Artistic and aesthetic education of preschool children taking into account the Federal State Educational Standard of Preschool Educational Institution

Artistic and aesthetic development of preschool children according to the Federal State Educational Standard

Stages and conditions

Artistic and aesthetic development is the process and result of the formation and deepening of the abilities of visual and emotional perception of the beauty of the external world, the sphere of art, as well as the development of independent creative activity in the world of beauty.

The program for preschool children includes several stages:

• 3–4 years - a positive emotional reaction to the image when recognizing familiar or valuable objects in the child’s understanding in the picture. The psycho-emotional level of development, as well as the degree of development of abstract thinking and imagination, does not yet allow us to talk about the perception of an artistic image. Evaluative motivation is simple, everyday, subjective in nature, for example, I chose this photo because it shows a toy, and I like it.
• 5 years old - the child not only pays attention, but also begins to consciously perceive the attractive aesthetic qualities of a work of art. Children at this age are able to experience feelings of emotional satisfaction when contemplating the color palette of a painting; less often they will react to the compositional solution and features of the form.
• 6–7 years old - pupils are able to overcome the limitations of literal perception of external obvious signs of depicted objects. The level of development of figurative thinking makes it possible to capture the subtle internal characteristics of the depicted artistic objects.

Artistic and aesthetic activity is an activity specific to children, in which a child can most fully reveal himself, his capabilities, feel the product of his activity (drawings, crafts), in a word, realize himself as a creative person

Conditions that stimulate the child’s transition to a new qualitative level of artistic and aesthetic development:

• competent arrangement of the material and cultural spatial environment, it should include objects that are attractive for contemplation and study;
• a high level of professional competence and personal qualities of the teaching staff carrying out the aesthetic education of children;
• interest and attention to the child’s creative experiments, the desire to notice and hear his thoughts and experiences;
• thoughtful, purposeful pedagogical activities to organize the aesthetic perception of students.

Education transforms development into a directed and controlled process, according to L.S. Vygotsky’s meaning of aesthetic education is to “lead development.”

The purpose of such education in the pedagogical definition

• Formation and improvement of aesthetic taste, nurturing a sense of beauty.
• The formation and development in the child’s personality of the ability to love and appreciate the beauty of the world around him, to enjoy the contemplation of beauty in the field of art and in everyday life.
• Developing a deep understanding and competent assessment of art objects.
• Actualization of the creative abilities of the individual and their embodiment in active independent creative activity to create beauty in life.
• Formation of moral and ethical universal norms and values, achievement of a high level of general erudition, expansion of the sphere of aesthetic interests.
• Conscious creative work contributes to the development of a culture of thinking and speech, strong-willed personality traits, self-organization skills, internal control and discipline.

In the process of theatrical activities, the creative potential of each child is revealed, and parents are fascinated by the variety of characters, ease in children’s communication with peers and adults

Pedagogy defines the artistic and aesthetic education of preschool children as a purposeful process of forming a creatively active personality of a child, capable of perceiving and appreciating the beauty in life and art.

N. Varkki

A child in the world of creativity: Creative and aesthetic education of preschool children / N. Varkki // Preschool education. – 2003. P.53.

Objectives and principles

The tasks of artistic and aesthetic development are specified in accordance with the characteristics of the developmental psychology of children and are divided into four groups:

• Development of the emotional sphere of aesthetic feelings, personal priorities and interests - the formation of one’s own collection of artistic images, thanks to which the inner life of the child’s personality will become rich and meaningful.
• Knowledge and judgment are the accumulation of a basic arsenal of aesthetic knowledge and internal personal experience of sensory experiences, without which it is impossible to awaken a living personal interest in the world of aesthetic phenomena. To achieve this task, pupils are introduced into the world of standards of sensory perception, beauty, aesthetic categories, emotional behavior, etc.
• Formation, on the basis of acquired knowledge and experience, of socio-psychological qualities of the individual, allowing one to experience a feeling of emotional satisfaction from the perception of aesthetic objects and phenomena. At the same time, it is necessary to develop in the child the ability to analyze, critically and reasonably evaluate any work.
• Education and development of abilities for creative activity in the field of art - manifestation and improvement of artistic, musical, plastic aspects of creative inclinations.

In the “Concept of Preschool Education” about

Principles of pedagogical work on artistic and aesthetic development.

