1. To reveal the nature and essence of artistic labor as the creative activity of a person who equips his life and organizes his life according to the laws of expediency, harmony, beauty.
2. To promote the formation of an emotional-value attitude towards artistic work as a manifestation of human life in all the diversity of its facets (natural, material, social, spiritual); to reveal the specifics of the result of artistic work - the unity of benefit and beauty (functional and aesthetic).
3. To expand the understanding of the types of artistic and creative human activity; to acquaint with the work of a folk master, artist-constructor, designer. To form the idea that all types of labor can be creative if the person himself is a creator /
4. To enrich the experience of artistic and productive activity at all its levels: perception – performance – creativity, in accordance with age, gender, individual characteristics.
5. To develop aesthetic perception, creative imagination, lateral (flexible, creative) thinking, universal artistic abilities and educate the qualities of a working person - hard work, responsibility, honesty, communication, etc.
6. To promote the development of artistic methods, techniques, technologies and the development of general manual skills based on the integration of intellectual and artistic activities.
7. Create conditions for the personal growth of each child.
It should be emphasized basic psychological and pedagogical conditions , ensuring the success of children mastering the content of artistic work as an integrated activity:
- a variety of types of artistic and productive activities;
–– constant change of types of activities, united by educational goal and development program (unity of strategy and tactics);
- individual programs and development routes;
- the role of the teacher is to create conditions for free, independent activity and organization of the educational process by the method of real co-creation (with a teacher, parents, artist, folk master, other children) in different forms interactions;
- availability of a specially equipped place (workshop, design studio, craft center, etc.), which includes a wide selection of materials, art tools, albums, cultural objects and works of art.
Instead of traditional activities, a form is proposed creative projects , which are characterized by the following:
- identifying not a specific topic, but meaningas a way for each child to comprehend the world around him and his being in this world;
- expanding the boundaries of educational and real (material) space (museums, exhibitions, master classes, workshops on the kindergarten site, walks and excursions, cultural events);
- involvement in project activities of other people - adults (parents, grandparents, teachers of additional education, artists and masters of folk art, music director, guide, etc.) and children different ages in order to expand the team of like-minded people, to go beyond the established group;
- discussion of the problem at all stages (from the development of the concept to the implementation and application) with the teacher and other children in order to understand the results obtained and make decisions about further actions;
- presentation of the result of productive activity, which has personal and social significance (hand-made toys, books, albums, souvenirs, collages, models, arrangements, installations, collections);
- the lack of a single task for all and a single criterion for assessing the result.
The creation of a portfolio (individual, collective, family) and the organization of exhibitions of children's creative work is a common task, in the solution of which teachers, parents and children themselves take part.
Today, teachers and psychologists note that every child must set goals for himself, there can be no compulsion to creativity, the imposition of ideas, interests and decisions. Individual development programs, independent artistic and productive activities in a situation of real "living" affairs, focus on the practical comprehension of the semantic field of folk culture by children, emotional and value-based attitude to the world around them, genuine integration of intellectual and aesthetic development, presentation and fixation of the result, organization of educational activities the method of projects - these are the most important features of the design of artistic work in a modern kindergarten.
it is a universal activity with a long history and centuries-old traditions. All artistic techniques and technologies known to us are based on the most ancient actions or operations: weaving, tying, stringing, sewing, cutting, twisting, twisting, modeling, etc. At the same time, manual labor is a very free activity associated with experimentation and self-realization at the level of true creativity.
Childhood is almost the only segment of human life where creativity becomes a universal and natural way of human existence. A child's entry into the human world is a continuous chain of "discoveries for oneself." But thanks to these "discoveries" through the activities of the younger generations, a global reproduction of creative abilities is carried out on the scale of the entire society. This is what often gave reason to consider the child the personification of the universal, divine-human, and even divine creative principle, which should be equal to an adult creator. According to the English philosopher F. Bacon, in order to enter science, we must become like children. Echoing him, the Russian philosopher P.A. Florensky wrote that the secret of creativity is in preserving youth, and the secret of genius is in preserving childhood for life
MASTER_CLASS for preschool teachers
Subject: "Artistic manual labor in kindergarten"
Goal: to expand the understanding of children's manual labor and, in practice, show the ways of making crafts that are available for preschool age.
The fundamental principle, the core of all mental, physical, moral and aesthetic development of the individual is work. Our closest environment - subject environment - is a product of the labor of human hands. Traditional crafts and arts and crafts are formed on the basis of domestic and social labor of people, which are the cultural heritage and pride of the people. The "spirit of the craft" is embedded in manual labor, to which children from childhood should be introduced.
Labor education of preschoolers is unthinkable without active manual labor. In such work, the child discovers the highest interest, success, and - what is more important - little fatigue. These factors have a positive impact on the overall mental and mental development of children. Of particular importance to them is artistic work as one of the components of aesthetic activity, which is based on the artistic content of decorative and applied art.
The theory of modern design for children and the practice of their manual labor, artistic creativity opens up wide opportunities for such productive activities that can captivate children in order to fill their free time with interesting and meaningful work, develop a desire for beauty, foster taste and respect for folk traditions.
The introduction of the child to work in folk pedagogy has been taking shape for centuries. The formation of handicraft skills has always been associated with the manufacture of necessary and useful household items. In the family, the elders taught the younger ones various elements of the labor process until the hand was put in place. The basis of the premise of such a teaching was the conditions of the surrounding life.
Activities of children with various materials in folk pedagogy, it was classified as follows:
a) work with natural material; processing of flax, wool, yarn making and weaving;
b) carving on wood, stone, bone, leather;
c) chasing for metal;
d) working with clay, making ceramic products.
The transfer of craft skills from generation to generation, the creative process of making various products under the guidance of adults contributed to the consolidation of positive emotions, mastering the specifics of craft skills, and the formation of initial ideas about folk decorative art. The concepts of "heritage", "tradition" in teaching artistic skills have always been important. The most valuable was the product of labor that accumulated not only individual creativity, but also the inherited experience of previous generations, assimilated in the process of practical actions.
The high artistic level of children's creative mastery of the available forms of material in modern decorative art allows us to assert that even today manual artistic work is considered in pedagogical theory as a necessary element of the moral, mental, and aesthetic education of children.
Artistic manual labor is the creative work of a child with various materials, in the process of which he creates useful and aesthetically significant objects and products for decorating everyday life (games, work, rest). Such work is a decorative artistic and applied activity of a child, since when creating beautiful objects, he takes into account the aesthetic qualities of materials, on the basis of which his ideas, knowledge, and practical experience are developed, acquired in the process of work and in art classes in kindergarten. The adults around the child should not only form and improve his labor skills, but also gradually expand the content of the child's labor activity, achieving awareness and purposefulness of the motives of labor. Many teachers consider it important to develop the child's ability to foresee the results of his actions in advance, plan the sequence of performance, and creatively transform his experience. The well-known psychologist A. V. Zaporozhets wrote that “the ability to understand the beautiful with the mind and heart develops most successfully when a child actively recreates artistic images in his imagination while perceiving works of art, while simultaneously participating in the forms of artistic independence available to him.
The content of the artistic work of preschoolers in the practice of kindergarten is: working with paper, cardboard (application from paper of different textures combined with fabrics, natural material), making decorative panels, volumetric and flat objects and structures for decorating holidays and entertainment, decorations and souvenirs, layouts doll rooms;
work with fabric, threads (decorative applique made of fabric, weaving, weaving, making panels, clothes for dolls, details of costumes for games, table setting items, souvenirs, theatrical and decorative dolls);
work with natural material (making small and large sculptures; decorative collages and volumetric compositions from dry plants, straw; weaving products from twigs, dry grass; drawing up decorative bouquets from dry and living plants; decorating a living corner);
woodwork (craft and assembly wooden toys, souvenirs, making small sculptures using elements of natural material, doll furniture, small household items);
working with clay (creating decorative ornaments, ceramic panels for interior decoration, making wall inserts, small sculptures, souvenir toys, doll dishes);
work with artificial material (knitting and weaving from synthetic and polymer films, decorative braids, colored soft wire, making decorative ornaments and household items, clothes, theater and decorative toys and souvenirs from synthetic fabrics).
Properly organized manual labor in kindergarten and family gives children in-depth knowledge about the quality and capabilities of various materials, helps to consolidate positive emotions, stimulates the desire to work and master the peculiarities of craftsmanship, introduces them to folk decorative arts, prepares the child for subsequent schooling. Therefore, there is every reason to consider manual labor as an important element of the harmonious development of children.
In this process, the training of a teacher is of no small importance, which should be aimed at mastering knowledge about certain types of artistic crafts. And to expand your horizons, I offer you reminders where you can get acquainted with the history of macrame, knitting, origami.
In the practical part, I will introduce you to the types of artistic manual labor acceptable for preschoolers.
