For the methodological development of the program, I chose the section “Artistic and Aesthetic Development” (educational field “Artistic Creativity”)

Artistic and aesthetic development is carried out in the process of familiarization with nature, various types of art and the active inclusion of children in various types of artistic and aesthetic activities. It is aimed at introducing art as an integral part of spiritual and material culture.

The purpose of my work: Development of children's creative abilities, disclosure of creative potential and personal qualities preschoolers using various techniques and genres of fine art.

The program for artistic and aesthetic development provides for: development of interest in various types of art; formation of artistic and figurative ideas; development of creative abilities. in drawing, modeling, appliqué teaching the basics of creating artistic images, developing practical skills and abilities in different types artistic activity; development of sensory abilities, familiarization with the best examples domestic and world art.

To solve the problems, we used the methodology visual arts Tamara Semyonovna Komarova, but during the classes I was always struck by the monotony of the techniques proposed for depicting the image. And this does not fully contribute to solving the problem of developing the creative abilities of preschoolers. Modern society requires creative and active individuals who have the ability to effectively and innovatively solve new life problems.

Therefore, I designated the topic of my work as “Development of creative abilities of older children.” before school age using unconventional drawing techniques"

In my work I use the manuals of R.G. Kazakova “Drawing with preschool children”, G.N. Davydova “Non-traditional drawing techniques in kindergarten”, T.A. Tsquitaria “Non-traditional drawing techniques”, magazines “Preschool Education”.

In the history of pedagogy, the problem of creativity has always been relevant in all types of activities, including visual arts.

According to teachers and psychologists (such as N.A. Vetlugina, L.S. Vygotsky, A.V. Zaporozhets, T.S. Komarova), preschool children have significant potential for understanding and emotional responsiveness to works of art. And researchers (T.S. Komarova, O.V. Radonova, A.O. Kurevina, A.A. Volkova, T.I. Kosmacheva) have proven that artistic culture as a whole is the strongest emotional factor and environment for the formation of a child’s personality.

Nina Pavlovna Sakulina said that it is necessary and possible to search for such ways of interaction that, on the one hand, preserve the advantages of children's creativity, and on the other, will help the child master the means of self-expression, i.e. must be used in class different techniques drawing: traditional (pencils, paints) and non-traditional ( soap suds, candle, semolina, salt, etc.) Today, psychologists oppose traditional didactic teaching methods used in kindergartens, which often force children to act within established patterns, against the imposition of stereotypical ideas that do not excite the child’s imagination, but bore him, suppress his creativity and do not stimulate the development of a creative personality.

Drawing is of great importance in the formation of a child’s integrative qualities. The connection between drawing and thinking is especially important. Drawing develops children's intellectual abilities, memory, attention, teaches children to think and analyze, measure and compare, compose and imagine. During work, we conduct experiments with various materials (salt, semolina, soap foam, paint.) And this helps the child become inquisitive and active.

Visual activities influence the formation of vocabulary and coherent speech in a child. The variety of shapes of objects in the surrounding world, different sizes, variety of shades of colors, helps to enrich the vocabulary. Usage unconventional techniques Drawing makes it possible to use a collective form of creativity. It brings children together and develops communication skills.. In order to successfully resolve issues of communication with peers, I specifically create situations where children draw collectively, thereby encouraging children to establish contacts. Joint discussion and compilation of joint compositions contribute to the development of communication experience between children and adults. At the same time, the child masters the means of communication and ways of interacting with adults and peers.

In addition, while doing work, the child learns manage your behavior and plan your actions.

The use of non-traditional drawing techniques helps mastery universal prerequisites for educational activities. After all, in order for a child to cope with the work, he must be able to work according to the rule and according to the model, listen to the teacher and follow his instructions.

Visual arts activities contribute to formation of visual skills , since the accuracy and thoroughness of the work largely depends on the acquisition of skills. Drawing skills are related to the development of a child's hand - coordination, accuracy, smoothness, freedom of movement.

In the process of working using non-traditional drawing techniques, favorable conditions are created for the development of the child’s emotional responsiveness. New materials, beautiful and different, and the ability to choose them help prevent monotony of art in children's visual activities. Having made an effort and received approval, the child experiences joy and his mood rises. In working with children, I turned to fairy-tale images, since a fairy tale is the most accessible material to a child’s consciousness. It helps develop imagination and master the basic moral and ethical concepts (good, evil), and also introduces certain concepts in the visual arts. The child begins to respond emotionally to works of art that convey different emotional states of people and animals. This promotes development emotional responsiveness.

Children learn to think through a plan, motivate the choice of visual media, learn to independently create artistic images in drawings, set goals and achieve them. At the same time, the child learns to decide intellectual and personal tasks appropriate for age.

Children love to depict what is currently interesting to them - themselves, their friends, family and loved ones, images of the surrounding world, natural phenomena, and bright events of social life. Children often propose themes for drawings themselves, based on the events of their lives at the moment. At the same time, non-traditional drawing techniques offer children more opportunities to realize their fantasies. (drawing on a wet sheet, spraying, scratching, etc.). Thus, drawing helps to strengthen the child’s primary ideas about oneself, family, society, country, world and nature.

When organizing educational process we found that the educational field “Artistic Creativity” is most effectively integrated with the following educational fields: “Communication” -development of free communication with adults and children"Cognition" - formation complete picture peace“Reading fiction” -use of thin prod. for enrichment"Physical Culture"- development of fine motor skills."Music" - use of music production to enrich the sample. region “thin. creation""Work"- form. work. skills and abilities into the product. activities.

The principle of integration, which unites various educational areas, different types of activities, techniques and methods into a single system, is implemented on the basis of comprehensive thematic planning. A variant of such planning is presented on the slide

The principle of integration is also implemented through the organization of various forms of the educational process:

1. Joint activity of the teacher with children: here we use information and receptive methods. Entertaining displays, free artistic activities with the participation of the teacher, individual work with children, examination of works of art, plot-game situation, artistic leisure, competitions, experimentation with material (training, experiments, didactic games, playing with an unfinished drawing, observation)

2. C independent activities of children. IN independent activity We use heuristic and research methods: creating problem situations, playing, tasks for independent observation, drawing according to plan, looking at paintings, illustrations about nature.

3. Interaction with family:

Exhibitions of joint works of parents and pupils, artistic leisure with the participation of parents, decoration of a group room for the holidays, advisory meetings, open classes.

When organizing the educational process in “Artistic Creativity”, we use the following image techniques:

1. Drawing with fingers, palm. 2. Leaf printing. 3. Blotography. 4.Blowing paint. 5. Drawing with a candle. 6. Monotype. 7. Drawing from a template. 8. Splashes. 9. Drawing with foam rubber. 10. Painting with salt. 11. Scratch.

In our work we use the following tools:

2. Foam sponges

3. Toothbrushes

4. Cotton buds and etc.

In order to identify the level of creative abilities in children of senior preschool age in visual activities, diagnostics were carried out. To carry out diagnostics, tests proposed by E.P. were used. Torrence.

Test No. 1: “Unfinished drawing”

Test No. 2: “Additional drawing”

Also, in order to identify the levels of creativity of children of senior preschool age and classify them into groups with a certain level of development of creative activity, a lesson on visual activity “Among Unseen Animals” was held.

Diagnostics were carried out at the beginning and in the middle of the year in 2 senior groups of kindergarten.

The diagnostic results at the beginning of the year are as follows:

1. a high level of development of creative abilities was shown by 1 child in both groups -10% 2. Average level creative activity our group showed seven children , in the other group there were five children (these are 40% and 30%) 3. Twelve children showed a low level in our group, and thirteen children in the “Butterflies” group (50% and 60%)

In the middle of the year, a diagnosis of the level of development of creative abilities was again carried out, its results were as follows:

1. a high level of development of creative abilities was shown in the “Why” group by three children, -15%; in the “Butterflies” group, two children -10%

2. Improved your results by showing average level development of creative abilities in the group “Why” are nine children - 50%, and in the group “Butterflies” are six children - 60%.

3. Eight people remained at a low level - 35% in one group and eleven in the other group - 50%

A comparative analysis of the data allows us to conclude that the level of creativity of children of senior preschool age in the “Pochemuchki” group, under the influence of the use of non-traditional drawing techniques, increased more and the indicators improved.

Indicators of the effectiveness of methodological development: at the beginning and in the middle of the year, monitoring of the formation of integrative qualities was carried out under the editorship of. Yu.A. Afonkina, who showed

1. higher level of formation of integrative qualities “capable of solving intellectual and personal problems”, and “having mastered the necessary skills and abilities”

The diagram shows that integrative qualities in older groups are mainly developed in accordance with age. Excess in such integrative qualities as “mastered the necessary skills and abilities..” and “able to solve intellectual and personal problems adequate for age” can be identified in our group. We believe that such data were obtained due to visual skills formed at a higher level, as well as a higher level of creative abilities.

