Municipal budgetary educational institution
secondary school №61
named after M.I. Nedelina
Agreed
Head of ShMO
________/AND. N. Chernyshova
Protocol No. ___ dated
"____" ____________ 2012
Agreed
Deputy Director
according to VR secondary school No. 61
_________ / T.B. Rodionova
"____" ____________ 2012
I approve
Director of MBOU secondary school No. 61
_________ / G.N. Baurina
Order No. ________________
"_____" ____________ 2012
Working programm Cup
in fine arts
for 2012-2013 academic year
Compiled by: Makarenko E.V.
art teacher
first qualification category
Considered at the meeting
pedagogical council
Protocol No. _____________
from "___" _______________ 2012
Lipetsk -2012
Age of students - 7-14 years
Program implementation period – 3 years
EXPLANATORY NOTE
N.K. Roerich perfectly spoke about the importance of art in people's lives in his essay “Gateway to the Future”: “Art will unite humanity. Art is one and indivisible. Art has many branches, but the root is one. Art is the banner of the coming synthesis. Art is for everyone. Everyone feels the truth of beauty." Plato said that from beautiful images we will move on to beautiful thoughts, from beautiful thoughts we will move on to a beautiful life, from a beautiful life to Absolute Beauty.
Art classes provide endless opportunities for comprehensive development children. Encounters with art at every level, teaching children to see beauty in life and art, the active creative activity of each child, the joy of realizing beauty - all this affects the mind, soul, will of a growing person, enriches his spiritual world.
Drawing helps the child to learn the world, teaches to carefully observe and analyze the shape of objects, develops visual memory, spatial thinking and the ability to think figuratively. It teaches the accuracy of calculation, teaches to know the beauty of nature, to think and feel, brings up a sense of kindness, empathy and sympathy for others.
Every child is born an artist. You just need to help him wake up in himself Creative skills, to open his heart to goodness and beauty, to help him realize his place and purpose in this beautiful, boundless world.
Relevance, pedagogical expediency of the program
Visual activity occupies a special place in the development and upbringing of children. Contributing to the development of imagination and fantasy, spatial thinking, coloristic perception, it contributes to the disclosure of the creative potential of the individual, contributes to the formation of the aesthetic culture of the child, his emotional responsiveness. Acquiring practical skills in the field of artistic creativity, children get the opportunity to satisfy the need for creation, to realize the desire to create something new on their own.
Classes in fine arts improve the senses, develop the ability to observe, analyze, memorize, teach to understand the beautiful, to distinguish art from cheap handicrafts. All this is especially important at the present time, when the world of mass culture puts pressure on the immature psyche of the child, forms the habit of perceiving and accepting all kinds of surrogates of culture.
In addition, being associated with the study of the best works of art, artistic creativity awakens in children an interest in art, love and respect for the culture of their people.
This program allows solving not only the actual learning tasks, but also creates conditions for the formation of such personal qualities as self-confidence, a friendly attitude towards peers, the ability to enjoy the success of comrades, the ability to work in a group and show leadership qualities. Also, through visual arts, there are real opportunities to solve the psychological problems of children that many in the family and school have.
Today, when in many general education schools limited time is allotted for the study of fine arts, the development of artistic creativity of schoolchildren through the system additional education children becomes especially relevant.
Pedagogical credo of the author - to awaken in every child the desire for artistic self-expression and creativity, to ensure that the work causes a feeling of joy and satisfaction. This applies to all students, because the studio accepts children with varying degrees of giftedness and different levels of basic training, which obliges the teacher to take into account the individual characteristics of children, to provide an individual approach to each child.
Distinctive features and novelty of the program
Distinctive features and novelty of this program can be traced in several directions.
Firstly , this program, although designed for children of primary school age (from 7 to 14 years old), is focused on giving them basic systematic education in fine arts , based on the predominant study of such types of fine arts as painting, drawing, graphics.
designed for 2-3 years of study, as many directions as possible visual activity(from painting and graphics to sculpture and arts and crafts in the variety of its directions). Such an approach, although outwardly attractive to children and parents, is often fraught with "walking on top", forms in children the illusion of their own versatility with superficial knowledge and dubious skills.
This program is aimed at ensuring that children acquire certain knowledge of the history and theory of fine arts, as well as fundamental practical skills in this area. The latter will later become a good basis for continuing classes in those types of activities that will be most attractive to a particular child and will be chosen by him for further in-depth classes in specialized programs - such as: “Color Science”, “Drawing”, “Graphics”, “Sculpture ”, “Painting on fabric”, etc.
Thus, the program "Fundamentals of Fine Arts" not only provides a solid foundation for fine arts, a kind of "school" for this type of artistic activity, but also creates for students the prospect of their creative growth, personal development in the program field of this educational institution (or - with special giftedness of the child - outside of it in specialized art schools).
Secondly , in accordance with the general setting justified above, the program is designed for an incomparably larger amount of teaching hours in fine arts than typical school programs or exemplary programs of additional education provide. An increase in the duration of study (in the first year of study - 144 hours, in the second and third years - 216 hours each) expansions and deepening traditionally taught topics.
For example, the program provides for introducing children to various types of graphics - from engraving on cardboard to linocut; teaching some methods of working in the stained glass technique, giving an idea of the difference between an easel image and a decorative one; the content of topics on the basics of color science has been expanded, accompanied by a complex of various practical tasks; the implementation of design projects in the technique of paper plastics (fantasy hats, carnival masks), etc.
The expansion and deepening of the content on the basics of fine arts in this program allows children not only to master the basic foundations of fine art, but also to reach a general in-depth level of training by the end of the third year of study, and this despite the fact that children mainly of primary school age are involved in the program
Thirdly , the whole program is built on the wide use of original author's methods associated with the inclusion in each topic of various spectacular game techniques contributing to the systematic formation and maintenance of motivation for creativity in children of primary school age. All kinds of fairy-tale situations, game tasks, theatrical actions stimulate interest, fantasy searches for children, as a result of which every child, regardless of his abilities, feels like a magician, creator, artist.
The active inclusion of game forms is due, first of all, to the age characteristics of students. The life of a child is closely connected with the game; the game is not only pleasure, through the game children learn about the world around them. Thanks to her, the child can develop attention, imagination, memory. Through the game, you can captivate children with fine art, instill a love for art, awaken in each of them the need for artistic self-expression.
The purpose and objectives of the program:
Purpose of the program - Teaching children the basics of visual literacy and their active creative development, taking into account the individuality of each child through visual activities, familiarization with the achievements of world artistic culture.
Program objectives
Educational (associated with the mastery of children
basics of visual activity):
familiarity with the genres of fine art;
familiarity with various artistic materials and techniques of visual activity;
mastering the basics of perspective construction of figures depending on the point of view;
acquiring the ability to competently build a composition with the allocation of a compositional center.
Developing (associated with the improvement of the general abilities of students and the acquisition by children of general educational skills and abilities that ensure the development of the content of the program):
development in children of sensory-emotional manifestations: attention, memory, fantasy, imagination;
development of coloristic vision;
improvement of motor skills, plasticity, flexibility of hands and accuracy of the eye;
formation of organizational and managerial skills and abilities (plan your activities; identify its problems and their causes; keep your workplace in order);
development of communication skills that ensure joint activities in a group, cooperation, communication (adequately assess their own achievements and the achievements of others, help others, resolve conflict situations).
development of artistic taste, the ability to see and understand beauty;
Educational: (associated with the development of personal qualities that contribute to the development of the content of the program; expressed through the child's attitude to society, other people, himself):
the formation in children of a steady interest in art and artistic creativity;
building respect for art different countries and peoples;
education of patience, will, perseverance, diligence;
nurturing accuracy.