Magic transformations of the rope
You can learn to draw not only with a pencil, crayons, a brush, but also with an ordinary string. To do this, we need a piece of cord from 0.5 to 1-1.5 m. Take a short cord (0.5 m), place it conveniently on a flat surface of a table or carpet. You need to start the image with objects that are simple in shape - a flower, an apple, a pear. When making apple and pear shapes, the cord is first folded in half, a small indentation is made, and then an oval of the shape of two segments is laid out from the bottom up, closing the rope of the “tail” of the fruit.
Any image of animal figures in motion should be started from the head, then follow the nature of the shape of the body of this or that animal.
If the child, having fallen in love with this activity, tries to bring his additions to the image of the form, approve of his undertaking. Drawings by means of a string have their own figurative characteristic - the softness of the resulting forms causes a feeling of peace, completeness, thereby bringing the child closer to the perception of arts and crafts, in particular, artistic embroidery, lace-making.
Plasticine application
Plasticine is a wonderful craft material for preschool and primary school children.
Diverse in color, it looks very interesting in works. Children love to sculpt plasticine, because working with him allows them to acquaint them with various types of arts - sculpture, graphics, etc. Classes with plasticine contribute to the development of fine motor skills of hands, because it is necessary for the development and enhancement of the child's intelligence. The better the baby works with his fingers, the better he develops, the better he speaks and thinks.
It is recommended to engage in modeling from plasticine from the age of three. At an earlier age, working with plasticine is unbearable for a baby. But, if you periodically show him some manipulations with plasticine, give it to your hands so that he crumples it, press the plasticine ball with your baby's finger, roll it out. The kid will like it, and he will be happy to return to this activity. The main thing is to skillfully take him out of this game.
And therefore, I would like to bring to your attention the plasticine applications.
For making cherries we will need:red or burgundy plasticine - for cherries; green - for leaves; brown - for twigs and stalks. Cardboard for the background in any suitable color.
Let's get to work.
We outline the center where the branch will be located.
Roll out the brown "sausage" not very thinly - it will be a twig, and fasten it in the center. Then the stalks are brown for two cherries, cut off and put in the intended place, slightly press down.
We roll out the flagella of red or burgundy color, fold them so that we get a circle. We need 2 circles for 2 cherries. We put them in place.
Then we make flagella from green plasticine, twist 2 ovals from them - these will be leaves. The leaves can be given a slightly pointed shape. We attach the leaves to the branch.
The result is charming "princesses" - cherries.
And to make an elephant we will need:gray plasticine - for an elephant; black - for the peephole; white - for the pupils. Cardboard for the background in any suitable color.
Let's get to work.
Mark the position of the head and body on the cardboard.
The image of an elephant can consist of circles and ovals. Come up with your options.
We roll out a long gray plasticine flagellum. We twist it in a circle, form a head and immediately make a trunk. For the body, we roll out a long flagellum and form an oval from it, end the body with a tail. Transfer to cardboard, slightly press down. We make the legs from flagella, twisting them in an oval, and connect them to the body. We make an eye out of black plasticine, roll up the ball and flatten it a little when connected to the head, we make the pupils from white plasticine.
Origami
Origami promotes concentration of attention as it forces you to focus on the manufacturing process in order to get the desired result.
Origami is of great importance in the development of constructive thinking in children, their creative imagination, artistic taste.
Origami also stimulates the development of memory, since a child, in order to make a craft, must remember the sequence of its manufacture, techniques and methods of folding.
Origami introduces children to basic geometric concepts (angle, side, square, triangle, etc.), while the vocabulary is enriched with special terms.
Origami activates thought processes. In the process of constructing, the child has a need to correlate visual symbols (showing folding techniques) with verbal ones (explaining folding techniques) and translating their meaning into practical activity (performing actions independently).
Origami improves the child's working skills, forms a work culture.
Origami helps create playful situations. Having folded animal masks out of paper, the children join the dramatization game based on a familiar fairy tale, become fairytale heroes, take a trip to the world of flowers, etc.
And this is far from all the advantages that the magical art of origami contains.
Systematic origami classes with a child are a guarantee of his all-round development and successful preparation for schooling.
Manufacturing various crafts made of colored paper is an exciting activity for preschool children.
Practical demonstration of making a boat, a fish, a swan, a flower.
A toy that a child makes together with an adult, investing a piece of his labor, invention, fantasy and love, is especially dear to him. Work miracles together and, believe me, it will bring joy to both you and your child.
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older preschool children
Malei Galina Alekseevna,
teacher GBDOU kindergarten number 73
combined view of Krasnoselsky district of St. Petersburg
“... Paper sheets are subject to fantasy -
For home and as a gift, and just for playing.
But the main wealth is that creating beauty,
A simple piece of paper will help you create yourself! "
/ON. Kolesova /
The formation of a creative personality is one of the most important tasks of pedagogical theory and practice in the present stage... The man of the future must be a creator, with a developed sense of beauty and active creativity.
The task of the teacher is to awaken the creative activity of children, to stimulate the imagination, the desire to be involved in creative activity. A unique opportunity to implement this task is provided by such an educational area as "Artistic Creativity". One of the types that make up this educational area is artistic work.
Artistic work is a creative, socially motivated activity that gives preschool children the opportunity to maximize their play interests and desires. Children have the opportunity to create funny toys, figures, sculptures, souvenirs and gifts for loved ones.
Artistic work is a productive and at the same time instrumental activity in which a child learns tools (scissors, stapler, needle ...), explores the properties of various materials (paper, foil, cloth, leaves, dough ...) and transforms them in order to obtain a specific product. And this product has two unique characteristics - benefit and beauty.
Artistic work has a developing and health-improving effect on the child's body. Research by outstanding teachers of the past Ya.A. Komensky, I.G. Pestalozzi, F. Fröbel testify to the benefits of artistic activities, since they perform a therapeutic function, distract children from sad and sad events, relieve nervous tension, and provide a positive emotional state.
VS Sukhomlinsky wrote: "The more skill in a child's hand, the smarter the child." Developed fine motor skills of the fingers are one of the indicators of a child's intelligence. It is in the process of creative activity that figurative, constructive, analytical thinking, imagination, visual memory develop, i.e. the personality of the child is revealed, the ease and speed of mastering knowledge, skills, the ability to use them to solve problems in various, including non-standard situations, are brought up.
Artistic work promotes development visual perception, the formation of sensory standards (shape, color, size), grapho-motor skills and the creation of conditions for the formation of purposeful activity and the development of general intellectual skills.
NN Gusarova notes that in the process of making handicrafts, children gradually develop a system of special skills and abilities: the development of visual perception, an eye gauge, fine motor skills of the hands, perseverance, independence.
The purpose of artistic work is the directed and consistent education of aesthetic and everyday culture in children, the promotion of personal growth and the formation of an emotionally valuable attitude towards the world around them.
Main tasks:
1. Revealing the essence of artistic labor as a creative activity of a person who equips his life and organizes his life according to the laws of expediency, harmony and beauty.
2. Revealing the specifics of artistic work - the unity of benefit and beauty.
3. Development of aesthetic perception, creative imagination, flexible thinking, universal artistic ability.
4. Education of the qualities of human labor - hard work, responsibility, the ability to bring the work started to the end.
5. Enrichment of the experience of artistic and productive activity at all its levels: perception - performance - creativity.
6. Mastering art techniques (technologies), the development of fine motor skills of hands and general manual skill.
7. Development of the ability to plan, create a craft according to the model, according to the condition, according to operational and technological maps.
8. Promoting knowledge of the properties of the material, the desire to experiment with them.
9. Education of aesthetic taste and the development of the ability to create artistic images.
In my practice of practicing art activities with children, I pay special attention to mastering unconventional techniques work with paper of different textures (colored cardboard and paper, napkins, foil, corrugated cardboard, candy wrappers, old magazines ...), often in combination with fabrics, natural materials ...
The paperwork technique I use in working with children is different: origami, modular origami, quilling, applique, volumetric applique, facing, collage, paper design.
- Working with paper, cardboard (application from paper of different textures, making decorative panels, volumetric and flat objects and structures for decorating a group room, holidays, entertainment).
Volumetric applique is a type of applique created by gluing ready-made volumetric forms folded from paper on a prepared background.
Production and design of postcards. Postcards toys. Holiday cards. A postcard is an independent art form with its own history. You can do it yourself for your family and friends. Making a postcard, you can continue your creative experiments on your own and create your work not only for the holiday, because a beautiful postcard can also serve as a wall decoration in any room.
Origami (Japanese "folded paper") is the ancient art of folding paper figures. In this technique, you can make application work, independent toys, various frames, rugs, pictures. It promotes the development of fine motor skills of the child's hands, constructive thinking, imagination and creativity in preschool children.
Quilling is about the ability to twist strips of paper of different lengths and widths into rolls, modify their shape and compose volumetric and planar compositions from the resulting parts. It develops fine motor skills hands, forms spatial thinking, develops perseverance, determination, curiosity, awakens imagination and imagination, teaches to observe, compare, analyze, imagine the end result, see similarities with real objects.
Collage is a fun and unpredictable technique. It uses and combines with each other elements that were not originally intended for each other.
Candy wrappers, old newspapers, pieces of cloth, ribbons, nets, flat plastic toys and packaging from them, leaves of trees.
