The handicrafts group decided to make a decoration. The program of the “Country of Handicrafts” circle of artistic and aesthetic orientation

Rogozina Elena Nikolaevna
Circle "Creative handicrafts"

The children in my group are very active, mobile, restless, so my daily problem is to captivate them and keep them busy with useful things. An idea came up - to organize a “Creative Handicraft” circle in my group. It was not by chance that I chose non-traditional techniques. Our time requires creative, non-standard people. Therefore, the social order of society is to develop children’s creative abilities, the ability to think outside the box, not to be afraid to express opinions that differ from the generally accepted, to see the unusual in the ordinary. Creative types of needlework attract children with their novelty, unusualness, diversity and aesthetics of the materials used, and the visual appeal of the result.

We have drawn up a plan program for circle work, which includes: a glossary, an explanatory note, goals and objectives, techniques, a list of materials and tools, safe work rules and a long-term plan for the year.

The techniques used in group work are available to preschool children and, if necessary, undergo adaptation. When working, a large set of tools and devices is used, so special attention is paid to the rules of working with materials and tools. All classes are conducted under the guidance of an adult in small subgroups

The use of non-traditional visual arts techniques in the practice of working with children, in our opinion, works to solve several developmental problems at once:

Development of creative abilities in children (in all the diversity of this concept,

Development and improvement of fine finger motor skills,

Formation of skills and abilities to work with various materials, devices and tools,

Acquaintance with new techniques and technologies,

The ability to apply them in practice.

I want to tell you about the most interesting handicraft techniques.

Scrapbooking(from the English skrap - scrapping, book - book, literal translation - “book of scrapbooks”) is a type of handicraft in which the main material is paper, a type of man-made creativity in the design of postcards and albums using tactile and visual techniques: newspaper clippings, notes , stickers. The photo shows postcards for various holidays and a notebook that children gave to their mothers on March 8th.

Decoupage or napkin technique (from the French “cut out”) - a technique of decoration, decorating, design using cut out paper motifs. The photo shows various household items decorated by children using the decoupage technique.

Trimming- a fairly new and interesting technique for working with different types of paper, in which the paper is wound onto a base (pen core) and glued to the base with the end side. Collective work of the panel “Goldfish” and orange tree.

The foil weaving technique is based on twisting strips and interweaving the resulting blanks together, the main material is foil.

Napkin rolling technique. Pieces of napkins are moistened in water and rolled into small balls. After drying, they are glued to the base and decorated.

Drawing on rocks– creation of artistic images based on natural forms (pebbles). Ladybugs, watermelon, funny faces. Children played happily with painted pebbles all year. All works decorate our group or are used in play activities.

This work would be impossible without the help of parents, since some materials (special paper, stickers, sequins, etc.) are expensive, but the result exceeds all expectations. The slide shows some of the materials we use in our work. All this can be purchased at the “Kudesnitsa” store.

During the year of work, my children and parents did a lot of interesting things and sent several works to an international exhibition in Mongolia.

As a result, my children became more attentive and diligent, learned to independently engage themselves in useful activities, circle work contributed to the development of universal prerequisites for educational activities (to act according to instructions, according to a model, fine finger motor skills developed, in the process of joint activities, children learned to communicate in a businesslike manner, their general horizons expanded, and, finally, all of us, both children and parents, received a lot of pleasure from joint creative activity.

We plan to continue this work and get acquainted with new technology. quilling- the art of creating various compositions from rolled strips of paper, which originated in medieval Europe, continue to improve technical skills, make crafts using a mix of several techniques, and maybe even come up with your own original creative handicraft technique.

Working educational program

additional education for children

arts and crafts mug

"Smasterimka"

Children age 8-10 years

Implementation period: 1 year

Explanatory note

In the draft Federal component of the state educational standard of general education, one of the goals related to the modernization of the content of general education is the humanistic orientation of education. It determines a person-oriented model of interaction, the development of the child’s personality and his creative potential. The process of profound changes taking place in modern education puts forward as a priority the problem of developing creativity and thinking, which contributes to the formation of a well-rounded personality, distinguished by uniqueness and originality.