A comparative analysis of the results of the dynamics of the formation of the integrative quality of children of two groups of senior preschool age makes it possible to highlight the success of children of the “Pochemuchki” group in the educational field “Artistic Creativity”, since the children showed the best results in the sections: “Design in drawing”, “Transformation of methods for solving problems in depending on the situation,” which ensure the formation of an integrative quality “capable of solving intellectual and personal problems that are age-appropriate,” and is determined by the ability to propose one’s own idea and translate it into a drawing, as well as transform methods of solving problems depending on the situation, considering this as experimentation.

2 indicator: original works of children using various drawing techniques

Indicator 3 (for parents): increase in the number of parents participating in joint activities with kids

Indicator 4 (for the teacher): realization of the teacher’s creative potential, participation in children’s work competitions.

In conclusion, the main thing in my work, and the work of any teacher, is that classes bring only positive emotions to children. It is necessary to ensure that the child’s activities are successful - this will reinforce his self-confidence.

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DIAGNOSTICS OF THE LEVEL OF DEVELOPMENT OF CREATIVITY IN VISUAL ACTIVITIES

Teacher of GBOU secondary school No. 951

Zabrodskaya Natalya

Komarova drawing paint creative

Introduction

4.3 Drawing classes using non-traditional techniques

Conclusion

Literature

Introduction

Every person has a need for creative activity and creative abilities. Unfortunately, they often remain unrealized. In childhood, a person looks for opportunities to realize his creative potential, but, as a rule, he encounters resistance from the environment and his immediate environment. If a child does not gain positive experience in creative activity, then in adulthood he may form the belief that this direction of development is inaccessible to him. But it is through creativity that a person can most fully reveal himself as a person.

Creativity gives a person the experience of his integrity. It reflects his inner world, his aspirations, desires, experiences. At the moment of creativity, a person most fully and deeply experiences himself as a person and realizes his individuality. “Creativity,” writes V.V. Davydov, is the lot of everyone... it is a normal and constant companion child development" The creative inclinations of different children are different. They depend on the properties of the nervous system, its “plasticity,” emotional sensitivity, temperament, and are largely determined by heredity. In addition, the environment surrounding the child, especially the family, influences the development of creativity. The most accessible option for creative activity is visual arts.

Children aged 3 to 7 years old draw with pencils, paints, sculpt from plasticine, and make crafts from various available materials. This activity is for the child in a natural way mastering the surrounding world, understanding one’s place in it, discovering oneself, a way of developing thinking, perception, motor skills, develops the child emotionally and creatively. In terms of importance, this activity occupies second place in a child’s life after play; in its nature it is closest to play, being an accessible, free activity in which there is an opportunity to express one’s experiences indirectly through color, image, etc. At the same time, it is a visual and productive activity that makes it possible to evaluate the result. “Creativity and play appear here as interrelated concepts, since... a child has no other way of personal development other than creative, associated with the development of imagination.” (L.S. Vygotsky). B.M. Teplov writes that “... the task of depicting necessarily requires acute perception... Solving the task of depicting what he has seen, the child inevitably learns to see things in a new, much sharper and more accurate way.”

One type of integration activity is a child’s design activity. In design activities, a preschooler develops a sense of materials and decorativeness, spatial imagination, and lays the foundations for design and artistic thinking. Visiting museums, getting acquainted with the exhibits on display, observing the world, the child, discovering all its diversity, receives joy from this discovery and realizes his capabilities in realizing his vision. All this is of lasting importance: a person who sees and knows how to appreciate beauty will preserve and increase it; such people are not capable of immoral acts.

In addition, today, more than ever before, there is a need for the formation of a harmoniously developed personality. A person who will study, protect and develop the spiritual heritage of our people.

Design activity is a special type of artistic activity that combines various types of creativity: drawing, modeling, appliqué, design, artistic work. Integration allows teachers and educators to shape the interests of children, their needs, introduce them to the basics of culture, art, various types of artistic activities, and develop a creatively independent personality.

Visual arts mean a lot to a child. Therefore, it is very important for a teacher to analyze the level of development of a child’s visual activity as an indicator of his aesthetic and intellectual development, as well as the level of its mastery by the child in a particular age period.

In this regard, indicators and criteria for assessing the level of a child’s mastery of visual activities are important. They use the developed indicators and criteria according to the “Origins” program, I.A. Lykova, T.G. Kazakova, L.A. Paramonova, E.A. Flerina, A.E. Shibitskaya, T.S. Komarova, A.N. Malysheva. For a more in-depth and thorough analysis, my colleagues and I, at meetings of the city methodological association “Fine Arts in MDOU”, developed and repeatedly used when assessing the effectiveness of the lesson system we created, aimed at teaching children visual arts and developing their creativity.

We have compiled the full set of criteria and indicators that we have identified into a single table, which allows us to quickly analyze in more depth the characteristics of the level of children’s mastery of visual arts. To do this, we have selected a limited set of criteria and indicators, common to all types of visual activities.

Based on these indicators, a diagnostic survey of preschool children’s skills and abilities in design activities is carried out.

As a test task, we chose the task of completing circles. The choice of diagnostic task was dictated by the following considerations: it is part of a planned program aimed at developing children's visual creativity and, in connection with this, stimulates children's creative abilities and gives children the opportunity to explicate, modify and transform existing experience. The tasks should be a combination of depicted images that have a common basis (circle), reflecting the complexity of the creative process. On a landscape sheet of paper, 6 circles of the same size (diameter 4.5 cm) are drawn with a graphite pencil. Children are asked to think about what each circle could be and complete the drawing.

The results of children completing the task are assessed using a 3-point system.

A rating of 3 (high level) is given to those children who are given original figurative content mainly without repeating one or a similar sample.

Score 2 (average level) is given to those children who endow all or almost all circles with figurative content, but allow almost literal repetition (for example, a flower or a muzzle) or decorate the circles with very simple objects that are often found in life (a ball, a ball, a sun and etc.).

Score 1 (low level) is given to those who were unable to provide all circles with an imaginative solution; the task is not completed completely and carelessly.

I. Diagnostics developed by T.S. Komarova

To determine the levels of development of children’s visual skills and their creative manifestations, they are guided by the criteria developed by T.S. Komarova.

1. criterion: the content of the completed image, its components, their diversity;

2. criterion: transmission of form (form simple or complex, conveyed accurately or distorted);

3. criterion: structure of the object (parts are located correctly or not);

4.criterion: color (colors are bright or pale, warm or cold);

5.criterion: the nature of the lines (pressure strong or weak, coloring with small or large strokes).

To check to what extent a child has mastered a particular skill, I conduct a control examination 2 times a year. This allows you to assess the dynamics of the child’s development and plan further work taking into account additional classes to develop the necessary skills.

Tables for assessing skills and abilities developed by A.N. I use Malysheva to examine the skills and abilities of working with scissors, fabric, and scissors among children in the senior group and the preparatory group.

Examination of skills and abilities to work with scissors (senior group)

Examination of skills and abilities in working with fabric (senior group)

Examination of skills and abilities in working with thread (senior group)

Examination of skills and abilities to work with fabric (preparatory group)

Examination of skills and abilities to work with thread (preparatory group)

Table 1 - Parameters of development of children of senior preschool age in artistic and creative activities

Development parameters	Types of creative development	High level of development	Average level of development	Low level of development
Mastering technical skills and abilities.	Painting Architecture Sculpture Arts and crafts Unconventional techniques	Fully proficient in technical skills and abilities.	Has difficulty applying technical skills and abilities.	Uses the help of a teacher.
Development of color perception.		Uses all color scheme. Works independently with shades.	Uses the entire color gamut.	Uses no more than 2-3 colors.
Development of compositional skills		Independently draws up and implements a compositional plan.	Experiences difficulties in compositional solutions.	Depicts objects without uniting them with a single content.
Development of emotional - artistic perception, creative imagination.		Sees the beauty of the surrounding world, works of art, folk arts and crafts, reflects his emotional condition at work. He is passionate about doing the work, creates images independently, and uses acquired skills to the fullest.	Sees the beauty of the surrounding world, works of art, folk arts and crafts. Experiences difficulties in conveying his emotional state through images.	Feels the beauty of the surrounding world, works of art, folk arts and crafts. But he cannot independently express his emotional state through image or color.

Table 2 - DIAGNOSTIC TABLE for examining the level of development of children of senior preschool age in artistic and creative activities

Note:

“B” - high level of development

“C” - average level of development

“N” - low level of development

II. Stages of development of artistic and creative abilities

Regardless of what abilities a child has and when they manifest themselves, there are four main stages that a child will go through on the path from ability to talent.

1. The first stage is the gaming stage.

At this stage, attentive parents play the role of teachers, mentors, and generous heroes, being role models. The child only “plays” with his abilities, trying on different types of activities and hobbies.

Children may be interested in absolutely everything or, conversely, in one thing, but the initial passion may fade when faced with the first difficulties. Therefore, the motto of parents at this stage is: “Slowness, calmness, prudence.”

