Classes to develop creative potential. Game exercises for developing the creative abilities of preschoolers

Elizabeta Olaru
Exercises to develop children's creative abilities

Exercises to develop children's creative abilities

A game "Reincarnation".

The game is played in a circle, sitting on chairs. One of children received the task of turning into an old lamp. The child must imagine himself as this thing, immerse himself in its world, feel it "character". On behalf of this thing, the child must compose a story about himself. Having finished his story, the child gives the task to his neighbor.

Musical addition: as the story progresses, the child must depict on improvised objects the sounds that the object into which he has turned could make.

Exercise"Depict it your way".

Draw as many objects as possible using the plasticity of your body.

Musical addition: drawing music (color painting). Any musical composition can be played.

Exercise"Illustrating a book".

To illustrate, we took a fairy tale "Morozko".

Instructions: “Let’s imagine ourselves as artists and we need to make illustrations for this book.”

Musical addition: During the task, music corresponding to the nature of the fairy tale is played.

Exercise"Imagine and Hear".

Instructions: “You know that a cow moos, a dog barks, a door slams, thunder rumbles, a bell rings, a whistle blows, and so on. You have heard all these sounds more than once, but try it using your sound imagination, introduce:

imagine and depict the sound that a pickled cucumber makes;

breaking glass, etc.”

Musical addition: Come up with your own sound and describe it.

Exercise"Fairy Forest".

Instructions: “Imagine that you and I are in a fairy-tale forest. Let's perform a composition on the theme "Fairy Forest" from various materials: colored and velvet paper, postcards and various pictures from old magazines, cardboard and the like.”

Musical addition: during this exercises musical accompaniment sounds "Sounds of nature".

A game "Say it in rhyme".

Read out poem or riddle, and children must finish the word that has the appropriate meaning in rhyme.

Puzzles:

1. Guess what kind of bird it is

He is afraid of bright light.

Beak with a hook, eyes with a heel,

Eared head. This … (Owl).

2. They put on white hats

Today there are apple trees and spruces,

Both cars and houses -

It came to us... (Winter).

3. In winter there are apples on the branches!

Collect them quickly!

And suddenly the apples flew up.

After all, this is... (Bullfinches).

4. They are usually for sewing,

I saw them on a hedgehog,

Happens on a pine tree, on a Christmas tree

And they call them... (Needles).

5. Chewing firewood is easy!

I ate sawdust

Drank tree sap

Who am I? (Saw).

6. Scented branches

I brought it from the shadows:

Lilac, white

Branches... (Lilacs).

Poem"Pie" D. Harms.

I wanted to throw a ball, I waited until I had enough strength,

And guests to your place... (called). Then a piece... (took a bite).

I bought flour, I bought cottage cheese, Then he pulled up a chair and sat down

Baked a crumbly... (pie, And the whole pie in a minute... (ate).

Pie, knives and forks are here - When the guests arrived,

But somehow the guests... (do not go). Even crumbs... (not found).

7. He is kinder than everyone else in the world,

He treats the sick... (animals,

He is famous, famous - this is a doctor... (Aibolit).

8. He always loves everyone,

Who wouldn't come to him?

Did you guess it? This is Gena

This is Gena... (crocodile).

9. The samovar sings and hums.

Only in appearance he... (angry).

Musical addition: try to come up with a melody for one of the quatrains. Ask your child to sing it.

A game "Complete the drawing".

Each group member is given a sheet containing 20 cards. Each card is some kind of geometric figure. There are 5 diagrams, but each of them is located on the sheet 4 times in different projections. Instructions: “Turn the figurine into any image, picture, plot. To do this, you need to finish drawing it and come up with a name. Images on cards should not be repeated."

Musical addition: exercise is carried out several times. Each time there is music that is different in character from the previous one.

Exercise"Fantastic image".

Instructions: “It is necessary to create a fantastic image of an animal using various materials: scraps of fabric, leather, foam rubber, unnecessary buttons, ribbons, threads, beads and so on. The image must be original."

Musical addition: during exercises the work of C. Saint-Saëns sounds "Carnival of Animals".

Exercise"Journey to a Fairy Tale".

Instructions: “Take any topic from those proposed and compose one of the following on it fairy tales: "Puppy at a lesson", "My Friend Chipmunk", "Magic Desk". Illustrate your tale."

Musical addition: The story must be accompanied by playing musical instruments. That is, every action of the characters should be illustrated with the help of sounds.

Publications on the topic:

Arts and crafts as a means of developing children's creative abilities Additional education is a condition for personal growth, which forms a system of knowledge, constructs a more complete picture of the world and helps.

Musical and didactic games and exercises for the development of musical and creative abilities of preschool children Musical director. Hello, dear teachers. Allow me to present to your attention continuous educational activities.

Non-traditional drawing techniques as a means of developing children's artistic and creative abilities"Magic colors". Author of the project: Khoptar Vita Mikhailovna. Nizhny Novgorod 2016 “The origins of children’s abilities and talents are at the tips.

“Peskography as a means of developing the creative abilities of preschool children” Olga Nikulina. The child lives in a world of all sorts.

Game as a means of developing the creative abilities of children of senior preschool age It is customary to call the game a “childhood companion.” In preschool children, it constitutes the main content of life and acts as a leader.

Visual activities in creating conditions for the development of children's creative abilities Visual activity is perhaps the most interesting activity for preschoolers. It allows the child to express himself.

Speech from work experience on the topic:

“Classes for the development of creative abilities.”

Recently, the need to develop the individual abilities of students, to create favorable conditions for their comprehensive development, and to nurture a creative personality has been emphasized. It’s difficult to do this within a lesson, so I do it outside of class time. These classes are fundamentally different from ordinary lessons, both in form and content, and in the goals facing both the teacher and the student. What are the main objectives of the lesson? Develop the ability and practice certain skills in writing, reading, counting, etc.

The purpose of classes for the development of creative abilities is to educate a creative personality. These activities contribute to the development of abstract thinking, spatial imagination, voluntary attention, and speech in children. They encourage children to be active and independent, foster mutual assistance and respect for each other. To complete the tasks that I select, the student must not only and not so much know the program material well, but, and this is the main thing, be able to draw conclusions based on comparisons, generalizations, identify patterns, and be able to fantasize. Basically, these classes are based on educational games, exercises, entertaining elements, and tasks. In classes for the development of creative abilities, each student works to the best of his ability, rising to his own level. Should all the tasks given by the teacher in a particular lesson be completed by each student? Not at all. Let everyone complete 1-2 of the 5 tasks I suggested. But all the students thought, created, thought, looked for the necessary solutions, and they developed an interest in such work. What you couldn’t do today will definitely be done next time, because each previous lesson is like a launching pad for the next one.

What makes us happy in a regular lesson? Quick response from students to our questions (years of raised hands, etc.). The same thing in classes on developing the creative abilities of students will alert the teacher - it means the children did not think, did not analyze the different possible options for completing the task. Among other things, these classes differ from lessons in that the child has more opportunities to think, reflect, and try different ways to solve problems. These classes are not limited by curriculum and time frames.

I will give an example of one such lesson in mathematics, in which children, traveling with a Dot through the fairy-tale land of “Geometry,” receive initial ideas about a straight line, a segment, a ray, and different types of angles. Playing the game “Attention” develops voluntary attention, which is poorly developed at this age. By solving logical problems with ingenuity and joke problems, children learn to think, to think, and to think outside the box. So the goal for the lesson was:

“Introduce students to different types of triangles” Develop attention, spatial imagination, and logical thinking.

Game "Attention". I offer a card with the image of some figures. Children must remember what is on the card and sketch it in their notebook. I show no more than 6-8 cards.

☼  ☻ ◊ ○ Δ

Name the geometric shapes you are familiar with.

Practical work

Construct a right angle, an acute angle, and an obtuse angle from sticks.

Build a triangle from sticks. What are the angles of this triangle?

4. Work in a notebook. Is there a triangle with a right angle? Draw a right angle and connect the ends of the segment. The result is a right triangle. Draw an obtuse angle. Connect the ends of the segment. The result is an obtuse triangle. Draw an acute angle and connect the ends of the segment. Who guessed what this triangle is called?

5. Working with sticks. Can there be a triangle with two right, obtuse angles? Children try to build such triangles using sticks and come to the conclusion that there are no triangles with two obtuse and right angles.

6. Solving logical problems and ingenuity problems:

“There were candies in a pile. Two for the mother, two for the daughter, and the grandmother and granddaughter each took one piece of candy - and that pile was gone. How many candies were in the pile? She demonstrated this task clearly and acted out the described situation.

In Russian I give the following assignment:

What root is missing in the words:

1.Team

E _______________eva ___________-yana _________yanka

Evka _______________evod ___________yushko _____________i

2 Team

Nick _______________noy ____________isty _____________a

Ok _______________gad ____________ovik ___________ glasses

Select the root. What words are these and why?

3 Team

Enie _______________ite ______________it _______________ite

Enik ___________ enic ________itelnitsa ___________ itelskaya

Guess the word and write it:

ELEC 3 K (electrician)

VI 3 NA (showcase)

SMOR 1A (currant)

Write how to turn a big house into a small one?

Underline the words that are incorrectly translated:

snake-ya, tea-ka, guy-ka, subb-ota, group-pa, O-la, ma-shi-na.

Underline the extra word in each line

couple, steam, steam

porter, big-nosed, tray

summer, fly, summer.

Underline pairs of cognate words:

add - extend

blow the trumpet - cut off

guilty - apologize

make laugh - funny

What letters do people's first and last names not begin with?

In terms of understanding the world, I give tasks to broaden the horizons of children and involve parents in finding answers to questions of interest.

She suggested the following questions:

Why do the windows have double frames?

Why doesn't it rain in winter, and it's all snow and snow?

Where does frost hide in summer?

Why do coats, hats and mittens keep you warm in cold weather?

What is warmer: one thick shirt or three thin shirts?

Where does the water in the tap come from?

Why does a bear suck its paw in winter?

Why can owls hunt in the dark?

Why does a tiger have stripes and a giraffe spots?

