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Municipal budgetary preschool educational institution –

You may never have heard of “visuospatial processing.” But you definitely used it. This helps you do things like find your way home from a new area or merge traffic. And long before your child is ready to do any of these things, her visual spatial processing skills help her function in the classroom and on the playground.

Visuospatial processing is the ability to determine where objects are in space. This includes your own body parts. This also means being able to know how far objects are from you and from each other.

combined kindergarten No. 414

Legal address: Ekaterinburg, Verkh - Isetsky district, st. Yumasheva 4a

Tel.368-42-81, 368-41-64, E- mail: MBDOU 414@ mail. ru

Topic: “Forms of organization of independent

children's visual arts»

Educator: Perminova N.V.

Keep in mind that most tasks that we consider primarily “visuospatial” require other visual processing skills as well. For example, when you practice the dance moves you see in a video, you are using visual spatial processing skills. But in order to practice what you're doing, you have to do something similar to what you saw, which is another visual processing skill.

Introduce primary, complementary colors and their shades, mastering the ability to create harmonious combinations

Here are some ways children use visuospatial processing for everyday tasks. Mathematics requires visual spatial processing skills. Understand how numbers and symbols are placed in relation to each other on the page and how that space plays out when solving an equation. Ability to align numbers vertically so she can add or subtract multi-digit numbers. For example, "5-3 2" has a different answer than "3-2". . Some forms of higher mathematics, such as trigonometry and calculus, require the ability to imagine an object rotating in space.

Ekaterinburg 2016

1. The problem of developing independence in psychological and pedagogical

literature

Scientific research suggests that, under conditions of optimal upbringing and training, children can achieve a certain level of development of independence in different types activities: gaming, communicative, motor, cognitive-research, productive (drawing, modeling, artistic work), labor, music.

Sports and other types of physical activity

This is a visual spatial processing skill. Similar skills are required for reading. She must remember the placement of letters on the page to form a word. Visuospatial processing combined with visual motor skills allows children to coordinate their movements with what they see. For example, to catch a ball, your child must judge the speed and distance of the ball in flight and adjust their movements accordingly. Children use visuospatial processing skills to get through a crowded room without attacking anyone.

Independence is a human property - the result of education and self-education. It is also the most important condition for the self-realization of a person’s creative potential.

In Soviet psychological and pedagogical literature, independence is considered a core personal quality. Its importance for the development of a child was noted by N.K. Krupskaya, A.S. Makarenko. S.L. Rubinstein pointed out that independence is a social manifestation of a personality, characterizing the type of its attitude towards work, people, and society.

A. Types of applications in kindergarten

Tying shoes also requires visual spatial processing skills. The visuospatial part of the task involves understanding how two laces should be brought together using both the left and right hand. Workbooks are full of games that require visual-spatial processing. For example, to complete a maze, your child must look ahead and map out their path. Map reading requires one to look at the map, know where it is in relation to the starting point, and then navigate in the right direction.

In foreign pedagogy and psychology, independence, as a rule, is identified with nonconformism and is opposed to conformity, i.e. a deliberate or involuntary desire to accept the opinion and position of a group in order to avoid conflict with it. The absolutization of the independence of the individual, his independence, is reflected in the theory of “free education”. The authors are looking for ways to overcome conformity by providing children with greater freedom from the influence of adults and developing individualistic traits in them (Asch, Kretch, Kretchfield, etc.).

Some children have problems with visual-spatial processing. Their difficulties may not be apparent until they perform tasks that require those specific skills. And because there's so much overlap with visual processing skills, it can take time to figure out where the problems are.

If your child is having problems, there are ways to help. Learn more about visual processing problems. And if you're concerned that your child's difficulties are affecting her work at school, you can talk to your child's teacher or doctor. Together, you can find strategies, which may include accommodations, to help your child succeed in school.

In Soviet pedagogy and psychology, independence is considered as an integral quality of a person, closely related to his activity and collectivistic orientation. It manifests itself in the initiative, responsibility and relative independence of the child (V.Y. Selivanov, M.I. Didora). The prerequisites for its development are early age However, only starting from preschool age, it acquires a systemic structure and can be considered as a special personal quality, and not just as an episodic characteristic child behavior. By the end of preschool age, independence becomes a relatively stable feature, which, however, is not inherent in all children (A.A. Lyublinskaya, M.I. Didora).

A. Features of constructive activity of preschool children

The creation of images is related to how they are used various elements, they may have a configuration or an organization. For these levels only point, line, shape, texture and color will be taught. A point is the smallest elementary shape that we can see with the naked eye. We can say that this is the mark that the tip of a pencil leaves when pressed on paper, or the mark that the tip of a stick leaves on the sand. The main property of a point is to indicate an exact location in space. A point allows you to create a sense of texture or shadow; is a design element of forms, although it is also used as a visual technique.