The more unusual the materials, the more interesting the results. Working in this technique can be compared to playing. It helps to show imagination and patience, develop imagination, the ability to compare, fosters perseverance.
Facing: this technique is based on the creation of images and objects using volumetric elements from paper. The volumetric facing element is called "facing" or "sticking out". It is a piece of soft paper compressed in the form of a funnel or cone.
With the help of facing, you can create amazing volumetric paintings, mosaics, panels, decorative interior elements, postcards. The unusual effect of "fluffiness", which gives facing, and the simplicity of execution is very attractive for children.
In the process of practicing art, I am guided by the basic didactic principles: scientific nature, accessibility, clarity, consistency (from simple to complex), consistency, individual approach and I use visual (sample, examination, demonstration), verbal (explanations, description, encouragement, persuasion, use proverbs and sayings), practical (examination, joint actions, game situations) methods and techniques.
I divide the educational cycle into three stages: acquaintance with the material and its properties; teaching techniques and techniques; making crafts.
I build my work on the principles of revealing the personality and individuality of the child, the development of his creative potential, free without pressure from an adult, based on the child's self-expression, on cooperation and co-creation, using humane methods and techniques. I encourage the child for independent thoughts and actions; do not interfere with the child's desire to do something in his own way; I respect the point of view of the pupil, as a creator, as an artist, whatever it may be; I do not impose my idea, on the contrary, I try to understand the logic of the child's creative imagination; I create a situation in the pedagogical process that provokes the child to creativity.
The use of various techniques for working with paper, both in direct educational activities and in the free activities of children, has a positive effect on the development of creative abilities in older children and motivation for achieving success.
Creating handicrafts with their own hands, seeing the result of their work, children experience positive emotions, rejoice that a toy made with their own hands is working: a spinner spins in the wind, a boat floats in a stream, a panel decorates the wall of a room, etc. So, through various actions with paper, in the process of its processing, application different ways and techniques, children learn to aesthetically comprehend the images of familiar objects, to convey them in visual activity, emphasizing the beauty and colorfulness of the external appearance in a transformed form.
Literature
1. Magazine “Tsvetnoy mir. Art and Design in Kindergarten, Primary School and Family. " - IHORAO: №1 / 2012.
2. Wonderful paper crafts: a book for children's educators
3. Internet resources.
here are some speeches of teachers
Kazantseva N.A., educator MKDOU number 9
Our meeting is dedicated to the organization of manual labor in kindergarten.
What is manual labor in kindergarten? Do you need it at all?
Manual labor in kindergarten is all kinds of educational activities recorded in the program for teaching preschool children.
In the FSES of preschool educationwhich entered into force on January 1, 2014, five educational areas, which represent certain areas of development and education of children. Labor is included in the social communicative development child: aimed at the formation of positive attitudes towards various types of work and creativity.
One of targets at the stage of completion of preschool education is that the child has a positive attitude towards different types of work.
The content of manual labor is very diverse: working with fabric, thread, paper, wood, natural and scrap materials, here and crafts from waste material, and stuffed Toys, dolls, etc. Making toys and objects from various materials by children is one of the most important aspects of labor education of preschoolers, especially in older groups.
Manual work in kindergarten gives the child the opportunity to feel like a master, artist, creator, forms the desire and desire to make crafts with his own hands, instills respect for other people's work.
With his own hands, the baby can do completely different things and give his loved ones, for example, a book stand for his brother, a typewriter for dad, a kitchen towel for his grandmother, a basket-needle cushion for mom.
One of the most important conditions for the successful development of children's artistic creativity, and manual labor is such, is the variety and variability of work in the classroom. The novelty of the environment, an unusual start to work, beautiful and varied materials, interesting non-repetitive tasks for children, the ability to choose and many other factors - this helps to prevent monotony and boredom in children's activities, ensures the liveliness and spontaneity of children's perception and activities. It is important that each time the educator creates a new situation so that children, on the one hand, can apply the knowledge, skills, and abilities they have learned earlier, and on the other, they look for new solutions, creative approaches. This is what causes in the child positive emotions, joyful surprise, a desire to work creatively. However, it is often difficult for educators to add variety to all moments of work and free children's activities, to come up with many options for classes on topics.
on the organization of manual laborin kindergarten
Kunavina L.Yu., educator first qualification category
“The world will be happy only when every person has the soul of an artist. In other words, when everyone finds joy in their work, "- Rodin.
Artistic labor - This is a productive and at the same time instrumental activity in which the child learns tools (scissors, knife, stapler, needle, crochet hook, etc.), explores the properties of various materials (paper, fabric, dough, foil, leaves, etc.) ) and transforms them in cultural ways in order to obtain a specific result.
Artistic manual laborcombines the essential characteristics of artistic and work activities.
Artistic manual labor Is a transformative, creative, socially motivated activity aimed at creating a specific product that harmoniously combines functional and aesthetic properties (the unity of benefit and beauty).
Main manual task - to teach children to craft with pleasure, work with any material at hand, fantasize and make cute crafts with their own hands so that the process and result of the work are visible.
Work organization methodology preschool children is based on the principles building the pedagogical process:
1. From simple to complex.
2. The principle of systematicity.
3. The principle of thematic cycles.
4. An individual approach.
5. The principle of consistency.
When conducting classes, it is necessary to take into account the specifics of the age of children and use the appropriate teaching methods and techniques depending on the tasks:
Explanatory - illustrative,
Reproductive,
Problematic presentation,
Partially search engine,
Reflexive techniques and methods,
Game.
Explanatory - illustrative: conversation, questions, reading fiction, figurative word (poems, riddles, proverbs, tongue twisters), explanation, description, reminder, encouragement, persuasion, analysis of the results of one's own activities and the activities of comrades.
A large place is given visibility (showing a teacher, example), that is, a real object (a panel made by an adult, an applique, etc.). In the course of classes, visibility is used in some cases in order to direct the child's efforts to complete the task, and in others to prevent mistakes. At the end of the lesson, visualization is used to reinforce the result, develop the figurative perception of objects, plot, and design.
Used in the classroom and practical methods(independent and joint execution of crafts). Making crafts, composing a composition in the presence of children and speaking out loud. Thus, the desire to "think out loud" is encouraged, that is, to tinker and pronounce actions.
For the correct development of skills to work with the simplest tools and with materials, it is necessary to show and explain the educator, certain practical actions of children under the supervision of an adult who observes the correctness of operations and the formation of skills.
Play techniques can be used in any type of activity and in each of its parts: in the process of setting and motivating a task, in the performing part of the activity, in the analysis of children's activities, in the analysis and evaluation of children's work.
Methodological techniques used in manual labor:
Examination (the teacher pays attention to the technique, ornament, color, color combination, structure);
Analysis of the sample made by the teacher (detection of the method of creation, the basis of the structure);
Analysis of a series of samples performed in one way (to isolate a generalized way of their creation);
Analysis of intermediate results and motivation for self-control (teach comparison actions, pronounce the names of actions, designations);
Analysis of the craft (give pre-installation to self-control of the performance of control actions, mutual control).
Classes with children can be carried out according to the following scheme:
1. The beginning of the lesson - a surprise moment, a fairy tale plot or some kind of motivation for creating a work. Riddles are made, poems are read, conversations are held.
2. The story, which is accompanied by the demonstration of the material. Children explore the shape, pay attention to color, structure, and other features.
3. Demonstration of samples, panels, applications, compositions, their analysis.
4. Explanation of creation techniques. It is important to encourage children to make suggestions about the sequence of the task, to note the features of working with this material.
5. Finger gymnastics, warm-up hands.
6. Self-made crafts.
7. Analysis of the finished handicrafts of their own and comrades.
8. Cleaning of workplaces, tools, leftover material.
Starting work on teaching children how to create crafts from various materials, the main attention should be paid to the mastering of basic techniques by children. But this does not mean that it is necessary to exclude creative tasks. Often, teaching techniques goes hand in hand with the development of children's creativity.
It is advisable, before teaching children to work with natural and waste material, fabric and paper, to conduct classes to familiarize themselves with the properties of these materials. When teaching various methods of transforming materials, the most significant place among the methods and techniques used will be occupied by the process of making crafts. In the first lessons goes full showing with a detailed explanation of their actions. As children acquire the necessary experience, children should increasingly be involved in the show. When acquainting preschoolers with various (materials) techniques, a step-by-step demonstration can also be used.In class and outside of class, the teacher forms general ways of creating crafts according to a sample, a drawing, a pattern. To do this, he sets the task for the children "to learn to consider a craft, read a drawing, make a pattern"
Correctly organized examination of samples helps children to master generalized methods of analysis - the ability to identify its main parts in an object, establish their spatial arrangement, and highlight details.
The activity of children to transform different materials is in itself interesting for them, and at the same time, contributes to the formation of combinatorial skills and creativity. And the use of fiction and surprises in the classroom makes it even more fun and helps to overcome the difficulties that arise.
