directly organized activities
on artistic and aesthetic development of children
45 years
IZO - studio "I draw the world"
(using non-traditional techniques)
program implementation period: 1 year
Compiled by: educator MKDOU " Kindergarten №1"
Logvyankova Tatyana Petrovna
Purpose of the program - development of interests and creativity children in the field of artistic and aesthetic through non-traditional drawing techniques and manual labor
Program objectives:
To acquaint children with non-traditional drawing techniques. Build practical skills.
Develop sensory abilities of perception, sense of color, rhythm.
Develop general intellectual abilities: follow the instructions of an adult, act according to the model.
Develop artistic and imaginative representations, emotionally sensual attitude to objects and natural phenomena.
To form constructive skills and abilities.
Develop hand strength, technical skills.
Develop and strengthen fine motor skills of hands.
Develop hand-eye coordination.
Instilling love for art, instilling diligence and perseverance.
To promote the development of attention, memory, imagination, aesthetic perception, creative imagination.
Cultivate emotional responsiveness to beauty.
Program focus: Artistic and aesthetic.
Implementation period: 1 year
Children's age: 4-5 years
Location: group room, music room.
Number of NODs: 1 time per week
Lesson duration: 20 minutes.
Expected results:
Development fine motor skills age appropriate;
The child knows how to work with various tools, knows the safety rules when handling them;
Shows interest in making crafts from various materials.
Distinguishes species decorative painting, makes up a pattern.
Implements creativity to every job.
Material:
Paper, paper napkins, scissors, natural material, threads, glue, matches, plasticine, dough, gouache, colored pencils, felt-tip pens, watercolors, gouache paints, brushes, toothbrush, cotton swabs, wax pencils.
Working ways:
1. Cutting or breaking off strips or pieces from a sheet of paper.
2. Cutting along the contour of objects and combining compositions from them.
3. Designing from paper using the origami method.
4. Sticking lumps of paper on a planar image.
5. Sticking pieces and lumps of paper napkins.
6. Sticking cut threads on a planar image.
7. Bonding of various parts.
8. Modeling from natural material: walnut shells, seeds, peas, twigs, pebbles, etc.
9.Combining natural materials with various other materials.
10. Sculpting objects from dough - "Testoplasty"
11. Drawing with plasticine and a finger - "Plasticineography"
12. Gluing ready-made forms from plasticine onto a plane.
13. Drawing with brushes with all pile, tip, toothbrush, cotton swabs, leaves, palms.
14. Mixing colors.
15. Compilation of a decorative pattern: the use of ornamental elements, color selection, location.
GCD structure can be flexible and vary from goals and objectives, but includes 3 parts: introductory, main and final.
Introduction - creation emotional mood in children and explanation of new material.
Main or practical part - creative work of children; I help with advice and conduct individual work as needed.
Very important final part - it analyzes the result of the child's artistic creativity.
Principles:
accessibility(simplicity, compliance with age and individual characteristics);
visibility(illustrative, availability of didactic materials). “The more organs of our senses take part in the perception of any impression or group of impressions, the more firmly these impressions fall into our mechanical, nervous memory, they are more faithfully stored by it and easier, then they are remembered” (K.D. Ushinsky);
scientific(validity, the availability of a methodological base and a theoretical basis).
“from simple to complex”(having learned elementary work skills, the child applies his knowledge in performing creative works).
The program uses health-saving technologies: game warm-ups, exercises for the eyes, finger gymnastics, self-massage.
This program integrates with educational areas:
cognitive development;
Speech development;
Artistic - aesthetic development;
Socially - communication development;
Physical development of the main educational preschool programs.
The origins of creativity
and gifts of children at their fingertips.
From the fingers, figuratively speaking, go the thinnest
streams that feed the source of creative thought.
In other words: the more skill
in a child's palm, the smarter the child.
Sukhomlinsky V.A.
Relevance: the process of profound changes taking place in modern education puts forward as a priority the problem of the development of creativity, creative thinking, which contributes to the formation of a versatile - developed personality, distinguished by originality and originality.
The degree of development of motor skills of the hand depends on how the level fine arts, and comprehensive development the child as a whole.
Visual activity is one of the favorite activities of preschool children. Preschoolers are ready to spend hours drawing, gluing, sculpting. Initial Intentions children may vary depending on what new look the child will see in his creation, but interest in creative activity does not disappear. The importance of visual activity in the development of the child is difficult to overestimate. It includes both hemispheres of the brain: the left (rational, analyzing, logical); right (emotional, figurative, creative). It is no coincidence that psychologists say that the baby's mind is at the fingertips, and the development of fine motor skills leads to the development of the child's speech. Given the priority orientation of the preschool educational institution, the teacher must provide children with the opportunity to realize the needs and interests in the field of artistic and visual activity. As diagnostics show, the greatest interest modeling causes in children (figurative, plot, decorative). The attractiveness of this type of activity is due to the fact that its products are images with which you can act (play, conduct a dialogue, present storylines ...)
Awakening in children their own interest in the topic of visual activity, creating conditions for the use of children various options images, providing a child free choice image, plot, visual means - these are the main tasks that the educator should set for himself. At the same time, the development of technical techniques does not dominate and does not replace the creation of artistic expressive image. Priority is given to desires and own initiative children, involving them in collective forms of creative activity. It is supposed to create conditions for the self-realization of each child, familiarity with various means of embodying an artistic concept. Collective activity is directed to the creation of multi-figure, plot compositions.
Fine arts is a studio in which more free communication, interaction and creativity is possible, an environment for the development of children's creative visual abilities. The composition of the creative association on a voluntary basis includes children with interests and abilities in the field of fine arts. The task of the teacher is to involve these children in activities art studio and keep their interest throughout the year.
