Non-traditional application techniques for children of the senior dow group. Non-traditional application techniques: types, descriptions, photos

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Introduction
Chapter I. Means of developing the artistic creativity of preschool children

1.1 The concept of artistic creation
1.2 Features of artistic creativity of preschoolers
1.3 Basic conditions and means for the development of artistic creativity of preschool children

Chapter II. Entertaining applique classes from non-traditional materials as a means of developing the creativity of preschool children

2.1 Development of the child's personality by means of the application
2.2 The concept of "application", its types and techniques
2.3 The content of the work on the application in different age groups
2.4 Application materials and equipment
2.5 Entertaining activities of an integrated nature on the application
2.6 Development of the creative potential of older preschool children through the use of entertaining app lessons

Conclusion

Introduction

Visual activity is of great importance in solving the problems of aesthetic education, since by its nature it is an artistic activity. The specificity of fine arts classes provides ample opportunities for the knowledge of beauty, for the development of an emotional and aesthetic attitude to reality in children.

Each type of visual activity, in addition to the general aesthetic influence, has its own specific impact on the child. The application is of great importance for the education and upbringing of preschool children. It contributes to the formation and development of many personal qualities of the individual, his mental and aesthetic capabilities.

Modern pedagogical and psychological research proves the need for visual arts for the mental, aesthetic development of children at preschool age.

In the works of Zaporozhets A.V., Davydov V.V., Poddyakov N.N. It has been established that preschoolers are able, in the process of objective sensual activity, including applications, to highlight the essential properties of objects and phenomena, to establish connections between individual objects and phenomena and to reflect them in a figurative form. This process is especially noticeable in various types of practical activities: generalized methods of analysis, synthesis, comparison and comparison are formed, the ability to independently find ways to solve creative problems, the ability to plan one's activity develops.

Hence the need to engage not only in fine arts, but also in specific types of fine arts, including appliqué.

This problem is relevant today. This is confirmed by the fact that the work on the application in modern conditions of the pedagogical process is taken out of the locks of classes, and is practiced in the form of joint or independent activities of children, which does not contribute to the formation and development of the main ZUN in children by application.

The value of applique classes, including using non-traditional techniques, using entertaining material for the education of preschoolers, has been historically and scientifically proven. As a result of generalizing the experience of teachers, the importance of learning applications was revealed:

Development of aesthetic worldview, education of artistic taste;

development of artistic and graphic skills;

development of fantasy, creative thinking and imagination, spatial perception;

development of precise hand movements and fine motor skills of fingers;

the formation of some organizational skills of artistic creativity;

Obtaining information about domestic and world artistic culture;

education of spectator culture;

· possible disclosure of the beginnings of professional artistic and visual activity.

Today there is a choice of options for art preschool education and it is determined by the presence of variable, additional, alternative, author's program and methodological materials that are not scientifically substantiated and require theoretical and experimental verification in the specific conditions of preschool educational institutions. In particular, the problem of studying and developing children's artistic creativity by means of non-traditional fine art techniques was not raised and was not solved in the theory and practice of preschool art education.

From all this, a hypothesis follows: the development of artistic creativity of preschoolers is facilitated by entertaining classes with non-traditional materials and techniques in the application.

To analyze the proposed hypothesis, the following tasks were developed:

1. The study of scientific literature on the problem of organizing and conducting entertaining classes in the application technique.

2. To study the content and specifics of the artistic creativity of children in the application technique.

3. To study the features of the methodology for organizing and conducting entertaining classes of an integrated application lesson.

4. Develop and test an entertaining lesson for applications with children of older preschool age.

The object of the study are children of senior preschool age, their artistic and creative activities.

The subject of the research is non-traditional forms of appliqué classes at senior preschool age.

Chapter I. Means for the development of artistic creativity of preschool children

1. 1 The concept of artistic creativity

Creativity is considered by scientists as a human activity of the highest level for the knowledge and transformation of the surrounding natural and social world. In the process of creative activity, which is especially important, the person himself changes (the forms and methods of his thinking, personal qualities): he becomes a creative person.

Today, creativity ceases to be a kind of sacrament, which, according to a number of scientists (A. Bakushinsky, E. Flerina, V. Glotser, B. Jefferson, and others), cannot be invaded and cannot be controlled; it is permissible only to create appropriate conditions for it. Psychological science lifted the veil over this mystery and showed the fundamental importance of the activity approach to the formation of creativity (L.S. Vygotsky, A.N. Leontiev, A.V. Zaporozhets, S.L. Rubinshtein, V.V. Davydov, D.B. Bogoyavlenskaya, N.N. Poddyakov, A.V. Brushlinsky and others).

Creativity in a broad sense is an activity aimed at obtaining something new, unique, and therefore the main indicator of creativity is the novelty of its result (a work of art, an idea, a mechanical device, etc.). In other words, the novelty of the result of creative activity is of an objective nature, since something is being created that did not exist before. The very same process of creation has a subjective coloring, since the individuality of the creator is manifested in it.

Domestic psychologists and teachers (L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, N.N. Poddyakov, N.A. Vetlugina, N.P. Sakulina, E.A. Flyorina, etc.) proved that the creative abilities of children are already manifested at preschool age and their development occurs when they master the socially developed means of activity in the process of specially organized training. So, V.V. Davydov, in his afterword to L.S. Vygotsky's book Imagination and Creativity in Childhood, points out that creativity is a constant companion of child development. Surprisingly consonant with this are the ideas of L. Malaguzzi (the founder of the world-famous Italian school of pedagogy Reggio Emilia), who, speaking of children's creativity, did not consider it “sacred”: arising from everyday experience, it is an integral characteristic of human thinking. It includes the freedom to explore beyond the known, the ability to predict and make unexpected decisions.

Children's creativity, which is considered as a process leading to the creation of a subjectively new product, is studied, as a rule, in line with the study of precisely the activity in which it is formed (P.M. Yakobson, N.A. Vetlugina, K.V. Tarasova, O. S. Ushakova, A. G. Tambovtseva (Arushanova), T. V. Kudryavtsev and others). From this follow specific indicators of the development of creativity (musical, visual, literary, etc.), associated primarily with the analysis of the product of activity.

An analysis of modern concepts of creativity presented in the book "Basic Modern Concepts of Creativity and Giftedness" (1997) demonstrates the evidence of a significant expansion and deepening of approaches to solving the problem of creativity, identifying its mechanisms.

1. 2 Features of artistic creativity of preschoolers

The creativity of a preschooler has its own characteristics.

Children make many discoveries and create an interesting, sometimes original product in the form of a drawing, construction, poem, etc. (E.A. Flerina, G.V. Labunskaya, M.P. Sakulina, K.I. Chukovsky, J. Rodari, N.A. Vetlugina, N.N. Poddyakov, etc.). The novelty of discoveries and products is subjective; this is the first important feature of children's creativity.

At the same time, the process of creating a product for a preschooler is almost of paramount importance. The activity of the child is distinguished by great emotional involvement, the desire to seek and try out different solutions many times, receiving special pleasure from this, sometimes much more than from achieving the final result (A.V. Zaporozhets, N.N. Poddyakov, L.A. Paramonova, OA Christ and others). And this is the second feature of children's creativity.

For an adult, the beginning of solving a problem (its awareness, the search for approaches) is the most difficult and painful, sometimes leading to despair. A child, unlike an adult, does not experience such difficulties (unless, of course, he is subjected to the harsh demands of adults). With ease and above all, he practically begins tentative, sometimes not even entirely meaningful activity, which, gradually becoming more purposeful, captivates the child with a search and often leads to positive results (N.N. Poddyakov, L.A. Paramonova, G.V. Uradovskikh). And even in the musical creativity of the child, there is a simultaneity of composition and performance (K.V. Tarasova). And this is the third feature of children's creativity, undoubtedly connected with the first two, and especially with the second.

The above features of children's creativity demonstrate a certain degree of imperfection of the child's mental processes, which is natural at this age. And taking into account these features is necessary in the organization of developmental education for children.

The understanding that the development of creativity in children is associated with purposeful learning focused on the “zone of proximal development” of the child (L.S. Vygotsky) is also essential.

In the formation of creativity, a special role is given to the imagination (L.S. Vygotsky, E.V. Ilyenkov, V.V. Davydov, O.M. Dyachenko, V.T. Kudryavtsev, etc.). It is the developed creative imagination that generates new images that form the basis of creativity.

