Artistic and aesthetic development and education. "The relevance of the problem of artistic and aesthetic development of preschool children"

The craving for beauty is inherent in people from birth. Even the youngest children easily notice the beauty around them: be it a beautiful flower, a song heard somewhere. As they grow up, children strive not only to see the beauty around them, but also to take part in its creation - to fashion something from plasticine, sing a song, draw a toy they like. Maybe write your first poem. Everything that surrounds preschoolers in the future will give rise to certain thoughts and feelings within them. This process can be streamlined by artistic and aesthetic education, carried out both in preschool educational institutions and by the parents themselves.

The role of aesthetic education - quote

What is aesthetic education?

The aesthetic education of preschoolers is most often understood as one of the areas of modern pedagogy, designed to form in a person the ability to see and understand beauty, its role, value and significance in life. Artistic and aesthetic education begins from a very early age and continues throughout the life path, undergoing some changes (for example, a change in goals, objectives, methods of organization, etc.).

"Aesthetics" is a fairly broad category, covering many aspects and aspects of human life.

Methods of aesthetic education are very diverse.

Successful artistic and aesthetic education allows the child to develop successfully and harmoniously, improving artistic taste in literature, music, painting and other arts; culture of behavior, appearance, etc. Since aesthetics equally affects the concept of beauty in form and content, in the inner world of a person and his social life, the tasks of aesthetic education are large-scale and multifaceted. The child acquires the skills of perceiving beauty, evaluating (in the early stages), and subsequently learns to create products that have one or another aesthetic value.

To form in the mind of the child the concept of beauty is the fundamental task of artistic and aesthetic education.

Moreover, it should be clarified that in this case the category “beautiful” should be somewhat delimited from “beautiful”. If the concept of beauty has changed over time and was used to characterize the form, then the beautiful affects the content and remains unchanged even after the lapse of centuries. "Beautiful" is a global category, which initially includes humanism, perfection, and spirituality.

Children have access to all means of aesthetic education

The goals of artistic education

1. Formation in the child of a complex aesthetic culture.
2. The ability of preschoolers to notice various manifestations of beauty in the world around them.
3. The ability to give an emotional assessment of the beautiful.
4. Formation of the need for sensation, contemplation, appreciation of the beautiful.
5. Formation of skills and needs in the creation of beauty.
6. The formation of artistic taste, manifested in the ability to compare and correlate phenomena and objects of the surrounding reality with accepted aesthetic ideals.
7. The presence of a clear idea of ​​the beautiful in all its manifestations, formed ideals.

Tasks of artistic education

When discussing the artistic education of a child, it is necessary to single out both general goals and less ambitious, but significant tasks in it:

1. Education of a comprehensively developed harmonious personality.
2. The development of the ability to see beauty and understand its value.
3. Development of the need to improve their creative abilities and skills.

The main tasks of aesthetic education

Means of artistic and aesthetic education

• Fine arts (drawing, modeling, application).
• Dramaturgy (theatrical productions).
• Literature.
• Mass media (Television, Internet, newspapers, magazines).
• Music.
• Nature.

The development of artistic abilities is one of the methods of aesthetic education

The most important methods of artistic and aesthetic education and development of preschoolers:

1. Participation in circle activities (studios, circles, etc.).
2. Visiting preschool educational institutions.
3. Visiting thematic exhibitions, excursions.
4. Personal example.

The role of the family in artistic and aesthetic education

No matter how important the kindergarten and all kinds of circles and studios play in the life of a child, his family will play the most significant role in shaping his artistic taste and idea of ​​beauty. It is the parents and their contribution to the upbringing of the child that will play a decisive role in the development of his personality in the future.

Only parents can help a child start music lessons

What should be paid attention to in the first place and what forms of organization and conduct of aesthetic education of preschoolers will be more effective?

Personal example. Who is the first moral and aesthetic ideal in the life of any person? Definitely his parents. It is their behavior and habits that the child will unconsciously copy the first years of life, and it is they who will subsequently develop into established and strengthened forms of behavior. Therefore, any parent who wants to raise a well-mannered and cultured child should be primarily interested in self-development and self-education.

The manners of behavior accepted in the family, the forms of interaction with others, the criteria by which the beautiful is separated from the ugly, the permissible from the unacceptable - all this will subsequently be adopted by the child. And on these foundations his worldview, his view of the world, etc. will be built.

