Views from iso to dhow. ISO. Visual activities in kindergarten. Multi-colored songsComprehensive lesson on music education and art activities in the middle group

Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova

Komarova Tamara Semenovna – Head of the Department of Aesthetic Education, Moscow State Humanitarian University. M.A. Sholokhov, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, full member of the International Academy of Sciences of Pedagogical Education, full member of the International Pedagogical Academy, full member of the Academy of Security, Defense and Law Enforcement. Author of numerous works on various issues of preschool pedagogy, history of pedagogy, aesthetic education, continuity in the upbringing and education of children of preschool and primary school age; founder and head of a scientific school. Under the leadership of T.S. Komarova defended more than 80 candidate and doctoral dissertations.

Preface

The manual “Lessons in Fine Arts in the Senior Group of Kindergarten” is addressed to teachers of preschool educational institutions working under the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
The book includes a program of visual activities for the senior group and notes on drawing, modeling and appliqué classes, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires a change in the sequence, for example, a teacher makes changes to the topic of classes, dictated by regional characteristics, the need to reduce the gap between two classes that are interrelated in content, or the need to develop formative skills, etc.
The classes presented in the book are developed taking into account the age capabilities and psychological characteristics of children 5–6 years old and are based on the following provisions.
Visual activity is part of all educational work in preschool educational institutions and is interconnected with all its other areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; familiarization with various types of art, both classical, modern and folk, including literature, as well as a variety of activities for children.
Particularly important for the upbringing and development of a child is the connection between drawing, modeling and applique classes with a variety of games. A diverse connection with play increases children’s interest in both visual activities and play. In this case, it is necessary to use various forms of communication: creating images and products for games (“a beautiful napkin for a doll’s corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of playful, surprise moments, situations (“to make friends for a bear”, “to paint the wings of a butterfly - its decorations were washed off the wings by the rain”, etc.) in all types of activities (drawing, modeling, appliqué). It is necessary to provide children with the opportunity to depict how they played a variety of role-playing and outdoor games.
To enrich figurative ideas, develop aesthetic perception and imagination, and successfully master children’s visual arts, the relationship between classes and didactic games is important. You can learn more about this from the book “Continuity in the formation of artistic creativity of children in kindergarten and primary school.” The book also presents lesson notes on creating didactic games with children, which can be used by teachers when working with children in the senior and preparatory groups.
For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful environment of the group, play corners; using individual and collective drawings and appliques created by children in the design of the group. Of great importance is the aesthetic design of classes, thoughtful selection of materials for classes, the format of paper for drawings, applications, corresponding to the size and proportions of the depicted objects, the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.
The emotional well-being of children in the classroom is important, created by content that is interesting to them, the friendly attitude of teachers towards each child, the development of confidence in their abilities, the respectful attitude of adults towards the results of children's artistic activities, their use in the design of group and other premises of the child care institution, nurturing children to have a positive, friendly attitude towards each other, etc.
The development of any abilities of preschoolers, including children 5–6 years old, is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects, their parts, so that the image of hand movements, sensorimotor experience is consolidated, and on the basis of it the child can subsequently independently create images of various objects and phenomena . This experience should be constantly enriched and developed, forming imaginative ideas about already familiar objects.
In order to develop freedom of creative decision in children, it is necessary to teach them formative movements, hand movements aimed at creating images of objects of various shapes, first simple and then more complex, in all types of activities (drawing, sculpting and appliqué). This will allow children to depict various objects and phenomena of the surrounding world. The better a child masters form-building movements in the second youngest and then in the middle group, the easier and more freely he will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception. The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in sculpting - by mass and volume. Hand movements when drawing differ in nature (pressure force, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.
It is important to remember that all types of visual activities must be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, appliqué and the formation of creativity are based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activities.
In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting around them, what they liked; learn to compare objects; ask, activating the experience of the children, what they have already drawn or sculpted similar to how they did it; call a child to show all the children how one or another object can be depicted.
In the older group, examining images created by children and evaluating them is of particular importance. The experience children have acquired by this age in visual arts, examining the drawings, sculpting, and appliqués they have created, both individual and collective, gives them the opportunity to create a wide variety of paintings, sculptures, and appliqués, using the acquired skills, knowledge and abilities, and also allows them consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty and cause a feeling of pleasure. To do this, it is necessary to draw children's attention to what the created image looks like: what is the shape, size, arrangement of parts, how the characteristic details are conveyed. When looking at a created plot image with children, you should pay their attention to how the plot is conveyed (in drawing, modeling, appliqué), what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, stand (in modeling ), how the ratio of objects in size is conveyed (in composition), etc. By asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Each lesson should end with an assessment of children's work. If there is no time left for evaluation, you can evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by the children, to emphasize something, highlight it, and summarize the lesson.
The activities proposed in the manual are designed so that they do not overload children, and the timing of their implementation complies with the requirements of SanPin. In the senior group, there are 3 classes in visual arts per week - 12 classes per month. In those months with 31 days, the number of classes may increase by 1–2. In this case, educators independently determine which classes are best taught as additional ones.
The lesson notes are compiled according to the following structure: program content, methods of conducting the lesson, materials for the lesson, connections with other classes and activities.
At the beginning of the year (September, the first half of October) and at the end (May), you can conduct a diagnostic lesson to determine the level of development of children's creativity (a description of the methodology for conducting such a lesson and processing its results is given on pp. 114–124).
We hope that the book will be useful to teachers of preschool institutions, additional education groups, and heads of clubs and studios. The author will gratefully accept comments and suggestions.