2. The second stage is individuality.

This stage, as a rule, occurs during the school years, although there are children whose abilities clearly manifest themselves much earlier.

At this stage, family traditions play a big role. For example, in the families of circus performers, children literally from the cradle begin to perform with their parents and, bypassing the stage of play, become involved in the life of the performers, gradually getting used to daily work. The further creative fate of such children is predetermined. But this is the exception rather than the rule.

Most school-age children enroll in some kind of club, section or studio, and then the child has mentors who work with him individually. The speed of his progress is a reward for teachers. This stage is characterized by the fact that adults constantly adapt to the child learning his talent.

If children suddenly stop making noticeable progress, parents consider the teacher guilty and try to replace him. Therefore, at this stage, the individual mentor plays a major role. He can even subordinate the routine of the entire family to the routine of the young talent, that is, the parents interact very closely with the mentor. At this stage, the child usually already shows a desire to work and achieve high results.

3. The third is the growth stage. The child now needs a more qualified teacher, who becomes the main judge of his success. Parents take a subordinate position, their role is reduced to moral and material support. At this stage, to maintain the desire to work and achieve results, competitions, concerts or competitions taking place outside the home are very important. Parents now act as spectators.

4. The fourth is the stage of mastery.

At this stage, a teenager, if he is truly talented, surpasses his peers, and sometimes mentors, and turns into a real master in his chosen field. This happens rarely, and only a few reach such heights.

Teachers and parents need to be very careful at this stage so as not to lead the child to “star fever.”

1. At the first stage, the child reaches for his parents.

2. At the second stage, the teacher begins to play an increasingly prominent role in the development of the child’s abilities

3. At the third stage, parents are already dealing with an established personality.

Despite the ever-increasing role of a professional teacher in the growth and development of a child’s talent, the importance of parents at all stages is extremely great. The basis for the pledge of teachers is the growth of professional skills. The task of parents is to develop the ability to live, which is necessary for any child, regardless of his talents.

One of the conditions for the manifestation of creativity in artistic activity is the organization of an interesting, meaningful life for a child: organization of everyday observations of the phenomena of the surrounding world, communication with art, material support, as well as accounting individual characteristics child, careful attitude to the process and result of children's activities, organization of an atmosphere of creativity and task motivation. The formation of motives for visual activity from acceptance, retention, and implementation of the topic set by the teacher to independent formulation, retention and implementation of the topic is one of the important tasks of teaching. The next task is the formation of perception, since visual activity is possible at the level of sensory perception: the ability to examine objects, peer, isolate parts, compare shape, color, size with sensory standards, determine the characteristics of an object and phenomenon. To create an artistic and expressive image, it is necessary to have an emotional aesthetic perception, to develop in the child the ability to notice the expressiveness of shapes, colors, proportions and at the same time express his attitude and feelings.

III. Factors in the development of artistic and creative abilities

Certain conditions are necessary for the development of artistic creativity:

a) experience of artistic impressions of art images;

b) some knowledge and skills in the field different types artistic activity;

c) a system of creative tasks aimed at developing in children the ability to create new images, using the means of different types of art;

d) creating problem situations that activate the creative imagination (“finish the drawing”, “come up with it yourself”, “finish the design yourself”);

e) a materially enriched environment for artistic activities.

When using fine art to develop the artistic and creative abilities of children, it should be remembered that fine art has its own language, which helps the artist express thoughts, feelings, and his attitude to reality. Through the language of art, life is reflected by the artist in all its diversity. I.B. Astakhov writes that the visual language inherent in each type of art is not something external to the specifics of the artistic image. Being a material form of expression, it represents one of the essential aspects of figurative specificity.

The language of fine art is diverse. The teacher needs to know it, since in kindergarten classes the active formation of artistic perception occurs. Preschool children need to be introduced to some features of the language of visual arts. In this regard, starting from early preschool age, the teacher first sets the task - to form in children emotional responsiveness to works of art (what feelings the artist conveys in a painting, sculpture) - then pays attention to how the artist talks about the surrounding reality, and then after that, he directs all attention to the means of figurative expression.

Knowledge of the basics of art makes it possible to consider its place in aesthetic education children, taking into account their age and individual characteristics. However, it is impossible to mechanically transfer the features of the language of fine art, characteristic of the work of professionals, into the activities of a child.

Let's look at the means of expression specific to each type of fine art, and then turn to children's creativity.

Among the types of art, a distinction is made between fine (painting, graphics, sculpture) and non-fine art (music, architecture), although this division is conditional. This difference is not absolute, since all types of art express an attitude towards some aspects of life. And yet, the distinction between the arts is decisive in the morphology (classification) of the arts, since it is based on the distinction of the subject of display.

Fine arts turn to reality as the source of formation of the human world (V.A. Razumny, M.F. Ovsyannikov, I.B. Astakhov, N.A. Dmitriev, M.A. Kagan). Therefore, the basis is the image of the objective world. Thoughts and feelings are transmitted indirectly in them: only by the expression of the eyes, facial expressions, gestures, and appearance of people can one learn about their feelings and experiences.

In the course of the development of art, its fine and non-representative types mutually nourish and enrich each other. For example, painting is characterized by a tendency towards an increasing use of color to enhance the expressive principle. In the drawing there is a tendency towards characteristic lines, contrasts of dark and light.

By teaching children to perceive works of art, we thereby make their visual activity more expressive, although it is quite obvious that in this process there is no mechanical transfer of the methods of activity of an adult artist into the activity of a child. Let's consider what relationships are established and how to influence in order to help children create an expressive image in drawing and modeling.

We consider color to be a characteristic expressive means of painting, thanks to which the artist is able to convey all the diversity of the surrounding world (the richness of color shades, the emotional impact of color on the viewer). At the same time, the composition, the rhythm of the color spots, and the pattern are important in the painting. The artist can use all these means, enhancing or weakening their impact on the viewer.

Color in a drawing is the most striking means of attracting the attention of children, emotionally affecting their feelings (E.A. Flerina, N.P. Sakulina, V.S. Mukhina). Children's attraction to bright, pure colors gives their drawings expressiveness, festivity, brightness, and freshness. Children's perception of landscape, still life (in painting), graphic drawings that are characteristic in content and expressiveness, contributes to the formation of imagery in their creativity. “Therefore, when forming an artistic and figurative beginning, the main attention, already starting from early age, is aimed at color as an expressive means with which one can convey the mood, one’s attitude towards what is being depicted.”

Yes, in the first younger group When drawing a pattern for cheerful nesting dolls, the teacher used pure colors of paint, drawing the children’s attention to the combination of the background and the color of a bright spot: it was thanks to this that the perception of the image of cheerful elegant nesting dolls, dressed in beautiful sundresses, was formed. In every drawing or appliqué lesson, this method was the main one.

Compared to children in the senior and preparatory groups, the teacher forms in children a more differentiated attitude towards color as a means of conveying mood and feelings (color sad, mournful, gloomy; color cheerful, joyful, festive).

This idea of ​​color took place both in subject and subject drawing. For example, to convey the mood happy holiday Children could create Christmas trees if they used a bright color palette. In each drawing you can see a combination of contrasting bright, saturated colors, creating an overall festive flavor.

Another expressive means - the nature of the line, contour, transmission of movement in the drawing of a preschooler - is the most specific. The nature of the lines of an adult artist is determined by the level of his skill and ability to generalize. The drawing is most often laconic and has the appearance of a sketch. Drawings can be lined or colored.

Compared to painting, the language of a graphic work is more spare, laconic and conventional. The artist A. Kokorin writes: “Drawing always seems like a miracle to me. The artist has a sheet of white paper, pencil or ink. Operating only in black and white, he, like a magician, creates his own world of plastic beauty on this simple sheet of paper.” Indeed, in drawing, color does not play such a role as in painting, since the drawing can be made using graphic materials: pencil, charcoal. However, work done in watercolors, gouache, and pastels can be very picturesque.

Preschool children gradually, starting with the simplest strokes, move on to the most complete depiction of objects and phenomena.

The desire to convey color gives brightness and richness to the drawings of older preschoolers.

When introducing children to another type of fine art - sculpture, which conveys the three-dimensional form of objects, people, animals, all attention is fixed on the nature of the image of the character.

Mastering different methods of examining a sculpture provides additional information about the image of a person or animal.

In the studies of N.A. Kurochkina, N.B. Khalezova, G.M. Vishneva shows the sequence of formation of aesthetic perception of a sculptural image in preschoolers. In the work of G.M. Vishneva shows the specificity of the perception of an artistic image in sculpture, the possibility of enriching sculpting works under the influence of examining sculpture of small forms.

Analyzing the work of children, it should be noted how they mastered sculpting from a whole piece (as a technique for sculptural sculpting), sculpting from different materials(the motivation for the choice is dictated by the nature of the image). Artistic perception is most fully formed in older preschool age, when children can independently convey a sculptural image, give assessments, and express aesthetic judgments about it.

