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Introduction
Conclusion
Bibliography
Introduction
Of great importance in the lifelong education of a person is the question of introducing children preschool age with national and regional cultural heritage and history of the country, region.
Manual labor is closely related to cognitive development which helps to enrich the minds of children with new content, to systematize the accumulated and received information, to develop artistic and creative abilities and a positive-emotional perception of the world around them. Varieties of manual labor are repeated in age groups, only the content, the volume of cognitive material, the complexity and duration of the study change. Through manual labor in the preschool period, psychological processes actively develop, voluntary attention and memory, creative imagination are formed, new feelings are born (friendship, duty, etc.). A child who communicates little with peers or is not accepted in the community because of the inability to communicate feels hurt, rejected, which can lead to a decrease in self-esteem, self-doubt, isolation.
Preschool age brings new fundamental achievements to the child. Manual labor has a beneficial effect on the psyche of the child, as it calms and relaxes it. Being engaged in a favorite and interesting thing, whether it is sewing, embroidery, appliqué, a child can throw out emotional stress outward, he has a break in tension, calmness comes. This allows adults to track the internal state of the child. The lesson helps to adequately express the emotional state of a preschooler: anger, resentment, pain, joy.
1. Characteristics of manual labor
Manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products to decorate everyday life. Such work is a decorative, artistic and applied activity of the child, since when creating beautiful objects, he takes into account the aesthetic qualities of materials based on existing ideas, knowledge, and practical experience. Properly organized manual labor in kindergarten gives children an idea of the quality and possibilities of various materials, helps to consolidate positive emotions. Manual labor contributes to the development of sensorimotor skills - the coordination of the work of the eyes and hands, the improvement of coordination of movements, flexibility, accuracy in performing actions. In the process of making crafts, a system of special skills and abilities is formed. Manual labor develops design skills and plays an important role in the mental and aesthetic education of the child, the development of his creative and technical abilities. The older preschooler is fascinated by the process of work itself (sawing, planing, cutting with scissors, gluing, etc.) and, of course, its result. After all, with a toy that he made, for example, from cardboard, old boxes, you can play, you can give it to your younger brother, sister.
By the way, a homemade toy is often no less interesting and necessary for a child than a purchased one. For example, for playing “sailors”, having made binoculars from thin cardboard, it turns out that you can perfectly see the sea distances! An embroidered napkin, a bookmark for a book, a souvenir basket made of natural materials (thorns, cones, moss) - good gifts an adult family member for a birthday, for any other holiday. And this is already a manifestation of attention to relatives on the part of the child.
To show a son, daughter, grandson or granddaughter what and how can be made from various materials will not require a lot of time from an adult, but it should be specially allocated time not related to household and other household chores, especially since much of what was planned A child can only do it with the help of an older one. It is necessary to encourage the joint manual labor of brothers, sisters of school age with older preschoolers. This is interesting, besides, it brings family members closer, makes their communication more meaningful.
It has long been proven that the development of the hand is in close connection with the development of speech and thinking of the child. The level of development of fine motor skills is one of the indicators of intellectual readiness for schooling. Therefore, at preschool age it is very important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills. Manual labor in kindergarten contributes to the development of a variety of skills and influences the mental and aesthetic education of the child. One of the main tasks that manual labor solves is the development of fine motor skills of the hands. What is fine motor skills and why is it so important?
Scientists have proved that from an anatomical point of view, about a third of the entire area of the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that give reason to consider the hand as a "organ of speech", the same as the articulatory apparatus. In this regard, an assumption was made about the significant influence of subtle finger movements on the formation and development of the child's speech function. Therefore, in order to teach a baby to speak, it is necessary not only to train his articulation apparatus, but also to develop finger movements, or fine motor skills. Fine motor skills of the hands interact with such higher properties of consciousness as attention, thinking, optical observation, visual and motor memory, and speech. The development of fine motor skills is also important because the rest of the child's life will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform a wide variety of household and educational activities that will further help the child in school.
Manual labor is of great importance in the activities of preschoolers, and it is very diverse. A feature of children's manual labor is its close connection with the game (children create buildings and play with them, make toys out of paper and other materials and use them in their games). Games reveal to the child the practical expediency of manual labor, they consolidate and improve the skills acquired in the classroom.
When organizing classes for teaching children manual labor, the following conditions are observed:
1) Age and individual characteristics children
2) When selecting content for manual labor and samples of toys for children to make, we take into account the difference in the interests of boys and girls
3) Each craft should be interesting to children in terms of content and find a specific practical application
4) The complication of technical and visual teaching aids is used to give the classes an educational and developmental character
5) The results of the child's productive activities are told to his parents, adults who come to the group, we show them crafts, publicly expressing our approval and praise;
6) Classes are structured in such a way as to bring children a positive emotional attitude, to educate children in moral concepts
In kindergarten, children are engaged in a variety of manual labor, the content of which is defined in the program for the upbringing and education of preschoolers. In family education, it is also important to pay due attention to this type of child labor: to generate interest, a desire to make a toy, craft, souvenir, decoration with your own hands. At five and a half - six years old, a child can make (put together) out of wood, a bench, a table, a bed for a doll. First, you should help him prepare the necessary parts, design the product, and then knock it together or glue it. For example, give the child two blocks of the same size (you can use old picture blocks or from a building kit) and a plank. With the help of a hammer, a child will make a bench from these parts. He can paint it himself with gouache or (which is better) oil paint. A little later, he must be taught how to saw a board; cut a stick with a knife.
In addition to toys, souvenirs, children can be taught to make models (see: Nechaeva V. G. Manual labor / / Education of a preschooler at work. - M., 1983), for example, “football” or “hockey”. On a rectangular cardboard stand (30 - 50 cm) with sides (1.5-2 cm) - a field - a goal is placed on both sides, firmly gluing them to the field, which, depending on the content of the game, can be green (football field) or gray -blue (field for playing hockey). Figures of players are placed on the field, they are made of acorns (torso), plasticine (head) and thin sticks (arms and legs). For strength, holes are made in the stomach with an awl, into which the arms and legs of the little men are inserted. In order for the figures to be stable, they must be attached with plasticine. You can make a ball or a puck out of plasticine. Children are divided into two teams and, rearranging the figures, willingly play football matches. You can make layouts for fairy tales - “Geese Swans”, “Three Bears”, “Masha and the Bear”, etc. With their help, children willingly retell fairy tales, sometimes they tell them to their younger brother, sister.
It should be borne in mind that the production of layouts is not the initial stage, rather, it is the final one. First, the children look closely at how the teacher makes toys, then they themselves learn to do one thing or another thing - a house, a slide, furniture, figurines of birds, animals, men. In the layout, children apply all these skills by dividing parts of the work among themselves. For example: some make a hut, others make furniture, others sculpt dishes, someone carves and paints bears, makes trees. It is important that the children agree among themselves not only about who will do what, but also about the size of the figurines, trees, houses, about how everything that they have made will be placed on a small area of the layout. When selecting, some figures that were made unsuccessfully, poorly carved and unsuccessfully painted trees are not placed on the layout. If someone's work is not placed, the teacher still evaluates the efforts, skill of each child, notes what is successful, what did not work out. Making mock-ups makes it possible to develop the skills to plan work, providing for all the conditions for the toy to turn out. In the event that one of the children takes on a task that he clearly cannot cope with, the teacher should advise him to take on an easier job, and next time take on a more difficult one. Such an approach will predetermine possible disappointments in these cases, dissatisfaction from unsuccessful work.
Many toy-making activities take place during play hours with small groups of children on the site or in the room. Work with the whole group is organized only in some cases (production Christmas decorations, bookmarks, gifts for mom by March 8, etc.). The teacher, leading the work of a small group of children, can pay more attention to the aesthetic requirements for children's crafts, and help children who are at a loss.
Some ideas are collective. Working on the creation of a common toy, a useful object, children get used to working collectively: to agree at the beginning of work, to distribute responsibilities, to work together, to help each other, to coordinate actions, ways of working. Such a joint creative work helps to strengthen the friendship of children. While making toys, children acquire a lot of knowledge and parts where the material can be sorted by type: boxes, pieces of cardboard, fabric, spools, twine, wire. To make toys, you need to have tools that children gradually learn to work with. In the senior and preparatory groups, it is necessary to have scissors, a small awl with a short piercing part, glue brushes, glue, clerical, synthetic, as well as pieces of wood glue, which the teacher will prepare as needed.
Children 4-5 years old can make the most simple toys. In order for them to successfully cope with the task, it is necessary to give them prepared parts that can be easily connected. For example, children can make a top to play with. To do this, they need to offer sticks 3.5 cm long with a pointed end and cut out of thick cardboard circles pierced in the middle. Children need to be shown how to connect these two parts. With such a homemade toy, the guys will be happy to play by launching the top on the table or on the floor.
3. Abstracts of the lesson on artistic work
manual labor children sensorimotor
1. Application "Chamomile" (preparatory group)
Program content:
1. Continue to learn how to create subject images using various materials (paper, cardboard, thread);
2. Strengthen the ability to make markup using a template;
3. Develop a sense of composition, aesthetic sense;
4. Develop the ability to express your impressions in speech, express judgments, evaluate your work and the work of a friend;
5. Raise respect, love and gratitude for people who defend the Motherland from enemies, war veterans, take care of them;
6. Promote safe handling of scissors.
Material: thread braids, crocheted; col. cardboard; col. paper; glue; scissors; templates; simple. pencils.
Methodological techniques: teacher's instructions for making crafts (work algorithm); explanation showing the action; verbal repetition; clarifications; search questions; promotions; inclusion of motivation; examining a sample; independent work of children.
Lesson progress:
Educator:
Today at the lesson we will make gifts for WWII veterans.
In the last lesson, we knitted pigtails different lengths. Today we use them to make gifts.
Look at my work sample hanging on the board. Let's take a look at it.
What flower is shown? (chamomile)
What materials is it made from? (cardboard, paper, thread)
What color are chamomile petals and what are they made of? (white. made of paper and thread) What color is the core and what is it made of? (yellow made of paper and thread)
You have templates on your desk that you will need to circle and cut out.
So, first you need to circle the templates and cut out one core and 10 petals (showing the action on one petal). Then evenly distribute the petals on the paper. Then glue. The next stage of work will be gluing braids from threads onto the appliqué, that is, we will decorate our appliqué. Look in the middle, the pigtail is attached in the form of a snake, and a contour is made on the petals with a pigtail.
Now repeat the steps.
Finger gymnastics:
We do not sit still -
Stretch your lower back.
Rotate the body left and right
So we'll have a good rest.
The park has a deep pond,
Carp live in the pond.
To catch up with us,
You have to wag your tail.
Well we rested
And back to work.
You can get to work.
Independent work of children.
Evaluation of children's work.
2. Making crafts from natural materials (preparatory group)
Program content:
1) To teach children to select a variety of natural materials for the manufacture of the planned crafts.
