Chapter I. Theoretical foundations and problems of the development of creative abilities of preschool children

“Education of the ability to introduce creativity into any work will remain one of the cornerstones of pedagogy. If the need for creative work does not become an inalienable property of the individual, then in conditions of general prosperity and a progressive reduction in the working day, a person will be in danger of satiety, devastation, and paralysis of the spirit.

Daniil Andreev "Rose of the World"

The development of the creative potential of the individual should be carried out from early childhood, when the child, under the guidance of an adult, begins to master various types of activities, including artistic ones. Great opportunities in the development of creativity include pictorial activity and, above all, drawing. To teach a child to correctly and adequately appreciate the beautiful in life and art, to create it means to enrich his inner world with such essential qualities, without which there is and cannot be a harmoniously developed personality. The path of a person to the world of beauty, to the world of creativity begins in the family, in kindergartens. One of the important stages in the development of creative abilities in a child is the fine arts.

• - An analysis of the process of creating an image by a child shows that in order to create a drawing, he needs, on the one hand, the presence of clear ideas about the object depicted, on the other hand, the ability and means to express these ideas in graphic and color form on the plane of a sheet of paper.
• - In the middle preschool age, and even in the senior group of the kindergarten (fifth and sixth year of life), having not yet mastered the graphic means of image, drawing technique, children experience great difficulties in conveying the images of the surrounding life, which interferes with their joy of creativity, Causes a negative attitude towards drawing. [Komarova T.S. how to teach a child to draw]
• o In order for a preschooler to experience the joy of creative creation, the desire to create beautiful, beautiful, without having yet sufficiently mastered the technique of drawing, it is necessary to teach him the methods and techniques of drawing with various materials that do not require a clear graphic image from the child, and yet gradually form the drawing technique, aesthetic perception, artistic taste, creativity, the ability to independently create beautiful things using available means.
• - Observations of the drawing process show that children have great difficulty in creating images if they do not know how to draw. Under the drawing technique should be understood: the possession of materials and tools, the ways of using them for the purposes of the image and artistic expression. The concept of drawing technique includes the development of the eye and hand, their coordinated activity. The technique of drawing is understood by artists broadly: this includes the technique of line, shading, the way of using certain materials (paper, cardboard, canvas, charcoal pencil, pastels, watercolors, gouache, etc.) in accordance with their properties, their visual abilities.
• - At the present time in the visual arts more different technical and expressive solutions are used, more free combinations of various visual materials. And in children's creativity it is also necessary to include different paints, pencils, crayons, etc.; and teach children to use these materials in accordance with their means of expression. Mastering various materials, ways of working with them, understanding their expressiveness allows children to use them more effectively when reflecting their impressions of the surrounding life in drawings. A variety of visual materials enriches the perception and ideas of children, contributes to the expansion of their knowledge about the visual arts, visual activity, makes it more attractive, interesting for them, and as they master various materials, children form their own manner of depiction. [Komarova T.S. Children in the world of creativity]

The visual activity of a person forms the ability to be creative, the manifestation of initiative, amateur performance, emotional responsiveness, and every person needs such qualities, no matter what he does, no matter what profession he chooses in life.

Modern human history, in the figurative expression of HG Wells, is increasingly becoming a competition between education and disaster. We fully feel the deep essence of this statement at the present time. In the system of education and upbringing of every person in our country there is a subject - fine arts. This is one of the most necessary subjects for the development of the qualitative aspects of the personality.(2)

What characterizes the aesthetic appearance of a person brought up, among other things, by means of fine arts?:

• - Highly developed taste.
• - Development of the need for artistic impressions.
• - Knowledge and understanding of the arts of the past and their monuments.
• - Organic need for artistic creativity.
• - A happy feeling of admiration for the phenomena of beauty.

What characterizes the moral character of a person brought up, including by means of fine arts?

• - Active kindness to others.
• - The ability to compassion, sympathy, co-creation, mutual assistance.
• - Feeling of the unity of everything universal.
• - What characterizes the mental image of a person who develops, including by means of fine arts?
• - Growing thirst for knowledge.
• - Erudite.
• - Independent thinking.
• - Intellectual independence.
• - Thirst for creativity throughout life.

All this is acquired by a person, if next to him from his first to his last days there is fine art in its various manifestations. The visual activity itself in the upbringing and development of the child as a person is of great importance. Creativity is inherent in man by nature.

The main point is that the conditions of life, the presence of will give the opportunity to develop those abilities that are inherent in nature in a given person.

Successful visual activity is carried out in our education system in the presence of qualified teaching staff and the material base for creative work.

The leading properties of artistic abilities necessary for the development of a creative personality include:

Artistic imagination and thinking, which ensures the selection of the main, specific for creating an image and an original composition.

Visual memory, contributing to the creation of vivid images, helping to successfully transform them into an artistic image.

Emotional attitude (especially developed aesthetic feelings for the perceived and depicted phenomenon).

Volitional properties of the artist's personality, ensuring the practical implementation of creative ideas.

The productive work of imagination, thinking, visual memory, emotional and volitional mood are of paramount importance at all stages of the development of the creative abilities of the individual.

Further, on the examples of history and personal forty years of pedagogical experience in the field of visual activity with students from 6 years old to retirement age, we will analyze the development of the creative abilities of the individual. Upbringing and education was carried out and carried out by integrating all types of visual activity with literature, music, theater, local history, history, natural history, and ecology. An author's program has been developed, which provides for the development and education in the field of visual activity from 6 to 15 years old (preparatory group for preschool educational institutions, grades 1-8). [Bozhovich L.I. Personality and its formation in childhood].

Preschool

The history of pedagogy has proven that the earlier the development of creative abilities begins, the faster natural inclinations develop and the choice of a profession in life becomes easier. In the initial stage of the development of creative abilities (in kindergarten), the means of fine arts is the development of emotional-figurative thinking.

The introduction of children to world culture begins from early childhood, since each person entering the world has a certain potential for artistic development. This potential must be unlocked.

The main thing is to create the prerequisites for the independent entry of the child into "big art", to determine this path and to decipher the concepts and terms of fine art.

Novelty in the development of a system for the development of children's creative abilities by means of fine arts.

The teacher should know the main types, genres of fine arts, various techniques and materials used by painters, graphic artists, sculptors, and designers.

Children are distinguished by their skills: to create a plot composition (frieze, multifaceted, linear), to design using various materials, to plan activities freely, doing drawing, modeling and appliqué.

The system for the development of the creative abilities of preschool children is based on the disclosure of the creative potential of the child by the educator through the creation of the necessary atmosphere of psychological comfort, through the conviction of the need to accept the baby as he is, through faith in his creative abilities and creating conditions for self-expression.

Skillfully, using such qualities of a preschooler as emotionality, responsiveness of the child's soul, vigilance and impressionability of the baby in the pursuit of knowledge, we must stimulate the development of the potential of each child at different age stages as much as possible.

Children should be introduced to "great art" as early as possible. For the independent entry of the child into the world of beauty, it is necessary to create prerequisites by defining the phases of this path: from simple to complex, from specific to general, in order to gradually comprehend the language of fine arts. The educator is not afraid to operate with the concepts and terms of fine art in the classroom, even with small ones, because, perceiving by ear, children quickly get used to and later use them consciously.

The main thing for the educator is to decipher the meaning of concepts and terms, which will make it possible to firmly lay them in the memory of children.

The teacher begins the development of creative abilities with teaching the "alphabet" of visual activity, gradually expanding the arsenal of expressive visual means. These first elementary steps will help children master technological, rational image techniques, without which the flight of children's thoughts and fantasies is impossible.

The educator pays great attention to such elements as lines, spots, decorative elements and especially color in the classroom, since the role of color in the development of the creative potential of children is enormous.

To improve the chromatic taste of the child, the following methods are used:

• 1. when coloring a picture, you can ask a child (what associations does he have when choosing a color, what color smells, what color is it - hot, or cold, or smooth, or rough, or transparent, with which it can be compared);
• 2. note the correspondence between the child's answers and the color of the drawn object, and then give the task again, but already the opposite: draw a transparent (or shiny, or cold, or fragrant object);
• 3. check the stability of the color match: how often, for example, smooth objects turn yellow, rough objects turn green, hot objects turn red, etc.

In the classroom, it is imperative to discuss with children what feelings and impressions this or that color causes in them, since it is the color that stimulates the child’s desire to pick up a pencil, brush and draw.

Algorithm of children's activity, contributing to the development of creative abilities of preschoolers in the classroom of fine arts

• 1. Acquaintance with a brush and paints. What are brushes, how to hold a brush correctly, store it. What are the colors (watercolor, gouache, oil), what are the colors (cold, warm).
• 2. We examine reproductions and paintings (originals). We determine what paints the master used, what colors he used.
• 3. We play the didactic game "Cold - warm." In a word, gesture, facial expressions, children show a cold or warm color is used.
• 4. Showing the technique of painting in the air by the teacher and children.
• 5. Explanation of the sequence of actions when painting with paints:
  • A) I take the brush correctly: with three fingers, above the iron belt;

B) I dip the brush into a jar of paint, remove the excess paint on the edge;

• C) with smooth movements, without pressing the brush to the paper to the end, I paint over the object, trying not to go beyond the sketch line;
• D) wash the brush in water;
• D) I dry it on a napkin;
• E) I put the brush on the stand.
• 6. Didactic exercises “Paint the sheet with a warm color”, “I will draw a cold wind”, “Paint over a cheerful clown”.
• 7. Acquaintance with TRIZ techniques (spraying, painting with a foam swab, molding).

Developing the creative abilities of children in the classroom of fine arts, the following rules must be observed:

• 1. the child must have maximum freedom to show initiative and the necessary physical and mental space for this;
• 2. the child should not have a lack of colored pencils, felt-tip pens and paper;
• 3. .the plot of the drawing should not be criticized, on the contrary, from time to time it is necessary to stimulate the child's drawing;
• 4. the drawings selected by the child himself should be hung somewhere in a convenient place in the group and the child should be asked to explain them;
• 5. you need to offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw.

The skills acquired by children from the first steps of acquaintance with visual activity are fixed as they grow up and gradually expand their ideas about the world, about life, about themselves - about everything that can be depicted and express their attitude to this.

At an older age, children get acquainted with wax crayons and watercolor techniques, with one of the types of sculpture - relief, with papier-mâché and gouache painting techniques. In drawing, they learn to convey movement, plasticity of objects, a generalized form.

In addition, children receive the first ideas about the most important laws of composition available for a given age, about the art of modern design and theatrical and decorative art.

In the preparatory group, children learn to work in mixed media (pencils and felt-tip pens, etc.), draw with ink. They get an idea about the tone, about the genre of the portrait and perform it using various techniques (volumetric from paper, sculptural from clay).

In addition to such work, children are engaged in cutting out various shapes (silhouettes) without a preliminary drawing. A fairly large place in the classroom is given to designing not only from cardboard and paper, but also from plastic materials.

An example of working with children involved in a circle in a lesson on the topic “Drawing Animals. Dolphin".

Algorithm for working with children in a drawing class.