The widespread use of play techniques has a positive effect on the emotions of children, which in turn have an impact on the development of the creativity of preschoolers. It is necessary to strive to create in the group and in the class itself an atmosphere of mutual empathy, admiration for the success of children.
In order for the tasks put forward to become meaningful for children, the educator reveals the "immediate prospects" - the practical application of the knowledge and skills acquired. For this purpose, during the lesson, the teacher shows drawings or samples different craftsthat you can do in your free time, and after class puts visual material in the corner of manual labor
Children, examining their crafts, not only rejoice at their success in work, but also self-critically evaluate the work.
Assessment of children's activities is carried out from the standpoint of the success of solving the assigned tasks: What turned out well and why, what else should be learned, what is the reason for the failure. The content of the assessment depends on the specific task. Gradually complicating the content of classes, activating children's experience, the educator forms cognitive interest as a motive for educational activity. Applying the acquired knowledge and skills in manual labor, children realize their importance in practical activity.
Finished children's works have a great impact on children. They contribute to the formation of children's interest in this work; encourage them to take initiative in improving their work skills. For this purpose, the group organizes an exhibition of children's works.
In the process of labor, a child feels like an adult and this consciousness that he works, works like an adult, brings him joy, supports his interest and love for work.
L.V. Panteleeva, E. Kamenova emphasize the leading role of the educator, who not only explains to the child the techniques of handling various materials, but also systematically, purposefully teaches them to understand the beautiful, fosters a respectful attitude towards folk experience and traditions.
In order for children's works to be interesting, of high quality, to have an aesthetic appearance, it is necessary to stimulate the creative activity of children, to provide the child with maximum independence in activity, not to give direct instructions, to create conditions for the manifestation of his own imagination.
“The creation of a new image occurs through the interconnection of imagination, thinking, arbitrariness and free activity,” according to L.S. Vygotsky. "Thanks to this relationship, the imagination makes a full circle: from the accumulation, processing of impressions to the stage of nurturing and shaping the products of the imagination."
It is very important to teach the child to be independent - he invented it himself, cut it himself, sculpted it himself, glued it himself, etc. (without refusing at the same time to help him with the difficulties that have arisen). And it is not unimportant to bring up in children careful handling of their crafts, not to be distracted during work, to bring the plan to the end, not to quit work, to help a friend finish the work.
Children's work passed through the heart has no price, it is clear that its name is exclusive and it should go down in the history of the baby's development.
The collective form of conducting classes helps to create interesting multifaceted and colorful compositions, has a positive effect on the moral and aesthetic development of the child, contributes to the ability to coordinate their desires with the desires of other children, to help each other in difficult situations. Forms of unification are used in different ways: in pairs, in small groups, as a whole group, each separately to combine into a common composition.
v Working with fabric, thread:
Decorative applique,
Collages made of fabric, beads, beads,
Weaving, weaving;
Production of panels, doll clothes, details of costumes for games, souvenirs;
v Working with natural material:
Making small and large sculptures - animal studies,
Making decorative collages from dry plants, straws,
Weaving from twigs, dry grass,
Drawing up decorative bouquets,
Living corner decoration;
v Working with paper, cardboard:
Applique made of mixed-textured paper combined with fabrics, natural materials,
Making decorative panels, postcards;
Manufacturing of volumetric and planar objects and structures for decoration of holidays, decorations, souvenirs.
v Working with clay, dough, plaster:
Creation of decorative ornaments,
Creation of panels for interior decoration,
Making small sculptures, toys - souvenirs, dollware;
v Work with waste and artificial material:
Knitting and weaving from yarn, decorative braid, colored wire,
Making decorative ornaments and household items,
Manufacturing from various boxes, leftover fabric, fur.
Instead of traditional activities, a form is proposed creative projects , which are characterized by the following:
- identifying not a specific topic, but meaningas a way for each child to comprehend the world around him and his being in this world;
- expanding the boundaries of educational and real (material) space (museums, exhibitions, master classes, workshops on the kindergarten site, walks and excursions, cultural events);
- involvement in project activities of other people - adults (parents, grandparents, teachers of additional education, artists and folk art masters, music director, guide, etc.) and children of different ages in order to expand the team of like-minded people, go beyond the established group;
- discussion of the problem at all stages (from the development of the concept to the implementation and application) with the teacher and other children in order to understand the results obtained and make decisions about further actions;
- presentation of the result of productive activity that has personal and social significance (hand-made toys, books, albums, souvenirs, collages, models, arrangements, installations, collections).
Also one of the forms is the creation portfolio (individual, collective, family), teachers, parents and children themselves take part in this process.
Forms of presentation of the results of productive activities:
organization of exhibitions of children's works with their subsequent use in interior decoration, in puppetry and living corners, in setting the dining table, in decorating the hall and theatrical performance, etc.,
open events,
participation in parades, competitions of a kindergarten, city, region, Russian Federation.
Working with parents involves: folders - folding beds, information stands, individual consultations, master classes, questionnaires, parental meetings, seminars - workshops.
Conditions for the successful organization of manual labor:
- rich in art materials and a variety of materials for children's artistic creativity a subject-developing environment
- free access to materials and the ability to experiment with them
- creating an emotionally positive creative atmosphere in the process of joint pedagogical activity with children
- the use of products of artistic creativity created by children for the design of a preschool institution, the preparation of attributes for performances, the organization of exhibitions, participation in competitions; creation of a museum of children's handicrafts and a mini-library of children's handwritten books;
- direct involvement of parents in the process of creative activity with children
- provoke parents to evaluate the results of children's artistic creativity.
The theory and practice of modern non-traditional children's hand-crafted artistic creativity indicates the wide possibilities of this exciting and useful, creatively productive activity for the comprehensive development of children.
Literature
- Lykova I.A.... Artistic work in kindergarten: Teaching aid. Moscow: Publishing House "Tsvetnoy Mir", 2011.
- Grigorieva G.G. The development of the preschooler in visual activity. - M: 2003, - 344s.
- Kutsakova L.IN. We create and craft. Manual labor in kindergarten and at home.- M: Mozaika-Synthesis, 2007.
Extracurricular activities work program
"Artistic Labor"
Age of students: 1, 2, 3, 4 grades
Implementation period: 4 years
Compiled by:
Pavlikhina A.N.
Primary school teacher
MBU SOSH number 70
g. Togliatti, 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 by various means expressions. On the basis of aesthetic knowledge and artistic experience, students develop an attitude towards their own artistic activity.
It contributes to a change in the child's attitude to the process of cognition, develops a breadth of interests and curiosity, which "are the basic guidelines of federal educational standards."
The Artistic Work program was developed for the arts and crafts circle.
When developing the program "Artistic Labor", the existing experience of the educational institution was taken into account and the programs of additional education in the artistic and aesthetic direction were analyzed. These programs, although they are of significant interest from the point of view of organizing extracurricular activities of students, are mainly represented by one direction of decorative and applied creativity: modeling, embroidery, batik, beadwork, etc.
The content of the program "Artistic work" is a continuation of the study of related subject areas ( visual arts, technology, history) in the development of various types and techniques of art. The program introduces the following areas of decorative and applied creativity: plasticinography, beadwork, paper plastic, making dolls that 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, color science.
The program contributes to:
The development of the versatile personality of the child, the education of will and character;
Help 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;
Mastering modern types of arts and crafts;
Teaching practical skills of artistic and creative activity, understanding the connection between artistic and imaginative 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-making, and making dolls, folk traditions in these areas.
Purpose of the program:
The upbringing of the personality of the creator capable of carrying out his creative ideas in the field different types decorative and applied arts.
The formation of students' stable 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:
Expand ideas about the variety of types of arts and crafts.
To form an aesthetic attitude to the surrounding reality on the basis of decorative and applied arts.
To equip children with knowledge in the studied area, to develop the necessary practical skills and abilities;
Learn to notice and highlight the main means of expressiveness of products.
Introduce students to folk art;
To realize the spiritual, aesthetic and creative abilities of pupils, to develop imagination, imagination, independent thinking;
To bring up artistic and aesthetic taste, diligence, accuracy.
Help children in their desire to make their work socially significant.
The program is based on knowledge of age, psychological - pedagogical, physical characteristics of children of primary school age.
The program "Artistic Labor" is developed for four years of lessons with children of primary school and is designed for the gradual mastering 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. In the classroom, the following forms of organizing educational activities are provided: individual, frontal, collective creativity.
Classes include the theoretical part and practical activities of students.
The theoretical part is given in the form of conversations with viewing illustrative material (using computer technology). The presentation of educational material has an emotional - logical sequence, which will inevitably lead children to the highest point of surprise and experience.
Children learn accuracy, economy of materials, precision of work execution, 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
The development of the Artistic Work program 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 educational actions, students will be formed:
Educational - cognitive interest in arts and crafts, as one of the types of fine arts;
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 while performing practical creative work;
Orientation towards understanding the reasons for success in creative activity;
The ability to self-assess based on the criterion of the success of the activity;
The foundations of socially valuable personal and moral qualities have been laid: hard work, organization, conscientious attitude to business, initiative, curiosity, the need to help others, respect for other people's work and the results of labor, 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 one's own artistic and creative activity, to carry out self-realization and self-determination of the individual at the aesthetic level;
Emotionally - value attitude to art and life, to be aware of the system of universal human values.