The methods of forming artistic perception are different: the teacher uses conversations about art, sculptures, game situations, in which children compare and recognize images of different artistic expressiveness.

In addition, the use of sculpture in classes on speech development, telling fairy tales, and inventing stories about these characters not only enriches children’s knowledge, but also develops their imagination. Children's vocabulary is replenished with figurative expressions, which reveal the amount of children's knowledge about this type of art.

The teacher, teaching children to look at works of different types of fine art, gradually introduces them to beauty. On the other hand, this influences the methods of figurative expressiveness with which children convey their impressions of the surrounding reality in drawing and modeling.

With the relationship between learning and creativity, the child has the opportunity to independently master various artistic materials, experiment, and find ways to convey an image in drawing, modeling, and appliqué. This does not prevent the child from mastering those methods and techniques that were unknown to him (the teacher leads the children to the opportunity to use variable techniques). With this approach, the learning process loses the function of direct following, imposing methods. The child has the right to choose, to search for his own option. He shows his personal attitude to what the teacher offers. Creating conditions under which a child reacts emotionally to paints, colors, shapes, choosing them at will, is necessary in the creative process.

Thanks to the perception of artistic images in the visual arts, the child has the opportunity to more fully and vividly perceive the surrounding reality, and this contributes to the creation of emotionally charged images by children in the visual arts.

In addition, art helps to form an emotional and value-based attitude towards the world. The need for artistic activity is associated, first of all, with the child’s desire to express himself and affirm his personal position.

IV. Development of creative abilities in drawing

4.1 Painting as a type of artistic and creative activity

Each type of visual activity has its own capabilities and means for depicting objects and phenomena, together making it possible to display reality in a diverse and versatile way.

Drawing is a more complex means of representation than modeling and appliqué.

Drawing with paints and applying strokes on paper attracts the attention of a child even in pre-preschool age. Children about one and a half years old are already willing to do this, but such activities at first have the nature of fun, playing with a pencil. In early preschool age, drawing takes on the character of an image. Children draw in kindergarten with pencils and paints. By painting with paints, a child has the opportunity to more holistically, albeit undifferentiated at first, convey the shape of an object and its color. Linear pencil drawing allows you to more clearly convey the parts and details of an object. In this process, visual control over the movement of the drawing hand, over the line forming the contour of the object, is of great importance. Drawing with colored materials (pencils or paints) allows you to convey the color of objects. Children, drawing patterns, decorate squares, circles, stripes, as well as toys they sculpted from clay and made from paper.

Expressing coherent content in a drawing requires mastering the transfer of the space in which objects are located, their comparative size, and position relative to each other.

The uniqueness of each type of visual activity determines the tasks of education and development.

Children are engaged in drawing mainly while sitting at the table, so it is of great importance to develop the correct skills of sitting, the position of hands on the table, and legs under the table. This is very important for physical development children.

Each visual activity lesson begins with the teacher addressing the children, talking with them, and often also showing some visual material. Therefore, it is necessary from the very beginning to educate children to pay attention to words and visual demonstrations. Visualization is of great importance in visual arts classes. This promotes the development of observation; children develop the ability to look longer at what is shown to them, and to repeatedly turn to visual material in the process of doing work.

At the same time, children develop an increasingly consistent attention to verbal instructions that are not supported by the display of visual material.

It is extremely important from the very first steps to cultivate in children a sustainable interest in visual arts, which helps develop perseverance, ability to work, and perseverance in achieving results. This interest is initially involuntary and is aimed at the process of the action itself. The teacher gradually carries out the task of developing interest in the result, in the product of the activity. This product is a drawing, visual and thereby attracts the child to itself, attracts his attention.

Gradually, children become more and more interested in the results of their work, the quality of its execution, and not only experience pleasure in the drawing process itself.

Children of six or seven years old, who are on the threshold of school, have new motives for their interest in classes - a conscious desire to learn to draw well. There is increasing interest in the process of performing work according to the instructions of the teacher in order to receive good result. There is a desire to correct and improve your work.

Starting from the younger group, I instill in children an interest in the work of their comrades, a friendly attitude towards them, and the ability to fairly evaluate them. The teacher himself needs to be as tactful and fair as possible when assessing work, to express his comments in a soft, friendly form. Only under this condition can friendly, companionate relationships be fostered between children.

The activity of children in the process of doing work is manifested at a good pace and continuity. In this regard, in younger groups, significant individual deviations are acceptable: some children are faster and more active, others are slow and lethargic. IN middle group I increase the requirements for completing work without distractions, I try to overcome the slow pace that is characteristic of some children. I achieve this patiently and persistently, but I do not make categorical demands to the children in a harsh form. IN senior group the fight against slowness and frequent distractions from work is of particular importance in connection with preparation for school

It is necessary to take care not only about a good pace of work, but also about the thoroughness of its implementation, without haste, which prevents you from doing the work accurately, fully expressing your idea, and making it complete.

Accuracy and thoroughness in performing work depends not only on discipline, but also on mastering the skills of using a pencil and brush. Drawing skills are related to the development of a child’s hands - coordination, accuracy, smoothness, and freedom of movement. The development of movements in different types of visual activity is united by a goal setting that directs this development to the image and transfer of the shape of objects or to the construction of a pattern or decoration. All children master these skills very differently, but with the right teaching methods, they all master them to the extent provided for by the kindergarten program.

Of considerable importance for the development of movements are the labor skills that children acquire in the process of preparing for art classes and cleaning up after them. With each year of being in kindergarten, the demands on children increase, both in terms of preparation and cleaning, as well as in terms of the duties of group attendants.

Children invariably grow in responsibility for every task entrusted to them. Having made an effort and received approval, the child experiences joy and his mood rises.

Along with instilling in children the ability to be attentive to the teacher’s instructions, the development of their independence, initiative, and self-control is very important. Excessive care is harmful - children must understand that they must rely on their own strengths, independently figure out how and what to do, what to do next. I am always ready to help, but do not take care of children when they do not need it. At the same time, it should be remembered that even older preschoolers cannot be active and consistently active in everything without the support of a teacher.

Children enjoy drawing, largely due to the fact that these activities include the process of inventing content and developing actions close to play. I support this desire by not limiting children only to the task of depicting individual objects. Inventing the plot of your drawing not only gives children pleasure, which is also very important, but also develops imagination, invention, and clarifies ideas. I take this into account when outlining the content of the lessons, and do not deprive children of the joy of creating characters, depicting the place of their action and the action itself using the means available to them, including a verbal story.

In the process of visual activity, favorable conditions are created for the development of those sensations and emotions that gradually turn into aesthetic feelings and contribute to the formation of an aesthetic attitude to reality. Already in early preschool age, the transfer of such qualities of objects as shape, color, structure, size, position in space contributes to the development of a sense of color, rhythm, form - components of the aesthetic sense, aesthetic perception and ideas.

Enriching the experience of children with observations of the environment, one should constantly take care of aesthetic impressions, show children the beauty in the life around them; When organizing classes, pay attention to ensuring that children have the opportunity to express the aesthetic impressions they have received, and be attentive to the selection of appropriate material.

4.2 Drawing classes are the main form of work to develop creative abilities

When considering the concept of “drawing class as the main form of work,” one should distinguish between the types and types of visual arts classes.

Types of activities are differentiated according to the nature of things, dominant tasks, or more precisely, according to the nature of children’s cognitive activity, formulated in tasks:

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

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

Creative classes, in which children are involved in search activities, are free and independent in the development and implementation of ideas.

In each type of lesson, I systematically and interconnectedly implement the goal, objectives, and methods of teaching visual arts. In the pedagogical process, all these types of activities take place. However, a student-centered approach to learning is unthinkable without taking into account individuality. Artistic creativity involves the manifestation and development of individuality. One of the conditions for the implementation of this approach is that the teacher takes into account the individual experience of children. Unfortunately, individual experiences are not always easy to identify. That is why in the work system, an occupation of the third type (creative) can not only conclude, but also precede all others. In this case, the teacher has the opportunity to identify the current level of children’s ideas about the subject and ways of depicting it.

Visual arts classes for preschoolers can be differentiated not only by type, but also by type. The same activity can be classified as different types, depending on the selection criteria. Thus, according to the content of the image, drawing is distinguished by representation, from memory, from life, as well as subject, plot and decorative

Visual representation activity is based mainly on the combinatorial activity of the imagination, during which experience and impressions are processed and a relatively new image is created. An image from memory is built on the basis of a representation of a specific object that children have perceived, remembered and are trying to depict as accurately as possible.

There are classes on a topic proposed by the teacher, and on a topic chosen by the children independently, the so-called classes by design or on a free topic. This type is the most creative of all activities in which children depict the world around them from their imagination (from their imagination). Its variety is a lesson on a free topic with a limited topic. The teacher defines a broad topic within which individual topics may vary. When working with preschoolers, such a limitation is useful, since the activity, with all its freedom, becomes more focused not to the detriment, but to the benefit of creativity. True creativity is always purposeful.

