At each lesson visual activity the educator should carry out individual-group work to teach children the analysis and evaluation of their work. This assessment is associated with the quality of the task and takes into account certain criteria, the observance of which is advisable to teach children. Such criteria for modeling, application, subject and plot drawing are figurativeness, compositional expressiveness, color solution images.
IN methodical literature one can meet such criteria for evaluating children's drawings as the correctness of the transfer of forms and proportions, similarity with nature, that is, correctness and accuracy. In our opinion, such criteria are not suitable for assessing visual activity, because it is an artistic activity, i.e. basically contains the transfer of the emotional state of the "author". If we take into account the underdevelopment of the technical skills of children with developmental problems, then we can immediately say that their work will be obviously weak and primitive. Therefore, the work of children should be evaluated in such a way as not to scare them away from excessive pedantry and inappropriate rigor. To do this, you should pay attention, first of all, to the expressive side of the image and consider all the inevitable technical flaws and inaccuracies through the prism of expressiveness. It is important to show the child that his work is done in his own way, not like another child, and that this is what makes his work special and original.
For example, the child depicted the Snowman is not quite vertical on a piece of paper. Remembering that this is a drawing of a child, and not a drawing, where everything must be flawless and accurate, we must see in this leaning hero a special “zest”, expressiveness and show it to the children. You can lead them to understand that the sun warmed the Snowman (and offer to portray him, making the drawing more interesting) or there was another reason why he leaned over like that.
In the learning process, it is necessary to introduce children to the ways of combining colors to create an expressive image. It is necessary to form in them the idea that the image can be realistic (this requires an adequate choice of color) or fabulous, fantastic - in this case, the child can show his imagination and create an image using an “inimitable” color (this concept was introduced by N.P. Sakulina). This direction in working on color is especially important, because it helps children with developmental problems overcome stereotyped ideas about the attachment of a particular color to objects and phenomena of the world around them. In addition, many teachers note that children with developmental problems are sometimes very sensitive to the emotional characteristics of colors, which makes their choice of an “inimitable” color in a drawing expressive and original.
It is necessary to say briefly about the forms of conducting classes. Naturally, they should be varied and dynamic. The length of the course should take into account individual characteristics children. Although there is a traditional allocation of a certain amount of time for a lesson (in junior groups for 15-20 minutes, in the senior - 20-25 and in the preparatory - up to 35 minutes), when children are passionate, it is very difficult to stop them from drawing or sculpting. Sometimes the question arises whether to stop. Most likely, this should be determined by the tasks of corrective work. If the task of forming an interest is set, it is hardly necessary to stop a child who is keen on work, and if the goal is to form the skills of self-regulation and self-control, then apparently the child should be gently offered to complete the work next time and, having shown will and endurance, wait for this next time.
In organizational terms, visual activities are carried out frontally by the educator most often in the afternoon. By curriculum during the week in all age groups planned a certain amount of lessons in drawing, modeling and appliqué. However, such a division of classes by type of visual activity is rather conditional for the practical organization of training. Classes in which work in mixed media is performed can be attributed by the educator, at their discretion, to one or another type of visual activity, which the educator evaluates as leading.
Related questions:
1. What materials and tools are used in the art activity classes in kindergarten? How should they be prepared for classes with children?
2. What is the structure of the activity class and what tasks does the teacher solve in each part of the lesson?
3. Why is it necessary to link art activities with the daily life of children? How should this be done?
4. What are the indications for introducing a propaedeutic period into education?
5. What is the sequence of work with children in the propaedeutic period? What learning objectives are being addressed?
6. What changes in the behavior of children indicate that they are ready to learn visual activities?
7. How should you respond to a child's request to draw a picture for him? What else needs to be done to use this situation for the development of the child?
8. What is the difference between performing a display task and performing a task in kind?
9. What is the specificity of performing images according to the verbal instructions of an adult?
10. How to adequately analyze and evaluate children's work?
Topic 6. Teaching subject drawing and modeling in a special kindergarten.(2 hours)
Object drawing and modeling bring the child to the image of a real object. In modeling, this object is depicted in volume, and in the drawing on a plane. At the same time, the child has a three-dimensional image of the object and its graphic image. In the process of examining nature, and then in the course of evaluating the resulting image, the educator connects the perceived with the word: he names the objects that the children draw, their qualities and properties.
In the process of modeling and drawing from nature, children perceive the spatial relationships of objects, their parts. Representations of spatial relationships are also formed in the word.
Thus, in the course of object drawing and modeling, children learn to correctly perceive the surrounding objects, convey what they perceive in the image, and designate them with a word.
In the process of subject drawing, children get acquainted with the space of a sheet of paper, learn to perceive an image on a plane as a reflection of real space.
Children master the ability to use a pencil, brush, paint, learn to hatch, paint over a drawing. In the course of mastering these skills, fine motor skills develop (movement of the hand, fingers), the hand prepares for learning to write.
These activities are essential in terms of aesthetic education child. Children perceive beautiful, bright objects specially selected by the educator as nature, experience joy. They learn to compare their work with nature and thus correctly evaluate them.
After subject drawing and modeling by nature, object drawing and modeling by representation are carried out. Based on the images of perception obtained during classes using nature, the teacher teaches to depict objects according to the description. These classes contribute to the formation of the ability to operate with existing images, to restore them by word. The value of these activities for sensory and speech development children are hard to overestimate. It is in the process of these classes that control is exercised over whether the child has mastered the words and expressions given to him in the process of drawing and modeling by nature well enough.
Only as a result great work by teaching children to draw and sculpt by nature and by imagination, it becomes possible to begin work according to the plan. Initially, all children with any developmental problems cannot work according to the plan, since they do not have the proper supply of images of perception and representation. The work on the formation of the idea closely echoes the work on teaching subject, and then plot drawing and modeling. The images accumulated by the child in the process of working by nature and by representation are used in a new way by the child in images according to his own plan. At the same time, the teacher teaches the child to remember what objects and situations he saw, depicted, draws attention to their diversity.
