From the experience of working as a teacher kindergarten

Description: This material is intended for kindergarten teachers and parents.
Participants: children preschool age.

Target:
provide children with the opportunity to embody images of the world around them in compositions and create conditions for creative interaction.

Tasks:
Educational:
learn to create collective works, demonstrate your artistic abilities in various types visual activities;

Educational:
develop creativity, fantasy, imagination;

Educational:
cultivate the ability to work together, build communication, develop the habit of mutual assistance.

One of the forms of conducting educational activities in kindergarten is collective work, the result of which is general paintings, panels, and compositions.

Collective works with children are created starting from early preschool age in drawing, modeling, appliqué, and design.

Creating common pictures, compositions where the images of all the children in the group are combined gives children great joy. Such pictures have a more significant result for children, they cause admiration, truly like in the poem by V. Mayakovsky: “What one cannot do, we will do together.”

In the process of performing collective work, moral aesthetic education children are produced the following skills:
- agree on joint work and its content;
- work together, give in to each other, help, suggest, thus developing children’s communication abilities;
- plan your work, determine its sequence, content, composition, additions;
- rejoice at your own and your comrades’ successes in creating work.

The developmental potential of this form of work lies in the development in children of self-regulation and the ability to interact in a team.

I would like to note that among the targets at the completion stage preschool education The Federal State Educational Standard for Education states that “the child actively interacts with peers and adults... is able to negotiate, take into account the interests and feelings of others.”

Carrying out collective work, we create decorations for the holiday, create panels for leisure, for a child’s birthday, illustrate fairy tales, poems, etc.

I choose a variety of topics for collective works, but I am especially attracted to the creation of compositions about nature. These are green fields, pine and mixed forests, rivers and lakes, animals, insects and birds. I teach children to admire the beauty of the nature of their native land.

And how hard children work when preparing collective works for the holidays and delighting their parents with the results of their work! They dedicate them to the kindest, most sensitive, most gentle and caring mothers and fathers.

Children put so much warmth and kindness into their work that you want to look at them endlessly.

In my classes I try to use different types of art: fine and decorative, music, dance, literature. Integration makes it possible to show children an artistic image by different means expressiveness.

Children junior group Each person creates a separate image, and in the end they come up with an overall picture.

And older children perform more complex and varied tasks (“City street” - transport, houses, trees, people, etc.). In order for children not to interfere with each other when creating collective work, everyone determines the area of ​​their activity, i.e. they agree on who will create where.

To systematically conduct classes on collective creativity in a group, a long-term plan, topics and materials are selected, forms of organization are thought through.

Sometimes collective work can be carried out in several classes. A cycle of classes on one topic provides for a gradual solution to the task. For example, the topic “City Street”: in the first lesson a city is created, in the second lesson on another sheet - transport, at the end of the lesson both sheets are connected. In the third lesson, people perform and complete the city at will (trees, flowers, clouds, sun, etc.)

By interacting in a team, the child not only learns and develops physically, mentally and verbally, but also gains important social experience and masters social values.

And seeing the result of teamwork, children experience positive emotions.

Work, as we know, ennobles. And joint work and collective creativity - even more so. Best examples similar classes successfully conducted by your colleagues are collected on the pages of this section. Here you can find a huge number of collective crafts for all holidays and memorable dates of our calendar; works devoted to the themes of seasonal changes (different seasons). The choice of creative techniques and their combinations is simply amazing.

We work and create masterpieces in a friendly “team of like-minded people.”

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All sections | Teamwork. Collaborative work, collective creativity

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Developing children's ability to work creatively in a team is one of the most important tasks modern education. The dynamism of the world in which we live makes creativity not a luxury, accessible and required of a select few, but a daily necessity for every person. High level of development creativity Nowadays, it is increasingly seen as a necessary condition for survival in an ever-changing environment. Particularly significant for modern man ability to work creatively in a team.