The timing of the program and the age of students.
The program is designed for 3 years of study with a constant composition of children. The total amount of study hours is 576, including 144 hours in the 1st year of study, 216 hours in the 2nd and 3rd years of study each year. Age of students: the first year of study - 7-9 years, the second year of study - 8-10 years, the third year of study - 9-14 years.
The occupancy of the study group: in the group of the first year of study there are, as a rule, 10-15 people, the second year of study - 10, the third year of study - from 8 to 10. The decrease in the number is dictated by the need for individual group work with children.
Forms and mode of employment.
Several programs are used to implement the program. forms of classes:
Introductory lesson - the teacher introduces students to safety, features of the organization of training and the proposed program of work for the current year. At this lesson, the presence of parents of students (especially the 1st year of study) is desirable.
Introductory lesson - the teacher introduces children to new methods of working in various techniques with various materials (students receive mainly theoretical knowledge).
Lesson from nature - a special lesson that provides an opportunity to learn the basics of drawing and painting, using nature.
memory lesson - is carried out after the children have mastered the acquired knowledge in work from nature; it gives the child the opportunity to train his visual memory.
Thematic lesson - children are invited to work on illustrations for fairy tales, literary works. This activity encourages the development of the child's creative imagination.
Lesson-improvisation - in such a lesson, students get complete freedom in choosing art materials and using various techniques. Such activities awaken the imagination of the child, liberate him; popular with children and parents.
Testing lesson - (for repetition) helps the teacher, after studying a complex topic, check the assimilation of this material and identify children who need the help of a teacher.
Competitive play session - is built in the form of a competition in game form to stimulate children's creativity.
Lesson-excursion - held in the museum, at the exhibition, followed by discussion in the art studio.
Combined lesson - is carried out to solve several educational problems.
Final lesson – summarizes the work of the children's association for the academic year. It can be held in the form of mini-exhibitions, views of creative works, their selection and preparation for reporting exhibitions.
Class mode
Lessons study groups are held:
– in the first year of study - once a week for 30 minutes-1 hour with a 10-minute break;
– in the second and third years of study - once a week for 30 minutes - 1 hour with a 10-minute break every hour.
Program
First year of study.
Program Sections
Chapter
Number of hours
Introduction to the program
Painting
Picture
Decorative drawing
paper construction
Final lesson
EDUCATIONAL AND THEMATIC PLAN
First year of study.
p/n
Name of sections and topics
the date of the
Number of hours
according to plan
Actually
Introduction to the program
Introduction to the program.
Features of the first year of study
Painting
Paint properties
Queen Tassel and magical transformations of colors
Festival of warm and cold colors
Gray-black world of colors
colorful mood
Picture
magic line
Dot
Spot
The form
Shape Contrast
Decorative drawing
Symmetry
Stylization:
Stylization of flowers for Khokhloma painting;
Sketching elements of various forms;
Sketching leaves of various shapes;
Sketching flowers of various shapes;
Sketching buds, berries of various shapes;
decorative patterns
Ornament;
Types of ornament;
Ukrainian ornament;
Russian ornament;
Fairy tale composition;
Winter composition;
paper construction
Working with torn paper
Working with wrinkled paper
Mixed media (twisting, folding, paper cutting)
Expressive means of graphic materials
Colour pencils
Gel pens, ink
Image spring landscape gel pens;
Image of a bouquet of flowers with gel pens;
Image of animals with gel pens;
Wax crayons, markers
Image of a spring landscape with wax crayons;
Image of a bouquet of flowers with wax crayons;
Image of animals with wax crayons;
Still life (wax crayons or felt-tip pens);
Portrait (wax crayons or felt-tip pens);
Pastel, charcoal
Image of a spring landscape in pastel;
Image of a bouquet of flowers in pastel;
Depiction of animals in pastel;
Still life (pastel);
Portrait (pastel);
Still life (charcoal);
Portrait (charcoal);
Final lesson
PROGRAM CONTENT
First year
Topic 1.1. Introduction to the program. Features of the first year of study.
Purpose and objectives of the program. Acquaintance with the curriculum of the first year of study. Basic forms of work. Getting the kids to know each other.
Topic 1.2. Safety regulations in the art studio.
Safety in the art studio. Workplace organization. Acquaintance with art materials and equipment.
Section 2. Painting.
Painting as a language of color, a color image of the world. Identification of the artist and the magician in ancient times.
Topic 2.1. Paint properties.
Features of gouache: density, thick consistency, the ability to use to overlap one layer of paint with another, ease of mixing, the ability to obtain a variety of special effects.
Features of watercolor: transparency, "tenderness". Introduction to various watercolor techniques. Features of drawing on dry and wet paper (infusion of color into color).
Experimentation in working with watercolors (removing paint with a sponge, using salt and blowing watercolor blots with a straw).
Practical lesson. Work with paints. Completing tasks: "Dance of Friendly Colors", "Quarrel of Colors", "Fairy Rugs", "Stained Glass Windows".
Topic 2.2. Queen Tassel and magical transformations of colors.
Acquaintance with the history of the origin of the brush. Different types of brushes: hard and soft, round and flat, large and small. Rules of work and care of brushes. The concept of different types of strokes obtained with different pressure on the brush: “stroke-rain”, “asterisk”, “brick”, “wave”. The main colors in the service of the Queen Tassel (red, blue, yellow), the secret of their magic. Methods for obtaining compound colors by mixing primary colors.
Practical lesson. Completing tasks: "Flower-seven-flower", "Rainbow-arc", "Festive bouquet", "Salute".
Topic 2.3. Holiday of warm and cold flowers.
Getting to know a rich colorful palette by example natural phenomena(thunderstorm, snowstorm, fire, volcanic eruption). The division of colors into warm and cold. Features of warm colors (sensation of warmth, warming). Features of cold colors (feeling of coolness).
Practical lesson. Fulfillment of tasks: exercise on visual and associative memory "Cold - warm", "Fairytale sun", "Goldfish", "Seabed", "Winter forest".
Topic 2.4. Gray-black world of colors.
Achromatic colors (colourless colors varying in lightness). Wealth of shades gray color. The "magic" possibilities of the achromatic palette and the division of colors from light gray to black. The concept of a possible perspective when using achromatic colors (further - lighter, closer - darker).
Practical lesson. Completing tasks: "Fairytale Mountains", "Cat at the Window", "Fog".
Topic 2.5. Colorful mood.
The division of colors into saturated (bright) and low-saturated (faded). Saturation is the degree to which a color differs from gray. Techniques for gradually adding white or black paint. Faded colorful combinations. Changes in "color mood" when white paint is added. Color sensations as a result of adding white paint (tenderness, lightness, airiness). Color sensations when adding black color paint (heaviness, anxiety, mystery).
Practical lesson. Completing tasks: "Castles in the Air", "Dense Forest".
Section 3. Drawing.
Drawing as a direct art form. Picture with a simple pencil, felt-tip pen, ballpoint or gel pen, charcoal, pastel, ink, wax crayons.
Topic 3.1. Magic line.
Lines are the beginning of all beginnings. Classification of lines: short and long, simple and complex, thick and thin. "The character of the lines" (evil, cheerful, calm, toothy, cunning, jumpy).
Practical lesson. Fulfillment of tasks: "Linear fantasy", "Labyrinths".