In the area of \u200b\u200bregulatory universal learning activities, students will learn to:
Choose art materials, means of artistic expression for creating creative works. Solve artistic problems based on knowledge of color, composition rules, learned methods of action;
Take into account the highlighted landmarks of actions in new techniques, plan your actions;
Carry out final and step-by-step control in your creative activity;
Adequately perceive the assessment of their work by others;
Skills of working with a variety of materials and skills of creating images using various technologies;
Make the necessary adjustments to the activity after its completion, based on the assessment and the nature of the mistakes made.
To carry out ascertaining and anticipatory control over the result and mode of action, actual control at the level of voluntary attention;
Independently adequately assess the correctness 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.
To use the means of expressiveness of the language of decorative and applied art, artistic design in one's own artistic and creative;
To simulate new forms, different situations, by transforming the known to create new images by means of decorative and applied creativity.
Search for information using literature and the media;
Select and build the optimal technological sequence for the implementation of your own or proposed concept;
In the field of cognitive universal learning activities, students will learn:
Distinguish the studied types of arts and crafts, represent their place and role in the life of a person and society;
Acquire and implement practical skills and abilities in artistic creation;
To master the features of artistic and expressive means, materials and techniques used in decorative and applied art.
To 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 imagination, 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 transform diagrams and models to solve creative problems;
To understand the cultural and historical value of the 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 learning activities, students will learn:
Initial experience in joint productive activities;
Cooperate and provide mutual assistance, build your communication with peers and adults in a friendly and respectful manner
Form your own opinion and position;
Younger students will have the opportunity to learn:
Take into account and coordinate in cooperation other people different from their own position;
Take account of different opinions and interests and justify their own position;
Asking questions necessary for organizing your own activities and cooperation with a partner;
Use speech adequately to plan and regulate your activities;
As a result of practicing decorative arts, students should develop such personality traits as the ability to notice the beautiful, accuracy, diligence, and purposefulness.
Assessment of the planned results of the development of the program
System tracking and evaluating results teaching children goes through their participation in exhibitions, competitions, festivals, public events, creating portfolios.
Exhibition activity is an important final stage of classes
Exhibitions can be:
- one-day - held at the end of each assignment for discussion;
- permanent - are 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 students' practical works is organized, a discussion of the exhibition is organized with the participation of teachers, parents, guests.
Portfolio creation is an effective form of assessing and summarizing the performance of students.
A portfolio is a collection of student work and results that showcase student efforts, progress, and accomplishments in a variety of areas.
The student's portfolio includes photos and video images of the products of performing activities, products of their own creativity, introspection material, diagrams, illustrations, sketches, etc.
Educational-thematic planning
Curriculum of classes for the program "Artistic work"
room section | Title of sections | Number of hours |
||||||||||
total | 1 class | 2nd grade | Grade 3 | 4th grade |
||||||||
theor | practical | theor | practical | theor | practical | theor | practical |
|||||
Plasticine-graphy | 11,5 | |||||||||||
III. | Paper and plastic | |||||||||||
Beading | ||||||||||||
Making dolls | ||||||||||||
total | ||||||||||||
Thematic lesson plan for the program "Artistic work"
1 year of study. (1 hour per week)
Section number, themes | Title of sections and topics | Number of hours |
||
total | theor. | practical |
||
Introduction: safety rules. | ||||
Plasticineography | ||||
Introductory lesson. "Travel to Plasticine". | ||||
Plane image. "Gifts of Autumn". | ||||
Acquaintance with the means of expression. "The worm in the apple". | ||||
"Cactus in a pot" | ||||
Plane image. "Rybka" | ||||
"Still life from tea ware" | ||||
Embossed image. "Farm" | ||||
Introduction to symmetry. Application "Butterflies" | ||||
Ladybugs on chamomile | ||||
Stucco painting. Formation of compositional skills. "Flowers for mom" | ||||
"Chamomile" | ||||
"Owl is an owl" | ||||
"Snow Maiden in the winter forest" | ||||
Paper and plastic | ||||
Introductory lesson "Technology of making crafts based on the use of crumpled paper." "Magic Lumps". | ||||
Fruit | ||||
"Miracle - tree" | ||||
Chicks | ||||
"Bullfinch" | ||||
New Year's toy. Symbol of the year | ||||
Postcard for the New Year | ||||
Festive fireworks | ||||
Beading | ||||
Introductory lesson. The main types of beadwork. Safety engineering. | ||||
Acquaintance with the basic technological methods of wire lowering | ||||
Parallel lowering. Plane miniatures using the technique of parallel nesting (duck, frog, goose, ladybug, turtle, butterfly, dragonfly, etc.) | ||||
Lowering with crosses | ||||
Making dolls | ||||
Introductory lesson. The history of the doll. Safety engineering | ||||
Doll on a cardboard base. | ||||
Composition "In the forest" | ||||
The doll is an actor. Application. Finger puppets. | ||||
Total: 33 hours |
||||
2nd year of study. (1 hour per week)
Section number, themes | Title of sections and topics | Number of hours |
||
total | theor. | practical |
||
Introduction: safety instructions | ||||
What we will learn in the classroom. Colour. Color circle. | ||||
Plasticineography | ||||
Semi-volumetric image on a plane. "Cartoon Heroes" | ||||
The genre of fine art is still life. "Autumn still life" | ||||
The genre of fine art is a portrait. "Cheerful clown" | ||||
The genre of fine art is landscape. "Lotus Blossom" | ||||
Making a folk toy using plasticinography technique. "Matryoshka" | ||||
Paper and 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 rites and traditions | ||||
Seamless dolls | ||||
Technique - threading. "Doll - Craftsman", "Mistress - Needlewoman" | ||||
Total: 34 hours |
||||
3rd year of study. (1 hour per week)
Section number, themes | Title of sections and topics | Number of hours |
||
total | theor. | practical |
||
Introduction: safety instructions | ||||
Introductory lesson | ||||
Plasticineography - as a way of decoration | ||||
Introductory lesson. Decorative and applied art in the interior. | ||||
Photo Frame | ||||
Candlestick | ||||
Vase | ||||
Volumetric - spatial composition "Fairy town" | ||||
Paper and plastic | ||||
What is paper design? Fundamentals of paper design | ||||
Paper strip construction | ||||
Basic shapes (cylinders and cones) and working methods | ||||
Beading | ||||
Technique of "French" weaving | ||||
Beaded "plants" in pots | ||||
Volumetric paintings - panels made on wire | ||||
Making dolls | ||||
Souvenir doll. | ||||
Amulet. The symbolism of amulets. Brownie | ||||
Doll - box | ||||
Total: 34 hours |
||||
4 year of study. (1 hour per week)
room section, themes | Title of sections and topics | Number of hours |
||
total | theor. | practical |
||
Introduction: safety instructions | ||||
What we will learn in the classroom | ||||
Plasticineography | ||||
Plasticine panel. Acquaintance with the principles of work | ||||
Transferring the drawing to a transparent base. | ||||
Selection colors... Putting plasticine on a transparent base. | ||||
Thematic compositions. Creative search, independent, collective activity. | ||||
Paper and plastic | ||||
Mixed basic shapes in paper design | ||||
Curling, rounding | ||||
Beading | ||||
Beading - as a way of interior decoration | ||||
Holiday souvenirs | ||||
Flower arrangements - bouquets | ||||
Making dolls | ||||
Work on the image. Sketch | ||||
Preparation of materials and tools. The choice of performance technique. | ||||
Independent (collective) creative activity | ||||
Total: 34 hours |
||||
First year of study (33 hours)
The first year of study is aimed at meeting 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 arts , making the simplest decorative and artistic products, learn how to organize their workplace.
Introduction: safety instructions
Acquaintance with the main areas of work in the classroom; materials and equipment; instruction on safety regulations.
II. Plasticineography.
1. Introductory lesson "Travel 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. Plane image. "Gifts of Autumn".
Acquaintance with the concept of still life. Consolidation of knowledge about the color of autumn.
The practical part. Show the technique of "pouring one color into another".
3. Acquaintance with the means of expression. "Worm in an Apple", "Cactus in a Pot".
Create an expressive image through volume and color. Analysis of the properties of the materials used in the work and their application in the work (rolling.
The practical part.Flattening, smoothing surfaces in the created objects. Practical skills of children in creating a given image through plasticineography.
4. Plane image. "Fish".
Features of building the composition of the underwater world.
The practical part. Creation of a plot about the underwater world using the technique of plasticineography. Improve technical and visual skills and abilities.
5. "Still life from tea ware"
Composition and color in the arrangement of elements on the surface.
The practical part. Joining parts of the product by smoothing the bonding points.
6. Embossed image. "Farm".
Creation of a plot in a semi-volume.
The practical part. Creation of a composition from individual parts, using the existing skills in working with clay - rolling, flattening, smoothing.
