Artistic work at school. Artistic work as art. Tasks of labor education

"Artistic culture of the 19th-20th centuries" - World artistic culture of two centuries. 20th century. History of culture of the 20th century - in the French Revolution. European art of the 19th and 20th centuries. Ideas for a brighter future The ideal of a free individual. Russian artistic culture. Artistic culture of the 19th and 20th centuries.

"Artistic satin stitch embroidery" - What can be made using the technique of satin stitches. Volumetric embroidery. Passport cover. Very elegant ... Types of satin stitches. The hatched surface is very easy to manufacture and does not require much effort and time. Paintings. When performing a shadow surface, it is important to choose the right color shades. Pouches for storing medicinal herbs or spices.

"World Artistic Culture" - "Ars longa, vita brevis". "Life is short, art is forever." Course objectives. Relevance and novelty of the course. The MHC course in our lyceum is calculated. Culture shapes personality and regulates human behavior. Culture -. World Art-. for students in the seventh and ninth grades. Purpose of the course. World Art.

"Realism artistic style" - Alexey Nikolaevich Verstovsky. The last day of Pompeii. Spring. Gradual rejection of classicism Interest in the personality of the common man. Pavel Stepanovich Mochalov. Kazan Cathedral. Lesson goals. triumphal gates. Bakhchisarai fountain. Vasily Andreevich Tropinin. Branch. Grand Kremlin Palace. Armouries.

"Rhythmic gymnastics" - P.F. Lesgaft. P.F. Lesgaft. Made from wood or plastic. A. Vaganova Nikolay Ivanovsky. Rhythmic gymnastics is divided into basic, applied and rhythmic gymnastics with a sports focus. Ribbon A 7 m long ribbon is made of satin or similar material. Evaluation is made according to three criteria - for complexity, artistry and technique.

"Program on artistic culture" - Relevance. Music. The principle of differentiation and individualization (variability). Classes are held once a week for 25-30 minutes in the afternoon. Features of the psychological appearance of older children school age. Tasks. MHK - as a comprehensive development of art forms. Working with parents.

Manual labor children is an independent production of crafts using the simplest tools. This work, as a rule, carries a practical, to a certain extent useful orientation. Children's awareness of the expediency of their labor activity has a significant impact on its quality, on the attitude of each child to the process and result of labor.

The individual nature of manual labor (meaning that even in collective work, each of the children performs some part of it with his own hands), subject to the consistent involvement of all children in it, makes it possible to fix and correct some shortcomings.

Labor becomes an effective means of educating and developing the personality only when it is naturally included in everyday life kindergarten, aimed at satisfying children's interests, feasible for the child,

The performance of collective tasks develops in children the ability to negotiate among themselves, to subordinate their interests and desires to a common goal, instills a sense of camaraderie, mutual assistance, responsibility, develops initiative, ingenuity. In the process of performing collective tasks of a visual nature, children learn to independently plan the upcoming work, coordinate their actions with the general plan, think over the sequence of its implementation, select and use the necessary visual material. At the same time in collective work the individual characteristics of children are clearly revealed, creative abilities are formed.

Artistic manual labor there is a child's work with various materials, in order to create useful and artistically - aesthetically significant objects and products to decorate his life, games, work and recreation. This child labor is a decorative, arts and crafts activity, since the child, when creating beautiful objects, takes into account the aesthetic qualities of materials based on his ideas, knowledge and practical experience acquired in the course of labor activity.

In the formation of traditional types of artistic work of preschoolers, the role of arts and crafts is great.

Decorative and applied work of children aged 5-7 is aimed at creating original, simple crafts, different in quality, expressiveness, and texture of materials. So that the passion for applied arts is not episodic, the teacher creates optimal conditions for creative activity every child who wants to test his strength. The atmosphere of "interesting things" is influenced by the organization of exhibitions of children's works with their subsequent use in interior decoration, in puppet and living corners, in setting a dinner table, in decorating a hall and in a theatrical performance, etc. To demonstrate the most rational decor techniques, the teacher can periodically organize exhibitions of art objects (folk and modern).

L.V. Panteleeva, E. Kamenova emphasize the leading role of the educator, who not only explains to the child the techniques of handling various materials, but also systematically, purposefully teaches to understand the beautiful, cultivates a careful attitude to folk experience and traditions.

An adult involved in the development of artistic creativity of children of senior preschool age in applied art must:

* to teach children to determine the aesthetic (artistic) goals of the design of the product, as the end result of their work;

* master the technical skills of working with materials and tools in order to be able to convey your idea without distorting it.

Showing children the simplest techniques for working with paper, cardboard, clay, thread, natural material in modeling, applique, and design classes, the teacher solves not only artistic, but also general educational and educational tasks (teaches to compare, analyze, show independence and activity in work, help comrades, bring work to the end, keep order at the workplace).

Each of the activities is unique, has its own special qualities and therefore has its own, irreplaceable influence on the personality of the child, obliges the pedagogical process to be built in such a way that the characteristic features of these activities are sufficiently developed and used for educational purposes.

It is especially important that the knowledge acquired by children in the classroom be included in children's everyday life, serve the development of labor, play, and communication. Properly organized manual labor gives children knowledge about the quality and possibilities of materials, stimulates the desire to master the peculiarities of craftsmanship, and introduces them to decorative and applied arts. When organizing artistic manual labor in kindergarten you need: to teach preschoolers to determine and implement the idea (sketch) of the product, to be able to plan the final result of their work; instill skills in working with materials and tools (paper, cloth, thread, glue, needle, etc.

Forms, methods and techniques used in educational activities(manual labor) that influence the creative development of a preschooler

In working with children I used effective methods and tricks:

• verbal (oral presentation, conversation, story, lecture, etc.)
• visual (showing video and multimedia materials, illustrations, observation, showing (performing) by a teacher, working on a model, etc.)
• explanatory - illustrative - children perceive and assimilate ready-made information.
• reproductive - children 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

And also general methods of stimulating creative activity are used:

Providing a favorable atmosphere. Goodwill, for its part, the refusal to express assessments and criticism of the child contribute to the free manifestation of multidimensional thinking;

Enriching the child's environment with a wide variety of new objects and stimuli for him in order to develop his curiosity;

Encouraging the expression of original ideas;

Providing opportunities for exercise and practice;

Using a personal example of a creative approach to problem solving;

Giving children the opportunity to actively ask questions

The child will develop harmoniously, grow as a versatile personality, if taught to create beauty with his own hands. Working with various materials (paper, clay, fabric, natural material, etc.) develops creative thinking, manual dexterity, diligence and many others good qualities personality.

As a result of the systematic targeted education of children, starting from the younger group, during their stay in kindergarten to the transition to senior group they develop a strong interest in visual activity, a desire to draw, sculpt, paste, and a desire to engage in their free time. The labor skills and abilities acquired by children allow them to freely and creatively depict the life around them. An important means aesthetic education, the development of children's fine arts is becoming fine and decorative art, which is widely introduced to children.

More complex forms are emerging cognitive activity. Perception is more focused. Observation, subordinated to a specific task, develops. With special guidance on the development of perception, by the end of preschool childhood, important sensory abilities can be formed: an accurate eye, a visual assessment of proportions, a sense of rhythm. Based on this, it is possible to complicate the tasks of visual activity, the further development of labor artistic and creativity.(T. Komarova)

Mastery of hands is the material embodiment of a curious mind, ingenuity, creative imagination. It is very important that in childhood every child realizes his plan with his hands.