Topic 3.2. Dot.
The point is the "girlfriend" of the line. Ways to get a dot on paper: a light touch of a pencil, a touch of another drawing object. "Character of points": fat and thin, large and small, round and complex shape. Pointelism technique (creating an image using only dots). Features of work in the pointillism technique using a variety of visual materials (markers, pastels, colored felt-tip pens and pencils).
Practical lesson. Completing tasks: "The world of insects under a microscope", "Turtles in the desert", "Magic glades".
Topic 3.3. Spot.
Spot as a decoration of the picture. "Character of Spots". The dependence of spots on their density, size and tone. Technique for creating spots in a drawing. Spot image different ways: by various pressure on the drawing tool, by layering strokes on top of each other, by applying many dots, grids or other elements to a sheet of paper. A stain obtained by filling with ink (clear contour, similarity to the silhouette).
Practical lesson. Fulfillment of tasks: "Dance of butterflies", "The image of a good and evil fairy-tale hero."
Topic 3.4. The form.
Understanding the shape of an object Acquaintance with various types of forms (geometric, natural, fantasy), ways of depicting them on paper. Forms and associations.
Practical lesson. Tasks-games: "Build a fairy-tale city", "Draw a miracle Yudo", "Guess a fantastic animal".
Topic 3.5. Form contrast.
Form Contrast by Example autumn leaves and trees. Nature is the most talented artist (the variety of the "plant kingdom"; various natural forms and their structure). Connection and combination among themselves of various contrasting forms.
Practical lesson. Fulfillment of tasks: "Leaf fall", "Gifts of autumn", "Forest round dance".
Decorative drawing and its role in the development of children of primary school age. Decorative drawing and opportunities for the development of abstract thinking, creative improvisation of the child.
Topic 4.1. Symmetry.
The concept of symmetry and asymmetry on the examples of natural forms. Using the middle line as an auxiliary when drawing a symmetrical figure. Two playful ways to represent symmetry:
Simultaneous drawing with two hands at once;
The use of a folded sheet of paper in the "monotype" technique with further drawing of details.
Practical lesson. Tasks-games: “What does not happen in the world?”, “Wonder Butterfly”, “Image from a spot”.
Topic 4.2. Stylization.
Stylization as a simplification and generalization of natural forms. Features of the artistic vision of the world by children of 7-8 years: brightness of perception, planar thinking, two-dimensionality of the image. Stylization as a way of children's drawing. Acquaintance with the best examples folk art(spinning wheels, tuesas, embroidery, Dymkovo toy, etc.).
Practical lesson. Completing tasks: "Firebird", "Tree of Life", "Fairy Horses".
Patterns as a means of decoration. Patterns created by nature (snowflakes, ice patterns on glass). Patterns designed by the artist. Expressive possibilities and variety of patterns.
Practical lesson. Completing tasks using unusual objects for drawing - cotton buds, combs, culinary molds: “Patterned snakes”, “Tousled little men”, “Motley turtle”.
Topic 4.4. Ornament.
Ornament - repetition of a pattern at a certain interval. The secret of rhythm and the creation of complex patterns and ornaments with its help.
Practical lesson. Completing tasks: "Funny lines", "Mom's beads", "Flower garlands".
Topic 4.5. Fairy tale composition.
Fairy tale is a favorite genre of artists. A fairy tale seen through the eyes of an artist. Work from a sketch (“fabulous warm-up”) to composition. Diverse character of fairy tale characters.
Practical lesson. Completing tasks: "Revived Enchanted World", "Wonderful Heroes", "Good Tale".
Section 5. Paper construction.
Paper construction and its artistic possibilities. Basic ways to work with paper. Ways of bending, cutting, gluing paper.
Topic 5.1. Working with torn paper.
Torn applique. Development fine motor skills, preparing children's fingers for more complex actions.
Practical lesson. Fulfillment of tasks: "Patchwork rug", "Cockerel - a golden comb and children-chickens".
Topic 5.2. Work with crumpled paper.
Plastic crumpled paper technique. "Modeling" from crumpled paper. Capabilities of wrinkled paper in form retention. Crumpled paper surface effects. Figures made of thin colored paper. The role of the crumpled paper technique in shaping children's interest in artistic creativity and development of fine motor skills.
Practical lesson. Fulfillment of tasks: “We make a snowman”, “We make a butterfly”.
Topic 5.3. Mixed media (twisting, folding, cutting paper).
A variety of paper grades: from loose to smooth, from the thinnest, transparent to rough and dense. Using the properties of different types of paper in a variety of game techniques (twisting, rolling, bending, cutting paper, etc.).
Practical lesson. Completing tasks: "Magic Forest", "Funny Little Men", "Masquerade Masks".
Section 6. Expressive means of graphic materials
A variety of expressive means of graphic materials. Artistic images created using graphic materials: good and evil, funny and sad, simple and mysterious.
Topic 6.1. Colour pencils.
Technique with colored pencils. Create multiple shades of color by softly fusing different colored pencils.
Practical lesson. Completing tasks: "Colored Wind", "Princess Autumn", "Colorful Hedgehogs".
Topic 6.2. Gel pens, ink.
Acquaintance with the expressive possibilities of working with a gel pen and ink. Creating a variety of lines (graceful and thin or sharp and hard). Drawing with a continuous line and short mini-dashes (strokes). Work with pen and ink on damp paper to convey the character of the "fluffy" spot in the drawing.
Practical lesson. Completing tasks: "Forest Wizard", "In the Grass", "Spider and Web".
Topic 6.3. Wax crayons, markers.
Acquaintance with the technique of working with wax crayons and felt-tip pens. Experimenting with color (overlaying one layer on another). Scratching - scratching on a wax background of a drawing filled with black ink. Drawing with various types of felt-tip pens (thin and wide, color and monochrome).
Practical lesson. Completing tasks: "Funny and sad clowns", "Carousel".
Topic 6.4. Pastel, charcoal.
Artistic possibility of pastel, charcoal. Various methods of work: shading with a finger, drawing with a sidewall and tip. Drawing on rough tinted paper: free, sweeping stroke technique with the effect of airiness (pastel) and velvety (charcoal).
Practical lesson. Completing tasks: "Golden Dream", "Bouquet in a Vase", "Fairytale Hero".
Section 7. Final session
Testing to test the theoretical knowledge of students.
View study papers and creative assignments for the school year.
Second year of study
Program Sections
Chapter
Number of hours
Introduction to the program
Queen Painting
ABC Drawing
Landscape
paper plastic
The basics of composition
Final lesson
EDUCATIONAL AND THEMATIC PLAN
Second year of study
p/n
Name of sections and topics
Number of hours
the date of the
according to plan
Actually
Introduction to the program
Safety rules in the art studio
Features of the second year of study
Queen Painting
color harmony
Color contrast
colored blots
ABC drawing
Proportions
Planar and volumetric image
Drawing from life and from memory
Landscape
tree image
Picturesque connection of heaven and earth
Seasons
paper plastic
Semi-planar products
Volumetric compositions
Souvenir postcards
The basics of composition
Skyline
composition center
Rhythm and movement
Excursions to museums and exhibitions
Final lesson
PROGRAM CONTENT
Second year of study
Section 1. Introduction to the program.
Repetition of safety regulations. Rules of personal hygiene when working in the art studio.
Topic 1.2. Features of the second year of study.
Discussion of the curriculum of the second year of study. Acquaintance with new art materials and tools.
Section 2. Queen Painting.
Fundamentals of color science.
Topic 2.1. Color harmony.