E.V. Ilyenkov considers imagination as a universal function that is always inherent in a person and manifests itself in various types of activity, regardless of the content on which it was formed. As a special mechanism of imagination, he saw the recombination of images, primarily when the signs of one object are transferred to another, which makes it possible to reveal the essential characteristics and relationships of reality.

V.V. Davydov, developing this idea, points out that the transferred property acts as a kind of dominant part that affects the change in other parts, which actually allows you to get new integrity.

The process of imagination is deeply personal in nature, and its result is the formation of a special internal position (E.E. Kravtsova), the ability to see "through the eyes of another person" (E.V. Ilyenkov) and the emergence of personal neoplasms: the desire to change the current situation, the ability to find a new in a well-known, playful attitude to reality (N.N. Palagina).

1. 3 Basic conditions and means for the development of artistic creativity of preschool children

pictorial learning preschool applique

The origins of human creative forces go back to childhood, to the time when creative manifestations are largely arbitrary and vital. The concept of preschool education considers imagination and creativity as prerequisites for the formation of the basis of personal culture.

A.V. Zaporozhets argued that "children's artistic creativity exists", and drew attention to the fact that it is necessary to learn how to manage the features of its manifestation, to develop methods that encourage and develop children's creativity. He assigned a large role to artistic activities, as well as all educational work with children to develop their perception of beauty in the surrounding life and in works of art, which plays a large role in the general and creative development of the child. We must not forget that art provides a rich emotional experience. This is an experience of a special kind: art not only causes an experience, but also cognizes it, and through the cognition of a feeling, it leads to the mastery of it (emotional responsiveness).

Interest in the visual activity of children is determined by its importance for the development of the child's personality, and over the years the need for it does not weaken, but increases more and more.

The formation of mental processes and the main activities are interconnected. Perception, imagination, memory, attention of the child, developing in games and in the classroom, manifest themselves in different ways, depending on the organization of his activity, which depends on the methods and means of education and training that correspond to the age of the child.

One of the conditions for the manifestation of creativity in artistic activity is the organization of an interesting meaningful life of the child: the organization of daily observations of the phenomena of the surrounding world, communication with art, material support, as well as taking into account the individual characteristics of the child, careful attitude to the process and result of children's activity, organization of an atmosphere of creativity and task motivation. The formation of the motives of visual activity from the acceptance, retention, implementation of the theme set by the teacher to the independent formulation, retention and implementation of the theme is one of the important tasks of education. The next task is the formation of perception, since visual activity is possible at the level of sensory perception: the ability to examine objects, peer, isolate parts, compare shape, color, size with sensory standards, determine the signs of an object and phenomenon. To create an artistic and expressive image, emotional aesthetic perception is necessary, the development of the child's ability to notice the expressiveness of shapes, colors, proportions and at the same time express their attitude and feelings.

The purpose of sensory education is the formation in children of rational sensory knowledge of the world around them based on the assimilation of sensory standards. Visual activity has a direct impact on the development of sensory processes, imaginative thinking, imagination, and preschool age is favorable for their development, and it is visual activity that opens up the greatest opportunities. Sensory education is the basis of mental education, ensures the development and enrichment of the child's sensory experience. Sensory education is a purposeful development of sensations and perceptions, from which the knowledge of the surrounding world begins.

Chapter II. Entertaining applique classes from non-traditional materials as a means of developing the creativity of preschool children

2. 1 The development of the child's personality by means of the application

In kindergarten, visual activity includes such activities as drawing, modeling, appliqué design. Each of these types has its own capabilities in displaying the child's impressions of the world around.

In the process of applique, children get acquainted with the simple forms of various objects, the parts and silhouettes of which they cut and paste. Creating silhouette images requires a lot of thought and imagination, because. the silhouette lacks details that are sometimes the main features of the object.

Application classes contribute to the development of mathematical concepts. Preschoolers get acquainted with the names and features of the simplest geometric shapes, get an idea of the spatial position of objects and their parts (left, right, in the corner, center, etc.) and sizes (more, less). These complex concepts are easily acquired by children in the process of creating a decorative pattern or when depicting an object in parts.

In the process of classes, preschoolers develop a sense of color, rhythm, symmetry, and on this basis an artistic taste is formed. They don't have to make up their own colors or fill in the shapes. Presenting children paper of different colors, they are brought up the ability to select beautiful combinations.

Children get acquainted with the concepts of rhythm and symmetry already at a younger age when distributing elements of a decorative pattern.

Application classes teach kids to plan work organization, which is especially important here, because. in this art form, the sequence of attaching parts is of great importance for creating a composition (first, large forms are glued, then details; in plot works, first the background, then the second plan objects obscured by others, and lastly, the foreground objects).

The performance of applicative images contributes to the development of the muscles of the hand, coordination of movements. The child learns to use scissors, correctly cut out the forms by turning a sheet of paper, lay out the forms on the sheet at an equal distance from each other.

2. 2 The concept of "application", its types and techniques

Application is the simplest and most affordable way to create artwork, which preserves the realistic basis of the image itself. This makes it possible to widely use the application not only for design purposes (in the manufacture of visual aids, aids for various games, toys, flags, souvenirs for holidays, the design of wall newspapers, exhibitions, kindergarten premises), but also in the creation of paintings, ornaments and etc.

The main features of the application are the silhouette, a generalized planar interpretation of the image, the uniformity of the color spot (locality) of large color spots.

The application can be subject, consisting of individual images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.); plot, displaying a set of actions, events (“Salute of Victory”, “Flight into space”, “Birds have arrived”, etc.); decorative, including ornaments, patterns that can be used to decorate various objects.

Application is one of the oldest ways to decorate clothes, shoes, household items, housing, and is still used by many peoples. The appearance of the appliqué dates back to ancient times and is associated with the appearance of a stitch, a seam on clothes made from animal skins.

Different peoples use a wide variety of materials for appliqués: Tuvans, for example, decorating a horse saddle, combine leather with the golden-yellow bark of a steppe shrub in an appliqué, which creates a game of chiaroscuro and volume that is unique in its originality and beauty.

For many centuries, the application has been widely used and distributed not only in Asia, but also in Europe: Italy, Spain, Germany, France. The application reached great popularity during the time of chivalry. Wars, tournaments led to the appearance of generic signs - coats of arms. Coats of arms must be clearly visible from both sides, which led to the development of appliqué embroidery.

Paper appliqué has replaced the fabric appliqué. It is associated with the beginning of paper production. Black silhouettes cut out of paper were considered the youngest type of appliqué.

The art of the silhouette was revived in France. The very name "silhouette" appeared here.

Black silhouette art began to be used as decoration in the homes of Russian nobles.

Tolstoy's silhouettes are notable for their high artistic skill, they are made with fine jewelry. Often the artist resorts to such techniques as cuts and pricks in the image of water and foliage of trees.

The Soviet artist E.E. devoted her talent to this rare art. Lebedev. She was fond of paper cutting in childhood, while still studying at the gymnasium.

In ornaments, applications E.E. Lebedeva - the motives of the nature of the middle zone, where she was born and lived almost all her life. On her applications you can see openwork night violets, bouquets of lilies of the valley with ferns, lindens, bird cherry branches, birds on branches, squirrels, pigeons, ornaments.

Applications were paid attention by well-known artists of foreign countries. The applications of the French painter Henri Matisse are interesting and original.

Color plays the main role. Matisse believed that colors should support each other, not destroy. He argued that the colors that can be used to depict objects and natural phenomena, in themselves, quite independently of these objects, have the power to influence the feelings of the audience.

In each application, he took 4 - 5 tones, but selected them in such a way as to express the essence of decorativeness and richness of color as such.

Calling up individual figures and shapes, changing colors and shapes, Matisse created a number of colorful decorative works: the mythological image of Icarus, the character of Ch. Perro's fairy tale "Little Red Riding Hood" - the Wolf, the symbolic image "Fate", a memory of the island of Haiti.

Patterned paper clippings - “vitinanki” (ukr) have long been famous in Ukraine, in Belarus. These are simple decorations cut out of colored paper that have clear, purely grammatical forms. The easiest way to cut is to fold the paper in half. Trees, vases, birds were cut out of paper folded in half, and round dances were cut out of paper folded several times.

