Art program for additional education of preschoolers. Additional general education program in art for preschoolers "fun brush"

Working program

« Visual activities and

aesthetic development of preschool children "in senior group

compiled on the basis of the program for the cognitive development of children 5 years old

“From childhood to adolescence” Grizik T.I.

Explanatory note

This program was developed for the 20014-2015 academic year.

The program was developed on the basis of methodological recommendations for teachers by T.N. Doronova. The program takes into account the individual, age-related characteristics of the children in the group, taking into account the indicators of mastering the program material based on the results of the previous year.

The program reflected:

a new education strategy in Russia aimed at expanding opportunities for the development of a child’s personality;

new approaches to the content, organization and methodology of working with children in the context of a personality-oriented model of education;

The planning used the developments of domestic and foreign teachers and psychologists, took into account the recommendations of prominent cultural and artistic figures, and also usedpersonally-oriented teacher's approachformation method creative abilities preschoolers.

The program is implemented within the framework of direct educational activities with children 2 times a week for 25 minutes. Consolidation of the material covered occurs in the joint activities of the teacher with the children and in the independent activities of the children.

Literature: T.N. Doronova. Visual activity and aesthetic development of preschool children. Moscow "Enlightenment 2008.

Planning classes for the 20014-2015 academic year

SEPTEMBER

We are drawing

OCTOBER

We are drawing

NOVEMBER

We are drawing

DECEMBER

We are drawing

JANUARY

We are drawing

FEBRUARY

We are drawing

We are drawing

MARCH

We are drawing

APRIL

MAY

We are drawing

Mira Rakshaina
Fine Arts Program

Program on Artistic creativity for children of primary preschool age.

Explanatory note

At preschool age, children lay the foundations for comprehensive, harmonious development and the foundation of creativity. Fine arts classes contribute to the active development of the surrounding world through fine art as the most accessible form of creativity in preschool age, an important feature of which is the inseparability of emotions from the process of perception, thinking and imagination. Artistic creativity in preschool age directly influences the formation of a positive attitude towards reality, and systematic activities contribute to comprehensive development (aesthetic, intellectual, labor, physical) and help prepare for school. In the process of drawing, a child’s observation and aesthetic perception, artistic taste and creative abilities are improved. Develops the ability to visually evaluate shape, spatial orientation, sense of color, as well as special skills and skills: eye-hand coordination, hand control.

Using non-traditional techniques in working with preschoolers to develop imagination, creative thinking and activity, first of all, I would like to draw your attention to the fact that they are very attractive for work. They use unusual combinations of materials and tools; the undoubted advantage of such techniques is the versatility of their use. Drawing technology is interesting and understandable to children.

Methods used:

Allows you to train your child's hand to write;

Allows you to study multi-color images of objects;

Form an emotionally positive attitude towards drawing;

Promotes the development of imagination, perception and cognitive abilities

General position

1. Working section program"Visual activity"

compiled on the basis of the mandatory minimum content of the federal component of the state standard.

2. Classes are conducted with children 2-3 years old in the form of art classes as part of the annual curriculum.

3. Program involves holding one lesson per week, in the first half of the day. The duration of the lessons is 10 minutes.

Introduction of new things.

The main task in my work is to teach children visual skills using both traditional and non-traditional drawing techniques, developing visual abilities, speech and intelligence.

Relevance.

Fine arts classes allow children to develop communication skills in the process of activity, as well as artistic abilities.

Main goals of the working programs:

Develop artistic, linguistic, intellectual abilities in the process of commented drawing, development of creative abilities and positive emotional perception of the world around us.

Program solves the following tasks:

Educational: Teach children to develop communication, language, intellectual and artistic abilities through the process of drawing.

Developmental: develop creative activity, hand muscles, strive for self-affirmation.

Educational: to form a positive emotional perception of the world around us, to cultivate artistic taste and interest in the fine arts.

1. To interest children in various visual materials and the opportunity to act with them.

2. Encourage children to depict, using expressive means available to them, what is emotionally significant to them.

3. Create conditions for mastering the color palette.

4. Create conditions for children’s communicative activities.

5. Promote the development of coherent speech in children.

6. Assist children in creating expressive images, maintaining the vividness of children's perception.

7. Gradually increase the requirements for children’s visual and communication skills.

8. Help children feel that their drawings are interesting to others

(teacher, children, parents)

9. Speech development. Teach generalization and reasoning.

This program compiled taking into account the implementation of interdisciplinary connections in sections: SPEECH DEVELOPMENT. The classes use the annotated drawing method.

During the process of playing out the plot and the drawing itself, there is a continuous conversation with the children; at the end of the lesson, the children discuss their work. Nursery rhymes, riddles, and counting rhymes are used in classes. By performing practical activities, children are able to learn many new words and expressions, which contributes to the development of coherent speech.

COGNITION. For classes in art activities, topics that are close to the child’s understanding are chosen, allowing him to clarify the knowledge he has already acquired, expand it, and apply it in communication. Children learn a lot of interesting things about various natural phenomena, about the lives of people, about animals. MUSIC. The use of drawings in the design of holidays, and musical accompaniment for a better understanding of the image and expression of one’s own feelings.

PHYSICAL CULTURE. The use of physical education, finger exercises, work to protect vision and prevent poor posture.

SENSORY EDUCATION. These classes contribute to the acquisition of knowledge about color, size, shape, and arrangement of objects in space.

Methodological support. (For non-traditional drawing techniques)

1. Vegetable stamps (imprint,

2. Poking with a hard brush,

3. Impression with foam rubber,

4. Wax crayons and watercolors,

5. Leaf prints,

6. Drawings from palms

7. Glass for stained glass (blank)

Activities using these items are miniature games. The proposed method of teaching allows children to feel bolder, more spontaneous, develops imagination, gives freedom for self-expression, develops coordination of movements, attention, and memory. The work represents a creative process between the teacher and children using a variety of visual materials.

Methods used:

1. Emotional mood - the use of musical works.

2. Practical - exercises in a playful way.

3. Verbal - stories, conversations, artistic expression, pedagogical dramatization, explanation, clarification, pedagogical assessment.

4. Visual methods and techniques - observations, examinations, showing a sample, showing methods of implementation, etc.

Material:

Cotton buds,

Foam rubber seals,

Cloth napkins, water containers, brushes and brush holders,

A 4 size paper,

Simple and colored pencils,

The process of conducting classes provides:

1. Using the technique of broadcasting information,

2. Selection of thematic content,

3. The main participant in drawing is the child,

4. The teacher tries to help the child express his thoughts correctly,

5. The teacher creates schematic images,

6. The teacher not only talks about what is drawn, but also shows through visual actions,

7. When conducting physical education sessions, elements of dramatization and imitation movements are used, accompanied by commented speech.

Classes are based on communicative principle:

1. Creating optimal conditions for motivating children's speech,

2. Providing conditions for communication,

3. Maintaining speech initiative,

Class structure:

1. Creating a positive attitude towards the topic and the method of its implementation,

2. Communicative drawing using imitative movements and discussing the creation of the plot of the drawing,

3. Word games, dramatization games.

Results of the working programs:

1. Organizing open classes for children for parents,

2. Thematic exhibitions in preschool educational institutions,

3. Design of an aesthetic developmental environment in groups and kindergartens.

By the end of the year, children have developed skills and abilities as a result of work on children's program:

1. They learn a lot about the world around them, because classes are held on certain topics.

2. Learn to use different visual materials in one work.

3. Learn to draw with various materials.

4. They use various additional materials in their work.

5. Develop skills in plotting.

6. Experiment.

7. Coherent speech develops.

8. Technical skills are formed.

9. They learn to respect the work of their comrades and objectively evaluate their work.

Expected results:

Due to individual characteristics, the development of creative abilities cannot be the same for all children, therefore, in classes, each child is given the opportunity to express himself and experience the joy of creative creation. Topics included in program, change according to the principle of gradual complication of the material. This should help children acquire knowledge, skills and abilities in the drawing process, identify and realize children’s abilities, and develop self-control.

Fragment Long-term planning for visual activities in the first junior group

No. Topic (drawing technique, methods and techniques) Purpose of the lesson Basic knowledge and skills. Material for the lesson

SEPTEMBER

1 "How we draw"

(drawing with pencils) Determine your level of pencil proficiency. Introduce children to the correct way to act pencils: hold with three fingers, not close to the sharpened end, do not squeeze the pencil too tightly; learn to draw only on paper, use different colors; develop interest and a positive attitude towards drawing. Be able to hold a pencil correctly and apply light pressure when drawing. Know that the sun, grass, flowers can be drawn using pencils of different colors. Landscape sheet, sets of colored pencils (by number of children).

2 "Chicken Lanes" (drawing with pencils) Arouse children's interest in the topic and the drawing process; learn to hold a pencil in your right hand with three fingers; learn to make wide, smooth movements in any direction; induce and maintain a sense of process satisfaction as a result of the activity. Be able to draw straight lines in different directions. Landscape sheet of A4 paper, colored pencils, pictures of hens and chicks.

3 "Nuts for the squirrel" (drawing with a foam rubber poke) Introduce children to gouache paints; teach children to use a brush; consolidate knowledge of primary colors, introduce new colors (brown); to form interest and a positive attitude towards Be able to use non-traditional methods when depicting

"nut". Know that nuts are shaped like a circle and are depicted. Sheets of drawing paper with a picture of a tree and a squirrel for each child; foam swabs;

drawing. brown. squirrel toy; nuts; basket; jars of water, napkins.

4 "Autumn Leaves" (painting with a brush) Continue to introduce children to gouache paints, teach them how to use a brush correctly; consolidate knowledge of basic colors, introduce new colors and shades; learn to distinguish maple leaves; develop interest and a positive attitude towards drawing. Know how to hold a brush correctly and apply gouache to it. Know and name the colors of autumn leaves. Gouache in yellow and red colors; brushes No. 4; album sheets of paper for drawing for each child, mats with cut out silhouettes of maple leaves (by number of children); Maple leaves; sippy cups; napkins.