What is meant by creative abilities?

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

Thus, creativity is the creation, on the basis of what exists, of something that has not yet existed. These are the individual psychological characteristics of the child, which do not depend on mental abilities and are manifested in the child’s fantasy, imagination, special vision of the world, and his point of view on the surrounding reality. At the same time, the level of creativity is considered higher, the more original the creative result is.

Work in the circle " Smasterimka "is an excellent means of developing creativity, mental abilities, aesthetic taste, as well as the design thinking of children.

One of the main tasks of teaching and raising children in the classroom is to enrich the student’s worldview, i.e. development of the child’s creative culture (development of a creative non-standard approach to the implementation of a task, nurturing hard work, interest in practical activities, the joy of creation and discovering something new for oneself).

I plan the work in the circle so that it does not duplicate the program material on labor, but that extracurricular activities expand and deepen the information on working with paper and cardboard, natural materials, foil and candy wrappers, shells and sand, salt dough, colored threads, shells, corrugated paper. I will organize the work of the circle taking into account the experience of the children and their age characteristics. With children who do not have the skills to work with paper, foil and other materials, I will start with simpler crafts, that is, the fourth grade is given more complex work than the kids.

The proposed program has artistic and aesthetic orientation, which is an important direction in development and education. The program involves the development of children's artistic taste and creative abilities.

Club program " Smasterimka » is designed for children from 8 to 10 years old, that is, from 2nd grade to 4th grade. The program provides for an annual workload of 34 hours. The group works once a week for 1 hour, with a total of 34 lessons per academic year. Practical exercises make up a large part of the program.

Purpose of the program - creating conditions for the development of a personality capable of artistic creativity and self-realization of the child’s personality through the creative embodiment of his own unique traits and individuality in artistic work.

– teach your child to create crafts from colored paper, natural materials, foil and candy wrappers,

Learn to work with shells and sand, salt dough, colored threads, shells, and corrugated paper.

Program objectives

Educational:

v consolidation and expansion of knowledge and skills acquired in the lessons of labor training, fine arts, natural history, literature, and contribute to their systematization; training in how to use tools;

v training in the ability to plan your work;

v training in techniques and technology for making compositions; studying the properties of various materials;

v training in working with various materials; learning how to independently develop crafts.

Educational:

v development of children's artistic taste and creative potential;

v development of imaginative thinking and imagination;

v creating conditions for students’ self-development;

v development in children of aesthetic perception of the world around them.

Educational:

v fostering respect for work and working people;

v creating a sense of collectivism;

v education of accuracy;

v environmental education of students;

v development of love for nature.

Leading idea this program - creating a comfortable communication environment, developing the abilities, creative potential of each child and his self-realization.

Principles underlying the program:

v availability (simplicity, appropriate for age and individual characteristics);

v visibility (illustrativeness, availability of didactic materials). “The more organs of our senses take part in the perception of any impression or group of impressions, the more firmly these impressions fit into our mechanical, nervous memory, are more accurately preserved by it and are more easily remembered,” (K.D. Ushinsky);

v democracy and humanism (interaction between teacher and student in society, realization of one’s own creative needs);

v scientific character (validity, presence of methodological basis and theoretical basis);

v “from simple to complex” (having learned basic work skills, the child applies his knowledge in performing complex creative work).

The topics of classes are built taking into account the interests of students and the possibility of their self-expression. As children master the content of the program, the pace of development of special skills, the level of independence, and the ability to work in a team are taken into account. The program allows you to individualize complex work: stronger children will be interested in a complex design, while less prepared ones can be offered a simpler work. At the same time, the educational and developmental meaning of the work is preserved. This makes it possible to warn the child against the fear of difficulties, to encourage him to create and create without fear.

