Diagnosis of children based on artistic and aesthetic development. Methodological development “Introducing young children to artistic and aesthetic development

The construction of an optimal process of artistic and aesthetic development of children is greatly facilitated by the study of the characteristics of the artistic and aesthetic experience of pupils. This ensures that the goals of the selected program are correlated with the capabilities of the children in the group and the necessary adjustments are made to the pedagogical process.

Purpose of diagnosis: identifying the features of the artistic and aesthetic development of preschool children (based on the development of fine arts).

Diagnostic tasks are associated with identifying the characteristics of the manifestation of aesthetic attitudes in children preschool age to objects of fine art - landscape, still life, portrait.

All data obtained as a result of the diagnostics were recorded in a table, where:

H - low level (blue)

· the child is not interested in and does not like to engage in artistic activities;

· does not know and does not name the genres of fine art - portrait, landscape, still life;

· shows no interest when looking at aesthetically attractive objects;

· Not ;

· does not respond to manifestations of an aesthetic nature (beauty);

· Not ;

· does not use words in speech - aesthetic categories, aesthetic assessments;

· Not ;

· does not express his own opinion in relation to works of fine art.

C - medium level (green)

· the child shows little interest in artistic activities;

· knowledge about the genres of fine art is not sufficiently formed;

· fluently examines aesthetically attractive objects;

· partially answers questions of an aesthetic nature (about art, aesthetic objects, aesthetic terms, visual techniques and tools);

· not enough;

· there are minor positive emotional states during classes visual arts;

· partially uses words in speech - aesthetic categories, aesthetic assessments;

· partially uses figurative comparisons when examining objects;

· has difficulty expressing his own opinion.

B-high (red)

· answers questions of an aesthetic nature (about art, aesthetic objects, aesthetic terms, visual techniques and tools);

· reacts emotionally to the manifestation of an aesthetic character (beauty);

· positive emotional states are observed during visual arts classes;

· uses figurative comparisons when examining objects;

· expresses one’s own opinion and shows attitude (“I think the artist drew it like that for a reason,” “I would live here and admire it,” “I really love such beautiful pictures”);

Diagnostic game situation “Interview with the artist”

(based on conversation)

Target- identifying the characteristics of children’s preferences in genres of art and visual activity, visual instruments, techniques and the formation of ideas about them; features of mastering certain aesthetic assessments and categories (“ugly”, “beautiful”, etc.).

Diagnostic conditions. Conducted individually.

Stimulus materials: reproductions of different genres of fine art of works familiar to children; A children's book with illustrations familiar to preschoolers.

Exercise. The child is invited to “turn into a real artist” and “give an interview” to an art magazine. You can use game attributes: voice recorder, microphone, notepad for recording (protocol).

Submitted tasks.

The child is given groups of questions.

1. Questions aimed at identifying experience in visual arts:

Do you like to draw?

What do you usually draw?

What do you like to draw? Eat different materials, with which you can draw: pencils, paints, and what else?

Who taught you to draw?

Do you always manage to draw everything?

What would you like to learn to draw?

Do you draw at home?

Who would you like to show your work to?

When your mother or teacher looks at your work, what do they usually say?

2. Questions aimed at identifying children’s ideas about aesthetic categories:

What do you think beauty is?

What can be called beautiful, beautiful? What about ugly?

This is the flower ( display of an aesthetically attractive object) - beautiful? Why do you say that?

What do you think people usually use to decorate various objects (in the house, clothes)? Why do they do this?

3. Questions aimed at identifying children’s ideas about certain types and genres of art:

If you were asked, what would you answer: painting is... (what is it?);

Who do you think creates the paintings?

Why do you think they paint pictures?

Why do people go to museums to look at paintings?

Do you like looking at picture books?

What books do you like?

Why do you think there are pictures in books?

If you asked your mother to buy you a book with pictures, describe what the pictures should be like for you to like them.

Please look at these photographs. Do you like them?

Tell me, where is the landscape here? Still life? Portrait? How did you guess?

What is a landscape (what is usually drawn there)?

Or maybe a sculptural portrait?

Methods for processing and analyzing materials.

Answers to questions, children's interest, and emotional manifestations are recorded.

· Diagnostic situation “What I love, that’s what I talk about”

Target- identification of features of the development of artistic and aesthetic perception in preschool children.

Diagnostic conditions. Conducted individually.