The relevance of the formation of a creative personality is caused by a certain social order of society, characteristic of a given period, by the internal need of the individual, taking into account his security in life. Collective creative activity is recognized as one of the effective technologies of education.

Creative collective activity is considered as a constructive creative activity when a child, trained to act creatively in one area of ​​activity, extends this to another area of ​​activity.
Creative collective activity implies one of the most important areas of developmental education - the formation and development of creativity in the regular activities of children.

COLLECTIVE CREATIVE ACTIVITY IN THE SENIOR GROUP OF DOW

On the path to forming a collectivistic orientation in a preschooler, a number of successive steps must be taken: from the child’s formation of an orientation towards peers (at the first stage) to the creation of a sense of his own importance for them (at the second) and the consolidation of the child’s sense of his own importance in order to obtain an overall result with support each by all (on the third).

In the process of performing collective work, moral and aesthetic education of children is carried out, the following skills are developed:

Work together, give in to each other, help, advise;

- agree on joint work and its content;

Plan your work, determine its sequencecontent, content, composition, additions;

Rejoice at your own and your comrades’ successes in creating work.

During drawing, sculpting and appliqué classes in senior group preschoolers learn joint activity skills. They learn to agree on the content of collective work, discuss techniques and compositional solutions, and provide assistance to those who need it.
Before the start of the lesson, the teacher must clearly plan the stages of work and think about how to place materials and equipment. When distributing tasks, take into account individual characteristics each child, his interests, level of skills and abilities.

Conversations, viewing illustrations and reproductions on preparatory stage will expand children's knowledge on the topic, develop their vivid images and the desire to translate them into a drawing or application. When discussing future work, it is important to emphasize the need for collaborative efforts to achieve best result and the inability to realize a large-scale plan without the help of other children.
During the lesson, the main task of the teacher is to create conditions for the creative interaction of children, to develop the skills to jointly solve artistic and technical problems. A trusting atmosphere during the work process (when discussing design details, choosing a location for them), the desire to help a friend and the ability to accept this help - all this brings children together and affects the quality of work.
At the final stage of the lesson, the teacher should not only discuss the results of the children’s activities, but also note that none of them individually could have made such a large, interesting composition. This will help preschoolers feel the benefits of joint activities and create a positive emotional mood for performing similar work in the future.

An example from teaching experience. Drawing based on the idea of ​​“Planets and Rockets” (creating a collective composition).

Target: to make a colorful composition to decorate the group’s interior for the 50th anniversary of Yu.A.’s space flight. Gagarin.

Preliminary work: in a conversation with the teacher, the children shared what they know about space. The teacher told the children about space and astronauts in an accessible manner, accompanying the story with colorful photographs and recordings of songs about astronauts.

In the group, teachers organized an exhibition of children's books: “Expanses of the Starry Sky.”

The children looked at the illustrations together and discussed them.

We learned the outdoor game “Journey to the Stars.”

In the game “Rocket Launch” we practiced counting backwards, comparing numbers next to each other in the number line 1-10.

The collective work to create the composition “Planets and Rockets” was organized over two of the following days.

Progress.

The teacher shows the children the basis for the future composition - a large black sheet of paper, reads lines from a poem by V.P. Lepilov “Cosmic Tale”:

Space painted in black color,

Because there is no atmosphere

There is no night, no day.

There is no earthly blue here...

Now there is nothing on this big black sheet. But soon stars, planets, comets, and spaceships will appear. And you and I will do all this - we will create our own “little space.” Think about what space objects you would like to draw. Share with each other what colors you will use in the drawing.

Children agree among themselves about who will draw what: stars, planets or other space objects.

The children embody their plans in drawings on separate sheets of paper.

Finished drawings are saved until the next day.

The next day, when a drawing or applique lesson is planned, the teacher displays the children’s drawings and asks how they can place the drawn rockets, stars, planets and comets on a large black sheet.