Why does a cat wash itself so often?

What is the tastiest thing in the world? etc.

On literary reading in class, I give assignments under the heading:

"Speak correctly."

Place emphasis on words:

spoiled, pamper, indulge, pamper

Make up a sentence with the words:

Pampered, pampered.

What is the difference in the meaning of the words pamper and indulge?

Take, take, take, take

Boys…. pebbles and threw them into the water.

The girl... took a bucket and went to fetch water.

Read it correctly:

Loudspeaker gallery

year verb

Rumble geography

Giant caterpillar

Heroism globe

Place emphasis:

Hungry, hungry, hungry.

Insert the words according to their meaning and read them correctly.

Volodya, sit down and eat!

Thank you, I don't……..

Mom, I’m so...... that I think I could eat a whole chicken. etc.

As my experience has shown, it is advisable to conduct classes on the development of creative abilities not with the whole class, but with groups of 10-15 people. In this case, I have the opportunity to use an individual approach more widely, to “reach” each child. Classes with small groups take place in a more relaxed atmosphere, which creates conditions for each student to open up, even those who are inactive in class during lessons and are shy.

Classes for the development of creative abilities increase children's interest in learning, in the subject, and help identify and develop not only educational but also special abilities of students.

Creativity is, first of all, an attraction to creation. In creativity, a person manifests himself and expresses his inner world. In the process of searching for original solutions, the child develops intellectual and creative abilities (fantasy, imagination, flexibility of thinking, integrity of perception, ease of generating ideas), cognitive and search activity awakens.

Is it possible to teach a child creativity? How to encourage him to search, awaken the desire to surprise and arouse interest among others, the desire to be different from others with the help of his original ideas, and also receive satisfaction from the work done. The presented lessons will help you solve such questions. These activities stimulate the cognitive activity of students, give the child the opportunity to make a useful thing with their own hands, as well as realize their creative potential. The recommended activities are creative in nature; they purposefully orient the child to create something new, unusual, worthy of positive feedback from different people.

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To the competition.

STIMULATING CHILDREN'S SEARCH ACTIVITY IN THE "PEOPLE'S CRAFT STUDIO"

Sergienko Olga Nikolaevna,

teacher of additional education of the highest qualification category,

Head of the “People's Craftsman” studio of the Children's Creativity Center,

Shimanovsk, Amur region.

Since 1999, I have been the head of the studio of applied crafts “People's Craftsman”.

The studio accommodates children from 7 to 16 years old.

Main directions studios:

• art ceramics
• decorative painting
• golden straw.

In the studio, children get acquainted with the origins of Russian folk culture, artistic folk crafts, their history, master the basics of composition, color science, materials science, technology for the artistic development of materials and decorating products, and master the work of design and research activities.

As the head of a studio for a long time, I had to solve a number of problematic issues. How to retain and support their interest in applied arts. How to interest children of different school ages in the creative process. How to lead a child to the fact that it is necessary to set a goal, see it and achieve the goal. And, finally, how to create conditions for the realization of a child’s creative potential. These problematic questions led me to research work on the topic“Stimulating children’s search activitythrough the creation of an original work".

This work contributed to the creation of a set of creative activities for children of different ages. One of those submitted to the competition is a lesson for primary school children “Creative Abilities”.

The work in the studio is built using elements of alternative and pedagogical technologies based on the personal orientation of the pedagogical process. When working with children, I adhere to the following beliefs:

• not to prohibit, but to guide;
• not to manage, but to co-manage;
• not to force, but to convince;
• not to command, but to organize;
• not to limit, but to provide freedom of choice.

A special style of working with children has been developed.

• democratic communication;
• friendly disposition;
• passion for joint activities.

The level of communication with the guys is based on the principle:

• confidence;

• partnership;
• cooperation;
• understanding;
• joint search;
• joint choice.

To stimulate a child to work and creativity, it is necessary to evaluate his results. In my work I usesuch forms of activation of the educational process as “Rating” (the experience of teachers in the city of Rybinsk), where points are given for each completed work, and “Skill growth table”, where the progress of the child’s personal growth in development is recorded.

Rating is an individual numerical indicator for assessing the achievements of a particular person. The main purpose of such an assessment is to stimulate and motivate the child to perform activities. The pedagogical principle of “openness” of assessment must apply, each assessment is explained.

The Child Skill Growth Chart shows children's progress in learning. It reflects the main stages of assigning creative titles to children (student, journeyman, master, master class, craftsman). The system for assessing children's achievements will work if you use it constantly.

The formation of children's creative activity is facilitated by holding various exhibitions and competitions. And, as a result, the students of the studio are laureates of regional and regional exhibitions. They are winners of regional scientific research conferences, participants in student conferences at BSPU. The studio is a winner of the international exhibition.

CREATIVE SKILLS.

Target: creating conditions for children to understand the meaning and practical significance of the acquired knowledge necessary for the educational process, the result of which will be the production of original works, research and project activities of students.

Tasks:

• identify the artistic and creative abilities of children;
• teach children to think about a future craft, look for interesting ideas using the keyword association method, build a chain of reasoning, find and develop an original idea, and display it on paper;
• achieve children’s understanding of the advantages of making creative crafts over duplicating a finished product through experimental work;
• bring children to an awareness of the need to increase the level of skill, promoting the desire for independent control over the process of making crafts and the quality of products;
• develop aesthetic taste, creative and artistic abilities of children.

Planned result:During the experiment, the children should see the advantage of creative work, understand the creative process, and feel the importance and complexity of this process. Come to the conclusion that it is necessary to do the work slowly, in an original way, thinking through every detail. Students must understand that before performing work, it is necessary to acquire initial skills in the manufacture and further processing of products, and then improve them. During the discussion of the completed work, children should realistically evaluate their artistic and creative abilities.

Children's age: 7-9 years.

Lesson duration: 30 minutes.

Form:creative practicalan activity with elements of experimentation.

Forms of organization of the educational process:

• frontal;
• individual.

Teaching methods:

• information-receptive (explanation, discussion, listening to music, looking at illustrations, demonstrating products);
• reproductive (children completing tasks);
• research (search for creative solutions);
• analytical (self-analysis, highlighting the main thing, conclusion).

Location:study room.

Equipment: magnetic board, tables, chairs, tape recorder with cassettes.

Materials and tools for children:simple pencils, white paper, erasers.

Visual material for the teacher:illustrations, crafts, abstracts.

Lesson plan.

1. Experiment. Part 1.
2. Explaining the process of working on creative products.
3. Experiment. Part 2.
4. Discussion of the experimental results.
5. Generalization of the topic.
6. Conclusion.

Progress of the lesson.

Throughout the lesson, the teacher pronounces phrases clearly, at a moderate pace, so that each phrase is assimilated. Changes intonation in his voice, emphasizing important points.

Teacher. Guys, today we have an unusual lesson with the usual topic “Creativity”. Why is it unusual, you ask? What makes it unique is that we will conduct an experiment on ourselves in order to identify our creative abilities, then we will talk about this topic and draw conclusions.

Now let's proceed to the 1st part of the experiment. I suggest you draw a house, housing.

Drawing by children.The teacher plays a calm melody. Turn off the music before discussing.

Teacher. Show me your work. Show each other. Look carefully at the pictures. What do you see? Yes, you all drew houses, as I asked. But you depicted similar houses. Square windows, rectangular doors, triangular roofs, straight walls. Who did you draw them for?

Suggested answer. For people.

Teacher. But I didn’t propose to depict a house for a person. How did it happen that when you were drawing a house, you did the same work as if it were a template?

Children. ??? (perplexed).

Teacher. You have worked out the associations that we have with the word “HOUSE” (roof, walls, windows). And without hesitation, you conveyed the first thing that came to your mind. That is, you acted according to patterns that you learned by observing your surroundings. It's not bad. It is usually in life to act according to schemes and templates, easier, faster and more familiar.

It is easier to sew clothes using ready-made patterns. Prepare lunch according to recipes. Make the craft according to the sample. This is good. But it might be even better ifperform the work creatively, provided thatknowledge, norms and rules have been acquired(attaches thesis 1 to the board).

Teacher. See how illustrators do it.Shows images of houses. (You can use illustrations from books about Smesharikov).

Teacher. Guess who lives here and why? Pay attention to how the artists worked to create the home. On the shape of the house, windows, doors, roofs.

Teacher. (Explains the principlecreative process).Let's say we decided to draw a house for a bunny. What associations arise with the word “bunny”?

Suggested answer.Long ears, he is fluffy; loves to chew carrots, they are orange and cone-shaped; lives in a clearing in a round hole...

Teacher. Highlight the main words.

Suggested answer.Cone-shaped, orange, round, gnawing, furry, flowers.

Teacher. Create a home for a hare using keywords.

Suggested answer.The house is cone-shaped, orange, the entrance is round, gnawed by teeth, there is a fur rug in front of the entrance, and flower-shaped windows.

Teacher. And now, I propose to begin the second part of our experiment. Based on your knowledge of houses, you need to try to do something completely new, something that no one has ever thought of. Before drawing housing, think about who you will put in this house. Try to draw it so that it is clear who lives in it. Take your time, think. Try to fully express yourself and your creative abilities. Make your work with a twist. And then we will look at your drawings, you will tell us about them, and we will choose the most unusual ones.

Children complete the task.Some guys find it difficult to complete the task. It is important to notice these children, approach each one individually, and help by asking leading questions (who is your character, what does he look like, what does he like, occupation?). The rest of the guys should not be left unattended (to praise, direct their train of thought, give advice).

Discussion of works. The teacher shows the most interesting drawings, and the children try to guess who lives in the house. They tell why they decided so. The teacher turns to the owner of the drawing: “Is your guess correct?”

Teacher. Addressing children, asks 1st key question:

What work was most interesting and difficult for you to do and why?

Suggested answer.The second one, becausehad to think.

Teacher. Yes, I agree with you because you thought. We were searching. Were involved in the creative process. Creative abilities were involved.Attach thesis 2 to the magnetic board.Creativity is the joy of insight, it is the awakening of the desire to be different from everyone else, it is the pleasure of overcoming norms and rules, patterns and patterns.And in our work, creative abilities are needed like a person needs air.But just doing interesting work is not enough.