The introductory conversation in class does not take too much time. It is only important to arouse children’s interest in the topic, motivate the task, and remind them of the need to create diverse, relatively unique images.

During the executive part of the activity, using gaming techniques, “revitalizing” the image, I solve the same problems, but in individual communication.

Diversity, expressiveness, and originality of images are the subject of conversation when viewing the results of such classes.

In the younger group, during preliminary preparation for classes, I play with toys that are available for children to depict independently. Young children most often repeat images they know. I encourage the kids to preliminary discuss the topic of the image, and then offer the material.

Children in the middle group are more free and varied in their search for new topics. I conduct preliminary conversations with them on the eve of the drawing day, in the morning and during the lesson itself. Children of this age are capable of creating expressive images. I spend about half of my classes with middle-aged children on a free topic.

In the older group, this type of lesson is planned approximately once or twice a month. Older children are more independent in their preliminary planning and search for ways of depicting and purposefully carry out the plan. Their ideas are varied and original. Some children show a passion for certain topics and display a fairly high level of imagery and creativity. Older children use various means of expression more boldly, freely, and meaningfully.

Drawing from memory is most often done in preparatory group or in high school at the end of the year.

To draw from memory, I usually choose simple objects with well-defined parts, relatively simple shapes, few details, perhaps depicting simple landscapes. It is important that the object of the image is expressive, different from others, and memorable (shape, color, size).

Image from life. The possibility of preschoolers depicting an object or phenomenon in the process of its direct perception from a certain point of view with the goal of conveying it as accurately and expressively as possible has long been disputed in preschool pedagogy. In the study by T.G. Kazakova shows that a preschool child can depict an object from life without conveying volume and perspective. The preschooler depicts the shape with a linear outline, structure, relative size of parts in an object, color, location in space.

Types of activities identified by source of ideas, topics. These include classes on topics of directly perceived surrounding reality; on literary topics (poems, fairy tales, short stories, small folklore genres, riddles, nursery rhymes), on musical works.

It is especially worth dwelling on the so-called complex classes, where different types of artistic activities are combined under one thematic content: drawing, modeling, appliqué, music (singing, dancing, listening), artistic speech.

There cannot be many such activities; it is rather a holiday. It is very important that children develop ethical feelings and joy in what they do. However, achieving this goal may be difficult due to certain objective circumstances. After all, a child’s transition from one type of activity requires a switch of attention. Children do everything that is required of them, but the feeling does not increase. As soon as a child becomes interested in drawing, he needs to switch to another type of activity. The image and the emerging mood are destroyed. The child does not have time to “enter” another image.

This is possible if integrated classes of different types of artistic activity are built not only on the basis of a single thematic content, but also taking into account the nature of the feelings that classes of this kind are designed to evoke.

So, the basis for the integration of different types of arts in the classroom should be a system-forming principle. This could be the theme. But this is not enough. Equally, and perhaps more important, is the moral and ethical feeling.

Another integrating point, combined with the others, may be the task of developing creativity in the perception and creation of artistic images. The role of the teacher in such classes is great. He has a personal influence on children not only by example of a sincere feeling and attitude towards art, but also by the ability to build and conduct such an activity, demonstrating creativity, taste, a sense of proportion, and the ability to improvise, which is so necessary in live communication with children. The more engaged children are, the more liberated and creative they become.

Most interesting activities, which stimulate the creative potential of children, and therefore develop their artistic and creative abilities, are various entertaining activities.

Entertaining means a quality that evokes not just curiosity, but deep, lasting interest. That is, the goal of conducting entertaining activities is to create sustainable motivation for artistic and creative activity, the desire to express one’s attitude and mood in an image. It is impossible to make all classes entertaining, and it is useless to strive for this. But the teacher not only can, but also must, introduce elements of entertainment into every lesson.

Entertaining activities are divided into two types: with traditional visual materials and with non-standard or non-traditional materials.

Among the first, the most advantageous in terms of entertainment are activities of an integrated nature. Previously, they were called complex. Such classes combined elements of several areas of educational work, which could not but arouse children's interest. Although, in fact, each art activity lesson is complex, because literary fragments, a musical background, etc. are constantly used. In classes with various visual materials, the artistic word is widely used.

Integrated classes also include those where several types of visual activities are used at once - drawing, modeling, and appliqué.

However, conducting complex (integrated) classes in visual arts (art + mathematics; fine arts + ecology; fine arts + music + physical education) requires special training for both the teacher and the children, and usually such classes are held in a specific preschool educational institution group no more than twice a quarter.

Therefore, at other times, activities of the second type - with non-traditional materials, or rather, using non-standard drawing techniques - help children maintain stable motivation for artistic and creative activity. After all, the visual material can be the same - for example, gouache paint. You can use it in the spraying technique, and mixing paint with grains, salt, and painting with a glue brush on the smooth surface of cardboard, and in the technique of drawing with ink blots, monotype, diatipia, in the finger technique, splashing on the background with a mask, thread, using imprint.

There is even such an unusual technique as painting with oranges - when paint diluted to the thickness of sour cream is poured into a small tray or box, a sheet of paper is placed, and the orange acts as a “brush”.

One way or another, the creation of a creative atmosphere depends on the desire and ability of an adult to create conditions for the development of children's creativity. If the teacher himself does not like to draw, sculpt, or create, it will be difficult for children to learn something from him.

Thus, activities of an entertaining nature are a decisive factor artistic development preschool children.

4.3 Drawing classes using non-traditional techniques as a means of developing creative abilities

Experience shows that one of the most important conditions for the successful development of children's artistic creativity is the diversity and variability of working with children in the classroom. The novelty of the environment, an unusual start to work, beautiful and varied materials, interesting non-repetitive tasks for children, the opportunity to choose and many other factors - this is what helps prevent monotony and boredom in children's visual activities, and ensures the liveliness and spontaneity of children's perception and activity. It is important to create a new situation every time so that children, on the one hand, can apply previously acquired knowledge, skills, and abilities, and on the other hand, look for new solutions and creative approaches. This is what evokes in a child positive emotions, joyful surprise, and a desire to work creatively. T.S. Komarova points out: “However, it is often difficult for educators to add variety to all moments of work and to children’s free activities; it is often difficult for educators to come up with many options for activities on topics. Drawing, modeling, applique as types of artistic and creative activity do not tolerate templates, stereotypes, once and for all established rules, and yet in practice we often encounter exactly this situation (“A tree is drawn from the bottom up because it grows that way, and the house like this”, etc.)”.

To prevent children from creating a template (draw only on a landscape sheet), sheets of paper can be of different shapes: in the shape of a circle (plate, saucer, napkin), square (handkerchief, box). Gradually, the baby begins to understand that you can choose any piece of paper for a drawing: this is determined by what is to be depicted.

It is necessary to diversify both the color and texture of the paper, since this also affects the expressiveness of drawings and appliques and confronts children with the need to select materials for drawing, think through the coloring of the future creation, and not wait for a ready-made solution. More variety should be introduced into the organization of classes: children can draw, sculpt, cut out and paste, sitting at separate tables (easels), or at tables of two or more pushed together; sit or work standing at tables located in one row, at easels, etc. It is important that the organization of the lesson matches its content so that the children can work comfortably.

Children are especially interested in creating images based on fairy tale themes. Children love fairy tales and are ready to listen to them endlessly; fairy tales awaken children's imagination. Each child has his own favorite works and fairy-tale heroes, therefore, the offer to draw pictures for fairy tales or sculpt magical characters always evokes a positive response from children. However, drawing, applique, and modeling based on fairy tale plots need to be diversified. So, all children can create the image of the same character. In this case, considering together with the kids finished works, you should pay attention to the difference in visual solutions, to some original finds. For example, if children drew a cockerel from the fairy tale “The Fox and the Hare,” you can then ask them to choose the largest cockerel, note who has the most beautiful and brave cockerel. You can conduct a lesson in which children will portray various fairy-tale animals. Another time they draw illustrations for one fairy tale, and everyone decides for themselves which picture they will draw.

The lesson can go like this: the guys together create illustrations for their favorite fairy tale, and then take turns telling the episode they depicted. Children respond with great pleasure to the teacher’s offer to draw or cut out and paste a general picture to some work, for example, “Dunno in the Sunny City” by N. Nosov, “Cheburashka and the Crocodile Gena” by E. Uspensky, “A Pot of Porridge” by the Brothers Grimm and etc. When inviting children to create images based on fairy tale themes, it is necessary to diversify the materials.

The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensely children’s artistic abilities will develop.

Conclusion

The ability to be creative is a specific human feature, which makes it possible not only to use reality, but also to modify it.

The problem of developing the abilities of preschoolers is today in the focus of attention of many researchers and practitioners working in preschool education; there are many articles, teaching aids, collections of games and exercises, both on the development of various mental processes at this age, and on the development of various types of abilities of general and special focus.