Fine Arts Program

Continue to develop children's interest in visual arts. Enrich sensory experience by developing the senses of perception: vision, hearing, touch, taste, smell.
Develop aesthetic perception, teach to contemplate the beauty of things and nature. In the process of perceiving objects and phenomena, develop mental operations: analysis, comparison, likening (what it looks like); establishing similarities and differences between objects and their parts.
Learn to convey in an image the basic properties of objects (shape, size, color), characteristic details, the relationship of objects and their parts in size, height, location relative to each other.
Develop the ability to observe natural phenomena, notice their dynamics, shape and color of slowly floating clouds.
Improve visual skills and abilities, develop artistic and creative abilities.
Develop a sense of shape, color, proportions.
Continue to introduce children to folk arts and crafts (Gorodets, Polkhov-Maidan, Gzhel), expand their understanding of folk toys (matryoshka dolls - Gorodets, Bogorodskaya; spillikins).
Introduce children to national arts and crafts (based on regional characteristics); with other types of decorative and applied arts (porcelain and ceramics, small sculptures). Develop children's decorative creativity (including collective creativity).
Develop the ability to organize your workplace, prepare everything necessary for classes; work carefully, use materials sparingly, keep the workplace clean, and put it in order after finishing work.
Continue to improve children’s ability to examine work (drawings, modeling, applications), enjoy the results achieved, notice and highlight expressive solutions to images.

Drawing

Subject drawing. Continue to improve the ability to convey images of objects and characters in literary works in drawing. Draw children's attention to the differences between objects in shape, size, and proportions of parts; encourage them to convey these differences in their drawings.
Teach children to convey the location of objects on a sheet of paper, draw children’s attention to the fact that objects can be located differently on a plane (standing, lying, moving, being in different poses, etc.).
To promote mastery of compositional skills: learn to place an object on a sheet of paper, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, a not very tall but long house, place it horizontally).
Reinforce the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastel, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop the skills of drawing the outline of an object with a simple pencil with light pressure, without hard, rough lines that stain the drawing.
When drawing with pencils, learn to convey shades of color by adjusting the pressure on the pencil. In the pencil version, children can, by adjusting the pressure, convey up to three shades of color. Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).
Teach children to draw with a brush in different ways: wide lines - with the whole bristle, thin lines - with the end of the brush; Apply strokes by applying the entire bristle of the brush to the paper, drawing small spots with the end of the brush.
Consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, light green, lilac), develop a sense of color. Learn to mix paints to obtain new colors and shades (when painting with gouache) and lighten the color by adding water to the paint (when painting with watercolors).
Subject drawing. Teach children to create story compositions on themes from the surrounding life and on themes from literary works (“Whom Kolobok Met,” “Two Greedy Little Bears,” “Where Did the Sparrow Have Dinner?” etc.).
Develop compositional skills, learn to place images on a strip at the bottom of the sheet, throughout the sheet.
Draw children's attention to the relationship in size of different objects in the plot (large houses, tall and short trees; people are smaller than houses, but there are more flowers growing in the meadow).
Learn to place objects in the drawing so that they block each other (trees growing in front of the house and partially blocking it, etc.).
Decorative drawing. Continue to introduce children to folk crafts, consolidate and deepen knowledge about Dymkovo and Filimonov toys and their painting; suggest creating images based on folk decorative painting, introducing it to its color scheme and compositional elements, and achieving a greater variety of elements used. Continue to introduce Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), teach how to use animation for decoration.
Introduce the painting of Polkhov-Maidan. Include Gorodets and Polkhov-Maidan painting in children’s creative work, help them master the specifics of these types of painting. Introduce regional (local) decorative arts.
Learn to make patterns based on Gorodets, Polkhov-Maidan, Gzhel painting; introduce characteristic elements (buds, flowers, leaves, grass, tendrils, curls, animations).
Learn to create patterns on sheets in the shape of a folk product (tray, salt shaker, cup, rosette, etc.).
To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats (kokoshnik, scarf, sweater, etc.), household items (napkin, towel) for decoration.
Learn to arrange the pattern rhythmically. Offer to paint paper silhouettes and three-dimensional figures.