♦ the ability to act on one’s own initiative, to notice the need for one’s participation in certain circumstances;

♦ the ability to perform usual tasks without seeking help or supervision from an adult;

♦ the ability to consciously act in a situation of given requirements and operating conditions;

♦ the ability to consciously act in new conditions (set a goal, take into account conditions, carry out basic planning, get results);

A technique is a set of procedures and resources used by an artist to perform various productions, such as the pointillism technique. The path indicating the point of movement can be defined as a line. Line also creates shapes and defines contours. Being an expressive element, it conveys different ideas, sensations and emotions through its intensity, thickness and direction. Intensity and thickness help highlight some expressive features in forms. In a delicate face, fine soft lines reflect calm and serenity; on the contrary, thick and very noticeable ones can express anger, violence, melancholy, horror, surprise.

♦ the ability to carry out basic self-control and self-assessment of performance results;

♦ the ability to transfer known methods of action to new conditions.

Forming the independence of a preschooler contributes to the development of his personality as a whole.

Considering independence as an integrative property of the individual, modern researchers emphasize that its integrative role is expressed in the unification of other personal manifestations with a common focus on the internal mobilization of all forces, resources and means to implement the chosen program of action without outside help.

The direction the line takes expresses silence and calm if it is drawn horizontally, or dynamism and movement if curves are drawn. To express firmness, vertical lines are used regularly, while slanted or diagonal lines express instability.

Children can create shapes using only dots and lines. These are resources that allow them to develop their understanding of how images are created. The world is surrounded by many forms whose characteristics contribute to their recognition. For example, triangle, square and circle are the basic geometric shapes. Wood, stone or shell are examples of organic forms; we can regularly find them in nature. The action of tearing a sheet of paper, a spot of paint, or a stream of water results in uneven shapes; they are not limited to specific lines, they occur randomly and are given only once.

Thus, having analyzed the psychological and pedagogical literature, we see that almost all researchers studying the characteristics of children’s development emphasize the enormous role of independence in the development of the individual as a whole.

2. Organization of independent activities of preschool children in accordance with the Federal State Educational Standard

Images can be created from any of different types figures. Each of the real forms or images represented in the images has qualities, that is, specific characteristics by which they can be distinguished among several, such as texture, which is an aspect that the surfaces of all elements of nature possess. Its use in creating images allows you to increase the expressiveness of what is presented, be it painting, drawing, sculpture, etc. There are different types of textures depending on their nature, objects and even people.

In accordance with the Federal State Educational Standard, educational tasks must be solved

During regime moments,

IN joint activities children with a teacher (including during classes),

In children's independent activities

In joint activities with family.

One of the main forms in the process of education and upbringing of children in kindergarten is independent activity children

Tactile are those that we can recognize by touch, such as when we examine an object or material that we can confirm if it is smooth, rough, smooth or rough. Visual are those that are determined only through the sensations that are produced in the eyes, only they are presented graphically.

Color is a quality that has everything that we can see and it helps us recognize it. It is a physical phenomenon caused by the action of light and the property that bodies have to absorb or reflect part of it. For example, when white light passes through a glass prism, it is broken down into the colors of the spectrum that we regularly use. For this reason, light is considered the sum of all colors. The colors of this effect can be seen in soap bubble or in a rainbow.

WITH independent activities of children– one of the main models for organizing the educational process of preschool children:

1) free activity of pupils in the conditions of a subject-specific developmental educational environment created by teachers, ensuring that each child chooses activities according to his interests and allows him to interact with peers or act individually;

We call pure or primary colors which cannot be obtained by mixing others. Thanks to this, you can create several combinations. There are basically two types of primary colors: light and pigment. Light colors are intangible; they cannot be physically affected. These are: red, green and blue. Pigment colors are those in which color is processed as matter and we can touch it physically. These are: cyan, yellow and magenta.

Color has a very close connection with feelings and emotions because they are associated with certain meanings. For example, the color red is associated with fire, love or blood; green with nature and life. Additionally, when talking about color temperature, it refers to the feeling it gives the body. There are warm colors, which include red, yellow and orange, and cool colors, which are blue and green. However, the sensations and emotions that the colors they observe give rise to, as well as the meaning that is given to it, depend on the cultural background of the creator and the viewer.

2) activities of students organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.).

The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first it is carried out in joint activities with adults, then in joint activities with peers and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the teacher.

All of the above leads to the recognition that point, line, shape, texture and color serve as elements not only of configuration, but also of expressive elements that enable students to enrich the experience. If they experience one after another, they will be able to recognize all the opportunities it gives them to express their ideas, feelings and emotions.

Plastic Arts Program of the Ministry of Education, Chile. The child and his plastic expression. Technical Dictionary of Plastic Arts. Didactics of art education. The teacher guides the observation of lines in the elements of nature and students identify them through questions such as. What types of lines are observed? What are these types of lines called? What feelings do different types of lines produce? if they were a flower or a tree, what types of lines would you want to have and why?