Various combinations of the same color. Acquaintance with the harmonic combination of color and "colorful vinaigrette".
Practical lesson. Sample tasks: "Gifts of Autumn", "Festive Bouquet", "Winter's Tale".
Topic 2.2. Color contrast.
Three pairs of contrasting colors: yellow - blue, red - green, orange - purple. Using color contrast to highlight the main thing.
Practical lesson Sample tasks: "Lights of the circus", "Fairytale bird", "Teremok".
Topic 2.3. Colored blots.
The ability to mix paints and get beautiful color spots. Obtaining a stain-print using the "monotype" technique. Drawing a colorful spot.
Practical lesson. Sample tasks: “Colored dreams”, “Magic butterflies”, “Miracle Yudo”.
Section 3. ABC of drawing.
Topic 3.1. Proportions.
Proportions - the ratio of parts in size.
Topic 3.2. Planar and volumetric image.
Planar or three-dimensional representation of objects in a drawing. Broadcast flat figure line, and volumetric figure- lines and chiaroscuro. Length, width and height of three-dimensional bodies (cube, sphere, pyramid). The similarity of flat shapes (figures) to silhouettes (square, circle, triangle).
Practical lesson. Sample tasks: "Geometric rug", "Stained-glass window sketch", "Favorite toys", "Designer".
Topic 3.3. Drawing from life and from memory.
The study of nature. Image of nature with the "necessary" details. Drawing from nature. Drawing from memory.
Practical lesson. Sample tasks: “Sketches of household items”, “Sketches of stuffed birds”.
Section 4. Landscape.
Work on the landscape as a means of educating an aesthetic attitude to nature, the ability to see its beauty at different times of the year.
Topic 4.1. Tree image. The concept of the plastic nature of trees. Graphic sketches of trees. The ability to compare the shapes of different trees with geometric shapes (oval, circle, triangle) using tree silhouettes.
Practical lesson. Sample tasks: “A sad and cheerful tree”, “An old and young birch”, “Tree of life”, “Forest path”.
Topic 4.2. Picturesque connection of heaven and earth.
A variety of color tonal relationships of the earth and sky in different weather conditions. Coloristic features of weather and lighting.
Practical lesson. Sample tasks: "Sunset", "Gloomy Forest", "Sunny Day".
Topic 4.3. Seasons.
Formation of a holistic coloristic vision of the landscape, its features at different times of the year.
Practical lesson. Sample tasks: "Kingdom autumn forest”, “Crystal Winter”.
Section 5. Paper plastic.
Acquaintance with the options for volumetric and relief compositions made of paper. Turning a flat sheet of paper into a three-dimensional product.
Topic 5.1. semi-flat products.
Semi-flat products as a variety voluminous applications. Obtaining semi-volumetric compositions from openwork cut out leaves of paper, fixed with a shift on the background.
Practical lesson. Sample tasks: "Forest lace", "Underwater world".
Topic 5.2. Volumetric compositions.
Creation of volumetric elements from crumpled paper and the formation of different shapes from them.
Practical lesson. Sample tasks: "Vase of fruit", "Snowman".
Topic 5.3. Souvenir postcards.
Various techniques for working with paper (bending, notching, twisting)
Practical lesson. Sample tasks: New Year card", "Greeting card".
Section 6. Basics of composition.
Acquaintance with the basic rules of compositional construction on a sheet of paper (vertical and horizontal sheet format).
Topic 6.1. Skyline.
Changing the horizon and its height from the point of view. The horizon line is the boundary between heaven and earth.
Practical lesson. Sample tasks: “Sunrise”, “Flight of birds”.
Topic 6.2. Composition center.
The compositional center is the dominant spot. It can change its place on a sheet of paper depending on the desire of the artist.
Practical lesson. Sample tasks: “My favorite flower”, “On the seashore”, “ Night city"," My favorite fairy tale.
Topic 6.3. Rhythm and movement.
Composition as the rhythm of spots. Varied Options rhythmic spots to convey movement in the composition.
Practical lesson. Sample tasks: game exercises on the topic "Running in a circle", "Catching up".
Section 7. Excursions to museums and exhibitions.
Section 8. Final lesson.
Identification of the development of theoretical knowledge through testing. View students' creative works and discuss them.
Third year of study
Program Sections
Chapter
Number of hours
Introduction to the program
Graphic arts
Figure and portrait of a man
Image of nature
The Basics of Perspective
Design
Excursions to museums
Final lesson
EDUCATIONAL AND THEMATIC PLAN
Third year of study
p/n
Name of sections and topics
the date of the
Number of hours
according to plan
Actually
Introduction to the program
Safety rules in the art studio
Features of the third year of study
Graphic arts
Grattage
Monotype
Engraving on cardboard
Linocut
Grisaille
Still life and its pictorial possibilities
Visual possibilities of still life
Still life in cold colors
Still life in warm tones
Figure and portrait of a man
sketch from nature
Silhouette
picturesque portrait
human figure in motion
Image of nature
Work in the open air
Impressive work
Thematic landscape
Decorative and applied drawing
Features of Russian folk crafts
Decorative composition (stained glass)
The Basics of Perspective
Linear perspective
aerial color perspective
Design
Carnival masks
fantasy hats
Excursions to museums
Final lesson
PROGRAM CONTENT
Third year of study
Section 1. Introduction to the program.
Topic 1.1. Safety rules in the art studio.
Workplace organization. Acquaintance with new art materials and tools.
Topic 1.2. Features of the third year of study.
Discussion of the work plan for the current year. View summer jobs. Selection of the best drawings for the city exhibition "Summer".
Section 2. Graphics.
Acquaintance with different types graphics and its characteristic features(stroke, line, contrast of black and white).
Topic 2.1. Grating.
Grating is a graphic work on a wax lining. Creating lines of different directions, smoothness, length and character with the help of scratching.
Practical lesson. Sample tasks: space distance”,“ Festive City ”,“ Circus ”.
Topic 2.2. Monotype.
Simplicity of execution and fascination of monotype. Creation of fantasy drawings through a variety of special effects in the print.
Practical lesson. Sample tasks: "Magic Butterflies", "Wonder Fish", "Flower Meadow".
Topic 2.3. Engraving on cardboard.
The ability to divide a drawing into parts. Sticking some parts on top of each other to create a variety of shades and textures. Obtaining different impressions with repeated use of clichés.
Practical lesson. Sample tasks: "Round dance", " Sport games”, “Paratroopers”.
Topic 2.4. Linocut.
Linocut as the most complex type of graphics. Wide application in the studio (performing invitation cards, holiday cards, posters). Extremely great possibilities of linocut in the transfer of tonality, that is, varying degrees of lightness of the subject. Variety of lines in linocut (parallel, intersecting, rounded, dotted).
Practical lesson. Sample tasks: "Cast-iron lace", "Street lamp", "Northern Lights".
Topic 2.5. Grisaille.
Grisaille - one-color painting using tone stretching. Acquaintance with various methods of working in this technique to obtain tonal relationships.
Practical lesson. Sample tasks: "Snowstorm in the forest", "View from the window", "Gardener".
Section 3. Still life and its pictorial possibilities.
Thematic still lifes express the artist's attitude to the world and the ability to group "telling things". Acquaintance with the history of the emergence of this genre in the visual arts.
Topic 3.1. Still life in cold colors.
The use of objects of cold colors (blue, blue, purple, white).
Practical lesson. Sample tasks: still life on the theme "Gzhel fairy tale", "Winter fantasy".