1 "Rain"(drawing with felt-tip pens

completing the drawing of details) Teach children to hold a felt-tip pen correctly in their hand; learn to draw with a felt-tip pen - do not press hard, draw straight vertical lines; do not go beyond the boundary line; develop interest and a positive attitude towards drawing. Be able to hold a felt-tip pen correctly and draw short vertical lines. Know how to depict rain in a drawing. Blue or light blue markers; sheets of paper with blanks (according to the number of children, a blue cloud is drawn at the top of the sheet, and a horizontal line at the bottom is the earth, so that the children, when drawing rain, do not go beyond the lower border.

2 “Let’s help the bugs hide in the grass”(drawing with a pencil; completing the drawing

details) Teach children to properly hold a wax pencil in their hand, draw straight vertical lines; consolidate knowledge of flowers; arouse interest in drawing with colored pencils. Be able to draw short vertical lines, recognize and use the color green for an image. Green colored wax pencils; sheets of drawing paper with drawn beetles,

located and in different places of the sheet (by number of children).

3 "Yellow leaves are flying" (painting with a brush; finishing details) Teach children to draw leaves by dipping a brush onto a sheet of paper; continue to teach how to hold a brush correctly, use paint, a cloth, and rinse the brush in a jar of water. Be able to depict autumn leaves using the brushing method, and apply the required amount of paint onto the bristles of the brush. Know the color yellow and work with it. Landscape sheets of A4 format with painted trees (by number of children); yellow paint, brushes

No. 4, jars of water, rags.

4 "On a smooth path" (finger painting) Teach children to draw with their fingers, rhythmically making an imprint on a strip of paper; continue to introduce children to colors (red, blue, green, reinforce the names of colors; develop interest and a positive attitude towards drawing. Be able to draw in unconventional ways, know the basic colors, show and name them. Demonstration sheet depicting two houses with red and blue roofs, located opposite each other (a path was drawn between the houses with pencil and paint); strips of drawing paper 1/2 sheet according to the number of children; green gouache, wet wipes for hands.

Logvinyuk Grigory Mikhailovich
Job title: teacher
Educational institution: MBUDO "DSHI of Vyborg"
Locality: Vyborg, Leningrad region
Name of material: Additional additional artistic education "Fine Arts" for teaching children in the preparatory group to prepare for the educational process
Subject: Fine Arts program for preschoolers
Publication date: 07.12.2016
Chapter: additional education

MUNICIPAL BUDGETARY INSTITUTION

ADDITIONAL EDUCATION

"CHILDREN'S SCHOOL OF ARTS OF VYBORG"
Additional general developmental program of artistic orientation “Fine Arts” for teaching children in the preparatory group to prepare for the educational process Implementation period: 1 year Age of students: 5 - 7 years
Developed by: teacher Logvinyuk Grigory Mikhailovich
Accepted Approved at a meeting of the pedagogical MBUDO "Children's Art School of Vyborg" Council of the MBUDO "Children's School of Vyborg" Order No._______ dated "__" ____201_. No. __ dated “___”_______ 201____ Director _____________ Shishkina E. S. Vyborg 2016

1. EXPLANATORY NOTE
The Children's Art School, as a municipal budgetary institution of additional education, is designed to meet the educational needs of citizens, society and the state in the field of art education and aesthetic education. The current stage of development of the additional education system is distinguished by increased attention to the problem of improving the quality of additional education for schoolchildren, and, consequently, identifying new approaches in the development of educational programs, identifying strategies and directions for their innovative development. An additional general developmental program of artistic orientation “Fine Arts” for teaching children in the preparatory group to prepare for the educational process at school (hereinafter referred to as the “Preparatory” program) consists of a whole series of components that are mutually interconnected, and thus represents an integral educational system . The dominant pedagogical orientation in this program is the focus on the needs and interests of students, their individual personal characteristics and capabilities. The “Preparatory” program is aimed at ensuring the holistic artistic and aesthetic development of the individual and the acquisition of artistic, performing and theoretical knowledge, skills and abilities in the process of mastering subjects. The main goals of the program are:  identification of gifted children in the field of fine arts and theatrical activities in early childhood;  creating conditions for art education, aesthetic education, spiritual and moral development of children;  children’s acquisition of knowledge, skills and abilities to perform painting works;  mastering basic knowledge and skills of theatrical acting;  children’s acquisition of creative experience;  mastery of the spiritual and cultural values ​​of the peoples of the world;  preparing gifted children for admission to educational institutions that implement pre-professional educational programs in the field of fine arts and theatrical activities. The duration of the program is 1 year. The program is designed to teach children aged 5 to 7 years. When applying for training in this program, children are selected in order to identify their creative abilities. The selection of children is carried out in the form of an interview, which makes it possible to determine whether they have a desire for artistic and performing activities. Additionally, the applicant can submit independently completed artistic work. When implementing the “Preparatory” program with a training period of 1 year, the total classroom load of the compulsory part is 288 hours, according to academic
subjects: Fine arts - 164 hours, Theater games - 124 hours. The classroom load for all subjects of the curriculum is 9 hours per week.

SYLLABUS
according to the additional general developmental program of artistic orientation “Fine Arts” for teaching children in the preparatory group to prepare for the educational process Name of educational subjects Classroom lessons (in hours) Intermediate certification Distribution by quarters of study Group lessons Control lessons Credits 1 2 3 4 Number of weeks of classroom training 32 1 2 3 4 5 6 7 8
Fine

art
By semester Fine arts 164 2 6 6 5 3 Theater games 124 2 3 3 4 6 Total class load 288 9 9 9 9

Training program

"Fine Arts"

Explanatory note
The “Fine Arts” program solves the problems of art education and upbringing of the younger generation, that is, it considers training and education as a single process, reveals the nature of teaching fine arts in an art school as a complex process of forming students’ spiritual culture, mastering the basics of artistic literacy. Cognitive and creative activity should be developed from early childhood. All children love to draw: they take up pencils and paints even when no one encourages them to do so, and actively express their spontaneity of perception of the world. At a young age, it is necessary to: - “introduce” children to art, instill a keen interest and love for it, give initial skills in perceiving works of art; - to form a moral, aesthetic attitude of children towards objects and phenomena of the surrounding reality; - to give students the basics of visual literacy, to develop artistic taste, creativity in visual activities. Therefore, in the first years of children’s education in the preparatory group, the study of composition, drawing, painting and modeling is combined with the subject “Fine Arts”, hereinafter “Fine Arts”. The program is designed for 1 year of study. The maximum teaching load is 164 hours. The form of training sessions is group. Number of classes per week: 1.2 quarters - 6 hours, 3rd quarter - 5 hours, 4th quarter - 3 hours. The number of weeks of classroom lessons is 32. The age of children is from 5 to 7 years. The main form of classroom training is the lesson. The educational process includes various teaching methods: 1) reproductive (reproducing) 2) illustrative (explanation is accompanied by demonstration of visual material) 3) problem-based (the teacher poses a problem and, together with the children, looks for ways to solve it) 4) partially search (heuristic). Program materials are selected in such a way as to maintain constant interest in classes for all children, taking into account their age characteristics, with a gradual complication of tasks in content and technique as they master knowledge, skills and abilities, as well as taking into account interdisciplinary connections with other subject of the program ( theatrical games). The program also provides connections with other forms of art - poetry, music. Many types of tasks in the program are interrelated and are carried out during the academic year, taking into account the characteristics of the seasons, calendar dates, and student interests.
It should be taken into account that younger children especially love to engage in composition (composing fairy tales, fantasizing). But to realize the compositional plan, knowledge, skills and abilities in drawing and painting are necessary, and it is also necessary for children to gradually turn to nature, to observations of living nature, objects and phenomena of the surrounding reality, and it is from it that they can draw plots and images for their compositions. All this is reflected in the program. The program is based on the thematic planning principle. The thematic plan does not have strict regulations and can be adjusted, supplemented or changed depending on the individual characteristics of students, the speed of assimilation of educational material and the level of groups, as well as in connection with social events and the life of the school (for example, participation in competitions for various socially significant Topics).

Educational and thematic planning.
Item no. Name of task Number of hours 1. Introductory conversation: Introduction Introducing children to the subject that will be taught to them. Meet the teacher. 2 2. Composition “Autumn”, “Autumn Forest”, “Leaf Fall”, based on the poetic lines “The trees are dressed in a crimson outfit...”, “A sad time, the charm of the eyes...” 6 3. Introductory conversation about color and paints. Rainbow, "
TO
every
ABOUT
hunter
AND
wants
Z
nah,
G
de
WITH
goes
F
adhan." 3 4. Rainbow. Flower - seven flowers. 6 5. Natural shapes (using the example of vegetables, leaves, flowers) Children look at vegetables, leaves, etc., recognize shapes - oval, circle, trapezoid, triangle. We draw a conventional still life of three figures (vegetables, leaves, twigs, flowers) in color. 9 6. Modeling We remember the shapes of vegetables. Making a plate with vegetables 4 7. Sky, rain, clouds. We draw on wet, sky with clouds, develop confidence when working with paint, with a wide brush. 9 8. Drawing Exercise in drawing straight and curved lines. 4 9. Drawing a tale of a mansion In the center of the composition is a mansion; in different fairy tales it is depicted differently, the mansion that is most familiar, or the one that the child himself represents, the heroes who surround him and live in him. 9 10. Autumn leaves In front of each child, a leaf from any tree, the child draws it in the center of the sheet and paints it with transitions from one color to another. 6 11. Drawing Shape: square, rectangle. We look in a circle and recognize rectangular shapes in surrounding objects. 6 12. Modeling. Fairy tale "Teremok" fairy tale characters in household items and clothing. 12 13. Autumn trees We draw trees with foliage of different colors. We develop the vision of color and its differences in different trees. 6 14. Modeling We sculpt a fairy-tale hero or two from our favorite fairy tale so that it is recognizable. 6
15. Drawing “Mug on a light background.” 6 16. Horizon Objects located closer or further relative to the horizon. Higher or lower. 6 17. Distant forest We remember the lesson about the horizon. We draw the distant forest, sky and foreground in color. 4 18. Applique Torn applique. The sheet is divided into three parts: Sky, distant forest, close-up. And it is sealed with torn colored pieces of paper. 4 19. Excursion to the “nature of the region” hall of the Vyborg Museum of Local Lore. 4 20. Winter State of nature, poems by poets about winter, composition “Winter” 6 21. First snow We draw the composition of the first snow. 4 22. Bullfinches We draw a bullfinch on a branch in color. 4 23. The Christmas Story We remember the Christmas story and draw the composition “Christmas”. 6 24. Application “Winter” using cotton wool on cardboard to depict a tree with snow and a snowman standing next to it. 4 25. Christmas nativity scene. Chrismas story. We sculpt the cave and the characters of the nativity scene. 9 26. Spring State of nature. Colors of spring. Composition spring. 7 27. Theater model We make a theater model in a shoe box. 9 28. Summing up. Preparation for the exhibition. 3

