MKOU "Gorshechenskaya secondary school No. 2"
"The development of creative imagination in the lessons of fine arts".
Art teacher
Nesterov Alexander Ivanovich
1. The value of visual activity.
The leading role in the formation of the child's personality, the formation of his spiritual world belongs to the emotional sphere. It is with this feature of the psyche of a little man that the high power of the influence of art on him is connected - a phenomenon of emotionally imaginative in its essence.
2. The specifics of a lesson in a correctional school.
The specificity of fine art lessons is manifested in the use of special teaching methods and techniques that help students overcome difficulties in acquiring certain knowledge and skills, due to the peculiarities of their development.
The development of students' skills in visual activity.
The development of creative imagination is improvisation, play, hoaxes. Children should not be artificially aroused, turned on, it is necessary to be sensitive and careful to all manifestations of children's imagination. From children's drawings, where a child's rich and very strong imagination can be hidden behind the most ordinary plot, one can see the mood and manifestation of fantasy. Thus, teaching a child to draw is as necessary as talking.
Non-traditional forms of work in fine arts.
Monotype
You can draw not only with a brush, but also with your finger, palm, etc. (
We are working on technology.
For successful lessons using non-traditional forms of work in visual activity, the child will need some skills, all of them cannot be counted and not foreseen, so we will limit ourselves to only three:
- precise hand movement
- accurate mixing of colors (sensory education);
- precise attention (grasping with the eye).
Conclusion
In a special school, fine arts, with its main purpose as an academic subject - to develop the artistic knowledge and skills of students, to acquaint them with the basics of art history - is also used as one of the compensatory ways of developing and educating these students, shaping their cognitive sphere, verbal speech.
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1 Development of creative imagination in the visual activity of children preschool age(presentation for parents) Compiled by: teacher additional education Sapronova Julia Viktorovna GBDOU 115 Nevsky district of St. Petersburg
2 The creative imagination of children represents a huge potential for the realization of the reserves of an integrated approach in teaching and upbringing. Great opportunities for the development of creative imagination are represented by the visual activity of children. Introduction
3 What is imagination? Imagination is the ability to construct in the mind from the elements of life experience (impressions, ideas, knowledge, experiences) through their new combinations and relationships something new that goes beyond the previously perceived. Imagination is the basis of all creative activity. It helps a person to free himself from the inertia of thinking, it transforms the representation of memory, thereby ensuring, in the final analysis, the creation of a deliberately new one. In this sense, everything that surrounds us and that is made by human hands, the whole world of culture, unlike the world of nature, all this is a product of creative imagination.
4 Why is it necessary to develop imagination? Imagination and fantasy is the most important aspect of a child's life. It is the highest and most necessary human ability. However, it is this ability that needs special care in terms of development. And the imagination develops especially intensively at the age of 5 to 15 years. And if during this period the imagination is not specially developed, then in the future there will be a rapid decrease in the activity of this function. Together with a decrease in the ability to fantasize in children, the personality is impoverished, the possibilities of creative thinking are reduced, and interest in art and creative activity is extinguished. In order to develop creative imagination in children, a special organization of visual activity is necessary.
5 What determines the development of creative imagination creative imagination depends on many factors: age, mental development and developmental features (the presence of any disturbance of psychophysical development), individual features personality (stability, awareness and orientation of motives; features of communication; degree of self-realization and assessment of one's own activity; traits of character and temperament), and, which is very important, from the development of the process of education and upbringing.
6 Visual activity as a way to develop creative imagination So what is this “pictorial activity”, or, in other words, drawing? First of all, one of the first and most accessible means of self-expression of the child. Children draw what they think about, what attracts their attention, invest in their attitude towards it, live in the drawing. Drawing is not only fun, but also creative work. At the same time, visual, motor, muscular-tangible analyzers are included in the work. In visual activity, the originality of many aspects of the child's psyche is manifested. Drawing helps us get to know the child better, makes it possible to obtain material that reveals the features of thinking, imagination, emotional-volitional sphere.
7 Visual activity as a way to develop creative imagination. The period of pre-pictorial activity Imitating the actions of adults, the child already in early childhood begins to manipulate pencils and paper, creating scribbles. Gradually, the child moves away from thoughtless scratching on paper. He begins to understand the function of pencils, his movements become more precise and varied. This is a period of pre-figurative activity.