2) Develop imagination, good feelings.
3) Strengthen teamwork skills.
4) Cultivate a sense of compassion, a desire to help, love for the living world.
Dictionary enrichment: zoo, veterinarian, tests, aviary, country, England, Globe.
Vocabulary activation: name of natural material: cones, pine needles, etc.
Material: pine and spruce cones, pine needles, maple seeds, hazelnuts, chestnuts, walnut shells, acorns, branches, leaves, shells, bird feathers, various seeds of large fruit crops, stands for brushes, lining boards, napkins, sockets (for glue, writing, enclosures, schemes.
Additional materials: plasticine, threads, PVA glue, wire.
Tools: awl, needle (for a teacher, stacks, scissors, brushes, pencil.
Previous work:
1) Conducting classes in the manufacture of toys and crafts from natural materials: hedgehogs, swans, turtles, penguins, ducks, geese, etc.
2) Collection of natural material.
3) Examination of illustrations of crafts and toys.
4) Consideration of natural material.
5) Reading the article "Zoo" from the encyclopedia "What is it? Who it? ".
6) A conversation about what can be made from this natural and waste material.
Lesson progress:
Kids are playing. The teacher approaches the children with an envelope and addresses them: “Guys, today our group received a letter from England. Here it is” (shows the children an envelope with an address). “Do you want to know what they write to us from England? ”(children agree to have the teacher read the letter). He opens the envelope and reads the letter: “Hello dear guys! A friend of the physician John Dolittle is writing to you. I want to ask you for help for my friend. But first I want to tell you a story that happened to John. John works at the zoo as a veterinarian. A veterinarian is a doctor who treats animals. John loves animals and birds very much. Directly communicating with animals, birds, he learned to understand their complex language and habits. John has a lot of questions. When an animal arrives at the zoo: in which cage or enclosure to place it, what to feed it, how to take tests from it to determine its state of health. Animals walked with him throughout the zoo, and the talking parrot most of all liked to sit on his head. All day long noise and hubbub was heard in the zoos. I must say that not all zoo workers liked it. Once John had to leave the zoo for medicines for animals. When he returned, he found that instead of animals and birds, there were cones, acorns, and twigs in cages and aviaries. John was very upset that someone had bewitched his beloved animals into acorns, cones and twigs. Guys, so I am turning to you with a big request, do you agree to disenchant the animals and return them to the zoo to my friend? ".
The children answer in the affirmative.
Educator: “Children, look at the enclosures. Who is missing from them? ".
Children's answer: "Beasts and birds."
Educator: “Guys, let's remember what animals live in the zoo? And so that you remember faster - I will make riddles about the inhabitants of the zoo. Are you ready to guess? ".
Children's response: "Yes! ".
Educator: "Then listen to riddles."
“Not a tailor, but walks with needles all his life? »
Children's answer: "Hedgehog"
Teacher: "That's right. What can you make a hedgehog out of? ".
Children's answer: "From cones, pine needles, plasticine."
2) “Guess who is wearing a bone coat? ".
Children's answer: "Turtle".
Educator: "Well done. And what will we make a turtle from? ".
The answer of the children: "From the shell, walnuts, plasticine, twigs."
Educator: "Okay, listen to another riddle."
3) “I walk in a fluffy coat, I live in a dense forest. In a hollow on an old oak tree, I gnaw nuts.
Children's answer: "Squirrel."
Teacher: "That's right. Guys, what can a squirrel be made of, what material will we take? ".
Children's answer: "From cones, plasticine, feathers, twigs, seeds from cherries or apples."
Educator: "Well done! Who's that? Listen and guess!"
4) “Clumsy feet, sleeps in dens for the winter, guess, answer, who is it?”.
Children's answer: "Bear."
Educator: "Good! You guessed all the riddles correctly. And from what natural material will you make a bear? ".
Children's answer: "From cones, plasticine, hazelnuts."
Educator: "That's right guys! But there are so many inhabitants of the zoo that a day would not be enough for us to name them all. And now it's time to disenchant the inhabitants of the zoo so that they return to John. But do not forget that any animals from: warm, hot, cold and northern countries can be in the zoo.”
Then the educator invites the children to prepare material for manual labor, if they find it difficult to prepare the material, then the educator advises - refer - to - the diagram, - on - which is schematically depicted necessary material for work.
The children prepare the material.
Before starting work, the teacher reminds the children of the rules, the observance of which increases the safety and quality of work. Children remember that one should not be distracted, one must be careful with scissors, handicrafts must be done carefully, slowly, natural and waste material should be used sparingly.
Educator: “Guys, as soon as you finish disenchanting the animal that you have chosen for yourself, you can quietly get up and, going to the enclosures, put your craft in them. In the meantime, while other children finish working on crafts, you can remove your workplace and help a friend.
Fizkultminutka.
Music by Ariel Ramirez "Alouette (The Lark)" or "La peregrinacin (The Pilgrimage)" adapted by the Paul Mauriat orchestra.
Children start making crafts. The teacher joins the work with the children, voices what kind of crafts he will do.
Children who find it difficult to choose crafts need to select the necessary material and offer to make crafts that are easier and more accessible for this child.
Once the crafts are finished, you can invite all the children to come to the enclosures.
Educator: “Guys, look at what wonderful animals they turned out. All the animals that you have disenchanted are very happy that they will return to their beloved doctor John, and he will again take care of them.
“Children, listen, while everyone was working, a magician appeared who bewitched the inhabitants of the zoo, and he became ashamed of his act. He decided to disenchant several animals. Look (the teacher shows the animals made in advance). ”
“Guys, the wizard decided never to bewitch anyone again. He realized that all animals on the globe need love and respect.
Then the teacher with the children analyze each craft. Children say what they liked the most. The teacher emphasizes the most expressive author's decisions.
In conclusion, the animals thank the children.
Children need to be given a good base in acquiring the basics of technical skills and abilities. An adult needs to express approval for every success of the creator himself, constantly encourage children, making any mistake easily correctable. The lesson should take place in a confidential atmosphere and a calm atmosphere, so that not only talented children show themselves, but also children with average abilities are drawn to them. The work was carried out with enthusiasm, ease and responsibility.
Conclusion
Artistic manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products for decorating everyday life (games, labor, gifts for mom, recreation). As a number of studies by L.P. Luria, N.N. Poddyakova, A.N. Davidchik, L.A. Paramonova constructive activity, meeting the interests and needs of preschoolers, has extremely wide possibilities in terms of mental education of children.
Working with paper and cardboard products, the child receives additional knowledge and practical skills, while expanding his horizons. He develops a figurative idea of the possibilities of objects, learns to design and model, to find unexpected use cases. Knowledge, ability, skills children acquire in the classroom, and are fixed in the manufacture various crafts, toys in the classroom for manual labor and in circle work. The high level of development of constructive skills and the level of manifestation of independence in the manufacture of mobile toys allows us to definitely state that children began to actively engage in work, with joy, with pleasure.
Bibliography
1. Bogateeva, Z.A. Application classes in kindergarten [Text]: M., - 1988.
2. Funny homemade [Text] / Comp. T.I. Panfilov. - M., - 1995.
3. Goman, L.A. Manual labor classes in kindergarten [Text]: Guidelines to the album. - Dnepropetrovsk, - 1982.
4. Gibson, R., Tyler, D. Do and play. Merry Christmas [Text]. - M., - 1994. - 96 p.
5. Grigorieva, G.G. Visual activity preschoolers [Text]. - M., - 1999. - 272 p.
6. Davidchuk, A.N. The development of constructive creativity in children [Text]. - M., - 1976.
7. Davidchuk, A.N. Formation of a constructive plan [Text] / / Preschool education - 1969. - No. 4.
8. Dolzhenko, G.I. 100 paper crafts [Text]. - Yaroslavl, 1999 - 144 p.
9. Preschool pedagogy [Text] / Ed. IN AND. Yadeshko and F.A. Sokhin. - M., - 1978. - 416 p.
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Manual and artistic labor as a type of labor of preschool children
CONTENT
Introduction
Labor is a purposeful human activity aimed at modifying and adapting natural objects to meet their needs.
K.D. attached great importance to labor education. Ushinsky - "Education should not only develop the mind, arm with knowledge, but also kindle a thirst for serious work in a person ...".
A.S. attached great importance to labor. Makarenko, N.K. Krupskaya, V.A. Sukhomlinsky. Throughout development preschool education Much attention was paid to the problem of labor education of preschool children:
It was considered important and obligatory to introduce self-service work, work in the garden and in the garden, manual labor with various materials.
Leading tasks were identified - to learn to work with joy; learn to work well.
Since 1964, systematic in-depth studies of the problem of labor education began: V.G. Nechaev, G.N. Godina, D.V. Sergeeva, R.S. Bure, A.D. Shatova and others.
Their research gave an answer to the question about the content, means, methods and forms of labor organization and its role in educating the personality of a child of childhood.
The absence of a labor component in the educational process can lead to a delay in the development of the individual.
Characteristics and significance of manual and artistic labor for the formation of the personality of preschoolers
The manual labor of children is an independent production of crafts using the simplest tools. This work, as a rule, carries a practical, to a certain extent useful orientation. Children's awareness of the expediency of their labor activity has a significant impact on its quality, on the attitude of each child to the process and result of labor. The individual nature of manual labor (meaning that even in collective work, each of the children performs some part of it with his own hands), subject to the consistent involvement of all children in it, makes it possible to fix and correct some shortcomings. Labor becomes effective means upbringing and development of the personality only when it is naturally included in the daily life of the kindergarten, is aimed at satisfying children's interests, is feasible for the child,
The performance of collective tasks develops in children the ability to negotiate among themselves, to subordinate their interests and desires to a common goal, instills a sense of camaraderie, mutual assistance, responsibility, develops initiative, ingenuity. In the process of performing collective tasks of a visual nature, children learn to independently plan the upcoming work, coordinate their actions with the general plan, think over the sequence of its implementation, select and use the necessary visual material. At the same time, in collective work, the individual characteristics of children are clearly revealed, and creative abilities are formed.
Artistic labor is the labor of a child with various materials in order to create useful and artistically and aesthetically significant objects and products to decorate his life, games, work and recreation. This child labor is a decorative, arts and crafts activity, since the child, when creating beautiful objects, takes into account the aesthetic qualities of materials based on his ideas, knowledge and practical experience acquired in the course of labor activity. Properly organized manual and artistic work gives children knowledge about the quality and possibilities of materials, stimulates the desire to master the peculiarities of craftsmanship, and introduces them to decorative and applied arts.
The formation of a child's personality is impossible without labor education. In the senior and preparatory groups the main role is played by manual labor with elements of creativity. The manifestation of creativity of preschoolers is determined by the nature of the performance of the mental tasks offered to them. It is important that children can release their creative energy. In terms of practical significance, the basic skills and abilities acquired in needlework classes are necessary for every person. Many important qualities are brought up in these types of labor: the habit of effort, the ability to overcome obstacles, responsibility, the ability to plan work and foresee the stages in the sequence of its implementation.