Long-term planning of an art studio with children 4-5 years old
| month | № p/p | Name of the event | |
| September | "Rainbow Journey " drawing | To acquaint with the wonderful property of color to transform the world, with warm and cold colors. |
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| " Hedgehog" modeling from plasticine using sunflower seeds | To teach children to tear off a lump of plasticine from a large piece, roll it between their palms, giving it an oval shape, use the pull-back technique. Develop the ability to combine plasticine with natural material. |
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| "Colorful balls" drawing oval objects | Learn to create contour drawings, close the lines in a ring and paint, repeat the outlines of the drawn figure. Complement images pencil drawings(threads on balls). |
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| hand drawing | Introduce children to new technology drawing. To develop in children a sense of color, the ability to draw not only with a brush, but also with a palm. Develop aesthetic perception. |
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| October | "Wood" Modeling from twigs and plasticine. | Learn to fix the branches with plasticine, creating a tree layout. Develop fine motor skills. |
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| "Tree in autumn dress" Poke drawing | To consolidate the ability to draw a tree (trunk, knots, thin branches). Learn to distinguish various breeds trees, their signs, features (color structure). To consolidate the ability to draw with gouache paints, to learn how to apply color to color. Develop a sense of color. To introduce children to the method of drawing with a hard brush. |
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| "Bouquet of autumn leaves" Leaf printing. | Introduce leaf printing techniques. Develop color perception. Learn to mix colors directly on the leaves or with a swab when printing. |
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| "Festive outfit of autumn birches" Break application. | Learn how to make an appliqué by cutting paper. Teach children to tear off small pieces of paper and stick them imitating autumn leaves birches. |
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| November | "A sad picture - rain without end" Drawing with appliqué elements. | Applicative image of a cloud: gluing ready-made forms onto the background, gluing torn pieces of paper with a second layer. Drawing rain with colored pencil. Sheets of blue paper, silhouettes of clouds, strips of paper, glue, colored pencils. |
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| "Mushroom" Modeling from natural material. | To teach children to make a mushroom from an acorn, to show imagination, ingenuity, to fashion a hat from plasticine. |
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| "Dymkovo horse" | To acquaint children with the Dymkovo toy, the features of its painting with the color of the Dymkovo pattern, and the methods of drawing. Learn to draw a pattern consisting of rings, dots, circles using cotton swabs, kwachas and a brush. Develop aesthetic perception, sense of rhythm, creative activity. |
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| "Dog Friend" | Teach children to fold from a dog square. Continue to teach children to navigate the square, find the right left side, corners. |
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| December | "Magic Snowflakes" Drawing. | Teach children to transfer the snowflake pattern. Strengthen the ability to draw straight lines in different directions, symmetrically, coming up with different interesting combinations of lines. Improve the ability to properly hold the brush when drawing; Practice mixing and diluting gouache. |
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| "Father Frost" Application using napkins | To teach children to carefully tear off small pieces of a napkin, roll them between their fingers, gently stick them on the drawn shape. |
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| "Dress of the Snow Maiden" Decorative drawing. | Introduce children to the elements of Gzhel painting. Learn to choose a color, decorate the Snow Maiden's dress with a painting. |
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| "Christmas balls" Drawing with wax chalk, watercolor. | Practice drawing a round object. Familiarize yourself with the combination wax crayons and watercolors. Develop color perception. Practice drawing a pattern, using an imprint, on a round shape. Develop a sense of rhythm. |
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| January | "Snow, snow is spinning, the whole street is white..." Drawing with a poke and a splash. | Continue to introduce children to different ways brush painting; Improve the ability to properly hold the brush when drawing; Practice mixing and diluting gouache. |
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| "Christmas Bells" Application using plasticine. | To teach children to tear off small lumps of plasticine from a large piece, roll them between their fingers, then gently stick them onto the finished form. |
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| "Kitten with a ball" Thread application. | Continue to teach how to glue the silhouette with finely chopped threads, conveying the effect of “fluffy fur”. Develop creative abilities. |
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| February | " underwater kingdom" Testoplasty. | To teach children to sculpt from salt dough, cut in stacks along cardboard template small fish different shapes, by using additional materials(beads, pasta, peas, cereals, beans, buttons) |
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| Application. | Teaching children to apply glue gently ready-made forms, gently stick on cardboard, making up the shape of a boat. |
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| "Merry nesting dolls" Decorative drawing. Cotton buds, "poke", drawing with fingers. | Consolidate children's knowledge about matryoshka. Improve children's work skills in drawing up patterns. Improve the skills and techniques of working with a soft brush. Create a joyful creative atmosphere. |
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| " Owl" Modeling from cones. | To develop the ability to fasten details with the help of plasticine, to supplement the object with the necessary details for the expressiveness of the image. |
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| March | "Beautiful flowers for all women" Application. Collective work. | To teach children to carefully glue the finished mug shapes with glue, gently stick them on cardboard, making up the shape of a flower. Develop a sense of beauty. |
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| "Mimosa" Poke drawing. | Teach children to draw with poke, learn to draw by creating a flower shape. |
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| "Snowdrop". plasticineography | To teach children to apply a thin layer of plasticine on the base, mix plasticine on cardboard; cultivate accuracy and creativity in work. |
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| "Firebird" hand drawing | Learn to draw a fabulous bird using the palm of your hand and gouache. To consolidate the ability to use gouache, brush, napkin. Develop hand motor skills creative thinking, accuracy, attention. Enrich the dictionary with words denoting shades of red. Cultivate creativity, the joy of playing with colors, a sense of beauty. |
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| April | "Rocket" | To interest children in drawing a rocket for Cosmonautics Day. Develop fine motor skills of the fingers when smearing plasticine on the surface of parts. Encourage them to complete their work with stars, planets, comets, etc. of the children's choice. To educate in children the manifestation of individuality. |
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| "Verba" Application from pumpkin seeds. | Learn to stick pumpkin seeds on the finished image. Develop aesthetic perception. |
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| " The pattern on the plate Decorative drawing. | To acquaint children with Gorodets painting, its color, the main elements of the pattern; learn to make a pattern; develop children's creativity. |
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| "Butterflies" Subject monotype. | Develop aesthetic perception, aesthetic emotions and feelings, emotional response to the manifestation of beauty in the world around. Introduce children to the concept of symmetry. Cultivate independence when choosing colors. |
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| "Vase" Papier-mâché craft. | Introduce children to a new kind of manual labor. Teach to tear off small pieces of paper, dipping them in glue, sticking on the form (jar.) |
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| "Vase" Continuation. Prettification finished product. | Learn carefully, paint the dried product with gouache. |
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| "Vase" Continued. Craft from bones. | Learn to make a composition of watermelon seeds, carefully stick to work. colorize Bones with gouache paint |
Criteria and norms of assessment
| Skills | Evaluation criteria |
| The ability to compose a whole from parts, to stick an image. | 3 points- The child knows how to compose an image from several parts, arranges accurately, combining in meaning, respects the proportions. The image sticks to the middle of the sheet, independently supplementing it small details according to the logic of the content of the work. 2 points - The child knows how to compose an image, but there are slight distortions, displacements; the depicted object is located mainly in the middle of the sheet. He supplements his work with small details after a reminder from an adult. 1 point - The image is made after the instructions have been spoken several times (which is first, which is then). It is necessary to repeat the sequence of work with the child two or three times (but later he does it himself). The image has significant distortion in the proportions of the parts. |
| Ability to work with glue. | 3 points- Has the ability to work with glue. Gently picks it up with a brush, removes excess on the edge of the outlet. Spreads the entire form, blots the excess glue left at work with a napkin. 2 points- Able to work with glue. Holds the brush correctly. When picking up glue, he almost never forgets to remove the excess on the edge of the outlet. Spreads the form on oilcloth. Almost the entire form is smeared, but sometimes dry places remain, which are already smeared at the work itself (or vice versa, the form is very heavily smeared with glue in some places). She uses a napkin, but sometimes a reminder from an adult is needed. In the course of work, he forgets to put the brush on the stand, as a result, it lies on the table and stains workplace. 1 point- The ability to work with a brush is weakly fixed, it is necessary to periodically remind that excess glue must be removed from the edge of the outlet. Oilcloth is not regularly used. The form is smeared, leaving dry places or vice versa, a large amount of glue. He uses a napkin in his work, but does not blot, but wipes or rubs the place where it is pasted. The brush rarely puts on a stand during operation. |