All these types of activities contribute to the development of the child's memory, in particular, arbitrary memorization, which is extremely important for all subsequent learning, not only in kindergarten, but also at school.
The main types of work in the first and second years of study are object modeling and drawing. However, it should be noted that the methods of their leadership during this time do not remain unchanged. Unlike preparatory phase, where special attention was paid to the joint actions of a child with an adult, at the stage of subject images, at first attention is paid to teaching children to imitate actions, and then to show them.
The action of imitation involves the synchronous performance of an action simultaneously by an adult and a child.
When performing actions to show the child performs the action delayed, after it is performed by an adult.
In the future, modeling and drawing by nature and by representation became the main types of work. Drawing from nature at first leads to a deterioration in the quality of the drawing compared to drawings made according to the show and the sample. However, this should be done consciously, since the matter cannot be reduced to teaching children the ability to draw lines, hatch, and hold a pencil correctly. It is extremely important to teach children to independently perceive the environment and convey their impressions of what they perceive in the drawing.
If the educator from lesson to lesson, having shown the children the object that they will depict, then draws or sculpts a model in front of the children, then it is clear that with this method of teaching the child cannot have a full perception of the corresponding object. He perceives and depicts the model that was created in parts by the educator before his eyes. With this form of conducting classes, the child is limited to making a copy of the product of "someone else's" perception. At the same time, both sensory and aesthetic perception of the child suffers. In this regard, it should be emphasized again that during sculpting, drawing or appliqué on the nature of the sample display should be excluded.
Ideas about the environment underlie any, both realistic and fantastic image. Ideas about surrounding reality in children with developmental problems are incomplete and sometimes erroneous. Self-acquisition of elementary information causes them difficulty. So, U.V. Ul'enkova highlights such a feature of visual representations of 6-year-old children with mental retardation as their lack of systematization and the same shortcomings are characteristic of their drawings.
To carry out purposeful work on teaching children object images in modeling and drawing, it is advisable to teach them to highlight the following qualities and properties of objects:
1.perception and representation of the form;
2.perception and representation of the value;
3.perception and representation of color;
4. spatial representations.
Ideas about form are leading in the system of sensory standards. In the course of training, a certain sequence of studying and mastering children's ideas about form should be distinguished.
First, children master the shape of a circle, then a rectangle, then an oval, a triangle. Such a sequence is necessary so that preschoolers with developmental problems do not mix forms that are similar in outward signs, such as circle and oval. At the beginning of training, children sculpt and draw objects of a simple form (orange, cucumber, handkerchief, cap, plum), then move on to modeling and drawing more objects. complex shape(house, tumbler, multi-storey building, bunny, mouse). At the same time, one must adhere to the lesson planning rule, according to which the subject is depicted sequentially - in modeling, appliqué, and only then in the drawing. This, on the one hand, makes it easier for children to master the technique of image, and on the other hand, it teaches them to see in the subject the main features that need to be displayed in different materials.
The development of perception and the formation of ideas about the value begins in didactic games for the selection, seriation and classification of objects by size. Special work is carried out to isolate the quantity separate parts within the subject itself. Ways of transferring the value in the drawing begin with drawing objects commensurate with their images on paper (drying, sunbeams, berries). Children can then be taught to create a reduced or enlarged image in relation to the depicted object. Organizing this transition, the educator focuses on detailed analysis object of the image with the selection of its essential and minor details, taking into account their internal ratio in size and location. In order to create flexible graphic images, children are offered for examination similar objects of different sizes or with a changed spatial arrangement of parts, figures of the same animal in different poses. With such a presentation of the object, the graphic actions performed by children in the process of examining it and subsequent drawing differ somewhat from each other, which contributes to the formation of a generalized graphic image of the object.
Working with color in the correctional and developmental process, it begins with an acquaintance with the primary colors.
Acquaintance with any color should take place in three stages. First, the color is compared with the sensory standard, then the child determines the color by naming and searches for the color and its shades in objects and phenomena of the surrounding reality, and only after that he is required to independently correctly name the color or its shade.
At the first lessons in subject drawing, which has the task of familiarizing with colors, pencils and gouache paints of primary colors are used: red, yellow, blue. Later, children can be introduced to their shades (pink, blue), and in the future - with intermediate colors and how they are obtained by mixing primary colors. For example, in a lesson on the topic "Orange", children need to be taught to mix red and yellow paint and draw an orange with the resulting color, making the image by increasing the spot. In this case, preschoolers should be taught to take the paint of the resulting color only from the palette, so that the depicted object is uniformly colored everywhere.
Work on children's ideas about color is developing in line with two trends. On the one hand, children are taught to convey the real colors of the objects depicted, and on the other hand, it is necessary to take into account the inherent preschool age a tendency towards color in itself. Given this second trend, at certain stages of education, children can be offered special exercises with the use of gouache paints, causing them "the joy of experimentation" from playing with color. By inflating drops of paint, children can get patterns, unusual images; folding a sheet with a few drops of paint in half to create an amazing butterfly. To develop their imagination, children are invited to supplement the resulting drawings with freehand details. It should be noted that such tasks initially cause serious difficulties for children. They may feel constrained, they are afraid to do something wrong. E.A. Ekzhanova conducted such classes with children with mental retardation. She notes that the technique of "spot printing" was successful only when the children managed to overcome not only the fear of unusual material, but also some personality traits that blocked their arbitrary and creative activity. It's easy to understand that great importance here has psychological climate in the group, the style of communication of the educator with the children. With the authoritarian behavior of the educator, children, most likely, will not be able to overcome the internal barrier and enjoy playing with paints.
