Artistic and aesthetic development and education. Presentation. "artistic and aesthetic development of preschoolers in the context of the implementation of the fgos doe"

slide 1. Artistic aesthetic education- This essential tool moral and mental education, that is, a means of forming a comprehensively developed, spiritually rich personality.

Slide 2. Artistic and aesthetic activity is an activity that occurs in a child under the influence of a literary, musical work or a work of fine art.

The word "beautiful" enters the life of children early. From the first year of life, they hear a song, a fairy tale, look at pictures. At the same time, with reality, art becomes a source of their joyful experiences. In the process of aesthetic education, they undergo a transition from an unconscious response to everything bright and beautiful to a conscious perception of beauty.

Slide 3. Currently, in the educational space of the preschool educational institution, special attention is paid to the artistic and aesthetic development of preschoolers.

In accordance with GEF preschool education artistic and aesthetic development involves:

Development of prerequisites for value-semantic perception and understanding works of art(verbal, musical, visual), the world of nature;

The formation of an aesthetic attitude to the world around;

Formation of elementary ideas about the types of art;

perception of music fiction, folklore;

Stimulation of empathy for the characters of works of art;

Implementation of independent creative activity children (fine, constructive-model, musical, etc.).

slide 4. The concept of preschool education" notes that "art is a unique means of shaping the most important aspects of mental life - emotional sphere, figurative thinking, artistic and creative abilities.

Slide 5. Many cultural figures, teachers, psychologists wrote about the formation of a child's personality through artistic and aesthetic education: D.B. Kabalevsky, A.S. Makarenko, B.M. Nemensky, V.A. Sukhomlinsky, L.N. In their opinion, the formation of artistic and aesthetic ideals in children, as part of their worldview, is a complex and lengthy process.

And preschool age is one of the crucial stages at which

the foundations of the artistic, aesthetic, creative

relationship to reality.

By definition, L.S. Vygotsky, this period is “the first step in the system of continuous art education, the purpose of which is to most fully reveal the entire huge creative potential child."

slide 6. If artistic and aesthetic activity arises under the influence of works of art, then special attention should be paid to such a concept as "perception". This mental process conscious, personal, emotional comprehension and comprehension of a work of art.

The child perceives artistic images in his own way, enriches them with his own imagination, correlates them with his personal experience.

Through empathy, complicity, "getting into character" there is a formation of the foundations of the artistic and aesthetic culture of the personality of a preschooler.

Target such education in the pedagogical definition:

Slide 7. Tasks.

· Develop the ability to love and appreciate the beauty of the surrounding world, to enjoy the contemplation of beauty in the field of art and in everyday life life.

· Learn deeply understand and competently evaluate art objects. form creative abilities of the individual and create conditions for their implementation in active independent creative activity to create beauty in life.

· form moral and ethical universal norms and values.

The second group of tasks is aimed at the formation of artistic skills in the field of various arts:

Learn children drawing, modeling, singing, movements to music, the development of verbal creativity.

The child, in accordance with his age capabilities and characteristics, should know fairy tales, songs, poems; be able to dance, design, draw.

Slide 8. One of the most important conditions for the implementation of the system of artistic and aesthetic development in preschool is

When creating a subject-spatial environment, the teacher should be guided by general principles defined in paragraph 3.3. 4 GEF preschool education.

The developing object-spatial environment should be meaningful - saturated, transformable, semi-functional (many games and toys), variable(the presence in a preschool educational organization or group of various spaces for playing, designing, solitude, etc., a variety of game materials, toys and equipment that ensure the free choice of children; periodic change game material, the emergence of new items), accessible and safe.

Among the components:

· content update education

· creating conditions for artistic and aesthetic education ( staffing, educational and methodological support, the creation of a subject-developing environment: corners of books, theatrical, visual, musical activities).

V. Sukhomlinsky

Dear Colleagues! I suggest you reflect on modern approaches in organizing the musical and aesthetic education of preschoolers, and what needs to be created optimal conditions for the development of children's musicality.

slide 10. Speaking of modern approach in the organization of musical and aesthetic education of preschoolers, it is important to note that its

target- not the training of musicians, artists, poets, designers, but

little man

What is the basis of success in the future.

Many children are able to see the extraordinary in the ordinary, in a special way to perceive the world brightly, to find non-standard solutions and be able to make your own choices.

Slide 11. bring up in kids are so necessary for a successful person quality, as patience, hard work, dedication, the ability to do several things at the same time (hear, see, act with your hands, move, think).

slide 12. So, the main thing is modern approach in the musical and aesthetic education of preschoolers is the attitude of teachers towards children, their subtle vision of the possibilities of each pupil,

slide 13. For the successful musical and aesthetic education of children, it is important to comply with two main conditions

· Use in work with children only well-tested, high-quality and at the same time affordable art material.

· Individualization of education, taking into account the interests and capabilities of each child in the independent choice of artistic material, game roles, a way of self-expression in various types of musical activity.

1. Syncretism

Combination of music, speech and movement. – si critical idea: speech and movement with two roots from which music grew. Speech and music have 10 common expressive means.

As for the movement, it is known to everyone - music is the movement of sounds.

Speech is a motor act - speech and singing have one input. One technological device.