• 1. At home, watch the program “Underwater Odyssey of the Cousteau team”, the cartoon “The Girl and the Dolphin”, illustrations depicting a dolphin in order to examine the dolphin in its natural habitat ( appearance, habits, movements, coloring, shape);
• 2. game exercise: convey the features of movements, habits of a dolphin to the music;
• 3. phased drawing of a dolphin;
• 4. acquaintance with different ways of depicting the same object (cartoon graphics, comics, the use of non-standard painting techniques);
• 5. creative work on the topic “Here are different dolphins looking at you with intelligent eyes”;

The peculiarity of creative works and tasks is that they are open in nature, that is, they have as many answers, solutions, as many children complete them. The role of the educator is not only to understand and make a variety of decisions, but also to show the children the legitimacy of these decisions and teach them to defend non-standard decisions.

In this chapter, the most precise basic concepts of abilities have been revealed. The conditions under which the most effective development of creative abilities in children of senior preschool age are considered and analyzed. In this we were helped by studies of foreign and domestic psychologists. The works that we tried to use in the next chapter in the most accurate assessment of the development of creative abilities in children of senior preschool age.

UDK 373.3.036

DEVELOPMENT OF CREATIVE ABILITIES OF JUNIOR SCHOOLCHILDREN IN ART ACTIVITIES

DEVELOPMENT OF CREATIVE ABILITIES OF PRIMARY SCHOOL CHILDREN IN ART

Zh. R. Nesterova

Zh. R. Nesterova

FGBOUVPO "Chuvash State Pedagogical University named after I.I. I. Ya. Yakovleva, Cheboksary

Annotation. The article is devoted to the study of the development of creative abilities of younger schoolchildren in visual activity. The author reveals pedagogical technologies that ensure the success of solving this problem.

abstract. The article is dedicated to the research of developing creativity in primary school children. The author reveals the pedagogical technologies which provide the successful solution for the problem.

Key words: creative abilities, visual activity, levels of creative development, components and criteria for the development of creative abilities, pedagogical technologies.

Keywords: creativity, art, levels of creative development, components and criteria of creative development, pedagogical technologies.

The relevance of the problem under study. The driving forces of humanity are creative individuals. Today, there is an urgent need for such individuals who are distinguished by non-standard thinking, able to find original solutions, boldly put forward unexpected ideas and hypotheses, able to quickly rebuild and adapt in a rapidly changing world. In this regard, the problem of the creative development of the younger generation becomes a priority in education, which entails the intensification of pedagogical searches both in science and in the practice of school education.

In science, both domestic and foreign, there are many definitions of the concept of "creativity". In the product of S. I. Ozhegov: “Creativity is the creation of new cultural and material values ​​according to the plan”. N. Rogers writes: “Creativity is the ability to discover new solutions to problems or discover new ways of expression; bringing something new to life for the individual. EI Yakovleva understands creativity as a person's realization of his own individuality.

In our opinion, the definition given by R. Guth is most applicable to children's fine art: “Creativity (the process of creativity) is a productive thought-

activity that brings a non-trivial (qualitatively new, non-obvious) result, because when a child draws, fantasizes, acquires new knowledge and skills, a qualitative transition is made from the already known to the new and a new product appears.

G. S. Altshuller, A. V. Assovskaya, R. Arnheim, V. A. Borzova, V. M. Voskoboinikov, L. S. Vygotsky, E. I. Ignatiev, A. G. Kovalev, A. I. Kopytin, I. E. Kokh, V. S. Kuzin, N. S. Leites, V. S. Mukhina, V. I. Strakhov and others. primary school age , , . At the same time, as the analysis of practice shows, many elementary school teachers experience certain difficulties in organizing the pedagogical process to develop the creative abilities of younger students in visual activity.

Thus, in the real pedagogical process there is a contradiction between the requirements of society for the level of development of schoolchildren and the lack of evidence-based recommendations for raising this level.

Taking into account this contradiction, the research problem was formulated: what are the pedagogical conditions that ensure the effective development of the creative abilities of younger students in visual activity?

The purpose of the study is the theoretical and experimental substantiation of the pedagogical conditions that ensure the effective development of the creative abilities of younger students in visual activity.

Achieving the goal involved solving the following tasks:

To reveal the essence of the concept of "development of the creative abilities of younger students in visual activity", to develop components and criteria, to characterize the levels of creative development of younger students;

Substantiate the pedagogical conditions that ensure the effective creative development of younger students in visual activity;

To carry out an experimental check of pedagogical conditions.

Material and methods of research. To solve the tasks set, a set of methods was used that complement each other:

Theoretical: comparative analysis and systematization of philosophical, psychological and pedagogical research on the problem under consideration, methodological educational literature on the research topic; comparison, modeling, classification;

Empirical: diagnostic (testing of younger schoolchildren, self-assessment, peer review), observational (observation - direct and indirect - of the activities of younger schoolchildren in visual arts classes; conversations with teachers, parents), experimental;

Methods of mathematical processing of the results of the experiment.

Experimental work was carried out on the basis of the Kanash children's art school. It was attended by 103 students aged 7-9 years.

Research results and discussion. Abilities are a vivid manifestation of the totality of the properties of any psychophysiological function. They give a qualitative description of its manifestation, which is facilitated by the emotional and volitional characteristics of a person. Creativity is the ability to bring something new into experience (F. Barron), the ability to generate original ideas in the conditions of solving and posing new problems (M. Wallach), the ability to abandon stereotypical

the ways of thinking (J. Gilford). Creative abilities are divided into general and special. Special abilities are manifested in a certain field of activity (theatrical, literary, musical, visual, etc.). At the same time, innate inclinations are of great importance for the development of special abilities. General creative abilities include the ability for variability and improvisation in solving problems and problem situations in non-standard conditions.

Comparative analysis and systematization of research on the problem under consideration allow us to identify a close relationship between creativity and such components as:

Creativity and talent, talent, genius (V. M. Bekhterev, N. S. Leites, V. M. Teplov, D. V. Libin, S. L. Rubinshtein): giftedness as a general natural prerequisite for creativity; talent as an actualization of special abilities; genius as a unique form of self-expression and self-realization;

Creativity and intelligence (H. Gardner, J. Gilford, M. Eysenck, L. I. Larionova): intelligence as the ability to perceive and create visual-spatial compositions, manipulate objects in the mind;

Creativity and creativity (C. Rogers, T. A. Barysheva, Yu. A. Zhigalov, F. Barron): creativity as the ability to generate unusual ideas, find original solutions, deviate from traditional patterns of thinking;

Creativity and imagination (A. V. Petrovsky, V. V. Davydov, A. N. Leontiev, L. B. Ermolaeva-Tomilina): imagination as a transformation of ideas;

Creativity and intuition (A. T. Fattakhova, Yu. A. Zhigalov, T. A. Barysheva): intuition as a mechanism of the creative process.

Conclusions arising from our study of the specifics of visual activity:

1. Fine art ensures the unity of the processes of perception, imagination and mental activity.

2. In visual activity, the integrity of logical and figurative thinking is manifested and the transition from concrete to conceptual thinking is carried out.

3. The symbolic and graphic expression of the drawing makes it possible to express a preconscious feeling of reality.

4. In the drawing, thinking manifests itself as concretely sensual.

5. Visual activity is a game activity that provides social communication.

6. Drawings made by younger students can be used to analyze the results of the development of creative abilities in visual activity.

In the development of creative abilities, an important place belongs to pedagogical technologies. The technology for the development of creative abilities in visual activity involves a theoretically substantiated practical implementation of the following interrelated, flowing in unity components: goal-setting, content, procedural-methodological and diagnostic-effective.

In our study, the following concepts became the theoretical foundations for constructing an experimental model of technology for developing the creative abilities of younger schoolchildren in the conditions of visual activity:

Personally oriented pedagogical process (E. V. Bondarevskaya, E. S. Belova, A. A. Verbitsky, E. A. Golubeva, V. V. Serikov, I. P. Ishchenko, I. A. Kolesnikov, L. G Vyatkin, G. I. Zhelezvskaya, E. A. Wenger, N. V. Vysotskaya);

Activity approach in the development of creative abilities (L. S. Vygotsky, D. B. Bogoyavlenskaya, A. N. Leontiev);

The idea of ​​giftedness and creative abilities (Yu. D. Babaeva, D. Gilford, N. S. Leites, Ya. A. Ponomarev, A. M. Matyushkin, P. Torrens, T. M. Maryutina);

The specifics of the visual activity of the child (V. M. Voskoboinikov, R. Arnheim, N. M. Georgiev, E. I. Banzelyuk, L. S. Vygotsky, E. I. Ignatiev, G. A. Golitsyn, V. S. Kuzin, A. I. Kopytin, V. S. Mukhina, V. M. Petrov, V. I. Strakhov, P. T. Tyurin).

The basic component in the technology of developing the creative abilities of younger schoolchildren in visual activity is the goal-setting component, which provides for a number of tasks: socio-psychological, pedagogical, and methodological.

Socio-psychological tasks are associated with the creation of favorable conditions for the development of students' creative abilities, taking into account their individual psychological characteristics.

Pedagogical tasks are aimed at the development of creative abilities in the course of the educational process. Methodological tasks are aimed at using a complex of forms, methods, teaching aids in the formation of creative abilities of younger students.

The development of creative abilities of younger schoolchildren in the conditions of visual activity was realized by solving the following tasks:

Studying the program material of elementary school in conjunction with the development of figurative representation and emotional and sensory experience of a younger student;

Development of cognitive activity, thinking, personal and psychological characteristics of children;

Providing optimal conditions for the development of positive interpersonal relationships, communicative qualities and the child's ability to reflect.

The content component is based on knowledge about the essence, regularities, structure and features of the development of creative abilities in visual activity, which determine the direction of the pedagogical process as a whole. This is a set of certain knowledge, both programmatic and special; creative-cognitive and creative-volitional qualities that make up the structure of creative abilities, as well as various types of activities of a theoretical, practical and creative nature.

The substantive component of our study includes the development of a training program for the artistic and aesthetic studio "Rainbow" and methodological recommendations for their implementation. The program includes 32 topics. We list some of them: "The Fairy World of Art", "Visiting the Princess of the Rainbow", "Uncolored Kingdom", "The Kingdom of Warm and Cold Colors", "Autumn Gifts", "First Snow", "Patterns on Glass", "Family snowmen", "Winter landscape", "New Year's toys", etc.

Here is a summary of one of the lessons.

Theme: "Non-colored kingdom". Achromatic colors (black, gray, white) and mixtures of these colors with primary and secondary. Obtaining voiced and deaf colors. We study how the tone of colors changes under the influence of these colors. We continue to learn to write with paints, study the method of pouring color into color, learn to draw and use shades of primary and secondary colors.

We perform exercises - we depict various states of nature (the sky on cloudy and sunny days, a calm and stormy sea).

The system of classes is built taking into account the principles of accessibility, consistency and consistency in the formation of knowledge, skills and abilities; the principle of local lore, the principle of connection of all types of arts, the connection of seasonal changes in nature, social events, customs, traditions.

The purpose of the classes: the formation of fine art skills in children of primary school age; perception of fine arts; development of artistic abilities in children.