Teacher. Addressing the children, demonstrates the craft, asks the 2nd key question:

Let's look at this craft, what is its advantage, besides the fact that it is interesting?

Suggested answer. She well made, beautifully painted.

Teacher. That’s right, this work is also good because it’s done well. Remember that(attaches thesis 3 to the magnetic board)creativity is, first of all, novelty, the ability to do something that has not yet been done. Provided that the product is made skillfully and masterfully.

Teacher. (Picks up a pre-prepared craft, admiring it, says)good, high quality and unusual work. It evokes emotions. You can't pass by this one. I just want to pick it up and look at it. A lot of work and time was spent on it. But what was given for a reason is a hundred times more valuable. Do you agree with me?

I hope that in the future we will create many interesting and exciting works. We will use the knowledge and experience that you have gained today in our future work together.

Teacher. On this note, I’m ending the lesson, and you guys will remember that before you start working, you need to think about it and, when making a craft, you need to try very hard to make it interesting and well done.

References.

Literature studied.

Magazine "Vneshkolnik" No. 9, 98, Yaroslavl

Magazine "Vneshkolnik" No. 3, 96 g., Yaroslavl

Journals "Research work of schoolchildren", 2003 - 2005.

Kalne V.A., Shishlov S.E. Technology for monitoring the quality of teaching in the “teacher-student” system, M.: Pedagogical Society of Russia, 1999.

Maksimov Yu.V. At the origins of craftsmanship. – M.: Education, 1983.

Oparina N., Children's creativity /magazine/ No. 6, 1999

Supplement to the magazine "Methodist". MASTER CLASS. - Methodological recommendations for analyzing a study group lesson.

Selevko G.K. Modern educational technologies: Textbook. – M.: Public Education, 1998.

Solovyova I.Yu., Extracurricular /magazine/ No. 1 /6/, 1998

Solomennikova O. A. The joy of creativity. Development of artistic creativity in children aged 5-7 years. Methodological manual for preschool teachers, primary school teachers and additional education teachers. /Ed. Komarova T.S. – M.: IPK and PRNO MO, 2001

Lesson analysis.

The proposed lesson was tested with children of primary and secondary school age, and was also conducted at the city seminar “Stimulating the creative activity of children in the classroom” for city school teachers. Adults gave answers similar to children's. And the guys, during the lesson, felt the practical significance of the knowledge acquired, necessary for subsequent training. They concluded that a creative approach to business is more difficult, but more interesting, and before starting to make crafts, it is necessary to acquire initial skills and abilities, constantly monitor the quality of the future product and improve it. When children understand this themselves, isn't it wonderful?

The idea of ​​the lesson is that, using a simple example, through their own experience, children will realize the importance, complexity and attractiveness of the upcoming training in the studio. Revealed your artistic and creative abilities. And I managed to solve these problems.

The lesson was not tedious, because it was not overloaded with theoretical material. Various methods were used to stimulate children's interest. Each work received a correct assessment from the teacher, no one was left unattended.

Analyzing my work, I see some benefits of the lesson:

Relevance - The teacher clearly explains the creative process in practice. Conversations about creativity, experiments, creative tasks and activities contribute to children’s search activity, self-expression and the realization of their creative potential. And in total, creative activities develop the ability to think creatively, find extraordinary, original solutions, the ability to express ideas and bring them to life, which gives the child an advantage in the future.social adaptation.

Necessity -prepares the ground for a long five-year educational process in the “People's Craftsman” studio. The result of the training is children's research activities and work on creative projects, career guidance.

Modernity –search for original, new solutionsstimulates cognitive and search activity of children. Develops intellectual abilities (the ability to reflect, think, analyze, draw conclusions, highlight the main thing). Develops creative abilities (fantasy, imagination, flexibility of thinking, integrity of perception, ease of generating ideas).

Variability -The lesson, with slight modifications, can be timed to any topic, to any type of activity in associations (drawing, working with straws, paper-making, etc.), or at school lessons where children are engaged in creative activities.If desired, based on the capabilities of the institution, you can use a multi-projector or computer.

As an example, in the “People's Craftsman” studio for middle-aged children involved in ceramics, this lesson is the initial stage of creative work on the topic “Making a house.” Stage 2 – practical. The guys make housing with decorative elements using prints of fabrics and stamps. The third part of the creative work is carried out after the craft has dried. Children are working on painting the product. Here it is important not to completely paint over the craft, but to maintain a balance between preserving the bright brick color of the clay after firing and ceramic paints. The 4th part of the lesson is devoted to creating a natural composition for the home. Students create decorative designs from stones, shells, sand, earth, living plants (cacti, sedums, crassulas, chlorophytums, etc.)

Efficiency -The good thing about the activity is that it is elementary, but effective.

Availability - Available for children of any age, with different levels of training.

Prospects -creates conditions for subsequent learning and application of acquired knowledge and skills not only in training, but also in later life.

Novelty - During the experiment, children see their real abilities for creative activity. They develop an incentive for a long time to create something new, special, worthy of positive feedback from others.

APPLICATION

for the lesson “Creativity”

from a collection of creative activities on ceramics "How to teach creativity"

Compiled by Sergienko O. N.

Preface

The most effective and efficient form in the development of creativity is the practical participation of children in creating products that they themselves sculpt from clay and paint with a brush. At the same time, involvement in the creative process of making artistic products not only develops technical skills in working with materials, but also allows you to feel the joy of having learned to make beautiful and useful things, and to feel like an artist. Modeling classes help develop children's mental abilities, expand their artistic horizons, and form a creative attitude towards the world around them.

In terms of content, modeling classes develop aesthetic and artistic taste, individuality, intuition, cultivate organization, discipline and accuracy when working with clay, as well as the ability to plan the creative process by each participant in the association. The leader helps to reveal children's abilities, overcome difficulties in the learning process, support and instill children's interest in modeling.

Purpose of the lesson: give children the joy of creativity, introduce clay as an artistic material, its history; show basic modeling techniques, introduce figurative stylization of clay toys.

Tasks:

• Development of children’s artistic and creative abilities and the formation of aesthetic taste;
• Involving children in the art of clay modeling;
• Instilling the necessary knowledge and mastering modeling techniques by children.

Each modeling lesson is structured depending on the topic and specific tasks that the teacher sets for himself.

However, all classes can be structurally divided into 4 parts:

Introductory word. State the topic and purpose of the lesson. A conversation or story from a teacher on a given topic. Demonstration of toys.

Main part. Explanation of the task, demonstration of sculpting methods. Review of tables and finished products. A reminder of the basic rules of sculpting.

Practical part.Children are working on a product. The teacher observes the children’s work and gives recommendations as they complete the task.

Analysis of completed work.The teacher individually analyzes the children’s completed work, thanks the children for their efforts and sums up the lesson.

Predicted results

Children should know:

• a brief history of clay;
• properties of clay;
• basic methods of clay modeling;
• sequence of working with clay.

be able to:

• knead the clay to the appropriate viscosity;
• sculpt the main parts;
• master the basic techniques of clay modeling;
• firmly connect the parts with slip;
• decorate products with stamps;
• consistently and accurately paint clay products;
• organize and clean the workplace.

Subject	Watch	Theoretical part	Practical part
Basic sculpting techniques.		The story about Preparing clay for work (together with children). Materials and tools. Introduction to basic modeling techniques (together with children).	Independent activity of children. Modeling on a free theme in order to reveal the artistic and creative abilities of children.
Pendants.		Pagan meaning of amulets. Variety of topics. Showing how to sculpt a pendant. Decorative design.	Making pendants. Theme options for pendants: "Zodiac signs", "Eastern horoscope".
Decorative tiles.		Review of tables and finished products. Showing the modeling sequence. Repetition of the basic rules of sculpting.	Working on sketches. Modeling pictures.
Smeshariki piggy banks.		Demonstration of samples. Showing the modeling sequence.	Sketch. Modeling a piggy bank.
Decorative candlestick.		A story about the connection between clay and fire. Demonstration of finished products, variety of topics. Showing the modeling sequence.	Modeling a candlestick.
Creative work.		Conversation about creativity. Help in choosing topics.	Creative task. Modeling on a free theme.

TEAR AWAY, ROLL OUT, CONNECT

Target:

Tasks:

Children's age: 7-9 years.

Form: practical lesson.

Location:study room.

Decor: table about workplace organization.

Equipment: table, chairs.

Lesson plan.

1. How clay was useful to man.
2. Preparing clay for work.
3. Materials and tools.
4. Analysis of works.
5. Summary of the lesson.

Progress of the lesson:

Folk parable

Teacher:

He did not have fabric to sew clothes for himself. And he walked through the forest, throwing an animal skin over himself. There were no dishes either. There is nothing to store fresh water, meat, or fruits in.

Question for children:

Teacher:

Teacher:

Children test the clay.

Teacher:

Teacher: slip

Teacher: Clay is a very docile, flexible material; working with it is a pleasure. You are sure to end up with some beautiful and fun pieces. But first you need to master the techniques of sculpting the basic elements. Many children, when they first see how figurines of animals and birds and various crafts are made from a shapeless piece of clay, immediately want to make something - a dog or a cat, or a horse. But they can’t do anything, although they diligently crushed the clay. It turns out that you need to start with the simplest thing - learn how to sculpt the parts that make up the product. And then everything will go easily and simply, and the work will bring a lot of joy. Let us, guys, first learn how to sculpt simple parts.

Practical part.

Practical part.After the children have practiced sculpting the main parts, the teacher offers them to make a craft.

At the end of the lesson, conduct an individual analysis of children’s work and invite them to independently point out shortcomings and note particularly successful and interesting works.

Teacher:

PENDANTS

Target: introduce children to amulets, symbols of our ancestors, teach children to sculpt pendants in different ways (optional), make products carefully, aesthetically, firmly connect parts with slip.

Age of children: 10 – 12 years.

Form:

Location:study room.