8 From doodles to drawing Drawing comes about when a child connects some of their doodles to objects and deliberately creates imaginary objects. The verbal formulation of intention is the beginning of visual activity. At first, the desire to depict with the memory of a graphic image familiar to him. Most often, these are circle-like curves in which the child “sees” an uncle, aunt, etc. Gradually, such an image no longer satisfies him, and he begins to look for new graphic images. Headaches appear. A significant leap in the development of both the child himself and drawing occurs at preschool age. Under the influence of adults, images of houses, trees, flowers, cars appear. The child overcomes the patterns and begins to draw what interests him. Everything that only he is able to imagine, imagine in his fantasy, the child tries to draw. Many have an interest in the fantasy world, they draw wizards, princesses, fairies, sorcerers, etc. Children draw and what happens in the real life of adults. Drawing, like playing, helps the child to master his social environment, the world in which he lives.
9 The role of adults in the development of creative imagination in children All necessary qualities imaginations (breadth, arbitrariness, stability, brightness, originality) do not arise spontaneously, but under the condition of systematic influence on the part of adults. Influence should enrich and clarify the child's perception and ideas about the world around him, and not be reduced to "imposing" ready-made topics on him. The child needs to be helped to get acquainted with reality in order to depict it, to develop the ability to operate with images in order to create new ones on their basis. It is important to develop cognitive interests in children.
10 Stages of work with a child Work that stimulates the creativity of children can be carried out in three stages: Stage I - training. Purpose: direct teaching of the basics of the image through the non-traditional use of traditional materials; mastering technology as a language of artistic and graphic images using various materials.
11 Stage 2 of work with a child Stage II is fixing. Purpose: the use of working methods, materials and equipment in accordance with the solution of the creative task (watercolor and watercolor crayon, gouache and wax crayon, wax crayon and watercolor, etc.). At the second stage, the tasks are related to the comprehension of color, the nature of the graphic line, mastering the techniques of working with a brush, wand, pencil, etc., are directly related to the compositional solution: paper, whichever is smaller and higher on the sheet of paper). Transfer of movements; Highlighting the main size and color; The balance of the composition, including the compositional balance of large decorative spots; Expression of character by line and color.
12 When teaching adults, it should be remembered that the top, middle, bottom model of the world For adults, it is important to understand that such a tape composition is the child's first attempt to build a system of spatial coordinates that organizes the picture of the world he creates on a sheet of paper. In this world, the main structure-forming principle is the vertical division of the sheet into top, middle and bottom. This is the oldest principle in the history of mankind of the symbolic organization of space, which is embodied in various cultures in the form of the World Tree with its crown (top), trunk (middle) and roots (bottom). And this is also the earliest spatial scheme in ontogenesis, with the help of which the child tries to build a model of the inhabited world. With these features in mind, training should be carried out!
13 Stage 3 Stage III - independent activity of children in working with art materials and the implementation of creative ideas. The purpose of the third stage is to stimulate the creative activity of children through the free choice of art materials and equipment.
14 Conditions for stimulating creative imagination Thus, the leading conditions for stimulating creative imagination are: Providing freedom to act (experiment) with various materials while enriching ideas about their properties and modes of action; Awakening of emotions (experiences) in the process of perception of reality; Organization of observation of the creative process of adults.
15 Let's remember that Numerous studies by psychologists and educators show that one becomes a creator just like an intellectual, and creative abilities are not created, but released both spontaneously and in a specially organized environment (people and materials). Let's help our children become true creators!
16 Thank you for your attention! We wish you success!
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The relevance of the work.
Graphic productive activity using non-traditional drawing techniques is the most favorable for the creative development of children's abilities. An unconventional drawing technique gives the child the opportunity to see the world in a “new way”. Visual productive activity using non-traditional visual means is the most favorable for the development of children's creative thinking, because. in it, different aspects of the development of the child are especially manifested.
Working with different materials expands the scope of the child's possibilities, ensures his emancipation, develops imagination, fantasy. Daily massage of the hand, finger exercises accelerate the development of speech. The motor activity of the hand increases the vocabulary, contributes to their meaningful use, forms grammatically correct speech, develops memory, contributes to the automation of sounds and the preparation of the hand for writing. In the classroom, drawing with non-traditional techniques liberates children, allows them not to be afraid to do something wrong. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions are both a process and a result practical activities- artistic creativity. Drawing using non-traditional image techniques does not tire preschoolers, they maintain high activity, working capacity throughout the entire time allotted for the task. Non-traditional techniques allow the teacher to carry out an individual approach to children, take into account their desire, interest.