Most often, girls and women were fond of this, working with scissors without a preliminary drawing.

Even paintings with simple plots were created from paper, where birds, animals, fish, plants, and architectural structures were depicted. The clippings were pasted on the walls, windows, in the piers.

Bright, festive applications of various compositions of decorative flowers in vases, golden ears of wheat, corn, sunflowers, fruits, roosters, outlandish birds - all this is presented at numerous exhibitions of arts and crafts.

In Rostov - on - Don P. Ryabinin enthusiastically works with dried plants. Works made of poplar fluff by independent artists from the city of Truskavets V. Taranova and A. Shevchenko were shown in Donetsk, Yalta, Lvov and other cities.

The works of artists - florists enjoy constant success at the exhibitions "Nature and Creativity".

Individual and collective forms of application can be of different content. Depending on this, it is customary to subdivide classes by type. This includes subject, plot-thematic and decorative applications.

In the subject application, children master the ability to cut out of paper and stick on the background of individual objects of the image, which, due to the specifics of the activity, convey a somewhat generalized, even conditional image of the surrounding objects or their reflections in toys, pictures, samples of folk art.

At the initial stage, the kids lay out and stick an object from the parts prepared by the teacher: the ball - two halves of a different color; fungus - hat and leg; trolley - rectangular body and round wheels; garland - rectangular flags, etc.

As they master the techniques of carving in the middle, senior and preparatory groups, for school, children can depict objects that differ in a variety of shapes, structures, combinations of colors, ratios (houses of various types, transport, plants, birds, animals, people in a real and fabulous interpretation ).

Plot - thematic application assumes the ability to cut and paste various objects in interaction in accordance with the theme or plot (“Chicken pecks grains”, “Gingerbread man is resting on a stump”, “Fish swim in an aquarium”, “Rooks build nests on a tree”). In this case, the child faces the following tasks:

Cut out objects, show their differences in size when compared with each other (a tall tree and small rooks, large and small fish);

Select the main objects, the main characters, associate them with the scene, the situation (fish swim in the aquarium, flowers grow in the meadow). The main thing is distinguished by size, color, compositional placement among other objects;

convey the characteristic features of the characters and their actions through gestures, posture, clothing, coloring (the gingerbread man met the bear - the figures are pasted in the position of turning towards each other);

Arrange objects on the plane of the bases: on the same line in a row horizontally and vertically, indicating the height of the objects (the street of our city, a cheerful round dance); create two-plane compositions - lower, higher, weakening the color, reducing the size of objects, taking into account their removal (boats in the sea, a flowering meadow with a strip of forest in the distance);

select and use appropriately the color and its combinations to convey the season, the state of the weather, the relationship to the depicted object and phenomena (golden autumn, winter in the forest, harvesting).

In each age group, these tasks are implemented differently. Their complication is associated with the level of knowledge, skills and abilities, on which the creative variability of the content of plot-thematic applications depends.

The diversity of the surrounding life provides rich material for reflection in the applications of various plots.

Plots of applications can be interpreted differently depending on the age of the children. For example, children display the theme "Autumn" in different ways.

Children of the older group cut out and paste “Autumn Bouquet”, “Rich Vegetable Harvest”, and in the preparatory group for school, this topic can find an even more original solution: “Autumn Still Life”, “Birds Flying to Warm Countries”, etc.

The thematic set of paper should help to find out the colorful originality of the season, the realism or fantasy of phenomena, and the relationship of objects. At the same time, one should not forget that a large amount of colored paper leads to excessive prettiness, variegation, and this is an indicator of an undeveloped taste. You can create tone applications using a combination of two or three colors: for example, “Winter Evening” (white silhouettes of hares on a dark background, and tree trunks around), “Late Autumn” (dark silhouettes of trees on a gray base, on the branches of which in some places flashing yellow leaves). Such contrasting combinations of colors create a feeling of light, air, and evoke positive emotions in the child.

Decorative applique is a type of ornamental activity during which children master the ability to cut and combine various elements of decoration (geometric plant forms, generalized figures of birds, animals, humans) according to the laws of rhythm, symmetry, using bright color juxtapositions. In these classes, the child learns to stylize decoratively, transform real objects, generalize their structure, endow samples with new qualities.

In the classroom in a preschool institution, decorative appliqué with a tape and central beam composition is used. In a tape construction, individual elements can be repeated many times horizontally or vertically in the form of a frieze, border or border. The pattern is simple, consisting of one element, and complex in which a separate motif is repeated after two or three elements.

In the central-ray composition, the pattern develops in the direction from the center of the decoration evenly to the edges, corners, sides, depending on what shape it is located on: on a circle, rectangle, square (skullcaps, carpets, pillowcases, etc.).

To reproduce various types of ornaments, preschool children must learn to evenly fill the background space with separate elements, highlight the main and auxiliary parts of the application. In order to develop an eye and the ability to create balanced compositions in children, it is advisable to use visual teaching methods or limit yourself to verbal instructions if preschoolers are well aware of the methods of cutting and gluing individual elements.

2. 3 The content of the work on the application in different age groups

The following general tasks are solved in application training:

1. Compose a decorative pattern from various geometric shapes and plant (leaf, flower) details, placing them in a certain rhythm on a cardboard or fabric base of various shapes.

2. Compose an image of an object from separate parts; portray the story.

3. Master various techniques for obtaining details for appliqué from different materials: cutting with different techniques, cutting, weaving; as well as the technique of attaching them to the base: gluing, sewing.

4. To form a sense of color, to know the primary colors and their shades, to master the ability to make harmonious color combinations.

5. To form a sense of form, proportion, composition.

Introduction to the application begins with the first junior group. The teacher is guided by a well-known feature of children: at the age of 2-3 years, healthy kids have a pronounced emotional response to the offer to do something, to participate in something, the child shows a willingness to act. And the main task of an adult is to support this activity, not to let it die out, to give it a creative character. This favorable period of childhood for the development of children's activity and independence should not be missed. The tasks solved at this age are elementary:

1. Teach paper actions (tear off, wrinkle, roll up, cut off), help children see in paper a material that can be transformed and has its own properties and qualities: soft, dense, smooth, rough, shiny, matte, paper of different colors, wrinkled , torn, cut, rustling in different ways.

2. To give the kids an idea of the necessary tools and equipment for the application: scissors, brush, glue, oilcloth, etc.

3. Develop emotional responsiveness to an adult's offer to do something, a willingness to participate with him in creating elementary art crafts.

4. To develop interest, an emotionally positive attitude towards elementary actions with paper, the desire to independently perform them.

5. Develop aesthetic perception and feelings: recognize the resulting image, admire, rejoice "following" adults.

The content of works at this age is peculiar: semi-volume (made of paper lumps, balls) and “mosaic” (made of pieces) subject application, which depicts the simplest objects: colored balls, a branch with rowan berries, cherries, a branch of mimosa, lilac, various vegetables , fruits, animal figurines, etc. These works, made on a colored background and framed, delight children with their brightness and can find practical application for decorating the interior of a doll's corner, a group, a preschool institution, a children's room in a family, etc.

Performing separate actions together with the teacher making the application, the children get the first idea about it as a way of depicting it with the help of paper, transformed by hand or using a tool - scissors.

Mastering specific actions with material, tools, objects at an early age occurs through communication with an adult. Only he can convey to the child information about the functions of objects, tools, show the methods of using material, etc. in joint activities with him.

The teacher includes a separate action of children to transform the material into a holistic process of creating crafts. This action (crumpling paper into a ball, rolling into a ball, etc.), which gives an intermediate result, acquires practical meaning for the child.

The actions of children with paper are gradually becoming more complicated.

The first manual productive actions jointly with an adult, included in the context of creating a certain “product”, emotionally prepare the child for systematic and more meaningful participation in the application. The first attempts to transform the material do not require children to clearly perceive the shape, color; they do not yet participate in the conception of the image, but already in the fourth year of life, more complex tasks can be set in the application:

1. To teach children to make patterns from geometric shapes on a strip, square, rectangle, isosceles triangle.

2. To teach preschoolers to make simple objects from ready-made forms (Christmas tree, house, snowman, etc.), and elementary plots from familiar objects (a train with a trailer, a house with a Christmas tree, etc.).

3. Teach the children to hold the scissors correctly, cut narrow strips along the fold (bent in half), and then wider ones (a few strokes of the scissors).

