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“Herringbone-green needle” GCD for design in the senior group. Notes for children of the senior group of preschool educational institutions

In teaching paper design, the following general tasks are solved:

1. Teach preschoolers to analyze a sample: highlight the shape of the sheet of paper from which the craft is made, the method of transforming the paper, parts, details, etc.

2. Based on the analysis, teach children to plan the process of creating crafts and control their activities.

3. Teach children to do crafts based on drawings or photographs.

4. Form generalized ways of working with paper.

5. Teach children to decorate crafts using the skills acquired in appliqué; develop artistic taste.

6. Develop a creative attitude towards design in preschoolers: select the color of paper for crafts and its decoration, which corresponds to greater expressiveness; transfer the learned method of converting paper to new content; combine methods of transforming paper to achieve expressiveness of the craft.

Paper design classes begin with the middle group. The first crafts are made on the basis of dividing a rectangle or square in half (album, flag, house, etc.).

The teacher, changing the content of the craft, leads the children to generalization, identifying a general method, and creating crafts.

On 1st lesson The teacher introduces the children to the method of working: dividing a rectangular sheet of paper in half. To do this, it is best to invite them to make a flag from paper of different colors of their choice. At the end of the work, all the flags are strung on a thread and a multi-colored garland is obtained, delighting the children. The flag doesn’t even need to be decorated, so that nothing distracts the children from mastering the method of action.

On 2nd lesson The teacher invites the children to make a house with two windows (one on each side). His task is to help children see that the house is made in the same way as the flag, by unfolding a sample of the craft and placing them on top of one another. To do this, it is important that the dimensions of the sheet of paper are the same and match. The teacher encourages the children to recite the actions that need to be performed: “What did we do with the rectangle to make a flag?” (Bent in half.)“What do we do with the rectangle to make a house?” (Let's bend it in half.) Each child is given a different color of paper to work on. At the end of the work, children establish what is common in the work (method of execution) and what is different (color).

On 3rd lesson knowledge of the method of action is consolidated: children are asked to make a trailer. Next to his sample there are samples of a house and a flag. Children find common and different. Depending on their skills, children receive ready-made wheels or cut them themselves.

In the future, the teacher gives the children the opportunity to choose a craft option in one of the series (“Transport”, “Animals”, “Houses”, “Human”). Made in one way, they differ in color, size (height, length, width), number of parts, and different decorations.

The teacher’s task is to ultimately ensure that the child can independently complete the desired craft in a learned way, i.e. could transfer this method to any content.

It is very important that the child shows artistic taste: a sense of color, rhythm, shape and composition, and gives expressiveness to his craft.

In middle preschool age Children can also learn another way to create a paper structure: dividing a rectangle into four parts and bending a narrow strip along the dotted line (a cube or bar that is hollow on both sides). Based on the cube and bar obtained in this way (depending on the width of the rectangle), you can make houses, cars, furniture, animals, people. There are many variations within each of these series. Working with children follows the same principle as in the above example.

First, children become familiar with the method of work itself, so the content of the craft is as simple as possible, for example, a tetrahedral flashlight (parts for decoration can be given ready-made). Then, based on the content of different series of crafts, children isolate and generalize the method of creating them and reach a variable level of independent work. It should be emphasized that when working with this method, it is desirable to bend parts of a rectangular sheet of paper along the dotted line (and not arbitrarily). Firstly, this is a guide for the child that they should work in this particular way (and not divide the rectangle in half), and secondly, it prepares the child to perceive the drawing, where the dotted line will indicate a fold.

By the end of middle or at the beginning of senior preschool age It is possible to move on to creating crafts based on the drawing. First of all, children need to be taught to navigate the drawing: what lines are drawn, where they intersect, how long they are (long, short), how many solid lines, how many dotted ones. It is necessary for children to show the line on the drawing by running their finger along it (along its entire length), and also show the point of intersection of the lines. At first, you can invite preschoolers to put a brighter point with a pencil, explaining that you need to cut exactly to it, you cannot make the cut further or closer.

It is necessary to provide for the complication of the drawing: first, it is a drawing of a hollow cube. On this basis, you can make many toys, changing the size and color, adding different details: furniture, animal figurines, insert cubes, a pyramid, a house, baskets of two types, trailers, a cart. Then you can offer a drawing of a hollow parallelepiped with a square base (bar). It will serve as the basis for a variety of vehicles, furniture, animals, humans, houses, etc.

Lessons with drawings are structured in such a way that children learn the principle of working with drawings and independently “read” its symbols: a solid line indicates a cut, a broken (dotted) line indicates a fold, and shading indicates application of glue. Children need to be explained the names of the lines and the rules for working with the drawing: cut exactly to the intersection of the lines, bend exactly along the line, spread exactly according to the markings. The teacher establishes a connection between following the rule and the result obtained. As the drawing becomes more complex, conditions are created for transferring the ability to read one drawing to another, more complex one.

