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The work program of the teacher of additional education in art in preschool. Art program Names of art programs for preschoolers

Municipal educational institution

"Lyceum №11 im. T.I. Alexandrova city of Yoshkar-Ola»

APPROVE

Director of the Lyceum

L.A. Andreeva

WORKING PROGRAMM

on the course "Crazy Hands" for children 5-6 years old

for 2015 – 2016 academic year

Compiled by:

Yamolkina S.L.,

art teacher

the first qualification category;

Yoshkar-Ola

Explanatory note.

Drawing is a mirror of feelings,

maturity and personality development

person.

C. Sheilby

What does the child think about when drawing? The child draws not only what he sees, but also what he already knows about things. His still immature neuromuscular coordination is not enough to explain the manner of drawing and the forms and characteristics that he gives to objects. In his drawings, the child distinguishes from reality only what seems worthy of attention.

When drawing with a child, the following basic rules should be observed:

The child should have maximum freedom to take the initiative and the necessary physical and mental space for this.

The child should not be short of supplies and materials.

The plot of the drawing should not be criticized, on the contrary, from time to time it is necessary to stimulate the child's drawing.

The works selected by the child himself should be placed in a conspicuous place in the apartment and the child should be asked to explain them.

It is necessary to offer to draw everything that the child likes to talk about, and talk with him about everything that he likes to draw.

This program is designed for children aged 5-6 years and has an artistic and aesthetic orientation, in the form of conducting classes they are group and individually oriented. Classes are aimed at developing aesthetic education in a child, as well as at forming figurative thinking And creativity, contributes to the development of imagination, fantasy, so that the child can discover his inner world through color, shape, line. The program should help the child to learn as many elements of beauty as possible, the harmony of colors, the conciseness of compositions.

Relevance of the programdetermined by the request from children and parents for programs of artistic and aesthetic development of children preschool age for the development of aesthetic taste and manual skill. An eventful life bursts into the minds of children in a wide stream. To the best of their ability and understanding, children vividly respond to it, strive to express their feelings and thoughts in a drawing. Therefore, it is important from the very first years of a child’s life to teach to see the beautiful in the environment, the richness of colors and shapes, the variety of their combinations, to notice the characteristic features of objects and phenomena, to determine their similarities and differences; to form in children the visual skills and desire to draw, sculpt, cut, design; develop creativity, learn to perceive works of art
Target: creation of conditions for the development of a caring, actively transforming attitude to the world of the child on the basis of morality, aesthetic and emotional principles; formation of figurative thinking and creative abilities. Formation of a moral and creative personality, through the knowledge of world artistic culture.

Learning tasks:

Familiarize yourself with various creative materials.

To form the skills and abilities of possession when working with various artistic materials.

Facilitate the transition from reproductive thinking to creative thinking.

Educational tasks:

To cultivate an aesthetic attitude to social events and nature.

To form a positive motivation for learning (interest in mastering the course)

Contribute to the development of the ability to work in pairs, in a group, etc.

Cultivate independence moral qualities, culture of speech and behavior, diligence
Development tasks:

Develop imagination, fantasy, so that the child can open his inner world through color, shape, line.

To develop the desire to "pictorially" respond to what is seen and heard.

To develop the creative activity of the child's personality and form the need for self-affirmation through work.

Identify and develop the individual abilities of students

Program features :
The structural feature of the program is the alternation of various activities: drawing, modeling, modeling and design. The logical conclusion of each lesson is an exhibition of drawings, crafts and a final lesson.
Expected results:
The main expected result of training should be the development of children's interest in fine arts and arts and crafts. At the same time, students develop the following basic skills, knowledge and skills:

the need to see the beautiful in the world around and empathize with what he saw;

understanding the language of emotions (empathy, sympathy) reflected in works of art and real relationships;

manifestation of various feelings when perceiving works of art

acquisition of skills of artistic perception of various types of arts, development of fantasy and imagination, manifested in specific forms of independent activity;

the ability to find new non-standard solutions to creative problems, the creative self-development of the child;

mastering the expressive possibilities of artistic materials, the ability to use them

knowledge and application of work with various tools and materials;

knowledge and implementation of safety regulations at work;

picking up color scheme, compose a composition;

mastering the skills of working with plasticine, paper, natural material;

development of accuracy, patience;

develop fine motor skills fingers, spatial thinking.

Materials for each child:

Water cups

The brush is thick (No. 8-9), the brush is thin (No. 2-4).

Palette.

Album or folder with A4 paper.

Colored paper set.

Colored cardboard set.

Scissors.

Glue pencil.

Colored pencils 18 colors.

A set of colored markers.

Plasticine 10 colors, stack, modeling board.

Simple pencil, eraser.

Gouache 12 colors.

Napkin or rag.

Topic of the lesson

Kind of activities

materials

Number of hours

rainbow arc

Learn to convey impressions of the world around you, work with the color spectrum, correctly name colors and their sequence

Album, gouache, brushes

Visiting the hedgehog

Learn to work with colored paper and convey volume through a broken technique

applique

colored paper, glue. Scissors, black marker

fox fox

Learn to work with plasticine, make a plot composition

autumn leaves

Learn to work with natural material, paints using the monotype technique

Leaves, gouache, brushes, album

colored palms

"Memories of Summer"

Learn to work with colored paper, work in a team

collective panel, appliqué, drawing

A3 sheet, colored paper, felt-tip pens, glue, scissors

Still life

Learn to work with strokes

Album, gouache, brushes

dog with puppy

Learn to make a plot composition of 2 or more characters, work in a new way of modeling - from a cylinder

Plasticine, green cardboard, composition box

My favorite toy

Learn to depict body parts of a bear toy, convey shape and color

Our town

To teach children to cut out cars and houses from folded paper, create a composition

applique

Learn to apply the sculptural method of modeling - work with a whole piece using pulling

Visiting the blot

(blotography)

Learn to create images from an abstract spot, develop fantasy and imagination

Album, gouache, brushes. markers

bunny bunny

Learn to work with a geometric figure-circle and create a composition from it

applique

Colored paper, glue, scissors, felt-tip pens

Undersea world

Learn to create a three-dimensional composition from plasticine-bas-relief

Plasticine, blue cardboard, composition box

black and white

Learn to convey images in only two colors: black and white

Black and white paper, black and white gouache, brushes

Murka the cat

Learn to work with paper using the origami technique, create a plot composition

Application, origami

Colored paper, glue, scissors, felt-tip pens

New Year's landscape (work with sand)

Learn to work with new material - sand, create a composition

Sand drawing

Christmas tree-beauty (panoramic postcard)

Learn the technique of panoramic image, decorate the work

applique

Colored paper, glue, scissors, felt-tip pens, decorative elements

Santa Claus came to visit us

Application, origami

Colored paper, glue, scissors, felt-tip pens, cotton wool

Fairy forest full of wonders

Learn to draw trees, flowers with fantasy tables and leaves, develop fantasy and imagination

Album, gouache, brushes. markers

Russian nesting dolls

Introduce the matryoshka-national toy. Learn to cut out elements for decoration, choose the right color combinations

applique

Colored paper, glue, scissors, felt-tip pens, matryoshka pattern

Curly lamb

Learn to work with thin elements, twist them

Plasticine, cardboard

Portrait for dad

Learn to compose a composition, correctly position the parts of the face on paper

drawing

Album, gouache, brushes. markers

A basket of treats

Repeat different ways of working with plasticine

Plasticine, cardboard

This is my mommy!

(postcard)

Learn to work in the technique of origami

applique

Colored paper, glue. scissors

We are friendly guys

Learn contour cutting, work in a team

Drawing, application

Colored paper, glue. Scissors, gouache, brushes. sponges

Visiting the Firebird

Use a variety of modeling techniques from plasticine

Plasticine, cardboard

Colored pencils.

