Speech at the teachers' meeting:
"Forms of organization visual arts preschoolers in accordance with the Federal State Educational Standard for Education."
Educator: Elchaninova E.N.
Forms may vary in the degree of independence of participants:
By show . It is carried out when there is a need to introduce children to a new complex technique, way of working, or material. Children copy the teacher’s actions step by step. Most often used for younger age.
Using partial display . When the activity is generally familiar to the children, a new technique is introduced, which is demonstrated, and the children do the rest themselves.
From life . Allows you to independently gain experience in technical techniques. But there can also be drawing from life, and copying artists’ reproductions as a training activity.
From memory. It is carried out as consolidation of impressions and knowledge after observation and perception of an object.
Using variable samples . The child works generally independently; he can “spot” some elements of his choice on any sample. For example, drawing autumn landscape using an exhibition of artist's reproductions. This allows unsure children to realize their potential, and advanced children to practice drawing more complex elements.
According to a diagram illustrating the sequence of actions. Most often used in construction.
Creative, completely independent work on a given topic.
By contentFine arts classes can be practical and theoretical.
Theoretical:
Introduction to various types of fine and decorative arts;
Getting to know the works of artists;
Familiarity with genres of art, specific works;
Aesthetic observations;
Practical:
Direct visual, design, productive activities;
Research activities, experimentation;
Games, competitions.
Let's considervariable forms organizations productive activity children in preschool.
One of the most developed forms of organizing children's visual activities in the practice of preschool education is the workshop.
Workshop as a form of organizing joint (partnership) activities of adults and children.
Currently, the psychological and pedagogical conditions of the organization educational activities with children in the form of a “workshop” were developed by the famous child psychologist N.A. Korotkova:
Behavioral style of an adult (transition from administrative-regulatory to relaxed-trusting);
A workspace in which collaboration takes place (from a separate place at the teacher’s table to a place at a common table next to the children);
The teacher’s attitude towards the performance of general work (from general management to participation in the implementation of a certain part of the work)
1. In joint partnership activities, the situation of children changes.
Children can decide for themselves whether to participate in the common work or not. The child has the opportunity to choose: participate in this work or organize something else.
2. In the process of work, order and organization are developed joint activities: free placement of children at a common table, their communication with each other during work and movement as needed. In the process of work, children can turn to the teacher, approach him, discuss with him issues of interest to them related to the performance of work, and receive the necessary help and advice.
3. Children can work at different paces. Each child can determine the amount of work for himself: what he will do today, what he can put off until tomorrow, etc., but what he has planned, he will do well and finish what he started. Children who finish work early can do what interests them. If the child cannot cope with the work immediately, he can continue it in the following days, but must strive to obtain results. The teacher helps him with this.
4. Work in the form of a “workshop” can be carried out both in the process of direct educational activities (instead of appliqué, drawing, sculpting classes), and at scheduled moments (in the morning before breakfast, in the evening, etc.). At the same time, the duration of children’s work should be regulated by the teacher. If work in the form of a “workshop” is carried out in a non-working educational center, then the duration of it, even for enthusiastic children, should not exceed SanPiN norms. During regime moments The work of the “workshop” is regulated by the daily routine, but the duration should also not exceed SanPiN norms.
5. It is important for the teacher, on the one hand, to ensure a smooth transition for children from organized forms to independent activity, and on the other hand, to prevent the child from completing the work he started. To do this, the teacher, in a sensitive manner, must, with his participation, support, using an individual approach to each child, achieve the completion of the work.
Workshop work algorithm
1. Joint discussion with children of any problem or task that requires a productive solution. Talking through a common goal - what we will do.
2. Joint discussion of the way to organize the activity - how we will do it: each of us will do our part of the work individually or in subgroups.
3. Showing new material (work methods), if available.
4. Independent work all workshop participants.
5. Joint discussion of the common result, the use of a common product to solve a problem or task.
Of course, this form is good if the main task of the teacher in the planned educational activity is the development creativity children, based on their existing knowledge and skills. In those cases when it is necessary to give children new knowledge, teach new technical methods of work, show the possibilities of using new material, etc., this form cannot be used.
Therefore, I bring to your attention another form of organizing children’s educational activities, the purpose of which is primarily to familiarize themselves with new material.