In particular, beading is a type of needlework with which you can solve the following tasks:
instill interest in the culture of their homeland, in the origins of folk art, cultivate an aesthetic attitude to reality, diligence, accuracy, perseverance, patience, the ability to bring the work begun to the end, mutual assistance in the performance of work, an economical attitude to the materials used, instill the foundations of a work culture.
· to develop motor skills, imaginative thinking, attention, imagination, creativity, to form an aesthetic and artistic taste.
In the process of classes, children develop attention, observation, imagination, fantasy, creativity. In each task, in each lesson, children are given the opportunity to dream up, the introduction of their own images into the work is encouraged. Practical work on beading develops an eye, fine motor skills hands, which is the most important element of general labor training.
In the process of doing artistic work in children of senior preschool age, all mental processes are formed, creative abilities and a positive-emotional perception of the world around develop. N.K. Krupskaya: "Classes in artistic manual labor should be gymnastics for the eyes and touch, establish coordination of visual impressions of motor reactions, give a concrete acquaintance with the world of things."
Teaching classes in artistic and manual labor is impossible without the formation of such mental operations as analysis, comparison, generalization. In the process of observation, when examining objects and their parts, the size and location of the parts in the object, the color image of objects of different shapes, their comparison and the establishment of differences. At the same time, children learn to compare objects, phenomena and distinguish between common and different in them, to combine objects by similarity.
In the classroom for artistic work, the speech of children develops: the assimilation of the names of forms, colors and their shades, spatial designations that contribute to the enrichment of the dictionary.
A child who can do a lot feels confident among his peers. He is desirable in their games as well. In their little deeds. All this provides the child with a comfortable position among children and adults, contributes to the manifestation and formation of such an important personal quality as independence. The child becomes more sensitive to the beauty in the surrounding life, in objects created by hands, people. The child begins to appreciate the results of the work of not only his own, but also someone else's.
Methods of organization and management of manual and artistic labor in different age groups
Junior groups. It is necessary to arouse interest in the "research" of the material and work with it, to help gain confidence in their own abilities, to enjoy the result of their work. It is necessary to promote the development of spatial relations between objects and certain physical laws by children, the knowledge of the properties of materials. To form in children the basic practical skills of working with materials and tools.
Middle group. Here, paper design is already being taught: bend a rectangular sheet of paper in half, combining sides and corners, glue to the main shape of the part. You can teach how to make crafts from natural material: bark, branches, leaves, cones, chestnuts, etc. The teacher teaches you to use glue, plasticine to fix the parts; use coils, boxes of various sizes, plastic bottles, etc.
Senior group. There is an improvement in the ability to work with paper: bend the sheet four times in different directions; work on the finished pattern. Children learn how to create three-dimensional figures from paper: divide a square sheet into several equal parts, smooth out the folds, cut along the folds. The training continues to create toys, souvenirs from natural materials (cones, branches, berries) and other materials (coils, colored wire, empty boxes), firmly connecting the parts. The ability to independently make toys for children is formed. role-playing games; souvenirs for parents, kindergarten employees; Christmas tree decorations. It is good to involve children in making manuals for classes, and independent activities, repairing books, board-printed games.
School prep group. Here it is already possible to divide the work of the educator into several types:
Working with paper and cardboard - continue learning to fold paper in a rectangular, square, round shape in different directions; use paper of different textures, make markings using a template; create fun toys; creating objects from strips of colored paper, selecting colors and their shades in the manufacture of toys, souvenirs, costume details and decorations for the holidays; formation of the ability to use the sample; creating a variety of voluminous origami toys.
Work with fabric - teach how to thread a needle, tie a knot, sew on a button, a hanger, sew the simplest products with a “needle forward” seam; teach how to make an appliqué using pieces of fabric of various textures, apply a contour with a crayon and cut it out in accordance with the intended plot.
Work with the natural material- creating figures of people, animals, birds from acorns, cones, seeds, etc., to convey the expressiveness of the image, to create general compositions.
Conditions for independent creative activity of preschool children:
· subject-developing environment, saturated with materials and various materials for children's artistic creativity;
free access to materials and the possibility of experimenting with them;
Availability of samples of products and handicrafts;
The use of art products created by children for the design of a preschool institution, the preparation of performance attributes, the organization of exhibitions, and participation in competitions;
creation of a museum of children's crafts, albums, books;
direct involvement of parents in the process of creative activity with children.
For successful training of preschoolers in manual and artistic work, it is necessary to carry out certain preliminary work:
creation of exhibitions
creation of collections (candy wrappers, buttons, shells, stones, etc.)
creation of albums (samples and schemes of crafts, types of fabrics, herbarium, etc.)
experimentation
viewing filmstrips
reading literature
looking at pictures
· excursions
collages
Materials and tools necessary for manual and artistic labor in the preschool educational institution:
natural material (cones of spruce, pine, cedar, needles of coniferous trees, bark, leaves, bones of fruits and berries, eggshells, pebbles, cereals, seeds of vegetables and flowers)
junk material (boxes and jars of different sizes, discs, lids, tubes, candy wrappers, etc.)
paper (plain, corrugated paper, napkins, newspapers, cardboard, foil)
fabric, wire, cotton wool, cellophane, beads, foam rubber, buttons, etc.
scissors, glue, plasticine, brushes, sewing needles.
Conclusion
Manual and artistic labor - according to its purpose, is labor aimed at satisfying the aesthetic needs of a person.
Its content includes the manufacture of crafts from natural materials, paper, cardboard, fabric, wood. This work contributes to the development of imagination, creativity; develops small muscles of the hands, contributes to the cultivation of endurance, perseverance, the ability to bring what has been started to the end.
With the results of their work, children delight other people by creating gifts for them.
Artistic work in a preschool institution is presented in two directions: children make crafts and learn to decorate the group’s premises for the holidays with their products, arrange exhibitions, etc.
Separate elements of manual and artistic labor can be introduced already in the younger groups.
The participation of an adult is required. More precisely, children help an adult in creating crafts. And although the activity of children of this age is minimal, it is very useful to get involved in such interesting work.
The kid sees how in the hands of the teacher a simple wand suddenly turns into a doll, and a ball into the head of a funny clown. This "magic" fascinates children, delights and encourages them to their own activities.
Bibliography
1. Bondarenko T. Introduction of preschoolers to work. Methodological guide: - Method; 2014, 208 pages
2. Bure R. Preschooler and work. Theory and methods of labor education. Manual for preschool teachers: - Mosaic-Synthesis; 2011
3. Dmitriev Yu.A. Preparing students for the labor education of preschool children // Lecturer XXI century. No. 1, 2013, p. 104-109
4. Karpyuk, G.A. methodology and practice of education and training. No. 4, 2012, p. 54-56
5. Kutsakova L.V. Design and manual labor in kindergarten. Program and methodical recommendations. For children 2-7 years old: - Sphere, 2011
6. Saygusheva L. I. Technologies for introducing preschoolers to work: Phoenix, 2013, 221 p.
7. Saygusheva L.I. Education of labor activity in children of senior preschool age: LAP LAMBERT, 2012, 219 p.
8. Semenova N. A. Possibilities of organizing research activities in the process of labor education of preschoolers // Kindergarten: theory and practice. No. 8, 2011, p. 70-75
9. Khlybova G.V. Labor education of preschool children (from work experience). Collection of proceedings of the conference "Education: Traditions and Innovations". 2014, p. 450-452
The work program of the circle "Manual artistic work".
Extracurricular program artistic and aesthetic direction.
“Children should create unusual,
And for this you only need
Simple materials, tools
and own hands!»
Explanatory note
Artistic manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products for decorating everyday life. Such work is a decorative, artistic and applied activity of a child, when creating beautiful objects, it takes into account the aesthetic qualities of materials based on existing ideas, knowledge, practical experience acquired in the course of work and art classes in kindergarten.
The content of the artistic work of preschoolers in the practice of kindergarten is:
Working with paper, cardboard - making decorative panels, voluminous and flat objects, souvenirs;
Work with fabric and threads - making souvenirs, decorative appliqué from fabric, details of costumes for games;
Working with natural material - making small and large sculptures, three-dimensional objects;
Working with clay and salt dough - creating decorative panels, jewelry, souvenir toys;
Work with waste materials - making toys, souvenirs, jewelry from boxes, plastic bottles,
Properly organized manual labor gives children an in-depth understanding of the qualities and possibilities of materials, stimulates the desire to work, introduces them to folk decorative art, and prepares the child for subsequent schooling.
Labor is important element harmonious development of preschool children.
Guidelines
For the development of creative skills among schoolchildren, circle work was organized with children of primary and secondary school age “Manual Artistic Labor”, aimed at mastering the methods and techniques of working with different materials by schoolchildren. This work is carried out in the joint activity of the teacher with the children 4 hours a week.
Target: Creation of conditions for the most effective, holistic development of the child's personality, that is, the creation of conditions for the disclosure and development of talent. Improving skills and abilities in working with different materials; skill improvement; development of creative skills of children through artistic manual labor from various materials.
Tasks:
1. To teach children artistic manual labor from various materials;
2. Develop the imagination and imagination of preschoolers;
3. Contribute to the formation of positive emotions and stimulate the desire to work and master the peculiarities of skill.
4. Develop fine motor skills, involving children in the creative process, strengthening self-confidence.
5. Develop skills and abilities of creative activity
6. Develop sustainable motivation for productive activities
7. To develop the skills of interaction with peers, dedication, the ability to work in groups.
8. Familiarization of children with various technologies of manual labor.
9. Teaching children knowledge, skills, skills to work with various materials. 10. Formation of skills for independent implementation of the entire artistic and technological process of creating products. 11. Assistance in the formation and development in children of the ability of a holistic aesthetic perception of the work performed. 12. Giving children the opportunity to show their creativity, imagination, artistic taste. 13. Creation of conditions for the formation and development of a culture of artistic creativity in children. 14. Development of a conscious and respectful attitude to the work of other people, understanding the significance of one's work
15. Creation of a creative atmosphere in the classroom, providing students with the opportunity for fruitful communication with each other and with the teacher.
The pedagogical expediency of the program is explained by the formation of a high intelligence of spirituality through mastery. A whole series of special tasks for observation, comparison, conjecture, fantasizing serve to achieve this. The program is aimed at introducing children to creativity through work and art.
Forms of work:
individual (each member of the circle must make his craft);
group (when performing collective work, each group performs a certain task);
collective (in preparation and implementation collective composition members of the circle work together without dividing responsibilities)
The principles underlying the program:
accessibility (simplicity, compliance with age and individual characteristics);
visibility (illustrativeness, availability of didactic materials).
democracy and humanism (interaction between the leader and pupils in society, the realization of their own creative needs);
“from simple to complex” (having learned elementary work skills) applies his knowledge in the performance of complex creative works).