Children answer that the pictures can be cut out and pasted.

Guys who can cut well help those who are not very good at it.

A composition is made from the cut out drawings and pasted onto a large black sheet.

A “scattering” of stars can be painted with the tip of a thin brush using white gouache.

The finished composition is hung in the group for general review and discussion. (See Appendix 7)

A teacher or trained child reads lines from L. Aleynikova’s poem “Rocket and Fireworks”:

I took more wonderful colors,

And with a cheerful brush, with a song

Wonderfully painted everything, -

I created my own holiday!

A rocket burst into the sky

A sheaf of light flies from it, -

The stars are scurrying joyfully,

Fabulous fireworks are being set off.

The event ends with a recording of songs about astronauts.

Marina Krasnova
Methodology for organizing collective activities

One of the forms of conducting classes in kindergarten is collective work, the result of which are general paintings, panels, compositions.

In progress collective work is being carried out

moral and aesthetic education of children, the following are developed skills:

Agree on joint work and its content;

Discuss interesting options plans and accept

the best solutions,

Work together, give in to each other, help, advise, learn to criticize and develop skills

business cooperation;

Plan your work, determine its sequence,

Evaluate, be attentive, rejoice in your own and your comrades’ successes when creating collective works.

All collective work must have a purpose.

The teacher leads the children to create together

a picture, make a decoration for a holiday, decorate a group,

corridor, hall, make a panel for leisure, for a birthday

child, decorations for games, performances, a book as a gift,

illustrate fairy tales, poems, scenes from cartoons

films. In this case, not only the overall result is assessed,

but also the contribution of each child to teamwork.

IN organizations of collective activities are highlighted

three main forms.

1. Joint-individual.

Children work individually according to a single plan and only at the final stage activity becomes

part of the overall composition. Job organized like this, What

composition collective the work is thought out in advance, color, size, location are chosen; the material and technique for the background and details are selected;

the implementation process is being thought through collective

compositions, editing.

The arrangement of elements on the background can be free, on one line, organized location and mosaic.

2. Jointly-sequential.

The work of one child is interconnected with the previous one and

subsequent child. Children work individually

on the element, and then sequential work follows

assembly related.

3. Jointly - interacting.

Collective activity carried out simultaneously

by all children, coordinating all actions at each

stage. Children are divided into groups that will have different

tasks to complete teamwork(background, characters

trees, houses, flowers, animals).

In classes on collective species activities different types are used art: fine and decorative, music, dance, literature. Integration makes it possible to show children an artistic image using different means of expression, to see it in their own way, and to understand creative tasks; learn to look for ways in creativity, creating your own image.

Regularly used in classes collective form of work, you can get a beautiful artistic

work, positive, emotional attitude of children, teachers and desire to work in team.

How exactly should collective activities (lessons) be organized? This question is often asked by teachers.

First of all, about the time of their holding. Work can be carried out both in classes (in kindergarten) and in lessons (at school), as well as in free time from classes and in an after-school group. If the composition that the children have to create is multi-subject, multi-faceted, 2-3 classes or lessons can be devoted to working on it.

To create general compositions, children can be united into several subgroups, each of which prepares its own part of the overall composition. For example, one subgroup creates (in drawing or appliqué) a pattern for the middle of the carpet, another develops the decoration of the field, the third prepares parts of the pattern for the border and corners. In another lesson, children create a picture of a corner of nature in kindergarten. At the same time, you can also organize work in subgroups: one - cuts out and pastes plants, another - prepares the inhabitants of the cages, aquarium, another group can cut out pebbles for the aquarium, cages, twigs for birds and other items necessary for the corner. Then all the parts are combined into a common composition. Children of different age groups can take part in creating such a composition, and there is something for everyone. The teacher needs to be able to distribute the work of creating images between children so that everyone is interested, so that the child is able to create his part in the overall composition and so that he can express himself, in the best possible way using your capabilities and achieving high results.

