Creative work of the teacher quilling. Quilling classes for older preschool children
State Educational Institution "Volgograd Boarding School "Nadezhda"
on the implementation of the technology of working with paper in the technique of quilling.
Work completed
Vasina Elena Mikhailovna,
primary school teacher
Volgograd
2016
annotation
The presented methodological development “Technology of working with paper in the quilling technique” is devoted to the methodology for organizing work with paper in the quilling technique.
These guidelines are designed to help teachers elementary school, teachers of additional education in organizing extracurricular activities and conducting classes on the topic “Technology of working with paper in the quilling technique”.
The methodological recommendations were tested on the basis of the MOU gymnasium No. 15 of the Sovetsky district of Volgograd with students in grades 1-4, as well as with a creative group of teachers of the MOU gymnasium No. 15 working on the teaching materials "Primary School of the 21st Century".
These recommendations can be useful to anyone who works with children of primary school age. The main audience for which this methodological product is designed are teachers of additional education, teachers of secondary schools, counselors, organizers of extracurricular activities, class teachers.
1. Explanatory note ………………………………………………………….4
2. The history of the quilling technique ……………………………………..6
3. Methodology for organizing work with paper using the quilling technique……………..8
4. Conclusion ……………………………………………………………………..14
6. Applications………………………………………………………………………..16
Explanatory note
In the Federal State Educational Standard of General Education, one of the goals associated with the modernization of the content of general education is the humanistic orientation of education. It determines the personality-oriented model of interaction, the development of the personality of the child, his creative potential. The process of profound changes taking place in modern education puts forward as a priority the problem of developing creativity, thinking, which contributes to the formation of a diversified personality, distinguished by originality and originality.
Pedagogical innovations shift the focus from the acquisition of knowledge, skills and abilities (as the main goal of education) to the development of the child's personality by including him in various activities, to the creation of conditions for the formation of a person who is able and ready to think, communicate, understand others and himself, accept independent, responsible decisions.
Expected results
from using this methodological recommendation for teachers:
master the experience of organizing classes on the implementation of the technology of working with paper in the quilling technique.
from using this methodological recommendation for students:
Subject:
- learn different ways of working with paper;
– will know the basic geometric concepts and basic forms of quilling;
- learn to follow oral instructions, read and draw product diagrams; create quilling products using instruction cards and diagrams;
Metasubject:
cognitive:
– will create compositions with products made using the quilling technique;
- develop attention, memory, thinking, spatial imagination; fine motor skills hands and eye; artistic taste, creativity and imagination.
- learn the art of paper rolling;
- master the skills of work culture;
communicative:
- improve their communication skills and acquire work skills.
regulatory:
- will be able to organize their workplace, master the ability to understand the task and perform it.
The principles underlying these guidelines are:
· development of the individuality of each child;
· accessibility (simplicity, compliance with age and individual characteristics);
· visibility (illustrativeness, the presence didactic materials)
· democracy and humanism (interaction between a teacher and a student in society, the implementation of their own creativity);
· scientific character (validity, the presence of a methodological base and a theoretical basis);
· “from simple to complex” (having learned elementary work skills, the student applies his knowledge in performing complex creative work).
2. The history of the quilling technique
Quilling - (from the word quill "Bird feather") is an ancient paper processing technique. The art of paper rolling originated in Europe in the late 14th and early 15th centuries. In medieval Europe, nuns created elegant medallions by spinning paper with gilded edges on the tip of a bird's quill. When viewed closely, these miniature paper masterpieces created the complete illusion that they were made of thin gold stripes. Unfortunately, paper is a short-lived material, and little remains of medieval masterpieces. However, this ancient technique has survived to this day and is very popular in many countries of the world. Paper rolling quickly spread in Europe, but because paper, especially colored and high quality paper, was a very expensive material, paper plastic became an art for ladies from the upper strata of society. In the most elite schools quilling courses were held. Connoisseurs of this art are such crowned persons as George's daughter Elisabeth, who is said to have given her doctor a screen made in the quilling technique: Queen Mary and Queen Alexandra. This technique has many admirers all over the world. In England, in 1983, the Quilling Union of England was created. In 1992, the first international quilling festival was held.
Nowadays, paper rolling is widely known and popular as a hobby in Western Europe, especially in England and Germany. But this art became most widespread when it “moved” to the East. The richest traditions of the finest graphics and plastics, paper making and working with it gave new life to the art of paper plastics.
In South Korea, there is a whole Association of Paper Plastic Lovers, which unites followers of various areas of paper art.
In the 15th century it was considered art. At 19 - ladies' entertainment. For most of the 20th century, it was forgotten. And only at the end of the last century, quilling began to turn into art again.
With paper, we have an idea of fragility and fragility. But quilling refutes this statement - you can put, for example, a cup or a heavy book on a filigree voluminous stand, and not a single curl of paper lace will suffer. You can assemble a vase for sweets from paper elements and calmly use it for its intended purpose - it will not fall apart or break. In general, quilling is an opportunity to see the unusual possibilities of plain paper.
It should be noted that the Korean school of quilling (they call it paper rolling) is somewhat different from the European one. European works, as a rule, consist of a small number of details, they are laconic, resemble mosaics, decorate postcards and frames. Europe is always in a hurry, so it loves fast technicians. Oriental craftsmen create works that resemble masterpieces of jewelry art.
3. Methodology for organizing classes on working with paper using the quilling technique
A) Labor training is a prerequisite and an integral part of the education, upbringing and development of a child at the primary stage of a general education school, implemented by means of a variety of classroom and extracurricular activities of students. The main purpose of education is to prepare the younger generation for the future, for the new opportunities that life provides. The ability to effectively realize this goal is creative thinking. The desire for creativity is typical for elementary school. After all, elementary school is the world of childhood, hopes, where the soil of creative activity is the most favorable and where the spiritualizing search for reason and goodness does not fade away. Labor education in elementary school is an important means of creative and aesthetic development of children. Labor lessons should contribute to the formation in children of elements of technical and artistic thinking, as well as design abilities.
Doing something with their own hands, children develop attention and memory, accustom to accuracy, perseverance and patience. All this will help the child at school, especially when mastering writing. Creative activities help develop artistic taste and logic, contribute to the formation of spatial imagination. In addition, fine motor skills of hands are improved in children, which is very important for younger students. Creative activities not only develop imagination, but also give the child a lot of practical skills. The ability to do something yourself allows the child to feel more confident, relieves the feeling of helplessness in the surrounding world of adults.
Labor is creative work a child with various materials, during which he creates useful and aesthetically significant objects and products for decorating everyday life.
For younger students, the most accessible and easily processed material is paper. This is a material that has its own face, with constructive and plastic properties. Making paper products contributes to the development of the muscles of the hands, improves the eye of the child, prepares him for the development of writing skills, promotes the aesthetic development of children, their acquisition of the ability to correctly select combinations of paper colors, shapes and sizes of component parts.
From the experience of working with younger students, I concluded that children really like to make products from paper strips. This type of work creates great opportunities for children's creativity. Usually upon receipt paper strips different lengths and width, children immediately begin to involuntarily twist, twist, twist, cross, connect one with another, resulting in a variety of compositions. Therefore, I decided to introduce children to a new type of paper processing.
At the beginning of the first school year I conduct a series of tests with pupils, diagnostics to identify their ability to different types activities. (A.I. Savenkov “Giftedness Card”, testing “Drawing of a non-existent animal”, etc.), I introduce finished paper products using the quilling technique, with the provisions of exhibitions, competitions (terms and conditions). At parent meetings I conduct a survey of parents about the child's inclinations, their preferences, I talk about the Magic Curls program, with a demonstration of finished works in this technique.
b) Organizational and methodological support of the program (age of children, terms of implementation, class schedule, group occupancy). The program of the circle "Magic Curls" is designed for 4 years (with elementary school children). For the successful development of the lesson program, the number of children in the circle group should be 15 people. The duration of the lesson is 35 minutes. Classes are held twice a month from September to May.
Number of lessons | Number of children in a group |
|
Per month | In year |
|
Educational-thematic lesson plan.
No. p / p | Section topic | Number of hours | Of them |
||||
1g | 2g | 3g | 4g | Theory | Practice |
||
1 | Introductory block | 1 | 1 | 1 | 1 | 4 | - |
2 | Material - paper | 2 | - | - | - | 2 | - |
3 | Construction | 5 | 5 | 5 | 5 | 5 | 15 |
4 | Making flowers using quilling technique. | 3 | 3 | 3 | 3 | 2 | 10 |
5 | Making animals using quilling technique. | 3 | 4 | 4 | 4 | 3 | 12 |
6 | Cycle of creative works. | 1 | 2 | 2 | 2 | - | 7 |
7 | Holidays and preparation for them. | 2 | 2 | 2 | 2 | - | 8 |
Total: | 17 | 17 | 17 | 17 | 16 | 52 |
|
68 |
|||||||
V) Basic quilling technique.
The quilling technique consists of winding and modeling paper strips a few millimeters wide with a small tool called a “coil”. This is a simple type of needlework that does not require large expenditures, accessible to every child. I have been using quilling for the last four years with students. All the secrets and techniques for obtaining a wide variety of shapes used in quilling, from fantasy to strictly geometric, almost always start with simple circular shapes. This dense circle twisted from a strip of paper is called a roll, and the main forms of quilling elements are already made from rolls. Here are some of the most common when working in this technique.