| Ability to use scissors. | 3 points- Developed the skill of using scissors. He knows how to hold and use them correctly. Observes safety precautions (holds scissors away from himself, finishing work, puts them on a tray) 2 points- Knows how to use scissors. Mostly holds them correctly, but sometimes there are mistakes, a reminder is required (“Take the scissors correctly”). Minor safety violations occur when working with scissors (leaves them on the table after work, corrects when reminded. 1 point- The ability to work with scissors is poorly developed (the small muscles of the fingers are poorly developed, but the child tries to correct mistakes when reminded, shown (he often has to be reminded, rarely takes the scissors correctly). |
| Ability to work with paper, make crafts using the origami technique. | 3 points - The child knows how to bend the sheet in half, four times, in different directions, while neatly and accurately combines the corners and sides (where necessary according to the instructions, all work is done on the table. He clearly orients himself on a sheet of paper ( Right side, left, top right, etc.) . Knows the concept of "fold line", irons it without a reminder. Fine motor skills are well developed. Understands adult instructions without additional repetition. The form obtained as a result of folding is independently decorated with appliqué elements corresponding in meaning, choosing colors and shades. Shows creativity and imagination. 2 points - The child knows how to bend the proposed form in half, four times, in different directions, but with minor errors (one edge of the sheet peeks out slightly from under the other, the corners diverge slightly, all work is mainly done on the table. Oriented on a sheet of paper (right side, left, upper right corner, etc., but sometimes there are mistakes that he himself corrects after additional instructions.Knows the concept of "fold line", can show, iron it, rarely, but can forget about it in a hurry or after inattention. Fine motor skills are not badly developed. Listens to the instructions of an adult carefully, understands, but performs all actions slowly, is not always confident in his abilities. Decorates the resulting shape with appliqué elements, based on the proposed sample of an adult. Creativity and imagination are rarely shown. 1 point - The child tries very hard to fold the sheet in half, four times, in different directions, but it does not always work out exactly. You have to correct mistakes several times under the supervision of an adult. He basically knows how to navigate on a sheet of paper (shows the named corners and sides, but when directly following the instructions for making crafts, he often has difficulty. He can show the fold line, but during work, having received the instruction: - “Take the part by the fold line”, gets confused, appropriate adjustment by an adult is required.Verbal instructions for making crafts for him need to be repeated (or shown) several times so that he understands and does.Fine motor skills are not sufficiently developed.The basis is filled with application after a reminder |
| Ability to use non-traditional drawing techniques. | 3 points- The child is interested in learning new ways of depicting and wants to learn them. When showing and talking about a new image method, he listens attentively to an adult and, if necessary, asks again in order to clarify the details of this image technique that he does not understand. Due to the well-developed small muscles of the fingers, the images are quite successful. Color spots made by hands, seals, stamps or other materials are located in different directions, in accordance with the logic of the depicted object, natural phenomenon or pattern. Independently selects the color scheme of his work, if the lesson has the appropriate tasks. The child applies the acquired knowledge in independent creative activity. 2 points- The child is willingly interested in new ways of depicting objects and phenomena of the surrounding world. He basically understands the instructions of the educator, but for greater clarity, additional repetition, clarification, showing the way of depicting is required, since he (the child) is not quite confident in his orientation in space and on the plane (it is difficult in the location of the hands, fingers when drawing with hands, stamps and etc.). the color scheme is mainly based on the imitation of the adult model, the initiative in choosing a color is not often shown. He tries to apply the acquired knowledge in independent creative activity. 1 point - The child willingly listens and watches the demonstration of new, non-traditional ways of depiction, which the educator demonstrates. However, it is difficult to repeat the shown techniques independently (the ability to navigate, fine and general motor skills are poorly developed). Poor understanding of instructions. Visual skills and abilities using non-traditional technologies require further consolidation. In work, they almost do not show independence, they mainly imitate the model and display of an adult, this also applies to the color scheme of the picture. Creativity is rare. |
| Skills of rhythmic repetition of homogeneous movements. | 3 points - When drawing decorative patterns rhythmically repeats homogeneous movements, closely follows the sequence of elements, their alternation, both in color and in shape. Doesn't allow mistakes. 2 points - When drawing both decorative patterns and other kinds of images (for example, fish scales, printing with leaves) that require rhythmically repeating movements, this rhythm is mostly observed (regardless of the number of different elements in one pattern). However, there are partial distortions in the pattern or interchange of pattern elements. 1 point - He makes a large number of mistakes when repeating homogeneous movements, but he also tries to complete the task correctly when re-analyzing and explaining by an adult. It is confused if it is necessary to repeat a pattern or pattern consisting of several different elements. And when there is an alternation of homogeneous elements, the child copes easier. |
| Ability to draw according to the idea | 3 points - The child shows a steady and constant interest and the need to communicate with the beautiful in the surrounding reality. Experiences pleasure and joy from meeting him. Can independently invent plot composition on the proposed topic. The image is located on the entire plane of the sheet, proportionality between the depicted objects is observed. The color solution corresponds to the design of the picture, a rich color scheme. 2 points - the child shows a steady interest and need to communicate with the beautiful in the world around him. Feels the joy of meeting him. The plot and theme of the drawing are previously discussed with the teacher. The image is most often located on one strip at the bottom of the sheet, but can be over its entire surface. In terms of size, objects are depicted mostly accurately, but there are slight distortions. 1 point - The child shows interest and desire to communicate with the beautiful in the world around him, they do not always notice the general species and characteristics objects, living objects and phenomena. He finds it difficult to choose the plot of his drawing, he has to lead the child to the work with leading questions. The image is located on the line at the bottom of the sheet. The child is confused in the transfer of the ratio of objects in size (a tree and a flower can be the same in size). The used color scale is monotonous, there are no shades of colors. |
forward planning
"Artistic and aesthetic development"
Program tasks:
Drawing, modeling, application:
* To develop children's interest in visual activity, in the figurative reflection of what they saw, heard, felt.
* Form ideas about the shape, size, structure, color of objects.
* Learn to create an image from rounded shapes and color spots.
* Learn to harmoniously arrange objects on the plane of the sheet.
* Develop imagination, creativity.
* Learn to see the means of expression in works of art (color, rhythm, volume).
* Familiarize yourself with a variety of visual materials.
Structural modeling activity:
* Lead children to the simplest analysis of the created buildings.
* Learn to distinguish, name and use the main building details (cubes, bricks, plates, cylinders, trihedral prisms).
* Develop a desire to build buildings according to your own design; build new buildings using previously acquired skills (laying, attaching, attaching), using parts of different colors in buildings.
*Continue to teach children to beat buildings, combine them according to the plot.
As a result of systematic and consistent work, by the end of the year, the children of the younger group should learn:
*freely draw objects consisting of lines drawn in different directions, and various combinations of lines;
* depict various objects: round, rectangular, square;
*transmit simple stories, combine several images;
* carefully use visual materials;
* use in the process of drawing pencils and paints of several colors;
* carefully and cleanly rinse the brush before picking up paint of a different color;
* create simple buildings, modify by adding, subtracting details
The content of educational activitiesArtistic and aesthetic development (drawing, modeling, appliqué, constructive modeling activity)
Type of activity / Topic
Tasks
September
Week 1
Drawing "Introduction to Pencil and Paper"
Teach children to draw with pencils, hold the pencil correctly, guide it along the paper, without pressing too hard on the paper and without squeezing it strongly in your fingers. Draw the children's attention to the traces made with a pencil on paper. Learn to see the similarity of strokes with objects. Develop a desire to draw.
Modeling "Introduction to plasticine"
To give an idea that plasticine is soft, you can sculpt from it, you can pinch off small lumps from a large lump. To learn to put plasticine and a molded product from it only on a board, to work carefully. Develop a desire to sculpt.
Structural modeling activity "Slide with a ladder"
To develop in children an interest in design. Exercise in the construction of simple buildings by overlaying parts and attaching. To teach to consider with the help of a teacher a sample, answering questions. Exercise in construction by showing construction methods. Exercise in naming spatial concepts (on, near, near). Learn to beat buildings.
2 weeks
Drawing " It's raining»
To teach children to convey impressions of the surrounding life in a drawing, to see an image of a phenomenon in a drawing. To consolidate the ability to draw short strokes and lines, to hold the pencil correctly. Develop a desire to draw.
Application
Learn to choose large and small round objects. To consolidate ideas about objects of a round shape, their difference in size. To form the ability to accurately paste images.
3 week
Drawing "Let's tie colored strings to the balls"
Teach children how to hold a pencil correctly; draw straight lines from top to bottom; to draw lines inseparably, together. Develop aesthetic perception. Learn to see the image of the subject in the lines.
Sculpting "Sticks ("Sweets")
To teach children to pinch off small lumps of plasticine, roll them between their palms with direct movements. Learn to work carefully, put finished products on the board.
Design and modeling activity "Gorka"
Continue to encourage children to build slides. Learn to build a slide with two descents of four cubes, two close to each other, and two large prisms attached on both sides. Learn how to convert descents into length by applying cardboard plates of different lengths.