The choice of one or another form of organizing a collective lesson depends on the age of the children, the theme of the picture depicted, the number of children in the group, whether the creation of the image is carried out in a group lesson or in free time from class, in the process of independent artistic activity children.

This is how, for example, you can conduct a class on drawing a collective picture "Forest"(this topic is suitable for creating a collective composition by children of all age groups in kindergarten and students primary school). Of course, the complexity of the content and individual images will increase as children age. For the painting, a sheet of paper is selected, the color of which depends on what time of year the forest is depicted (for a winter landscape a white or blue sheet can be used, for a spring landscape - light green, light yellow or light blue, for an autumn landscape a light one is more suitable -yellow, golden ocher, light orange, etc.).

Of course, the creation of an image must be preceded by big job to accumulate and enrich accumulated experience, clarify children’s ideas. This will be facilitated by familiarization with the fine arts, organization of targeted walks and excursions, observations, and reading works of fiction.

A collective composition on the theme “Forest” can be organized as follows: a large sheet of paper is attached to a board or easel at a height convenient for children to draw. Two or three children can draw at the same time. The rest sit in front of the board in a semicircle (such an organization is advisable when there are few children in the group, otherwise the creation of the composition will take time and the children will languish while waiting for their turn to go to the board). You can use two sheets to create two compositions. In this case, the children are divided into two subgroups and each creates its own picture. Both pictures can then be combined.

The organization may be different. A long sheet of paper is placed on tables arranged in a long row (or two, depending on the number of children present) (you can use reverse side wallpaper). Children sit down or perform the composition while standing. Each child draws as many trees and other forest objects as he or she wants. When the painting is finished, the children step back a step or two from the tables so that what everyone has drawn can be better seen and everyone can admire the painting together. If one of the children expresses a desire to supplement the plot with an image of the sun, clouds, falling snow, rain, or forest inhabitants, they must be given this opportunity. If lesson time does not allow, this can be done in an extended day group, in free activity. We have already said that a collective composition on this topic can be offered to children of any age group. The content depicted will depend on age characteristics children. It’s good to hang the finished painting in a group room, in a locker room, in the lobby, in a kindergarten hall, so that you can admire your work over and over again and so that other children, parents, and employees of the institution can look at it.

The completed composition can be used as a backdrop for dramatization games based on fairy tales, in which the action takes place in the forest. It can serve as a decoration for the hall winter holiday, evening leisure. Compositions on other topics can be performed in a similar way (“ Blooming garden", "Underwater Kingdom", etc.), which can also be used in children's lives and in their games.

In approximately the same way, a drawing lesson can be organized, applying a picture of a flowering meadow (rivers where boats float, children swim, etc.). It is very good to discuss the choice of paper color and the entire composition with the children. In general, by consulting with children, the teacher promotes the development of their activity and creative independence. With such guidance, children learn to collectively discuss upcoming creative activities, plan them, distribute efforts between all participants, understand the participation of everyone in the overall composition, and learn to listen to the opinions of others. Gradually, the children “cover” the meadow with flowers. Paper round shape suitable for a flower bed. Thus, before the eyes of the children, through their joint efforts, a bright picture is created that evokes an aesthetic sense of joy. A collective composition on the theme “Flowers” ​​can also be made as a “Basket of Flowers”, “Bouquet in a Vase”, “Garland of Flowers”, etc. The basket or vase can be cut out in advance.

IN middle group(as well as in senior and preparatory classes) in a collective lesson, children can depict “The Jolly Train”, “Blue Arrow” (based on the fairy tale by J. Rodari) in an appliqué. The train is made up of carriages created through individual work by each child. The color scheme of each composition depends on the image that the children create, and this should be discussed with them.