Science tells us that in the left hemisphere of the brain there is a center responsible for speech understanding, meanings specifically. In the same hemisphere there is a center that is responsible for reading the analytical parameters of music. They are nearby, so it is possible to establish deep connections, so music is often used as a correction of speech disorders.

Science offers to immediately start moving with children to the music, this starts the process of a deep inner understanding of music.

2.Tool use.

Determined by one simple thought. - learning music is impossible without the use of an instrument. It is only by playing, dancing and singing that one becomes a musician.

Music is not knowledge, it is the ability to do something, the ability to show oneself, the ability to work in a team. "We enjoy working together"

3 Improvisation.

The most important principle is improvisation. Ease of use musical means, the simplicity of their development allows you to be creative. “We did it this way, but now it’s different”

4." Game approach»- very closely related to improvisation. Collective games where everyone plays without exception, regardless of the level musical ability. Children improvising, do it for themselves. They are playing at this time, while enjoying it. The game is the basis of the foundations of musical pedagogy.

It is important to embody these principles on the basis of your musical folklore. because folklore combines speech, music, movement.

Learning happens through doing.

Favorite form - circle. In a circle, or in a round dance, there is a rise in strength and mood. This happens due to the fact that for some time you are in a rally of people who are close to you in spirit and you feel their powerful support. It is believed that the round dance is a magical dance.

When playing in a circle, often the role of the leader is transferred from player to player in a circle. The leader's actions are not discussed or judged. The child has the right to his expressed thought, maybe not even suitable for the given work he heard.

tasks.

1 Combination of music, speech, movement.

2 partnerships.

3 Great physical activity.

4 Ability to use musical instruments in various activities without prior training.

5 The classes do not use template training and sitting on chairs.

6 The steps of such studies lead from simple to complex.

In order to solve these problems, new programs and technologies are used in the work.

Allows you to organize classes in an interesting, rich way, so that children have the opportunity to actively participate in the course of the lesson.

"Elementary Music Making" T.E.Tyutyunnikova,

A.I. Burenina Rhythmic Mosaic.

Today, the norm of musical life in kindergarten is becoming integrated lessons.

A distinctive feature of this type of occupation, involving the synthesis various kinds art, is an unusual form of its organization.

It meets the needs of today's children.

Through comparison, juxtaposition of artistic images, children will deeply feel the individuality of the work, come closer to understanding the specifics of each type of art.

Design

We use design very actively in our work.

The method is relevant and very effective. It gives the child the opportunity to synthesize the acquired knowledge, develop creative abilities and communication skills. In addition, project-based activities allow children to form research skills and cognitive interest.

Carrying out this type of work, children discover new knowledge not only for themselves, but also tell other children about something new, useful, interesting. There is an integration between common ways solving various problems and activities. And most importantly - project activity helps connect learning with life.

Theatricalization.

One of the most beloved, versatile and accessible types of children's activities that allow solving almost all the problems of upbringing and correction in the development of a child is theatricalization.

But not in the same capacity as it is understood by many teachers today.

This is an impromptu playing out of folklore works, in the first place, where each child - a participant in the game, performs its specific role.

Joint creative activity is a great opportunity for realization for all its participants, regardless of their age.

Such theatricalization will contribute to the development in children of sensations, feelings, emotions, imagination, will, memory, fantasy, skills (speech, communication, organizational, design, motor, etc.)

Communication with society.

Performance in the Red Cross, cooperation with the Children's School of Arts, with the Ethnocultural Center of the Nenets Autonomous Okrug.

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Artistic and aesthetic development of children in the context of the implementation of the Federal State Educational Standard in the preschool educational institution

slide 1. Artistic and aesthetic education is the most important means of moral and mental education, that is, a means of forming a comprehensively developed, spiritually rich personality.

Slide 2. Artistic and aesthetic activity is an activity that occurs in a child under the influence of a literary, musical work or a work of fine art.

Pedagogy determines the artistic and aesthetic education of children preschool age How purposeful process the formation of a creatively active personality of a child, capable of perceiving and appreciating the beautiful in life and art.

The word "beautiful" enters the life of children early. From the first year of life, they hear a song, a fairy tale, look at pictures. At the same time, with reality, art becomes a source of their joyful experiences. In the process of aesthetic education, they undergo a transition from an unconscious response to everything bright and beautiful to a conscious perception of beauty.

Slide 3. Currently, in the educational space of the preschool educational institution, special attention is paid to the artistic and aesthetic development of preschoolers.

In accordance with the Federal State Educational Standard of preschool education, artistic and aesthetic development involves:

Development of the prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world;

The formation of an aesthetic attitude to the world around;

Formation of elementary ideas about the types of art;

Perception of music, fiction, folklore;

Stimulation of empathy for the characters of works of art;

Realization of independent creative activity of children (fine, constructive-model, musical, etc.).

Slide 4. In concept preschool education" it is noted that "art is a unique means of forming the most important aspects of mental life - the emotional sphere, imaginative thinking, artistic and creative abilities."

Slide 5. Many cultural figures, teachers, psychologists wrote about the formation of a child's personality through artistic and aesthetic education: D.B. Kabalevsky, A.S. Makarenko, B.M. Nemensky, V.A. Sukhomlinsky, L.N. In their opinion, the formation of artistic and aesthetic ideals in children, as part of their worldview, is a complex and lengthy process.