Modeling

Continue to introduce children to the features of modeling from clay, plasticine and plastic mass.
Develop the ability to sculpt familiar objects from life and from imagination (vegetables, fruits, mushrooms, dishes, toys); convey their characteristic features. Continue learning to sculpt dishes from a whole piece of clay and plasticine using the tape method.
Strengthen the ability to sculpt objects using plastic, constructive and combined methods. Learn to smooth the surface of a form and make objects stable.
Learn to convey the expressiveness of an image in modeling, sculpt human and animal figures in motion, combine small groups of objects into simple plots (in collective compositions): “Hen with chicks”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To develop in children the ability to sculpt based on the characters of literary works (the bear and the bun, the fox and the bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small parts; using a stack, draw a pattern of scales on a fish, designate eyes, animal fur, bird feathers, patterns, folds on people’s clothes, etc.
Continue to develop technical skills and skills in working with a variety of materials for modeling; encourage the use of additional materials (seeds, grains, beads, etc.).
Strengthen your neat sculpting skills.
Strengthen the skill of washing your hands thoroughly after finishing sculpting.
Decorative modeling. Continue to introduce children to the features of decorative modeling. To form an interest and aesthetic attitude towards objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To develop the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and in-depth relief.
Learn to dip your fingers in water to smooth out the unevenness of the sculpted image when necessary to convey the image.

Application

Strengthen the ability to cut paper into short and long strips; cut circles from squares, ovals from rectangles, transform some geometric shapes into others: a square into 2-4 triangles, a rectangle into stripes, squares or small rectangles; create images of various objects or decorative compositions from these details.
Learn to cut out identical figures or their parts from paper folded like an accordion, and symmetrical images from paper folded in half (glass, vase, flower, etc.).
Encourage the creation of subject and plot compositions, supplementing them with details.
Form a careful and careful attitude towards materials.

By the end of the year, children can

Be able to distinguish works of fine art (painting, book graphics, folk decorative art).
Identify means of expression in different types of art (shape, color, flavor, composition).
Know the features of visual materials.
In drawing
Create images of objects (from nature, from an idea); story images.
Use a variety of compositional solutions and visual materials.
Use different colors and shades to create expressive images.
Make patterns based on folk arts and crafts.
In sculpting
Sculpt objects of different shapes using learned techniques and methods.
Create small plot compositions, conveying proportions, poses and movements of figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing paper with small finger movements.

Approximate distribution of program material for the year

September

Lesson 1. Modeling "Mushrooms"
Program content. Develop perception, the ability to notice differences from the main reference form. Strengthen the ability to sculpt objects or parts of them into round, oval, disc-shaped shapes, using the movement of the entire hand and fingers. Learn to convey some characteristic features: indentation, curved edges of mushroom caps, thickening legs.

Lesson 2. Drawing “Picture about summer”
Program content. Continue to develop figurative perception, figurative ideas. Teach children to reflect in their drawings the impressions they received in the summer; draw various trees (thick, thin, tall, slender, crooked), bushes, flowers. Strengthen the ability to place images on a strip at the bottom of the sheet (earth, grass), and throughout the sheet: closer to the bottom of the sheet and further from it. Learn to evaluate your own drawings and those of your friends. Develop creative activity.

Lesson 3. Application “Mushrooms grew in a forest clearing”
Program content. Develop children's imaginative ideas. Strengthen the ability to cut out objects and their parts in round and oval shapes. Practice rounding the corners of a rectangle or triangle. Learn to cut out large and small mushrooms in parts and create a simple, beautiful composition. Learn to tear a narrow strip of paper with small movements of your fingers to depict grass, moss near mushrooms.

Lesson 4. Drawing “Introduction to watercolors”
Program content. Introduce children to watercolor paints and their features: paints are diluted with water; the color is tested on the palette; You can get a brighter light tone of any color by diluting the paint with water, etc. Learn how to work with watercolors (wet the paints before painting, shaking off a drop of water collected on the brush onto each paint; dilute the paint with water to obtain different shades of the same color; rinse the brushes thoroughly, drying it on a cloth or napkin and checking the cleanliness of the brush).