Basic forms:
- spiral - wind a narrow strip of paper on a knitting needle, remove it, taking both ends, spread it apart - you get a spiral;
- tight spiral - twist the tape and glue the tip without removing the spiral from the needle so that the tape does not unwind;
- loose spiral - twist the tape, remove the spiral from the needle and, before sticking the end, let it unwind;
- drop - make a free spiral and squeeze it on one side so that it takes the form of a drop;
- curved drop - make a drop and bend its corner;
- eye - make a free spiral and squeeze the opposite sides, giving it the shape of an eye:
- sheet - make a free spiral and squeeze it in the form of an eye and bend the corners in different directions;
- rhombus - make an eye and squeeze both corners to give the workpiece the shape of a rhombus;
- triangle - make a loose spiral and squeeze it in three places to make a triangle.
d) Forms and methods of classes
- traditional, combined and practical classes; lectures, games, holidays, contests, competitions and others.
Methods based on the way the lesson is organized:
verbal (oral presentation, conversation, story, lecture, etc.)
Visual (showing multimedia materials, illustrations, observation, showing (performing) by a teacher, working on a model, etc.)
practical (performing work on instruction cards, diagrams, etc.)
Methods based on the level of activity of children:
explanatory and illustrative - children perceive and assimilate ready-made information
reproductive - students reproduce the acquired knowledge and mastered methods of activity
partial search - participation of children in a collective search, solving the problem together with the teacher
research - independent creative work of students
Methods based on the form of organization of students' activities in the classroom:
frontal - simultaneous work with all students
individual-frontal - alternation of individual and frontal forms of work
group - organization of work in groups.
individual - individual execution tasks, problem solving.
and others.
e) Forms for summing up the results of the implementation of the additional educational program.
Compilation of an album of the best works.
Exhibitions of student work:
- in class,
- At school,
- at the local library.
Various competitions and exhibitions help pupils to demonstrate their achievements and realize their own creative ideas.
At the end of the development of the program, the final certification of pupils is carried out.
The purpose of the final certification: to identify the level of development and their compliance with the predicted results of the educational program.
The final certification is carried out in the form of an exhibition viewing. Evaluation form: high, medium, low level.
Evaluation of work is carried out according to the following parameters:
Number of works
Quality and accuracy of work performance;
Compliance with the execution technology;
The complexity of the product;
Independence in performing work.
Level 1 (high) - all of the above requirements are met.
Level 2 (medium) - one or two parameters are not met.
Level 3 (low) - three or more parameters are not met.
Intermediate certification is aimed at mastering the program material after each topic.
Forms of control: exhibitions, competitions of creative works.
Conclusion
The place of classes on working with paper in the quilling technique in the structure of extracurricular activities of younger students was determined;
Stages of preparation and implementation of the Magic Curls program have been developed;
Conditions have been created for the formation of creative activity in the classroom.
The results of diagnostics, tests and questionnaires showed that junior schoolchildren:
- Learned how to work with paper
– know the basic geometric concepts and basic forms of quilling;
– can follow verbal instructions, read and draw diagrams of products; create quilling products using instruction cards and diagrams;
- can create compositions with products made using the quilling technique;
- developed attention, memory, thinking, spatial imagination; fine motor skills of hands and eye; artistic taste, creativity and imagination.
– got acquainted with the art of paper rolling;
– mastered the skills of work culture;
- can organize their workplace, have the ability to understand the task and perform it.
The results show that children attend classes of the Magic Curls circle with pleasure, take part in classroom, school-wide, district events, and their creative potential has increased.
1. Davydova G.N. Paper plastics. Floral motifs. - M: Publishing house "Scriptorium 2003", 2007
2. Hanna Lind. Paper mosaic. - M: Iris-Press, 2007
3. June Jackson. Origami. Translation from English. S.V. Grigorieva - M: "Enlightenment", 1979
4. O.S. Kuznetsova, T.S. Mudrak. Masterilka. I'm building a paper city. The world of the book "Karapuz", 2009
5. Dokuchaeva N.I. Making a paper world. School of Magic. St. Petersburg "Diamant" "Valeria SPb", 1997
6. A. Bystritskaya. “Paper filigree”. - “Enlightenment”, Moscow 1982.
7. R. Gibson. Crafts. Papier mache. Paper flowers. - "Rosmen", Moscow 1996.
8. Helen Walter. "Patterns from paper tapes" - "University", Moscow 2000.
9. D. Ciotti. “ original crafts from paper. - Polygon St. Petersburg 1998.
10.http:/stranamasterov.ru
Annex 1
Diagnostics of the results of educational activities.
A slice of creative and aesthetic knowledge and skills.
Surname, name of the student | Workplace organization | Quilling Basics | Ability to use tools and equipment | Knowledge of basic forms and conventions | Proficiency in a variety of techniques | Mastering the basic skills of working with various types of paper | Ability to use blueprints and diagrams | Modeling of artistic and expressive forms | The manifestation of creativity and imagination in the creation of works | Striving for excellence and completeness in work | Grading system: average level, high level |
Points:
Does not own - low level
Owns with help, performs or responds occasionally.
Annex 2
General safety regulations.
1. Start work only with the permission of the teacher. When the teacher addresses you, pause your work. Don't get distracted while you work.
2. Do not use tools, handling rules that have not been studied.
3. Use tools only for their intended purpose.
4. Do not work with defective and blunt tools.
5. When working, hold the tool as shown by the teacher.
6. Store tools and equipment in the designated place.
7. Keep your workplace clean and tidy.
8. Lay out tools and equipment in the order indicated by the teacher.
9. Don't talk while you work.
10. Perform work carefully, do not be distracted by extraneous matters.
Rules for handling scissors.
1. Use scissors with rounded ends. Store the scissors in the specified place in the specified position.
2. When working, carefully monitor the direction of the cut.
3. Do not work with blunt scissors and loose hinges.
4. Do not hold scissors with the blades up.
5. Do not leave scissors open.
6. Do not cut with scissors on the go.
7. Stay away from a friend while cutting.
8. Pass closed scissors rings forward to a friend.
9. While cutting, hold the material with your left hand so that your fingers are away from the scissor blades.
Adhesive rules.
1. When working with glue, you need to use a special brush.
2. Apply glue to products carefully.
3. Have a napkin to wipe off excess glue.
4. If glue gets into eyes and mouth, rinse with clean water.
5. Do not stain desks, chairs, clothes with glue.
Paper handling rules.
1. Trace templates on the back of colored paper to save space.
2. Beware!!! You can cut yourself off the edges of the paper!
3. After work, throw away the remnants of unnecessary paper in the trash.
Annex 3
Program content
Educational and thematic lesson plan (1st year of study).
The first year of study provides for the acquaintance of children with such a type of paper work as quilling. Acquaintance with basic forms and performing the simplest work and composing compositions. Learn to work individually, in groups and collectively.
p/n | Subject. | Theory. | Practice. |
Introductory lesson. Tools and materials. Safety regulations. | Familiarization of circle members with the mode of operation of the circle, the content of the upcoming work. Safety precautions when working with cutting tools and adhesives. | A set of circles. Acquaintance with children - Circle of communication. Familiarity with safety regulations. |
|
Material - paper. How paper was born. How many relatives does paper have? | To acquaint children with how paper was born, the history of its occurrence, and its properties. Variety of paper, its types. Introduce children to the properties of paper. Tell about the types of paper and the appropriateness of its use for a particular craft. | Children in practice get acquainted with the types of paper (writing, wrapping, wallpaper, absorbent, copying) and its properties (strength, water permeability) |
|
The history of the emergence of paper rolling technology - quilling. Examples of work, necessary tools and materials. | Introduce children to the history of the quilling technique. | ||
Tell the children about the basic rules for working with paper, the rules for marking a sheet. A story about the instruments and tools used in the work. To teach children using a ruler to measure clear long strips of the same length and width; improve cutting skills; | |||
Cutting strips for quilling. Basic rules of work. | Improve your cutting skills. Develop fine motor skills. | Children independently mark a sheet of paper and cut out strips for work different color. |
|
The main forms of "drop", "triangle", "slice" | To teach children how to wind the roll correctly, talk about the technology for making the “drop”, “triangle”, “slice” shapes. | ||
The main element is a roll. Twisting elements into a roll. Manufacturing technology of the form "square", "rectangle". | To teach children how to wind the roll correctly, talk about the technology for making square and rectangle shapes. To acquaint with the technological map and the designation of these forms on the diagrams. | Children with the help of an adult, and then independently perform the basic forms. Designed from basic shapes. |
|
The main forms of "curls". Design from the basic forms of quilling. | Teach children how to properly perform the “curl” form. To acquaint with the technological map and the designation of these forms on the diagrams. | Children with the help of an adult, and then independently perform the "curl" form. construct from this form. |
|
The main forms of "spiral in the form of chips." Construction from the basic forms of quilling | |||
11-12 | Making simple, uncomplicated flowers. | Teach children how to make simple flowers. How to make markings on paper. Learn how to work and assemble flowers, choose the right color scheme. | |
13-14 | Collective work. Composition of flowers "Indoor plant" | Introduce the basic concept of "composition". Methods and rules for its compilation. The use of form in compositions. The concept of “collective creative work”. Teamwork rules. | Collective work. Composition from the main forms. Form composition. Assignments are given to children by the teacher himself, and collective work is compiled to complete the assignments. Collective compilation of a composition on a selected topic. |
15-16 | Collective work using the quilling technique. Making rowan berries - a tight roll. Product assembly. | Collective work. Form composition. The kids go on teamwork. Collective compilation of a composition on a selected topic. |
|
Setting up an exhibition of works. | Together with the children, arrange previously completed work for the exhibition. |
Educational and thematic plan. (2nd year of study).