To teach the technique of spreading paper parts with glue: “outlining” its edges with a brush with glue along the contour.

4. To form in children a conscious attitude to the order of work: first lay out the pattern (object, plot) on a sheet, and then take and paste each detail in turn.

5. To cultivate artistic taste in preschoolers.

In the middle group, more complex tasks are solved:

1. Learn to cut parts for applique from different materials (paper, fabric) in simple ways - cut, cut, cut along the contour.

2. Involve children in creating applications from dry leaves, adjust the methods for gluing leaves to the base.

3. Enrich the content of applications by providing children with a wider acquaintance with the natural world, folk art, etc., as well as a variety of details used (not only geometric shapes, but also plant ones).

4. Teach the children to arrange the details on rounded shapes: oval, circle, rosette.

In the middle preschool age, the child’s hand acts more firmly and more confidently, therefore more complex cutting methods appear: children themselves can make such details as an oval, a circle, rounding the corners of the rectangles; cutting corners in a straight line, make a trapezoid; cut the squares diagonally to get triangles. Children of this age can be given stencils to cut out the details of the subject content (fungus, flower, etc.). Experience shows that children who have worked with a stencil and cut out details along the contour, later master symmetrical and silhouette cutting and cutting “by eye” more easily.

If children master scissors early, then by the end of middle age they can cut out details in all the above ways from fabric, and as a result, applique from fabric is possible. For the base, burlap, drape, cotton dyed fabric are used. You can make patterns on it both by alternating parts of different colors and shapes, and by creating compositions from elements of national ornaments of different peoples, you can create a subject or elementary plot application. But unlike similar paper products, the application on fabric is more durable and versatile in use (napkin, towel, carpet, tablecloth).

Children of four or five years old can learn applications from dry plant leaves: make a pattern, alternating leaves in shape, size, color and placing them symmetrically on a cardboard base of different geometric shapes: stripe, square, etc.

You can not smear the sheet with glue, like a part made of paper or fabric, by moving the brush along the contour - the sheet will begin to crumble. It is smeared with a movement of the brush from the index finger of the left hand to the edges of the sheet.

To convey the image, children are provided with other materials: pencils, thin twigs, seeds. For example, when making a butterfly appliqué, the abdomen can be made not only from a leaf, but also drawn, glued on a thin twig; for eyes, use small seeds or draw too.

At older preschool age, children master a more complex cutting technique - symmetrical, silhouette, multilayer, as well as the technique of cutting, weaving. They can combine techniques.

Preschoolers are learning new ways to attach parts: sewing them to fabric. In this case, children receive two options for the image: planar and semi-volumetric (when cotton wool is placed between the base and the part). In the second case, the image is more expressive. A semi-volumetric appliqué is also obtained with partial gluing of parts, for example, only the middle of a snowflake, flower, butterfly, etc.

Expanding the content of the application. Children create more complex decorative patterns, both from geometric and plant shapes. Subject applications with a large number of details become more complex. At an older age, children make an applique of straws, smearing the outline of an object with glue and sticking chopped straws on it.

Preschoolers can perform multi-layer plot applications from paper, fabric, dry leaves. This type of application is the most difficult. Unlike a drawing, in a multi-layer plot application, there is always a strictly defined sequence of arranging and gluing (sewing) forms: first, the general background (land, sea, sky). Then the background objects are laid out and glued, and then the middle and foreground. Children 6-7 years old can be invited to make a pencil sketch of future work.

The systematic teaching of children in various ways of application from various materials creates the basis for the creative expression of a preschooler in independent activity: he can choose the content of the application (decorative pattern, object, plot), material (one or more in combination) and use different techniques suitable for more expressive fulfillment of what was intended.

2. 4 Materials and equipment for application

The most interesting and accessible for preschool children is an application made of paper in bright colors. The very type of material, the simplicity of its processing stimulate the creative activity of the child, make it easy to master manual skills and abilities. Therefore, in each age group of the kindergarten, in accordance with the program objectives of teaching appliqué, it is necessary to have special materials and equipment for classes: paper for the background and appliqué elements, scissors, glue, brush, brush stand, pad for spreading figures, a box for scraps, clean napkin (per child)

Background paper is most often taken thick. The tone is selected depending on the content of the image in order to emphasize a certain situation. For example, flowers are placed on a green background of a meadow or meadow, silhouettes of birds are pasted on a blue background of the sky, and fish are pasted against the background of the blue depth of a river or sea.

Children cut out appliqué elements from more elastic, but elastic paper of juicy, saturated tones with a well-finished surface.

For work, the child is given scissors with rounded ends and developed levers. Their length should be approximately 120 mm. When making decorations for a holiday or evening entertainment, you can also give large scissors (up to 200 mm), since it is more convenient to make large cuts and cut out large elements with them. They store scissors in boxes or put them in tall wooden cups with the rings up. When using scissors, children should be taught to be careful: do not wave them, do not play, and put them back after work.

Brushes for spreading figures cut out of paper are taken depending on the size of the blanks. So, for a collective application, you need to have brushes of two sizes. For gluing large surfaces, wide flat brushes are used - flutes. After work, the brushes are thoroughly washed in warm water, dried and placed on a vertical stand with the pile up. In the process of work, the brush is placed on a horizontal stand made of thick paper with a notch.

Glue the figures with potato or flour glue. To prepare it, you need potato or wheat flour. It is poured with a glass of water and heated over low heat, stirring all the time and not letting it boil, until the paste becomes transparent and thick. It is removed from the fire and cooled, then poured into clean porcelain or ceramic dishes with low edges.

The figures are smeared with glue on a clean bedding. It can be a sheet of white paper of a small format. During the lesson, it must be changed several times so that the paste does not stain the colored side of the applications and does not leave unwanted stains.

Paper scraps must be folded into specially made boxes made of thick colored paper during the design lesson.

Working with paper and other materials and tools, children acquire a number of useful practical skills related to the development of manual and instrumental actions. They learn how to process paper such as folding, folding in half and several times, cutting, gluing, etc. In the classroom, there is an acquaintance with various types of paper (drawing, drawing, wrapping, corrugated, desktop, etc.). its quality indicators. The child learns that paper comes not only in all sorts of colors, but in different textures: shiny, smooth, glossy, matte, rough, fleecy, thin, thick (to the touch), dense or loose (tearable), wet or waterproof. For example, loose paper is soft and easily torn off by fingers. In this way, expressive applications with shaggy contours can be obtained from it. This is how fluffy chickens, hares, squirrels, furry cubs, openwork snowflakes, soft corollas of dandelions, linden flowers, willow buds, etc. are depicted, using soft, pliable tissue paper, corrugated paper, and some types of wrapping paper.

When selecting paper for applications performed by symmetrical cutting techniques, such property of paper as elasticity is of great importance. If the workpiece breaks, then cracks form on the folds, which worsens the aesthetic effect of the application, makes it impossible to correct errors and causes the child to feel dissatisfied with the result of his activity. Therefore, the educator selects a flexible and resilient paper that can be easily processed so that it can be easily folded without undue stress, and after cutting out the folds are smoothed out with the thumbnail of the right hand.

1.Applique fabric.

Embroidery is a widespread type of decorative art.

Fabric appliqué is a type of embroidery. Appliqué embroidery consists in reinforcing pieces of another fabric on a certain background of fabric. Fabric applications are reinforced either by sewing or gluing. Fabric appliqué can be subject, plot and decorative; one-color, two-color and multi-color.

Making appliqué from fabric requires certain skills. Firstly, one must be able to cut fabric (fabric is more difficult to cut than paper); Secondly. The edges of the fabric can crumble and complicate the work.

2. Straw application.

Straw as an ornamental material has long been known to the craftsmen of Belarus, Moldova, and Ukraine. They made various things from it: mats, bags, rugs, toys. In the Gorky and Kirov regions, a wide variety of items were decorated with straw: caskets, caskets, frames.

Straw appliqués are extraordinarily attractive, they shimmer with gold. This happens because the straw has a glossy surface and longitudinally arranged fibers. These fibers reflect light as much as possible only in a certain position. Composed of shapes at different angles in relation to the light, the appliqué conveys a unique play: it glitters like gold. Straw applications fit perfectly into the interiors of modern rooms. Straw souvenirs are a nice gift. These can be paintings, ornamental stripes, bookmarks for books, caskets, frames.

