, gouache, paper of any color and format, or a carved silhouette of a fluffy or prickly animal.
Method of obtaining an image: the child lowers the brush into the gouache and strikes it on the paper, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, contour or template is filled. It turns out an imitation of the texture of a fluffy or prickly surface.
Finger painting.
Expressive means: spot, dot, short line, color.
Materials: bowls with gouache, thick paper of any color, small sheets, napkins.
Method of obtaining an image: the child dips his finger into gouache and puts dots, spots on paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the gouache is easily washed off.
Palm drawing.
Expressive means: spot, color, fantastic silhouette.
Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins.
Method of obtaining an image: the child dips his hand (the whole brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with a napkin, then the gouache is easily washed off.
Cork imprint.
Expressive means: spot, texture, color. Materials: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, cork seals. Method of obtaining an image: the child presses the cork to the ink pad and makes an impression on the paper. To get a different color, both the bowl and cork change.
Potato print.
Expressive means: spot, texture, color.
Materials: a bowl or a plastic box, which contains a stamp pad made of thin foam rubber soaked in gouache, thick paper of any color and size, potato prints. Method of obtaining an image: the child presses the signet against the ink pad and makes an impression on paper. To get a different color, both the bowl and the signet change.
And finally, the family plays the third condition in the development of the visual activity of children. So, a family environment, where, on the one hand, there is attention to the child, and on the other hand, where various, inconsistent requirements are made to him, where there is little external control over behavior, where there are creative family members and non-stereotypical behavior is encouraged, leads to the development of creativity. The child has. If a positive attitude towards various visual processes is cultivated in the family, if harmonious relations are built between family members in the family, then this leads to a high level of development of the visual arts of children already at an early age.
Thus, it is possible to form indicators of the development of an early age child for the development of visual activity, namely:
shows interest in drawing, modeling;
shows a desire to draw with pencils, paints, sculpt;
reacts emotionally in the process of activity;
finds similarities in images with objects of the environment;
Shows his attitude to the depicted in speech, gestures, facial expressions.
aesthetic education preschooler pictorial
CHAPTER II. THE PRACTICE OF USING INNOVATIVE TECHNIQUES AND TECHNOLOGIES IN THE DEVELOPMENT OF ART ACTIVITIES OF EARLY CHILDREN
2.1 Determining the level of development of visual activity of young children in the preschool educational institution "Kid"
Having studied the theoretical issues of the development of the perception of young children in objective activity, we moved on to experimental work, which consists of 3 subsequent stages of the experiment: ascertaining, forming and control.
The experimental study was organized on the basis of the preschool educational institution "Malysh".
The starting factor for the study was the conclusion that art, as a specific form of understanding the world, evokes a strong emotional response, has a huge impact on the formation of a child's personality at all stages of its development, allows a wider and deeper knowledge of the surrounding life, the diversity of its manifestations, and see its beauty. and bad sides.
Taking into account the requirements of the modern world, the development of the visual abilities of children of early preschool age in the kindergarten "Kid" has become a priority for the entire pedagogical institution.
The study involved 14 pupils.
At the ascertaining stage of the experiment, first of all, we set out to identify the initial level of development of visual activity.
The main objectives of the study:
To develop and experimentally substantiate the technology for the development of visual activity in young children.
To trace the dynamics of the development of the visual activity of young children using traditional and innovative pedagogical techniques and techniques, that is, using a plan program.
The study involved 14 preschoolers under the age of 3 years. The children were divided into two groups - control and experimental. The control group studied according to the methodology that was practiced by teachers before the start of the experiment, the experimental group studied according to a specially developed methodology for the development of visual activity.
To determine the effectiveness of the work carried out before and after the experimental work, the children were examined.
Pedagogical observations were used to determine the effectiveness of the proposed methods, to establish qualitative and quantitative indicators of the development of children's visual abilities.
The study took place in three stages.
At the first stage, based on the observation of teachers, the state of development of the fine arts of children was revealed.
At the second stage, the children of the control group continued to engage in visual activities of the health program according to the traditional method. The children of the experimental group participated in the program plan, taking into account innovative approaches to visual activity.