Taking these words of an outstanding teacher as a slogan, I recommend that parents, together with their child, engage in manual labor - cut, sew, embroider, sculpt from plasticine. And the time spent together for common work contributes to emotional rapprochement, the establishment of strong equal relationships.

Whatever work we organize with children, the main goal is to interest children, to show the feasibility of its implementation, the gradualness of actions, the aesthetic and practical value of a hand-made thing. They should form a sense of responsibility for the quality of their work and a desire to please others with it (for example, give someone a product).

Conclusion

What is meant by creativity?

In the pedagogical encyclopedia, they are defined as the ability to create an original product, products, in the process of working on which the acquired knowledge, skills, skills are independently applied, manifested at least in a minimal deviation from the model, individuality, art.

Thus, creativity is the creation on the basis of what is, of what has not yet been. These are the individual psychological characteristics of the child, which do not depend on mental abilities and are manifested in children's fantasy, imagination, a special vision of the world, their point of view on the surrounding reality. At the same time, the level of creativity is considered to be the higher, the greater the originality of the creative result.

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).

Bibliography:

1. Andreeva V. System update problems preschool education at the present stage / V. Andreeva, R. Sterkina // preschool education. -2001 - p.34
2. Artamova O. Object-spatial environment: its role in personality development / O. Artamonova // Preschool education. - 2005 - p.16
3. Komarova T. Labor education in kindergarten. M.: Mosaic-Synthesis, 2005 - p.48
4. Kurpatov A. Children. Psychology. Moscow: Moral and labor education in kindergarten. To work with children 3-7 years old. M.: Mosaic-Synthesis, 2007. - 276.
5. The program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova .. - 3rd ed., - M .: Mosaic-Synthesis, 2005. - 208s.

Artistic labor is, you guessed it, a type of manual labor. Manual labor is the activity of a person, in our case, children, aimed at making a specific item that can later be used in games, everyday life, entertainment, as well as a gift for the holidays to loved ones and so on.

Art work for preschool children

The article "Manual labor in the development of the child" refers to the goals and objectives, some types of this labor, and its significance in the development of preschool children. Before starting a conversation about what artistic work is for preschool children in a home, family, I want to introduce you to the types of this work that teachers of preschool institutions and organizations use in working with older preschoolers. Using Features modern design for children, many kindergarten teachers in the productive activities of preschoolers rely on the possibilities of children's artistic creativity. The content of the artistic work of preschoolers includes:

• Work with fabric, threads. What is included? Decorative fabric applications, weaving, making various panels, clothes for dolls, items for table setting, souvenirs, etc.

• Working with natural materials Making small and large sculptures from natural materials, including dry leaves, straws, weaving products from twigs (pots, cups, baskets, etc.), bouquets of dried flowers, twigs. AT preschool institutions often such crafts are used in the design of corners for independent activities of children, as well as attributes for the holidays.
• Working with paper and cardboard, using applique with different types of materials in one panel (paper, fabric, natural and improvised material). Such works are used in the design of models of doll rooms, the manufacture of souvenirs, structures and panels for holiday events. Read the article "Working with improvised materials."
• Clay work. Creation of decorative ornaments from clay, various panels, small sculptures, doll dishes.
• Working with artificial materials different kinds knitting, weaving from colored cellophane wire, twine, yarn. Decoration of children's clothes, household items, sewing of souvenirs from fur, etc.

The experience of working in preschool institutions convinces us that artistic manual labor has entered the lives of children. For example, in kindergartens, teachers form and maintain interest in folk art, the traditions of the people living in the region. This is clearly manifested in the celebration of "Maslenitsa", Holy Pascha. Children see bright beautiful costumes on holidays, and after the holiday, they reproduce their impressions on paper, and also make crafts from clay and other materials. In addition, many educators take part in festivals and exhibitions of folk art, which are held through the Houses of Culture and Creativity. The holidays are held under different names such as: "The Holiday of the Russian Birch", "Ivan Kupala", "Easter Chimes", Kolyada, Honey and Apple Spas, meeting and seeing off winter, almost all of them are accompanied by exhibitions of children's creativity. For such holidays as 8 March, May 9, Birthdays children make souvenirs, postcards. In addition, craftsmen are invited to the children of older groups of kindergartens. For example, a meeting with a wood carving master S.G., after which the children wanted to give their mothers decorated wooden products. S.G. specially prepared several salt shakers, vases for flowers, cutting boards, wooden spoons, which the children painted and covered with colorless varnish.
E.P. taught the children to sew simple toys from fur and fabric. Socks and stockings made of materials of different quality were the entrance. And the teacher M.I. taught older preschoolers to embroider with a simple cross, N.I. - weaving from twigs, U.V. - gives the concept of courtyard painting. So the craft lives and develops, passing from generation to generation. In addition, children are introduced to Gorodets, Dymkovo, Khokhloma painting, Gzhel.

Tasks of artistic work

The tasks of artistic work of preschoolers include:

1. Learn to realize artistic goals when creating a plan, be able to plan the final result.
2. Master the technical skills of working with various materials and tools. (fabric, paper, thread, needle, wire, natural and improvised materials, etc.).
3. Understand colors and their shades. The ability to see beauty.

So, we can say that artistic manual labor is the work of a child with various materials in order to create objects and decorations, souvenirs, aesthetically designed and used in games, everyday life, as an interior decoration.

Seed and artistic labor

At home, the same kind of work is applicable. For example, ask your child to do a beautiful napkin doll on the table, weave a rug for the floor, fashion and decorate dishes and so on.
For gifts to loved ones, buy wooden blanks (chopping boards, small dishes such as salt shakers, rosettes, rolling pins, etc.), let your children paint them, cover them with colorless varnish and give them to their loved ones. Napkins for a gift made of various types of fabrics, wicker planters, vases for crackers and sweets, baskets of various sizes are interesting.

Artistic work in the family is organized at any free time, it provides excellent opportunities for communication between parents and children. This activity is connected with the traditions and craft of the people living on the territory of Russia and your region. Participation in this work develops aesthetic, moral and patriotic feelings in preschoolers. It is impossible to overestimate the importance of children's artistic work of children, since it not only forms and improves the skills of labor activity, but also expands its content, introduces children to art, stimulates the desire to work, deepens the knowledge of preschoolers about the possibilities of various materials, helps to consolidate positive emotions.

Already in preschool childhood, a child is able to understand and absorb those human thoughts, feelings, values, ideals and the attitude to life that are expressed in folk art and in artistic work. The fundamental values ​​of the spiritual culture of the people, passed down from generation to generation, are sincerity, kindness, openness, collectivism, love of truth, disinterestedness, non-acquisitiveness, tolerance, which contributes to the education of people who perceive life optimistically, endowed with a sense of civic responsibility and freedom.

Artistic labor is a universal integrated activity with a long history and centuries-old traditions of folk culture. All artistic techniques and technologies known to us are based on ancient actions or operations: weaving, tying, stringing, stitching, cutting, twisting, twisting, etc. And a lot of traditional art products (gingerbread and bagels, baskets and rugs, bowls and pots, earrings and brooches) were invented in ancient times and embodied in folk arts and crafts.

Artistic work is a transformative, creative, socially motivated activity aimed at creating a specific product that harmoniously combines functional and aesthetic properties (the unity of utility and beauty). Artistic work is available for the successful development of preschool children. A lot of important things fill the life of children with emotionally significant events, create a "field" for meaningful communication with parents, teachers and other children. At the same time, artistic work is a very free activity associated with experimentation and self-realization, self-development, self-knowledge at the level of genuine creativity, in which something new is created.