Master class
This form of work involves interaction between children and the “master,” introducing children to some new “skill,” teaching new ways of working, new techniques, and processing materials that are new to children. As a rule, the “master” is not the teacher of the given group. This could be a guest artist or craftswoman. A parent, a teacher from another group, or from an additional institution can act as a “master.” education and even an older child.
Master Class Technology Algorithm
Brief presentation of the master's experience
Information about the type of art represented, artistic technique, material. About the use of this art, technology, material in people’s lives and everyday life. Presentation of your own products made in this artistic technique and material.
Presentation of the working method
demonstration and explanation of the method live; presentation of an activity algorithm diagram; in the form of a multimedia presentation, etc.
Independent activities of children
The independent activity of master class participants, as a rule, is the reproduction of the proposed work algorithm to obtain a given result, but in some cases partially creative activity is possible using the demonstrated method of work.
The master watches the children’s work, helps them in case of difficulty, and gives advice.
Reflection
Admiring the resulting products. Children's assessment of a new type of art, method of work, material.
The development of visual activity in preschool age is also facilitated by familiarizing children with genres and types of art, and the creativity of artists. From this point of view, the organization of a museum or exhibition is interesting.
Museum (exhibition)
The use of this form is convenient for the purpose of familiarizing children with a certain type, genre of art, the work of an artist, or a separate work.
This form is long-lasting, consisting of several relatively independent components, and therefore can be classified as complex. It is important for the teacher to organize activities in the form of joint activities with children at various stages of work.
Work algorithm:
1. Organization of the exposition. Can be done together with children: searching and selecting exhibits, decorating the interior of the room. Could be a teacher without children as a surprise.
2. Organizing an “excursion” for children to an exhibition (museum). Viewing exhibits, conversation. Motivation for children's independent creativity.
3. Organization of independent creative activity for children (and maybe adults: teachers, parents) based on museum exhibits (exhibitions).
4. Joint work of the teacher and children to supplement the exhibition with the works of children.
Visual activities as a means of developing the creative abilities of preschool children
Sharova Valentina Dmitrievna,
teacher of MBDOU kindergarten No. 365 Samara
One of the tasks educational field“Artistic and aesthetic development” in the Federal State Educational Standard of preschool education is the implementation of independent creative activity of children (visual, constructive-model, musical, etc.). The implementation of the curriculum for the artistic and aesthetic development of preschool children requires teachers to constantly improve their pedagogical skills. By systematizing method in art - aesthetic activity is to identify three main types of artistic activity for visual spatial arts: fine, decorative and constructive. The development of creative abilities is carried out in drawing, modeling, appliqué, and design. Visual activity is the most important means of artistic and aesthetic development, as well as a specific children’s activity aimed at the aesthetic development of the world through fine arts, the most accessible form of a child’s knowledge of the world. In classes in drawing, modeling, and appliqué, children develop an interest in artistic and creative activities, a desire to create a beautiful image, it is more interesting to come up with it and execute it as best as possible. The perception and understanding of works of art accessible to children: graphics, painting, sculpture, architecture, works of folk decorative art - enrich their ideas and allow them to find a variety of expressive solutions. Visual activity is a child’s cognitive activity, during which he deviates from the usual and familiar ways of manifesting the world around him, experiments and creates something new for himself and others. Visual arts are one of the most favorite activities for children in preschool age. Aristotle also noted that visual arts activities contribute to the diversified development of a child. Outstanding teachers of the past wrote about this - A.Ya Kamensky, I.G. Pestalozzi, F. Frebel and many domestic researchers. Their works testify: artistic activities create the basis for comprehensive development child. Visual activity is perhaps the only area where complete freedom in the learning process is not only acceptable, but also necessary for the development of children’s creative abilities.
Each child, when creating an image of a particular object, conveys the plot, includes his feelings, and understanding of how it should look. This is the essence of children's visual creativity, which manifests itself not only when the child independently comes up with the theme of his drawing, modeling, appliqué, but also when he creates an image on the instructions of the teacher, determining the composition, color scheme and other expressive means, making interesting additions. For an adult, the result of an activity is important, but for a child, the process itself is of paramount importance.
Intensive changes in the life around us, the active penetration of scientific and technological progress into all spheres of human life dictate to us the need to choose the most effective means training and education based on modern methods and new integrated technologies.