The second year of study is a continuation of the first, where children continue to get acquainted with the design and paper rolling using the quilling technique. Therefore, the second year of study not only arouses interest in creative design, but also has an educational character, allows you to realize the abilities of children and develop them. I would like to note that working with various types of construction expands the scope of the child's possibilities, ensures his emancipation.
№ p/n | Subject. | Theory. | Practice. |
Introductory lesson. Safety regulations. | Safety precautions when working with cutting tools and adhesives. | Familiarity with safety regulations. |
|
Basic forms "Tight spiral". Design from the basic forms of quilling. | Teach children how to properly perform the “tight spiral” form. To acquaint with the technological map and the designation of these forms on the diagrams. | ||
The main forms of "spiral in the form of chips." Design from the basic forms of quilling. | Teaching kids how to do it right new form"spiral in the form of chips." Develop imagination; cultivate aesthetic feelings. | Children with the help of an adult, and then independently perform the "spiral in the form of chips" form. construct from this form. |
|
The main forms are "semicircle", "arrow". Construction from these forms. | To teach children the correct execution of the form "semicircle", "arrow". To acquaint with the technological map and the designation of these forms on the diagrams. | Children independently perform the forms "semicircle", "arrow". construct from these forms. |
|
The main forms of "eye", "leaf". Construction from these forms. | To teach children the correct execution of the form "eye", "leaf". To acquaint with the technological map and the designation of these forms on the diagrams. | Children independently perform the forms of "eyes", "curl". construct from these forms. |
|
Collective work. Making eye elements, bird's foot. Collection of flowers of different shapes. | Teach children to use ready-made forms in compositions. Develop an eye, imagination, accuracy. | Form composition. Children continue to work together. Collective compilation of a composition on a selected topic. |
|
10-11 | Making flowers of a more complex shape for the composition "Spring Bouquet" | Teach children how to make more complex colors. Teach children to anticipate results. Develop imagination. | Children learn how to make more complex colors. Select a color scheme. Leaves are made with longitudinal veins. |
12-13 | Making a photo frame. | Acquaintance with examples of designing a photo frame. Viewing the "Photo Frame" presentation. | Children design a photo frame. Make a sketch. |
14-15 | Cycle of creative works. Collective work using quilling technique. | Cultivate a desire to help a friend. | Children collect all the elements into a single canvas and finish the work. |
16-17 | Setting up an exhibition of works. | In a place with children, arrange previously completed work for the exhibition. Develop an interest in making crafts using the quilling technique. | Children arrange their work for the exhibition. |
Educational and thematic plan (3rd year of study).
The third year of study is a continuation of the first and second, where children continue to get acquainted with the design and paper rolling using the quilling technique. The third year of study also allows children to realize their abilities and develop them.
p/n | Subject. | Theory. | Practice. |
Introductory block. | Viewing the presentation "Miracle Quilling". |
||
Making fringed flowers. | Teach children how to make fringed flowers. How to make markings on paper. Learn how to work and assemble flowers, choose the right color scheme. | Introduce children to a new way of making flowers. Introduction to the simplest techniques for making flowers. |
|
Postcard "Irises". | Control the execution of the necessary blanks for postcards. Help children assemble all the elements into a single finished work. | The work is done individually. Children make a postcard. Make basic flower blanks. Then collect the postcard. |
|
Collective work. Composition of flowers. | Teach children to use ready-made forms in compositions. Develop an eye, imagination, accuracy. | ||
Composition "Butterflies". | Introduce the basic concept of "composition". Methods and rules for its compilation. The use of form in compositions. A story about the technology of making crafts "Butterflies". | Production of blanks, basic forms. Selection colors. Craft assembly. Composition arrangement. The work is done individually. |
|
Collective work. "Frosty lace". Twisting elements for making snowflakes. | Teach children to use ready-made forms in compositions. Develop an eye, imagination, accuracy. | Form composition. Children do team work. Collective compilation of a composition on a selected topic. |
|
10-11 | Postcard - Valentine. | To acquaint children with examples of designing valentine cards, with the technology for making cards with weaving elements. | Children design their own postcard. |
Postcard for mom. | To acquaint children with examples of postcard design. View the presentation "Postcard for Mom." | ||
Postcard for mom. | Help children assemble all the elements into a single finished work. | Children collect postcards. The work is done individually. |
|
14-15 | Cycle of creative works. Collective work using quilling technique. "Gifts of the forest". Production of berries, mushrooms. | Help the children divide into groups and decide on the topic of work. Develop independence in decision-making and responsibility for the overall result of work | Children themselves are divided into groups, choose their own “leader” and determine themselves with the theme of the work performed. |
16-17 | Setting up an exhibition of works. | In a place with children, arrange previously completed work for the exhibition. Develop an interest in making crafts using the quilling technique. | Children arrange their work for the exhibition. |
Educational and thematic plan (4th year of study).
p/n | Subject | Theory | Practice. |
Introductory block. | Familiarization of children with the mode of operation of the circle, the content of the upcoming work. Safety precautions when working with cutting tools and adhesives. | View presentation "Quilling". |
|
Cutting strips for quilling. Basic rules of work. Repetition of elements learned in the previous school year. | Remember the basic rules for working with paper, the rules for marking a sheet. A story about the instruments and tools used in the work. | Children independently mark a sheet of paper and cut out strips for work in different colors. |
|
Basic forms "Tight spiral". Design from the basic forms of quilling | Recall the rules for performing the “tight spiral” form. To acquaint with the technological map and the designation of these forms on the diagrams. | Children with the help of an adult, and then independently perform the "tight spiral" form. construct from this form. |
|
Craft "Green Parrot". | Help the children to design the card and sketch. Develop independence and initiative. Develop fine motor skills of children's hands. | Children design a postcard. Make a sketch. Carry out the necessary preparations. |
|
Craft "Green Parrot". | |||
Twisting elements for making a Christmas tree. Christmas tree making. Pasting the cone with elements "drop". Making toys (twisting multi-colored rolls). Christmas tree decoration. | Develop fine motor skills of children's hands; develop an interest in paper design. Teach kids to finish what they start. | Carry out the necessary preparations. Collect the product. |
|
10-12 | Twisting elements for the manufacture of the "Tree of Happiness". Making from elements of flowers and leaves. | Develop fine motor skills of children's hands; develop an interest in paper design. Teach kids to finish what they start. | Carry out the necessary preparations. |
Working with corrugated board. Feature of work. Twisting rolls. Butterfly making. | Carry out the necessary preparations. Collect a postcard. |
||
Production of toys from a corrugated cardboard. "Funny Bunnies" | To teach children the technology of making rolls from corrugated cardboard. | Carry out the necessary preparations. Collect a postcard. |
|
15-16 | Composition on the theme "Underwater World" from corrugated board. Execution of fish of different shapes and colors. | To teach children the technology of making rolls from corrugated cardboard. | Carry out the necessary preparations. Collect a postcard. |
Setting up an exhibition of works. | Together with the children, arrange previously completed work for the exhibition. Develop an interest in making crafts using the quilling technique. | Children arrange their work for the exhibition. |
explanatory
a note
.
«
origins
creative
abilities
And
talents
children
on
tips
fingers.
From
fingers
figuratively
speaking,
go
the thinnest
streamlets,
which
nourish
source
creative
thoughts.
Others
words:
how
more
skill
V
children's
palm,
topics
cleverer
child».
Sukhomlinsky
IN.
A.
One of the main tasks of teaching and educating children in applied arts classes is to enrich the world perception of the pupil, i.e., the development of the child’s creative culture, the development of a creative non-standard approach to the implementation of the task, the education of diligence, interest in practical activities, the joy of creation and discovery of something new for oneself.
This program has an artistic and aesthetic orientation, which is an important direction in the development and education. Being the most accessible for children, applied art has the necessary emotionality, attractiveness, and efficiency. The program involves the development of children's artistic taste and creativity.
At present, the art of working with paper in children's creativity has not lost its relevance. Paper remains a creative tool available to everyone.
Paper is the first material from which children begin to craft, create, create unique products. She is known to all early childhood. The steady interest of children in creativity from paper is also due to the fact that this material gives great scope for creativity. A paper sheet helps a child feel like an artist, designer, constructor, and most importantly, an infinitely creative person. Undergoing tremendous changes since ancient times, paper in modern society is represented by a great variety. Colored and white, velvet and glossy, papyrus and twine - it is available at all levels of society. With the help of paper, you can decorate a Christmas tree, fold a puzzle, make a funny toy or a gift box, and much, much more that interests the child.
As already noted, the paper falls into the hands of the child in his earliest childhood, and the ion independently creates images of his inner world from it. The usual material - paper - is acquiring a new modern direction, they can be worked in different techniques.
Children with creative abilities are very inquisitive and active. Such children can independently make decisions that depend only on themselves. Children are able to create something different, original, each with its own view of beauty. In the child's creativity, such mental qualities develop as: modeling, imagination, observation, the ability to analyze and compare, creative thinking, etc. d.
If we talk about preschoolers, then the development of fine motor skills of their hands contributes to further successful learning at school. One of the ways to develop fine motor skills of the fingers is paper construction. Designing from paper refers to artistic and aesthetic development. There are many techniques for working with paper: folding, folding, cutting, creasing, etc. Designing from paper using different techniques is a complex activity for preschoolers; for this, children must have well-developed spatial representations.
Story
Quilling originated in the 14th century, now it is experiencing another birth. Many are attracted by the fact that such beauty can be created with your own hands from paper strips.
The word quilling came from Russian and English: quilling comes from the word quill, which means “feather birds”.
Alternative names for this type of needlework are also words such as “paper twisting” and “paper filigree”.