Forms and methods of classes

During the classes, various forms of classes are used:

traditional, combined and practical classes; lectures, games, holidays, competitions, competitions and others.

And also various methods:

Methods based on the way the lesson is organized:

v verbal (oral presentation, conversation, story, lecture, etc.);

v visual (display of multimedia materials, illustrations, observation, demonstration (performance) by a teacher, work based on a model, etc.);

v practical (performing work according to instruction cards, diagrams, etc.);

Methods based on the level of activity of children:

v explanatory and illustrative – children perceive and assimilate ready-made information;

v reproductive – students reproduce acquired knowledge and mastered methods of activity;

v partial search – children’s participation in a collective search, solving the problem together with the teacher;

v research – independent creative work of students.

Methods based on the form of organization of student activities in the classroom:

v frontal – simultaneous work with all students;

v individual-frontal – alternating individual and frontal forms of work;

v group – organization of work in groups;

v individual – individual completion of tasks, problem solving.

Requirements for the level of student preparation

During classes, the teacher directs children’s creativity not only to the creation of new ideas and developments, but also to self-knowledge and discovery of their “I”. At the same time, it is necessary to ensure that the students themselves can realize their own inclinations and abilities, since this stimulates their development. Thus, they will be able to consciously develop their thinking and creative abilities.

As a result of studying in a circle under this program, it is expected that students will receive the following basic knowledge and skills: the ability to plan the order of work operations, the ability to constantly monitor their work, the ability to use simple tools, knowledge of the types and properties of materials, mastery of techniques for making simple crafts, broadening their horizons in the field of natural history, fine arts, literature.

Testing of mastery of the program is carried out in the form of an interview with students at the end of the academic year, as well as participation in competitions and exhibitions.

Expected results

As a result of training in this program, students:

– learn various techniques for working with paper, natural materials, foil, candy wrappers, shells, salt dough, colored threads, shells;

– learn to follow oral instructions, read and sketch product diagrams;

– will create compositions with products;

– develop attention, memory, thinking, spatial imagination; fine motor skills of hands and eye; artistic taste, creativity and imagination;

– master the skills of work culture;

– improve their communication skills and acquire teamwork skills.

Forms for summing up implementation resultsadditional educational program

Compiling an album of the best works.

Exhibitions of student works:

- in class,
- At school

Participation in the regional exhibition of children's creative works and competitions.

PROGRAM CONTENTS.

The content of this program is aimed at performing creative work, the basis of which is individual and collective creativity. Basically, all practical activities are based on the manufacture of products. Training is planned in a differentiated manner, taking into account the health status of students. The program provides for the implementation of practical work that contributes to the formation of the ability to consciously apply acquired knowledge in practice in the production of artistic treasures from textile and natural materials. During training sessions during the work process, attention is paid to compliance with labor safety rules, sanitation and personal hygiene, to the rational organization of the workplace, and careful handling of tools and equipment in the process of making artistic products.

The program introduces new and exciting types of needlework.

The program lasts 1 year.

1 . Working with natural materials (4 hours)

Currently, there is a need to take care of strengthening the child’s connection with nature and culture, work and art. Nowadays, children are moving further and further away from nature, forgetting its beauty and value.

Working with natural materials helps them develop imagination, a sense of shape and color, accuracy, hard work, and instills a love of beauty. By designing from natural materials, the child is involved in observing natural phenomena, becomes more familiar with the plant world, and learns to take care of the environment.

Products made from natural materials . Technology of procurement of natural materials. Artistic techniques for making crafts and paintings from natural materials.

2 . Working with paper and cardboard (4 hours)

Types of works made of paper and cardboard. Properties of paper: (easily cut, crumples, glues well.) Artistic techniques (fold and cut out of paper yourself with a folded accordion, cut off unnecessary parts, make cuts, glue, decorate crafts). Rules for using scissors and template.