In the work on the color design of children's drawings, it is necessary to widely use figurative color definitions (cherry, lemon, raspberry, light green, etc.). Children should gradually be taught to distinguish and form the name of a color shade with the words “light ..”, “dark ..”, “pale ..”, “bright ..” (dark blue, light gray, pale pink, etc.). P.). Hearing these definitions in Everyday life, when observing natural phenomena, when looking at illustrations and reproductions, children gradually begin to use them in their statements.
Work on the formation of spatial representations carried out regularly in everyday life. It begins with clarifying the orientation of the child in the parts and position of his body. At the same time, children's ideas about the upper and lower parts, the left and right sides body. Then children are taught to navigate in three-dimensional space. First, in his immediate environment - in a group, and then in a kindergarten, in the nearest forest park, gradually expanding the area of \u200b\u200bfamiliar space. The creation of such a basis makes it easier for children to understand the conventionality of the two-dimensional space of a sheet of paper, as well as the accumulation of images-representations united by a certain situation or situation, which creates the prerequisites for the subsequent depiction of plots.
In the process of learning to draw, there are three types of spatial relationships that must be taken into account when creating an image. The first type of spatial relations is the relationship within the depicted object, the second type concerns the relationship between the image and the background, and the third type is the relationship of several objects that make up the story drawing.
Comprehension of relationships within the object of the image begins with an analysis of nature, carried out using visual and tactile-motor methods of examination. Modeling and appliqué classes, which precede the process of drawing with a pencil and paints, have proven themselves well. On them, children exercise in placing parts of the depicted object, comprehend the generality of the spatial relations of the object, regardless of the material of manufacture.
The formation of object images begins with the selection of an object with a certain property, intended for examination and subsequent imaging. At first, only one essential feature stands out in the subject. So, kids can be offered drawing paths along which they have already stomped their feet, rolled Kolobok or taken the Hedgehog to visit the Bunny. Before offering to draw ribbons, the teacher lays them out on a large sheet of paper, then hangs them on the board. Children are encouraged to run their fingers over them. Well, if there is an opportunity then draw them with chalk and a felt-tip pen. It is important for a child to feel his own independence, to gain new kinesthetic experience, to see the various possibilities of various visual materials.
For example, the first shape that children learn is the round shape. Therefore, when preparing children to create these images, you should spend with them didactic games“What rolls, what doesn’t roll”, “Find a round shape”, “Roll the ball”, teaching kids to focus on an essential feature - shape.
Before drawing, children are given the opportunity to play with the object, get acquainted with its functional purpose, highlight the main property in it - the shape, circle it along the contour. So, before offering the children to draw a ball, they are given the opportunity to perform a practical and playful action with the ball - roll, wind the thread around the ball. Children following the teacher reproduce the circling movement, while the teacher strives to ensure that the child's eyes follow the hand. In order to teach children to convey the shape of an object in drawings, one should not quickly move on to painting or shading the drawn contours. It is better to exercise children several times in reproducing one form or another.
The methods of examining objects that children are taught in each lesson are groping before sculpting and tracing a contour before drawing. Technical side performing these actions becomes the basis for the formation of visual skills. Along with the form, children learn to convey in their stucco and pictorial images such a quality as size. Initially, children learn the process of examining objects big size, and immediately in parallel they are offered for examination the same object of small size.
It is well known that preschoolers rarely pay their attention to the real object they are depicting. Children draw based on their ideas. However, since it is precisely an insufficient number of these ideas that is characteristic of children with developmental problems, then accumulating this stock, improving it - that is what the main task this training. This should be done not only in the classroom. Even during a walk, noticing interesting objects - a leaf, a pebble, a cloud of expressive form, children must (first together with the teacher, and then without the help of an adult) model their shape. At the same time, to finish such an examination of an object, as a rule, it is necessary to ask: “How are we going to draw this?”. And here it is necessary to invite the children to draw - with chalk on the pavement, with a stick on the sand - the object that attracted their attention.
Work on ideas about form and color is carried out in close cooperation with the refinement and expansion of the database of sensory standards. Particular attention should be paid to the formation of generalized ideas about shape and color in children. To do this, children must be taught to compare and compare objects and phenomena of the surrounding life, and then convey them in a drawing. characteristics visual means.
Gradually, children must learn the order of the examination and the sequence of the distinguished signs. On this basis, in the future, the children's ideas about the objects of the image and the process of drawing object images are updated. Transferring to a conscious level the relationship between the image and the background, children are taught to draw large, to introduce into drawing and application reference line, select the paper format in accordance with the design and size of the subject. In parallel with this, didactic games are held aimed at clarifying the orientation of preschoolers on a sheet of paper.
In conclusion, I would like to dwell on technical matters drawing and sculpting.
Alyona Kochkina.
1. The figure shows a Russian nesting doll. She has a scarf, sundress; eyes, nose, cheeks, eyebrows, lips, eyelashes, hair are drawn on the face. The content of the work is rich and varied.
2. There are all parts of the matryoshka, the drawing is marked.
3. The structure of the object: all parts are located correctly, each part is in its place.
4. The transfer of the proportions of the subject in the image is accurate.
5. The composition has a correct image, the construction on the sheet is accurate (not elongated and not crowded), there is a proportionality of all parts of the construction, as well as symmetry of the parts. Image enlarged: such as noted on the sample, located throughout the sheet.
6. There is no transmission of movements - this was not required.
7. The color of the composition is not entirely accurate, but the real colors of objects prevail, the image is dominated by saturated bright colors, there is a multi-color coloring of parts and objects of the image; the predominance of 3 primary colors and there are additional ones.