And preschool age is one of the crucial stages at which

the foundations of the artistic, aesthetic, creative

relationship to reality.

By definition, L.S. Vygotsky, this period is "the first step in the system of continuous art education, the purpose of which is to fully reveal the entire huge creative potential of the child."

slide 6. If artistic and aesthetic activity arises under the influence of works of art, then special attention should be paid to such a concept as"perception". This is a mental process of conscious, personal, emotional comprehension and comprehension of a work of art.

The child perceives artistic images in his own way, enriches them with his own imagination, correlates them with his personal experience.

Through empathy, complicity,"getting into character"there is a formation of the foundations of the artistic and aesthetic culture of the personality of a preschooler.

Target such education in the pedagogical definition:

Formation and improvement of aesthetic taste, education of a sense of beauty.

Slide 7. Tasks.

The first group of tasks is aimed at shaping the aesthetic attitude of children to the environment:

One of the main tasks of the teacher in this direction is

development of emotional responsiveness

• Develop the ability to love and appreciate the beauty of the surrounding world, to enjoy the contemplation of beauty in the field of art and in everyday life life.
• Learn deeply understand and competently evaluate art objects. form creative abilities of the individual and create conditions for their implementation in active independent creative activity to create beauty in life.
• form moral and ethical universal norms and values.

The second group of tasksis aimed at the formation of artistic skills in the field of various arts:

Learn children drawing, modeling, singing, movements to music, the development of verbal creativity.

The child, in accordance with his age capabilities and characteristics, should know fairy tales, songs, poems; be able to dance, design, draw.

Slide 8 . One of the most important conditions for the implementation of the system of artistic and aesthetic development in a preschool institution isorganization of the developing object-spatial environment.

When creating a subject-spatial environment, the teacher should be guided by the general principles defined in paragraph 3.3. 4 GEF preschool education.

The developing object-spatial environment should be meaningful - saturated, transformable, semi-functional(lots of games and toys) variable (the presence in a preschool educational organization or group of various spaces for playing, designing, solitude, etc., a variety of game materials, toys and equipment that ensure the free choice of children; periodic change of game material, the emergence of new items),accessible and safe.

The system of work on artistic and aesthetic education consists of interrelatedbetween the components:

• content update education
• (selection of programs and technologies);

• creating conditionsfor artistic and aesthetic education (staffing, educational and methodological support, creation of a subject-developing environment: corners of books, theatrical, visual, musical activities).
• organization of the educational process
• (work with children and parents);
• coordination of work with other institutions and organizations.

Slide 9. A modern approach to the organization of musical and aesthetic education of preschoolers

“Music is the most miraculous, the most subtle means attraction to goodness, beauty, humanity.

The feeling of the beauty of a musical melody opens up before the child own beauty- a small person is aware of his dignity, develops the spiritual strength of the child, his creative activity.

The life of children without music is impossible, just as it is impossible without play and without a fairy tale....”

V. Sukhomlinsky

Dear Colleagues! I invite you to reflect on modern approaches in organizing the musical and aesthetic education of preschoolers, and what optimal conditions should be created for the development of children's musicality.

slide 10. Speaking about the modern approach to the organization of musical and aesthetic education of preschool children, it is important to note that it

target - not the training of musicians, artists, poets, designers, but

disclosure of creative potentiallittle man,

Education of feelings and development of the emotional spherewhich is the basis for success in the future.

Many children are able to see the unusual in the ordinary, perceive the world in a special way, find non-standard solutions and be able to make their own choices.

Slide 11. Classes of the musical and aesthetic cycle bring up in kids are so necessary for a successful person quality like patience, hard work, dedication, the ability to do several things at the same time (hear, see, act with your hands, move, think).

slide 12. So, the main thing ismodern approachin the musical and aesthetic education of preschoolers isthe attitude of teachers towards children,their subtle vision of the possibilities of each pupil,

the ability to create a developing environment and organize creative gaming interaction.

slide 13. For the successful musical and aesthetic education of children, it is important to comply with two main conditions for artistic expression and creative development every child.

• Using only well-tested, high-quality and at the same time affordable art material in working with children.
• Individualization of education, taking into account the interests and capabilities of each child in the independent choice of artistic material, playing roles, a way of self-expression in various types of musical activity.

Slide 14. Principles of building music lessons:

1. Syncretism

Combination of music, speech and movement. – si critical idea: speech and movement with two roots from which music grew. Speech and music have 10 common expressive means.

As for the movement, it is known to everyone - music is the movement of sounds.

Speech is a motor act - speech and singing have one input. One technological device.

Science tells us that in the left hemisphere of the brain there is a center responsible for speech understanding, meanings specifically. In the same hemisphere there is a center that is responsible for reading the analytical parameters of music. They are nearby, so it is possible to establish deep connections, so music is often used as a correction of speech disorders.

Science offers to immediately start moving with children to the music, this starts the process of a deep inner understanding of music.

2.Tool use.

Determined by one simple thought. - learning music is impossible without the use of an instrument. It is only by playing, dancing and singing that one becomes a musician.