7. Familiarity with symmetry. Application "Butterflies". “Ladybugs on a camomile.
The concept of symmetry on the example of a butterfly in nature and in drawing.
The practical part. Work in the technique of smear with plasticine, smoothly "pouring" one color into another at the border of their connection. Consolidation of 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. Making a stucco painting, when the details of objects retain their volume and protrude above the surface of the base. Making thin and elongated petals using a garlic extractor.
9. "Daisies"
Stencil technologies of plasticine painting.
The practical part. Making a stucco painting using stencil technology
10. "Owl is an owl"
Formation of compositional skills.
Practical part. Creation of a composition from individual parts, using the existing skills and skills 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.
The practical part. Creation of a familiar image, based on the life experience of children. Realization of an expressive, vivid image
- Paper and plastic
1. Introductory lesson "The technology of making crafts based on the use of crumpled paper.""Magic Lumps". Fruit.
The history of the emergence and development of paper plastic, information about materials, tools and devices, familiarity with the technique of creating works using crumpled paper. Methods for decorating finished works. Safety instruction.
2. "Fruit", "Miracle - tree"
The sequence of making work using appliqué and pieces of crumpled paper.
The practical part.
3. "Chicks".
The sequence of work. Favorable color combinations.The practical part. Performing work using appliqué and a piece of crumpled paper
4. "Bullfinch"
The sequence of work. Spatial representations. Compositional skills.
The practical part.
5. New Year's toy. Symbol of the year
The history of symbols. The sequence of work.Practical part. Performing work using appliqué and a piece of crumpled paper
6. Postcard for the New Year.
Compositional skills. Strengthening skills and skills using crumpled paper. The sequence of work.
The practical part. Performing work using appliqué and a piece of crumpled paper.
7. "Festive fireworks".
The sequence of work in drawing up a mosaic panel.
The practical part. Performing work using appliqué and a piece of crumpled paper
- Beading
1. Introductory lesson.
The main types of beadwork. Safety engineering.
Lesson plan. Demonstration of products. The history of the development of beadwork. The use of beads in folk costume. Modern trends in beading. Tools and materials required for work. Organization of the workplace. Correct hand and torso position during work. Safety regulations, PPB.
2. Acquaintance with the basic technological methods of wire lowering.
The main techniques of beading are parallel, looped, needle weaving. Combination of techniques. Analysis of models. Sketching schemes.
The practical part.Execution of individual elements
3. Parallel lowering.
Flat miniatures using the technique of parallel knitting (duckling, frog, goose, ladybug, turtle, butterfly, dragonfly, etc.) Technique for performing the torso, wings, eyes, antennae, legs. Analysis of models. Sketching schemes.
Practical part. Implementation of individual elements based on the learned techniques. Build brooches, key chains or bookmarks. Preparation of the base for brooches. Composing a composition. Attaching composition elements to the canvas. Registration.
4. Lowering with crosses
Traditional types of beading. Beading “in two strands”: chain “in a cross”. Various ways flat and volumetric cross-linking of chains. Purpose and sequence of execution. Symbols. Analysis and sketching of the simplest schemes.
The practical part. Mastering the techniques of beading. Exercises for lowering the chain into a cross. Making a herringbone bracelet. Making jewelry for dolls, brooches, pendants and key rings.
- Making dolls
1. Introductory lesson. The history of the doll. Safety engineering
Game and amulet dolls. Grandma's lessons or how to make a folk doll yourself. Safety regulations, traffic rules, PPB.
2 .Doll on a cardboard base.
Traditional yarn appliqués. The technology of creating a silhouette doll. History of Russian folk costume.
Practical part. Creation of a cardboard silhouette of a girl and a boy in Russian folk costume. Braiding using yarn. Creating an image. Color solution.
3.Composition "In the forest"
Features of building a composition
The practical part. Attaching elements to the base. Composition creation.
4.Application ... Dolls are actors. Finger dolls.
A variety of applique techniques, as well as with various materials used in this type of applied art. The technology of creating dolls that dress on a finger from paper.
The practical part. Creation of heroes of the fairy tale "Teremok". Color solution.
2nd year of study (34h.)
The second year of study 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 according to sketches, samples, diagrams and accessible sign conditions.
I. Introduction: Safety Instructions
Acquaintance with a variety of technologies and materials for creating 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 of plasticine.
The practical part. The integrity of an object from individual parts, using existing skills: pressing the parts against the base. Smearing. Smoothing the boundaries of the connection of individual parts.
2. Genre of fine art - still life. "Autumn still life"
Acquaintance with the genre of fine art - still life.
The practical part.
3. Genre of fine art - portrait. "Cheerful clown"
Acquaintance with the genre of fine art - portrait. Color solution.
The practical part. Modeling of individual parts. Using a variety of materials.
4. Genre of fine art - landscape. "Lotus Blossom"
Acquaintance with the genre of fine art - landscape. Contrast. Use of works in the interior.
The practical part. Modeling of individual parts. Using a variety of materials.
4. Making a folk toy using the plasticinography technique. "Matryoshka".
Folk toy. History of the creation of matryoshka. Reflection of the characteristic features of the matryoshka design
The practical part. Modeling of individual parts. Using a variety of materials.
- Paper and plastic
1. The history of paper.Paper handling technologies
Historical information about paper. Types of paper, its properties and applications. Materials and devices used when working with paper. A variety of paper techniques. Symbols. Safety instruction.
2.Paper flowers.
Acquaintance with the technology of working with crepe paper. Technology of making flowers from crepe paper.
The 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 making flat and volumetric snowflakes from paper.
The practical part. Plane and volumetric snowflakes
4.New Year card
Acquaintance with the type of cutting - silhouette cutting. Historical information about this type of work. Silhouette cutting technology. Compositional plot construction.
The practical part. New Year card.
- Beading
1. Technique of parallel lowering. "Mouse", "Kit".
Acquaintance with the technique of volumetric parallel weaving. Laminated weaving technology.
The practical part. "Mouse", "Kit".
2. Technique of parallel lowering."Butterfly"
Laminated weaving technology. Double joining technique. Rules for performing volumetric miniatures on a wire. Sample analysis. Selection of wire and beads. Color solution. Sketching schemes for performing volumetric miniatures.
The practical part. "Butterfly"
3. Beaded applique. "Postcard"
The concept of "application". Historical excursion. Sample analysis. Beading techniques used to make an applique: parallel, looped, needle-like weaving, arching. Combination of techniques. Technique for performing applique elements. Selection of materials. Color and compositional solution.
The practical part.Execution of individual elements of the applique. Composing compositions. Assembling and fixing beaded elements. Using the applique for postcards, interior decoration.
4.Beaded chain with eyelets.
One-strand beading: simple chain, chain with beads. Purpose and sequence of execution. Symbols.
The practical part. Mastering the techniques of beading. Exercises for making various pendants and braiding them 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.
ё Technology of making seamless dolls. Materials and tools
The practical part. Lucky doll, comforter, spring flowers.
Analysis of the sequence of work on instruction cards.
3. Technique - threading: "Doll - craftsman", "Hostess - needlewoman"
Elements of Russian folk costume. Creating an image. Symbols of dolls.
Traditional methods of making a doll.
Workshops.Analysis of the sequence of work on instruction cards. Making dolls.
3rd year of study (34h.)
In the third year of study, students consolidate their skills on the basis of the received ideas about the variety of materials, their types, properties, origin, to select materials and technological methods available for processing for products in accordance with the task.
- Introduction: safety instructions
1. Introductory lesson. Decorative and applied art in the interior.
The main decorative elements of the interior. Safety rules. PPB.
- Plasticineography
1. Plasticinography - as a way of decoration.
Decorating items on your own. Materials and tools.
2.Photo frame.
Plasticinography techniques used in the design of photo frames. Sample analysis. Choice of form. Color solution. Sketch creation.
Practical part. Frame for baby photography - berry, flower, heart. Working with instructions. Determination of the order of work.
3.Candlestick.
Analysis of candlestick patterns from different materials. Shape and color scheme. Composition. Selection of methods and techniques in the manufacture of a candlestick.
The practical part.Sketch. Composition. The choice of performance technique.
4.Vase.
Historical excursion. Venetian glass vases with millefiori technology. Vase as a gift or part of the interior.
The practical part. Mastering the studied techniques of creating plates using the millefiori technique. Decoration of the surface of a vase (plastic container) with plates.
5. Volumetric - spatial composition.
General concepts of building a volumetric-spatial composition. Concepts: scale, rhythm, symmetry, asymmetry. Analysis of monuments and objects of historical and modern architecture.
The practical part. Create 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). Working with an instruction card.
Practical part. Execution of a model of fairy-tale locks from plastic containers and plasticine. Sequential creation of composition elements. Work on the composition is carried out from the center to the periphery.
- Paper and plastic
1.What is paper design? Fundamentals of paper design.
Acquaintance of children with the technique of paper sculpture.
2. Construction from paper strips.
Acquaintance with the technology of creating products from paper strips. Analysis of finished products.