Their use contributes to:
Intellectual development of the child;
Correction of mental processes and personal sphere of preschoolers;
Develops self-confidence;
Develops spatial thinking;
Teaches children to freely express their intention;
Develops fine motor skills of hands.
Goals:
Formation of creative thinking of preschool children through acquaintance with not traditional ways art activities
.Tasks:
introduce children to non-traditional drawing techniques.
generate interest in performing creative work in different materials and ways
to consolidate children's knowledge of materials that you can work with and be able to use them correctly
The development of children's creative abilities (in all its diversity)
Development and improvement of fine finger motor skills
Formation of skills and abilities to work with various materials,
fixtures and tools
Acquaintance with new techniques and technologies
Ability to put them into practice
WORK PLAN FOR SELF-EDUCATION ON THE TOPIC: "Using non-traditional drawing techniques to develop creative imagination in children 3-4 years old"
Stages of work. Content of work. Deadlines I.
Information and analytical - selection and study of pedagogical and methodological literature on the topic, accumulation of material;
Memo on the topic "Introduction to non-traditional drawing techniques and their role in the development of preschool children"
Card file of early popular, methodical literature and journal articles on the topic.
- studying the experience of other teachers on the designated topic in the DU and on Internet sites; 2017-2018 academic year
IIPractical 1. Methodological work on self-education
- systematization of methodological material on the topic of self-education;
Reminder:
"Unconventional Drawing Techniques".
- development perspective plan classes in circle work on non-traditional drawing techniques; Thematic lesson plan for children.
- drawing up notes of classes for circle work "We draw without a brush ..."; Abstracts of classes.
- preparation of a consultation for teachers on the topic: "Non-traditional drawing techniques in kindergarten and their role in the development of preschool children"; 2018-2019 academic year.
2.Working with children "Funny fingers" Acquaintance and mastering the technique of "drawing with fingers" Exhibitions of children's works, designing a folder with drawings,
collective work.
“Bright palms” Acquaintance and mastery of the “painting with palms” technique “Colored PRINTS” Acquaintance and mastery of the “imprint with prints” technique (foam rubber, cotton swabs, corks, pipettes) “Prickly brush” Acquaintance and mastery of the technique “poking with a hard semi-dry brush” “Drawing without a brush "Acquaintance and mastering the technique" drawing with wax, "wet", semolina" "Paper lumps" Acquaintance and mastery of the technique "drawing with crumpled paper"
"Magic blots" Acquaintance and mastery of techniques
"blotography" and "monotype" 2019-2020 academic year
3.Working with parents - preparing a consultation "Drawing in non-traditional ways
Preparation and holding a master class for parents on non-traditional drawing techniques: “We draw with unusual things without difficulty”
2019-2020 academic year
III Summing up - a report on the work done. Speech with a report at the teachers' council. Folder of children's works on non-traditional drawing techniques. Photo album of collective works and collages created together with children. 2021-2022 academic year.
2017-2018 academic year. Information and analytical stage of work on the topic of self-education: Studying methodological literature on the topic: 1. A. A. Fateeva "Drawing without a brush" 2. T. N. Davydova "Drawing with palms" 3. G. N. Davydova "Unconventional drawing technique in kindergarten "- M. 2007. 4. G. N. Davydova "22 drawing lessons for preschoolers." Non-traditional techniques. - M.: 2016. 5. I. A. Lykova "Colored palms" 6. Magazines "Preschool education", "Educator". 7. A. V. Nikitina "Non-traditional drawing techniques in kindergarten" 8. I. A. Lykova - " Toolkit for preschool specialists educational institutions».
2. Introduction into practice: - 2018-2019 academic year “Development of a long-term plan for non-traditional drawing techniques in the second junior group. Make a summary of classes in non-traditional drawing. - 3.2019-2020 academic year. Consultation for parents "Development of creative imagination in preschool children through non-traditional drawing techniques." - Exhibitions of children's drawings for parents. - Consultation for parents "Observation of children's creativity at home" - Consultation "How to teach a child draw if you don't know how to do it yourself?"