Subject content
Task 1. Introductory conversation Goals and objectives: - getting to know the teacher. - acquaintance with various types of fine arts, - defining the role of the artist in the modern world, what an artist should be, how to become an artist: you need to learn not only to draw, but first of all to be able to be silent in order to hear (teachers, sounds of nature...), look and see , feel (“Only the heart is vigilant, you cannot see the most important thing with your eyes,” - A. de S. Exupery), - determining the tasks that will be solved during the lessons: viewing drawings, crafts. Preparation for classes. Task 2. Composition “Autumn”, “Autumn Forest”, “Falling Leaves”, based on the poetic lines “The trees are dressed in a crimson outfit...”, “A sad time, the charm of the eyes...”. Goals and objectives: - development of imaginative thinking, - acquaintance with the richness of colors in nature and the variety of shades of the same color based on observations of the surrounding reality. Material: watercolor, gouache. Task 3. Introductory conversation about color and paints. Goals and objectives: - to give an idea about color, its meaning in our life (color is one of the signs of objects we see, it can sculpt the shape of an object, depict the beauty of the surrounding world, express feelings, mood, a certain emotional state.. Color is the main language of painting ); - conversation with viewing paintings by artists: - explain the difference between the concepts of “color” and “paint”; - familiarization with paints and the rules of working with a brush, the order of the paints in the box, what types of paints there are (watercolor, gouache, etc.); - practical work: draw each person’s own colors, remember the names of the colors; - developing attention and listening skills. Task 4. Rainbow. Flower - seven flowers. Goals and objectives: 1) draw a composition based on the fairy tale “The Little Flower of Seven Flowers” ​​and a rainbow, using three primary colors; 2) familiarity with the color spectrum; 3) primary and composite colors; 4) studying the technique of infusing one color into another to obtain a new color; 5) education of an emotional attitude towards natural phenomena. Material: watercolor.
Task 5. Sketches of natural forms (vegetables, flowers, leaves, twigs). Goals and objectives: - studying the diversity of natural forms, - developing the skill of careful examination and detailed depiction of objects. Material: graphite pencil with coloring with colored pencils. Task 6. Modeling fruits and vegetables (3-4 items) Goal: mastering basic modeling techniques, shape and volume. Objectives: 1) determine the need to maintain the proportions and shape of objects in a conditional (reduced and time-limited) image from nature. 2) demonstrate the technique of modeling from a whole piece of plasticine. Material: plasticine. Task 7. The sky is rain and clouds. Goals and objectives: 1) draw a landscape of some state in nature; 2) show the variability of the color of the sky depending on the weather, time of day or lighting, time of year, convey the difference between the northern and southern skies, notice that at the same time in different places the sky can be different colors (sunset or sunrise in paintings artists); 3) pay attention to how the color of the earth, grass, trees, etc. changes depending on the color of the sky, how the color of the sky affects our mood; 4) display of reproductions and conversation on the artists’ paintings; 5) practical work. Material: watercolor using the “wet on” technique. Task8. Exercise in drawing straight and curved lines. Sketches and sketches of everyday objects located at eye level and having different silhouettes and sizes. Goals and objectives: - to give the concept of “sketch” and “sketching”, drawing techniques (stroke, line, spot), - to develop motor skills of the hand and use of a pencil. Material: pencil. Task 9. Composition “Teremok”. Fairytale composition. What kind of tower? Give an idea of ​​the different objects that could serve as a mansion for animals. What are the animals doing? They populate the mansion, welcome guests, defend themselves from the enemy, and do housework. Goals and objectives: - development of imagination, - filling out the sheet, highlighting the main characters (hedgehog, hare, rooster, mouse...). What kind of action is taking place: the connection between the characters, attention to details in the composition and their subordination to the main thing.
- use color to convey the character of autumn or summer images. Material: watercolor, gouache. Task 10. Drawing autumn leaves from life. Goals and objectives: draw from life several leaves of different tree species, different in color; convey local color, see the variety of shades of the same color; exercises in pouring, mixing paints by pouring one color into another; education of an emotional attitude to reality. Material: watercolor. Task 11. Composition “Square City” Goals and objectives: - See familiar geometric shapes (square, rectangle, triangle) in the environment. - development of imagination Material Pencil, colored pencils, felt-tip pens, wax crayons. Task 12. Composition work. Modeling based on the idea: The fairy tale “Teremok” (modeling of a group of animals), portraits of fairy-tale characters. Goal: development of imaginative thinking. Tasks: 1) determining the characteristics of the imaginary; 2) the ability to compare reality and fiction; 3) development of image plasticity. Material: plasticine. Task 13. Autumn trees Goals and objectives: - Draw trees with foliage of different colors. - We develop a vision of color and its differences in different trees. - we are trying to capture the state of nature (Gloomy autumn, “Golden” autumn.) Material: Pencil, watercolor, gouache. Task 14. We sculpt a fairy-tale hero or two from our favorite fairy tale so that it is recognizable. A one- or two-figure composition of your own design, on the theme of your favorite fairy tale. Goal: applying learned skills and concepts to your own interests. Tasks: 1) create a composition that is harmonious in proportions; 2) achieve tectonic equilibrium; 3) achieve expressive form from all points of view. 4) recognition of the fairy tale. Material: plasticine.
Task 15. Drawing a mug on a light background. Goals and objectives: - learn to see an object on a sheet. (Arrange) - symmetry of the object (Circles) - Learn to see nature and reliably transfer it to paper. Materials: Pencil Task 16. Horizon Objects located closer or further relative to the horizon. Higher or lower. Goals and objectives: - Define the concept of “horizon line” - The location of objects relative to the horizon line (closer or further) and the ratio of their sizes. - Above or below the horizon line. (using the example of a ball that “flies” if drawn above the horizon, and will lie on the ground if below. - practical task. Materials: Pencil Task 17. Distant forest Goals and objectives: - Remember the lesson about the horizon. Draw a distant forest, sky and foreground in color. - “Palm rule” - “You cannot draw objects (trees, houses, ...) from the very edge of the sheet. Place your palm horizontally to the edge of the sheet and start drawing from this place." Materials: Pencil, watercolor, gouache Task 18. Application - “Torn applique". The sheet is divided into three parts: The sky, the distant forest, the background. And it is sealed with torn colored pieces of paper. Goals and objectives: - Remember about the horizon line, and the task “Sky, rain and clouds" - using another material and another technique, repeat the material already covered. Materials: Paper, colored paper, PVA glue Task 19. Excursion to the “Nature of the Region” Hall of the Vyborg Local Lore Museum. Goals and objectives: - To acquaint children with the nature of the region, to instill love and respect for nature - find out what animals and birds inhabit our region. Task 20. Winter Materials: Pencil, gouache Task 21. First snow. Materials: Pencil, watercolor, gouache Task 22. Bullfinches Draw a bullfinch on a branch in color. Materials: Pencil, gouache. Goals and objectives of 3 tasks: 1) give the concept of cold and warm groups of colors, color scheme;
2) convey color changes depending on lighting, sunny and cloudy conditions in nature, the nature of the color image of the winter season; 3) conveying mood: sadness, joy, lyricism, solemnity, gloominess; 4) developing working skills and practicing techniques for working with watercolors and gouache; 5) development of visual memory and imagination; 6) nurturing love for native nature, an aesthetic attitude towards phenomena in nature. Task 23. The Christmas Story We remember the Christmas story and draw the composition “Christmas”. Goals and objectives: - to acquaint children with the history to which a huge number of artists turned. - Look at the works of different artists and styles of depicting a given story, compare and show how time leaves its mark on the same story. - after carefully listening to the story, determine those details that really took place. - practical task. Materials: Pencil, watercolor, gouache. Task 24. Application “Winter” using cotton wool on cardboard to depict a tree with snow and a snowman standing next to it. Goals and objectives: - Using different materials, create a three-dimensional, spatial composition. Materials: Paper, cotton wool, pieces of multi-colored material, PVA glue, colored paper and cardboard. Task 25. Christmas nativity scene. Chrismas story. We sculpt the cave and the characters of the nativity scene. Creating a simple composition on the theme of Christmas Goal: development of compositional thinking. Objectives: - be able to characterize an image with plastic movement; - learn to find compositional connections between characters, - develop skills in sculpting a multi-figure composition. Material: plasticine Task 26. Spring State of nature. Colors of spring. Composition spring. “Spring Tale”, “The Birds Have Arrived”, “Spring Land with the Image of the Spring Sky”, “Running of Spring Streams”, “Blossoming Apple Orchard”. Goals and objectives: - conveying images of spring using color, rhythm of lines (running streams), spots (flying birds, clouds), - using different color schemes. Materials: Watercolor, gouache. Task 27. Theatrical model We make a theatrical model in a shoe box.
“Three-dimensional and decorative works. Doll” Goal: making dolls - characters from a fairy tale and combining them with the environment into a single composition. Tasks: 1) creating images of fairy-tale characters; 2) development of creative imagination, skills in working with different materials; 3) development of spatial representations: unification of characters by the environment, implementation of volumetric details of the environment (interior, exterior); 4) development of ingenuity and design skills; 5) fostering hard work, dedication, and teamwork skills. Making dolls - characters from a fairy tale and combining them into a single composition, for example: “Tskotukha Fly”, “Lefty”, “Kalevala”, “Cinderella”, “Forest Dwellers”. Teamwork. Creation of a doll on a frame, head - arms - from papier-mâché. Materials: wire, scraps of fabric, threads, beads, lace, braid, paper, cardboard, glue, plasticine, scissors, pliers, samples of children's work (dolls, spatial compositions). Task 28. Summing up. Preparing for the exhibition, selecting the best works.
Requirements for the level of training