The most important task of the teacher is to lead children to a generalization: based on a cube, block, brick (hollow and closed forms) obtained from a drawing, various toys can be made.

The teacher organizes the work not along the line of expanding the content of crafts, but along the line of complicating the drawing and changing the form obtained from it - the basis of the crafts. Older preschoolers already have experience in paper construction and are able to identify a general method of creating crafts by analyzing samples of different contents.

The variability of crafts increases with the accumulation of experience in reading different drawings and combining the forms obtained from them.

IN preparatory group Collective work is possible based on drawings on large-sized cardboard. Children make furniture for dolls and decorate it (“make upholstery”), coming up with a composition for appliqué; by partially cutting cardboard, they make houses with opening doors, windows, build a city for dolls, etc.

Older preschoolers should be taught how to make cone-based toys. The teacher introduces them to different options for making the cone itself: it can be made wide from a circle by cutting it along the radius; from a semicircle - narrow, tall (a semicircle can be obtained by cutting the circle in half). Older children can make twists and semicircles for cones themselves by cutting the corners of a square or rectangle with scissors. You need to teach your child to make a circle using a thread and a pencil.

Based on the cone, you can make animal and human figures. The teacher shows how to connect the torso (cone) with the head. The expressiveness of the craft varies, depending on the method of depicting the head.

It also depends on the characteristics of the cone (wide - narrow). Older preschoolers know different cutting methods and can decorate crafts in a variety of ways.

Funny toys of different contents can be obtained based on the cylinder. The expressiveness and variability of toys created in this way, as well as on the basis of a cone, depends on the characteristics of the base (cylinder), the characteristics of the parts and decorations used.

Teaching methods

Survey widely used as a method to help a child create a design or appliqué. Exploring with children folk art items, teacher discusses technique their execution, ornament and him details, characteristic colors and them combination. All this helps children choose their own work option.

Are examined and living objects. For example, before the lesson “I see a butterfly” (material - dry leaves), it is advisable to review with the children a set of color photo postcards “Butterflies”, drawing the children’s attention to structure(main parts of the body) butterflies: torso, head, wings, legs, together with the children, establish what shape each of the body parts is, in the same way, consider illustrations of other animals.

Analysis of the sample completed by the teacher. The pattern is often given at a younger age. With its help, children see a specific result that needs to be achieved. It helps to specify the task, the nature and sequence of actions necessary to solve it.

In younger groups The teacher first asks the question himself and names the external properties of the base and details in the application or design (color, shape, size). As children acquire knowledge about sensory standards, the teacher relies on the children’s experience and asks them questions. The sample should not be abused. Thus, in the subject application, preschoolers are presented with natural objects for analysis - toys: a tumbler, a house, a Christmas tree, etc. Its examination is structured in the same way as in visual activities. In accordance with the results of the analysis - isolating the properties of the object and their arrangement - children select or cut out the necessary shapes and lay out an object from them for sticking.

As early as possible, once children have mastered the basic sensory standards, you need to give them the opportunity to choose the color, size, base for gluing, etc. For example, a tumbler can be glued to a rectangle, circle, oval, etc. It can be larger or smaller, different colors.

IN older age It is necessary to teach children to analyze natural products both from the point of view of their visual features and from the point of view of methods of creation:

Determine the basis (general method) for creating a product;

Determine what material (or several) it is made of and what its properties are;

Determine the technique for creating parts;

Determine the technique for attaching parts to the base, etc.

This is important for subsequent independent activities, in which the teacher can present children with a variety of natural products or an album with drawings, photographs of various applications or designs from various materials.

Analysis of paper structures that have a very conventional image of an object (for example, an animal based on a cone) requires abstracting from its real structure and isolating the most important, characteristic thing so that the object becomes recognizable.

At a younger age, children are offered a sample of a specific object made by an adult for analysis.

Its image is examined: first the main part (the basis of the structure) and its characteristic properties, then the parts and their characteristic properties, the location of the parts on the base. The most characteristic properties of a structure are shape, size and spatial relationships between parts. Color can be different, and therefore the teacher does not focus on it in the analysis, for example, in the designs of houses and furniture.

Children very early, by the age of 7, can examine objects in their relationships and find commonalities. Therefore, along with image examination, the teacher also sets another examination goal: discovery of creation method basics of design. This requires practical research activities. The basis of the first designs was a rectangle or square divided and bent in half. You can examine the product and discover the method of its creation by placing a sheet of paper on the unfolded craft (they match). Other structures are examined in a similar manner. In the future, the teacher will consolidate knowledge about the method of creating the basis for the craft, and the examination can be partial, with the goal only of discovering the method of creating the craft.