3. Presentation of work experience: - 2020-2021 academic year. Development of summaries of activities with children. - Master class for parents on conducting a lesson on non-traditional drawing techniques “We draw with unusual things without difficulty” Consultation for parents “We develop the child’s hand” - 4.2021-2022 academic year Report on the topic of self-education
Expected results.
The study of educational, reference, scientific and methodological literature:
1. A. A. Fateeva "We draw without a brush"
2. T. N. Davydova "Drawing with palms"
3. G. N. Davydova "Non-traditional drawing technique in kindergarten" - M. 2007.
4. I. A. Lykova "Colored hands"
5. Magazines "Preschool education", "Educator".
6. A. V. Nikitina "Non-traditional drawing techniques in kindergarten"
7. I. A. Lykova - "Methodological guide for specialists in preschool educational institutions."
8. Studying from Internet resources
Goals:
To form the ability to implement the acquired knowledge about the means of expression in their own work;
- To form the ability to perform a collective composition, to coordinate their actions with peers;
- To develop the need to create a new, unusual product of creative activity;
- To develop an aesthetic appreciation, the desire for creative self-realization.
Tasks:
- to expand the idea of the variety of non-traditional drawing techniques;
- to form an aesthetic attitude to the surrounding reality on the basis of familiarization with non-traditional drawing techniques;
- to form an aesthetic taste, creativity, fantasy;
- develop associative thinking and curiosity, observation and imagination;
- improve technical skills and drawing skills;
- cultivate artistic taste and a sense of harmony.
Relevance of the topic:
“Childhood is an everyday discovery of the world, so we must make sure that it becomes, first of all, the knowledge of man and the Fatherland, their beauty and greatness.”
“The origins of the abilities and talents of children are at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child." V. A. Sukhomlinsky.
All children love to draw. Having experienced an interest in creativity, they themselves find the necessary ways. But not everyone succeeds, especially since many children are just beginning to master artistic activity. Children love to learn new things and enjoy learning. It is by learning, gaining knowledge, skills that the child feels confident.
Drawing with unusual materials, original techniques allows children to experience unforgettable positive emotions. Non-traditional drawing gives children a lot of positive emotions, reveals new possibilities for using familiar objects as art materials, and surprises with its unpredictability. Original drawing without a brush and pencil uninhibits the child, allows you to feel the colors, their character, mood. Unbeknownst to themselves, children learn to observe, think, fantasize.
The teacher must awaken in every child faith in his creative abilities, individuality, originality, faith that he came into this world to create goodness and beauty, to bring joy to people.
The relevance lies in the fact that knowledge is not limited to the framework of the program. Children get acquainted with a variety of non-traditional ways of drawing, their features, a variety of materials used in drawing, learn to create their own drawings based on the knowledge gained. Thus, a creative person develops, able to apply his knowledge and skills in various situations.
Drawing with non-traditional techniques is the most important matter of aesthetic education. Visual activity is one of the most interesting for preschool children: it deeply excites the child, evokes positive emotions.
Non-traditional drawing techniques are ways to create a new, original work of art in which everything is in harmony: color, line, and plot. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves. R. G. Kazakova, T. I. Saiganova, E. M. Sedova, V. Yu. Sleptsova, T. V. Smagina, O. V. Nedorezova, V. N. Volchkova, N. V. Stepanova and others. During their stay in the group, children have time to learn various technologies images such as: poking with a hard semi-dry brush, drawing with fingers, cork impression, wax crayons + watercolor, object monotype, ordinary blotography, blotography with a tube, blotography with a thread, splashing, poking, landscape monotype.
The inclusion of non-traditional drawing techniques in work with children allows developing the sensory sphere not only by studying the properties of the depicted objects, performing appropriate actions, but also by working with various visual materials. In addition, the cognitive interest of the child is stimulated (using objects that surround the baby every day in a new perspective - you can draw with your own palm, fingers, use a spikelet or a birch leaf instead of a brush). There is a development of visual - figurative, and verbal - logical thinking, activation of independent mental activity of children. (What else can I draw? What can I draw with this material) Through the use of various visual materials, new techniques that require precision movements, but do not limit the child's fingers to a fixed position (as with the correct holding of a brush or pencil, conditions are created for the development of a general motor awkwardness, the development of fine motor skills.After all, instead of traditional ones: a brush and a pencil, a child uses his own palms, various seals, stencils, the “blotography” technique to create an image.The “monotype” technique contributes to the creation of a complex symmetrical image.