8. The character of the lines is strong, energetic; the line is continuous, clear, well visible. Coloring with large strokes, however, paints within the contour, regulates the pressure. Slight inconsistency with the color of the sample folk decorative painting allowed.
9. The following materials were used to create the image: a pencil, colored pencils, a matryoshka template and a sample.
10. The level of independence in the performance of work is rated at 4 +! My help was in explanation, advice, praise! Alena asked me to help her draw the outline of her face, eyes and hand. I independently added eyelashes to the image, and also made a background on the sheet.
11. Alena performed the work with pleasure, desire, interest. Carefully draw parts of the face. He likes to draw very much, perceives any type of task with interest. At the end of the work, he evaluates his own result and the results of other guys. She rejoices at her creation and there is a desire to show her composition to her mother. He vigorously discusses the work of other guys and tries to find minuses in their work.
12. I did not use specific means of expression to create a sample, since it was not required.
13. The girl did the work creatively, introduced eyelashes and a background into the image. Strive to do the job beautifully, is a leader among peers. I was satisfied with the work done.
Varya Khokhrina.
1. The figure shows a Russian nesting doll. She has a scarf, sundress; eyes, nose, cheeks, eyebrows, lips, hair are drawn on the face. The content of the work is rich and varied.
2. The transfer of the form is complex, transferred accurately.
3. The structure of the object: the parts are all located correctly, each part in its place allotted.
4. The transfer of proportions in the image is observed: true, accurate, correct.
5. The composition has the correct ratio on the sheet (not elongated and not crowded), the unity of the composition is observed, there is a proportional construction, but there is not much asymmetry in the construction (eye and eyebrow level), the image is enlarged, correct, as in the model. The image is on almost the entire sheet, the drawing on the sundress is quite large.
6.
7. The image is dominated by saturated bright colors, there is a multi-color coloring; 4 primary colors and additional ones predominate. The transfer of the real paint of the object is not entirely accurate, I wanted to use my colors to draw the clothes of the matryoshka, but everything else was correctly transferred.
8. The nature of the lines: the pressure is prominent, the line is continuous. Coloring with large strokes, regulates the force of pressure, but goes beyond the contour lines. A slight discrepancy with the color of the sample of folk decorative painting is allowed.
9.
10. The level of independence was rated at 4. My help was required in advice, praise, and explanation. Varya asked me to help her draw the outline of her face, scarf, lips.
11. Varya performed her work with desire and interest. With joy I painted flowers on a sundress. She shows a deep interest in visual activity, because she was passionate about work and listened attentively to my explanation, she loves to draw, sculpt. He especially prefers subject and plot drawing, says he likes to fantasize and it is easier to depict. Gives an assessment of his work and compares with others, discusses the results of the activity with the guys.
12.
13. The girl is creative, enterprising, attentive, but she did not bring anything new to the image, she strives to do it beautifully.
Albina Vychegzhanina.
1. The figure shows a Russian nesting doll. She has a scarf, sundress; eyes, nose, cheeks, eyebrows, lips, hair are drawn on the face. The content of the work is rich, but not varied enough, since the top of the sundress and the shirt do not have a pattern.
2. The transfer of the form is complex, transferred accurately.
3. The structure of the object: the parts are all located correctly, an inaccuracy was made (cheeks below the level).
4. The transfer of proportions in the image is observed almost correctly, only the cheeks are lowered to the lips.
5. The composition has the correct ratio on the sheet (not elongated and not crowded), the unity of the composition is observed, there is a proportionality of the construction, but there is not much asymmetry in the construction (the level of the cheeks), the image is enlarged, correct, as in the model. The image is on almost the entire sheet, the drawing on the sundress is quite large.
6. Transmission of movements is not available - it was not required.
7. The image is dominated by bright, but not sufficiently saturated colors, 2 primary colors and additional ones predominate, the scarf and shirt merge, are drawn in one color - a mistake was made. The transmission is mostly real color. A slight discrepancy with the color of the sample of folk decorative painting is allowed.
8. The nature of the lines: the pressure is medium, the line is continuous. Colors within the contour, neatly, in one direction, large strokes.
9. Materials used to create the image: a simple pencil, colored pencils, a matryoshka template and a sample.
10. The level of independence in the performance of work is rated at 5! Albina did all the work herself, she only needed praise, not significant advice.
11. Albina did her job with interest and desire, but she was in a hurry. She likes to draw, always evaluates her work and other guys, prefers plot drawing, is very happy when everything works out for her, loves praise.
12. I did not use specific means of expression, it was not required.
13. The girl is creative, however, she likes to draw only what she likes and then she is imbued with work, which is successful. There was no desire to more fully express what was intended.
Conclusion: Based on these works, it can be concluded that the productive skills of children correspond to their age. The children coped with this work well, completed the work to the end, marked all parts of the image, observed the proportionality of the parts and did a good job with symmetry.
Recommendations for parents: you need to engage in productive activities with children as often as possible, because children become proactive, liberated, diligent, inquisitive. Praise the guys as often as possible and find pluses in the work, but tactfully point out the minuses, turn each work into a game and are not afraid of the mistakes they make, give more independence.
Recommendations for the educator: it seemed to me that few children like to draw decoratively - applied art need to find new ways to draw decorative arts, use new techniques, methods, find a "zest" in this activity in order to arouse a huge and deep interest in this species activities.
Task number 9
Analysis of the lesson on the artistic processing of materials (manual labor) in middle group: "Bed for Katya's doll".
1. The guys will make a bed for a doll from matchboxes, cardboard, pieces of fabric.
2. Well organized space for labor activity children and educator. Handouts and equipment were laid out for the children in advance, they were instructed on the rules for using sharp - piercing objects, they talked about the rules of conduct in manual labor classes, the room was ventilated.