The use of new forms of organizing visual activities is aimed at developing creative abilities and solves the following problems:
Formation of an activity algorithm in children (using the example of visual activity);
Development of basic mental processes; satisfying the child’s need for productive creative project activities;
Formation and improvement of technical skills; development of abilities to apply various means expressiveness, product design;
Development of the emotional sphere.
All forms of organizing visual activities involve the active use of modern audiovisual teaching aids and new information technology. Work in this direction is implemented, first of all, through training teachers, educational work with parents, and creating a subject-spatial environment in accordance with the requirements of the project method.
The following conditions are necessary for children’s visual activities:
Organization of subject-development environment;
Creating a situation of success;
Combination of individual and collective types of work;
Building a game plot in class;
Creating a situation of creative search;
Stimulating children's creativity with entertaining content;
The use of a variety of artistic materials and techniques;
Availability of creative tasks;
Conducting observations before drawing from life;
Integration of different types of art;
Ensuring a positive family attitude towards the child’s creativity.
The following methods and techniques are used in visual arts work:
Visual method - using nature, showing reproductions of paintings, samples of visual aids, individual objects; demonstration of various image techniques; children's works at the end of the lesson, when assessing them.
Verbal method - conversation, instructions from the teacher at the beginning and during the lesson, the use of a verbal artistic image. The purpose of the method is to evoke previously perceived images in children’s memory and arouse interest in the activity.
Game method - for children preschool age Play occupies a greater place in education and training. Game teaching techniques help attract children's attention to completing a task and facilitate the work of thinking and imagination.
The method of stimulation with entertaining content is the selection of imaginative, bright, entertaining material and adding it to a number of tasks. The method allows you to create an atmosphere of elation, which, in turn, stimulates a positive attitude towards visual activity and serves as the first step towards activating students’ creativity through the creation of a situation of emotional experience, as well as through a feeling of surprise from the unusual and effective use of artistic materials.
A method of “reviving” children's emotions with the help of literary and song images. The essence of this method is to “revive” children’s emotional memory with the help of specially selected literary and musical images. This method helps to activate previously experienced emotions.
A method for creating a situation of creative search. The method presupposes the presence of a task containing a creative component, for the solution of which the child needs to use knowledge, techniques or methods of solution that he has never used in drawing before. The greatest creative potential is contained in drawings made from the imagination.
Technological techniques used in the work are technologies that allow you to combine different materials in one creative work(watercolor, gouache, pastel, markers, crayons, plasticine and clay, cereals, threads, fabric, fur, leather, etc.). Options for combining materials can be very diverse. It is important to show children not the standard of correct depiction of objects, but the variety of possibilities in interpreting images.
As a result of completing such tasks, the child perceives the adult not as a controller who will check the correctness of the drawing, but as an assistant in achieving the desired result. New technological methods of work allow you to develop a child’s imagination, create more vivid images in his imagination, develop initiative, an emotional and strong-willed environment that allows him to boldly realize his own plans.
Thus, I would like to say that in order to organize visual activities in a preschool educational institution, it is necessary to fulfill special conditions, use a variety of methods and techniques and forms of work.
The success of solving educational problems in visual arts is largely determined by the correct organization of work with children and a clearly thought-out system of combining different types of activities.
Types of activities
There are two types of classes in visual arts: classes on a topic proposed by the teacher (mastering new program material, repeating what has been covered), and on a topic chosen by each child (according to his plan).
The choice of one type or another is determined by the nature of the educational task, the level of visual skills of the children, and their age characteristics.
In younger groups, mastering new program material takes up less space than classes to consolidate acquired skills. In this case, the second half of the lesson is usually reserved for children to work at their own request.
In the second younger group approximately a third of the lessons can be devoted to drawing or modeling on free topics chosen by the kids themselves. The main goal of such classes is to consolidate acquired skills and abilities and develop the ability to independently use the acquired techniques.
IN middle group repetition of completed program material - consolidation of image skills continues to occupy a central place, however, the amount of time for mastering new program material increases.
In senior and preparatory groups The main place is given to work according to the children's plans. The purpose of such classes is to develop the ability to independently determine the topic of work and apply mastered image techniques.