At the third stage of the study, the visual activity of children was again examined and conclusions were drawn on the basis of this.
The results of the analysis of children's work before the experiment indicate a "sluggish" trend associated with the passivity of children, on the one hand, and indifference on the part of the family, on the other.
The level of preparedness and the availability of skills in visual techniques and skills in children of primary preschool age in the preschool educational institution "Kid" is presented in table 2.1. The assessment was made on a five-point system.
The average score for pencils and felt-tip pens in the group was 3.8.
The average score for the ability to use paints is 3.5.
The average score of the ability to “present” “Own creation” is 3.
The average score of stereotypical thinking. Fantasy level - 2.8.
Table 2.1.
The level of preparedness and the presence of stereotypical thinking in visual activity
|
Surname, name of the child |
Ability to use paint |
Ability to “present” “own creation” |
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|
Armovirov Yuri |
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|
Blinova Julia |
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|
Gladkov Maxim |
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Kudinov Andrey |
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Lomakina Tanya |
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|
Lukinchikov Sasha |
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|
Mironova Sveta |
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|
Novoselov Dima |
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|
Orekhova Galya |
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Paramonov Denis |
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Ryabtseva Nastya |
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Svistkov Misha |
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Trembach Olya |
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Yartseva Natasha |
Thus, it can be concluded that children complete the program of visual activity, they know how to use visual means and materials.
At the same time, there is no creative approach in the works of children. When analyzing the children's work, absolutely identical drawings are observed with a lack of individuality. They repeated the teacher's pattern, as if there were no diversity in the world.
2.2 Practical work on the development of visual activity of young children in the kindergarten "Kid"
The purpose of the formative stage of the experiment: to increase the level of development of the perception of young children in objective activities.
The work on the development of children's perception was based on the conditions of the hypothesis and took into account the results of the ascertaining stage of the experiment.
At the formative stage of the experiment, we drew up a work plan for this problem, which involved solving the following tasks:
Creation of a subject-developing environment for the development of visual activity in children.
Implementation of student-oriented interaction of the teacher with children in the process of objective activity.
Involving parents in creating conditions for the development of fine arts.
To lead children away from stereotypical thinking in visual activity, the following tasks were set:
) awaken the fantasy, imagination of the child;
) teach to use various visual means, non-traditional visual techniques.
First of all, repairs were made in the preschool educational institution, which made it possible to reconstruct the developing environment for the development of the child in order to comply with the first condition presented in paragraph 1.3. this work.
In the preschool educational institution "Kid" a plan-program for visual activity "Cheerful Palette" was drawn up, which involved the creation of conditions for the development of creativity of preschoolers. A visual activity studio was opened, where there is everything necessary for instilling a preschooler's love for fine art, developing his creativity. Work in this direction helped educators understand that in order to develop the creative abilities of younger preschoolers, a different view of communication with them is needed, different from traditional stories and shows. The main thing in the development of children's imagination was the use of non-traditional technologies and techniques in various types of visual activity.
Great opportunities for the development of fantasy are given by creative tasks with elements of TRIZ technology (theory of inventive problem solving):
tasks for “finishing”, where, in connecting randomly spaced dots, the child learns to see some kind of image and finish it;
games with a line allow you to show your imagination and see birds, animals or an object in a small squiggle;
the game "Magic blot" helps to turn an ordinary blot into a fantastic creature;
the tasks “Draw a mood”, “I draw music”, “My colored dreams” help the child to convey on paper the state of his inner world;
to get away from stereotypes in the image, for example, of a house, the creative task “Such different houses” will help, where children are invited to depict their house in the form of some object (fungus, apple, flower, dishes, etc.).
During the classes, elements of art therapy began to be used.
Children transform into trees, flowers, animals. On their behalf, they talk about their feelings, experiences. This technique allows the child to better feel the state of some living objects, which in turn affects the quality of the transfer of images when drawing. In such drawings, one can often see the individual traits of the child's character.