Learn the techniques of working with colored pencils, types of strokes and lines.

Album, colored pencils

fantastic beasts

Learn how to create images geometric shapes

applique

Colored paper, glue, scissors, felt-tip pens

Masha and the Bear

Learn to work with natural material-leaves

Application, drawing

Leaves, cardboard, glue, scissors

rowan branch

(adaptation)

Learn a new way of drawing - priming

Album, gouache, brushes, cotton buds

Dedicated to our victory!

Learn how to create a voluminous and thematic postcard

Application, origami

Colored paper, glue, scissors, felt-tip pens

Merry meadow

(spray, separate stroke)

Learn a new way of drawing - spray and separate stroke

Album, gouache, brushes,

We are small children of the big planet

Summarize the acquired knowledge of art

Collective panel

Sheet A2. Colored paper, glue, scissors, gouache, brushes.

Bibliography:

Galanov A.S., Kornilova S.N., Kulikova S.L. Classes with preschoolers in fine arts.-M .: TC "Sphere", 2000.- 80 p.

Ryabkova I.A., Durlyukova O.A. Artistic and creative activity. Origami: thematic, plot, game activities with children 5-7 years old. - Ed. 2-e. - Volgograd: Teacher, 2015.-95s.

Lykova I.A. Visual activity in kindergarten. Educational and methodological manual.-M.: Publishing house "Color World", 2013.-208p.

Sokolnikova N.M. Fine arts: 1st grade: a textbook for the beginning. school-M.: AST: Astrel, 2008.-139 p.

General developmental program "Magic brush"

Fine art is a wonderful world, amazing and attractive. A person masters the world of spiritual values throughout his life. This process becomes the basis of his personality, so it is difficult to overestimate the importance of the impact of art on overall mental development. young man, his potential spiritual opportunities and professional needs.

A distinctive feature of the program is that teaching fine arts by type of activity (drawing from life, drawing on themes, decorative work, conversations about fine arts and beauty around us) is carried out in more depth. Also, students in the learning process are given the opportunity to compare the results of their work with the work of students from other regions.
The proposed program is based on the program of V. S. Kuzin "Fine Arts" and the program of the main general education, but in its implementation, materials and didactic techniques offered by other authors (O. V. Pavlova, G. P. Popova, E. I. Kubyshkina, etc.) are widely used. In particular, during the academic year, students are repeatedly given the opportunity to participate in all-Russian and international competitions in fine arts.

Relevance of the program The "Magic Brush" consists in the development of an aesthetic perception of the world, in the education of artistic taste, the need to communicate with beauty in life and in art, in the conscious choice of types of artistic and creative activity in which the student can show his individuality, realize his creative abilities.
Program goal: identification and development of the ability to emotionally-holistic perception of works of fine art, expression in creative works ah his attitude to the world around him.
Program objectives:
EDUCATIONAL
Mastering primary knowledge about the world of plastic arts: fine, arts and crafts, architecture, design; about the forms of their existence in the daily environment of the child;
Mastering elementary skills, skills, ways of artistic activity: using various methods and tools to create paintings;
Independently set the task and isolate the main thing in the artistic conception, determine the stages of its implementation
DEVELOPING
To develop independence, initiative, the ability to create an expressive image, to convey one's attitude to the depicted, using the knowledge gained about art;
To show a steady cognitive interest, emotional and aesthetic feelings, tastes, judgments, universal, emotional and moral orientations to the manifestations of the aesthetic in various objects and phenomena of a natural and social nature;
To develop the need to communicate with the beautiful in the surrounding reality and works of art, to experience pleasure and joy from meeting with it.
EDUCATIONAL
Education of emotional responsiveness and culture of perception of works of professional and folk art; moral and aesthetic feelings: love for the native nature, its people, the Motherland, respect for its traditions, heroic past, multinational culture;
Provide an opportunity to compare the results of their work with the achievements of students from other regions of Russia.
Conditions for achieving the set goals and objectives
The implementation of the Magic Brush program is fully possible only if the student is sincerely interested in the educational process; close interaction between the educational institution and the family. At the same time, both sides direct their efforts towards understanding the developmental opportunities of each child and creating favorable conditions. Joint events(children, parents, teachers) contribute to the establishment of trusting relationships, which has a positive impact on the state of the pedagogical process. The main thing is not the standard, but the personal achievements of each.

FIRST YEAR
Painting(drawing from life, drawing on themes, drawing from memory and imagination, creative tasks). The notion that artistic paintings are related to the art of painting. The difference between painting and graphics. Painting genres: still life, its types (flowers, fruits, vegetables, household items); landscape, its types (landscape, nature in different seasons, urban, marine); portrait (children's, female, male, self-portrait).

The ability to emotionally respond to the figurative content of paintings, to empathize with the mood of artistic images, to recognize the genres of painting, to navigate in some means of expression (a drawing that conveys movement, posture, gesture, facial expressions of the hero with the help of a line, a stroke); color as a means of conveying the emotional state, mood, attitude of the author to the depicted. Highlighting the main on the plane of the sheet with color, position in space.
Graphics. Features of book graphics: accompanying the text, revealing the character of the characters, decorating the book.
Understanding the value of each book and the need to treat it with care.
Students learn to recognize the depicted images, to see their expressiveness, correlating with a specific text; get an idea about some features of color, drawing (the expressiveness of lines, forms that convey movement, the pose of the image), the pictorial manner of the artists E. and N. Charushin, N. Kochergin, T. Yufa, T. Mavrina, M. Miturich and others, about the purpose of the illustration and about those who create it.
decorative arts. Knowledge of some features of arts and crafts - the art of creating beautiful things, decorating a house and clothes with them. The idea that images and patterns, their elements are taken by man from nature, the world around him; decorative images are bright, elegant, patterned, which creates a joyful mood, decorates life.
Ideas about some types of Russian folk arts and crafts: clay toys (Dymkovo, Kargopol, Filimonov), wood (Bogorodskaya, Semenovskaya, Polkhov-Maidanskaya, Mezenskaya); painting of cutting boards (Gorodets), trays (Zhostovo); lace (Vologda, Kirishi); embroidery; painting dishes, etc.
Ideas about decorative and design art - the art of beautiful design of premises, exhibitions, greeting cards, etc.
(talks about fine arts and beauty around us, participation in competitions, exhibitions, etc.): to see and display common, typical, characteristic and some individual signs of objects and phenomena of nature and man; manifestation in them of sensory, aesthetic qualities and properties (a variety of shapes, sizes, proportions, textures; color tones and their properties; warm and cold, contrasting gamma; color change depending on the season, time of day, lighting conditions).
The ability to expressively convey images of objects of the surrounding world in a drawing (vegetables and fruits, structures, cars, trees, shrubs and flowers, animals and people). Depict typical and some individual, characteristic features of objects and phenomena (for example: all deciduous trees have a trunk, thick and thin branches, leaves, but they can be different - high and low, thin and thick, with a large and small crown; leaves are different in color depending on the season). Use color as a means of conveying the state, the nature of the image (good - evil, warm - cold, etc.) and one's attitude to the hero or phenomenon (like - dislike). Be able to correctly position the image on a sheet of paper (vertically or horizontally), make plans (over the entire sheet, two plans: sky - earth, close - far). Highlight the main thing with color, position on a sheet of paper, size. When drawing fabulous images, convey signs of fabulousness (unusual color characteristics, environment, clothes, etc.). In the plot image to convey the relationship of spatial, temporal.
Acquire the skills and abilities of your own creative activity.