Stimulus materials: reproduction of a work familiar to children (for example, I. Levitan “ Golden autumn"), an aesthetically pleasing object (for example, a decorative photo frame), paper, pencils, felt-tip pens.

Exercise. The child is invited to “go” into the halls of the “museum” and talk, “like real artists,” about the objects presented there.

Submitted tasks.

The child is offered:

· Talk about the picture (in the second presentation - the object) “whatever you want”, describe “what is depicted, what is felt, what is thought.”

· After examining the reproduction, answer the following questions:

Do you like this picture? How?

What do you think this picture is about?

What do you feel, what do you think about when you look at this picture?

What mood is represented in the picture? Why?

What would you call her?

I'll call different couples words, and you choose the words that fit the picture: quiet - loud / cheerful - sad / bright - dim / cold - warm / tasty - not tasty.

Why do you think the artist painted with these colors? Name them. What colors would you choose if you were painting this or a similar painting? Why?

If you could magically enter a painting, what would you hear? Did you feel it?

Would you like to be there? Why?

The artist called the painting “Golden Autumn”. Why do you think this is so?

Imagine that you are an artist. Draw your impressions of the picture: what you felt, what you remembered, what you liked. It is not necessary to accurately draw everything that the artist himself drew. Let your imagination run wild (the child is given a piece of paper, pencils, markers).

· When considering the subject, answer the following questions:

Do you like this frame? How?

Would you like to have one like this?

What do you feel, what do you think about when you look at the frame?

Do you think the frame is beautiful?

Choose different words to describe the frame.

I will name different pairs of words, and you choose words that fit the picture: quiet - loud / cheerful - sad / bright - dim / cold - warm / tasty - not tasty. Why do you think it was decorated?

Imagine that you are a craftsman, how would you decorate the frame?

We implemented these diagnostic situations at MBDOU “Combined Kindergarten No. 35 “Rainbow” in a mixed-age group with children 6-7 years old, numbering 20 people. Of these, 14 are girls and 6 boys. All children were divided into two subgroups - control and experimental.

· ascertaining;

· formative;

· control.

At the first stage of work, we conducted two game situations with all the children: the diagnostic game situation “Interview with the artist” (based on a conversation) and the diagnostic situation “What I love, that’s what I talk about.”

At the second stage of work, we implemented a system joint activities to familiarize older preschoolers with fine arts(portrait, landscape, still life), which was carried out with children of the experimental subgroup.

At the third stage of the work, two game situations were again carried out with all the children: the diagnostic game situation “Interview with the artist” (based on a conversation) and the diagnostic situation “What I love, that’s what I talk about.”

We recorded all the data obtained in protocols and tables.

Group kindergarten- mixed age group (subgroup - control)

the date of the -September 2013

Last name, first name of the child	Indicators for fixation
The child is interested in and loves to engage in artistic activities: in independent and joint activities he often draws	knows and names the genres of fine art - portrait, landscape, still life	looks at aesthetically attractive objects for a long time - “contemplation”, repeated viewing	answers questions of aesthetic orientation (about art, aesthetic objects, aesthetic terms, visual techniques and tools)	reacts emotionally to the manifestation of an aesthetic character (beauty)	Positive emotional states are observed during visual arts classes	uses words in speech - aesthetic categories, aesthetic assessments, formulates aesthetic judgments	uses figurative comparisons when examining objects		actively participates in the proposed tasks of an aesthetic orientation, answers the questions posed

Kindergarten group - mixed age group (subgroup - experimental)

Last name, first name of the child	Indicators for fixation
The child is interested in and loves to engage in artistic activities: in independent and joint activities he often draws	knows and names the genres of fine art - portrait, landscape, still life	looks at aesthetically attractive objects for a long time - “contemplation”, repeated viewing	answers questions of aesthetic orientation (about art, aesthetic objects, aesthetic terms, visual techniques and tools)	reacts emotionally to the manifestation of an aesthetic character (beauty)	Positive emotional states are observed during visual arts classes	uses words in speech - aesthetic categories, aesthetic assessments, formulates aesthetic judgments	uses figurative comparisons when examining objects	expresses his own opinion and shows attitude (“I think the artist drew it like that for a reason,” “I would live here and admire it,” “I really love such beautiful pictures”)	actively participates in the proposed tasks of an aesthetic orientation, answers the questions posed

Based on the data obtained, we built diagrams:

Kindergarten group - mixed age (subgroup - control)

the date of the -March 2014

Last name, first name of the child	Indicators for fixation
The child is interested in and loves to engage in artistic activities: in independent and joint activities he often draws	knows and names the genres of fine art - portrait, landscape, still life	looks at aesthetically attractive objects for a long time - “contemplation”, repeated viewing	answers questions of aesthetic orientation (about art, aesthetic objects, aesthetic terms, visual techniques and tools)	reacts emotionally to the manifestation of an aesthetic character (beauty)	Positive emotional states are observed during visual arts classes	uses words in speech - aesthetic categories, aesthetic assessments, formulates aesthetic judgments	uses figurative comparisons when examining objects	expresses his own opinion and shows attitude (“I think the artist drew it like that for a reason,” “I would live here and admire it,” “I really love such beautiful pictures”)	actively participates in the proposed tasks of an aesthetic orientation, answers the questions posed

Kindergarten group - mixed age group (subgroup - experimental)

Last name, first name of the child	Indicators for fixation
The child is interested in and loves to engage in artistic activities: in independent and joint activities he often draws	knows and names the genres of fine art - portrait, landscape, still life	looks at aesthetically attractive objects for a long time - “contemplation”, repeated viewing	answers questions of aesthetic orientation (about art, aesthetic objects, aesthetic terms, visual techniques and tools)	reacts emotionally to the manifestation of an aesthetic character (beauty)	Positive emotional states are observed during visual arts classes	uses words in speech - aesthetic categories, aesthetic assessments, formulates aesthetic judgments	uses figurative comparisons when examining objects	expresses his own opinion and shows attitude (“I think the artist drew it like that for a reason,” “I would live here and admire it,” “I really love such beautiful pictures”)	actively participates in the proposed tasks of an aesthetic orientation, answers the questions posed

Control subgroup Experimental subgroup

Just like in the beginning school year, we have built a comparative chart:

The resulting diagram shows that the subgroup of children (experimental), with whom a system of joint activities was implemented to introduce older preschoolers to the fine arts (portrait, landscape, still life), significantly improved their performance at the end of the school year. While the second subgroup of children (control) remained at the same level in terms of the level of acquired knowledge. Their indicators increased slightly.

Consequently, we can conclude that this system of joint activities has a fruitful effect on the artistic and aesthetic development of children of senior preschool age. We recommend using this system when working with children of older preschool age.

Level diagnostics creativity in older preschoolers
Artistic creativity helps children develop both general and special abilities. Drawing develops in children the ability to create images in their imagination, guided by the principles of beauty. It is how a child reflects imaginary images on paper that can serve as the basis for diagnosing the general and artistic level of development.
To determine artistic and creative development, we used the adapted methodology of N.V. Shaidurova, who developed criteria and indicators of the level of artistic and creative development.
Evaluation criteria and indicators of the level of artistic and creative development of children of senior preschool age

Indicators	Qualitative and quantitative characteristics of indicators by levels of development
	High level 3 points	Average level 2 points	Low level 1 point
The ability to correctly convey the spatial position of an object and its parts	The parts of the object are located correctly. Correctly conveys space in the drawing (near objects are lower on the paper, distant objects are higher, front ones are larger than those of equal size, but distant)	The location of the item's parts is slightly distorted. There are errors in the image of space	Parts of the item are positioned incorrectly. Lack of image orientation.
Elaboration of image content	Striving for the most complete disclosure of the plan. The child has a need to independently supplement the image with meaningful objects and details (to create a new combination from previously learned elements)	A child details an artistic image only at the request of an adult	The image is not detailed. There is no desire for a more complete disclosure of the plan
Emotionality of the created image, object, phenomenon	Vivid emotional expressiveness.	Take place individual elements emotional expressiveness	The image lacks emotional expressiveness
Independence and originality of design	Shows independence in choosing a plan. The content of the work is varied. The idea is original. Completes tasks independently	The idea is not original and independent. Turns to the teacher for help. The child, at the request of the teacher, completes the drawing with details.	The idea is stereotypical. The child depicts separate, unrelated objects. Performs work as instructed by an adult, does not show initiative or independence.
The ability to reflect a plot in a drawing in accordance with the plan	The plot corresponds to the preliminary story about it	The image does not fully correspond to the preliminary story about it	Significant discrepancies between the image and the preliminary story about it
Level of imagination development	Able to experiment with strokes and spots, see an image in them and complete the strokes to create an image.	Partial experimentation. Sees the image, but only draws it to a schematic image	The drawings are typical: the same figure proposed for drawing turns into the same element of the image (circle - “wheel”)