Music is not knowledge, it is the ability to do something, the ability to show oneself, the ability to work in a team. "We enjoy working together"

3 Improvisation.

The most important principle is improvisation. The ease of use of musical means, the simplicity of their development allows you to be creative. “We did it this way, but now it’s different”

4. "Playful approach" - very closely related to improvisation. Collective games where everyone plays without exception, regardless of the level of musical abilities. Children improvising, do it for themselves. They are playing at this time, while enjoying it. The game is the basis of the foundations of musical pedagogy.

It is important to embody these principles on the basis of your musical folklore. because folklore combines speech, music, movement.

Learning happens through doing.

Favorite form- circle. In a circle, or in a round dance, there is a rise in strength and mood. This happens due to the fact that for some time you are in a rally of people who are close to you in spirit and you feel their powerful support. It is believed that the round dance is a magical dance.

Round dances arose in boundless antiquity, back in primitive society. Also, the question of what word this term came from and what it means in its original version remains controversial. There is an assumption that the very word "round dance" is divided into chorus - singing and water - to drive. But, among other peoples who also have this ritual dance in their culture, we can see interesting treatment of this name. For example, the Lithuanian-Russians call it - korogod, and the Croats, Dalmatians, Bohemians and some others call it simply and understandably for us - kolo. Kolo - in the old Russian language - wheel, sun.

When playing in a circle, often the role of the leader is transferred from player to player in a circle. The leader's actions are not discussed or judged. The child has the right to his expressed thought, maybe not even suitable for the given work he heard.

Slide 15. A number of social communication issues are being addressed.

tasks.

1. Combination of music, speech, movement.
2. Partnerships.
3. Great physical activity.
4. The ability to use musical instruments in various activities without prior training.
5. The classes do not use template training and sitting on chairs.
6. The steps of such classes lead from simple to complex.

In order to solve these problems, new programs and technologies are used in the work.

Slide 16allows you to organize classes in an interesting, rich way, so that children have the opportunity to actively participate in the course of the lesson.

"Elementary Music Making"T.E.Tyutyunnikova,

A.I. Burenina Rhythmic Mosaic.

Slide 17. Forms of organization pedagogical process

Today become the norm of musical life in kindergartenintegrated lessons.

A distinctive feature of this type of occupation, which involves the synthesis of various types of art, is an unusual form of its organization.

It meets the needs of today's children.

Through comparison, juxtaposition of artistic images, children will deeply feel the individuality of the work, come closer to understanding the specifics of each type of art.

Design

We use design very actively in our work.

The method is relevant and very effective. It gives the child the opportunity to synthesize the acquired knowledge, develop creative abilities and communication skills. In addition, project-based activities allow children to form research skills and cognitive interest.

Carrying out this type of work, children discover new knowledge not only for themselves, but also tell other children about something new, useful, interesting. There is an integration between common ways of solving different problems, and types of activities. And most importantly, project activities help to connect learning with life.

Theatricalization.

One of the most beloved, versatile and accessible types of children's activities that allow solving almost all the problems of upbringing and correction in the development of a child is theatricalization.

But not in the same capacity as it is understood by many teachers today.

This is an impromptu playing out of folklore works, in the first place, where each child - a participant in the game, performs its specific role.The main task at the same time is not teaching, but educating.

Joint creative activity is a great opportunity for realization for all its participants, regardless of their age.

Such theatricalization will contribute to the development in children of sensations, feelings, emotions, imagination, will, memory, fantasy, skills (speech, communication, organizational, design, motor, etc.)

Communication with society.

Performance in the Red Cross, cooperation with the Children's School of Arts, with the Ethnocultural Center of the Nenets Autonomous Okrug.

Ludmila Okuneva

Around us now and then there are new ideas, terms, activities. This process is active in modern pedagogy. One after another, new names appear, then disappear. Each of them implies a new direction. How often do we hear that the new is the well-forgotten old, maybe then you need to use the old names?

The natural course of life gives a negative answer. The well-forgotten old is revived, as a rule, when a new one appears. In addition, two different options- old and new - in details they will definitely differ.

strategic goal public policy in the field of education, as noted in the "Concept of long-term socio-economic development Russian Federation for the period up to 2020" is to increase the availability of quality education in compliance with the requirements of innovative development of the economy, the tasks of Russia's competitiveness in the global world and the modern needs of society.

Based on the set goal, the process of modernization of the education system is accompanied by a rethinking of domestic and foreign educational theory and practice, the appropriation of education of a humanistic nature and the clarification of the mechanisms for the comprehensive, harmonious development of the individual.

Topical direction modernization of the education system is artistically-aesthetic education, as one of the main means of spiritual, moral, cultural development of the individual.

IN in accordance with GEF preschool education educational area « artistically-aesthetic development" involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual, natural world; the formation of an aesthetic attitude to the surrounding world; the formation of elementary ideas about the types of art; the perception of music, fiction, folklore; stimulating empathy for the characters works of art; implementation independent creative activity of children .

IN "Concepts of preschool education" it is noted that "art is a unique means of forming the most important aspects of mental life - the emotional sphere, imaginative thinking, artistic and creativity."