4 week
Drawing "Beautiful ladders" ("Beautiful striped rug")
Teach children to draw lines from top to bottom; hold them straight without stopping. To teach to pick up paint on a brush, dip it with all the pile in the paint; remove an extra drop by touching the pile to the edge of the jar; rinse the brush in water, dry it with a light touch on a cloth to pick up paint of a different color. Continue to introduce flowers. Develop aesthetic perception.
Application "Balls roll along the track"
Introduce children to round objects. Encourage to trace the shape along the contour with the fingers of one and the other hand, naming it. Teach gluing techniques (spread glue on the back side of the part, take a little glue on the brush, work on oilcloth, press the image to the paper with a napkin and the whole palm). Develop creativity.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
October
Week 1
Drawing "Colorful carpet of leaves"
Learn to hold the brush correctly, lower it into the paint with all the pile, remove an extra drop on the edge of the jar. Learn to draw leaflets by applying the bristles of a brush to paper. Develop aesthetic perception.
Modeling "Kolobok"
Arouse in children the desire to create images of fairy-tale characters in modeling. To consolidate the ability to sculpt round objects by rolling plasticine between the palms in a circular motion. Fix the smart to work carefully with plasticine. To teach with a stick to draw some details on the molded image (eyes, mouth).
Continue to help children master simple constructive techniques (tightly apply bricks to each other with narrow short edges). Learn to build by showing how to construct a track in two colors; lengthen the tracks in two ways: by applying new cubes or replacing the cubes with long plates. Learn to name details.
2 weeks
Drawing "Colored balls"
To teach children to draw continuous lines in a circular motion without lifting the pencil (felt-tip pen) from the paper; hold a pencil correctly; in the process of drawing, use pencils of different colors. pay attention to the beauty of multi-colored images.
Application "Big and small apples on a plate"
Teach children how to glue round objects. To consolidate ideas about the difference in objects in size. Fix the correct gluing techniques (take a little glue on the brush and apply it to the entire surface of the mold.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
3 week
Drawing "Rings"
Learn to hold a pencil correctly, convey a rounded shape in a drawing. Practice circular motion. Learn to use pencils of different colors in the process of drawing. Develop color perception. Strengthen knowledge of colors.
Sculpting "Gift to your beloved puppy (kitten)"
To form figurative perception and figurative representations, develop imagination, creativity. To teach children to use previously acquired skills in modeling. good relations to animals, the desire to do something good for them.
Structural and modeling activity "Paths"
Exercise children in building wide paths by applying bricks to each other with long narrow edges. Attach to planar design (laying out tracks from short and long rectangles). To form the concepts of "wide long track", "short long strip".
4 week
Drawing "Inflate the bubble ..."
To teach children to convey images of an outdoor game in a drawing. To consolidate the ability to draw round objects of various sizes. To form the ability to draw with paints, to hold the brush correctly. Consolidate knowledge of colors. Develop figurative representations, imagination.
Application "Berries and apples lie on a silver platter"
Strengthen children's knowledge of the shape of objects. Learn to distinguish objects by size. Exercise in the careful use of glue, the use of a napkin for accurate gluing. Learn to freely place the image on paper.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
November
Week 1
Drawing "Beautiful balloons (balls)"
Learn to draw round objects. Learn how to hold a pencil correctly, use pencils of different colors in the process of drawing. Develop an interest in drawing. Cause a positive emotional attitude to the created images.
Modeling "Pretzels"
Fix the technique of rolling plasticine with direct movements of the palms. Teach children how to roll the resulting sausage in different ways. To form the ability to consider works, highlight similarities and differences, notice the variety of created images.
Design and modeling activity "Furniture"
To teach children to build simple pieces of furniture by showing how to design. Attach to the analysis of buildings. Learn to convert buildings to length by lengthening or replacing part of the building with a longer part. Encourage them to talk about what they have built, to answer questions.
2 weeks
Riving " colorful wheels»
Learn to draw round objects with a continuous continuous movement of the brush. To consolidate the ability to wash the brush, blot the pile of the washed brush on a cloth, knowledge of colors. Develop perception
colors.
Application "Balls and Cubes"
Introduce a new shape - a square. Learn to compare a circle and a square, name the differences. Learn to stick shapes, alternating them. Fix the correct gluing techniques. Refine your knowledge of color.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
3 week
Drawing "Draw something round"
Practice drawing round objects. To consolidate the ability to use paints, to hold the brush correctly. Learn to rinse the brush before you pick up another paint, and at the end of the work. Learn to enjoy your drawings, name the depicted objects and phenomena. Develop independence and creativity.
Modeling "Gingerbread"
Strengthen the ability of children to sculpt balloons. Learn to flatten the ball by squeezing it with your palms. Develop a desire to do something for others.
Design and modeling activity "Dolls"
Introduce children to the design of elementary drawings-diagrams of two parts. To teach how to build a wide bed of bricks, put to each other with narrow long edges; armchair of two tightly standing nearby cubes and three bricks attached to them. Form the concepts of “narrow, wide bed”, “an armchair is longer than a chair, and a sofa is longer than an armchair”, etc.
4 week
Drawing "Draw what you want, beautiful"
Arouse the desire to draw. Develop the ability to independently conceive the content of the picture, to realize your plan. Practice drawing with pencils. To teach you to enjoy your drawings and the drawings of your comrades; name the drawn objects and phenomena. Cultivate independence, develop creativity.
Application "Colorful lights in houses"
Learn to stick an image of a round shape, clarify the name of the shape. Learn to alternate circles by color. Practice careful gluing. To consolidate the knowledge of colors (red, yellow, green,
blue).
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
December
Week 1
Drawing "Snowballs, big and small"
To consolidate the ability to draw round objects. Learn the correct painting techniques, without going beyond the contour, brush from top to bottom or from left to right. Learn to repeat the image, filling the free space of the sheet.
Sculpting "Big and small cakes"
Continue to teach children to pinch off large and small lumps from a large piece of plasticine; roll out lumps of plasticine in a circular motion. Strengthen the ability to flatten the ball by squeezing it with your palms.
To teach children to design a gate with a simple overlap according to the model. Learn how to convert a building to height by building on. Bring to the analysis of the sample: consider the buildings, highlight their parts, tell what parts and how each part is built.
2 weeks
Drawing "trees on our site"
Learn to create an image of a tree in drawing; draw objects consisting of straight vertical and inclined lines, place the image over the entire sheet of paper, draw large on the entire sheet. Continue learning to paint.
Application "Pyramid"
To teach children to convey the image of a toy in applications; depict an object from several parts; put things in order
decreasing size. Strengthen knowledge of colors. Develop color perception, creativity.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
3 week
Drawing "Herringbone"
To teach children to convey the image of a Christmas tree in drawing; draw objects consisting of lines (vertical, horizontal or oblique). Continue to learn how to use paints and a brush.
Modeling "Turret"
Continue to teach children to roll out lumps of plasticine between the palms in a circular motion; flatten the ball between the palms; to compose an object from several parts, superimposing one on top of the other. Strengthen the ability to sculpt neatly.
Structural modeling activity "Gate"
Continue to teach children how to build gates according to patterns built from different parts. Exercise in the analysis of simple gate diagrams. Exercise in distinguishing buildings by height.
4 week
Drawing “Introduction to Dymkovo toys. Drawing patterns»
To acquaint with folk Dymkovo toys. Cause joy from looking at a bright, elegant painted toy. Pay attention to the patterns decorating the toys. Learn to highlight and name the individual elements of the pattern, their colors.
Application "Stick any toy you want"
Develop children's imagination and creativity. To consolidate knowledge about the form and size. Exercise in the correct techniques for composing images from parts, gluing.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
January
2 weeks
Drawing " Christmas tree with lights and balloons
To learn to convey in the drawing the image of an elegant Christmas tree; draw a Christmas tree large, in full sheet; decorate it using priming techniques, drawing round shapes and lines. Develop aesthetic perception, form figurative representations. Get to know pink
and blue color. Cause a feeling of rage from beautiful drawings.