Even the group preparatory to school quite easily cope with the subject application of straws. For work, you should choose rectangular objects: a house is a square, a roof is a triangle, a tree consisting of a triangle, a boat with a sail, a flag, a fungus is the root of a strip narrowed upwards, a hat is half a circle. It is better to do straw appliqué with small groups of children (three to four children).

3. Application of dried plants.

At present, the application of flowers, grass, leaves, the so-called floristry, has gained wide popularity. Working with natural material is quite accessible to students and preschool children. Fascinating, interesting and useful communication with nature. It develops creativity, thinking, observation, diligence, artistic taste. What a rich imagination you need to have in order to make apples from linden leaves or mushrooms from autumn aspen leaves, trees from poplar leaves.

Nature gives us a unique variety of colors and the perfection of ready-made forms. Classes with natural material contribute to the education in children of love for their native nature, respect for it. They are also useful because the collection and preparation of natural material takes place in the air.

4. Application from poplar fluff.

The poplar fluff, which every spring covers lawns and city streets with "white snow", flies into the open windows of houses, causing displeasure of the residents, it turns out, can delight them. Sometimes it's hard to believe that the picture was made only with the help of fluff without paints, brushes and glue. Applications from poplar fluff are monochromatic, they resemble grisaille. They are soft, airy and graceful.

Application from poplar fluff, like paper application, can be subject, plot and decorative. The topics of the subject application are varied. When choosing themes for applications from poplar fluff, one must keep in mind that it is easier to work if there are few details and if they are not small. Animals, birds, plants should be chosen with a fluffy texture: hares, kittens, ducklings, chickens, plush toys, dandelion heads. It is easier to make applications from black and white drawings, contrasting photographs. In the plot application, winter landscapes, birch groves, fish in an aquarium, especially veiltails, succeed. Decorative applications are unusual, original. It can be ornaments, patterns on various forms.

5. Collage (from French Collage - gluing, sticker) - a technique and type of fine art, which consists in creating animals and graphic works by gluing materials of different colors and textures (fabric, rope, lace, leather, beads, wood, bark, foil, metal, etc.). Unlike applique, collage allows the use of three-dimensional elements in the composition, both whole volumes and their fragments (dishes, sports equipment, watches, coins, records, shoes, gloves, fans of hats, etc.).

Moreover, the artist can combine a variety of artistic techniques; combine application and collage, introduce collage into the colorful layer of a painting, etc. And all this is done in order to create a unique artistic image, to find the most suitable means for embodying the artist's intention.

2.5 Entertaining lessons of an integrated nature by application

An integrated approach in education for preschool education is deeply developed in the scientific, pedagogical and methodological literature. Only the first steps have been taken in preschool education. Therefore, we are trying to highlight the foundations of the integrated approach as the essence of the educational process. The principles of interconnection, closeness of the content of the leading topics are the basis of integrated classes. An integrated approach to modern education involves changing the content and teaching methods that ensure the vitality of the leading integrated principles: personal perception, personal responsibility for one's activities.

In order for the integration process not to be superficial, one should clearly know the differences between integrated and complex classes. A comprehensive lesson is conducted on familiar material, solves several problems, and is conducted sporadically. An integrated lesson is built on the principle of combining several types of children's activities and various means of children's development, and is carried out systematically.

The priority direction of the kindergarten is the artistic and aesthetic education of preschool children. The effectiveness of this direction is largely determined by the integrated use of all the means of the aesthetic cycle: theater, music, fiction, drawing, appliqué.

Integration in the system of specially organized classes combines these tools and is therefore very relevant, because:

integrated classes contribute to the deep penetration of children into the meaning of the word, into the world of colors and sounds;

help the formation of competent oral speech, its development and enrichment;

develop aesthetic taste, the ability to understand and appreciate works of art;

· affect mental processes, which are the basis for the formation of artistic, creative and musical abilities of the child.

Such classes are focused on the comprehensive development of the child's personality, meet the "Convention of Preschool Education", as well as the "Temporary Standards for Preschool Education", contained in the order of the Ministry of Education of the Russian Federation No. 448 dated 08.22.96. for other activities.

For example: in the preparatory group for school, 5 classes are planned for visual activity, 3 for the development of speech, 3 for musical activity. To reduce the number of classes, they were combined into integrated ones by purpose and subject:

· Speech development and application.

· Music and application.

In this case, music and speech development is the leading activity, the application is auxiliary, helping to achieve the goal of the lesson. As a result of the integration of classes in the preparatory group for school, there were 3 lessons in visual activity, 2 in speech development, 2 in musical activity, 2 integrated lessons.

A separate block of classes is dedicated to listening to music, where attention is paid to the classical works of M. I. Glinka, P. I. Tchaikovsky, V. A. Mozart, R. Schumann. In these classes, the child enters the world of music, new feelings and imagination. A natural continuation of such activities is the application. The first part of the lesson is conducted by the music director, the second - by the art teacher. Another type of speech development lesson with an application is conducted by a teacher. The inclusion of three types of activities in the lesson - listening to music, speech development, application - is carried out by three teachers. These classes do not violate the principles of dialectics, preserve the specifics of different types of art, take into account the age and individual characteristics of children. Children, according to Ushinsky K.D., “think in images, shapes, colors, sounds, sensations in general, and that educator would uselessly and harmfully violate children’s nature, who would want to force her to think differently.”

Integrated classes conducted in the system are effective, give high results, increase the productive activity of children in learning applications.

Application Basics

Before understanding what materials and tools will be needed for applications, this type of decorative art should be classified.

Types and techniques of applications

The application is classified according to the form, material, color, theme, method of execution. The division into types is conditional. Sometimes, the assembled composition is difficult to classify, since various materials and execution technologies were used in the work.

The most complete classification of applications is presented below.

By form:

voluminous - created with a 3D effect from napkins, corrugations, fabrics, cotton wool and other materials that can keep a convex shape;
flat - stencils are used, according to which all elements are cut out, and then glued to the surface or on top of each other, remaining in the same plane.

By topic:

subject - individual animate or inanimate objects with stylized detail are pasted onto the background;
plot - details create a plot (for example, a composition on the theme of the season or the celebration);
decorative - represents patterns and ornaments with which you can decorate various objects.

By way of execution:

silhouette - cutting elements along a complex contour (this can be a finished color picture);
consignment note - gluing smaller elements onto a cut-out part, for example, wings, eyes, and a breast are additionally glued to the body of a bird.
breakaway - a drawing applied in advance or printed on the basis is tightly pasted over with paper scraps;
mosaic - creating an image by laying out identical shapes (triangles, circles, squares, etc.) on the base;
symmetrical - cutting out elements from a material folded in half (cutting starts from the fold);
facing - gluing to the surface of the base of twisted pieces of corrugation or napkins in a vertical position;
collage - creating a composition from ready-made images, for example, from photographs in glossy magazines.

By color:

plain;
multi-colored;
two-color.

According to the method of fixing on the basis:

By material:

The composition is assembled from a variety of materials, so the list is constantly updated. Applications for children are made from any waste material that can be glued to the surface of a cardboard sheet.

Necessary tools and fixtures

For work, you may need materials such as:

Now that everything is ready for the MK for the application, you can learn how to do it.

Execution technique

Traditional children's applications are made from paper or cardboard. These are the first materials that children get acquainted with. In this case, colored, corrugated, one-sided or two-sided paper is used. The older the child, the more difficult the application.

With children involved in the older group, it is recommended to use additional, non-traditional methods when performing the application. For example, create some elements in the style of children's origami or master the cutting technology.

Children in the middle group can make applications from different shapes. Do-it-yourself work will be a good consolidation of knowledge about the initial geometry. The application of geometric shapes is very simple: children just need to learn how to cut out squares, rectangles and circles. From these unpretentious elements, real plot pictures can turn out.

Geometric applications

To make it easier for children to assemble a geometric composition, it is recommended to use a ready-made scheme that will tell you the desired arrangement of the figures.

Mosaic

Colored paper applications have different variations. Paper can be folded, cut with a fringe, glued in layers, cut off, wrinkled, twisted. All this makes it possible to fantasize with the child, inventing new technologies and plots.