Decor: samples of finished products, illustrations of amulets, tables with the step-by-step production of pendants.

Cabinet equipment: tables, chairs.

Clay, board, stacks, cloth, water, slip, foam rubber.

Lesson plan:

1. State the topic and purpose of the lesson.
2. Explanation of manufacturing methods.
3. Modeling of the product.
4. Job analysis.

Progress of the lesson:

Teacher. Clay is such a warm magical material that you want to make something magical out of it. For example, a talisman is a talisman. Our ancestors wore such talismans on their clothes, tied them to their belts, to the horse’s harness, in order to protect themselves from trouble and the evil eye. These were images of animals and birds or small objects, such as a knife. Today I suggest you make such a talisman for yourself and for a friend.

Teacher. Look what the amulets of the ancient Slavs looked like (shows images of amulets in the illustrations). The horse was the personification of strength, goodness and beauty, symbolizing wealth. The tree was a symbol of life. The image of a bird brought happiness and good luck. The image of the mother was a symbol of fertility. The fabulously outlandish images of the mermaid - bereginya, frightening maned lions - dogs personified the lower underground world, which seemed mysterious and enigmatic to man, and protected people from evil forces. When you sculpt talismans, you can use them as a basis. Or Scandinavian runes. Or Indian sun signs. Very funny, interesting talismans can be created with images of Zodiac signs. And for the New Year there is no better gift than a pendant with an image of an animal - the symbol of the year.

Teacher. Let's take a close look at the drawings and understand the stages of the suspension.

The teacher explains the process of making crafts using tables.

Teacher. You can show your imagination and come up with your own pendant options.

Before starting work, the teacher invites children to remember the secrets of modeling.

• Do not attach parts that are already dry to each other.
• When fastening clay parts, it is necessary to lubricate the joints with slip.
• To prevent the clay from drying out, cover it with a damp cloth.
• In order for the craft to be neat, it must be carefully leveled.

At the end of the lesson, the leader analyzes the completed products, focusing on an unusual, original solution to the problem. Gives children the opportunity to look at other children's work.

PIGGY BANK-Smeshariki

Target: teach children how to make hollow molds, continue to develop the ability to roll out a large layer of clay and learn how to shape it into a ball.

Children's age: 9-10 years.

Form:practical creative activity.

Location:study room.

Decor:

Cabinet equipment: tables, chairs.

Materials and equipment for children:

Lesson plan:

1. State the topic and purpose of the lesson.
2. Demonstration of finished products.
3. Demonstration of manufacturing techniques.
4. Product design.
5. Job analysis.

Progress of the lesson.

Teacher.

Teacher.

Teacher. Before you start sculpting, you guys, using your imagination, need to draw a sketch of the future work and come up with an unusual image for your piggy bank.

Teacher.

At the end of the lesson, the teacher corrects the children’s work and tactfully points out shortcomings in the product that need to be supplemented or corrected. Focuses children's attention on creativity and originality of work.

• Children always have the question “How are we going to take the newspaper out of the piggy bank?” There is no need to rush to answer this question; let them try to find a solution on their own.
• Before showing the modeling of the product, you can puzzle the children with the question: “But how to sculpt a hollow form?”, so that they can put forward their assumptions about the manufacturing technique.
• It is necessary to make a hole in the hollow form so that it does not burst during firing.

DECORATIVE TILES

Target: introduce children to relief, teach them to sculpt a small panel from a layer of clay, make relief images in different ways (optional), treat the surface of the clay with a damp cloth, firmly connect the parts with slip.

Children's age: 8-10 years.

Form:

Location:study room.

Decor:

Cabinet equipment:

Materials and equipment for children:

Level of knowledge and skills of students:

Lesson plan:

1. State the topic and purpose of the lesson.
2. Working on sketches.
3. Modeling pictures.
4. Job analysis.

Progress of the lesson.

Teacher. Do you guys like gifts?

Children. Yes.

Teacher.

Teacher.

Children draw a sketch of a plaque.

Teacher.

• Mark the location for the edge and cover with a damp cloth.

Teacher.

The children do the work. During the process, the teacher provides the necessary assistance. Now after the picture is completed, decorate the edge with a side. Using a rod from an old pen, make holes through which you will hang your works on the wall.

• The clay must be thoroughly kneaded and prepared for work.
• At the end of the lesson, discuss each craft individually and invite them to admire the work of other children.
• The clay plates must be rolled out evenly, the edges and middle of the tiles must be the same thickness.
• There is no need to remove the tile from the fabric on which it was rolled out.
• Clay plates must dry very slowly (about two weeks) to avoid deformation and cracking. To do this, they need to be covered with the edges of the damp cloth on which they were rolled out, and placed in a plastic bag, opening it slightly from time to time to allow air to enter.
• After firing, the clay acquires a beautiful brick color, so it is better to paint the product partially, leaving in places the natural color of the baked clay, to achieve the best artistic solution.
• Decorative tiles can be made without a side, without smoothing the edge, after rolling out the plate. Cracks formed along the edge of the tile create a special decorative effect.

DECORATIVE FIGURED CANDLESTICK

"DRAGON"

Target:

Children's age: 9-10 years.

Form:practical creative activity.

Location:study room.

Decor:

Equipment:

Preliminary workbefore the start of the lesson:children view an exhibition of candlesticks made by children. The teacher pays attention to the variety of forms, samples, originality and decorativeness of the work. With the children, they consider design options for candlesticks (decoration, partial painting and complete painting, contrasting color combinations, etc.).

Lesson plan:

1. Introduction.
2. State the topic and purpose of the lesson.
3. Explanation, demonstration.
4. Modeling of the product.
5. Job analysis.
6. Summary of the lesson.

Progress of the lesson:

Teacher. Man has been familiar with clay for a very long time, since time immemorial. Primitive people dried and fired pottery in the sun. Then someone thought of burning the pottery in the fire. Since then, fired clay products have become a part of human life. This is, first of all, a wide variety of dishes, lamps, children's toys, religious figurines, beads, buttons and much more.

Teacher.

Teacher.

Children: That is why the Serpent Gorynych is a “fairy-tale hero” who can spew fire from his mouth.

Teacher. That is, a semantic connection can be traced: snake - candlestick - candle - fire.

Teacher.

• Mold the legs in the form of small cones, separate the fingers in a stack, and connect all the parts.

Teacher.

Children make a three-dimensional figure based on geometric shapes using additional details. If desired, the work can be decorated with stamps or a cocktail straw. During the work process, the teacher provides the necessary assistance.

Teacher. (After the main work is done) Consider what gender the snake will be; age (baby, teenager, adult or elderly); his occupation. Come up with a character for the snake (good, evil, stupid, cheerful or sad) and give it a name. Think about what details should be added to the invented image of the snake so that it is expressive. You can make an interesting hairstyle, wear a hat, tie a tie or bow around your neck, etc.

After the work is completed, the teacher analyzes the children’s work, paying attention to the quality of the sculpting (so that there are no cracks), the connection of parts, the smoothness of the surface, and places special emphasis on a creative approach to work, on creating the most expressive image. Evaluates the work (with points).

The teacher can not only work with tables, but also, while explaining, show how to model a candlestick from clay.

You can offer children an alternative option - creative work on making a candlestick. That is, the child, independently or with the help of a teacher, comes up with the form in which he would like to fashion a future product. Any shape is suitable for a candlestick: flower or fruit; animal or bird; And so on. It can also be a complex composition.

CREATIVE WORK

Target.

Organization of the lesson.Children should have a conversation about creativity. Creative work can be organized as an independent activity for children according to a plan, according to a model - with elements of creativity, or on any topic to consolidate skills.

Lesson plan:

1. Job analysis.
2. Summary of the lesson.

Progress of the lesson:

Teacher.

(asks questions to the children).

Question. What is creativity? (searching for interesting solutions, creating new ones).

Question. What is skill?

Question.

Teacher. Mastery is professionalism, creativity is the search for something new. Mastery is standards and patterns. Creativity arouses interest and generates controversy. But conscious creativity begins only when knowledge, norms and rules have been acquired, when a person has mastered the material with which he is going to work. Creativity is not only admirable. Creativity achieves more than just a job well done.

Teacher. I propose a small experiment - a competition - draw an apple within 5 minutes.

Children draw.

Teacher. Now tell me who will win, the one who drew the picture (apple) well and correctly or the one who did it especially, with a twist.

Teacher.

Examples: football - athletes kick the ball in order to win, priority will be given to the one who came up with a tactical, new move. Figure skating (children give an example). Architect, journalist, designer, fashion designer, artist, stylist.

Question. Do investigators, teachers, flower growers and gardeners, bus drivers, conductors, bank tellers, salespeople, and confectioners have creativity?

Teacher. What is the manifestation of skill?

Suggested answer.The ability to prepare the material well, accuracy, strength - the ability to make a product with high quality, knowledge of the laws of composition, color science, materials science. Knowledge of the history of the item and traditional techniques for making items.

Teacher. What is the advantage of a creative approach to business?

Suggested answer.It arouses interest among people, activates debates, different opinions, an unusual new result arises, causing surprise and amazement.

Teacher. And now, I suggest you make a craft, but in such a way that your creativity and skill are manifested in it.

At the end of the work, the teacher invites one of the children to tell everyone about their work, in what details creativity was manifested, and to analyze the products of other children.

Today we talked about creativity. And today you consciously tried to make your work interesting. You can not only look at your work, but also look at it for a long time. These unusual finds that you used in the craft catch the eye and make your work interesting.

In order not to confuse children with the question of creativity and mastery, invite them to reflect on this topic, to speak out, without fear of giving the wrong answer. You can encourage children to answer questions in this way: “How will you know that the answer is wrong if you haven’t said it out loud, it will be more offensive if you know the answer to remain silent” or ask leading questions. It is necessary to invite the children to a conversation in order to activate their attention and encourage them to think and draw conclusions.

List of used literature.

Aleksakhin N. N. Magic clay: Methods of teaching modeling in a children's circle. – M.: AGAR, 1998.