Starting from the middle group it is possible analysis of a series of samples performed using the same method. For example, several different contents of crafts made from a cone, a cylinder, from the same drawing; or several items woven from paper strips; several soft toys made from pom-poms stuffed with cotton wool, etc. The presentation of several objects at once, made in the same way, makes it possible isolate a generalized method their creation.

Analyzing a series of samples also helps to focus children's attention on the learning task. For example, the teacher leads the children to the conclusion: the main thing is to learn to read the drawing, listen to the line, which always says what needs to be done with it (cut or bend). Then you get a magic cube (bar), etc., which can turn into any animal, piece of furniture, car, etc. You can isolate a generalized method by analyzing not only ready-made directly presented samples, but also photographs shown in the figure. If these are flat crafts (for example, various appliqués, sewn or woven items, embroidery), then children do not experience any particular difficulty in identifying the general method of creating them. But if in a drawing or photograph the crafts are three-dimensional (made of paper, a sewn stuffed toy, etc.), then it is much more difficult for children to discover how to make them. Therefore, first, children are offered ready-made volumetric samples, and then demonstrate in drawings or photographs the variety of content of this type of work.

By analyzing a series of samples, children are placed in the situation of choosing a specific craft. It doesn’t matter at all what kind of specific fairy-tale house (animal, transport, etc.) the children decide to make, there is only one way to create it. The meaning of the choice situation is that the adult does not impose a decision on the children.

When introducing children to a new generalized way of working for the first time, it is important to provide a choice of crafts that do not contain many details and do not require special decorations. This will help to focus children's attention as much as possible on the method of work itself.

For example, from a drawing of a hollow parallelepiped (block) you can make vehicles, animals, furniture, etc. But in order to focus children’s attention on reading the drawing, the teacher offers a choice of pieces of furniture that do not require special decorations. And then the situation becomes more complicated: the choice may be within one series of crafts made in one way. In this case, the number of properties that distinguish crafts is gradually increasing. This is typical for working with young and middle-aged children. Let's give an example. By creating a craft based on dividing a sheet of paper in half, in the “at home” series you can offer children the following more complex options:

The houses are the same size (height and width) with one window on each side, but different colors; children need to choose the color of the paper;

Houses of different colors and different heights (high, low); children choose the color and length of the rectangle;

Various houses heights, colors and widths; children are guided by taking into account all three properties.

They also have their own versions of the “Transport” and “Animals” series.

From this it is clear that the child must be given the opportunity to choose the material. Therefore, the set of material should be varied in properties and in quantities greater than necessary for a particular craft. In this case, the child is placed in a situation of conscious choice of the material necessary to realize the goal.

Can be presented for analysis crafts from different series, having one way of creation. For example, on the basis of a cone, the teacher presents crafts from animals, people, etc. As a result, children have the prospect of a wider variety of work content in this lesson and in subsequent independent activities.

When children have gained experience in creating crafts in a variety of ways, it is necessary to provide the child with the opportunity analyze samples from the point of view of the method of their manufacture. So, the teacher presents children with three-dimensional animal figures made of paper based on a cube, a block, a cone, or a rectangle divided in half. The child chooses one way or another of work. In this way, the teacher teaches to plan what and in what way he will do it.

The ability to find a general way to create the basis of a design develops the child’s independence in choosing colors, sizes, possible details, and decorations for a specific craft he has planned. As a result, each child's work individual.

When varying the analysis of samples, it is important for the teacher to take into account the individual capabilities of the children. So, for some you need a sample of the finished craft, for others you can immediately give a photograph or drawing. Some people need clarity to choose a method for creating a craft, for others it’s enough to remember what methods they know, etc.

In artistic manual labor, the child is not indifferent to the quality of the result. He is not satisfied with a poorly made thing. “It was sloppy, it turned out badly,” the child is disappointed. And he acts with caution and uncertainty in the future, or even refuses to work. Therefore, it is important to immediately formulate rational actions.

The main methods of forming rational actions are showing and explaining.

For demonstration and explanation to be effective, the teacher must:

Clearly represent the algorithm of rational action;

Ensure the improvement of action through its conscious and independent application;

Help children transfer the learned action of one specific craft to another; from one material to another, adjusting the action taking into account the specifics of the material;

When choosing specific methods of demonstration and explanation, take into account the difficulties that the child encounters when mastering actions. When performing work, a child's attention is often directed to the result of the action, and not to the way it is performed. For example, when bending a sheet of paper in half, a child does not align the corners; he strokes it with his palm, not his fingers, with chaotic movements, without tracing the entire length of the fold. Even when observing the correct actions of an adult, children often reproduce them incorrectly.

Therefore, when demonstrating actions, it is very important to switch children’s attention from the result to the method of action and teach them to perform the necessary movements with their hands and tools.

The second difficulty that children often experience is absence or insufficiency of visual-kinesthetic control over the movement being performed.