3. The children had a positive attitude towards artistic manual labor, an interest in upcoming activities. Such techniques were created for a favorable mood, such as a surprise moment (the appearance of guests - Katya's dolls), preliminary work (guessing riddles, looking at illustrations), a conversation on the topic "Furniture", the game "What kind of furniture is in our group" and plot - role-playing game: "Daughters - mothers."
4. The attitude towards manual labor was caused by: the interest in making the most beautiful bed for the doll and for her to choose it.
5. The desire of children to work was caused problem situation: Build the doll's bed as quickly as possible.
6. Techniques for teaching methods of action and methods for solving the problems of education and development:
A) in the first part, tasks were determined in accordance with age, equipment was selected, preliminary work was carried out, and motivation for the upcoming activities was created.
b) in the course of directing the activities of children to fulfill program objectives a sample was presented, explanations and advice were given during the work, assistance was provided to children who experienced difficulties, actions were shown, and an algorithm for the sequence of actions was created.
V) at the end of the lesson, an analysis of each work was given, praise was given and evaluation criteria were introduced for each work: the most beautiful bed, the most original, bright, high, wonderful, comfortable, etc. etc.
7. Form of labor organization: frontal. A favorable, positive, collective, friendly atmosphere prevailed in the process of labor activity. The children helped each other, encouraged each other, there were no conflicts, they were attentive.
8. The beds turned out to be diverse, wonderful, bright. Each work was given its own title: the most beautiful bed, the brightest, and the like. There were all the details of furniture, attributes: backs, legs, mattress, pillow, blanket.
Task number 10
Subject: A gift for mom: "The needle bed is a snowdrop."
Age group: preparatory.
Location during the day: second half.
Form of organization: subgroup (3 people).
Target:-learn how to make a gift for mom using improvised material. - to consolidate the ability of children to cut petals from geometric shapes(rectangle, square); - learn how to correctly place the details on the craft; - to consolidate the ability to select paper by color, achieving beautiful combination, developing artistic taste children; - continue to teach children to follow the instructions, pronouncing its sequence; - to instill in children the desire to bring joy to their families by making a gift with their own hands; - to instill the skills of a culture of behavior and a culture of communication between people.Equipment: sample of a needle bed, disk, different paper geometric shape, sizes and different colors, foam rubber (sponge, braid, loop tape, scissors, pencil, brushes, glue, napkins, oilcloth, circle template, envelope with a letter.
Techniques to motivate children: art word, surprise moment (chest and letter).Skills training methods: showing the educator, showing the actions of the child, individual work with children during the manufacture of crafts, explanations.
Methods for evaluating children's activities: praise, giving gifts to mothers.
Progress: Me: Today, when I came to the garden, I found a chest at the very door. Want to see what's here? (I open the box). - About here are interesting things, and on top of the letter. Let's see what kind of letter (we examine the envelope). - On the envelope address: Nagorsk village, kindergarten No. 4, group "Firefly". Return address: Wonderland, Fairy of Good Deeds. - Let's read what the Fairy wrote to us: dear guys, unfortunately, I didn't find you in the garden. My carriage arrived in Nagorsk only at midnight, when you were already asleep. I can't see you, but I leave you a magic chest with gifts and tasks. Try to complete all tasks. If you do everything, then you yourself will be kinder and more beautiful, and the world around you will also be kinder. Do not rush to watch everything at once, do everything sequentially. The main task at the very bottom of the chest. And I will try to visit you next time ... With best wishes, Fairy of good deeds ... I: Let's go back to our chest. Okay, here's a riddle card. (I take out a card with tasks). It is necessary to guess the riddles: 1. Loose snow melts in the sun, the breeze plays in the branches, Bird voices are louder, which means that she has come to us. ( Spring) 2. Brooks run faster, the sun shines warmer. Sparrow is glad of the weather - he looked at us for a month. ( March) 3. A sprout breaks through, an amazing flower. It grows from under the snow, meets spring before everyone else. ( Snowdrop) 4. On this bright day of spring, women are given flowers. And in kindergartens and schools, children make crafts for their mothers! ( March 8). (Children guess) I:- So we got to last thing in a trunk. This is a snowdrop craft. I:- Guys, can we please our mothers with gifts? Let's make the same needle bed (children answer). And what is the need for a needle? The children answer. I:- That's right, the needles should not roll around anywhere. The needle is a very dangerous tool and should always be kept in a safe place. The needle bed is a house for a needle. - The work on making a needle bed is large, painstaking ... We were lucky that in the past classes we learned to cut flower petals, circles were cut out of a sponge, now they will be very useful to us. It remains for us to stick the petals and the middle, tie a ribbon. - For work, we need a disk, petals, a foam core, ribbon, glue. First, let's remember the rules for working with glue. The children answer. Rules for working with a glue stick: 1. Work on a napkin. 2. Be very careful not to stain the table 3. Do not rub your eyes or lick your fingers while working. I: now I will show you how to make a needle bed, in what sequence to work: 1. Take a disk and stick green leaves on it. 2. Take a circle of foam sponge and also stick it on the middle of the disk.3. Next, take the petals and glue them under the foam sponge.4. Then we take the braid, cut off the tip and glue the two ends at the top to the edge of the disc. Children do the work. I observe, give advice, help, those who are experiencing difficulties, cheer them up, explain. At the end I praise the children for the work done.Introspection.
1. Preparation for the GCD consisted in determining the goal, searching for material (text), making a sample (needle bed), writing, preparing equipment and material, and preliminary work (making leaves and petals).
2. Everything planned was successfully carried out.
3. Everything turned out. The children were passionate about work, there was interest in the work, they managed to get interested, the guys really liked making gifts with their own hands, there was a desire to make the needle bed neat and beautiful. They were happy to give gifts to their mothers.