Based on the criteria, three levels of development of skills and abilities were identified: high, medium, low.
High level (18 – 15 points): shows independence and creativity in completing tasks; high quality of work performed. The average level (14 - 10 points) is characterized by: the child has difficulty creating drawings on the topic; with the help of the teacher, draws up drawings in a certain sequence and according to a pattern; shows little independence and creativity in completing tasks; satisfactory quality of work performed.
Low level (9 - 6 points): the child, with the help of the teacher, finds it difficult to create images of objects; inconsistently performs work in a specific sequence and pattern; does not show independence and creativity when completing tasks; low quality of work performed.
To determine the level of artistic and creative development, the children were offered the following tasks:
1. Complete the drawing geometric figure
2. Draw whatever pattern you want
3. Funny pictures
4. Fairytale bird
The first task was carried out according to the method of E. Torrence “Incomplete figures”.
Purpose: this technique activates the activity of the imagination, revealing one of the skills - to see the whole before the parts. The child perceives the proposed test figures as parts, details of some integrity and completes and reconstructs them. The task of completing the drawing of figures is one of the most popular in studying the characteristics of the imagination and creative abilities of preschoolers.
Methodology. The sheet shows geometric shapes: circle, square, triangle. The teacher hands out cards to each child: “Children. Each card has shapes drawn on it. You can, like magicians, turn these figures into any pictures. To do this, draw whatever you want, but so that it turns out beautiful.” Moreover, additional drawing can be carried out both inside the contour of the figure and outside it at any convenient, for the child, rotation of the sheet and image of the figure, i.e. use each figure from different angles. The quality of the drawings in terms of their artistry, proportions, etc. is not taken into account in the analysis, since first of all we are interested in the very idea of ​​the composition, the variety of associations that arise, and the principles of implementing ideas.
Materials and equipment: pencils, felt-tip pens, wax crayons (children's choice).
Second task: “Draw whatever pattern you want”
Purpose of the task: to test children’s ability to conceive and execute a pattern in a geometric figure of a certain shape.
Methodology. Invite the children to think about what kind of pattern and what kind of geometric figure they would like to decorate.
Materials: paper white, ocher shade in the shape of a circle, stripe, square, gouache, palette.
Third task: Funny pictures (drawing using postcards).
Goal: test the ability to independently select a plot, given part of the image.
Preliminary work: looking at postcards.
Methodology. Invite the children to look at fragments of postcards on the table (children look at fragments of postcards and say what is shown on them). Guys, but since your hero of your future picture is already ready, all you have to do is come up with and draw what your hero does or what happens to him, what’s around him. Think carefully and depict your plot.
Materials: sheets of paper; pasted fragments of postcards; colored pencils, crayons, felt-tip pens.
Fourth task “Fairytale Bird”
Purpose: to test the ability to create fairy-tale images, the development of a sense of composition, the ability to develop the content of the image.
Materials: album sheet, colored pencils (colored wax crayons).
Methodology. Tell the children that a fairy-tale bird, like a real one, has a body, head, tail, legs, but all this is decorated with unusually beautiful feathers.
Diagnostics are carried out at the GCD for drawing and outside educational activities.
When developing classes in preschool educational institutions and in Everyday life For preschoolers, we relied on the following sources:
.1.Verax program “From birth to school”
2. Komarova. T.S. Children's artistic creativity. Toolkit for educators and teachers.
3. Komarova T.S. Visual arts classes in senior group kindergarten. Lesson notes.
Each lesson was aimed at developing and stimulating creative activity children of senior preschool age. At the same time, the role of the educator played a great importance. It was necessary for the teacher to be prepared for this work, which includes a variety of methods and techniques, organizing an atmosphere of creativity and cooperation with children. It was also necessary to take into account and pay attention to the motivation for classes, the interest of children, and to create a desire for activity.
Compliance with the above conditions contributed to stimulating the creative activity of older preschoolers. Each lesson included the following means of stimulating creative activity: reading literature (fairy tales, short stories); listening to music; paintings, illustrations; conversations with children; didactic games(application)
During the teacher's classes, to increase the creative activity of older preschoolers, various pedagogical incentives were used, depending on the levels of manifestation of creative activity by preschoolers. During the lesson there was an atmosphere of cooperation with the children, the teacher evoked a positive attitude towards the lesson. The children were interested, they wanted to complete the task and complete the work they started.
An atmosphere of creativity was created in the classes. The guys felt comfortable and free. We created an environment that allowed each child to realize his or her idea, which is important for the development of creativity in children at this age. The children were informed about the topic of the lesson in an interesting way; the children were interested and encouraged to engage in practical activities. At the next stage, we informed the children about the structure of creative work and encouraged the children to draw up a work plan so that their practical activities would be carried out correctly. After preliminary work, the children completed the task independently. In the process of completing the task, we provided assistance to some children with a low level of imagination and creativity.
After completing the task, all work was analyzed together with the children.
All activities were interesting for the children. Preschoolers, without exception, showed curiosity when acquiring knowledge. The children happily started interesting work. During the lesson, the children showed great attention and interest, and completed the tasks with pleasure. All children were emotional throughout the lesson.
The children showed great interest and a desire to complete the task. In the process of completing tasks, children’s initiative and independence, as well as their joy in the process of activity, increased.
The children were emotionally receptive and responsive throughout the lesson and showed good results.
An important factor in stimulating the creative activity of children of senior preschool age is the relationship various types creative activities in the children's education system.
Summing up, we can conclude that in these classes the children learned independently and with the help of the teacher to come up with images, plots and translate their idea into an image, bring the work they started to the end, to the desired result.
Therefore, we can conclude that drawing by design can serve effective means development children's creativity in children of senior preschool age, using a developed set of activities, enrichment emotional sphere and children's visual experience with new impressions through observations, accumulation of knowledge through conversations and individual work.
We were able to verify in practice that with proper organization of classes, it is possible to improve the indicators of creative abilities in children of senior preschool age.