• An individual approach based on respect and attention to the psychological and intellectual characteristics of students. Creating individual conditions for development involves developing an optimal trajectory of a pedagogical strategy for each child, taking into account his natural abilities and inclinations.
• The unity of the educational and educational process. This principle is of a fundamental developmental nature and ensures the integrity of the ethical, aesthetic and intellectual development of the child’s personality.
• The deep internal connection of children's creativity with real life determines the diversity of content, techniques and methods of organizing and implementing artistic practice.
• Integration of various types of art - promotes a deeper and more holistic knowledge and understanding of phenomena and objects of the surrounding world, versatile perception and harmonious embodiment of children's imagination and fantasy in the child's musical, speech, theatrical and visual activities.
• The principle of nationality and cultural conformity helps preschoolers understand the deep genetic connections between the cultural picture of the world and the traditional self-awareness of the people. In addition, it broadens their horizons, enriches the inner world of students with new cognitive facts from the life of other countries and continents, and instills skills of respect for the uniqueness and originality of life and artistic creativity of other peoples.
• Continuity in artistic and aesthetic education and upbringing of preschoolers and younger schoolchildren.

From the very beginning, by nature, children are creators, and the task of the teacher is to help each child reveal his or her creative potential, his or her individual creative abilities.

Types and forms

Types of artistic and aesthetic development:

• Aesthetic communication will awaken curiosity in children, help them believe in themselves and feel the taste of creative activity, in addition, develop interest in self-knowledge, prepare them to understand the meaning of their existence. Communication on topics of the sublime and beautiful will show in the child a desire to bring goodness and beauty to the world, to give love and light to the people around him.
• Contact with nature will form a culture of a friendly style of relationship with the natural world, help to more subtly feel and understand the richness and uniqueness of the surrounding world, and sow the seeds of sensitivity in the child’s soul.
• Independent activity (music, poetry, drawing, theater, crafts) - theoretical and practical immersion in the world of art will teach you to appreciate and understand it, experience aesthetic pleasure from communicating with various types and genres of art, and form artistic ideas and guidelines.
• Organization of the subject-spatial environment - aesthetically attractive things and objects form taste, create mood and atmosphere, stimulate the artistic and aesthetic performance of children.
• Holding holidays and organizing games is the embodiment of an aesthetic idea in an integrated fusion of music, words, decorations and plastic arts. The holiday allows you to combine the aesthetic and intellectual spheres of development and enhance the emotional effect of artistic influence.
• The joy of hand-made creative work in the garden or flowerbed.
• Sports games, formation of physical culture of the body.

Forms of organization of aesthetic development:

• Play activity is a means of integrating a child’s creative activity with all types of art.
• Educational classes - training in drawing, music, design, modeling, appliqué.
• An exhibition of children's works allows you to demonstrate dynamics and also monitors the results of educational work.
• Excursions - organization of observation and study of various objects in natural conditions or in museums.
• Holidays - children's concerts, competitions, theatrical thematic and literary performances and evenings, entertainment games, surprise walks, musical fairy tales.

Integrated entertainment with children: “Pokrov-Oseniny” (calendar holiday)

“The role of the teacher in the development of children’s creative abilities” from work experience

Author: Legotina Valentina Viktorovna

The role of the teacher in the development of children's creative abilities

/From the work experience of Valentina Viktorovna Legotina/

I chose this profession

I can't find anything better in the world.

And every year I am convinced

That I'm on the right path!

Preschool education is the foundation of the educational system, since it is here that the foundations of the future personality are laid. Modern preschool education is aimed at reforming and modernizing traditional methods of teaching children, which is directly related to the professional level of teachers. The introduction of new technologies into the system of methodological work of teachers brings with it a paradigm shift: from scientific-technological to personality-oriented. Modernization of education presupposes the orientation of education not only on the acquisition by students of a certain amount of knowledge, skills and abilities, but also on the development of his personality, his cognitive and creative abilities.

Among the tasks of preschool education is the formation of initiative and independence in students, which are integral components of individual creativity. Continuity of preschool and primary education involves solving the following tasks at the preschool level:

· introducing children to the values ​​of a healthy lifestyle;

· ensuring the emotional well-being of each child, developing his positive sense of self;

· development of initiative, curiosity, arbitrariness, and the ability for creative self-expression;

· formation of various knowledge about the world around us, stimulation of communicative, cognitive, play and other activity of children in various types of activities;

· inclusion of children in various forms of cooperation (with adults and children of different ages).

The period of childhood is very important in the formation of personality and it should be important to us that the world of children's feelings is still very fragile. Tactlessness, ridicule, humiliation - as a result, the child loses faith in himself, and the wealth hidden inside fades, turns black, and dies. Children hide their abilities within themselves, cease to be interested in the amazing diversity of the world, and become like everyone else.

I am not just a teacher, I am the first “teacher” who enters the life of a child and his family. Parents trust me with the most precious thing they have - their children. There is probably not a single parent in the world who would not care what kind of relationships the child will develop with adults, with peers, and how joyful and useful his development will be for him.

And it depends on me how the child’s life will turn out in the team, in society; it depends on me how the parents will relate to the institution, whether they will become faithful associates, like-minded people.