The content of the program of the educational subject “Fine Arts” ensures the artistic and aesthetic development of the individual and the acquisition of theoretical and artistic performing knowledge, skills and abilities. As a result of studying “Fine Art”, the student must know/understand: - about the activity of the artist (what the artist can depict - objects, people, events; with what materials the artist depicts - paper, canvas, cardboard, pencil, brush, paint); - main types and genres of fine art; - know and be able to draw lines of various shapes (straight, round, curved, wavy), various strokes, strokes, all kinds of color spots; - three primary colors (blue, red, yellow) and methods for producing green, orange and violet based on them; chromatic and achromatic colors, warm and cold groups of colors; - know about the emotional and semantic meaning of color and use the emotional expressiveness of color in conveying content; - understand professional terms: contour, spot, nature, dark-light, structure of an object, tone, light, shadow, own and falling shadows, drawing from life, from memory, from idea, sketch, sketch, shape, proportions, artist, illustration , palette, composition, line, silhouette, symmetry-asymmetry, watercolor, gouache, easel, tablet, horizon line. Be able to: - correctly hold and use a pencil, brush, palette, paper, paints; use different pencil pressures, dilute the paint with water (in gouache - with white); - mix paints to achieve the desired color; - cover large surfaces with color (one-time and multi-layer coating); - be able to distinguish and convey the local color of objects in drawings; - have an initial understanding of color, bright, delicate, sharp and soft combinations of colors; - be able to carefully and in detail examine and understand the structure of an object, the features of its color, shape; - be able to independently choose the size and position of the image on the sheet, arrange the image on sheets of different formats; - see and, as accurately as possible, convey the proportions, general outline, position, structure of the object and plan; - overcome excessive emptiness or crampedness in the work, place objects in the drawing in different positions: vertically (standing), horizontally (lying), obliquely (falling), while maintaining their relative position (next to, above, under...); - convey depth in space by placing nearby objects lower and distant ones higher on the plane of the sheet; - know basic information about the structure of the human figure and his face; convey the general character of the movement of the figure, convey the most characteristic things in it (thick, thin); - be able to express as much as possible in drawing and in words your feelings from the perception of beauty in reality and in the images of art of its parts, its color; constantly clarify the image of an object in the process of drawing by comparing objects and their parts with each other, as well as checking for the similarity of the object and the image;
- depict, observe, remember what objects look like and how they are placed in nature, and try to use this in drawings on themes; - overcome the tendency towards small images, be able to arrange a large image on a sheet of paper. Knowledge of equipment and plastic materials; the ability to observe an object, analyze its volume, proportions, shape; the ability to convey mass, volume, proportions, and characteristic features of objects in a sculptural exercise;  meanings of professional terms: decor, ornament, part (detail) of an ornament, contour, spot, silhouette, shape, volume, proportions, color, primary and additional colors, warm and cold colors, dark-light, composition (placement), applique, collage;  create independent compositions using various techniques (weaving, appliqué (collage) from colored paper, natural materials);
Forms and methods of control, rating system.
Monitoring the knowledge, skills and abilities of students ensures operational management of the educational process and performs training, testing, educational and corrective functions. Current control of knowledge, skills and abilities consists of students completing different types of tasks during each quarter. Work completed during classes is displayed for viewing at the end of each quarter. This course does not provide for assessments, so a test is given at the end of the year of study.
Educational and methodological support of the educational process.
1) Easels with tables for placing paints and other tools. 2) Tablets. 3) Object tables for staging. 4) Soffits. 5) Stand for technical training aids. 6) Racks for storing children's works, art materials, teaching materials. 7) Podium for full-scale productions. 8) High and low stools, chairs. Technical training aids. - television - video recorder - audio recorder - overhead projector - record player Methodological fund
Library: - books on art, monographs - reproductions of paintings by various artists - postcards, slides, series of photographs with images of nature, animals, birds - tables on color science and drawing - children's books with illustrations by artists - cassettes, disks, records with musical works, fairy tales , children's songs - video materials: “Wonders of the World”, “Museums of Russia”, “Types and Genres of Fine Arts” - fiction - files of periodicals “Young Artist”, “Gallery”, “Artist”, “Decorative and Applied Arts”. Items for full-scale productions: - jugs, baskets, dishes (ceramics, porcelain, glass, metal, wood), - stuffed squirrels, birds - dummies of vegetables, fruits, berries - plaster geometric bodies - children's works as examples of performing creative tasks - students' works art school and institute named after. Repina. Artists' works - theatrical props and costumes, including folk ones - musical instruments - items of Russian everyday life: spinning wheels, bast shoes, cast iron pots, irons, etc. - objects and samples of folk art crafts - draperies.
Guidelines.
The subject “Fine Arts” plays a leading role in the moral and aesthetic education and artistic education of a child at a young age, since fine arts classes develop the child’s aesthetic feelings and understanding of beauty, cultivate interest and love for art, and have a spiritual influence on the moral development of the child’s personality. In addition, fine arts classes in an art school provide students with knowledge of the elementary fundamentals of drawing, painting and composition, form the skills of drawing with various materials from life, from memory, from imagination, and develop children’s visual abilities, artistic taste, and creative imagination. The content of the subject includes the aesthetic perception of reality and art (student-spectator) and the practical artistic and creative activity of students (student-artist). A very important point in the artistic education of children is the development of sensitivity to the beauty of nature, the ability and need to enjoy the surrounding reality. For this purpose, it is necessary to conduct excursions and observations (with paper and pencil) of what surrounds children, that is, going out to make sketches from nature and looking at photographs depicting landscapes, people, animals, birds, etc.
In the process of communicating with examples of fine art, children receive information about the most outstanding works of domestic and foreign artists, become familiar with the distinctive features of types and genres of fine art, perceive the content of the artistic image in fine art in connection with expressive means (a basic understanding of the role of color, lighting, sizes, composition, rhythm in the picture to convey its content). It is important to give students, in an accessible form, an idea of ​​fine art as a special way of understanding life and the world, to explain that artists do not just tell us about interesting subjects, but always express their attitude towards what is depicted, conveying it in the forms of fine art. At the beginning of each task, when presenting the topic, it is necessary to emotionally set up the children and captivate them before the upcoming practical work. It is necessary to diversify the form of presentation of the material using reproductions, slides with paintings by artists, children's drawings, objects of applied folk art, well-illustrated children's books and books on fine arts. All this, as necessary, can be included during the completion of the task at different stages of the students’ work. In order to achieve a certain emotional attitude from children, to evoke this or that image in their imagination, it is recommended to introduce listening to musical or literary recordings, reading literary works or snippets, poems, as well as using various game situations (such moments also take place in this program ). In practical artistic and creative activity, introduction to the fine arts should begin with drawing. In the process of learning the basics of drawing, it is necessary to: - teach how to use drawing materials; - teach to correctly and accurately see and convey the structure, proportions of objects and their shape; - teach how to convey volume using chiaroscuro, taking into account tonal relationships; - teach how to make sketches and sketches and use them in plot compositions. When teaching the basics of painting, it is necessary to: - teach how to handle art materials; - teach different techniques for working with watercolors and gouache; - give knowledge about primary and secondary colors; color schemes, methods of obtaining different colors and their shades, warm and cold groups of colors; - teach how to convey objects in a light-air environment with tone and color; - help develop color vision. The tasks of composition are solved both in drawing and painting works, and in plot tasks - this is drawing on themes of the surrounding life from memory, from observation, from imagination, fantasy compositions, illustrating the plots of fairy tales, literary works. When working on a composition, it is necessary: ​​- to instill knowledge of the basic formal elements of composition: the principle of three-components, silhouette, rhythm, plastic contrast, proportionality, centricity-decentricity, statics-dynamics, symmetry-asymmetry;
- teach how to work with various materials and in different techniques (graphic pencil, watercolor, gouache, pastel, crayons, on colored tinted paper in mixed techniques). The main thing in working on composition in the preparatory group is mastering the entire surface of a sheet of paper and harmoniously filling it with an image. In the second year of study, children learn to select objects for composition that correspond to the design, and also draw large-scale. The concept of “artistic image” is introduced - images of native nature at different times of the year, mood in nature; images of the forest (light and dark, scary); the image of a person and his character (good and evil fairy tale characters); artistic image of the building (a house for a good and evil fairy-tale hero, good and bad mood). The full-scale tasks in the program (still lifes, sketches, etc.) are connected with subsequent compositional tasks. The main tasks in working on a composition from imagination, memory and observation: be able to compose and express the plot as best as possible; retain in memory and convey the image and character of the observed object or phenomenon; coordinate all objects and characters in size, shape, color and spatial arrangement. In an illustrative composition, in addition to plot and compositional tasks, it is very important to encourage children to create their own ideas and wean them from repeating book illustrations they have seen. Young children are not capable of working on one topic for a long time, so 2-3 lessons are allocated to one topic. It is also important to diversify the shape of the compositions, without accustoming children to a standard sheet, as well as to diversify the techniques for performing work and materials (tinting and colored paper, crayons (wax, fat), pastel, sanguine, charcoal, felt-tip pen, watercolor, gouache, graphite pencil), alternate between drawing, painting and composition classes. In the course of work, the teacher must take an individual approach to each student, approve the most interesting thing in the work of everyone who has shown diligence and initiative. Particular attention should be paid to those whose work does not always work out; it is necessary to provide the child with assistance in working on individual details or aspects of his work. After each completed task, it is necessary to organize a collective viewing and discussion of children's work so that the children evaluate the results of their work and their classmates. The ability to look at your own and other people’s work, admire them or criticize them will subsequently result in the ability to communicate with real art. When summing up, the merits of each student’s work should be noted. Children should be encouraged to turn to topics and plots that correspond to their life observations and experiences, as well as to show creative initiative in choosing a plot and in artistic solutions to the topic. For better assimilation and consolidation of knowledge, skills and abilities in the academic subject, the program provides for visits to cultural institutions (theaters, concert halls, museums, exhibitions), participation of students in creative events and cultural and educational activities of the school.
Bibliography.
1. Alekhin A.D. About the language of fine arts. – M., 1973
2. Barshch A. O. Sketches and sketches. – M., 1970 3. Beda G.V. Fundamentals of visual literacy. – M., 1969 4. Belyaev T. F. Exercises for the development of spatial concepts in students. – M., 1983 5. Kosterin N.P. Educational drawing. – M., 1980 6. Kuzin V. S. Fundamentals of teaching fine arts at school. – M., 1977 7. Kuzin V. S. Methods of teaching fine arts in grades 1 – 3. – M., 1980 8. Nemensky B. M. The wisdom of beauty. On the problems of aesthetic education. – M., 1987 9. Odnoralov N.V. Materials in fine arts. – M., 1983 10. Polunina V.N. Art and children 11. Puchkov A.S., Triselev A.V. Methodology of working on still life. – M., 1982 12. Rostovtsev N.N. Educational drawing. – M., 1976 13. Rostovtsev N. N. Methods of teaching fine arts at school. – M., 1980 14. Solovyova B. A. The art of drawing. - M.: Art, 1989 15. Unkovsky A. A. Painting. Questions of color. – M., 1980 16. Chepalov A.K., Polunina V.N. Russian folk arts and crafts. – M., 1973 17. Shorokhov E. V. Methods of teaching composition in fine arts lessons at school. – M., 1977 18. Shorokhov E. V. Fundamentals of composition. – M., 1975 19. Shpikalova T. Ya. Folk art in decorative drawing lessons. – M., 1979
Training program