The history of the emergence of this type of needlework is very interesting and goes back deep into the past.
For the first time he spoke of it in the 14th and early 15th centuries in Europe, and the first creators of jewelry in this technique were monks.
It was they who made very beautiful medallions, twisting gilded paper with the tip of bird feathers. This is where the name quilling came from.
Paper in medieval times was expensive, so only well-to-do people could be allowed to make crafts and decorations from it, mostly only ladies from high society were engaged in quilling.
All the more so that paper is not durable and is considered an impractical material for making something.
In the new 19th century, paper twisting resumes again, this type of needlework becomes popular again, and many ladies rush to create something special, bizarre and intricate.
At the beginning of the 20th century, villing again loses its popularity, but by the end of the century there is a boom.
Quilling not only gained former fame, but multiplied it many times over. Aquilling masters all over the world create the thinnest voluminous paper lace, which can be the basis for both practical things and spiritual pleasure.
quilling
For
beginners
The technique of quilling can create a huge number of things. Sometimes the imagination is not even subject to all the ideas that are easily implemented in practice.
Crafts in the technique of quilling are very unusual, a huge number of curls, spirals, tight windings of thin paper are streaked and intertwined in a water work of art.
The color palette is very rich, so water work can have smooth overflows of shades of water color and bright combinations of saturated colors.
For more variety, quilling masters use not only ordinary strips of paper, but also framed paper - millimeter vertical cuts on one side of the strip.
To perform work in the technique of quilling, special devices and expensive materials are not required. Most often, for any work in this technique, strips of colored paper with PVA glue will suffice, as the basis to which the product is glued, you can use cardboard, cardboard sheathed with fabric.
Children easily master these arts, and open the way to creativity, develop their own imagination and artistic abilities.
The program is built “from simple to complex”. Various techniques for making products from paper and cardboard using a wide variety of techniques (paper twisting, designing, mosaic, appliqué) are considered.
“Magic quilling” is the name of the course. It offers the development of the child in various directions: design thinking, artistic and aesthetic taste, figurative and spatial thinking. All this is necessary for a modern person to realize himself as a harmoniously developed personality. By creating his own world out of paper, the child is preparing to become the creator of a good world. In this we, educators, see the main need today.
presenterideagivenprograms- creation of a comfortable environment for communication, development of abilities, creative potential of each child and his self-realization.
Targetprograms- comprehensive intellectual and aesthetic development of children in the process of mastering the elementary techniques of the quilling technique, as an artistic method of designing from paper.
Tasksprograms:
Educational
Introduce children to the basic concepts and basic forms of quilling.
Teach different paperwork techniques.
Develop the ability to follow oral instructions.
Introduce children to basic geometric concepts: circle, square, triangle, angle, side, vertex, etc. e. Enrich the child's vocabulary with specialized terms.
Create compositions with products made using the quilling technique.
Educational:
Develop attention, memory, logical and spatial imagination.
Develop fine motor skills of the hand eye.
Develop artistic taste, creativity and imagination of children.
To develop the ability of children to work with their hands, to teach precise movements of the fingers, to improve fine motor skills of the hands, to develop an eye.
Develop spatial awareness.
Educational:
Raise interest in the art of quilling.
Build a culture of work and improve work skills.
Contribute to the creation of game situations, expand the communication skills of children.
To improve labor skills, to form a culture of work, to teach accuracy, the ability to carefully and economically use material, to keep the workplace in order.
Principles,
lyingVbasisprograms:
accessibility (simplicity, compliance with age-related individual characteristics);
visibility (illustrativeness, the presence of didactic materials). “The more organs of our senses take part in the perception of any impression or group of impressions, the more firmly these impressions fit into our mechanical, nervous memory, they are more likely to be stored by it and easier, then they are remembered” (K. D. Ushinsky);
democracy and humanism (interaction between a teacher and a student in society, the realization of one's own creative needs);
scientific character (validity, the presence of a methodological basis of a theoretical basis).
“from simple to complex” (having learned elementary work skills, the child applies his knowledge in performing complex creative work).
The topics of the classes are built taking into account the interests of the pupils, the possibility of their self-expression. The rate of development of special skills and abilities, the level of independence, the ability to work in a team are taken into account in the assimilation of the content of the program by children. The program allows you to individualize complex work: stronger children will be interested in a complex design, less prepared, you can offer easier work. At the same time, the educational and developing meaning of the work is preserved. This makes it possible to warn the child against fear of difficulties, to attach without fear to create and create.
In the process of working on the Magic Quilling program, children constantly combine and combine all the components of a paper image into a single whole: material, visual and color solutions, manufacturing technology, purpose, etc.
The program was created on the basis of the author's program of the circle "Magic Quilling" E.R. Kireeva. During the development, the author's programs of a similar nature T.V. Kutsak "Quilling", O. I. Dasevich "Magic quilling", V.N. Ryabtseva "Paper Symphony", V.A. Osipova "Magic quilling" T.A., Nesmeyanova "Lacy secrets of quilling".
The complex of classes is built according to the principle “from simple to complex”, taking into account the age, individual characteristics of children.
“Magic quilling” is the name of the course. It offers the development of the child in a variety of directions: design thinking, artistic and aesthetic taste, figurative and spatial thinking. All this is necessary modern man in order to realize oneself as a harmoniously developed personality. By creating his own world out of paper, the child is preparing to become the creator of a good world. In this we, teachers, see the main need of today.
Leading idea this program - creation of a comfortable environment for communication, development of abilities, creative potential of each child and his self-realization.
Purpose of the program – comprehensive intellectual and aesthetic development of children in the process of mastering the elementary techniques of quilling technique, as an artistic method of designing from paper.
Program objectives:
Educational
Introduce children to the basic concepts and basic forms of quilling.
Learn different paper handling techniques.
Develop the ability to follow verbal instructions.
Introduce children to basic geometric concepts: circle, square, triangle, angle, side, vertex, etc. Enrich the child's vocabulary with special terms.
Create compositions with products made using the quilling technique.
Developing:
Develop attention, memory, logical and spatial imagination.
Develop fine motor skills of hands and eye.
Develop artistic taste, creativity and imagination of children.
To develop in children the ability to work with their hands, to accustom them to precise finger movements, to improve fine motor skills of the hands, to develop an eye.
Develop spatial imagination.
Educational:
Raise interest in the art of quilling.
Build a culture of work and improve work skills.
Contribute to the creation of game situations, expand the communication skills of children.
To improve labor skills, to form a culture of work, to teach accuracy, the ability to carefully and economically use material, to keep the workplace in order.
The principles underlying the program:
accessibility (simplicity, compliance with age and individual characteristics);
visibility (illustrative, availability of didactic materials). “The more organs of our senses take part in the perception of any impression or group of impressions, the more firmly these impressions fall into our mechanical, nervous memory, they are more faithfully stored by it and easier, then they are remembered” (K.D. Ushinsky);
The topics of the classes are built taking into account the interests of the pupils, the possibility of their self-expression. In the course of mastering the content of the program by children, the pace of development is taken into account special skills and skills, the level of independence, the ability to work in a team. The program allows you to individualize complex work: stronger children will be interested in a complex design, less prepared, you can offer easier work. At the same time, the educational and developing meaning of the work is preserved. This makes it possible to warn the child against the fear of difficulties, to join without fear to create and create.
In the process of working on the Magic Quilling program, children constantly combine and combine into one whole all the components of a paper image: material, visual and color scheme, manufacturing technology, purpose, etc.
Methods based on the way the lesson is organized:
Verbal (conversation, story);
Visual (showing finished works, observing the process of winding paper tapes on a tool and giving them the desired shape, working on a model, etc.)
Practical (performing work on instruction cards, diagrams, etc.)
Forms of organization of work with children
- individual (each child must make his own craft);
- frontal (when performing collective work, each subgroup performs a specific task);
- collective (in the process of preparing and performing a collective composition, children work together without sharing responsibilities)
Features of conducting classes
1. Classes are held with children 5-6 years old. (children older and preparatory groups.)
2. The subject of classes is designed for 1-2 lessons.
3. In the classroom, it is necessary to alternate the time of work with a short rest (physical education).
4. Use the method of synchronous work (the teacher shows step by step how to perform this or that detail, gives the necessary advice).
5. Tasks are given to children from simple to complex. In the first lessons, children learn to twist by performing plane objects (flowers, animals).
6. In the classroom, it is necessary to use the word of art, music, which contributes to the figurative perception of the topic, has an emotional and aesthetic impact.
Technical equipment for classes.
For classes in the circle you must have:
Equipment and tools :
colored paper;
Corrugated cardboard;
Cardboard white and color;
Toothpick;
Paper strips 5-7 mm wide;
Scissors;
Simple pencils;
Ruler;
Brushes for glue;
Napkins;
Oilcloth;
Quilling tool.
Organizational and methodological support of the program
(age of children, terms of implementation, mode of employment)
The Magic Quilling program is designed for 2 years. The duration of the lesson is:
In the senior group - 25 min.
In preparatory - 30 min.
| Year of study | Number of lessons | Number of children in the group |
||
| whole group |
||||
Expected results
As a result of this program students:
- learn different ways of working with paper;
– will know the basic geometric concepts and basic forms of quilling;
– will create compositions with products made using the quilling technique;
- develop attention, memory, thinking, spatial imagination; fine motor skills of hands and eye; artistic taste, creativity and imagination.
- learn the art of paper rolling;
- master the skills of work culture;
– improve their communication skills and acquire teamwork skills.
