Collective creative activities in kindergarten

The most complex and least developed type of activity is creativity. It is known that children's creativity is a unique phenomenon. If the mind, (knowledge, thinking, imagination), character (courage, perseverance), feeling (love of beauty, fascination with image, thought) take part in the creative activity of adults, then we must cultivate these aspects of the child’s personality in order to successfully develop creativity in him.

Collective creative activities are of great importance for the formation of creative abilities.

- This effective method education, training and development of students, based on positive activity, collective authorship and positive emotions.

Collective creative activity - these are not matters for the children and not only in the name of their education, these are the affairs of the children themselves, or rather, of the team, of which the adult also becomes a member.

The introduction of new Federal State Educational Standards (Federal State Educational Standards) in preschool education dictates the updating of the content and forms of work with children. Integration educational areas is the scientific and methodological basis of the Federal State Educational Standard for Education. And creative activity, as a rule, connects the following educational areas: cognition, artistic creativity, communication, socialization, security.

Working with the children of my group “Kapelka”, I Special attention devoted to collective creative activity. The reason was that for some time my students suffered failures in events where they had to collectively “fight” for prizes: the children did not cooperate, but competed, everyone was on their own, and there was no “team spirit” in the team. It was necessary to somehow unite the children, interest them, explain... I found a way out of this situation in collective creative affairs, through which the group’s staff can be united and children’s creativity can be developed.

Collective creative activities differ from each other in the nature of their common practical concern.

Artistic collective creative activities . Goal: develop artistic and aesthetic tastes of children; strengthen the craving for spiritual culture, art and the need to discover beauty to other people; awaken the desire to try yourself in creativity; cultivate receptivity, nobility of soul; enrich the inner world of a person (modeling, appliqué, drawing).

Labor collective creative affairs. Goal: to enrich children’s knowledge about the environment, to develop views on work as the main source of joy, to cultivate the desire to contribute to the improvement of reality, as well as the ability and habit to really, in fact, care for people near and far, to work independently and creatively for benefit and joy (Events were held: “Gift to Friends”, “Labor Surprise”, “Book Workshop”).

Cognitive collective creative activities. Goal: to form the needs for knowledge, a conscious, enthusiastic, effective attitude towards the immediate sources of discovery of the world. Cognitive collective creative activities have the richest opportunities for the development in preschoolers of such personality qualities as determination, perseverance, observation and curiosity, inquisitiveness of mind, creative imagination, comradely thoughtfulness, spiritual generosity (Events: “Evening of fun tasks”, “Evening of solved and unsolved mysteries” ", excursions, projects "Miracle City", "Nettle", "Take care of the birds").

Sports collective creative activities. Goal: to develop a civil attitude towards the sports and recreational side of life, to physical culture, to themselves as healthy and seasoned citizens of society; develop speed, agility, endurance, resourcefulness and perseverance, courage and courage, collectivism and discipline (Events: “Fun Starts”, “Call of the Jungle”, “Ski Track of Russia”, “Cross of the Nation”).

Social and patriotic collective creative activities. Goal: to strengthen the civic attitude towards your family, school, big and small homeland; expand and deepen your knowledge about the history and culture of your country, learn to see and understand the beauty of life (Events: “Day of Knowledge”, “New Year’s Holiday”, “Defenders of the Fatherland Day”, “International Women’s Day March 8”, “Victory Day”, project "My Family")

Organizing collective creative activities. Any practical activity becomes collective and creative only in lively joint organizational activities (Events: students’ birthdays, drawing and craft competitions).

Each collective creative activity can take from several minutes to several weeks, depending on the goals, nature and composition of the participants.

Using all types of collective creativity in their work, I noticed that children learned to coordinate their actions and opinions, be attentive to the feelings and emotions of other people, plan their actions, and determine their sequence.

All my work on developing collective creativity in children has given good results. My students became winners in territorial events: Municipal festival “This kind fairy tale”, “The most beautiful” - Grand Prix; Municipal festival "Russian Soul" - Iplace; Municipal Festival children's creativity“Rainbow of the Planet of Childhood” Grand Prix and two first places.

And also my children are active participants and winners of regional, all-Russian and international competitions and events: All-Russian event “Memory Tree”; 5th All-Russian Science Festival NAUKA 0+ Competition children's drawing“The world of science through the eyes of children” - 1st place; All-Russian creative competition for preschoolers “Feathered Friends” - IAndIIplaces; International Children's Art Competition "Paints", Drawing Competition "The World through the Eyes of Children" - II, III places; IV International children's drawing competition "Children on the planet are friends", Open interregional tournament of abilities "RostOK-SuperUm" for older children preschool age- I, II, III places.

I am proud of my students and the results of the work done.

Abstract of the GCD for children of the preparatory school group “Meadow with flowers and butterflies” (team work using the origami technique)

Author: Safonova Olga Vladimirovna
Place of work: teacher, MBDOU "Kindergarten "Romashka" combined type" Kovylkino, Republic of Mordovia

Target: improve children's creative abilities through origami.

Tasks:
-introduce children to the phases of butterfly development and the features of its lifestyle.
- strengthen children’s ability to create a craft (butterfly) from the basic “double triangle” shape, complementing the image with the necessary details;
- to consolidate the ability to fold a tulip flower using the origami technique, using the basic forms “envelope” and “kite”;
- develop fine motor skills;
-develop the eye, the ability to maintain symmetry in creating a pattern on the wings of a butterfly;
-develop skills of collective creative activity;
-develop interest in the life of insects;
- cultivate the ability to notice the beauty of nature, the desire to admire it,
take care of her.

Materials for the lesson:
spring meadow drawn on whatman paper;
bell;
illustrations with the phases of butterfly development;
butterfly;
operational cards;
music “Waltz of the Flowers” ​​by P.I. Tchaikovsky;
paper of different colors;
scissors;
glue;
photo of butterflies.

Preliminary work:
conversation on the topic: “It’s spring on our street”
looking at photo illustrations of spring nature.
reading the story by G. Skrebitsky “In a forest clearing. Spring".
memorizing poems about spring.

Progress of the lesson:

Educator: Hello children! Pay attention to the guests. Say hello to them. Today, I want to invite you on an interesting journey to a forest clearing.
In order to be there, you and I must fulfill one condition. Now everyone will need to sit down more comfortably, close their eyes and not open them until you hear the ringing of the magic bell.
Educator:
So...the eyelashes are drooping,
The eyes close.
We are going to the spring meadow...
(calm music sounds, a spring meadow is displayed)
Here comes a light breeze
Touches our cheeks
The radiant sun smiles on us all.
We can breathe easily here,
Smooth, even, deep.
Here comes the wind, our friend
He brought a chill to everyone.
He hit the bell
The bell rang (the bell rang)
Educator:
Children, here we are in a spring meadow.
Tell me, what month is it now?
What changed in nature in April? (The sun is shining brighter, warming the earth, the snow has melted, green grass has appeared, buds have swelled on the trees, small leaves have grown, flowers have blossomed, birds have flown in from warm countries, insects have woken up)
What insects do you know?
I invited you to this clearing to tell you interesting story. And about whom, you will find out by guessing the riddle.
Listen to the riddle:
Hairy, green
She hides in the leaves
Although there are many legs,
Still can't run (Caterpillar)
Educator: The following story happened to our caterpillar.
Once upon a time there lived a caterpillar. She hatched from the egg, crawled along the leaves and ate a lot. Everyone laughed at her, she was so ugly. One day the caterpillar decided to hide in a cocoon so that no one would see it. She made herself comfortable on a branch and entangled herself with sticky threads.

She sat in it, sat, and fell asleep. While she was sleeping, winter passed and the long-awaited spring came.
The sun now rose very early, went to bed late and shone so diligently for everyone on earth and warmed so much that life became fun. A light green fog enveloped all the birches and aspen trees in the forest.
What do you think it was?

Right. The leaves began to bloom. This is where the forest festival began.
The Nightingale whistled and clicked in the bushes, frogs croaked loudly near the river, and May beetles buzzed among the branches.
The caterpillar also woke up, stuck out its antennae, and just as it wanted to crawl out entirely from its cocoon, it felt that something was bothering it on its back...
Educator: Children, what was stopping her from the caterpillar on her back?
Children: Wings!
Educator: Now let's see if this is true?
Educator: What has our caterpillar become?
Children: To the butterfly!
This is what a beautiful butterfly our caterpillar has turned into

Listen to the tale further... She shook herself and suddenly... flew. Flying over the pond, she looked into it as if into a mirror and saw a beautiful... (butterfly). Yes, a butterfly with huge bright wings. "Who is this beauty?" – she thought, “Oh, it’s me! I am a butterfly! She flew over the meadow and everyone who saw her admired: “What a beautiful butterfly!” The butterfly felt hungry and decided to find a meadow full of bright, fragrant flowers. A butterfly flew to the meadow... and there was only green grass.
(show meadow-green Whatman paper)
Educator: Guys, how can we help the butterfly?
Children: You can make flowers.
Educator: What else can you do?
Children: Make butterflies.
What spring flowers do you know?
I suggest you make a tulip flower for the butterfly. These flowers grow in the spring not only in our flower beds, but are also found in the wild in the south of our country.
Educator: Children, but first let's rest.

Physical exercise “Butterfly”
In the morning the butterfly woke up.
She stretched and smiled.
Once - she washed herself with dew.
Two - she spun gracefully.
Three - she bent down and sat down.
At four, it flew away.
And at five she sat down.
(Children perform movements in accordance with the text)

Educator: Take your seats.
Let's make a flower meadow for her.

We will work in subgroups: “butterflies” and “tulips”.

We recall the methods of making a butterfly and a tulip, and consider the operation cards.

I remind you of the symmetrical arrangement of the pattern on the wings of a butterfly.
Let's get our fingers ready for work.

Finger gymnastics.
Caterpillar, caterpillar,
(the palm of one hand “crawls” like a caterpillar along the inside of the other)
Butterfly's daughter
(the palm “crawls” back to the shoulder along the outside of the arm)
Crawling along the blades of grass
(same thing on the other hand vertically)
Eats leaves:
Am!
Am!
Am!
Am!
(one palm slides upward over the other palm and “bites” the fingers of the other palm for every am
I ate and wanted to sleep
(one hand clenches into a fist, the other covers it)
Woke up (spread your palms)
Turned into a butterfly
(cross your arms at the wrists)
It flew, it flew, it flew!
(wave crossed palms like wings)

Educator: Let's get to work. Remember that you need to smooth each line of the workpiece with your finger so that all the crafts turn out neat.

Children's creativity. (Calm music sounds. “Waltz of the Flowers” ​​by P.I. Tchaikovsky).

Educator: So they bloomed beautiful flowers in the meadow. And now, together with her friends, the butterfly flutters from flower to flower all day long. Sometimes she, sitting on a flower, carefully spreads her velvet bright wings
looks around and says: “It’s so nice here! How happy I am to live here!”
Educator: Children, did you enjoy the activity? What did you like?
Children: children's answers.
Educator: What new did you learn today?
Are you glad you helped the butterfly?
Well done! Take care, have pity on all living things, children! Take a closer look. listen, delve into the beauty of nature, protect and increase it!
Analysis of children's work.
And as a gift to you as a souvenir of our lesson, photographs of butterflies!

Method of making a butterfly

Opening the square.

Turn the square over.

Fold the square in half, matching the top and bottom sides, with the colored side inward.

Opening the square.

Press down on the center of the square, bend the side triangles, folding them in half. The basic double triangle shape is ready.

Fold the double triangle in half, defining the middle line.

We bend the sides of the upper triangle towards the midline.

We bend the sides adjacent to the midline to opposite sides.