The purpose of my teaching work

– education of a creative, humane, socially active personality through the development of artistic and aesthetic perception of the surrounding world and creative abilities in preschool children through working with natural and waste materials. The role of the teacher in the development of children's creative abilities is very great. It consists in setting fairly clear tasks for the children and quietly transferring the initiative in the game to the children, skillfully organizing joint activities and directing them in the right direction, not leaving without attention a single issue, both organizational and issues relating to each child personally. : his emotions, experiences, reactions to what is happening, to the difficulties that children face.

Preschool age is a unique period of intensive, comprehensive development of a child, when the foundations of personality are laid, will and voluntary behavior are developed, imagination, creativity, general initiative are actively developed, and all these most important qualities are formed in the process of special educational and play activities. Artistic manual labor is of great importance for the all-round development of a child

creating conditions for involving the child in his own creativity with various materials, in the process of which something beautiful is created. In the course of creative activity, the little master makes many discoveries and achieves personal achievements. Artistic activities are designed to influence the mind, will, and feelings of children, to encourage them to creative self-expression,

The tasks that I set for myself:

Ø Work to create a subject-specific educational environment focused on the development of the creative activity of children participating in artistic and creative activities, as well as the development of cognitive interests among students.

Ø Develop artistic and aesthetic perception, creativity, imagination, fantasy, fine motor skills of the fingers, speech in productive children's activities through the integration of educational areas.

Ø Contribute to the development in children of good feelings towards the environment, determination, hard work, and the ability to complete the work started.

To successfully achieve these goals, I use various approaches, methods and forms of teaching, which may vary depending on the individual characteristics of the group and the individual child.

Today, when the problem of preschool education and upbringing is being widely and fundamentally solved, when a new Federal State Educational Standard has appeared, the problem of developing children's creativity is currently one of the most pressing problems, because we are talking about the most important condition for the formation of individual identity already in the first stages of its formation. Artistic work, like playing and drawing, is a special form of children's activity. Children's interest in it significantly depends on the extent to which the conditions and organization of work allow them to satisfy the basic needs of a child of a given age, namely:

Ø the desire to practically act with objects, which is no longer satisfied by simply manipulating them, as was the case before, but involves obtaining a certain meaningful result;

Ø the desire to feel capable of doing something that can be used and that can cause the approval of others.

The self-education topic “Development of artistic and aesthetic perception in preschool children in working with natural and waste materials” was not in vain chosen by me, because artistic work contributes to the development of creative abilities, perception, imagination, fine motor skills, attention, logical thinking and perseverance, intellectual and creative activity; In the process of making crafts, children develop the ability to see and understand beauty, and develop skills in working with different materials.

The leading place in the implementation of aesthetic education belongs to kindergarten. But the role of the family is also great. Only with the unity of the influences of the kindergarten and the family is it possible to fully implement the tasks of aesthetic education. Not every child will become a musician or artist, but every child can and should develop a love and interest in art, develop aesthetic taste, an ear for music, and basic artistic creativity skills.

All my work was carried out in close contact with parents and teachers of preschool educational institutions, using a variety of forms: from individual consultations to participation in holiday concerts, staging theatrical performances by the parents themselves.

Working with parents

I have identified several
forms of work
:

1. Parent meetings.

2. "Round table"

3. Visual forms of work - information stands.

4. “Open days”

5. Consultations, individual conversations.

6. Organizing holidays and entertainment, staging theatrical performances together with parents.

7. Joint work to implement socially significant projects

As part of the implementation of socially significant projects, it is planned to organize and conduct a number of joint events. I believe that the implementation of these projects made it possible to create emotionally comfortable conditions for the development of positive personal qualities and expanded children’s ideas about the social world of people.

I believe that such forms of working with parents produce positive results.

New times require new approaches and new technologies for the upbringing and education of our children. It is extremely important that the main component of the work of preschool teachers is the promotion of pedagogical knowledge among parents.

I build cooperation with parents on the principles of dialogue, trust, and partnership; taking into account the structure, traditions and pedagogical competence of the family.

Thus, with the help of traditional and non-traditional forms of work, I have achieved mutual understanding and close cooperation with parents on issues of upbringing, development, and education of children. I take a responsible approach to organizing and participating in competitive events at various levels, and improve the level of my professional qualifications.

I pay great attention to the project of my own development: I systematically replenish and improve my knowledge related to the characteristics of preschool children, in providing them with an individual, differentiated and activity-based approach, as well as in the use of modern techniques, computer and multimedia technologies, methodological techniques, ideas and pedagogical funds in building the educational process with pupils of preschool educational institutions, I systematically take part with pupils in competitive events at various levels.

In conclusion, we can say that during preschool childhood, along with play activities, artistic and creative activities are of great importance in the development of a child’s personality, which develops children’s observation, cognitive activity, attention, logical thinking, speech, fine motor skills of the fingers; expands the understanding of the world around us, deepens knowledge, teaches perseverance, accuracy, the desire to complete the work started, the desire to help each other.