Afanasyev S.P., Komorin S.V. Fun competitions for big and small. – M.: AST-PRESS SKD, 2004.

Magic clay. Series “Easy and Simple” / Comp. Lipunova S. – Smolensk: Dankevich E.V., Zhakova O.V. Meet: clay. – St. Petersburg: CRYSTAL, 1998. Rusich, 2001.

Kosminskaya V.B., Khalezova N.B. Fundamentals of fine arts. – Moscow: Education, 1981.

Trzhemetskaya Marina. Plasticine - clay. World of hobbies. – Moscow: RosMEN, 1999.

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Center of children's creativity

G. Szymanowska

“TEAR AWAY, ROLL OUT, CONNECT”

Target: introduce children to clay, preparing it for work, basic tools and materials.

Tasks:

• introduce the children to basic modeling techniques;
• consolidate the ability to sculpt the main parts that make up the product (ball, egg, drop, sausage, ring, flagellum, carrot, cake, strip, plastic);
• reveal the artistic and creative abilities of children.

Children's age: 7-8 years.

Form: practical lesson.

Location:study room.

Decor: table about order at the desktop.

Equipment: table, chairs.

Materials and tools for work:clay, jar of water, foam rubber, board, slip, stacks, stamps.

Lesson plan.

1. How clay was useful to man.
2. Preparing clay for work.
3. Materials and tools.
4. Introduction to basic techniques for sculpting basic elements.
5. Independent activity of children.
6. Analysis of works.
7. Summary of the lesson.

PROGRESS OF THE CLASS:

When God created the earth and man, he had a lot of clay left. God asked the man: “What do you want?” The man thought and answered: “Give me happiness.” Then God gave the clay to the man and said: “Make your own happiness.”

Folk parable

Teacher: A long time ago, thousands of years ago, a primitive man lived in a cave. He did not have a gun, an ax or even a hunting knife. And he went out to fight with a predatory beast with a club and a stone in his hand.

He did not have fabric to sew clothes for himself. And he walked through the forest, throwing an animal skin over himself. There were no dishes either. There was nothing to store fresh water, meat, or fruits in.

Life was difficult for our ancestor, but ordinary clay helped him out. There was a lot of it, different - white and black, red and blue, yellow and green. I came across skinny and fat, clean and with pebbles and twigs, sometimes even edible ones were found.

How did clay help man? That's how. A man made dishes from clay: cups, bowls, pots. He made a home out of clay and moved from a damp cave into a cozy adobe house.

In those ancient times, clay also cured diseases: my grandmother would apply hot clay plastic to her sore, aching bones in the evening and in the morning she would be full of strength again.

People made wonderful jewelry from clay: beads, earrings, brooches for beauties, fun toys for children. They made tiles from clay on which they wrote.

A lot of time has passed. And so today we drink tea from a plastic mug, cook borscht in an enamel pan, and play with a rubber bunny.

Question for children: So, is there no more place for clay in our lives? Is clay found in everyday life now?

Children remember products made from clay and give examples.

Teacher: Clay still heals; it is added to various medicines and cosmetics. As before, a good housewife on her kitchen shelf has a pot for porridge, a jug for milk, a salt shaker, and a ringing whistle for her son or daughter. And everything is made of clay. And such a housewife will plant flowers at home in ceramic pots so that the roots “breathe.”

It can not be in any other way. After all, clay is a natural material, and each product made from it retains the warmth of the hands of the master who creates beauty. If you try, guys, then your products, made with love and desire, will bring joy to people for many years. Do you want to learn how to sculpt with clay? Then let's get to work.

Teacher:Let's start by checking the clay: is it suitable for work, is it plastic, is it obedient to the hands of the master? To do this, roll a small, damp piece of clay into a sausage as thick as your finger and bend it into a ring. If the ring is not cracked, or very few cracks have formed on the ring, this clay is suitable for work. It does not stick to your hands and is easy to mold. If you can’t bend the ring, it means the clay is dry, you should add a little water to it and mix thoroughly.

Children test the clay.

3.

Teacher:Clay ready for modeling is best stored in a tightly tied plastic bag. It is convenient to work at a regular table, placing a board or an old plate under the product. By turning the board, you can see the products from all sides. The most important tool will be your talented and kind hands. But there are many different useful things that will help you with sculpting.

The teacher demonstrates the tools and explains their purpose (knife, stacks, stamps, cutting molds).

Teacher:When you sculpt, you will quickly be faced with the need to connect clay parts. For this we will need "slip» - clay glue. It is prepared from clay, thinly diluted with water, to the consistency of sour cream. The slip is thickly spread on the surface to be glued with a hard brush. The parts are pressed tightly against each other. Excess slip is removed with glass or foam rubber. It is impossible to glue dry parts with slip. The finished product must be dried properly. The products are dried slowly for 3-4 days, at an even temperature, in the shade, without drafts. The dried products are fired in a kiln.

4.

Teacher:Clay is a very docile, flexible material; working with it is a pleasure. You are sure to end up with some beautiful and fun pieces. But first you need to master the techniques of sculpting the basic elements. Many children, when they first see how figurines of animals and birds and various crafts are made from a shapeless piece of clay, immediately want to make something - a dog or a cat, or a horse. But they can’t do anything, although they diligently crushed the clay. It turns out that you need to start with the simplest thing - learn how to sculpt the parts that make up the product. And then everything will go easily and simply, and the work will bring a lot of joy. Let's you guys and I first learn how to sculpt simple parts

Practical part.The teacher demonstrates the production of the main parts (ball, egg, drop, sausage, ring, flagellum, carrot, cake, strip, plastic), and the children repeat.

5.

Practical part.After the children have practiced sculpting the main parts, the teacher offers them:

1. Determine what forms the animal figures are made of and roughly break them into parts.
2. Make a cat figurine from the shapes and draw it on a sheet of paper.
3. Make a craft.

But first, with the children they remember the secrets of modeling.

• Do not attach parts that are already dry to each other.
• When fastening clay parts, it is necessary to lubricate the joints with slip.
• To prevent the clay from drying out, cover it with a damp cloth.
• In order for the craft to be neat, it must be carefully leveled.

6.

At the end of the lesson, analyze the children’s work and point out mistakes, highlight particularly successful and interesting works.

7.

Teacher:Guys, today you learned how clay is useful to humans. We learned how to prepare clay for work. We found out what materials and tools will be useful to us. We have mastered the techniques of sculpting basic elements. And they showed me what and how you can sculpt.

Games.

Broken phone.

Preview:

Municipal educational institution

additional education for children

Center of children's creativity

Office of Education Administration

Shimanovska

methodological development of the lesson

"DRAGON"

Developed by: Sergienko Olga Nikolaevna,

additional education teacher

Target:Teach children to sculpt objects in a constructive way, teach them to “revive” objects, and achieve the creation of an expressive image (gender, age, social status).

Children's age:9-10 years.

Form:practical lesson.

Location:study room.

Decor:various candlesticks, tables or illustrations showing the sequence of sculpting the “Snake of Gorynych”.

Equipment:pointer, table, chairs, magnetic board.

Materials and equipment for work:clay, water, stacks, board, slip, stamps.

Methodical tips:Before the start of the lesson, children look at the exhibition of candlesticks made by children. The teacher pays attention to the variety of forms, samples, originality and decorativeness of the work. With the children, they consider design options for candlesticks (decoration, partial painting and complete painting, contrasting color combinations, etc.).

PLAN:

1. Introduction.
2. State the topic and purpose of the lesson.
3. Explanation, demonstration.
4. Modeling of the product.
5. Job analysis.
6. Summary of the lesson.

PROGRESS OF THE CLASS:

Teacher.Man has been familiar with clay for a very long time, since time immemorial. Primitive people dried and fired pottery in the sun. Then someone thought of burning the pottery in the fire. Since then, firing clay products have become a part of human life. This is, first of all, a wide variety of dishes, lamps, children's toys, religious figurines, beads, buttons and much more.

After firing, the clay becomes as strong as stone. Sometimes fire itself takes part in creativity; during firing, products can settle and become deformed. By the way, the ancient Japanese treated this property of ceramics with reverence.

Teacher.Clay and fire... They may not separate even after firing - in candlesticks and lamps. I suggest you support this idea and mold a candlestick as a fireplace. Today we are making a decorative candlestick “Serpent Gorynych”.

Teacher.Why do you think the theme is “Serpent Gorynych”?

Children:That is why the Serpent Gorynych is a “fairy-tale hero” who can spew fire from his mouth. That is, there is a connection between snakes - candlestick - candle - fire.

Teacher.Candlesticks can be very different, both in the form of a pot and in the form of a tree (the teacher confirms his words by showing his work).

Then the teacher draws the children’s attention to the table and uses it to explain the modeling sequence.

1. Using your palms, roll three thick sausages in the shape of carrots (heads).
2. Roll a ball the size of an egg, form a flat cake (body), and press a hole in the middle for a candle.
3. Connect the torso and heads. Roll up the tail and attach to the body.
4. Sculpt the heads, cut out the mouths in a stack.
5. Blind the legs in the form of small competitions, separate the fingers in a stack, connect all the parts.
6. Roll small balls out of clay - eyes. Glue them with slip.

4.

Teacher.Now let's get to work.

Children make a three-dimensional figure based on geometric shapes using additional details. If desired, the work can be decorated with stamps or a cocktail straw. During the work process, the teacher provides the necessary assistance.

Teacher.(After the main work is done) Think about what gender the snake will be, age (baby, adult or old). Come up with a character for the snake (good, evil, stupid, cheerful or sad) and give it a name. Think about what details should be added to the invented image of the snake so that it is expressive. You can do a different hairstyle, wear a hat, tie a tie or bow around your neck, etc.

5.

After the work is completed, the teacher analyzes the children’s work, paying attention to the quality of the sculpting (so that there are no cracks), the connection of parts, the smoothness of the surface, and places special emphasis on a creative approach to work, on creating the most expressive image. Evaluates work (points).

The teacher can not only work with tables, but also demonstrate how to model a candlestick from clay.