We make a notch on the large triangle, decorate the butterfly with a symmetrical pattern, and glue the antennae.
Method of making a tulip.

We will need a square sheet of brightly colored paper.

Fold the square diagonally (with a scarf) with the white side inward.

Opening the square.

We bend each corner of the sheet towards the center, obtaining a smaller square or the basic “Envelope” shape.

We bend the inner corners to the outer sides of the square. The blank now looks like a window with open shutters.

Fold the workpiece in half so that all corners form an even row of petal teeth.

Roll the workpiece into a cone. The tulip flower is ready.

Take a square sheet of green paper.

Introduction

Chapter 1. Theoretical aspects of the use of collective activities in appliqué classes with children of senior preschool age

1 Application as a view productive activity children of senior preschool age

2 Collective activities in applique classes with children of senior preschool age

Chapter 2. The use of collective activities in application classes with children of senior preschool age

1 Planning lessons for collective application with children of senior preschool age

2 Specifics of organizing collective activities in application classes with children of senior preschool age

Conclusion

Bibliography

Applications

Introduction

The relevance of research. Preschool childhood is an important and responsible period in development, both for the child himself and for the adults accompanying him at this age stage. It is important to include the child in a variety of activities, allowing all his inclinations and inclinations to manifest themselves. The Federal State Educational Standard for Education outlines five educational areas aimed at solving the problems of development and education of preschool children in various types activities. Let us pay attention to productive types of activities, which are understood as the activities of children under the guidance of an adult, as a result of which a certain product appears. These include designing, drawing, modeling, appliqué, creating various kinds crafts, models from natural and waste materials. One of the simplest, most accessible and natural types of productive activity for a preschool child is appliqué.

Numerous studies (N.G. Agenosova, L.A. Wenger, N.A. Vetlugin, L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, A.N. Leontyev, V.S. Mukhina , N.N. Poddyakova, N.P. Sakulina, E.A. Flerina, D.B. Elkonina, etc.) showed that productive activity is important for the mental development of a preschool child, and above all, to develop his perception, imagination and thinking. It is in the process of objective activity that the child learns to identify the essential properties of objects and phenomena, establish connections between individual objects and phenomena and reflect them in figurative form; It is productive activity that contributes to the activation of the child’s sensory development, motor skills, spatial perception, and directly and indirectly stimulate the development of speech; promotes the development of graphic skills and fosters perseverance. Applications are of great importance for the all-round development of a preschooler in productive activities.

However, this does not happen on its own, but in the process of specially organized systematic and targeted training. At the same time, according to T.S. Komarova and A.I. Savenkova, one of the effective means of developing the skills of preschoolers to work together, build communication, and independently find solutions to creative problems is the organization of a collective application.

Based on the above, the topic was determined course work « Theoretical basis collective activities in appliqué classes with children of senior preschool age.”

Issues devoted to the problems of collective forms of work in the educational activities of preschool educational institutions were considered at different times by different scientific psychologists and teachers. The origins of the idea of ​​collective activity can be found in the works of L.S. Vygotsky. In its most general form, the concept of collective activity was presented in the works of V.V. Davydova. In particular, he noted that: “some forms of activity have primary types as collective activities... Only then, on the basis of this collective activity, does individual activity arise, performed by an individual subject.” The method of collective creative work was once promoted by teachers A.V. Bakushinsky, P.P. Blonsky, K.M. Lepilov, G.V. Labunskaya, S.T. Shatsky, V.F. Shekhgel. These projects were based on the creation of a monumental composition, panel or model in class. Features of the organization of collective types of visual activities in preschool educational institutions are revealed in the works of T.S. Komarova and A.I. Savenkova, B.M. Nemensky, V.I. Kalyakina, A.V. Kupryashkina, M.N. Turro et al. But, despite a wide range of studies, the problem of collective activities of children of senior preschool age in the process of creating applications remains relevant in the practice of preschool educational institutions and requires further study.

The problem of the research is the need to systematize scientific ideas about collective activities with children of senior preschool age in application classes.

Object of study: the process of organizing educational activities using applications.

Subject of research: the use of collective activities in application classes with children of senior preschool age. Purpose of the study: To theoretically substantiate the use of collective activities in application classes with children of senior preschool age. Research objectives:

study the literature on the research problem;

reveal the concept of application as a type of productive activity; determine the significance of the application in the development of preschool children;

study collective activities used in appliqué classes with children of senior preschool age;

identify the features of planning lessons on applications with children of senior preschool age;

to explore the specifics of organizing collective types of application training for children of senior preschool age.

Research methods: theoretical analysis of psychological-pedagogical, scientific-methodological; comparison and generalization; study of teaching experience. The theoretical significance of the study lies in the fact that it allows us to expand existing knowledge about collective forms of work with older preschoolers, in particular in the process of appliqué classes.

The practical significance of the study lies in the fact that the materials of the work can be used in the work of preschool teachers and heads of art studios in working with children of senior preschool age. The structure of the course work includes an introduction, 2 chapters of the main part, a conclusion, a list of references and applications.

Chapter 1. Theoretical aspects of the use of collective activities in appliqué classes with children of senior preschool age

1 Application as a type of productive activity for children of senior preschool age

In order for the development of preschool children to occur harmoniously, and for there to be no gaps in the formation of personality, there are various types of activities in preschool educational institutions, which are reflected in the Federal State Educational Standard for Educational Education in the form of targets. Each of them has its own focus, and together they form an integral system aimed at ensuring the cognitive, physical, emotional, aesthetic and socio-ethical development of preschool children.

In accordance with the requirements of the Standard, the educational field " Artistic creativity"in the main general education program of preschool education includes visual activities, modeling, appliqué and artistic design, united by the general concept of “productive activity of children.”

Productive activity is a child’s activity with the goal of obtaining a product (construction, drawing, appliqué, molded crafts, etc., which has certain specified qualities. Unlike story play, in which children also create their own models of the environment, productive activities have a characteristic feature - a substantively designed result.

Productive activity is an important means of all-round development of children, as it has ample opportunities for cognitive, social-communicative, speech, artistic-aesthetic, physical development(Fig. 1).

Figure 1 - The importance of productive activities in the development of preschool children

Application (from the Latin applicatio - overlay), as defined by M.A. Gusakova, this is “the simplest and most accessible way of creating artwork, which preserves the realistic basis of the image itself. The originality of the applique lies both in the nature of the image and in the technique of its execution. The main features of the applique are silhouette, planar generalized interpretation of the image, uniformity of the color spot (locality) of large color spots.”

Creating an applique is a complex process involving the ability to cut various forms objects made of colored paper, lay them out on the base, establish the sequence and relationship of objects according to the laws of compositional and color structure, carefully stick the cut out figures onto paper of a different color. Therefore, as a type of productive activity, application is important for the comprehensive development and education of preschool children, the formation of certain knowledge in them, the development of skills, and the development of skills. According to M.A. Vasilyeva, applique classes develop such qualities as independence, perseverance, patience, accuracy. In the works of other scientists (D.I. Vorobyov) it has been proven that when creating an application, mental and physical activity, children learn to handle scissors, use a brush and glue, and at the same time they acquire basic work skills. Thus, tearing, cutting, bending and crumpling paper contributes to the development of fine motor skills of the hands, and is therapeutic in nature, having a beneficial effect on nervous system child. By doing various works With various objects, the hand gains precision and confidence, and the fingers become strong and flexible. For example, exercises for cutting out figures help to confidently use scissors, and weaving rugs from multi-colored stripes contributes to the development of precise movements, and paper processing techniques such as paper filigree or quilling require fine, precise and dexterous finger movements.

V.V. Davydov, A.V. Zaporozhets, N.N. Poddyakov draws attention to the ability of preschoolers, in the process of creating an application, to highlight the essential properties of objects and phenomena, to establish connections between individual phenomena and to reflect them in figurative form. This process is especially noticeable in various types of practical activities, during which 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 activities are developed, and creative potential is revealed.

Applique classes contribute to the development of elementary mathematical concepts in preschoolers: the specifics of appliqué make it possible to acquire knowledge about color, the structure of objects, their size, and planar shape. During applique classes, preschoolers become familiar with the simple geometric shapes of objects, the details of which they must cut out and paste. So, T.S. Komarova notes: “...children become familiar with the names and characteristics of the simplest geometric shapes, gain an understanding of the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more, less). These complex mathematical concepts are easily acquired by preschoolers in the process of creating a decorative ornament or when depicting an object in parts."

S.V. Arapova writes: “creating silhouette images requires great job thoughts and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object. In addition, the appliqué allows you to move cut out shapes and compare them, placing one shape on top of another, which allows the child to acquire compositional knowledge and skills.” In addition, by doing appliqué, preschoolers develop a sense of rhythm, color and symmetry, and on this basis, artistic taste is formed. Color has an emotional impact on a child, captivating him with its colorfulness and brightness. As E.A. writes Dubrovskaya, T.G. Kazakova, N.N. Yurina in the study guide " Aesthetic education and the development of preschool children: “...a big role in the application belongs to its color design, which has a huge impact on the development of children’s artistic taste. Therefore, it is important to purposefully develop a sense of color as the most accessible idea of ​​the beauty of the surrounding world and works of art. Providing preschoolers colored paper, the teacher develops in them the ability to select beautiful color combinations. At the same time, children do not have to make up colors or paint over shapes themselves.”

Applique encourages preschoolers to organize their work in a planned manner, which is especially important here, since in applique the sequence of attaching parts is of great importance for creating a composition (large forms are glued first, then details; in plot works, first the background, then background objects obscured by others, and last but not least, foreground items).

Performing applicative images contributes to the development of hand muscles and coordination of the child’s movements. Preschoolers learn to use scissors, carefully and correctly cut out shapes and parts, turn a sheet of paper, and lay out parts on a sheet at an equal distance from each other. The role of applique classes is also great in the labor education of preschoolers.

Preschoolers develop a work culture; they prepare in advance necessary materials and tools, put their workplace in order, plan the sequence of task completion. Preschoolers improve and coordinate their general and fine motor skills hands, such qualities as accuracy, speed, smoothness are formed. According to S.V. Arapova, “this becomes possible with the systematic, planned conduct of classes, the organization of independent artistic activities, the consistent implementation of program requirements in each age group, gradually increasing the complexity of tasks as experience is gained."

Thus, application is a productive activity for preschoolers; a method of creating artistic images from various shapes, figures cut out of any material and glued or sewn onto an appropriate background.

Children, performing application work, acquire new knowledge, consolidate various ideas and knowledge (natural history, speech, mathematics, manual skills, etc.). In the process of purposeful activity, preschoolers develop and improve mental processes, and the experience of creative activity is enriched.

However, it should be noted that in independent activity Children complete the image individually, each with their own applique. While they are especially pleased with the creation of common, collective paintings, compositions where the images of all the children of the group are combined. Therefore, one of the forms of productive activity in senior groups of preschool educational institutions is collective work, the result of which is general paintings, panels, compositions.

2 Collective activities in applique classes with children of senior preschool age

Collective creative activity - complex educational technology, combining forms of education, upbringing and aesthetic communication. Its result is overall success, which has a positive impact on both the group as a whole and each child individually.

Collective activities in preschool educational institutions are an effective means of solving many educational and didactic problems, which makes it possible to develop skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives. In the works of domestic researchers, the collective activity of preschoolers is considered as productive communication, in which the following functions are carried out:

informational - exchange of sensory and cognitive information;

contact readiness to receive and transmit information;

coordination - coordination of actions and organization of interaction;

perceptual - perception and understanding of each other;

developmental - changing the personal qualities of participants in the activity.

