Folk arts and crafts in kindergarten "Zhostovo Bouquet". The use of arts and crafts in working with children in the dow

1. Historical patterns of development of decorative art. 3

2. Tasks for acquaintance in kindergarten. eleven

3. Programs for teaching arts and crafts. 14

4. Methods of introducing children to arts and crafts. 16

5. Practical part. 19

interior, city. This development proceeded in several directions, or cuts. One of them is genre development. decorative arts. Decorative creativity captures into its orbit gradually more and more wide circle objects of the environment and today has become almost universal. New genres arose and arise in it not only when new phenomena were drawn into the sphere of decorative art, for example, shipbuilding in the 10th-11th centuries, book printing in the 14th-15th centuries, landscape gardening in the 16th-17th centuries, etc. They also appear due to the development of technologies for decorative processing of materials. Thus, in the 17th - 18th centuries, the European production of porcelain tableware arose, which soon gave impetus to the development of small decorative plastics. In the 19th century, as a result of progress in metallurgy and metalworking, the genre of easel artistic chasing was born, which has now become very widespread along with its new genre - monumental, which went out into the street.

It is characteristic that soon after the appearance of the first electric lighting devices, attempts were made to use them for the evening illumination of the city (“Russian light” in Paris on eiffel tower). Today, thanks to the simplicity and safety of the arrangement of complex systems of electrical illumination, the decorative theatricalization of space and actions with the help of light, which was already used in antiquity with the use of torches (for example, torchlight processions), has gained grandiose scope.

The genre development of decorative art is significantly influenced by the social development of society, steadily leading to the democratization of life, involvement in vigorous activity all large sections of society. In particular, with the transition from the slave-owning socio-economic formation to the feudal one, the development of folk decorative art and its peculiar genres, often unique among different peoples, begins: embroidered or embroidered towels, clay toys, carved decoration of the facades of huts, carpet weaving, etc. In the modern era decorative art was marked by an even greater development of the amateur beginning, including amateur performance among children and schoolchildren. It has firmly penetrated into social life, production and educational processes, becoming them necessary element in the form of wall newspapers, bulletin boards, invitation cards, posters, visual teaching aids and etc.

A feature of the development of decorative art, associated with the specifics of its aesthetic function to serve as an artistic enrichment of the environment of life, is that its genres, once having appeared, no longer die. Some of them for a time, sometimes significant, seemed to be forgotten.

There is no strict classification of decorative art genres. It is customary to distinguish them according to the characteristics of the material, technique of execution and types of purpose. Currently, there are the following main genres of decorative art: interior design (domestic, public, industrial, educational), design of museums, exhibitions and exhibition areas, garden art, street decoration, including evening, on holidays, etc., theatrical and decorative art, clothing, decorative household products and decorations, souvenirs and badges, toys, small graphics, forms, decorative posters and wall newspapers, easel chasing, monumental types of chasing, painting and graphics (included in the design of interiors, territories, streets), tapestry, art furniture, jewelry, etc.

Another cut in the development of decorative art is the change of artistic styles.

In decorative art, peculiar features artistic style are most clearly found in the organization and design of interiors, street and garden ensembles, that is, in the principles, techniques and means of a complex solution of a decorative environment specific to a particular era. The leading role of these genres in the stylistic development of all decorative art is explained by the fact that the impulses for stylistic development come from architecture, with which these genres are most closely connected. Styles in architecture in their main features almost immediately find a response and support, development in decorative art. Therefore, the periodization of the styles of the latter basically coincides with the stylistic periodization of the history of architecture. However, when studying the history of decorative and applied art, one must take into account that there were separate periods when this type of art played a more important role in creating the artistic image of the interior compared to architecture. This applies, in particular, to the modern interior of residential and public buildings. Their architectural and construction basis is distinguished by constructive rationalism, one of the reasons for which is the strict economic standards of mass construction.

genres and styles. The themes and motifs that are associated with the economic, industrial and social activities of people have always been and will always be displayed in the subject of decorative art. In the monuments of art of nomadic tribes, we see almost exclusively images of animals, on which the interests and thoughts of man were concentrated. The theme of decorative art of settled agricultural peoples is decisively dominated by vegetable world and varied, sometimes cosmological, symbolism associated with the main cycles of the life of nature and agricultural activities.

In the following centuries, the thematic structure of the decorative arts became much more complex. But it still shows quite clearly, albeit often not directly, the impact of the main interests Everyday life of people. True, the spread of Christianity in Europe in the 6th - 10th centuries led to a certain leveling of local thematic features decorative art, to the internationalization of themes and motifs. Nevertheless, some specific national motifs are preserved, especially in folk art, woven into compositions of a pan-European type.

National features in artistic interpretation, manner, handwriting of the construction of forms and the nature of expressive techniques and means have been much more firmly preserved and in many ways have survived to this day.

Today, in the decorative arts, the themes and plots of modern economic and industrial and social activities people, for example, such as industrial production, scientific research, space exploration, the struggle for peace, concern for the preservation of ancient monuments, etc. This mainly applies to the fine genres of decorative art: monumental painting, graphics, easel chasing. But even in its ornamental genres, the influence of the modern way of life is easily traced, indirectly expressed in laconism, accuracy and non-traditional rhythms, color combinations, textures, silhouettes and other compositional qualities of the works.

painted facades of buildings.

The places of concentration of folk art crafts were determined long ago and are associated primarily with the presence of one or another natural material, as well as with crossroads of trade routes, cultural centers and a number of other factors. By the 16th - 17th centuries, the current geography of crafts had already developed on the lands of our state, their national and local originality was determined in the compositional solution of form, in the understanding of material, in drawing and plastic, color and decoration.

The close connection of folk applied art with the whole life of people, its conditions and traditions determined in it the features of truthfulness and emotional immediacy. So, the graphic quality of the monochrome, stingy in color Mezen painting, which originated in the North of the country, is not accidental. It is natural and constant aspiration of the peoples of the solar Central Asia to a bright multi-color palette in ceramics, carpet weaving, and mosaics. Peoples often borrowed from each other the technique of execution, recipes for finishing products and even their shape. But each time, having got into new conditions, the borrowed elements were subjected to processing in the spirit of national traditions or acquired a new sound due to the peculiar national basis of products.

Folk applied art often absorbs certain achievements in the work of professional craftsmen. Known, in particular, the role of painters of the late XIX - early XX century in the activities of the Moscow region and Smolensk art crafts, in the revival of the Vyatka toys, in the development of small bone plastics.

(Bogorodskaya carving) and Khotkovo, turning with coloring in Semenov, Khokhloma and Rorodets. For a long time, the technique of inlaying wood with metal, colored stones, shell mother-of-pearl, “tortoise”, as well as the technique of intarsia - a set of pictures or ornaments on the surface of objects and boards from different-colored pieces of wood of different species, including valuable imported ones, has also been used for a long time.

In the central strip of the country, many products were produced from the vine of bird cherry and willow - in Kostroma, Kineshma, in the Ivanovo region. Birch bark was also used almost everywhere, from which beetroots (tueski) were made for water, milk and kvass, nabirukha, or baskets, for berries and mushrooms, boxes and pesteri (a type of shoulder box). For the manufacture of various household products and toys, straw of cereal plants was also used (in the Baltic states and in the south - reeds, in the Caucasus - bamboo).

Making pottery has always been one of the most common crafts throughout the country. From century to century, it has been improved: they have learned to select varieties of clay, knead it with additives, burn it under various conditions, pour glass, paint, stamp. Depending on the resources of raw materials and fuel, specialization appeared: pottery is produced in Skopin, Balkhar, Dymkovo, Chernigov, etc., majolica - in Gzhel, Kosovo, etc., faience and porcelain - on the Upper Volga.

artistic decoration. An ornament from carved boards (a heel) is stuffed onto it, it is painted, embroidered, including pearls and beads, corrugated, decorated with knitted lace (Vologda, Vyatka, Yelets, Ryazan, etc.). There was a craft of patterned weaving in Russia, Ukraine, Belarus. Woolen knitting has long been widespread in the Baltic States, Ukraine and the Caucasus.

Carpet weaving, initially appearing in the nomadic economy, was adopted and developed by settled peoples. In the North, carpets were made from skins, in Kazakhstan and in the mountainous Caucasus - felted.

Among the settled agricultural peoples of Central Asia, Ukraine and others high excellence reaches a busy woven carpet, hand-woven on large looms.

The north of the country was famous for products made of fur and leather. They were embroidered with colored thread, beads, beads. Often fur, leather and cloth were combined in one product. Leather was dyed and embossed here (in the Baltics), often tinting the embossed ornament.

signed in Zhostovo. A fairly large range of household products was made from metal, gradually expanding. Often, decorative metal parts, mainly from sheet and strip iron, were used as building decorations with useful feature: chimneys, aquarians, door fittings, etc. They were also widely used in furniture.