4. My help was required in the sequence hint.
5. For the future, I took note that I need to more often engage in artistic processing of materials, since this brings a lot of pleasure and positive emotions to children, and most importantly, their eyes sparkle with joy that they themselves have made a gift for their beloved mother.
Review
Dokuchaeva E. V. chose interesting activity For preparatory group. The content of the lesson is determined taking into account the age and season, there is a correspondence between the gift made and the spring holiday and the theme of the work. Goals and objectives are formulated clearly and consistently based on the requirements of the Federal State Educational Standards and the program. The equipment is selected in accordance with the real conditions of the group. Techniques for motivating children, methods and techniques for teaching skills are used competently and taking into account the tasks set, the age of the children and the form of organization.
The analysis of children's work is a very important and responsible part of the visual activity class. The analysis should be based on the implementation of the program content of the lesson, the implementation of its main ideas. During the lesson, the educator sets the task for the children not only to follow this model exactly, but mainly to show independence in the performance of work. For example, in a lesson on decorative drawing the teacher offers to depict one of the patterns this sample or make a composition of 2, 3 patterns, or come up with your own new pattern based on the same elements. By the end of the lesson, the teacher already knows approximately what work should be paid attention to. In the analysis, it will show both made exactly according to the model, and combined, and made independently.
Works for analysis should be placed in a pre-prepared place. For example, drawings and applications can be placed on a board - a stand (see "Methods of teaching drawing, modeling, applications in kindergarten" edited by Sakulina), wet drawings and voluminous works (made of clay, plasticine, natural and waste materials) can be decomposed into tables or stands. At the stand, the works are hung on a ribbon.
Before proceeding to the analysis, the educator should give the opportunity to review all the work, to discuss them. The statements of the children will help in determining children's creativity.
The questions that the teacher will ask should be varied and aim children at a specific answer.
In some cases, the educator invites the children to tell in detail about the content of the work, about the expressive means, offers to critically evaluate the work, pick up lines from the poem.
It is not recommended to take the work of the same people for analysis, because this can lead to the capturing of the child; convince children that they are always doing better than in the previous lesson. The teacher must find in each work something worthy of attention, so that each child is sure that he can do it no worse than others.
When analyzing, it is important to note not only the child completed the task correctly or incorrectly, but to emphasize the expressiveness of the solution, the beauty of color combinations, note the nature of the composition, and pay attention to the drawing technique.
So, having given the children the opportunity to consider their work, the teacher begins the analysis, using various forms of it. Their choice depends on the type of activity. If, for example, the children were faced with the task of conveying resemblance to nature, then the analysis would be comparative. The questions of the educator should prompt the children to compare the work with nature, help to find out whether the structure of the object, its coloring are correctly conveyed, whether its constituent parts are depicted proportionally.
When evaluating subject drawings, the teacher pays attention to the correctness of the image (shape, color, proportions, structure - to the transfer of expressive means).
In plot works, the teacher pays attention to the transfer of composition, movement, how the child conveyed his attitude to the drawing with color, to relative value between items.
IN decorative works it is important to note their brightness, colorfulness, ability to combine colors, variety of compositions.
The analysis of collective work begins with a general assessment: to say how the children coped with collective work, to emphasize the ability of some children to act in concert, to help each other, the ability to independently distribute work. Then consider some of the most interesting work. In all cases, it is important to pay attention to the cleanliness and accuracy of the work, the ability to complete it on time.
Depending on the type of lesson, the following can be used forms of analysis:
- Give overall rating classes.
- Among the selected works, choose 2-3 best ones and explain why they were selected.
- Arrange all the works in a certain sequence in accordance with the content of the topic (for example, according to the fairy tale "3 Bears". So you can find out which episode is not in the drawings, which of the 2-3 works is done better.
- Offer to talk about any work you like.
- Tell about the work indicated by the teacher.
- Offer to find a job similar to the sample.
- Compare your work with a sample.
- Find 2 various works.
- Find similar works.
- Find a job with a mistake.
- Find a job that shows creativity.
- Find unfinished work.
- Tell about your work.
- Offer to talk about a friend's work.
- Find nature at work.
- Select the most accurate work.
- Find the most interesting work justify why.
- Find works with a good color combination.
- Find jobs with the most expressive images(crying hare, cunning fox).
- In one lesson, you can come up with 2-3 options for analysis. Their choice depends on the topic and program content.
Drawing is one of the most favorite children's activities. Through drawing, the child, wherever he is and at whatever time he lives, expresses his perception of the people and objects around him and his attitude towards them. The kid involuntarily shows what he cannot express. For a child, drawing is not an art, but an analogue of speech. In the process of this activity, the child becomes free from prohibitions and restrictions, from norms and rules. Therefore psychology children's drawing often helps practicing psychologists to understand the child's condition.
Of course, during a personal consultation, to complete the picture, the psychologist will ask you to bring a few drawings of the child, and during the examination he will offer the baby to draw a picture on a specific topic and will closely monitor his activities and write down everything he says. Analysis of children's drawings will help parents pay attention to emotional condition baby. In fact, it is hardly appropriate to analyze the creativity of a child under 5 years old in depth: there is a high probability of erroneous conclusions, however, if the same similar features are repeated in the drawings, or, conversely, one drawing is significantly different from the majority, this is worth paying attention to.e
Analysis of a child's drawing: interpretation
This drawing, made by a left-handed girl, produces an ambivalent impression. On the one hand, it attracts the eye due to its brightness and saturation (both plot and color), but on the other hand, it creates a feeling of some tension, which manifests itself in the totality of details.