Children's book - one of the means of aesthetic education

The correct aesthetic education of preschool children in the family and its methods are based on many basic components of its organization:

1. The culture of appearance is expressed in the observance of body culture, the rules of elementary hygiene, in the ability to choose an outfit in accordance with the requirements of the environment, the ability to create a common aesthetically consistent composition of clothing and accessories.
2. Culture of emotions; the ability to sincerely show one's condition, without going over the boundaries of what is permitted.
3. Reasonable discipline; the presence of mandatory regime moments.
4. General artistic taste. The child should be able to see around him works of art used to decorate everyday life: these can be paintings, works of arts and crafts, etc.
5. Aesthetics of life. The possibility of aesthetic design of the surrounding space of the house helps the child take his home for granted and appreciate it. It is with this that the upbringing of respect for one's home, the ability to maintain cleanliness and order in it begins.
6. Culture of communication. The opportunity to conduct confidential conversations with the child on relevant and exciting topics. Formation of the child's idea of ​​subordination and distance in communication.
7. The force that awakens the artistic taste of the child is also nature, which embodies the harmony and beauty of the world. Outdoor walks, accompanied by adult stories about the world around him, will teach him to see beauty in it. And later - use it as a source of inspiration for creative creative activity.
8. The holidays they love so much can also use the creative skills of the child. Parents can involve the child by connecting him to the preparation for the holiday. Invite him to come up with, draw, and later bring to life the original design of the premises, the playground. Thanks to this, the child gets the opportunity not only to develop and discover his talents, but also to share his first discoveries with other children.

The culture of everyday life is an important factor in fostering a sense of beauty

The role of gaming activity in the artistic and aesthetic education of a preschooler

Keeping in mind that play still plays a fundamental role in preschool age, parents can effectively use it for the aesthetic development of their child. Among the games that serve for the aesthetic education of the child are the methods of organization:

• Simulation of game situations that require the search for unusual, non-standard solutions.
• View episodes and fragments from films or performances.
• Collective writing of stories and fairy tales.
• Recitation of poetry, expressive reading of excerpts from works of art.

Recitation of poems - one of the means of aesthetic education

The role of creative activities in the artistic and aesthetic education of preschoolers

Despite the importance of the theoretical aspects of artistic and aesthetic education, it should be noted that without practice the result will be minimal. It is difficult to form a love for art in the mind of a child without offering him the opportunity to get in touch with it and even try himself in this matter.

That is why one of the most important components of the artistic education of a child is creative activities that are easy to organize at home.

For effective musical education, a child can be assigned to a music school, where they can instill in him the skills of playing a musical instrument that is interesting to him. However, if a child does not have an ear for music and other inclinations, it is still not worth worrying about his musical taste. From an early age, introducing the child to music - starting from elementary nursery rhymes, jokes and lullabies, parents teach the child to appreciate art in all its manifestations, develop a need for beauty and craving for it.

Application - a way to develop a sense of beauty and at the same time - hand motility

For the effective development of craving for creativity, drawing is also great. It is very desirable that from an early age the child could master various painting techniques with the help of pencils, felt-tip pens, paints (watercolor and gouache) allows the child to get acquainted with the world around him, note its signs and properties, distinguish between form and content.

Drawing also plays an invaluable therapeutic role, allowing the child to receive a huge charge of positive emotions and genuine happiness.

Reading also plays an important role in artistic education. You can start with the simplest children's poems, fairy tales. Regular reading aloud and other similar methods not only enriches the child's vocabulary and takes his speech culture to a new level. But it also develops it morally: it teaches to evaluate the actions of heroes from the point of view of morality, to distinguish positive heroes from negative ones, to make a choice in favor of one or another decision. Reading books also teaches the child to use speech effectively to express their emotions and needs.

Reading books is a way to draw attention to literature

In order for creative classes to develop the artistic and aesthetic ideas of the child, it is necessary to conduct them taking into account the following patterns:

1. Giving your child maximum independence. By focusing on finding their own solution, rather than following a pattern, the child will make much more effort in order to get the final result of creativity. This will significantly increase in his eyes the value of the finished drawing, sculpted figurine, etc.
2. The child's creativity should reflect not only the objective properties and characteristics of the objects of the surrounding world, but also include an emotional component. Namely, his impressions, thoughts, feelings associated with them.
3. The environment in which the lesson will be held should maximally have the child relax and be liberated.
4. A very important role in the creative process is played by the support and praise from parents. Criticism and censure should be kept to a minimum.
5. It is better to replace direct instructions and instructions with tactful hints and small tips. Do not forget that the parent should instruct the child, but not give him harsh instructions and instructions.
6. At the disposal of the child should be the maximum available means of artistic expression. The workplace should be well lit and comfortable: not only physical, but also psychological comfort in class depends on this.

The tasks of artistic and aesthetic education must be formulated in accordance with the age of the child and adjusted as he grows up.

The concept of beauty through the study of nature

Conclusion

The ability to see and appreciate the beauty around you is not an innate quality, but a skill that is formed through orderly and systematic work.

The formation of artistic taste begins from the very birth of a child, unobtrusively and easily if the environment in which he is located is culturally rich and various types of creativity are available to the child.