SECOND YEAR
Painting(drawing from life, drawing on themes, graphics, drawing from memory and representation). The ideas about the genres of painting and its means of expression are consolidated and deepened. Drawing as a transfer of the character of an image, movement or statics, posture, gesture, facial expressions. Color as a means of conveying the mood, state or attitude of the artist to the depicted content. Composition as highlighting the main thing, building an image.
Still life. The image of objects of the same order, mixed, plot. Still life as part of other genres of painting.
Scenery. Landscape - nature in different seasons and times of the day, not only in their vivid manifestations, but also in transition; urban, architectural, marine and water, industrial, mining and space.
Portrait and its types: self-portrait, children's portrait, formal, family, social, historical, etc.
Genre painting, its types: fairy tales, epics, sports, battle painting, paintings about the labor of people, about animals, everyday scenes.
The ability to establish diverse connections in a picture, both in terms of content and means of expression.
Graphic arts. Ideas about graphics, its types (book graphics, easel, applied, poster). Means of expressiveness, the purpose of illustration (accompany the literary text). To give knowledge about the features of the language of book graphics: the expressiveness of lines, strokes, spots that convey the features of forms, movements, gestures, postures, facial expressions. Color as a way of conveying the state, mood of the characters and the author's attitude towards them. The composition of not only the sheet of the book, but also its layout as a whole.
Acquaintance with the works of V. Vasnetsov, I. Bilibin. Expression of one's attitude to a work of fine art in a statement, a story.
Decorative and applied art. Ideas about various works of Russian folk arts and crafts and the art of other peoples. About the purpose and features of this art (brightness, elegance, generalization, stylization, decorativeness, which manifests itself both in color decor and often in the design of the object itself).
The types of applied art, its objects and means of expression are becoming more diverse and complex. Students learn to distinguish between the styles of the most famous types of decorative painting: Khokhloma, Gorodets, Dymkovo, Zhostovo, etc. (understanding by students of the characteristic features of products of various folk crafts). Mastering the characteristic elements, color, composition.
Formation of ideas about the purpose of this type of art, its features. Skills for designing greeting cards, designing exhibitions of your work. Production of attributes for decoration of premises for holidays, events.
Representations, visual skills and abilities, attitude(creative works, conversations about the fine arts and beauty around us, participation in competitions, exhibitions, etc.): to see and expressively depict images of objects in the world around us. See the similarities and differences in similar objects in an image.
Use for greater expressiveness of the image the image of posture, movement, gestures, various details. Continue to develop the ability to place an image on a sheet of paper, make plans (over the entire sheet, two plans), highlight the main thing with color, position on a sheet of paper, size. In the plot image to convey the relationship of spatial, temporal.
Acquire and apply the skills and abilities of their own creative visual activity.
Stimulate the development of fantasy, imagination, abilities for artistic creativity.

THIRD YEAR
Painting(drawing from nature, drawing on themes, drawing from memory and representation, graphics). Expansion of ideas about the genres of painting and means of expression. The material and ways of using it to convey the expressiveness of the image.
Still life as a genre of fine arts. Expressive means of painting. The shape of complex objects. Laws of linear and aerial perspective. Chiaroscuro and color science when performing a still life.
Landscape as a genre of painting. The structure of trees and shrubs. The plot center of the composition. The use of expressive means to realize your idea in the drawing.
Formation of ideas about different types still life and landscape not only in terms of their content, but also in terms of means of expression: written in warm, cold, contrasting colors, conveying a certain mood, state. By nature, they can be lyrical, solemn, epic, decorative, etc. They can also be different in composition and in image methods (realistic-generalized, realistic with detailed detailing, decorative).
Portrait and its types. Portrait as a genre of painting. Works of outstanding masters-portraitists. Structural and anatomical structure of the human body, its proportions. To form the ability to carefully examine the face, facial expressions, hands, posture of the person being portrayed in order to understand internal state, the mood of a person, his social characteristics. Select the tone and color development of the form that conveys the mood, the state of the person, the composition of the portrait.
Genre painting, its types. Fairy tales, epics. Development of students' creative imagination, observation and attention, logical thinking. Raising love and interest in fairy-tale characters.
Animal genre. Image of animals: anatomical structure, proportions, color. Acquaintance with the works of outstanding animal artists E.I. Charushina, V.A. Vatagina, I.S. Efimova and others. Heroes-animals in literature, oral folk art. Peculiarities appearance animal in connection with the habitat, lifestyle features. Reality and fantasy in the work of the artist.
Architecture as a form of fine art. Monuments of Moscow and St. Petersburg. Modern architecture.
Literary heroes in the visual arts. Expressive depiction of the action of the plot, characters.
Paintings about the labor of people, everyday subjects, sports, battle painting. The role of composition in conveying one's attitude to the depicted. Fundamentals of the movement of the human figure.
Graphic arts. Ideas about the specifics of the work of illustrators, the creative manner of some (T.A. Mavrina, I.Ya. Bilibin, M.A. Vrubel). Understanding that the artist, when creating an illustration, takes into account the genre of a literary work (fairy tale, fable, true story) and uses different means of expression.
Ideas about the individual style of creativity of fairy tale artists, illustrators of a "fun" book, animal artists, etc.
Some types of graphics (easel, applied, poster). Stroke, line and spot are the main means of artistic expression in graphics.
Create your own illustrations for fairy tales, stories and other works.
Arts and Crafts. To continue to familiarize students with certain types of folk arts and crafts, their characteristic features - the material from which products are made, the features of painting, the history of craft. Formation of ideas about the relationship of features with the purpose of the subject. The traditional nature of images, patterns and ornaments, their connection with nature, folk life, culture, traditions and customs. Developing the ability to apply the acquired knowledge about decorative art. Create elegant, generalized, conditional stylized images, decorate objects with the help of ornaments and patterns of a plant and subject nature, using rhythm, symmetry in compositional construction. The ability to stylize real images, emphasizing the main, characteristic in the subject, omitting the details. Use the stylistic features of color inherent in Russian murals, as well as murals of other peoples.
Decorative and design art. Development of skills in the design of decorative works. The combination of different techniques in the manufacture of greeting cards, collages, wall friezes, etc. Variety of fonts. The development of emotional sensations of the inseparability of beauty around us and human activity. Raising interest in decorative and design activities.
Representations, visual skills and abilities, attitude(creative works, talks about fine arts and beauty around us, participation in competitions, exhibitions, etc.)
The use of various artistic materials in individual activities, the development of ways to work with various tools. Work on the development of observation to the surrounding world. Raising love for the native land.
Representations are fixed and improved, as well as the skills and abilities of the image, decoration. Independence, initiative, the ability to create an expressive image, to convey one's attitude to the subject of art, using the acquired knowledge, develops. There is a development of methods of image, decoration, fine and technical skills and abilities.
Increase interest in works of art. Emotional and valuable perception of works of fine art. Expression in creative works of one's attitude to the world around.
Education of emotional responsiveness and culture of perception of works of professional and folk art; moral and aesthetic feelings; love for the native nature, its people, the Motherland, respect for its traditions, heroic past, multinational culture.

Working program

« Visual activity and

aesthetic development preschoolers » in senior group

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

"From childhood to adolescence" Grizik T.I.

Explanatory note

This program has been developed for the 2014-2015 academic year.

The program was developed on the basis of methodological recommendations for educators by T.N. Doronova. The program takes into account individual age features children of the group, taking into account the indicators of assimilation of the program material at the end of the last year.

The program reflected:

a new education strategy in Russia aimed at expanding the opportunities for the development of the 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 figures of culture and art, and also usedpersonally-oriented the educator's approachway of forming creative abilities preschoolers.