Main tasks solved in collective classes:

Consolidating previously acquired technical skills and abilities, developing the ability to use them wisely and rationally. The diverse exchange carried out by the teacher and children in the process of contact with each other serves as an important source of replenishment of their practical experience. This process is carried out on the basis of analysis and “appropriation” of the partner’s skills and abilities, as well as by improving the skills and abilities already existing in the child himself, as well as due to the emergence of new ones as a result joint activities, which, under favorable circumstances, acquires the character of cooperation and co-creation.

Cultivation of moral and volitional qualities: the ability and need to complete the work started, to study with concentration and purpose, to overcome difficulties, to achieve best quality work, trying to make it more expressive, clearer, more interesting, to understand the significance of one’s work in the common cause, etc.

Formation of skills to cooperate with peers and the teacher (to unite, agree on the implementation of common work, help each other with advice, effective demonstration, manage one’s desires, subordinate them to the interests of the common cause, evaluate oneself and others, correlate one’s thoughts, feelings and behaviors with other people (peers, teacher), worry about the overall result). At the same time, contacts with peers are especially important, since only with peers children learn to be on an equal footing, and therefore build special (personal, business, evaluative) relationships that they cannot have with adults.

Thus, collective activities, on the one hand, presuppose that children have a certain level of ability to work in a team, on the other hand, they act as the most important means of developing planning skills, coordinating their activities and objectively assessing the results of collective creative work.

Collective activities in preschool educational institutions are actively used in fine arts classes - children really love these group activities. At the same time, as teachers note, the easiest way to organize collective work is through appliqué, when each child cuts out and glues an object in his place, and then pastes it onto a common sheet (a general picture or composition).

In the methodology of teaching fine arts, several classifications of collective forms of activity are known. So, M.N. Turro identified the following three forms of organizing joint activities of children:

Frontal - collective work is a combination of individual children's products made taking into account the task at hand or taking into account the design of the overall composition. The process of joint activity is observed only at the end of the lesson, when the individually completed parts of the composition are assembled into a single whole.

Complex form - performing collective work on one plane, when children do their part of the task, having an idea of ​​​​the overall result and coordinating actions with other children.

Collective-production (individual-production) - is built according to the action of a conveyor, when each child in the process of manufacturing a product performs one specific operation.

I.N. Turro noted that the process of collective activity and its result always evoke in children positive emotions, feelings of satisfaction and interest in visual activities. He also emphasized that “collective activities create favorable conditions for children to communicate with each other; in the process of work, everyone becomes a source of knowledge for other participants. The result of collective activity,” according to the author, “always has practical significance and makes it possible to connect children’s education with life.”

The method of collective work in the book “The Wisdom of Beauty” was highly appreciated by B.M. Nemensky, noting that when using this method, “...children gain not only the experience of collective creativity, but also the experience of understanding the place and role of art in life.” B.M. Nemensky was for the first time included in the list of main methods of introducing children to the fine arts through the method of collective and group work in the Program “Fine Arts and Artistic Work”. He systematized collective activity based on the number of participants in the process of joint labor.

From our point of view, a more complete systematization of types of collective activities with preschool children is presented in the classification of T.S. Komarova and A.I. Savenkova. This classification is consistent with the species system teamwork I.I. Turro, but it is distinguished by a more subtle internal differentiation of organizational methods collective work. This classification is based on the following types of collective activities:

) Joint-individual activity - in which collective work is a combination of individual works of children into a single panel, made taking into account the task set by the teacher or the meaning of the overall composition.

The process of joint activity is observed only at the end of the lesson, when individually completed parts and elements of the composition are assembled into a single whole. At the same time, children are more willing to part with individual images if, from the very beginning of independent work, they know about the purpose of their drawing (a sculpted or carved object) - to become part of a collective composition. Therefore, collective activities should be planned in advance, and the sooner children are included in solving a joint problem, the more active their individual activities will be. visual activity, the more contacts will begin to arise between them.

At the very beginning of the lesson, it is necessary to captivate the children with a topic, an interesting goal, by introducing a layout (background, decoration) prepared in advance by the teacher, on which the composition or the main character around whom it can be built will then be placed. The task is given to everyone immediately, at the beginning of the work, and then adjusted depending on what others have done. At first, this is done by the teacher; subsequently, the composition is performed during a collective discussion by all participants. The advantages of this form are that it allows a large group of children who have no experience of working together to be involved in collective activities.

In frontal work with children, the teacher sets an educational task or an entertaining problem, leads the search for ways to solve it, formulates and determines individual tasks (topics, volume, dimensions, etc.). On final stage When a collective composition is being organized, the teacher collects elements, details, parts of the overall composition, while teaching them to find the best place for each figure in the composition, emphasizing its advantages or hiding its shortcomings.

In subgroup work, the teacher also supervises the work of the children, but the difference is that the group of children is divided into subgroups, uniting 2-4 (6-8) people. They will have to try, mainly without the help of a teacher, to compose their own composition from homogeneous (identical) or heterogeneous (different) objects, entering into a discussion of options for placing finished images on the same plane. For example, “Cat with Kittens”, “Ivan Tsarevich and the Gray Wolf”, “Meeting Kolobok with the Fox (Hare, Wolf, Bear)”, etc. Subgroups can be given the same or even different tasks, which must be completed efficiently, so that after completion The result was an unusual composition consisting of individual works from each subgroup.

Very interesting and useful for children are activities in which children team up in twos to create a common composition. Such associations make it necessary for children to have business communication with each other and teach them how to negotiate with their partners. For example, you can invite children to decorate a pair of mittens and boots. For such work, children are teamed up in twos and it is better for them to decide for themselves with whom they will work in pairs. After all, the children need to decorate paired objects identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in composition, in the composition of decorative elements, in color, and this is not so easy. And the teacher must help the children, teach them to negotiate and give in to each other.

) Joint-sequential - when the composition is gradually built up with new details. With this form of organization, children’s activities can be built on the principle of a conveyor belt, when everyone performs only one specific operation in the process of manufacturing a product. Children’s activities in such a lesson consist of two main stages:

stage - the child’s individual work on an element, part of the general;

stage - sequential work on a conveyor associated with assembly, a defined operation of sequential installation of a collective product.

As a rule, the conveyor “turns on” if during the lesson the children are faced with a task: short term produce a large number of identical products, for example, invitation cards, greeting cards, souvenirs for children, tea sets, etc. In order for all children to be able to express their own creative potential in the course of joint and sequential activities, a transition from one place to another can be allowed. In order for the conveyor to work successfully, its volume and the complexity of the execution technology at each stage must be equal in terms of labor intensity and the amount of time required to complete the technological operation.

Before starting creative work, tables for children should be more conveniently placed so that they resemble a conveyor line. The number of people working on one “conveyor line” should not exceed 6-10 people. Each line will do its own job and compete with others in the quality and speed of the work. The task facing the child is simple: glue (stick, draw) his part exactly in place, just as it was done on the sample, and the operation must be performed in the right rhythm: quickly and accurately.

Activities organized on the principle of a relay race can also be classified as a joint-sequential form. During the “visual relay race,” participants take turns coming to a common sheet and performing elements of a joint composition, complementing the image that has already been made by others. Moreover, each child must make his “mite” to the work. If the work is done using the appliqué technique, a tube of glue can serve as a relay baton. When organizing joint activities on the principle of a relay race, it is advisable to divide children into subgroups and conduct several collective compositions in parallel, providing each with a sheet for creative work. In this case, a situation arises of competition between subgroups for the quality of artistic content and the form of collective composition, which really corresponds to the figurative name of this principle of organizing collective work - “relay race”.

A joint-sequential form of organizing collective activity creates conditions for the formation of skills to coordinate joint actions, because The failure of one child inevitably leads to disruption of the rhythm of the entire work. This form of work in preschool educational institutions is not common.

) Collaborative-interacting work is carried out by all participants simultaneously, coordinating actions at all stages. It is proposed to carry out collective work on the same plane, when each child does his part of the task, having an idea of ​​​​the overall result and coordinating his activities with what others are doing. This form is often called a form of collaboration or co-creation. During the lesson, each child must not only perform a high-quality image of the object (create his own image in connection with the jointly invented content, creatively approaching the selection of methods and techniques of image, means of expression), but also take an active part in the discussion of the resulting images in connection with the plan, participate in solving various issues that arose during the work. Only under these conditions does direct interaction between children occur.

One of the important points is dividing a group of children into subgroups, small and large, which work on part of the collective composition or the entire composition. At first, this is a simple form of jointly interacting activity of children - working in pairs; gradually, a larger number of participants can be involved in group activities: from 3-4 to 7-8 children or more (depending on the theme of the collective composition). Children are offered broad, voluminous topics that present options for thinking through a specific plot, developing fantasy, creative imagination, on the topics: “Circus”, “Zoo”, “Doctor Aibolit and his friends”, “Flight to the Moon”, “At the Bottom of the Sea” , “Life of animals in the forest”; based on fairy tales: “Pinocchio”, “Chipolino”, “Teremok”; based on cartoons.

Children can be divided into creative groups at will or according to common interests, and also have the opportunity to discuss the upcoming work: determine the general idea, the content of the work, distribute responsibilities depending on the capabilities and interests of each, and prepare the necessary material for the work. As a result of this, each participant in the joint activity gets an idea of ​​the overall composition, color and size of its constituent parts. At the same time, the teacher unobtrusively directs the discussion in the right direction, helps in resolving controversial and conflicting issues, but the initial composition is not set by the teacher, but is composed by a group of children, i.e. Already at the first stage of creating a collective panel, creative interaction and cooperation between children takes place. After the end of joint creativity, it is necessary to organize an exhibition to discuss the created compositions. Through discussions and specific examples, it is much easier to show children that the ability to work together leads to good results.

This classification of collective activity is interesting because in each type of joint activity it does not prevent the group from being divided into pairs, small or large groups when performing collective work. The combination of individual and group work of children, their interaction makes it possible to make maximum use of the creative potential of each participant in collective activity and introduces variety into the methodology of its organization. In addition, it is allowed to combine forms of joint activity, the possibility of changing its form during the implementation of a collective composition, which introduces variety into the methodology of conducting collective work and enriches the experience of collective creativity of preschool children.

As for the form of the collective application, it can have different contents. By topic they are divided into three main groups: subject, plot and decorative applique.

Subject applique consists of individual images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.) In subject applique, children master the ability to cut out individual subject images from paper and paste onto the background, which, due to the specific nature of the activity, convey a somewhat generalized, conventional image of surrounding objects or their representations in toys, pictures, and examples of folk art.

The plot application displays a set of actions and events. Thematic-thematic application requires the ability to cut out and paste various objects in relation to the theme or plot (“chicken pecking grains”, “fish swimming in an aquarium”, “Victory fireworks”, “flight into space”, “birds have flown” and etc.);

Decorative appliqués are also created collectively, which can be used to decorate various items of clothing and household items; these can be ornamental compositions in the form of panels, carpets, trays. As they work, children can independently compose the composition of the decoration, choose other decorative forms, and vary their color combinations. In collective classes in decorative appliqué, children master the ability to cut out and combine various elements of decoration (geometric, plant forms, generalized figures of birds, animals, humans) according to the laws of symmetry rhythm, using bright color comparisons. To create ornaments, children of senior preschool age are taught to fill out separate elements background space, highlight the main and auxiliary parts of the application.

In addition, types of applications are divided by: color (color, black and white, monochrome), volume (flat, convex), material (paper, fabric, natural materials, stones, etc.) etc. The combination of different types of applique in various combinations gives an infinite variety of them. Appendix 1 provides a classification that gives an idea of ​​the richness of the visual and expressive means of appliqué and allows us to imagine its collective capabilities.