Using the methods of aesthetic education of younger and older preschoolers, you can help your child see the world in a truly bright and unforgettable way.

MBDOU No. 135 "Kindergarten of a general developmental type"

« The relevance of the problem of artistic and aesthetic development of preschool children ».

Prepared by:

senior educator

A.B. Lunina

Kemerovo

From the first years of life, a child unconsciously reaches for everything bright and attractive, enjoys shiny toys, colorful flowers and objects. All this causes him a feeling of pleasure, interest. The word "beautiful" enters the life of children early. From the first year of life, they hear a song, a fairy tale, look at pictures. At the same time, with reality, art becomes a source of their joyful experiences. In the process of aesthetic education, they undergo a transition from an unconscious response to everything bright and beautiful to a conscious perception of beauty.

Currently, in the educational space of the preschool educational institution, special attention is paid to the artistic and aesthetic development of preschoolers. Proceeding from the goal of the Russian educational policy, spelled out in the Concept for the Modernization of Russian Education - "the development of a personality capable of self-determination and self-realization."

Relevance The problems of artistic and aesthetic development of preschool children are determined by the fact that artistic and aesthetic development is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the individual, affects the knowledge of the moral side of reality, and increases cognitive activity.

Aesthetic development is the result of aesthetic education. A component of this process is art education - the process of assimilating art history knowledge, skills, and developing abilities for artistic creativity.

One of the priority activities of the preschool educational institution is artistic and aesthetic development. Work in this direction passes through all sections of the program.

The kindergarten is designed to carry out the comprehensive development of preschool children. Along with physical, mental and moral development, artistic and aesthetic development occupies a significant place in the work of the kindergarten. Teachers of preschool institutions pay great attention to different aspects of aesthetic development - the design of the premises and the site, the appearance of children and adults, the use of works of art. Among the OOD conducted with children, a considerable proportion belongs to those on which children draw, sculpt, listen to fiction, learn to read expressively, sing and dance to music. Aesthetic development is carried out under the influence of reality (nature, everyday life, work and social life) and art (music, literature, theater, works of artistic and decorative creativity).

Forms The organization of children's aesthetic activity is varied. These are games, OOD, excursions, holidays, entertainment. It is very important that the work of the educator in this direction be based on a scientific basis and be carried out according to a specific program that takes into account the current level of development of various types of art, in compliance with the principle of gradualness, consistent complication of requirements, a differentiated approach to the knowledge and skills of children of different ages.

Main goal of the teaching staff Preschool educational institution: the creation of a system of work on artistic and aesthetic education, ensuring the emotional well-being of each child and, on this basis, the development of his spiritual, creative potential, the creation of conditions for his self-realization.

To achieve this goal, the following tasks:

The study of modern approaches to the problems of artistic and aesthetic development of preschoolers.

Creation of conditions conducive to the implementation of the artistic and aesthetic development of pupils, their creative potential.

The use of modern technologies for the artistic and aesthetic development of children.

The system of work on artistic and aesthetic education consists of interconnected components:

updating the content of education (selection of programs and technologies);

creation of conditions for artistic and aesthetic education (staffing, educational and methodological support, creation of a subject-developing environment);

organization of the educational process (work with children and parents);

coordination of work with other institutions and organizations.

The system of pedagogical interaction between teachers and children, aimed at aesthetic development, is built in three directions:

organized activities (OOD, excursions, entertainment, individual work, games);

joint activities of teachers and children;

independent activities of children aimed at strengthening interest in artistic activities and developing creative abilities (games, concerts, dramatizations, productive activities).

For the implementation of the full development and education of a preschooler, it is necessary to coordinate the efforts of the preschool educational institution and the family in which he is brought up.

We build cooperation with the family on the following directions:

involvement of the family in the educational process organized by the preschool institution.

When working in this direction, various methods and forms: open days; organization of exhibitions - competitions, crafts for which are made jointly by parents and children; we involve them in participation in holidays, theatrical performances, in the manufacture of costumes. All this helps to make them your allies and like-minded people in the upbringing of children.

Raising the psychological and pedagogical culture of parents is carried out through parent meetings and conferences, consultations. Teachers draw up folders - shifters, information sheets for parents are issued.

Ensuring the unity of the influences of the kindergarten and the family in matters of the artistic and aesthetic development of pupils;

aesthetic upbringing- a purposeful process of forming a creatively active personality capable of perceiving, feeling, understanding, appreciating beauty in life and art; educating the child's desire to participate in the transformation of the world around him, familiarization with artistic activity, as well as the development of creative abilities.

aesthetic development- this is the process of formation and improvement of aesthetic consciousness, attitude to the aesthetic activity of the individual. In the process of aesthetic education, aesthetic feelings develop - a subjective experience of an evaluative attitude towards aesthetic objects and objects.

