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.
*To 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 activities)
Type of activity / Topic
Tasks
September
1 Week
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 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. Learn gluing techniques (spread with glue reverse side details, 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
1 Week
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
1 Week
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; an armchair of two cubes closely standing side by side 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
1 Week
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
1 Week
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
1 Week
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 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
1 Week
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 different nature(straight, oblique, wavy, etc.) 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
1 Week
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 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 the necessary colors for their drawing, to use the acquired skills and abilities in their 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.
Olga Petrova
Constructive-model activity.
Pay attention children on various buildings and structures around their home, kindergarten. On walks in the process of playing, consider cars with children. Carts, buses and other modes of transport, highlighting their parts, name their shape and location in relation to the largest part.
Continue develop children ability to distinguish and name building details (cube, plate, brick, bar); learn to use them taking into account the design properties (stability, shape, size). Develop the ability to establish associative links, offering to remember what similar structures the children saw.
Learn to analyze a sample the buildings: highlight the main parts, distinguish and correlate them in size and shape, establish the spatial arrangement of these parts relative to each other (in houses - walls, at the top - ceiling, roof; in a car - cabin, body, etc.).
Learn to independently measure buildings (in height, length and width, follow the construction principle set by the educator ( “Build the same house, but taller”).
Learn to build buildings from large and small building material, use parts of different colors to create and decorate on-buildings.
Learn to design from paper: bend rectangular sheet paper in half, combining sides and corners (album, flags for decorating the site, greeting card, stick to the main shape of the part (to the house - windows, doors, pipe; to the bus - wheels; to the chair - back).
Attach children to the manufacture of crafts from natural material: bark, twigs, leaves, cones, chestnuts, nutshells, straw (boats, hedgehogs, etc.). Learn to use glue, plasticine to fix parts; use coils, boxes of various sizes and other items in crafts.
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Any of us came to this world To do good, to hope, to love, To laugh, to cry, but with all this, We must learn to speak ....
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 productive activity 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. By captivating the child with the fabulous world of art, I imperceptibly develop the child's imagination and abilities. 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 independently choose visual 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 techniques images 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 "Hen - 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. IN Lately there are new programs, technologies that allow you to make the process fine arts 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 by wet paper; I started my work with well-known children given age Technique: drawing with fingers and palms. Then gradually introduced new techniques: drawing 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".
Development creative personality is not possible without the use of such an effective means of education as artistic and aesthetic creativity, therefore, aesthetic education takes important place throughout the 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, creative skills.
main goal modern system additional education is the education and development of the personality of the child. Achieving this goal is impossible without the implementation of the tasks facing educational area"Artistic and aesthetic development", an integral part of which is the fine arts. Fine art has a variety of materials and techniques. Often the child is not familiar enough, traditional ways and means to express their fantasies. After analyzing the author's developments, various materials, as well as best practices in working with children, accumulated on present stage by domestic and foreign practicing teachers, I became interested in the possibility of using non-traditional methods visual activity in work with preschoolers for the development of imagination, creative thinking and creative activity.
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Municipal budgetary preschool educational institution "Kindergarten of a general developmental type No. 16" Alyonka "of the urban district of Spassk-Dalny
APPROVED
By order of the head of MBDOU d / s No. 16 "Alenka" of the urban district
Spassk - Far
From "____" __________2015 No. __
ACCEPTED
The decision of the pedagogical council
MBDOU d / s No. 16 "Alenka"
City district of Spassk - Dalniy
(Minutes No. 1 dated August 28, 2015)
Variable program for the course
"Artistic and aesthetic development"
for children 3 - 4 years old
"Funny Colors"
Compiled by: Aldoshina Lyudmila Georgievna, educator of the first qualification category
Spassk-Dalniy
2015
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Explanatory note | ||
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Planned results | ||
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Organization section. | ||
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Calendar- thematic planning | ||
Literature for the teacher and children |
There is always something for skillful hands,
If you take a good look around.