A general description of how to make an application from paper sheets:

print on a printer or draw the templates for the application yourself, cut it out;
cut out all the necessary elements from paper according to the resulting stencils;
make a background with paints (optional);
lay out the elements on the basis, choose the best position;
glue all the details to the base step by step, starting from the background and the largest ones;
draw with pencils, felt-tip pens or paint all the small elements (eyes, smile, spots, etc.).

In fact, the creation of an application from colored paper is the basis for gluing compositions from other flat materials. Paper and cardboard base can be replaced with leather, felt, cotton fabric, and the execution technology will remain the same.

Partial or combined application

In the younger group, you can use the most unexpected means to create simple applications. For example, cotton pads, buttons, cereals, seeds, pasta and many other materials are perfect for subject or plot composition. For kids, applications are created according to simple instructions and often require only a common template. Stencils for materials are not needed: the elements are glued on top and complement the cut-out silhouette.

The older group of children are old enough to do more complex work. Children in the older group can be offered the creation of convex compositions.

Volumetric 3D

Volumetric application is created in different ways using different materials. Cotton wool, colored or corrugated paper, napkins, yarn and much more are suitable for this purpose. For example, you can make paper ladybugs from two circles bent and glued together. The folded strips of paper will turn into petals, and the pieces of cotton wool will turn into clouds.

Facing

In the preparatory group, children already know how to handle scissors, know the names of the main geometric shapes, distinguish colors and shades. However, for older children, creative work in the form of an application remains relevant.

For preschoolers 5-6 years old, it is important to prepare for school and learn teamwork. In this case, large-scale teamwork with more detailed detail is well suited. For example, children can make a mosaic of cardboard or fabric (felt), master trimming or felting. Also, collective work can be done in mixed media.

One of the simple collective works is the application of napkins. Napkins can be rolled into balls, twisted into flagella or used for trimming. Such applications for children require perseverance, attentiveness, well-developed motor skills of the hands.

Step by step, the craft is performed as follows:

transfer stencils to the base;
tear small pieces of a napkin and roll them into spools or bundles;
for trimming, cut the napkin into squares and wrap each square on a stick (pencil, toothpick);
start gluing blanks along the lines of the image;
fill, respecting the colors and borders, the inside of the picture.

Video master classes of applications in different techniques

Templates and stencils for applications

Karagandy kalasynyn bіlіm bolіmі

№121 "Ainalayyn" bөbek-baқshasy ҚМҚК

Department of education of the city of Karaganda

KGKP No. 121 I \\ with "Ainalaiyn"

Completed by a teacher of the II category

Davydova E.N.

Topic: "Possibilities of the application"

G.Karaganda

2015

Consultation for educators

"Application Features"

Preschool childhood is an age stage that decisively determines the further development of a person. It is generally recognized that this is the period of the birth of a personality, the initial disclosure of the child's creative powers, the formation of the foundations of individuality.

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. (V. A. Sukhomlinsky)

Plan:

1. Application history

2. The essence and significance of the application for the development of the child

3.Goals and objectives of the application

4. Types of application, material for application

5. Features of methods and techniques for teaching children applications

1. Application - from lat. applicatio - application.

The application was born a very long time ago. It appeared as a way to decorate clothes and shoes, household utensils and tools, the interior of your home.

Perhaps the first impetus for the appearance of the appliqué was the need to sew skins for clothes, and the first stitch suggested to a person that they can not only connect the details of clothing, but also decorate it. Details cut from these materials began to be attached to clothing. This is how the app was born.

Animals, birds, people themselves, fantastic monsters, beautiful flowers and plants, scenes of hunting and everyday life became the plot.

Paper appliqué has replaced the fabric appliqué. It is associated with the beginning of paper production. Black silhouettes cut out of paper were considered the youngest type of appliqué.

The art of the silhouette was revived in France. The very name silhouette appeared here. At the court of King Louis XVwas Minister of Finance Etienne Silhouette. Due to the circumstances, he had to retire, he had no choice but to cut out his favorite pictures from black paper. So a new hobby appeared - cutting out silhouettes. Black silhouette art began to be used as decoration in the homes of Russian nobles.

The Soviet artist E.E. devoted her talent to this rare art. Lebedev. She was fond of paper cutting in childhood, while still studying at the gymnasium.

The applications of the French painter Henri Matisse are interesting and original.

In each application, he took 4-5 tones, but selected them in such a way as to express the essence of decorativeness and richness of color as such.
Calling up individual figures and shapes, changing colors and shapes, Matisse created a number of colorful decorative works: the mythological image of Icarus, the character of Ch. Perro's fairy tale "Little Red Riding Hood" - the Wolf, the symbolic image "Fate", a memory of the island of Haiti.

It has long been famous in Ukraine, in Belarus patterned paper clippings - vitinyanki. These are simple decorations cut out of colored paper that have clear, purely grammatical forms. The easiest way to cut is to fold the paper in half. Trees, vases, birds were cut out of paper folded in half, and round dances were cut out of paper folded several times.

Most often, girls and women were fond of this, working with scissors without a preliminary drawing.

The concept of "application" includes ways to create works of art from materials that are different in their properties and texture, united by the similarity of the execution technique. Each material has its own characteristics, which have a decisive influence on the application technique. For example, paper, straw, dried plants, birch bark are attached to the background with various adhesives; poplar fluff is superimposed on velvet paper.

Application is one of the types of graphic activity based on cutting out, imposing various forms and fixing them on another material, taken as the background, the simplest and most affordable way to create artwork.

The main features of the application aresilhouette, planar generalized interpretation of the image, the locality of large color spots.

The application can be subject, consisting of separate images; plot, displaying a set of actions, events; decorative, including ornaments, patterns that can be used to decorate various objects.

one of the types of visual technique based on cutting out various shapes and gluing them, sewing them on another material, taken as a background. Various materials are used for application: straw, birch bark, fabric, leather, fur, poplar fluff, paper.

Appliqué is a popular and effective decoration for any outfit: blouses, skirts, sweaters and evening dresses. They are a distinctive feature of children's clothing. They look very attractive on aprons, pot holders, napkins, tablecloths, pillows, rugs, etc. It can also be used to repair clothing, hiding extra seams, defects, inserts or loops.

Application - a way to create ornaments or artistic images by imposing on paper, fabric, etc. varied material.

2. In preschool age, the process of cognition in a child occurs in an emotional and practical way. Each preschooler is a little explorer, discovering the world around him with joy and surprise. The child strives for vigorous activity, and it is important not to let this desire not fade away, to promote its further development. The fuller and more diverse the children's activity, the more significant it is for the child and corresponds to his nature, the more successful his development is, the potential opportunities and the first creative manifestations are realized.

One of the closest and most natural activities for a preschool child is visual activity. Visual activity in kindergarten is an effective means of understanding reality. This activity helps the development and formation of visual perceptions, imagination, spatial representations, memory, feelings and other mental processes. Such personality traits as perseverance, purposefulness, accuracy, diligence are formed.

In the process of visual activity, preschoolers learn a number of graphic and pictorial skills and abilities, learn to analyze objects and phenomena of the world around them. This activity is important for the development of fine motor skills of the fingers, their muscles, coordination of movements.

3. Work with various materials, in various artistic techniques, expands the child's capabilities, develops a sense of color, harmony, imagination space, imaginative thinking, and creative abilities.

pictorial activity is of great importance in solving the problems of aesthetic education, since by its nature it is an artistic activity, and in particular, the application affects the comprehensive development and upbringing of a preschooler.

- mental education - the stock of knowledge is gradually expanding on the basis of ideas about the various forms and spatial position of objects in the surrounding world, various sizes, and the variety of shades of colors. Mental operations analysis, synthesis, comparison, generalization are formed. Children's speech develops, vocabulary is enriched, coherent speech is formed, figurative, coherent speech develops. When conducting classes, favorable conditions are created for the formation of such personality traits as inquisitiveness, initiative, mental activity, independence.

- Touch brought up ie - direct, sensitive acquaintance with objects and phenomena, with their properties and qualities.

- moral education - visual activity (application) should be used to educate children in love for all the best, fair. Moral and volitional qualities are brought up: to bring what has been started to the end, to work with concentration and purpose, to help a friend, to overcome difficulties, etc.

- Labor education - It combines mental and physical activity. The ability to cut, handle scissors, use a brush and glue requires a certain amount of physical strength, labor skills. The participation of children in preparing for classes and cleaning up after them contributes to the formation of diligence.