Lesson 5. Drawing "Cosmey"
Program content. To develop children's aesthetic perception and sense of color. Learn to convey the characteristic features of cosmos flowers: the shape of the petals and leaves, their color. Continue to introduce watercolor paints and practice how to work with them.

Lesson 6. Modeling “Make whatever vegetables and fruits you want for the game of shop”
Program content. To consolidate children’s ability to convey the shape of different vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.) in modeling. Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey the characteristic features of each vegetable in modeling, using the techniques of rolling, smoothing with your fingers, pinching, and pulling.

Lesson 7. Drawing “Decorate a handkerchief with daisies”
Program content. Teach children to make a pattern on a square, filling in the corners and middle; use techniques of dabbing, drawing with the end of a brush (point). Develop aesthetic perception, sense of symmetry, sense of composition. Continue learning to paint.

Lesson 8. Drawing “Apple tree with golden apples in a magical garden”
Program content. Teach children to create a fairy-tale image, draw spreading trees, conveying the branching of the crown of fruit trees; depict a lot of “golden” apples. Strengthen the ability to paint with paints (rinse the brush well before picking up paint of a different color, blot the brush on a napkin, do not paint on wet paint). Develop aesthetic perception and sense of composition. Learn to arrange images beautifully on a sheet of paper.

Lesson 9. Drawing "Cheburashka"
Program content. Teach children to create an image of their favorite fairy-tale character in a drawing: convey the shape of the body, head and other characteristic features. Learn to draw an outline with a simple pencil (do not press too hard, do not trace the lines twice). Strengthen the ability to carefully paint over an image (without going beyond the outline, evenly, without gaps, applying strokes in one direction: from top to bottom, or from left to right, or obliquely with a continuous movement of the hand).

Lesson 10. Application “Cucumbers and tomatoes lie on a plate”
Program content. Continue to practice the ability to cut round and oval-shaped objects from squares and rectangles, cutting corners using a rounding method. Develop coordination of movements of both hands. Strengthen the ability to carefully paste images.

Visual arts classes are held in kindergarten in all age groups from 2 to 4 times a week.
The content of classes is planned by the teacher in accordance with the requirements of the program for a given age and taking into account the knowledge and visual skills that children have.
Preschoolers can engage in visual arts outside of group classes, during the time allotted for games. The teacher should support this desire in every possible way, encourage the manifestation of initiative and independence in the application of acquired visual skills.
Children's desire to draw, sculpt, and construct is short-lived and unstable. Older preschoolers experience a certain need for creative activity, which indicates that they have abilities that require attention and proper guidance from the teacher.

Types of visual activities

The importance of visual activities for the comprehensive development of children

Popular site articles from the “Dreams and Magic” section

1) Program by Sakkulina N.P., Komarova T.S. “Art activities in kindergarten”

The authors of this program believe that aesthetic education in kindergarten creates the prerequisites for the subsequent full artistic development of each child, including the formation of visual creativity. Visual creativity in preschool children is most fully manifested in drawing, modeling, and appliqué. A big role in this process belongs to the teacher. In order to assist teachers in teaching children fine arts, a methodological manual “Artistic Activities in Kindergarten: A Guide for Teachers” was created, which reveals the content and methods of work in all groups of the kindergarten, provides recommendations for teaching children drawing, modeling, appliqué, on selecting program material for classes, establishing their sequence and relationship, and using a variety of methods for guiding children’s activities. The appendix contains sample plans and notes for individual classes.

One of the main features of the proposed methodology is that the development of children's creativity is considered in the relationship between teaching and upbringing. Much attention is paid to developing children's independence, providing ample opportunities to express their own ideas and reflect their own personal experience.

An important condition for the development of fine arts is the mastery of skills and abilities, the acquisition of knowledge about a variety of materials used in drawing, modeling, appliqué classes, and methods of working with them. This manual addresses these issues when describing work in each age group.

Most educators know what methods and techniques for teaching art exist, but do not always know how to apply them in the classroom. In this regard, the authors consider it necessary to provide descriptions of classes in the text and to disclose the use of individual methodological techniques. The manual was written taking into account research on fine arts for preschool children and practical achievements.

Research on sensory education and the formation of manual skills contributed to the improvement of methods for developing visual movements in children, mastering various methods of depiction, and creating an expressive image.

The content of classes and methods proposed in the program have been repeatedly tested both in experimental and mass kindergartens, as well as at seminars (short-term and permanent) conducted with teachers.