Topic 3.2. Still life in warm tones.
Creating a picturesque still life in warm colors to convey the colorful richness of the autumn palette.
Practical lesson. Sample tasks: still life on the theme "Gifts of Autumn", "Autumn Bouquet".
Section 4. Figure and portrait of a person.
The image of a person is the main theme in the visual arts. Acquaintance with the basic proportions of the human figure and head. The image of a person in the art of the ancient world.
Topic 4.1. Sketch from nature.
A sketch from nature is a means to quickly see the final result and correct your mistakes in further work. Teaching spot and line sketching. Transfer in a quick drawing is the characteristic of the image.
Practical lesson. Sample tasks: "Sketches made in the genre of caricature, cartoon", "Sketches of a human figure, made in one color and brush."
Topic 4.2. Silhouette.
Graphic portrait drawing in the silhouette technique creates the possibility of extraordinary expressiveness of the image of a person.
Practical lesson. Approximate task "Good and evil fairy-tale hero."
Topic 4.3. Picturesque portrait.
Color solution image in a portrait. Color as an expression of a person's character, his mood. The influence of the picturesque background on the creation of the image.
Practical lesson. Sample tasks: "Self-portrait", "Family portrait".
Topic 4.4. The figure of a man in motion.
Figurative expressiveness of a human figure depicted in motion. The design of the figure, the main proportions and their individuality.
Practical lesson. Sample tasks: "Figure skating", "Sports competitions", "Dance".
Section 5. Image of nature.
The beauty of nature at different times of the year and its image in different states. The ability to convey the contrasting states of nature.
Topic 5.1. Work in the open air.
Choice of motive. Drawing up sketches from nature (pastel, charcoal, pencil)
Practical lesson. Sample tasks: sketches from nature of trees, flowers.
Topic 5.2. Impressive work.
Transfer by various artistic materials of different states of nature (rain, snow, ice drift, sunny day, fog).
Practical lesson. Sample tasks: “Colorful rain”, “First snow”, “Spring sings”.
Topic 5.3. Thematic landscape.
Expression of emotional attitude to nature in different seasons. The connection between man and nature.
Practical lesson. Sample tasks: "Fire in the forest", "Fishing", "Skiing in the winter forest".
Acquaintance with the basic laws of decorative painting. Stylization of natural forms.
Topic 6.1. Features of Russian folk crafts.
Favorite characters of folk art (Horse-fire, Bird of happiness, Tree of life).
Practical lesson. Sample tasks: "Dymkovo Tale", "Gzhel Bouquet", "At the Fair".
Acquaintance with the technique of stained glass and its basic rules (image stylization, conditional color, expressive contour lines).
Practical lesson. Sample tasks: Painting glass bottles and plates.
Section 7. The basics of perspective.
Acquaintance with the basic rules of perspective drawing.
Topic 7.1. Linear perspective.
The property of the human eye to see parallel lines merging into a point on the horizon line.
Practical lesson. Approximate tasks-exercises: "My street", "The road goes into the distance."
Topic 7.2. Aerial color perspective.
The ratio of the foreground and background in the composition (change in tone and color).
Practical lesson. Approximate tasks-exercises: "Morning in the forest", "At the mountain lake".
Section 8. Design.
Making various volumetric compositions according to your own sketches, using colored paper, cardboard, newspaper.
Topic 8.1. Carnival masks.
Introduction to papier-mâché technique. Creation of volumetric and semi-volumetric masks.
Practical lesson. Sample task: "Fairy-tale heroes."
Topic 8.2. Fantasy hats.
The use of various methods of working with thick paper (cutting, bending, gluing) when designing hats.
Practical lesson. Sample tasks: "Hat-garden", "Hat-aquarium".
Section 9. Excursions to museums.
Section 10. Final lesson.
Expected results and how to check them
As a result of the implementation of the program, it is expected to achieve a certain level of mastery of visual literacy by children. Children will know special terminology, get an idea about the types and genres of art, learn how to handle basic art materials and fine art tools.
By the end of the first year, children will know:
primary and secondary colors;
colors of paints (warm, cold colors);
the concept of symmetry;
contrasts of forms;
properties of paints and graphic materials;
basic techniques of paper plastics (folding and twisting of paper);
be able to:
mix colors on the palette, getting the desired color shades;
correctly use art materials in accordance with their intention;
competently evaluate your work, find its advantages and disadvantages;
work independently and in a team;
the ability to organize and keep in order their workplace;
diligence;
independence;
Confidence in your strength.
By the end of the second year, children will know:
color contrasts;
color harmony;
basics of composition (statics, movement);
proportions of planar and volumetric objects;
be able to:
choose the format and layout of the sheet depending on the intended composition;
follow the sequence in the work (from general to particular);
work from nature;
work in a certain scale;
bring the work from sketch to composition;
use a variety of expressive means (line, spot, rhythm, color);
work with paper in the technique of three-dimensional plastics;
they will develop general educational skills and personal qualities:
ability to work in a group;
the ability to yield;
a responsibility;
self-criticism;
self-control.
By the end of the third year, children will know:
basics of linear perspective;
basic laws of composition;
proportions of the human figure and head;
various types of graphics;
basics of color science;
properties of various art materials;
main genres of fine arts;
be able to:
work in various genres;
highlight the main thing in the composition;
convey the movement of the figure of a person and animals in drawings;
consciously choose art materials to express your idea;
build ornaments in various geometric shapes(circle, square, rectangle);
critically evaluate both their own work and the work of their comrades;
they will develop general educational skills and personal qualities:
ability to accept constructive criticism;
ability to adequate self-assessment;
the ability to rejoice in their successes and the successes of their comrades;
diligence, perseverance in achieving the goal;
Ways to check results
In the process of teaching children under this program, three types of results are monitored:
current (the goal is to identify errors and successes in the work of students);
intermediate (the level of mastering the program by children for the six months is checked);
final (the level of knowledge, abilities, skills for mastering the program for the entire academic year and at the end of the entire course of study is determined).
Revealing results achieved carried out:
through the testing mechanism (oral frontal survey on certain topics of the material covered);
through reporting reviews of completed works.
Tracking the personal development of children is carried out by the method of observation and is recorded in the teacher's workbook.
METHODOLOGICAL SUPPORT
The study of each type of art is given a special time, during which its language, artistic and figurative nature, as well as its connection with the life of society and man are analyzed.
The theoretical activity of students in the circle is connected with the lessons of history, literature and music. Practical activities (in design, arts and crafts) - with labor training lessons.
Takes on various forms independent work students to deepen and expand the knowledge gained in the classroom, to observe and comprehend the surrounding reality.
Search work finds expression
in collecting reproductions on selected topics,
in creating presentations in the program "Power Point",
in the preparation of abstracts and reports,
in the organization of exhibitions,
in reading literature on art,
looking at art albums
visiting exhibitions and museums.
The independent work of schoolchildren is developed and directed teacher in accordance with the main educational tasks of each year of study.
Of great aesthetic and educational importance are classes devoted to the study of the life and work of outstanding artists.
It is necessary to teach the child to understand art, then the attitude to one's own activity will acquire a serious, creative character.
In the process of studying pictorial views art enriches and complicates the conceptual thinking of adolescents. Students in grades 5-7 learn such complex concepts as artistic image, the ideal, the beautiful and the ugly, the comic and the tragic. This allows you to bring teenagers to a qualitatively new level of understanding of art and the surrounding reality.
BIBLIOGRAPHY
Literature for students
Belashov A. M. How to draw animals. - M .: Young artist, 2002.