Novgorod also found many bone items, including chess pieces. To the south, for example, near Moscow in Khotkovo, but especially in the mountainous regions of the Caucasus (Kislovodsk, the villages of Dagestan, etc.), there is still a trade for processing horn.

Amber craft occupies a prominent place in the Baltic republics to this day. Since ancient times, the Baltic States has been a supplier of amber to the whole world. The Polish writer J. Makhovsky in his book "The History of Sea Piracy" wrote that filibusters, corsairs, privateers specifically hunted for ships that were going from the Baltic to Egypt with a cargo of amber. In Palanga, in the Tyszkiewicz Palace, an amber museum has now been established.

In the Central regions of Russia in late XIX century, on the basis of icon painting and paint and varnish craft, a wonderful lacquer miniature began to appear on small caskets and later on small scarves (Fedoskino, Palekh, Mstera, Kholuy). This is one of the examples of the relatively recent emergence of a new genre in folk arts and crafts. Plaster casting has also become very widespread (piggy banks in the form of cats, figurines), lubok pictures etc. It should also be noted such apparently ancient types of art crafts as painting eggs (Ukraine, southern Russia) and baking curly and patterned carved gingerbread (Tula, Moscow, etc.).

In general, the diversity of fisheries is extraordinary. They appear, in fact, where there is some kind of free material and, of course, a certain artistic idea. Today, one can sometimes see on the market, for example, relatively slightly processed (without a plot) influxes on tree trunks, interesting and somewhat reminiscent of plant roots, etc. Glory Russian masters art crafts has long become a worldwide one. Our country is rich in artistic talents. Only in the Russian Federation now more than 70 thousand craftsmen work. Among them are prominent artists such as the Hero of Socialist Labor, People's Artist of the USSR N. Zinoviev, lace maker N. Vasilyeva, People's and Honored Artists of the RSFSR Paleshanin B. Ermolaev, master of Khokhloma painting O. Lushina, Kubachin R. Alikhanov and many others. Over the past few years, more than 30 folk crafts artists have become laureates of the I. E. Repin Prizes. IN different cities countries organized exhibitions of folk art.

themselves are enthusiasts of arts and crafts based on folk traditions.

2. Tasks for acquaintance in kindergarten

The task of developing the creativity of children, educators, teachers, university professors was put forward as one of the central tasks of the entire education system in our country.

The development of creativity in a society that rejects the "spiritual monopoly" is becoming one of the primary tasks of educating the younger generation. Nowadays, the need to form a new person is emphasized, combining spiritual wealth, moral purity and physical perfection.

independence, initiative and creativity of children in all areas of their activities. This work should start with early childhood and be carried out by various means, among which a special place belongs to artistic and creative activities. One of these activities is arts and crafts. It starts getting attention early.

In the classroom for decorative and applied painting, aesthetic perception, representation, aesthetic feelings develop. Sensory experience is accumulated, speech is enriched. Children develop thought processes: comparison, analysis, synthesis, generalization. IN Lately the importance of classes in decorative and applied painting in kindergarten is emphasized for the formation of collective forms of work, the ability to work together, act in concert, together, and help comrades. The ability to rejoice at the successes of each pupil, the achievements of the entire team of the group develops. All this creates the basis for the further education of true collectivism, mutual exactingness and, at the same time, comradely mutual assistance.

Teaching decorative and applied painting to preschoolers has great potential comprehensive development child. However, these opportunities can be realized only when children gradually master this activity in accordance with age characteristics and receive satisfaction from it. If the children do not feel joy from what they have created, if the creative process does not cause them a good mood, but on the contrary, the children will experience dissatisfaction, disappointment that what they have planned does not work out, then this will gradually lead to a loss of interest in painting, and then they influence on the comprehensive development of the personality will not be with a plus sign, but with a minus sign. In this regard, we were faced with the task of finding ways to optimize activities in order to increase its impact on the comprehensive upbringing of the child's personality, the development of his abilities and creative potential.

Of exceptional importance in the spiritual development of preschool children, in their labor and aesthetic education, in preparing them for work in national economy has arts and crafts. Folk arts and crafts is an integral part of culture, actively influences the formation of artistic tastes.

processing of materials has a beneficial effect on the development of the aesthetic taste of children and, at the same time, is associated with the acquisition of the skills necessary for their further work. The technological process of processing materials is based on industrial equipment and at the same time is impossible without the use of hand tools, the ability to master the techniques of carpenter, turner, miller, puncher, welder, solderer, moulder, electrician, blacksmith and many others. Being engaged in the artistic processing of materials, preschoolers master the skills of these specific professions, acquiring the skills of a creative approach to the performance of labor operations.

Various types of artistic processing of materials make children involuntarily come into contact with technical and technological tasks. Thanks to interest in these activities, enthusiasm for them, industriousness and perseverance in work are brought up. Through the process of creating beautiful, aesthetically justified products of arts and crafts, gradually, unobtrusively, but very productively, love for various professions is instilled in children.

Classes in arts and crafts combine the foundations of many sciences that are of primary importance in the polytechnical development of children.

Decorative and applied arts, like no other type of educational and creative work of preschoolers, allows, simultaneously with equipping them with technical knowledge, developing their labor skills and abilities, psychological and practical preparation for work, for choosing a profession, to reveal the beauty, the enormous spiritual value of products of folk craftsmen, their high skill and art, to form an aesthetic taste and an aesthetic ideal.

Thus, the specificity of arts and crafts, expressed in the unity of the form and practical purpose of a decorative thing, in the unity of labor skills, skills and artistic and aesthetic taste, allows for an integrated approach to the organization of classes in arts and crafts in kindergarten, determines the organic unity of labor and aesthetic education preschoolers. This unity is also due to the modern requirement of international standards in industrial products, which is expressed not only in a highly efficient level of workflow, but also in the requirements of technical aesthetics.

The greatest educational effect is given by the acquaintance of preschoolers with the arts and crafts of folk art crafts.

The products of folk craftsmen are distinguished by their sense of material, the organic unity of the utilitarian (practical orientation) of a thing with its decor, national color, and high moral and aesthetic merits. There is so much educational charge in folk art (not only in finished products that please the eye, but also in the process itself, in the technology of their creation), that the question naturally arises of its most active use in working with preschoolers.

The task of the educator is to guide the creative process of preschoolers, orienting them to the study of samples of folk arts and crafts. The principle of focusing on folk art should form the basis of the content of classes with preschoolers in various areas of arts and crafts.

3. Programs for teaching arts and crafts

problems of folk pedagogy, including issues of aesthetic education.

Sciences. The importance of these studies cannot be overestimated. Only with their help can all the complexity and diversity of the process of development of the national school and pedagogy be revealed in the organic unity of the all-Russian, national and regional manifestations of this.

Recently, publications and Ph.D.

Dissertations of the 1990s reflect different levels adapting the achievements of pedagogical theory and the achievements of art history in the content of aesthetic education and training. It is important to note that the studies concern the main links in the system of aesthetic education and training of children and adolescents.

Thus, S. V. Maksimov's Ph.D. thesis "The Role of Folk Applied Art in the Artistic Development of Children aged 5-7" is devoted to determining the meaning and place of children's fine arts using samples of Russian folk arts and crafts in the system of aesthetic education in kindergarten.

When developing the problems of the continuity of the visual activity of kindergarten children and junior schoolchildren this study may be useful for determining further ways of the most effective pedagogical influence on the development of children's creativity under the influence of folk applied art.

Several dissertations (R. Khasanov, Ya. A. Savzonov, L. N. Lyubarskaya, V. S. Belova) are devoted to the methodology of teaching decorative drawing on the basis of folk art in primary school.

In the study by R. Khasanov and Ya. A. Savzonov, a sequence of tasks was tested on the material of the folk art of Uzbekistan and Tajikistan, devoted to the study of the specifics of oriental ornament in decorative work with younger schoolchildren.

"The development of artistic and creative activity among junior schoolchildren in the process of studying fine arts" on the material of the Ukrainian folk painting the process of formation of abilities for aesthetic assimilation of reality and the needs for productive aesthetic activity through the development of a sense of decorativeness in schoolchildren of grades I-III is shown.

Research by B. S. Belov "Ways to improve the methods of teaching fine arts in the training of primary school teachers (decorative drawing in relation to the faculties of pedagogy and methodology primary education)" is aimed at solving an important problem - identifying ways to more successfully solve the pedagogical task of improving aesthetic education and education of primary school teachers to guide the visual activity of children.

It is important that in the work of B. S. Belov, for this purpose, effective ways solving visual problems in decorative and applied arts with the wide involvement of the folk art of the Mari Republic, contributing to the activation of fine arts in general.

The Ph.D. thesis of D. G. Pilipenko "Study of aesthetic and educational opportunities for decorative arts in kindergarten" reflects some provisions on the importance of folk art in the aesthetic education and training of preschoolers when the author determines an approximate systematization of certain types of decorative and artistic activities of children of the senior and junior group.