Art (verbal, musical, visual) performs the ethical and aesthetic functions of preschool children. The peculiarity of the perception of works of art by children of preschool age lies in the fact that with their help the child discovers the world in all its interconnections and interdependencies, begins to understand life and people, good and evil, the beauty of the surrounding world more and better, experiencing and living the content of works of art. The process of communicating with works of art (book, music, painting, folk toy and etc.) is one of the determining factors in the intellectual, personal (including worldview) and aesthetic development of a person, in his ability to self-realization, in the preservation and transfer of experience accumulated by mankind (program "Success").

In our work, we adhere to an exemplary general educational program preschool education "Birth to School" ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva, whose main goals and objectives (V compliance with the theme of our join method) are:

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

Development of children's aesthetic senses, artistic perception, figurative representations, imagination, artistically- creative abilities.

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

So, let's move on to the direct content of psychological and pedagogical work in the field of artistically-aesthetic development.

In terms of familiarization with art, the program invites us to develop the aesthetic feelings of children, artistic perception, contribute to the emergence of a positive emotional response to literary and musical works, the beauty of the surrounding world, works of folk and professional art .

To lead children to the perception of works of art. Introduce elementary means of expression in different types of art (color, sound, shape, movement, gestures, lead to the distinction between art forms through artistic image.

Prepare children for visiting puppet theater, exhibitions of children's works, etc.

From early childhood, through gaming activity we try to involve children in creating a world of beauty through putting things in order group room the ability to take care of your appearance, thereby affirming them in the understanding that beauty is the work of human hands.

The use of expressive techniques for reading children's works contributes to the emergence of a positive emotional response in children to literary works. We try to organize classes in such a way that different types of thinking (logical, visual, auditory, verbal, kinesthetic, imagination and fantasy) are evenly involved in children. For this, problem situations are created, it is used game moment, fragments of theatricalization. We try to focus classes on the development of a culture of emotions, the ability to manage feelings, understand and feel comrade: with help didactic games, direct instructions, creating problem situations.

Regular exhibitions of children's work with discussion, examination of various paintings and illustrations artists contribute to the further perception of works of art.

IN visual activity the program invites us to develop aesthetic perception; draw children's attention to the beauty of surrounding objects (toys, objects of nature (plants, animals, cause a feeling of joy.

To form an interest in visual arts. To teach in drawing, modeling, application to depict simple objects and phenomena, conveying their figurative expressiveness.

Include in the process of examining the subject the movements of both hands on the subject, covering it with hands.

elicit a positive emotional response to the beauty of nature, works of art (book illustrations, handicrafts, household items, clothes).

To learn how to create both individual and collective compositions in drawings, modeling, applications.

As you can see, the previous paragraphs are largely similar in content. And, therefore, the methods and forms of work remain unchanged. Drawing is a kind of game with images and color, in which the feelings and experiences of the child find their way out. Drawing and modeling not only contribute to the development of perception, imagination and creative activity, but also help to experience strong emotional impressions, both positive and negative. Therefore, it is necessary to always pay attention to what children draw in free time and in no case should you criticize the drawings that you didn’t like, but try to understand what experiences prompted the child to draw exactly this. You probably realized that we are talking about the method of monitoring the activities of children, and this, in fact, can be a method for constructing an educational trajectory (By GEF) child, his individualization of education.

Unfortunately, many children come to the kindergarten, whose parents did not allow them to use pencils, paints and plasticine at home, worrying that they would dirty everything around, but what earlier child will begin to manipulate the above items, the more self-confidence he will have in the future, he will develop mentally faster, since V. A. Sukhomlinsky said: “The origins of the abilities and talents of children at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of thought. In other words, the more skill in children's drawing the smarter the child.

Therefore, I would like to pay special attention to the creation of an art corner in a group room.

IN in accordance with the requirements of the Federal State Educational Standard to the developing object-spatial environment, the art corner should be accessible and safe; provide an opportunity for self-expression. And this means that pencils, crayons, paints, paper, templates should always be freely available in the art corner. In addition to traditional brushes and pencils, you can put cotton buds, disks, cocktail tubes, pieces of foam. Thus, we encourage children to draw with imagination, experimentation.

In the constructive-model activity, the program invites us to bring children to the simplest analysis of the created buildings. Improve constructive skills, learn to distinguish, name and use the main building details (cubes, bricks, plates, cylinders, trihedral prisms, build new buildings using previously acquired skills (overlay, attach, attach, use parts in buildings different color. To teach to place bricks, plates vertically (in a row, in a circle, around the perimeter of a quadrangle, put them close to each other, at a certain distance (fence, gate). Encourage children to create design options by adding other details (put trihedral prisms on the gate posts, cubes next to the posts, etc.).

Change buildings with two ways: replacing some parts with others or building them up in height, length (low and high tower, short and long train).

Develop a desire to build buildings according to your own design. Continue to teach children to beat buildings, combine them according to plot: path and houses - street; table, chair, sofa - furniture for dolls. Teach children to carefully place the pieces in boxes after playing.

To stimulate creativity, you can invite children to come up with their own shapes. If it is difficult for children or their fantasy ends quickly, you can offer to build figures invented by the teacher. For example, train, tower, ladder, flower or bridge (gates) and so on.