You can offer children an alternative option - creative work on making a candlestick. That is, the child, independently or with the help of a teacher, comes up with the form in which he would like to fashion a future product. Any shape is suitable for a candlestick: flower or fruit; animal or bird; And so on. It can also be a complex composition. See the appendix for the candlestick option.

Literature.

1. “World of Hobbies”, Marina Trzhemetskaya. Plasticine - clay. M: Rosman - league, 1999.
2. Dozhnevich E.V., Zhakova O.V., Meet: clay - St. Petersburg: Crystal, 1998.
3. Magic clay. – Smolensk: Rusich, 2001.

Preview:

Municipal educational institution

additional education for children

Center of children's creativity

Office of Education Administration

Shimanovska

methodological development of the lesson

Developed by: Sergienko Olga Nikolaevna,

additional education teacher

Target:introduce children to relief, teach children to sculpt a small panel from a layer of clay, make relief images in different ways (optional), treat the surface of the clay with a damp cloth, firmly connect the parts with slip.

Children's age:8-9 years old.

Form:practical creative activity with the participation of a 4th year student.

Location:study room.

Decor:finished products, tables depicting different methods of modeling (using a rope, the molding method).

Cabinet equipment:pointer, tables, chairs, magnetic board.

Materials and equipment for children:clay, board, stacks, cloth, water, slip, foam rubber, scissors.

Methodical tips:children should be able to roll out a layer of clay, use a slip, and be able to make basic parts for panels from clay (balls, petals, flagella, droplets, etc.)

Plan:

1. State the topic and purpose of the lesson.
2. Explanation and examination of the table and finished products.
3. Working on sketches.
4. Modeling pictures.
5. Job analysis.

Progress of the lesson.

1.

Teacher.Do you guys like gifts?

Children.Yes.

Teacher.Today we will learn how to make a gift - a picture. It can be hung on the wall as a picture to decorate your home.

2.

Teacher.But in order for the panel to be successful and to please you for a long time, you need to start the work with a sketch. Think about what shape the product will be: square, rectangular, oval or round. Think about what you want to depict in the picture. Topics may vary. It can be a decorative pattern, an image of animals and birds, flowers or fruits. You can make pictures on the themes of the underwater world, space, and make portraits of your loved ones. Let your imagination run wild.

3.

Children draw a sketch of a plaque.

4.

After the sketch is completed, the children do the work simultaneously with the teacher, who accompanies his actions with words.

Teacher.

• Cut out the desired base shape from paper.
• Roll the clay into a ball and form a flat cake.
• Place it on the edge of the fabric and cover it with the other edge.
• Take a rolling pin and roll out a layer 6-8 mm thick.
• Place the pattern on the layer and trace it with a sharp stick. Cut out the base with a knife. Now the base for your plate is ready.
• Using a sharp stick, transfer the drawing from the sketch to the plate.

Teacher.Now let's do the relief. This can be done in different ways. Let's look at the pictures (table). The plaque in Figure 1 is made using a rope, which is laid out along the contour of the design. The plaque in Figure 2 was made using the molding method. All the details - leaves, petals, vase - were molded separately: the leaves are made from flattened drops or cut from a layer of clay; petals - from slightly flattened carrots; the vase is carved from plastic. Look at picture 3. The picture is called "Fruit". The parts for this plaque were made entirely - an apple, a pear, parts of a jug - and then divided in half and glued to the base. With this method of execution, the picture turns out to be embossed and convex.

All parts must be lubricated with slip, then lightly pressed against the surface so that they adhere well to the base.

The children do the work. During the process, the teacher provides the necessary assistance. And now, after the picture is completed, decorate the edge with a side so that when the picture dries, it does not crack. Using a rod from an old pen, make holes through which you will hang your works on the wall.

5.

At the end of the lesson, the teacher discusses the completed pictures, draws attention to the quality of the work and creativity. Gives children the opportunity to admire the completed work.

Methodological advice to teachers.

• The clay must be thoroughly kneaded and prepared for work. At the end of the lesson, it is better to discuss each craft separately or organize an exhibition, offer to admire the works or conduct a comparative analysis, preferably after the pictures have been painted.
• After the clay pictures have dried well, they should be painted in the next lesson. It is not necessary to burn, because the pictures do not come into contact with water. And to make the products more durable, you can add PVA glue when mixing clay into water.
• When painting products, you should pay attention to the sequence of painting. First, the products are primed with water-based white paint, then with light paints and dark, bright colors. Or they are partially painted if the product is after firing.

methodological development of the lesson

Children's age: 5-6 years.

Developed by: Sergienko O.N.

additional teacher

education,

2005

Joint activity (children and parents).

GOAL: learn to make relief panels, teach children to sculpt a small panel from a layer of clay, make relief images in different ways (optional), treat the surface of the clay with a damp cloth, firmly connect the parts with slip. Encourage children to collaborate with their parents.

AGE OF CHILDREN: 5-6 years.

VENUE: classroom.

DESIGN: finished products, tables depicting different methods of modeling (using a rope, the molding method).

OFFICE EQUIPMENT: pointer, tables, chairs, magnetic board.

MATERIALS AND EQUIPMENT FOR WORK: clay, board, stacks, cloth, water, slip, foam rubber, scissors.

METHODOLOGICAL TIPS: children should be able to roll out a layer of clay, use a slip, be able to make basic parts for panels from clay (balls, petals, flagella, droplets, etc.)

PLAN:

1. State the topic and purpose of the lesson.
2. Explanation and examination of the table and finished products.
3. Working on sketches.
4. Modeling pictures.
5. Job analysis.

PROGRESS OF THE CLASS:

1. Children sit in pairs with their parents at tables.

Teacher: Do you guys like gifts?

Children: Yes.

Today we will learn how to make a gift - a picture. It can be hung on the wall as a picture to decorate your home. But in order for the panel to be successful and to please you for a long time, you need to start the work with a sketch.

Think about what shape the product will be: square, rectangular, oval or round. Think about what you want to depict in the picture. Consult your mother and grandmother. Topics may vary. It can be a decorative pattern, an image of animals and birds, flowers or fruits. You can make pictures on the themes of the underwater world, space, and make portraits of your loved ones. Let your imagination run wild.

2. Children and parents draw a sketch of the plaque. After the sketch is completed. Children do the work simultaneously with the teacher, who accompanies his actions with words.

• Cut out the desired base shape from paper.
• Roll the clay into a ball and form a cake.
• Place it on the edge of the fabric and cover it with the other edge.
• Take a rolling pin and roll out a layer 6-8 mm thick.
• Place the pattern on the layer and trace it with a sharp stick. Cut out the base with a knife. Now the base for your plate is ready.
• Using a sharp stick, transfer the drawing from the sketch to the plate.
• Now let's do the relief. This can be done in different ways. Let's look at the pictures (table). The plaque in Figure 1 is made using a rope, which is laid out along the contour of the design. The plaque in Figure 2 was made using the molding method. All the details - leaves, petals, vase - were molded separately: the leaves are made from flattened drops or cut from a layer of clay; petals - from slightly flattened carrots; the vase is carved from plastic. Look at picture 3. The picture is called "Fruit".
• The children for this plaque were made entirely - an apple, a pear, parts of a jug, and then divided in half and glued to the base. With this method of execution, the picture turns out to be embossed and convex.
• All parts must be lubricated with slip, then lightly pressed against the surface so that they adhere well to the base.
• Children and parents do the work. During the process, the teacher provides the necessary assistance. And now, after the picture is completed, decorate the edge with a side so that when the picture dries, it does not crack. Using a rod from an old pen, make holes through which you will hang your works on the wall. At the end of the lesson, the teacher discusses the completed pictures, draws attention to the quality of the work, and the creative approach. Gives children the opportunity to admire the completed work.

METHODOLOGICAL ADVICE FOR TEACHERS:

• The lesson is held together with parents so that parents can sculpt from clay, get acquainted with some of the secrets of sculpting, and feel the joy of working together. That is, parents will treat children’s crafts more carefully as a product of labor and creative activity.
• During the lesson, the work is mainly done by children, while parents actively help them. That is, they perform more complex work that requires faster execution (cut out a template, transfer the design to a clay plate, make a side, etc.)
• The clay must be thoroughly kneaded and prepared for work. At the end of the lesson, it is better to discuss each craft separately or organize an exhibition, offer to admire the works or conduct a comparative analysis, preferably after the pictures have been painted.

• Tables can be replaced with diagrams for each table.
• During the design of the picture, the teacher can invite the children to choose the picture they like and put it on their table as a sample.
• After the clay pictures have dried well, they should be painted in the next lesson. It is not necessary to burn, because the pictures do not come into contact with water. And to make the products more durable, when mixing clay, you can add PVA glue to the water.
• When painting products, you should pay attention to the sequence of painting. First, the products are primed with water-based white paint, then with light paints and dark, bright colors.

BIBLIOGRAPHY:

• Kosminskaya V.B., Khalezova N.B. Fundamentals of fine arts. – M.: Education, 1981. study room.

  Decor:various piggy banks made by children.

  Cabinet equipment:tables, chairs.

  Materials and equipment for children:clay, board, stacks, cloth, water, slip, foam rubber, newspaper.

  Lesson plan:

  State the topic and purpose of the lesson.

  Demonstration of finished products.

  Demonstration of manufacturing techniques.

  Product design.

  Job analysis.

  Progress of the lesson.

  1.

  Teacher.Today, according to your wishes, we will sculpt a piggy bank. A piggy bank is a container with a narrow slot for dropping coins for the purpose of accumulation. The piggy bank is a hollow form. Most often she is depicted as a pig. There are different assumptions why the piggy bank predominantly has this image. Perhaps because she is fat, greedy, behaves like a pig - she does not give you your own money. Or maybe before raising a pig, you need to invest a lot of financial expenses in it, but then it will feed your family all winter. After all, the word “save” means to collect for future use, to store, to acquire by saving. What do you think? Where did this unusual image come from?

  2.

  Teacher.Currently, manufacturers have moved away from the tradition of presenting a piggy bank in the shape of a pig. Products can be very different in the form of a dog or a cat. Look at what original and unusual piggy banks you can make (demonstrates). Our piggy bank will be in the shape of a ball.