4. Methods of introducing children to arts and crafts

The different goals facing the academic subjects "fine art" and "artistic work" determine and different approaches in the aesthetic understanding of folk art materials. Thus, acquaintance with arts and crafts in kindergartens located in places of traditional arts and crafts is aimed at mastering the basics of arts and crafts by children. In the practice of dating in kindergartens of this type, there are excellent examples of solving the indicated goals. For example, the experience of a kindergarten in the village of Kubachi in the implementation of a system of educational and creative work in the classroom for artistic work in mastering the skill of artistic metal processing. The team of educators in their work relies on a set of methodological materials: a proven program of artistic work, albums, books, tables dedicated to the history of Kubachi art. Educational work not limited to classes. Appreciate and respect the work of a folk master is taught here in everyday life. The experience of folk pedagogy of the Kubachins, when for many centuries in every family the father passed on the secrets of processing expensive materials to his son, found a modern transformation in the aesthetic and labor education of preschoolers.

An active search for the program content of art work lessons is conducted by kindergarten teachers on the basis of art craft enterprises in the Gorky region. Thanks to the joint efforts of the system workers preschool education in kindergartens of the region, the study of the basics of folk art painting on wood is carried out with the help of folk craftsmen from the factories "Khokhloma Artist" (Semino village) and "Khokhloma Painting" (Semenov), craftsmen of wood painting crafts in Polkhov-Maidan and Gorodets.

In understanding the aesthetic content of education in labor classes in kindergartens on the basis of folk art craft enterprises, the work of employees of the All-Russian Research Institute of the Art Industry is of great help to educators. For example, the two-volume book "Fundamentals of Artistic Craft". Employees of the Institute of the Art Industry are developing a series of programs for the lessons of artistic work, taking into account the specifics of the traditional technique of folk art, the established art schools of excellence.

The involvement of folk decorative art as an active means of aesthetic education in the system of decorative drawing lessons in kindergarten has its own advantages. The main ones are the broad horizons of aesthetic knowledge and the diverse aspects of the educational impact of folk art in the process of harmonic education of the personality of a preschooler.

Introduction to the cutting edge pedagogical experience aesthetic education by means of folk decorative art in kindergartens of the Russian Federation allows us to talk about numerous examples of the implementation by educators effective methods and techniques that reveal the features of the style of different art schools of folk art in order to more fully use the educational functions of the works of folk masters. For example, teachers of senior groups in the city of Kostroma and the region are enthusiastically working with children on topics related to folk artistic painting and woodcarving. To this end, there is an acquaintance not only with the monuments wooden architecture native land, but also the art of folk craftsmen from neighboring regions: Yaroslavl, Ivanovo, Vladimir, Gorky. Thanks to pedagogical skills, small conversations in the classroom of decorative drawing turn into a series of exciting journeys to the country of beauty and goodness, created by the hands of folk craftsmen,

In kindergartens in Zagorsk, Moscow Region, a center for the production of traditional Russian wooden toys, teachers conduct classes in a variety of ways based on the art of Russian toys. Many educational opportunities open up before the kindergarten to promote Russian folk art in collaboration with the staff of the Zagorsk State Museum-Reserve.

An inexhaustible wealth of artistic ideas is fraught with the study of folk costume, and, as practice shows, two directions in the development of this theme are especially promising. The study of the history of the folk costume of the native land and the interpretation of motives in the illustration of legends, historical events edges, creation of souvenirs. This approach is reflected in the work of kindergarten teachers in the city of Pavlovo, Gorky region. Another interpretation of the topic is related to the study of the current center of folk art crafts, the products of which are associated with the use of folk aesthetic traditions in modern suit. Such work is carried out by specialist educators in the city of Pavlovsky Posad, Moscow Region, where the famous printed Pavlovian shawls, shawls, and printed woolen shawls are produced.

Building new system educational and creative tasks based on folk decorative arts, we consider as the construction of a part of the system of classes in fine arts in kindergarten as a whole. The system of studying fine arts, like any other methodological system characterize the leading idea (goal) and didactic principles that determine the selection of the content of the program, the originality of teaching methods.

The leading goal set by society in front of our subject is to achieve a close unity of labor, moral and aesthetic education for the comprehensive development of the personality of each child. In the educational process in the classroom for decorative drawing We see the solution of such an important state task in the implementation of a system of educational and creative tasks based on the material of folk decorative art. Such a system should serve to reveal the spiritual powers of the child, be effective for the aesthetic development of the personality of the preschooler, and activate the children's decorative creativity.

social order modern society should be reflected in the content of teaching decorative drawing by means of folk arts and crafts. To this end, we took into account the unity of the content and procedural aspects of education from the point of view of didactics, the development of the current state of teaching fine arts in kindergarten. This gave us the basis to determine the following leading factors for building a system of educational and creative tasks:

Systemic and integrated planning teaching and educational goals and objectives in the classroom of decorative drawing;

Accounting for the assessment of the levels of aesthetic education based on the results achieved by children in decorative work.

Taking into account the named methodological prerequisites in the construction of a system of educational and creative tasks allowed us to highlight the essential aspects of the educational process at the level: types of decorative work of children; leading aesthetic knowledge and forms of aesthetic knowledge; intersubject and intrasubject communications; volume of graphic skills and abilities.

Based in the study of folk art on the implementation of the most important didactic principles, we sought to generalize methodological techniques, determine the place and significance of the artistic analysis of folk art in the classroom of decorative drawing, as well as to develop criteria for the levels of aesthetic education of children, keeping in mind the ultimate goal of effective creative development preschooler personality.

Fundamentally important in this system is the unity of aesthetic knowledge and the content of decorative work (labor activity) of children on the basis of folk arts and crafts, and such methodological techniques are developed that stimulate the creative creation of independent compositions by children, and not a simple imitation of the methods of folk art. For this purpose, folk painting of Gorodets, Polkhovsky Maidan, Khostov, Khokhloma, clay Dymkovo and Filimonovo toys, wooden folk toys, household products of the masters of the North, embroidered products from Ryazan, Vladimir, Torzhok, works of masters of artistic varnishes Palekh are involved in decorative drawing classes. In working with children, the aesthetic knowledge of preschoolers is deepened and systematized on the basis of acquaintance with the folk ceramics of Gzhel, Skopin, with folk heeling, folk engraving - popular prints.

The concretization of the essential aspects of the educational process in the classroom for decorative drawing, conducted on the basis of a system of educational and creative tasks, can be seen in the dynamics of the forms of aesthetic knowledge and types of decorative work of children (Table I).

1. Belyaev T. F. Exercises for the development of spatial representations in students. - M., 1989.

3. Fundamentals of decorative art at school. - M., 1981.

Introduction.

1. Folk arts and crafts and its place in kindergarten.

2. Characteristics of handicrafts.

3. Acquaintance of children with folk art and teaching decorative modeling in different age groups.

Conclusion.

Literature.

Introduction

Folk arts and crafts of our country is an integral part of culture. Emotionality, poetic imagery of this art are close, understandable and dear to people. Like any great art, it fosters a sensitive attitude towards beauty, and contributes to the formation of a harmoniously developed personality. Based on deep artistic traditions, folk art enters the life and culture of our people, has a beneficial effect on the formation of a person of the future. Works of art, created by folk craftsmen, always reflect the love for the native land, the ability to see and understand the world around.

Folk arts and crafts - one of the means of aesthetic education - helps to form artistic taste, teaches children to see and understand the beauty in the life around us and in art. Folk art is national in content, therefore it is able to actively influence spiritual development person, on the formation of patriotic feelings in a child.

Increasingly, works of arts and crafts penetrate into the life of people, creating an aesthetically complete environment that determines the creative potential of the individual. The familiarization of preschoolers with folk art is carried out by creating a beautiful interior of a kindergarten, a group room, the design of which includes works of folk art. Therefore, the role of kindergartens is great, where work is being successfully carried out to familiarize children with examples of folk art. An important place is also given to decorative modeling. The teacher tells the children about the objects of folk art, teaches the techniques of decorative modeling.

But in order to successfully carry out such work, the teacher must himself be familiar with folk art crafts, must know and understand folk art, and know the methodology for teaching children decorative modeling.

1. Folk arts and crafts and its place in kindergarten

In contemporary culture, folk art lives on in its traditional forms. Thanks to this, the products of folk craftsmen retain their stable features and are perceived as carriers of a holistic artistic culture. The objects of folk art are diverse. These can be toys made of wood, clay, dishes, carpets, lace, lacquer miniatures, etc. Each product carries goodness, joy, fantasy, captivating both children and adults.