In musical activities, the program invites us to educate children in emotional responsiveness to music.

Introduce three musical genres: song, dance, march. Promote the development of musical memory.

To form the ability to recognize familiar songs, plays; feel the nature of the music (cheerful, cheerful, calm, react emotionally to it.

Music is one of the most powerful means impact on human emotions.

Life in kindergarten should be bright, rich in impressions, like a good interesting book, the best pages of which should be holidays. Help children do children's holiday unforgettable, to open a window to the world of amazing miracles for children, to leave a bright mark in the soul of a child - the goal of our entire team. Musical - folklore material aimed at to help children express their feelings, experiences through songs, dances, poems, nursery rhymes, jokes. The basis of the musical repertoire is folklore, Russian classics and music for children. Used in audio recordings and modern music, accessible to children. Scenarios are drawn up so that each child becomes a participant in the holiday, so that everyone has their own, even a small role.

Music classes include games using Russian musical instruments. We start introducing children to them from the youngest. age: we show a whistle, a bell, wooden spoons, we play these instruments. These tools are also freely available to the children in the group.

So in compliance with conditions requirements implementation the main educational program of preschool education in educational activities forms and methods of working with children should be used, relevant their age and individual characteristics, and we, of course, try to prevent both artificial acceleration and artificial slowdown in the development of children.

According to the targets for early childhood education, despite the term « early age» , the same applies to children of the 2nd junior group by the end of the academic of the year:

The child shows interest in poems, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art.

However, we must not forget that, according to GEF, targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with real achievements of children. They are not the basis of an objective assessment compliance established requirements for educational activities and training of children. The development of the Program is not accompanied by intermediate certification and final certification of pupils, and the results of the work can be used exclusively to solve one of the educational problems. tasks: individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development)

success artistically- aesthetic activity is determined by the enthusiasm and ability of children to freely use the acquired knowledge, skills and abilities in the very process of activity, as a result of which the trained children have the effect of voluntary learning, learning and training.

Only creative search in a particular type of activity leads to positive results. And only by means of a well-built pedagogical process, aesthetic education allows you to teach children to think, think in the process of listening, observing, visual perception and competently, accessible to express their thoughts, ideas, fantasies - not chaotically, but in a certain organic logic.

After carefully listening to our message, you, dear teachers, will not be difficult to guess the crossword puzzle.

1. Perception of what folk art suggests GEF? (folklore)

2. The main working document of the educator? (program)

3. What is the use of the expressive technique of reading children's works? (emotional ... response)

4. Aggregate artistically figurative forms works of reality. (art)

5. One of the methods of using the construction of the educational trajectory of the child. (observation)

6. The process of activity that creates qualitatively new material and spiritual values ​​or the result of creating an objectively new one. (creation)

As a result, vertically, we got an abbreviation for the name of the most relevant document to date - the Federal State Educational Standard for Preschool Education.

Target: Achieving the goals of forming interest in the aesthetic side of the surrounding reality, meeting the needs of children in self-expression.

Tasks:

Development of the prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world.

The formation of an aesthetic attitude to the surrounding world.

Formation of elementary ideas about the types of art.

Perception of music, fiction, folklore.

Stimulation of empathy for the characters of works of art.

Realization of independent creative activity of children (fine, constructive-model, musical, etc.).

Tasks of artistic and aesthetic development in early preschool age:

Encourage children to observe the surrounding wildlife, peer, notice the beauty of nature.

Enrich with vivid impressions of the diversity of the beauty of nature.

Cultivate an emotional response to the environment.

To cultivate love for all living things, the ability to admire, to see the beauty around you.

To give children the idea that all people work.

Raise interest, respect for work, people of work.

Bring up careful attitude to the surrounding object world.

Generate interest in the surroundings.

To be able to examine them, to carry out the simplest sensory analysis, to highlight the pronounced properties, qualities of the object.

Distinguish emotional condition of people. Develop a sense of sympathy for other children.

Artistic perception of works of art:

Develop aesthetic feelings, artistic perception of the child.

Cultivate an emotional response to works of art.

Learn to notice brightness color images fine and applied arts.

Learn to highlight the means of expression in works of art.

Give elementary representations about architecture.

Learn to share your impressions with adults, peers.

To form the emotional and aesthetic attitude of the child to folk culture.

Artistic and visual activity:

To develop children's interest in visual activity, in the figurative reflection of what they saw, heard, felt.

To form ideas about the shape, size, structure, color of objects, exercise in conveying one's attitude to the depicted, highlight the main thing in the object and its signs, mood.

Learn how to create an image rounded shapes and color spots.

Learn to harmoniously arrange objects on the plane of the sheet.

Develop imagination and creativity.

Learn to see the means of expression in works of art (color, rhythm, volume).

Familiarize yourself with a variety of visual materials.