First of all, the drawing is unusual for a 4-year-old child. The image is original both in terms of the plot and the theme, and the image of a tiger-lion, the expression of emotions in the form of tears, the birds in the corner of the sheet, the inscription “am-am”) are not typical for children of this age, which indicates a rich imagination. This is typical of left-handed children, as they have a well-developed right hemisphere brain, which is responsible for Creative skills. At the same time, the drawing is made in a sweeping manner, which is a sign of hyperactivity, but, given the age of the girl, one should rather keep in mind impulsiveness as a character trait. It seems that she did the work with great pressure, and this is a sign of emotional tension. This is also indicated by the size of the drawing - the tiger barely fits on the sheet.
The predominance of red-orange color, on the one hand, may be due to the desire to convey natural color animal, but on the other hand, given that the stripes are made in green, and not brown, one can assume an emotional state of anxiety at the time of drawing. Eyelashes are a sign of demonstrativeness, a desire to stand out. The absence of a mouth in an animal may indicate both difficulties in communication and problems in the child's speech plan (speech therapy, in the development of the articulatory apparatus). Blackening in the tail area is a sign of physical distress in this segment of the body (for example, pain from injections). You can notice a “multiple line” (circling paws, grass with a felt-tip pen of a different color), which is typical for anxiety at the moment.
Psychology of children's drawing: conclusion
Based on all the above signs and characteristics highlighted in the figure, we can make some assumptions about the character of the girl. The child is clearly very active, impulsive, emotional, receptive to new information, has a fairly strong, hardy nervous system, which has not yet fully strengthened. This can lead to increased motor activity, emotional outbursts, and speech therapy difficulties (“porridge in the mouth”, says a lot, but nothing is clear). In terms of development, the child is ahead of age norms, perhaps he has certain creative abilities. The girl has a need to be noticed, she likes to stand out, attract attention, and given her impulsiveness and age, she can do this in a very variety of ways, up to tantrums. There is an assumption that the girl, with a generally favorable emotional state, had a feeling of anxiety (possibly fear) at the time the drawing was created. This may be due to a situation of illness, resentment, or situational dysfunctional relationships in the family or children's team.
Good afternoon, dear readers! What parent doesn't want to understand their child better? But how to do this if the child has closed and does not want to talk? Use drawing! Most children love to draw. Starting from 4-5 years old, the child's drawings begin to take on a complete form and meaningfulness. But a careful analysis of a child's drawing can give a timely signal of what worries your baby. After all, children's drawings reflect the emotional state, psychology of the child, his thoughts and feelings.
And art therapy methods can allow you not only to notice the thoughts, fears and anxieties of the baby, but also to correct them in time.
Another huge plus is that each parent can do a psychological analysis of a child's drawing on their own. I'm not talking about in-depth analysis now, but everyone can highlight the main characteristics. Now let's analyze everything point by point.
Today's article was written by practicing child psychologist Valentina Danilova. If you still have questions after reading, please ask them in the comments.
Before proceeding with the description of the methodology for analyzing a child's drawing, it is very important to understand: only one drawing does not indicate the presence of a problem, it can only serve as a small wake-up call that the child is now more interested and worried.
Drawing analysis is a very subjective technique that speaks about the momentary mood of the child. Maybe he's tired now and that's why the drawing is just like that. Or he quarreled with a friend, so he draws anger and resentment. This does not mean that these feelings accompany him for a long time.
And be sure to talk with the child according to his drawing. After all, as you know, looking at the same picture, people can see completely different things. Therefore, do not invent it yourself, but rather ask the child why he painted that way?
Parameters for the analysis of a child's drawing
The general plot of the picture. completeness
Is the drawing drawn schematically enough or deployed? If the drawing is schematic, then this may indicate the child's closeness, conservatism, or maybe fears of change. Or that he just wasn't in the mood to draw.
Or he was simply not in the mood to draw if it was on the instructions of an adult. Or he just doesn't know how. Children aged 3-4 years draw the image of a person quite schematically. Try asking him to draw at another time.
The more unusual the drawing, the more it testifies to the developed imagination and rich imagination of the baby. But everything is good in moderation. Permanent abstract drawings that have no connection with reality may indicate difficulties in real life child. Drawing your imaginary friends and unusual worlds, the baby can thus hide in his imaginary world.
Location on a sheet of paper
This indicator is usually associated with self-esteem and with views on the future (pessimists, optimists). If the main image is in the center of the sheet, then this may indicate a child's comfortable attitude, he finds a balance within himself, there are no unnecessary worries, he feels safe.
But if the drawing is depicted in the center of the sheet, but of such a large size that it occupies almost the entire sheet, then this may indicate increased self-esteem, sometimes even egocentrism. The child feels in the center, but this is not enough for him and he wants to occupy all the space.
If the plot is drawn mainly in the upper part of the sheet, then many psychologists can interpret this as a desire to dominate, manage, control. It is also characteristic of people trying to get away from reality (well, very high from the ground). This is how dreamers paint.
Accordingly, the picture located at the bottom of the sheet may indicate low self-esteem. The baby may feel insecure, anxious, very dependent on others.
Conducting a psychological analysis of the drawing, pay attention to the side of the sheet where the image is located. The drawing on the right and left may indicate what is more interesting to the child now - the past (left side of the sheet) or the future (right side).
Usually the drawing on the left side of the canvas depicts introverts who see a lot of good things in the past, but beware of the future. They usually have a very well developed emotional sphere.
On the right side of the sheet, active, assertive, purposeful people place their drawing. Rather, their intellect prevails over their emotions.
The general mood of the drawing
Here it is important to try as objectively as possible to assess the mood that the picture conveys. For example, the image of a cheerful devil may not speak of fears and anxieties, but of a good high spirits, a desire to play pranks. But the sad sun will be evidence of the presence of sadness, resentment.
A calm plot - trees, sea, forest, kind animals - can speak of a peaceful state of the painter. The toothy mouth of a shark, monsters, a hurricane, will be evidence of the inner experiences of the child.