Braginsky V. E. Pastel. - M .: Young artist, 2002.
Deakins R., McCafferty Y. How to learn to draw faces. – M.: ROSMEN, 2002.
Ivanov V. I. About tone and color (in 2 parts). - M .: Young artist, 2001-2002.
Lakhuti M. D. How to learn to draw. – M.: ROSMEN, 2000.
Panov V.P. Art of silhouette. – M.: Young artist, 2005.
Savage Hubbard K., Speisher R. Adventures in the world of painting. – M.: ROSMEN, 2003.
Tkachenko E. I. The world of color. - M .: Young artist, 1999.
Watt F. I can draw. – M.: ROSMEN, 2003.
Chivikov E.K. City landscape. – M.: Young artist, 2006.
Shabaev M. B. Colored pencils. - M .: Young artist, 2002.
Literature for parents
Alekseeva VV What is art. - M .: Soviet artist, 1991.
Berseneva G.K. Fabric. Paper. Dough. Home needlework. – M.: Astrel, 2001.
Dreznina M. G. Every child is an artist. – M.: YUVENTA, 2002.
Lopatina A., Skrebtsova M. Paints tell fairy tales. – M.: Amrita-Rus, 2005.
Meister A. G. Paper plasticity. Home needlework. – M.: Astrel, 2001.
Nagibina M. I. From plain paper we make like magicians. - Yaroslavl: Academy holding, 2001.
Sinitsyna E. Smart activities and games. – M.: List New, Veche, 2002.
Literature for the teacher
Bazanova M. D. Plein air. – M.: Visual arts, 1994.
Gusakova M. A. Application. - M .: Education, 1987.
Dubrovskaya N.V. An invitation to creativity. - St. Petersburg: Detstvo-Press, 2004.
Komarova T. S., Razmyslova A. V. Color in children's fine arts. - M .: Pedagogical Society of Russia, 2002.
Kompantseva L. V. The poetic image of nature in a children's drawing. – M.: Enlightenment, 1985.
Korneva G. Paper. - St. Petersburg: Crystal, 2001.
Lukovenko B. A. Pen drawing. – M.: Visual arts, 2000.
Mititello K. Application. Technique and art. – M.: Eksmo-Press, 2002.
Mikhailov A. M. The art of watercolor. – M.: Visual arts, 1995.
Nemensky B. M. Educational area "art". - M .: GOMC, School book, 2000.
Nemensky B. M. Fine arts and artistic work. – M.: MIPKRO, 2003.
Polunina V. N. Art and children. – M.: Pravda, 1982.
Polunina V.N. Solar circle. At Lukomorye. – M.: Art and education, 2001.
Polunina V.N., Kapitunova A.A. Herbarium. – M.: Astrel, 2001.
Smith S. Drawing. Full course. – M.: Vneshsigma, 1997.
See for example the program: Visual Arts. Grades 1-9 (team of authors: Kuzin V.S., Rostovtsev N.N. and others). - M.: Agar, 1996. This program offers training from 1 to 2 hours per week and - respectively - from 36 to 72 hours per year.
144 hours in each academic year. See: Grosul N.V. Studio of fine arts // Programs of additional art education for children. - M .: Education, 2005.
Municipal educational institution
"Priobskaya secondary school"
Agreed I approve:
Section 1. EXPLANATORY NOTE
The circle of fine arts "Stroke" has been functioning in the Priobskaya secondary school since 2007 for children aged 11-14. The composition of the group may partially change every year. The set of children in the circle is free. After all, children are accepted into the studio with varying degrees of giftedness and different levels of basic training. Based on this, classes may vary, taking into account the individual characteristics of children, in order to ensure an individual approach to each. The form of classes is individual-group in the office or in the open air, as well as excursions. The duration of the program is 1 year.
The educational program of the circle "Stroke" represents the content, organizational conditions, stages of educational activities of the system of basic general and additional education for the successful implementation of the individual abilities of each child. The variety of forms and methods of such a connection provides students with a wider range of opportunities for the implementation of educational needs, and the teacher - new opportunities for realizing their creative potential. The program consistently builds classes in a certain methodological sequence, taking into account the knowledge, skills and abilities of students.
The program of the circle "Stroke" intended for students in basic school, as well as those interested in the subject, gifted students and is aimed at providing additional theoretical and practical training in fine arts.
Program content aimed on the formation of a culture of a creative person, on introducing students to universal values through their own creativity and mastering the experience of the past. The content of the program expands students' understanding of the types, genres of fine arts, styles, introduces techniques and design activities (graphic design), forms a sense of harmony and aesthetic taste.
Relevance This program is also due to its practical significance. Children can apply the acquired knowledge and practical experience when working on the design of a classroom, school, participate in the manufacture of postcards, souvenirs, crafts. A special place in the development and upbringing of children is occupied by visual activity, which has a wide range of impact on the development of the child, most clearly reveals all his universal abilities.
Fine art improves the senses, develops thinking, the ability to observe, analyze, memorize and contributes to the formation of a harmoniously developed personality.
This is especially important at the present time, when the world of mass culture and the influence of the street put pressure on the fragile psyche of the child. Unfortunately, many children have all sorts of psychological problems in the family and school.
Partially, they can be solved through visual arts, where children get involved in art, learn the culture of their country.
Suggested activities the main emphasis is on decorative and applied work with various materials, including natural ones, as well as on an extended acquaintance with various painting and graphic techniques using the basics of program material, its deepening, and practical consolidation in the creation of various works.
Distinctive feature program is that a variety of game forms are widely used in the methodology of teaching children artistic activities.
The development of the material will mainly take place in the process of creative activity of children. Work will also be carried out in painting and graphics.
At the heart of the formation of the ability to creative activity are two main type of activity students: this is a creative practice and the study of theory. The value of the knowledge necessary for creativity is determined, first of all, by their consistency. The program of the circle "Stroke" promotes development of the child, taking into account his individual abilities, motives, interests, value orientations due to the fact that additional education can be carried out only in the form of voluntary associations, is less regulated (in contrast to basic education) and is aimed at developing the special abilities of each child of his choice. This quality of additional education contributes to the formation of dialogical relations, during which the mutual development of educational, professional, cultural values by the teacher and the child is carried out in the search mode. This is what brought the educational program to life.
In accordance with the concept of the curriculum adopted in the OS, the course program is designed for 80 hours per year, 2 hours per week including holidays. The frequency of classes is 1 time per week.
Program Structure consists of 40 lessons (theory, practice) for 2 hours a week, total 80 hours. All classes provide not only the assimilation of theoretical knowledge, but also the formation of activity-practical experience. Practical knowledge contributes to the development of children's creative abilities, the ability to embody their fantasies, as well as the ability to express their thoughts. Children aged 11-14 are able to perform the proposed tasks on an emotional-figurative level . Learning Outcomes for this course are achieved in the educational block.
Basic task classes is the development of artistic and creative abilities of children and adolescents through targeted and organized learning. Modern methods of extracurricular activities in the field of art organically combine elements of education with the development of artistic and creative abilities. They are aimed mainly at the disclosure and development of individual abilities, which, to one degree or another, are characteristic of all children and adolescents.
In conditions club activities in the field of fine arts there are great opportunities for the aesthetic and artistic education of children, as well as for their comprehensive development.
Section 2. PURPOSE AND OBJECTIVES OF THE EDUCATIONAL PROGRAM
Purpose of the program- Teaching children the basics of visual literacy and their active creative development, taking into account the individuality of each child through visual activities, familiarization with the achievements of world artistic culture.