With children of the older group, a decorative composition based on folk art can be created in drawings, appliqués. You can organize such an activity in different ways. For example, each child draws a pattern on a strip or square (the distribution of paper blanks on which the pattern will be created can be made by the teacher, taking into account the children’s level of mastery of visual arts, or is offered to the children to choose from). When the composition of the patterns is completed, all the drawings are combined into a common decorative composition on a large sheet of paper prepared in advance. The pattern in the middle of the panel can be drawn by children who are most successful in mastering drawing. A decorative composition can be prepared in the style of some type of folk art: gorodets, Pavlovsk scarves, and in the preparatory group such a composition can be offered to children to make in the style of Zhostovo trays, Khokhloma and other paintings. It is necessary to make wider use of the folk art of the area in which the children live when working with children. In general, the local component of folk art should become the basis of work in both school and kindergarten.

Work on a decorative composition can be organized in another way. Together with the children, the teacher determines on a large sheet of paper the composition of the future pattern: middle, border, corners. At the same time, it is necessary to actively involve children in thinking and discussing the content of the product, inviting them to show where and how the pattern will be placed, to discuss the color and decorative components. Then everyone consults together who will draw the pattern in the center, in the corners, along the edges. The composition is created sequentially (like a conveyor belt): first the pattern is drawn in the middle, and then in the corners and border. This pattern can be completed by two, three or four children. To do this, it is more convenient to place the sheet on a table, which can be approached from different sides. Then a pattern is drawn in the corners, and the border is designed in the same way.

О A collective decorative composition can be more complex: "Fairytale house"- children create ornamental compositions that decorate the front part of the house: a wall, a window, a pediment, etc. Based on the Dymkovo toy or the Gorodets painting, a composition can be created on the theme: “Merry Carousel”, “Merry Round Dance”. To create them, the teacher prepares silhouettes of Dymkovo toys from white paper or from ocher paper (a different color can be used, in accordance with that used as a background in Gorodets products), which the children then paint. Children of different age groups can participate in this activity. When the painting is completed, the children, together with their teachers, make a carousel, round dance, etc.

Very interesting and useful for children are activities in which children team up in twos to create a common composition. Such associations make it necessary business conversation children with each other, are taught to negotiate with their partner. So, for example, you can invite children to decorate a pair of mittens or boots. For such work, children are teamed up in twos and it is better for them to decide for themselves with whom they will work in pairs. After all, children need to decorate paired objects identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in terms of composition, composition decorative elements, by color, but this is not so simple. And the teacher must help the children, teach them to negotiate and give in to each other. A greater effect can be achieved not by direct instructions, but by a strong-willed decision based on the authority of an adult, such as: “Alyosha came up with an interesting pattern for mittens, draw like him.” And invite each of the participants to sketch their own pattern for the mittens, and then agree on which one will decorate the border at the bottom of the mitten, which one will decorate the middle outside, and which one is the upper part, where the fingers are “hiding”.

Decorative compositions can also be made using appliqué. Work can be done during class and during free time.

We observed an interesting collective activity in the city of Kineshma, Tver Region. A local artist who often visits the children gave them dolls she made. And during the lesson, the children decided to make a fairy-tale house for them. The teacher, together with the children (senior group), prepared blocks of thick paper with holes cut in the top and bottom sides of the block. The children painted one side of the block (brick). And the patterned bricks were strung onto a pre-made structure. A decoratively painted wall appeared before the eyes of the children. fairy house, which ends with a previously painted pediment and roof (painting the pediment can be done by the teacher together with the children in their free time).