The main focus is on painting with paints. This type of lesson develops in younger students the visual perception of color, composition, spatial thinking, fantasy, imagination; forms the practical skills of artistic activity (elementary basics of drawing, color science) and the ability to imaginatively embody the idea in creative work.

Achieving the goal is provided by the procedural and methodological component, which involves the interaction of certain methods and techniques.

Classes in fine arts were of a group nature, carried out as part of the lesson, performed as homework; problem-based learning, brainstorming, ICT technologies and multimedia tools were used.

During the group lesson in visual activity, pedagogical situations were used that develop thinking, positive self-esteem, an active aesthetic attitude to the surrounding life and art, emotional responsiveness to beauty, and reflection. When performing the work, imagination techniques were used: agglutination, combination, synectics, accentuation, hyperbolization, specific generalization.

Practical lessons were arranged in an entertaining way. Imitation games, reading and discussion of works of art, discussions, examples of expressing one's emotional state in a drawing acted as the main methods and techniques.

The diagnostic-effective component included diagnostic procedures that make it possible to identify the criteria and levels of children's creative development and to determine the pedagogical technology for the development of creative abilities in visual activity as a holistic process.

The assessment of indicators of the development of children's creative abilities was carried out using the following criteria:

Fluency - the number of ideas that arise per unit of time;

Flexibility - the ability to produce a variety of ideas;

Originality - the ability to generate ideas that differ from those generally accepted;

Elaboration - the ability to improve the object by detailing;

Logical thinking - the ability to analyze, generalize, establish generic relationships;

Visual thinking - the ability to visualize the content of concepts through visual activity;

Communicativeness - the ability to express one's thoughts, skills of verbal and non-verbal communication.

These criteria at the initial stage of the study made it possible to identify groups of students according to the level of development of creative abilities.

A low level is characterized by the lack of a holistic perception of the world around the child. In real life, this is demonstrated by the inability to distinguish the properties of surrounding phenomena, objects, the inability to generalize, conduct search activities and draw analogies.

Pupils referred to the average level of development of creative abilities were distinguished by the ability to analyze, the manifestation of independence in choosing objects for the image, the ability to see new features in the object. Describing their work, students could combine the meaning of a number of objects depicted in the figure, trace their relationship, which, however, was obvious and relied on the visible signs of the depicted objects.

The students, classified by us as a high level, were characterized by the ability to use a variety of objects, depict an action, the ability to holistically perceive the surrounding reality, and reflect a high level of generalizations in their works. Schoolchildren with a high level of development of creative abilities were distinguished by initiative, ingenuity, the adequacy of self-esteem, the ability to self-organize, the ability to cooperate, and high performance.

The developed criteria for assessing the level of creative development of younger students in visual activity allowed us to implement an individually differentiated approach to students in the process of developing their creative abilities.

The experimental work was aimed at introducing the author's program of classes in the artistic and aesthetic studio "Rainbow", designed to develop the creative abilities of younger students.

The subject of the development of artistic abilities includes the following areas: graphic development; development of color perception; development of a sense of rhythm; development of fine motor skills; learning from nature.

To accomplish the tasks set, the program provides for 4 main types of classes: painting, arts and crafts, composition, sculpture. The main types of classes are interconnected, complement each other and are conducted taking into account the peculiarities of the seasons and holidays loved by children. This program assumes:

Thematic approach to planning educational material, all topics of classes are subject to the general theme of the quarter and take into account the interests of children and their age characteristics;

The system of educational and creative knowledge based on familiarization with the world of fine arts and folk arts and crafts;

The focus of the content of the program is on the development of the creative abilities of younger students in visual activity, their aesthetic attitude to the world around them, household items, nature, the ability to create beauty around them.

When implementing the diagnostic-effective component, the system of criteria for assessing the level of creative development of the abilities of younger schoolchildren in visual activity (low, medium and high levels) developed by us was correlated with the results of observations (Table 1) .

Table 1

Levels of development of creative abilities of younger students

Groups Number of subjects by levels at the initial and final stages of the study (before/after)

Low Medium High

Before After Before After Before After

Experimental group (55 people) 25 14 27 36 3 5

Control group (48 people) 22 20 25 27 1 1

It can be seen from the results of the table that if at the initial stage of the formative experiment an approximately equal number of children showed low and medium levels of development of creative abilities, 3 people from the experimental group and 1 person from the control group showed a high level, then at the final stage of the formative experiment the number of children assigned to a low level of development of creative abilities, decreased in both groups due to an increase in the number of children referred to the average level: from 27 to 36 - in the experimental group, from 25 to 27 - in the control group. A high level was shown by 5 people from the experimental group and 1 person from the control group.

Summary. As the study showed, the development of creative abilities in younger students is successful when the following pedagogical conditions are implemented:

Organization of the educational process based on the implemented author's program "Rainbow";

Organization of an individually differentiated approach to students in the process of developing their creative abilities;

The use of innovative methods in teaching: problem-based learning, brainstorming, computer technologies and multimedia tools, new materials, tools and work techniques.

LITERATURE

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Development of children's creative abilities

means of visual activity.

The formation of a creative personality begins at preschool age. Ignoring or formal approach to creativity in early childhood is fraught with irreparable losses in personality development in subsequent years. Preschool age is the best time for the development of imaginative thinking, imagination, mental processes that form the basis of creative activity. Therefore, the education of creative abilities is one of the main tasks of preschool pedagogy.

Creativity is a mental process of creating new values. A number of modern psychological and pedagogical studies are aimed at revealing the characteristics of creative abilities, which turned out to be universal and the same for children and adults. Creative abilities include realism of the imagination, the ability to see the whole before the parts, the ability to experiment.

Great potential for the disclosure of children's creativity lies in the visual activity of preschoolers. In preschoolers, creativity is at an early stage of development. But the attitude towards artistic creativity is often identified with productivity and is evaluated by the product - the drawing. Thus, an unjustified judgment is made about the creative potential of the child, i.e., creative abilities are equated with artistic ones. Which, in turn, leads to the fact that already in kindergarten, visual activity is referred to as highly specific.

The main value of a child lies not in the knowledge that he acquires, but in the uniqueness that he embodies. The development of the individuality of each child, regardless of artistic abilities, is the main way to develop creativity in visual activity. Taking into account individual differences, identifying lagging behind or gifted children, creating favorable conditions for development, the teacher creates conditions for the creative growth of all children without exception.

The main principle of my classes is an individual approach and stimulation of interest. Classes with the older group are given in the traditional form, using modern teaching technologies (project method, case technology, TRIZ, etc.), and with the younger group in the form of a game. These classes enable the teacher to maintain the active interest of the children in creativity throughout the school year.

I developed and tested the program "Children's Design"

Design classes include the study of the necessary theoretical information to perform practical tasks. The content of theoretical information is consistent with the nature of practical work on each topic. No more than 30% of the total amount of time is allocated to the theoretical part. The rest of the time is devoted to practical work. The theory is presented in the form of a conversation, accompanied by a demonstration of working methods, drawings and photographs, and answers to students' questions.

To achieve this goal, I have identified the following tasks:

1. Encourage a non-standard vision of the world around; personal position, both in the perception of works of art, and in the process of creativity.

2. Develop fantasy, imagination; observation, the ability to see the characteristic aesthetic features of surrounding objects, to compare.

3. Teach various design techniques.

4. Form the prerequisites for search activities.

5. To form the ability to independently analyze the results.

6. Cultivate an aesthetic attitude to the environment.

I use design elements in almost all types of productive activities (drawing, modeling, application, design), because at this age the child is most sensitive to creativity, self-expression of his "I". The created images, made by children in different materials, are distinguished by individuality, expressiveness, and emotionality. After all, speaking of a child designer, we do not mean a child artist, but we are talking about an unusual look at ordinary things. Design is beauty and convenience. I do not impose “correct” models on children, but I give every child the opportunity to fantasize, actively, independently express themselves and experience the joy of creative creation.

In childhood, artistic ideas are stable and the child is able to take on any role of "artist", "sculptor", "designer". He is able to motivate the choice of material to convey the mood, emotional attitude to the world around.

The figurative and expressive means of design are:

dot; texture; volume; line; color; proportions; texture; form;

weight; space. Creating a new thing is a complex creative

a process in which various specialists participate: scientists,

engineers and designers. The role of the designer is very important. He conceives the thing, not only the form, but also the nature of use. The designer must have a broad outlook, a great culture, he

a sense of history is necessary, he must understand modern

technologies. What does form depend on? (From the function of the objects they perform). For example, a spoon should be comfortable to eat with. She

should not only be proportionate to the hand and mouth of a person, but also be

beautiful. If any thing created by a designer was comfortable, beautiful or pleasant, then they say good design.

Such an assessment can equally apply to a car, furniture, ship, toys, etc., as well as to interior design.

Designer – design person. This is an artist - a designer who designs objects. Designers are knowledgeable people who are able to come up with new forms of things and premises, objects. To become a designer, you need to count well, draw well, but the most important thing is to be able to observe very carefully what and how people do. After all, you have to guess what will be convenient for a person, and what will begin to embarrass him.

It is difficult for children of 5-10 years of age to immediately realize all this, therefore this technique, intended for teaching the ART studio, is designed for students who have little knowledge and are completely unaware of the subject as such.

The specifics of my work is that students 5-6 years old (younger group) and 7-10 years old (older group) need a different approach.

In the fifth - sixth year of life, the artistic perception and creative abilities of children are intensively developed, the desire for independent creativity increases, an evaluative attitude towards the environment is formed, therefore this particular age is very favorable for design activities. Children are already more coordinated can perform common work, and more qualitatively - individual. And if the above conditions are met, very good results will be achieved.

Classes with children of 5-6 years old make it possible to involve them in observing reality, to develop the most important skills for artistic creativity, to see the world through the eyes of an artist, to form observation and attentiveness, to provide freedom in reflecting - using artistic means accessible to the child - their vision of the world.

Purpose of activities for toddlers: to develop cognitive, constructive, creative and artistic abilities through teaching children the elements of design.

To achieve this goal, the following tasks:

Teaching children the elements of design activity.

Development of aesthetic perception of the world, nature, artistic creativity of adults and children;

Development of the imagination of children, supporting the manifestations of their imagination, courage in presenting their own ideas;

Formation of children's skills in working with a variety of materials.

Society's need for a new type of personality - creatively active and free-thinking - is constantly increasing as the socio-economic and cultural conditions of our life improve.

This need can be realized through design classes at the age of 5-10 years.

The introduction of this activity into the life of young children contributes to the development of all aspects of the child's personality, including the development of artistic creativity.

Design classes confirm that children of 5-10 years old, having experience in fine arts, become good designers, and show excellent results in competitions for young designers.

As a result of this activity, artistic creativity increases.

In live communication with art, they learn to create and use arrangements from natural and artificial materials in the design of clothes and rooms, create souvenirs and gifts for friends and family.

Dobrodeeva Anastasia 12 years old, Alishunin Dima, 7 years old

Environment design. Car design.

The development of creativity should begin in childhood.

Some believe that the imagination of children is more developed than that of adults. But it's not. After all, children still have little knowledge and experience, so the source material from which they create images is much poorer than that of adults, and the combinations of created images are also less diverse.