Artistic work is a productive and at the same time instrumental activity in which a child masters tools (scissors, a knife, a stapler, a needle, a crochet hook, etc.), explores the properties of various materials (paper, fabric, dough, foil, leaves, etc. .) and transforms them in cultural ways in order to obtain a specific result.

The applied result of artistic work is hand-made toys and books, souvenirs and gifts, various items for arranging the playing and living space. But the most significant result is the experience of mastering folk culture on the basis of universal abilities that allow a person to be successful in any activity, regardless of what profession he chooses in the future and what culture he will be integrated into by the will of fate.

Purpose of art work - targeted and consistent education of aesthetic and everyday culture in children, promotion of personal growth and the formation of an emotional and value attitude to the world around. The fundamental idea is that children's artistic activity at all its levels - perception, performance, creativity - is organized as a child's entry into universal culture.

This goal reveals a number of fundamental theoretical provisions.

Firstly, artistic work appears to children as a universal way of familiarization with human culture. At the same time, the traditional understanding of methodology as a system of methods, methods and techniques artificially introduced by the teacher "from outside" is fundamentally changing. The educational process begins to be built "from the inside" in the form of cultural development, when each child not only experiences, but also "co-creates" the content at the level of cultural and personal meanings, passing the path of development of a universal culture.

Secondly, not specific themes, images or moods become central in the new content, but meanings and values as a way for a child to comprehend the world around him and his being in this world. In accordance with the specifics of artistic work, meanings and values ​​are expressed by aesthetic concepts: beautiful / ugly, good / evil, true / false, alive / inanimate, reality / fantasy, and many others. etc. These concepts appear as a semantic field of culture, which children master in an active creative process based on empathy, thinking and imagination.

Thirdly, the semantic field of culture is personified in the image of a person (folk craftsman, artist, designer, teacher), who conveys to children the crystallized experience of humanity and teaches them to look at the world through “human eyes”. A person as a bearer of culture forms in a child a diverse experience of communicating with objects of culture and different types of art: perception, performance, creativity (according to the vector “from life to art”).

In preschool and family education, following the traditions of folk pedagogy, which has always been and remains the pedagogy of cooperation and co-creation, is of fundamental importance. co-creation – this is the sphere and form of joint activity when the most favorable prerequisites for spiritual, moral, labor and artistic education are created, when the child, in accordance with his individual capabilities and abilities, chooses his own path of familiarization with universal culture. Let us turn to the wisdom of folk pedagogy, imagine one day in the circle of a friendly family.

The play of children is woven into the affairs of adults, and the troubles of households cannot be counted in a day. And here they are making small decorated rakes - and flowers on them, and curlicues: "Whatever the child amuses ...". Is there any fun here? The children entered the affairs of the family effortlessly, and, lo and behold, they were both nannies and assistants for the big one: he would feed the bird, water the calf, pick up a basket of mushrooms, water the seedlings, bring lunch to the field. Ayy baby! Hey, smart one! Here you have a birch bark basket with a lace carved salary, here is a miracle spindle, “it dances by itself, it seems painted patterns”, here is a “roller with roosters, chickens, different figures... ". Either a joke or a deed, but he prepares for life, accustoms him, gladly gives big deeds of adults into small hands. So the saying was born: "Five are sitting on the benches, five are looking at the work ...". Yes, and those who are sitting, because they are also busy with something! Try to keep five idle! Sitting means either playing or working. The balalaika is strumming, and the kids are tapping in tune with their father; the father weaves the basket, and the children prepare, clean, collect the twigs, ask: “Let me try, I can do it,” the little girl is waiting for the lapotochki - they will finish the last one - and the round dance began ...

For a child, this is the beginning of the path “trace to trace” for the elders, wise and experienced: for mother and father, for grandparents, for brothers and sisters, as a call to adequately continue folk skills, to preserve family values ​​and cultural traditions of their homeland. Didn’t our distant ancestors think about a holistic and versatile upbringing when they created this wonderful world of family affairs and worries, homemade toys and fun for children, calendar holidays and pass it on as a priceless gift by inheritance.

In the process of designing the content of artistic work in kindergarten, it is important to remember that artistic creativity, in its inner essence, is a special way of searching for human meaning and conveying it to other people. Therefore, special attention should be paid to the universal action meaning formation, the essence of which lies in the establishment by children of a deep connection between the purpose of artistic work (an idea, an ideal plan - what and how we will do), a motivating motive (for what or for whom it is needed; what and how will change thanks to this) and the practical result (a specific subject , which is created in the process of artistic labor).

The specificity of artistic and productive activity is due to the fact that the child masters the general cultural ways of creating specific objects, expressing his thoughts, ideas, designs and freely transfers them to different situations giving cultural and personal meanings.

Consider this position using the example of the ability to tie a knot and a bow. First, the child learns to tie knots and bows in self-service activities (tying a scarf, tying shoelaces and ribbons on a jacket and hat). Then this skill is transferred to other situations: the child ties knots and bows, inflating balloon helping mom arrange curtains or wrap a gift beautifully. In art classes, he uses this skill to design holiday cards, make garlands, New Year's toys etc. In the process of cognitive activity, the idea of ​​a "knot" helps the child to comprehend the concept of relationships in the surrounding world. And the teacher, designing options for integrating the cognitive and artistic activities of children, puts a universal meaning into the “knot” and “bow”, realizing that the “bow” is basically “infinite”, embodying the idea of ​​interconnection and development.

– experience in applying the so-called “ready-made knowledge” for orientation in life-practical and cognitive situations;

– experience in applying predetermined ways of performing various types of human activity;

- experience of creative activity;

- experience of emotional and valuable attitude to the world.

The first three types of experience are associated with the content, organization, regulation or form of a particular objective activity. The personal experience of an emotionally valuable attitude to the world is the experience of the meaning, inclusion of a given subject, activity (with its goals, process, expected results, etc.) in real life, it is an objective value that has become a subjective attitude, view, conviction, one's own conclusion from the experience.

The structure of artistic work, as well as the basic psychological conditions and mechanisms of the process of mastering universal human experience, is most fully described by the system-activity approach, the basic position of which is the thesis that the development of the individual in the system of modern education is ensured by the formation of universal actions and abilities that serve as the basis of educational and educational process. As part of the main types of universal educational activities determined by key goals general education, four blocks are distinguished: 1) personal; 2) regulatory; 3) cognitive; 4) communicative.

The main tasks of artistic work in kindergarten

1. To reveal the nature and essence of artistic work as a creative activity of a person who equips his life and organizes his life according to the laws of expediency, harmony, and beauty.

2. To promote the formation of an emotional and value attitude to artistic work as a manifestation of human life in all its diversity of facets (natural, material, social, spiritual); reveal the specifics of the result of artistic work - the unity of utility and beauty (functional and aesthetic).

3. Expand the understanding of the types of artistic and creative human activity; to acquaint with the work of a folk master, an artist-constructor, a designer. To form the idea that all types of labor can be creative if the person himself is a creator /

4. To enrich the experience of artistic and productive activity at all its levels: perception-performance-creativity, in accordance with age, gender, individual characteristics.

5. Develop aesthetic perception, creative imagination, lateral (flexible, creative) thinking, universal artistic abilities and educate the qualities of a working person - diligence, responsibility, honesty, communication, etc.

6. Promote the development of artistic methods, techniques, technologies and the development of general manual skills based on the integration of intellectual and artistic activities.