Further prospects for the future of your teaching professional work:

— Improve in the development and use of modern educational technologies; — Continue to take an active part in methodological events in the city and kindergarten, participate in competitions, both with students and in pedagogical skills competitions at various levels.

— Continue to master working with ICT – populate the created websites.

— Introduce interesting, innovative forms of interaction with children and parents into work

— Implementation of Federal State Educational Standards for Additional Education.
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Planning

How planning is done

The project of pedagogical activity is a necessary condition for the implementation of a scientifically based, orderly, consistent and controlled organization of the educational process with the specification of the necessary program tasks, methods and means. When planning, not only the teacher’s understanding of the characteristics of developmental psychology, but also taking into account the child’s personal capabilities and abilities is of enormous importance. The developmental concept of the educational strategy will require the teacher to:

• studying the personal characteristics of the character, worldview, inclinations, and social conditions of the child’s life;
• the ability to assess the level of maturity of personal qualities;
• understanding the psychological motivation of behavior, knowledge of the pupils’ areas of interest;
• skillfully stimulating activity, initiative, and self-organization of a child’s activities;
• timely diagnosis and elimination of problems that impede the achievement of educational goals.

Planning tasks:

• awareness of the prospects of activity;
• uniform distribution of educational material taking into account a specific period of time;
• preparation of necessary forms of work, development of pedagogical methods and techniques.

Calendar plan - is developed for a short period of time (1-2 lessons) and includes:

• content part indicating program goals;
• formulation of educational objectives;
• indication of methodological techniques;
• list of necessary teaching aids.

A long-term plan is a strategic distribution of the educational process over a long period of time (from 1 month to 1 year).

The plan is based on a program document, which indicates the amount of knowledge, skills and abilities for each age category.

Development of creative abilities of older preschool children by means of mastering the techniques of folk crafts

Development program according to age groups

Psychological features of the development of preschool children.

Younger preschoolers. First and second junior groups (2–4 years).

• Independent subject activity develops - normative methods of manipulating various objects are mastered. At 3–4 years old, a child goes beyond the limited boundaries of the family’s home space, this becomes the cause of the first age crisis caused by a conflict of desires and the child’s real capabilities. Self-esteem begins to form, but the key guidelines continue to be the assessments of adults.
• Speech improves - the process of becoming familiar with the names of surrounding objects continues, situational and business communication with adults becomes more complicated, in addition, the vocabulary is enriched, and the basic grammatical structures of sentence construction are mastered. By the end of the early preschool period, children remember small excerpts of their favorite works.
• The primary forms of voluntary behavior are laid down - the transformation of the child’s natural model of activity into a cultural one based on imitation of adult forms of behavior, perceived by the child as a regulatory model for reproduction.
• The skills of sensory-spatial orientation are improved - the child can perform simple tasks to identify and select from two or three objects based on the distinctive features of color, shape, and size. Gradually, children’s understanding of the sensory standard is consolidated; younger preschoolers of four years old can identify more than five shapes of objects and more than seven colors, and freely navigate the space of their group of children’s institutions.
• Sound and auditory perception develops - the child is able to distinguish the sound pattern of a melody, can sing, hears the sounds of speech correctly, but the pronunciation is still quite distorted.
• Conscious visual activity arises - the child clearly formulates the desire to depict an object; a common drawing is a drawing of a person in the shape of a “cephalopod” - a large circle with lines extending from it.
• In play activities, imagination develops when in the child’s mind some objects are symbolic substitutes for others.

Video: artistic and aesthetic development of children in kindergarten

Middle group (4–5 years old).

• The game begins to acquire a role-playing character, the child already separates himself from the role he plays, role-playing and real events do not mix.
• Fine art activities are developing intensively. The drawing acquires detail; the graphic image of a person has a specific and accurate depiction of facial features, body parts, and elements of clothing. Children learn to cut out and paste fragments of appliqué onto paper on their own.
• The ability to memorize and retain information in memory develops, voluntary memorization is formed, and children can complete a memorization task.
• The grammatical structures of speech become more complex, and the vocabulary is replenished.
• The level of development of children's imaginative thinking makes it possible to include in teaching activities tasks related to the ability to decipher simple diagrams.
• The ability to concentrate and sustainably maintain attention increases, the duration of the period of conscious concentrated activity increases to 15–20 minutes, in the preparatory group this ability will strengthen to a duration of 30 minutes.

The “Fun Fair” project for the older group will introduce children to folk traditions

Senior and preparatory groups (5–7 years old).