Methods for verifying results :
Exhibitions of children's work in kindergarten.
participation in online competitions of creative skills,
awarding the best diplomas,
Department of Education of the city of Penza
Branch No. 3 "Ryabinushka" of the Municipal Budgetary Preschool Educational Institution kindergarten No. 52 Penza "Polyanka"
Pedagogical experience: Technology "Quilling" as one of the means of developing fine motor skills of older children preschool age.
Completed by: Gorshinskaya Natalia Alexandrovna,
educator
Penza, 2017
The content of the work:
Introduction…………………………………………………………………….3
I. Theoretical part……….……………………………………………..6
II. Practical part…………………………….………………………..9
Conclusion………………………………………………………………..15
Literature………………………………………………………………...17
Applications……………………………………………………………….18
Introduction
"Hands teach the head, then the wiser head teaches the hands,
and skillful hands again contribute to the development of the brain "
I.P. Pavlov
The development of fine motor skills of the hand in preschool children is one of the important aspects of their overall physical and mental development. It is impossible to achieve effective activity in training and master elementary practical skills without developing the small muscles of the hand. The level of formation of fine motor skills becomes an indicator of the child's success in various fields. Mastery of labor, visual, musical and graphic skills is carried out only if fine motor skills are developed. In addition, a child with a high level of its development is able to reason logically, he has sufficiently developed memory and attention, coherent speech, he has high intellectual and creative abilities.
Currently, many children have insufficient development of fine motor skills. The study of the level of development of fine differentiated movements of the fingers and hands in children shows that in many they are not purposeful enough. Particularly poorly developed are complex - coordinated movements of the leading hand, that is, poor ability to hold a pen or pencil as a working tool.
Teachers preschool education there is an acute problem in the development of fine motor skills of children, since the muscles of the fingers are not prepared for school and how to achieve the development of the correct calligraphic writing of students. Learning to write is a difficult step on the school ladder, so you need to thoroughly develop fine motor skills and coordination of the child's hand movements, his attention, visual and auditory perception, drawing skills from an early preschool age. Studies have shown that fine motor skills of the hands interact with such higher properties of consciousness as attention, thinking, optical-spatial perception (coordination, imagination, observation, visual and motor memory, speech. Therefore, all this is necessary to achieve not only beautiful calligraphic writing, but also the development of creative abilities in children.
One of the non-traditional ways to develop fine finger movements is quilling. Quilling (paper twisting, paper filigree) is a technique of twisting strips of paper into various shapes and composing holistic works from them.
Creativity is creation on the basis of what is, what has not yet been. These are customized psychological features child, which do not depend on mental abilities and are manifested in children's fantasy, imagination, a special vision of the world. At the same time, the level of creativity is considered to be the higher, the greater the originality of the creative result. That is, while working on the development of fine motor skills in the Quilling technique, we are also working on the development of the creative abilities of children. The choice of paper rolling technique is not accidental. In my opinion, it is precisely working with thin strips, twisting them onto tools, or without using a tool with your own hands, that the fine motor skills of the child's hands are actively developing. And the consequence of the development of fine motor skills is its general development, starting from the development of speech and ending with creative abilities.
Quilling contributes to the development of:
- fine motor skills of hands;
- coordination of movement;
- observation;
- concentration, stability of voluntary attention;
- spatial thinking;
- creative potential;
- fantasies;
- imagination.
Thus, the purpose of the work was determined: to study the influence of the quilling technique on the development of fine motor skills of the hands.
Based on the goal, the following tasks are set:
- trace the positive impact of using the quilling technique on the development of fine motor skills, coordination of hand movements;
- introduce children to a new type of paper work - quilling,
- teach how to make basic forms, make various compositions from them;
- to cultivate accuracy, perseverance in the performance of work, aesthetic taste.
I Theoretical part.
If we turn to the legal documents of preschool education, we will see that there are priorities for physical health and development of children, including fine motor skills. Pedagogical statistics show that a significant part of children do not develop fine motor skills of their hands, “manual helplessness” is manifested. Medical statistics point to the fact that almost all newborns are born with impaired muscle tone (nine out of ten). Educators and parents, as a rule, give the development of fine motor skills an entertaining character. The development of fine motor skills of hands in preschool children as a teaching and developmental activity is often illegal and mistakenly considered secondary.
What is fine motor skills?
Fine motor skills - a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements with the hands and fingers and toes. When applied to the motor skills of the hand and fingers, the term dexterity is often used. The area of fine motor skills includes a wide variety of movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, human handwriting depends. The movement of the hands is the basis for the formation of self-care skills in children. The level of development of fine motor skills is one of the important indicators of a child's readiness for schooling.
The need to develop active movements of the fingers has received scientific justification. Scientists involved in the study of the activity of the child's brain, the psyche of children and their speech development, note the great stimulating value of the function of the hand. Research conducted by M.M. Koltsova, L.A. Novikov, L.A. Kukuev, and others, show that there is an ontogenetic interdependence between the development of fine motor skills and speech, and that historically, in the course of human development, hand movements have had a significant impact on the development of speech function.
Scientists (L.V. Antakova-Fomina, T.Yu. Gogberashvili, E.G. Grishina, S.N. Kotyagina, A.V. Semenovich, L.S. Tsvetkova) proved that from an anatomical point of view, about a third of all the area of the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. In the cerebral cortex, the speech area is located next to the motor area, so the work on the formation and improvement of fine motor skills is considered as a necessary component of a complex system of correctional and pedagogical influence. So, G.G. Galkina notes that if motor skills develop normally, then speech also develops normally.
The development of fine motor skills is considered in close interaction with the development of the child's speech function, both with its written and oral sides. S.P. Duvanova and E.Yu. Tebelev indicate that if you pay due attention to exercises, games, various tasks for the development of fine motor skills, then you can solve two problems at once: firstly, indirectly influence the general intellectual development the child, secondly, to prepare for mastering the skill of writing.
Thus, numerous studies have proven the importance of fine motor skills in the development of higher mental functions and the child's speech, both oral and written.
Motor skills can be developed in a variety of ways. The traditional ways are ball games; small details (constructor, inserts, assembling natural material in the form of cones, shells, etc.); lacing, puzzles; work with paper, clay; finger exercises and gymnastics. Among the non-traditional ways of developing motor skills, one can single out applied art. Origami, testoplasty, quilling, embroidery, felting, force-ice, etc. not only perform the function creative development personality of the child, but also improve the work of the small muscles of the hand.
IN Lately The technique of working with paper "Quilling" has become very popular. Donatella Ciotti gave the following definition of the concept of "quilling" - this is the art of making various patterns from thin, twisted into spiral strips of paper. Quilling is also called "paper rolling" or paper filigree. On English language this needlework is called "quilling" - from the word "quill" which means a bird's feather. The art of paper rolling originated in Europe in the late 14th and early 15th centuries. In medieval Europe, nuns created elegant medallions by spinning paper with gilded edges on the tip of a bird's quill. When viewed closely, these miniature paper masterpieces created the complete illusion that they were made of thin gold stripes. Quilling has a long history: the filigree processing of paper was known to the ancient Egyptians, who used papyrus as the main material, this art was also known in the Middle East and in China, France and Italy.
Twisted strips can be used to make planar or voluminous compositions resembling a thin lace cobweb. It is also noteworthy that both boys and girls are happy to do quilling. Quilling is not only the development of motor skills, imagination, attention, thinking, aesthetics, but also tremendous opportunities to realize your potential.
II Practical part
When conducting organized educational activities related to visual activity, applique, paper construction with older preschool children, we noticed that children often have difficulty using scissors, folding paper, the ability to hold small parts, i.e. fine motor skills of the hands are poorly developed. Having become acquainted with pedagogical technologies and methods for developing fine motor skills of preschoolers, we came to the conclusion that the use of quilling technology will be the most effective in working with older children. Since, it is in the process of working with thin strips of paper, twisting them onto tools, or without using a tool - with your own hands, the child actively develops fine motor skills of the hands, design skills, creative thinking, artistic imagination, accuracy, accuracy, perseverance.
Considering the importance of this problem, it was Parent meeting, which talked about the importance of the development of fine motor skills of hands in children of senior preschool age and, especially in children of the group preparatory to school. Then a master class was organized for parents of older preschoolers, where quilling technology was demonstrated. As a result, it was decided to develop a program of additional education for children of senior preschool age.
When studying the literature, it was revealed that there are not enough programs to familiarize with the quilling technique, but there is a program by S.N. Plotnikova "The Art of Quilling". Svetlana Nikolaevna considers it possible “with some adjustment of the methods and content of activities” to use this program as a fundamental one.
On this basis, a modified program of additional education for children of senior preschool age in the artistic and aesthetic direction "Magic Quilling" was developed.
Program objectives:
Educational:
- Introduce children to the basic elements of the quilling technique and their basic concepts.
- To teach how to create compositions from elements made using the quilling technique.
- To form in children the ability to follow the oral instructions of the teacher.
- Introduce children to such basic geometric concepts as: circle, square, triangle, etc.
- Enrich the vocabulary of children with new special terms.
Developing:
- To develop fine motor skills of hands, an eye in children.
- To develop creative imagination and artistic taste, creative abilities in preschool children.
- To develop in preschoolers memory, thinking, attention, imagination.
Educational:
- Raise interest in the arts and crafts "quilling".
- To educate children in friendly relations, mutual assistance.
- To promote the manifestation of creative independence and activity
- To cultivate accuracy: in working with glue, in winding paper strips on a tool, keep your workplace in order.
Distinctive features of the program
- Preliminary preparation of children for classes does not matter, and children of different ages can study in one group.
- A set of didactic materials for the manufacture of products was selected and developed, taking into account the age characteristics of children.