Educators of the preschool educational institution "Kid" note that a fairy tale is invaluable for the development of a preschooler's creativity, since. it is inherently closest to the child. In drawing classes, author's fairy tales are used: "The Tale of the Autumn Leaf", "About the Clouds", "About the Black Blot", "About How Winter and Spring Argued", "The Hedgehog and the Bunny", "New Year's Story", "Atelier Snow Queen", "Murlyndiya Country", "About the Firebird". They expand the child's ideas about the world around them, evoke positive emotions and a desire to come up with a continuation of the fairy tale. The drawings are distinguished by individuality and creativity in the image.
Children are also very attracted to non-traditional visual techniques.
Children literally with a bang accept previously unknown ways of depicting the same objects. For example, when working on the theme "Plant World" - drawing trees.
In work with younger preschoolers, different drawing techniques began to be used, such as finger painting, where children depict colorful autumn leaves with a finger, using a different finger for each color.
In the kindergarten "Kid" classes are held "Confetti", "Berries", "Let's decorate the Christmas tree" (Appendices 1-3).
Gradually, children move on to drawing:
with wax crayons and an impression of crumpled paper we draw “Autumn Tree”;
using the blotography technique, we depict the “Sad Tree”;
using the foam rubber imprint technique, we depict the “Apple tree with ruddy apples”;
using the monotype technique, draw a “Tree reflected in the water”;
in the technique of color or black and white scratching, children depict the "Fairytale Forest".
Performing drawings on the theme "Flowers", in addition to the traditional sticking and poking, children use:
printing with an eraser when drawing a "basket with snowdrops";
stencil printing depicting "Tulips";
spatter when depicting "Autumn Bouquet";
drawing with a folded cloth "Roses";
offset cardboard print helps convey the beauty of asters, cornflowers, dandelions.
A lot of pleasure gives children 3-4 years old the technique of engraving in the manufacture of postcards, invitation cards, which in turn gives room for creativity.
Having familiarized the children with various visual techniques, the teachers ensured that 4-year-old children mix paints on their own, know how to get shades, create unique, not similar drawings. The phrase “I can’t draw” has disappeared from the vocabulary of children.
The free choice of pictorial materials makes it possible to evaluate the child, to trace which technique he uses freely, and in which application he needs help.
When teaching drawing skills, educators do not forget that drawing for children is, first of all, a game - there is no need to limit children's freedom. It became obvious that children should be given the opportunity to experiment. After the necessary skills are formed and the drawing technique is mastered, generalizing classes are held, in which children are given the opportunity to demonstrate their skills in creating original images. Thus, the second condition for the development of the visual activity of young children is observed.
In addition to teaching drawing skills, forming interest and a positive attitude towards visual activity, plot drawing classes develop speech, fantasy and creativity, introduce them to the world around them, and contribute to personal and aesthetic development.
Work on the development of children's creative abilities in the process of visual activity is carried out in close cooperation with parents. For parents of younger preschoolers, there is an "Elective for Moms and Dads", where educators introduce innovative visual techniques. That is, the third condition for the development of visual activity is observed.
Exhibitions of children's works are held monthly, where the "artists" themselves present their work.
Children's works are used to decorate the interior of group rooms and premises of a preschool institution. The inculcation of aesthetic taste, the development of the ability to notice and appreciate the beauty in the surrounding life of pupils begins with the territory of the kindergarten, the beauty of which was created by a team of employees and parents.
2.3 Analysis of the effectiveness of experimental work
The plan-program covered 7 children from the presented group.
After the pilot study, the children of the control and experimental groups were again examined for the level of preparedness and the presence of skills in visual techniques and skills.
The results obtained are presented in Table 2.2.
Table 2.2.
The level of preparedness and the presence of stereotypical thinking in visual activity after using the plan-program "Cheerful palette"
|
Surname, name of the child |
Proficiency with pencils and markers |
Ability to use paint |
The ability to "present" "one's own creation" |
Stereotypical thinking, fantasy level |
|
|
Armovirov Yuri |
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|
Blinova Julia |
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|
Gladkov Maxim |
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|
Kudinov Andrey |
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|
Lomakina Tanya |
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|
Lukinchikov Sasha |
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|
Mironova Sveta |
The average score for pencils and felt-tip pens in the group was 4.6.