We can create a miracle ourselves
With these skillful hands.
- Target section.
1. Explanatory note.
Rationale for the program:
Fine art is one of the oldest areas of art. Every child is born an artist. It is only necessary to help him awaken his creative abilities, open his heart to goodness and beauty, help him realize his place and purpose in this beautiful world.
Variable educational program"Magic Colors" is compiled on the basis of the mandatory minimum content of the federal component state standard, exemplary basic general education program preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova M.A. Vasilyeva. In addition to it, the program of artistic education, training and development of children aged 2-7 years "Colored palms" by I.A. Lykova.
The main goal of the modern system of additional education is the upbringing and development of the child's personality. Achieving this goal is impossible without the implementation of the tasks facing the educational field "Artistic and Aesthetic Development", an integral part of which is the fine arts. Fine art has a variety of materials and techniques. Often, the child does not have enough familiar, traditional ways and means to express his fantasies. After analyzing the author's developments, various materials, as well as the advanced experience of working with children, accumulated at the present stage by domestic and foreign practicing teachers, I became interested in the possibility of using non-traditional methods of visual activity in working with preschoolers to develop imagination, creative thinking and creative activity. The formation of an artistic image in preschoolers occurs on the basis of practical interest in developmental activities. Classes on the variable educational program "Magic Colors" are aimed
on the implementation of the basic tasks of the artistic and creative development of children. By virtue of individual characteristics, development creativity cannot be the same for all children, so in the classroom I give each child the opportunity to actively, independently express themselves, experience the joy of creative creation.
The relevance is that in the process of implementing the program, the individual artistic abilities of the child are revealed and developed, which are to some extent characteristic of all children.
Preschool children still do not suspect what they are capable of. That is why it is necessary to use their craving for discoveries to the maximum for the development of creative abilities in visual activity, emotionality, spontaneity, the ability to be surprised at everything new and unexpected. Drawing is perhaps the most favorite and affordable activity for children. In addition, the image can be presented to parents, a friend or hung on the wall and admire.
The pedagogical expediency of the variable educational program "Magic Colors" lies in the fact that in order to develop the creative abilities of visual activity in children, you yourself need to believe that artistic creativity knows no restrictions either in material, or in tools, or in technology. An unconventional drawing technique helps to captivate children and maintain their interest.
Target:
The development of children's creative abilities, fantasy, imagination by means of non-traditional drawing techniques.
Tasks:
1. Help children master various technical skills while working with non-traditional techniques.
2. Develop creativity, imagination.
3. Develop a sense of collectivism, camaraderie, desire to help each other.
The proposed variable educational program has an artistic and aesthetic orientation , which is an important direction in the development and education. Being the most accessible for pupils, applied art possesses the necessary emotionality, attractiveness, efficiency. The program involves the development of artistic taste and creative abilities among pupils.
Conditions for the implementation of the program:
- Availability of material and technical support.
- Systematic attendance.
- Regular reporting exhibitions, competitions.
The main principles underlying the creative work:
- The principle of creativity (the program contains inexhaustible opportunities for the education and development of children's creative abilities).
- The principle of scientific character (children are given knowledge about the form, color, composition, etc.).
- The principle of accessibility (taking into account age and individual characteristics).
- The principle of phasing (sequence, proceeding to the next stage, one cannot bypass the previous one).
- The principle of dynamism (from the simplest to the most complex).
- The principle of comparisons (a variety of options for a given topic, methods and ways of depicting, a variety of material).
- The principle of choice (decisions on the topic, materials).
- The principle of continuity (taking into account the tasks and neoplasms of the next age period).
- The principle of cooperation (joint work, work with parents).
- The principle of integrativity (synthesis of arts).
Program implementation period:
The program is designed for 1 year.