Methods:
Methods based on the way the lesson is organized:
(oral presentation, conversation, story.)
visual(illustrations, observation, showing (execution) by the head, work on the model, etc.)
practical(performing work on instructional maps, diagrams, etc.)
explanatory - illustrative- Pupils perceive and assimilate ready-made information
reproductivepupils reproduce the acquired knowledge and mastered methods of activity
partially - search– participation of circle members in a collective search, solving the problem together with the leader
research- independent creative work of circle members
Methods based on the form of organizing the activities of pupils in the classroom:
frontal– Simultaneous work with all students
individually - frontal– alternation of individual and frontal forms of work
group- organization of work in groups.
individual- individual task performance, problem solving.
Among the tricks , used in the process of implementing circle activities that enhance the motivation for learning, should be called:
activation and individualization of classes;
games and game situations;
creative works, etc.
To achieve the goals of the program, it is proposeduse of methods
according to the source of knowledge: visual, verbal, game, allowing to understand the solution of the task assigned to the preschooler.
The observation method and the survey method allow expanding and systematizing knowledge about the object of activity.
Working methods of circle activities :
reception of showing ways of activity, joint activity;
explanation, explanation, advice, reminder, encouragement.
game tricks.
Creation of a creative situation focused on the search for relationships between different types of art;
Search for the necessary variable ways to implement the idea by means of manual labor and visual arts;
Creation of a creative atmosphere for the most complete disclosure of the artistic image.
1. The principle of phasing - "immersion" in the program. This is the most important principle: if you start mastering the stage bypassing the previous ones, then the work may not bring the expected result. The program is designed taking into account the age characteristics of the child.
2. The principle of dynamism. Each task must be creatively experienced and felt, only then the logical chain will be preserved - from the simplest to the final, most difficult task.
3. The principle of comparison implies a variety of options for solving a given topic by children, the development of interest in search work with material with the involvement of certain associations in this topic, helps to develop the very ability for associative, and hence creative thinking.
4. The principle of choice implies creative interaction between an adult and a child in solving a given topic without any specific and mandatory restrictions, an original approach to work is encouraged.
Expected results of work:
1. Distinguish manual labor technologies.2. Be able to perform work using various materials.3. Independently carry out the entire technological process.4. To master the knowledge, skills, skills to work with various materials.5. Possess the ability to have a holistic aesthetic perception of the work performed.6. Be able to show your creativity, imagination, artistic taste.7. Respectful attitude to the work of other people, to understand the significance of their work.8. Be able to communicate fruitfully with each other and with the teacher.9. Organize exhibitions of children's creativity, show the specific achievements of circle classes and individual students, promote the involvement of many students in the creative process.10. The best works of the guys are annually exhibited at exhibitions of applied art.
At all stages of training in this program, students will develop attention, memory, thinking, spatial imagination; fine motor skills of hands and eye; artistic taste, creativity and imagination, improve their communication skills and acquire teamwork skills. It is supposed to broaden the horizons of students, introduce them to the types of decorative arts, national embroidery, the customs of interior design, arouse interest in the profession of an embroiderer, designer, craftsman, graphic designer, cultivate interest in the origins of folk culture, the desire to revive forgotten traditions associated with interior decoration premises.
It is assumed that the acquired knowledge, skills and abilities, students will apply in everyday life.
By the end of training in the circle "Manual Artistic Work", students will have the opportunity to:
As a result of studying the program, the student must
the role of labor activity in human life;
the impact of human technological activities on the environment and health;
labor safety and personal hygiene rules;
types of stitches and seams;
stylization techniques in modeling;
rules and techniques for sewing on buttons;
compositional basis of the ornament,
rules for collecting seeds and methods for storing them in winter time taking into account natural features;
scope and purpose of tools, various machines, technical devices (including computers);
techniques for mixing paints to obtain a variety of warm and cold shades;
compositional bases of the ornament (rhythmic knots; connection of the decor with the material, form and purpose of the artistic object);
rules of labor safety and personal hygiene when processing various materials.
follow instructions, simple algorithms when solving educational problems;
organize and plan their own labor activity, monitor its progress and results;
to make products from available materials according to a sample, drawing, diagram, drawing, to choose materials taking into account their properties, determined by external signs;
observe the sequence of technological operations in the manufacture and assembly of the product;
create models of simple objects from constructor parts and various materials;
carry out decorative design and finishing of products;
sew on buttons, buttons, hooks;
perform different types of seams based on folk embroidery;
use the simplest patterns for the manufacture of products;
perform relief and three-dimensional multi-figured clay compositions;
to make products from natural material using the weaving technique based on the simplest technology techniques;
collect seeds and prepare them for winter storage;
express their emotional and aesthetic attitude to the work of art in question, feel the harmonious combination of colors in the color, outlines and shape of objects;
correctly determine and depict the shape of objects, their proportions, structural structure, color.
when working on a drawing, observe a holistic perception of the object: outline the main proportions, the structure of the object, be able to compare the drawing with the depicted object;
develop a sketch of products and make a product according to a sketch based on Kuban traditions;
solve artistic and creative tasks for repetition, variation, improvisation in decorative work.
know:
be able to:
Literature:
Lutseva E.A. Toolkit. Step to mastery.M. "Ventana-Count", 2005
Evstratova L.M. Flowers
Eremenko T.I. Zabalueva E.S. Artistic processing of materials.
Magazines: DIY
Kondratieva E.P. Labor education of junior schoolchildren by means of folk art
Romanov K.M. Program in the subject "Technology"
Simonenko V.D. Technology
Tikhonravova N.I. Application of the design method in products.
Encyclopedia: Patchwork technique
detkam. e- papa. en/ podelki
Bakhmetiev A., T. Kizyakov “Och. skillful hands.” Rosman, 1999.
Vinogradova E. “Beaded bracelets”. AST, 2007.
Gorsky V. A., Timofeev A. A., Smirnov D. V. et al. Exemplary programs
extracurricular activities. Primary and basic education, ; ed. V.A.
Gorsky. - M.: Enlightenment, 2010. - 111s. (Standards of the second generation)
Gudilina S. I. “Miracles with your own hands” M., Aquarium, 1998.
Gukasova A. M. “Needlework in primary school”. M., Education, 1985.
Gusakova M. A. “Application”. M., Education, 1987.
Gusakova M. A. “Gifts and toys with their own hands”. M., Sfera, 2000.
Guseva N. N. “365 beaded baubles”. Iris-Press, 2003.
Dokuchaeva N. “Tales from the gifts of nature”. SPb., Diamant, 1998.
Eremenko T., L. Lebedeva “Stitch by stitch”. M., Malysh, 1986.
Kanurskaya T.A., L.A. Markman “Beads”. M., Publishing House "Profizdat", 2000.
Kochetova S.V. “Toys for everyone” (Soft toy). M., Olma-press, 1999.
Konysheva N.M.
Levina M. 365 fun labor lessons. M.: Rolf, 1999. - 256 p., with illustrations. (Attention: children!).
Molotobarova O. S. “Souvenir toy manufacturing circle”. M., Enlightenment, 1990.
Nagibina M.I. “Natural gifts for crafts and games”. Yaroslavl, "Academy of Development", 1997.
Petrunkina A. "Baubles from beads". M., Crystal, 1998.
Gusakova M.A. “Gifts and toys with their own hands”. M., Sfera, 2000.
Types of artistic processing of materials:
modeling
Improve your skill in sculpting different ways. Isuse clay, dough, plasticine in work. combinirowork with plasticine and seeds, various seals. Teachplan the technological chain of work.
Acquisition of initial technological knowledge about materials: generalization of knowledge about the types of plastic materials, comparison of their properties, processing techniques; about tools and fixtures: conditions for the use of various tools and fixtures for processing plastic materials; about the methods of decorating products made of plastic materials: the choice of a decor method depending on the purpose of the product, the tradition of its manufacture.
Mastering the initial labor skills in the processing of plastic materials: designing products from plastic materials according to one's own design, developing manufacturing technology; modeling and decoration using previously studied techniques and methods; independent preliminary planning of work, organization of the workplace, cooperation in the labor process, self-control, independent identification of product defects, their elimination; self-assessment of work.
Construction from plastic materials: decorative panels for interior design (teamwork).
Designing from plastic materials: a souvenir from clay (plasticine, salt dough).
Painting
Learn to draw an ornament, a drawing on a craft made of clay and salt dough, followed by applying paints:watercolors, gouache, drawing parallel lines at timesnom directionusing a comb, draw with ink. Learn to convey the features of folk toys, murals of arts and crafts
Learn to divide the background into parts according to the ruler and “by eye”. Proshould teach to combine different materials in one work.
Application
Learn to use different materials: paper, fabric, leather,fur, poplar fluff, feathers, straws.
Learn to cut materials in different ways: with your fingers orpressing with the tip of the brush, from a whole piece or from a strip, inone layer or multi-layer, on a white or colored background. Soaccommodate in one work broken and cut appliqué.
Continue to learn how to create images using volumetricapplications, gluing parts of the surface in several layers.Use the "bag" element (tree).
Continue learning symmetrical appliqué usingacceptance of folding paper in half and several times in order tosimultaneous transfer of the form of repeating parts. Forgreater reality of the image, use the method of gluing boomagicians of a different color.
Learn geometric, symmetrical and asymmetricalapplications. Compose and glue patterns in a circle. usecall traditional folk ornaments (a plate for a kitten).
Continue learning to combine, use foil.Apply drawing by punching with an empty rod(vase).
From threads.
Learn to lay elements of "balls" and"sausages", forming a pattern. "Colorize" the rest on topness, using the "slice" technique (element "paintedtableware"). Learn to compose a composition from the elements of "paintingdishes”, “fruits”, “berries” (still life).
From seeds and cereals.
Learn to fill the background space consistently, nanousing glue, plasticine and gluing large and small seeds.
Working with paper and cardboard
Acquisition of initial technological knowledge about materials: paper (drawing paper, wallpaper, tinted, packaging paper) and cardboard; about tools, materials and devices for fastening (scissors, awl, compasses, side cutters; PVA glue, wire, paper tape); about the ways of technological processing of paper: corrugations - fir-tree structures; asymmetric cutting from a folded workpiece; piercing, twisting; application; modular origami; gluing; the simplest basic forms of origami technique (“pancake”, “serpent”, “double square”); about reading the symbols (bend the part away from you, trim); in work on the technological map.
Mastering the initial labor skills in paper processing: the choice of paper (by color, texture, density, texture); marking according to a sample, according to a template, according to a fold, according to a ready-made auxiliary form; cutting out parts in a turn and from blanks folded many times. Making paper products using folding techniques, artistic cutting, origami, appliqué;
Familiarity with the types of paper and the technique of its processing. Work with different types of glue. crafts from different types papers - applications. Decoration of household items made of paper - quilling. (paper rolling)
Working with fabric and threads
Learn to create an expressive image using stripes fromloose fabric.