7. Create conditions for the personal growth of each child.

It should be highlighted basic psychological and pedagogical conditions , ensuring the success of the development of the content of artistic work by children as an integrated activity:

- a variety of types of artistic and productive activities;

- constant change of activities, united by the educational goal and the development program (unity of strategy and tactics);

– individual programs and development routes;

- the role of the teacher is to create conditions for free, independent activity and organization of the educational process by the method of real co-creation (with a teacher, parents, artist, craftsman, other children) in various forms of interaction;

– the presence of a specially equipped place (workshop, design studio, craft center, etc.), including a wide selection of materials, art tools, albums, cultural objects and works of art.

Instead of traditional classes, a form is offered creative projects , which are characterized by the following:

- identifying not a specific topic, but meaning as a way for each child to comprehend the world around him and his being in this world;

- expanding the boundaries of educational and real (material) space (museums, exhibitions, master classes, workshops at the kindergarten site, walks and excursions, cultural events);

– involvement in project activities of other people - adults (parents, grandparents, teachers additional education, artists and masters of folk art, music director, guide, etc.) and children different ages in order to expand the team of like-minded people, go beyond the existing group;

- discussion of the problem at all stages (from concept development to implementation and application) with the teacher and other children to comprehend the results obtained and make decisions about next steps;

– presentation of the result of productive activity that has personal and social significance (man-made toys, books, albums, souvenirs, collages, layouts, arrangements, installations, collections);

- the absence of a single task for all and a single criterion for evaluating the result.

Creating a portfolio (individual, collective, family) and organizing exhibitions of children's creative works is a common task, in which teachers, parents and children themselves take part.

Today, educators and psychologists note that every child must set goals for himself, there can be no coercion to creativity, imposing ideas, interests and solutions. Individual programs development, independent artistic and productive activity in the situation of real "living" affairs, focus on children's practical comprehension of the semantic field of folk culture, emotional and value attitude to the world around them, true integration of intellectual and aesthetic development, presentation and fixation of the result, organization of educational activities by the method of projects - these are the most important features of the design of artistic work in a modern kindergarten.

Literature

1. Lykova I.A. Artistic work in kindergarten: Teaching aid. M.: Publishing House "Color World", 2011.

2. Exemplary basic general educational program "World of Discovery" / Ed. L.G. Peterson, I.A. Lykova. M.: Publishing House "Color World", 2012.

3. Shkolyar L.V., Savenkova L.G. Childhood garden. New model of preschool education. M.: Russian word, 2012.

MBOU Chaltyrskaya secondary comprehensive school №1

Myasnikovsky district of the Rostov region

"Fine Arts and Artistic Work"

when teaching students

applied arts.

The work of an art teacher

Popovyan N.V.

2012/13 academic year

Using the project method in the classroom

"Fine Arts and Artistic Work" when teaching students about applied arts

The natural curiosity of a person acts in the same direction: cognitive activity is characteristic of all children entering school. However, it clearly decreases as you move from class to class. According to my observations, until about 10 years old, children draw with pleasure, regardless of their talent, and at an older age, the number of children who draw on their own (in addition to lessons at school) decreases sharply. In my opinion, one of the reasons was the small number of hours (1 hour per week), the content of the visual arts programs, as well as the general system of traditional education in recent decades. This led to the fact that there was an incorrect attitude to the subject not only among parents, but also in teaching staff. Many people argue that “Fine Arts is a frivolous, and completely unimportant subject”, “it does not affect the transition of their child from class to class, graduation from school or entering a university.” This position of many parents and teachers leads to the fact that their attitude is inevitably transmitted to the child. Psychologically, he is ready for the fact that he will not be an artist - after all, his parents are constantly talking about this, which means that you can not try very hard both in class and at home.

The school course does not aim to make everyone a professional artist. Fine arts lessons should form in children the ability to interpret this or that topic in a non-standard way, develop creative perception and independent thinking, teach the child to be creative in solving any problems, in other words, form the child's personality.

Every teacher knows the importance and necessity of their subjects at school, but the question often remains, “Where will the knowledge and skills gained in the lessons come in handy?”

Talking about the fact that “every educated person should be harmoniously developed, must know not only the art of his country, but also the cultural heritage of the world; be able to tastefully decorate the interior of your home; to make a souvenir, a postcard for your friends with your own hands, ”sometimes they are not convincing for students. Therefore, the question arose before me: how to interest a child, how to make learning at school exciting?

In order to raise the prestige of the subject, I try to apply various artistic techniques and materials of applied activity as widely as possible, since my task, as a teacher, is to ensure the emergence, preservation and predominance of a positive motive for educational and cognitive activity in subject "Fine Arts and Artistic Work".

There is one more aspect, which is spoken about very little and rarely: each artistic technique that is used in the lessons "Fine Arts and Artistic Work" develops the child physically, and also prepares for such difficult, in my opinion, subjects as drawing and geometry (and even to the Russian language).
The thing is that at the fingertips, figuratively speaking, there is memory, logic, speech and literacy. It is necessary for the child to develop in a timely manner various areas of the hands, forearm, fingers, so that the family does not hear a sentence - “dysgraphia” (violation of the so-called written language). A student can theoretically know all the spelling rules, but when it comes to practice (dictation, presentation, composition), the connection between the hand and the brain “does not work”, “automatic literacy” fails and a lot of errors appear. All this can be avoided if the student performs work with various materials in the art lessons. So, for example, fine graphic work with a pencil or pen teaches better coordination of movements; modeling, develops fingers; and tasks performed in painting techniques contribute to greater freedom and looseness of the whole hand. The best development of space, volume, depth is facilitated by working with materials such as plasticine (or plastic), clay and paper (plastic paper). Works in the "Isonite" technique develop motor skills, logical thinking. Children with great success convey movement in a tangible volume, rather than on the plane of the sheet.

In any academic discipline, after the main question of the content of education, the second immediately arises - what methods and techniques should be used when teaching children?

The specificity of the educational field "Fine Arts and Artistic Work" allows you to successfully solve the set goals and develop the cognitive activity of schoolchildren. This is especially facilitated, in my opinion, by the method of projects.

In modern pedagogy, the method of projects is widespread. The project, as an element of students' creativity, is often considered as an alternative to the classroom system, as an integral part of modern pedagogical technologies. However, despite the popularity of this method, it is practically not used in the teaching of fine arts.

A modern teacher is always in search of new, more effective technologies designed to promote the development of students' creative abilities, the formation of self-development and self-education skills. And I try to introduce something new and interesting into my work. Exploring the literature, articles in pedagogical publications, I became interested in the experience of using the project method.

In the lessons "Fine Arts and Artistic Work", the method of project-based learning is possible in almost all topics offered by the program. The method of project-based learning helps to overcome the passivity of students. Schoolchildren realize their creative potential by carrying out creative projects on the topics: "Stained Glass", "Mosaic" (the theme "Monumental Painting"); "Engraving" (theme "Graphics"); "Bas-relief", "Relief", "Modeling" (theme "Sculpture"), " Dymkovo toy”,“ Painting on wood ”,“ Zhostovo tray ”(the theme“ Decorative folk applied art ”), etc.

The introduction of the project-based learning method into the educational process opens up significant opportunities for improving the quality of education. The undoubted advantage of using the method is that it contributes to the formation of super-subject skills and abilities, allows you to find the best ways to achieve your goals.

However, as practice shows, the widespread use of heuristic and research teaching methods with a developmental focus, in case of violation of the basic principles of building the educational process, can lead to a decrease in the general educational level.