My goal is: Development of creative abilities of preschoolers through the use of traditional and non-traditional techniques of productive artistic activity. Development of creative abilities of preschoolers through the use of traditional and non-traditional techniques of productive artistic activity.

Teach children to find non-standard solutions to any problem;

Work out tasks that require children to have a sufficient or high level of creative imagination;

To create working conditions in a group in which children themselves strive to create individual creative works.

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Municipal Autonomous Preschool Educational Institution Kindergarten "Smile" of a general developmental type with priority activities for the physical development of children in the village of Bizhbulyak, Bizhbulyaksky District of the Republic of Bashkortostan

Generalization of experience on the topic:

"Development of children's creative abilities in visual activity in accordance with the Federal State Educational Standard"

Prepared by:

Teacher MADOU kindergarten "Smile" village

Bizhbulyak

I qualification category

I.B. Klyushnikova

With. Bizhbulyak, 2015

“Creativity cannot be taught, but this does not mean at all

What can not help the educator

its formation and manifestation” L.S. Vygotsky.

The development of the creative abilities of preschoolers is given particular importance in the context of the standardization of preschool education. The most effective means for the development of creative thinking and imagination of children is a productive activity that contributes to:

Development of the ability to think outside the box;

Readiness for creative activity;

The ability to create creative products of their own activities;

Formation of an aesthetic attitude to the world.

The novelty of the experience lies in the rethinking of the target and content guidelines for the artistic and aesthetic development of younger preschoolers through:

Use along with traditional methods of non-traditional methods of productive artistic activity;

Interrelations directly educational with independent and joint activity of children with the teacher;

Interactions with parents as active participants in the educational process.

Creativity is not a new subject of research, it has always attracted the attention of scientists and practitioners, however, the problem remains one of the most undeveloped.

My work is based on the following principles:

Development of interests, creativity and creative abilities of children;

Creating a situation of success, increasing the self-esteem of pupils;

Stimulate the emergence of benevolent relationships in the group.

Therefore, in my work, I set the following goals and objectives.

Purpose: Development of creative abilities of preschoolers through the use of traditional and non-traditional techniques of productive artistic activity.

Tasks:

Teach children to find non-standard solutions to any problem;

Work out tasks that require children to have a sufficient or high level of creative imagination;

To create working conditions in a group in which children themselves strive to create individual creative works.

The development of creativity should begin in childhood.

Some believe that the imagination of children is more developed than that of adults. But it's not. After all, children still have little knowledge and experience, so the source material from which they create images is much poorer than that of adults, and the combinations of created images are also less diverse. However, if we compare the role of imagination in childhood and adulthood, then, of course, in the life of a child, imagination manifests itself much more often and allows a much easier violation of reality than in an adult.

One of the priority tasks of the modern education system is the formation of a creative, bold and free-thinking person with a high culture, broad and deep, constantly updated and developing knowledge. Thinking, creativity, personal qualities are recognized as the necessary parameters of development. At the same time, the creative potential of the individual is not formed by itself, spontaneously; its development should be permanent and begin from the first days of a child's life.

The following factors influence the development of creativity:

Heredity;

Specially organized training;

The child's own activity, his pleasure and joy from mental activity;

The surrounding society (parents, teachers, children).

In order for children to form a holistic picture of the world, it is necessary to create this picture gradually, starting from kindergarten.

Children are gifted in all kinds of art, but they received the strongest recognition in art, and it is not surprising, because the product of their activity - drawings can be stored, exhibited, studied, as evidence of the talent of a small author. In the classroom, we develop the activity and independence of children. We help them remember what they saw interesting things around, what they liked, teach them to compare objects, activating the experience of the guys, that they already drew something similar, sculpted it, as they did. It is important to remember that all types of visual activity should be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles and songs.

Being engaged in artistic and practical activities with children, introducing them to works of art, not only the tasks of artistic upbringing and education are solved, but also more global ones - the intellectual and creative potential of the child develops. Knowledge of the world, comprehension of phenomena in the process of active artistic and creative activity, feasible for preschool children, is one of the central tasks of the development of children in visual activity. In this regard, the main task of an adult is to create conditions and help form a holistic and multifaceted idea of ​​the world around the child in the process of working on artistic images by means of fine arts. Thus, there is a need to find new approaches to the organization of the pedagogical process that ensure the success of the development and education of children.

First of all, it is:

1. Creation of an optimal object-spatial environment, including various components of the artistic and creative complex of the child's development, which will:

1.1. Contribute to the enrichment of the child with a wide range of aesthetic impressions.

1.3. Cause a desire to experiment with various art materials, thereby creating the basis for a variety of different types children's activities in a single cultural space.

2. Creation of a system of creative tasks for preschoolers on visual activity in a children's preschool organization, activating creative imagination, thinking, artistic and creative abilities, etc.

3. Providing maximum freedom for creativity and initiative. Broad approach to problem solving. Careful attitude to the process and the result of the child's activity.

4. The use of games and game exercises for the development of empathy in working with children, which is very important when creating an artistic image.

5. Using in work with children the principle of integrating activities of different content, different types of arts, which is relevant and organic in the direction of the intellectual, artistic and creative development of the child's personality.

Great importance has an aesthetic design of the group, the selection of materials for classes, visual aids, paintings, toys, since the emotional well-being of children in the process of classes affects the final result.

This approach allows you to cover the educational process as a whole. And the teacher is given ample opportunities to create favorable pedagogical conditions that ensure the effectiveness of the development of the personality of a preschooler, taking into account his individual characteristics; helps to form the skills to be mobilely included in the search, to assign new ways of action, to understand the given pedagogical situation, to go beyond it, creatively varying and predicting the result.

It follows that the main task of the kindergarten is to help the child develop as a unique being, showing his creative potential, while choosing the best activities. Therefore, the purposeful implementation of trends in the development of the system of support and accompaniment of talented children plays an important role in unlocking their creative potential.

A full-fledged life of a child in every day: a comfortable stay in society, joint activities, and creative achievements - this triad of child development makes it correspond to the World of Childhood.

To develop the creative abilities of preschoolers, it is necessary:

Create conditions: prepare the necessary materials for creativity and find time to play with them;

Arouse the desire in the child to take the initiative, develop interest in the world around him;

Be patient with unexpected ideas and solutions;

Support the child when he is in the process of creative search;

Show interest in collaborative productive activities and experimentation with art materials;

Show sympathy for the child's attempts to express their impressions in productive activities and the desire to make it understandable to others.

I want to bring to your attention creative coloring.

An important distinguishing feature of the new generation of coloring pages is plot and interactivity. The child is no longer a passive figure with a pencil in his hand. Now he is a brave discoverer, participant or storyteller, creator of his own fantasy world.

The author addresses him from every coloring page with a question or a tempting offer: "Draw beetles and snails hiding in the foliage", "Find which pie has no match", "Turn the trees into colorful buttons", etc.

Thus, coloring not only engages the child in the fun world of cartoon stories, but guides him and helps develop his creativity. Often the drawings in them are unfinished, the stories break off at the most interesting place, forcing the child's fantasy to work.

Coloring pages of the new generation are not only pictures that need to be painted, but entire collections of tasks, games and entertainment that can keep a child busy for a long time.

The plots and themes of the coloring books have changed. Increasingly, they are devoted not to abstract scenes, but to actual stories and plots.

For example:

• "Doodle-Doodle" (author Nikalas Catlow) (9 issues) is a powerful impetus to the development of creative abilities, abstract and spatial thinking, a sense of color and freedom of expression in a child.
• "Reader-drawing. A fun fairy tale for everyone to see" (author Alexander Golubev)

The book presents a variety of tasks: find the differences, go through the maze, finish the missing details, fit new images into the background.

Fairy tales are loved by all children: both big and small. Even if you are two years old or a hundred.

When you read a fairy tale, all its characters come to life. Some of them ended up in this book. They brought the most interesting tasks from their fairy tales - you will have to remember the fairy tale or even read it again. Children on the pages will meet with their favorite fairy tales, perhaps they will take a fresh look at already known heroes. This book will be of interest to children who already know how to draw on their own, create whole images.

Conclusion: Purposeful productive artistic and creative activity contributes to the development of creative abilities of younger preschoolers. The use of non-traditional methods of artistic activity along with traditional ones stimulates creative activity, thinking, imagination, "immerse" the child in an atmosphere of creativity.

The role of the teacher, firstly, is to form the ability to “Look and See, Feel, Learn, Create”, equip children with skills (what can be done, from what, with what materials and equipment);

secondly, involve parents in active joint activities. Only in this way the child will have a desire to show creativity in independent productive activities.

Today I want to tell you about the amazing Taro Gomi albums for developing creativity in children. They are called so - albums for the development of creativity. Age category 3+.

Taro Gomi is a Japanese illustrator and children's writer. For more than 20 years, children around the world have been learning to draw and developing their creativity through his albums.

What are Creativity Scrapbooks?

Tarot Gomi albums are not just coloring books. This is a collection of amazing stories that a child will come up with and portray.

In an ordinary sketchbook, a blank white sheet lies in front of the child. What to draw? How to draw?

Same with coloring pages. They very quickly annoy the child, because, in addition to choosing a color (and even that is sometimes already predetermined), there is nowhere to show imagination.

Each page of the album for the development of creativity is a new story. The kid will be asked to continue it and draw. That's where there is a fantasy run wild! Who flies in a hot air balloon? What is on the plate? What will not go into the vacuum cleaner?

The album page consists of 3 parts:

• exercise
• coloring
• place for free drawing

Why are albums so popular?

Not only the idea of ​​combining a sketchbook and a coloring book made Taro Gomi's albums popular.

The feature of these albums is illustrations, namely, an unusual style of drawing. Coloring pages are somewhat similar to scribbles, but that is why children like them.

There are no clear lines, contours, drawing familiar to us, adults, here.

Older children often worry that they can’t draw beautifully, kids don’t always paint neatly, they “leave” the contour. The illustrations in the album look like children's drawings, and therefore children are not afraid to draw. They can draw as they know how, and not as required by the sample.

There are three albums in the series:

• All sorts of goodies
• Animals
• Stories.

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Slides captions:

Generalization of work experience on the topic: "Development of children's creative abilities in visual activity in accordance with the Federal State Educational Standard" Prepared by: Teacher of the MADOU kindergarten "Smile" in the village of Bizhbulyak, I qualification category I.B. Klyushnikova

“It is impossible to teach creativity, but this does not mean at all that the educator cannot contribute to its formation and manifestation” L.S. Vygotsky.

Principles: - development of interests, creativity and creative abilities of children; - creating a situation of success, increasing the self-esteem of pupils; - Stimulate the emergence of benevolent relationships in the group.

Purpose: Development of creative abilities of preschoolers through the use of traditional and non-traditional techniques of productive artistic activity.

Tasks: - to teach children to find non-standard solutions to any problem; - work out tasks that require children to have a sufficient or high level of creative imagination; - to create working conditions in a group in which children themselves strive to create individual creative works.