Create a composition from long andshort threads. Combine the method "semi-pompom" and "pompom» in creating an expressive image.
Acquisition of initial technological knowledge about materials: fabrics from artificial synthetic and mixed fibers, their application; traditional and modern ways of making fabric (spinning, weaving, decoration); execution of patterned fabric on the reed; about tools and devices: the device and principle of operation of the reed; about the decoration of fabric products with soutache, beads, buttons, ribbons, embroidery (“set”).
Mastering the initial labor skills in fabric processing: designing products according to specified conditions and one's own design; drawing up a pattern based on a sketch, according to the results of measurements; patchwork techniques in the "quilting" technique, techniques for making a volumetric bottom in a fabric product; techniques for decorating a product with embroidery (“set”), applique from various materials; edging the edge of the product based on previously studied methods (optional); independent preliminary planning of work, organization of the workplace, cooperation in the labor process, self-control, independent identification of product defects, their elimination; self-assessment of work.
Formation of labor experience: fabrication of fabric products: decorative panels from a flap on the basis; panel made of patterned braid, sewn-on and soft fabric appliqué. Fabric construction: holiday gift wrapping pouch, embroidered "set" inspired by traditional products; pot holders of various shapes, teapot warmers decorated using the appliqué technique; collective panel in the technique of application.
Work with patches: dolls, napkins, patchwork technique, Christmas tree toys. Thread pom-poms, fabric appliqués.
Designing from ready-made forms (from boxes).
Learn to carefully consider the available material, especiallybenignity of its form, complementing with various details. Dopoltake the image with the necessary details to make the craft moremore expressive.
Learn to glue finished box stripes, alternating poperiver and share drawing (to
Use the skills learned in the classroomcreating an artistic composition.
Working with natural materials.
Acquisition of initial technological knowledge about materials: flowers for making a festive bouquet, the difference between a flower and a stem in shape, size, color; Bast as a material for making souvenirs, its properties (flexibility, plasticity, pliability, color); about tools and devices: the choice of tools depending on the properties of natural materials; about decorating flower arrangements with additional materials (twigs, twigs, herbs, etc.); decoration of products from bast with decorative ribbons, braid, weaving, volumetric products from birch bark - with wicker decor.
Mastering the initial labor skills in the processing of natural materials: the choice of colors in shape, size, color in accordance with the intended composition; execution of various types of flower arrangements (massive, linear, mixed); the choice of a vessel in accordance with the composition of the bouquet; methods of volumetric oblique weaving from birch bark; a method of closing the edge of the product with “teeth”, techniques for performing the simplest wicker decor on the product; construction of toys from bast according to one's own plan with a choice of methods studied in the manufacture of toys from straw, the use of known decor methods in accordance with the plan; independent preliminary planning of work, organization of the workplace, cooperation in the labor process, self-control, independent identification of product defects, their elimination; self-assessment of work.
Formation of work experience:
Manufacture of products from natural materials: a box made of birch bark, made of oblique weaving, decorated with wicker decor based on the works of folk craftsmen.
Construction from natural materials: a festive bouquet of natural flowers, compiled on the basis of the laws of phytodesign; Bast toys based on the images of folk toys.
Decorative and applied art. Paintings and crafts. Acquaintance with folk crafts, traditions and holidays. Khokhloma painting, Zhostovo painting, Dymkovo toy, Gzhel, Gorodets painting. Colors, plots, painting of crockery blanks.
Waste material handling
Acquisition of initial technological knowledge about materials: copper wire as a material for filigree, wire properties (plasticity, beautiful color); synthetic packaging materials (vessels, boxes, jars made of plastic; packaging for foodstuffs, juices), their properties, processing methods, possibilities of use in design; about tools and fixtures for processing different materials: scissors, round-nose pliers, rods, side cutters, their device, principle of operation, safety rules; decor with colored paper, foil, threads.
Mastering the initial labor skills in wire processing: wire bending techniques using round-nose pliers and rods, cutting with side cutters; making spirals and rings, twisting the "lace" of wire; development of a composition sketch based on filigree; drawing up a composition on a cardboard plate, assembling on glue; connections with threads, wires; techniques for cutting packaging materials, bending cut parts; decorating techniques with the help of weaving, twisting, crushing; independent preliminary planning of work, organization of the workplace, self-control, independent identification of product defects, their elimination; self-assessment of work.
THEMATIC PLANNING
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Slides captions:
manual and artistic work in kindergarten Bobkova Elena Vladimirovna teacher of speech therapy group in Kemerovo. MADOU No. 218
“Not every child comes into the world to become an artist. But it is also true that every person entering the world has a certain potential for artistic development, and this potential must be revealed!” A. S. Galanov
Manual and artistic work is aimed at satisfying the aesthetic needs of a person, develops the constructive and creative abilities of children.
Artistic manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products.
Creative activity is divided into sections: Work with different types of paper. Work with natural material Work with waste material Work with different types of fabric, sewing accessories
Paper craft: Folded sheet in half From a cone
From paper strips ok From a paper spring
From paper balls Weaving strips
Paper balls accordion
paper pompoms
Quilling
Crafts from natural material
Crafts from waste material
Crafts from different types of fabric
Crafts from accessories for sewing Draw with braid Draw with sequins
Buttons
Master class crafts from a paper ball "Ladybug"
Equipment: Paper strips, rectangular sheet Head template Glue Scissors Chenille wire
Don't be afraid to experiment... Get creative! Try! Create! Thank you for your attention and creative success to you.
On the topic: methodological developments, presentations and notes
Artistic work in kindergarten as a means of introducing children to the folk arts and crafts of the Khanty people in the process of playing activities
Familiarization of children with the folk arts and crafts of the Khanty people ...
Workshop for educators: “Crazy hands. Artistic work in kindergarten. "Application of the isothread method in work with older preschoolers"
The presentation contains practical material for circle work for older preschool children....
Manual labor is the most favorable for the development of creative abilities of preschool children, and also contributes to the knowledge of the world around....
Educational program on artistic work "ABC of creativity" Based on the program: I.A. Lykova "Artistic work in kindergarten"
Working program of extracurricular activities
"Artistic work"
Age of students: 1, 2, 3, 4 classes
Implementation period: 4 years
Compiled by:
Pavlikina A.N.
Primary school teacher
MBU SOSH No. 70
g.o. Tolyatti, 2013
Explanatory note
Relevance
Artistic creativity is an integral part of the artistic and aesthetic direction of extracurricular activities in education. It, along with other types of art, prepares students to understand artistic images, introduces them to various means of expression. On the basis of aesthetic knowledge and artistic experience, students develop an attitude towards their own artistic activity.
It helps to change the child's attitude to the process of cognition, develops a breadth of interests and curiosity, which "are the basic guidelines for federal educational standards."
The program "Artistic work" was developed for classes in the circle of arts and crafts.
When developing the Artistic Labor program, the existing experience of the educational institution was taken into account and additional education programs in the artistic and aesthetic direction were analyzed. These programs, although they are of considerable interest from the point of view of organizing extracurricular activities of students, are mainly represented by one area of decorative and applied art: modeling, embroidery, batik, beadwork, etc.
The content of the program "Artistic work" is a continuation of the study of related subject areas (fine arts, technology, history) in the development of various types and techniques of art. The program introduces the following areas of arts and crafts: plasticineography, beading, paper plastic, doll making, which are not designed for deeper study in subject areas. Much attention is paid to creative tasks, in the course of which children develop creative and cognitive activity. A significant place in the content of the program is occupied by questions of composition and color science.
The program contributes to:
Development of the versatile personality of the child, education of will and character;
Assistance in his self-determination, self-education and self-affirmation in life;
Formation of the concept of the role and place of arts and crafts in life;
Development modern species decorative and applied arts;
Teaching practical skills of artistic and creative activity, understanding the connection of artistic and figurative tasks with ideas and intentions, the ability to generalize one's life ideas, taking into account possible artistic means;
Creation of a creative atmosphere in a group of pupils on the basis of mutual understanding of collective work;
Acquaintance with the history of plasticine, beading, paper plastics, and making dolls, folk traditions in these areas.
Program goal:
Education of the personality of the creator, who is able to carry out his creative ideas in the field of various types of decorative and applied art.
Formation in students of sustainable systematic needs for self-development, self-improvement and self-determination in the process of learning art, history, culture, traditions.
The goal can be achieved by solving a number of tasks:
To expand ideas about the variety of types of decorative and applied art.
To form an aesthetic attitude to the surrounding reality based on decorative and applied art.
To equip children with knowledge in the area under study, to develop the necessary practical skills;
Learn to notice and highlight the main means of expressiveness of products.
Introduce students to folk art;
Realize the spiritual, aesthetic and creative abilities of pupils, develop fantasy, imagination, independent thinking;
To educate artistically - aesthetic taste, diligence, accuracy.
To help children in their desire to make their work socially significant.
The program is built on the basis of knowledge of the age, psychological, pedagogical, physical characteristics of children of primary school age.
The program "Artistic Labor" was developed for four years of classes with children of primary school and is designed for the phased development of the material in the classroom in extracurricular activities.
The program is designed for 33 hours per year in grade 1 and 34 hours per year in grades 2-4 (1 hour per week).
The main form of work is training sessions. The following forms of organization of educational activities are provided for in the classroom: individual, frontal, collective creativity.
Classes include a theoretical part and practical activities of students.
The theoretical part is given in the form of conversations with viewing of illustrative material (using computer technology). The presentation of educational material has an emotional and logical sequence that will inevitably lead children to the highest point of surprise and experience.
Children learn accuracy, economy of materials, accuracy of execution of work, high-quality processing of the product. Particular attention is paid to safety when working with technical means that diversify activities and increase the interest of children.
Expected results
Mastering the program "Artistic Labor" by children is aimed at achieving a set of results in accordance with the requirements of the federal state educational standard.
In the field of personal universal learning activities, students will develop:
Educational and cognitive interest in decorative and applied art, as one of the types of fine arts;
A sense of beauty and aesthetic feelings based on familiarity with the multicultural picture of the modern world;
Skill independent work and work in a group when performing practical creative work;
Orientation to understanding the reasons for success in creative activity;
The ability to self-assessment based on the criterion of success of the activity;
The foundations of socially valuable personal and moral qualities were laid: diligence, organization, conscientious attitude to business, initiative, curiosity, the need to help others, respect for other people's work and the results of labor, and cultural heritage.
Younger students will have the opportunity to form:
Sustained cognitive interest in creative activity;
Conscious stable aesthetic preferences of orientations towards art as a significant sphere of human life;
Opportunities to realize creative potential in their own artistic and creative activities, to carry out self-realization and self-determination of the individual at the aesthetic level;
Emotionally-valuable attitude to art and life, to be aware of the system of universal human values.