- Aesthetic education - a sense of color - when an aesthetic feeling arises from the perception of beautiful color combinations. The sense of rhythm arises when, first of all, the rhythmic harmony of an object, the rhythmic arrangement of its parts, is perceived. A sense of proportion - constructive integrity is developed when perceiving a variety of buildings. Gradually, children develop artistic taste.

. The following tasks are solved in the training of the application:

Compose a decorative pattern from various geometric shapes and plant (leaf, flower) details, placing them in a certain rhythm on a cardboard or fabric base of various shapes;

Compose images of an object from separate parts; portray the story;

Master various techniques for obtaining details for appliqué from different materials: cutting with different techniques, cutting, weaving; as well as the technique of gluing, sewing;

To form feelings of color and their shades, to master skills, to make harmonious color combinations;

To form a sense of form, proportion, composition.

Currently, educators of preschool educational institutions use application teaching techniques for children, namely:

1. Compose a decorative pattern of various paper geometric shapes and plant (leaf, flower) details, arranged in a certain rhythm on a cardboard base.

2. Compose image of an object made of colored paper from separate parts; portray the story.

3. Master various techniques for obtaining details for paper appliqué: cutting with different techniques, cutting, weaving; as well as the technique of attaching them to the base.

4. Compose image of an object (plot) using the origami technique.

4. Application can be:

- subject, consisting of individual images (leaf, branch, tree, bird, flower, animal, person, etc.);

- plot , displaying certain events;

- decorative, including ornaments, patterns with which you can decorate various objects.

Break application.

This method is good for conveying the texture of the image (fluffy chicken, curly cloud). In this case, we tear the paper into pieces and make an image out of them. Children 5-7 years old can complicate the technique: not just tear pieces of paper, as it turns out, but pluck or cut off the outline drawing. Breakaway applique is very useful for developing fine motor skills and creative thinking.

Overlay application.

This technique allows you to get a multi-color image. We conceive the image and consistently create it, overlaying and gluing the details in layers so that each next detail is smaller than the previous one in size.

Modular application (mosaic).

With this technique, the image is obtained by gluing many identical shapes. As a basis for a modular application, cut out circles, squares, triangles, or simply torn pieces of paper can be used.

symmetrical application.

For symmetrical images, we fold the blank - a square or rectangle of paper of the desired size - in half, hold it by the fold, cut out half of the image.

Tape application.

This method allows you to get not one or two, but many identical images, separate or interconnected. To make a ribbon applique, you need to take a wide sheet of paper, fold it like an accordion and cut out the image.

Silhouette application.

This method is available to children who are good with scissors. They will be able to cut complex silhouettes along a drawn or imaginary outline.

Quilling.

Quilling (English quilling - from the word quill (bird feather)), also paper rolling - the art of making flat or voluminous compositions from long and narrow strips of paper twisted into spirals.

Facing.

Facing is one of the types of paper needlework. This technique can be attributed both to the method of application and to the type of quilling. With the help of facing, you can create amazing three-dimensional paintings, mosaics, panels, decorative interior elements, postcards. This technique is quite popular, the interest in it is due to the unusual effect of "fluffiness" and the easy way to perform it.

Collage.

Collage (from French collage - gluing) is a technical technique in the visual arts, which consists in creating paintings or graphic works by gluing objects and materials that differ from the base in color and texture onto a base. A collage is also called a work entirely made in this technique. Collage is used mainly to obtain the effect of surprise from the combination of dissimilar materials, as well as for the emotional richness and sharpness of the work..

Origami.

Origami (jap. "folded paper") - a type of arts and crafts; the ancient art of paper folding. Classical origami is folded from a square sheet of paper and prescribes the use of one sheet of paper without the use of glue and scissors.

Napkin application.

Napkins are a very interesting material for children's creativity. You can make different crafts from them. This type of creativity has a number of advantages: - the ability to create masterpieces without scissors; - development of fine motor skills of small hands; - development of tactile perception, using paper of various textures; - ample opportunities for creativity.

Corrugated paper.

Corrugated paper is one type of so-called ornamental paper. Compared to ordinary paper, it appeared relatively recently. It is very soft, delicate and pleasant to the touch. The children love the gorgeous colors and enjoy working with it in their art classes. This is an excellent decorative and ornamental material that allows you to create decorations, colorful toys, original garlands and magnificent bouquets, costumes that can be a great gift for the holiday.

Fabric applique.

Cereal application.

For young children it is useful to develop fine motor skills. Touching objects with your fingers, learning to make plucked movements, of course, is important. But children over the age of one year are interested in seeing the result of their work immediately. The application of cereals becomes the most attractive for them in this regard. With cereals, you can create different crafts with kids. To do this, semolina, rice, millet are painted in various colors using gouache and water.

Straw application.

Straw appliqués are extraordinarily attractive, they shimmer with gold. This happens because the straw has a glossy surface and longitudinally arranged fibers. These fibers reflect light as much as possible only in a certain position. Composed of shapes at different angles in relation to the light. The application conveys a unique game: it shines like gold. These can be paintings, ornamental stripes, bookmarks for books, caskets, frames.

Application of dried plants.

Classes with natural material contribute to the education in children of love for their native nature, respect for it. They are also useful because the collection and preparation of natural material takes place in the air.

Volume application

Almost all children like colored paper crafts, you can make applications, voluminous crafts

5. The tasks and content of the training application are specified taking into account the accumulation of experience and development of the child. Introduction to the application begins with the first junior group.At the age of 2-3 years children have a pronounced emotional response to the proposal to do something, to participate in something, the child shows a willingness to act. And the main task of an adult is to support this activity.

The tasks to be solved at this age are elementary:

To teach actions with paper (tear off, crumple, roll up, cut off), help children see in paper a material that can be transformed and has its own properties and qualities: soft, dense, smooth, rough, shiny, matte; paper of different colors, wrinkled, torn, cut in different rustles;

Develop emotional responsiveness to an adult's offer to do something, a willingness to participate with him in creating elementary art crafts;

To give the kids an idea of the necessary tools and equipment for the application: scissors, brush, glue, oilcloth;

To develop interest, an emotionally positive attitude towards elementary actions with paper, the desire to independently perform them;

Develop aesthetic perception and feelings: recognize the resulting image, admire, rejoice “following” adults.

The actions of children with paper are gradually becoming more complicated. In the fourth year of a child's life, the tasks are more complex:

To teach children to make patterns from geometric shapes on a strip, square, rectangle, isosceles triangle;

To teach preschoolers to make simple objects from ready-made forms (herringbone, house, snowman ...), and elementary plots from familiar objects (a train with trailers ...);

Learn to hold scissors correctly, cut narrow strips along the fold, and then wider ones; to teach the technique of spreading paper parts with glue: along the contour, outlining its edges with a brush with glue;

To form in children a conscious attitude to the order in which work is performed: from the beginning, lay out a pattern (object, plot) on a sheet, and then take and paste each detail in turn;

Cultivate artistic taste.

In the middle group, more complex tasks are solved:

Learn to cut out details for applique from different materials (paper, fabric) in simple ways - cut, cut, cut along the contour;

Involve children in creating applications from dry leaves, adjust the methods of gluing leaves to the base;

Enrich the content of the applications, ensuring a wider acquaintance of children with the natural world, folk art, etc., as well as a variety of details used (geometric and plant forms);

Learn to place parts on rounded shapes: oval, circle, rosette.

In senior preschool As children age, they master a more complex cutting technique - symmetrical, silhouette, multi-layered, as well as cutting, weaving techniques. They can combine technology. Children learn new ways of attaching parts: sewing them to fabric. Expanding the content of the application. Children create more complex decorative patterns. Subject applications with a large number of details become more complex.

The systematic teaching of children in a variety of applications from various materials creates the basis for the creative expression of a preschooler in independent activities.

The relationship of the application with other areas and activities.

Application is closely relatedwith construction, with artistic, manual labor - this is a kind of artistic activity, since the child creates not just useful, but beautiful, expressive objects, things. Design is made of paper, as well as with the help of sewing.

The application is closely related tomathematics, there is a fixing of geometric shapes, sizes, quantities and counts, orientation on a sheet of paper.