Program objectives
Educational(associated with children's mastery of the basics of visual activity):
familiarity with the genres of fine arts;
Acquaintance with various artistic materials and techniques of visual activity;
mastering the basics of perspective construction of figures depending on the point of view;
Acquisition of the ability to competently build a composition with the allocation of a compositional center.
Developing( associated with the improvement of the general abilities of students and the acquisition by children of general educational skills that ensure the development of the content of the program):
development of sensory-emotional manifestations in children: attention, memory, fantasy, imagination;
development of coloristic vision;
development of artistic taste, the ability to see and understand the beautiful;
Improving motor skills, plasticity, flexibility of the hands and the accuracy of the eye;
Formation of organizational and managerial skills and abilities (plan your activities; identify its problems and their causes; keep your workplace in order);
development of communication skills that ensure joint activities in a group, cooperation, communication (adequately assess their own achievements and the achievements of others, help others, resolve conflict situations).
Educational:(associated with the development of personal qualities that contribute to the development of the content of the program; expressed through the child's attitude to society, other people, himself):
Formation in children of a steady interest in art and artistic creativity;
Formation of a respectful attitude to the art of different countries and peoples;
education of patience, will, perseverance, diligence;
education of accuracy.
Section 3. CURRICULUM AND THEMATIC PLAN
The work program considers the following distribution educational material
Name of sections and topics | Number of hours |
|||
Theoretical lessons | Workshops |
|||
Materials, tools, devices. | ||||
drawing techniques | ||||
From children's drawing to mature creativity | ||||
The structure and features of works of art. | ||||
Figure in the landscape and in the interior | ||||
The course program is designed for 80 hours per year, 2 hours per week including holidays. The frequency of classes is 1 time per week.
1. Materials, tools, fixtures.(6 hours)
Set of children in a circle
Proper organization of the workplace. The table with all fixtures and tools should be placed so that the light falls on the work from the left side. Goals and objectives Practical instructions and advice on the technique of decorative and design work.
Synthesis of words and images. Stylistics of the image and methods of their compositional arrangement.
Participation in the design of the exhibition for Teacher's Day.
visual range: reproductions of works of graphics and painting; history books
2. Drawing techniques (14 hours)
Drawing techniques and stroke types. Stroke tools and properties.
Width, lightness, color
Types of composition. Central composition. Other types of compositions
Types of composition and action expression
Principles of balance in composition. Movement and balance
visual range: graphic and pictorial works, books on architecture, historical costume etc.
3. From children's drawing to mature creativity (14 hours)
The variety of forms and motifs of the ornament. Plant, zoomorphic ornamental elements, Nature, child, creativity and design.
Traditions of organizing and decorating the festive environment: harvesting leaves, flowers, stones, shreds and other waste material.
Teamwork from natural material.
Landscape in the graphic technique of scratching. Image on paper of a small format of a summer landscape.
4. Testing
Forms and types of control
types of control | terms of control |
||
Areas of interest and inclination. The level of ZUNs in art. | Conversations, observation, testing, questioning, viewing students' creative work | September |
|
Mastering the educational material by topics, sections | Creative and practical tasks, performing samples, exercises | For each topic |
|
Creative potential of students | Observation, testing, games, exercises. Participation in district, city and regional exhibitions: "City of Masters", "Mirror of Nature", "Portfolio". | ||
Assessment of independence, capabilities, ability to self-control | 1 time per semester |
||
Correction | The success of the students in the tasks of the educational and thematic plan | Individual lessons, assistance in self-realization, self-control | During a year |
final | Control over the fulfillment of assigned tasks. Level of creative growth | Credit, creative work. Create a student portfolio. Execution of a creative project |
Forms of summarizing the results of the program implementation:
The program involves the participation of students in competitions and exhibitions of various levels. The result may be the rewarding of children at the school-wide line with the presentation of certificates for places and for participation.
Section 7. PROGRAM TERMS AND CONDITIONS
The circle of fine arts "Stroke" functions in the MOU Priobskaya secondary school in the 108th office on Thursdays.
Program Logistics
EQUIPMENT
- Study tables. Board (with the possibility of magnetic fastening and a clip for posters) Watercolors, pastels, pencils (in stock), albums and drawing paper A4 A3, brushes (in stock) Nos. 1-10, erasers
TECHNICAL TRAINING TOOLS
- Overhead projector, computer, television, document - camera Screen TABLES
- Introduction to floristry. Arts and Crafts
METHODOLOGICAL FUND
- Reproductions of paintings by various artists. Models for drawing A series of photographs and illustrations of nature. Photos and illustrations of animals. Geometric bodies Items for natural production (jugs, clocks, vases, etc.). Tables of sequential drawing by themes and classes (in folders) Children's works as examples of performing creative tasks.
FINE ART SHEETS
- Dymkovo toys Gzhel Zhostovo Slides of paintings by domestic artists
List of video and audio products:
Species film "St. Petersburg and suburbs", 2 CD, 2007 Design - studio 3D "Furniture and Interior Design", CD program, "Aesthetics", 2006 Design tutorial "Interior Design", CD, 2006 Self-instruction manual "3000 fonts", CD, Disk, 2003SOFTWARE AND METHODOLOGICAL SOFTWARE
Collection No. 6 Educational programs additional education for children. M., Enlightenment, 2008
Collection of normative documents of the educational field "Art". - M .: Bustard, 2007
Program for secondary schools, gymnasiums, lyceums
“Fine Arts: 4th ed., M .: Bustard, 2008.
Section 8. REFERENCES
Literature for the teacher:
E. M. Allekova. Painting. - M.: Slovo, 2008
G. Trouble. Painting and its visual means. - M., 2008
Pen and ink work. - Minsk: Poppuri, 2006.
N. A Goryaeva. Decorative and applied art in human life. – M.: Enlightenment, 2009.
Additional education in educational institution. - Volgograd: ITD "Coripheus", 2007.
Teaching children to feel and create beauty: Fundamentals of three-dimensional design / Yaroslavl: Academy of Development: Academy Holding, 2006.
. "Not quite an ordinary lesson", Published. program "Pedagogy of the new time", "Voronezh", 2006.
E. and Korzinova. Graphics in high school. Methodological guide for the teacher. - M.: VLADOS, 2006
Classes and game exercises in artistic creativity with children 7-14 years old. – M.: Humanit. Ed. Vlados Center, 2007
literature for students:
Kurochkin about book graphics. - St. Petersburg: Accident, 1997. - 63 p.
Kurochkin with a still life. - St. Petersburg: Accident, 1998. - 72 p.
Kurochkin and landscape painting. Seasons. We learn to see, appreciate, create beauty. - St. Petersburg: CHILDHOOD-PRESS, 2007 - 234 p.
Drawing basics. - M.: AST, 200s.
Powell and how to use it. - M.: Astrel: AST, 2008. - 68 p.
Sviridov art. Grades 5-8: verification and control tests. - Volgograd: Teacher, 2008. - 93 p.
Both study and play: fine arts. A popular guide for parents and educators. - Yaroslavl: Academy of Development, 199p.
Velichkin of folk and decorative and applied arts. - M.: Mosaic-Synthesis, 2008.
Ed. . Grandma's lessons: folk art Russian North: classes with junior schools: Study method. allowance. – M.: Humanit. ed. center VLADOS, 2008.
Ed. . Return to the origins: Folk art and children's creativity: Study method. allowance. – M.: Humanit. ed. center VLADOS, 2008.