Folk art is always understood and loved by everyone. From ancient times, people liked to decorate their homes with carpets, painted trays and caskets, because folk art carries the warmth of the hands of the master, a subtle understanding of nature, the ability to simply, but with a great flair for form and color, select for their products only what necessary, that which is truly beautiful. Unsuccessful samples are eliminated, only valuable, great, coming from the depths of the soul lives. Folk art is valuable because every time, creating the same thing, the master introduces something new into the pattern, and the form cannot turn out to be exactly the same. The folk craftsman creates various products. These are salt shakers with Khokhloma painting, and bread bins, and Gorodets painted dishes.

Folk art is the property of not only adults, but also children who enthusiastically play with both wooden nesting dolls and clay figurines of the Kirov masters. Children like Bogorodsk toys-caskets and Kargopol toys. Wooden spoons, wicker baskets, patchwork halves and other items of folk craftsmen are in special demand. Folk art is figurative, colorful, original in its design. It is accessible to children's perception, as it carries an understandable content, which specifically, in simple, concise forms, reveals to the child the beauty and charm of the surrounding world. It's always familiar to children fabulous images animals made of wood or clay. Ornaments used by folk craftsmen for painting toys and dishes include flowers, berries, leaves that the child meets in the forest, in the field, in the kindergarten. So, the masters of Khokhloma painting skillfully make ornaments from leaves, viburnum berries, raspberries, cranberries. Gorodets craftsmen create their ornaments from leaves and large flowers of leotards, wild roses, and roses. Masters of clay toys paint their products most often geometric ornament: rings, stripes, circles, which are also understandable to young children. All these products, both wooden and clay, are used in kindergartens not only to decorate the interior of the room. Under the guidance of a teacher, children carefully examine them, draw and mold according to samples of folk products.

People's DPI should enter the life of the kindergarten, delighting children, expanding their concepts and ideas, cultivating artistic taste. Kindergartens should have a sufficient number of items of folk art. This will make it possible to decorate the interiors of groups and other rooms, from time to time replacing one item with another. Artistic products are shown to children during conversations about craftsmen, and are used in the classroom. All DPI items must be stored in the cabinets of the pedagogical office. They are distributed by crafts and constantly replenished with new items. For children of younger groups, you need to have chiseled wooden toys, fun toys of Bogorodsk masters, products of Kargopol craftsmen. For the middle group, you need to have Semyonov, Filimonov and Kargopol toys, painted birds from Torzhok. For children of the senior and preparatory groups for school, any folk toy, clay and wooden, is available.

Decorative modeling in preschool- this is the creation by children of dishes, decorative plates, various figurines on the theme of folk toys. In addition, it is available for children to make small decorations (beads, brooches for dolls), souvenirs for mothers, grandmothers, sisters for their birthday, for the holiday of March 8. The skills acquired by children during decorative modeling lessons can be used by them when creating other types of stucco work, which makes the products more expressive.

Under the influence of folk art objects, children perceive illustrations for Russian folk tales deeper and with great interest. Folk toys with their rich themes influence the child's idea during modeling, enriching the idea of ​​the world around. Classes with the use of folk art items help develop the mental activity of the child. However, all this is possible only if there is a systematic, systematic introduction of children to the objects of art and crafts, as a result of which children create their own decorative works: toys, dishes, plates decorated with ornaments like tiles. Objects of applied art of the peoples of Russia can become a valuable material not only for artistic, but also for the comprehensive education of each child.

The desire of children to create beautiful objects, decorate them largely depends on the interest and attitude of the educator to this work. The educator needs to know folk crafts, the history of their occurrence, which folk craft this or that toy belongs to, be able to talk about the craftsmen who make these toys and tell it in an exciting way in order to interest children, arouse in them a desire for creativity.

2. Characteristics of handicrafts

Consider the items of folk arts and crafts that can be used in kindergarten.

DYMKOVO TOY

Products of the Kirov craftsmen surprise with their plastic form, special proportions, unusual pattern in terms of brightness. Everyone likes the lively, festive, magnificent in stucco decoration and painting dolls of the lady-francihi, goats, ponies, roosters with bright tails. The industry originated in the distant past. Earliest description Dymkovo toys refers to 1811. Its author is Nikolai Zakharovich Khitrovo. The description tells about the Vyatka folk holiday - "Piano Dance", during which painted clay dolls with a gilded pattern were sold. Clay toys were sold not only in Vyatka. They were sold at county fairs and bazaars, sent to other provinces. Before the revolution, craftsmen worked in the village of Dymkovo alone and with families. They dug clay, mixed it with sand, kneaded first with their feet, and then with their hands. Products were fired in Russian ovens, and then painted. Women and children took part in this work.

The factory where Dymkovo toys are now made is located in the city of Kirov. Well-known famous masters A.A. work here. Mazurina, E.Z. Koshkina, Z.V. Penkin, who, while maintaining old traditions, create new original toys. Craftsmen work in well-equipped bright workshops. There are toys in close rows on the shelves, different in content and design, bright, with gilding. These are ladies-francihi, painted goats, horses, ducks-whistles, pigs, bears, etc.

The process of making a toy can be divided into two stages: modeling the product and painting it. The molding methods are very simple. For example, when depicting a doll, craftswomen first make a skirt from a layer of clay, resulting in a hollow bell-shaped shape; the head, neck and upper body are made from one piece, and the details of clothing (ruffles, frills, cuffs, hats, etc.) are molded separately and glued to the main form, calling them moldings.

Dymkovo toy is very specific. There are traditions in its creation and design, which are expressed, first of all, in static, pomp of forms and brightness of color.

FILIMONOVSKAYA TOY

An equally famous center of folk craft is the village of Filimonovo, Odoyevsky district, Tula region, where they make an amazing clay toy. According to legend, grandfather Filimon lived in this place, who made toys. Now workshops for making clay toys are organized in the village, where craftswomen A.I. Derbeneva, P.P. Ilyukhin, A.I. Lukyanova and others. People and animals made by artists differ in form and painting. The toys are funny, whimsical and very expressive - these are ladies, peasant women, soldiers with epaulettes, dancing couples, horse riders, cows, rams, a fox with a rooster, etc. All toys have elastic bodies, long or short legs, elongated necks with small heads . These toys are difficult to confuse with any others, as they have their own traditions in the interpretation of form and painting. The painting is bright, and mostly yellow, red, orange, green, blue and white colors prevail. Combining simple elements (stripes, arcs, dots, intersecting lines that form stars), craftswomen create amazing ornaments that beautifully fit on the skirts and aprons of the figurines. The faces of the figurines always remain white, and only small strokes and dots outline the eyes, mouth, and nose. Toys blaze with fire, shimmer with all the colors of the rainbow, there are few moldings in the Filimonovo toy, when compared with Dymkovo.

A small child first of all sees fun in the Filimonov toy, fantasy image subject that awakens his creativity.

KARGOPOL TOY

Kargopol is an ancient Russian city surrounded by forest. Since ancient times, the inhabitants of this city and its environs have been engaged in pottery. For the most part they made pottery: pots, pots, bowls, some craftsmen made clay toys. However, in 1930, the art craft fell into decline. Only the talented craftswoman U.I. continued to make toys. Babkin, it is her products that are characterized by the best features of folk toys. In 1967, the Kargopol workshops for the manufacture of clay painted toys were re-established.

Next to the bright, resonant colors of Dymkovo and Filimonovo toys, the plastic figurines of this northern region may seem strict. The color scheme of the painting includes black, dark green and brown. Among the toys there are many amusing images, molded simply, but with great warmth and folk humor. Basically, these are peasant women with baskets or a bird in their hands, dolls with spinning wheels, bearded men. The Kargopol toy is also characterized by multi-figure compositions - dancing figures, funny troikas with riders in a sleigh, etc. Kargopol masters also like to depict animals: a bear, a hare, a horse, a dog, a pig, a goose and a duck.

The Kargopol toy is characterized by conventionality in the interpretation of the image in terms of shape, proportions and color. All figurines are somewhat squat, with short arms and legs, they have an elongated torso, a thick and short neck, and a relatively large head. Animals are depicted as thick-legged and sometimes dynamic, for example, a bear stands on hind legs- the moment of the attack; the dog's paws are spread and its mouth is open, a duck with outstretched wings, etc. Recently, to revitalize toys, craftsmen have added yellow, blue and orange colors. The main elements of the ornament are combinations of intersecting lines, circles, herringbones, dots and stripes. Toys are molded in parts, the joints of the parts are carefully smoothed. Products are dried, fired in a kiln and painted with tempera paints. Now hereditary craftsmen K.P. Sheveleva, A.P. Shevelev, S.E. Druzhinin. Everyone has their own style of modeling and painting, however, old folk traditions are the basis of all toys.

TV TOY

In the city of Torzhok, Tver region, clay toys, in particular, clay birds, decorated with moldings and paintings, began to be made relatively recently. Masters of this craft, creating decorative toy, use a special range of colors of enamel paints: blue, cyan, white, black, green, orange, red. The pattern consists of strokes, circles and dots that create a festive decor. In addition to painting, the toy is decorated with moldings, which are well associated with its main form. The bright enamel pattern beautifully complements the figurines, laying down on a brown background, since the product is not primed and the background is the color of baked clay. Basically, the toy is static, but there are swan birds with sharply turned necks and heads, which gives them a special plasticity. Among the toys there are roosters, chickens, geese, swans, ducks.