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

Literature: T.N. Doronova. Visual activity and aesthetic development of preschoolers. Moscow "enlightenment 2008.

Class planning for the 2014-2015 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

MARCH

We are drawing

APRIL

MAY

We are drawing

MUNICIPAL BUDGET INSTITUTION
ADDITIONAL EDUCATION

"THE HOUSE FOR ARTS AND CRAFTS FOR CHILDREN"

ADDITIONAL

GENERAL EDUCATIONAL PROGRAM

"I like to draw"

implementation period 1 year

for students 5-6 years old

Focus: social and pedagogical

Approved by the methodical council

«» _____________2015

Protocol #1

Chairman:

____________

additional education

Ryabchenko Olga Alekseevna

Nefteyugansk

2014

"All moral education of children comes down to a good example. Live well, or at least try to live well, and as you progress in a good life, you will raise children well."

"A child's mind is at his fingertips."

V. I. Sukhomlinsky.

Explanatory note

Program Focus

The family is one of the most important educational institutions, the role and importance of which in the formation of personality can hardly be overestimated. An important condition for the development of a child's personal formations is parental love participation of parents in the experiences and interests of children.

Any creative activity opens a way for a person to self-knowledge, to inner freedom. But for the child, it is precisely the fine arts that play an exceptionally important role, capable of providing simple, physically tangible means of expressing their emotions. The study of art is related to the cognitive, visual and aesthetic activities of children. It helps to develop his visual susceptibility, teaches him to see details, to be more aware of form and space, and therefore to better navigate the world. The value of children's creativity is not in its technical perfection, but in its emotionality, in the ability of the author to convey his worldview by limited artistic means.

Program noveltyfollowed in several directions.

Firstly, this program is focused on strengthening parent-child relationships, taking a different look at your child in joint creative activities.

Secondly, the program allows you to get acquainted with the arsenal of various drawing techniques and techniques, both familiar and non-traditional.

Drawing for children is a game, and using games, game techniques and finger gymnastics, creates a relaxed creative atmosphere for work. unconventional drawing gives children a lot of positive emotions, reveals the possibility of using familiar objects as art materials, surprises with its unpredictability. Non-standard approaches to the organization of visual activity surprise and delight, liberate children, thereby causing a desire to engage in such an interesting business. Even small artistic failures can negate their desire to engage in visual activity, so the use of non-traditional methods of creating a drawing provides elements of surprise, gives the child a lot of positive emotions and helps to form a steady interest in this activity.

Also, this program is based on an understanding of the priority educational work aimed at developing perseverance, accuracy, patience, the ability to concentrate, fine motor skills and coordination of hand movements in children. The development of creative and communicative abilities of preschoolers and junior schoolchildren based on their own creative work is also a hallmark of this program.

The following work experience was taken into account in the preparation of this program:

Program for out-of-school institutions and secondary schools "Drawing and Painting", S.A. Levin, A.M. Mikhailov, A.V. Shcherbakov, 1981;

- "Drawing, painting, composition, arts and crafts" - a comprehensive program of the art studio MGDD (Yu) T, authors Bykova Ya. G., Bogdanova N. G., Volobueva I. I., Smirnov A. A., 2000 .).

Program for institutions of additional education " Unconventional Techniques drawing in the preschool educational institution "-Davydova G.N.,2005;

Educational modified program "World of colors", 2012 Ryabchenko O.A.

The educational program "I love to draw" is modified, has a socio-pedagogical focus and involves testing in a creative group based on institutions of additional education.

Relevance

Lack of time to communicate with the child (communication time on weekdays lasts, on average, about 4-5 hours) due to employment or unwillingness, lack of understanding of the importance of the problem - forms the basis of the pedagogical incompetence of parents. Which, in turn, is one of the reasons for the deformation of the mental and personal development of children.

Therefore, such a form of organizing leisure and development of children and their parents as joint classes in fine arts has become so relevant.Communication through the prism of creativity has a beneficial effect on child-parent relationships. Joint group art classes help parents:

"see" the potential abilities of the child;

activate your creative perception;

establish a good, trusting relationship with the child;

rejoice in the personal growth of the child;

know the strengths and weaknesses of the child and take them into account;

show sincere interest in his actions, provide emotional support.

Children, in turn, will be able to:

learn to communicate, the ability to yield, respect the interests of other people;

to see parents in the role of a colleague in the creative workshop, enthusiastic and receiving positive emotions.

Target:Harmonization of parent-child relations through interaction in the plane of fine arts.

In order to achieve the goal, the followingtasks:

Development of artistic and creative abilities, artistic taste, fantasy, ingenuity, spatial imagination, creative thinking, attention.

Activation and enrichment of parenting skills, support of their confidence in their own pedagogical abilities.

mastering the necessary skills and modern drawing techniques to translate ideas into their drawings.

Gaining experience in communicating with peers and adults in the process of various games and creative activities.

The program is designed to work with children 5-7 years old and consists of the following blocks:

Introductory, 1 year of study

Developing, 2nd year of study

Research, 3rd year of study

This program is designed for 1 year of study. Classes are held once a week for 2 hours.

Everyone is welcome to join the group. There is no special selection.

The educational process includes various teaching methods:

reproductive (reproducing);

illustrative (the explanation is accompanied by a demonstration of visual material);

problematic (the teacher poses a problem and, together with the children, looks for ways to solve it);

heuristic (the problem is formulated by children, and they offer ways to solve it).

In conducting classes, forms of individual work and collective creativity are used. The theoretical part is given in the form of conversations with viewing of illustrative material and is supported by the practical development of the topic. In order to test the assimilation of terms, concepts and as a psychological relief, games are played, specially compiled crossword puzzles are offered, word games and small genres of oral folk art are used. Program materials are selected in such a way as to maintain a constant interest in the activities of all children.

The main form of work is training sessions. These can be classes - variations, classes - creative portraits, improvisations, classes - images according to the scenario with special training for children, classes - holidays, classes- experiments. The report on the work takes place in the form of exhibitions, open classes, competitions, festivals, public events.

Program content

The world of a small person is colorful, emotional. For this age, classes in fine arts, modeling, and artistic design are so organic. For a child 5-7, a certain level of graphic skills is required, it is important to learn to feel the color. The development of spatial imagination gives work with plastic materials. Working with various materials expands the scope of the child's possibilities, ensuring his emancipation.

For the development of motor dexterity and coordination of small hand movements, exercises are carried out for drawing lines of a different nature, points, spots, strokes. At the end of each lesson, the children's attention is fixed on the achieved result.

program sections:

№ p/n

Subject

Number of hours

Total

theory

practice

rainbow world

Miracles from paper

We make our own toys

Total:

Section 1. Rainbow world

Acquaintance with various art materials, methods of working with them. Acquaintance with various non-traditional techniques.

Fundamentals of color science. Primary colors. Color mixing. Cold colors. Warm colors.

Artistic language of fine arts: line, spot, stroke, smear, dot.

Section 2. Miracles from paper

Paper, its types. natural properties paper. Paper technique: appliqué, collage, semi-volumetric and volumetric compositions. Cutting, bending, gluing. Simple geometric shapes. Transformation of a flat figure into a volume.

Section 3. We make toys ourselves

- Introduction to various plastic materials: plastictilin, clay, biomass, paper.

- Education of artistic and plastic vision of the environmentworld, its forms, textures, rhythms.

- Concepts - relief, volumetric plasticity.

Cultural and leisure activities

Events are held on the topics of self-knowledge, the rules of behavior in a team.