• Tasks of artistic and aesthetic development in senior preschool age

Aesthetic perception of the natural world:

Develop interest, desire and ability to observe animate and inanimate nature

Cultivate an emotional response to the beauty of nature, love for nature, the foundations of ecological culture

Lead to the ability to spiritualize nature, imagine yourself in the role of an animal, plant, convey its appearance, character, mood

Aesthetic perception of the social world:

To give children an idea about the work of adults, about professions

Raise interest, respect for people who work for the benefit of other people

Cultivate an objective attitude to the objects of the man-made world

To form knowledge about the Motherland, Moscow

To acquaint with the immediate environment, to learn to admire the beauty of surrounding objects

Learn to highlight the structural features of objects, their properties and qualities, purpose

Familiarize yourself with the changes taking place in the world around you

Develop an emotional response to human relationships, actions

Artistic perception of works of art

Develop aesthetic perception, the ability to understand the content of works of art, peer into the picture, compare works, showing a steady interest in them

Develop emotional and aesthetic responsiveness to works of art

Learn to highlight the means of expression in works of art

To bring up an emotional response to the actions and events reflected in works of art, to correlate with their ideas about the beautiful, joyful, sad, etc.

Develop children's ideas about architecture

To form a sense of color, its harmony, symmetry, shape, rhythm

To acquaint with works of art, to know why beautiful things are created

Promote emotional communication

Artistic and visual activity

Develop children's interest in different types visual activity

Develop aesthetic sense

Learn to create art

Learn to reflect your impressions of the world around you productive activity invent, fantasize, experiment

Learn to portray yourself in communication with loved ones, animals, plants, reflect social events

develop the artistic creativity of children

Learn to transfer animals, a person in motion

Learn to use a variety of art activities pictorial materials

Development problem children's creativity is currently one of the most actual problems, since we are talking about essential condition formation of individual identity of the personality already at the first stages of its formation. Construction and manual labor, as well as play and drawing, special forms proper children's activities. Children's interest in them depends significantly on how the conditions and organization of work can satisfy the basic needs of a child of this age, namely:

the desire to practically act with objects, which is no longer satisfied with simple manipulation with them, as it was before, but involves obtaining a certain meaningful result;

the desire to feel able to do something that can be used and that can win the approval of others.

The problem of assessing the level of artistic and aesthetic development of children is connected with the problem of choosing the criteria for the quality of education and those methodological positions on which the teacher builds all his work. Development of artistic culture - development cognitive activity, artistic and visual abilities, artistic and figurative thinking, imagination, aesthetic sense, value criteria, as well as the acquisition of special knowledge and skills.

Each teacher strives to objectively assess the development artistic ability child. But a number of questions arise: What qualities of artistic thinking can and should be assessed? How to value imagination and fantasy? and others. It is very difficult to assess the development of an aesthetic sense, the ability to be creative.

Speaking about the objectivity of assessing the artistic and aesthetic development of children, we mean the fact that development occurs both from the outside and from inside. If it is easier for a teacher to assess external aspects, since they are reflected in the results of artistic creativity in the classroom, then it is more difficult to assess internal development, since it can only be slightly represented in the “product” of the child’s creative efforts.

In other words, internal development is the basis for external development. The experience of observation, comparison, imagination and fantasy, to one degree or another, causes the need for artistic and creative expression and is ultimately embodied in the child's artwork. The task of the teacher is to learn from the most insignificant, and sometimes indirect evidence to discover and evaluate this inner work, since it is in preschool children that the gap between the inner artistic image (concept) and what the child manages to embody in his artistic works is the greatest.

The artistic expressiveness of children's drawings is the subject of many studies. However, their results create more problems than give solutions. The indicators used to analyze patterns often have too wide a range and very little stability.

Level detection tasks artistic development preschool children.

I. Task on the perception of art. 4-6 years old

Invite the children to consider two reproductions of a landscape character and choose the one that they like, say what was special about it. Suggest a name for the picture

3-4 years. Children are offered two products ( Dymkovo toy and Khokhloma dishes) and it is proposed to choose a product that you like more (beauty of the pattern, color elements)

II. Drawing task (creativity and performance).

Topic: "My family", "What I like to do."

Children are offered various visual materials: paints with brushes, pencils, pastel and oil crayons, felt-tip pens.

During the verification process, special attention is paid to the analysis of the products of children's fine arts, their artistic expressiveness: not only to the content of the drawings, but also to the means by which children convey the world around them.

Levels of artistic development:

High level (3 points) - children are able to create artistic images using various means expressiveness. They have a sufficient amount of knowledge about the types and genres of fine arts, and an interest in creative activity has been formed. Children have practical skills, are fluent in technical skills.

Intermediate level (2 points) - stereotyping of images is noted in visual activity. Children are quite independent in the choice of means of expression. The volume of knowledge about the fine arts is also not complete enough, although the children have mastered practical skills and have technical skills.

Low level (1 point) - children find it difficult to convey images of objects, phenomena. The volume of knowledge about art is very small. Practical skills are not formed, poor possession of technical skills.

Using these levels, you can find out how many children have high, medium and low levels.

The research work was carried out on the basis MBDOU Children's garden with Bishigino.

During the preparatory phase of the study, these classes helped to identify the level of artistic and aesthetic development of preschoolers in mixed age group. In the artistic and aesthetic development of preschoolers is the ability to perceive a work of art and independent creation a new image, which is distinguished by originality, variability, flexibility, mobility.

The purpose of this work was to identify the levels of artistic and aesthetic development in preschool children and the effectiveness of their development in the process of manual creativity.

The experimental work carried out consisted of three stages:

preparatory;

conducting a lesson;

final.