- Age and individual characteristics and inclinations of each child are taken into account for more successful creative development.
- The program gives every child the opportunity to discover the magical world of arts and crafts, to show and realize their creative abilities.
To form in children a certain system of knowledge on this topic, it is necessary to use the following principles:
- the principle of "From simple to complex".
- the principle of accessibility and individuality;
-principle of consistency and systematicity;
- the principle of connection with life experience;
- the principle of visibility;
Properly selected teaching methods and techniques contribute to the development of fine motor skills in children. During quilling, finger gymnastics, I use the following methods:
-Verbal method;
- Visually - effective method learning;
-Practical method;
-Game method;
A training kit has been developed, including:
Educational and thematic plan;
calendar - thematic planning for 2 years of study; (Appendix No. 1)
abstracts of classes. (Appendix No. 2)
In order to improve the quality of work, the subject-developing environment has been replenished:
a set of visual - didactic and demonstration material;
picture cards basic elements quilling; (Appendix No. 3)
flow charts for crafts; (Appendix No. 4)
instructions for the implementation of basic forms in the technique of quilling. (Appendix No. 5)
For the effectiveness of educational and educational work, the program has created:
card file of games that contribute to the development of fine motor skills of hands;
card index with games and exercises of finger gymnastics;
The children and I enthusiastically took up creativity, how much interesting ideas for the application of this technique they found. This includes making postcards for the holidays, and creating compositions, crafts and much more. Creating his own world out of paper, the child becomes the creator of the new, unusual, reveals his soul, shares his innermost.
One of the main tasks of teaching and educating children in the classroom of applied arts is to enrich the pupil's worldview, i.e. development of the child's creative culture (development of a creative non-standard approach to the implementation of the task, education of diligence, interest in practical activities, the joy of creation and discovering something new for oneself). This work has a moral and aesthetic orientation, which is an important direction in development and education. Being the most accessible for children, applied art has the necessary emotionality, attractiveness, and efficiency. It involves the development of artistic taste and creative abilities in children.
We choose the topics of classes together with the children, taking into account their interests, the possibility of their self-expression. In the course of mastering the content of work by children, I take into account the rate of development of special skills and abilities, the level of independence, the ability to work in a team, take into account individual characteristics and interest. In our work we most often use individual approach: we entrust stronger children with more difficult tasks, less prepared-tasks are simpler. The main thing is not to miss the interest of children, to encourage them, to guide them competently. This makes it possible to warn the child against fear of difficulties, to instill confidence in him.
In the process of work, children constantly experiment with different materials, shapes, colors, compositions.
Educator - directs, maintains interest, controls, teaches planning activities, helps organize teamwork, stimulates.
As a result of mastering the non-traditional quilling technique, the hand of our pupils acquires confidence, flexibility, accuracy, an eye develops, a sense of proportionality (in correlating composition elements) and design vision: the ability to see and distribute elements of a pattern or plot, choose colors and come up with a compositional image solution.
The children develop the initial skills of search activity, as well as the ability to work consciously and purposefully.
Thus, the quilling technique - effective remedy for the development of fine motor skills of hands and creative abilities of children, indirectly affecting the overall development of the child's personality, as well as preventing difficulties with learning at school.
The subject-developing environment promotes and encourages children to this type of creativity. Finger games, stencil drawing and using a curly ruler, etc. are used. A well-lit area is reserved for quilling. Here, pupils do applique work in their free time. The shelves are filled with the necessary creative material. Children have at their disposal paper of different textures, sizes and colors, cardboard, tools, glue, illustrative material. There is a place for a small exhibition with samples of applied art. A personal exhibition of the work of a particular child is organized. Along with children's work are hung out beautiful work professionals, which increases the self-esteem of pupils and contributes to their self-assertion.
Parents are also involved in joint creative activities in order to increase their pedagogical competence in the field of artistic and aesthetic development of children. Advice for parents has been developed: "Quilling - paper filigree"; "Development of fine motor skills of hands in the process of quilling"; “Quilling is not so difficult: we work with children at home”; memo for parents "Quilling - as a means of developing children."
Thus, the activities of the teacher and parents are determined by the main goal - to create a team of like-minded people: parents and teachers who are able to work on the development of fine motor skills of the hands and creative abilities of preschoolers. Conclusion
From all of the above, it follows that one of the skills that should be formed by the time the child goes to school is the development of precise movements, or, as they are also called, fine motor skills. In the mental development of a person, a lot is determined by how much he controls his hands, and this dependence is very complex: the development of the central nervous system allows the child to correlate what he sees and hears with the direction and trajectory of the movement that he carries out, and the improvement of hand movements, in turn, accelerates the development of the speech center of the brain and, therefore, contributes to the ability to speak.
By the older preschool age, the possibility of accurate, voluntary movements increases, so children are able to perform tasks that require sufficient accuracy and coordination of hand movements. Quilling is a great way to reinforce these skills. As a result of mastering this technique, the hand of my pupils acquires confidence, flexibility, accuracy, an eye, a sense of proportionality and design vision develop: the ability to see and distribute the elements of a pattern or plot, choose colors and come up with a compositional image solution.
It can also be said that the proposed type of activity has a significant impact on personal development. Work in the quilling technique contributes to the formation in children of such personality traits as perseverance, the ability to bring the work begun to the end (consistency and perseverance in achieving the goal, requiring targeted strong-willed efforts), perseverance and accuracy. The ability to work with hands under the control of consciousness, the coordination of hand and eye movements develops.
Summarizing the above, we can conclude that the quilling technique is an effective tool for the development of fine motor skills in the hands of older preschoolers, indirectly affecting the overall development of the child's personality, as well as preventing learning difficulties at school.
Literature.
1. Helen Walter. "Patterns from paper tapes" /. Translation from Italian. G.V. Kirsanova. - M .: LLC TD "Publishing house World of Books", 2009.
2. D. Ciotti. Original paper crafts/. Translation from Italian. G.V. Kirsanova. - M .: LLC TD "Publishing house World of Books", 2009.
3. E. Kotarginova "Quilling". Paper plastic. 2008.
4. A. Bystritskaya. "Paper filigree". Iris Press. 2010.
5. Diana Boden "Fantasy from paper tapes: Miniature quilling"
6. Antakova-Fomina L. V. “Stimulation of speech development in children early age by training the movements of the fingers ”(Abstracts of the 24th All-Union Conference on the Problems of GNI), M., 1974
7. Bernstein N.A. Essays on the physiology of movements and the physiology of activity. - M., 1966. - 349 p. - c139
8. Vygotsky L.S. Development of higher mental functions. - M.: Ed. APN USSR, 1960. - 500 p.
9. Neverovich Ya.Z. The development of object movements in a preschool child // Issues of the psychology of a preschool child / / Ed. A.N., Leontieva, A.V. Zaporozhets. - M., 1995.
10. Osipova Zh.P. The system of work on the development of fine motor skills in children with speech disorders in terms of preschool[Electronic resource] // Festival pedagogical ideas « Public lesson": [website]. - M., 2005-2006.
11. Sukhomlinsky, V.A. parent pedagogy. - M.: Knowledge, 1978.-96 p.
12. Tkachenko T.A. "We develop fine motor skills", M. Publishing house EKSMO, 2007
13. Tkachenko T.A. "Fine motor skills. Gymnastics for fingers", M. Publishing house EKSMO, 2010
14. Fadina G.V. Special preschool pedagogy: Teaching aid for students of pedagogical faculties / GV Fadina. - Balashov: Nikolaev, 2004. - 80 p.
Application No. 1
Fragment. Calendar-thematic planning. (1st year of study)
No. Section name. Topic 3 tasks Material and equipment Methodical literature
September.
- there will be ideas about the history of quilling,
- knowledge of the basic properties of materials for the manufacture of products using the quilling technique,
- ability to use safety precautions when working with cutting and piercing objects and glue.
1 The history of the emergence of paper-rolling-quilling technology. To acquaint children with the history of quilling, to interest in paper design. To acquaint with the mode of operation of the circle, the content of the work, safety precautions when working with cutting and piercing objects and glue. Get to know the tools for the job. Notebook, finished work 2 Tools and materials. Safety regulations. Quilling tools, paper strips. Cards with rules of conduct in the classroom. - The ability to compare their work and work with the sample, and with other works - compliance with the rules of working with tools and glue - compliance with the rules of hygiene.
- development of artistic taste, ethics and aesthetics
3 Introducing the Spiral Element Teach children to twist a strip of colored paper into a spiral of different sizes, unravel the spiral into a loose curl and stick it on the base. Quilling tools, paper strips, PVA glue, napkins A. Bystritskaya. "Paper filigree".
4 "Sunshine" template with a pasted yellow circle, stripes yellow paper(w-0.5 cm), PVA glue, brush, scissors, paper napkins, quilling tool. - observance of the rules of work with tools and glue - observance of the rules of hygiene.
- ability to clean and prepare the workplace
- independently produce a product (according to a drawing, sketch, diagram, plan);
- economical and rational use of materials;
5 " Ladybug»To consolidate the ability to twist strips of colored paper into a spiral and stick on the base.
A ready-made ladybug template on a green leaf, a black strip (w–0.5 cm, length–12 cm), 7 strips of black paper for quilling, for the eyes we glue 1 black + 1.5 strips of white paper for quilling, in two copies, PVA glue, brush, scissors, quilling tool 6 “Caterpillar” leaf base, 8 strips of green (caterpillar) paper for quilling, ready-made caterpillar antennae, PVA glue, brush, scissors, quilling tool. October
- Ability to use simple tools
- observance of the rules of work with tools and glue - observance of the rules of hygiene.