Expected results and how to check them

As a result of the implementation of the program, it is expected to achieve a certain level of mastery of visual literacy by children. Children will know special terminology, get an idea about the types and genres of art, learn how to handle basic art materials and fine art tools..

By the end of their first year, children willknow:

Name of primary and secondary colors;

Understand the meaning of terms: paint, palette, composition, artist, line, ornament; appliqué, symmetry, asymmetry, composition, silhouette, spot, relief, firing, painting, molding, ceramics;

Figurative bases of decorative elements;

Materials and technical methods of registration;

Names of tools, devices.

be able to:

Use tools: pencils, brush, palette;

Fully use the area of the sheet, depict objects large;

Choose colors according to the mood of the picture;

Master the basic skills of using red, yellow, blue colors, mixing them;

Model artistically expressive forms of geometric and plant forms;

use materials;

Sculpt toys based on techniques Dymkovo toys;

Apply various modeling methods: from a whole piece, lubrication of parts, smoothing surfacesAnd.

they will develop the following personal qualities:
the ability to organize and keep in order their workplace;

diligence;

independence;

Confidence in your strength.

Ways to check resultsIn the process of teaching children under this program, three types of results are monitored:

current (the goal is to identify errors and successes in the work of students);

intermediate (the level of mastering the program by children for six months is checked);

final (the level of knowledge, skills, abilities to master the program upon completion of the course is determined).

Identification of the achieved results is carried out:

throughtesting mechanism (oral frontal survey on certain topics of the material covered);

throughreporting views completed works.

Trackingpersonal development childrenis carried out by the method of observation and recorded in the workbook of the teacher.

Reporting views of completed work of students

During the reporting reviews at the end of each of the three years of study, it is determined, first of all, practical skills students.

Forms for summing up the results of the program implementationThe following forms of summing up the program are used: testing, art quizzes, art competitions, participation in exhibitions of various levels.

METHODOLOGICAL SUPPORT1. Provision of the program various types methodological products.

The program is provided with various types of methodological products. This is, first of all,author's developments of artistic and creative games adapted for children of primary school and middle age. These are situational improvisational games that arise right in the course of individual lessons, and games and game situations pre-planned by the teacher, in which children are willingly included, studying certain sections and topics (for example, “The Tale of the Sister Caterpillars”, fantasy game “Colored dreams”, “Animals in the land of colors”, “Dancing brushes”, etc.).

In order for the classes to be exciting and interesting, and the work to evoke a sense of joy and satisfaction in children, the teacher needs to create conditions for the educational process in which cognitive and creative activities would be intertwined withspectacular and playful process. This setting not only corresponds to the age of the children for whom the program is intended, but also helps to reveal the creative abilities of children, taking into account the age and individuality of each child, because children are accepted into the studio with different degrees of giftedness and different levels of initial basic training. Therefore, it is so important to provide an individual approach to each child.

The game in this regard is of particular importance. It helps the teacher to build the educational process according to the principle from simple to complex; master the material in accordance with the individual capabilities of the child, while creating a situation of success for everyone, because each child is a unique personality. He has his own character, temperament, feelings, hobbies. Everyone has their own rhythm and pace of work.

Also, the game unites children, promotes the formation children's team. For this purpose, they are usedpractical tasks, the implementation of which involves the organization of the collective work of children.

Children of primary school age are by nature free and liberated. They do not have complexes of more "adult" children. They, as a rule, are not afraid to take on any task set by the teacher. Any new technology new material arouses in them a healthy active interest, a desire to work.

To activate children, developed by the author are usedtasks-games for the development of fantasy and imagination: “What doesn’t happen in the world?”, “The Miracle Butterfly”, “The Image from the Spot”. Such tasks are offered as: “Draw”, “Guess”, “Dress” and others.

The program providesmethodological substantiation of the process of organizing educational activities and forms of teaching. In particular, the author suggestedlesson structuring methodology by ISO.

As practice has shown, the following way of constructing the educational process is optimal: first, the teacher explains to the students the topic of the lesson, the tasks that they must solve, the means and methods for their implementation. In parallel with this, there may be a display of auxiliary material illustrating the topic of the lesson: artistic photographs, reproductions of works by famous artists, fine art albums, products of folk craftsmen, the best children's works from the studio fund.

At the same time, the teacher can invite children to view didactic materials, methodological tables and manuals. This creates a fertile ground for the development of the cognitive interest of students and the emergence of a creative mood.

After presenting the theoretical information, the teacher, together with the children, proceeds to practical activities. The direct display method is very important because teaches children the technique of handling various art materials (watercolor, gouache, pastel, ink, wax crayons). The teacher demonstrates how to work with different tools (brush, pencil, pen, palette, palette knife, etc.). In this case, a training board or a sheet of paper attached to an easel is used to show. Thus, the teacher reveals the creative possibilities of working on a specific task.

Children after the explanation start to work. The practical activity of students is built from simple to complex, from training exercises to building a composition.

At the end of the lesson, in order to consolidate the acquired knowledge and skills, it is appropriate to analyze the work performed and analyze typical mistakes. After summing up the results of the lesson, the teacher can give recommendations to the children in the form of homework.

In order for the children not to get tired, and the results to please and evoke a sense of success, the tasks should be visually spectacular. For this purpose, the program is provided with a speciala set of games .

For example, to focus the attention of a child on something important, you can put a doll on your hand (children studying in this program know it under the namedraw it ); doll helps to learn difficult tasks, can scold and praise, and most importantly - answer any question of the child.

During classes, paints, brushes, crayons and pencils often turn into fairy-tale characters, used palettes turn into colored dreams, and an inflated blot creates unique images of miraculous animals, birds, and fantastic animals.

In the first lessons, it is especially important to praise each child for the work done, to inspire self-confidence, and to inspire them to continue learning.

Helps children to effectively engage in the work process in the classroommusic . The author has collected a corresponding collection of audio recordings, which is a significant part of the methodological support of the program.

Before the start of classes, and also when the children get tired, it is useful to conduct a game warm-up for the hands.

Game gymnastics in the form of exercisesdrawing in the air ) helps the child to quickly master the basics of fine art.

So that children do not quickly get tired and do not lose interest in the subject, it is useful to introducechange of activities Andalternation of techniques with game tasks .

For example, any watercolor “underpainting” can serve as a background for the following tasks, where a stencil, appliqué, ink drawing, pastel, crayons, etc. can be used.

Sluggish, inert children can be interested with the help of special techniques. For example, an unsuccessful watercolor study is not thrown away. It can serve as a background for pastels, gouache, or you can cut out various elements for a collage from it.

Often, the game change of various techniques and techniques turns out to be so successful that a “masterpiece” of fabulous beauty is born from a “Cinderella” drawing.

Such a "recharge" stimulates the student to be creative, gives rise to confidence in each teenager in his potential.

Good luck inspires even the most insecure children, awakens the desire to experiment, create, give their fantasy "cosmic" freedom.

In the conditions of anticipation of good luck, the educational process will be easy, causing the active interest of every teenager, regardless of his abilities, which will lead to the desired result. After all, art education should not focus only on the most capable of visual activity of children.

2. Didactic materials

Didactic materials (tables, visual aids, demonstration cards, samples of completed tasks, etc.) are used in each lesson, except for classes on the development of fantasy, imagination and testing classes.

The author compiled a specialannotated catalog of didactic materials, used in the implementation of this program.