The goals of artistic and aesthetic education: development of a person's readiness for perception, development, evaluation of aesthetic objects in art and reality; improvement of aesthetic consciousness; inclusion in harmonious self-development; formation of creative abilities in the field of artistic, spiritual, physical culture.

Tasks of aesthetic education of preschoolers:

development of aesthetic perception, aesthetic emotions, feelings, relationships and interests;

formation of elementary aesthetic consciousness;

the formation of aesthetic activity through familiarization with different types of art;

development of aesthetic and artistic and creative abilities;

systematic development of aesthetic ideas of children, their artistic and creative abilities;

formation of the foundations of aesthetic taste.

The tasks of artistic and aesthetic education are inextricably linked and ensure the harmonious development of the child.

study of the elements of the theory of aesthetics;

systematic communication with artistic culture;

organized participation in artistic creation.

The process of aesthetic education is carried out with the help of certain funds: aesthetics of everyday life, nature, various types of arts (arts and crafts, music, painting, literature, architecture, theater).

All these means of aesthetic education are effective both on their own and in interconnection. When selecting means, the educator relies on the specifics of the means itself, its potential pedagogical capabilities, takes into account the nature of the task for which the means is chosen, and, of course, takes into account the age and individual characteristics of development.

Each group of tasks of aesthetic education has its own methods.

Igroup methods It is aimed at familiarizing children with art, developing aesthetic taste and understanding of beauty among preschoolers.

The leading methods for solving these problems are: demonstration, observation, explanation, analysis, example of an adult.

IImethod group is aimed at developing the skills of artistic activity.

Practical methods are used as leading educators: demonstration, exercise, explanation, modeling, joint-separate activity.

The choice of forms, methods and means of artistic and aesthetic education of preschool children is determined by the goals, objectives, age and individual characteristics of children.

Aesthetic perception of reality has its peculiarities.

Main for him is the sensuous form of things - their color, form, sound. Therefore, its development requires a large sensory culture. Beauty is perceived by the child as a unity of form and content. The form is expressed in the totality of sounds, colors, lines. However, perception becomes aesthetic only when it is emotionally colored, associated with a certain attitude towards it.

Aesthetic perception is inextricably linked with feelings, experiences. A feature of aesthetic feelings is disinterested joy, a bright emotional excitement that arises from a meeting with the beautiful.

The educator should lead the child from the perception of beauty, the emotional response to it to understanding, the formation of aesthetic ideas, judgments, assessments. This is painstaking work that requires the teacher to be able to systematically, unobtrusively permeate the child's life with beauty, to ennoble his environment in every possible way.

Almost all types of artistic activities are available to preschoolers - writing stories, inventing poems, singing, drawing, modeling.

The originality of children's creativity lies in the fact that it is based on such a pronounced feature of preschoolers as imitation, is widely reflected in the play activities of children - the figurative realization of their impressions of the world around them.

At preschool age, sprouts of creativity are observed, which are manifested in the development of the ability to create an idea and its implementation, in the ability to combine one's knowledge, ideas, in a sincere transmission of thoughts, feelings, experiences. However, for the development of artistic and creative abilities in children, they need appropriate training, during which they master the ways of figurative expression and depiction of their ideas in words, songs, drawings, dances, and dramatization. Education encourages the child to conscious artistic manifestations, causes positive emotions, develops abilities.

Target art skills training is not only to give children knowledge and skills in singing, drawing, reading poetry, etc., but also to arouse their interest and desire for independent creative activity.

In the development of artistic creative activity, a special role belongs to the personality of the teacher, his culture, knowledge, enthusiasm.

In the process of education and training, the tasks of aesthetic education in preschool age are carried out.

Target OOD - the development of independence, initiative and creative abilities of children, which manifest themselves when choosing a topic and image techniques. The children are given the opportunity to get acquainted with the works of famous artists, with the genres of painting, to study such concepts as portrait, still life, landscape, to get acquainted with the sculptural works of great masters.

PROGRAM for the artistic and aesthetic development of children by means of fine arts in a preschool educational institution (in accordance with the Federal State Educational Standard)

The program was compiled by: teacher of fine arts: Salimova V.A. methodologist: Lozko V.Yu. Khanty-Mansiysk

"In children's creativity (with proper guidance) there is a self-expression and self-affirmation of the child, his individuality is clearly revealed”
(V. A. Sukhomlinsky)

I. EXPLANATORY NOTE

Relevance. Drawing is one of the most important means of understanding the world and developing knowledge of aesthetic education, as it is associated with the independent practical and creative activity of the child. In the process of drawing, the child improves observation and aesthetic perception, artistic taste and creative abilities. Drawing, the child forms and develops certain abilities: a visual assessment of the form, orientation in space, a sense of color. Special skills and abilities are also developed: eye-hand coordination, hand control.