The program consists of five parts, which consistently reveal the methodology of working with children in fine arts in kindergarten age groups. Each part provides long-term plans for all types of fine arts and lesson notes. The form of the plans allows you to see the relationship between drawing, modeling, and appliqué with all aspects of educational work: reading, storytelling, getting to know the environment, music lessons, etc. This is especially important for beginning teachers who do not yet know how to cover all aspects of the work as a whole and present them in relationships, to ensure the most complete solution to all problems of education in various types of children’s activities. But this form is not at all mandatory for every teacher: it is provided in order to show the possibilities of long-term planning.

2) Ruskova L.V. "Program of education and training in kindergarten"

The correct and timely implementation of the “Program of education and training in kindergarten” is important for solving the problem of the comprehensive development and education of preschool children and preparing them for school. Methodological recommendations will assist teachers in organizing educational work in a preschool institution.

The manual reveals the methods of raising and teaching children of early and preschool age. The focus of educators working with young children is on the tasks of the child’s full physical development, preserving and strengthening his health, improving visual, auditory, and tactile perception, and developing initial skills in cognitive and objective activities.

Due to the fact that only through active activity can a child acquire knowledge and skills and develop his abilities, the second section of the manual - “Preschool Age” - reveals the content of different types of children's activities and methods of guiding them in all age groups.

The most important independent activity of a preschool child is play. The game develops thinking, speech, imagination, memory, learns the rules of social behavior and develops appropriate skills.

The main form of education for preschoolers is classes in which children are consistently and systematically given age-appropriate ideas about the world around them: about the world of numbers, fine and folk arts and crafts, music; form skills and abilities in practical activities, as well as initial skills in educational activities. The manual reveals the methodology for conducting classes in all sections of the program, and highlights the main methods and techniques of teaching at different age stages.

Classes are held in decorative drawing, modeling, appliqué and design. In art classes, the child’s ideas about color are significantly enriched, and the sequence of colors in the spectrum is studied. When teaching children to draw from life, the main attention is paid to conveying the relationship of objects and their parts in size - a pencil sketch of the main form is made, and then only painted. The image of a person and an animal in motion is considered.

Older children make patterns based on folk art on paper of various shapes, and paint their clay works. An asymmetrical composition is introduced, such as Khokhloma and Zhostovo paintings, when curls or flowers fill the surface of the form.

Children learn various ways to create an expressive image. An important task is to develop in the child a sense of composition, the ability to sculpt sculptural groups of 2-3 objects. Children's skills in decorative modeling are improved.

The methodological recommendations draw the attention of teachers to the fact that educational work in a preschool institution should not be limited to the classroom. The teacher should systematically encourage children to observe their surroundings (phenomena of social life, nature) during walks and everyday activities. He should be interested in everything that excites children, attracts their attention, and finds time and a topic for conversation with each pupil.

The teacher's attention is drawn to the fact that the task of comprehensive harmonious development and education of a preschool child can be successfully solved provided that age and individual characteristics are taken into account and trusting relationships are established with students. The teacher should not allow the child’s personality, independence and activity to be suppressed.

3) Program by T.S. Komarova “Fine art classes in kindergarten.”

The program considers visual arts as an important means of aesthetic education for children. It allows children to express in drawings, modeling, and applications their idea of ​​the world around them, their understanding of it and their attitude towards it. These activities bring children joy, create a positive emotional mood, and promote the development of creativity. In the process of artistic activity, children develop aesthetic perception, figurative ideas and imagination, aesthetic feelings (shape, color, composition). However, this does not happen on its own, but under the condition of systematic, purposeful and at the same time subtle and sensitive guidance of the teacher, taking into account the specifics of the child’s visual creativity.

The classes proposed in this methodology are based on the following provisions:

Fine arts classes are a means of educating children. They develop aesthetic perception, aesthetic feelings, imagination, creativity, and form imaginative ideas.

Drawing, sculpting, and appliqué classes are part of the multifaceted work of a kindergarten, so visual activities should be closely related to all aspects of educational work (getting to know the environment, playing, reading books, music classes, etc.) during which children receive a variety of impressions, knowledge.

Of particular importance is the relationship between drawing, modeling, and appliqué activities and play. This relationship is dictated by the specifics of visual activity, the desire of children to play with objects and images.

Based on this, it is advisable to use various forms of connection with the game: invite children to create drawings, modeling, appliqué, which can then be used in the game, introduce game situations and game teaching techniques into classes, invite children to reflect images of children’s games in their works: plot-based - role-playing, active, dramatization games.