Annotated catalog of didactic materials for the program

"Fundamentals of Fine Arts"

№

^ Form didactic material

Name of didactic material

Section, topics (example)

Purpose of use

Visual material

"Natural Forms"

"ABC of drawing"

sketches

Drawing:

sketches of herbs, flowers;

tree silhouettes

Visual form of task explanation

Visual material

"Technique and character of hatching"

"Line and Image"

Drawing:

line drawing from nature, from memory;

three-dimensional drawing from nature, from memory

Explanation of technical methods of work

Visual aids

"Color spectrum. Warm and cold colors

"Color circle"

Primary and Complementary Colors

"Achromatic and Chromatic Colors"

Painting:

autumn colors;

gifts of nature;

cold gamma of winter;

dance of contrasting colors;

realm of night and realm of day

Visual help in solving educational exercises in color science

Visual aids

A selection of demo cards

"The basics of composition"

"Composition Center"

"Static, movement in composition"

Composition:

space distances;

holiday in the city;

favorite fairy tale

circus;

zoo

Definition of various options for building a composition

Visual aids

Sample selection

"Stylization of natural forms"

"Different types of ornament (zoomorphic, geometric, floral)"

"Ornament in a circle, triangle, rectangle"

Ornament:

wooden lace;

snowflake carpet;

Gzhel patterns

Demonstration options constructing an ornament

Visual aids

Sample selection

"Expressive possibilities of graphic materials"

Graphic arts:

draw with a pen of birds, plants;

draw fantastic animals with a brush and black ink;

draw with a stick and colored ink;

draw funny and sad clowns with colored pencils, felt-tip pens;

draw trees with charcoal;

draw bouquets with pastel

Visual help in solving educational problems

Visual aids

Samples of the best works from the studio fund

"Step by step work on a still life"

"Forms and structure of objects"

"Perspective image from 1,

with 2 vanishing points"

Still life:

still life of 1-2 objects on a neutral background (household items);

still life of geometric shapes;

still life thematic against the background of draperies with folds

Improving Execution Results

A selection of educational works and the best samples from the studio's fund

Christmas toys, souvenir postcards, masks made in the technique of paper plastic

Paper construction:

paper "cuttings";

bulk application;

souvenir postcards;

Carnival masks

Visual form of material explanation

Visual aids

Exhibition works from the studio fund

"Proportions of the human head"

"Usage various techniques working on a portrait

Human image:

mother's portrait;

self-portrait with a friend;

sport games;

funny and sad clown

Help explaining the assignment

Visual material

The best plein air works from the fund

"Linear and aerial perspective"

"Different Shapes of Trees"

"The image of a tree"

Scenery:

sketches of trees from nature;

sketches of natural motifs;

picturesque studies of the sky on the state;

thematic landscape (autumn, winter, spring, summer)

Improving Execution Results

Exemplary form to follow

An integral part of the didactic materials is a still life fund selected for the program.

An approximate list of still life fund items:

Houseware:

a) glass (bottles of various shapes, vases, cups, glasses, dishes, salad bowls);

b) wooden (caskets, spoons, kegs, boxes, cutting boards);

c) metal (samovars, teapots, irons, spoons, knives, pots, coffee pots);

d) ceramic (lids, dishes, teapots, cups, vases).

Objects of arts and crafts(spinning wheels, chests, bast shoes, embroidered towels, painted boards, samples of folk pear, Zhostovo trays, Gzhel dishes, ceramic objects).

Musical instruments(guitar, harmonica, tambourine, horn).

natural elements(bouquets of dried flowers, artificial flowers, a herbarium of flowers, leaves, butterflies, a set sea shells, corals, stars, stones set).

dummies(mushrooms, fruits, vegetables).

Stuffed birds and animals(gulls, crows, owls, parrots, magpies, squirrels).

Drapery(monochrome, with color and geometric patterns,fabric of different textures - velvet, silk, chintz, canvas, wool, tulle).

Technical equipment of the program

The successful implementation of the program and the achievements of students largely depend on the proper organization of the workspace in the studio.

It is good if the walls of the room in which the classes are held are decorated with the best children's work.

The study room should be well lit (natural and electric light) and equipped with the necessary furniture: tables, chairs, stools, cabinets, easels, drawing tablets. The room should have a sink with water or large containers for clean and dirty water.

For work, it is necessary to have a sufficient amount of visual and educational material (still life fund, plaster figures, draperies, handicrafts). And also there should be lighting devices (soffits, lamps) for lighting still life productions.

To store the studio fund (the best children's works different years) it is desirable to have special racks. In the classroom, it is necessary to have a special methodological fund, a library on art, as well as modern technical teaching aids (TV, VCR, computer, projector, video player, etc.).

Requirements for a teacher
Long-term practice of working with children, as well as experience of communicating with colleagues from other institutions, allowed the author to formulate some general requirements that the administration of educational institutions should impose on a teacher who wants to work in the system of additional education in the direction of "fine art".
In addition to good professional training, the teacher must have certain abilities to work in the field of artistic creativity children, the ability to create a general atmosphere of trust and interested communication.
The teacher should be not only an artist, but also a bit of an artist, as well as a kind of director of his classes.
Therefore, everything is important in him: his appearance, and his gestures, and facial expressions, and manner of speaking.
The mood of the students, their desire to work depends on the teacher. A teacher who knows how to transform, create a certain mood in the classroom, who owns various game techniques, can transform educational process to a creative workshop where every child, regardless of their abilities, will feel like a young artist.

BIBLIOGRAPHY

Literature for students
Belashov A. M. How to draw animals. - M .: Young artist, 2002.

Braginsky V. E. Pastel. - M .: Young artist, 2002.

Deakins R., McCafferty Y. How to learn to draw faces. – M.: ROSMEN, 2002.

Ivanov V. I. About tone and color (in 2 parts). - M .: Young artist, 2001-2002.

Lakhuti M. D. How to learn to draw. – M.: ROSMEN, 2000.

Panov V.P. Art of silhouette. – M.: Young artist, 2005.

Savage Hubbard K., Speisher R. Adventures in the world of painting. – M.: ROSMEN, 2003.

Tkachenko E. I. The world of color. - M .: Young artist, 1999.

Watt F. I can draw. – M.: ROSMEN, 2003.

Chivikov E.K. City landscape. – M.: Young artist, 2006.

Shabaev M. B. Colored pencils. - M .: Young artist, 2002.

Literature for parents
Alekseeva VV What is art. - M .: Soviet artist, 1991.

Berseneva G.K. Fabric. Paper. Dough. Home needlework. – M.: Astrel, 2001.

Dreznina M. G. Every child is an artist. – M.: YUVENTA, 2002.

Lopatina A., Skrebtsova M. Paints tell fairy tales. – M.: Amrita-Rus, 2005.

Meister A. G. Paper plasticity. Home needlework. – M.: Astrel, 2001.

Nagibina M. I. From plain paper we make like magicians. - Yaroslavl: Academy holding, 2001.

Sinitsyna E. Smart activities and games. – M.: List New, Veche, 2002.

Literature for the teacher

Bazanova M. D. Plein air. – M.: Visual arts, 1994.

Gusakova M. A. Application. - M .: Education, 1987.

Dubrovskaya N.V. An invitation to creativity. - St. Petersburg: Detstvo-Press, 2004.

Komarova T. S., Razmyslova A. V. Color in children's fine arts. - M .: Pedagogical Society of Russia, 2002.

Kompantseva L. V. The poetic image of nature in a children's drawing. – M.: Enlightenment, 1985.

Korneva G. Paper. - St. Petersburg: Crystal, 2001.

Lukovenko B. A. Pen drawing. – M.: Visual arts, 2000.

Mititello K. Application. Technique and art. – M.: Eksmo-Press, 2002.

Mikhailov A. M. The art of watercolor. – M.: Visual arts, 1995.

Nemensky B. M. Educational area "art". - M .: GOMC, School book, 2000.

Nemensky BM Fine Arts and Artistic Work. – M.: MIPKRO, 2003.