The practical part.Performing creative works in the technique of paper plastic. Swan, flower, heart, etc.
3. Basic figures (cylinders and cones) and methods of work.
Ways to twist a rectangle into a cylinder. Possibilities of combining in one design plane and volumetric curved (cylindrical) elements. Twisting a circle into a cone (low), twisting a semicircle into a cone (high).
The practical part.Mastering ways to create a specific toy (obtaining cones, cylinders). Creation of different designs independently on the basis of cones and cylinders, changing the basic methods, combining them, supplementing the resulting base with various independently manufactured parts. Frog, umbrella, mushrooms, fox, mouse,
- Beading
1. Technique of "French" weaving (lowering by arcs).
Purpose and rules for performing "French weaving"
Practical part. Mastering the studied techniques of beading. Making voluminous flowers (flower with round petals).
2. Beaded "plants" in pots.
Beadwork techniques used to make flowers. Combination of techniques. The technique of performing the middle, petals, sepals, stamens, leaves. Analysis of models. Sketching schemes.
The practical part. Execution of individual elements of colors. Assembling products: a bouquet of flowers. Composing compositions for spring, summer, autumn and winter bouquets. Preparation of the base. Attaching composition elements to the canvas.
3. Volumetric paintings - panels made on wire.
Double joining technique. Rules for performing volumetric miniatures on a wire. Sample analysis. Selection of wire and beads. Color solution. Sketching schemes for performing volumetric miniatures.
The practical part. Weaving volumetric miniatures based on the techniques studied. Preparation of the base of the decorative panel: covering the cardboard with fabric. Composing a composition. Attaching composition elements to the canvas. Registration.
- Making dolls
1.Souvenir doll.
Souvenir. Types and purpose of souvenirs. Analysis of the work on creating a souvenir doll.
2.Armor. The symbolism of amulets. Brownie
Amulet - as a subject of culture and history. Traditional amulets. Materials and tools.
Practical part. Brownie. The sequence of work on the instruction card. Presentation of finished works
3.Doll - box
Conversation with a sample demonstration. Materials and tools.
The practical part. The doll is a box. The sequence of work on the instruction card. Presentation of finished works.
4th year of study (34h.)
The fourth year aims to educate students project activities: develop an idea, look for ways to implement it, embody it in a product, demonstrate both in your own creative activity and in work in small groups.
- Introduction: safety instructions
1. What we will learn in the classroom.
Acquaintance with a variety of technologies and materials for creating products of decorative and applied art. Project work. Safety rules. PPB.
- Plasticineography
1.Panno made of plasticine.
Getting to know how it works
A short 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 creation technology. Visual demonstration of finished products. Transferring the drawing to a transparent base.
The practical part.Project. Selection of a sketch for work. The drawing under the base is located so that there is approximately equal distance from all sides. Drawing a pattern on the base from the top. The outline of the picture is made with thin lines.
3. Selection of colors.
Putting plasticine on a transparent base. When choosing the colors of the image and the background, you need to remember about the contrast and color combination.
The practical part.Practical work
4. Thematic compositions.
Independent use of mastered methods to create new, more complex compositions.
The practical part. Development and execution of works of authorship. Creative search, independent, collective activity.
- Paper and plastic
1.Mixed basic forms in paper construction.
Use the mastered methods independently to create new, more complex structures. Analysis. Solutions, selection of appropriate materials, determination of the sequence of work.
The practical part. Cat dog.
2. Curling, rounding
Develop the ability to independently "include" the design method in the process of making various crafts. Enhance children's imaginations. Improve the ability to independently analyze finished crafts from the point of view of highlighting a general way of creating them. Using the technique of curling, rounding in order to obtain a given image.
The practical part. Elf, fairy, angel.
- Beading
1.Beading - as a way of interior decoration
Demonstration of products. The history of the development of beadwork. Modern trends in beadwork. The use of beads for interior decoration. Tools and materials required for work. Organization of the workplace. Correct hand and torso position during work. Safety regulations, traffic rules, PPB.
2.Festive souvenirs
Sample analysis. Beading techniques used to make products: parallel, loop, needle weaving, arching. Combination of techniques. Technique for making items. Selection of materials. Color and compositional solution.
The practical part. Product selection: decoration of New Year's toys. Hearts - "valentines". Execution of individual elements of products. Composing compositions. Assembling and securing.
3.Flower arrangements - bouquets
The main beading techniques used to make flowers are: parallel, looped, needle-like weaving, arching. Combination of techniques. The technique of performing the middle, petals, sepals, stamens, leaves. Analysis of models. Sketching schemes.
The practical part. Execution of individual elements of colors. Assembling products: brooches, a bouquet of flowers. Composing compositions for spring, summer, autumn and winter bouquets. Preparation of the base of the decorative panel: covering the cardboard with fabric. Attaching composition elements to the canvas. Decoration with flowers from beads of gifts and other items.
- Making dolls
- Author's doll. Conversation "A 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.
The choice of performance technique. Working with students to determine the sequence of actions to create an author's doll.
The practical part. Preparatory work. Acquaintance with the literature on the creation of dolls. Selection of illustrations, execution of sketches. Preparation of materials and tools.
- Independent (collective) creative activity.
Planning stages of work
Practical part. Step-by-step work: creating the frame and body of the doll, making the costume, composition of the costume, decorating the doll, exhibition activities.
List of references
Main literature:
- Grigoriev, E. I. "Modern technologies of social and cultural activities" / E. I. Grigoriev., Tambov, 2004
- Ivanchenko V.N. Classes in the system of additional education for children. Educational - methodological guide for managers of OUDOD, methodologists, educators - organizers, specialists in additional education for children, heads of educational institutions, teachers, students of pedagogical educational institutions, IPK students. Rostov n / a: Publishing house "Teacher", 2007. -288s.
- Additional education teacher program: From development to implementation / Comp. N.K.Bespyatova. - M .: Iris - press, 2003 .-- 176p. - (Methodology).
Additional literature:
- Astrakhantseva, S.V. Methodical foundations of teaching arts and crafts: teaching aid / pp. 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. The psychology of a younger student. / P. P. Blonsky., Voronezh: NPO Modek, 1997.
- Eroshenkov, I.N. Cultural and leisure activities in modern conditions / I. N. Eroshenkov - M .: NGIK, 1994.-32s.
- Kargina, Z.A. Technology of developing an educational program for additional education for children / Z.A. Kargina // Vneshkolnik. - 2006. - No. 5. - S. 11-15.
- Molotobarova, O.S. Circle of making toys - souvenirs: A guide for the leaders of general education circles. shk. and ext. institutions. - 2nd ed., Rev. - M .: Education, 1990 .-- 176 p .: ill.
- Assessment of the achievement of planned results in primary school. System of tasks. At 2 pm Part 1 / [M. Yu. Demidova, S. V. Ivanov, O. A. Karabanova and others; ed. G. S. Kovaleva, O. B. Loginova. - 2nd ed. - M .: Education, 2010 .-- 215 p. - (Second generation standards).]
- Panshina, I. G. Decorative and applied art. Minsk, 1975 .-- 112s., Ill.
- Invert, G.I. Homemade products from different materials: Book for teacher early. classes for extracurricular activities. - M .: Education, 1985 .-- 112s.
- Sample 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. - (Second generation standards).
- Sample programs for academic subjects. elementary School... In 2 hours, Part 2. - 2nd ed. - M.: Education, 2010 .-- 232 p. - (Second generation standards).
- 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 copyright programs for additional children / Comp. A.G. Lazareva. - M .: Ileksa; Public education; Stavropol: Service School, 2002 .-- 312p.
- Social education in institutions of additional education for children: Textbook. manual for stud. ped. universities / B. V. Kupriyanov, E. A. Salina, N. G. Krylova, O. V. Minovskaya; Ed. A. V. Mudrik. - M.: Publishing Center "Academy", 2004. - 240p.
- Utkin, PI Koroleva, NS Folk art crafts: Textbook. For prof. study. Establishments. - M .: Higher. shk., 1992 .-- 159s.
- Fomina, A. B. Interest clubs and their role in the upbringing of children [Text] / A. B. Fomina // Additional education. - 2004. - No. 7. - P.9-14
Children's literature list
Main literature:
- Voydinova, N.M. Soft toy. / N. M Voidinova - 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 –SPb .: “Parity”, 2006. - 240 pp. + Incl.
- Nosyreva, T.G. Toys and bead decorations / T.G. Nosyreva. - M .: Astrel: AST, 2006 .-- 143, p. 6 ill. - (Home creative workshop).
- Chernova, E.V. Plasticine paintings / e. V. Chernov - Rostov n / D .: Phoenix, 2006 .-- 48p. - (City of masters).
Additional literature:
- Bazulina, L. V., Novikova I. V. Biser / L. V. Bazulina, I. V. Novikova. Artist. V.N. Kurov. - Yaroslavl: "Development Academy", 2006. - 224p., 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., Fol. Il. - (City of masters).
Terminological dictionary
to the program "Decorative Creativity"
- Author's doll is a special direction of modern applied art, most often it is made in a single copy.