In the field of regulatory universal learning activities, students will learn:
Choose art materials, means of artistic expression to create creative works. Solve artistic problems based on knowledge about color, composition rules, learned methods of action;
Take into account the highlighted action guidelines in new techniques, plan your actions;
Carry out final and step-by-step control in their creative activities;
Adequately perceive the assessment of their work by others;
Skills in working with a variety of materials and skills in creating images using various technologies;
Make the necessary adjustments to the action after its completion based on the assessment and nature of the errors made.
To carry out ascertaining and anticipatory control on the result and method of action, actual control at the level of voluntary attention;
Independently adequately assess the correctness of the performance of the action and make adjustments to the performance of the action both in the course of its implementation and at the end of the action.
Use the means of expressiveness of the language of arts and crafts, artistic design in their own artistic and creative;
Simulate new forms, different situations, by transforming the known to create new images by means of decorative and applied art.
Search for information using literature and mass media;
Select and build the optimal technological sequence for the implementation of one's own or proposed plan;
In the field of cognitive universal educational activities, students will learn:
Distinguish the studied types of decorative and applied art, represent their place and role in the life of a person and society;
Acquire and implement practical skills and abilities in artistic creativity;
To master the features of artistic and expressive means, materials and techniques used in decorative and applied art.
Develop artistic taste as the ability to feel and perceive the diversity of types and genres of art;
Artistic - figurative, aesthetic type of thinking, the formation of a holistic perception of the world;
Develop fantasy, imagination, artistic intuition, memory;
Develop critical thinking, in the ability to argue your point of view in relation to various works of fine arts and crafts;
Younger students will have the opportunity to learn:
Create and convert diagrams and models to solve creative problems;
Understand the cultural and historical value of traditions reflected in the objective world, and respect them;
A more in-depth development of the craft you like, and in the visual and creative activity in general.
In the field of communicative universal educational activities, students will learn:
Initial experience in joint productive activities;
Collaborate and provide mutual assistance, benevolently and respectfully build your communication with peers and adults
Form your own opinion and position;
Younger students will have the opportunity to learn:
Take into account and coordinate in cooperation other people's positions that are different from their own;
Consider different opinions and interests and justify their own position;
Ask questions necessary for organizing your own activities and cooperation with a partner;
Adequately use speech to plan and regulate their activities;
As a result of studying decorative art, students should develop such personality traits as the ability to notice beauty, accuracy, diligence, and dedication.
Evaluation of the planned results of the development of the program
System tracking and evaluating results children's education passes through their participation in exhibitions, competitions, festivals, public events, portfolio creation.
Exhibition activity is an important final stage of studies
Exhibitions can be:
- one-day - held at the end of each task for the purpose of discussion;
- permanent - held in the room where children work;
- thematic - based on the results of the study of sections, topics;
- final - at the end of the year, an exhibition of practical work of students is organized, a discussion of the exhibition is organized with the participation of teachers, parents, guests.
Creating a portfolio is an effective form of evaluation and summarizing the activities of students.
A portfolio is a collection of student work and results that showcase their efforts, progress, and accomplishments in various areas.
The student's portfolio includes photos and videos of performance products, products of his own creativity, introspection material, diagrams, illustrations, sketches, etc.
Educational and thematic planning
The curriculum for the program "Artistic work"
Number section | Title of sections | Number of hours |
||||||||||
Total | 1 class | Grade 2 | 3rd grade | 4th grade |
||||||||
theor | practice | theor | practice | theor | practice | theor | practice |
|||||
Plasticine-graphy | 11,5 | |||||||||||
III. | paper plastic | |||||||||||
beading | ||||||||||||
Making dolls | ||||||||||||
total | ||||||||||||
Thematic lesson plan for the program "Artistic work"
1 year of study. (1 hour per week)
section number, themes | Name of sections and topics | Number of hours |
||
Total | theor. | practical |
||
Introduction: safety regulations. | ||||
Plasticineography | ||||
Introductory lesson. "Journey to Plasticine". | ||||
Planar image. Autumn Gifts. | ||||
Acquaintance with the means of expressiveness. "The worm in the apple." | ||||
"Cactus in a Pot" | ||||
Planar image. "Fish" | ||||
"Still life of tea utensils" | ||||
Relief image. "Farm" | ||||
Introduction to symmetry. Application "Butterflies" | ||||
Ladybugs on chamomile | ||||
Stucco picture. Formation of compositional skills. "Flowers for Mom" | ||||
"Daisies" | ||||
"Owl - owl" | ||||
"Snow Maiden in the winter forest" | ||||
paper plastic | ||||
Introductory lesson "Technology for making crafts based on the use of crumpled paper." "Magic Lumps". | ||||
Fruit | ||||
"Wonder Tree" | ||||
Chicks | ||||
"Bullfinch" | ||||
New Year's toy. Symbol of the year | ||||
Postcard for the New Year | ||||
Fireworks | ||||
beading | ||||
Introductory lesson. The main types of bead art. Safety engineering. | ||||
Acquaintance with the basic technological methods of lowering onto a wire | ||||
Parallel lowering. Planar miniatures in the technique of parallel lowering (duckling, frog, goose, ladybug, turtle, butterfly, dragonfly, etc.) | ||||
Cross stitching | ||||
Making dolls | ||||
Introductory lesson. Doll history. Safety | ||||
Doll on a cardboard base. | ||||
Composition "In the forest" | ||||
The doll is an actor. Application. Finger puppets. | ||||
Total: 33 hours |
||||
2 year of study. (1 hour per week)
section number, themes | Name of sections and topics | Number of hours |
||
Total | theor. | practical |
||
Introduction: safety regulations | ||||
What will we learn in class? Color. Color circle. | ||||
Plasticineography | ||||
Semi-volumetric image on a plane. "Cartoon Heroes" | ||||
Fine art genre - still life. "Autumn still life" | ||||
Fine art genre - portrait. "Jolly Clown" | ||||
The genre of fine art is landscape. "Lotus Bloom" | ||||
Making a folk toy using the technique of plasticineography. "Matryoshka" | ||||
paper plastic | ||||
History of paper. Paper handling technologies | ||||
Paper flowers. | ||||
Snowflakes | ||||
New Year card | ||||
beading | ||||
Parallel lowering technique. "Mouse", "Kit" | ||||
Parallel lowering technique. "Butterfly" | ||||
Beaded chain with eyelets. | ||||
Making dolls | ||||
Folk doll. Russian rituals and traditions | ||||
Seamless dolls | ||||
Technique - threading. "Doll - craftsman", "House - needlewoman" | ||||
Total: 34 hours |
||||
3 year of study. (1 hour per week)
section number, themes | Name of sections and topics | Number of hours |
||
Total | theor. | practical |
||
Introduction: safety regulations | ||||
Introductory lesson | ||||
Plasticineography - as a way of decorating | ||||
Introductory lesson. Decorative and applied art in the interior. | ||||
Photo Frame | ||||
Candlestick | ||||
Vase | ||||
Volumetric and spatial composition "Fairytale City" | ||||
paper plastic | ||||
What is paper design? Paper Design Basics | ||||
Paper strip construction | ||||
Basic figures (cylinders and cones) and working methods | ||||
beading | ||||
Technique of "French" weaving | ||||
Beaded "plants" in pots | ||||
Three-dimensional paintings - panels made on wire | ||||
Making dolls | ||||
Souvenir doll. | ||||
Charm. Symbolism of amulets. Brownie | ||||
Doll - box | ||||
Total: 34 hours |
||||
4 year of study. (1 hour per week)
Number section, themes | Name of sections and topics | Number of hours |
||
Total | theor. | practical |
||
Introduction: safety regulations | ||||
What will we learn in class | ||||
Plasticineography | ||||
Plasticine panel. Getting to know the principles of work | ||||
Transferring the drawing to a transparent base. | ||||
Selection colors. Applying plasticine to a transparent base. | ||||
Thematic compositions. Creative-search, independent, collective activity. | ||||
paper plastic | ||||
Mixed basic shapes in paper construction | ||||
Curl, rounding | ||||
beading | ||||
Beading - as a way of interior design | ||||
holiday souvenirs | ||||
Flower Arrangements: Bouquets | ||||
Making dolls | ||||
Work on the image. Sketch | ||||
Preparation of materials and tools. Choice of technique. | ||||
Independent (collective) creative activity | ||||
Total: 34 hours |
||||
First year of study (33 hours)
The first year of study is aimed at satisfying the interests of children in acquiring basic knowledge and skills about the simplest techniques and techniques for working with materials and tools (plasticine, paper and cardboard, beads and wire, etc.), acquaintance with the history of these types of decorative and applied art , the manufacture of the simplest decorative and artistic products, learn to organize their workplace.
Introduction: safety regulations
Acquaintance with the main areas of work in the classroom; materials and equipment; safety training.
II. Plasticineography.
1. Introductory lesson "Journey to Plasticine".
Historical information about plasticine. Types of plasticine, its properties and application. Materials and devices used when working with plasticine. A variety of techniques for working with plasticine.
2. Planar image. Autumn Gifts.
Introduction to the concept of still life. Consolidation of knowledge about the color of autumn.
Practical part.Show the technique of "pouring one color into another."
3. Acquaintance with the means of expressiveness. "Worm in an apple", "Cactus in a pot".
Creating an expressive image through volume and color. Analysis of the properties of materials used in the work and their application in work (rolling.
Practical part.Flattening, smoothing surfaces in the created objects. Practical skills of children in creating a given image through plasticineography.
4. Planar image. "Fish".
Features of the construction of the composition of the underwater world.
Practical part.Creating a story about the underwater world using the technique of plasticineography. Improve technical and visual skills and abilities.
5. "Still life from tea utensils"
Composition and color in the arrangement of elements on the surface.
Practical part.The connection of parts of the product, by smoothing the bonding points.
6. Embossed image. "Farm".
Creation of a plot in a semi-volume.
Practical part.Creating a composition from individual parts, using the existing skills of working with plasticine - rolling, flattening, smoothing.
7. Acquaintance with symmetry. Application "Butterflies". “Ladybugs on chamomile.
The concept of symmetry on the example of a butterfly in nature and in drawing.
Practical part.Work in the technique of a plasticine smear, smoothly “pouring” one color into another at the border of their connection. Fixing the technique of working with plasticine in the technique of plasticineography. Relief creation.
8. Stucco painting. Formation of compositional skills. "Flowers for Mom"
Practical part. The execution of a stucco picture, when the details of objects retain volume and protrude above the surface of the base. Making thin and elongated petals using a garlic squeezer.
9. "Daisies"
Stencil technology of plasticine painting.
Practical part.Making a stucco painting using stencil technology
10. "Owl - owl"
Formation of compositional skills.