Age characteristics of children participating in the program:
Child 3 - 4 years old:
IN At the age of 3-4 years, the child gradually goes beyond the family circle. Hiscommunication becomes out of place.An adult becomes for a child not only a member of the family, but also 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. This contradiction is resolved through the developmentgames that become the leading activity V before school age.
Main Feature game is its convention: the performance of some actions with some objects implies their relation to other actions with other objects. The main content of the game of younger preschoolers is actions with toys and substitute objects. The duration of the game is short. Younger preschoolers are limited to playing with one or two roles and simple, non-expanded plots. Games with rules at this age are just beginning to take shape.
The visual activity of the child depends on his ideas about the subject.At this age, they are just beginning to form. Graphic images are poor. Some children lack details in the images, while others may have more detailed drawings. Children can already use color.
Sculpting is of great importance for the development of fine motor skills.Younger preschoolers are able, under the guidance of an adult, to fashion simple objects.
It is known that the application has positive influence to the development of perception. At this age, the simplest types of applications are available to children.
Constructive activity at a younger preschool age is limited to the construction of simple buildings according to the model and design. - Perceptual activity develops in early preschool age. Children from the use of prestandards - individual units of perception - are moving to sensory standards - culturally developed means of perception. By the end of the younger preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, navigate in the space of the kindergarten group, and with a certain organization of the educational process, even in the premises of the entire preschool institution.
memory and attention. ByAt the request of an adult, children can remember 3-4 words and 5-6 names of objects. By the end of the younger preschool age, they are able to remember significant passages from their favorite works.
Visual-effective thinking continues to develop. At the same time, the transformation of situations in a number of cases is carried out on the basis of targeted trials, taking into account the desired result.Preschoolers are able to establish some hidden connections and relationships between objects.
At a younger preschool age, imagination begins to develop, which is especially clearly manifested in the game, when some objects act as substitutes for others.
Relationships between children are conditioned by norms and rules. As a result of purposeful influence, they can learn relatively a large number of norms that serve as the basis for assessing their own actions and the actions of other children.
The relationship of children is clearly manifested in play activities. They ratherplay side by side than actively interact.However, already at this age, stable electoral relationships can be observed. Conflicts between children arise mainly about toys.The position of the child in the peer group is largely determined by the opinion of the educator.
At younger preschool age, one can observe the subordination of behavioral motives in relatively simple situations. Conscious behavioral control is just beginning to take shape; in many ways child's behavior is still situational. At the same time, one can also observe cases of limiting one's own motives by the child himself, accompanied by verbal instructions. Self-esteem begins to develop, while children are largely guided by the teacher's assessment. Their gender identity also continues to develop, which is manifested in the nature of the toys and plots they choose.
In the course of work, it is provided integration all educational areas:
- "Social and communicative development" (decision problem situations, fostering friendly relationships, cultivating the desire to participate in joint work activities, careful attitude to materials and tools).
- "Cognitive development" (games on artistic creativity, games - modeling compositions).
- "Speech development" (reading poems and stories about nature, developing the ability to maintain a conversation, generalize, draw conclusions, express one's point of view).
- "Physical development" (physical education minutes, outdoor games).
- "Artistic and aesthetic development" (listening to musical works).
The main types of organized educational activities:
The educational process consists of the following activities:
- Practical work with different types of materials and tools.
- Walks in the park different time of the year.
- Examining illustrations.
- Reading fiction.
Mode of educational activity:
The program is designed for children 3-4 years old. Designed for 1 academic year. Includes 37 lessons. Classes are held in the afternoon with a subgroup of children once a week. The duration of the lessons is 15 minutes.
2. Planned results as a product of educational activities.
Planned results of the program development:
Children will learn create images using various pictorial materials and technology, to be creative, to be self-confident. They have will form visual skills and abilities in accordance with age characteristics. Will be developed fine motor skills of fingers, imagination, independence.
Specifying the requirements for the planned results, taking into account age capabilities:
Many types of non-traditional drawing contribute to an increase in the level of development of visual-motor coordination, coordination of fine motor skills of the fingers.