Approaches in the organization of the pedagogical process that ensure the success of the development and education of children 1. Creation of an optimal subject-spatial environment, including various components of the artistic and creative complex of the child's development, which will: 1.1. Contribute to the enrichment of the child with a wide range of aesthetic impressions. 1.2. Guide their creativity. 1.3. Cause a desire to experiment with various artistic materials, thereby creating the basis for a variety of children's activities in a single cultural space.

Approaches in the organization of the pedagogical process that ensure the success of the development and education of children 2. Creation of a system of creative tasks for preschoolers in visual activities in a preschool organization that activates creative imagination, thinking, artistic and creative abilities, etc. 3. Providing maximum freedom for creativity and initiative. Broad approach to problem solving. Careful attitude to the process and the result of the child's activity. 4. The use of games and game exercises for the development of empathy in working with children, which is very important when creating an artistic image. 5. Using in work with children the principle of integrating activities of different content, different types of arts, which is relevant and organic in the direction of the intellectual, artistic and creative development of the child's personality.

Albums Taro Gomi for the development of creativity.

Albums Taro Gomi for the development of creativity

Creative coloring pages

Creative coloring pages

Creative coloring pages

Creative coloring pages

Creative coloring pages

Conclusion: Purposeful productive artistic and creative activity contributes to the development of creative abilities of younger preschoolers. The use of non-traditional methods of artistic activity along with traditional ones stimulates creative activity, thinking, imagination, "immerse" the child in an atmosphere of creativity. The role of the teacher, firstly, is to form the ability to “Look and See, Feel, Learn, Create”, equip children with skills (what can be done, from what, with what materials and equipment); secondly, involve parents in active joint activities. Only in this way the child will have a desire to show creativity in independent productive activities.

Thank you for your attention!

TABLE OF CONTENTS
Introduction
1. Theoretical foundations for the development of visual activity of children of senior preschool age
1.1. The concept of visual activity of children of senior preschool age
1.2. Features of the development of visual activity of children of senior preschool age
1.3. Conditions for the development of visual activity of children of senior preschool age
2. Features of the development of creative abilities of children of senior preschool age in visual activity
2.1. The concept of creative abilities of children of senior preschool age
2.2. The value of creative abilities in the development of children of senior preschool age
2.3. Conditions for the development of creative abilities of children of senior preschool age
2.4. Features of work on the development of creative abilities with older preschoolers in fine arts
Conclusion
Bibliography

INTRODUCTION
One of the important tasks in the field of education is the aesthetic education of children, the creation of conditions for the manifestation of the creative abilities of each child. From an early age, a child should develop a sense of beauty, high aesthetic tastes, the ability to understand and appreciate works of art, the beauty and richness of folk crafts. This contributes to the formation of a spiritually rich harmonious development of the individual. The development of creative abilities in children is a complex and lengthy process, children get their first artistic impressions, become familiar with art, and master various types of artistic activities.
Visual activity, including drawing, modeling, and appliqué, is of great importance for the comprehensive development of preschool children. The interest in visual activity that arose during this age period, supported by adults (parents, teachers), can successfully develop in the subsequent years of preschool childhood. As studies conducted under the guidance of the famous scientist V. I. Slobodchikov in the early 1990s showed, drawing contributes to the formation of figurative representations in preschoolers, which are an important psychological basis for mastering the ability to learn. It is at this age that children develop the ability to visual activity.
Foreign scientists (B. Jefferson, E. Cramer, V. Lounfeld, W. Lambert) also note the importance of visual activity, visual creativity of children in the upbringing and development of various aspects of the personality. This is how V. Lounfeld (USA) calls fine art an intellectual activity, also pointing out its important role in the emotional development of a child. In recent years, more and more attention has been paid to the development of aesthetic and emotional perception of art, which gradually turn into aesthetic feelings, contribute to the formation of an aesthetic attitude to reality. The use of various types of art in the aesthetic development of a child provides an opportunity for personal development, activates the creative process, deepens emotions, develops feelings, intelligence (S.M. Vainerman, A.A. Gribovskaya, T.N. Doronova, A.V. Dubrovskaya, O. P. Karachunskaya, T. S. Komarova, O. A. Lebedeva).
Preschool age is most favorable for improving the work of the senses, the accumulation of information about the qualitative diversity of the world around. The sooner we develop the emotional-sensory world of the child, the brighter he himself and the products of his creativity will be. One of the main features is that the development of children's creativity is considered in the relationship between training and education. Much attention is paid to the development of children's independence, providing ample opportunities for expressing their own ideas and reflecting personal experience. The formation of children's creativity is impossible without the development of children's perception, enrichment of their ideas about the environment, development of imagination. Creativity is an integral activity of the individual, necessary for every modern person and the person of the future. And it is possible and necessary to begin its formation in the preschool period.
The relevance of this topic is that the formation of a creative personality is one of the most important tasks of modern education. The transformations taking place in society give rise to new requirements in education. One of them is the development of creative abilities in children of senior preschool age.
So, the object of our study is the visual activity of preschool children.
The subject is the creative abilities of preschool children in the process of visual activity.
The purpose of our study: to reveal the features of the development of creative abilities of preschool children in visual activity.
Tasks:
1. Study the theoretical and methodological literature on the research topic;
2. Describe the features of the development of visual activity of preschool children.
3. To identify the features of the development of creative abilities in the visual activity of preschool children
Research methods: literature analysis, analysis of the conceptual and terminological system, generalization, comparison, opposition, pedagogical observation.
The structure of the work: the work consists of an introduction, two chapters, conclusion. In the introduction, the relevance of the problem is substantiated, the theoretical significance of the study is determined, the object, subject, tasks, purpose of the work are formed.
The first chapter reveals the theoretical foundations for the development of visual activity of children of senior preschool age.
The second chapter is devoted to the study of the features of the development of creative abilities of children of senior preschool age in visual activity.
The work is presented on 33 pages of computer layout, written using 15 literary sources.

1. THEORETICAL FOUNDATIONS OF ART ACTIVITY OF CHILDREN OF THE OLDER PRESCHOOL AGE
1.1. The concept of visual activity of children of senior preschool age
Visual activity is the most important means of aesthetic education. In the process of drawing, modeling, designing, application, favorable conditions are created for the psycho-emotional development of pupils, a positive perception of art, which contributes to the formation of an aesthetic attitude to reality. Visual activity is a creative activity, aimed not only at reflecting the impressions received in life, but also at expressing one's attitude to the depicted.
Visual activity is a specific figurative knowledge of reality. And like any cognitive activity, it is of great importance for the mental education of children. Mastering the ability to depict is impossible without the development of purposeful visual perception - observation. In order to draw, sculpt any object, you first need to get to know it well, remember its shape, size, design, color, arrangement of parts. For the mental development of children, it is of great importance to gradually expand the stock of knowledge based on ideas about the diversity of forms of the spatial arrangement of objects in the world around them, various sizes, and a variety of shades of colors. When organizing the perception of objects and phenomena, it is important to draw children's attention to the variability of shapes, sizes (child and adult), colors (plants at different times of the year), different spatial arrangement of objects and parts (a bird sits, flies, pecks grains, a fish swims in different directions etc.). Learning visual activity is impossible without the formation of such mental operations as analysis, comparison, synthesis, generalization. The faculty of analysis develops from a more general and coarse discrimination to a more subtle one. Knowledge of objects and their properties, acquired in an effective way, is fixed in the mind.
In the classroom for visual activity, children's speech develops: the assimilation and name of shapes, colors and their shades, spatial designations contributes to the enrichment of the dictionary; statements in the process of observing objects, when examining objects, buildings, as well as when looking at illustrations, reproductions from paintings by artists, have a positive effect on expanding vocabulary and forming coherent speech. As psychologists point out, for the implementation of various types of activities, the mental development of children, those qualities, skills, abilities that they acquire in the process of drawing, application and design are of great importance. Visual activity is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space. Children define and name these properties, compare objects, find similarities and differences, that is, perform mental actions. In the process of visual activity, mental and physical activity are combined. To create a drawing, it is necessary to make efforts, to carry out labor actions, to master certain skills. The visual activity of preschoolers teaches them to overcome difficulties, to show labor efforts, to master labor skills. At first, children have an interest in the movement of a pencil or brush, in the traces they leave on paper; gradually new motives of creativity appear - the desire to get a result, to create a certain image. Preschoolers acquire many practical skills that will later be needed to perform a wide variety of jobs, acquire manual skills that will allow them to feel independent. The development of labor skills and abilities is associated with the development of such volitional qualities of a person as attention, perseverance, endurance. Children are taught the ability to work, to achieve the desired result. The participation of children in preparing for classes and cleaning jobs contributes to the formation of diligence and self-service skills.
According to L.A. Wenger in each type of activity there is an indicative and performing part and, accordingly, indicative and performing actions; indicative actions - this is an assessment of the problem that has arisen, the study of the conditions for its solution, correlation with one's capabilities, with known methods of solution, the choice of a method of implementation; performing actions - performing actions and achieving results. Knowledge, skills and abilities relate to the performing part of the activity, whether it is a practical or cognitive activity. The tasks of orienting actions are not independent, but they are subordinated to the solution of more general cognitive or practical tasks. When performing actions are formed, indicative ones are curtailed. When it is necessary to master new actions, the speed and quality of mastering depend on the nature of the orientation in the task.
G.V. Labunskaya and N.P. Sakulina believe that the process of creating an image consists of two parts: the formation of a visual representation and its reproduction. According to N.P. Sakulina, the first part of the activity is called indicative, and the second - performing. Different in character, they require from a person the manifestation of various qualities (properties) of the personality.
In the study by Yu.A. Poluyanov, the following periods of development of pictorial activity were identified, covering the entire period of childhood: the pre-pictorial period (or the stage of "doodles"), and the pictorial period: the stage of shapeless images, the stage of pictorial schemes, the stage of plausible images, the stage of correct (or realistic ) images. At preschool age, one can observe the development of pictorial activity from the pre-pictorial stage to the stage of plausible images, which does not apply to preschool childhood, but is observed in some cases.
In preschool institutions, the types of visual activity are:
1. Drawing- one of the favorite activities of children, giving great scope for the manifestation of their creative activity. Drawing is a type of visual activity, the main purpose of which is a figurative reflection of reality. Drawing is one of the most interesting for preschool children: it deeply excites the child, causes positive emotions.
2. Modeling- is a kind of sculpture, the originality of modeling lies in the three-dimensional way of depicting. Modeling is necessary for the development of sensations, perceptions and visual representations in children. It is believed that vision is the leading one in the cognition of objects of the real world, but at the first stages of the formation of an image in children, the support for vision is the touch of an object.
3. Application- children get acquainted with simple and complex forms of various objects, parts and silhouettes of which they cut and paste. Application (from the Latin word applicato - application) is one of the types of visual technique based on cutting out and overlaying various forms and fixing them on another material taken as a background. The concept of "application" includes ways to create works of art from materials of different properties and texture, united by the similarity of the execution technique.
4. Design- this type of activity is more than others associated with the game. Construction (from the Latin word construere) means bringing various objects, parts, elements into a certain mutual position. By its nature, children's design is more similar to visual activity. Under children's design, it is customary to understand the creation of various designs and models from building materials and parts of designers, the manufacture of crafts from paper, cardboard, various natural (moss, branches, cones, stones, etc.) and junk (cardboard boxes, wooden coils, rubber tires, old metal items, etc.) materials. There are two types of design: technical and artistic. Construction is a productive activity that meets the interests and needs of preschoolers.
Thus, visual activity is understood as an artistic and creative activity aimed not only at reflecting the impressions received in life, but also at expressing one's attitude to the depicted.