It should be noted that all collective works have a purpose: creating a picture; holiday decorations; decoration of a group, corridor, hall; making panels for leisure, for a child’s birthday; creating decorations for games, performances, posters; screen book as a gift; illustrating fairy tales, poems, film stills, etc. In this regard, collective activities in application classes vary according to thematic criteria:

production of artistic panels and models;

making gift posters;

making attributes for joint games;

illustrating fairy tales and stories;

artistic design of exhibitions;

production of costumes, costume details, theatrical scenery.

Thus, collective activity is of great importance in the education of preschool children as a means of activating their development. creative potential, which forms and improves teamwork skills, developing interest in visual arts in general, and appliqué in particular.

In practice, appliqué classes use different types of organization of collective activities, as well as their combination, each of which has its own capabilities in developing children’s ability to interact with each other and in organizing joint creativity.

Appliqués for children are a special way of obtaining an image by cutting, applying or attaching any material to a base taken as a background.

In application, as a productive type of activity, a preschooler is provided with almost unlimited opportunities for self-expression and creativity; developing in communication with others, he receives a positive effect from the result and process of activity. Therefore, the application is of great importance for the comprehensive development of children:

mental education - the stock of knowledge is gradually expanding based on ideas about the various forms and spatial position of objects in the surrounding world, various sizes, and a variety of shades of colors. Mental operations are formed, speech develops, vocabulary is enriched, figurative, coherent speech develops;

sensory education - direct, sensitive acquaintance with objects and phenomena, with their properties and qualities;

moral education - visual activity (applique) develops moral and volitional qualities: finishing what you start, studying with concentration and purpose, helping a friend, overcoming difficulties, etc.;

labor education - the ability to cut, handle scissors, use a brush and glue requires physical strength and labor skills; the participation of children in preparing for classes and cleaning up after them contributes to the formation of hard work;

Aesthetic education - a sense of color, a sense of rhythm, a sense of proportion, gradually develops artistic taste in children.

Applique work is carried out in full at the senior preschool age, when children are already cutting out and pasting shapes on their own. At the same time, the greatest effect in application classes is achieved in collective activities, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different according to thematic criteria: production of artistic panels and models; making gift posters; making attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes and theatrical scenery.

The specificity of the collective application lies in the joint and coordinated actions of children. In the process of creating collective work, preschoolers actively communicate and discuss interesting options plans and make the best decisions, learn to criticize constructively and develop business cooperation skills.

The importance of collective activities can be expressed in two main points: when children work collectively, the result of joint work affects each member of the children's team; In the process of collective activity, primary socialization skills are formed, which are so important for the full development of the child’s personality.

Chapter 2. The use of collective activities in application classes with children of senior preschool age

1 Planning classes on collective application with children of senior preschool age

To systematically conduct application classes, including collective ones, the preschool educational institution creates long-term plan, topics and materials are selected, forms of organization, stages of work, and consistent complication of children’s interactions are thought through.

In teaching applications to children of senior preschool age, the following general tasks can be identified:

) compiling decorative patterns from various geometric shapes and plant details (leaf, flower), arranging them in a certain rhythm on a cardboard or fabric base various shapes;

) compiling images of objects from individual parts; plot image;

) mastery various techniques obtaining parts for applique from different materials: cutting with various techniques, tearing, weaving; as well as the technique of attaching them to the base: gluing, sewing;

) developing a sense of color, knowledge of primary colors and their shades, mastering the ability to create harmonious color combinations;

) formation of a sense of form, proportions, composition.

According to the Model General Education Program preschool education“From birth to school” application training in senior group directed to:

consolidation of the skills to create images (cut paper into short and long strips; cut circles from squares, ovals from rectangles, transform one geometric figures in others: a square - in two to four triangles, a rectangle - in stripes, squares or small rectangles), create images of various objects or decorative compositions from these figures;

learning to cut out identical figures or their parts from paper folded like an accordion, and symmetrical images from paper folded in half (glass, vase, flower, etc.);

learning how to cut off in order to create an expressive image;

the impulse to create subject and subject compositions, supplement them with details that enrich the images;

formation of a careful and careful attitude to materials.

At the same time, in the first quarter, the skills and abilities acquired in the middle group are consolidated. In the second quarter - mastering quick cutting methods (cutting out two identical shapes). Symmetrical cutting, where it is necessary to draw the children’s attention to the fact that the sheet of paper must be held at the fold. In the third quarter, work from nature continues. Along with object appliqué, it is important to maintain children’s interest in decorative work.

Sample topics for group activities: “Autumn carpet”, “Cucumbers and tomatoes are on a plate”, “Dish with fruits and berries”, “Our favorite bear and his friends”, “Houses on our street”, “Cars are driving along the street”, “Bullfinches on a branch”, “Fish in an aquarium”, “Train”, “Spring bouquet”, etc.

In the school preparatory group, collective applications occupy an even greater place. They make the nature of completing tasks more complex in terms of content and technical techniques for conveying images, and also provide children with greater independence in choosing material and in interpreting the topic. IN preparatory group continue:

learn to create subject and subject images from nature and from imagination: develop a sense of composition (learn to beautifully arrange figures on a sheet of paper of a format corresponding to the proportions of the objects depicted);

develop the ability to create patterns and decorative compositions from geometric and plant elements on sheets of paper of various shapes; depict birds, animals according to children’s ideas and based on folk art;

consolidate techniques for cutting out symmetrical objects from paper folded in half; several objects or parts thereof made of paper folded like an accordion;

when creating images, encourage the use of various techniques of cutting, tearing paper, gluing images (smearing them with glue completely or partially, creating the illusion of conveying volume); teach the mosaic method of depicting with a preliminary light indication with a pencil of the shape of the parts and details of the picture;

continue to develop a sense of color, flavor, composition;

encourage creativity.

The main task here is to develop children’s observation skills and, on the basis of this, teach them how to correctly convey the shape, color and structure of an object. First half of the year: using the techniques learned in classes in the senior group, children cut out silhouettes of simple-shaped objects from an unfolded sheet - vegetables, fruits, as well as objects consisting of several parts - mushrooms, branches with fruits or autumn leaves, vases with bouquets, various cars. Second half of the year: children continue to master symmetrical cutting objects. The themes of children's works are expanding: depictions of people and trees. buildings of different designs, rockets, airplanes. Silhouette cutting of the entire image is introduced.

Sample topics for collective work: “Autumn carpet”, “Vase with fruit, branches and flowers”, “Round dance”, “Fish in the aquarium”, “Animals in the zoo”, “New houses on our street”, etc.

It should be taken into account when planning that the frequency of using collective work may vary, but it is optimal to use this form of organizing classes at least 2-4 times - in the senior group and 5-6 times in the preparatory school group.

In the successful conduct of collective classes, an important place is occupied by preliminary work: preparation of equipment, material, the order of its presentation to children and the organization of children. So, the figures for laying out should be: precise in shape, bright in color, hard enough so that their edges do not tear or bend, size 4x4 cm, quantity for each child 6-8 pieces, background for laying out (size is calculated depending on the number, size and location of figures). The procedure for preparing and distributing application material to children depends on the content and educational objectives.

The actual conduct of classes includes 3 stages:

Preparatory stage.

Its tasks: deepening knowledge on the topic of future work, the formation of vivid artistic images that generate a desire to embody them in collective work. To do this, you can use excursions, conversations, discussions of books read, looking at illustrations and reproductions.

It involves planning, executing and evaluating team work. Objectives: provide children with the opportunity to embody images of the surrounding reality in a composition; in the course of collective creativity, creating conditions for creative interaction between children; to develop in children the ability to work creatively in a team.

The final stage is the period of interaction between children and already completed work. In educational terms, it is no less significant than the previous stage.

It is best to leave the composition made by the children in the group room. It will become the object of a variety of discussions, games, and stimulates the birth of creative ideas and proposals to complement the already created composition.

Teacher's Guide to different stages The implementation of a plan for collective creative activity has its own characteristics. Thus, at the first stage, when planning collective actions, the teacher strives to create a motivational resonance - the emergence in each child of a desire to get involved in a collective activity. It is important to unite children with a common goal, the attractiveness of the future result of the activity, to cause an emotional upsurge, good business excitement.

Providing children with a variety of visual materials is attractive to the common cause. So, for example, for appliqué it is advisable to use not only ready-made colored paper, but also clippings from newspapers and magazines, ready-made drawings by children; for modeling, use both dough and plasticine with clay; for drawing, wax and colored pencils, watercolor and gouache, and various building materials. An effective technique for identifying subgroups of children striving for joint activities can be Children's Interests Day. On this day, children do their favorite things, from which it is clear how many and what kind of children subgroups of children are formed and according to what interests.

The next stage in collective interaction is the distribution of roles for the upcoming activity among the children. In order for participation in a common cause to help each child reveal his best qualities, it is important for the teacher to identify the individual abilities and inclinations of each participant. At the same time, his task is not just to study the child, but to “present” the manifestations of his individual uniqueness and help all children see his best features. For this purpose, it is possible to organize exhibitions of personal achievements, shows of talents and abilities, and for the teacher to focus children’s attention on the actions and activities of a particular child. Identifying the individual characteristics of children allows the teacher to outline the prospects for the development of collective creativity.

Another option for organizing children’s cooperation is that the common goal of the activity is carried out by several subgroups and the final result depends on the quality of the work of each subgroup. Activities of this type evoke a feeling of satisfaction in each participant; the child develops a feeling of usefulness and personal contribution to the common cause, which gives him confidence in his abilities. For example, children are happy to participate in the design of panels on the wall of the group room “Magic Land of Childhood”, “Space”, etc. Divided by at will into subgroups, children independently decide what plot will be reflected by their group on the general visual field.

At the final stage of collective interaction, the teacher focuses the children’s attention on each person’s personal contribution to the common cause, awareness and assessment of the significance of the result obtained. Analysis of applications must be carried out with the active participation of children. At the same time, he emphasizes that without joint efforts, the implementation of the collective plan would be impossible. It is good when the success of collective activities is assessed not only by the children themselves, but also by people whose opinions they value - parents, other educators, children of other groups.

At the same time, it is necessary that during classes the teacher communicates with the entire group and with each child separately to check whether he has learned new material. When assessing the collective work of individual groups of children, the teacher must take into account not only the quality of the finished product, but also the process of joint activity itself, encouraging respect for the work of comrades and initiative in coming up with an original design.

Thus, collective applique classes should take place in accordance with the plan and in clearly thought-out stages, using a variety of working techniques that are interesting to children.

Approximate calendar and thematic planning for the “Application” section in the senior group and individual lesson notes are presented in Appendices 2 and 3.

2 Specifics of organizing collective activities in application classes with children of senior preschool age

Organizing application training in a collective activity requires a lot of effort from the teacher, as it requires careful thought, clear coordination of all stages of work, rational placement of materials and equipment, taking into account the age and individual characteristics of children.

Particularly complex in this regard is the jointly interacting form of organizing activities. The difficulty is that this form of organization involves either the simultaneous joint work of all participants in collective creativity, or the constant coordination of the actions of all participants in collective activity.

There are several levels of development of collective activity.

The leading role of the adult is undeniable. Children act in isolation and, as a rule, do not make contact on their own initiative.

The teacher still selects a specific topic, material, and organizes joint activities. Children understand the overall task. On the advice of the teacher, children help a friend, but rarely use communication and limit themselves to monosyllabic phrases. They only turn to the teacher for help. They recognize and name both their work and the work of their comrades nearby; admiring the general work and their own. They rejoice at a positive assessment, accepting it more towards themselves. With directed leadership, they realize the level of success of their actions and the entire team.