In the program "From birth to school" in educational field « Artistically aesthetic development» providedindependent activities of children: providing children with the opportunity to independently draw, sculpt, design (mainly in the afternoon), examine reproductions of paintings, illustrations.

Based on past associations, students draw along the lines. To do this: Draw one or more natural elements on cardboard. they draw them using different types of lines with depressions. Finally, the teacher encourages his students to observe their work, indicate the elements presented, the lines used, and what they want to express. ® Natural Sciences.

Students watch Magdalena Atria's work made in plasticine and comment on the variety of shapes that can be achieved with this material and create relief for this:. Flatten rolls of plasticine by placing one color on top of another. Roll the crushed plasticine into a cylinder. cut it out as if it were a cupcake, organize the pieces of play dough on the lined cardboard until they find an organization that pleases and sticks.

The teacher must create a diverse subject-development environment, which must provide the child with cognitive activity, must correspond to his interests and be developmental in nature. The environment should provide children with the opportunity to act individually or together with peers.

The subject-development environment should contribute to the development creativity, awakens imagination, activity, teaches communication, vivid expression of one’s feelings.

In conclusion I would like to note that the independent work of children in a preschool educational institution is work that is performed without the direct participation of the teacher, on his instructions, in the time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

3. Pedagogical conditions for teaching visual arts to preschoolers.

In the methodological literature there are various names for classes in visual arts: object-based, plot-based, decorative (drawing, modeling, appliqué). At the same time, they often add: “and by design.”

It is necessary to distinguish between types and types of classes in visual arts.

Types of occupations are differentiated by the nature of the leading, dominant tasks, or rather, by the nature cognitive activity children, formulated in the tasks:

Classes to impart new knowledge to children and familiarize them with new ways of depicting;

Classes to train children in applying knowledge and methods of action aimed at the reproductive method, knowledge and the formation of generalized, flexible, variable knowledge and skills;

Creative classes, in which children are involved in search activities, are free and independent in the development and implementation of ideas. Of course, the creative process also includes reproductive activity, but it is subordinate to creativity and is part of the structure of the creative process.

The identification of different types of classes is associated with solving the problem of training focused on the development of independence and creativity. Education that involves the direct transfer of “ready-made” knowledge and skills to preschoolers predominates in classes of the first type. General didactic teaching methods directly correlate with these types of classes: information-receptive - with classes on communicating new knowledge, reproductive - with classes on exercising in the application of knowledge and skills, partially search (heuristic) and research - with creative ones. These methods, organizing the entire learning process in the classroom, integrate all other, more specific methods and techniques (examination, conversation, etc.), determining the nature of children’s cognitive activity in each of them.

Thus, in each type of lesson, the goal, objectives, and methods of teaching visual arts are systematically and interconnectedly implemented. In the pedagogical process, all these types of activities take place. Artistic creativity involves the manifestation and development of individuality. One of the conditions for the implementation of this approach is that the teacher takes into account the individual experience of children.

In order to organize independent artistic activity, a child must have developed artistic experience, which the child acquires in classes. Systematic training allows you to gradually accumulate and increase the volume of skills and abilities, and already on your own initiative, children can express themselves in various types of artistic activities: musical, artistic and speech, visual, theatrical and gaming.

In class, the teacher shows how a fairy tale can be presented in different ways. First, the children listen to it, then look at the illustrations and use them to make up a fairy tale, then they dramatize it in a tabletop theater or sketch the characters and use figures to display them on a flannelgraph. Subsequently, they use these techniques completely independently - in their free time, they look at illustrations, retell fairy tales, and dramatize them. Books, pictures, homemade books, and children's works on literary subjects are of great importance in the group.

Children have a sufficient number of books at their disposal (in the children's bookcase). Along with books, there are several thematic folders with pictures, photographs, children's drawings and albums for children to look at freely. One of the most striking forms of independent artistic activity is play. It may vary depending on the content of the activity.

Another pedagogical condition is the influence of holidays and entertainment. The child gets a lot of impressions at the holidays from the sound of music, songs, colorful decoration of the room, costumes, expressive intonations of the artistic word. He becomes familiar with social phenomena reflected in artistic and figurative form, and this becomes an indirect incentive that makes him want to convey his impressions and experiences in another artistic form: drawing, play, dance. An important condition What ensures the development of children's artistic independent activity is connection with the family. Everything that a child sees and hears at home does not go unnoticed. Adults sing, dance, draw, decorate rooms, go to the theater, cinema, and watch TV. The child, observing and taking part in this, receives artistic impressions.

4. Independent artistic activity of children

Independent artistic activity may vary in content, but all aspects of the problem are in this case are considered in relation to visual activities.

Children's independent visual activity can be contrasted with visual activity in the classroom. It is carried out in free time from classes and as a game arises on the initiative of the child. The child is free to choose topics, material, start and end of work.