"Theater Games"

Explanatory note
The educational subject “Theater Games” is a rehearsal process for staging work with children. The educational subject is aimed at creating a fruitful and expedient rehearsal process aimed at the growth of acting skills in various areas of creative self-expression. The process of preparing stage performances develops children's performing skills in various genres and theatrical styles, introduces them to the essence, expressiveness and content of the performing arts, helps to identify the creative potential and individuality of each student, including the child's physical, intellectual and emotional apparatus in the work. The duration of the “Theater Games” program is 1 year. The volume of classroom workload for this subject is 124 hours. The academic subject “Theater classes” takes place in the form of group classes. Number of training sessions per week: 1.2 quarters - 3 hours each, 3rd quarter - 4 hours, 4th quarter - 6 hours. Goals and objectives of the educational subject Goals: 1. Identification of gifted children in the field of theatrical art in early childhood. 2. Artistic and aesthetic development of the child’s personality based on the knowledge, skills and abilities acquired by him in the process of mastering the theater and performing program. 3. Preparing gifted children for admission to educational institutions that implement pre-professional educational programs in the field of theatrical art. Objectives of the subject: 1. To introduce students to theater as an art form. 2. Provide students with constant stage practice. 3. Develop children's personal and creative abilities. 4. Remove psychological and muscle tension. 5. Contribute to the formation of a spiritual and moral position in students. 6. Teach: - the basics of safety precautions when working on stage; - use expressive means to create an artistic image (plasticity, facial expressions, etc.); - use acquired technical skills when solving performance problems; - remove individual clamps; fight the fear of going on stage; - navigate and act in the stage space; - exist organically and naturally on stage; - think and act freely on stage, - interact with a partner on stage; - coordinate your position in the stage space. 7. Develop in the rehearsal process:
- observation; - creative fantasy and imagination; - attention and memory; - associative and figurative thinking; - sense of rhythm; - logical thinking; - ability to build a sequence of events; - the ability to determine the main idea of ​​a work; - the ability to analyze the proposed material and formulate your thoughts; - be able to convey your ideas and feelings to the viewer; - analyze your work and the work of other students; 8. Develop in the process of production work: - skills in mastering the means of plastic expression; - skills of participation in rehearsal work; - public speaking skills; - communication skills with the audience in a theatrical performance; - partnerships in the group, teach communication with each other, mutual respect, mutual understanding; - develop the emotional sphere of the child’s personality, including the ability to compassion and empathy; - self-discipline, the ability to organize oneself and one’s time; - sense of responsibility; - organizational skills; - ability to present and justify your idea; - artistic taste; - communication skills; - hard work; - activity. The skills acquired during the learning process are implemented by students in specific creative work in the form of stage numbers and performances that are performed for spectators during each academic year. Teaching methods To achieve the set goals and implement the objectives of the subject, the following teaching methods are used: - verbal (explanation, conversation, story); - visual (showing, observing, demonstrating work techniques); - practical; The proposed methods of work within the framework of this educational program are the most productive in achieving the goals and objectives of the academic subject and are based on proven methods and established traditions of theatrical performance.
Material and technical conditions for the implementation of the educational subject: - a specially equipped room (theater hall) with the necessary equipment (piano or grand piano, lighting fixtures, music and computer equipment) - a classroom for group classes; - sports uniform, preferably a solid dark color; comfortable, non-slip shoes, in order to ensure safety during classes and freedom of movement during work; - a computer equipped with sound speakers; - music library; - use of the Internet; - material resources for creating costumes, props and scenery; - school library.
Educational and thematic planning for two years of study.
No. Name of task Quantity
hours 1 Introduction to the stage 3 2 Images and character of the characters on stage 18 3 Actions of the hero in the proposed circumstances 17 4 Rehearsal 40 5 Rehearsal with music 30 6 Stage movement and stage speech 16 Total: 124
Content
Task 1. Getting to know the scene. Goals and objectives:
Any stage area is, first of all, a space where actors act in accordance with the director’s plans. Where everything should be subordinated to the director, including scenography - the artistic design of the performance. You need to know: 6) The structure of a classical theater stage. 7) The concept of “Stage space” 8) Decoration 9) Stage clothing. 10) Stage lighting 11) Sound. Scoring the performance. 12) Props. 13) Suit. Task 2. Images and character of the characters on stage. Goals and objectives: A necessary condition for creativity is freedom. Actually, this is not even a condition, it is synonymous with creativity. Paradoxical as it may seem, a complex of muscle clamps, which are a projection of internal clamps, are noticeable already in children at the age of 5 years. Therefore, moving on to the image and character of the heroes on stage, it is necessary to help children relax. The appearance of the hero. The internal appearance of the hero. Release of muscles. Imagination. Task 3. The hero’s action in the proposed circumstances. Goals and objectives: With kids you can repeat the same exercises many times. They will react to the familiar with joy. With them, new things should be introduced very slowly, imperceptibly, so that they are absorbed without noticeable effort, but the positive result is obvious. 1. Define circumstances for children and ask them to respond. Thus, show them how they themselves will react. 2. Interaction of heroes with different characters in the same proposed circumstances. 3. Using the example of the proposed play or fairy tale, show children both the circumstances and the character of the characters. Task 4. Rehearsal. Goals and objectives: The rehearsal includes: 20. Reading the script. 21. Distribution of roles 22. analysis of the play 23. creation and refinement of the mezzanine drawing 24. Run-throughs (Scenes, acts, performance as a whole.) 25. Dress rehearsal
Task 5. Rehearsal with music. Goals and objectives: Show children how music enriches the acting and expands the imagination. 1.Learning musical material. 2. dance performance. Task 6. Stage movement and stage speech. Goals and objectives: Stage movement includes: the basics of acrobatics, working with an object, performing tricks. But first of all, this is the development of the psychophysical apparatus. In this assignment, we will study the basic exercises of stage acrobatics, as they allow us to develop initial skills in coordination of movements, reaction, determination, flexibility, dynamism, jumping ability, and physical strength. The main goal of Stage Speech is to achieve absolute muscle freedom, remove tensions and fears. Since a person, as a rule, combines the process of movement with the process of sound, then teaching voice training must be combined with movement, which will help sound.  Warming up the joints.  Respiratory complex  Articulation gymnastics  Active use of interjections, words, phrases, poems, sayings. Working on an educational performance is the main type of creative activity within the framework of the “Theater Classes” program; working on a performance is the result of the educational and artistic process at a certain stage. The performance is staged by the teacher. To implement a performance, it is necessary to find a balance between the complexity of the stage material and the level of acting literacy necessary for its implementation (you can attract students from different classes), ensure the progressive complication of performing tasks in the process of creating the performance, and create a friendly, creative atmosphere. The main sequential stages of creating an educational performance: - dramaturgical material, - birth of a concept, - distribution of roles, - reading of the play, - table period, - analysis of the play, - method of effective analysis, - sketch method, - main rehearsal process (creation and refinement of the mise-en-scène drawing , specifying the stage setting, learning musical material, staging dances, stage combat, plastic arts, etc., depending on the genre and the director’s idea), - run-throughs (of scenes, acts, the performance as a whole), - dress rehearsals,
- stage show. The purpose of the training is to consolidate acquired skills, develop creative individuality as much as possible, and prepare children for admission to educational institutions that provide basic pre-professional educational programs in the field of theatrical art. The student must be able to organically exist on stage in various types of creative activity - dance, singing, speech genre. Must have several diverse roles in educational performances. Stage practice is the main activity.
Requirements for the level of training of students
The result of mastering the “Theater Games” program is the acquisition by students of the following knowledge, skills and abilities:
- the ability to prepare a concert stage number or a fragment of a theatrical role under the guidance of a teacher; - ability to work in a creative team: treat stage partners politely, tactfully and respectfully; - ability to analyze and correct mistakes; - use skills to apply acquired knowledge and skills in practical work on stage when performing a concert number or role in an educational performance; - the ability to use expressive means to create an artistic image; - ability to use acquired technical skills when solving performance problems; - the ability to embody the musical and plastic characteristics of a character; - the ability to correctly analyze one’s own work and the work of one’s partners; - skills in mastering the means of plastic expression; - skills of participation in rehearsal work; - public speaking skills; - communication skills with the audience in a theatrical performance; - skills of training the psychophysical apparatus; - knowledge of the basic means of expressiveness of theatrical art; - knowledge of theatrical terminology; - knowledge of expressive means of stage action and their varieties; - the ability to develop the logic of behavior on stage, the appropriateness of actions; - ability to coordinate in the stage space; - knowledge of the main aesthetic and stylistic trends in the field of theatrical art; - ability to work on a role under the guidance of a teacher; - skills in using theatrical props; - knowledge of basic safety precautions when working on stage; The creative elements that students must master include: - keeping attention to the object, to the partner; - see, hear, perceive; - memory for sensations and the creation of figurative visions based on it; - imagination and fantasy; - ability to interact; - logic and consistency of actions and feelings; - a sense of truth on stage; - faith in the proposed circumstances, - a sense of prospects for action and thought; - sense of rhythm; - endurance, dedication and determination. - muscle freedom and plasticity; - voice control, pronunciation; - sense of phrase; - the ability to act with words.