Practical part. Creating a composition from individual parts, using the existing skills and abilities of working with plasticine - rolling, flattening. Dividing a whole into parts using a stack.
12. "Snow Maiden in the winter forest"
Formation of compositional skills.
Practical part.Creating a familiar image, based on the life experience of children. Realization of an expressive, bright image
- paper plastic
1. Introductory lesson "Technology for making crafts based on the use of crumpled paper.""Magic Lumps". Fruit.
The history of the emergence and development of paper plastics, information about materials, tools and devices, familiarity with the technique of creating works using crumpled paper. Methods for decorating finished works. Safety instructions.
2. "Fruit", "Wonder Tree"
The sequence of making work using appliqué and pieces of crumpled paper.
Practical part.
3. "Chicks".
Sequence of work. Favorable color combinations.Practical part.Performing work using an application and a piece of crumpled paper
4. "Bullfinch"
Sequence of work. Spatial representations. compositional skills.
Practical part.
5. New Year's toy. Symbol of the year
The history of the emergence of symbols. Sequence of work.Practical part. Performing work using an application and a piece of crumpled paper
6. Postcard for the New Year.
compositional skills. Consolidation of skills and abilities of work using crumpled paper. Sequence of work.
Practical part.Performing work using an application and a piece of crumpled paper.
7. "Festive fireworks."
The sequence of work in the preparation of a mosaic panel.
Practical part.Performing work using an application and a piece of crumpled paper
- beading
1. Introductory lesson.
The main types of bead art. Safety engineering.
Lesson plan. Demonstration of products. The history of the development of beading. The use of beads in folk costume. Modern trends in beading. Tools and materials needed for the job. Workplace organization. The correct position of the arms and torso during work. Safety regulations, PPB.
2. Acquaintance with the basic technological methods of lowering onto a wire.
The main methods of beading are parallel, looped, needle weaving. Combination of tricks. Model analysis. Sketching diagrams.
Practical part.Execution of individual elements
3. Parallel lowering.
Planar miniatures in the technique of parallel threading (duckling, frog, goose, ladybug, turtle, butterfly, dragonfly, etc.) The main beadwork techniques used to make animal figurines on a flat basis: parallel, loop and needle weaving. Technique for performing the torso, wings, eyes, antennae, legs. Model analysis. Sketching diagrams.
Practical part. Implementation of individual elements based on the learned techniques. Assembling brooches, key chains or bookmarks. Preparation of the basis for brooches. Compiling a composition. Attaching composition elements to the base. Registration.
4. Cross stitching
Traditional types of beadwork. Lowering from beads “in two strands”: a chain “in a cross”. Various ways of flat and volumetric connection of chains “in a cross”. Purpose and sequence of execution. Conventional designations. Analysis and sketching of the simplest circuits.
Practical part.Mastering the techniques of beading. Cross stitch exercises. Making a Christmas tree bracelet. Making jewelry for dolls, brooches, pendants and key rings.
- Making dolls
1. Introductory lesson.Doll history. Safety
Game and amulet dolls. Grandmother's lessons or how to make a folk doll yourself. Safety regulations, traffic rules, PPB.
2 .Doll on a cardboard basis.
Traditional types of yarn appliqué. The technology of creating a silhouette doll. Russian history folk costume.
Practical part. Creation of a cardboard silhouette of a girl and a boy in a Russian folk costume. Braiding with yarn. Creating an image. Color decision.
3. Composition "In the forest"
Features of building a composition
Practical part.Attaching elements to the base. Creation of a composition.
4. Application . Puppets are actors. Finger puppets.
A variety of applique techniques, as well as with different materials used in this type of applied art. The technology of creating dolls that are put on a finger from paper.
Practical part.Creation of heroes of the fairy tale "Teremok". Color decision.
2nd year of study (34 hours)
The second year of training is aimed at using the acquired skills and abilities by students in the manufacture of products that are more complex in terms of technique, working from sketches, samples, diagrams and accessible symbolic conditions.
I. Introduction: safety regulations
Acquaintance with a variety of technologies and materials for the creation of products of decorative and applied art. Safety rules. PPB.
II. Plasticineography
1. Semi-volumetric image on a plane. "Cheburashka".
Creation of a composition in a semi-volume from plasticine.
Practical part.The integrity of the object from separate parts, using existing skills: pressing parts to the base. Lubrication. Smoothing the boundaries of the connection of individual parts.
2. Fine art genre - still life. "Autumn still life"
Acquaintance with the genre of fine arts - still life.
Practical part.
3. Fine art genre - portrait. "Jolly Clown"
Acquaintance with the genre of fine arts - portrait. Color decision.
Practical part.Modeling individual parts. Use of a variety of materials.
4. Fine art genre - landscape. "Lotus Bloom"
Acquaintance with the genre of fine arts - landscape. Contrast. The use of works in the interior.
Practical part.Modeling individual parts. Use of a variety of materials.
4. Making a folk toy using the technique of plasticineography. "Matryoshka".
Folk toy. The history of the creation of nesting dolls. Reflection of the characteristic features of the design of nesting dolls
Practical part.Modeling individual parts. Use of a variety of materials.
- paper plastic
1. History of paper.Paper handling technologies
Historical information about paper. Types of paper, its properties and application. Materials and devices used when working with paper. Variety of paperwork techniques. Conventional designations. Safety instructions.
2. Paper flowers.
Acquaintance with the technology of working with crepe paper. Technology of making flowers from crepe paper.
Practical part.Flowers: rose, tulip, peony.
3. Snowflakes
Where did the snowflake come from? – study of the features of the appearance and structure of snowflakes. The technology of manufacturing planar and volumetric snowflakes from paper.
Practical part.Planar and volumetric snowflakes
4. New Year's card
Acquaintance with the type of cutting - silhouette cutting. Historical information about this type of work. Technology for performing silhouette cutting. Compositional construction of the plot.
Practical part.New Year card.
- beading
1. Parallel lowering technique."Mouse", "Kit".
Acquaintance with the technique of volumetric parallel weaving. Layered weaving technology.
Practical part."Mouse", "Kit".
2. Parallel lowering technique."Butterfly"
Layered weaving technology. Double connection technique. Rules for making volumetric miniatures on wire. Sample analysis. Choice of wire and beads. Color decision. Sketching schemes for the implementation of volumetric miniatures.
Practical part."Butterfly"
3.Beaded applique. "Postcard"
The concept of "application". Historical excursion. Sample analysis. Beading techniques used for making appliqués: parallel, looped, needle weaving, stringing with arcs. Combination of tricks. Application technique. Choice of materials. Color and composition solution.
Practical part.Implementation of individual elements of the application. Compilation of compositions. Assembling and fixing bead elements. Application for postcard design, interior design.
4.Beaded chain with loops.
Beading “in one thread”: a simple chain, a chain with beads. Purpose and sequence of execution. Conventional designations.
Practical part.Mastering the techniques of beading. Exercises on the implementation of various pendants and their weaving to chains.
- Making dolls
1. Folk doll. Russian rituals and traditions.
Classification of dolls. Their role and place in Russian rituals and traditions.
2.Seamless dolls.
ёTechnology for making seamless dolls. Materials and tools
Practical part.Doll for happiness, comforter, stoneflies.
Analysis of the sequence of work on instruction cards.
3. Technique - threading: "Doll - artisan", "House - needlewoman"
Elements of Russian folk costume. Creating an image. Puppet symbolism.
Traditional methods of making dolls.
Workshops.Analysis of the sequence of work on instruction cards. Making puppets.
3rd year of study (34h)
In the third year of study, students consolidate their skills, based on the received ideas about the variety of materials, their types, properties, origin, to select materials available for processing and technological methods for products in accordance with the task.
- Introduction: safety regulations
1. Introductory lesson. Decorative and applied art in the interior.
The main decorative elements of the interior. Safety rules. PPB.
- Plasticineography
1. Plasticineography - as a way of decorating.
Decorating items on your own. Materials and tools.
2. Photo frame.
Plasticine techniques used in the design of photo frames. Sample analysis. Form selection. Color decision. Create a sketch.
Practical part. Frame for children's photo - berry, flower, heart. Working with instructions. Determining the order of work.
3. Candlestick.
Analysis of samples of candlesticks from different materials. Shape and color scheme. Composition. Selection of methods and techniques in the manufacture of a candlestick.
Practical part.Sketch. Composition. Choice of technique.
4.Vase.
Historical excursion. Venetian glass vases using millefiori technology. Vase as a gift or part of the interior.
Practical part.Mastering the learned techniques for creating plates using the millefiori technique. Decoration of the surface of a vase (plastic container) with plates.
5. Volumetric - spatial composition.
General concepts of constructing a volume-spatial composition. Concepts: scale, rhythm, symmetry, asymmetry. Analysis of monuments and objects of historical and modern architecture.
Practical part.Creating layouts using geometric shapes
6. Volumetric - spatial composition "Fairytale City".
Conversation about Russian medieval architecture. St. Basil's Cathedral. Analysis of fairytale castles. The technique of their implementation using plasticine and waste material (plastic containers). Work with the instruction card.
Practical part. Making a model of fairy-tale castles from plastic containers and plasticine. Sequential creation of composition elements. Work on the composition is carried out from the center to the periphery.
- paper plastic
1.What is paper design? Paper design basics.
Acquaintance of children with the technique of paper sculpture.
2. Design from paper strips.
Acquaintance with the technology of creating products from paper strips. Analysis of finished products.
Practical part.Performance of creative works in the technique of paper plasticity. swan, flower, heart, etc.
3.Basic figures (cylinders and cones) and working methods.
Methods for twisting a rectangle into a cylinder. Possibilities of combining planar and volumetric curvilinear (cylindrical) elements in one design. Twisting a circle into a cone (low), twisting a semicircle into a cone (high).
Practical part.Mastering methods for creating a specific toy (obtaining cones, cylinders). Independently, on the basis of cones and cylinders, the creation of various structures, changing the main methods, combining them, supplementing the resulting base with self-made different parts. Frog, umbrella, mushrooms, fox, mouse,
- beading
1. Technique of "French" weaving (stringing with arcs).
Purpose and rules of execution " french weave»
Practical part. Mastering the studied techniques of beading. Production of three-dimensional flowers (a flower with round petals).
2. Beaded "plants" in pots.
Beading techniques used to make flowers. Combination of tricks. Technique for performing the middle, petals, sepals, stamens, leaves. Model analysis. Sketching diagrams.
Practical part.Implementation of individual elements of colors. Assembly of products: a bouquet of flowers. Drawing up compositions of spring, summer, autumn and winter bouquets. Foundation preparation. Attaching composition elements to the base.
3. Volumetric paintings - panels made on wire.
Double connection technique. Rules for making volumetric miniatures on wire. Sample analysis. Choice of wire and beads. Color decision. Sketching schemes for the implementation of volumetric miniatures.