Arising under the influence of certain motives, it represents one of the forms of amateur activity of a preschooler, and this is its value. The child manifests himself as a subject of activity: he independently sets a goal (determines the theme of the image), the means to achieve it, performs the work and gets the result.

If we compare the independent visual and visual activities of children in the classroom, then the meaning of the latter ultimately lies in developing in children the ability to independently reflect their impressions. It is in the conditions of independent activity that the process of self-development and personality formation takes place. However, the level of independent activity of children varies in different age periods. This is due to the objective age-related psychophysical capabilities of preschoolers in mastering activities and the subjective conditions in which its development occurs (the attitude of adults, the quality of education, etc.).

When favorable conditions are created, by the age of 7, a preschooler develops a fairly high level of independent visual activity. A relatively high level of independent activity is manifested in the child’s setting of increasingly diverse goals (determining the themes of the image) according to the impressions that concern him. A child, delighted with the evening sunset, strives to tell about it in a drawing (another child - in poetry, music, etc.). Under the influence of a vibrant circus performance, he can reflect the impressions in sculpting or other activities. It is important for personal development that a child develops independent aspirations of this kind.

Obtaining the desired result that satisfies the child and the attitude towards it: the desire to apply it in accordance with the original meaning of the activity (to give, to attract viewers to perceive and empathize with the content; selfless satisfaction from the successful search and execution of the plan) - also indicates a high level of independence of children. One of the striking manifestations of such a child’s attitude to the result of an activity is a return to the topic or, more valuable, to the same work, the desire to improve it; long-term, sometimes for several days, occupation with one thing, a theme (sculpted a clown, then the animals with which he performs, then other characters, etc.).

Thus, in the context of independent artistic activity, the motivational-need sphere of the child’s personality is manifested and formed. Under its influence, initiative is born in choosing topics, developing ideas, actively searching for ways of depicting and self-assessment of the result obtained in accordance with the design and purpose of the work (application of the result in communication or other activities). This is true creativity. In the conditions of amateur performances, creativity manifests itself and develops most successfully.

Children’s independent activities should be given a place and time in the daily routine.

The specifics of managing independent activities are as follows:

1. Learning in the classroom and developing independent methods of action.

2. Familiarizing children with the world around them and forming vivid impressions, including artistic ones, from the perception of works of art and objects folk art, holidays and entertainment.

3. Work with the family to create favorable conditions for this activity in the home circle.

4. Creation of a material environment that stimulates and ensures independent artistic activity.

Visual activities, along with play, are one of the most preferred by children in free time. However, an analysis of mass practice shows that in the absence of developmental education, independent activity is often of a reproductive nature: children draw by heart what they know. If we analyze children’s drawings made in their free time, then, as a rule, in terms of theme and method of depiction they are similar to the topics of classes. Thus, training focused on the development of independence and creativity is an indispensable condition for the development of independent artistic activity. Otherwise, the child remains, at best, at the level of emotional motivation for activity, but limited in means, and ceases to set appropriate goals.

Another necessary condition is the enrichment of children with impressions and, as a result, the presence of emotional and intellectual experience. The richer the experience, the more diverse in theme and content children's drawings and crafts are. Children can draw on a wide variety of topics (nature, space, human activities, transport, etc.).

Independent artistic activity of children includes classes in various types of visual activities: modeling, appliqué, design, artistic manual labor.

Conclusion

Independent artistic activity in a group is one of the indicators of the level of development of children. This indicates that in the classes they received a certain amount of skills, abilities, various artistic impressions, and learned to act without outside help.

Outside of class, these methods of action are transferred to completely new conditions and situations. The child acts on his own initiative, in accordance with his interests, desires, needs, applying the skills and abilities he has acquired in the classroom in these new conditions and situations.

Visual activity that arises on the child’s initiative also develops through application, revealing to the child an aesthetic attitude towards those around him. This is also facilitated by appropriate equipment, enriching children with new experiences, and skillful pedagogical guidance.

Even if not all children want to engage in visual arts outside of class, the teacher must take care of developing preschoolers’ interest in it and the desire to try their hand at its various types.

Independent visual activity has great potential for the implementation of many educational tasks in the development of such personality qualities as initiative, independence, and creative activity.

Organization independent work, managing it is a responsible and difficult job for every teacher. Fostering activity and independence must be considered as an integral part of raising children. This task is among the tasks of paramount importance for every teacher.

List of used literature:

1. Law “On Education” dated December 29, 2012, Federal State Educational Standard for Preschool Education.

2. The concept of art education in Russia.

3. The concept of spiritual and moral development and education of the personality of a Russian citizen.

4. Grigorieva G.G. Game techniques in teaching preschoolers visual arts. - M., 1995.

5. Child psychology: Textbook. allowance/Under. Ed. Ya.L. Kolominsky, E.A. Panko - Mn.: Universitetskoe, 1988. - 399 p.

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GBPOU KO "Kaluga Pedagogical College"

Home test

in the discipline MDK 02.03 “Theoretical and methodological foundations of organization productive species activities of preschool children"

topic: “Different forms of organizing art activities in preschool institution»

2nd “B” year students

correspondence department majoring in “Preschool education”

Kochetkova A.A.