Important! If you have any doubts about the mood of the picture, it is better to ask the child himself. “Tell me, what did you draw here? Is it a happy animal or a sad one?
Line Analysis
How does a child draw? Smooth and slow, or fast and chaotic? Are the lines rounded, wavy, or sharp and broken? This parameter of a child's drawing is usually associated in psychology with the state nervous system: weak and inert or active and dynamic.
Very bright, confident lines speak of the child's self-confidence. If the lines are intermittent, fuzzy, then this may indicate fatigue, weakness, asthenic condition of the baby. If a child often crosses out, underlines, and hatches, then this usually indicates anxieties and fears.
Also here pay attention to the pressure of the pencil . Strong pressure characterizes people who are active, vigorous, self-confident. Weak pressure speaks of shyness, insecurity, fatigue, both physical and emotional.
If the pressure changes, then stronger, then weaker, then this can indicate impulsiveness. If the drawing is drawn with medium force, and some particular part is highlighted with stronger pressure or underlining, or shading, then this indicates that it is in this part of the image that the child is most excited.
As an example: the figure of a female teacher is depicted, but her mouth is heavily shaded. The child says: “She has such a bright lipstick.” And an adult, looking at this picture, may think that the child’s verbal communication with this adult is impaired. Either the teacher raises her voice, or in some other way (she labels him, calls him names), she instills anxiety and uncertainty in the child with her speech: “Petrov, lazy, come to the blackboard!”.
The predominant color of the picture
It is possible to make a psychological analysis of a child's drawing by color only if the child was given a choice of multi-colored pencils. And it happens that in front of the child there was one simple pencil, he drew a drawing for them and carries it to his mother. And she immediately worries: “There is one black! Urgently to the psychologist!
Important! Do not be alarmed if the child has drawn a picture with only black or any dark pencil.
- Young children often choose black because it has a high contrast and looks better on white paper;
- Maybe he didn't have another pencil around;
- Or maybe it's just his favorite color now, which he associates with something good. Maybe he likes to look at the black starry sky.
The predominance of light and bed tones more often reports good location spirit, high spirits. If the image is dominated by dark tones, especially in combination with strong pressure and shading, then this may indicate the anxieties and fears of the baby.
There is also a characteristic of each color, which I will now describe. But, remember: it is not necessary to interpret only according to generally accepted characteristics! It is always better to clarify how exactly your child perceives this color: “Tell me, does this black look like what?”, “And what do you associate this red with?”.
It is also worth remembering that even different cultures colors are interpreted in different ways. It is generally accepted that white is a sign of purity and freedom. But in China, white is the color of mourning.
Red is the color of activity and energy. But in drawings, he can often depict aggression and tension.
Blue is the color of peace and harmony.
Yellow is the color of solar energy and warmth. Can talk about openness, activity, curiosity.
Separate characteristic elements of the picture
Image of hands, and if an animal is depicted, then paws usually characterize the communicative sphere. And their absence may indicate the presence of difficulties in establishing communications. Or the hands are depicted schematically, and the palms themselves are hidden behind the back - this can also indicate timidity, insecurity in establishing contact with others.
Ears signal to us that the child listens and hears, or vice versa - does not hear and does not perceive new information.
Needles, horns- Signs of aggressive defense. Think about what the child is forced to defend himself in such a way?
Eyes can also say a lot. Empty eyes (without the image of pupils) can speak of inner emptiness. Did the child draw sketchy eyes in the form of dots or dashes? Alternatively, he forbids himself to show feelings. This can sometimes be interpreted as follows: no one should see what is happening inside me. If dark glasses or eyes are shaded in front of the eyes, then this indicates fears, a desire not to see reality.
If drawn fence- the child wants to isolate himself from something. Ask: “And what helps to close this fence?” The child will tell you everything.
Sun, stars, sky, clouds- talk about the dreaminess of the child.
Grass, houses, trees- talk about his desire for stability and order.
It is very important when analyzing the picture to take into account the age of the child! So, up to 4 years, as I wrote above, we can only talk about the motor readiness of the baby’s pen for writing and drawing. From 4-5 years old, you can already see the child's perception of the picture of the family, find out what topics cause him anxiety and excitement, fears.
And the identification of some personal characteristics of character can be analyzed using a drawing from the age of seven.
You can also check out detailed description methods of psychological analysis of the drawing on the example of the article "".
I think that I won’t be surprised if I say that children’s drawings also depend on the gender of the child. Girls in preschool and primary school age begin to identify themselves with the female sex and love to draw butterflies, princesses, flowers, etc.
Boys at this age often draw robots, cars, weapons, warriors, some kind of battles. This is how they prepare themselves inwardly to become men. They search in the environment and learn courageous characteristics - strength, courage, courage. This can be seen from the drawings.
As a conclusion
If you decide to analyze your baby's drawing, please remember not to jump to conclusions. Drawings are best viewed in dynamics! If you see that certain elements persist all the time, then they are really important for the child.
And if today he drew dad at a distance, and a couple of days later he drew everyone holding hands, then this means that the first drawing was very situational - dad was at work at that moment (which is actually far away), and the child was waiting for him at home . And do not make hasty conclusions about the "cool" relationship with his father.
Every parent dreams of being able to look into inner world your child, in his thoughts, feelings, experiences. Sometimes a child cannot tell everything. And drawing is a great way to get to know his innermost thoughts.
You can assess the child's self-esteem, his fears. With the help of drawing, these fears can be worked out. After analyzing the drawing, you can understand how he sees his family, his place in the team and much, much more.
Watch the video " Psychological analysis children's drawing. Methodology for conducting an independent analysis in steps ":
Write, please, in the comments, and what would be interesting to know for you? It might be interesting to read an article on a specific diagnostic technique, which can be easily carried out by parents at home on their own?