Systematic mastery of all the necessary means and methods of activity provides children with the joy of creativity and their comprehensive development. (aesthetic, intellectual, moral and labor, physical). And also, it allows you to fruitfully solve the problems of preparing children for school.

The works of domestic and foreign experts testify that artistic and creative activity performs a therapeutic function, distracting children from sad, sad events, insults, relieving nervous tension and fears. Causes a joyful, high spirits, provides a positive emotional state of each child.

• development of productive activities of children (drawing, modeling, application, art work);
• development of children's creativity;
• introduction to fine arts.

This program is based on an understanding of the priority of educational work aimed at developing perseverance, accuracy, patience, the ability to concentrate, fine motor skills and coordination of hand movements in children.

Novelty. For a long time, the main task in the work of the circle was to teach children visual skills using traditional and non-traditional drawing techniques. But the practice of work shows that the full-fledged artistic and aesthetic development of the child is impossible without his moral education. Personality, like an artistic image, is a unity of form and content in their interdependence.

The moral qualities of preschoolers are actively developing through familiarization with art, music, literature, and folk culture. The integration of aesthetic feelings and moral experiences creates the basis for understanding the value of everything that is created by nature and man.

In each section of the program, the line of development of social and aesthetic feelings becomes an obligatory component of the upbringing and development of preschoolers.

Also, a distinctive feature of this program is the development of the communicative abilities of preschoolers based on their own creative activity.

The program was developed in accordance with the current Federal State Educational Standard and is an innovative educational program document.

This program forms in children the creative abilities they need for their subsequent education in the fine arts at school.

Type of program: compiled - compiled on the basis of various developments and collections:

• I.A. Lykova "Colored palms" ;
• T. S. Komarova "Classes on visual activity in kindergarten" ;
• T. G. Kazakova "Classes with preschoolers on fine arts" ;
• T. N. Doronova "Fine activity and aesthetic development of children from 4 to 5 years" ;
• A. S. Galanov, S. N. Kornilova, S. L. Kulikova "Classes with preschoolers in fine arts" ;
• T. A. Danilina, V. Ya. Zedgenidze, N. M. Stepina "In the world of children's emotions" and etc.

The program has full methodological support, demonstration and handout material, contains methodological recommendations, class notes for all ages.

The purpose of the program: The development of creative and mental abilities, cognitive activity through visual arts.

Pedagogical tasks:

 Educational

1. To form in preschoolers the initial knowledge of fine art.
2. To acquaint with the basic concepts of artistic activity, expressive means and ways of depiction.
3. To instill skills and abilities in working with pencils, paints, paper, plasticine and other materials, based on the study of the laws of a realistic image, in a form accessible to children.
4. To acquaint children with non-traditional techniques.

 Educational

1. To promote the development of image abilities through the education of children the ability to observe, see the features of surrounding objects, compare them with each other, find common and different features in them, highlight the main thing.
2. To develop cognitive processes of aesthetic perception: figurative and spatial thinking, imagination, attention, memory.
3. To develop the child's creative abilities: taste, sense of color, compositional solution, artistic choice.
4. Develop the small muscles of the fingers and motor functions of the hands.
5. Contribute to the development of sensorimotor skills.
6. Promote the development of coordination in the work of the eyes and hands, develop coordination of movements, accuracy of actions.
7. Develop communication skills.

 Educational

1. To educate children in moral and volitional qualities: the need to bring things to the end, to concentrate and purposefully engage in (perseverance), overcome difficulties; accuracy of work.
2. To educate and form the skills of interpersonal relations with peers - establishing friendly contacts, the desire to help each other, goodwill.
3. Cultivate trusting and open relationships with adults, recognition of their authority, expectation of help and support.
4. To cultivate a caring attitude towards their work and the work of their comrades, art supplies and objects surrounding the group.

 Health-saving

1. Teach health-saving technologies: safety of vision, proper fit during work.

Program sections:

Basics of the artistic image

Artistic labor

Age of children involved in the implementation of the work program: children from 2 to 7 years old (2-year-old - preparatory group).

Implementation period: 4 years of study.

Forms of organization of the educational process:

• OOD (organized educational activity)
• The activities of the art circle "Magic Fingers"
• Individual work (when performing complex work)
• Invitation of DPI masters to visit
• Visiting museums, children's exhibitions
• Participation in exhibitions and competitions

Organization of educational activities in groups according to the main program:

Age of children: second junior group, middle group, senior group, preparatory group

Period: 4 years.

Classes are held: 1 OOD lesson per week (based on 36 calendar weeks per academic year)

Duration of one lesson: in the early development group - 8-10 minutes.

in senior groups - 10-15 minutes

in the younger groups - 15-20 minutes

in senior groups - 20-25 minutes

“What is lost in childhood can never be made up for in youth.