The content, methodology and organization of visual arts classes should be aimed at developing children's creativity. This requires not only the development of aesthetic perception, imagination, and the formation of figurative ideas, but also children’s mastery of a variety of visual materials, various generalized methods of depiction, which make it possible to convey a wide range of phenomena and objects in drawing, modeling, and appliqué. All this allows children to freely express their ideas, evokes a positive emotional attitude towards classes, and encourages creative searches and solutions.

The classes are designed taking into account continuity between different age groups, between kindergarten and junior grades of secondary schools.

For a more systematic and planned guidance of children's visual activities, classes have been developed for a year for all kindergarten groups, starting with the second youngest.

The classes are planned in such a way that during the year the same topic is given several times in different versions. Such work makes it possible to train children in depicting the most complex objects, allowing them to develop strong skills and abilities.

One of the goals of teaching visual arts is to develop children's creative abilities. Therefore, we have selected such methods of lesson management that are aimed at developing the child’s activity, independence, and mastering generalized methods of action that allow him to create images of many objects. This is helped by the teacher’s figurative, emotional explanation.

In each age group, the teacher involves children in discussing completed work, taking into account their age characteristics. The discussion must be conducted lively and emotionally. It is important to find figurative, vivid words to characterize the objects and phenomena depicted by children, to emphasize their expressiveness, and not be limited to a simple listing. If the teacher constantly gives imaginative characteristics to children’s work, then the children will gradually learn to evaluate the work. To emphasize the expressiveness of the images, you can use poems, songs, read them to the teacher himself or invite the children to do this.

An important condition for the successful conduct of classes in drawing, modeling, and appliqué is their connection with all aspects of educational work. Therefore, when selecting thematic content, one should take into account what children will observe in the life around them, what events they will experience, what they will be read about, told about, etc.

Starting from the senior group, it is recommended to divide some topics into two classes. This is done so that children can more fully express their impressions of a particular event, phenomenon, and convey a detailed plot. The inability to draw, cut out and paste everything that one would like reduces the child’s mood and interest in the activity. Moreover, lack of time often leads to a formal solution, sometimes even proposed by the teacher, who, knowing that the children will not have time to create a more complete image, limits them (“Draw a house and a Christmas tree near it,” “Draw two trees”). When two classes are devoted to a topic, the child can think through the idea, and express it (in a class on an assignment, the solution may also be different), and create a more perfect and complete image. Of course, only classes of a plot nature can be divided into two, and according to the plan, the gap in classes should not be large, otherwise interest in the topic may fade.

Using the methodological recommendations of this manual allows teachers to develop the visual creativity of preschool children, to form in them the knowledge, skills and abilities necessary for the figurative embodiment of objects and phenomena of reality.

By the end of training in the preparatory group, children should have developed aesthetic perception. They must see and understand the beauty of the surrounding life, works of fine and decorative art. Children develop the ability to control their actions, improve the image, evaluate and justify the assessment of their work and the work of other children in accordance with the task of the image. Preschoolers conceive interesting and varied content for their drawings, sculpting and appliqués, complement the image with details, achieving expressive transmission of images of objects and phenomena, using a variety of means of expression.

Children master a variety of form-building movements that allow them to draw, sculpt and cut out various objects, to compose an image in parts and together (in a drawing - a continuous contour line, in sculpting - from a whole piece, in an appliqué - in silhouette).

Children develop a sense of color, the ability to create images and decorative compositions, solving them in different ways in color: multi-colored, in a certain color scheme.

Children learn to create patterns based on folk decorative art, paint sculptures, and create decorative plates.

Organization of visual activities for children in accordance with the requirements of the Federal State Educational Standard for Education

Consultation for educators

Prepared by: MBDOU teacher

kindergarten No. 1 “Alyonushka”

Pyatova E. Yu.

The federal state educational standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation, as well as taking into account the UN Convention on the Rights of the Child.

Unlike other standards, the Federal State Educational Standard for Educational Education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certifications and final certification of students.

For the first time, preschool education is recognized as an independent level of general education. If FGT imposed requirements on the structure and conditions for the implementation of the main educational program, then the Federal State Educational Standards for Educational Education also impose requirements on the results of mastering the main educational program, and this is a fundamental innovation

Artistic and aesthetic development is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the individual, affects the knowledge of the moral side of reality, and increases cognitive activity. Aesthetic development is the result of aesthetic education. A component of this process is art education - the process of mastering art knowledge, abilities, skills, and developing abilities for artistic creativity.

An important component of artistic and aesthetic development is the formation (development) of children’s artistic taste (visual, auditory), the ability to communicate with art, actively express themselves in creativity, and create their own subject-developing artistic environment.