- 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, beaded mosaic and bead embroidery) beads are not only a decorative element, but also a constructive and technological ...
- High relief - a type of relief in which the figures protrude more than half of their volume.
- Decorativeness is a general artistic expression. 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 at a certain period.
- Instruction - containing rules, instructions or guidelines that establish the order and method of performing or implementing something.
- The interior is an artistically designed decoration of the room. and other materials. The word "doll" is used not only literally, but also figuratively.
- Actor dolls 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 for married women, young people. Worn until the birth of their first child.
- Composition - the structure, ratio and mutual arrangement of parts.
- Mosaic (fr. mosaïque,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.
- Rite - 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, played the role of a symbol in ritual games and performances, and were also a means of passing on religious beliefs to children and introducing them to the traditional culture of the people.
- Plasticineography - a new kindarts and crafts ... It is the creation of stucco paintings depicting more or less convex, semi-volumetric objects on a horizontal surface. Main material - drawing Not intended to be finished work, it often consists of many overlapping lines.
Artistic work as a means of developing creative abilities
and correction of the emotional-volitional sphere in children
with retarded mental development
N.F.Vladimirova
131 correctional school of Krasnoselsky district, Saint Petersburg
Our school is attended by children who have: a significant slowdown in the rate of mental development, impaired perception, impaired memory, attention, level of thinking and other mental disorders. Some of them do not have a developed lexical and grammatical structure of speech, many have problems communicating with peers and adults. In general, this type of children is characterized by a low level of social adaptation in society. Our students are characterized by: restlessness, fatigue, resentment, hyperactivity in some, shyness and slowness in others, aggressiveness and irritability in others. Correction of mental development and the level of social adaptation for such children is of paramount importance, their preparation for independent life requires early correction of all psychophysical processes. The sooner it starts correctional work with our children, it is more likely that after graduating from school, teenagers will have the correct life orientation.
The great Russian teacher VA Sukhomlinsky wrote that “the origins of their creative abilities and talents are in the tips of children's fingers, the more skill the child has, the smarter the child”. Scientists who study the activity of the child's brain, the psyche of children, have repeatedly noted the great stimulating value of the hand function. Employees of the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences found that the level of speech development in children is directly dependent on the degree of formation of fine movements of the fingers. So, on the basis of the experiments and examination of a large number of children, the following pattern was revealed: if the development of finger movements corresponds to age, then speech development is also within the normal range. If the development of finger movements lags behind, then, as a rule, speech development is also delayed, although general motor skills may be normal. This fact should be used in work with children and especially where there is a delay in the motor side of speech. An effective method of stimulating speech development in children is fine motor training.
On the other hand, puppet theater classes with children are considered by psychotherapists, teachers and speech therapists as an effective form of psychocorrection of children. So well-known psychologists I. Medvedeva and T. Shishova use the method of dramatic psychoelevation - a complex effect on children with various mental disorders using a variety of theatrical techniques.
In my work with children with retarded mental development, these two methods were combined: the development of fine motor skills and the method of dramatic elevation. As a result, a new effective method of correctional work for children of early school age was developed. The methodological basis of the method is to engage in artistic work with a puppet-theatrical orientation. Classes include art lessons and classes at the arts and crafts circle with a puppet and theatrical focus. Children attending these classes lovingly called our circle "Bee", because we collect bit by bit, all that is so lacking for children, which they did not receive in early childhood, but which is so necessary for the formation of real creative personalities. That is why our method of correctional work was called the "Bee" method.
Teachers, educators, speech pathologists, psychologists of our school work according to special rehabilitation programs. Artistic work additionally helps to correct many of the children's shortcomings: shyness, restlessness, aggressiveness. Classes of children in our circle comprehensively enrich children, introduce them to the world around them through images, colors, sounds, and have a beneficial effect on the development of the child's personality. The effectiveness of these classes is also increased because there is no element of coercion in our classes, which often has a negative impact and reduces the corrective effect in ordinary school activities.
Artistic classes are held in the afternoon. Classes are organized in a fun and interesting way for children. A prerequisite for the effectiveness of remedial training is a joyful and relaxed atmosphere. In addition to the lessons of art work, classes are held by the circle of decorative and applied creativity "Pchelka". The circle is attended by children from the 1st to the 7th grade, who want to learn more about what they love.
The main principle of correctional classes is the gradual, sequential complication of tasks as children develop certain skills and abilities. An important role in this work is also played by an individual approach to each child, identifying his characteristics for the correct organization of correctional work. Usually the cycle of classes begins with the simplest tasks - teaching children the skills of working with a needle, thread, scissors. At first, the children perform simple tasks - sewing toys from pillows, making various souvenirs. In the process of work, children get acquainted with the main methods of joining parts, the selection of materials by texture and color. At the same time, a variety of mostly waste materials are used: colored paper, fabric, ribbons, strings, sticks, bottles, boxes, pieces of fur, leather, cardboard, all kinds of accessories, etc. Using these materials, children along the way learn to be thrifty, resourceful and resourceful. The second life of things is the motto of our activity. Do not throw away, but transform plastic bottle or a box of kefir into an amazing doll - this is both the basis of ecological education, and the development of creativity, imagination and fantasy.
After the children master the initial simple skills, an interesting creative work begins on the creation of dolls of characters for a performance that has been preselected and adapted for our children. First, the children themselves choose a fairy tale for the play and a character they like. Then children make sketches of dolls, patterns for their manufacture, design and selection of materials. Next, dolls are made - it can be a mitten doll, a doll with an opening mouth from a box or a plastic bottle. Character is given to the doll, clothes are selected. And now the moment comes when the doll is ready! This is not just a doll, but a living creature in which the child's soul is embedded. Children are looking forward to this moment. The child is happy that he can demonstrate his creation. This is how children develop emotions that they lack, a sense of pride and satisfaction. The child is given the opportunity to demonstrate his doll to everyone, to show a small sketch or exercise. Speech exercises with puppets play an important role in the development of children's communication skills. Children, for example, are given the task to pronounce the familiar words “hello”, “help”, “take”, “listen”. In another exercise, children are given the task to change the meaning of a phrase by rearranging the logical stress: "Here is my dog", "Give me a notebook." Sometimes children are invited to read a small fairy tale, changing their voice, depending on the character, speaking either for Little Red Riding Hood or for the Wolf. Children learn to convincingly express fear, compassion, complaint, request, etc. Such exercises are very useful for children, they develop expressiveness and culture of speech, enrich the emotional perception of children. These exercises teach children not only to correctly express their thoughts and emotions, but to better understand those around them, which is very important for children with CRD.
After the children have mastered these exercises sufficiently, you can begin to collectively create a puppet show. This is a rather laborious and painstaking process. A script is written taking into account the individual characteristics of children. A lot of creative work is going on to create decorations, finalize dolls, and assign roles. At the same time, it is very important to bring some of the character's features as close as possible to the individual problems of the child actor. This is followed by long rehearsals, where children learn to use artistic and imaginative means: intonation, gestures, posture, gait, expressiveness of speech. Each rehearsal, together with the children, we analyze what has turned out especially well and what has not worked out very well and why.
And now, finally, the long-awaited premiere! Posters were drawn and pasted. How many positive emotions the little actors received, how much joy in the eyes of grateful viewers - kindergarten kids. Child actors have a great sense of pride in the work done and a desire to create a new puppet show.
So for four years four puppet shows were prepared and staged: "The Greedy Gnome", "Three Little Pigs", "The Adventures of Friends" and "Three Bears". During this time, the children have learned a lot, have become more sociable and active, a creative team has formed and rallied, the children's horizons have expanded, the culture of speech has significantly increased. According to the teachers' reviews, the performance of the children in our team has significantly improved, their behavior has improved, the children have become calmer in the classroom, and their adaptive abilities have improved.
I would like to end with a poem that was born in our circle "Bee" and very accurately expresses the essence of our studies and their tasks.
Fairytale city
Miracles for people from unnecessary things,
Let's create them with our own hands.
From the box - an elephant, from a bottle-donkey,
From rags - a gnome with a mustache.
Shreds, boxes are used,
Corks, beads, caps, bottles ...
From this such nonsense mess
We have built a fabulous city.
Bees live in this glorious city.
They say they have a lot to do:
You need to create a fairy tale, show the kids
Rehearse the play skillfully
Prepare gifts for moms and dads,
For acquaintances, relatives, for dear friends
For employees and educators.
Bees glue and sew, cut and weave.
There are many things to take care of.
They are unfamiliar with boredom, idleness, longing,
After all, they have skillful hands,
And also kindness, and also beauty,
These are their dear friends.
We invite all of you to this city, to come,
Kind bees will be glad to see you.
They will teach you how to work miracles.
Address: one hundred thirty-first school.
Literature
Tsvyntarniy V.V., Playing with fingers and developing speech, Nizhny Novgorod, "Phlox" publishing house, 1995
Ivantsova L., Korzheva O., The World of Puppet Theater, Rostov-on-Don, "Phoenix", 2003