Studying new software material. The central place in these classes is given to the development of new program material. The tasks of developing the creative abilities of preschoolers are related, and therefore the teacher must first of all draw the children’s attention to solving educational problems. For example, in senior group When drawing a multi-story building, the main goal of the lesson is to master the ability to correctly construct a drawing of a two or three-story house, the windows of which are arranged in even rows. This is the main software task. In the process of completing the image, children independently think about the color of the walls and roof, decide on the number of windows and their shape, using their existing skills and abilities.
Usage plot-game situations with role-playing behavior of children and adults seems to include them in the plot - role-playing game. They perform specific roles: potters, builders, sellers, photographers, etc. For example, children 5 years old. “canned” vegetables (depicted on a figurative background in the form of a three-liter jar) and then “delivered” them to the “store”, where buyers are waiting for these “products”. When developing techniques for this group, the teacher must take into account the children’s knowledge, their interests, preferences, and the level of development of play in the group.
Thus, all gaming techniques are close and understandable to children and do not violate the naturalness of the visual process, since they combine the main features of the game and the originality of children's visual activity. The success of using gaming techniques depends on their development, their various combinations and taking into account the age of the children.
The integrated use of all methods and techniques is one of the main conditions for the development of children's visual creativity.
Topic 3.1.4. Forms of organizing children's visual activities
1. Classes
One of the main forms of teaching preschoolers, including teaching visual arts, is class.
In order to better understand the phenomena, study and correct application in the pedagogical process, their differentiation is necessary. Therefore, it is necessary to distinguish between types and types of visual arts activities.
Types occupations vary in nature cognitive activity children, which is formulated in the following tasks:
In classes of the first type, the tasks of direct transfer of “ready-made” knowledge and skills to children prevail.
Classes of the second type are aimed at the reproductive way of cognition and the formation of variable, flexible knowledge and skills.
Creative activities involve children in search activities. At the same time, they are free and independent in the development and implementation of plans.
Artistic creativity presupposes the emergence and development of individuality, on which the personality-oriented approach to learning is based. Taking into account the individual experience of children by the teacher is one of the conditions for the implementation of this approach. Due to the fact that it is quite difficult to identify this experience, in the work system, creative activities can precede all other types of activities and include their use. IN in this case The teacher has the opportunity to identify the current level of artistic and creative development of children and the effectiveness of the work done in this direction.
Thus, the identification of types of classes in general is associated with solving the problem of training focused on the development of creativity and independence.
General didactic methods directly correlate with these types of activities:
· information-receptive with classes on communicating new knowledge;
· reproductive with exercises in the application of knowledge and skills;
· partially – search (heuristic) and research with creative ones.
Depending on the selection criteria, activities can be classified into different species(according to G.G. Grigorieva):
– by image method (method): from idea (from imagination), from memory, from nature;
– by the nature of the choice of topic: on a topic proposed by the teacher; on a free topic chosen by the child (or on a free topic with a limited topic);
– according to the source of the ideas: classes on literature (fairy tales, short stories, poems, etc.) and musical themes, on topics of the surrounding reality.
Image upon presentation is built mainly on the combinatorial activity of the imagination, and therefore this type of activity is otherwise called - by imagination. In the process of imagination, experience and impressions received earlier in the process of observing the environment, perceiving various types of art, communicating with adults and children, etc., are processed. As a result, a relatively new image. This type of image (especially drawing) is typical for preschool children and is the most natural, which is explained by the characteristics of their mental development(liveliness, mobility of imagination; emotionality, poor switchability of attention, etc.).
The image is presented as a priority over other types of activities, which is generally explained by the leading motives of visual activity: the need to once again “experience” the events that influenced the child’s imagination, emotions, and feelings.
This type of activity (by presentation or imagination) also includes classes on the content of literary, musical works, and even on design.
Classes by design, at the same time, can be attributed to classes on a topic proposed by the teacher. However, he must propose a broad topic within which there may be various custom themes(“How I spent the summer”, “Joyful day”, “My favorite fairy tale hero", "Portrait of a Friend").
Such a limitation is useful, since children are given freedom of choice in the proposed topic, the activity becomes more focused, which benefits creativity. But a lesson on a free topic with a limited topic requires a lot of preliminary work, close to the process of “nurturing” the idea by each child. The teacher organizes conversations with children, both general and individual; individual observations; examination; reading; reviewing previous work from classes, etc. In older groups, about a week is allotted for such work.