The leading pedagogical idea of ​​artistic and aesthetic development is the creation of an educational system focused on the development of the individual through familiarization with spiritual values, through involvement in creative activities.

The system of work on artistic and aesthetic development consists of interconnected components:

content updateeducation (choice of programs and technologies);

creating conditions forartistic and aesthetic development (staffing, educational and methodological support, creation of a subject-development environment);

organization of educationalprocess (working with children and parents);

work coordinationwith other institutions and organizations.

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

See paragraph 2.6. Federal State Educational Standard DO.

Main goals and objectives

Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude towards objects and phenomena of the surrounding world, works of art; nurturing interest in artistic and creative activities.

Development of children's aesthetic feelings, artistic perception, figurative ideas, imagination, artistic and creative abilities.

Development of children's artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.); satisfying children's need for self-expression.

Organization of a subject-spatial environment in a kindergarten group for the development of children’s visual activities

The subject-development environment is a complex of material, aesthetic, psychological and pedagogical conditions that ensure the organization of children’s lives in a preschool institution - it should serve the interests and needs of the child, and its equipment, materials, didactic material and others should serve his development. The environment must meet sanitary and hygienic safety requirements developed for a modern preschool educational institution. And this creates an environment that is psychologically comfortable and favorable for the life of children.

The corner of fine arts can be considered as a kind of artistic and creative complex. The creation of a subject-based environment for a preschool educational institution involves the organization of an artistic and creative complex of a corner of visual activities, which includes the interaction of the arts and various types of artistic activities that activate the independent activity of preschoolers.

The purpose of the fine arts corner is to develop children’s creative potential, develop interest in artistic activities, develop aesthetic perception, imagination, artistic and creative abilities, independence, and activity.

The organization of a subject-development environment for the development of visual activities in accordance with the federal educational standard for preschool education meets the following requirements.

Saturation

The developmental environment for organizing visual arts has a variety of materials, equipment and supplies. It ensures the creative activity of all pupils, their emotional well-being, aesthetic development and the opportunity for self-expression.

Transformability of space

It assumes the possibility of changes in the subject-spatial environment depending on the educational situation. All elements of the visual arts complex can be transformed in a variety of ways. At the request of the children, the group can be transformed into an “exhibition hall”, “gallery”, “workshop”, etc.

Polyfunctionality of materials

Possibility of varied use of various components of the subject environment. For example, a screen has been converted into an exhibition stand for displaying creative works. The presence in the group of multifunctional (not having a strictly fixed method of use) objects (natural, waste material)

Environmental Variability

Availability of various spaces for the implementation of visual activities. Periodic rotation, renewal of the subject-developmental environment, its aesthetic and intellectual saturation, taking into account the specifics of the child’s perception, allows us to solve the problems of developing children’s creative activity.

Environment Availability

The environment should be organized so that the materials and equipment necessary for children to carry out any activity are either in the child’s field of view or accessible so that he can take them without seeking help from an adult, including children with disabilities. At the same time, it is very important to teach children to put all materials in their place: firstly, because order in everything provides comfort and beauty, pleases the eye, creates a good mood, and secondly, because other children may need them for activities or the same child. Consumables must be aesthetic, intact, and clean. Exhibition areas must be accessible to children.

Safety

The equipment must correspond to the age characteristics of children (taking into account the requirements of anthropometry, psycho-physiology of perception of color, shape, size). It is necessary to ensure that sharp and cutting objects (pencils, scissors) are stored in specially designated cases, boxes, and cabinets. When organizing a corner for visual arts, the height of the tables and chairs should correspond to the height of the children and they should be placed so that when working behind them there is left-side lighting or, in extreme cases, the light falls from the front. Working surfaces of tables should have a light-colored matte finish. Materials used for lining tables and chairs must have low thermal conductivity and be resistant to warm water. The size of the wall board is 0.75-1.5 meters, the height of the lower edge of the wall board above the floor is 0.7-0.8 meters.

General purpose equipment

Chalk board.

Sponge.

Sets of colored and white chalk.

The easel is single-sided or double-sided.

Typesetting canvas 60*50 or 80*50.

Flannelograph, magnetic board

A stand for viewing children's drawing works and demonstrating illustrative material.

Stand for placing modeling work.

Counting ladder for examining modeling work.

Pointer.

Roller for applying paint to paper.

Desktop pencil sharpener.

A tank with a tight-fitting lid for storing clay.

Apron for teacher

Aprons and sleeves for children.