From the age of 2, children already draw with their fingers and palms.
At the age of 3, children get acquainted with other drawing techniques: cork print, potato seals (the same with foam rubber and polystyrene foam).
At 4 years old, you can use an impression with crumpled paper, wax crayons+ watercolor, candle + watercolor.
Monitoring the achievement of planned results:
Diagnostic card
according to the method "Diagnostics of visual activity" G.A. Uruntaeva
No./n | F.I. child | Technical skills | Movement precision | Expression means features (color, shape, etc.) | Presence of intent | Manifestation of independence | Attitude towards drawing | Speech while drawing nia |
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N. - beginning of the year
K. - end of the year
- Content section.
Activities | Number of lessons |
Finger painting | |
Hand drawing | |
Groats drawing | |
Hard brush poke | |
imprint with seals | |
Packing | |
by design | |
Total |
- Finger painting: the child dips a finger into finger paint and puts dots, spots on paper. Each finger is filled with a different color of paint. After work, the fingers are wiped with a napkin, then the paint is washed off.
- Drawing with a palm: a child dips his palm into finger paint or paints it with a brush (from 5 years old) and makes an imprint on paper. They draw with both right and left hands, painted in different colors. After work, the hands are wiped with a napkin, then the paint is washed off.
- A poke with a hard semi-dry brush: the child lowers the brush into the gouache and strikes it on the paper, holding it vertically. When working, the brush does not fall into the water. Thus, the entire sheet, contour or template is filled. It turns out an imitation of the texture of a fluffy or prickly surface.
- Impression with potato stamps: the child presses the stamp against an ink pad and makes an impression on paper. To get a different color, both the bowl and the signet change.
- Drawing with semolina: the child draws with glue according to a pre-applied pattern. Not allowing the glue to dry, pour semolina on the glue (according to the figure).
- Tamponing: the child presses the foam rubber to the ink pad and makes an impression on the paper. To change the color, another bowl and foam rubber are taken.
Children master artistic techniques and interesting means of learning about the world through unobtrusive involvement in the process of drawing. Occupation becomes creative creative process teacher and children with the help of a variety of visual material.
Interaction of participants in educational relations:
The successful implementation of the tasks set is facilitated by joint work with parents: placement of consultations in the parent’s corner, holding “Days open doors”, holding parent meetings on the topic: "The development of fine motor skills through non-traditional drawing techniques", joint work with parents on the manufacture of inventory and various materials employees drawing in the classroom, designing an exhibition of drawings of children attending the circle.
Description of variable techniques, methods, methods and means of implementing the program:
Receptions and methods:
Practical (exercises, practical activities).
Verbal (stories, conversations, artistic word, explanation, explanation, analysis of the work performed).
Visual (observations, examination, showing a sample, showing how to perform).
Gaming (different types of games).
Methods Used
- allow you to develop special skills that prepare the child's hand for writing;
- make it possible to feel the multi-color image of objects, which affects the completeness of the perception of the surrounding world;
- shaping emotionally positive attitude to the drawing process itself;
- contribute more effective development imagination, perception and, as a result, cognitive abilities.
Forms of work: individual, group, collective.
III. Organizational section.
One of important conditions The implementation of this program is the creation of the necessary material base and developing environment for the formation of the creative personality of the child. In the formation of creative activity great importance has a complex use of the artistic word, music, fine arts. Having set a goal, tasks, choosing the forms, methods and techniques of teaching, selected the relevant material, designed the game library " Finger gymnastics", developed a program of non-traditional drawing techniques, for conducting classes under the Magic Colors program, designed an art corner, with different didactic games, objects and materials for drawing (templates, felt-tip pens, tubes, gouache, seals, bowls, foam rubber, crayons and much more), posters on the distribution of colors in the spectrum, a magazine depicting nature different artists where children can express themselves in creativity.