The specificity of classes on a free topic with a limited topic also determines the characteristics of the distribution of time in its structural parts. The first (introductory) part takes a little time. It is important to arouse children’s interest in the topic, motivate the task, and set (remind) the need to create unique images.
The main time of the lesson is devoted to the performing part of the activity. The teacher solves the same problems as in the water part, but in individual communication, maintaining interest with game techniques that “revive” the image.
Viewing the results of a lesson is possible (in some cases necessary) outside the scope of the lesson, at unregulated times. The main subject of the conversation should be a discussion of the diversity, originality, and expressiveness of images.
Classes from memory(mainly drawing) is most often organized at the end of the year in the senior group and in the preparatory group. Under the term "drawing from memory" is understood the process of reproducing on paper an object in the spatial position in which this object was at the moment of perception(G. G. Grigorieva).
It was N.P. Sakulina who first suggested conducting such classes (in the senior group - 2 - 3, in the preparatory group - 5 - 6 times a year). Target: develop perception, observation, visual memory; to accustom children to observation and memorization with subsequent reproduction. Requirements for selecting items (objects) for drawing from memory:
– simple objects with well-defined parts;
– relatively simple form of the item (object) itself and its parts;
– presence of a small number of parts;
– expressiveness of an object (object), its difference from others (shape, color, size, etc.)
It is possible to depict simple landscapes: a slender (or double-trunked) birch, a tree and a bush in a clearing, etc.
Observation and time of execution of the image should be as close as possible (in the morning of the day of the lesson or the day before).
Preliminary observation algorithm:
– holistic emotional perception of an object;
– setting: carefully examine, remember the object in order to draw it very similar;
– questions aimed at highlighting the main thing in an object (or several), their originality (shape, color, size, proportions);
– location, relative position and ratio in size (both individual parts of relatively large and individual objects);
– holistic perception.
When viewing the drawings after the end of the lesson, the main attention is paid to on the quality of memorization(volume, accuracy) and performance of the image. Started in group analysis It’s better to continue on a walk, comparing the drawings with nature.
Image from life(mostly drawing).
N.P. Sakulina was one of the first in preschool pedagogy to turn to this type of drawing. A special, most in-depth study on this topic was conducted by R. G. Kazakova.
A study by R. G. Kazakova shows that a child of senior preschool age can access an image from nature without conveying volume and perspective. Preschoolers depict shape with a linear outline, structure, relative size of parts in an object, color, location in space.
Main tasks classes of this type:
– teach children to look closely at nature; see expressive signs;
– learn to notice its originality and convey it as accurately as possible in drawing (sculpting);
– teach children to compare the resulting image with nature during the activity.
Requirements for selecting a model for drawing(L. A. Raeva, N. P. Sakulina, R. G. Kazakova):
– at the first stage of training, take a model that is flat or close to flat (leaves);
– at the next stage, offer rectangular-shaped objects from the front side (so that the volume is not visible);
R. G. Kazakova showed that children can draw objects - toys in a fixed position: the doll walks, sits, bends over; conveying moving nature (chickens with a hen, etc.), although the latter is difficult for children. The drawing turns out more according to the presentation.
Features of organizing life drawing classes:
- place the tables in checkerboard pattern;
– set the nature at the children’s eye level or slightly higher;
– install it so that you can see the most characteristic side of the silhouette;
– it’s interesting to present nature; get interested in the topic;
– conduct her examination (traditionally), emphasizing individual characteristics, but with a preliminary determination: to convey these characteristics in the drawing;
– in difficult cases, offer to do with a simple pencil a sketch showing proportional and spatial relationships;
– make a sketch with a thin line;
– remind the drawing technique and the need to compare the drawing with nature during the drawing process;
– the analysis of children’s works is carried out from the point of view of their expressiveness and accuracy of conveying the features of nature, emphasizing the dependence of the quality of the image on the quality of children’s perception of nature at the beginning and during the lesson.
It is advisable to combine drawing landscapes and still lifes from life with children’s perception of these genres of fine art (painting, graphics).
Modeling from life is not fundamentally different from drawing.