Therefore, the main task of the teacher working with the project methodology is the didactically correct use of the chosen method. Only in this case can we talk about the implementation of the educational and developmental components of the educational process. So, it is necessary to clearly define the purpose of the project.

The goal of project-based learning is is to create psychological and pedagogical conditions for its implementation, under which students:

* independently and willingly acquire the missing knowledge from different sources;

* learn to use the acquired knowledge to solve cognitive and practical problems;

* acquire communication skills by working in different groups;

The most complex element of the transformations is a person, the formation of new generations of people who are ready in terms of knowledge, skills, labor stress and creative skills for the conditions of the future society. This process is complex and lengthy, but without overcoming functional illiteracy and professional incompetence, without gaining the desire to work creatively, constantly update and expand the accumulated knowledge and skills, it is impossible to find one's place in the complex, knowledge-intensive processes of the formation of a post-industrial society.

Today, it is more important than ever that the younger generation be oriented towards continuous education as a prerequisite for socialization and adaptation. It is not enough for a specialist of the 21st century to get an education once - he is forced to improve his qualifications and even retrain during his life.

For society, continuous education is a means of expanding the reproduction of its intellectual and cultural potential. For the state - a factor of accelerating social and scientific and technological progress, ensuring the stable development of production, for each person - a condition for readiness for professional activity with a rapid change in technology.

Thus, the most important pedagogical problem is the introduction into the educational process of tools and techniques that help the student to reveal himself as a person, to develop the ability to make decisions in a situation of "uncertainty".

To do this, it is necessary to involve each student in an active cognitive process, to create an adequate educational and subject environment that would provide free access to various sources of information, the ability to work in collaboration in solving various problems. The most promising is the method of projects.

Of course, over time, the idea of ​​the project method has undergone some evolution. Born from the idea of ​​free education, it is now becoming an integrated component of a fully developed and structured education system. But its essence remains the same - to stimulate students' interest in certain problems, involving the possession of a certain amount of knowledge and through project activities, providing for the solution of these problems, the ability to practically apply the knowledge gained, the development of reflex or critical thinking.

The project method attracted the attention of Russian teachers as early as the beginning of the 20th century. It's nice that the name of Mikhail Mikhailovich Bakhtin, a Russian philosopher and literary critic, sounds in this large inflorescence. He writes in his writings that “personal knowledge is logically formulated thoughts, and everyone builds them himself. Self-mastered knowledge becomes stronger forever.”

“Everything that I learn, I know why I need it and where and how I can apply this knowledge” - this is the main thesis of the modern understanding of the project method, which attracts many educational systems that seek to find a reasonable balance between academic knowledge and pragmatic knowledge. skills.

Today we return to this pedagogical technology. What Russian teachers-researchers did at the beginning of the 20th century, introducing a project-based teaching method based on independent, targeted and productive work of students, is now used at a higher level as an instrument of professional activity in all areas of life and is becoming a social phenomenon.
What do we mean by project method?
The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical and creative thinking. Teachers turned to this method to solve their didactic problems. The project method is based on the idea that is the essence of the concept of "project", its pragmatic focus on the result that can be obtained by solving one or another practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, attracting for this purpose knowledge from different fields, the ability to predict results and possible consequences. different options decisions, the ability to establish cause-and-effect relationships.

The project method is always focused on the independent activity of students - individual, pair, group, which students perform for a certain period of time. This method is organically combined with group methods. The project method always involves solving a problem.

The project method involves a certain set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with a mandatory presentation of these results. If we talk about the method of projects as a pedagogical technology, then this technology involves a combination of research, search, problem methods, creative in their very essence.
Basic requirements for using the project method
1. The presence of a task that is significant in research, creative terms, requiring integrated knowledge, research search for its solution;
2. Practical significance of the expected results;
3. Independent (individual, pair, group) activities of students.
4. Structuring the content of the project;
5. The use of research methods that provide for a certain sequence of actions:
* definition of the problem and the research tasks arising from it (using the method of "brainstorming", "round table" in the course of joint research);
* putting forward hypotheses for their solution;
* discussion of research methods (statistical methods, experimental methods, observations, etc.);
* discussion of ways to design the final results (presentations, protection, creative reports, views, etc.).
*collection, systematization and analysis of the obtained data;
* summarizing, registration of results, their presentation;
*conclusions, promotion of new research problems.
Typology of projects.
To master the method of projects, you must first know what projects are. For the typology of projects, the following typological features are proposed:
1. Dominant activities in the project: research, search, creative, role-playing, applied (practice-oriented), familiarization-orienting, etc. (research project, game, practice-oriented, creative);
2. Subject area: monoproject (within one area of ​​knowledge); interdisciplinary project (adjacent topics of several subjects are integrated).
3. The nature of project coordination: direct (rigid, flexible), hidden (implicit, simulating a project participant, typical for telecommunications projects).
4. The nature of contacts (among participants in the same school, class, city, region, country, different countries peace).
5. Number of project participants.
6. The duration of the project (there are short-term, medium duration (from a week to a month) and long-term).

Structuring projects.

We should dwell on the general approaches to structuring the project:

The structure of the project method almost coincides with the structure of the block of lessons of the Integral Teaching Technology, which, in fact, allows us to attribute the "Project Method" to fourth-generation technologies. And one thing is quite obvious - this is training, where the target setting is the methods of activity, and not the accumulation of actual knowledge.

Design is an integral part of any professional activity. The project method in art education is understood as a learning system in which students acquire knowledge and skills in the process of independent planning and implementation of gradually becoming more complex practical tasks - creative projects.

An educational project is a complex of search, research, calculation and other types of work performed by students on their own with the aim of practical or theoretical solution of a significant problem.
The implementation of the project method in practice leads to a change in the position of the teacher. From a carrier of ready-made knowledge, he turns into an organizer of cognitive, research activities their students. The psychological climate in the classroom is also changing, as the teacher has to reorient his educational work and the work of students on various kinds independent activities of students, on the priority of activities of a research, search, creative nature.

A teacher working with a project methodology needs to take into account the age characteristics of the child, so such an organization is needed learning activities that can meet his needs.

AT primary school(grade 4) and the middle link (grades 5-7) the main task is to form the motivation to achieve success. The motivation to achieve success is understood as motivation aimed "... at the possible best performance type of activity focused on achieving a certain result, to which the criterion of success can be applied ... Achievement motivation is manifested in the desire of the subject to make efforts and achieve the best possible results in the area that he considers important ”(Gordeeva T.O. Achievement motivation / Modern psychology of motivation M.: Smysl, 2002) Achievement motivation is a relatively independent type of human motivation, further social adaptation of the individual largely depends on it, in particular, the transition from elementary school to the second stage of education, from middle school to high school.

Childhood "... is a period of development, sensitive for the formation and strengthening of the motivation to achieve success." There is a concretization of the idea of ​​abilities, perceived "... as a concept and cause of one's own successes and failures" (Nosova E.S. Psychological factors in the formation of motivation for achieving success. Kuzbassizdat, 2001). The child chooses an individual trajectory of movement towards success in the most attractive activity for him. Under the influence of various psychological factors, the motive for achieving success can be transformed into the motive for avoiding failure.

Personal experience convinces us that when organizing work according to the project methodology, it is necessary to take into account psychological aspects, which include:

* "communicative and active factors: activities, assessments of partners in activities, the process of communication, styles of communication", which are present in the collective technologies of the project method. It is necessary to support the mechanism for achieving success: “... the motive “thirst for success”, psychological factor, activity, goal, achievement of success” (Zhogina N.N. Gnoseological function of hope, Kuzbassizdat, 2002);

* the opportunity to express themselves (so that the student's self-expression becomes maximum and informal), which in practice can be realized through activities.