Teacher:

Sukhonosova L.K.

Kaluga, 2015

1. Introduction.

2. Visual activity and its importance for the development of preschool children.

A. Types of visual activities.

b. The importance of visual activity for comprehensive development children.

3. Training in visual arts.

4. Drawing.

A. Drawing individual objects.

b. Subject drawing.

A. Sculpture and its specificity.

b. Types of modeling.

V. Subject modeling.

g. Decorative modeling.

6. Application.

A. Types of applications in kindergarten.

b. Tasks and program material for the application.

7. Design.

A. Features of constructive activity of preschool children.

b. Types of design in kindergarten.

V. The importance of design in the formation of a child’s personality.

8. Preparing children for school in visual arts classes.

9. List of references.

1. Introduction

It is known that the process of depicting objects and phenomena of the surrounding world is complex in nature and is associated with the development of the child’s personality, with the formation of his feelings and consciousness. The range of issues in the methodology of visual activity includes the definition of such methods and techniques of education and training that in the best possible way would influence the development of children. Drawing, modeling, and design classes develop such personality traits as perseverance, focus, accuracy, and hard work. In the process of visual activity, preschoolers acquire a whole range of graphic and pictorial skills and abilities, learn to analyze objects and phenomena of the surrounding world.

Fine arts classes in kindergarten are effective means knowledge of reality and at the same time help the development and formation of visual perceptions, imagination, spatial representations, memory, feelings and other mental processes.

Fine arts classes contribute to the development of speech in preschoolers and the enrichment of their vocabulary.

In visual arts classes, the child acquires a number of practical skills that will help him in labor activity(use of scissors, hammer and other tools).

2. Visual activity and its importance for the development of preschool children

a. Types of visual activities

In kindergarten, visual activities include activities such as drawing, modeling, appliqué and design. Each of these types has its own capabilities in displaying the child’s impressions of the world around him. Therefore, the general tasks facing visual activity are specified depending on the characteristics of each type, the uniqueness of the material and the methods of working with it.

Drawing is one of children's favorite activities, giving great scope for the manifestation of their creative activity.

The uniqueness of modeling as one of the types of visual activity lies in the three-dimensional method of depiction. Modeling is a type of sculpture that includes working not only with soft materials, but also with hard ones (marble, granite, etc.) - Preschoolers can master the techniques of working only with soft plastic materials that are easy to handle - clay and plasticine.

Children sculpt people, animals, dishes, vehicles, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activities, primarily fulfills educational tasks, satisfying the cognitive and creative needs of the child.

The transfer of spatial relationships of objects in modeling is also simplified - objects, as in real life, are placed one after another, closer and further from the center of the composition. Issues of perspective in modeling are simply removed.

In the process of practicing appliqué, children get acquainted with simple and complex shapes various objects, parts and silhouettes of which they cut out and paste on. Creating silhouette images requires a lot of thought and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object.

Applique classes contribute to the development mathematical representations. Preschoolers become familiar with the names and characteristics of the simplest geometric shapes, gain an understanding of the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more, less).

Construction from various materials is associated with play more than other types of visual activities. Play often accompanies the design process, and crafts made by children are usually used in games.

b. The importance of visual activities for the comprehensive development of children

Fine arts classes, in addition to completing educational tasks, are an important means of all-round development of children. Learning to draw, sculpt, appliqué, and design promotes mental, moral, aesthetic and physical education preschoolers.

Visual activity is closely related to the knowledge of the surrounding life. Initially, this is a direct acquaintance with the properties of materials (paper, pencils, paints, clay, etc.), knowledge of the connection between actions and the result obtained.

In the process of drawing, sculpting, and designing, such important personality qualities as activity, independence, initiative, which are the main components of creative activity, are formed. The child learns to be active in observation, doing work, showing independence and initiative in thinking through content, selecting materials, and using a variety of means. artistic expression. Equally important is the cultivation of purposefulness in work and the ability to complete it. To form these moral qualities All methodological techniques used by the teacher in the lesson should be directed.

In the process of visual activity, the child’s visual memory is actively formed. As is known, developed memory serves as a necessary condition for successful cognition of reality, since thanks to memory processes, memorization, recognition, reproduction of cognizable objects and phenomena, and consolidation of past experience occur.

During classes, the correct training position is developed, since visual activity is almost always associated with a static position and a certain pose.

Thus, fine arts classes are an important means of all-round development of children.

3. Training in visual arts

fine applique design preschooler

The main goal of teaching visual arts is to develop children's creative abilities.