Methodology of classes based on the source of ideas(on themes of the directly perceived surrounding world, based on literary and musical works) is built in accordance with it. The image on the themes of the surrounding world is based on the direct perception of its objects. If the source of themes and ideas is a literary work, then it is based on a verbal image created using specific means (poems are rhythm, rhyme, verbs, adjectives; a fairy tale is a plot, development of action, repetitions, beginnings, etc., verbal characterization characters, etc.). It is important that the child sees the image behind the word, embodies it in the image, conveying his attitude (For example, see L. Kompantseva. Poetic image of nature in children's drawing. – M., 1985).
The degree of aesthetic perception of music depends on children’s understanding of the expressive language of this art (tempo, rhythm, melody, etc.). The richer the knowledge of the surrounding world, the brighter and richer the images, ideas and feelings from the perception of literary and musical works.
The methodology for such classes is two-stage.
Stage I. It is implemented in special classes (on familiarization with the environment, speech development, music) and in the system of general educational work. Purpose of the stage: to ensure a full aesthetic perception of phenomena that are reflected in literary and musical works, in real life; the formation of visual representations based on aesthetic perception and analysis of the artistic and expressive image itself.
Stage II. Creating an image in a visual arts class based on preliminary work.
The methodology for drawing lessons based on the content of poems has been developed in detail and presented in the works of L. V. Kompantseva (see above).
There is also a slightly different type of classification of classes in visual arts (N. A. Vetlugina, T. G. Kazakova, etc.). This single-type, thematic and complex classes(T. G. Kazakova. Develop creativity in preschoolers. - M., 1985. - P. 5 - 6).
Single type activities– these are classes in drawing, modeling, appliqué on the same topic, for example “Bird”, and with general software tasks. At the same time, the topic itself may change somewhat during classes with one or another type of visual activity (modeling - “Whistle”, applique - “Titmouse”, drawing - “Firebird”). There is a kind of development of the image. Target: the formation of generalized ideas about real-world objects of the same species and methods of depicting them.
Thematic lesson – a lesson on a specific broad-based topic (“Spring is red”), in which each child has the opportunity to realize his or her idea using a self-selected specific type of visual activity (drawing, appliqué, sculpting) or several at the same time (for example, the technique of plasticine painting; finalization of applicative image by means of drawing, etc.). Target: 1. activation of artistic experience gained in single-type classes, development of independence and initiative when choosing means of implementing a plan; 2. Identify the level of independent actions, the ability to find the most expressive means to convey an image.
They are carried out once a month in alternation with single-species ones. The second purpose of using this type of exercise gives it a diagnostic character.
Complex classes– these are classes in which an artistic and expressive image is created using a complex of arts ( fiction, music, fine arts), i.e. children are engaged different types artistic activities in their interaction: musical (listening, singing, dancing), artistic-speech (reading poetry, stories, using riddles, etc.), artistic and visual (perception of painting, sculpture, etc.) and activities (drawing, modeling, applique).
Such classes are prepared by teachers and the music director and are held once a quarter as leisure, a performance - a report, a holiday. They are planned instead of one music lesson or visual activity. Target: to develop children’s creativity, to form moral and aesthetic feelings.
Complex classes are preceded by single-type and thematic ones, i.e. they are based on familiar material.
When combining different types of art, it is important to remember that each of them has its own language, without knowledge of which it is difficult to evoke in children a certain moral and aesthetic feeling. Therefore, systematic work with them in all types of art is very important in order to revive children’s feelings and stimulate creativity based on their combination in one lesson. It is necessary to develop children's emotional sensitivity to different types of art by teaching them to hear the rhyme of a poem, its rhythm and melody, feel a musical image, understand the language of painting, etc. Artistic comprehension of an image enhances children's feelings; a fusion of feelings, ideas and actions fosters a stable, deep moral and aesthetic attitude of children in general towards the environment or a specific phenomenon.
A combination of 2 – 3 types of artistic activity is effective; for example, drawing on the theme of musical or literary works; visual activity and viewing works of fine art, etc. In this case, some type of artistic activity must be dominant: artistic-aesthetic (viewing several landscapes) over artistic-creative (drawing a landscape) or vice versa.
The integration of different types of artistic activities of children is built not only on the basis of a single thematic content, but also taking into account the nature of the feelings that activities of this kind are designed to evoke.