Q Let’s describe another collective lesson held in the senior group child care facility No. 371 Moscow. Subject collective application - "Circus". The lesson was held in the hall. Children enter the hall to the sounds of the famous song “Circus*. After the children walked through the hall and stopped, the teacher talks with them about the circus. He asks if they went to the circus (all the children went to the circus, and some more than once). “Is it true,” asked the teacher, “that you can meet real wild animals in the circus?” The children vying with each other began to name the animals they saw in the circus (bear, tiger, lions, panthers, etc.). “What are they doing there?” - the teacher is surprised. Children tell how animals perform, dance, jump into burning hoops, etc. The teacher asks who teaches the animals all this. The children answer. Then the teacher invites the children to make a circus: “Imagine,” says the teacher, “that a good wizard came to us and turned our hall into a circus. Look, the circus arena is already ready*. Shows a large sheet of paper on which a large green circle is drawn or pasted - the arena. “Let's help the good wizard and slaughter various wild animals.” The children happily agree. They are invited to sit at tables where everything is prepared for cutting and gluing different animals. The sheet - arena is laid out on another table, where everything is also prepared for gluing. The children start working. The teacher approaches the children and discusses with each one who will cut out what. Pictures depicting different wild animals are attached to the easel; if children have difficulties that require clarification of their ideas about what this or that animal looks like, then they come up to the easel and look at the illustrations. As the images are ready, the children come to the table where the arena is located and lay out the animals they have cut out. The teacher approaches this table and, together with the children, consults on how best to arrange the depicted animals. Finally the picture is ready. Children rejoice with the teacher. At this time the music sounds again, and he runs into the hall funny clown. He invites the children to a round dance. Everyone is dancing merrily.

Older children preparatory group And primary classes can create decorative compositions based on different types folk arts and crafts, as well as in a free manner, using elements of floral or geometric patterns.

Topics of such classes: “City of Masters”, “Dymkovo Round Dance”, “Fairytale Animals”, “Fairytale Birds” and others.

Many collective paintings can be created over the course of several classes, or the main content is decided in class, and then in free time from classes in an extended day group, the composition can be enriched, expanded, and supplemented. Gradually the picture becomes more complete, meaningful, interesting, and expressive. Not all children can take part in the final refinement of the composition, but only those who express a desire. However, discuss further work over the composition is appropriate with everyone. We noticed that children like this form of organizing work, and they get aesthetic pleasure when looking at the finished composition, which all children should also be involved in.

Children should be told about the upcoming collective work and taught them joint discussions, decisions, and actions. In fact, almost every topic offered to children for depiction can become the content of collective work: “Fish in an aquarium”, “Roll-y-dolls are walking”, “Carts are driving along the road and carrying various loads” and others, as mentioned above. When thinking through the themes of collective compositions, the teacher must proceed from the interests and capabilities of the children. Formalism and templates should be avoided. It is important that the teacher’s offer to do group work evokes a positive feeling in children. emotional response. And this is only possible when the topic is close to children, connected with their lives, with a variety of children's games, when the topic corresponds to children's impressions.

If children of different ages are being raised in a group, multi-age associations are useful. The methodology for such classes was developed by candidate of pedagogical sciences T.N. Doronova and candidate of psychological sciences S.G. Jacobson. By doing drawing, modeling, appliqué together, kids learn from older children, older children learn to be patient with the younger ones’ inability, to explain how best to do the work. It is only important to pay attention to the fact that the elders do not deprive the younger ones of independence, do not take on the most interesting part of the task, etc. It is interesting to note that pairing children to create a common composition is widely used in visual arts work with children in Japanese kindergartens. The topics of such classes and forms of organization can be varied. So, children can create a drawing on one theme: for example, “Forest clearing in summer”, “Butterflies fly over the meadow” and many others. Children, having agreed on the general composition, draw or cut out and paste each one on their own half of the sheet, or on separate sheets of paper, checking the progress of work and the solution to the composition, the coloring of the picture, etc. Here, each child works as if separately. One child can depict some trees and flowers, another - others; one can draw forest animals, and the other can draw flying butterflies, bees, etc. If the children have agreed on a general compositional solution, on the materials in which the image will be executed, the overall composition will not only not suffer, but will even become richer and more interesting.