Forms and methods of control, rating system
The final certification (test) for students is the performance of a role in the final stage production. The quality of students' preparation is assessed according to the pass-not-pass system.
Methodological support of the educational process
The methodology of educational activities in the academic subject “Theater Games” is based on the practical and theoretical developments of the best Russian theater schools, which took the K.S. System as the basis for their work. Stanislavsky, theoretical and practical developments of his students and followers (E.B. Vakhtangov, M.A. Chekhov, A.Ya. Tairov, V.E. Meyerhold, etc.). Many famous theater teachers, practical directors and theater theorists, such as B.E. Zahava, M.O. Knebel, G.V. Christie, N.M. Gorchakov, but first of all, K.S. Stanislavsky and V.I. Nemirovich-Danchenko, in the process of creative life in art, discovered patterns and effective methods of working on a play, combining the learning process and the creative process itself, creating a consistent, step-by-step chain of increasingly complex requirements for acting based on consideration of the process of staging a play, highlighting the stages of its creation and determining the requirements requirements for young actors at every stage of rehearsal. At all stages of training, an individual approach to each student is very important. Raising a creative personality is a very complex and responsible process, children are at different levels of psychophysical development, each has their own boundaries and capabilities, therefore, first of all, the teacher must help each student believe in themselves and gain self-confidence. You can use the method of emotional stimulation - creating situations of success in the classroom, these are chains of situations specially created by the teacher in which the child achieves good results, which leads to a feeling of self-confidence and a feeling of “ease” of the learning process. When working on stage numbers, excerpts and educational performances, through the creative interaction of the student and the teacher, the etude method of rehearsal work, as well as the method of effective analysis of the work, allows the teacher to maximize the creative individuality of the student. Discipline is an essential factor in teaching children. It is necessary to instill in students a sense of responsibility for collective work and to develop self-discipline in the character of each student - the ability to bring the work started to a logical conclusion, despite changes in their interests or the influence of external factors. Participation in creative events, thematic concerts and cultural and educational activities of an educational institution will allow students to test, consolidate and develop their performing skills in practice. At the same time, excessive activity in this area can negatively affect both the formation of a creative personality and the educational process itself. In this regard, the teacher must carefully analyze each stage performance with the children.
performance and prevent students from developing negligence, inaccuracy and acting cliches.
Approximate repertoire list of plays for excerpts and productions
6) Russian folk tale “Turnip” 7) Fairy tale “Teremok” 8) Marshak S.Ya. “Cat House” 9) E. T. A. Hoffman “The Nutcracker and the Mouse King.” 10) G.H. Andersen “The Little Match Girl” 11) K.I. Chukovsky “The Fly Tsokotukha”
Bibliography

9) Bakhtin N.N. Theater and its role in education: Sat. "To help family and school." – M.: Polza, 1911 10) Vakhtangov E.B. Digest of articles. - M.: WTO, 1984 11) Vygotsky L.S. Imagination and creativity in childhood. M., 1991. GITIS, 1998 12) Golubovsky B. Actor - an independent artist: Methodological manual // I 13) Golubovsky B.G. Observations. Etude. Image: Textbook. – M., 1998 14) Ershov P.M. Acting technology. M.: LLP “Gorbunok”, 1992 15) Dodin L. A journey without end. – St. Petersburg: Baltic Seasons, 2009 16) Knebel M.O. On the method of effective analysis of the play and the role. – Any edition 17) Knebel M.O. Poetry of pedagogy. – M., 1976 18) Morozova G.V. Plastic education of an actor. M.: Terra. Sport, 1998 19) Ostrovsky A.N. "About the theater." Notes, speeches and letters / General. ed. and entry Article 20) Pirogov N.I. Selected pedagogical works. M., 1953. P. 96 – 103 21) Popov P. Theatrical pedagogy. About the method. Directing // I enter the world 22) Rubb A. The phenomenon of variety directing. – M.: “Luch”, 2001 23) Rubb A. Variety and actor / Rubb A. The phenomenon of variety directing. – M.: Art, 2001 24) Stanislavsky K.S. – My life in art. – Any edition 25) Stanislavsky K.S. An actor's work on himself. Parts 1 and 2. – Any edition 26) Stanislavsky K.S. Collection cit.: In 8 vols. T. 1, 3. M., 1954–1961 27) Stanislavsky K.S. Articles. Speeches. Conversations. Letters. M., 1953 28) Filshtinsky E. Open pedagogy. – St. Petersburg: Baltic Seasons, 2006 29) Fokin V. Conversations about the profession. – St. Petersburg: Baltic Seasons, 2006 30) Chekhov M.A. About the actor's technique. – Any edition 31) I.B. Belyushkina, Yu.N. Vitkovskaya, N.V. Ermolaeva, M.A. Zinovieva, D.A. Ivanov, S.V. Klubkov, E.V. Laskavaya, A.V. Lutsenko, A.B. Nikitina, K.V. Rozanov, D.Kh. Salimzyanov. “Theater where children play.” - Moscow Vlados 2001

Evgenia Drovnina
Additional education program in fine arts and decorative arts “World of Fantasy” for children 4–6 years old

Explanatory note

The ability to be creative is a distinctive feature of man, thanks to which he can live in unity with nature, create without causing harm, multiply without destroying.

Psychologists and teachers have come to the conclusion that the early development of creativity, already in preschool childhood, is the key to future success.

The lack of development of graphic skills and abilities prevents the child from expressing his plans in drawings adequately. depict objects of the objective world and impedes the development of cognition and aesthetic perception. Yes, difficult for children preschoolers is a technique Images objects with thin lines. The line carries a very specific artistic meaning and must be drawn quite professionally, which is not possible for children due to their age characteristics. Objects turn out to be unrecognizable and far from reality.

Fine art has a variety of materials and techniques.. Often, familiar, traditional ways and means are not enough for a child to express his fantasy.

Having analyzed the author's developments, various materials, as well as advanced experience in working with children, accumulated at the present stage by domestic and foreign teaching practitioners, I became interested in the possibility of using non-traditional artistic techniques in working with preschoolers for the development imagination, creative thinking and creative activity. Unconventional painting techniques demonstrate unusual combinations of materials and tools. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology for their implementation is interesting and accessible to both adults and children.

That is why non-traditional methods are very attractive for children, since they open up great opportunities for expressing one’s own fantasies, desires and self-expression in general.

Target programs - formation in children preschool age aesthetic attitude and artistic and creative abilities in visual arts.

Main goals

Educational:

1) Creating conditions for free experimentation with art materials and tools.

2) Arouse interest in various figurative materials and the desire to act with them.

3) Familiarization with the universal "tongue" art- through artistic means figurative expressiveness.

4) Encourage pretend to be children using the means of expression available to them, what is interesting or emotionally significant to them.

Educational:

1) Cultivation of artistic taste and sense of harmony.

2) Cultivation of a friendly attitude towards peers, emotional responsiveness, the ability to wait, rejoice at the achieved result, joyful empathy.

3) Cultural and hygienic skills and self-service skills, the desire for independence, neatness, neatness, careful attitude to things, cultural behavior skills, a positive attitude towards the environment.

Developmental:

1) Development of aesthetic perception of artistic images(in works art) and items (phenomena) the surrounding world as aesthetic objects.

2) Development of artistic and creative abilities in productive types of children's activities.

3) To promote the child’s feeling that the product of his activity, the drawing, is interesting to others (teacher, children, parents, DCC staff).

Didactic principles of construction and implementation programs"Cheerful Palms"

General pedagogical principles determined by the unity of the teaching and educational space GOU:

Principle cultural conformity: construction or adjustment of universal aesthetic content programs taking into account regional cultural traditions;

- principle of seasonality: construction and/or adjustment of cognitive content programs taking into account the natural and climatic features of a given area at a given time;

The principle of systematicity and sequences: setting and/or adjusting the tasks of aesthetic education and development children in logic"from simple to complex", "from close to far", “from the well-known to the little-known and unfamiliar”;

- principle of cyclicity: construction and/or adjustment of content programs with gradual complication and expansion from age to age;

The principle of the developing nature of artistic education;

Principle conformity with nature: setting and/or adjusting tasks for artistic and creative development children taking into account"nature" children- age characteristics and individual abilities;

Distinctive Features programs are:

Working with different materials (paper, salt dough, papier-mâché mass);

Using unconventional drawing techniques (blotography, monotype, pointing with a dry brush, scratching, etc.)

Methods such as conversations, explanations, games, competitions, exhibitions, as well as group, combined, and purely practical classes are used. At the beginning of each lesson, several minutes are devoted to theoretical conversation, the lesson ends with viewing of works and their discussion.

Age of students

The program is intended for children 4 – 6 years old. Everyone is accepted into the association from 4 to 5 years of age without special selection. For successful implementation programs training groups of 10 to 15 people are created.