This rule applies to all areas of the spiritual life of a child and especially aesthetic education.

V.A. Sukhomlinsky

Direction tasks:

The formation of an aesthetic attitude to the world in children, the accumulation of aesthetic ideas and images, the development of aesthetic taste, artistic abilities, the development of various types of artistic activity. In this direction, both general educational and correctional tasks are solved, the implementation of which stimulates the development of sensory abilities in children, a sense of rhythm, color, composition; the ability to express their creative abilities in artistic images.

This direction is carried out with children from two to seven years. “The content of the educational field “Artistic Creativity” is aimed at achieving the goals of forming interest in the aesthetic side of the surrounding reality, meeting the needs of children in self-expression through solving the following tasks:

1. Development of productive activities of children (drawing, modeling, applique, art work);

- Drawing

Development of perception, enrichment of sensory experience by highlighting the shape of objects.

Development of children's interest in modeling. Acquaintance with plastic materials: clay, plasticine, plastic mass. The formation of the ability to carefully use materials.

Application acquaintance with the reception of education in order to create expressive techniques.

Involving children in the creation of subject and plot compositions.

1. Development of children's creativity

Development of interest in actions with pencils, felt-tip pens, brushes, paints, clay.

Contribute to the emergence of a sense of joy from self-drawn.

Development of children's interest in visual activity. Enrichment of sensory experience, development of organs of perception.

Development of aesthetic perception. Acquaintance with folk arts and crafts.

1. Introduction to the fine arts

Formation of the foundations of artistic culture. Development of interest in art. Consolidation of knowledge about art as a form of creative activity of people, about the types of art.

Work in the direction of artistic and aesthetic development is aimed at the full mental development of children, at the development of such processes, without which it is impossible to know the beauty of the surrounding life (and art) and its reflection in a variety of artistic and creative activities. This is aesthetic perception, figurative representations, imagination, thinking, attention, will. Aesthetic education helps the formation of the basic qualities of a person: activity, independence, diligence.

1. Aesthetic developmental environment.

Formation of interest in the immediate environment: in kindergarten, at home where children live. Attracting the attention of children to the peculiar design of different rooms.

Artistic and aesthetic education

Artistic and aesthetic education is carried out in the process of familiarization with nature, various types of art and the active inclusion of children in various types of artistic and aesthetic activities. It is aimed at introducing art as an integral part of spiritual and material culture.

The program for different age groups includes:

Development of interest in various types of art (literature, fine arts, arts and crafts, music, architecture, etc.);

Formation of artistic and figurative representations, emotional and sensual attitude to objects and phenomena of reality, education of aesthetic taste, emotional responsiveness to beauty;

Development of creative abilities in drawing, modeling, appliqué, art-speech and musical-art activities;

Teaching the basics of creating artistic images, the formation of practical skills and abilities in various types of artistic activity;

Development of sensory abilities: perception, sense of color, rhythm, composition, the ability to simply express objects and phenomena of reality in artistic images;

Introduction to the best examples of domestic and world art.

The program has a new section "Cultural and leisure activities", including independent artistic and cognitive activities of the child, holidays and entertainment as the basis of children's creativity and the formation of their interests.

The program for the first time presents a description aesthetic subject-developing environment , areas of work for its creation are highlighted.

A significant role in aesthetic education is given to design (with play building material in the junior and middle groups, in the senior and preparatory groups, work with paper and natural materials is added to this), the main tasks of teaching which are to develop elements of constructive, design activities and creativity in children.

For the successful development of programs for artistic and aesthetic education, it is necessary to correctly organize the pedagogical process. The system of pedagogical interaction between teachers and children, aimed at aesthetic development, is built in preschool educational institutions in three directions:

specially organized training;

joint activities of teachers and children;

independent activities of children.

The interaction of teachers and children is carried out taking into account a differentiated approach and includes a variety of forms and methods of work:

group and subgroup classes,

holidays,

entertainment,

didactic games,

exhibitions of drawings and crafts,

library classes,

creation of handwritten books,

participation in competitions of children's fine arts;

The kindergarten organized the work of additional services of an artistic and aesthetic orientation

For the methodological development of the program, I have chosen the section "Artistic and aesthetic development" (educational area "Artistic creativity")

Artistic and aesthetic development is carried out in the process of familiarization with nature, various types of art and the active inclusion of children in various types of artistic and aesthetic activities. It is aimed at introducing art as an integral part of spiritual and material culture.

The purpose of my work: The development of the creative abilities of children, the disclosure of the creative potential and personal qualities of preschoolers, using various techniques and genres of fine art.