The construction of an optimal process of artistic and aesthetic development of children is greatly facilitated by the study of the characteristics of the artistic and aesthetic experience of pupils. This ensures that the goals set and the chosen program are correlated with the capabilities of the children in the group and the necessary adjustments are made to the pedagogical process.

Purpose of diagnosis: identifying the features of the artistic and aesthetic development of preschool children (based on the development of fine arts).

Diagnostic tasks are associated with identifying the characteristics of the manifestation of aesthetic attitudes in preschool children;

Justification of diagnostic tasks. Modern educational programs and scientific research in this area are focused on meeting the conditions the formation of an aesthetic attitude in children. Category “aesthetic attitude” on this moment has a number of different interpretations and approaches to understanding its structure and is considered as a complex multicomponent formation. In a broader understanding (accepted in modern educational programs), aesthetic attitude integrates four components: emotional(aesthetic emotions, feelings, states that ensure the child’s emotional and sensual exploration of the world), epistemological(formed on the basis of aesthetic perception, aesthetic judgments and ideas, and providing aesthetic cognition), axiological(including aesthetic assessments, tastes, ideals; constituting the basis of aesthetic values ​​and determining the formation of aesthetic motives and needs), active(“aesthetic acts” (T.G. Kazakova, I.A. Lykova), a kind of “manifestation in action”). This approach can determine the main directions for constructing diagnostics, criteria, groups and levels. At the same time, artistic and aesthetic development is determined by both “biological prerequisites” and social factors. This requires a comparative study of the developmental features of children’s sensory, aesthetic, and creative abilities, as well as the influence of the environment on this process (which involves studying pedagogical conditions of this process).

At the same time, focusing on the development of an aesthetic attitude towards reality in children, as well as the idea of ​​a polyartistic approach, when analyzing the results valuable more integrated interpretation of data in “related” areas(in the relationship between the development of different types and genres of art (musical, visual, gaming, literary), mastery of artistic activities (visual, musical, literary creativity, theatrical games). At the moment of development of scientific research, it seems complex(and unnecessary!) pick up" universal task”, which will allow us to highlight the level of formation of an aesthetic attitude in preschoolers (this is also determined by the age-related capabilities of children - largely by the specificity of the concepts being mastered, the initial stage of mastering the methods of creating an image). Conclusions regarding the formation of an aesthetic attitude it is more expedient to formulate on the basis of a “differentiated” study(by children’s types of productive activities, different types and genres of art mastered by children), but on condition use comparable indicators(for example, manifestation of independence, initiative, creativity; development of skills to create an expressive image (in drawing, playing, plastic sketch, fairy tale) and comparable diagnostic tasks(observation of a child’s creative play and his inventing a plastic sketch, behavior in the process of designing and drawing). At the same time, along with the results of assignments and tests, “telling little things” come to the fore that can be noticed mainly in the process of daily observation of children (does the child notice manifestations of beauty in everyday situations, surrounding objects, how does he react to aesthetic manifestations; does he have aesthetic preferences, etc.).