To successfully overcome this difficulty, it is necessary to fix children's attention on the pattern of hand movements, encourage them to trace with their eyes the movements being made (their own and the adult's), teach them to imitate the shown pattern of movement, and develop the ability to imitate.

Children also find it difficult compare features of movements, evaluate their qualities, distinguish right from wrong. Therefore, even after demonstration and explanation, mistakes may be made at first. To overcome them, you need to timely establish a connection between the nature of the movement and the result obtained from this movement and set the intention for self-control over the action.

The main method of demonstrating a new action, which is demonstrated to a child for the first time, is its division into a number of sequential operations that make up the “algorithm” of this action. It is very important to remember: what seems simple and obvious to an adult can be complex and hidden to a child. An adult can simply, for example, divide a sheet of paper in half. But here’s how many sequential operations requiring certain movements this action contains:

Trying on, purposefully combining corners and sides;

Holding the aligned sides with one hand (with a certain pressure so as not to move apart);

Move the other hand from top to bottom to the bend and fix the bend (with your fingertips, with a certain amount of pressure so as not to move the combined sides);

Ironing the fold (moving the fingertips of both hands simultaneously from the middle to the edges).

A dissected demonstration reveals to the child the sequence and pattern of the movements performed by hand or instrument.

The demonstration is accompanied by an explanation. To interest children in the movement pattern, you can play with it. In middle preschool age, children are introduced to the names of their fingers. This can help the adult give more precise instructions for action in a playful way. Here is an example of showing and explaining the rational action of folding a piece of paper in half.

“Once upon a time there were brother fingers, thumb and index finger on the left hand, thumb and index finger on the right hand. They did everything together and amicably. So they saw a rectangular piece of paper and decided to divide it in half, into two identical parts. The brothers of the left hand took the sheet by one side of the sheet closer to the corners, and the brothers of the right hand - by the other side of the sheet and together pulled them up to the other same side. “Let’s,” say the brothers-fingers of the left hand to their brothers on the right hand, “let’s cover the white side of the paper so that it is not visible at all. They tried it on and tried it on... and closed it. Look, it's not visible at all. The fingers stood at the corners, and then the thumb of one hand took it and stepped into the middle. He pressed himself to the paper and stood. The brothers-fingers of the other hand saw him and ran to him. “Come on,” says the thumb to the index finger, “I’ll pump you up, get up.” The index finger stood on the leg, and the thumb rolled down like a slide, to the very edge of the paper. He clings tightly and waits for his brother on the other hand. Soon he came, stood around and slowly walked along the very edge to the side until the very end of the paper. Sad alone, he returned to his brother and said: “Now you take a walk, just walk slowly, along the very edge to the very end and come back to me.” The finger walked to the edge of the paper and came back... “Let’s walk along the fold on tiptoe,” says one finger to the other. We stood on tiptoes exactly on the bend in the middle and walked in different directions. “Look,” one says to the other, “what a sharp bend it turned out to be.”

Demonstration and explanation proceed slowly and are fixed direction finger movements on paper, position fingers and hands, form movement, the result obtained from the movement of the fingers. The finger brothers are present at every lesson, they walk through the material in different ways without a tool and with a tool (with scissors, with a brush, with a needle).

Later teacher encourages children use a method of action known to them without demonstration. For example, to make identical windows on a bus or a house from one strip, the teacher asks the children how to do it. Again, you can use game techniques: Dunno (or the teacher himself) forgets how his fingers act in order to accurately divide the strip in half.

For some children who have difficulty perceiving the action being shown, an exercise based on imitating the actions of an adult should be used. The teacher needs to sit next to the child to eliminate “mirror” perception. He shows slowly and explains every surgery on his material.

ECD for cognitive development (construction) “How a paper cone became a toy” for senior preschool age with the aim of teaching pupils how to make toys from paper cones for the theater activity center was compiled on the basis of practical materials from the partial program “Smart Fingers: Construction in Kindergarten” by I. A Lykova.

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GCD outline for cognitive development (construction) “How a paper cone became a toy”

Target: make toys from paper cones for the theater activity center

Tasks: arouse children's interest in designing toys based on paper cones of different sizes, show and offer for examination different cone options: high (low), wide (narrow), sharp (blunt), truncated; create conditions for artistic experimentation; help children establish a connection between a cone and its development; expand the experience of connecting parts: using glue, tape and a stapler; develop perception, thinking, creative imagination; cultivate the desire to create a play space with your own hands, instill aesthetic taste.

Materials and equipment:

- demonstration material: options for cones (building material), three identical circles for converting them into different cones, options for scans to obtain cones, card No. 1 from the winter set;

Practical material: for gluing cones - paper circles of different colors with a diameter of 5 to 30 cm; for decorating toys - colored paper, candy wrappers, eyes, stickers; for work - scissors (10), glue (10), staplers (5), narrow tape (5).