Forms and mode of classes

Program provides individual, group and collective forms of training, as well as independent study of the material in order to complete preparatory work at home.

When determining the training schedule, the sanitary and epidemiological requirements for institutions were taken into account additional education for children. Classes are carried out: in the first and second year of study – 2 times per a week: 2 lessons of 25 minutes with a break of 10 - 15 minutes.

The structure of the lesson consists of several stages:

Announcement of the purpose and objectives of the lesson;

Explanation of new material, including a game moment;

Physical education for the eyes, finger exercises;

Repetition of the sequence of work;

Independent work children;

Physical education for the body and finger exercises;

Continued work;

Summarizing.

Forms and types of control

Requirements for the organization control:

The individual nature of control, which requires monitoring the results of each student’s educational work;

Systematicity and regularity of monitoring at all stages of the learning process;

- variety of forms of control, ensuring the fulfillment of its teaching, developing and educating functions;

Objectivity;

A differentiated approach that takes into account the specific features of the training course.

Pedagogical control of students’ universal learning activities is carried out in several stages and includes several levels.

Intermediate control.

Test control, which is a check of the reproductive level of mastering theoretical knowledge using task cards on the topics of the course being studied.

Frontal and individual conversation.

Terminological dictation

Completing practical tasks of various levels of complexity.

Solving situational problems is aimed at testing the ability to use acquired knowledge in practice.

Solving crossword puzzles

Game forms of control.

Intermediate control involves participation in competitions and exhibitions of various level: school, city, regional in the region visual arts.

Final control

Final control is carried out at the end of the entire training period. program, and also provides for the completion of the final work of creative work based on one’s own sketches using various materials.

Verification of successful, cognitive, labor and other types of activity is carried out by observation, individual and frontal questioning, testing, and conversations with parents. To summarize the activities children Exhibitions and competitions are held throughout the year in which children present their products.

After completing the course, students who have successfully completed program who have shown interest in developing their creative abilities are recruited into a creative group that takes part in regional competitions fine arts.

In order to identify levels of training, the following is proposed: gradation:

Level 1 - reproductive with the help of a teacher;

Level 2 - reproductive without the help of a teacher;

Level 3 - productive;

Level 4 - creative.

The end result of execution programs It is expected that students will reach levels 3-4; participation in exhibitions, shows and competitions at various levels.

CURRICULUM PLAN

1 year of study

theory practice total

1. Introductory lesson 1 1 2

2. Working with paper 6 25 34

2.1 Application 3

2.2Cutting technique 2 6 8

2.3Quilling 1 3 4

4.1 Folk

4.2Modern types of DPI 2 6 8

8. Final lessons

Total 35 109 144

Knowledge and skills of students by the end of 1 year of study

CURRICULUM PLAN

2nd year of study

No. Name of sections and topics Number of hours

theory practice total

1. Introductory lesson 1 1 2

2. Working with paper 6 25 34

2.1 Application 3

2.2Cutting technique 2 6 8

2.3Quilling 1 3 4

3. Unconventional drawing techniques 6 22 28

4.1 Folk decorative and applied arts

4.2Modern types of DPI 2 6 8

5. Modeling from salt dough 8 24 32

6. Basics of drawing and painting 6 18 24

7. Design activities 1 8 9

8. Final lessons

9. Cultural and leisure activities

Total 35 109 144

Literature:

1. Galanov A. S., Kornilova S. N., Kulikova S. L. Classes with preschoolers in fine arts. – M.: shopping center "Sphere", 2000

2. Doronova T. N. Fine activity and aesthetic development preschoolers: methodological manual for preschool teachers educational institutions. – M.: Education, 2006

3. Casanova R. G., Sayganova T. I., Sedova E. M. Drawing with preschool children age: Non-traditional techniques, planning, lesson notes. – M: shopping center "Sphere", 2004

4. Koldina D.N. Drawing with children 4-5, 5-6 years old. Lesson notes. – M.: Mosaika-Sintez, 2013

5. Collective creativity preschoolers: lesson notes. /Ed. Gribovskoy A. A. - M.: Shopping Center "Sphere", 2005

6. Lykova I. A., Fine activities in kindergarten. Senior group. – M.: ID "Color World",2013

7. Nemeshaeva E. A. Multi-colored palms / Ekaterina Nemeshaeva. - M.: Iris-press, 2013.

9. Tikhomirova O. Yu., G. A. Lebedeva. Plasticine painting: For working with children of preschool and primary school age. – M.: Mosaic-Synthesis, 2012

10. Lykova I. A. Fine activities in kindergarten. – M.: "Karapuz - Didactics", 2006

11. Utrobina K.K., Utrobin G.F. Fun drawing using the poking method with children 3-7 years: We draw and explore the world around us. – M.: Publishing house "GNOM and D", 2001

12. Schmitt, Gudrun. Quilling for children/Gudrun Schmitt,trans. with him. E. G. Sas. – M.: Astrel: Storehouse, 2013

Byvisual activities for children

preschool age

Chernichenko E.N.

Steps to creativity. Program for visual arts activities for preschoolers.

The Program includes long-term planning of drawing classes, designed for four years (second junior group, middle group, senior and preparatory group), during which effective methods and techniques are used to help form the foundations of aesthetic education and the development of artistic abilities in children; methodological recommendations on methods of organizing classes and working together with children. The program is focused on the educational program of preschool education “Childhood” edited by T.I. Babaeva, Z.A. Mikhailova and is addressed to educators and teachers of additional education in the visual arts of preschool educational institutions.

Explanatory note……………………………………………………..1

Introduction………………………………………………………………………………..3

Color science………………………………………………………….. 10

Decorative drawing……………………………………………………….........13

Introduction to the grattage technique…………………………………………………………..15

Plein air…………………………………………………………………………………16

Classes in the winter garden………………………………………………………..18

Representation of objects from life………………………………………...19

Sample exercises for hands in classes

visual activities………………………………………………………23

Diagnostics

Middle group……………………………………………………….26

Senior group……………………………………………………28

Preparatory group……………………………………………………………30

Second junior group …………………………………………………35

Long-term planning……………………………………………………….36

Middle group …………………………………………………………..46

Long-term planning……………………………………………………….47

Senior group …………………………………………………………..57

Long-term planning………………………………………………………..58

Preparatory group for school …………………………………….68

Long-term planning……………………………………………..71

Lesson notes………………………………………………………...81

Annex 1

Samples of drawings for classes in the second junior group ……………..90

Appendix 2

Samples of drawings for classes in the middle group …………………… .110

Appendix 3

Samples of drawings for classes in the senior group…………………….129

Appendix 4

Samples of drawings for classes in the preparatory group for school..148

References……………………………………………………………...…..167

Explanatory note

The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The most effective means for this is visual activity. Aristotle also emphasized that drawing classes contribute to the comprehensive development of the individual. Outstanding teachers of the past wrote about this: Ya.A. Komensky, I.G. Pestalozzi, F. Frebel, many Russian teachers and psychologists. Researcher of children's fine arts N.P. Sakkulina wrote: “Children, of course, do not become artists because during preschool childhood they managed to create several truly artistic images. But this leaves a deep imprint on the development of their personality, as they gain the experience of real creativity, which they will later apply to any field of work” 1

What the world around us will be like depends on us and on what we have laid in the minds of our children. What defines a person and characterizes him in society? His culture. This concept encompasses spirituality and morality, broad consciousness and outlook, sophistication and creative activity. A person’s culture is a reflection of his inner world: how he thinks, feels the world and beauty around him. The main goal of artistic education of children is the formation of the spiritual culture of the individual, familiarization with universal human values, and mastery of the cultural national heritage. The process of development of a preschooler is carried out successfully provided that he actively interacts with the world.

The planning proposed in this program is compiled in accordance with the motto of the “Childhood” program: “Feel – Cognize – Create”, based on the program of B. M. Nemensky “Fine Arts” in grades 1 - 3, using programs: T.A. Koptseva “Nature and the Artist”, V. S. Kuzina “Fine Arts” in elementary school.

Today, the issue of children's artistic creativity is being resolved from the point of view of its extraordinary pedagogical value. Outstanding scientist-teacher L.S. Vygotsky rightly noted: “Children’s creativity teaches the child to master the system of his experiences, to win and overcome them, and teaches the psyche to ascend,” therefore, it has a very direct impact on aesthetic development, the basis of which is emotionality, interest, and activity.

The author proposes to organize training in such a way that it becomes not only interesting for every child, but also allows him to master the basic methods of creative solutions; provide children with the opportunity to be active and independent. A child’s ability to be creative largely depends on how hardworking he is and how emotionally developed he is. In this sense, aesthetic education through types of visual activity helps to develop the basic qualities of a person: activity, independence, hard work.

Introduction

Taking as a basis the program of B.M. Nemensky “Fine Arts” (for 1st grade), 4 areas of artistic development in working with children were identified:

1. formation of practical skills;

2. formation of artistic knowledge;

3. formation of an evaluative attitude;

4. formation of passion (artistic perception and
creation).

Of these areas, 3 types of activities have been identified:

cognitive - knowledge;

productive and creative - skill;

value-oriented - grade.

All these directions have been applied and tested in three age groups: middle, senior and preparatory. Classes in the program are planned by age. In this case, this is the principle of the spiral, i.e. the spiral in its ascent repeats turn after turn, but each time at a new level, with subsequent deepening and complication according to the age of the children.

An important direction in the development of children is the formation of various abilities in them - both artistic (artistic taste, aesthetic appreciation, aesthetic judgment, a positive attitude towards the environment, towards art, towards artistic activity) and intellectual.

When preparing the planning, we took into account principles of didactics:

relationships between training and development;

visibility;

accessibility;

nationalities, connections with life;

systematicity and consistency.

Types of activities with children: drawing from life, drawing on themes and illustrating (composition), decorative work, conversations about fine art and the beauty of the world around us.

Methodical techniques: acquaintance with the possibilities of artistic materials; practicing visual techniques; discussion of artists’ works and illustrative material; drawing; individual execution of a fragment of the overall work; collective creativity.