The program for artistic and aesthetic development provides for: the development of interest in various types of art the formation of artistic and figurative representations the development of creative abilities in drawing, modeling, application teaching the basics of creating artistic images, the formation of practical skills and abilities in various types of artistic activity; development of sensory abilities familiarization with the best examples of domestic and world art.

To solve the tasks we used the method of visual activity of Tamara Semyonovna Komarova, but during the classes we were always struck by the uniformity of the techniques offered for depicting the image. And this does not fully contribute to the solution of the problem of developing the creative abilities of preschoolers. Modern society requires creatively active individuals who have the ability to effectively and unconventionally solve new life problems.

Therefore, I designated the topic of my work as “Development of the creative abilities of children of senior preschool age using non-traditional drawing techniques”

In my work, I use R.G. Kazakova "Drawing with preschool children", G.N. Davydova "Non-traditional drawing techniques in kindergarten", T.A. Tskvitaria "Non-traditional drawing techniques", magazines "Preschool education".

In the history of pedagogy, the problem of creativity has always been relevant in all types of activity, including visual.

According to teachers and psychologists (such as N.A. Vetlugina, L.S. Vygotsky, A.V. Zaporozhets, T.S. Komarova), preschool children have significant potential for understanding and emotional responsiveness to works of art. And researchers (T.S. Komarova, O.V. Radonova, A.O. Kurevina, A.A. Volkova, T.I. Kosmacheva) proved that artistic culture as a whole is the strongest emotional factor and environment for the formation of a child’s personality.

Nina Pavlovna Sakulina said that it is necessary and possible to search for such ways of interaction that, on the one hand, preserve the advantages of children's creativity, and on the other hand, help the child master the means of self-expression, i.e. it is necessary to use different drawing techniques in the classroom: traditional (pencils, paints) and non-traditional (soap foam, candle, semolina, salt, etc.) Today, psychologists oppose traditional didactic teaching methods used in dow, and often forcing children to act in within the framework of established schemes, against the imposition of stereotypical ideas that do not excite the child's imagination, but annoy him, suppress his creativity and do not stimulate the development of a creative personality.

Drawing is of great importance in the formation of the integrative qualities of the child. The connection between drawing and thinking is especially important. Drawing develops children's intellectual abilities, memory, attention, teaches children to think and analyze, measure and compare, compose and imagine. While working, we conduct experiments with various materials (salt, semolina, soap suds, paint.) And this contributes to the fact that the child becomes inquisitive and active.

Visual activity affects the formation of vocabulary and coherent speech in a child. A variety of shapes of objects of the surrounding world, various sizes, a variety of shades of colors contribute to the enrichment of the dictionary. The use of non-traditional drawing techniques makes it possible to apply a collective form of creativity. It brings children together, develops communication culture skills. In order to successfully resolve issues of communication with peers, I specifically create situations where children draw collectively, thereby encouraging children to establish contacts. Joint discussion, drawing up joint compositions contributes to the development of communication experience between children and adults. At the same time, the child masters the means of communication and ways of interacting with adults and peers.

In addition, while doing work, the child learns manage your behavior and plan your actions.

The use of non-traditional drawing techniques helps to master universal prerequisites for learning activities. Indeed, in order for a child to cope with work, he must be able to work according to the rule and according to the model, listen to the teacher and follow his instructions.

Art activities help the formation of visual skills , since the accuracy and thoroughness of the performance of work largely depends on the assimilation of skills. Drawing skills are associated with the development of the child's hand - coordination, accuracy, smoothness, freedom of movement.

In the process of working with the use of non-traditional drawing techniques, favorable conditions are created for the development of the child's emotional responsiveness. New materials, beautiful and different, the possibility of choosing them help to prevent the monotony of boredom in children's visual activity. Having spent effort and received approval, the child experiences joy, his mood rises. In working with children, I turned to fairy-tale images, since a fairy tale is the most accessible material for a child's mind. It helps the development of imagination and the assimilation of basic moral and ethical concepts (good, evil), and also introduces individual concepts in the visual arts. The child begins to emotionally respond to works of art in which different emotional states of people and animals are conveyed. This contributes to the development emotional responsiveness.

Children learn to think over an idea, motivate the choice of visual means, learn to independently create artistic images in drawings, set goals and fulfill them. At the same time, the child learns to decide intellectual and personal tasks adequate to age.

Children love to depict what is interesting for them at the moment - themselves, their friends, relatives and friends, images of the world around them, natural phenomena, and bright events of social life. Themes of drawings are often proposed by children themselves, based on the events of their lives at the moment. At the same time, the non-traditional drawing technique offers children more opportunities for the realization of their fantasies. (drawing on a wet sheet, spraying, scratching, etc.). Thus, drawing helps to fix the baby. primary ideas about oneself, family, society, country, world and nature.