It is non-traditional drawing techniques that create an atmosphere of ease, openness, looseness, contribute to the development of initiative, independence of children, create an emotionally positive attitude towards activities. The result of visual activity cannot be good or bad, the work of each child is individual
Stages of self-education
1. Selection and study of methodological literature: during the year.
2. Participation in events dedicated to the topic of self-education: during a year
3. Formation of experience on the topic. Implementation into practice: during the year 4.Presentation of work experience on the topic during the year.
Visual activity, in particular, children's drawing, contains great opportunities. As researchers of children's fine arts (Sakulina N.P., Komarova T.S., Grigoryeva G.G.) note, it is a means of mental, graphomotor, emotional, aesthetic and volitional development of children. In the process of drawing, all mental functions are improved: visual perception, representation, imagination, memory, mental operations.
The choice of non-traditional drawing techniques as one of the means of developing children's fine arts is not accidental. Most non-traditional techniques refer to spontaneous drawing, when the image is obtained not as a result of the use of special visual techniques, but as the effect of game manipulation. This way of non-traditional image can be called "happening" (translated from English - "happen"). With him, it is not known what image will turn out, but he is obviously successful in terms of the result and thereby increases the interest of preschoolers in visual activity, stimulates the activity of the imagination. In addition, non-traditional techniques expand the visual possibilities of children, which allows them to realize their life experience to a greater extent, free themselves from unpleasant experiences and establish themselves in a positive position as a “creator”.
The basis of creativity is the combinatorial activity of the imagination. Creative imagination depends on many factors: age, mental development and developmental characteristics (the presence of any violation of psychophysical development), individual personality characteristics (stability, awareness and orientation of motives; evaluative structures of the image of "I"; features of communication; degree of self-realization and assessment of one's own activities; traits of character and temperament), and, which is very important, from the development of the process of education and upbringing.
The experience of the child develops and grows gradually, it is distinguished by a deep originality in comparison with the experience of an adult. The attitude towards the environment, which, by its complexity or simplicity, by its traditions and influences, stimulates and directs the process of creativity, is again completely different for the child. The interests of a child and an adult are different, and therefore it is understandable that the imagination of a child works differently than that of an adult. The child lives in a fantasy world more than in the real one. But we know that the interests of the child are simpler, more elementary, his relations with the environment also do not have the complexity, subtlety and diversity that mark the behavior of an adult, and yet these are all the most important factors that determine the work of the imagination. As the child develops, so does the imagination. What are the stages in the development of imagination in preschool children? The French psychologist T. Ribot presented the basic law of the development of the imagination in three stages:
Childhood and adolescence - the dominance of fantasy, games, fairy tales, fiction;
Youth is a combination of fiction and activity, “sober prudent reason”;
Maturity is the subordination of the imagination to the intellect.
The ability to imagine is not given from birth. Imagination develops with the accumulation of practical experience, the acquisition of knowledge, the improvement of all mental functions. IN modern science There are many studies devoted to the development of imagination in ontogeny.
Drawing in the technique of "blotography". For work, the children were provided with ready-made stimulus material, as the children reacted negatively to the proposal to draw the blots themselves. The children themselves chose the stimulus material from the proposed one (blanks of an abstract form made of plasticine, pieces of fabric drawn with paint). All the children chose felt-tip pens from the proposed visual material for completing the task, motivating their choice by the fact that they are brighter than pencils, and it is easier to draw with them than with paints.
Most of the works are not original, the children added only the most essential details to the image, but at the same time they paid great attention to creating the plot of the drawing. All the children coped with the task on their own, not only by drawing the spot to a certain image, but also by adding new images, presenting a detailed subject environment in the drawings.
Drawing in the technique of "monotype". The children themselves coped with the technique of performing monotype. Lopanova Dasha performed the work in her own proposed way - combining it with the “blotography” technique: splashing colored spots of paint on both halves of the sheet and then folding them. The second part of the work caused more difficulties: the children could give a name to their drawings, say what image they see in it, but they either refused to finish drawing, or started working only after discussing with the teacher what they want to depict.