Polunina V. N. Art and children. – M.: Pravda, 1982.

Polunina V.N. Solar circle. At Lukomorye. – M.: Art and education, 2001.

Polunina V.N., Kapitunova A.A. Herbarium. – M.: Astrel, 2001.

Smith S. Drawing. Full course. – M.: Vneshsigma, 1997.

1 The program for secondary general education educational institutions/ Under the arms. and ed. nar. artist of Russia, acad. B. M. Nemensky // Program elementary school"Fundamentals of Artistic Representations". – M.: MIPKRO, 2001.

2 Grosul N. V. Studio of fine arts // Programs of additional art education for children. - M .: Education, 2005.

3 See eg program: Visual Arts. Grades 1-9 (team of authors: Kuzin V.S., Rostovtsev N.N. and others). - M.: Agar, 1996. This program offers training from 1 to 2 hours per week and - respectively - from 36 to 72 hours per year.

4,144 hours per academic year. See: Grosul N.V. Studio of fine arts // Programs of additional art education for children. - M .: Education, 2005.

Municipal educational institution

"Center creative development and humanitarian education "RITM"

APPROVED

Pedagogical Council of the Ministry of Education and Science

additional education for children

"Center for Creative Development and

humanitarian education "RITM"

Protocol No. ___ dated "____" _________ 20

Additional general education program

"Funny brush"

Age of students according to the program:

senior preschool (5 - 7 years)

Program implementation period: 8 months

Program type: modified

The program was developed by the teacher

additional education

Marynych L.S.

Pangody settlement, 2015

Explanatory note

By the age of 5-6 years of his life, the child already has an extensive cultural experience transferred to him in the course of family socialization, possesses a sufficient, albeit non-actualized, baggage of images (the idea of color, shape, geometric signs), symbolic meanings (knowledge of the same language), mythologems (fairy tales, games, riddles, proverbs). The program provides for the wide involvement of the life experience of children, living examples from the surrounding reality, which allows us to talk about filling classes with meta-subject content (according to A.V. Khutorsky: “Meta-subject content is something that precedes the academic subject, as it were, behind it, exists before its specific manifestations).

This program has an artistic orientation and is designed to be implemented within 8 months: from October to May. Classes are held twice a week for 1 academic hour (68 hours).

The group size is 10-12 people. The duration of the lesson according to the requirements of SanPiN for this age is 30 minutes.

Program novelty is:

In the formation of the foundations of artistic creativity in older preschoolers on the basis of metasubject connections and life experience;

In the possibility of including modern computer technologies and equipment in the process of classes, access to the Internet and the use of digital educational resources;

The use of non-traditional drawing techniques in the classroom, which contributes to the active development of the imagination of students.

Relevance of the program

To date, there are many different programs for preschoolers aimed at developing their artistic creativity. The program "Merry brush" involves not only introducing children to the world of colors and colors, but also introduces them to the world of mathematics (introduces the basic basics of geometry, namely: geometric shapes), through a series of classes, children learn about a variety of drawing methods - non-traditional methods . The above set of classes contributes to the versatile development of children and is the initial preparatory stage for the assimilation of school program material.

Pedagogical expediency The program is connected with the principle of modular presentation of didactic material based on meta-subject connections and a stylistic approach to the material being studied.

Program goal: development of artistic abilities and creative activity of students, creation of conditions for its awakening and implementation, turning it into a need.

Tasks:

Educational:

To teach the basics of the figurative language of drawing from life, from memory and imagination, by conveying in drawings the form, proportions, volume, perspective, light and shade, composition;

Educational:

Aesthetically educate students, form their spiritual culture and the need for constant communication with the fine arts, to cultivate a respectful attitude towards the work of the artist;

Developing:

Develop visual memory, spatial representations, creative imagination, aesthetic perception, aesthetic taste, emotional and sensual attitude to objects and phenomena of reality;

To form moral and emotional responsiveness to the surrounding reality and works of fine art, interest and love for fine art.

At the first stages, children get acquainted with the main colors in drawing, geometric shapes, which subsequently serves as the basis for using this material when studying the following sections on teaching non-traditional drawing methods.

Further, while studying the program, children continue to work with geometric shapes, get acquainted with the technique of depicting animals, children's toys based on geometric shapes, continue to study non-traditional drawing techniques (blowing, drawing with foam rubber and soap bubbles, leaves, etc.)

The program "Merry brush" is designed for students aged 5 - 7 years.

The program is implemented on the basis of the MOU DOD "Center for Creative Development and Humanitarian Education" RITM ".

Basic forms and methods of work

The program involves the use of various forms and methods of work of students.

The main form of work is a training session.

In the course of studying the program and depending on the goals set, various types of classes are held. At the beginning of the development of the program, these are classes to study new material, then several classes are held that allow children to consolidate and firmly assimilate the studied material. Classes are also practiced, generalizing and summarizing, in which the teacher reveals the degree of assimilation of knowledge and skills.

The organization and conduct of the educational process is built taking into account the age and individual characteristics of the development of children.

The artistic activity of students in the classroom finds various forms of expression: the image on the plane and in volume (from nature, from memory, from imagination), the perception of the phenomena of reality, the discussion of the work of comrades, the results of their own collective creativity and individual work in the classroom. When selecting educational material, it is important to identify the moral, aesthetic content of various artistic phenomena.

Techniques and methods of organizing the educational process

By the nature of the perception of educational material:

verbal (story, explanation, conversation);

visual (demonstration of visual aids, organization of observations in nature, in the office);

practical (exercises, practical exercises).

In the classroom, the method of pedagogical play is also used (the use of game techniques and situations).

The main form of communication in the classroom should be dialogue, which helps to develop the ability to speak and prove, to think logically;

During the implementation of the program, such forms of work with children like conversation, aimed at creating conditions for the development of the ability to listen and hear, see and notice, concentrate, observe and perceive;

inclusion of children in the creative process aimed at developing their creative abilities;

organization game situations helps to gain experience of interaction, make decisions, take responsibility;

competitions and reviews of achievements (exhibitions) help to bring the work to the result, record success, demonstrate their own achievements and adequately perceive the achievements of other children.

The program emphasizes the importance of students' passion for art for the formation of their cognitive interest. The aesthetic needs of children must be consciously developed in each lesson. For this, a number of special methodological techniques are provided. Based on the age principle and in connection with the specifics of the subject, which involves explanations, illustrations and practical work of the teacher and children, visual, verbal and practical methods and techniques are used in each lesson. Since one of the leading tasks is the creative development of the child's personality, special attention is paid to the development of imagination and fantasy. At each lesson, children are given the opportunity to dream up, the creation of their own images is encouraged. It is useful to systematize all the interesting findings on the development of children's imagination in the process of artistic activity in the classroom for the organization of collective exhibitions in the visual arts.

Teaching methods

verbal

Visual

Practical

Explanation

Demonstration of paintings

and sample drawings

Analysis of paintings and drawings

Demo Observation

Introspection

Visual aids

Story by drawing

Conditions for the implementation of the program

Art classes are held in groups of 12 students. In the classroom where the classes are held, it is obligatory to have an interactive whiteboard, PC, video and audio equipment, visual aids (reproductions of paintings, photographs, sample drawings, GIC).

Expected Result

At the end of the program, students will learn to navigate on the plane of the sheet, will be able to name several geometric shapes, their distinguishing features, list colors and their shades in drawing, independently choose a coloring technique depending on the outline proposed by the teacher, color it, master the basics of the figurative language of drawing, develop and consolidate the need for creativity, communication with fine arts, will be able to aesthetically perceive objects and phenomena of reality, to show an emotional and sensual attitude towards them.