Material and technical equipment:
- Sheets of paper.
- Gouache
- Short-haired brush (poke).
- Tampon
- Groats.
- Trays.
- Markers.
- Seals, stamps (material at hand, plants, leaves).
- Napkins
- Cups for gouache.
- Brush holders.
- Glasses for water.
- PVA glue
IV. Calendar - thematic planning
No. p / p | Topic of the lesson | Unconventional Techniques | Program content | Equipment |
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September |
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A mischievous cloud came running | Packing | Introduce new technology drawing - tamponing. Learn how to paint accurately. Keep introducing color. Develop aesthetic taste. | Paper white color; Gray paint in a cup; Tampon; Napkins. |
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my favorite rain | Finger painting | To acquaint with non-traditional visual technique of drawing with fingers. Show techniques for obtaining points and short lines. Learn to draw rain from clouds, conveying its character (small, droplets, heavy rain), using a point and a line as a means of expression. Cultivate accuracy | Two A4 sheets light gray with glued clouds of different sizes, blue gouache in bowls, napkins, an umbrella for the game, illustrations and sketches |
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Funny fly agaric (first class) | Finger painting | Continue to acquaint with the non-traditional visual technique of finger painting. Learn to apply rhythmically and evenly dots on the entire surface of the paper. To consolidate the ability to evenly paint over the mushroom cap, dip the brush into the paint as needed, rinse it well | Fly agaric templates of various shapes cut out of white paper, scarlet, raspberry and orange gouache, brushes, bowls with white gouache, napkins, dummies or illustrations of fly agaric |
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Funny fly agaric (second lesson) | Finger painting | Strengthen gluing skills. Learn to draw grass with your fingers (or brushes on paper). Learn to decorate work with dry leaves (creating an elementary collage) | A4 sheets of blue and gray or Whatman paper, green gouache in bowls, brushes, dry leaves, napkins |
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by design | Various | All in stock |
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October |
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Berries and apples | Cork, potato print (circles of different sizes) | To introduce the technique of printing with a cork, a foam swab, a potato seal. Show how to get a fingerprint. Learn to draw berries and apples scattered on a plate using contrast in size and color. You can use finger painting if you like. Develop a sense of composition | A circle of tinted paper, gouache in bowls of yellow, red, purple, green colors, various seals, napkins, natural berries and apples or dummies |
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Pock | Finger painting | Learn to draw berries on a branch (with fingers) and leaves (by sticking). Fix these drawing techniques. Develop color perception, a sense of composition | A square sheet of colored paper with a painted branch, green and yellow gouache, brushes, orange and red gouache in bowls, napkins, rowan branch |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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Birds peck berries | Finger painting, cork impression | Learn to draw twigs, decorate using finger painting and cork printing techniques (making berries of different sizes and colors). Strengthen your drawing skills. Develop a sense of composition. Cultivate accuracy | Half a sheet of A4 format in different colors, brown gouache, brush, red, orange and burgundy gouache in bowls, corks cut from old books and magazines, bird drawings, glue, oilcloth, napkins |
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November |
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My favorite homemade animals | To acquaint with the technique of drawing with a poke with a semi-dry hard brush - to learn to imitate animal hair, i.e. using the texture created by poke as a means of expression. Learn to draw on the entire surface of the paper | Paper cut figurines of pets (kitten, puppy, rabbit), hard brush, black, brown, gray gouache, illustrations and images of pets |
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The sun is radiant, why did you hide more often? | Imprint with potato prints (circles of different sizes) | Practice typing techniques. Fix the concept of "ray". Learn to draw rays using the printing technique. Develop color perception | Individual sheet (or Whatman sheet) with a yellow circle in the middle, yellow, orange, red, raspberry gouache in bowls, drawings depicting the sun |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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December |
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my favorite cup | Impression with cork, potato seal (circles of different sizes), drawing with fingers | To consolidate the ability to decorate objects that are simple in shape, applying the pattern as evenly as possible to the entire surface of the paper. Decorate in the technique of printing. Encourage also the use of finger painting. Cultivate accuracy | Cups of various shapes and sizes cut out of paper, multi-colored gouache in bowls, various seals, napkins, an exhibition of dishes |