"Drawing with colored threads". This drawing technique evoked positive emotions in children, a desire to work in this technique. Only one child was able to give a name to his work and finish drawing it to a complete image. Despite this, this technique is useful in working with children as a psychotherapeutic tool.
Thus, all the proposed non-traditional techniques aroused interest in the children, a positive attitude towards them, however, they started to complete the task only after a conversation with the teacher, they felt insecure in the first lessons, the images were created of the same type. In subsequent lessons, the children were more quickly involved in activities, showed more independence, and when considering given forms, they offered options for images. This indicates that this work must be carried out in the system
This technique activates the activity of the imagination, revealing one of its properties - the vision of the whole before the parts. In this case, the figures (forms) obtained as a result of the "happening" non-traditional technique exacerbate the child's sensitivity to shortcomings, missing elements, provide an opportunity for ambiguous task completion, which is manifested in the creation of various drawings in children.
We believe that it is not only possible, but also necessary use similar tasks by teachers and parents, since tasks maintain mental balance, provide an opportunity for a safe release of emotions, while the child has the opportunity to realize his creative potential, to create as he wants, to be free from any pressure, imposing someone else's opinion. The child's faith in his own strength is also strengthened, individuality, autonomy develops. Such creative tasks can be used not only in working with preschoolers, but also with children of younger, middle and older preschool age. The above are also useful for adults, as they not only activate the work of the imagination, but also have a psychotherapeutic effect.
Maymakova
Imanbekovna.
GKKP "Nursery - kindergarten No. 24
“The origins of the abilities and talents of children are at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child."
V.A. Sukhomlinsky
Educator business card
FULL NAME. Maimakova Botagoz Imanbekovna.
Date of birth: 04/07/1980.
Education: Higher - pedagogical.
Name educational institution Graduated from: Novosibirsk State Pedagogical University
Karasuk Pedagogical College.
Diploma specialist: Teaching in elementary grades, specialization in psychology, educator.
Work experience: general-, pedagogical-, in this institution.
When and where did I improve my qualifications: NTsPK "Orleu" 2017
Direction of work that is better done: Cognition. Creativity.
For what problem this moment I work in depth: "The development of creative imagination through non-traditional drawing techniques"
Subject:"The development of creative abilities of preschool children through the use of non-traditional drawing techniques in project activities»
Tasks:
To teach children to choose material for non-traditional drawing and skillfully use it.
Help children master various technical skills while working with non-traditional techniques.
To instill an interest in drawing with non-traditional techniques.
Develop creativity and imagination.
Activate children when choosing topics.
To educate children in the ability to work individually and create collective compositions, to develop emotionally positive emotions on the offer to draw, the formation of skills to use experience to achieve the goal.
To develop in children the aesthetic sense of form, color, rhythm, composition, proportion.
Develop a sense of collectivism, camaraderie, desire to help each other.
2017-2018 academic year
Work with children:
Development of circle work with children first junior group"Magic Fingers"
Mastering with children the technique of drawing with a palm, fingers, fist, pokes.
Exhibition of creative works "Wonderful transformations of the palm"
Development and selection of material for finger games for classes in fine arts in the first junior group.
Development and implementation of a stamp drawing project
"Funny prints - prints"
Conducting didactic games "Collect a picture" - to develop the ability to assemble a whole from parts.
Working with parents:
Master class for parents "Draw with fingers and palms."
Design of the exhibition of works by children and parents: "Wonderful transformations of the palm."
To issue a folder - a shift "Material for drawing for kids 2-3 years old."
Presentation for the final parent meeting on the topic: "How we learned to draw."
Working with teachers:
Develop work program for performance in the first junior group.
Tell teachers about the book "Fascinating drawing by poke with children 3-7 years old" - K.K. uterine
Attend drawing classes by experienced teachers. Fill out visit sheets.
Open drawing lesson "Autumn, autumn - leaf fall" for teachers of preschool education.
Speech at the teachers' council "Non-traditional drawing techniques for children of primary preschool age."
Provide teachers with options for organizing a corner for fine arts.
2018-2019 academic year
Work with children:
Development of circle work with children of the second junior group "Rainbow of colors"
Development and implementation of a project on various tree drawing techniques in the second junior group.