BOGORODSKAYA TOY

Folk craftsmen in the village of Bogorodskoye, Moscow Region, create wooden carved toys, which, like clay ones, belong to folk plastic and can be successfully used in working with children in decorative modeling classes. For more than 350 years, wood carvers have been working in the village of Bogorodskoye near Sergiev Posad. In their skillful hands, wood blocks turn into funny figures. Toys are cut from linden, which must dry for 2 years before this. The main types of painted toys are chickens, birds on a stand with a movable device, etc. They cut figures from a whole tree, for which they make blanks different shapes. Surface finished products the old masters cleaned it with sandpaper, as a result of which the figure turned out to be smooth. Now the toys are finished with carvings, which rhythmically lie on the surface and decorate the product. By tradition, some parts of the toy are made movable. The content of the toys is diverse - these are the plots of fairy tales, fables, sports and space, and they are all joke toys. The traditional image is a bear.

A well-known master of Bogorodsk carving is the hereditary carver N.I. Maksimov. For many years he taught carvers at a vocational technical school, sought to instill in them not only the skills and techniques of carving, but also a love for nature, for all living things. Bogorodsk toys are widely known in our country and are famous far beyond its borders.

GZHEL WARE

Not far from Moscow in the Ramensky district is the village of Gzhel. Pottery has been practiced here for a long time, from about the 14th century. They made kvass, kumgans, plates and toys painted with brown and yellowish-green ceramic paints. Sometimes the dishes were decorated with stucco figures. Currently, Gzhel porcelain products have gained worldwide fame due to the uniqueness of their pattern and shape. Gzhel porcelain is easily recognizable by its blue painting on a white background. However, the blue is not monotonous, and if you look closely, you can see the finest halftones and shades, reminiscent of the blueness of the sky, lakes and rivers. Gzhel masters write on porcelain with strokes and lines, and leaves and flowers enter the ornament of the pattern: daisies, bluebells, cornflowers, roses, tulips and lilies of the valley. In addition to dishes, small sculptures and toys are made in Gzhel. Among them you can see favorite children fairy tale characters: Alyonushka in a long dress and headscarf, Ivan Tsarevich with Elena the Beautiful on the Gray Wolf, Emelya with a pike caught, etc. Currently, the artists are working on creating new plots and compositions. Sculptures appeared depicting astronauts and athletes with Olympic torches. All the works of the Gzhel masters amaze with a deep sense of rhythm, harmony of form and content.

3. Acquaintance of children with folk art and teaching decorative modeling in different age groups

FIRST JUNIOR GROUP

Acquaintance of children with decorative art should begin in the first junior group of kindergarten. The possibilities of the child in decorative modeling at this stage are very limited: children only decorate products using a stick or making a depression with their finger. Acquaintance of children with toys takes place in the form of games, during which the teacher asks the children about what this or that object depicts. Children are offered to arrange toys in a certain order, build a house, a ladder, a bridge for nesting dolls. Kids like bright nesting dolls and smooth chiseled toys, they join the game with pleasure: they place them on the table, place them on a ladder made of cubes, and lead them along the bridge. At the same time, children are given the task of comparing toys by size, highlighting the main, large parts and small parts, learn and name the shape of the parts. Kids especially like it when there are a lot of toys on the table. One or two toys almost do not attract the attention of the child, interest in them quickly disappears. Playing with nesting dolls, they tell the teacher that there are a lot of nesting dolls, they are big and small, nesting dolls have eyes, a nose, beautiful scarves, and, looking at chiseled birds, they note that the head of the bird is round and the tail is long.

In the first junior group, the folk toy is mainly used for games. However, in some classes, the teacher, in order to attract children to this species activities, shows them how to sculpt.

There is no decorative molding in this group yet, but children's tendency to decorate their products is already observed. The first attempts of kids to decorate their modeling lead to a chaotic arrangement of the pattern along the edge of the product, which is the reference line for the child. Given this feature and knowing that it is easier for the child, the task can be reduced to decorating the edge of a molded cookie or gingerbread. Decoration elements can first be dots, and then stripes made with a stick. Toddlers are fascinated by the opportunity to make indentations in the clay with a stick. They do it with pleasure, realizing that their toys will become more beautiful. The educator should support the child's desire to decorate his work by making appropriate suggestions at every opportunity.

SECOND JUNIOR GROUP

To work with children in the first half of the year, they usually use the same toys as in the first younger group, but they conduct a deeper analysis of the shape of objects. For example, showing a nesting doll to children, the teacher says that the nesting doll has a head, hands, names the details of clothing: an apron, sleeves, a scarf, show beautiful flowers, leaves and other decorative elements on them.

Children of the second younger group perceive the Dymkovo toy well, which can be offered for consideration at the end of the first - beginning of the second half of the year. Moreover, children are not hindered by the conventionality of the shape and color of these toys. They freely define objects and highlight the elements of painting: stripes, circles, dots and rings. The perception of folk art objects makes it possible to put before children visual tasks and trace the influence of folk art on the nature of children's modeling. However, the selection of items for modeling should take into account the age characteristics of preschoolers.

Starting from the second half of the year, children can be offered to decorate a disc-shaped product with three-dimensional shapes - balls and rollers. Performing this task, the children sculpt a cake, a cake for dolls, arranging the elements in a certain rhythm: balls - along the edge and in the middle, and rollers - in the form of a grid or rays diverging from the center to the edges. First, children create the base, and then gradually decorate it. The activity of each child is manifested in the fact that the baby himself chooses the shape, size of the elements and alternates them.

The next stage is a more difficult task: children are offered to fashion a cup and apply a pattern on it in a stack along the edge of the cup in one or several rows.

After getting acquainted with wooden toys, children sculpt birds, mushrooms, dolls in a long outfit. They decorate each item, and the ability to work with a stack is transferred to the image of such details as the mouth, nose, eyes of the dolls. All this makes children's work more expressive. Thus, a certain sequence is outlined for introducing the children of the second younger group with a folk toy and introducing decorative elements into modeling. For games and viewing in this group, you can use Semenov nesting dolls, Zagorsk turned wooden toys and wooden toys of Bogorodsk masters, Kargopol toys (horse, goose, duck, dog) and Dymkovo toys (cockerel, mother hen, dolls large and small). For familiarization before modeling, you can offer wooden turned objects, consisting of rounded and cone-shaped shapes.

MIDDLE GROUP

For the successful teaching of decorative modeling in the middle group, work continues to introduce children to folk art. For this purpose, Semenov nesting dolls, wooden chiseled Bogorodsk toys, Dymkovo cockerels and goats, Kargopol toys, painted birds from Torzhok, Filimonovo toy are used.

However, for reproduction in modeling, it is better for children to offer Semenov matryoshkas, turned wooden toys, Kargopol toys (dog, goose) and toys from Torzhok. The rest of the toys are desirable to use for games and viewing.

Acquaintance of children of 4-5 years old with objects of folk art takes place in the form of games and short conversations. It is important for children to understand that folk toys made of any material are almost always brightly painted and that is why they are cheerful and joyful. The child begins to understand that in one case the pattern lies on a three-dimensional form, in the other - on an object brightly colored in one color, and this is also very beautiful. You can sculpt with children of this age a goat, a cockerel, both by imagination and from nature, using a Dymkovo toy. To do this, at the beginning of the lesson, the toy is examined, paying attention to its plastic and other expressive features. Next, the teacher shows some modeling methods. The main parts of the toy are molded in advance, and the teacher only shows how they need to be connected, tightly clinging to each other.

All the small details: the horns and beard of a goat, the scallop and wings of a cockerel - the children must fashion themselves, you can once again consider the toy standing on the stand. The opportunity to approach the subject during the lesson and examine it relieves stress in children during work. In addition, the child has a desire to make the toy as beautiful as the craftswoman did.

The molded works are carefully preserved, the children examine them repeatedly and, after they dry, fire them in a muffle furnace.

In the evening, in the presence of children, the teacher paints toys. An exhibition is arranged from children's works, which decorates the group for several days, and later children can play with these figures.

SENIOR GROUP

The visual activity of children 5-6 years old has its own characteristics. At this age, the children have already become stronger physically, the small and large muscles of the hands have strengthened. Children have become more attentive, their ability to memorize has increased; in addition, they learned to control the actions of their hands during modeling, and this, in turn, led to a change in the nature of the image. They can independently determine the shape of an object, its structure, highlight small details and elements of decorative design, and are more creative in their images.