• At the age of six, children accompany role-playing interaction with speech imitating the game character. Children learn social roles in a play situation, and in this regard, conflicts may arise due to the distribution of roles.
• Drawing techniques are improved, children draw a lot and enjoy it; these can be illustrations for their favorite cartoons or books, as well as imaginary scenes.
• Mental skills of analysis and synthesis make it possible to diversify and complicate your hobby of design. When creating buildings, the child relies on both a given scheme and an agreed upon condition or plan, and the process of collective construction itself shows a desire for solidarity and mutual assistance.
• The degree of development of figurative thinking and imagination allows you to compose logically coherent, consistent, plot-organized stories. It is worth paying attention to the fact that imagination will actively develop only with social and pedagogical organization and stimulation.

Introduction to the field of art

Junior group

• Examination and discussion of artists’ illustrations for literary works, learning the skills of formulating answers to adult questions about plot pictures. It is important to introduce children to traditional folk toys, to focus children’s attention on the character traits of the folk hero and the decorative style of its design.
• Activating children's attention and interest in the various contours and lines of the drawing. The teacher helps to master the depiction of simple objects of different shapes, straight intersecting lines, and simple compositions.
• It is necessary to teach the child to comprehend and discuss a self-drawn image, to awaken in the child a feeling of emotional pleasure and joy from communicating with the world of colors and shapes.
• Training in careful and proper handling of artistic material. The teacher’s task is to teach the child to hold a pencil freely with three fingers, carefully pick up paint on the brush, and remove excess paint from the bristles of the brush on the edge of a jar of water.

Drawing a story with elements of the application “The Little Mermaid in the Underwater Kingdom” in the preparatory group

Senior group

• Children are introduced to the professions of an artist, composer, writer, actor, as well as art genres such as painting, music, architecture, literature, circus, theater.
• Pupils learn to recognize natural phenomena and surrounding objects in artistic images of literary works, fairy tales, and musical compositions.
• The drawing becomes more complex, children are taught to mix paints, paint, rhythmically drawing lines in one direction, without going beyond the contours. Skills are developed in proportionally placing parts of an image, taking into account size and shape.

Preparatory group

The child masters the skill of drawing from life and from memory, improves the technique of depicting details and shapes of objects, and constructing a plot composition. Subject and subject drawing develops, the color palette becomes varied and rich.

Modeling

• The goal is to introduce children to a variety of plastic materials, such as plasticine, clay, and to develop fine motor skills by teaching them to break off small pieces, roll out, and sculpt simple shapes.
• Children in the older group are helped to master the skills of pinching, smoothing, and are taught pressing techniques to obtain a hollow shape.
• In the preparatory group, children independently sculpt figures of their favorite characters and create plot compositions.

Application

• In the second younger group, children begin to be introduced to the art of making appliqué. Adults teach the child to first lay out the prepared elements in the shape of the intended object, then proceed to gluing the resulting drawing onto paper.
• In the older group, children begin to work independently with scissors and learn to cut out different geometric shapes, which they then use to create collages.
• Pupils of the preparatory group can independently develop and perform plots and compositions of more complex designs from various geometric and arbitrary shapes.

Artistic and aesthetic development (applique) in the senior group “Postcard for Mom”

Construction

Introducing children to the geometric elements of a tabletop and floor building kit. Adults continue to teach children how to build structures according to the model, while stimulating independent creativity and imagination.

Musical development

• The goal is to awaken interest in musical works, stimulate a sincere desire to listen and feel the harmony of the sound of music, show an emotional reaction, sing along, and perform movements that correspond to the rhythmic pattern of the melody.
• Children of the second year of the junior group are introduced to song, dance, march, and are taught to distinguish between these three genres. Children learn to determine the one-part and two-part form of a musical work, distinguish sounds by height within an octave, hear and determine the strength of sound (quiet, loud).
• Pupils of the senior group master the art of dramatization, playing simple melodies on a metallophone.
• In the preparatory group, children determine the genre and general mood of the piece they listen to, distinguish its compositional parts, recognize the sound of musical instruments, and learn to convey their musical impressions in drawings.

During music classes, children are introduced to the world of musical art in a relaxed manner; children get acquainted with the basics of musical culture and its genre diversity

Long-term calendar planning of music education classes in the junior group for 1 month.

Long-term planning for artistic creativity (second junior group) for 1 month.

Implementation of the educational field “Artistic creativity” in preschool educational institutions. Article on drawing on the topic

Report for educators: “Implementation of the educational field “Artistic Creativity” in preschool educational institutions.”

Artistic creativity is only one of the means of education, and the complex combination of various means and forms in the process of educational influence on children makes this influence more fruitful and interesting.

The interconnection of various activities allows you to deepen and expand children’s understanding of the world around them, increase their emotionally positive impact on the upbringing process, and make this process more effective; At the same time, there is an impact on the child through activities that are interesting to him. The knowledge, skills and abilities acquired under these conditions become stronger, more conscious and can be used in various conditions.

Artistic creativity in kindergarten is part of all educational work with children and bears the burden of solving the problems of comprehensive education of preschoolers.