In the studies of N.M. Zubareva, T.G. Kazakova, T.S. Komarova, I.A. Lykova, N.P. Sakulina, R.M. Chumicheva, E.M. Torshilova, E.A. Flerina and others, interesting diagnostic tasks, indicators and levels of artistic and aesthetic development of children are presented, allowing a more detailed (in depth, in certain areas, types of activities, ideas about different types of art) study of the aesthetic experience of preschoolers different ages. The diagnostic tasks presented below are possible option and perform a kind of landmarks for research childhood experience and construction pedagogical process. Depending on the goals, objectives, specifics of educational programs, as well as the characteristics of the children in the group, it is possible to clarify, supplement, and use them in combination with other diagnostic techniques.

Justification for the choice of diagnostic tasks. When carrying out diagnostics, the following points are taken into account:

Ø At the “content” level, most general education and partial programs harmoniously combine content that provides the solution to two interrelated problems: acquaintance with art and development of children’s visual activities . IN modern programs These two sections are closely interconnected: the development of artistic and aesthetic perception is recognized as one of the leading conditions for the activation and enrichment of children's visual activity. However, in a number of programs, taking into account the uneven pace of development of perception and activity, a seemingly “isolated” mastery of art and the development of children's creativity are provided. In this regard, you should use tasks that allow you to identify the features of mastering children of both directions;

Ø Taking into account the peculiarities of age - the “active” mastery of the world by preschoolers, in carrying out a kind of express diagnostics it is necessary, first of all, Special attention devote to development children's creativity (mastering types of activities).

Ø In choosing criteria and formulating descriptions of the levels of artistic and aesthetic development of children, more attention should be paid not so much to the formation of “specific ideas, development of skills”, but manifestation of creativity, initiative, independence in creating an image, using means of expression, mastering methods of creating an image, mastering aesthetic categories, interest to mastering the beauty in the environment and creative reflection in productive activity, independent use by children mastered artistic and aesthetic experience in a variety of activities, expressing one's own opinion and expressing individuality(own understanding of beauty, vision of artistic images).

Ø To activate children’s desire to participate in diagnostic tasks, it is necessary use game characters and create interesting game situations. Variants of characters (for intermediate and final diagnostics) depending on the age of children and subculture, and subsequent pedagogical work may be:

– Baby Brush who can’t draw (doesn’t know what paintings are, genres of painting, doesn’t know how to “talk” about a painting, etc.) and invites children to teach him. At the beginning of the diagnosis, Baby Brush may be represented by a Stick that wants to turn into a Brush. The general motive is to help turn into a brush. After each task, a brush lint appears (drawn by the child himself);

– Blot, who considers herself a great artist, but cannot draw and knows nothing. Children are invited to help the blot;

- usage " playing field"(a sheet of paper with a non-color competitive image of various objects or a plot). For each completed task, the child receives a pencil (one color) and the right to color part of the image. The common motive may be to “help the Beauty Fairy” return colors to the Magic Land - to color the picture erased by the Eraser Villain with different colors.

Ø Carrying out diagnostic tasks can be carried out as individually(in this case, the possibility of the child “spying” on the choice of a preferred aesthetic object, topic for work, or means of expression in other children is excluded), both frontally(at a special diagnostic lesson). In this case, it is valuable to see the “behavior” of each child (ease of starting work, asking for advice, hints, communication with peers during the activity and about the results).

Ø Regarding the identification of features of aesthetic attitude, manifestation of creativity in visual activity It’s not the “momentary” study that’s valuable(carrying out all diagnostics at once), and long process observation and recording of significant facts. Since creativity is subjective and individual in nature, in its process there is a so-called “latent” phase (nurturing an idea); sometimes it takes time to “reveal” emotional impressions and choose the form of their presentation. In this regard, it is not expected that all tasks will be completed in 1-2 days. It is worth highlighting the so-called “ diagnostic weeks(e.g. September–January–May) during which the study will be conducted. In this case, some tasks can be used in “ expeditiously"(throughout the whole year) - for example, to explore the characteristics of children's interest and "acceptance" of the possibility of drawing with non-traditional techniques, a number of conversation questions are used, as well as the creation of a drawing various materials. This will allow you to see the “problem points” in mastering unconventional techniques(where to start, what technical and visual-expressive skills need to be developed, what material is more interesting for children).