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Little Christmas tree is cold in winter | Finger painting, print | Strengthen the ability to draw with fingers. Learn to apply prints over the entire surface of the sheet (snowflakes, snowballs). Learn to draw a Christmas tree (or consolidate your gluing skills if using an applique). Cultivate accuracy | Tinted sheet of paper (blue, purple), green gouache, brush, white gouache in a bowl, napkins, one or two green paper Christmas trees, glue (if application is used) |
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Snowflake | Groats drawing | To introduce the technique of drawing grits. Develop children's creativity. To cultivate accuracy and the ability to bring the work begun to the end. Develop fine motor skills. | Sheets of paper with painted snowflakes of blue color, PVA glue, brushes, semolina. |
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My mittens | Impression with potato prints, cork, finger painting | Practice typing techniques. To consolidate the ability to decorate an object of a simple shape, applying a drawing as evenly as possible over the entire surface. Cultivate accuracy | Paper-cut mittens of various shapes and sizes, seals, gouache in bowls, an exhibition of mittens, napkins |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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January |
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Christmas tree fluffy, elegant | Poke with a hard semi-dry brush, finger painting | Exercise in the technique of drawing by poking with a semi-dry, hard brush. Continue to learn to use such a means of expression as texture. Strengthen the ability to decorate a drawing using finger painting. Cultivate accuracy | A small Christmas tree cut out of thick paper, green gouache, a hard brush, red or orange gouache in a bowl, a napkin |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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Cheerful snowman-chok | Poke with a stiff semi-dry brush | A snowman cut out of paper (two circles of different sizes) of gray or blue color, white gouache, hard brush, red and black markers, whatman paper, tinted in dark color |
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February |
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Funny octopuses (collective) | Hand drawing | Introduce handprinting techniques. Strengthen the ability to complement the image with details. Develop color perception, fine motor skills, thinking, memory, speech. Arouse the desire to do teamwork, draw all together. | Blue Whatman sheet, multi-colored gouache in cups, napkins. |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional fine arts | All in stock |
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flower for dad | Potato print (flower) | Practice typing with prints. To consolidate the ability to finish the stems and leaves of half-blown flowers. Develop a sense of composition | Postcard for dad: on the front side - application, on the spread - a place for a picture, prints in the form of flowers, gouache green, blue, orange, red, etc., gouache in bowls, brushes, napkins |
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My favorite animals from fairy tales | Poke with a stiff semi-dry brush | Practice the poke technique with a semi-dry hard brush. Continue to learn to use such a means of expression as texture | Animal silhouettes cut out of paper (bear, fox, hare, etc.), gouache in different colors, hard brush, illustrations, drawing paper with a painted forest |
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March |
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Mimosa for Mom | Finger painting | Exercise in drawing with fingers, rolling balls from napkins. Develop a sense of composition. Strengthen sticking skills | Postcards from colored paper with a painted branch, cut out mimosa leaves, napkins (4x4 cm), yellow gouache in bowls, glue, brushes, whole napkins, mimosa |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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Sun | Hand drawing | Introduce handprinting techniques. Learn to quickly apply paint on the palm of your hand and make prints - the rays of the sun. Develop color perception | Whatman sheet with a yellow circle painted in the middle, scarlet, yellow, orange, crimson gouache, brushes, plastic saucers for paint |
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Ladybugs on the lawn | Finger painting | Practice finger painting. To consolidate the ability to evenly apply dots on the entire surface of the object, draw grass of various shades ( individual activity) or tear off paper to obtain stripes of various shades (collective activity) |
Cut and painted ladybugs without dots on the backs, whatman paper, napkins and paper in light and dark green, black gouache in bowls, glue for the teacher.