Practical part.Weaving volumetric miniatures based on the techniques studied. Foundation preparation decorative panel: wrapping cardboard with cloth. Compiling a composition. Attaching composition elements to the base. Registration.
- Making dolls
1. Souvenir doll.
Souvenir. Types and purpose of souvenirs. Analysis of the work on creating a souvenir doll.
2. Charm. Symbolism of amulets. Brownie
Amulet - as a subject of culture and history. Traditional amulets. Materials and tools.
Practical part. Brownie. The sequence of work according to the instruction card. Presentation of finished works
3. Doll - box
Sample conversation. Materials and tools.
Practical part.Doll - box. The sequence of work according to the instruction card. Presentation of finished works.
4 year of study (34 hours)
The fourth year is aimed at teaching students about project activities: to develop an idea, look for ways to implement it, embody it in a product, demonstrate it both in their own creative activity and in work in small groups.
- Introduction: safety regulations
1. What will we learn in the classroom.
Acquaintance with a variety of technologies and materials for the creation of products of decorative and applied art. Project work. Safety rules. PPB.
- Plasticineography
1. Plasticine panel.
Getting to know how it works
A brief conversation about the content of work in the technique of plasticineography on a transparent basis (using waste material).
2. Stages and methods of drawing a pattern on the base.
Panel technology. Visual demonstration of finished products. Transferring the drawing to a transparent base.
Practical part.Project. Selection of a sketch for work. The drawing under the base is located so that there is approximately an equal distance on all sides. Drawing a picture on the base from the top. The outline of the drawing is made with thin lines.
3. Selection of colors.
Applying plasticine to a transparent base. When choosing the colors of the image and background, you need to remember about the contrast and color combination.
Practical part.Doing practical work
4. Thematic compositions.
Independent use of mastered methods to create new, more complex compositions.
Practical part.Development and implementation of author's works. Creative-search, independent, collective activity.
- paper plastic
1. Mixed basic shapes in paper design.
Independently use mastered methods to create new, more complex structures. Analysis. Solutions, selection of appropriate materials, determination of the sequence of work.
Practical part.Cat dog.
2.Curl, rounding
To develop the ability to independently “include” the design method in the manufacturing process of various crafts. Activate the imagination of children. To improve the ability to independently analyze finished crafts in terms of highlighting the general way to create them. Using the technique of curling, rounding in order to obtain a given image.
Practical part.Elf, fairy, angel.
- beading
1. Beading - as a way of interior design
Demonstration of products. The history of the development of beading. Modern trends in beading. Use of beads for interior decoration. Tools and materials needed for the job. Workplace organization. The correct position of the arms and torso during work. Safety regulations, traffic rules, PPB.
2.Holiday souvenirs
Sample analysis. Beading techniques used for the manufacture of products: parallel, looped, needle weaving, stringing with arcs. Combination of tricks. Technique for making elements of products. Choice of materials. Color and composition solution.
Practical part.Selection of products: decoration of New Year's toys. Hearts are valentines. Execution of individual elements of products. Compilation of compositions. Assembly and fastening.
3.Flower arrangements - bouquets
The main beading techniques used for making flowers are: parallel, looped, needle weaving, stringing with arcs. Combination of tricks. Technique for performing the middle, petals, sepals, stamens, leaves. Model analysis. Sketching diagrams.
Practical part.Implementation of individual elements of colors. Assembly of products: brooches, a bouquet of flowers. Drawing up compositions of spring, summer, autumn and winter bouquets. Preparing the base of the decorative panel: wrapping the cardboard with a cloth. Attaching composition elements to the base. Decoration with flowers from beads of gifts and other items.
- Making dolls
- Author's doll.Conversation "Doll in art"
Dolls are frequent characters in works of art, fairy tales, stories, cartoons. Author's doll - as a special direction of modern applied art. Types, genres of dolls and their purpose. Execution technique. Materials and tools.
- Preparation of materials and tools.
Choice of technique. Together with students, the definition of a sequence of actions to create an author's doll.
Practical part. Preparatory work. Acquaintance with the literature on the creation of dolls. Selection of illustrations, implementation of sketches. Preparation of materials and tools.
- Independent (collective) creative activity.
Planning stages of work
Practical part. Step-by-step work: creation of the frame and body of the doll, making the costume, composing the costume, decorating the doll, exhibition activities.
Bibliography
Main literature:
- Grigoriev, E. I. "Modern technologies of social and cultural activities" / E. I. Grigoriev., Tambov, 2004
- Ivanchenko VN Classes in the system of additional education for children. Educational and methodological manual for the leaders of the OUDOD, methodologists, teachers - organizers, specialists in additional education for children, heads of educational institutions, teachers, students of pedagogical educational institutions, students of the IPK. Rostov n / a: From-vo "Teacher", 2007. -288s.
- The program of the teacher of additional education: From development to implementation / Comp. N. K. Bespyatova. - M .: Iris - press, 2003. - 176 p. - (Methodology).
Additional literature:
- Astrakhantseva, S.V. V. Astrakhantseva, V. Yu. Rukavitsa, A. V. Shushpanova; Under scientific ed. S. V. Astrakhantseva. - Rostov r / D: Phoenix, 2006. - 347 p.: ill. - (Higher education).
- Blonsky, P.P. Psychology of the junior school student. / P. P. Blonsky., Voronezh: NPO Modek, 1997.
- Eroshenko, I.N. Cultural and leisure activities in modern conditions / I. N. Eroshenkov - M .: NGIK, 1994.-32p.
- Kargina, Z. A. Technology for the development of an educational program for additional education for children / Z. A. Kargina // Vneshkolnik. - 2006. - No. 5. - S. 11-15.
- Molotobarova, O.S. Circle for making toys - souvenirs: A manual for leaders of general education circles. school and external institutions. - 2nd ed., revised. - M.: Enlightenment, 1990. - 176 p.: ill.
- Evaluation of the achievement of planned results in primary school. Job system. At 2 h. Part 1 / [M. Yu. Demidova, S. V. Ivanov, O. A. Karabanova and others; ed. G. S. Kovaleva, O. B. Loginova. - 2nd ed. – M.: Enlightenment, 2010. – 215 p. – (Second generation standards).]
- Panshina, I. G. Decorative and applied art. Mn., 1975. - 112p., ill.
- Pereverten, G. I. Homemade products from different materials: Book for a teacher of the beginning. classes for extracurricular activities. - M.: Enlightenment, 1985. - 112p.
- Exemplary programs of extracurricular activities. Primary and basic education / [V. A. Gorsky, A. A. Timofeev, D. V. Smirnov and others]; ed. V. A. Gorsky. - M .: Education, 2010.-111s. – (Standards of the second generation).
- Sample programs for academic subjects. Elementary School. At 2 h. Part 2. - 2nd ed. - M. : Education, 2010. - 232 p. – (Standards of the second generation).
- Safonova E. Yu. Together with children - on the steps of creative growth [Text] / E. Yu. Safonova // Additional education. - 2004. - No. 7. - S. 36-49.
- Collection of author's programs of additional obru children / Comp. A. G. Lazareva. – M.: Ileksa; public education; Stavropol: Service school, 2002. - 312p.
- Social education in institutions of additional education for children: Proc. allowance for students. ped. universities /B. V. Kupriyanov, E. A. Salina, N. G. Krylova, O. V. Minovskaya; Ed. A. V. Mudrik. - M .: Publishing Center "Academy", 2004. - 240s.
- Utkin, P.I. Koroleva, N.S. Folk art crafts: Proc. For prof. textbook Institutions. - M .: Higher. school, 1992. - 159p.
- Fomina, A. B. Interest clubs and their role in raising children [Text] / A. B. Fomina // Additional education. - 2004. - No. 7. – P.9-14
List of literature for children
Main literature:
- Voydinova, N. M. Soft toy./N. M Voydinova - M .: Eksmo Publishing House, 2006. - 160s., ill.
- Kotova, I. N. Kotova, A. S. Russian rituals and traditions. Folk doll. / I. N. Kotova, A. S. Kotova - St. Petersburg: "Parity", 2006. - 240 pp. + incl.
- Nosyreva, T. G. Toys and jewelry from beads / T. G. Nosyreva. - M.: Astrel: AST, 2006. - 143, p.6 ill. – (Home creative workshop).
- Chernova, E. V. Plasticine paintings /e. V. Chernova - Rostov n / D .: Phoenix, 2006. - 48s. - (City of masters).
Additional literature:
- Bazulina, L. V., Novikova I. V. Biser / L. V. Bazulina, I. V. Novikova. Artistic V. N. Kurov. - Yaroslavl: "Academy of Development", 2006. - 224 p., ill. - (Series: "Grandma's chest").
- Kuzmina E. V., Chetina E. V. Beads in the interior / E. V. Kuzmina, E. V. Chetina - Rostov n / D .: Phoenix, 2006. - 157 p.: ill., l. Il. - (City of masters).
Terminological dictionary
to the program "Decorative Art"
- The author's doll is a special direction of modern applied art, most often performed in a single copy.
- A bas-relief is a type of relief in which the figures rise slightly above the background.
- Beads (beads) - small decorative objects with a hole for stringing on a thread, fishing line or wire.
- Beading is a kind of arts and crafts, needlework - the creation of jewelry, art products frombeads , to which, unlike other techniques where it is applied (weaving with beads, knitting with beads, weaving from wire with beads - the so-called bead weaving, bead mosaic and bead embroidery), beads are not only decorative element but also constructive and technological.
- High relief - a type of relief in which the figures protrude by more than half of their volume.
- Decorativeness is a general artistic expressiveness. The beauty of the product as a whole.
- A task is something that requires execution, permission. This is a work or part of it, performed in a certain way in a certain period.
- Instruction - containing rules, instructions or guidelines that establish the order and method of doing or doing something.
- The interior is the artistic decoration of the room.and other materials. The word "doll" is used not only literally, but also figuratively.
- Actor puppets are an independent type of means for depicting or designating the appearance of actively or passively acting characters in performances,pop miniatures, films, television programs and other similar works of art.
- Kokoshnik - from the word "kokosh" - chicken. Dressing of married women, young. Worn until the birth of the first child.
- Composition - the structure, ratio and relative position of the parts.
- Mosaic (fr. mosaique,ital. , ceramic tiles and other materials.
- A folk toy is an integral element of every ethnic culture, a special item used in children's games.
- A rite is a set of actions (established by custom or ritual) in which traditions are embodied.
- Ritual dolls - served as an image of spirits and deities, served as talismans and amulets, acted as a symbol in ritual games and performances, and were also a means of conveying religious beliefs to children and introducing them to the traditional culture of the people.
- Plasticineography - a new lookarts and crafts . It is a creation of stucco paintings depicting more or less convex, semi-volumetric objects on a horizontal surface. Main material - drawing , not intended as a finished work, often consists of many overlapping lines.