Very important on comprehensive classes when moving from one type of activity to another, preserve the emerging feeling, do not disturb the emerging artistic image. The transition should be natural, informal, without unnecessary drama, because any formalism kills interest in such activities, sometimes for many years.
Preparation for classes in visual activities consists of several points:
– methodological preparation;
– preparation of children;
– preparation of material resources.
Methodological preparation: development of promising or calendar plan educational work in this area (defining the tasks of a stage of work or a separate lesson, its type, topic. The main methods, techniques for teaching children visual arts, the content of preliminary work, forms of organizing children for activities, the relationship of the lesson with other forms of organizing activities and the content of work in other areas).
Young specialists are recommended to develop notes (scenarios) for classes or their detailed plan, and carry out mandatory preliminary drawing (sculpting, cutting out) of the image that the children will perform (subject content).
Preparing children includes in its content work to enrich their ideas, the formation of their “observation” (B. Yusov), during which observations, conversations, search and experimental activities, perception of works of art (fine arts, literature, music), gaming activities are used ( plot-role-playing, didactic, artistic and educational games), etc. This content of the work is implemented both in classes in other areas of work and outside of them (for example, children of 5 years of age, while playing, practice cutting paper: preparing "tickets" for the performance).
In addition, it is necessary to carry out special work on the formation of children's ideas before upcoming classes, especially creative ones (individual and subgroup conversations, modeling options for plot compositions, looking at illustrations, reading books, etc.).
Preparation of material resources The lesson consists of preparing the necessary visual materials for children, teaching aids, audio and video equipment, etc. Such work can begin 2-3 days before the lesson (cut out the shapes needed for the appliqué, draw the image, etc.). It is necessary to involve older preschool children in this work: sharpen the children’s pencils (using a sharpener), cut out appliqué forms for them, or make blanks for their own activities. Immediately before classes, children are on duty (from middle preschool age).
Basic forms of children's organization for collective activities in the classroom (L. I. Umansky, A. I. Savenkov, T. S. Komarova):
- together - individual (from individual rectangles decorated with patterns - rugs, you can make one large carpet);
– jointly – sequential (conveyor type);
- jointly - interacting (in the city of Masters, children - “potters”, “masters” of Dymkovo, Gorodets and other paintings prepare products for the fair) (T. S. Komarova, A. I. Savenkov. Collective creativity of children. - M., 1998. pp. 26 - 62).
Stages teamwork:
– preparatory;
- basic;
– final (see ibid., pp. 10 - 11).
Features of organizing classes in mixed age group are reflected both in the organization of children’s activities and in the very technology of their implementation (T. N. Doronova. Single-topic classes in visual arts in a small kindergarten // Preschool education. – 1985. - № 5).
It is practiced to divide children into subgroups based on the principle of continuity of age stages: younger (2 – 4 years old)
younger-middle (3 – 5 years old)
middle-senior (4 – 6 years old)
senior subgroup (5 – 7 years old)
The teacher's task: create conditions for the successful artistic and creative development of children of all age groups.
Types of organization of classes:
– single-species: children different ages are engaged one type of activity(drawing, sculpting or applique), but with different themes and program content;
– single theme: children do the same one type of activity, but according to one topic with different program content(for example, all children are engaged in drawing on the topic “Home”);
– different species: children of different ages engage in different types of artistic activities, with different materials and program content.
Organization of classes in different age groups
Option I: All children are invited to the lesson. The tasks are explained to them, but younger children, having finished the activity, go to play or engage in other activities under the guidance of an assistant teacher.
Option II: Older children are invited to the lesson first. After they begin to complete the task, younger ones join in. The lesson can end at the same time for all children.
Psychologist N. A. Korotkova (N. A. Korotkova. Productive activity of older preschoolers // Preschool education. - 2001. - No. 11) suggests not dividing visual activities into separate types (drawing, modeling, appliqué), considering this approach artificial, formalized, because they all relate to productive activities. The effectiveness of this type of activity will be much higher if it is organized according to type of joint (partnership) activity between teacher and children based on cultural and semantic attitudes, that is, general, big topics– projects. For example, making books; street layouts, area where it is located kindergarten etc. In the process of such collective activity, each child will always have the opportunity to express himself, his attitude to both its process and result.