A4 size sheets, red, black, light and dark green gouache, brushes, black gouache in bowls, napkins |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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April |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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Sun | Groats drawing | Continue to acquaint children with the technique of drawing grits. Develop creativity. To cultivate accuracy and the ability to bring the work begun to the end | White sheets with a silhouette of the sun, brushes, PVA glue, semolina, napkins. |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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May |
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Grass | hand drawing | Practice palm typing. To consolidate the ability to fill the entire surface of the sheet with prints. Develop color perception | Whatman sheet, dark and light green gouache (can be poured into a saucer), brushes, napkins |
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We draw what we want | Different | Improve skills and abilities in free experimentation with materials necessary for working in non-traditional visual techniques | All in stock |
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The flower rejoices in the sun | Printing with potato seals (in the shape of a flower) | Practice printing techniques. Learn to draw a flower in the center of the sheet, complement the drawing with a stem, leaves, grass around. Fix the priming technique. Develop a sense of composition | Sheet of light green paper, flower-shaped seals, gouache of various colors in bowls, dark and light green gouache, brush, illustrations and sketches |
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gold fish | Finger painting | Practice finger painting. To consolidate the ability to evenly apply points on the entire surface of the object. Develop fine motor skills, attention, thinking, speech. Raise interest in drawing with non-traditional methods. | Silhouettes of fish cut out of white paper, “mother fish” (sample), gouache yellow color, Cups for paint, napkins. |
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Exhibition of drawings of children of this group | Learn to look at pictures. Encourage emotional manifestations and statements. Exercise in choosing (liked and disliked drawings) Drawings of children for the year (several best drawings are selected from each child) | ||||||||||
V. Literature.
- Kazakova R.G., Saiganova T.I., Sedova E.M. Drawing with preschool children. Non-traditional techniques, planning, class notes, 2006.
- Davydova N.G. "Non-traditional drawing techniques in kindergarten" (Part I, II) - M. 2007.
- Averyanova A.P. “Visual activity in kindergarten” - M., 2004
- Lykova I.A. Visual activity in kindergarten.-M., Karapuz- Didaktika, 2007.
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. 14
1.4. Targets of speech development according to GEF DO. 17
Chapter 2 development speech for middle DOW groups (4-5 years). 21
Conclusion. 26
Bibliography. 27
Introduction
One of the most important tasks in raising a child preschool age, This 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 artist, musician, writer or poet in his works, with expressive means;
The third direction - here art is used in various forms artistic activity , serves child development artistic creativity . Images of art are the standard of beauty.
aim artistic education is aesthetic and artistic development of preschool children. 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 of the child's personality itself.
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 the painting, color system, composition, pattern elements, but also draw yourself simple elements, decorate fashioned 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 folk art, deepen their knowledge, create images based on folk decorative painting(color system, elements of composition, to 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 the work. They are introduced to Gorodets painting, its color scheme. As you master Gorodets painting, you can start introduce children to Khokhloma painting.
In the classroom for decorative and applied activities in preparatory group the formation of ideas about art continues folk craftsmen. 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 the expressive means of 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 of 3-3.5 years, the interaction of signaling systems is 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 child's personality, 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 a specific image, build something, perform 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 preschool 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 some desired result in advance and actively act 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. Fine 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 observing the environment, accompanied by explanations from an adult, children gradually gain an elementary idea of 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, dishes, and include in each of them a larger number of specific items. 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. Lexicon increases per year 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 the sentences increases, there are complex sentences. 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 shape the interests of children, their needs, to introduce them to the basics of culture, art, various types 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 of the child's artistic abilities. 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 a particular 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. A separate room is equipped with a place for individual lessons with kids. 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 artistic image development. 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
artist 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 spiritual world various means (music, singing, dance movements, visual activity, dramatization, puppet and table theater);
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