Sections: Working with preschoolers

The development of children's creative abilities for creative search and transformation of reality is helped by artistic work, which is perceived by children with pleasure as an exciting game, and not study.

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative self-expression, it is good when elements of creativity are present in all types of children's activities: in the classroom, in games, in communication, this activates creative abilities. If the results of the artistic work of children are carefully stored and filled, form the aesthetic environment of life, then there is a creation of conditions that dispose children to creativity.

Long-term pedagogical research confirms that it is artistic and aesthetic education and artistic work that contribute to the introduction of the child into the world of art, which is emotionally connected with the world of personal experiences, observations, and thoughts of the children themselves. The child enters this world through independent creative activity. When a child cuts, glues a model, folds paper, etc., he uses both hands, and this contributes to the activation of both hemispheres of the brain. Thus, there is a development of the left hemisphere, which is associated with the ability to speak,

count, think logically, etc. At the same time, the right creative hemisphere develops, which is responsible for imagination, the development of musical and visual abilities, the spatial perception of objects, etc. Thus, artistic work is one of the important means of personal development; it helps children develop psychological confidence and a holistic perception of the world.

Of great importance in creative classes is the creation of an atmosphere of spiritual freedom, situations of success, conditions conducive to the maximum realization of the child's capabilities, as well as his formation as a unique holistic harmonious personality. Freedom in artistic creativity is conditioned by the needs, interest and creative possibilities of the artist. It is necessary to give the children the right to free choice, to perform tasks by various means (appliqué, manual labor, embroidery, origami, etc.), the right to creative search and to make a mistake.

Problem today creative development acquired special relevance. This is due to the contradiction characteristic of the modern period between the need of society for an educated, cultured, creative thinker, on the one hand, and a decrease in the general level of culture and education of society as a whole, on the other hand.

The rapidity of scientific and technological progress, the acceleration of the pace of life, a powerful information flow, etc. lead to psychological, physical overload and stress. A person can not cope with the solution of modern problems. Therefore, it is necessary from childhood to prepare the child for making independent, creative decisions, the ability to navigate in modern world. In order for him to creatively develop himself, adults need to create such conditions for his life that would cause in children the need for creativity, the transformation of themselves and the environment.

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative self-expression.

Introducing children to folk culture - necessary condition efficiency of artistic work. From time immemorial, people spent long evenings doing needlework, adults and children weaved, embroidered, danced together and sang in chorus. They carefully kept and passed on from generation to generation songs, epics and myths, as well as techniques, methods, methods - the secrets of mastery. Folk craftsmen, studying the experience of generations, created works of art, bringing their personal perception, feeling, understanding from the standpoint of modernity, investing a piece of their talent. folk culture It is the nourishing basis for the creative self-development of a person.

In direct contact with authentic folk crafts, the guys discover the most characteristic features of folk art. Children will learn special techniques with which craftsmen achieved the greatest artistic expressiveness, high aesthetics.

It is very useful for children at the initial stage of classes to study and even copy samples, training their hand and eye, but then, according to their own sketches, perform compositions and “in style”. The main goal of doing work “in style” is not to accurately repeat the details, but to carefully preserve the spirit. So that the tradition lives and revives not in external form, but in spirit.

The most significant condition for the effectiveness of the process of artistic work is the psychological and pedagogical support of the child. Psychological support is defined as understanding, recognition, praise.

One of the main tasks of the teacher is to help, support and teach the child to be creative in the process of his growing up and development. Pedagogical support softens the entry of the child into the world of knowledge, creativity, contributes to the acquisition of social activity and such moral qualities as love, sympathy, gratitude, the ability to see beauty. It is necessary to stimulate original, non-standard solutions of children in order to promote the development of the child's creative potential. Adults should show benevolence, tolerance and caution in evaluating children's work, organize a discussion of the options proposed by children.

In the classroom of creative artistic work, one cannot do without the study and application of the main artistic and expressive means and techniques of composition. Therefore, it will be necessary to explain to children such terms and concepts as harmony, proportionality, dynamics, contrast, nuance, rhythm, etc.

Creation acts only as an indicator of the assimilation of knowledge, but also as a springboard for their correction. Classes in artistic work enable the children "here and now" to participate in the full cycle of the cognitive process from the acquisition, transformation of knowledge to their application and preservation in mental and tactile memory.

One of the important problems of education is the result of creative activity. It is important what and how they create. It is in creative classes that the basics of a common culture and aesthetic taste are laid down and practically fixed. Artistic work involves a process of creation that is commensurate with cultural requirements and traditions.

The teacher, as a participant in co-creation, should always remember the huge educational impact on a person of the world of everyday culture, because it is in the world of things that the materialization of the worldview and worldview takes place.

When performing tasks, it is necessary to pay due attention to the design of the appearance of products, treating this problem not as a simple decoration, but as an integral part of creating a single aesthetic image of the model.

The main result of artistic work is not so much finished products, and even the environment created with their help, but the changes that occur in the children themselves. The children begin to actively perceive and understand the subject-spatial environment and independently, artistically organize, aestheticize the environment of their life. Children learn to create their own projects of non-standard form, combine details and composition options, feel the features of the material, they have a need for creative work.

Based on the above, I compiled the stages of work on this topic ( Appendix 1).

Bibliography

Publication: "Artistic work as art"

MBOU DO "House of children's creativity", Troitsk, Chelyabinsk region.
Description: This publication is intended for teachers of additional education.
Artistic labor is a productive and at the same time instrumental activity in which the child masters tools by exploring the properties of various materials and transforms them in cultural ways in order to obtain a specific result.
For 2 years now, in my work at the House of Children's Creativity, I have been devoting a special place to manual artistic work with children of primary school age.
I lead the “Fashionista” circle, in the name of which the meaning of the joint activity of children and the teacher is encrypted: a circle of gifted, creative, successful.
Making toys and all kinds of crafts from different material- an entertaining and enriching activity for the child, during which he will be pleased to feel like a creator.
Manual labor is one of the most favorite activities of the child. After all, right before his eyes, ordinary paper sheets and scraps will turn into beautiful dolls, unprecedented animals, magical birds.
Children show great interest in acquiring new knowledge and skills, do well, and, most importantly, get tired less.
To create a better emotional mood in the classroom, I use the music of well-known musical works, which serves as a background for manual labor classes.
The purpose of this type of activity is: creation of conditions for the formation of a comprehensively intellectual, aesthetically developed creative personality; promoting the development of initiative, invention, creativity in children of primary school age, through various types of applied activities.
The main task of manual labor: to teach children to make crafts with pleasure, work with various materials at hand, fantasize and make beautiful and high-quality crafts with their own hands so that the process and result of the work can be seen.
Pedagogical and hygienic requirements for art work classes with children:
1 Remind the children about how materials and supplies should be arranged on the table.
2 When working with glue, cover the table with oilcloth.
3 Repeat with children the safety rules while working with scissors, glue, plasticine.
4 At the end of the work, the children should put their workplace and wash your hands with soap.
5 Before each start employment conduct special exercises aimed at developing fine motor skills of the hands.
Necessary conditions for the successful organization of manual labor:

1 subject-developing environment, saturated with a variety of materials for children's art;
2 free access to materials and the possibility of experimenting with them;
3 creation of an emotionally positive creative atmosphere in the process of joint pedagogical activity with children;
4 use of art products created by children for the organization of exhibitions, participation in competitions;
5 direct involvement of parents in the process of creative activity with children.
The methodology for organizing the work of preschool children is based on the principles of didactics - from simple to complex, systematic, consistent, individual approach, accessibility, etc.
The content of the artistic work of children is:
* work with natural material;
* work with paper, cardboard;
* work with waste and artificial material;
* work with plasticine.
Recommendations for manual labor:
* to accustom the child to independence - he invented it himself, fashioned it himself, glued it himself;
* to educate in children careful handling of their crafts;
* do not be distracted during work, bring the plan to the end, do not quit work, help a friend finish the work;
* do not be upset at failures, if you are tired, leave your work and watch the work of other children, be sure to return to your work later;
* review and analyze your work;
*Refer to an adult for help.
Manual labor in children develops:
*increases sensory sensitivity;
* develops imagination, spatial and logical thinking, fine motor skills, eye;
* synchronizes the work of both hands;
* develops sensorimotor skills;
* develops perseverance, patience, to bring the work started to the end;
* contributes to the development of artistic abilities and aesthetic taste.
Thus, the theory and practice of modern design of non-traditional children's handmade art indicates the wide possibilities of this exciting and useful, creatively productive activity for the comprehensive development of children.

"Artistic work is a means of developing the creative abilities of children of senior preschool age"

The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The person of the future must be a creator, with a developed sense of beauty and active creativity.

The task of the teacher is to awaken the creative activity of children, stimulate the imagination, the desire to be involved in creative activity. A unique opportunity for the implementation of this task is provided by such an educational area as "Artistic Creativity". One of the species that make up this educational area, is a work of art.

Artistic work is a creative, socially motivated activity that gives preschool children the opportunity to maximize their playing interests and desires. Children have the opportunity to create funny toys, figures, sculptures, souvenirs and gifts for loved ones.

Artistic work is a productive and at the same time instrumental activity in which the child masters tools (scissors, stapler, needle ...), explores the properties of various materials (paper, foil, fabric, leaves, dough ...) and transforms them in order to obtain a specific product. And this product has two unique features - benefit and beauty.

Artistic work has a developing and healing effect on the child's body. Studies of outstanding teachers of the past Ya.A. Comenius, I.G. Pestalozzi, F. Fröbel testify to the benefits of artistic activities, as they perform a therapeutic function, distract children from sad and sad events, relieve nervous tension, and provide a positive emotional state.

V.S. Sukhomlinsky wrote: "The more skill in a child's hand, the smarter the child." Developed fine motor skills of the fingers is one of the indicators of the child's intelligence. It is in the process of creative activity that figurative, constructive, analytical thinking, imagination, visual memory develop, i.e. the personality of the child is revealed, the ease and speed of mastering knowledge and skills are brought up, the ability to use them to solve problems in various, including non-standard situations.

Artistic work promotes development visual perception, the formation of sensory standards (shape, color, size), graphomotor skills and the creation of conditions for the formation of purposeful activity and the development of general intellectual skills. N. N. Gusarova notes that in the process of making handicrafts, children gradually form systems of special skills and abilities: the development of visual perception, the eye, fine motor skills of the hands, perseverance, and independence.

Purpose of art work- directed and consistent education of aesthetic and everyday culture in children, promotion of personal growth and the formation of an emotionally valuable attitude to the world around.

Main tasks:

1. Disclosure of the essence of artistic work as a creative activity of a person who equips life and organizes his life according to the laws of expediency, harmony and beauty.
2. Disclosure of the specifics of artistic work - the unity of utility and beauty.
3. Development of aesthetic perception, creative imagination, flexible thinking, universal artistic abilities.
4. Education of the qualities of human labor - diligence, responsibility, the ability to bring the work begun to the end.
5. Enrichment of the experience of artistic and productive activity at all its levels: perception - performance - creativity.
6. Mastering artistic techniques (technologies), developing fine motor skills of hands and general manual skill.
7. Development of the ability to plan, create crafts according to the model, according to the condition, according to operational and technological maps.

8. Promoting the knowledge of the properties of the material, the desire to experiment with them.

9. Education of aesthetic taste and development of the ability to create artistic images.

In my practice of doing artistic activities with children, I Special attention I dedicate to the development of non-traditional techniques for working with paper of different textures (colored cardboard and paper, napkins, foil, corrugated cardboard, candy wrappers, old magazines ...), often in combination with fabrics, natural materials ...

The paperwork technique that I use in my work with children is different: origami, modular origami, quilling, appliqué, volumetric appliqué, trimming, collage, paper construction.

Working with paper, cardboard (application from paper of different textures, making decorative panels, volumetric and planar objects and structures for decorating a group room, holidays, entertainment).

Volumetric appliqué is a kind of appliqué created by gluing ready-made volumetric forms folded from paper onto a prepared background.

Making and designing postcards. Postcards toys. Holiday postcards. A postcard is an independent art form, with its own history. You can make it yourself for your family and friends. By making a postcard, you can continue creative experiments on your own and create your own work not only for the holiday, because beautiful card can serve as a wall decoration in any room.

Origami (jap. "folded paper") - the ancient art of folding paper figures. In this technique, you can make applique work, independent toys, various frames, rugs, pictures. It contributes to the development of fine motor skills of the child's hands, constructive thinking, imagination and creative abilities of preschool children.

Quilling is the ability to twist strips of paper of different lengths and widths into rolls, modify their shape and make volumetric and planar compositions from the resulting parts. This develops fine motor skills of hands, forms spatial thinking, develops perseverance, determination, curiosity, awakens fantasy and imagination, teaches to observe, compare, analyze, present the final result, see similarities with real objects.

Collage is a fun and unpredictable technique. It uses and combines elements that were not originally intended for each other.

Candy wrappers, old newspapers, pieces of fabric, ribbons, nets, flat plastic toys and packaging from them, tree leaves.

The more unusual the materials, the more interesting the results. Work in this technique can be compared with the game. It helps to show imagination and patience, develop imagination, the ability to compare, cultivate perseverance.

Facing: This technique is based on the creation of images and objects using three-dimensional paper elements. The volume element of trimming is called "trimming" or "butt". It is a piece of soft paper compressed in the form of a funnel or cone.

With the help of facing, you can create amazing three-dimensional paintings, mosaics, panels, decorative interior elements, postcards. The unusual effect of "fluffiness", which gives the trimming, and the simplicity of execution is very attractive to children.

In the process of doing artistic work, I am guided by the main didactic principles: scientific, accessible, visual, consistent (from simple to complex), systematic, individual approach and use visual (sample, examination, display), verbal (explanations, description, encouragement, persuasion, use proverbs and sayings), practical (examination, joint actions, game situations) methods and techniques.

I divide the educational cycle into three stages: acquaintance with the material and its properties; training in techniques and techniques; craft making.

I build my work on the principles of revealing the personality and individuality of the child, the development of his creative potential, free without pressure from an adult, based on the self-expression of the child, on cooperation and co-creation, using humane methods and techniques. I encourage the child for independent thoughts and actions; I do not interfere with the desire of the child to do something in his own way; I respect the point of view of the pupil, as a creator, as an artist, whatever it may be; I do not impose my idea, on the contrary, I try to understand the logic of the child's creative imagination; I create a situation in the pedagogical process that provokes the child to creativity.

Usage various techniques Working with paper, both in direct educational activities and in the free activities of children, has a positive effect on the development of creative abilities in older children and motivation to achieve success.