When organizing the educational process, we found out that the most effective educational area "Artistic creativity" is integrated with the following educational areas: "Communication" -development of free communication with adults and children"Knowledge" - formation of a holistic picture of the world"Reading fiction" -the use of thin prod. to enrich"Physical Culture"- development of fine motor skills."Music" - use of music production for enrichment arr. region "thin. creation""Work"- shaper. work. skills and abilities into a product. activities.

The principle of integration, which combines various educational areas, different types of activities, techniques and methods into a single system, is implemented on the basis of complex thematic planning. A variant of such planning is presented on the slide.

The principle of integration is also realized through the organization of various forms of the educational process:

1. Joint activities of a teacher with children: here we use information-receptive methods. Entertaining displays, free artistic activity with the participation of a teacher, individual work with children, examination of paintings, plot-game situation, artistic leisure, competitions, experimentation with material (training, experiments, didactic games, playing with an unfinished drawing, observation)

2. C independent activities of children. In independent activities, we use heuristic and research methods: creating problem situations, playing, tasks for independent observations, drawing by design, looking at pictures, illustrations about nature.

3. Interaction with family:

Exhibitions of joint works of parents and pupils, artistic leisure with the participation of parents, decoration of a group room for the holidays, consultative meetings, open classes.

When organizing the educational process on "Artistic Creativity", we use the following imaging techniques:

1. Drawing with fingers, palm. 2. Leaf printing. 3. Blotography. 4. Inflating paint. 5. Drawing with a candle. 6. Monotype. 7. Pattern drawing. 8. Spray. 9. Drawing with foam rubber. 10. Drawing with salt. 11. Grating.

In our work we use the following tools:

2. Foam sponges

3. Toothbrushes

4. Cotton swabs, etc.

In order to identify the level of creative abilities in children of senior preschool age in visual activity, diagnostics were carried out. The tests proposed by E.P. Torrance.

Test #1: "Unfinished Drawing"

Test number 2: "Finishing"

Also, in order to identify the levels of creativity of children of senior preschool age and assign them to groups with a certain level of formation of creative activity, a lesson was held on visual activity "Among unseen animals"

Diagnostics was carried out at the beginning and in the middle of the year in 2 senior groups of the kindergarten.

The diagnostic results at the beginning of the year are as follows:

1. a high level of development of creative abilities was shown by 1 child in both groups -10% 2. The average level of creative activity in our group was shown by seven children , in another group - five children (this is 40% and 30%) 3. Twelve children showed a low level in our group, thirteen children in the "Butterflies" group. (50% and 60%)

In the middle of the year, the diagnostics of the level of development of creative abilities were again carried out, its results are as follows:

1. a high level of development of creative abilities was shown in the group "Why" three children, -15% in the group "Butterflies" two children -10%

2. Improved their results by showing the average level of development of creative abilities in the group "Why" nine children, -50%, and in the group "Butterflies" six children -60%.

3. Eight people remained at a low level - 35% in one and eleven in another group - 50%

A comparative analysis of the data allows us to conclude that the level of creativity of children of senior preschool age in the "Why-Much" group, under the influence of the use of non-traditional drawing techniques, increased more, the indicators improved.

Indicators of the effectiveness of methodological development: at the beginning and in the middle of the year, monitoring of the formation of integrative qualities was carried out, ed. Yu.A. Afonkina, who showed

1. a higher level of formation of integrative qualities "able to solve intellectual and personal problems", and "having mastered the necessary skills and abilities"

The diagram shows that the integrative qualities in the older groups are mainly developed in accordance with age. Exceeding such integrative qualities as "having mastered the necessary skills and abilities .." and "able to solve intellectual and personal tasks adequate to age" can be distinguished in our group. We believe that such data is obtained due to the fine art skills formed at a higher level, as well as a higher level of creative abilities.

A comparative analysis of the results of the dynamics of the formation of the integrative quality of children of two groups of senior preschool age makes it possible to single out the success of the children of the "Why" group in the educational field "Artistic creativity", since the children showed the best results in the sections: "Intention in drawing", "Transformation of methods of solving problems into depending on the situation", which provide the formation of an integrative quality "capable of solving intellectual and personal problems appropriate to age", and is determined by the ability to propose one's own idea and embody it in a drawing, as well as transform the ways of solving problems depending on the situation, considering it as experimentation.

2 indicator: original work of children using various drawing techniques

Indicator 3 (for parents): increase in the number of parents involved in joint activities with children

4 indicator (for the teacher): the realization of the creative potential of the educator, participation in competitions of children's works.

In conclusion, the main thing in my work, and the work of any teacher, is that classes bring only positive emotions to children. It is necessary to take care that the child's activity is successful - this will reinforce his self-confidence.

A presentation is attached to the work, which can be downloaded.