The problem of general and special abilities invariably attracted the attention of Russian psychologists back in the 40s - 60s. last century. The works in this area of ​​prominent domestic scientists are well known: B.M. Teplova, S.L. Rubinshteina, B.G. Ananyeva, A.N. Leontyeva, A.G. Kovaleva and others.

In relation to visual activity, it is important to highlight the content of the abilities that manifest themselves and are formed in it, their structure, and the conditions of development. Only in this case is it important to purposefully develop a methodology for developmental teaching of visual arts.

Visual activity is a reflection of the environment in the form of specific, sensually perceived images. The created image (in particular, a drawing) can perform different functions (cognitive, aesthetic), since it is created for different purposes. The purpose of the drawing necessarily influences the nature of its execution. The combination of two functions in an artistic image - image and expression - gives the activity an artistic and creative character, determines the specifics of the indicative and executive actions of the activity. Consequently, it also determines the specificity of abilities for this type of activity.

The conditions under which a child reacts emotionally to paints, colors, shapes, choosing them at will are very important. Thanks to the education of artistic images in the fine arts, the child has the opportunity to perceive the surrounding reality more fully and vividly, which contributes to the creation of emotionally charged images by children.

...
thesis, added 08/11/2017

Objectives of teaching drawing in preschool age. Types of non-traditional image techniques. Visual materials used in children's creativity. Results of the level of development of creative abilities using these drawing methods in the classroom.

creative work, added 02/07/2016

The role of visual activity in mental development child. Analysis and comparative characteristics of educational programs on the problem of developing creative abilities in children. A system of work for the development of creative abilities in art activities.

thesis, added 08/17/2011

Psychological conditions for the development of creative abilities in children of senior preschool age. Types of non-traditional artistic techniques and their use. Technology of working with children to develop creative abilities using artistic techniques.

course work, added 05/04/2014

Consideration of psychological and pedagogical literature on the problem of developing the creative abilities of preschool children. Identification of the level of development of children's abilities. Development of a set of creative drawing tasks; formation of prerequisites for educational activities.

course work, added 06/04/2014

The essence of the concept of "creativity". Basic conditions for the development of creative abilities. Development of creative abilities in literary reading lessons. Criteria and means for diagnosing the level of development of creative abilities of junior schoolchildren.

course work, added 12/19/2014

Theoretical aspects of the development of creative abilities. The nature of creative abilities and the essence of the creative process. Approaches to determining creative abilities. Development of creative abilities of schoolchildren when using a mathematical newspaper.

course work, added 06/12/2010

The essence, developmental features and main characteristics of creative abilities. Pedagogical conditions for the development of creative abilities in younger schoolchildren by means project activities. Diagnostics of the level of formation of creative abilities.

course work, added 08/21/2017

Pedagogical foundations for the development of creative abilities of preschool children in additional education. Implementation of an additional educational program for the development of artistic and creative abilities of preschool children.

Maria Belyakova
Analysis of artistic and aesthetic development of preschool children

Artistic and aesthetic development children in kindergarten involves development prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual, the natural world, the formation of an aesthetic attitude to the surrounding world; the formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Essential artistically-aesthetic qualities of a person are established in early childhood and remain more or less unchanged throughout life. But precisely in preschool age artistically- aesthetic education is one of the main foundations of all further educational work.

At the stage from 2.5 to 3-4.5 years the following occur: changes:

Mastering sensory standards that will help children master colors, shapes, sizes (however, this is not only recognition, but also development of color sense, forms, since conditions of choice, comparison, preference have been created);

Enrichment of the content of creative activity;

Mastery "tongue" creativity;

During this period, a qualitative change occurs in the child’s creative activity. He is self-determined, expresses his own "I" when creating creative products. He draws, sculpts for himself, putting into it his own experience and his vision of an object, a phenomenon. It is usually believed that this is the period when children depict individual objects and forms. At this time, the main thing for children is to express their worldview through color, shape, composition. Children show a preference for one color or another, an interest in detailing, highlighting the characteristic features of an object, and boys and girls have a favorite theme.

Between the ages of 4.5 and 7 years in children are developing visual abilities, imagination, artistic thinking when creating plot and decorative compositions; preferences are differentiated against the background of diverse interests - to painting or graphics, plastic or design.

Throughout preschool period, changes in perception occur, from simple attempts to examine and feel, without answering the question of what the object is, to the desire to more systematically and consistently examine and describe the object, highlighting the most noticeable features.

Children's assimilation of the system of sensory standards significantly restructures their perception, raising it to a higher level.

Sensory culture is of great importance for artistically- aesthetic education. The ability to distinguish colors, shades, shapes, combinations of shapes and colors opens up the opportunity to better understand works of art and then enjoy it. The child learns to create an image, masters the ability to convey the inherent properties of objects, shape, structure, color, position in space, his impressions, acquires knowledge about the materials used to convey the image, create artistic image. Mastering visual and expressive skills introduces children to elementary creative activities, going through a complex path from the simplest actions to the processes of imaginative reproduction of forms.

Next feature artistically- aesthetic education in preschool age is associated with changes occurring in the sphere of cognitive processes of the schoolchild. Formation artistic and aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. During education, life relationships and ideals undergo changes.

By the end preschool age, the child can experience elementary aesthetic feelings and states. The child rejoices at the beautiful bow on his head, admires a toy, a craft, etc. In these experiences, at first, direct imitation of an adult, in the form of empathy, clearly appears. The child repeats mom: "How beautiful!" Therefore, when communicating with a small child, adults should emphasize the aesthetic side of objects, phenomena and their qualities. words: "which beautiful craft» , “how smartly the doll is dressed” and so on.

Growing up, the child finds himself in a new team - a kindergarten, which takes on the function of organizing children's preparation for adult life. Questions artistically- aesthetic education in kindergarten begins with a carefully thought-out design of the room. Everything that surrounds Guys: desks, tables, manuals - should educate with their cleanliness and neatness.

Another main condition is the saturation of the building with works art: paintings, fiction, musical works. Child with early childhood should be surrounded by original works of art.

Great value in artistically- aesthetic education of children preschool age has folk arts and crafts. We introduce children to the products of folk craftsmen, thereby instilling in the child a love of the Motherland, folk art, and respect for work.

Artistically- aesthetic education should provoke active activity preschooler. It is important not only to feel, but also to create something beautiful. The training that is purposefully carried out in kindergarten is also aimed at development of artistic and aesthetic feelings, therefore systematic activities such as music, familiarization with fiction, drawing, modeling and appliqué, especially when we teach children to select shapes, colors, create beautiful ornaments, patterns, establish proportions, etc. We introduce children to different genres of painting (still life, landscape, everyday and fairy-tale genre, portrait). Music plays an important role in creating an aesthetic environment. Music has a sound nature, a temporary nature, a generalization of images, being "the art of feelings", as P.I. Tchaikovsky said. Music should be heard not only in music classes, but also in everyday life, in children’s games, be included in other types of their activities, and serve entertainment and relaxation. The music starts with morning exercises, creating a joyful, cheerful mood in children, activating and increasing their vitality. In the warm and dry season, the song should be performed on excursions, on walks, in round dance games, creating a commonality of experiences and high spirits. The song unites children while working on the site, organizes the rhythm of their movements, and makes work joyful. In the evening, children listen to records with recordings of their favorite songs and instrumental works.

Formation of the first emotional and aesthetic assessments, education artistic taste largely depends on the game. The influence is well known artistic toys artistically- aesthetic education of children. An example is folk toys: nesting dolls, funny Dymkovo whistles, handmade crafts.

The example of a teacher, his emotional responsiveness to beauty is especially necessary for children to develop their own.

Artistic and aesthetic feelings, like moral ones, are not innate. They require special training and education.

The highest priority means of formation artistically- aesthetic education are:

Introducing children to creativity as the essence of an aesthetic attitude towards the world around them;

Age-Available Types artistically-creative activities that maximally ensure freedom of expression of the author’s attitude to knowledge about the surrounding reality;

Active pedagogical activity;

Implementation artistically- aesthetic education can be carried out in the course of studying foreign and native languages, in the course of introducing the child to the national culture.

For example, in the content of intercultural education of children preschool age includes artistically- aesthetic education, which is carried out in Russian culture through:

Acquaintance with works of folk art ( "Khokhloma", "Gorodets painting", Dymkovo toy”, etc.);

Getting acquainted with Russian folk costume, visiting the museum of folk art;

Working with clay, making origami, drawings;

In Mordovian culture through:

Getting to know the works of handicraft and artistic work, with crafts made from natural materials;

Showing and discussing fragments from books with children;

Making crafts from paper, cardboard, fabric (national toys, dolls, making origami, appliqués;

Acquaintance with national cuisine, life, clothing;

A visual representation of national color (national colors, lace, ornaments, familiarity with the painting of national artists;

Exhibitions of children's works;

National holidays;

Great potential opportunities in the formation artistically- aesthetic education includes the process of teaching the Mordovian language.