Basic concepts and methods of activity. Concept of a cone; ability to search for associations; the ability to construct a cone from a semicircle.

Preliminary work: children test different ways of making a circle, prepare models and decorate them to create the plot of a fairy tale.

Organizing time.Children and their teacher stand in a circle on the carpet.

Today we have gathered to continue work in our creative, theatrical workshop. Who are the masters? (Children's answers). Let's hold hands and give each other skill, skill, support, friendly smiles. Go to work places.

Pay attention to the layouts we created earlier for the fairy tale “Thumbelina”. Who's missing here? (Heroes of a fairy tale). This is our goal: to make heroes for a new fairy tale.

II. Main part.

Demonstration of the circle (demonstration by the teacher) and analysis.

The basis of the craft is the figure that I am showing you. (Circle).

What can this figure turn into?

Can a circle become a three-dimensional figure?

Take one paper circle from those prepared on your tables and suggest a way to turn the circle into a three-dimensional figure. (Children perform actions).

Generalization: a circle will become a three-dimensional shape if

Crumple it into a lump (snowball, bun, ball);

Fold in half (roof, butterfly);

Lay a fold (umbrella, yurt);

Make a shaped cut in a spiral and unfold (snake);

Make cuts or tear along the edges and lift the “fringe” (flower, skirt, jellyfish).

2. Observing the transformation of the paper circle.

Let's watch the transformation of a circle into a three-dimensional figure.

Take one of the prepared circles, cut out a narrow segment, show the resulting shape, roll it into a tall cone, glue it and show it to the children.

Take the second circle, cut out a fourth part, roll it into a cone, staple it, and show it to the children.

Divide the third circle in half, roll both half-circles into identical cones using tape, then cut off the top of one of them to form a truncated cone.

Comparison.

What kind of cones did you get, compare? (High/low, wide/narrow, sharp/blunt (truncated).

How did I fasten the sides of the development? (Glue, tape, stapler).

What is a sweep? (An unfolded flat shape that will turn into a three-dimensional one).

Physical education minute“The sea is agitated once” using the sounds of the animal world of different natural communities (depict the animal whose sound you hear).

Demonstration of products using card No. 1 (winter set) on the screen.

You can make any toys from cones to create fairy tale characters, in our case: for a tabletop theater for the fairy tale “Rukavichka”. Which character to choose will be suggested to you by the models of natural communities that we have prepared in advance based on the plot of the fairy tale.

5. Repeating the product sample.

How is a scan obtained?? (

6. Independent work.

Making characters for a fairy tale from paper cones. Decoration using parts made of colored paper and other elements.

Accommodation in the theater corner.

Reflection.

What's in front of you? (Cone)

What did we get the cone from? (From the scan).

How did we do it? (We take a circle, find the center (point), to do this we fold the circle in half twice and see the central point at the intersection of the diagonals, cut out part of the circle (remove the excess), glue the two sides at the cut points and get a circle.

What kind of toys did you get?

Now we have a tabletop theater ready to stage the fairy tale, and we can show it to the kids.

Purpose of the program– development of the creative abilities and cognitive sphere of children of senior preschool age by introducing them to the art of modular origami.
The “Modular Origami” circle program is designed for 33 hours (1 year of study in a preparatory group, 1 lesson per week for 1 hour), during which both group lessons and the provision of individual assistance by the teacher to each child are assumed.
Program content

Theoretical lesson “Introduction to origami” (history of the direction, types).
Introduction to the concept of “basic shapes” and their application in origami techniques.
Manufacturing of the basic “square” shape and products based on it.
Introduction to symbols in origami.
Terms used in origami. Pocket (wallet).
"Stylized flower" Working with the basic Triangle shape.
"The Little Fox and the Dog." Studying marking by bending. Introduction to the concept of graphic images and their purpose. Planning work based on graphic instruction cards.
"Yacht and Steamship" Introducing techniques for reading origami diagrams. Exercises on dividing rectangular and square workpieces in different directions into equal and unequal parts.
"Glass." Making products using the origami technique based on instruction cards (subject and graphic).
"Tit and Bullfinch." Creation of the composition “Birds in the Forest”. Planning the composition work. Product design. Exhibition of works.
"Rabbit and Puppy." Familiarization with the new basic form. Reading diagrams of folding products using the origami technique. Reinforce the techniques of bending and folding paper.
"Duck". Repetition of names of basic forms. Reviewing the rules for using scissors. Making crafts. Product design, exhibition.
"Fairytale Birds" Create images of fairy-tale birds, design compositions with these fairy-tale characters.
Creation of the composition “Poultry on the Lawn.” Procurement of products and composition of panels.
Fish and butterfly. (Theory and practice.) Repetition of learned basic forms. Sketching conventional signs and folding patterns of basic forms.
"Lily". A product made up of identical parts - modules.
Creation of the composition “Pond”. Repetition of learned basic forms. Sketching conventional signs and folding patterns of basic forms.
Toad. (Theory and practice.) Acquaintance with conventional signs adopted in origami and basic folding techniques. Basic forms. Instruction cards demonstrating the folding process. Folding products based on simple basic shapes.
"Dragonfly". Choosing a basic form. A conversation about insects living near bodies of water. Decorative design of the product.
Creation of the composition “Island in the Pond”. Create a composition while working in a group. Organizing an exhibition of children's works.
"Steamboat". Folding the workpiece lengthwise and crosswise, inserting the sides. Decoration of works with patterns of your choice.
"Submarine". Based on basic shapes by folding the smaller sides of the rectangle towards the middle. Gluing additional parts specific to the product.
Creation of the composition “At Sea”, preparing it for the exhibition.
Making a postcard “Bouquet of Carnations” by folding flowers based on the basic shapes learned. Design of compositions and greeting cards.
Creating a composition “Rosebuds” by folding flowers based on the basic shapes studied. Design of compositions and greeting cards.
"Snowdrop" by folding flowers based on the basic shapes learned. Design of compositions and greeting cards.
"Sailing boat" Working with basic shapes and the technique of folding the smaller sides of a rectangle towards the middle. Gluing additional decorative parts specific to the product.
"A cheerful letter." Folding shapes diagonally by capturing a small triangle without using basic shapes.