2. Joint (partnership) activities of the teacher and children
Main specifics of the organization joint activities of the teacher and children the fact that in its process the teacher creates an atmosphere of equality, partnership, mutual understanding (Mikhailenko N., Korotkova N. Preschool education: guidelines and requirements for updating the content // Preschool education. - 1992. - No. 5 - 6). The initiator of the activity is either the teacher (demonstrating his passion for the activity, using game techniques, requests, suggestions, he causes the activity of children, involving them in the process) or the child (children). In the latter case, the teacher joins the activity of the child (children) on the basis of his (their) consent, directing its progress “from the inside,” acting as a partner. This form of organizing visual activities is used in unregulated, leisure time.
Contents of joint activities The teacher and children may be examining reproductions, book illustrations, art postcards, compiling albums by types and genres of fine art, teacher stories about the work of artists, their childhood years, artistic and educational games, games for the development of mental processes (imagination, perception, memory , thinking, emotions, feelings), creating panels and other elements of room decoration before the holidays, designing postcards, souvenirs, gifts for the birthdays of children, preschool employees, parents; preparing attributes for games; scenery and costume elements for performances, etc.
A different number of children can take part in joint activities: from one child to the whole group. It is advisable to provide conditions for open-ended activities so that children can continue it independently if they wish. The teacher must be able to take the position of a student in relation to the child (children), because there cannot be artistic and aesthetic education from a “command” position, since in such conditions there is no opportunity for children to open up emotionally, show independence, creative initiative (V. Ashikov , S. Ashikova. Joint creative activity of the teacher and children in the “Semitsvetik” program // Preschool education - 1999. - No. 1).
3. Independent visual activity of preschoolers
Independent artistic activity appears as a realization of the child’s relationship to various types art and as that “middle link” that connects the object (art) and the subject (child) (N. A. Vetlugina).
Specifics independent visual activity children is that it arises on their initiative. The child himself determines the goal, finds the means to implement it, plans activities, achieving the desired result, that is, he manifests himself as a subject of activity.
Independent visual activity has great opportunities for the development of a child’s personality:
– qualities such as initiative, independence, activity develop;
– the process of independent visual activity consolidates the knowledge, abilities, skills, methods of activity acquired in classes and in joint activities with the teacher, and stimulates their transfer to new living conditions; that is, the operational and technical side of the activity is carried out at a creative level;
– it is in independent visual activity that various vivid impressions that influence the child’s imagination and emotions find a natural outlet, relieving tension, making his inner world more comfortable;
– by improving and consolidating their skills and abilities in the process of independent activity, the child increasingly feels confident in himself and in his capabilities;
– in the process of independent visual activity, children undergo self-development, self-education through imitation of others, whose skills struck their imagination and aroused the desire to act in a similar way;
– in the process of this form of activity, the skills of collective activity are consolidated and improved: children discuss their plans with each other, share advice, provide friendly assistance, and evaluate.
N. A. Vetlugina considers independent artistic activity as a “private” subdivision in the hierarchy of the main types of activity: play, work, education. However, she closest to play activity , because they are combined essential features:
– both activities arise in accordance with the individual interests of children and are carried out according to their plans;
– they are similar in the nature of their actions;
– they reflect children’s impressions and their attitude to the process of activity.
But play and artistic activity also have differences - based on motive. The motive for artistic activity is the desire of children to improve their acquired skills. This is manifested both in the nature of the actions (they become educational) and in the form of organization (children use exercises such as independent study).
Main motivations independent visual activities are:
– a variety of vivid life experiences from the perception of the surrounding world and art (visiting the circus; vibrant theatrical performances, etc.);
– the need to consolidate during leisure hours the artistic experience that the child acquired in classes, in the process of communicating with adults and other children; to establish oneself in what one has mastered;
– selfless pleasure from the process and the result;
– the need to obtain the desired result that satisfies the child and the attitude towards it: to give it as a gift, to attract the attention of others to the content.
Independent visual activity can manifest itself in such forms, How:
– exercise in acquired skills (usually after interesting activities visual activities, observations of similar activities of adults, children);
– Preparation for the upcoming art activity lesson (the children were asked to think about what they would draw the next day on the theme “Spring is Red”);
– game or preparation for it(children act as artists who help other children prepare theatrical and creative games);
– the embodiment of the child’s own plans.
Basic pedagogical conditions that encourage children to independent artistic activity.