Beginning with the older group, decorative modeling classes occupy a very definite place in the system of classes in fine arts. When planning these classes, it is necessary to take into account their connection with folk art, since decorative sculpture made by folk craftsmen, art utensils, decorative plates, not only have a beneficial effect on the development of the artistic taste of children, but are also good visual aid during molding. Their skillful use by adults broadens the horizons of children, has a beneficial effect on their mental development.

To work with children of this group, you can use artistically made dishes, decorative plates, Dymkovo, Kargopol, Filimonovo and Kalinin clay toys.

In addition to clay, you can conduct classes with wooden toys. However, children should be introduced to at least two toys of each type.

All objects of folk applied art are based on certain traditions and features that it is desirable for the educator to know. So, when planning to introduce children to decorative dishes, and then sculpt according to these patterns, you need to select those items that will help develop the imagination of children. These can be painted ceramic plates, Ukrainian bowls, dishes made by Gzhel, etc. etc.

GROUP PREPARATORY FOR SCHOOL

The visual activity of children 6-7 years old is significantly improved. First of all, the shape of the molded objects becomes more complete, the proportions are specified. Children more often than in the previous group have a desire to supplement their modeling with such details that will decorate the craft and make it more expressive. This is due to the fact that the children have become even stronger physically, the small muscles of the hands have developed, the movements of the fingers have become more accurate, and visual acuity has also increased. All this makes it possible to perform complex details using moldings and painting. Children have an aesthetic appreciation of their products, which increases the demands on both the visual and expressive means of modeling that the child uses in his work.

Decorative molding in this group includes the image of decorative plates, dishes and molding of figurines in the style of folk toys. At the same time, children's knowledge of folk crafts is deepening. The children are looking at decorative vessels made by potters of different nations with great interest. Bright, painted with colored engobe and glaze, they capture the imagination of children, give rise to their creative ideas.

In the preparatory group, children are introduced to a new way of depicting dishes - from rings: clay rings are stacked one on top of the other and tightly connected to each other. In this way, children sculpt different dishes. Another modeling method is the manufacture of dishes from a piece of clay of a spherical or cylindrical shape by choosing clay in a stack (pot, pot, vase). Children continue to learn, work systematically and think about their plan in advance.

All work on decorative molding is closely connected with conversations about folk crafts. In the preparatory group, acquaintance with folk applied art takes on new forms: didactic games which deepen children's understanding of the expressive features of decorative art objects, affect the development of their mental activity; excursions to exhibitions of applied art, views of filmstrips, slides, as well as illustrations in books on folk art.

The selection of decorative items is carried out taking into account the fact that children have already met many of them in the older group. For children 6-7 years old, specimens with more than complex shape and painting. Decorative plates and dishes can be painted with fabulous flowers, birds and fish. The set of Dymkovo dolls is expanding: a water-carrier, a franciha under an umbrella, also a milkmaid with a cow; a rider on a horse, a turkey with a painted tail, and many others. From the Kargopol toy, children can be shown an old man who waters a horse, a sower peasant, a troika and Polkan - a fabulous half-beast, half-man. Of the Filimonov toys, it is good to use a fox with a rooster, dancing couples and other patterns that children have not yet seen. From Kalinin, you can select a chicken with an intricate crest and a rooster. Of the Bogorodsk toys, children will be interested in "The Bear and the Hare Go to School", "Baba Yaga", "The Bear Football Player", "S Good morning". The list of toys may be more diverse, but the teacher selects only what the kindergarten has.

Classes to introduce children to folk arts and crafts and decorative modeling in this group are a continuation of that great work, which was done in the previous groups. Therefore, children of 6-7 years old should be prepared for the perception of new, more complex samples of folk art, for the assimilation of new methods of modeling and painting.

The main tasks of decorative modeling are to teach children to see the beauty of folk art objects, to cultivate love for it and the ability to distinguish one craft from another, to use decorative elements in their work to enrich the stucco image, and also to transfer this skill to non-decorative objects.

Conclusion

Summing up all of the above, we can conclude that the acquaintance of children with objects of folk art and decorative modeling have a beneficial effect on the development of children's creativity. The nature of folk art, its emotionality, decorativeness, diversity are effective means for the development of mental activity in children and the comprehensive development of the child as a whole.

The creativity of folk craftsmen not only educates the children's aesthetic taste, but also forms spiritual needs, feelings of patriotism, national pride, high citizenship and humanity. The child learns that wonderful colorful objects are created by folk craftsmen, people gifted with imagination, talent and kindness.

Children gradually begin to respect and love this art, to understand its plasticity, ornamentation, color combinations, a variety of shapes and images.

Toys of all folk crafts differ in style and manner of execution, and over time, the child begins to distinguish toys from one craft from another, to highlight characteristic features, and he does this on his own. And already in the senior and preparatory group, children, under the influence of training, have a desire to make toys themselves according to the model of those that they were shown in the classroom.

Thus, folk toys stimulate children to independent actions. The knowledge gained in the process of classes and games with folk art items expands the possibilities for independent activities of children in the field of decorative modeling.

Literature

1. Gribovskaya A.A. Children about folk art. M., 2004.

2. Durasov N.A. Kargopol clay toy. L., 1986.

3. Dorozhin Yu.G., Solomennikova O.A. Filimonov's whistles: A workbook on the basics of folk art. M., 2004.

4. Komarova T.S. Children's artistic creativity. M., 2005.

5. Folk art in the education of preschoolers / Ed. T.S. Komarova. M., 2005.

6. Solomennikova O.A. The joy of creativity // Development of artistic creativity of children aged 5-7 years. M., 2005.

7. Khalezova N.B. Decorative modeling in kindergarten: A guide for the teacher / Ed. M.B. Khalezova-Zatsepina. M., 2005.

The study of arts and crafts as part of the artistic and aesthetic education of preschoolers helps develop children's creativity, curiosity and craving for experimentation, logical thinking, imagination, aesthetic feelings and pride in the cultural heritage of our craftsmen.

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Studying arts and crafts at preschool educational institution

Artistic and aesthetic education of preschool children is characterized as a process of purposeful influence by means of art on the personality of a preschooler, thanks to which the pupils develop a sense of taste, interest in art, the ability to enjoy it, and develop creative abilities. The value of artistic and aesthetic education lies in the fact that it makes the child more harmonious, positively affects his morality, elevates sensuality, and decorates life.
As a means of forming creative abilities in preschoolers, you can use arts and crafts, which has a strong aesthetic and emotional impact on the personality of the child, and also has great cognitive, developmental and educational opportunities.
Acquaintance of children with various types of folk arts and crafts directly through educational activities in decorative drawing will help teach them to perceive the beauty of the world around them, introduce them to folk traditions, and lay the foundation for artistic and aesthetic education.
The organization of directly educational activities in decorative drawing allows children to feel like a decorator, to reflect in their work an aesthetic vision and feeling of the world around them.
My work on this topic is built in two stages:

• Acquaintance with folk craft
• Learning how to sculpt and draw

• The work begins with the creation of conditions for introducing children and parents to folk culture. Various surveys are conducted for parents in order to identify the level of knowledge about arts and crafts, how they introduce their children to it. Find out if they want their child to study arts and crafts at preschool. For children, educational literature about folk crafts, about the features of patterns, about the history of crafts is selected, the methods and techniques used to familiarize children with decorative and applied arts are specified.
  We start teaching children by examining Dymkovo toys and their images, making the necessary explanations along the way to help children understand the features. Dymkovo painting.
  The Dymkovo toy amazes children with its colorfulness, incomparable beauty, originality of execution. Contrasting combinations, bright colors applied on white background, arouse in children an interest in the Vyatka toy, arouse the desire to learn how to sculpt and paint clay products themselves.
  When introducing children to a Dymkovo toy, we set ourselves the following tasks:
• To acquaint with the Dymkovo toy and to form curiosity towards this type of folk art.
• Create the necessary conditions for introducing children and parents to folk art through modeling and painting Dymkovo toys.
• To form knowledge about the elements of Dymkovo painting and their symbolism, which is reflected in the surrounding nature.
• To develop in children an aesthetic taste, the formation of independence and creative abilities.
• Carry out patriotic education through the study of national heritage.

To solve these problems, we use the following methodological techniques:

• Conversations.
• Reading fiction.
• Didactic games.
• Education in the form of directly - educational activities.
• Working with parents.