Program objectives for artistic creativity are interconnected with goals and objectives for other sections of work. Solving specific problems is based on what children have learned, what they have learned before, and not only in visual arts classes, but also in other activities, walks, excursions, games, and everyday life. Thus, children acquire knowledge about the shape of objects before they are asked to depict objects - in didactic games, in games with various toys, in the process of observations, and looking at illustrations. Of great importance for the comprehensive aesthetic education of children is the interrelation of all types of visual activities: drawing, modeling, appliqué, artistic design.

Artistic creativity includes the main tasks of psychological and pedagogical work:

*development of children's productive activities;

* development of children's creativity;

* introduction to fine arts.

The specifics of the implementation of the content of the area “Artistic Creativity” are as follows:

• The concept of “productive activity of children” allows you to integrate visual activities (drawing, modeling, appliqué and artistic design) within one educational area as an alternative to the subject principle of constructing the section of the “Artistic and Aesthetic Development” Program;

• Productive activity - activity, as a result of which a certain product is created, can be not only reproductive (for example, drawing an object as taught, but also creative (for example, drawing according to your own plan, which allows you to most effectively solve one of the problems within a given area) the main objectives of educational work with preschool children are the development of children's creativity;

• The concept of “productive (creative) activity of children” allows you to integrate the content of the area “Artistic Creativity” with other areas of the Program on a special basis - the possibility of developing the child’s imagination and creative abilities (For example, with “Cognition” in terms of design, “Reading fiction”, “Communication” in particular elementary verbal creativity);

• The general developmental orientation of the content of the area (development of higher mental functions, fine motor skills of the hand, imagination) is primary in relation to the formation of children’s special abilities.

The content and results of all areas of the Program can be enriched and reinforced using children's productive activities.

Children discover the world around them every day. How many interesting things it holds for them! Here’s a beetle crawling—the baby has never seen anything like this1 And all the attention is focused on the insect. The first flowers have bloomed, and again the child experiences surprise and the joy of learning. The environment evokes positive emotions in children and a desire to talk about what they saw, what delighted and attracted their attention.

Artistic creativity should be closely related to children's familiarization with their surroundings (Cognition). It is important that the interconnection of these sections of educational work be of a natural, logically substantiated nature, not far-fetched, and that familiarity with the environment is not subordinated only to the tasks of learning to draw, sculpt, and appliqué.

For example: Topic: “Cars driving down the street”, first we introduce cars driving along the street, we invite you to consider different cars. Knowing about the great interest of children in cars, you need to plan the lesson so that the children can reflect their impressions. It should be remembered that the image process is associated with conveying the appearance of an object, its shape, and the characteristic features that distinguish one object from another.

In order for children to develop clear ideas about objects and phenomena, they need to be taught to peer into objects, into the surrounding phenomena of life, to listen, to think. A culture of such close attention to a subject, a phenomenon, which is instilled from childhood and shapes observation. Children are invited to listen to the sound of the wind, how drops of rain fall, to watch how a blooming flower opens its petals, how the first leaves appear, how snowflakes fall and melt on a warm hand. As a result, children not only develop a poetic attitude towards the phenomena of life, develop an interest in the environment, but also develop clear ideas about what they observed and considered. All this helps children depict what they see. Purposeful observations of natural objects for their subsequent depiction are carried out as a single process of natural science and aesthetic cognition.

To familiarize children with objects of nature, they are given correct ideas about the life of animals, they pay attention to the beauty of their appearance, interesting habits, behavior, and the desire to draw, sculpt or cut and stick them.

The relationship between artistic creativity classes and speech development work is important. (communication)

At these classes, children are read fairy tales, stories, and poetry is taught to them. Children develop speech, thinking abilities, and artistic and figurative representations. When children subsequently draw, sculpt, cut out and paste images on the themes of fairy tales, stories, and poems, their imagination is activated and their desire to express their attitude to what they learned in speech development classes in visual form. To convey the theme of a fairy tale or poem, children must remember the content; in order to activate speech, at the beginning of the lesson, invite them to explain what and how they will draw, and at the end of the work, talk about their works and the works of their comrades, evaluating them and motivating their assessment. A poetic image of an object or phenomenon has a particularly strong positive emotional impact on children. This happens when verbal images are based on visual ones obtained through direct perception of objects and phenomena of reality.

For example: kids enjoy reading A. Barto’s poem “The Flag.” And then they draw this bright flag or many flags or the poem by S. Ya. Marshak “Song about the Christmas Tree,” and then cut out the decorations and stick them on a Christmas tree made of paper together with the teacher (team work). Children love to draw, sculpt, and create applications based on themes from fairy tales and stories. Children especially like to draw covers for fairy tales.

Children get acquainted with a children's book and its creation. The teacher talks about how a children's book comes into being, who works on it (writer, editor, artist, printing workers, etc., an exhibition of children's books is organized. After this, the children are offered a game situation: each child is an artist and must draw a cover for his favorite fairy tale (book).