  3.

  Teacher.Before I teach you the technique of making a hollow form, and you, using your imagination, need to create an unusual image for your piggy bank. Think and draw a sketch of your piggy bank

  Teacher.Now let's start sculpting. Crumple a piece of newspaper into a small ball and secure it with tape to maintain its spherical shape. Then roll out a large layer of clay, 7mm thick. To do this, you need to place a clay cake on one piece of a damp cloth and cover it with another. This is done so that the clay does not stick to the surface of the table and rolling pin. Next, (the teacher demonstrates) you need to put a newspaper ball in the center of the layer and wrap it in a clay layer so that there are no cracks. Level the surface of the clay with a sponge. We have made a hollow mold for you. Now all that remains is to arrange it and cut a slot for money. When our piggy bank dries out, we will burn it, the newspaper will burn and turn into ash. And you can easily shake it out with a stick.

  4.

  5.

  At the end of the lesson, the teacher corrects the children’s work and points out shortcomings that need to be corrected. Focuses children's attention on creativity and originality of work.

  Preview:

  CREATIVE WORK

  Target.Development of artistic and creative abilities of children.

  Organization of the lesson.Children should have a conversation about creativity. Creative work can be organized as an independent activity for children according to a plan, according to a model with elements of creativity, or on any topic to consolidate skills.

  Lesson plan:

  Conversation about creativity “Creativity, what is it?”

  Creative task-experiment.

  Creative task “Sculpting a cat.”

  Job analysis.

  Summary of the lesson.

  Progress of the lesson:

  1.

  Teacher.Today we have an unusual activity, we will talk with you. About creativity.

  (asks questions to the children).

  Tell me, why are creative abilities needed? (benefit, knowledge).

  What is the difference between creativity and mastery?

  Teacher.Mastery is professionalism, creativity is the search for something new. Mastery is standards and patterns. But conscious creativity begins when the assimilation of knowledge, norms and rules. Creativity is not only admirable. A creative approach allows you to achieve

  more than just a job well done.

  2.

  Teacher.I suggest a small experiment - a competition - draw an apple within 5 minutes.

  Children draw.

  Teacher.Now tell me who will win, the one who drew the picture well (an apple) correctly or the one who did it in an interesting way with a twist.

  Teacher.Tell me, what professions require creativity?

  Examples: football - athletes kick the ball in order to win, priority will be given to the one who came up with a tactical, new move. Figure skating (children give an example). Creative professions: architect, journalists, designers, fashion designers, artists, stylists, but do investigators, teachers, flower growers and gardeners, bus drivers, conductors, bank tellers, salespeople, confectioners have creativity?

  Teacher.Give examples of the pros and cons of just skill, creativity, and craftsmanship.

  Suggested answer.

  1. Accuracy, good preparation of material, strength, knowledge of the laws of composition, color science, materials science. History and traditions.

  2. Fiction, sketch, experiment, workmanship, result.

  Teacher.And now, I suggest you make a cat craft, but in such a way that your creativity and originality are manifested in it.

  3.

  Creative work on products. Children independently choose a topic for work and make a sketch. Discuss work with the teacher. Start working on the product.

  4.

  At the end of the work, the teacher invites one of the children to tell everyone about their work, how their creativity was manifested, and to analyze the products of other children.

  Modeling technique

  Details

  Size

  Purpose

  other options

  
  

This program is designed for preschool age with a basis for a variety of activities, involving the inclusion of children in creative activities, based on theatrical art and theatrical activities.

Preschool age is characterized by the development of the child’s need for meaningful and evaluated activities, which has a positive effect on his desire for new gaming and learning activities. At this age, the child’s personal qualities continue to develop, which means that teachers and parents have the opportunity to correct such personality qualities that prevent a person from subsequently adapting and adjusting to changing living conditions.

From the point of view of a systems approach, some dynamic processes of personality destructuration influence the nature of maladaptation of a person, including a preschooler. Rigidity is not only an individual - a psychological feature of the individual, which serves as a condition for the successful performance of productive activities, as the relative inability of the individual during the activity to “change his mental attitude” (Warren, 1934), “to react to a new situation” (Wand, 1955), “ learn new ways of adaptation” (Davydov V.V., 1983), but also the ability of the system to respond to external changes. It is largely related to the properties of the nervous system, due to inertia, the depth of connections and evaluative characteristics in people with a weak nervous system. A number of definitions of mental rigidity indicate that a person does not respond to the demands of objectivity not simply due to inability or commitment to an inadequate mode of behavior, but also due to his reluctance to adapt to a changing situation. An adaptive function is a certain adaptive meaning, and the manifestation of this meaning can be multi-valued.

That is why there is a need to study personality from the point of view of the manifestation and expression of certain characteristics, such as childhood and adult rigidity, which acts as an obstacle to changing existing relationships. This means that there is a need to create a program that will allow the development of creative abilities, which, in turn, will correct the influence of rigidity on personality development.

The main goal of the program is to develop the child’s creative abilities. Along with the general goal, there is also a number of tasks, the solution of which this program deals with: emancipation of the individual, development of universal human abilities (including imagination, emotional responsiveness, openness), enrichment through familiarization with the methods of theatrical and creative activity, development of artistic, musical abilities and development of fine motor skills.

Thus, the implementation of the program reveals the creative abilities of children, while respecting law of natural conformity child.

A distinctive feature of the program is the activity-based approach to upbringing, education, and development of the child through creativity, that is, at all levels the child becomes involved in productive creative activities (role-playing game, imitation game, dramatization game, mini-performance, a set of original creative tasks and etc.).

The next feature of the program is the emphasis on the overall development of the individual, including its physical improvement. For this purpose, the program course includes classes in rhythm, stage movement, pantomime, and motor activity, thereby taking into account the peculiarities of the preschooler associated with involuntariness, impulsiveness, and the need for movement.

The program is built on the principle of blocks:

• block 1 - accumulation period (immersion)
• block 2 - simulation period.

The period of accumulation involves immersion in the space of creativity, through imitation, mastery of form; this is a school for teaching the child’s feelings. Here the development of universal human stereotypes of behavior occurs, the ability to empathize and imitate is formed. The main role and functional significance belongs to the teacher, who teaches children by his own example.

The second period is associated with the independence and initiative of the children. With the development of spiritual values ​​through modeling - the appropriation of various social structures and forms of communication (the skill of social adaptation), “trying on” diverse faces and masks.

Work on the blocks proceeds both in stages, smoothly moving from simple to complex, and in parallel, both in groups (during games, viewing the final products of activities, dramatization, listening to fairy tales) and individually (practicing images, working on honing details, exercises ).

The directions of the program are carried out with the help of decorative arts, puppet theater, toys, dramatization games, imitation games, role-playing games.

The main features of this program are the use of the following activities in the classroom:

• artistic,
• musical,
• theatrical,
• appliqué,
• non-traditional, etc.

Stages of work:

1. Development of creative abilities through the use of various types of activities.
2. Correction of rigidity, elimination of communication problems.
3. Stimulating creativity and the desire to use acquired skills in a real environment.

Group members: senior preschoolers.

Number of group members: 6 – 9 people.

Artistic activity.

In addition to dramatization, there is also artistic activity, or visual activity, as experts call it.

Psychologists claim that a child has the ability to depict, which acts as individual psychological characteristics of a person that contribute to the successful mastery of drawing, modeling and other types of depiction. The development of such abilities occurs in the process of development under the influence of special training, however, the child receives the greatest satisfaction when performing free activities, because then he has the opportunity to fully express himself. The desire to create is not enough; it is necessary to provide the child with a variety of materials and tactfully introduce him to the creative creative process, which goes through the same stages as the creativity of an artist. From the inception of an idea that arises on the basis of vivid impressions to the creation of an image in all the richness of color, shape, rhythm, proportion, etc.

Fine art contributes to the aesthetic development of the child, and to his holistic perception of the world, and to the development of the emotional sphere. And, undoubtedly, creativity is inextricably linked with artistic abilities, introducing a preschooler to the world of art.

Art classes are based on educational and free topics, which presupposes compulsory study and freedom for creativity.

Musical activity.

Music is also one of the ways to realize creativity, as well as opportunities to realize your emotional world, all feelings and experiences. According to D. B. Kabalevsky, any form of communication with music continuously improves his musical abilities, regardless of the child’s activity or passivity in the listening process.

The system of musical classes also includes elements of choreographic exercises.

The “Choreography” section includes:

1. musical-rhythmic exercises (for mastering and consolidating musical-rhythmic skills and expressive movement skills);
2. games (plot, non-plot, musical and didactic);
3. round dances;
4. construction, rebuilding
5. tasks for dance and gaming creativity.

Before performing movements and starting classes, it is necessary to teach children to correctly take the starting position, maintain coordination of movements of the arms and legs, and monitor their posture. Freedom, naturalness, and the absence of any tension should be characteristic when children perform musical and rhythmic movements. This complex task can be accomplished by following the following principles:

• systematicity,
• gradualism,
• subsequence,
• repetition.

These are the basic pedagogical principles. Children will not be able to perform movements to music freely and beautifully if a dance or game is learned immediately, without previous preparatory exercises aimed at mastering the necessary motor and dance skills.

The exercise system is built on the principle of “from simple to complex”, taking into account the necessary musical-rhythmic skills and expressive movement skills.

Musical and rhythmic exercises help the child learn to control his body, coordinate movements, coordinate them with the movements of other children, teach orientation in space, strengthens the basic types of movements, contribute to the development of elements of dance and games, and deepen skills in handling various objects. When working on them, various gaming techniques are used (acting out scenes, showing illustrations of music, using toys in dance, staging songs, etc.). A playful form of learning movements helps the child correctly perform a rhythmic pattern, first simple, then more complex.

Much attention in the classes is paid to the ability to act independently to music: perform various changes, remember the sequence of dance movements, come up with your own dance using familiar movements.

Theatricalization.