The impressions children receive from the surrounding life are the main content of this activity. In the process of depiction, the child develops a certain attitude towards what is depicted, and knowledge about the world around him is clarified and acquired. During classes, children acquire skills and abilities in working with various materials, they develop the ability to creatively use these skills in the process of depicting objects and phenomena of reality.

The teaching methods used by the teacher are aimed at making the process of children’s work with visual materials purposeful, complete, and effective.

One of the main tasks of teaching children is to develop the ability to correctly convey their impressions of the surrounding reality in the process of depicting specific objects and phenomena.

The visual capabilities of a preschooler in conveying his surroundings are limited. Not everything that a child perceives can serve as a theme for his drawing or modeling.

It is difficult for a preschooler to convey all the characteristic features of an object, since he does not have sufficiently developed visual skills.

Truthfulness created by preschoolers images will consist in the presence of some signs of the object, which will make it possible to recognize the object.

The next learning task is to develop the skills of depicting several objects united by a common content.

The task of creating a thematic composition requires the image of a group of objects that are logically related to each other. In life, a child easily grasps connections and relationships between objects, however, in order to convey these relationships in drawing or modeling, a preschooler must master a number of visual skills that require a lot of thought and imagination. The child needs to determine what is the main thing in the image and what is secondary; solve compositional problems - how to arrange all objects so that the connection between them is visible; what colors should be painted over objects, in what position should they be depicted. Gradually, technical skills become automated, and the artist uses them without much effort. Technical skills include the proper use of materials and equipment. In drawing, for example, basic technical skills consist of the ability to hold a pencil and brush correctly and use them freely.

The importance of technical skills is great, since their absence often leads to a decrease in children’s interest in visual arts and causes them dissatisfaction.

The acquired skills of correct and free use of the material should not be used mechanically, but taking into account the characteristics of the subject of the image.

Thus, the tasks of teaching visual arts are closely related to the specifics of this type of art and at the same time contribute to the implementation of educational tasks and the development of children’s artistic abilities.

4. Drawing

In kindergarten, drawing takes a leading place in children's learning. fine arts and includes three types: drawing of individual objects, plot and decorative. Each of them has specific tasks that determine the program material and the content of the work. The main task of teaching drawing is to help children understand the surrounding reality, develop their powers of observation, cultivate a sense of beauty and teach techniques of depiction; at the same time, the main task of visual activity is carried out - the formation of children’s creative abilities in creating expressive images of various objects using visual means available for a given age.

a. Drawing individual objects

A competent, realistic depiction of an object in a drawing involves the transfer of characteristic shape and details, the proportional relationship of parts, perspective changes, volume, movement, and color.

The artist, when depicting an object, starts from a sketch of the basic form. This type of image is difficult for a preschooler, especially a 3-4 year old. He cannot imagine the entire object in its entirety in the relationships of all its parts. It is easier for him to draw an object sequentially, part by part. This method makes the child’s work easier - after finishing one part, he remembers or sees in nature what follows next, and draws it. It is gradually necessary to teach children to start drawing from a general sketch, since working in parts has its own complexity, which makes it difficult to convey correct form- identification of the main and secondary parts, their proportional relationships and location in space.

The general objectives of learning to draw individual objects for all age groups are the following:

teach how to depict the shape and structure of an object, convey the proportional relationships of parts, changes due to simple movement;

teach the depiction of some characteristic details that make the image expressive and imaginative;

convey the color of an object in accordance with its content and the nature of the image;

develop technical skills in drawing with pencils, paints and other materials.

b. Subject drawing

Objectives and content of teaching plot drawing. The main goal of plot drawing is to teach a child to convey his impressions of the surrounding reality.

It is known that all surrounding objects are in a certain connection with each other. The attitude towards any object or phenomenon largely depends on the understanding of this particular connection.

The ability to establish semantic connections between various objects and phenomena develops gradually in the child. Therefore, plot drawing for educational purposes is introduced no earlier than middle group, and at first as an image of 2-3 objects located nearby. Naturally, children should know the techniques for depicting objects that are the main characters in the plot, otherwise difficulties in depicting unfamiliar objects will distract them from completing the main task. Highlighting the main thing, understanding the relationships and connections of plot objects are quite difficult tasks for a preschooler. Solving the problem of spatial relationships between objects is very difficult for a preschooler, since he has little experience and insufficiently developed visual skills.

Children can gain ideas about the extent of space, about the horizon line connecting the earth and sky, mainly when traveling into nature (into the forest, field).

So, the general objectives of teaching story drawing in kindergarten are the following:

teach how to convey the content of a topic, highlighting the main thing in it;

teach to convey interactions between objects;

teach how to convey correctly proportional relationships between objects and show their location in space.