Pedagogical requirements for the subject-developmental environment for organizing a corner of fine arts

A uniform design style makes it attractive to children;

The presence of appropriate decorative elements;

Ensuring the emotional well-being of the child and adult;

Taking into account the age and gender characteristics of children, both in the content of the materials and in the organization of space.

Quantitative composition of items and materials (the presence and number of relevant items is compared with the standard);

Availability of a variety of artistic materials, their replacement, addition, quality, appearance;

Pedagogical expediency (compliance with the purpose and objectives of aesthetic education);

Availability of material for children, convenient location.

Junior preschool age

All materials for free independent productive activity should be available to children. Children of this age react poorly to spatial changes in the environment and prefer stability, so all materials and aids must have a permanent place.Materials and aids for visual arts are placed on the tables available in the group every day, after the evening meal. All materials, manuals, equipment and unfinished children's work are kept in working order until breakfast the next day.

For children of primary and secondary preschool age, material and equipment in the visual arts corner can be placed on open shelves.

Children in the younger group should be given pencils of six colors (red, blue, green, yellow, black and brown) for drawing. For drawing, use two types of water paints - gouache and watercolor. For preschool children, the most convenient paints are opaque, impasto, opaque - gouache. The paint must be diluted to the thickness of liquid sour cream, so that it sticks to the brush and does not drip from it. It is best to pour the paint into clear, low-rimmed containers so children can see the color. It is convenient to use gouache paints in plastic jars with closed lids: teachers prepare the paint in them and leave them after classes without pouring them anywhere. At the same time, the paint is consumed more economically and its preparation requires less time. In the younger group, they are given 2-3 colors at first, and by the end of the year 4-6 colors. It is recommended to give brushes No. 12-14 to children of the younger group. Such a brush, pressed to the paper, leaves a bright, clearly visible mark, making it easier to convey the shape of an object. For drawing you need fairly thick, slightly rough paper (preferably half-paper). You can replace it with thick writing paper. Glossy paper, on the surface of which the pencil glides almost without leaving a mark, and thin paper that tears under strong pressure, are not suitable for drawing. While working, the paper should lie motionless and level (the exception is decorative drawing, during which children can change the position of the sheet). It is recommended that children of the younger group be given paper the size of a writing sheet for drawing - it corresponds to the span of a child’s hand. The desire for independent activity is formed in primary preschool age in collaboration with adults, in joint activities with them. Taking this into account, the space is organized so that two or three children and an adult can act simultaneously. Children have the right to dispose of their drawings and crafts themselves - take them home, use them in games, or place them in an exhibition.

An approximate set of materials and equipment for visual arts for the first junior group

Demonstration material for visual arts classes with children

Authentic works of folk, decorative and applied art

For children of primary preschool age - 2 - 3 types of folk toys with which children could act (Bogorodsk toy, Semyonovsky and other nesting dolls, Gorodets carved toy (horses), etc.).

For children of middle and senior preschool age, 3–4 types of works of folk art are selected, in the process of perceiving which children could feel the plasticity of form, the connection between the purpose of an object and its decoration, and get acquainted with various elements of pattern, color, and composition. For this purpose, the following can be used: Dymkovo clay toy, works of Khokhloma and Gorodets masters, etc. At the same time, it is desirable that children are first introduced to the work of those folk artists who live in a given region, city, or village. Practical assistance in introducing children to folk art will be provided to teachers by A.A.’s educational and visual aid. Gribovskaya "For children about folk art." (M.: Education, 2001).

Reproductions from works of painting, book graphics

For this purpose, teachers can use any highly artistic works of book graphics and reproductions, the content of which is recommended by the program, is understandable to children and evokes an emotional response in them.

Literature:

1. Materials and equipment for kindergarten. A manual for educators and managers, edited by T.N. Doronova and N.A. Korotkova. Approved by the Ministry of Education of the Russian Federation. Moscow, JSC "Elti-Kudits" 2003
2. http://otherreferats.allbest.ru/pedagogics/00194208_0.html

Visual arts are an excellent means of developing creative talents and all other abilities of a child. In addition, with the help of fine arts, children study the world around them. This is a specific figurative cognition of reality. What about positive emotions? The joyful smiles that appear on the faces of children who managed to draw or cut out another “masterpiece” are worth a lot! This thematic section helps to encourage children's creativity and expand their capabilities. This is a comprehensive, constantly growing library of useful materials for organizing art classes. Come in and choose!

We are glad to be useful to you in the aesthetic education of children.

• Still life. Classes for children, master classes, games and manuals for studying still life
• Paintings. Getting to know the paintings, looking at and writing stories
• Corner of creativity and fine arts. Art centers

Showing publications 1-10 of 36750.
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