Creating crafts with their own hands, seeing the result of their work, children experience positive emotions, rejoices that the toy made with their own hands works: the spinner spins in the wind, the boat floats in the stream, the panel decorates the wall of the room, etc. So, through various actions with paper, in the process of processing it, using different methods and techniques, children learn to aesthetically comprehend the images of familiar objects, convey them in visual activity, emphasizing the beauty and color of the external appearance in a transformed form.

children of senior preschool age

Maley Galina Alekseevna,
educator GBDOU kindergarten No. 73
combined view of the Krasnoselsky district of St. Petersburg

“... Fantasy is subject to paper sheets -
For home and as a gift, and just for the game.
But the main wealth that creates beauty,
A simple piece of paper will help you create yourself!”
/ON THE. Kolesova/

The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The person of the future must be a creator, with a developed sense of beauty and active creativity.
The task of the teacher is to awaken the creative activity of children, stimulate the imagination, the desire to be involved in creative activity. A unique opportunity for the implementation of this task is provided by such an educational area as "Artistic Creativity". One of the types that make up this educational area is artistic work.
Artistic work is a creative, socially motivated activity that gives preschool children the opportunity to maximize their playing interests and desires. Children have the opportunity to create funny toys, figures, sculptures, souvenirs and gifts for loved ones.
Artistic work is a productive and at the same time instrumental activity in which the child masters tools (scissors, stapler, needle ...), explores the properties of various materials (paper, foil, fabric, leaves, dough ...) and transforms them in order to obtain a specific product. And this product has two unique features - benefit and beauty.
Artistic work has a developing and healing effect on the child's body. Studies of outstanding teachers of the past Ya.A. Comenius, I.G. Pestalozzi, F. Fröbel testify to the benefits of artistic activities, as they perform a therapeutic function, distract children from sad and sad events, relieve nervous tension, and provide a positive emotional state.
V.S. Sukhomlinsky wrote: "The more skill in a child's hand, the smarter the child." Developed fine motor skills of the fingers is one of the indicators of the child's intelligence. It is in the process of creative activity that figurative, constructive, analytical thinking, imagination, visual memory develop, i.e. the personality of the child is revealed, the ease and speed of mastering knowledge and skills are brought up, the ability to use them to solve problems in various, including non-standard situations.
Artistic work contributes to the development of visual perception, the formation of sensory standards (shape, color, size), graphomotor skills and the creation of conditions for the formation of purposeful activity and the development of general intellectual skills.
N. N. Gusarova notes that in the process of making handicrafts, children gradually form systems of special skills and abilities: the development of visual perception, the eye, fine motor skills of the hands, perseverance, and independence.
The goal of artistic work is the directed and consistent education of aesthetic and everyday culture in children, the promotion of personal growth and the formation of an emotionally valuable attitude to the world around.
Main tasks:
1. Disclosure of the essence of artistic work as a creative activity of a person who equips life and organizes his life according to the laws of expediency, harmony and beauty.
2. Disclosure of the specifics of artistic work - the unity of utility and beauty.
3. Development of aesthetic perception, creative imagination, flexible thinking, universal artistic abilities.
4. Education of the qualities of human labor - diligence, responsibility, the ability to bring the work begun to the end.
5. Enrichment of the experience of artistic and productive activity at all its levels: perception - performance - creativity.
6. Mastering artistic techniques (technologies), developing fine motor skills of the hands and general manual skill.
7. Development of the ability to plan, create crafts according to the model, according to the condition, according to operational and technological maps.
8. Promoting the knowledge of the properties of the material, the desire to experiment with them.
9. Education of aesthetic taste and development of the ability to create artistic images.

In my practice of doing artistic activities with children, I pay special attention to mastering non-traditional techniques for working with paper of different textures (colored cardboard and paper, napkins, foil, corrugated cardboard, candy wrappers, old magazines ...), often in combination with fabrics, natural material...
The paperwork technique that I use in my work with children is different: origami, modular origami, quilling, appliqué, volumetric appliqué, trimming, collage, paper construction.
- Working with paper, cardboard (application from paper of different textures, making decorative panels, volumetric and planar objects and structures for decorating a group room, holidays, entertainment).

A three-dimensional appliqué is a kind of appliqué created by gluing ready-made volumetric forms folded from paper onto a prepared background.

Making and designing postcards. Postcards toys. Holiday postcards. A postcard is an independent art form, with its own history. You can make it yourself for your family and friends. By making a postcard, you can continue creative experiments on your own and create your own work not only for the holiday, because a beautiful postcard can also serve as a wall decoration in any room.

Origami (jap. “folded paper”) is the ancient art of folding paper figures. In this technique, you can make applique work, independent toys, various frames, rugs, pictures. It contributes to the development of fine motor skills of the child's hands, constructive thinking, imagination and creative abilities of preschool children.

Quilling is the ability to twist strips of paper of different lengths and widths into rolls, modify their shape and make volumetric and planar compositions from the resulting parts. This develops fine motor skills of hands, forms spatial thinking, develops perseverance, determination, curiosity, awakens fantasy and imagination, teaches to observe, compare, analyze, present the final result, see similarities with real objects.

Collage is a fun and unpredictable technique. It uses and combines elements that were not originally intended for each other.
Candy wrappers, old newspapers, pieces of fabric, ribbons, nets, flat plastic toys and packaging from them, tree leaves.
The more unusual the materials, the more interesting the results. Work in this technique can be compared with the game. It helps to show imagination and patience, develop imagination, the ability to compare, cultivate perseverance.

Facing: This technique is based on the creation of images and objects using three-dimensional paper elements. The volume element of trimming is called "trimming" or "butt". It is a piece of soft paper compressed in the form of a funnel or cone.
With the help of facing, you can create amazing three-dimensional paintings, mosaics, panels, decorative interior elements, postcards. The unusual effect of "fluffiness", which gives the trimming, and the simplicity of execution is very attractive to children.

In the process of doing artistic work, I am guided by the main didactic principles: scientific, accessible, visual, consistent (from simple to complex), systematic, individual approach and use visual (sample, examination, display), verbal (explanations, description, encouragement, persuasion, use proverbs and sayings), practical (examination, joint actions, game situations) methods and techniques.
I divide the educational cycle into three stages: acquaintance with the material and its properties; training in techniques and techniques; craft making.
I build my work on the principles of revealing the personality and individuality of the child, the development of his creative potential, free without pressure from an adult, based on the self-expression of the child, on cooperation and co-creation, using humane methods and techniques. I encourage the child for independent thoughts and actions; I do not interfere with the desire of the child to do something in his own way; I respect the point of view of the pupil, as a creator, as an artist, whatever it may be; I do not impose my idea, on the contrary, I try to understand the logic of the child's creative imagination; I create a situation in the pedagogical process that provokes the child to creativity.

The use of various techniques for working with paper, both in direct educational activities and in the free activities of children, has a positive effect on the development of creative abilities in older children and motivation to achieve success.
Creating crafts with their own hands, seeing the result of their work, children experience positive emotions, rejoices that the toy made with their own hands works: the spinner spins in the wind, the boat floats in the stream, the panel decorates the wall of the room, etc. So, through various actions with paper, in the process of processing it, using different methods and techniques, children learn to aesthetically comprehend the images of familiar objects, convey them in visual activity, emphasizing the beauty and color of the external appearance in a transformed form.

Literature
1. Magazine “Color World. Fine art and design in kindergarten, elementary school and family”. - ICHORAO: No. 1/2012.
2. Wonderful paper crafts: a book for kindergarten teachers
3. Internet resources.