5. Modeling

a. Sculpture and its specificity

Sculpture is a type of fine art in which, as in other types, the artist expresses his worldview, the ideals of the era, creating an image in original forms. It gives a three-dimensional image and can be made both in soft materials - clay, plasticine, and in hard ones - wood, stone. Sculpture in soft material is called modeling, plastic, in hard material - sculpture.

Sculptural works exist in space and have real volume. This feature is also reflected in the viewer’s perception. Walking around the sculpture from all sides, he perceives it from different positions; looking at it from one position, he cannot imagine its solution as a whole.

b. Types of modeling

Modeling of individual objects. Depicting objects in modeling is simpler for a child than in drawing. Here he deals with real volume, where there is no need to resort to conventional means of representation. Most easily, children master the depiction of objects of constructive and plant forms, and with great difficulty - the depiction of human and animal figures. This is due to the complexity of the structure, the plasticity of their forms; It can be difficult for a child to understand the complex anatomical structure of animals.

When sculpting living creatures, children convey only the most striking, characteristic features, and the shape of the main parts remains generalized.

Therefore, it is important that the teacher teaches children to depict the basic shapes of objects with their bright, characteristic features.

The tasks of teaching modeling arise from the developmental characteristics of children and mainly come down to general educational tasks:

to promote children's interest in modeling;

introduce them to the properties of the material;

learn how to use clay correctly;

help master technical techniques: tear small pieces from a common piece, roll them out, connect them;

teach how to create the simplest shapes (cylinders, sticks, disks, balls), on the basis of which children will be able to reproduce more complex objects (airplanes, bagels, pyramids). The process of modeling itself evokes in children the joy of feeling their own strength, under the influence of which a lump of clay is flattened, rolled into a ball, column, etc.

c. Subject modeling

The depiction of a plot in modeling has its own specifics compared to drawing. In the latter, the depiction of a plot composition is often associated with the use of conventional techniques for depicting objects on the ground and in the air.

In modeling this is not always possible. For example, a child cannot depict a flying plane. But in some cases, when showing objects in flight, guys raise sculptures on a stand or stick-frame, but this conventional technique cannot always be used, especially if the plot involves not one object in the air, but several. Working on plot modeling requires a lot of mental effort from children, since the most expressive objects need to be selected for the composition.

d. Decorative modeling

One of the means of aesthetic education is to introduce children to folk applied art, its various types, including small decorative plastic arts by folk craftsmen.

Beautiful, generalized forms of birds and animals with conventionally bright painting with engobe and glaze delight children and positively influence the development of their artistic taste, broaden their horizons and imagination.

Decorative modeling teaches children to work creatively: to think over a theme in advance, create a sketch in the form of a drawing in advance and follow it during the work, decide conditionally on the shape of the object and painting (for example, a salt shaker is depicted in the form of a flower, the wings of a bird or beetle can be painted with floral or geometric patterns ).

6. Application

Applique (from Latin appllcatio - to apply, apply) is one of the types of applied art used for the artistic design of various objects (clothing, furniture, dishes, etc.) by attaching cut-out decorative or thematic shapes to the main background.

The originality of the applique lies both in the nature of the image and in the technique of its execution.

The image in the appliqué is highly conventional compared to other types of planar images - drawing, painting. The applique is characterized by a more general form, almost without details. Most often, a local color is used, without shades, and one color is sharply different from another.

The appliqué process involves two steps: cutting out individual shapes and attaching them to the background.

The simplicity and ease of execution of the applique make it accessible to children's creativity. Children can either use ready-made forms, painted in certain colors, or create compositions by cutting out elements of patterns, plot images, etc. Thus, applique classes contribute, on the one hand, to the formation of fine arts and skills, and on the other hand, to the development children's creative abilities.

a. Types of applications in kindergarten

Preschoolers master all the processes of making applique - cutting and gluing shapes. Preparatory exercises for mastering this type of activity are games with mosaics, with the help of which children, laying out ready-made geometric shapes, get acquainted with their features, color, methods of arrangement, principles of creating a pattern.

Cutting without gluing helps master the applique process (children cut paper, making tickets, flags, etc. for the game, learn to use scissors).

In kindergarten, they use such types of applique work as gluing ready-made forms (decorative - from geometric and plant forms and object - from individual parts or silhouettes) and cutting and gluing forms (individual objects, plot, decorative).

b. Tasks and program material for the application

Learning appliqué involves familiarizing yourself with the material and acquiring the ability to cut various forms, place them on the sheet in a certain order and stick them in accordance with the image and plot.

The main objectives of application training are as follows:

distinguish geometric shapes, know their names (circle, square, oval, rectangle, triangle, rhombus);

introduce primary, complementary colors and their shades, mastering the ability to create harmonious combinations;

know sizes and quantities: large, small shapes; one form is larger (smaller) than another, one, several, many forms;

develop compositional skills: rhythmically arrange identical forms in a row or alternate two or more forms; build an image depending on the shape of the sheet - on a strip, square, rectangle, circle;

create an image of an object from separate parts;

arrange objects in a plot applique.