The results are interesting, the children showed creativity and imagination. The exhibition is left in the group for several days and the children often discuss and look at the drawings.

Play (socialization) is the leading activity of preschool children. Both in play and in visual activities, children reflect their impressions of the life around them. The connection between these types of activities lies in playful manifestations in the process of creating an image and in a playful attitude towards the sample.

Having created an image of this or that object, an animal, the child begins to play with them: the motor of the drawn airplane begins to “buzz”, and now it is already flying, the sculpted chicken “squeaks” and “pecks” grains, etc. The game “revitalizes” the image , and this, in turn, figurative, emotional perception, ideas about objects and phenomena of the environment, is an indispensable condition for the development of imagination, without which artistic creativity is impossible. Various forms of connection between visual activity and play are used: game situations, game techniques; children created drawings, modeling, appliqués, which were then used in various games (decorating a doll’s room, modeling vegetables, fruits and other products for playing “shop”, decorations and masks for dramatization games, etc., drawing toys. A connection is made with the visual arts activities with didactic, role-playing and other games.The classes use game situations, teaching techniques, and playing out created images.

For example: Topic: “Our home”

Stage 1: preparatory, during which children are introduced to the object to be depicted. (explains the specifics of block housing construction, how panels are installed, what workers do and how, etc. In our rural areas, we talk about the city, use children’s books, reproductions, slides, etc.)

Stage 2: -class in visual arts. (the lesson is conducted with a game situation. The first situation is “Tenants” (draw your apartments and the furnishings in the room on a piece of paper)

The second situation is “construction and occupancy of a house.” Children have new roles: architects, installation workers, crane operators, panel truck drivers, etc. The teacher, with the active help of architects, determines which floor this or that apartment will be on, then, with the help of installers, connects the panels into a single structure with colorless adhesive tape . When the assembled house is fixed on the board, you can begin to draw conclusions.

Stage 3 - final. Another game situation: “We are going to visit a friend”; Each child talks about his apartment.

The game form of the lesson captivates children, increases their emotional responsiveness, and promotes aesthetic and moral education. This activity allows children to create an image that is accessible to their strengths and artistic experience.

Toys are a faithful companion of childhood and games, so the offer to draw a particular toy brings joy to children of all age groups. By portraying a favorite toy, the child again experiences the same feelings as when playing with it. You can invite children to draw a specific toy: a bear, a doll or a bunny, or any toy of their choice (“Draw whatever toy you want”)

For example: the teacher has toys on the table: Cheburashka, tumbler, piglet, Parsley, bunny. First, they look at the toys and name them; Some more complex toys can be examined in more detail (pig, Cipollino, having determined together with the children their shape, structure, size of parts, etc.

Role-playing play occupies a large place in the lives of children, so its relationship with visual activities is educationally valuable. Depicting the course of a game and game images is much more interesting for children than simply drawing this or that life phenomenon. The events experienced by the child in the game color his artistic activity with positive emotions; in his drawing he talks about what and how he played. Reflection of games in drawings helps to deepen and enrich the content of games - they become long-lasting, new characters and new episodes are included in them. In the younger group, children’s visual abilities are not yet very great, but a connection with the game can and should exist.

For example: Children make “treats” for dolls (bagels, candies, cookies, etc., goods for playing “store” (apples, berries, cucumbers, potatoes, tomatoes and other vegetables and fruits). Then molded, dried objects You can paint them and add them to the game, which will make it more interesting for children.The children will see the real use of what they created with their own hands.

Watching children’s games allows us to identify the most common subjects: clinic (hospital, family, store, post office, construction, school, etc., that is, games that reflect the impressions of everyday life. The richer the children’s impressions, the more interesting and meaningful the game. Suggestion The children greet them with joy by drawing how they played.

Great opportunities in implementing the tasks of comprehensive education lie in the relationship of artistic creativity with dramatization games, which are carried out based on literary works. Children can prepare scenery, details of character costumes, masks for dramatization. For dramatization games, fairy tales such as “Teremok”, “Three Bears”, “The Wolf and the Seven Little Goats”, “The Hare and the Hedgehog”, etc. can be used. Children can color the animal masks cut out by the teacher (wolf, goat) and draw hare masks , three bears.

A game for which the children have done a lot with their own hands will be more lively and interesting, will evoke positive emotions that will unite the children with common joy, and will leave deep impressions. All children can be involved in dramatization games: some as role players, others as craftsmen and artists preparing the details of costumes, masks, and scenery, and others as spectators, actively perceiving the actions of the heroes, deeply emotionally experiencing all the events. And then the children all draw together on how the fairy tale played out.

The children are very interested in the proposal to create drawings about what outdoor games they played.

For example: when creating drawings on the theme “Crucian carp and pike”, children draw fish; depicting the game “Geese-geese” - running geese and a wolf waiting for them under the mountain.