Application "Beautiful napkin"
Learn to draw a pattern on square paper, placing large circles of the same color in the corners and in the middle, and small circles of a different color in the middle of each side. Develop compositional skills, color perception, aesthetic feelings.
To learn to compare two objects that are contrasting in width, using overlay and application techniques, to designate the results of the comparison with the words “wide - narrow”, “wider - narrower”. Continue to compare two equal groups of objects in an overlay way, designate the results of the comparison with the words "a lot", "equally", "as much as".
3 week
Drawing "Decorate the sleeve-house"
Learn to draw based on the fairy tale "Mitten"; create fabulous image. To form the ability to decorate an object. To consolidate the ability to use paints of different colors in the process of drawing; rinse the brush cleanly and dry it on a tissue before taking another paint. Develop imagination and creativity.
Modeling "Tangerines and oranges"
To consolidate the ability of children to sculpt round objects, roll plasticine in a circular motion between the palms. Learn to sculpt objects of different sizes.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
4 week
Drawing "Decorate the Dymkovo duck"
Continue to introduce children to the Dymkovo toy. Learn to highlight the elements of the painting, apply them to a duck cut out of paper. Cause joy from the result; from the brightness, beauty of the Dymkovo painting.
Application "Snowman"
To consolidate children's knowledge about the round shape, about the difference in objects in size. Learn to compose an image from parts, correctly arranging them in size. Practice careful gluing.
Structural and modeling activity "House"
Continue to teach children to build buildings with free interior space. Continue to lead to the analysis of the sample, to the design of their own, without showing the methods of action. Encourage building up.
February
Week 1
Drawing "We made snowmen on a walk"
Arouse the desire to create images of funny snowmen in the drawing. Practice drawing round objects. Learn to convey in the drawing the structure of objects, consisting of several parts; to consolidate the skill of painting a round shape with continuous lines from top to bottom or from left to right with the entire bristle of the brush.
Modeling "Little dolls walk in a snowy meadow"
Learn to create an image of a doll in modeling. Learn to sculpt an object consisting of two parts: a column (fur coat) and a round shape (head). To consolidate the ability to roll clay between the palms with direct movements, to connect the two parts of the object by pressing.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
2 weeks
Drawing "The sun is shining"
To teach to convey the image of the sun in the drawing, to consider a rounded shape with straight lines. To consolidate the ability to squeeze out excess paint on the edge of the jar. Learn to complement the drawing with images relevant to the topic. Develop independence and creativity.
Application "Pattern on a circle"
To teach children to place the pattern along the edge of the circle, correctly alternating the figures in size; make a pattern in a certain sequence: up, down, right, left - large circles, and between them - small ones. To consolidate the ability to glue the entire form with glue. Develop a sense of rhythm.
To teach children to build fences that are placed in a straight line by alternating two types of elements. Learn to consider a sample, tell what details and how the fence is built. To form the ability to change the building by building in length with homogeneous elements. Develop spatial orientation skills.
3 week
Drawing "Airplanes are flying"
To consolidate the ability to draw objects consisting of several parts; draw lines in different directions. Learn to convey the image of an object in a drawing. Develop aesthetic perception.
Modeling "Sparrows and a cat"
Continue to form the ability to reflect the image of an outdoor game in modeling. Develop imagination and creativity. To consolidate the acquired skills and abilities in the process of creating images of the game in modeling and in the perception of the overall result.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
4 week
Drawing "Trees in the snow"
To teach children to convey a picture of winter in a drawing. Practice drawing trees. Learn to arrange several trees on a leaf. Strengthen the ability to wash the brush. Develop aesthetic perception.
Application "Flowers as a gift to mom, grandmother"
Learn to compose an image from the details. Cultivate the desire to make a beautiful thing (gift). Develop aesthetic perception, form figurative representations.
Design and modeling activity "Fences"
To teach children how to build fences in the way of enclosing space, building paper models with bricks. To consolidate the ability to install the bricks vertically, tightly to each other. Attach to planar design.
March
Week 1
Drawing "Beautiful flags on a string"
Introduce the rectangular shape. Learn to draw rectangular objects with separate vertical and horizontal lines. Practice drawing and coloring drawings with colored pencils.
Modeling "Large and small birds on the feeder"
To form a desire to convey images of birds in modeling, correctly conveying the shape of parts of the body, head, tail. Fix sculpting techniques. Develop the ability to talk about what they blinded. Cultivate creativity, initiative, independence. Develop imagination.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
2 weeks
Drawing "Draw who wants what, beautiful"
Develop aesthetic perception. Learn to see and highlight beautiful objects, phenomena. To consolidate the ability of children to draw with different materials, choosing them as they wish.
Application "Flags"
To consolidate the ability to create in the application an image of a rectangular object, consisting of two parts; correctly position the object on a sheet of paper, distinguish and correctly name colors; carefully use glue, spread it all over the form. Cultivate the ability to enjoy the overall result of the lesson.
Design and modeling activity "Beautiful Gates"
Exercise children in the ability to build simple buildings by building on parts, making floors. Learn to look at samples, talk about them, explain how to build, where to start work. Exercise in naming spatial concepts. Develop verbal and gaming communication.
3 week
Drawing "Baby Books"
To teach the shaping movements of drawing quadrangular shapes with a continuous movement of the hand from left to right, from top to bottom, etc. Clarify the method of painting by hand movement from top to bottom or from left to right. Develop children's imagination, creativity
Sculpting "Tumbler"
To teach children to sculpt an object consisting of several parts of the same shape, but of different sizes, tightly pressing the parts to each other. Arouse the desire to decorate an object with small details. Clarify children's ideas about the size of objects. Strengthen the ability to sculpt neatly. Develop creativity.
Constructive-model activity "House with a gate"
Exercise children in building houses with fences in any learned ways. Develop constructive creativity by offering to independently invent and build additional structures.
4 week
Drawing "Draw something rectangular"
Learn to independently conceive the content of the drawing, apply the acquired image skills different items rectangular shape. Learn to select pencils for drawing desired colors. Practice drawing and painting rectangular objects. Develop a sense of color, imagination.
Application "Napkin"
Learn to make a pattern of circles and squares on a square-shaped paper napkin, placing the circles in the corners of the square and in the middle, and the squares between them. Develop a sense of rhythm. Strengthen the ability to stick parts neatly.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
April
Week 1
Drawing "Multi-colored handkerchiefs are drying"
Exercise children in drawing familiar square-shaped objects in a continuous movement. To consolidate the ability to carefully paint over images in one direction - from top to bottom, without going beyond the contour, to arrange images all over the sheet of paper.
Sculpting "Treat for dolls"
To develop the ability of children to choose from the named objects the content of their modeling. To form a desire to sculpt something necessary for the game. Develop imagination.
Design and modeling activity "Bridge for cars"
Continue to teach children to build simple buildings with ceilings. Learn how to transform buildings in height by replacing parts when building bridge abutments and slopes. To consolidate the ability to analyze samples with the help of an educator to build structures to show methods of action.
2 weeks
Drawing "Birdhouse"
To teach children to draw an object consisting of a rectangular shape, a circle, a straight roof; correctly convey the relative size of the parts of the subject. Fix painting techniques.
Application "Birdhouse"
To teach children to depict objects in the application, consisting of several parts; determine the shape of the parts (rectangular, round, triangular). Refine your knowledge of colors. Develop color perception.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
3 week
Drawing "Beautiful rug"
Exercise children in drawing lines of a different nature (straight, oblique, wavy, etc.) to learn to cross lines; decorate a square sheet of paper with multi-colored lines drawn in different directions. Cause a positive emotional response to the overall result.