1.2. Features of the development of visual activity of children of senior preschool age
Artistic creativity is a complex process of cognition and figurative reflection of the surrounding reality.
Children, getting acquainted with the world around them, try to reflect it in their activities - games, drawing, modeling, stories, etc.
In this regard, visual activity presents rich opportunities, since in essence it is transformative and creative. Here the child gets the opportunity to reflect his impressions of the world around him, to convey images of the imagination, turning them into real forms with the help of various materials.
In the older preschool age, perceptions become purposeful. Most of them are based on visual sensations; with their help, the child can perceive the color, size, shape. But since his experience is still small, sight alone cannot give him completeness of perception, it is necessary to include touch and other sensations in perception, helping to form a more complete representation.
Teaching a child to see the world is one of the tasks of an educator. And this means developing in children observation, the ability to be aware of what they see, that is, developing in children the ability to think, reason, analyze, and draw conclusions. A child of 5-6 years old, perceiving the surrounding objects, is already trying to highlight their features, analyze, generalize, and draw their own conclusions. But so far they are superficial. Children are often attracted to bright, dynamic, but minor details, often not essential in working on a drawing. This is reflected both in the nature of their ideas about the subject, and in the image in the drawing or modeling.
By the older preschool age, the child develops more and more the level of analytical-synthetic thinking, which is important for the image process. Imagination begins to play an increasingly important role in activity. But the images of the younger preschooler's imagination are still unstable, fragmentary, which also affects his drawings. With age, the imagination becomes richer, children can independently think through the content of their work, introduce new images.
An important role is played by emotions that contribute to the manifestation of interest in visual activity, the concentration of attention and feelings of the child on the image being created, and enhance the work of the imagination.
Preschoolers can master visual skills and abilities. By the age of six, he has a sufficient stock of skills and is able to use them consciously, independently choosing the necessary techniques when depicting new objects.
In scientific research on children's creativity, a number of features are noted that characterize the presence of creative principles in a child's activities. This is a manifestation of activity, independence and initiative in the application of already mastered methods of work to new content, in finding new ways to solve problems, in the emotional expression of one's feelings using various visual means.
At first, the knowledge of the environment in the visual activity of the child is not associated with creative manifestations and consists in the knowledge of the properties of the material with which the child acts: pencils and paints leave marks on paper, clay is soft, you can sculpt from it.
For further visual activity in the development of creative principles, this period plays an important role, as the child gets acquainted with the material with which he can embody his ideas in images. When he begins to understand that the traces left by a pencil can mean something, and, at his own request or at the suggestion of an adult, he tries to draw some kind of object, then his activity becomes pictorial in nature. The child has a plan, a goal that he seeks to implement.
In the process of work, the child implements this plan, supplementing it in accordance with the content. Children can convey the psychological state of the characters depicted in a simplified way, with simple details: crying with tears, laughter with the corners of the mouth raised up, fear with hands raised up, etc. More complex means of expressing feelings, such as eye expression, are not available to preschoolers. But along with these main expressive features of the image for children, they often draw grass, an airplane in the air, trying to fill empty spaces on paper.
The most accessible expressive means for a preschooler is the use of color. Color in the visual arts (painting, graphics) is an important means of expressing the artistic intent, the idea of ​​the work. Its use is closely related to the content of the work, since it has no independent meaning. Color contrasts are used to highlight the main thing in the picture; color conveys the mood: dark, muted tones - in paintings with a sad content, bright, saturated - in joyful ones. A child of preschool age, of course, cannot use color in such a diverse way, and at first perceives it as an independent value, without connection with the real coloring of the object. The child enjoys any color of pencil, paint, painting over everything with them. Having become acquainted with many colors, children often use them as an expressive tool that helps to make the image more beautiful, more elegant, that is, they use it decoratively. Here, too, there is a violation of the real color, since at first the child is attracted to bright contrasting combinations of colors. This decorativeness can sometimes contradict the characterization of the image. Gradually, children of older preschool age move away from decorative coloring, mastering different shades. With the development of perceptions and aesthetic feelings, they begin to use color to convey the mood of the image. Although they still use color in an emotional way: what they like is painted in bright colors, unloved, scary images - in dark ones. This is very clearly manifested in drawing on fairy-tale themes. For example, children draw Baba Yaga in brown, black, and goodies - Vasilisa the Beautiful, Ivan Tsarevich with a variety of bright colors.
Preschoolers also convey their attitude to what they are depicting by other means that also violate reality. But this violation occurs as a result of the desire to enhance the significance, expressiveness of the image. So, sometimes they change the correct proportions in order to highlight something, for example, in the picture of a butterfly, the size is larger than the children themselves. The transfer of the dynamic state of the depicted object is also one of the expressive means used by the child. If at a younger age the movement is not depicted, then the image of objects in motion is available to older children, which can make the image expressive.
Children's creativity is also characterized by the use of compositional means, primarily rhythm and symmetry. They not only give harmony, harmony to the image itself and the whole picture, but also facilitate the image, which is especially important for children who have not yet mastered fine arts. Since rhythm is inherent in human movements in general, the child quickly begins to use it consciously in order to do the job beautifully. In older preschool age, a sense of rhythm helps to create a compositionally complete picture.
A peculiar moment in the performance of the composition is the non-shielding of one object by another, the violation of proportional relationships between them. These moments, as if violating the veracity, speak of the child's desire to convey his real impressions of the life around him, where each object has its place in space, all the details of its form can be considered. On the other hand, this is due to the inability to convey life ideas by those conditional means with which all compositional techniques in the drawing are associated. Rhythm and symmetry are especially used in decorative works, where expressiveness largely depends, besides color, on the rhythm of construction.
The development of abilities and creativity in children are two interrelated tasks of artistic education, based on familiarizing children with the surrounding reality. The symbolic image is not available to preschool children. It involves the image of the subject with the maximum degree of generalization. A child's drawing is always specific. As soon as some details appear in an indefinite form, this is already an image, since the child thinks the object in action, adding the missing sounds, with his own movement. Gradually, the amount of detail in the image increases, the image becomes richer. Children almost always put their attitude into the work, conveying it through pictorial or other means. This allows you to call the child's drawing original, expressive.
Thus, the means of expression used by children are quite diverse: color, shape, composition. They help to convey the characteristic features of the image, the attitude towards it. The degree of expressiveness depends primarily on the development of the child's figurative vision, the stock of impressions and the level of development of visual abilities.

1.3. Conditions for the development of visual activity of children of senior preschool age
The main significance of visual activity lies in the fact that it is a means of aesthetic education. In the process of visual activity, favorable conditions are created for the development of aesthetic perception and emotions, which gradually turn into aesthetic feelings that contribute to the formation of an aesthetic attitude to reality. The direct aesthetic feeling that arises when perceiving a beautiful object includes various constituent elements: a sense of color, a sense of proportion, a sense of form, a sense of rhythm. For the aesthetic education of children and for the development of their visual abilities, acquaintance with works of fine art is of great importance (Appendix 1). The brightness, expressiveness of images in pictures, sculpture, architecture and works of applied art evoke aesthetic experiences, help to perceive the phenomena of life deeper and more fully and find figurative expressions of their impressions in drawing, modeling, appliqué .. Gradually children develop artistic taste.
A necessary condition for the development of the visual activity of a preschooler is the presence of a conscious goal: the desire to create an original image and master the system of visual skills and abilities.
A preschooler in his aesthetic development goes from an elementary visual and sensory impression to creating an original image with adequate visual and expressive means. To do this, it is necessary to create a basis for his creativity, namely, in the group there should be methodological literature appropriate for the age of the children and visual demonstration material, drawing and application samples, handouts. The more the child sees, hears, the more significant and productive the activity of his imagination will become, therefore, much attention is paid to creating a subject-developing environment. Islands of visual activity in groups should be equipped with visual materials and equipment, children should have at their disposal paper of different colors and formats, colored pencils, felt-tip pens, colored wax crayons, chalk, paints, natural and “waste” material, clay, plasticine. The quality and quantity of materials vary by age group. The environment should be organized so that the materials and equipment children need to carry out any activity are either in the child's field of vision or available so that he can take them without seeking help from an adult, and should also be constantly updated. To place visual material, cabinets or shelves are needed that children have free access to, its correct location, a well-lit place, there should be a place for demonstrating children's work. Particular attention should be paid to creating conditions for the independent visual activity of children, providing them with as much as possible of the most diverse material. Given that the formation of the image is influenced by the artistic word, music, it is necessary to enrich the content of the relevant corners, make didactic games, manuals, a series of reproductions from paintings by artists, a slide projector, slides, audio cassettes with music, books for children about art. Immersing them in such a diverse aesthetic environment through the practical activities of creating various crafts, decorations for the group allows them to instill in them a sense of beauty. Before the child proceeds to the direct image of any object or phenomenon, while expressing his personal attitude towards it, he must develop a concrete image of it. The preschooler receives these ideas from the surrounding reality in the process of observation, communication, and research. Therefore, it is necessary to use such forms of preliminary work as walking and joint activities with children, viewing reproductions of paintings and talking about the painting. Pay attention to evoke in children an emotional response to the content of works of fine art, a desire to get acquainted with the work of artists. The use of didactic games, game tasks, dramatization games, psychological studies helps to create images. It is necessary to have works of fine art, as well as products of decorative and applied art: Gorodets painting, Khokhloma, Dymkovo toys.
Thus, the conditions should be age-appropriate and promote the development of creative abilities.
So, in the process of drawing, modeling, application, the child experiences a variety of feelings: he rejoices at the beautiful image that he created himself, he is upset if something does not work out. But the most important thing: by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; in the process of work, he begins to comprehend the qualities of objects, memorize their characteristic features and details, master fine skills and abilities, learns to use them consciously. Therefore, it is so important to widely include a variety of artistic and visual activities in the pedagogical process (Appendix 2). Here, every child can express himself most fully without any pressure from an adult.