When selecting outdoor games, it is necessary to think about how easily game images can be conveyed in drawings, modeling, and appliqués using visual means. Images of outdoor games can be offered to children in all age groups, selecting accessible topics.

Interesting opportunities for establishing connections with visual activity are also contained in didactic games, during which children acquire or consolidate knowledge about the properties of objects, their color, shape, size, necessary in order to depict these objects in artistic creativity. In didactic games, children receive a variety of sensory experiences that enrich their perception and ideas about the environment; generalized ideas about the properties of a group of similar objects and the development of children's visual creativity are formed.

Images of objects and objects of reality, musical and literary works are conveyed in different types of artistic activity in their own way, thanks to means of expressiveness (in drawing this is form, line, stroke, color, proportions, composition, dynamics, rhythm; in play-dramatization - intonation, facial expressions, gestures, movements; in music - tempo, dynamic scores, rhythmic pattern, etc.).

In music, ways of interconnection are identified that contribute to the aesthetic development of preschool children, enriching their creativity with new images and content.

After listening to the piece, children express their impressions of the music, and then create images in accordance with these impressions. This type of relationship is interesting because it awakens imagination, gives rise to a variety of images that enrich children's visual creativity, which in turn deepens children's impressions of musical works and promotes their memorization. Music can be used during art activities to create a good mood. During the lesson, a piece of music is played quietly, similar in theme to what the children are portraying, or just good, calm music. The relationship between visual activity and music serves to enrich both one and the other activity with new content and contributes to the formation of deeper and more conscious knowledge and ideas.

For example: 3-year-old children listen to “Autumn Song” (music by A. Alexandrov, lyrics by N. Frenkel, then enjoy drawing how colorful leaves spin in the air and fall to the ground.

After singing the song “Chickens” (music by A. Filippenko, lyrics by T. Volgina), the guys paste a general picture on the theme “Chickens walking on the grass.”

The connection between artistic creativity and the work of introducing children to works of art is very important. By looking at a painting or reproduction, a sculpture, or a piece of folk decorative art, children get an idea of ​​how an artist selects objects to depict. What means does he use to convey images, how differently this or that topic can be solved.

For example, in still lifes, different artists depict the same fruits, vegetables, and various dishes in different ways.

The process of teaching visual arts in kindergarten is necessary to develop in children visual skills and abilities, including drawing techniques, formative movements, generalized methods of action and regulation of drawn movements (in strength, scope, speed)

The child's soul is sensitive to the native word, and to the beauty of nature, and to the musical melody, and to painting, because every child is a born artist, musician and poet. And he is capable of creating brightly and talentedly, if a favorable environment is created for this.

Projects within the framework of artistic and aesthetic development of preschool children

"How beautiful this world is"

Content part:

1. “Art is a wonderful world of beauty.” Goals: introducing students to examples of works of art, developing skills in understanding the world of painting, developing the ability to express their aesthetic impressions, and developing speech.
2. "Magic Flower" Collaborative painting with watercolors and wax crayons. Goals: Using various materials and visual techniques, to activate children’s free experimentation, develop creative imagination, imaginative thinking, and a sense of color. Teach non-traditional artistic techniques for depicting flowers.
3. "Beautiful moments of summer." Monotype. Objectives: To teach the skills of depicting mirror-symmetrical prints. To familiarize children with the rules of drawing up a harmonious color composition and to improve the visual technique of watercolor.
4. "The concept of still life." Objectives: To introduce the features and history of the development of the still life genre. Learn to correctly describe the thoughts and emotions that a painting evokes.
5. "Autumn Foliage Ball" Semolina paintings with appliqué elements. Goals: organize and conduct a game in an art museum. To teach the ability to create pictures from semolina using paints, to develop a sense of color.
6. "Scenery". Objectives: To introduce the features and history of the development of the landscape genre. Learn to correctly describe the thoughts and emotions that a painting evokes.
7. "Autumn landscape". Fine technique of grisaille. Goals: mastering drawing with charcoal or sanguine, conducting experimental work with one color, achieving different shades.

Video: drawing with palms and fingers

“The World of Classical Music” (duration 1 year)

Plan.

• September. Acquaintance with the creative musical heritage of P.I. Tchaikovsky "Children's Album".
• October. Introduction to classical ballet as a genre of plastic art. "Sleeping Beauty", "Nutcracker".
• November. Discussion of the works of P.I. Tchaikovsky, the formation in children of the perception of dance movement as a way of conveying a musical image.
• December - January. Introduction to European classical music: Bach, Mozart, Beethoven.
• February. Conducting an integrated lesson in fine arts and music, learning to convey musical impressions and experiences in drawing.
• March, April. Acquaintance with the ancient dance tradition (minuet, gavotte).
• May. Final conversation for children and parents “Conversations about music.”

Video: “Music Day” project