Modeling "Beautiful bird"
Learn to sculpt an object consisting of several parts. Fix the pinching technique with your fingertips (beak, tail); the ability to firmly fasten the parts, tightly pressing them together. Learn to sculpt according to the model of a folk (Dymkovo) toy.
Structural modeling activity "Bridge with ladders"
Encourage children to build bridges using different building parts. Exercise in building a bridge with ladders on both sides in a familiar way. Practice changing buildings in length using long plates.
4 week
Drawing "Beautiful cart"
Continue to form the ability to depict an object consisting of several parts of a rectangular and round shape. Practice drawing and coloring. Encourage the ability to choose paint to your liking; supplement the drawing with details that match the content of the main image. Develop initiative, imagination.
Modeling "Bowls of three bears"
To teach children to sculpt bowls of different sizes, using the technique of rolling plasticine in a circular motion. Learn to flatten and pull the edges of the bowl up. fasten
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
May
Week 1
Drawing "Picture about the holiday"
Continue to develop the ability to determine the content of your drawing based on the impressions received. Cultivate independence, the desire to draw what you like. Practice painting with paints. Cultivate a positive emotional attitude towards beautiful images. Develop a desire to talk about your drawings.
Application "The holiday will come soon"
To teach children to compose a composition of a certain content from ready-made figures, to independently find a place for flags and balls. Exercise in the ability to smear parts of the image with glue, starting from the middle; press the pasted form with a napkin. Learn to beautifully arrange the image on the sheet. Develop aesthetic perception.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
2 weeks
Drawing "Dandelions in the grass"
Arouse in children the desire to convey in the drawing the beauty of a flowering meadow, the shape of flowers. Practice painting techniques. To consolidate the ability to gently rinse the brush, drain it on a rag. Learn to enjoy your drawings. Develop aesthetic perception, creative imagination.
Sculpting "Treat for dolls"
To consolidate the ability of children to select from the impressions received what can be depicted in modeling. Fix the correct techniques for working with plasticine. Develop imagination and creativity.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
3 week
Painting by design
Develop independence in choosing a topic. To teach children to add elements of creativity to the drawing, to select for their drawing the right colors to use the knowledge and skills acquired in the work.
Application "Chickens in the meadow"
to teach children to compose a composition of several objects, freely arranging them on a sheet; depict an object consisting of several parts. Continue to practice neat gluing skills.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
4 week
Drawing "Handkerchief"
Learn to draw a checkered pattern consisting of vertical and horizontal lines. follow right position arms and hands, achieving a continuous, continuous movement. Learn to independently select combinations of colors for a handkerchief. Develop aesthetic perception.
Modeling "Duckling"
To teach children to sculpt an object consisting of several parts, passing some characteristics. Exercise in the use of pinching, pulling. To consolidate the ability to connect the parts, tightly pressing them together.
Structural modeling activity
According to the intention of the children. Non-directive assistance from the educator in organizing and conducting the game.
Yana Erokhina
Abstract "Features of the artistic and aesthetic development of preschoolers 3-4 years old"
Introduction. 3
1.2. Anatomical and physiological. 9
1.3. Current aspects of speech development of preschoolers in the context"speech area" GEF DO. fourteen
1.4. Targets of speech development according to GEF DO. 17
Chapter 2 development speeches for middle group DOW (4-5 years). 21
Conclusion. 26
Bibliography. 27
Introduction
One of the most important tasks in raising a child preschool age, this is develop his mind, thinking, capabilities easy to learn new information. These tasks are implemented in the process of various types of children's activities: game, educational, labor, motor and of course artistic.
One of the activities is the section " artistically-aesthetic education", includes the acquaintance of the child with art, aesthetics developing environment, visual activity (drawing, appliqué, modeling, cultural and leisure activities, design and manual labor, as well as music. In this abstract I'll try to elaborate features of the artistic and aesthetic development of preschoolers 3-4 years old.
1.1 The three directions of the work of art in preschool institutions
The first direction is art, including folk art. Music can be played in the classroom, and works of fine art are used in the design preschool;
The second direction - children are introduced to different types of art, to events, objects, phenomena that painter, musician, writer or poet in his works, with expressive means;
The third direction - here art is used in various forms artistic activity , serves development of children's artistic creativity. Images of art are the standard of beauty.
aim artistic education is aesthetic and artistic development of preschool children. A task - development of artistic perception, feelings, emotions, thinking and imagination, speech and memory; development of creative abilities children in different types of creativity; laying the foundations artistically- aesthetic culture the very personality of the child.
General introduction to the arts (showing, listening to works or their performance by adults, children);
A story about the history of the emergence of a particular type of art;
A story about the materials and objects that are used to create the image;
Display of works of this type of art;
Comparison various works art, selection features images of objects and phenomena in different types of art;
Acquaintance with art begins with its individual types and genres, the most accessible to children, then with the implementation abilities children in different kinds of creative activity. Children are then taught to compare works of one or more genres, as well as works different types art. The work ends with the formation of the concept of what is "art".
You can start introducing decorative and applied arts from the second younger group, these are children 3-4 years old. Since children at this age can sculpt individual objects, draw, create applications, convey a simple plot, decorate the silhouette of an object cut out of paper by a teacher (Dymkovo toy, cup, saucer).
Acquaintance of children with the Dymkovo, Filimonov toy will enrich their ideas about beauty and will certainly arouse interest in decorating objects, so they should be encouraged to consider the toy, as well as pay attention to bright color images, not only in the folk toy, but also in pictures, illustrations. Children are taught to decorate various silhouettes, for example: a skirt of a Dymkovo young lady, mittens, a handkerchief, cups. Lines, dots, spots, cells are used for painting.
Children of the fifth year of life continue to be introduced to the products of folk art: Dymkovo, Filimonovo toy, Gorodets painting. They already able not only perceive painting, color scheme, composition, pattern elements, but also draw simple elements themselves, decorate molded toys or silhouettes cut out of paper by a teacher. First you need to show the children several different Dymkovo figures, examine them together, determine peculiarities(multi-colored patterns, white background, bright, component parts of the pattern (wide and thin lines, rings, spots, straight and wavy, dots, cells, circles). Then the children are introduced to painting, taught to highlight it peculiarities(painting after white background green, red and golden Christmas trees, lines, suns). Children are also given the opportunity to draw silhouettes of household items. (dishes, clothes, decor items).
With the aim of development decorative art in the older group, you need to continue to introduce preschoolers with products of folk art, deepen their knowledge, create images based on folk decorative painting (color system, elements of composition, achieve a variety of elements used and thoroughness of execution. To do this, when considering the painting, you need to draw the attention of children to previously unnoticed elements and improve their work. get acquainted with the Gorodets painting, its color solution. As you master Gorodets painting, you can begin to acquaint children with Khokhloma painting.
In the classroom for decorative and applied activities in preparatory group the formation of ideas about the art of folk masters continues. Based on all the work done, by this age they are already able not only to perceive works of folk arts and crafts, but also to create independently based on the murals of a particular craft in sequence. For learning and creativity (for transmission in visual activity) children have access to such crafts as Khokhloma, Zhostovo, Gorodets, Gzhel painting, etc.
Children can create decorative compositions in drawing, modeling, appliqué, both based on folk crafts, and according to their own design. They need to be made clear that when creating decorative compositions you can use paper, clay, glass, fabric, birch bark, wood, metal and other materials. Creation of decorative products promotes the development of a sense of form, colors, composition, rhythm; allows you to understand means of expression folk crafts, their specificity.
For education artistically-aesthetic is very useful, yes and you need to use art albums, tables, as well as specially designed for preschool institutions albums - notebooks on folk art.