Children try their hand at working with different materials: graphic pencil, colored pencils, colored crayons, work on asphalt, wax crayons, watercolor paints, gouache, pastel, gel pen, charcoal, sauce. The variety of materials used in the work allows the child to imagine, enriches him and makes him think and reflect: what the work will look like, what material would be better to use to complete it.

Unconventional techniques are used in visual arts:

Finger painting(each finger has its own color, paints on the palette, imprint);

.Monotype(plexiglass or plastic boards for modeling. A layer of paint is applied, and paper is printed on top);

Cartonography ( drawing on cardboard, cutting and printing);

Reception of stamping ( cord on a block, different directions, patterns);

Diathylia (n paint a layer of cardboard, place a sheet of paper on top and draw with the blunt end of a pencil);

Aquatypia.(to red gouache, wax, painting with watercolors, the drawing appears in red gouache).

Sponge printing.( the sponge is glued to the block - an impression).

The topics of the classes offered to children are varied, they provide for the development and complication of figurative solutions, and the forms of execution of images are also varied (individual work and collective compositions). There is also diversity in the visual materials offered to children. This enriches children's artistic ideas and contributes to their aesthetic development.

The method of work is based on the broad and comprehensive use of play, which allows, in a comfortable and familiar play situation for children, to encourage them to independently convey images of objects, using available visual means: color, line, shape, composition and various materials - pencils, paints, paper and etc..

In order to deepen children's imagination, expand their understanding of the world, and enrich creativity in conjunction with visual activities, didactic games are used.

Classes in visual arts are proposed to be held once a week; preliminary work with children is carried out by the teacher in accordance with the long-term plan for the “Childhood” program. The skills and abilities acquired in the process of specially organized training are consolidated in the unit of joint activities of the teacher with children, in individual work, as well as in the course of cooperation with the parents of pupils.

All classes are designed taking into account the age characteristics of children. First of all, acquaintance is made with what is close to the child and surrounds him in everyday life.

The classes are also interesting because one topic can combine different techniques and methods of using expressive means, for example: the topic “Patterns on the Window”, children draw floral patterns all over the sheet with wax crayons and fill them with watercolors in warm (sunset) or cold colors ( morning, afternoon) and using the “wet” technique.

The classes include elements of musical, artistic, speech, and theatrical activities, which are united around the main core type of activity - visual, and which help a broader, deeper understanding of images and their creation through various expressive means. In this integration, visual creativity is the main aspect, and fiction, nature, and play are additional aspects.

In long-term planning, preference is given to the study of traditional Russian culture. Folk art is a rich treasury of beauty and is an inexhaustible source of creative imagination. Folk art is expressed not only in decorative and applied arts, themes: Gzhel, Khokhloma, etc., but also in folklore and poetry (nursery rhymes, proverbs, fragments from fairy tales) and musical fragments and musical compositions (Russian folk songs, instrumental compositions). If the lesson is held on the topic “Dymkovo Toy”, it is a kind of theatrical fair, where all types of artistic activities are present: visual, folklore, literary.

The proposed approaches and methods of working with children are based on respect for the child’s personality, attentiveness to his interests and needs, and concern for his emotional well-being. And they are built on a constant analysis of the dynamics of the development of each child and taking into account the level of his capabilities.

Thus, with a targeted acquaintance with art, where children see the result of their creativity and the creativity of artists, sculptors, architects, musicians, a full perception and understanding of art is achieved, the features of its language are means of expression, materials.

They apply the skills and abilities that children acquire in fine arts classes at school. It is this aspect that seems important, since such aesthetic education classes provide an opportunity to continue children’s ability to think imaginatively, diversely, and emotionally; respond positively to the world around you; Memory develops, imagination and fantasy are activated.

Parents are offered:

systematic exhibitions of children's works, which allow you to compare your own child's successes with the successes of their peers;

participation in exhibitions of joint works of children and parents;

participation in joint creative projects.

When using this work experience to develop artistic creativity and abilities of pupils, by school age, children know:

kinds of art;

materials and equipment used by artists;

2-3 graphic artists, 3-4 painters.

They know how:

work with various materials: watercolors, gouache, crayons, various pencils, felt-tip pens, sanguine, charcoal, sauce;

use and master different methods and means of visual activity and technology;

express in your image a mood in a certain emotional direction.

When using experience or supplementing experience with other methods and techniques, the following rules must be observed:

Providing a variety of art forms with introduction
visual activities:

Paintings and reproductions of artists;

Works of decorative and applied art: Khokhloma, Gzhel, Dymkovo painting, embroidery, lace, wooden and clay toys, dishes;

Illustrations for books and fairy tales;

Application of the complex influence of different types of art on the child’s consciousness (visual, decorative, musical, literary);

Organization of classes on the principle of “interested communication”;

Include a variety of gaming techniques and situations in the pedagogical process;

Use non-traditional methods and techniques in visual arts;

Include musical and literary listening in classes, depending on the topic of the lesson, dramatization, mini-performances;

Use the element of surprise when children draw not only in the art studio in their usual place, but also go out to the winter garden; drawing from life: still life, trees, indoor plants; in the summer season - access to the open air;

In preliminary work with children, use excursions to the exhibition hall, art school, mini-excursions around the exhibition gallery;

Attentive and tactful attitude, respect for the child’s creativity;

Finish classes with exhibitions of children's works:

Results of one lesson;

Exhibitions dedicated to specific topics (nature at different times of the year, fairy tales, patterns, etc.);

Personal exhibitions of children "Young Artist";

Permanent and short-term exhibitions.

Based on the well-known position that all human abilities are based on sensory development. When organizing and conducting classes, attention should be paid to the development of perception: visual, auditory, tactile, kinesthetic - tracing the object and its parts along the contour with the gaze, hand movement, designating the shape and reproducing on the sheet with the material used to work on a given topic.

For example, in didactic games “Paired Pictures”, “Loto”, and others, children acquire and consolidate knowledge: about the properties of objects, their color, shape, structure, size; The didactic game “Make a beautiful pattern” is used as preliminary work on decorative drawing - this helps clarify children’s ideas about a particular painting.

Some forms of presenting new and already learned material are complicated and combined. For example, in a preparatory group for school on the topic “Winter Landscape”, in addition to getting acquainted with the paintings of landscape artists, at different times of the day during the winter season they pay attention to the fact that the morning can be in a cold, yellow-blue-greenish color scheme, and at sunset - the sun is red, the sky is orange, the reflections on the snow are pink and cold, and the shadows from the trees on the snow are purple. Additions are made to the next lesson: “blizzards, snowdrifts” - a broad stroke, and the sky - “dot technique”, the houses are made in paper plastic (a design element).

Flower science

In the program, color plays the role of the main expressive means of the language of painting, with mastery of which the child’s introduction to the fine arts begins. It is through mastering the language of color, which is more accessible and organic to the child than the language of shape, line, volume, etc., that children discover a variety of pictorial images. Some classes demonstrate the possibility of expressing a similar mood or state using various expressive means: colors - in painting; melody, rhythm, tonality - in music; movements - in dance, etc. The formation of “ethical” color perception is carried out mainly on the material of fairy tales (attitude towards fairy-tale characters and its expression in color), works of art, personal observations.

There are three stages:

destruction of existing and borrowed stereotypes
color perception (color of the sky, sea, snow, trees, etc.), using
concepts of color “variability”;

discovery of the connection between color and mood, as well as the symbolic role
colors in art, creative use of color for the purpose of expression
mood and personal attitude towards fairy tale characters in drawings;

determination of individual color preferences and
developing your own expressive color language.

Play is the main way of creative expression in art classes, where color science is evident throughout all years of study. Through the game you can reinforce your learning mindset. All technical tasks are formulated in a fabulous game form. This is a kind of “journey” from one topic to another. For example, “What color did you have in your dream?” at the same time, ask “What is your mood - sad or happy?” The concepts of “joy - warmth”, “sadness - cool” are fixed associatively: “summer - warmth - joy”, “winter - cold - sadness”.

What is color, what is its nature? Why are some objects blue and others

red, some green? It turns out that the reason for everything is the sun, its rays that illuminate everything in its path. In the dark we don't see any colors. Chromatic colors- all the colors of the rainbow (this includes pink, crimson, turquoise, etc.), except black, white, gray.

Achromatic colors- white, black, gray. The concept of the color spectrum runs as a “red thread” throughout all classes related to color themes from middle to pre-school groups.

In the middle group there are 3 primary colors: yellow - sun, red - apple,

blue - ball, sky.

A rainbow stretched across the sky. What color is it? How many colors does it have?

The same number as there are in the solar spectrum (color wheel). There are seven of them. But it is impossible to count how many shades each color has. It’s nice to divide all colors into warm and cold. Warm colors are yellow, orange and red. These are the colors of autumn leaves, fire, sun and ripe apples. Cold ones are violet and blue: the colors of the sky, twilight, shadows on the snow. However, any color can be given a colder or warmer shade. It all depends on what kind of paint you add to it. When mixing paints, different colors are obtained. So, blue and red paints will give a purple or lilac color, depending on which paint is more. Blue and yellow make up green, and yellow and red make up orange.

In classes on autumn and winter themes, an experiment is carried out: a dot technique is given, it is convenient and easy to perform - that’s why children of different ages love to work with it, the strokes lie tightly on the paper, as if merging with each other, creating the color and shades that they want to get. To reinforce complex concepts, such as color, tone, background, bright, dark, warm - cold, games are given using cards that depict vegetables, fruits, leaves, flowers (depending on age) of a certain color and guess by “warmth” - coldness."

Based on the program and planning, in the joint activity block you can let the children play on paper and from memory depict a cucumber, lemon, carrot, apple, etc. All in warm or all in cold colors. In the preparatory group, artistic and educational games are used: “Select the colors that you use in your work” (colored paper), “Find a picture using the palette” (A. Rylov “Green Noise”, green paints of all shades from light green to dark -green emerald, etc.).

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