The specificity of theatrical art, as the art of human studies, where the object of the image, as well as the performer, is the person himself, who enters into direct communication with another person (partner, viewer), creates special prerequisites for the formation of a socially active creative personality with the help of this art.

Acquaintance with the main cumulative material - Russian folk tales and mini-plays - helps not only to familiarize children with folklore, but also allows them to comprehend the characteristic features of the heroes.

The themes and content of theatrical games have a moral orientation, which lies in every fairy tale and literary work and should find a place in improvised productions. Favorite heroes become role models. The child begins to identify himself with his favorite image. The ability for such identification allows one to influence children through the images of theatrical play. With pleasure, transforming into a favorite image, the baby voluntarily accepts and appropriates his characteristic features. Independent role-playing by children, in addition to developing initiative, allows them to develop the experience of moral behavior and the ability to act in accordance with moral standards. This is the influence of both positive and negative images on preschoolers.

The main condition for the existence of the above model is the participation of imagination, as the leading quality of the internal spiritual manifestation of the individual in art and the most important component of the formation of culture in the broad sense of the word. In addition, the inclusion of children in creative activities stimulates the development of such mental processes as voluntary attention, memory, thinking, and speech.

During the preparation of children for theatrical activities, there is an active development of the articulatory apparatus and the production of sounds, the accumulation of active and passive vocabulary. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, and the sound side of speech is improved. The new role, especially the dialogue of the characters, confronts the child with the need to express himself clearly, clearly, and intelligibly. His dialogical speech and its grammatical structure improve, and he begins to actively use the dictionary.

The performance also has an aesthetic influence; this influence can be even deeper: admiration for the beautiful and disgust for the negative evoke moral and aesthetic experiences, which in turn create an appropriate mood, emotional uplift, and increase the vitality of the children. In this sense, theatrical games are equated to outdoor games.

It is worth dwelling a little on creating a game situation, because the game acts as a means of communication, development and life activity, where the child gets to know himself and his environment. Play is a powerful stimulator of activity and development of a child throughout childhood.

Thus, creativity is invariably present in the lives of children, and the teacher’s task is to present a variety of forms and activities for the student’s self-realization, especially in the context of the formation of a temporary children’s team.

Calendar and thematic planning.

Classes are held in a group once a week throughout the academic year. In total, it is expected to spend 38 hours per academic year in each of the groups of the preschool education institution, in the groups of intensive mental development for 5-6 years and 6-7 years.

Classes take turns, logically replacing each other in terms of organizing various activities, carrying out artistic, theatrical, practical and non-traditional activities.

Thematic planning for creativity in a group of 6-7 years old.

No.	Names of sections and topics of classes	Type of activity	Number of hours
1.	Free drawing “Draw your picture”, “I”, “Self-portrait”. Getting to know each other.	Unconventional. Practical.	1 hour.
2.	“Drawing on a wet sheet.” Origami “Goldfish”. Musical and didactic games.	Practical.	1 hour.
3.	Application. Floristry “Autumn picture”. Drawing with autumn leaves. Round dances of Autumn.	Unconventional. Practical.	1 hour.
4.	Autumn Festival. Games, dramatizations, completing tasks according to the model.	Theatrical	1 hour.
5.	Isotherapy. Elements of group cohesion training.	Unconventional.	1 hour.
6.	Modeling from plasticine. “Favorite fairy tale.” Introducing the song “I sculpt from plasticine...”.	Practical.	1 hour.
7.	Toy Theater. Getting to know the theater. Fairy tale “Winter quarters of animals”. Playing the plot. Analysis of fairy tale playback.	Theatrical	1 hour.
8.	Drawing with paints “Blotography”, “Magic threads”. Work on developing imagination “Title of the picture.”	Practical.	1 hour.
9.	Origami “Cup”, “Bundle”. Application “New Year's chains”, “Christmas tree toys”. Learning New Year's songs	Practical.	1 hour.
10.	Preparing for the New Year's party. Rehearsals, games - dramatizations, games - competitions. Rehearsal of New Year's stories. Holiday “New Year at the Gates”.	Theatrical	1 hour.
11.	Working on creative imagination. Paper plastic and plot applique “New Year’s picture”, “New Year’s Eve”.	Practical. Unconventional.	1 hour.
12.	Drawing with pencils and paints “City landscape”. Orientation in space. Spatial image	Practical.	1 hour.
13.	Modeling from plasticine and cereals “Heroes of fairy tales”.	Practical.	1 hour.
14.	Origami “Bunny”, “Boat”. Rearrangement to musical accompaniment.	Practical.	1 hour.
15.	Puppet show. Fairy tale “About Capriciousness”. Behavior correction. Role-playing.	Theatrical	1 hour.
16.	Application “Postcard for February 23rd”. Learning songs for dads. Holiday “February 23”.	Practical.	1 hour.
17.	Making unconventional surprises. Thematic application “Hippopotamus-ballerina”. Games, performances. Dramatization, elements of finger therapy.	Unconventional. Practical. Theatrical	1 hour.
18.	Decorative modeling “Let's decorate the world with plasticine” (modeling on cardboard).	Practical. Unconventional.	1 hour.
19.	Toy Theater and Actors' Theater “Hare Cabbage”. Correction of the child’s emotional sphere	Theatrical	1 hour.
20.	Drawing with pencils. Object drawing “The funniest and the saddest.”	Practical.	1 hour.
21.	Paper-plastic “We make from simple paper like magicians.”	Practical.	1 hour.
22.	Subject drawing “My story”. Fairytale mosaic “Picture from a book”. Work in pairs to create pictures.	Practical. Unconventional.	1 hour.
23.	Origami “Bird”, “Boy and Girl”. Puppet theater “The Tale of Pykh” (correction of fears). Actors' Theater. Fairy tale “We compose a fairy tale ourselves.”	Practical. Theatrical	1 hour.
24.	Application, floristry “Blooming Garden”. Elements of relaxation training. Combined final lesson. Final dramatization of a children's song, staging a mini-play.	Practical. Unconventional.	1 hour.

Development of creative thinking in children. Development of creative abilities in children. Educational games. Educational games for children's parties. Exercises to develop creative thinking.

In modern psychology, the tasks to which this section is devoted are usually called divergent, and the thinking that they activate is divergent thinking.

The specificity of divergent tasks is that one question posed may have not one, but several or even many correct answers. Naturally, it is the divergent type of thinking that is usually qualified as creative. This type of thinking is closely related to imagination.

Divergent type tasks are extremely rarely used in traditional school teaching. Orthodox education usually does not aim to develop non-standard thinking skills in a person, and therefore divergent tasks acquire special value: creative activity in any field requires, first of all, divergent thinking.

Let us consider, as an example, some types of tasks commonly used in practice with children.

Take plastic, wooden (or make cardboard ones yourself) multi-colored geometric shapes and invite the child to create as many different stylized images as possible (Fig. 1).

Rice. 1. Examples of images that can be composed of simple geometric shapes

The next task is in many ways similar to the previous one: from paper cones, cylinders and other elements, try to glue together as many figures of people and animals as possible. Examples of performing this task are presented in Fig. 2.

Rice. 2. Design and create figures of people and animals from paper

Let's stock up on old illustrated magazines and bright pieces of fabric. Together with your child, cut out figures of different shapes from illustrations and pieces of fabric contained in magazines. Now let's glue the resulting figures onto a sheet of cardboard and get a collage. Examples are shown in Fig. 3. All this is creative work, but the main task is: “Find as many analogies as possible with real objects.” The collage can be rotated however you like.

Rice. 3. Examples of collages from different materials

A very interesting, and therefore very popular task was proposed by the psychologist J. Guilford: to find as many different, original applications as possible for a well-known subject. As such an item you can use brick, chalk, newspaper and much more.

This task usually takes five to six minutes to complete. During the analysis of the results, all answers are taken into account, except those that do not correspond to the task, are repeated or may be considered ridiculous. This task can be offered to both older preschoolers and adults.

In this case, productivity and originality of thinking are assessed. The more ideas, the more unusual among them, the more points the participant receives.

Another task: select adjectives and nouns that contain the concepts of light and darkness (heat and cold, spring and winter, morning and evening, etc.). Let's give examples of answers.

The light is bright, gentle, alive;
Sun - ...
morning - ...
lamp - ...
bonfire -...
candle - ...

Darkness - closed, nocturnal;
night - ...
evening - ...
cave -...

Find as many common features as possible between dissimilar objects.

Well - parquet;
log - box;
cloud - door;
doll - snow.

Divergent tasks include tasks to find the causes of events. Here are a few situations where you need to determine the reasons for their occurrence:

1. In the morning Dima woke up earlier than usual.
2. The sun has not yet gone beyond the horizon, but it has already become dark.
3. The dog sitting at the owner’s feet growled menacingly at the little kitten.

Another version of the task described above: come up with and tell what happened to each of the characters.

The child must understand the emotional state of each of the boys and tell what happened to them.

Third option: think about what could happen if...

"... the rain will continue to fall."
"... people will learn to fly like birds."
"...dogs will start talking in a human voice."
"...all fairy-tale heroes will come to life."
"...orange juice will flow from the water tap."

It’s good if the child was able to come up with an interesting answer to each of the proposed phrases.

Another type of task for the development of creative thinking in children: inventing stories, stories or fairy tales using a given set of words, for example:

Traffic light, boy, sled.

The second option for this type of task: look at the pictures and come up with a fairy tale in which all these characters would participate.

The next type of tasks: “Riddle clouds”. The child needs to determine what the clouds (ink spots) shown in the pictures look like. It’s good if he can see at least one character in each cloud.

Another option for this task: try to draw something interesting using these shapes.

Another exercise: draw and color the sorceresses so that one becomes good and the other evil.

Divergent, creative tasks can be developed on any material. A good task of this type would be to create a variety of shapes from construction set parts. After all, not only palaces, bridges and other architectural structures can be built from construction kit parts. Let's try to look at the building designer from the other side. Its parts are suitable, for example, for making technical models of a steamship, locomotive, car, or airplane. From them you can make schematic images of animals and people and even three-dimensional plot compositions. We give examples of possible solutions (Fig. 4).