At the beginning of directly - educational activities, children get acquainted with the Dymkovo toy, examine products, colorful illustrations. Children listen with great interest to the teacher's story, because each toy can be presented vividly, emotionally, using various comparisons, epithets, and poems.
When examining Dymkovo toys with children, we pay attention to the features of Dymkovo painting, the ability to express one's impressions of the perception of these toys, to emphasize the brightness and variety of colors of Dymkovo toys, since the child is emotionally responsive to color. Thus, the goal is achieved - introducing children to folk art and highlighting the elements of Dymkovo painting. The guys learn to draw some elements of this painting: a straight line (holding the brush vertically from a sheet of paper) and a dot (poke).
This causes interest in the Dymkovo toy and a feeling of joy from the first sketches.
In the future directly - educational activities, children get acquainted with new elements - a wavy line, circles, cells, grain-shaped forms, and also fix the color scheme. Before we start drawing painting elements on paper, we draw them in the air.
Not all children are up to the task. Therefore, I conduct individual work outside of class, using didactic games, such as: “Circle the Element” - the goal is to teach the technique of drawing new elements, “Circle and Color”, this game helps to develop fine motor skills of the fingers, fix the color scheme with children, which was used by the Dymkovo masters. During individual work, I take into account the capabilities and abilities of each child.
When I introduce children to this or that element, I pay attention to the specificity of each pattern, each detail, and then the children begin to draw individual elements more and more confidently.
Preschoolers have an unstable memory, fine motor skills of the fingers are poorly developed. Therefore, training is built from simple to complex. In the process of learning the technique of drawing, children learn to independently select and combine colors with each other.
This is how their creative abilities gradually develop. After the technical skills in children are formed, I begin to develop creative imagination in children, using didactic games in my free time that develop imagination, memory, and creative ability to analyze.
Didactic game "Pictures - twins"
Tasks: continue to introduce children to the Dymkovo toy; identify and name elements; develop attention, thinking, creative imagination, visual memory, the ability to analyze.
Didactic game "Decorative mosaic"
Tasks: to acquaint children with the elements of various murals, highlighting the elements of the Dymkovo painting; be able to find a couple; develop attention, the ability to analyze.
Didactic game "Collect the puzzle"
Tasks: to consolidate children's knowledge about the "haze", to teach how to assemble a whole from several parts; develop thinking, creative imagination.
Didactic game "Find a similar pattern on the finished product"
Tasks: to learn to compare pictures with individual Dymkovo patterns and ready-made clay toys, to find the same elements, to develop attention, thinking, visual memory, and the ability to analyze.
These games help children come up with new compositions, children learn to draw on their own without my help. various patterns. When painting paper templates, children choose the elements of painting and colors as they wish.
Throughout the entire time of children's education, she organized exhibitions of children's works for parents, invited them to open classes in order to show parents the success of their children in mastering the modeling and painting of the Dymkovo toy. In the course of the implementation of the tasks set, it is necessary to monitor the results of children. To do this, I conduct diagnostics according to certain criteria, which shows the growth of children's interest in folk art.
Diagnosis of the level of knowledge, skills and abilities in children of the middle group
in folk arts and crafts. Dymkovo toy.
Main criteria:
1. Color:

• Knows the color scheme for Dymkovo painting;
• Knows colors, sometimes forgets colors;
• Doesn't know colors.

2.Shape:

• Draws simple and complex elements of Dymkovo painting, the pattern conveys accurately;
• Draws precisely simple elements, and slightly distorts complex ones;
• Draws only simple elements with distortion, and complex ones fail;

(simple elements: dot-pea, straight line, circle; complex elements: cell, arc, wavy line, grain-shaped forms).

3. Ability to work with the tip of the brush:

• Good at drawing with the tip of a brush;
• Able to work with the tip of the brush, but the manner of writing with the whole brush prevails;
• Does not know how to work with the tip of the brush.

4. Composition:

• The child decorates the entire clay blank, using simple and complex elements of Dymkovo painting;
• The child decorates only the front of the figure;
• A crowded image grouped in one of the parts of the figure.

5. The level of independence in the performance of work:

• Independently performs work, supplementing the image with suitable elements;
• A little help from a teacher is needed;
• Can't get the job done.

High level.

Shows interest in the Dymkovo toy, knows the color scheme for the Dymkovo painting; draws simple and complex elements; the pattern conveys accurately; has a good command of the skill of drawing with the end of the brush; the child sees and decorates the entire figure; using simple and complex elements of Dymkovo painting; can independently perform the work, supplement the image with suitable elements.

Above average.

Shows interest in the Dymkovo toy, knows the color scheme, sometimes forgets the colors; draws precisely simple elements, and slightly distorts complex ones; knows how to work with the end of the brush, but drawing with the whole brush prevails; the child sees a part of a planar silhouette and decorates it; when performing independent work, a little help from the teacher is needed.

Average level.

Shows little interest in the Dymkovo toy, does not name all the colors of the Dymkovo painting (at least 5), does not accurately draw simple elements, and strongly distorts complex ones; works mainly with the whole brush; decorates part of a planar silhouette, creates a crowded image. When doing independent work, he often resorts to the help of a teacher.

Low level.

Shows no interest in the Dymkovo toy, does not know the color scheme for the Dymkovo toy (can name 2-3 colors). Depicts simple elements with distortion, but complex ones fail; does not know how to work with the end of the brush; no composition. Cannot do the work on his own.

I called my project “Colored Miracle”, because a miracle is really born before the eyes of children. From a shapeless, absurd clay mass that has a specific color and even a smell, we, like the ancient masters, create a beautiful toy, cheerful in color, lively and dynamic in design, captivating and enchanting children, corresponding to their aesthetic feelings.

As a result of directly - educational activities in decorative drawing, viewing illustrations, products of Dymkovo masters, conversations, didactic games, reading poems about this toy, observations in nature, working with parents, children may develop a steady interest in the Dymkovo toy, children will learn to focus well on sheet of paper, they will learn the colors of this painting, they will become better at using a brush, they will be able to name all the elements of the Dymkovo painting. All this will contribute to the development of their creative abilities. Directly - educational activities and didactic games on Dymkovo painting will enable children to learn drawing techniques and teach how to make patterns on various forms.
Since we live in Russia, children need to be introduced to the folk art of the Russian people.
Inclusion of the child in different kinds artistic activity, based on the material of folk art, is one of the main conditions for the full-fledged aesthetic education of the child and the development of his creative abilities.
Beautiful examples of the Dymkovo ornament found a vivid expression in various works of the centuries-old creativity of the Russian people: in fine patterns jewelry, colorful embroideries and patterned fabrics, hats, colorful mosaic leather shoes, etc.
The motifs and patterns of various household products reflect the richness of the artistic thinking of the people, a subtle sense of rhythm, proportion, understanding of shape, silhouette, color, and material.
Further study of decorative and applied arts in the senior and preparatory groups will allow children to develop the ability to build a pattern, arranging its elements in a certain rhythm: on a strip, circle, square, arrange the elements of the pattern in a certain sequence: in the middle, in the corners.
In senior preschool age the development of children's interest in visual activity continues with the inclusion of elements of the Dymkovo ornament and the creation of decorative compositions based on folk products. Children consolidate the ways of drawing Dymkovo patterns: circles of various diameters, grain-like shapes, cells, stripes, wavy motifs. The guys get acquainted with the rules for the symmetrical arrangement of elements in a pattern on clay blanks.

For individual work, you can use the followingdidactic games:
"Find an extra ornament",purpose of the game: to consolidate the knowledge of children of the elements of the Dymkovo ornament, to recognize, name, describe the appearance and characteristics by which it was determined.
"Make a pattern from parts", goal: to teach children the actions of synthesis, the ability to distinguish parts and make up a whole, consolidate knowledge of the elements of the Dymkovo ornament, develop creativity and imagination.
"Draw the desired element", goal: to consolidate children's knowledge about the principles of constructing symmetrical elements, to teach the basic techniques for drawing symmetrical patterns, to develop an eye and fine motor skills of the hand.
"Find the Dymkovo toy in the picture", goal: to consolidate the knowledge of children about Dymkovo toys (lady, goat, horse with rider, carousel and others).

“What do the colors in Dymkovo toys symbolize?”, goal: to consolidate children's knowledge about the symbolism of the colors of Dymkovo patterns and teach them to connect them with nature.

These games contribute to the development of interest in national culture, to come up with new compositions, children learn to combine different types of Dymkovo patterns on their own. Thinking, memory, attention, fine motor skills of fingers develop, the vocabulary of preschoolers is enriched.

In the preparatory school group, children need to develop an aesthetic attitude to objects and phenomena of the world around them. Preschoolers learn to independently apply visual skills in decorative activities, using the expressive means of painting the Dymkovo ornament. The decorative creativity of children develops on the basis of the assimilation of Russian folk-applied art. Children make more complex patterns on paper and clay blanks based on visual samples of the Dymkovo toy.

In the process of introducing children of the middle group to decorative and applied art, I came to the following conclusions:

• Classes in arts and crafts contribute to the formation of logical thinking of preschoolers. When getting acquainted with products of decorative and applied art, the diversity of the national heritage of the culture of the Russian people is revealed to children, original traditions, rituals and rituals, passed down from generation to generation, are studied.
• A preschooler learns to analyze the results of his activities and find their application. In addition, the very process of working on crafts gives children great pleasure, makes it possible to feel like Dymkovo masters, and allows you to create a “colored miracle”.
• In progress in-depth study folk arts and crafts, children learn a lot about the elements of the Dymkovo toy ornament, its symbolic meaning, connection with the surrounding nature.
• Looking at illustrations of Dymkovo patterns, children learn figurative perception: clay toys look like characters from a fairy tale. Describing the products of Vyatka masters, children talk about their meaning, form, history of creation, which contributes to the development of competent coherent speech.
• Many elements of the ornament are drawn not only with brushes, but also with a whole set of special wooden sticks - pokes. The guys and I experimented using cotton buds instead, as one of the ways of unconventional drawing.