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Rice. 1. Mental “objectification”

natural material

At the first stage (fundamental), children were taught to analyze natural material as a basis for obtaining different images using the method of “objectification” (Fig. 1). They were shown roots, branches, twigs of different configurations, similar to something specific, and then they were offered similar material in which they could “see” 2-3 images in each configuration. At the same time, children mastered the basic techniques of constructing an image: changing the spatial position of the base, completing construction and removing unnecessary things. The latter significantly influenced the development of imagination, since children built a new whole by removing unnecessary things from another whole they already had as a result of a mental enumeration of options.

The teacher's questions and actions determined these techniques and contributed to their mastery by the children. Two types of questions were used: “What would it be like if this or that part was removed?” (unnecessary was closed) and “What will happen if you add something to this figure?”

Rice. 2. Using basic design techniques when creating crafts from natural materials

The method of “objectification” is a fundamental point in the development of imagination, since it allows you to develop the ability to see the whole before the parts. Moreover, it can be carried out at a very high level, contributing to the creation on one basis of several original, significantly different images. It is in the depths of this method that another is born - the method of “inclusion”.

At the second stage, children solved problem problems involving the construction of images in the two above methods using new material.

For this purpose, children were offered two types of tasks: they were given natural material, which they had to use as part of something whole (for example, shells as ears, or tail, or eyes, etc.), and natural material, which acted as the basics of future designs (for example, a tied bundle of straw, two connected acorns, etc.). This ensured the generalization of the first method (expanded the scope of its functioning) and mastery of the second, when the material given as the basis was used as a significant element of the holistic image. As a result, children were able to use the same material multifunctionally: both as a basis, and as a part, and as a detail of the image. At the same time, along with the techniques mastered at the first stage, they widely used combination (Fig. 2).

At the third stage of organizing plot construction, the themes of children's crafts expanded, the search for conveying their expressiveness intensified, and the process of creating them became emotional and meaningful for children (Fig. 3). At the same time, children built an image based on both natural material and ideas associated with the plots they had invented, which expanded the palette of children's associations and made the images more dynamic.

Of particular importance was extensive experimentation with natural materials in order to determine its properties: it bends or breaks (and if it gets wet, it will bend), twists; soft or hard; rough or smooth; fluffy or smooth; barbed; color change under different lighting (moss in the sun is emerald, light green, and in the shade it is dark, almost blue), etc. This significantly expanded the children’s associations, which sometimes led to unexpected constructive solutions and the creation of original images using the properties of the material that they discovered for themselves. After such training, a control experiment was conducted with two groups of children (experimental and control groups, 25 people each) to identify the level of development of creative imagination in the following activities: designing from natural material according to plan; children experimenting with a new toy “Drone”; completing the drawing of uncertain figures (a variant of E. Torrance’s technique, developed by O.M. Dyachenko).

As a result of training, the average coefficient of originality in children in the experimental group increased from 2.5 to 7.5, and in the control group - only from 3 to 4.

The results of the experimental work showed that the majority of children had developed imagination and creative design at a fairly high level. Such training had a great positive impact on the development of initiative in children. figurative emotional speech of a descriptive nature. Children also began to show more respect for nature.

Rice. 3. Composition “Birds”

Lesson notes for the preparatory group on artistic design

Summary of a lesson on artistic design in the preparatory group “Magic Cylinders”

Program content

Introduce the method of twisting a rectangle into a cylinder. Start getting acquainted with the technique of paper sculpture. Show the rich possibilities of combining planar and volumetric curvilinear (cylindrical) elements in one design.