Mastering basic cutting techniques: a) cutting paper straight, along folds and by eye; b) cutting out rounded shapes by rounding corners, symmetrical shapes from paper folded in half, several times, like an accordion; c) cutting out asymmetrical shapes - silhouette and from separate parts; d) cutting along the contour; e) creating a shape by tearing off pieces of paper.

Mastering basic gluing techniques (using a brush, glue, rag; the ability to sequentially glue forms).

7. Construction

a. Features of constructive activity of preschool children

The name of constructive activity comes from the Latin word constructio - construction. Children's construction is an activity in which children create various play crafts (toys, buildings) from various materials (paper, cardboard, wood, special construction kits and construction sets).

The constructive activity of preschoolers is role playing game: in the process of creating a building or structure, children enter into playful relationships - they do not just determine the responsibilities of each, but perform certain roles, for example, foreman, builder, foreman, etc. Therefore, the constructive activity of children is sometimes called construction play.

b. Types of design in kindergarten

Depending on the material from which children create their buildings and structures, they distinguish:

design from building materials;

construction from paper, cardboard, boxes, reels and other materials;

construction from natural materials.

Construction from play building materials is the most accessible and easiest type of construction for preschoolers.

The parts of construction sets are regular geometric bodies (cubes, cylinders, bars, etc.) with mathematically precise dimensions of all their parameters. This allows children, with less difficulty than from other materials, to obtain the design of an object, conveying the proportionality of its parts and their symmetrical arrangement. There are many sets for all age groups of kindergarten: tabletop, for playing on the floor, in the yard. Among them are thematic ones (“Architect”, “Cranes”, “Young Shipbuilder”, “Bridges”, etc.), which are used as an independent type of material for construction, and sometimes as a supplement to the main building set.

Construction from paper, cardboard, boxes, spools and other materials is a more complex type of construction in kindergarten.

Paper and cardboard are given in the form of squares, rectangles, circles, etc. Before making a toy, you need to prepare a pattern, lay out and glue parts and decorations on it, make the necessary cuts, and only then fold and glue the toy. This whole process requires the ability to measure and use scissors. All this is much more complicated than constructing buildings by assembling them from separate ready-made forms.

Natural material can be used as a building material for children’s games, starting from the second junior group. This is primarily sand, snow, water. From raw sand, children build a road, a house, a kindergarten, a slide, bridges, using molds (sandboxes) - pies, etc. At an older age, children freeze colored water, preparing colored pieces of ice with which to decorate the area. They make a slide, a house, a snowman, and animal figurines from snow.

Scroll various types design in kindergarten shows that each of them has its own characteristics. However, the fundamentals of the activity are the same: in each, the child reflects the objects of the surrounding world, creates a material product, the result of the activity is intended mainly for practical use.

c. The importance of design in the formation of a child’s personality

Construction, more than other types of activities, prepares the ground for the development of children's technical abilities, which is very important for the comprehensive development of the individual. Biographies of many outstanding technical inventors show that these abilities sometimes manifest themselves even in preschool age.

During constructive activities, children form generalized ideas about the objects that surround them. They learn to generalize groups of homogeneous objects according to their characteristics and at the same time find differences in them depending on practical use. This makes it possible to teach children not only individual specific actions, but also general principles, action patterns and prepares the child to become aware of his cognitive processes. The child learns to control his mental processes, which is an important prerequisite for successful schooling.

8. Conclusion

Preparing children for school in art classes.

In the education system, kindergarten is the initial link. Continuity is the main condition for the existence of the education system, which includes the formulation and solution of educational tasks in kindergarten with the prospect of their further improvement in school.

Kindergarten programs for fine arts and schools for fine arts provide for the education in children of an aesthetic attitude towards reality and works of art, the development of imagination and creative abilities, and the mastery of fine arts.

During visual arts classes in kindergarten, the tasks of the comprehensive development of children, which is necessary for successful learning at school, are solved.

In the process of working on drawing, modeling, and appliqué, children develop such important mental development thought processes such as analysis and synthesis, comparison, specification.

The process of drawing, sculpting, applique and design evokes positive emotions in children and satisfaction with the result of their work. At the same time, skills of working in a team are formed, the ability to coordinate one’s actions with the actions of comrades.

In kindergarten classes, the skills and abilities necessary in educational activities: ability to listen and remember a task, complete it in a certain time; the ability to plan and evaluate your work, bring things to completion, find errors and correct them; keep the workplace, tools and materials in order. Improving the eye and constructive abilities in the process of designing from various materials in kindergarten prepares the child for mastering technical disciplines at school (drawing, geometry).

As a result, purposeful preparation of children for school in visual arts classes in kindergarten will contribute to the moral, aesthetic and mental education of preschoolers, the development of their artistic taste and creative abilities.

9. References

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