Skills and abilities

By the end of the program, students should:

have an idea of the expressive possibilities of artistic materials, elementary and non-traditional techniques;

when performing practical work, be able to use the elementary figurative possibilities of artistic knowledge and skills (color, tone, line, volume, space, proportions, shapes, etc.)

be able to consider and express an emotional attitude to works of fine art;

distinguish between works of art.

The problem of criteria for evaluating the success of children's activities within the framework of the proposed program is solved in two aspects: qualitative and quantitative.

From the point of view of the qualitative aspect, an analysis is made of the dynamics of the development of the quality of creative works from the first to the last.

From a quantitative point of view, performance can be recorded in the form of tests. Two test methods can be the most effective: form A of the "creative thinking test" by P. Torrens, which aims to measure the so-called coefficient of creativity, and "Methodology for studying children's creativity" by E. Tunik. Measurements according to P. Torrens are carried out by an educational psychologist at the beginning of the course, according to E. Tunik - at the end.

Determining the level of training in the program

In order to determine the level of learning to master the program "Merry brush"

held introductory(beginning of the program) intermediate(in the middle of the course

studying the program), final attestation(end of program).

The level of development of the program is determined in two directions: evaluation of special

knowledge, skills, and assessment of the creative development of students.

Criteria for assessing the level of development of special knowledge, skills and abilities

1. TECHNICAL KNOWLEDGE, SKILLS:

A) pencil : the ability to use lines with different pressure, spots, shading,

hatching to create an expressive composition;

b) watercolor : the use of various techniques - pouring color into color, stretching color;

V) gouache: the use of various methods of overlaying a color spot.

2. KNOWLEDGE ABOUT THE MEANS OF EXPRESSION:

A) color: the ability to use color as a means of conveying mood, state,

selection of the main;

b) line: the use of lines of various nature to transmit the greatest

expressiveness of the image. Ownership different materials;

V) coloration: harmonious combination, interconnection, tonal association of different colors.

emotional impact.

3. TYPES OF ARTISTIC ACTIVITY:

A) "drawing Withnature": transfer of characteristic features, the local color of the object, its changes in the light, in partial shade and shadow;

b) drawing from memory and imagination : independence, original compositional solution. The use of means of artistic expression that most fully reflects the idea;

V) decorative drawing : the ability to create a decorative image, stylize natural

forms, harmonious use in the stylization of natural forms of various ornaments. Visual balance of shapes and colors.

4. THOUGHT ACTIVITY:

A) creative thinking: creation of bright expressive images;

b) imagination: creative activity, fantasy, independent creation of new original images;

V) analytical thinking: ability to analyze and evaluate.

The degree of severity of the evaluated criterion is assessed on a 5-point system.

1-2 points correspond to the level below the average(the student has mastered less than ½ of the volume of knowledge, skills and abilities provided by the program for a specific period);

3-4 points correspond average level (the amount of acquired knowledge is more than ½;

5 points corresponds to the level above average(the student has mastered the entire scope of knowledge, skills and abilities provided by the program for a specific period).

Organization, forms and types of control

Given the age of the children, a non-judgmental (non-marking) system is practiced.

The main forms of monitoring the assimilation of the material: frontal survey, performance creative tasks And collective work, short surveys in the form of tests, quizzes.

Types of control

Dates

Forms of holding

attestation

Beginning of the program

Works on a free topic, tests, thematic drawings, observation

Intermediate certification

Based on the results of studying the main sections

interview, observation, practical work

final examination

End of the program

Test tasks, observation, interview

During the implementation of the program and on the basis of the developed criteria for mastering the program material, the teacher repeatedly tests students, which allows him to further conduct targeted work with students who require individual approach.

Forms for summing up the results of the program implementation

The result of the work of children are exhibitions of drawings, where children demonstrate their knowledge and skills in the form of an exhibition presentation. Options for presenting both collective and personal exhibitions are possible.

Educational and thematic plan

Name of sections and topics

Number of hours

Practice

Introduction (1 hour)

Introductory lesson. Safety and health regulations in the classroom. Introduction to art supplies.

Orientation in space (5 hours)

Orientation on the sheet plane. Vertical position of the sheet. The middle (center) of the sheet.

Orientation on the sheet plane. Horizontal layout of the sheet. The middle (center) of the sheet.

Up and down. Orientation on the sheet plane.

Left right. Orientation on the sheet plane.

The final lesson "A fly in the album."

III. Artist's ABC. Learning colors (13 hours)

"Rainbow Steps or Threads of Life". Primary colors in drawing.

Let's draw red.

"Orange sun, orange sky..."

Yellow. Drawing "sunny fruits".

Green. Drawing spruce in various ways.

Blue. Drawing hot air balloon in the sky.

Blue. "We are at the sea" (seascape).

Violet. Drawing a bouquet of pansies.

White fairy tale of winter.

Night landscape ("Winter night outside the window").

Shades of flowers. Acquaintance with shades of various colors in drawing.

A fairy tale of transformations, or how to make six out of three colors.

Final lesson. Exhibition of drawings.

IV . Forms in drawing (9 hours).

Circle. What can be drawn from a circle? Drawing shapes based on a circle.

Oval. What can be drawn from an oval? Drawing shapes based on an oval.

Square. What can be drawn from a square? Drawing shapes based on a square.

Triangle. What can be drawn from a triangle? Drawing shapes based on a triangle.

Rectangle. What can be drawn from a rectangle? Drawing shapes based on a rectangle.

Rhombus. Drawing kite.

Trapeze. Drawing figures based on a trapezoid.

Polygon. What can be drawn from a polygon? Drawing shapes based on a polygon.

Final lesson. Drawing a robot using various geometric shapes. Exhibition of drawings.

V. Non-traditional drawing techniques (38 hours)

Finger painting (autumn, car, plane).

Palm drawing. Drawing giraffe, tulips, trees, cockerel.

Monotype. Butterfly, flower drawing.

Impression with stamps from potatoes, cork. Obtaining images of fish, fruits, cups.

Drawing cotton swab. Obtaining an image of a bear cub, lilies of the valley, a bouquet.

Blotography. Obtaining an image of a cobweb, a cactus.

Leaves print. Obtaining an image of a dragonfly, butterfly, bouquet from autumn leaves.

Drawing with crumpled paper. Obtaining an image of violets, a boat, a tree, a winter landscape outside the window.

Drawing with soap bubbles. dandelions drawing, balloons, bear.

Drawing with a toothbrush. Obtaining an image of a Christmas tree, the sun over the mountains.

Drawing by sticking a brush to a sheet of paper. Obtaining an image of a black child, a branch of sakura, an autumn landscape.

Thread drawing. Getting an image of the northern lights, a bouquet for mom.

Drawing with wax crayons and watercolor. Drawing tulips.

Drawing with a candle and a simple pencil. Drawing a bouquet of daffodils.

Foam drawing. Obtaining an image of a bullfinch, a cat.

VI. Summing up (2 hours)

Final lesson. Drawing by imagination. Exhibition of drawings. Diagnostics of the level of learning.

The course of the program consists of 6 sections:

Introduction.

Orientation in space.

Artist's ABC. We study colors.

Forms in drawing.

Non-traditional drawing techniques.

Summarizing.

Methodological support of the program

Software and methodological support:

visual aids (reproductions of paintings, portraits of artists, schemes, tables, still life items);

sample drawings;

color circle;

methodological development of classes, games, conversations, excursions, competitions, quizzes;

methodological materials for diagnosing the level of mastering the educational program;

magazines, books;

audio cassettes and CDs with children's songs, classical music, instrumental compositions.

List of used literature

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