Preparation for class

The teacher creates an object-game environment on a flannelgraph: flat figures of a gnome, a house, pets, trees, as well as a blank square for demonstrating the method. Prepares in advance figurines of circus animals, made on the basis of a cylinder (Fig. 4). A number of sample crafts are also selected (Fig. 5). For each child, the following material is prepared: squares of writing paper of different colors and sizes and, in addition to them, several types of blanks for parts (paper squares, strips, circles, as well as threads for beads and glue). The teacher will need exactly the same material to show how to create various crafts using this method.

Progress of the lesson

The teacher draws the children's attention to the figures located on the flannelgraph and begins the story.

Rice. 5. Sequence of making a cylinder from a rectangle (left) Crafts based on a cylinder (right)

Rice. 4. Flat and three-dimensional (made on the basis of a cylinder), figures for creating a game situation on flannelgraph for the lesson “Magic Cylinders”

In the village where the gnomes lived,

Everything was flat, bodies of water

Houses, glades and oaks,

And the beds and mushrooms in the forest

Cows, goats, even cats

And they looked like cakes

And here from across the seas

Once upon a time the Circus of Animals came

And there are elephants, dogs, otters

Looked like cylinders

Seeing them, the Dwarf thought,

Why would such an animal decorate the house?

He sent a telegram to the Doll,

Where he tearfully asks this lady

How to solve the problem

Make your own cylinders

And the Doll answered the Dwarf:

"Let's take a simple square first,

Making a rectangle.

Now we will work with him.

Rectangle, without crushing,

Let's twist it into a cylinder, understanding

What two short sides

We must block each other."

“Nothing,” thought the Dwarf.

On the Sabbath He boldly set to work.

I made a dog. And she

It was the size of an elephant.

While reading poetry, the teacher shows animal figures that have a cylindrical base, and also gradually demonstrates the transformation of a square into a rectangle, and then into a cylinder. Then he invites the children to independently repeat these actions and remember their verbal description (highlighted quatrain), repeating it two or three times. Next, he shows pre-prepared samples of crafts made from cylinders (without explaining or showing the process of their manufacture) for choosing an object for the upcoming work.

Summary of a lesson on artistic design in the preparatory group “Magic transformation of a circle”

Program content. Continue to introduce paper sculpture techniques. Show children how to twist a circle into a cone (“low cone”). Develop the ability to independently “incorporate” the design method into the process of making various crafts. Activate your imagination. Improve the ability to independently analyze finished crafts from the point of view of highlighting the general method of their creation.

Preparing for the lesson.

The teacher places on one side of the flannelgraph several circles of different sizes (diameters - 5, 7, 9 cm) and colors, and on the other - a cone 5 cm high. For each child prepares several circles of different diameters (from 3 to 5-9 cm) , scraps of paper of different colors and sizes for making the necessary additional parts, paints, glue, felt-tip pens and other materials.

Progress of the lesson.

The teacher draws the children's attention to the geometric shapes located on the flannelgraph and begins to tell a funny story.

“It was a summer day. The brothers sat in circles on a bench. Suddenly, out of nowhere, an interesting figure appears - a cone. He rolled up to the circle and said: “Glad to see you, brothers!” The circles were surprised and asked: “What kind of brothers are we?” The cone laughed and exclaimed: “How come you didn’t recognize me!” I’m also a circle, but I just turned into a cone.”

“How did you manage to do this?” - asked the circles. “Very simple,” answered the little red cone and sang its song.

The paper circle has it

Just in the middle is the point.

Make an incision for it, my friend,

And twist the circle into a cone.

(Shows this process).

And then the circles asked: “Why did you turn into a cone?” And the small cone answered them. “I did this because a cone can make a lot of different interesting toys.”

Then the teacher invites the children to twist the circle into a cone, determine what crafts can be constructed from the resulting “low” cones, and make one of them. Children name what can be made from cones. And then the teacher shows several finished crafts (Fig. 6).

Upon completion of construction, children analyze the finished toys, highlighting what is common and different in them; If desired, they tell small stories about them and combine them into a single composition.

Rice. 6. Making a low cone (left). Crafts based on low cone (right)

Conclusion

Creative design classes are intended to develop preschoolers' creative abilities in the field of designing various crafts from paper and cardboard and combine the development of fine motor skills, artistic taste, orientation in space and on a plane, figurative and spatial thinking; formation of the necessary knowledge, skills and abilities for successful work.