In another case, the content of the images of two children may be almost identical. For example, when creating a painting on the theme: “Bears are doing exercises”, or “Bears are playing”, or “Clowns are performing in the circus”, etc., each child cuts out and pastes his own bear, clown, and then those objects, which they hold in their palms or play with.

Also interesting for children are forms of creating collective compositions in which adults work together with children, the latter performing that part of the collective work that is beyond the power of children (in fact, teachers often do this, but separately, without the presence of children, and the children do not see how the teacher acts). So, for example, a teacher, asking children to create a composition “Birds on a branch (tree)”, cuts out and pastes an image of a tree in advance and brings it to class, while the children have to cut out and paste the birds. It would be better if children took part, even passively, in the preparation of such an image. However, in this type of work, both adults and children are united by one goal, interested in the overall result, children have the opportunity to communicate more directly with the teacher, it is carried out more naturally discussion of the upcoming work, its progress, everyone consults together, tries it on, see how best it will work out. The interaction between children and the teacher is carried out more freely, at the same time, children have the opportunity to see how the teacher acts and learn without direct instructions from the teacher, which often constrain children, depriving them of independence and the opportunity to express their opinion.

In a collective form of organizing work, costume details, scenery, and attributes can be prepared for dramatization games based on literary works: “Teremok”, “Cat, Rooster, Fox”, “Geese-Swans” and others.

An interesting form of collective image can be a panorama. This type of image allows you to unite children different groups: preschoolers, junior schoolchildren. At the same time, a panorama, which is a multi-plane and multi-figure composition, is created in several classes and lessons. Each group of children can work on an image at different times: for example, first-graders or older preschoolers can draw a landscape on a long sheet of paper during a drawing lesson (its theme can be different, which is determined by the general theme of the panorama). The landscape will be (positioned vertically) in the background and background of the panorama. Then close-up plans are drawn up. Images of these plans are located on a horizontal strip, the width of which may vary. This part of the landscape can be a forest edge, a clearing, part of a park, a city street, etc. It is painted according to the content, and then images are placed on it, the content of which is determined by the intended composition. To convey the landscape (slides, hillocks, hummocks, etc.), you can use the papier-mâché technique. Foreground images can be three-dimensional; children from other classes or kindergarten groups create them from clay and plasticine. They can be made of paper (planar or using the origami technique). This way panoramas can be created based on the content of different fairy tales. And they can be used to show theatrical performances, to tell fairy tales to children. A panorama created together with other children will allow children to imagine what is happening more vividly, experience the plot more deeply, and remember it better.

The theme of the panorama can be not only fairy tales, but also other literary works, the lives of children, for example, winter fun, events taking place in the world (sports competitions, holidays, people's recreation, cosmodrome, etc.).

What themes of collective compositions can be used in working with children of different age groups?

It is not always possible to clearly distribute topics and attribute them to a specific age group of children. Many topics can be solved by children of different ages, both younger and older. The difference will lie in the complexity of developing the theme: the content of the images, their composition, color scheme, detailing of the images, etc. Such themes include, for example, landscapes: “Forest” - in different times of the year, “Blooming Meadow”, “Birds on a Branch” (or on a feeder) and others. Nevertheless, we will name some possible themes for collective compositions in relation to different age groups. Of course, the topics we propose should not be considered as mandatory, but as possible options. Each teacher can determine the topics of collective work for his group of children, based on the level of development of their visual activity, the world around the children, their interests, and life experience.

Let us name approximate themes of collective compositions for children of different age groups.

Topics for a group of children 3-4 years old:

• ? Multi-colored balls (applique, drawing).
• ? Winter forest (drawing).
• ? “A snowball is quietly falling on the trees, on the meadow” (drawing).
• ? Tumblers are walking (modeling, applique).
• ? Leaves and flowers have blossomed on the tree (drawing, applique. In this case, the teacher creates an image of the tree in front of the children, and the children paste on the finished flowers and leaves).
• ? Bloomed beautiful flowers(applique or drawing).
• ? Chickens walk on the grass (modelling, appliqué, drawing).
• ? Let's decorate our group for the spring holiday (balloons, flowers, flags).