2. FEATURES OF THE DEVELOPMENT OF THE CREATIVE ABILITIES OF OLDER PRESCHOOL CHILDREN IN ART ACTIVITIES
2.1. The concept of creative abilities of children of senior preschool age
Creativity (creativity) is an active, purposeful human activity, as a result of which something new, original appears. Creativity is the most important characteristic of a personality - and it is necessary to form it in a child from a very early age. The preschool period of development has a special place in the development of creativity.
Domestic psychologists and teachers - L. S. Vygotsky, V. V. Davydov, A. V. Zaporozhets, N. N. Poddyakov, N. A. Vetlugina and others - proved that the creative abilities of children appear already at preschool age. This is confirmed by many discoveries, the creation of interesting, sometimes original drawings and designs. According to the definition of S. I. Ozhegov, creativity is a conscious goal-setting, active human activity aimed at understanding and transforming reality, creating new original, previously non-existent objects. Ability - natural giftedness, talent.
Preschool age is a bright, unique page in the life of every person. Preschool childhood is the time of the initial formation of the personality, the formation of the foundations of self-awareness and the individuality of the child.
Creativity gives birth in a child to a living fantasy, a living imagination. Creativity, by its very nature, is based on the desire to do something that no one has done before you, or - although what existed before you, to do in a new way, in your own way, better. In other words, the creative principle in a person is always a striving forward, for the better, for progress, for perfection and, of course, for beauty in the highest and broadest sense of this concept.
In order to ensure the full development of the creative abilities of children in a timely manner, you need to imagine what it is. This is a complex concept that includes several components that parents should focus on: the desire for discoveries; the ability to know; activity; fantasy; initiative; desire for knowledge; the ability to find non-standard in familiar phenomena and things; mental alertness; the ability to invent and discover; freedom of imagination; intuition; the ability to put into practice the acquired knowledge and experience; discoveries and inventions.
The upbringing of a creative attitude to work (the ability to see beauty in everyday things, to experience a sense of joy from the labor process, the desire to know the secrets and laws of the universe, the ability to find a way out of difficult life situations) is one of the most complex and interesting tasks of modern pedagogy. It is very important not to miss that period in a child's life when the basic skills and abilities are formed, among which the central place is given to imagination, fantasy, and interest in the new. If these qualities are not developed in the preschool period, then in the future there is a rapid decrease in the activity of this function, which means that the personality becomes impoverished, the possibilities of creative thinking decrease, and interest in art and creative activity fades.
Some authors believe that learning abilities are, first of all, general abilities, and creative ones are special ones that determine the success of creativity.
Candidates of Psychological Sciences V.T. Kudryavtsev and V. Sinelnikov identified the following universal creative abilities:
1. Imagination realism - a figurative grasp of some essential, general trend or pattern of development of an integral object, before a person has a clear idea about it and can enter it into a system of strict logical categories.
2. The ability to see the whole before the parts.
3. Supra-situational - transformative nature of creative solutions - the ability, when solving a problem, not just to choose from alternatives imposed from the outside, but to independently create an alternative.
Thus, creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

2.2 The value of creativity in the development of children of senior preschool age
The development and upbringing of a child's abilities is a very responsible and difficult task, it can be done only with an attentive attitude towards children, only knowing their needs, interests, hobbies. The natural prerequisites for the development of abilities are inclinations, that is, genetically fixed anatomical and physiological features of the body.
Already at an early age in children, one can notice the very first manifestation of abilities - a tendency to any type of activity. Performing it, the child experiences joy, pleasure. The more the baby is engaged in this type of activity, the more he wants to do it, he is interested not in the result, but in the process itself. The child likes not to draw a picture, but to draw; not to build a house, but to build it. The abilities begin to develop most intensively and vividly from the age of 3-4, and in early childhood the general prerequisites for their formation are laid. During the first three years of life, the child masters the basic movements and objective actions, he develops active speech. The listed achievements of early childhood continue to develop in preschool age. General abilities are divided into two groups - cognitive and practical. The formation of cognitive ones is included in the formation of figurative forms of cognition of reality: perception, figurative memory, visual-figurative thinking, imagination, i.e. in the creation of a figurative foundation of intellect.
The central place in the structure of cognitive abilities is occupied by the ability to create images that reflect the properties of objects, their general structure, the ratio of the main features or parts and situations. Cognitive abilities include sensory, intellectual and creative. Sensory abilities are associated with the child's perception of objects and their qualities; they form the basis of mental development. Sensory abilities are intensively formed from 3-4 years. The assimilation of standards by a preschooler leads to the emergence of ideal samples of the properties of an object, which are indicated in the word. Children get acquainted with the varieties of each property and systematize them when, for example, they master the ideas about the colors of the spectrum, the phonemes of their native language, and the standards of geometric shapes.
The basis for the development of intellectual abilities is the actions of visual modeling: substitution, the use of ready-made models and the construction of a model based on establishing relationships between a substitute and a replaced object. So, as a finished model, a plan of a playroom or a site can be used, according to which children learn to navigate. Then they themselves begin to build such a plan, designating objects in the room with some conventional icons, for example, a table with a circle, and a closet with a rectangle.
Creativity is associated with imagination and allows the child to find original ways and means of solving problems, come up with a fairy tale or story, create an idea for a game or drawing.
A preschooler is included in a variety of activities - play, design, work, and others. All of them have a joint, collective character, which means that they create conditions for the manifestation and development of practical abilities, primarily organizational ones. In order to successfully interact with each other, children need a number of skills: setting a goal, planning content, choosing means to achieve a goal, correlating the result with the intended result, taking into account the opinions of partners, distributing responsibilities in accordance with the capabilities and interests of each, monitoring compliance rules, order, the ability to resolve controversial issues and conflicts without the intervention of an adult, evaluate the relationship of partners to the task assigned.
The practical abilities of preschoolers also include constructive and technical ones: spatial vision, spatial imagination, the ability to represent an object as a whole and its parts according to a plan, drawing, diagram, description, as well as the ability to independently formulate an original idea. These abilities are the basis, and later with their help, children learn such school subjects as drawing, geometry, physics, chemistry, where the ability to imagine the essence of the process, the structure of the mechanism is required. Rich opportunities for the development of constructive and technical abilities in preschool age are created by designing from different materials, constructors, and the use of technical toys.
At preschool age, special abilities, especially artistic ones, are actively developed. Preschool childhood, like no other age period, creates favorable conditions for their formation. The preschooler is included in all the variety of artistic activities. He sings, dances, sculpts, draws. A child of preschool age manifests such abilities as pictorial, arts and crafts, including a sense of composition, color, shape; musical, which make up melodic and rhythmic hearing, a sense of harmony; theatrical and speech, which include poetic ear, expressive intonation and facial expressions. Any special ability includes the main components: a certain level of development of cognitive processes, technical skills, as well as emotional susceptibility.
So, the older preschool age is favorable for the development of creativity, since it is at this time that the psychological basis for creative activity is laid. A child of this age is capable of creating a new pattern, design, image, fantasy, which are distinguished by originality, variability, flexibility and mobility. An older preschooler is characterized by an active activity position, curiosity, constant questions to an adult, the ability to verbally comment on the process and result of one's own activity, persistent motivation, a fairly developed imagination, and perseverance. Initiative is associated with curiosity, ability, inquisitiveness of the mind, ingenuity, the ability to volitional regulation of behavior, the ability to overcome difficulties.

2.3. Conditions for the development of creative abilities of children of senior preschool age
An important condition for the development of creative abilities of a preschooler is the organization of purposeful leisure activities of older preschoolers in a preschool institution and family: enriching it with vivid impressions, providing emotional and intellectual experience that will serve as the basis for the emergence of ideas and will be the material necessary for the work of the imagination. The unified position of teachers, understanding the prospects for the development of the child and the interaction between them is one of the important conditions for the development of children's creativity. The development of creative activity is unthinkable without communication with art. With the right wagging of adults, the child understands the meaning, the essence of art, visual and expressive means
The next important condition for the development of creative abilities is taking into account the individual characteristics of the child. It is important to take into account the temperament, and character, and the characteristics of some mental functions, and even the mood of the child on the day when the work is to be done. An indispensable condition for creative activity organized by adults should be an atmosphere of creativity: “I mean the stimulation by adults of such a state of children when their feelings, imagination are “awakened”, when the child is passionate about what he is doing. Therefore, he feels free, comfortable. This is not possible if an atmosphere of confidential communication, cooperation, empathy, faith in the child, support for his failures reigns in the classroom or in independent artistic activity.
Also, a condition for the development of creative abilities is training, in the process of which knowledge, methods of action, and abilities are formed that allow the child to realize his plan. For this knowledge, skills must be flexible, variable, skills - generalized, that is, applicable in different conditions. Otherwise, at the senior preschool age, the so-called "decline" of creative activity appears in children. So, a child, realizing the imperfection of his drawings and crafts, loses interest in visual activity, which affects the development of the creative activity of a preschooler as a whole.
The most important condition for the development and stimulation of creative abilities is the complex and systematic use of methods and techniques. Task motivation is not just motivation, but a suggestion of effective motives and behavior of children, if not for independent setting, then for accepting the task set by adults.
To optimize the creative process, it is necessary to form an individual zone for each child - a situation of creative development. The zone of creative development is the basis on which the pedagogical process is built. L.S. Vygodsky noted that "creativity exists not only where it creates great works, but also wherever a child imagines, changes, creates something new." Any child is capable of such activities. Therefore, it needs to be organized. The educator here acts not just as a teacher who teaches, but as a sincerely enthusiastic creative person who attracts his younger colleague to work.
The environment plays a huge role in the development of a child's creative abilities. Until now, the decisive role is assigned to the special microenvironment in which the child is formed, and, first of all, the influence of family relations. Most researchers identify the following parameters when analyzing family relations: 1) harmony - not harmony in relations between parents, as well as between parents and children; 2) creative - non-creative personality as a role model and subject of identification; 3) community of intellectual interests of family members or its absence; 4) expectation of parents in relation to the child: expectation of "achievement or independence".
All these conditions are not enough for raising children with highly developed creative abilities. Directed work is needed to develop the creative potential of children. The system of education in our country does not contain measures aimed at the consistent creative development of children's abilities. Therefore, abilities develop mostly unexpectedly and as a result, do not reach a high level of development of children. Qualities are of great importance: memory, imagination, attention for the development of creative abilities. It is these qualities that are the basis for the development of productive thinking, the creative abilities of children and increases creative search activity.
Thus, the upbringing of the creative abilities of children will be achieved only if it is a rapid and purposeful process, in the course of which a number of particular pedagogical tasks are solved, aimed at achieving the set task.