After each stage of the work, it is supposed to reveal the artistic and aesthetic development and the child's awareness of his creative abilities, the mastery of certain knowledge, skills, skills by children, the formation of general labor and special skills, methods of self-control.

10 children took part in this work. We used the following methods: observation, experiment, analysis of activity products.

This work consisted of three stages of research:

preparatory;

conducting a lesson;

final.

Preparatory stage.

To implement the tasks and monitor the results of efficiency, a task was carried out for independent production a child with noise-making toys, where the child is provided with a wide choice of materials and necessary tools, the opportunity to invent a toy himself or make it according to one of the variant samples, in the process the level of creative independence, manual skill and, (see Appendix 4) is revealed.

At the beginning of the lesson, finger gymnastics; during the lesson, to relax muscles, relieve tension - physical minutes.

In this lesson, we had to identify how the artistic and aesthetic taste of preschoolers is developed.

Table 2.1. Indicators of artistic development of preschoolers

Thus, in table 2.1. we see that total score 5 (low rate) have the following children - Katya, Sasha, Anya, Vera and Lena; total score 7 - Petya, Roma and Masha; total score 8 - Vanya and Natasha. Summarizing the results of the initial diagnosis of creative abilities, it should be noted that in five children (50%), artistic and aesthetic development in manual creativity is at a low level, i.e. preschoolers could not perform elementary exercises - poor skills in working with scissors and glue. In three (30%) preschoolers - the average (imitative-performing) level - pupils find it difficult to create an original product, products, in the process of working on which it was proposed to independently apply the acquired knowledge, skills, skills, do not show initiative, invention, independence, in isolated cases they manifest themselves at least in a minimal deviation from the model of individuality, art. Two guys (20%) showed a high level, i.e. excellent command of scissors, glue, knowledge of safety helped to complete the task (see Appendix 6). When completing this task, preschoolers could not do without the help of a teacher.

Thus, these results showed that the richness of impressions is poorly reflected in the works of preschoolers and the imagination is poorly developed.

Conducting a lesson.

In order to improve the main parameters of creative independence in preschool children at this stage, a system of work was defined to create special pedagogical conditions for the development of creative abilities of preschoolers through artistic labor, in the form of creating an atmosphere of creative interaction between children and the teacher, establishing a rational ratio of reproductive and creative activities, the diversity and variability of tasks and types of creative work used in the system of integrative manual labor training.

At this stage of the study, the lesson "Kolobok - kolobok, where are you in a hurry, my friend?" was held, where creative imagination, initiative, constructive thinking, curiosity, independence (see Appendix 5).

During the implementation of this stage of work, positive qualitative transformations were noted in the ability of pupils to create an original product, products, in the process of working on which the acquired knowledge, skills, skills are independently applied, manifested at least in a minimal deviation from the model of individuality, art, in manifestations of children's fantasy, in imagination, a special vision of the world, in their point of view on the surrounding reality.

Organization this lesson with children of preschool age activated the creative potential of children: crafts performed by children were enriched with new original images, the skills and abilities acquired in the process of making crafts from various materials, also contributed to the development of manual skill, independence, perseverance, creating the opportunity to use products of their own creativity in the game, theatrical activities in Group.

The final stage of the study.

At this stage of the study, the same lesson was conducted as at the preparatory one, so that the children's work could be compared (see Appendix 4).

Based on the results of the study at this stage, we can say that 4 children (40%) have a high level, 5 (50%) - an average level and 1 (10%) - a low level (see Appendix 7).

Table 2.2. Indicators of artistic development of preschoolers

Thus, in table 2.2. we see that the total scores have increased: 5 (low score) has 1 child - Sasha; total score 7 - Anya, Roma, Vera, Lena and Katya; total score 8 - Vanya, Masha, Natasha and Petya. The results at the final stage of the work indicate an increase in the level of development of creative abilities in manual labor of preschoolers with initial stage imitative-performing qualities of activity. General indicators These are: increased fluency of thought (the number of ideas produced), flexibility of thought (the ability to switch from one idea to another), originality appeared (the ability to produce ideas), curiosity increased, fantasticness is manifested in crafts created by children.

Comparing the work of children on preparatory stage and finally, we can conclude that the crafts of preschoolers are clearly different from each other, i.e. at the final stage, the work was done expressively and clearly.

Consequently, the work carried out confirms the effectiveness of the process of developing the creative abilities of children through artistic work.

In general, summing up the results of the work done, it should be noted that the system of artistic and aesthetic development of preschool children through manual creativity is an exceptional opportunity for developing, creative pursuits manual labor V pedagogical work with preschoolers, allows you to develop the ability of pupils to create an original product, products, in the process of working on which the acquired knowledge, skills, skills are independently applied, to show deviations from the model, showing individuality, art, to develop children's fantasy, imagination, a special vision of the world, to express their point of view on the surrounding reality.

Thus, these classes contributed to the development of creative abilities in preschool children; when solving a problem, children do not concentrate all their efforts on finding the only right decision, and begin to look for solutions in all possible directions in order to consider how possible more options, tend to form new combinations of elements that most people know and use only in a certain way, form connections between two elements that at first glance have nothing in common.