Objectives of handicraft classes are:

1. Awareness artistic and aesthetic taste.

2. Development of imaginative thinking.

3. Development skills to determine color, scale, and establish proportions.

4. Development manual skills to work with paints, paper, scissors, plasticine, glue.

5. Development skills to creatively create handmade products.

From the above we can make the following conclusions:

1. Education is a sociocultural phenomenon that is associated with a certain level of economic, political, artistic and aesthetic development of personality.

2. Artistically- aesthetic education is one of the most important aspects of the multifaceted process of personality development, aesthetic awareness of beauty, the formation artistic taste, the ability to creatively create handmade products.

3. Preschool age is the most important stage development and personality education, the most favorable for the formation artistically- aesthetic culture, since it is at this age that the child’s positive emotions, there is a special sensitivity to linguistic and cultural manifestations, personal activity, and qualitative changes occur in creative activity.

4. Introducing a child to national culture is educational character: develops creative abilities, shapes artistic taste, introduces the younger generation to the aesthetic views of the people.

5. Basics artistically- aesthetic education is laid down with the participation of adults immediately after the birth of a child and continues to develop for many years, so parents and educators should try to create such an atmosphere so that the child’s have developed such aesthetic feelings as the sense of beauty, artistic taste, creative skills.

Currently, teaching teams of preschool educational organizations carry out their activities in the context of the transition to the federal state educational standard preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155. In this regard, monitoring of children’s achievement of the planned results of mastering the educational program should be reviewed and adjusted. According to clause 4.3. Federal State Educational Standards for Preschool Education, which are socially normative age characteristics of a child’s possible achievements at the stage of completing preschool education, are not subject to direct assessment, incl. in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children.
At the same time, in accordance with clause 3.2.3 of the Standard, an assessment may be carried out during the implementation of the educational program individual development children. Such an assessment is carried out by a pedagogical worker within the framework of pedagogical diagnostics (an assessment of the individual development of preschool children, associated with an assessment of the effectiveness of pedagogical actions and underlying their further planning).

I would like to provide you with an evaluation tool for assessing planned results in the artistic and aesthetic educational field

Field – Artistic and aesthetic development (Drawing)

General developmental group for children 6 years of age

Indicators

1. Shows a strong interest in works of art: classical, folk, surrounding objects, buildings, structures. Sees and understands the beauty in life and art and rejoices in the beauty of nature.

2. Knows and practically applies materials and equipment for drawing.

3. Creates an ornament independently, using rhythm and symmetry in compositional construction. Performs without difficulty decorative elements– dots, circles, straight and wavy lines, droplets, leaves, curls, etc.

4. Knows how to mix paints on a palette to obtain the desired shade.

5. Correctly conveys the shape, structure, proportions of the object, and color scheme in the image.

6. Arranges images throughout the sheet, maintaining proportionality in the depiction of different objects.

7. During the activity, the character of the line is continuous, regulates the pressure, paints with small strokes that do not go beyond the contour.

8. Independently demonstrates the concept of the drawing.

Tools

1. From observations.

2. From observations.

3. The teacher offers to draw a picture on a free topic.

4. During the work, the teacher evaluates the process of activity and the product of activity.

Criteria for evaluation

3 points– Applies various colors and shades to create an expressive look. Skillfully conveys the content of the drawing, as well as the shape and structure of objects, arranges the subject compositionally, conveying the foreground and background, uses various means of expressiveness when conveying the image. Freely draws patterns based on decorative and applied arts.

2 points– Uses monotonous colors to create an image, finds it difficult to create new shades, does not clearly convey the content of the drawing, as well as the shape and structure of objects. Experiences difficulty in constructing a composition, does not widely use various means of expression when conveying images. Experiences difficulties in more accurately conveying patterns.

1 point– Does not use different colors and shades, does not know how to display additional shades, does not know how to convey the content of the drawing, as well as the shape and structure of objects, does not know how to build a composition. Can't draw patterns.

results

High level – 20 – 24 points

Average level - 12 – 19 points

Low level - 8–11 points

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On the topic: methodological developments, presentations and notes

Pedagogical diagnostics for artistic and aesthetic development

Teaching staff of preschool educational organizations carry out their activities in accordance with the federal state educational standard for preschool education, approved...

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Pedagogical diagnostics of children of the fourth year of life in the educational field “Artistic and aesthetic development”

Pedagogical diagnostics of children of the fourth year of life by educational field« Artistic and aesthetic development» (POP TO "Origins") Visual activities

Fourth year of life

Educational objectives

Development ability to use a pencil or other means Images; create image different ways : strokes, spots, strokes, lines.

"Tumbler"

Materials: pencils, paints, markers, etc.

Instructions: Draw a tumbler.

Criteria for evaluation:

1 point – low level – the child copes poorly with the task, formative movements are not mastered enough. Not enough developed skill, enjoy visual materials.

2 points – average level – coped with the task, the work was completed accurately, handed it over image.

3 points – high level – coped with the task very well. Image complemented with decorative details.

Communion children for clay modeling, dough, plasticine for the purpose of creating images in different ways: pinching, tearing, flattening, stretching, rolling the lump between the palms and on a plane with straight and circular movements, connecting finished parts to each other.

"Grains for the Birds".

Material: plasticine, modeling board.

The child is asked to make grains for the birds using the pinching method.

3 points - the child independently copes with the task, creates expressive images in different ways.

1 point - the child cannot cope with the task, refuses to complete the task.

"Pancakes for nesting dolls".

Material: plasticine (clay, dough, modeling board.

The child is asked to make pancakes for the nesting doll using the flattening method.

2 points - the child completes the task with the help of an adult or on the second attempt.

"Treats for Dolls".

Material: plasticine (dough, clay, modeling board.

The child is asked to make a treat for the doll and place it on plate: candy - in a circular motion, a bagel - by rolling out a column and connecting its ends, a plate - by flattening a lump between the palms, a cake - decorate the flattened shape with balls or columns.

3 points - the child copes with the task independently.

2 points - the child completes the task with the help of an adult or on the second attempt.

1 point - the child cannot cope with the task.

Introduction to the creation of bright appliqués images from ready-made elements.

"Decorate the napkin"

Materials: ready-made forms for applique, glue, oilcloth, napkin, brush.

Instructions: Decorate the napkin according to sample.

1) lay out the forms on a sheet of paper.

2) take the part.

3) spread glue on oilcloth.

4) carefully put it in its original place.

5) press with a napkin.

Criteria for evaluation:

Low level - the sequence of actions is confused, the application is not performed carefully.

Intermediate level – using ready-made forms, I carry out actions sequentially.

High level – performs applique independently and carefully, shows creativity.

"The balls are rolling along the path"

Teacher monitors accuracy when gluing, whether the color is named correctly (compares with sample,

appeals for help from adults,

Artistic design

Paper construction

Fourth year of life

Educational objectives

Securing methods "creasing" And "tearing" papers, getting to know new things - "twisting".

"Flower"

Materials: napkins (for crumpling and twisting, rectangles of green colored paper (tearing - leaves, sample.

Instructions: The child is asked to do work on sample.

Criteria for evaluation:

3 points - does everything independently,

2 points - does it independently, if difficult appeals for help from adults,

1 point - largely unable to cope with the proposed tasks.

Forming the first orientation on a large sheet of paper.

“Studying orientation on a sheet of paper”

Materials: sheet of paper, colored geometric shapes.

Instructions: Place a red circle at the top of the sheet, a blue square in the center, and a green triangle at the bottom.

Criteria for evaluation:

appeals ask adults for help

Mastering the actions of completing and constructing expressive image.

"Girl with an Umbrella"

Materials: pictures of a girl, umbrella, droplets, white sheet of paper.

Instructions: Place the pictures on a piece of paper.

Criteria for evaluation:

1 point – failed to complete the proposed task.

2 points – partially coped with difficulty appeals ask adults for help

3 points – completes the task independently.

Artistic literature and folklore

Fourth year of life

Educational objectives

Development in children habits of a book as a permanent element life, a source of bright emotions and a reason for positively colored communication with adults.

Board-print game "Literary Country".

Methodology diagnostics. For pedagogical diagnostics of literary development the child is offered a form of board-printed game "Literary Country"

Stop "Book House"

Look, what an unusual house! What can it be called? How did you guess that there were books in it? This is the Book House - main house A literary country, because all the books are stored here. Usually there is order here, but recently there was a renovation, and now all the books are mixed up, and until you put things in order here, it is impossible to travel further!

In the Book House there are several rooms, each with the same books, you can arrange them as you wish. Shall we begin?

Do you love books?

What books do you love most?

All books contain literary works. What literary works do you know?

What do you like more: fairy tales or short stories? Why? What fairy tales do you remember? What stories have you heard? Whichever you like best, place it on the first floor in the first room.