Ø When determining the content of conversations with children and observation criteria, we deliberately avoided “narrow” questions that showed children’s knowledge of “specific” answers (for example, to determine distinctive features Filimonovskaya and Dymkovo folk toys; name the authors-illustrators). Firstly, the content of educational programs varies somewhat in this aspect; secondly, taking into account the differences in sociocultural traditions in different regions of the country, as well as the spontaneous experience of children it is more important to identify children’s understanding (their own “vision”) of “beauty,” showing interest, developing the ability to “respond” to an interesting expressive image, an aesthetically attractive object. A number of questions devoted to identifying certain ideas about art are also not of a “stating” nature (“knows - does not know”), but rather indicative (“what he thinks,” “how he thinks,” “what he managed to notice in spontaneous experience”).

To summarize, we can highlight several directions, which are recommended to be used diagnostics of artistic and aesthetic development preschoolers

Hierarchy of diagnostic methods

Possible tasks to identify the features of aesthetic attitudes in preschool children.

Currently, teaching teams of preschool educational organizations operate under the conditions of transition to the federal state educational standard preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155. In this regard, monitoring the achievement of children’s planned learning outcomes educational program should be reviewed and adjusted. According to clause 4.3. Federal State Educational Standards for Preschool Education target guidelines for preschool education, which are socially normative age characteristics the child’s possible achievements at the stage of completing preschool education are not subject to direct assessment, incl. as pedagogical diagnostics(monitoring), and are not the basis for their formal comparison with the real achievements of children.
At the same time, in accordance with clause 3.2.3 of the Standard, an assessment may be carried out during the implementation of the educational program individual development children. This assessment is made teaching worker within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, related to the assessment of the effectiveness of pedagogical actions and underlying their further planning).

I would like to provide you with an evaluation tool for assessing the planned results in artistic and aesthetic educational field

Field – Artistic and aesthetic development (Drawing)

General developmental group for children 6 years of age

Indicators

1. Shows a strong interest in works of art: classical, folk, surrounding objects, buildings, structures. Sees and understands the beauty in life and art and rejoices in the beauty of nature.

2. Knows and practically applies materials and equipment for drawing.

3. Creates an ornament independently, using rhythm and symmetry in compositional construction. Easily performs decorative elements - dots, circles, straight and wavy lines, droplets, leaves, curls, etc.

4. Knows how to mix paints on a palette to obtain the desired shade.

5. Correctly conveys the shape, structure, proportions of the object, and color scheme in the image.

6. Arranges images throughout the sheet, maintaining proportionality in the depiction of different objects.

7. During the activity, the character of the line is continuous, regulates the pressure, paints with small strokes that do not go beyond the contour.

8. Independently demonstrates the concept of the drawing.

Tools

1. From observations.

2. From observations.

3. The teacher offers to draw a picture on a free topic.

4. During the work, the teacher evaluates the process of activity and the product of activity.

Criteria for evaluation

3 points– Applies different colors and shades to create expressive image. Skillfully conveys the content of the drawing, as well as the shape and structure of objects, arranges the plot compositionally, conveying the foreground and background, uses various means expressiveness when transmitting images. Freely draws patterns based on decorative and applied arts.

2 points– Uses monotonous colors to create an image, finds it difficult to create new shades, does not clearly convey the content of the drawing, as well as the shape and structure of objects. Experiences difficulty in constructing a composition, does not widely use various means of expression when conveying images. Experiences difficulties in more accurately conveying patterns.

1 point– Does not use different colors and shades, does not know how to display additional shades, does not know how to convey the content of the drawing, as well as the shape and structure of objects, does not know how to build a composition. Can't draw patterns.

results

High level – 20 – 24 points

Average level - 12 – 19 points

Low level - 8–11 points

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On the topic: methodological developments, presentations and notes

Pedagogical diagnostics for artistic and aesthetic development

Teaching staff of preschool educational organizations carry out their activities in accordance with the federal state educational standard for preschool education, approved...