- perform work in the studied technique;
7 Introduction to the element "Dense roll" ("tight spiral") To teach children to twist a strip of colored paper into a tight roll, to compose a composition from ready-made modules. Quilling tools, paper strips, PVA glue, napkins. of blue color(water), 6 strips blue color(water) paper for quilling, PVA glue, brush, scissors, quilling tool. - observance of the rules of work with tools and glue - observance of the rules of hygiene.
- ability to clean and prepare the workplace
- the ability to create souvenir products made from paper strips,
- perform work in the studied technique;
- control the correctness of the work.
- be able to work in a team.
9 "Beads for a doll" To consolidate the ability to twist the "tight spiral" element, to make a composition from ready-made modules.
Ready-made doll template, quilling paper strips, PVA glue, brush, scissors, quilling tool. 10 “Simple flower” sheet of white paper 15x20, PVA glue, brush, scissors, 6 strips of pink (petals), 8-9 strips of green (stem and cast) and 1 strip of yellow paper (middle) for quilling, quilling tool. Educational - thematic plan. (1st year of study)
No. Section name. Topic Number of hours
1 The history of the emergence of paper-rolling-quilling technology. 1
2 Tools and materials. Safety regulations. 1
3 Introduction to the Spiral element 1
4 "Sunshine" 1
5 "Ladybug" 2
6 Caterpillar 2
7 Introduction to the “Tight roll” element (“tight spiral”) 1
8 "Duck" 3
9 "Beads for a doll" 2
10 "Simple flower" 2
Application No. 4
Technological map for the implementation of one of the main elements of quilling - drops.
1. 2. 3. 4.5. 6. 7. 8. 9. 10.
Application №3
Elements used in the work.
tight spiral
From this roll, all the subsequent variety of forms is obtained.
free spiral
Twist the tape, remove the spiral from the needle and, before sticking the tip, let it unwind
droplet
Formed from a regular roll. The core is pulled to the side, on the opposite side the roll is pressed down with two fingers
Eye
Squeeze opposite sides of the free spiral
leaflet
Make a drop and bend its corner
crooked eye
Make a loose spiral, squeeze it in the form of an eye and bend the corners in different directions
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Triangle (square, rectangle)
Squeeze the free spiral in three (four) places to make a triangle, (square and rectangle, respectively).
Rhombus. Make an "eye" and squeeze both corners to give the workpiece a diamond shape.
Twisted heart / arrow
Give the free spiral the shape of a triangle. Press two corners to each other - you get an arrow.
Crescent. At a free spiral, squeeze two corners and bend the workpiece in the form of a crescent.
Bunny ear. For a free spiral, squeeze the two corners so that one side of the workpiece is flat and the other is rounded. This figure resembles a crescent, but is not so compressed.
Star. At the free spiral, pinch five corners at equal intervals to make a star.
Bird paw. For a triangle shape, fold two corners towards the third and press firmly.
Goose foot. The figure is similar to the previous one. It is formed from a “droplet” roll. We pinch the sharp tip of the “droplet” with your fingers. On both sides, we form corners.
Cone. Twist a tight spiral, glue the tip of the tape. Gently push the center of the paper roll with the rod to form a cone.
Fold the paper strip in half and twist the ends from the edges to the fold. Let the spiral unwind without gluing the ends.
Application No. 5
Instructions for performing basic forms in the quilling technique:
Grab a strip of paper with two fingers.
Pull the end of the strip with pressure with two fingers of the other hand, running your fingernail over it so that the end is slightly bent.
The bent tip is easier to wrap around the "awl". Tighten a few turns tightly.
When the diameter of the roller becomes 3-4 mm, it can already be removed from the awl and further twisted by hand.
Roll the dense disk with both hands, intercept it with your fingers all the time so that the paper tape does not unravel.
The entire strip is folded. Now slightly relax your fingers, allowing the paper spiral to unravel a little.
Glue the end of the strip with PVA glue.
Now squeeze the workpiece with two fingers. The result was a “drop” blank.
Blanks can be given a variety of shapes by performing compressions and dents. These are blanks "drop" and "petal".
Application №2
Abstract of the lesson "Primroses" Tasks:
- develop fine motor skills of hands; - develop the ability to think through the idea and independently build a sequence of work; - learn to make a spring composition; - educate respect for nature; Equipment: - illustrations depicting primroses; - strips of different colors, napkins yellow and white color; -glue, scissors, toothpicks; - paper for the background.
Methodical techniques: artistic word, showing a sample and basic twisting techniques, explaining how to create crafts, an exhibition of children's works.
The course of the lesson: “Herons nest in the reeds A sleepy river is slumbering The sun splashed drops On the river banks. Droplets have become flowers Light up everything around! In a new yellow sundress Dandelion Meadow!!!” To the music, children look at illustrations depicting primroses, choose a certain flower, background for themselves, and begin to work. And then we will collect all the flowers we have made, and we will have a spring meadow of primroses. I remind you that primroses cannot be torn, many of them are listed in the Red Book. Now our curls will turn into wildflowers.
Summary of the lesson "Merry Zoo".
Tasks:
continue to acquaint children with the techniques of working in the quilling technique;
develop creative imagination;
introduce new material - corrugated cardboard;
teach to create three-dimensional figures using different quilling techniques;
learn to connect a large number of elements to each other;
develop fine motor skills of the hands;
continue to develop interest in quilling techniques;
improve technical skills in working with paper using the quilling technique.
Materials and tools: strips of corrugated cardboard of various colors, strips of paper, toothpicks, PVA glue.
Methodical techniques: introductory conversation, showing a sample and basic twisting techniques, explaining how to create crafts, an exhibition of children's work.
Course progress.
Introductory conversation. The teacher offers to make a gift to the children of the first grade - the board game "Zoo". Children, together with the teacher, examine the corrugated cardboard prepared for the lesson.
Samples are reviewed and discussed. Children determine the main parts of the sample, its properties (shape, color, size, proportions, etc.); speak, answer questions, determine the spatial relationship of parts. The guys themselves decide which animals they will make and select the appropriate colors of corrugated cardboard.
The teacher shows the techniques of twisting corrugated cardboard. The kids get to work.
In the middle of the lesson, a physical education minute "Homka, hamster, hamster" is held.
The teacher helps the children in connecting the elements. At the end of the lesson, an exercise to relax the hands “Warm your fingers” is carried out. Exhibition of works.
The teacher offers the children the game "Zoo". (The child depicts various animals. The rest of the children must guess the depicted animal).
Appendix No. 6
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Filming of the program "Ladushki" Channel 11.
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Exhibitions of children's work in kindergarten.
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Advice for parents.
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A card file of finger games is a set of exercises for the development of fine motor skills.
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instruction cards.
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Parent meeting "Development of fine motor skills of hands in the process of quilling"
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Master class for parents "The Magical World of Quilling"
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Getting to know the instruction cards
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Finger gymnastics
Natalia Firsova
Innovative experience "Quilling as a means of developing the creative abilities of preschool children"
My innovative experience on the topic:
« quilling, How a means of developing the creative abilities of preschool children»
There is always something for skillful hands,
If you take a good look around.
We are a miracle we can create ourselves
With our skillful hands
One of the pressing problems of modern preschool education is its modernization.
In accordance with federal government requirements increased responsibility of preschool educational institutions for the quality of achievement by each child of the level development taking into account his individual age abilities.
The created situation requires from us, teachers, the implementation of new pedagogical technologies, constant creative search, so that our pupils by the end of the senior preschool age mastered those integrative qualities that FGT dictate to us.
Creation- the most essential and necessary characteristic of pedagogical work. Therefore, working in the conditions of modernization of the education system, I had to creatively comprehend the new content of educational material, find more effective ways, forms and methods of aesthetic education.
Since I love to craft, knit, design from different materials, I decided to teach this to my pupils.
At children aged 3-6 years are formed such key qualities for today's society as creativity, ability to seek knowledge. Therefore, the modern model of education involves high technology development of the imagination, literacy and other basic children's abilities.
Analyzing the program "Childhood" artistic creativity having become acquainted with a variety of pedagogical technologies and teaching methods preschoolers drawing, modeling, applications, I concluded for myself that for effective work on artistic creative development of children, it is necessary to use non-traditional image ways.
Terms "non-traditional" imply the use of materials, tools that are not generally accepted, widely known.
Application non-traditional techniques promotes enrichment of knowledge and ideas children about objects and materials, about their properties and how to use them.
This gives impetus to development of the imagination, creativity, develops in children logical and abstract thinking, fantasy, observation, attention, self-confidence.
With one of the types of non-traditional ways of fine art I introduced the pupils of my group. This quilling(translated from English means PAPER TWIST). Selected relevant literature on this technology.
Why did I choose this one paper handling method?
At present, the art of working with paper in kindergarten has not lost its relevance. Paper remains a tool creativity which is available to everyone. Paper is the first material, simple and cheap, from which children begin to craft, create to create unique products. She gives a lot of space creativity. A paper sheet helps a child feel like an artist, designer, constructor, and most importantly - unlimited creative person. And, of course, while working with paper at children develop manual skills, What contributes to the mental development of children.
Today I want to introduce you to my innovative experience, target whom: comprehensive development of children's creative abilities quilling as artistic way paper construction.
Working on the topic, I set myself the following tasks:
Educational:
Meet children with basic concepts and basic forms quilling.
Learn different paper handling techniques.
Build skills, follow verbal instructions.
Meet children with basic geometric concepts: circle, square, triangle.
Create compositions with products made in the technique quilling.