The role of the teacher is still dominant: he determines the task, helps, and clarifies the content of everyone’s work. Children, showing independence in distributing material and realizing the general nature of the activity, still act individually when performing joint work. Conflicts sometimes arise when distributing material. The most proactive ones are highlighted. Criticism of a comrade's actions is supplemented with instructions on how to act. Children turn to both the teacher and their friend for help. On the advice of the first and on their own initiative, they provide assistance. They only clean their place.

The teacher explains the task, how to complete it, helps distribute work and materials. In the process of completing a common task, the children are already complaining to their friend that he is working alone. This is a sign of active contacts. Children rejoice at the positive assessment of common work, understand that this is the result of common labor, and know what work everyone has done.

The teacher plays the role of a consultant: he takes part in choosing a topic and helps children unite into subgroups. With his directed guidance, students are able to independently discuss the specific content of future collective work, choose material, visual and expressive means, methods of action, distribute responsibilities, and can plan joint actions.

In the process of working together, children help each other and teach each other. They turn to a friend for help and only in difficult cases - to a teacher. They can be impatient with a partner who works slowly. In this case, they take the material and complete the work of their friend. They worry about the quality of overall work. They consider the result of the work of another subgroup with increased interest, but are able to give an objective assessment.

Children independently determine the plan for future joint work and unite in working groups, taking into account the importance of everyone’s actions. They prepare the material, discuss and plan the content, composition, color, methods of execution, i.e. stages of work. At this stage, children listen to and discuss the proposals of each participant, actively help each other, are tolerant and patient, encourage and approve of the successes of their comrades, and are self-critical. Some children, on their own initiative, do the work of a friend that he does not have time to do. Every child works conscientiously.

Let's consider step by step some types of collective activities and their combination in appliqué classes with children of senior preschool age, highlight methods for organizing the process of collective creativity and principles for composing collective compositions. stage. The simplest form of organizing work on a collective composition is a joint-individual activity, in which children are brought to understand the significance of their work through a collective performance of the result.

At this stage, the children are given a regular subject-based educational lesson with all the resulting preliminary work and appropriate teaching techniques.

The work here is carried out individually, but at the end of the lesson the results are combined into a single composition with a common name - the result is played out in accordance with the goal. Coordination of the actions of each of the participants in joint work is carried out at the beginning of the lesson, when developing the idea of ​​a joint composition, when planning further work, and at the end of the lesson, when a collective composition is compiled and summarized.

Techniques for organizing the process of joint-individual activity and its collective result: free placement of elements on the background plane; mosaic; frieze; organized image.

The principle of free placement is when elements of future joint work are placed freely against a common background. The main condition for the success of joint-individual activities on this principle is the children’s understanding of the subject of the image, their skills and abilities to work in a given technique. There is no need to coordinate the size of the images or their position in the space of the individual sheet.

The frieze principle and the mosaic principle require children to be familiar with the future composition before their practical activities. With children, you can depict a fairy-tale forest, an autumn park, a gingerbread mansion, a carpet, a fairy-tale fleet, houses on the street, etc. When organizing a frieze and mosaic collective composition, the following conditions must be observed:

unity of visual material and technique;

a certain color palette if the work is done with paints or crayons;

specific image size;

the exact location of the element on the sheet (horizon line, plane, etc.).

The principle of organized imagery is that future collective work is set by some object or image of the environment, and children are asked to finish the composition they have started. It assumes that children are aware of their participation in joint activities, since at the beginning of the work the future collective composition is analyzed.

An example of creating a collective application at this stage: “Boats on the River” (in the senior group), “Houses on our street” (in the preparatory group). stage of joint-individual activity - creating a composition from homogeneous figures with the help of a teacher. At this stage of training, it is necessary to achieve from children an understanding of the importance of joint (collective) work, to create a positive more emotional attitude encourage each child to participate in a common creative activity, induce a feeling of satisfaction from its implementation, and the joy of success. Therefore, at the very beginning of the lesson, it is necessary to captivate the children with a topic, an interesting goal, by introducing a layout (background, decoration) prepared in advance by the teacher, on which the composition or the main character around which it can be built will then be placed. At the beginning of the lesson, it is necessary to set a collective task for the children to complete the work. Children depict (cut out) homogeneous objects. This could be training or consolidation of techniques.

In the process of doing work, it is necessary to orient children to create expressive images, and then involve them in co-creation in creating the entire composition, teach them to find the most successful place for each figure in the composition, emphasizing its advantages or hiding its shortcomings. At the end of the lesson, a general composition is created from finished children's works.

An example of creating a collective application: “Parsleys are dancing by the Christmas tree” (in the senior group), “The rooks have arrived” (in the preparatory group). stage - jointly interacting activity, involves the creation of a composition from homogeneous figures by a subgroup of children. At this stage, it is intended for the first time to divide children into creative subgroups, uniting 2-4,6-8 people (as they sit at tables). They will have to try to create their own composition from homogeneous objects without the help of a teacher. The child must not only independently and efficiently complete the image of the object, bringing his creativity into the interpretation of the image, but also take an active part in discussing the content of the composition, in placing the resulting images in connection with the plan, and in resolving controversial issues that arise during the work. The teacher encourages children to work together, teaches the rules of communication, and assists them in discussing and resolving key issues. When considering the compositions at the end of the lesson, you should highlight the originality of the concept, the expressiveness of the images, the creative discoveries of the authors and pay special attention to the ability of children to work together, linking with it the quality of the result obtained.

An example of creating a collective application: “Ducks swim in the pond” (in the preparatory group). stage - also jointly interacting activity - the creation by a subgroup of children of a plot from heterogeneous figures. The topic of the lesson is communicated to the children in advance (in the morning before the lesson). Children are divided into subgroups (as they sit in equal strength) and have the opportunity to discuss the upcoming work - determine the plan, distribute responsibilities in accordance with the capabilities and interests of each (since they will have to complete a composition from different figures). The teacher is interested in the idea, directs the discussion in the right direction, and helps in resolving controversial and conflicting issues. During the lesson, children should be given as much independence as possible in completing their work, so that the children feel mutual responsibility for achieving the goal. The lesson is based on consolidating skills - different characters (objects) are included in the composition, so possible depiction techniques are only discussed. Each child must create his own image in connection with the jointly thought-out content, creatively approaching the selection of methods and techniques of image, means of expression. The teacher acts mainly as an advisor and participates in the discussion of composition in resolving controversial issues. At the end of the lesson, children should be involved in an active discussion of the result: taught to respect the authors’ intentions, to see creative discoveries in the transfer of images and events, and also to associate positive or negative result with children's ability to work together.

An example of creating a collective application: “Tea set” (in the senior group), “Snow White and the Seven Dwarfs” (in the preparatory group). stage - independent creative collective work of children. At this stage of joint-interacting activity, children develop a desire to cooperate with friends, the ability to resolve controversial issues without the intervention of an adult, objectively assess the attitude of partners to creative work, etc. Children should be offered broad, voluminous topics that involve many options for a well-thought-out specific plot and revealing great opportunities for creativity. Children must independently break into creative subgroups based on their liking or common interests, determine the content of the work, distribute responsibilities, and prepare the necessary material for the work. During the lesson, children work completely independently. At the end of the lesson, you can offer to unravel the meaning of a particular composition, or the authors of the composition to reveal the meaning of their composition.

It should be noted that this form of collective activity requires each preschooler to have a certain amount of communication experience: the ability to cooperate, respect someone else’s initiative, defend one’s own ideas in the process of agreeing on issues of content and form, the use of materials and techniques for executing a composition. Therefore, it is applied at the end of the preparatory group. At the same time, practice gives various options organizing the interaction of children in such a collective lesson. Basically, this organization of work in groups of small and large - some draw the general background of the composition on the plane, others carry out parts or elements of this composition. The main stages of jointly interacting activity in the process of performing a composition:

joint drawing up of a sketch of a collective composition, development of its coloristic solution, choice of material and technology for performing collective work;

making a cardboard sketch, dividing it into its component parts and organizing groups of students to create fragments of the composition;

performing parts of the composition in small groups;

editing of a collective composition, its analysis, generalization and aesthetic evaluation.

At this stage of creating a collective application, plots based on fairy tales, cartoons, etc. can be used. For example, when illustrating episodes from “The Tale of Tsar Saltan” by A.S. Pushkin children are united in groups of 4 people. Each group performs appliqué on one of the scenes from the fairy tale; “The wind is blowing across the sea and propelling the boat”, “The stars are shining in the blue sky... the barrel is floating on the sea”, “Look, a white swan is swimming on top of the flowing waters”, “The prince turned around like a bumblebee, flew and buzzed, and caught up with the ship at sea” etc. The distribution of plots between groups is carried out by the teacher, the children independently decide who will cut out and decorate the barrel, who - clouds and stars, who - waves, etc. When all the shapes are cut out and distributed on the sheet, the children decide in which sequences should be pasted on them. Together, the children attach the forms to the paper: some spread them with glue, others place them in place, others press them with a cloth, etc.

The named types of organization of collective work differ from each other as they become more complex, and in practice they can be combined with each other, based on a specific pedagogical situation, which indicates their relative independence. When organizing collective activities, a teacher can allow individual work of individual children, the result of whose work then finds a place in the collective composition.

Thus, collective application is an effective means of solving many educational and didactic problems; an effective means of developing the children's team and the child's personality. In older preschool age, children master more complex cutting techniques - symmetrical, silhouette, multi-layered, as well as tearing, weaving techniques, combining them; master new ways of attaching parts, for example, sewing them to fabric. The content of the application is also expanding. Children create more complex decorative patterns, using both geometric and plant shapes. Subject applications with a large number of details are becoming more complex, as well as multi-layered subject applications made of paper, fabric, dry leaves and other materials, where a strictly defined sequence of arrangement and gluing of forms is necessary: ​​first the general background (earth, sea, sky), then laid out and the background objects are glued, only then the middle and foreground ones.

Collective work in applique classes is valuable because, on the one hand, it fosters feelings of collectivism and camaraderie, and on the other hand, it contributes to the formation of the ability to plan and think through the entire course of work in advance, which creates the basis for the creative expression of a preschooler in independent activities: he can choose content of the application (decorative pattern, object, plot), material (one or more in combination) and use different equipment, suitable for more expressive execution of the plan.

The specificity of organizing collective activities in appliqué classes is that the teacher teaches children step by step: first, he talks with the children and clarifies what exactly they will depict, invites the children to discuss how and where the objects will be depicted on the sheet. Afterwards, it becomes clear together with everyone what material they will work with. In this way, through consistent selection of topics for collective lessons, taking into account the increased visual skills of children, the teacher gradually expands the possibilities of children’s actions. Children work on one composition first in joint-individual activities, then gradually join in joint-interacting activities in twos, threes, fours, subgroups, then all together.

Children of senior preschool age in classes on collective application master the experience of joint actions: distribute parts of the task among themselves, help one another, discuss certain technical or visual techniques. The collective activity of older preschoolers, with targeted guidance, acquires a creative character. Along with the content, children learn to actively discuss the means of its implementation: composition, color, material, methods of creation, as well as techniques that promote the expressiveness of images.

At the same time, the effectiveness of collective work assumes:

organization of preliminary work;

children show interest in the topic (depending on the situation, you can offer work on making scenery and costumes, greeting cards and posters, attributes for didactic games etc.);

the required level of preparedness of each child in the skills of working with a variety of materials and the technique of using them, as well as his interest in the distribution of responsibilities in the group;

collective work should be the final lesson on the topic.

group activity applique preschooler

Conclusion

The relevance of the topic “Theoretical foundations of collective activities in applique classes with children of senior preschool age” is due to the fact that collective activities in applique classes have a wide range of educational and pedagogical opportunities. In the process of creating collective work, preschoolers actively communicate, discuss interesting ideas and make the best decisions, learn to criticize constructively and develop business cooperation skills. As a result of collective application, a culture of communication is formed among older preschoolers, practical experience of moral relations is acquired, motivation for cooperation develops, and a desire to take initiative appears.