The application is associated withspeech development , as the vocabulary of children is replenished, coherent speech develops. Connected withdrawing, sculpting - colors, shapes are fixed, imagination develops.

Creating beautiful applications with their own hands, seeing the result of their work, children experience positive emotions. Working with paper and other materials gives children the opportunity to show patience, perseverance, imagination and taste. It is pleasant for children to decorate a group room with their works, to give them to their parents and friends.

Literature

1. G.G. Grigorieva “Visual activity of preschoolers”: Publishing Center “Academy”, Moscow. 1997.

2. Under. edited by T.S. Komarova "Methodology of visual activity and design": "Enlightenment" - Moscow. 1985

3. M.A. Gusakov "Application": Moscow, "Enlightenment". 1982

4. N.P. Sakulina, T.S. Komarov “Visual activity in kindergarten”: Moscow, “Enlightenment”. 1982

5. Z.A. Pogateeva “Applique classes in kindergarten”: Moscow, “Enlightenment”. 1988

6. Under. edited by N.P. Sakulina “Methods of teaching drawing, modeling and application in kindergarten”: Moscow, “Prosveshchenie”. 1971.

7.Means of the Internet

8. "Volumetric application in kindergarten" I.V. Novikova.2011 Publisher

Development Academy

9. "Application in kindergarten" A.A. Gribovskaya.

Translated from Latin, the word "application" means "applying". To make a picture using this technique, you need to cut out different shapes from the same material and attach them to the base, which is the background. For work, you can use paper, cloth, cereal and many other improvised means. Let us examine in more detail what types of applications are and what are the features of their creation.

Gluing flowers together in this way is called floristry. To make a beautiful bud, it is enough to collect some dried leaves, fruits, straw, poplar fluff. Also useful are different types of shells, cones, seeds, seeds, grass and more. Whatever material you choose, you will need to take into account the features of its texture during work. It should adhere well to the base and harmoniously fit into the composition of the work.

standard classification

There are many types of this handmade, among which there are three main ones:

Decorative applique (created on the principle of combining various elements of decoration with each other);

Subject (pictures made in this technique consist of independent images - birds, trees, butterflies, etc.);

Plot (depicts a certain action or event - a snowfall, a family walk, a dog playing with a ball).

This is the standard classification of this needlework. In addition to the items listed above, there are many other types of such crafts. Non-traditional application can be performed using the following techniques.

Ribbons and fabric

Tape. Using this method, it is really possible to create not one or two identical figures, but any number of them. They can be tied together in a long garland or separated from each other. To make such a craft, you need a large sheet of paper. Fold it like an accordion, draw the outline of the future part on the top layer and cut it out, capturing all levels of the material.

tissue. This application belongs to the varieties of embroidery. The process of working on it consists in attaching elements of a similar material on a fabric basis. Fixing parts is done by sewing or gluing. Knitted appliqués are made on the same base material. To create such a craft, you must have some skills and dexterity. In particular, you need to be able to carefully cut out the details (the fact is that it is more difficult to work with fabric than with paper). You also need to take into account that the edges of the parts can delaminate and crumble, which complicates the creative process.

We use napkins

Napkin. This decorative appliqué can interest even the smallest children. Working with this material will not only bring a lot of pleasure, but will also contribute to the development of the child. The figurines do not need to be cut with scissors, so the baby will not be able to be injured.

Types of applique using such material perfectly develop hands and tactile perception (it is especially useful for this to use materials with different textures). And, of course, your child will develop fantasy and translate ideas into reality.

Looking for materials in the kitchen

From cereals. Many types of applications involve the use of non-standard materials. These include, for example, cereals and pasta. Working on a craft is extremely useful for a child's fine motor skills. After all, while sorting through small particles, he develops his fingers and learns to make pinching movements.

In addition, if the baby is already more than one year old, it is very important for him to see the visual result of his labors. Because children really like to collect pictures from cereals. The most versatile materials for this type of creativity are semolina, rice and millet. They can be painted with gouache to make the details more vivid and attractive. Unusual compositions will also give pasta in the form of spirals, bows, shells.

Turning to nature for help

Decorative appliqué made from straw. Such crafts look very stylish: the rays of the sun play in their lines, cast in gold. The fact is that the surface of this material is glossy and perfectly even, thanks to the longitudinal fibers of which it consists. These microscopic strips are capable of reflecting light to the maximum when placed in the correct position in relation to the sun.

Compose the shapes of your composition from parts that lie at different angles relative to the light source. In this case, you can ensure that each element will shine and shimmer beautifully. In this technique, you can make whole pictures, as well as decorate bookmarks, various boxes and frames.

From the herbarium. Dried flowers, grass, and leaves are a very popular craft material. These parts are easily accessible for schoolchildren and small children. Application schemes are very simple to implement and do not require much work. But, before proceeding directly to the process of creating crafts, you need to take a walk and collect the necessary materials. This is not only an interesting and exciting activity, it also instills love in children. In addition, such walks are very useful, because they take place in the fresh air.

Create from scraps

Another interesting type of creativity is a broken application. It is created on the principle of laying out a mosaic. Cardboard is best suited as a basis, and sheets of colored paper of different shades will become the material for work. They need to be broken into many small pieces, from which the picture will be formed.

You can attach the resulting “puzzles” with glue or the second option is ideal for small and creative preschoolers. Children may not even tear off pieces of paper in advance. Let the child attach the desired part of the sheet to the tape and press it with the blunt part of the pencil. In this way, the entire surface of the future picture is filled and its color scheme is formed.

The breakaway application exists not only in its classic form, described above. It evolved, thanks to which such an offshoot of it as handigyrim appeared. When working in this technique, the Koreans created a special paper - handi, it is made by hand. And when it comes time to use this material, its pieces are moistened and torn off along the outlines from the sheet. Working with Handi, you can create paintings that look like they were painted in watercolor or oil.

Create 3D

For example, a house can be made from a square that will go to the wall, a triangle to the roof, and rectangles to the windows and the door. To create a flower, butterfly or caterpillar, you need circles. Any animal can be folded from ovals of different sizes. A simple and cute application card created using this technique can be a wonderful gift from a child for one of the parents or friends for any occasion.

Application in Latin means application. This is one of the types of visual activity. This activity helps the development and formation of visual perceptions, imagination, spatial representations, memory. Such personality traits as perseverance, purposefulness, accuracy, diligence are formed. A number of graphic and pictorial skills and abilities are mastered. The ability to analyze objects and phenomena of the surrounding world is formed. Iso activity is important for the development of fine motor skills of the fingers, their muscles, and coordination of movements.

Visual activity is of great importance for solving problems: Mental education. The stock of knowledge about the objects of the surrounding world, quantities, the variety of shades of colors is expanding, mental operations, comparison, and generalization are being formed. Speech develops, vocabulary is enriched, coherent figurative speech is formed. Such qualities as inquisitiveness, initiative, mental activity, independence are formed. Sensory education. Direct, sensitive acquaintance with objects and phenomena, with their properties and qualities.

Moral education. Iso activity (application) brings up moral and volitional qualities: finishing what has been started to the end, focusing and purposefully doing it, helping a friend, overcoming difficulties, etc. Labor education. This type of activity combines mental and physical activity, the ability to handle scissors, use a brush and glue, prepare the workplace, all this requires physical strength and labor skills. aesthetic education. The sense of color arises from the perception of beautiful color combinations, the sense of rhythm arises from the rhythmic arrangement of parts of objects. A sense of proportion arises with the constructive integrity of the image; gradually, artistic taste develops in children.

Application can be: Subject, consisting of separate images. It is best when it is a large shaped object. Plot, displaying certain events. Details are not arranged in a row, what is closer looks larger, what is smaller - further. Decorative, including ornaments, patterns. It is characterized by a ribbon and central beam composition.

Kindergarten teachers tend to use the following applique teaching techniques for children: Patterns of various geometric shapes and plant details cut out of colored paper, arranging them in a certain rhythm. Compose an image of an object from colored paper in separate parts to depict the plot. Master various techniques for obtaining details for paper appliqué: cutting, tearing, weaving. Compose an image of an object using the origami technique.

Creating beautiful applications with their own hands, seeing the result of their work, children experience positive emotions. Working with paper and other materials enables children to show patience, stubbornness, imagination and taste. The fuller and more varied children's activities, the more successful the development of the child, the potential opportunities and the first creative manifestations are realized.