The average score for the ability to use paints is 4.3.
The average score for the ability to “present” “Own creation” is 4.3.
The average score of stereotypical thinking. Fantasy level - 4.3.
The average score for pencils and felt-tip pens in the group increased by 0.8, the average score for the ability to use paints increased by 0.8, the average score for the ability to “present” “one’s own creation” increased by 1.3, the average score for stereotypical thinking and the level of fantasy rose by - 1.5.
The level of preparedness and the presence of stereotypical thinking in visual activity before and after the introduction of the "Cheerful Palette" program plan in the preschool educational institution "Baby" is shown in the diagram (Appendix 4).
It is quite obvious that the children participating in the plan-program have significantly increased their indicators in terms of the level of preparedness and the presence of stereotypical thinking in visual activity.
Thus, in the group of children covered by the "Merry Palette" plan-program, the indicators of the development of visual activity have significantly improved.
It can be concluded that the use of innovative approaches to the visual activity of younger preschoolers has a positive impact on the level of creative activity of children.
The data of the tables confirm the pedagogical observations, which showed that the children of the experimental group began to perceive the content of visual activity much better, which ultimately had a positive effect on the artistic and aesthetic level of the children.
Thus, the study showed that with the regular use of non-standard methods in artistic education, the emotional and aesthetic side of the child's personality is significantly strengthened and the development of creative potential increases significantly.
Thus, the work on the use of innovative techniques and technologies in the visual activity of young children in the kindergarten "Malysh" is carried out quite effectively and brings a positive result. Based on the foregoing, I believe that visual activity as a means of developing the creativity of a preschooler should enter the life of children from an early age.
CONCLUSION
In the work, a study was made of the formation of skills in the visual activity of young children in the conditions of children's educational institutions.
The following tasks were solved in the work:
studied fine arts as the main component of the aesthetic education of preschoolers;
the features of the visual activity of young children and methods of managing it are characterized;
the pedagogical guidance of the visual activity of children is considered.
As a result of the study, the following conclusions can be drawn.
Classes in visual activity, in addition to performing educational tasks, are an important means of comprehensive development of children. Learning to draw, sculpt, apply, design contributes to the mental, moral, aesthetic and physical education of preschoolers.
Visual activity is closely connected with the knowledge of the surrounding life. At first, this is a 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.
Among the tasks facing fine art classes with young children, the following should be highlighted:
encourage children to draw. Only in visual activity and on its basis can a gradual conscious artistic and aesthetic feeling, artistic and aesthetic taste develop;
use the use of interesting and diverse forms of work with younger preschoolers, various artistic materials, new techniques of technical performance;
to form and develop in children the relationship between observation and visual movement, skillfulness of hands, obedience to their visual representation;
to promote the development of spatial combinatorics in the psychological perception of children of the outside world.
Thus, art contributes to the comprehensive development of the child, the formation of a creative personality. Comprehensive classes help to realize the tasks of education and training. At the heart of this type of occupation lies the idea of the synthesis of arts, the interaction of various "sides" of a diverse life.
Thus, the study showed that the use of the plan-program "Merry Palette" using non-standard methods gave a positive result in the development of visual activity of children in the younger group of the kindergarten "Kid".
The work on the use of innovative techniques and technologies in the visual activity of younger preschoolers in the preschool educational institution "Malysh" is carried out quite effectively.
LIST OF USED LITERATURE
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ANNEX 1
Lesson "Confetti"
Goals. Continue to teach children to paint with fingers; acquaint with color, consolidate knowledge of colors; to form an interest and a positive attitude towards drawing; develop household skills.
Materials. Special paints for drawing by hand, diluted gouache or watercolor; one sheet of A3 paper for a collective drawing; sheets of paper for drawing with A4 paints (according to the number of children); water in jars, rags, napkins; cracker with confetti or confetti in a bag.