When creating your final work, you can combine both drawing and appliqué. A similar lesson can be carried out for New Year's holiday. Together with children, educators can create a New Year's panel. The teacher cuts out and pastes a large Christmas tree or Santa Claus or Snow Maiden. This part of the overall composition needs to be done in front of the children, so that the children are even passive participants in this activity of the teacher. And then children can stick the finished decorations on the Christmas tree, a Santa Claus or Snow Maiden costume, as well as balls, garlands of lights, beads, flags, etc.

Some of the topics of the classes proposed for kids can be used in working with children of the middle group, for example, decorating a group room for a holiday, but children 4-5 years old can cut out some decorations themselves.

An approximate topic for collective work in a middle group could be:

• ? Autumn forest(drawing).
• ? Autumn carpet (the decorative composition can be made in appliqué. This kind of composition can be created based on spring motifs).
• ? Birds at the feeder (modelling).
• ? Birds on a branch (tree).
• ? Merry carousel (based on Dymkovo toys. For this composition, the teacher prepares silhouettes of Dymkovo toys from white paper, and the children paint them. Then the carousel is constructed).
• ? Fairytale tree (drawing, applique).
• ? Our aquarium (the composition can be made in a drawing or appliqué).
• ? Fairy-tale country (application: children decorate the houses they have cut out, cut out decoration details, glue them and from the decorated houses they make a picture on a large sheet of paper, toned in accordance with the coloring of the fairy-tale country: sky, earth, grass, etc.).
• ? On the street fabulous city carts are driving and carrying various loads (application).
• ? Beautiful flowers bloomed in the flowerbed. For this painting, it is good to choose green paper in the shape of a circle. Children can draw flowers or cut and paste them. To make it easier for children to solve the topic and promote diversity in the depiction of flowers, it is advisable to put a large bouquet of flowers in the group, then each child will be able to diversify their impressions. If it is difficult to find a variety of flowers, you can use illustrations and reproductions of artists’ paintings. A similar lesson can be held in the older group.

The motive for a collective composition can be a literary work. For example, poetic lines: “There are reeds on the pond, ruffs splashed there, a circle of older people, a circle of younger people, a circle of just kids” can become the theme of a general composition in which the image of dancing fish united in round dances will be conveyed.

Topics of collective compositions for children of senior and preparatory groups and 1st and 2nd grades of school:

• ? Showcase of a toy store. The composition can be made in applique and drawing.
• ? Basket with flowers (vase with flowers, vase with fruits) - applique.
• ? Our corner of nature (application).

All of these compositions can be performed in a joint-individual form of organizing children or in joint-sequential activities.

Compositions can be plot-based:

• ? Autumn Park (magic garden).
• ? At the skating rink (applique or drawing).
• ? At the zoo (applique).
• ? Fun train (applique or drawing. First, children cut out and paste the cars, and then draw passengers, which can be dolls, animals, etc.).
• ? Winter fun(application).
• ? Our town.
• ? Fairytale kingdom (when creating this composition, all types of visual activities can be used: drawing, modeling, appliqué).

Of course, all suggested topics are exemplary. Teachers, based on the specifics of the environment of the kindergarten or school (and a number of topics recommended for older preschoolers, as our experience shows, arouse interest among younger schoolchildren as well), can change both the themes of the collective compositions offered to children and the materials in which they will be incarnated.

Wide inclusion of collective forms in visual arts work will make it interesting and attractive for children. And what is also important is that these activities are very significant for the formation of a child’s personality, his attitude to the world, people, and art.

Collective children's compositions, as well as individual ones, should be closely connected with the lives of children and the impressions they receive. But in comparison with individual drawings, modeling, and appliqué, these works, due to their wide scale and multi-subject nature, must be included in the diverse children's experience.