2.4 Features of work on the development of creative abilities with older preschoolers in fine arts
All teachers know how important it is to make art classes interesting. An analysis of the literature and pedagogical experience shows that one of the most important conditions for the successful development of creative skills through visual activity is the diversity and variability of working with children in the classroom. The novelty of the environment, the unusual beginning of work, beautiful and diverse materials, non-repetitive tasks that are interesting for children, the possibility of choice and many other factors - this is what helps to prevent monotony and boredom in the formation of creative skills through visual activity, ensures the liveliness and immediacy of children's perception and activity . It is important that the teacher every time creates a new situation so that children, on the one hand, can apply the previously acquired knowledge, skills, abilities, and on the other hand, look for new solutions, creative approaches. This is what causes positive emotions in children, joyful surprise, a desire to work creatively. However, it is often difficult for educators to bring variety to all moments of work and to free children's activities, to come up with many options for classes on topics. When managing visual activity, it is necessary to remember its specifics - this is not an ordinary training session in which children just learn something, learn something, this is an artistic and creative activity that requires a positive emotional attitude from the child, the desire to create an image, a picture , applying the efforts of thought and physical conditions. It is necessary to purposefully teach children about artistic creativity; for most preschoolers, creativity itself does not develop and does not manifest itself.
For the full aesthetic development and the formation of the artistic and creative abilities of children, certain conditions are necessary, namely:
- priority attention should be given to playing, drawing, constructive, theatrical and musical activities, which contribute to the comprehensive development of the child's personality, allows you to create an atmosphere of emotional well-being, fill the life of children with interesting content;
- use of various methods and techniques;
- it is necessary to create an artistic and aesthetic environment in the kindergarten, while children take an active part in the design, systematically organize exhibitions;
Everything should have variability. (it is necessary to diversify the forms, means and methods of teaching, materials for work presented to children).
- the teacher must exclude from the classes excessive didacticism, the imposition of his own idea of ​​solving the image, the plot.
- every child deserves an attentive, tactful attitude, respect for his creativity and for the results of his activity. Create a creative and friendly atmosphere.
- the educator must demonstrate trust in the child, exclude excessive guardianship.
The pedagogical process also includes individual lessons with lagging behind children and classes with gifted children. Group work can be carried out with gifted children twice a week. In circle classes, gifted children receive additional, deeper information about the visual program, and most importantly, they acquire the possibility of unlimited creativity. In the classroom, close links are established between all types of visual activity - drawing, modeling, appliqué, as well as arts and crafts.
Usually classes are held according to the structure that helps to complete all tasks as much as possible.
At the beginning of the lesson, a psychological entry is mandatory. It can be musical in the form of listening to music or singing a song, or children silently look at a picture, in the form of a game, or telling a fairy tale.
At the next stage, the topic of the lesson is revealed in a playful way, a learning task is set or a problem situation is created. During the explanation or repetition of the past, models and algorithms, schemes and designs are used, educational games and exercises are offered, which not only helps to remember the process of the image, but also brings children into a state of creative upsurge and desire to create.
At the end of the lesson, a game is played, or a fairy tale ends at the beginning of the lesson, illustrating it with the work of children. There is a logical conclusion of the problem created at the beginning of the lesson. You can carry out psychological unloading by monitoring the mood of children. For example, singing a cheerful song, listening to a cheerful or calm melody while looking at finished works.
Each work is evaluated only positively, correct comments are possible only during work, sometimes coming from the game character. An important point at the end of the lesson is the mood of the child, his emotional state. To find out if the child liked the lesson, whether he is satisfied with his creativity, his work. He slips a mood card into the mood pocket. And the teacher must analyze the emotional state of the children and draw conclusions.
An important point in the structure of classes is the use of finger gymnastics, relaxation to relax muscles, physical education minutes, games for the development of fine motor skills of the hands and imitative motor exercises that resonate with the theme of the lesson, which contribute not only to physical unloading, but also to the maximum assimilation of the material and the development of creativity.
Thus, the necessary conditions for the development of artistic creativity in children is a creative approach to the organization of classes with children and the use of various methods and techniques of work in this direction.
So, the inclusion of various games, game techniques or game situations in the pedagogical process, maximally contributes to the creation of personally significant learning motivation for the child, the assimilation of knowledge, mastery of skills and abilities, and the development of creativity. The following will help to form creative skills through visual activity: variability in the organization of the situation (its novelty and diversity), the choice of topics, forms, means, methods of work, materials presented to children, careful tactful attitude towards each child, respect for the creative process and the results of his creative activity , creating a friendly atmosphere at each lesson, the formation of the same relationship on the part of parents.

CONCLUSION
Visual activity, provided it is led by adults (teachers, parents), is invaluable for the comprehensive development of preschoolers. The main task is to form in children an interest in artistic and creative activities, the ability to draw, sculpt, and apply. When directing visual activity, the educator must remember the conditions common to all age groups that are necessary for the successful mastery of it and the development of children's creativity.
The formation of children's creativity is not possible without the development of aesthetic perception, figurative representations, and imagination. This is based on the formation of sensory processes and the constant enrichment of the sensory experience of children. A necessary condition for the formation of artistic creativity is the integration of the various content of upbringing and educational activities, which is based on the knowledge of reality. Successful work with children requires a creative approach of teachers to the selection of the content of education built on the basis of integration, as well as to the organization of classes for children, to the use of various methods and techniques of work, especially games.
Thus, the inclusion of a variety of games, game techniques or game situations in the pedagogical process contributes to the maximum creation of personally significant learning motivation for the child, the assimilation of knowledge, mastery of skills and abilities, and the development of creativity. The following will help to form creative skills through visual activity: variability in the organization of the situation (its novelty and diversity), the choice of topics, forms, means, methods of work, materials presented to children, careful tactful attitude towards each child, respect for the creative process and the results of his creative activity , creating a friendly atmosphere at each lesson, the formation of the same relationship on the part of parents.
In creative activity, the task of adults is not so much in teaching children the fine arts, but in providing the foundations for the development of each child into a competent person capable of adequately thinking, feeling and acting in a cultural society.
The purpose and objectives of the course work are fulfilled.

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9. Komarova T. S. Visual activity in kindergarten: learning and creativity / T. S. Komarova. - M.: Pedagogical Society of Russia, 2005. - 176 p.
10. Komarova T.S. Teaching drawing techniques / T. S. Komarova. - M .: Pedagogical Society of Russia, 2005
11. Komarova T.S., Aesthetic developmental environment and DOW: Proc. method. allowance / T.S. Komarova, O.Yu. Philips. - M.: Pedagogical Society of Russia, 2007. - 128 p.
12. Mezhieva, M.V. Developing creative abilities in children aged 5-9 / M.V. Mezhiev. - Yaroslavl, 2002.
13. Pogodina S.V. Theory and methodology for the development of children's fine arts: textbook. allowance for students. medium institutions. prof. education / S. V. Pogodina. - 4th ed., erased. - M.: Publishing Center "Academy", 2013. - 352 p.
14. Simanovsky, A.E. Development of creative thinking in children / A.E. Simanovsky. - Yaroslavl: Academy of Development, 2002.
15. Shvaiko G.S. Classes in visual activity in kindergarten / G. S. Shvaiko - M .: Vlados, 2006

Annex 1

Types and genres of art in kindergarten:
sculpture portrait
animalism still life Domestic genre
Painting portrait household
Still life
animalism landscape
Decorative and applied art

Appendix 2

ENTERTAINMENT IN THE SENIOR GROUP "JOURNEY TO THE LAND OF ART"
Purpose: To form the knowledge and skills of children in the field of fine arts. Give children joy and pleasure. Maintain interest in visual activities, the desire to play games with visual content. Learn to draw with stamps.
Material and equipment:
Parcel (cut portrait of the King of the Palette, pictures of riddles), colored arcs, umbrellas, easel - 2 pcs., flannelograph, sun with colored rays, panels with palettes and girl-paints, stamps 2 pcs. for each child, carved houses for each child, costumes for Izoychik, Klyaksich and the King of the Palette., audio recording "Rain Noise" and the song "Rain" and Mozart's music for children.
Stroke:
An envelope containing an image of Izoychik cut into 4 parts and a letter is brought to the hall, in which it is written: “Dear guys, we invite you to make an exciting journey through an extraordinary country.
Teacher: From whom is this letter? Who invites us and where? There are some colored pieces in the envelope here. What to do with them? (children collect the picture on their own). Now we know who sent the letter! But I wonder what country Izoychik invites us to? The name is hidden in these pictures. (Children need to make the word FINE from 3 pictures of Chineward).
What does the word ISO mean? What words are hidden in it? Correct fine art - from the word depict, it means to draw. Well, do you agree? So on the road?

We need to take the necessary items to the country of fine arts. But first, guess the riddles, and the riddles on the table are various necessary things for drawing.
1. If you sharpen it,
Draw whatever you want!
Sun, sea, mountains, beach.
What is this? (Pencil)
2. Huddling in a narrow house
colorful kids
Just release it -
Decorate a clean field
Where was the void
There you look - beauty! (Colour pencils)
3. If you give her a job,
The pencil worked in vain. (Rubber)
4. The white stone has melted,
Left footprints on the board. (Chalk)
5. Your pigtail without fear
She dips herself in paint. (Tassel)
6. Multi-colored sisters
Were bored without water. (Paints)
Well done, you guessed it. So you can hit the road!
Pay attention to the arcs.
Let's go across the rainbow bridge.
Children collect rainbows.
- Hello, rainbow-arc,
Taking us for a visit.
We ran barefoot along the rainbow,
Through the rainbow - we will jump over the arc on the run
And again run, run, ran barefoot.

They go to the center of the room.
- It's dark in here!
The sound of rain sounds. And music with the song "Umbrellas".
Children dance with umbrellas.
Isoychik comes out.
- Hello, Isoychik! Why are you so sad?
Izoychik: It has always been raining in our country lately.
Educator: Why? Where is the sun?
Izoychik: This is Klyaksa. Klyaksich mixed all the colors on the palette and they became dirty, gray. The sun has lost its brightness, its multi-colored rays have gone out. Help light the sun!
Music sounds and Klyaksich runs in.
Klyaksa: Who here wants to light the sun? You, guys? Don't you like rain? Don't you like mixing colors? Love? Well, and I love it! Here, look how easy it is!
Approaches the easel, mixes paints red + blue + black + brown + yellow.
Klyaksa: That's what happened!
Izoychik: It turned out to be mud! Do you kids like it? How should paints be mixed?
Children: You need to take only 2 paints.
The teacher shows examples, the children verbally solve them for her.
Educator: Well done, now come and help light the sun.
Children remember the magic phrase: "Every Hunter Wants to Know Where the Pheasant Sits."
As soon as the children collect the sun, it smiles and the light flashes.
Blot: Well, the sun is shining, the rain has stopped, I'll go from here! (leaves)
(Children sing a song 1 purchase.)
Izoychik: I know that children in your garden love to draw. I want you to become real artists.

Teacher: And what is needed for this?
Izoychik: Colors and the desire to draw!
Educator: Well, let's check, you draw, and we will give you tasks. First, draw a bagel.
Izoichik pretends to draw.
Educator: Where is the bagel?
And I ate it.
Educator: Okay, now draw a glass.
Izoychik draws with milk! Here!
Teacher: Again, nothing. Well, suppose you drank milk, but where is the glass?
Izoychik: The glass is transparent, you can't see it!
Educator: Then draw a red dog!
Isoychik draws. All!
Educator (brings to the eyes). Dot on sheet. This is a dog?
Isoychik: Yes. At first I imagined a big dog, then I got scared and climbed a tree, and from there the dog seems small!
Educator: Well, you have a fantasy! But you, Izoichik, have not yet introduced us to the inhabitants of the country of fine arts.
Izoychik: Please. Colors live in our country. There are with cold shades, and with warm ones, and each has its own house. And our country is ruled by King Palette!
Educator: Something your paints all ran away, how can our children draw? Help the guys put the paints in their place. To your houses. Warm colors - to warm, cold - to houses of cold tones.
(Children do the task).
- And where do we define green?
Children answer:

The Palette King appears!
Palette King: Hello guys! They say that you are good at drawing? Then please paint the houses for the rest of the inhabitants of the country of fine arts.
Educator: Paint the houses with the help of stamps.
What paints do you think you will paint with if cold paint lives in the house, for example, blue or green?
And if warm red or yellow?
Children answer questions. Then, with the help of stamps, the houses are painted to the music.
At the end of the lesson, Izoichik examines children's work, praises them, and gives beautiful pictures as a keepsake.