In accordance with the set objectives, we carried out an analysis of literary sources, which showed that the problem of organizing collective activities of preschoolers was and is the focus of attention of many domestic teachers (L.A. Wenger, L.S. Vygotsky, V.V. Davydov, A. V. Zaporozhts, V. I. Komarova, A. S. Mukhina, N. N. Usova, D.B. Elkonin, etc.). So, B.M. Nemensky considered collective creative work one of the most effective methods for developing creative abilities, since in such work there are no uncreative children, everyone does something for the overall drawing to the best of their ability.

As a result of a theoretical analysis of the literature on the research problem, we discovered the concept of appliqué as a productive activity - this is a special way of obtaining an image by cutting, applying or attaching any material to a base taken as a background.

Applique classes are of great importance for preschoolers, since creating an applique is a complex process associated with the ability to cut out various shapes of objects from colored paper, lay them out on a base, establish the sequence and relationship of objects according to the laws of compositional and color structure, and carefully stick the cut out shapes onto paper of a different color. In the process of work, mental and physical activity is combined: children become more active sensory development, motor skills, spatial perception; speech, imagination and logical thinking, fantasy and creative abilities develop; volitional qualities such as attention, perseverance, and endurance are activated. In general, all this helps children of senior preschool age prepare for school.

At the same time, the greatest effect in appliqué classes is achieved in collective activities. We have studied collective activities used in application classes with children of senior preschool age, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different according to thematic criteria: production of artistic panels and models; making gift posters; making attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes and theatrical scenery.

To systematically conduct classes on productive creativity, in particular on application, a long-term plan is created in the preschool educational institution, topics and materials are selected, and forms of organization are thought through. We have identified the features of planning appliqué classes with children of senior preschool age. Thus, the tasks and content of appliqué training in the older age group and the school preparatory group were revealed, where appliqué training is implemented taking into account age, their complexity is specified taking into account the accumulation of experience, knowledge, skills and abilities. They make the nature of completing tasks more complex in terms of content and technical techniques for conveying images, and also provide children with greater independence in choosing material and in interpreting the topic.

The frequency of using collective work may vary, but it is optimal to use this form of organizing classes at least 2-4 times - in the senior group and 5-6 times in the preparatory school group.

In addition, in the successful conduct of collective classes, preliminary work plays an important role: preparing equipment, materials and organizing children. Conducting classes on collective application in a group usually includes 3 stages.

Collective applique classes should take place in clearly thought-out stages, using a variety of work techniques that are interesting to children. Therefore, we identified the specificity of the collective application that lies in the joint and coordinated actions of children. In the process of creating a collective product, children master technical and visual (compositional) skills, learn to plan, jointly and timely complete their own and common work. The range of communication is significantly expanding: children learn to negotiate, treat each other more attentively, organizational skills in self-service and distribution of responsibilities are improved (joint preparation of the workplace, materials, cleaning the workplace, etc.). Children develop a sense of responsibility for a common cause and its success.

The theoretical significance of the study is that we expanded the existing knowledge about collective forms of work during appliqué classes with older preschoolers.

The practical significance of the study is that the organization of collective work activities can be used by preschool teachers in their work with children of senior preschool age. The collective work can be shown to parents, placed at an exhibition, it will become a subject for discussions, conversations, games, and the birth of new ideas.

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Applications

Annex 1

Types of applications

OBJECT APPLICATION represents individual object images pasted onto the background, conveying a generalized, conventional image of surrounding objects (stylized). Objects with a distinct configuration, simple shape, clear proportions, and local color are depicted.

DECORATIVE APPLICATION is associated with the concept of decorativeness (images characterized by ornamentality, generalized forms, color saturation) and represents decoration elements combined according to the laws of rhythm and symmetry, decorative in color and shape (geometric, floral, etc.). The ornamental composition plays an important role here. The ornament is characterized by rhythm (repetition of the same or alternation of different pattern elements) and can be endless or closed (ribbon or central-radial composition).

STORY-THE THEMATIC APPLICATION is images pasted onto the background in relationship and in accordance with the theme or plot (event, situation, phenomenon). The content of such an application can be either simple or quite complex, dynamic in action, with a large number of characters and details.

How exactly should collective activities (lessons) be organized? This question is often asked by teachers.

First of all, about the time of their holding. Work can be carried out both in classes (in kindergarten) and in lessons (at school), as well as in free time from classes and in an after-school group. If the composition that the children have to create is multi-subject, multi-faceted, 2-3 classes or lessons can be devoted to working on it.

To create general compositions, children can be united into several subgroups, each of which prepares its own part of the overall composition. For example, one subgroup creates (in drawing or appliqué) a pattern for the middle of the carpet, another develops the decoration of the field, the third prepares parts of the pattern for the border and corners. In another lesson, children create a picture of a corner of nature in kindergarten. At the same time, you can also organize work in subgroups: one - cuts out and pastes plants, another - prepares the inhabitants of the cages, aquarium, another group can cut out pebbles for the aquarium, cages, twigs for birds and other items necessary for the corner. Then all the parts are combined into a common composition. Children of different age groups can take part in creating such a composition, and there is something for everyone. The teacher needs to be able to distribute the work of creating images between children so that everyone is interested, so that the child is able to create his part in the overall composition and so that he can express himself, in the best possible way using your capabilities and achieving high results.

The choice of one or another form of organizing a collective lesson depends on the age of the children, the theme of the picture depicted, the number of children in the group, whether the creation of the image is carried out in a group lesson or in free time from class, in the process of independent artistic activity of children.

This is how, for example, you can conduct a class on drawing a collective picture "Forest"(this topic is suitable for creating a collective composition by children of all age groups in kindergarten and students primary school). Of course, the complexity of the content and individual images will increase as children age. For the painting, a sheet of paper is selected, the color of which depends on what time of year the forest is depicted (for a winter landscape a white or blue sheet can be used, for a spring landscape - light green, light yellow or light blue, for an autumn landscape a light one is more suitable -yellow, golden ocher, light orange, etc.).

Of course, the creation of an image must be preceded by big job to accumulate and enrich accumulated experience, clarify children’s ideas. This will be facilitated by familiarization with fine arts, organization targeted walks and excursions, observations, reading works of fiction.

A collective composition on the theme “Forest” can be organized as follows: a large sheet of paper is attached to a board or easel at a height convenient for children to draw. Two or three children can draw at the same time. The rest sit in front of the board in a semicircle (such an organization is advisable when there are few children in the group, otherwise the creation of the composition will take time and the children will languish while waiting for their turn to go to the board). You can use two sheets to create two compositions. In this case, the children are divided into two subgroups and each creates its own picture. Both pictures can then be combined.

The organization may be different. A long sheet of paper is placed on tables arranged in a long row (or two, depending on the number of children present) (you can use the back of the wallpaper). Children sit down or perform the composition while standing. Each child draws as many trees and other forest objects as he wants. When the painting is finished, the children step back a step or two from the tables so that what everyone has drawn can be better seen and everyone can admire the painting together. If one of the children expresses a desire to supplement the plot with an image of the sun, clouds, falling snow, rain, or forest inhabitants, they must be given this opportunity. If lesson time does not allow, this can be done in an extended day group, in free activity. We have already said that a collective composition on this topic can be offered to children of any age group. The content depicted will depend on age characteristics children. It’s good to hang the finished painting in a group room, in a locker room, in the lobby, in a kindergarten hall, so that you can admire your work over and over again and so that other children, parents, and employees of the institution can look at it.

The completed composition can be used as a backdrop for dramatization games based on fairy tales, in which the action takes place in the forest. It can serve as a decoration for the hall winter holiday, evening leisure. In a similar way, compositions on other themes (“Blooming Garden”, “Underwater Kingdom”, etc.) can be made, which can also be used in children’s lives and in their games.

In approximately the same way, a drawing lesson can be organized, applying a picture of a flowering meadow (rivers where boats float, children swim, etc.). It is very good to discuss the choice of paper color and the entire composition with the children. In general, by consulting with children, the teacher promotes the development of their activity and creative independence. With such guidance, children learn to collectively discuss upcoming creative activities, plan them, distribute efforts between all participants, understand the participation of everyone in the overall composition, and learn to listen to the opinions of others. Gradually, the children “cover” the meadow with flowers. Paper round shape suitable for a flower bed. Thus, before the eyes of the children, through their joint efforts, a bright picture is created that evokes an aesthetic sense of joy. A collective composition on the theme “Flowers” ​​can also be made as a “Basket of Flowers”, “Bouquet in a Vase”, “Garland of Flowers”, etc. The basket or vase can be cut out in advance.

In the middle group (as well as in the senior and preparatory groups), during a collective lesson, children can use appliqué to depict “The Fun Train”, “The Blue Arrow” (based on the fairy tale by J. Rodari). The train is made up of trailers created in the process individual work every child. The color scheme of each composition depends on the image that the children create, and this should be discussed with them.

With children of the older group, a decorative composition based on folk art can be created in drawings, appliqués. This activity can be organized in different ways. For example, each child draws a pattern on a strip or square (the distribution of paper blanks on which the pattern will be created can be made by the teacher, taking into account the children’s level of mastery of visual arts, or is offered to the children to choose from). When the composition of the patterns is completed, all the drawings are combined into a common decorative composition on a large sheet of paper prepared in advance. The pattern in the middle of the panel can be drawn by children who are most successful in mastering drawing. A decorative composition can be prepared in the style of some type of folk art: gorodets, Pavlovsk scarves, and in the preparatory group such a composition can be offered to children to make in the style of Zhostovo trays, Khokhloma and other paintings. It is necessary to make wider use of the folk art of the area in which the children live when working with children. In general, the local component of folk art should become the basis of work in both school and kindergarten.

Work on a decorative composition can be organized in another way. Together with the children, the teacher determines on a large sheet of paper the composition of the future pattern: middle, border, corners. At the same time, it is necessary to actively involve children in thinking and discussing the content of the product, inviting them to show where and how the pattern will be placed, to discuss the color and decorative components. Then everyone consults together who will draw the pattern in the center, in the corners, along the edges. The composition is created sequentially (like a conveyor belt): first the pattern is drawn in the middle, and then in the corners and border. This pattern can be completed by two, three or four children. To do this, it is more convenient to place the sheet on a table, which can be approached from different sides. Then a pattern is drawn in the corners, and the border is designed in the same way.

О A collective decorative composition can be more complex: "Fairytale house"- children create ornamental compositions that decorate the front part of the house: a wall, a window, a pediment, etc. Based on the Dymkovo toy or the Gorodets painting, a composition can be created on the theme: “Merry Carousel”, “Merry Round Dance”. To create them, the teacher prepares silhouettes from white paper Dymkovo toys or from ocher (can be a different color, in accordance with that used as a background in Gorodets products), which the children then paint. Children of different age groups can participate in this activity. When the painting is completed, the children, together with their teachers, make a carousel, round dance, etc.

Very interesting and useful for children are activities in which children team up in twos to create a common composition. Such associations make it necessary for children to have business communication with each other and teach them how to negotiate with their partners. So, for example, you can invite children to decorate a pair of mittens or boots. For such work, children are teamed up in twos and it is better for them to decide for themselves with whom they will work in pairs. After all, children need to decorate paired objects identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in composition, in the composition of decorative elements, in color, and this is not so easy. And the teacher must help the children, teach them to negotiate and give in to each other. A greater effect can be achieved not by direct instructions, but by a strong-willed decision based on the authority of an adult, such as: “Alyosha came up with an interesting pattern for mittens, draw like him.” And invite each of the participants to sketch their own pattern for the mittens, and then agree on which one will decorate the border at the bottom of the mitten, which one will decorate the middle of the outer side, and which one will decorate the upper part, where the fingers are “hidden”.