1.2. Anatomical and physiological features of a preschooler 3-4 years old
Three years is the age when a child enters the period preschool childhood. Evolving Ability to the concentration of arousal makes it easier for children to focus on educational material. However, it is easily violated when the situation changes under the influence of the emerging orienting reflex. If at the lesson at the time of the explanation there was some noise from the street or an outsider entered the room, the children are instantly distracted. Educators in this case should know the techniques by which you can quickly switch the attention of children to a learning task. The level of inter-analyzer connections is such that at the time of performing the exercises, children sometimes cannot perceive the verbal corrections of the educator. It will be more effective to provide the child with direct help: turn his body, arms, setting the correct range of motion, etc. At this stage, it is important to harmoniously combine direct and verbal influences on children. The processes of excitation and inhibition in the cerebral cortex easily switch. Outwardly, this is expressed in unnecessary movements, fussiness, children talk a lot or, conversely, fall silent. Increased excitability is often observed, and this leads to rapid fatigue of children. In a child 3-3.5 years old, the interaction signaling systems still imperfect.
3. Personal development
The fourth year of life is characterized by two qualitatively new features. One is connected with the formation of the personality of the child, the other - with the formation of his activity. With age, the child, among other knowledge, acquires knowledge about himself. (that he has a name, etc.). At two and a half years, the child recognizes himself in the mirror, and then in the photograph. The period of appearance in the child's speech of the pronoun "I", is marked by changes in his behavior - there is a desire to act on his own. With the advent "I systems" other neoplasms begin to appear in the child's psyche. The most significant of these is self-esteem and the related desire to meet the requirements of adults, to be good. The presence of simultaneously existing, but oppositely directed trends: do according to own will and according to the requirements of adults - creates an inevitable internal conflict in the child and thereby complicates his mental state and inner harmony. Elements of self-consciousness in a child of three or four years are not always manifested in a successful resolution of himself to those around him. Therefore, the end of the third and partly the fourth year of life is called "crisis" age, which is characterized by outbreaks of negativism, stubbornness, instability of mood. Second feature is that the actions of children in the game, drawing, designing acquire an intentional character, this allows children to create specific image, to build something, to play a certain role in the game. Intentionality, arbitrariness of actions, that is, their subordination to a certain norm, are important for child development, but in the fourth year of his life they are only being formed. Therefore, the activity is unstable. It is difficult for him to keep in mind the purpose of the activity in case of unexpected changes in the situation. The child often begins to be distracted in the classroom, and in the game, and in everyday life. Junior preschoolers distracted during one game sometimes up to 12-13 times. Intentionality, arbitrariness of activity implies the ability to plan it. But it is more typical for middle and older preschool age. At a younger age, from the game material, the child chooses 2-3 items needed to start the game; chooses a role that he likes, without thinking about interaction with a partner. junior preschooler attracts the motive to do a thing for himself, for his game (lenka, drawing, designing) This most of all gives perseverance and attentiveness to the child. The motive of social benefit for the child is still ineffective, but he willingly works for a loved one. human: educator, mother, grandmother, for your favorite doll. At the age of 3-4 years, the child gradually goes beyond the family circle. An adult begins to act for the child not only as a member of the family, but also as the bearer of a certain social function. The desire of the child to perform the same function leads to a contradiction with his real possibilities. The resolution of this contradiction is development gaming activity as a leading before school age . Home feature games is her conventionality: the performance of some actions with some objects implies their relation to other actions with other objects. The main content of the game junior preschoolers are actions with toys and substitute objects. The duration of the game is short. Junior preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules at this age are just beginning to take shape. the most pronounced feature children at the beginning of the 4th year of life is their desire for independence. The children already have goal-setting ability, the ability to imagine in advance some desired result and actively work towards its achievement. However, any effort to achieve a result must be satisfying. And for the many purposes that the small
child, this satisfaction lies primarily in the sphere of recognition and approval of his achievements by adults. Adult support and approval give children a joyful sense of their competence, self-image as powerful and able.
4. Development mental processes
years preschool childhood are the years of intense mental development and emergence of new, previously absent mental features. The leading need of a child of this age is the need for communication, respect, recognition of the child's independence. The leading activity is gaming. During this period, there is a transition from a manipulative game to a role-playing game. Perception. The leading cognitive function is perception. The value of perception in life preschooler is very large because it creates the foundation for development of thinking, promotes the development of speech, memory, attention, imagination. At primary school age, these processes will occupy leading positions, especially logical thinking , and perception will perform a service function, although it will continue develop. Good developed perception can manifest itself in the form of observation of the child, his the ability to notice the features of objects and phenomena, details, dashes that an adult will not notice. In the process of learning, perception will be improved and honed in the process of coordinated work aimed at development of thinking, imagination, speech. Jr's perception preschooler 3-4 years is of an objective nature, that is, the properties of an object, for example, color, shape, taste, size, etc., are not separated from the object by the child. He sees them together with the object, considers them inseparably belonging to him. Thinking. At the age of three or four, the child, however imperfectly, tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies. In everyday life and in the classroom, as a result of observations of the environment, accompanied by explanations from an adult, children gradually receive elementary representation about the nature and life of people. The child himself seeks to explain what he sees around. True, it is sometimes difficult to understand him, because, for example, he often takes the consequence for the cause of the fact. Compare, analyze junior preschoolers in a visually effective way. But some children are already beginning to show ability solve presentation problems. Children can compare objects by color and shape, highlight differences in other ways. They can generalize objects by color (it's all red), shape (it's all round, size (it's all small). In the fourth year of life, children somewhat more often than before use generic concepts such as toys, clothes, fruits, vegetables, animals, utensils, include in each of them more specific titles. However, the relationship of the general to the particular and the particular to the general is understood by the child in a peculiar way. So, for example, the words dishes, vegetables are for him only collective names for groups of objects, and not abstract concepts, as is the case with more advanced thinking. Imagination. In the fourth year of life, the child's imagination still underdeveloped. The kid can be easily persuaded to act with objects, reincarnating them (for example, use a stick as a thermometer, but the elements "active" imagination, when the child is fascinated by the image itself and the ability to act independently in an imaginary situation, only begin to form and manifest. The younger ones preschoolers the idea is often born after the action is performed. And if it is formulated before the start of activity, it is very unstable. The idea is easily destroyed or lost in the course of its implementation, for example, when encountering difficulties or when the situation changes. The very emergence of an idea occurs spontaneously, under the influence of a situation, an object, a short-term emotional experience. Toddlers still do not know how to direct their imagination. In children of 3-4 years old, only elements of preliminary planning of a game or productive activities are observed. Speech. Children's speech basically continues to be situational and dialogic, but becomes more complex and deployed. Vocabulary increases annually to an average of 1500 words. Individual differences range from 600 to 2300 words. Vocabulary is changing speeches: the proportion of verbs, adjectives and other parts of speech increases compared to nouns. The length of sentences increases, complex sentences appear. In the speech of children of the fourth year of life there is another peculiarity: doing some business, children often accompany their actions with a low-pitched speech that is incomprehensible to others - "mumbling". These "self-talk" are of great importance for child development. With their help, the child keeps in mind the goals he has set for himself, makes new plans, thinks about ways to achieve them, and finally, performs actions in words that he omits in reality.
5. Diagnostics artistic and creative development children in kindergarten.
artistically- creative activity combines various types creativity: drawing, modeling, application, designing, artistic work. Integration allows teachers and educators to form the interests of children, their needs, to introduce them to the basics of culture, art, to various types of artistic activity, develop creative individual.
Visual activity means a lot to a child. Therefore, it is very important for the teacher to analyze the level development visual activity of the child as an indicator of his aesthetic and intellectual development, as well as the level of its development by the child in a particular age period.
Level estimation problem artistic and aesthetic development children is connected with the problem of choosing 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 evaluate development artistic ability child. But a line rises questions: What qualities artistic thinking can and should be evaluated? How to value imagination and fantasy? etc. It is very difficult to estimate development aesthetic sense, creativity.