Ed. . Children - about the traditions of folk craftsmanship. Autumn: Study method. allowance / At 2 pm - M .: Humanit. ed. center VLADOS, 2008.
Elena Semenikhina
Drawing circle in non-traditional techniques"Colored Fantasies"
Circle« Color fantasy» .
Annotation.
Work experience shows: drawing unusual and original technicians allows children to experience unforgettable positive emotions. They help you feel free, overcome your fear, see and convey on paper what is more difficult to do with conventional means. And most importantly, they give children the opportunity to be surprised and enjoy the world.
Thus, activities of an entertaining nature, namely, using non-traditional techniques, are a decisive factor in the artistic creative development children preschool age. Therefore, I propose in the conditions of the art studio the use non-traditional techniques in the classroom.
Circle« Color fantasy» .
It is safe to say that every child is born with innate creative abilities. But those children grow up to be creative people whose upbringing conditions allowed them to develop these abilities in time.
In our kindergarten the art studio is not working. But as in any studio, it has everything for creativity: various visual material, art objects, music library. Children feel like real artists working at easels.
AT circle All the children of our kindergarten come to study. And we must admit that drawing- a favorite pastime for most of them. But there are children who, throughout their stay in kindergarten, show a high level of artistic abilities and they clearly do not have enough time in the classroom. Organized for them circle"In the world of colors", whose main task is: creating conditions for the support and development of gifted children, for the creative self-realization of the child's personality. Work in mug carried out in the form of a studio, exhibitions, created products of children's creativity.
Before we start working on a certain topic, we talk with the guys, share our impressions, thoughts, our experiences, solve game tasks and discuss various possibilities for solving them, rejoice at every successful invention. Specially selected fiction and illustrative material help to awaken thought, imagination, evoke an emotional response and fill with impressions. In class Cup there is always music. All this helps to create a relaxed creative atmosphere, the children are liberated, open up, there is a belief that they will definitely succeed in a small miracle.
Children are delighted to work with different visual material, new technology: raw, blurry drawing, scratching, monotype, inkblotography, collages ... What are we not fond of! And the results are not long in coming. Either joyful and bright, or sad and thoughtful, funny and funny images of animals, people, nature delight children, adults and guests of our kindergarten.
We live in the most beautiful region. Nizhnedevitsk, Voronezh region, and therefore nature, animals are one of the favorite topics drawings: "Colors of Autumn", "Sorceress Winter", "Feathered Friends", "Mustachioed - Striped", "Journey Through the Forest", "4 Artists", "Our land" etc. after a summer vacation, children accumulate a lot of impressions about the vacation. They vied with each other to talk about what they saw, and with pleasure experiment with paints, trying to convey a different state. water element lakes, places seen.
And a lot of different expositions were held in our "Vernissage".
But that's not the point. The biggest reward for me is not only exhibitions, children's drawings, but shining children's eyes and question: "And when will you take us on circle?» .
Target Cup: Teach kids tricks unconventional drawing technique for the development of imagination, creative thinking and creative activity.
Tasks: 1. Educational: - introduce children to non-traditional drawing techniques; - teach different techniques unconventional drawing techniques; - enrich the child's vocabulary with special terms; - to teach to create a composition, the ability to see color.
2. Educational: 2. Educational: - develop creativity and experimentation; - develop attention, thinking; - develop fine motor skills of hands; - develop perception colors; - develop fantasy and creative imagination.
3. Educational: 3. Educational: - cultivate interest in various non-traditional drawing techniques; - educate aesthetic taste; - to instill accuracy in work; - develop the ability to work in a team; - to develop confidence in the presentation of their own ideas.
Integration with other educational areas: « Physical Culture» (development of fine motor skills of hands) "Health"(education of cultural and hygienic skills, color therapy) "Communication"(development of free communication with adults and children about the process and results productive activity, practical mastering by pupils of the norms of speech) "Knowledge" (sensory development, the formation of a holistic picture of the world, the expansion of horizons in the field of fine arts, the formation of elementary mathematical representations "Socialization" (formation of a sense of belonging to the global community) "Work" (formation of labor skills and abilities) "Reading fiction» (use of works of art to enrich the content of children's creative works) "Safety"(formation of the foundations of the safety of one's own life in various types of productive activities)
Members of our Cup: pupils of the younger group
September: « hand drawing»
October: « Finger painting»
November: "Imprint of Leaves"
December: "Poke with a hard semi-dry brush"
January: "Imprint with seals"
February: "Foam impression"
March: Mixed technology
April: "Photocopy"
May: « salt painting»
June: "Blotography"
July: "Blotography with a tube"
August: "Monotopia"
The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its development begins more effectively from preschool age. As V.A. Sukhomlinsky: “The origins of the abilities and talents of children at their fingertips. From the fingers, figuratively speaking, go the thinnest threads-streams, which are fed by the source of creative thought. In other words, the more skill in a child's hand, the smarter child". According to many teachers - all children are talented. Therefore, it is necessary to notice in time, feel these talents and try, as early as possible, to give children the opportunity to show them in practice, in real life. Developing artistic and creative abilities with the help of adults, the child creates new works (drawing, application). Coming up with something unique, every time he experiments with ways to create an object. preschooler in his aesthetic development goes from an elementary visual-sensory impression to the creation of an original image (compositions) adequate figurative and expressive means. Thus, it is necessary to create a basis for his creativity. The more the child sees, hears, experiences, the more significant and productive the activity of his imagination will become.
Working with preschool children for several years, she drew attention to the results of diagnostics for visual activity. Children show good results in criteria:
Ability to hatch, apply various lines colored pencils;
The ability to apply strokes of paint with a narrow and wide brush;
Ability to recognize, name the main colors, shades of colors and mix them;
Ability to properly use brushes, glue and plasticine in work;
Ability to use stencils and prints when working;
Ability to clean up after oneself.
At the same time, low abilities also appeared children:
Uncertainty and stiffness in actions and responses in the classroom;
Passivity in the independent choice of visual materials and the location of the image on the sheet;
Confusion when using non-standard coloring methods;
Ability to experiment with visual materials;
Waiting for a clear explanation by the teacher of a familiar way drawing;
Manifestation fantasies, artistic creativity;
The ability to convey a personal relationship to the object of the image;
Completion of the decor.
Summing up, I understood that children lack self-confidence, imagination, independence. To solve this problem, I began to study methodological literature in depth. For myself, she clearly identified the criteria for guidance on visual activity, such how: knowledge of the characteristics of the creative development of children, their specificity, the ability to subtly, tactfully, support the initiative and independence of the child, and contribute to the acquisition of the necessary skills.
Particularly interested unconventional ways drawing, with the help of which it is possible to develop intelligence in children, teach them to think outside the box and activate creative activity. According to psychologist Olga Novikova, “Drawing for a child is not art, but speech. Drawing makes it possible to express what, due to age restrictions, he cannot express in words. In the process drawing the rational fades into the background, prohibitions and restrictions recede. At that moment, the child is absolutely free."
Studying and mastering more than 35 different drawing technician previously not used in working with children, experimentally tried to use elements of non-standard drawing in joint activities with children and observed a surge of positive emotions from the process drawing. There was a desire to diversify the practical classes planned by the program for children in drawing and open circle for visual activity. For my work, I decided to take the children of the middle and preparatory groups for school. I think that children 4-5 years old are very prone to experiments and they have elementary skills in painting with paints, and with children of 6-7 years old, classes can be more complex and interesting, touching on more global topics.