Decorative compositions can also be made using appliqué. Work can be done during class and during free time.

We observed an interesting collective activity in the city of Kineshma, Tver Region. A local artist who often visits the children gave them dolls she made. And during the lesson, the children decided to make a fairy-tale house for them. The teacher, together with the children (senior group), prepared blocks of thick paper with holes cut in the top and bottom sides of the block. The children painted one side of the block (brick). And the patterned bricks were strung onto a pre-made structure. Before the eyes of the children, a decoratively painted wall of a fairy-tale house appeared, which ends with a previously painted pediment and roof (painting the pediment can be done by the teacher together with the children in their free time).

Q Let’s describe another collective lesson held in the senior group child care facility No. 371 Moscow. The theme of the collective application - "Circus". The lesson was held in the hall. Children enter the hall to the sounds of the famous song “Circus*. After the children walked through the hall and stopped, the teacher talks with them about the circus. He asks if they went to the circus (all the children went to the circus, and some more than once). “Is it true,” asked the teacher, “that you can meet real wild animals in the circus?” The children vying with each other began to name the animals they saw in the circus (bear, tiger, lions, panthers, etc.). “What are they doing there?” - the teacher is surprised. Children tell how animals perform, dance, jump into burning hoops, etc. The teacher asks who teaches the animals all this. The children answer. Then the teacher invites the children to make a circus: “Imagine,” says the teacher, “that a good wizard came to us and turned our hall into a circus. Look, the circus arena is already ready*. Shows a large sheet of paper with a large drawing or paste on it green circle- arena. “Let's help the good wizard and slaughter various wild animals.” The children happily agree. They are invited to sit at tables where everything is prepared for cutting and gluing different animals. The sheet - arena is laid out on another table, where everything is also prepared for gluing. The children start working. The teacher approaches the children and discusses with each one who will cut out what. Pictures depicting different wild animals are attached to the easel; if children have difficulties that require clarification of their ideas about what this or that animal looks like, then they come up to the easel and look at the illustrations. As the images are ready, the children come to the table where the arena is located and lay out the animals they have cut out. The teacher approaches this table and, together with the children, consults on how best to arrange the depicted animals. Finally the picture is ready. Children rejoice with the teacher. At this time, the music sounds again, and a cheerful clown runs into the hall. He invites the children to a round dance. Everyone is dancing merrily.

Children of the senior preparatory group and primary classes can create decorative compositions based on various types of folk arts and crafts, as well as in a free manner, using elements of floral or geometric patterns.

Topics of such classes: “City of Masters”, “Dymkovo Round Dance”, “Fairytale Animals”, “Fairytale Birds” and others.

Many collective paintings can be created over the course of several classes, or the main content is decided in class, and then in free time from classes in an extended day group, the composition can be enriched, expanded, and supplemented. Gradually the picture becomes more complete, meaningful, interesting, and expressive. Not all children can take part in the final refinement of the composition, but only those who express a desire. However, it is advisable to discuss further work on the composition with everyone. We noticed that children like this form of organizing work, and they get aesthetic pleasure when looking at the finished composition, which all children should also be involved in.

Children should be told about the upcoming collective work and taught them joint discussions, decisions, and actions. In fact, almost every topic offered to children for depiction can become the content of collective work: “Fish in an aquarium”, “Roll-y-dolls are walking”, “Carts are driving along the road and carrying various loads” and others, as mentioned above. When thinking through the themes of collective compositions, the teacher must proceed from the interests and capabilities of the children. Formalism and templates should be avoided. It is important that the teacher’s offer to do group work evokes a positive emotional response in children. And this is only possible when the topic is close to children, connected with their lives, with a variety of children's games, when the topic corresponds to children's impressions.

If children of different ages are being raised in a group, multi-age associations are useful. The methodology for such classes was developed by candidate of pedagogical sciences T.N. Doronova and candidate of psychological sciences S.G. Jacobson. By doing drawing, modeling, appliqué together, kids learn from older children, older children learn to be patient with the younger ones’ inability, to explain how best to do the work. It is only important to pay attention to the fact that the elders do not deprive the younger ones of independence, do not take on the most interesting part of the task, etc. It is interesting to note that pairing children to create a common composition is widely used in visual arts work with children in Japanese kindergartens. The topics of such classes and forms of organization can be varied. So, children can create a drawing on one topic: for example, ? forest clearing in summer”, “Butterflies fly over the meadow” and many others. Children, having agreed on the general composition, draw or cut out and paste each one on their own half of the sheet, or on separate sheets of paper, checking the progress of work and the solution to the composition, the coloring of the picture, etc. Here, each child works as if separately. One child can depict some trees and flowers, another - others; one can draw forest animals, and the other can draw flying butterflies, bees, etc. If the children have agreed on a general compositional solution, on the materials in which the image will be executed, the overall composition will not only not suffer, but will even become richer and more interesting.

In another case, the content of the images of two children may be almost identical. For example, when creating a painting on the theme: “Bears are doing exercises”, or “Bears are playing”, or “Clowns are performing in the circus”, etc., each child cuts out and pastes his own bear, clown, and then those objects, which they hold in their palms or play with.

Also interesting for children are forms of creating collective compositions in which adults work together with children, the latter performing that part of the collective work that is beyond the power of children (in fact, teachers often do this, but separately, without the presence of children, and the children do not see how the teacher acts). So, for example, a teacher, asking children to create a composition “Birds on a branch (tree)”, cuts out and pastes an image of a tree in advance and brings it to class, while the children have to cut out and paste the birds. It would be better if children took part, even passively, in the preparation of such an image. However, in this type of work, both adults and children are united by one goal, interested in the overall result, children have the opportunity to communicate more directly with the teacher, it is carried out more naturally discussion of the upcoming work, its progress, everyone consults together, tries it on, see how best it will work out. The interaction between children and the teacher is carried out more freely, at the same time, children have the opportunity to see how the teacher acts and learn without direct instructions from the teacher, which often constrain children, depriving them of independence and the opportunity to express their opinion.

In a collective form of organizing work, costume details, scenery, and attributes can be prepared for dramatization games based on literary works: “Teremok”, “Cat, Rooster, Fox”, “Geese-Swans” and others.

An interesting form of collective image can be a panorama. This type of image allows you to unite children of different groups: preschoolers, primary schoolchildren. At the same time, a panorama, which is a multi-plane and multi-figure composition, is created in several classes and lessons. Each group of children can work on an image at different times: for example, first-graders or older preschoolers can draw a landscape on a long sheet of paper during a drawing lesson (its theme can be different, which is determined common theme panoramas). The landscape will be (positioned vertically) in the background and background of the panorama. Then close-up plans are drawn up. Images of these plans are located on a horizontal strip, the width of which may vary. This part of the landscape can be a forest edge, a clearing, part of a park, a city street, etc. It is painted according to the content, and then images are placed on it, the content of which is determined by the intended composition. To convey the landscape (slides, hillocks, hummocks, etc.), you can use the papier-mâché technique. Foreground images can be three-dimensional; children from other classes or kindergarten groups create them from clay and plasticine. They can be made of paper (planar or using the origami technique). This way panoramas can be created based on the content of different fairy tales. And they can be used to show theatrical performances, to tell fairy tales to children. A panorama created together with other children will allow children to imagine what is happening more vividly, experience the plot more deeply, and remember it better.

The theme of the panorama can be not only fairy tales, but also other literary works, the lives of children, for example, winter fun, events taking place in the world (sports competitions, holidays, people's recreation, cosmodrome, etc.).

What themes of collective compositions can be used in working with children of different age groups?

It is not always possible to clearly distribute topics and attribute them to a specific age group of children. Many topics can be solved by children of different ages, both younger and older. The difference will be in the complexity of developing the theme: the content of the images, their composition, color scheme, detailing images, etc. Such themes include, for example, landscapes: “Forest” - at different times of the year, “Blooming meadow”, “Birds on a branch” (or on a feeding trough) and others. Nevertheless, we will name some possible themes for collective compositions in relation to different age groups. Of course, the topics we propose should not be considered as mandatory, but as possible options. Each teacher can determine the topics of collective work for his group of children, based on the level of development of their visual activity, the world around the children, their interests, and life experience.

Let us name approximate themes of collective compositions for children of different age groups.

Topics for a group of children 3-4 years old:

• ? Multi-colored balls (applique, drawing).
• ? Winter forest (drawing).
• ? “A snowball is quietly falling on the trees, on the meadow” (drawing).
• ? Tumblers are walking (modeling, applique).
• ? Leaves and flowers have blossomed on the tree (drawing, applique. In this case, the teacher creates an image of the tree in front of the children, and the children paste on the finished flowers and leaves).
• ? Beautiful flowers bloomed (applique or drawing).
• ? Chickens walk on the grass (modelling, appliqué, drawing).
• ? Let's decorate our group for the spring holiday (balloons, flowers, flags).

While creating last work You can combine both drawing and appliqué. A similar lesson can be carried out for New Year's holiday. Together with children, educators can create a New Year's panel. The teacher cuts and pastes big Christmas tree or Santa Claus, Snow Maiden. This part of the overall composition needs to be done in front of the children, so that the children are even passive participants in this activity of the teacher. And then children can stick the finished decorations on the Christmas tree, a Santa Claus or Snow Maiden costume, as well as balls, garlands of lights, beads, flags, etc.

Some of the lesson topics proposed for kids can be used in working with children middle group, for example, decorating a group room for a holiday, but children 4-5 years old can cut out some decorations themselves.

An approximate topic for collective work in a middle group could be:

• ? Autumn forest(drawing).
• ? Autumn carpet (the decorative composition can be made in appliqué. This kind of composition can be created based on spring motifs).
• ? Birds at the feeder (modeling).
• ? Birds on a branch (tree).
• ? Merry carousel (based on Dymkovo toys. For this composition, the teacher prepares silhouettes of Dymkovo toys from white paper, and the children paint them. Then the carousel is constructed).
• ? Fairytale tree (drawing, applique).
• ? Our aquarium (the composition can be made in a drawing or appliqué).
• ? Fairy-tale country (application: children decorate the houses they have cut out, cut out decoration details, glue them and from the decorated houses they make a picture on a large sheet of paper, toned in accordance with the coloring of the fairy-tale country: sky, earth, grass, etc.).
• ? On the street fabulous city carts are driving and carrying various loads (application).
• ? Beautiful flowers bloomed in the flowerbed. For this painting, it is good to choose green paper in the shape of a circle. Children can draw flowers or cut and paste them. To make it easier for children to solve the topic and promote diversity in the depiction of flowers, it is advisable to put a large bouquet of flowers in the group, then each child will be able to diversify their impressions. If it is difficult to find a variety of flowers, you can use illustrations and reproductions of artists’ paintings. A similar lesson can be held in the older group.

The motive for a collective composition can be a literary work. For example, poetic lines: “There are reeds on the pond, ruffs splashed there, a circle of older people, a circle of younger people, a circle of just kids” can become the theme of a general composition in which the image of dancing fish united in round dances will be conveyed.

Topics of collective compositions for children of senior and preparatory groups and 1st and 2nd grades of school:

• ? Showcase of a toy store. The composition can be made in applique and drawing.
• ? Basket with flowers (vase with flowers, vase with fruits) - applique.
• ? Our corner of nature (application).