Educational:
Develop children's ability to work with their hands to accustom to the precise movements of the fingers, to improve fine motor skills of the hands, develop an eye.
Develop attention, memory, logical and spatial imagination.
Develop artistic taste, children's creativity and imagination.
Educational:
Cultivate an interest in art quilling.
Build a culture of work and improve work skills.
Contribute creating game situations, expanding communicative children's abilities.
To interest and attract my pupils, I showed crafts made using the technique quilling. And how such magnificent things turn out from a simple strip of paper.
How did I start introducing children with this fascinating technique?
Of course, from acquaintance with the properties of paper. Children enjoy experimenting with her: tear, wrinkle, smooth, cut. In addition to the cognitive nature, these exercises also have a therapeutic effect, have a positive effect on the nervous system, soothe children.
In my work with children, I use the following methods and tricks:
1. VERBAL
oral presentation;
2. VISIBLE
display of multimedia materials;
illustrations;
observation;
Show by the teacher;
sample work;
3. PRACTICAL
performance of work according to the instructions of the teacher.
I try to build my classes taking into account the principle of integration, in accordance with age abilities and characteristics of students. To solve psychological and pedagogical problems, I use the following educational areas:
knowledge;
communication;
reading fiction;
safety;
Physical Culture.
socialization
To maintain interest in creativity I carry out work in all forms of my activity with children: Forms:
1. educational activities game-based.
2. games (games - experimentation, games - exercises conducive formation of sensory children's experience)
3. labor activity
4. walk and excursions
For increase performance, reducing the level of fatigue, relieving psychological stress in children, including elements of health-saving technologies -
Change of dynamic posture
Relaxation
Fairy tale therapy;
Game therapy;
Finger games;
Physical education minutes.
Play is the main activity children. It becomes the content and form of organization of the child's life.
Games - experimenting with paper of different textures, like corrugated paper, corrugated cardboard, tools and additional materials enrich knowledge children about their properties and possibilities of application, stimulate the search for new actions and contribute courage and flexibility of thinking.
In the first lessons, introducing children with a new way of working with paper, I used the game technique "How to turn a stripe into a ball". First, the guys mastered the general way winding the strips into the disk. Then, as the material became more complicated, I offered them creative tasks, the solution of which is related to the creation of images. For example, you can turn this disk into "spiral", if you dissolve it a little. I encourage children to experiment with "spiral": you can slightly crumple one side of the circle - you get the shape "droplets". If the circle is crumpled on both sides, then the shape is obtained "eyes". I invite the children to make a flower out of these shapes.
In the process of working in technology quilling, create game situation on a sheet of paper, using ready-made forms.
The twisting process itself is also a fascinating action that saturates the life of a child in kindergarten with playful tricks. I myself join the game, I ask questions. The use of dialogic speech in the game allows not only develop speech in a child but also facilitate communication with each other, promotes the development of communicative and creative abilities.
Work with quilling takes a lot of time, requires attention and perseverance, so it is necessary to spend physical training minutes, and most importantly, in my classes, I pay attention to changing the dynamic posture. I use finger games, gymnastics and finger massage, hand exercises with objects that interact in a single creative space and art, and the artistic word, and plasticity of hands.
On a walk and in everyday situations, I pay attention children to unusual phenomena and objects (flowers, snow, a puddle, a fluffy white cloud, fruits, vegetables, dishes, etc.). Everything we see we try to embody in our works.
When working with paper, I teach children prepare your workplace, put it in order and maintain it after the work is completed. And during work, I remind you of the safe use of tools (with toothpick, with rod). This contributes to the formation of preschoolers the basics of safe handling of tools, development of industriousness, labor skills and habits to work neatly.
In my work, I use integrated classes. For example, the natural world educational area "knowledge": I introduce children with signs of snow, then we experiment, listen to its creak, read poems about it and make snowflakes using the technique quilling. Then each child composes his own fairy tale about a snowflake.
Theme of the week "Defender of the Fatherland Day": I have a conversation about the upcoming holiday on February 23, we read works on a patriotic theme, we listen to songs, I spend targeted walks to monuments; we prepare gifts in technology for dads and grandfathers quilling. Together with the children, we come up with a beautiful congratulation.
But there will never be a positive result if there is no close cooperation with the parents. I pay special attention to this issue and use the following forms:
Questionnaire
Consultations
Collaboration in open classes
Master Class
Co-creation of subject matter developing environment.
Currently, my parents and I support a smart and inquisitive child, we create conditions for development of creative abilities given by nature.
The purpose of my work is to reveal child's creativity.
IN last years work with gifted children is highlighted as a priority.
Therefore, comparing the work of the child, his interests, I get the opportunity to trace development of creative child's self-expression for a certain period of time. I create conditions for creative development of children. I work with him individually.
As a result of my work on development of children's creative abilities in the process of mastering the elementary techniques of technology quilling achieved the following results, which you can see on screen:
Thinking -
Speech development -
Imagination -
Motility of the fingers
The original and unusual type of needlework, the essence of which is to wind paper, is very popular with children.
It is noteworthy that quilling both boys and girls enjoy it. That's why these classes allow me to collaborate artistically - creative activities to form a gender approach.
There is no single source of planning for quilling, only the technique for performing individual works is proposed. I made a thematic planning in my group based on the basic program "Childhood". Now I am working on my program "Technique quilling for preschoolers»
quilling is an opportunity to see the unusual possibilities of plain paper.
My motto:
Always be with children
Giving warmth and warming eyes
Lead them to the world of beauty,
And remember the commandment - do no harm!
Paper filigree or magic paper beauty.
Quilling for children
Efimenko Svetlana Nikolaevna, teacher speech therapy group MBDOU d / s No. 18 "Alenka", Safonovo.
Material Description: Dear colleagues, I bring to your attention an article on pedagogical topics.
This material will be useful for teachers of preschool institutions, for parents raising talented children, as well as for the young talents themselves.
The photograph of the work "Summer Day", presented on the screen saver, made in the technique of "quilling" is a collective creative work of children and a teacher, presented at the competition "Teacher of the Year - 2014" to the members of the jury.
Target: acquaintance with the experience of developing creative abilities in preschool children.
... On a frosty December day in 2012, I, Svetlana Nikolaevna Efimenko, teacher of the MBDOU speech therapy group kindergarten No. 18 "Alenka", with light hand the former deputy head of educational and methodological work Svetlana Dmitrievna Pleskacheva, got to a seminar - a workshop on paper-plastic, organized by the city internship platform for the initial technical modeling of the MBOU DOD of the Center for Children's Creativity in the city of Safonovo, Smolensk Region. When I first heard the word "quilling" and saw what miracles can be made from strips of colored paper, I was simply fascinated by this art form.
Literally, "quilling" is translated from English as a bird's feather. It was with the help of it that paper strips were wound in ancient times. In modern terms, “quilling” is the twisting of paper strips to create flat or voluminous compositions with them.
When exactly this art was born is not known. Some sources claim that in the Middle Ages in Europe. According to other sources, "quilling" appeared either in the Middle East, or in Ancient Egypt. Later, for some time, they completely forgot about him. And only at the end of the last century they remembered this unusual way paper decorations.
Quilling has become not just a hobby for me, but also an opportunity to realize my creative ideas for decorating the interior of our preschool institution. I really wanted to decorate the hall of the kindergarten with bright flower panels, so that everyone who enters would have a good, positive mood. For example, the triptych "Flower World for Alyonka" is a kind of visiting card of a preschool institution - just as Alyonka is surrounded by a round dance of flowers, so we, adults, surround our kids with care and attention.
My passion for “quilling” was smoothly transferred to the children of our speech therapy group, who are not always able to express in words all their thoughts, feelings, their mood and emotional experiences. And then classes of decorative and applied arts come to our aid. We make magical beauty out of paper!
And it all started with an elementary desire to “twist the stripes”, as the children said, which gradually grew into the creation of gifts, postcards and souvenirs for the holidays.
For quilling, we use white or colored paper for the printer. We cut it into strips 0.5 cm wide and 30 cm long. We also need toothpicks, on which we wind the strips, PVA glue, scissors, preferably tweezers, cardboard for the base, frames for work, and most importantly - inspiration! Working with paper, according to the Japanese, brings peace of mind and physical recovery. There is no doubt that our creative activities had a beneficial effect on the emotional state of children, were one of the means of learning about the world around us and developing perception, since they were directly related to independent practical activities.
The skill of children grew, and now we are already participating in city, Russian and international competitions and festivals in decorative and applied arts. And we don't just participate, we win! In 2013, Fedorenko Evelina and Rozhkova Maria took the 2nd place in the Safonovsky regional competition of children's creativity on the fire-fighting theme "Let's save the world from fires" in the nomination "Decorative and applied art".
Diplomas of laureates International Festival children's creativity "Stars of the New Age" in 2014 was awarded to Antonova Valeria for the competitive work "Flower Kaleidoscope", and in 2015 - Antropov Kirill, Galkina Ksenia and Krasnolobova Ekaterina for the collective work "Let there always be Sun!".
"Quilling" opens the way for children to creativity, develops their imagination and artistic abilities. It offers the development of the child in a variety of directions: here and design thinking, and artistic and aesthetic taste, figurative and spatial thinking. All this is necessary for a modern person to realize himself as a harmoniously developed personality. Creating his world out of paper, the child is preparing to become creator of a good world. I see this as the main need of today.
Dear teachers and parents, if you yourself have never done this fantastically beautiful art, then it's time to start doing it! Joint creativity with "quilling" will bring you closer to the children and bring many unforgettable moments!
Thank you all for your attention.