Creative design classes combine work, cognitive and play activities. The introduction of game elements encourages preschoolers to solve assigned problems independently. Children willingly begin practical exercises, where they can quickly see the results of their activities. Content

Introduction
1. Paper construction
2. Construction from natural materials
3. Lesson notes for the preparatory group on artistic design
Summary of a lesson on artistic design in the preparatory group “Magic Cylinders”
Summary of a lesson on artistic design in the preparatory group “Magic transformation of a circle”
Conclusion
Bibliography

Construction. Topic: "Bashkir doll based on a cone" (Technology "Situation")

Target: introduce children to the method of constructing a cone from a semicircle and gluing other elements.
Educational objectives:
- arouse interest in design
- develop the ability to plan activities
- to develop the experience of independently overcoming difficulties under the guidance of a teacher
- develop fine motor skills of hands
- develop creative imagination
- promote the education of moral and aesthetic feelings: love for one’s people, Motherland, traditions, multinational culture.

Materials: finished doll parts cut out by the teacher from colored paper: 3 semicircles (1 semicircle body, 2 smaller sleeves), a finished three-dimensional Aigul doll (for analysis by children), glue brushes, PVA glue, glue pencil, paper napkins, colored paper.

Introduction to the game situation.

Didactic tasks:
- motivate children to engage in play activities.

The teacher gathers the children around him.
- Guys, we received a letter from Bear. Do you want to know what Mishka writes about?

“Hello, guys! Masha’s birthday is coming soon and I’m thinking of giving her something interesting. Masha began collecting dolls of different nationalities. Maybe you can help me and tell me how to make a Bashkir doll”

Do you want to help the Bear and fulfill his request?
- Can you?

Updating knowledge.
Didactic tasks.
- update children’s knowledge about Bashkir folk clothing
- develop imaginative thinking, memory, speech, communication skills
- cultivate interest in the Bashkir national costume and traditions of the Bashkir people

Guys, how can we help the bear make a doll? (children’s options - draw, sculpt)
- An excellent suggestion is to make dolls from colored paper.
- Today we will make Bashkir dolls, let’s remember what clothes Bashkirs wear? (colorful, bright)
- How can we decorate the lower edge of the dresses of our Bashkir dolls?
- Right. We can cut out ornaments from colored paper.
- Guys, please name what elements the Bashkir ornament consists of? (tell and show using pictures)

How can you decorate your head? (use wool threads instead of hair)

Difficulty in a game situation.
Didactic tasks:
- create a motivational situation for the discovery of new knowledge
- develop experience in fixing difficulties under the guidance of a teacher

Look, we already have blanks for dolls on our tables.

Children sit at tables, on which there are parts for dolls for each of them.
Children choose blanks for themselves.

Is everything ready, is everything done?
- Select the largest part - this is the torso. We need to make a cone from a semicircle.
- You can start working.

A difficulty arises.

Were we able to make a cone? (No)
- Why couldn't we? (because we don’t know how to make a cone from a semicircle)
- So what needs to be done? (learn how to make a cone from a semicircle)

Discovery of new knowledge.
Didactic tasks:
- form an idea of the method of constructing a cone from a semicircle
- record the experience of discovery and the emotional experience of the joy of discovery
- develop creative thinking, imagination, memory

What can you do if you don’t know something? (ask someone who knows)

Children turn to the teacher with the question: “How to make a cone out of a semicircle?”

Educator:
- In a cone, one side of the paper sheet is gathered into a narrow end, and the other is widened. And therefore you need to roll the semicircle into a cone (shows). To do this, you need to lift the two corners of the semicircle and connect them so that they slightly overlap each other, thereby forming a cone. Secure with glue along the line where the sides of the semicircle connect. Then hold the cone in your hands for a while until the glue hardens.

Guys, how did I turn a semicircle into a cone, what should I do? (answers from 2-3 children: you need to twist the semicircle so that its corners meet and lie slightly on top of each other and glue it together)

A large semicircle is needed so that we can make a cone - the body. Why else are there 2 small semicircles in front of you? (sleeves)

Inclusion of new knowledge into the system of children's knowledge and skills.
Didactic tasks:
- develop the ability to design a doll based on a cone
- develop aesthetic taste, creativity, fine motor skills of the hands

We turn three semicircles into three cones (1 body and 2 sleeves). Where will our small cones - sleeves - be located? (glue them on the sides of the large cone).

We decorate the dress with ornaments and the head with hair. And after drying, glue the head to the top of the cone.

Children work independently.
- Guys, were we able to fulfill the Bear’s request?
- Will you like our Bashkir Masha dolls?

Comprehension
Didactic tasks:
- to form the experience of understanding one’s own activities, recording the achievement of the planned result and the conditions that allowed it to be achieved

The teacher gathers the children around him.
- Guys, who asked us for help today?
- How did we help him?
- Why did we manage to make Bashkir dolls? What new have we learned?
- What else can you make from a cone?

The teacher praises the children.
- Now the Bear will be able to surprise Masha with a Bashkir doll.

Practical part of the lesson

Paper blanks for one doll: 1 body (large semicircle), 2 small sleeves (1/4 of a circle), head (2 circles)

Roll a cone from a large semicircle