All of the above compositions can be performed in a joint-individual form of organizing children or in joint-sequential activities.

Compositions can be plot-based:

• ? Autumn Park (magic garden).
• ? At the skating rink (applique or drawing).
• ? At the zoo (applique).
• ? Fun train (applique or drawing. First, children cut out and paste the cars, and then draw passengers, which can be dolls, animals, etc.).
• ? Winter fun (applique).
• ? Our town.
• ? Fairytale kingdom (when creating this composition, all types of visual activities can be used: drawing, modeling, appliqué).

Of course, all suggested topics are exemplary. Teachers, based on the specifics of the environment of the kindergarten or school (and a number of topics recommended for older preschoolers, as our experience shows, arouse interest among younger schoolchildren as well), can change both the themes of the collective compositions offered to children and the materials in which they will be incarnated.

Wide inclusion of collective forms in visual arts work will make it interesting and attractive for children. And what is also important is that these activities are very significant for the formation of a child’s personality, his attitude to the world, people, and art.

Collective children's compositions, as well as individual ones, should be closely connected with the lives of children and the impressions they receive. But in comparison with individual drawings, modeling, and appliqué, these works, due to their wide scale and multi-subject nature, must be included in the diverse children's experience.

Erokhova Olga Gennadievna
Job title: teacher
Educational institution: MKDOU d/s "Ogonyok"
Locality: Novosibirsk region r.p. Linevo
Name of material: article
Subject:"Collective visual activity - effective remedy development of communication in preschool children"
Publication date: 30.09.2017
Chapter: preschool education

Topic: “Collective visual activity

- an effective means of developing communication

in preschoolers"

The relevance of the topic is undoubted, since we all know that preschool age

extremely favorable for mastering communicative skills. How things turn out

a child’s relationship in the first group in his life – a kindergarten group – largely depends

the subsequent path of his personal and social development, and therefore his future fate.

In the conditions of modern life, where children are often left to themselves and “educated”

computer and television, the communication skills of preschool children are at

low level of development. In the formation of a child’s personality, different

fine art

activities.

organizations

activities

collective creative activity. Bringing children together to complete tasks together

allows them to develop strong ways of cooperation, ideas about the peculiarities of working in

team. Such activities create conditions for communicative development children at this key

period for personality formation.

Collective

fine art

activity

efficient

means

educational

didactic

Collective

organizations

opportunity

form

work

develops

habit

to mutual assistance, creates the basis for the manifestation and formation of socially valuable motives. More often

In total, children complete the image individually, each with their own drawing, modeling, and appliqué. But

Children receive particular satisfaction from creating common pictures, compositions where they unite

Images

are called

collective

works.

more significant in results for children, they cause admiration, truly, as in V.’s poem.

Mayakovsky: “What one cannot do alone, we will do together.”

Collective visual activity of children, like other types of children's art

creativity must be closely related to play. The use of gaming methods and techniques on such

z a n i t i i x

increases

efficiency

h o u d i n g

d e i t e l n o s t i o n .

shows

specific

connections

collective

individual

work of preschool children in the process of visual, decorative or design activities

there may be many. They are born as a result of the joint creativity of the teacher and children. IN

collective

fine art

activities

on one's own

distribute

responsibilities,

exercise collective control and self-control, strive for coordinated actions, they

appears

additional

overcome

difficulties

creative tasks, collective initiative and competition are born.

At the same time, despite the importance of using collective forms of work in their

application

necessary

compliance

pedagogical

collective

drawing

organized too often, it loses the element of novelty and attractiveness for children, besides

The process of preschoolers learning new knowledge and skills becomes more difficult.

When characterizing collective activity, I would like to draw attention to its

educational

value:

completed

collectively,

used

group design, used as decoration for dramatization games based on artistic

works, serve as decoration for the hall for holidays, leisure or entertainment. In this case

artistic creativity acquires a socially useful orientation, which has

positive

moral

Various

possible

associations of children in groups are caused by the desire to overcome the discrepancy between the frontal

the work of the teacher with the team and the implementation individual approach to every child.

Collective

is

peculiar

training

certain visual skills. In the process of collective work, the teacher

decides a large number of tasks of moral education.

Creation

collective

images

organize

age

groups. Several forms of such activities can be distinguished. The first is the simplest when the child

completes his image, and then everything created by the children is combined into a common composition.

For example, everyone cuts out and glues some object and from these images they make up

painting: “Birds on a branch”, “Chicks walking on the grass”, “City street”, etc. Or every child

draws autumn trees. The drawings connected together make up the overall composition: “Autumn

forest”, etc. Such general pictures make a vivid impression on children, they literally fascinate

children, make them want to study.

To create general compositions, students can be combined into several subgroups,

each of which prepares its own part of the overall composition. For example, one subgroup is

the pattern for the middle of the carpet, another is developing the decoration of the field, the third is preparing parts of the pattern for

borders, corners. Children of different age groups can take part in the creation of such a composition, and

there is something for everyone, which is especially important in summer period. The teacher needs

be able to distribute the work of creating images between children so that everyone can

It is interesting that the child is able to create his own part in the overall composition and that he can

to prove himself in the best way, could achieve high results.

There may be another classification of forms of organizing children's collective work. A. I. Savenkov,

Having conducted a study with children of senior preschool age, he proposed the following classification,

allows

systematize

constantly

complicate

joint

children's activities from joint-individual to more complex joint-sequential and,

finally, jointly interacting. Children can interact in pairs, in

small

(3-5 people)

actually

including

Pupils

create

Images

simultaneously

image

conveyor principle.

Depending on the levels of development of collective activity skills in children of different

age, the teacher chooses the form of organizing collective work:

1. Joint-individual.

2. Joint-sequential.

3. Collaborative-interacting.

Collective work can be different not only in the form of organization of work, but also in types,

which can be determined by thematic criterion:

Production of artistic panels and models;

Making gift posters;

Making attributes for joint games;

Illustration of fairy tales and stories;

Exhibition design;

Making costumes and theatrical scenery.

How exactly should you organize collective activities with children? First of all, you should

emphasize that the choice of one or another form of organization of collective activity depends on

the age of the children, the theme of the picture depicted, the number of children in the group, whether the creation is carried out

images during group educational activities or in free time, in

process

independent

artistic

activities.

Complexity

individual

images will increase as children age. Collective work can be carried out as in

direct organized educational activities with the teacher, both in the morning and

evening hours.

There are 3 stages in organizing work:

Preparatory. Objectives: deepening knowledge on the topic of future work, forming bright

artistic images.

The main one is getting the job done. Objectives: provide children with the opportunity to incorporate into a composition

images of the surrounding reality, creating conditions for creative interaction between children.

Final. This is the period of interaction between children and completed work.

If in younger groups the creation of teamwork, first of all, gives the child the opportunity

see how his personal creativity complements the creativity of other children, turning into a whole

colorful image, then in older groups, when doing collective work, children learn

agree among themselves on joint work and its content. Do one thing together

give in and help each other, plan work, rejoice in the successes of comrades.

Any collective work must have a purpose. The teacher leads the children to

to make a painting or craft together that would be difficult to do alone. During

execution

collective

communicate

adults

At the initial stage of such work, children communicate mainly with the teacher, then a little later

communication with each other begins. Gradually, under the guidance of an adult, children plan,

they negotiate, ask, suggest, empathize. The teacher's task is to teach children how to

negotiate, give in to each other, appreciate the help of a friend.

Collective work can be carried out in any age group, in any type of classes.

fine art

activities.

organize

collective

appliqués, more difficult – drawing. Forms of organization depend on age and communication skills

children's skills.

In younger groups, children complete the task each on their own sheet, and at the end of the lesson all work

are combined into one or two general compositions. From the very beginning, children need to know what they have

get the overall composition.

From the middle group it is possible to complete the task on one sheet of paper. Children stand in front of the tables, on

of which long sheets are located. Everyone determines their place - puts their palms on the paper

perform

same

complement the drawing with details as desired. There may be this option: each child performs

an image on a sheet of the same color as the general background of the composition, after completing the task,

small pieces of paper are pasted onto a common sheet that unites all the works. This option

can also be used in younger groups.

In older groups, after preparing the general background, you can divide the sheet into parts and then

complete the task, connect all the parts in the same order.

Already in younger group children can complete the task on one sheet, creating two identical

fulfill

collective

applications.

cuts out

glues the object together, and then sticks it onto a common sheet.

Group works are created with children of senior preschool age in drawings or applications.

based on folk art. Such activities can be organized in different ways. For example,

Each child draws a pattern on a strip or square. When the pattern is completed, everything

drawings are combined into a common decorative composition on a pre-prepared large sheet

paper. The pattern in the middle of the panel can be drawn by children who are most successful in mastering drawing.

The decorative composition can be prepared in the style of some type of folk art:

Gorodets, Pavlovsk scarves, and in the preparatory group such a composition can be offered

execute

Zhostovo

trays,

murals.

use the folk art of the area in which the children live when working with children. Working on

decorative

composition

organize

differently.

teacher

large sheet determines the composition of the future pattern: middle, border, corners. At the same time it is necessary

actively involve children in thinking and discussing the content of the product, inviting them to show

where and how the pattern will be placed, discuss color and decorative components. Then all together

consult

paint

Composition

is created

sequentially (like a conveyor): first the pattern is drawn in the middle, then in the corners and border.

This pattern can be completed by 2 to 4 children. To do this, it is more convenient to place the sheet on the table, to which

you can approach from different directions. Then a pattern is drawn in the corners, and the border is designed in the same way.

Very interesting and useful for children are activities in which, to create a common

For compositions, children are teamed up in twos. Such associations make business communication necessary

children with each other, are taught to negotiate with their partner. So, for example, you can suggest

for children to decorate a pair of mittens and boots. For such work, children team up in groups of two or better, so that

they themselves decided who they would work with in pairs. After all, the kids need to decorate paired items

identical, and for this you need to be able to work not just together, side by side, but to agree on what will be

pattern by composition, by the composition of decorative elements, by color, but this is not so simple. And teacher

must help children, teach them to negotiate, to give in to each other.

In modeling, children can create characters in the composition. But here, it is very important to agree who

who will sculpt, be able to correlate the size of the figures, determine the additions that will make

general composition.

Group work can be done in one or several classes. Wherein

It is important that each lesson has the appearance of completing a certain stage. Many collective

paintings can be created over several sessions, or the main content is decided on

free

composition

get rich,

expand,

be supplemented.

Gradually

becomes

interesting,

expressive. Not all children can take part in the final refinement of the composition, but those

who express a desire. However, it is advisable to discuss further work on the composition

with everyone.

Interesting for students are also such forms of creating collective compositions, in

whom teachers also work with children, the latter perform that part of the work that is not

within the capabilities of children. So, for example, a teacher, inviting children to create the composition “Birds on a Branch,”

Cuts out and pastes an image of a tree in advance and brings it to class, and children are encouraged to

cut and paste the birds. It would be better if children took part, even passively, in

preparing such an image.

At the same time, in this type of work, both adults and children are united by one goal, interested in

overall result, it is more natural to discuss the upcoming work, its progress, all together

consult

trying on,

it will work out.

Interaction

teacher

carried out more freely, at the same time, children have the opportunity to see how it works

educator, to study without direct instructions from the teacher, which often fetters children, depriving them

independence, the opportunity to express one’s opinion.

In a collective form of organizing work, details of costumes, scenery,

attributes for dramatization games based on literary works. Collective visual

children’s activities can be organically connected with all aspects of children’s lives, and especially with

artistic and creative

activities

musical,

artistic, communicative).

Literature:

Trunova M. Collective work in art classes // Preschool education. – 2005.