What do you like to listen to books about? Place books on different topics in different rooms! Give examples!

Which books will you place closer and which ones - further: funny, educational, educational (explain to the child if necessary, with pictures or "thick" stories?

Will you only put children's books here? And what "adults" books do you know?

Well done, you have brought complete order to the Book House! Next, new interesting tasks await you.

Criteria for evaluation

A low level is manifested in the poverty of the child’s literary experience and his lack of expressed interest in literature. The child has difficulty naming familiar books, sometimes limiting himself to the wording "about how.", "Where was this hero". Doesn't know genres of literature. Distinguishes between fairy tales, short stories and poems on an intuitive level, but cannot explain their differences. Preference is given to one type of literature, usually fairy tales. The child participates in the task without much interest, gets distracted, and strives to move on to the next one. "stop" on the map.

Average level: the child is characterized by a generally positive, insufficiently conscious attitude towards literature. Reader interests are more unusual, but shallow and poorly motivated. The child names 1-2 examples of literary texts. Knowledge about types and genres is fragmentary and not always adequate. While completing tasks, the child begins to become interested in the topic, asks the adult questions, and strives for a joint discussion.

High levelfigurative. Interest in books is more stable, conscious and motivated. The child prefers works of a certain type, genre or theme. Seeks to explain his choice. Shows knowledge of some genre features of literary texts, especially favorite ones. Willingly and emotionally participates in the task, asks questions to clarify the adult’s position on the topic.

Stop "Literary Lounge"

Methods: Individual conversation with a child using diagnostic game"Literary Country".

Where do they read to you most often? books: at home or in kindergarten?

Do you like having books read to you at home?

Does this happen often?

You ended up in the Literary Lounge. This is the name of the place where people communicate with literature, that is, read books and talk about them with other people.

Is there such a place in your home?

Does your family have a library? How does she look?

- What books are there more?: For children or adults?

Are the children's books you have at home enough for you?

Where are they stored?

Criteria for evaluation

Low level: the insufficiency of a child’s literary experience, his lack of expressed interest in literature, are determined by shortcomings in family upbringing. According to child: he is rarely read books at home, the home library is not rich, there is no space for a children's library, there are few books in it. At home, parents rarely read themselves; they and the child prefer watching television.

Average level: the child is characterized by a generally positive attitude towards listening to books and sharing "reading" with parents. In the family, books are read to the child quite often, but not for long. The reading place is the sofa, the child's bed, or any other random place. A library with books for adults is much richer than a children's library, for which a place is allocated next to the child's games and toys. The child likes to listen to adults read, but, as he admits, he watches TV much more often.

High level: the child’s literary experience is quite rich and varied figurative due to the serious attitude towards literature and literary development in the family. Various family members show a strong interest in books, develop- teaching it to a preschooler, constantly reading books to him. According to the child, there is a rich library at home; a special place has been allocated for it; nearby there are shelves with children’s books, of which there are also a sufficient number. Books for adults and children are constantly replenished. There is a special place at home for reading and discussing books. The child likes to listen to adults read, but doesn’t read much himself (or likes to read often). "look" books myself). The family has a selection of audio and video tools to familiarize themselves with literary works.

Fourth year of life

Listening to music

Educational objectives

Communion children to listening to small musical pieces and fragments of larger works performed by an orchestra and individual musical instruments (piano, button accordion, etc.).

Observing children in experimental situations

Move diagnostics. Identification of characteristics of response to music in children of the fourth year of life in the following situations.

Situation 1. Playing music during free activity children(any popular children's song).

Situation 2. Playing music during free activity children(fragment of a classic work, for example by A. Vivaldi "Time of the year. Spring").

Situation 3. Playing music during free activity children(any popular modern music).

Situation 4. Introducing something new but familiar into the music corner musical instrument, for example, pipes.

Situation 5. Introducing a new, unfamiliar musical instrument, such as a rattle, into the music corner.

Situation 6. The teacher plays a musical instrument.

Situation 7. The teacher sings a familiar children's song.

Situation 8. Problem-game situation: “The doll Tanya came to visit. She wants us to give her a music concert. What do we do; sing, dance or play the pipe? Or maybe we’ll listen to music?”

Situation 9. Dressing for a walk while listening to music.

Situation 10. Getting ready for bed to the music.

Criteria for monitoring children during organization diagnostic situations:

Selectivity, preference for the type of musical activity;

Strength and stability of emotional response to music.

Forming an emotional response to music, the ability to listen to it, and feel its general mood.

Observation under conditions of a specially organized process of music perception (N.A. Vetlugina)

Target: study the features of the external manifestation of emotional responsiveness children while listening to music.

Preparation of the study. Pick up 3-4 musical pieces of different genres unfamiliar to children in accordance with their age ( For example: "Kamarinskaya" M. Glinka, "March of Fortinbras" D. Shostakovich, "Aquarium" C. Saint-Saens; "Joke" I. -S. Bach, "Autumn Song" P. Tchaikovsky,

Progress of observation. Children are invited to listen to musical works of contrasting nature. Study immediate reactions children to music. Musical works are performed or listened to with the child at intervals of 1-2 days, observing his facial expressions, pantomime, and speech.

Criteria for assessing a child’s emotional manifestations become:

desire to listen to music;

concentration, stability of attention;

duration of perception;

motor activity, presence of movements, facial reactions, vocalization;

the strength and duration of the emotional impact of a musical work on a child.

Results.

According to the level of expressiveness in the process of music perception children are divided into 3 groups.

Group 1 - high degree of expression in the process of music perception;

Group 2 - average degree of expression when perceiving music;

Group 3 - non-expressive perception of music.

Diagnostic game situation“The doll sleeps - the doll dances”

Target: identify features of emotional reaction children to music.

Organization of the game. Children are invited to listen to musical works of contrasting nature (dance song and lullaby) V audio recordings:

"Horse", music E. Tilicheeva;

"Lullaby", music V. Agafonnikova.

After listening teacher invites children to choose a play action with a doll accompanied by music (rock the doll or show how the doll dances).

"Game with a horse", music I. Kishko;

"Rain", Russian folk song in processing T. Popatenko;

"We're going to the parade", music Yu. Slonova;

"Festive", music T. Popatenko.

Children are offered the following games actions: the doll is playing with a horse, the doll is in the rain, the doll is going to the parade, the doll is having a party.

Criteria for assessing a child’s reaction to music are:

emotionality (showing emotions while listening);

accompanying the sound of music with involuntary movements; ^ attention and concentration;

adequacy of the game action to the musical work.

Educational objectives

Ensuring careful treatment of the child’s singing and speaking voice, avoiding loud singing and forced speech.

Game creative exercise "Song creativity"

Target (song) activities children of the fourth year of life.

Organization of the game. The child is asked to sing a familiar song (the degree of intonation accuracy is determined).

Singing an unfamiliar song with accompaniment (vocal memory, intonation accuracy).

Criteria for evaluation:

3 – sings drawn out, melodiously, intones according to the melody of the song;

2 – tries to sing melodiously, the intonation is not stable, the diction is not fully developed;

1 – "sings" speaks at the same pitch, sounds are not pronounced clearly;

Diagnostics of performing(song) activities.

Target: study the features of performing (song) activities children of the fourth year of life.

Methods used diagnostics: conversation, observation, diagnostic situation, analysis of children's activity products.

The conversation is aimed at identifying the child’s attitude towards song performance and the themes of children’s songs that are attractive to a preschooler. The conversation is conducted with each child individually and includes the following questions.

1. Do you have any favorite songs? Who are they about?

2. When you have good mood, what song are you singing?

3. What songs do you think other children like?

4. Do you like listening to songs on the radio or on TV? Where are you more eat: at home or in kindergarten?

During the conversation, it is necessary to identify following:

What songs do children prefer?

Who is most often the hero of children's songs;

Attitude children to sing;

Song repertoire characteristic of children of this group.

Targeted monitoring of children during their free activities (during breaks between classes, on walks, during games, etc.) carried out to determine the frequency of use of songs in everyday life life of kindergarten and their diversity.

The observation results are considered according to the following indicators:

Music sounds in everyday life kindergarten life;

Children sing at will;

Spend free time from classes in the group’s music area;

Engage in independent musical activities;

They compose songs at their own request;

Show independence and activity in the writing process;

They use aids during writing.

Education children to correct sound formation, allowing you to sing with a natural sound, without screaming or tension, conveying the mood and character of the song.

A playful creative exercise to identify the purity of intonation "Echo", music Tilicheeva.

Target: identify the level of ability to purely intonate.

Methodology: children sing the given text in chorus, and the child repeats it, accurately reproducing melody:

Children: Echo!

Children: Answer me!

Reb: Answer me!

Children: Purely sing

Do not snooze!

All over me

Repeat!

Criteria for evaluation:

High level: intonationally accurate reproduction of the melody both out loud and silently;

Average level: unstable accurate melody reproduction;

Low level: The melody is not reproduced accurately.