Entertainment "Cheerful snowman".
Didactic game: "Pick by color" - fixing the shades of primary colors.
Drawing lesson "Snowflake Festival".
Individual work on the development of creative abilities with the help of entertaining material. Didactic games"Lay down the pattern."
Working with parents:
Joint entertainment "Autumn Festival".
Photo exhibition: "How we do in kindergarten."
Consultation: "We collect and store natural material for crafts and drawing."
On parent meeting present the presentation "First Steps into the World of Art". - introduce the variety of exhibitions and museums in Nizhnekamsk and Naberezhnye Chelny.
Master class for parents "Stamps for drawing with your own hands."
Working with teachers:
Round table: "Sharing experience" - generalizations of the experience of teachers.
Tell teachers about the book by A.V. Nikitina "Non-traditional drawing techniques in preschool educational institutions. Handbook for educators and parents.
Workshop: "Introducing children to the technique of Pointillism."
Presentation of the project “Such different trees» - familiarization with the techniques of depicting trees in various techniques.
To present to teachers a game made with their own hands “pick by color” to consolidate the shades of primary colors and logical thinking.
Consultation for teachers "Games on visual activity".
2019-2020 academic year
Work with children:
Development of circle work with children middle group"Watercolor"
Didactic game "Butterflies" - fixing shades of color, shape. Fantasy development.
Development and implementation of the "Magic Background" project - to encourage children to create a background for creative work using non-traditional drawing techniques.
Individual work on the development of creative abilities with the help of entertaining material. Didactic game "Draw a portrait".
Open lesson on visual activity "Snowflakes" - to consolidate the ability to use spray technique in activities.
Working with parents:
Checkout - a folder for moving "Material for teaching the technique of spraying."
Evening of entertainment "Sorceress Winter".
Presentation at the parent meeting: "I'm learning to create."
Seminar-workshop for parents "Marbling a sheet or drawing on shaving foam".
Replenishment of the corner for visual activity in the group.
Life in an era scientific and technological progress is becoming more diverse and complex, it requires from a person not stereotyped, habitual actions, but flexible, creative thinking. Therefore, in modern world creative individuals with the ability to effectively and unconventionally solve new life problems are in demand.
Raising a creatively active young generation is one of the main tasks modern society. And it is necessary to solve it already at preschool age. Therefore, much attention in the educational process in kindergarten should be given to the development of creative imagination.
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M A DOU "Kindergarten No. 13 of a combined type with education and training in the Tatar language" Privolzhsky district of Kazan
Theme of self-education "Development of creative imagination in preschool children through visual activity"
The relevance of the topic is determined by the following problems: Socio-economic transformations in society dictate the need for the formation of a creatively active personality. School education requires a sufficiently formed level of imagination. Imagination is a prerequisite for the effective assimilation of new knowledge by children. No kind of creative activity can do without imagination.
Purpose: to study the features and possibilities of development and activation of the creative imagination of preschool children in the process of engaging in visual activity. Tasks: To analyze the psychological, methodological literature on this topic. To study the process of development of creative imagination. To reveal the features of the imagination of preschool children and its connection with interests and emotions. To determine the features of children's creative activity and its significance for the development of creative imagination. Define possible ways development of children's creative imagination in the process of creative activity.
Tasks in working with children: To develop the imagination and creativity of children. Enrich and expand children's artistic experience. Encourage your child to experiment. Encourage and support creativity. To educate a child's positive attitude towards cooperation with an adult, with children, towards their own activity, its result.
When a child imagines, all sorts of images arise in his mind. Depending on the nature of their origin, it is customary to distinguish between reproductive (or recreating) and productive (or creative) imagination. Further
Back Images of reproductive imagination arise on the basis of verbal or graphic description(when reading a book, imagination helps the child imagine the situation in which the hero is, “see” his appearance based on a verbal description).
Back Images of creative imagination are always original. They are synthesized by the child on their own, without relying on any description.
Conditions for stimulating creative imagination Providing freedom to act (experiment) with various materials while enriching ideas about their properties and methods of action; Awakening of emotions (experiences) in the process of perception of reality; Organization of observation of the creative process of adults.
Non-traditional drawing techniques Finger painting Palm painting Paper rolling Plasticine drawing Paper tearing
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