Technique. Finger painting.
Lesson progress
The lesson uses 2-4 paints of different colors, for example, red, yellow, blue, green. First prepare your paints. To do this, dilute them to the density of sour cream and pour into the lids. You can use lids from gouache jars, or you can use plastic plastic lids (in this case, several children can use the paint at the same time). Prepare also stable jars of water in which the children will rinse their fingers.
Educator. Look, I have a Christmas cracker. Hear (shake the clapperboard) - there is something inside. Now we'll see. Bach! Those are some beautiful multi-colored circles! They are so small, there are so many. They are called confetti. Now we will draw them.
Put a large sheet of paper in the middle of the table and show how you can draw with your fingers: dip the tip of your finger into the paint, then touch it to the paper, then dip it again into the paint, etc. (Fig. 23). If the child wants to paint with paint of a different color, then you need to wash your finger in a jar and wipe it with a napkin. Let the children take turns trying to draw colored spots on a shared sheet of paper.
Then give each child a sheet of paper and prepared paints. Offer to draw colored specks of confetti yourself.
Educator. Now draw colored confetti each on your piece of paper, lots and lots. Here are some beautiful confetti turned out! Well done!
APPENDIX 2
Lesson "Berries"
Goals. Strengthen the skill of drawing with paints with your fingers; consolidate knowledge of colors; to form an interest in drawing; develop household skills.
Materials. Special paints for drawing by hand, diluted gouache or watercolor; paper for drawing with paints (A4 format) with blanks for drawings (according to the number of children): branches for berries; water in jars; rags, napkins; a finished picture depicting berries (the branch can have one berry, three or several in a row).
Technique. Finger painting.
Lesson progress
Before starting the lesson, prepare red, blue and burgundy paints, blanks for drawings, as well as a sample picture.
Show the children the finished picture of berries. Draw their attention to the fact that one berry, three berries or many berries can hang on a branch. In order for the children to understand how to draw, first suggest touching each berry in the sample drawing with your finger.
Educator. See what berries are shown in the picture. How many berries are on this branch? That's right, one. Touch the berry with your finger, like this. Look, there are three berries hanging on this branch. Touch the berries. How many berries are on this branch? A lot of.
Give the children sheets of blanks and paints. Offer to draw berries on the branches.
Educator. Once upon a time there was a little bear cub in a big dense forest. Who knows what the bear likes to eat? That's right honey. And what else? Berries. Let's draw berries for Bear-Toptyzhka. Look, you have branches drawn in the picture, but there are no berries. Here are the colors. Draw with your fingers.
Remind the children that berries can be of different colors - red, burgundy, blue.
APPENDIX 3
Lesson "Dress up the Christmas tree"
Goals. To teach self-drawing with paints with the help of fingers according to the model (without showing); clarify and consolidate knowledge of colors; to form an interest and a positive attitude towards drawing; develop household skills.
Materials. Special paints for drawing by hand, diluted gouache or watercolor; paper for drawing with A4 paints with blanks for drawings (according to the number of children): contours of Christmas trees; water in jars; rags, napkins; finished sample picture.
Technique. Finger painting.
Lesson progress
Before starting the lesson, prepare the blanks for drawings, a sample picture and paints in red, blue, green and yellow, as well as blue paint for representing snow.
Show the children the finished picture of the Christmas tree.
Educator. Look, it's winter in the picture. Snowing. The holiday is approaching - New Year. The children decorated the Christmas tree with colorful balls - that's how beautiful and elegant the Christmas tree turned out!
Give the children sheets of blanks and paints. Offer to draw snow and bright balls on the Christmas tree.
Educator. Take pictures. Tell me, is the tree elegant in these pictures? No. Draw colorful balls on the Christmas tree with your finger. Now the Christmas tree is beautiful! Is it snowing in your picture? No? Draw snow. Use this paint. This is blue paint. Well done!
APPENDIX 4
The level of preparedness and the presence of stereotypical thinking in visual activity before and after the implementation of the "Cheerful Palette" program plan in the preschool educational institution "Malysh"