Speaking about the objectivity of the assessment artistic and aesthetic development of children, meaning the fact that development takes place both internally and externally. If it is easier for a teacher to assess external aspects, since they affect the results artistic creativity in the classroom, then the inner development is harder to assess, because in "product" the creative efforts of the child, it can be represented only slightly.
artistic expressiveness of children's drawings is the subject of many studies. However, their results create more problems than they provide solutions. The indicators used to analyze patterns often have too wide a range and very little stability. The value of the results of the analysis of children's drawings is increased if the method is used "competent judges"(Knowledge level
analyzing in the field of fine arts, his artistic taste and sympathy, knowledge of child and developmental psychology, pedagogy, but even in this case, the conclusions may not be accurate enough, since the answer to the question of the presence or absence of this or that quality in the drawing, "judges" give not on the basis of certain criteria, but by intuitive
inferences.
"Portrait" artistic and creative development of preschool children
1. Characteristics of relations, interests, abilities in the field
artistic activity:
Sincerity, immediacy;
Passion;
Interest;
creative imagination;
The nature of entering the image;
Specific capabilities.
2. Quality characteristic ways creative activities:
Application of known in new conditions;
Autonomy in finding ways(receptions) creating an image;
Finding original ways(techniques new to the child;
Creation of new combinations based on previously mastered images.
3. Quality characteristic products:
Finding adequate expressive means to create an image;
Compliance of the results of visual activity with elementary artistic requirements.
A natural pedagogical experiment is being conducted with children. In a separate room there is a place for individual lessons with children. On the table are freely placed different artistic materials and tools for the free choice of their children during the experiment. Children are invited individually. The child is offered to choose how and what he would like to do - sculpt, draw, cut. During the experiment fixed: child's choice, sequence concept development, a combination of activities, comments in the course of actions, game and speech development artistic image . Based on the experiment, a "portrait" artistic development of each child.
5. Several games - methods for diagnosis artistic and aesthetic development of the child
1. Method "Sun in the room"
Base. Realization of the imagination.
Target. Revealing abilities the child to transform "unreal" into "real" in the context of a given situation by eliminating the inconsistency.
Material. A picture depicting a room in which there is a little man and the sun; pencil.
Instructions for carrying out.
Show the child a picture: "I give you this picture.
Look carefully and say what is drawn on it. " By listing
image details (table, chair, man, lamp, sun, etc.)
psychologist gives the following exercise: "That's right. However, as you can see, here
the sun is drawn in the room. Please tell me it could be
painter messed something up here? Try to fix the picture so that it
were correct."
It is not necessary for a child to use a pencil, he can simply
explain what needs to be done to "correct" the picture.
Data processing.
In this work, the following tasks were revealed and goals:
1. Development sustainable cognitive process;
2. Development basic cognitive processes (sensation, perception, memory, attention);
3. Development different forms of thinking (visual-effective, visual-figurative, verbal-logical);
4. Formation of ideas about the unity of the versatility of the surrounding world, its inconsistency, patterns development;
5. Development creative and speech activity, the formation of a sustainable interest in artistic word , aesthetic perception of literature.
These tasks are implemented in each lesson through fragments of speech development, familiarization with the environment, sensory.
6. Enrichment of the spiritual world by various means (music, singing, dance moves, visual activity, dramatization, puppet and table theatres);
7. Formation of an aesthetic attitude to the environment the world: nature, adults;
8. Development gross and fine motor skills, gestural and mimic expressiveness;
9. Teaching children to follow the rules of etiquette, culture of behavior and communication;
10. Formation of skills of aesthetic design of the surrounding space.
Bibliography
1. Sokolov A. V. Look, think and answer: Checking knowledge on fine art art: From work experience. M., 1991.
2. Torshilova E. M., Morozova T. Aesthetic preschool development. - M., 2004.
3. Mezhieva M. V. Development of creative abilities in children aged 3-9 / Artist A. A. Selivanov. Yaroslavl: Academy development: Academy Holding: 2002. 128
Integration of various types of artistic and creative activities of children of the younger group
Artistic and aesthetic development- this is a purposeful, systematic process of influencing the child's personality in order to develop his ability to see the beauty of the world around him, art and create it. It starts from the first years of a child's life. The sooner it enters the sphere of purposeful aesthetic influence, the more reason hope for its effectiveness."Artistic creativity" is aimed at achieving the following goals:
- Formation of interest in the aesthetic side of the surrounding reality
- Satisfaction of children's need for self-expression through problem solving:
1. Development of productive activities of children (drawing, modeling, applications);
2. Development of children's creativity;
3. Introduction to fine arts;
The task of the teacher- to teach children to manipulate with a variety of quality, properties of materials, to use unconventional ways Images.
In my opinion, visual activity is perhaps the most interesting activity for preschoolers. It allows the child to express in his drawings his impression of the world around him. fairy world art, imperceptibly develop the imagination and abilities of the child. Considering age abilities younger preschoolers, the dominant, fabulously playful form of presenting new material. All classes are held in combination with musical accompaniment, speech development, familiarization with others.
When conducting these classes, I follow the following rules:
1. The child should be able to choose pictorial material. All this material is in a place accessible to the child throughout the entire time he is in the garden.
2. The child needs to be taught various image techniques in training sessions. First, I teach how to apply each type of image separately, then different types in a complex.
In my work with children I use: "plasticine fairy tales", non-traditional drawing, musical accompaniment, dramatization of fairy tales, according to the material covered.
Properly set modeling work and the attentive attitude of the educator to it leads to the fact that children enthusiastically create objects that they can use to play.
"Plasticine fairy tales" - this is how she called creative modeling classes with preschoolers. I sit down with the children at a common table, in front of each child there is a board, in the middle there is plasticine of a different color. Each child chooses what color and how much plasticine to take, I start telling a fairy tale, at the same time I sculpt the heroes of a fairy tale. To enhance the aesthetic impression, music is selected for the fairy tale. Children listen to a fairy tale and sculpt what they want. Children know that at the end of the lesson we will put all the crafts on one board and we will get a “plasticine fairy tale”. And you can play it. So sculpting a chicken, a mouse and a testicle, we play with the children the fairy tale "Kurochka - Ryaba". And next time we will diversify the fairy tale by adding an application or drawing made in the lesson: the sun, trees, houses
Traditional approaches are often not enough for the development of modern children. AT recent times new programs and technologies have appeared that make the process of fine art more interesting, more productive. One of the methods is the organization of work with children using non-traditional drawing methods.
For the younger group use at work the following types non-traditional techniques: dot drawing, finger painting, poke, print, printing; voluminous application, drawing on wet paper; I started my work with techniques that are well known to children of this age: drawing with fingers and palms. Then she gradually introduced new techniques: drawing with cotton swabs, poke, stencil.
The work at the first stage was carried out individually with each child. Children gladly left prints of their hands, looked at them with joy and showed them to their comrades. With the help of non-traditional drawing techniques, it is possible to draw intelligence in children, teach outside the box, think and activate creative activity.
A generalizing lesson takes place in the form of a theatrical performance or in a game form, taking into account the possibilities of modern technical and multimedia tools.
A cycle of classes on the fairy tale "Turnip";
Drawing (finger painting): “This is a garden, a turnip grows there”
Plasticine fairy tale: "Turnip"
Application: "Healthy vegetables"
dramatization musical fairy tale: "Turnip"
This was how fairy tales were staged after each cycle: "Kolobok", "Turnip", "Teremok", "Under the Mushroom".
The development of a creative personality is not possible without the use of such an effective means of education as artistic and aesthetic creativity, therefore, aesthetic education occupies an important place in the entire system. educational process, since behind it is not only the development of aesthetic qualities, but also the whole personality as a whole, as well as a sense of beauty, artistic taste, and creative skills.