Thus, we can conclude that the study of arts and crafts as part of the artistic and aesthetic education of preschoolers helps develop children's creativity, curiosity and desire for experimentation, logical thinking, imagination, aesthetic feelings and pride in the cultural heritage of our masters.

Completed by: teacher Stupnikova Yu. A..

Scenario

drawing classes in the middle-senior group.

Theme "Painting Dymkovo toys."

Program content: Continue to acquaint children with the Dymkovo toy. In children of the older group, to consolidate the ability to decorate a three-dimensional form in a certain sequence, starting with large basic elements, placing smaller ones between them. To teach children of the middle group to arrange simple elements of the pattern on a three-dimensional form, independently creating a composition. To consolidate the ability to consider patterns on Dymkovo toys, highlighting elements, a combination of colors. To consolidate the ability to use gouache, brush, napkin. Raise interest in the Dymkovo toy, see its originality, respect for the work of folk craftsmen.

Material: 1. Gouache. Brushes, coasters for brushes, napkins, boards for toys, clay toys, leaflets for test strokes (senior group);

2. egg coasters, eggs, gouache, napkins, brush (middle group)

Course progress.

Guys, stand around the table. Listen carefully to the poem and answer the question.

Why is Dymkovo famous?

Your toy!

It has no smoky color,

What gray is gray.

There is something of a rainbow in her,

From dew drops

There is something of joy in her,

Thundering like bass.

Think, and tell me what kind of toy is this poem about? (Dymkovskaya)

(The teacher takes off the coverlet, there are Dymkovo toys on the table)

Q: Guys, toys came to visit us. What are these toys? Valeria and her mother spent research work what they found out, we'll listen now.

Pebyonok: - Dymkovo toy is made in the village of Dymkovo

“Smoke from the chimneys is a column,

As if in a haze all around,

blue gave,

And the big village was called Dymkovo.

They loved songs, dances,

Miracles were born there - fairy tales,

And they sculpted it from clay, all the toys are not simple,

And magically - painted,

Snow-white as birches

Circles, dashes, stripes -

Seemingly simple pattern

But you can't look away.

V: Well done. And toys were painted by hand by Dymkovo masters, paints for painting were taken bright, juicy.

Now, guys, come to this table. Before us is the "Bird Yard". Who do you see? (turkey, goose, cockerel, hens) What painting are the toys painted with? (Dymkovskaya).

Guys guess the riddle

"Looking for the grains of a girlfriend

With tufts on top.

Not far from the porch

It is distributed ko-ko-ko. (chicken).

Let's take a look at it. How do we draw eyes on Dymkovo toys? (damn point, point). What is the pattern on the chest of a chicken? (buns). The chicken has two wings on its body. What elements of the pattern are painted wings? (buns, wavy lines, dots). The most beautiful part of Dymkovo birds is the tail. What elements of the pattern painted the tail? First we draw large elements, and then small elements of the pattern.

Guys, look what happened to the chickens, where did they lose their beautiful outfit? How sad they are. Let's help the birds. The children of the older group will now become Dymkovo masters and craftswomen, and will paint our hens. Carefully take the chickens, take your place and get to work.

Children, middle group, sat down correctly, listen to me carefully.

What is the name of the Christian holiday when mothers, grandmothers, all people paint eggs, christen themselves, go to visit each other? Most recently, April 15th was Easter. On this holiday, it is customary to paint eggs, which are called Easter eggs. There is such a belief: - "If you keep a Easter egg for a whole year, then everything bad and evil leaves the house."

Look, you have eggs on your tables, of which we will make Easter eggs today, paint. Think and tell us what patterns we will decorate the eggs with if they were laid down by the Dymkovo chicken (Dymkovo pattern) Children, look at my table there are Easter eggs. Let's take a look at them. What elements of the pattern painted this egg (by sticking) - buns, dots. It is with this pattern that we will paint Easter eggs with you. See how I will do it: the egg is on a stand, it is better not to get it out, but to rotate it by turning the stand (you can invite the children to stand around the teacher's table). I draw on a brush bright paint, hold the brush correctly by the iron tip, in right hand. I begin to draw a pattern in the upper part of the egg, stick it on and remove the brush. Turning the stand, we get a pattern in a circle. I pick up another paint, draw buns (by dipping) in a chaotic manner, all over the egg. Between the buns, you can place dots with the tip of the brush. Use bright colors: green and orange, red and yellow, blue. Here, such a pysanka turns out. Let's get to work. (Include musical accompaniment).

At this time, if the older children have finished their work, they put the hens on the "Poultry Yard". Let's sum up the lesson.

What beautiful Dymkovo chickens you got. Whose job is the neatest? What elements did Kostya use? Look how happy the chickens are.

Children of the middle group finish their work, set it on a stand.

Guys, what words - adjectives can be chosen to describe Dymkovo toys?

- (beautiful, painted, magical, bright, juicy, colorful, elegant).

Lots to choose from kind words about the work of Russian masters:

Our Russia is great,

And our people are talented.

About native Rus', craftsmen

The whole world is talking.

Decorative and applied arts (from Latin decoro - decorate) - a section of decorative art, covering the creation of artistic products that have a utilitarian purpose.

Works of arts and crafts meet several requirements: they have an aesthetic quality; designed for artistic effect; serve for decoration of everyday life and interior. Such works are: clothes, dress and decorative fabrics, carpets, furniture, art glass, porcelain, faience, jewelry and other art products. IN scientific literature since the second half of the 19th century, the classification of branches of decorative and applied arts has been established: by material(metal, ceramics, textiles, wood), according to the execution technique(carving, painting, embroidery, printing, casting, embossing, etc.) and by functional signs of using the object(furniture, dishes, toys). This classification is due to the important role of the constructive-technological principle in arts and crafts and its direct connection with production.

The program MADOU d / s No. 439 was developed on the basis of the current Federal State Educational Standard preschool education(Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155), taking into account the Exemplary Basic Educational Program for Preschool Education (approved by the decision of the federal educational and methodological association for general education, protocol dated May 20, 2015 No. 2/15), using an exemplary general educational program of preschool education “From birth to school” (edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. - M .: MOSAIC-SINTEZ, 2015.). One of distinctive features The program is moral education and support of traditional values. The program provides ample opportunities for varying content.

One of the objectives of the From Birth to School Program is to create favorable conditions for the development of the abilities and creative potential of each child. At present, modern children know little about arts and crafts. Preschoolers have a poorly developed interest in studying the history of folk toys, they know little about folk craftsmen and features of the murals, as a result, there is a poor vocabulary on the topic "Decorative and applied art".

I believe that the appeal to folk art should take a firm place in the work of a modern teacher. Products made by children's hands can serve as interior decoration, as they have aesthetic value. Decorative and applied art allows children to get acquainted with the folk traditions and customs of the peoples of Russia, expands the children's understanding of the diversity of folk art, art crafts (various types of materials, different regions of our country), develops interest in the art of their native land (Ural-Siberian painting), and also love and respect for works of art. Classes in arts and crafts will undoubtedly open up new ways for many children to learn folk art, enrich their inner world, and allow them to spend their free time usefully.

There are many main types of arts and crafts, but the most accessible and interesting for older preschoolers, in my opinion, is painting a wooden product (chopping boards, spoons, spatulas, hot coasters, etc.).

Perhaps, many believe that such familiarization of preschoolers with arts and crafts, in particular the painting of a wooden product, is advisable only in art centers where there are conditions for real professional training. Experience shows that this is not the case. The fact is that, in addition to beauty, it is an art that is useful in all respects. In the process of work, children develop artistic taste, imagination and creativity. The child learns the basics of counting, he develops fine motor skills and accuracy of movements, which is important for preschoolers. It has been proven that development fine motor skills promotes the development of memory, attention and thinking. A hand-painted product is valued more than a store-bought one, it can raise the self-esteem of an insecure child and help him take his place in the team.

Based on the great importance of arts and crafts for children's development, I have developed a series of classes to familiarize preschoolers with different paintings.

Classes in arts and crafts are held in subgroups and provide an opportunity to communicate with peers, while enjoying the process of working with voluminous material. Children get to know different types arts and crafts: with Russian nesting dolls, Dymkovo, Khokhloma, Gzhel, Filimonov, Gorodets, Ural-Siberian paintings. At the end theme week an exhibition of products is arranged as a result of the work. Children are happy to share their knowledge of arts and crafts with their parents. And also children with great joy give their products to relatives and close people.