3. Cone theater (4 hours)

Cone shapes. Twisting a circle into a cone (low), twisting a semicircle into a cone (high), turning a square into a cube and a square into a bar by folding and cutting.

4. Working with foil and candy wrappers (4 hours)

All children love sweets. But when candy or chocolate is eaten, in addition to the pleasant taste in the mouth, what is left behind is beautiful shiny paper packaging - foil. And few people know that you can make entertaining crafts from foil that will delight your acquaintances and friends. After all, foil is an excellent material for making all sorts of crafts - useful and exciting, for example, funny animals and decorations that will look almost like real jewelry or dishes from which you can really eat and drink.

Properties of foil. Positive and negative qualities of foil.

5. Working with shells and sand (3 hours)

Using shells to decorate flower pots.

6. Working with salt dough (4 hours)

From the history of salt dough

Modeling from salt dough is one of the ancient types of decorative and applied arts. The ancient Egyptians, Greeks and Romans used salt dough figurines for religious rituals. In Germany and Scandinavia, it was customary to make Easter and Christmas souvenirs from salt dough. Various medallions, wreaths, rings and horseshoes were hung in window openings or attached to doors. It was believed that these decorations brought good luck and prosperity to the owners of the house they decorated. In Greece and Spain, during the holiday in honor of the Mother of God, magnificent bread wreaths decorated with lush ornaments were placed on the altar. Even in distant Ecuador, craftsmen made products painted with bright colors. Among the Indians, such dough figures used to have a symbolic or mystical meaning. In 17th century China, puppets were made from dough.
Large dough paintings were popular in Eastern European countries. Among the Slavic peoples, such paintings were not painted and had the usual color for baking, which was considered very attractive. The dough was used to make figures in folk tales.
How to make salt dough
The main material for making salt dough products: premium flour - wheat, rye (gives the dough more friability), “Extra” salt. The usual proportion for kneading salted dough: for 2 parts flour, take 1 part salt and dilute with water to the consistency of soft plasticine.
PVA or wallpaper glue is used as additives (increases the stickiness of workpieces and the strength of finished products), vegetable oil (increases plasticity, is added to dough intended for sculpting small parts).
To make a small composition, knead the dough in the following quantities:
- Salt - 200 g;
- Flour - 500 g;
- Water - approximately 250 ml (the amount of water depends on the type of flour, the need to add glue or oil);
- Glue - 2 tablespoons.
It is better to use a mixer for kneading. The finished dough should be elastic.
The dough should be stored in a plastic bag to prevent it from drying out.

To color dried products, gouache or natural dyes are used. The final stage - the product is coated with a colorless, quick-drying glossy varnish.

7. Working with colored threads (4 hours)

Types and properties of threads. Methods for making products from threads.

8. Working with shells (4 hours)

Eggshells are difficult to scratch with a knife and are close to marble in hardness. It is perfectly sanded and polished, acquiring a pleasant soft shine.

In oriental lacquer painting, eggshells were pasted where it was necessary to depict a stone wall or rock covered with cracks. A scattering of small shells imitated the blooming of spring gardens.

When straightened, the eggshell breaks into many tiny pieces, which do not disintegrate thanks to the thin film located on the inside. Many of the cracks that form between the shells are almost invisible. But as soon as they are developed with the help of some kind of dye, the mesh pattern of cracks becomes visible, turning an ordinary eggshell into an attractive decorative material.

Methods for making products from nut shells. Application using eggshells. Types of eggshell work.

9. Working with corrugated paper (3 hours)

About corrugated paper. Basic working methods. Making crafts .

A technique for making a rose from corrugated paper. A Valentine card that turns into a garland of hearts.

Educational and thematic plan

circle association "Smasterimka »

	Subject	Number of hours
	Working with natural materials
	Paper handling
	Cone theater
	Working with foil and candy wrappers
	Working with shells and sand
	Working with salt dough
	Working with colored threads
	Working with shells
	Working with corrugated paper
	Total

Thematic planning of a circle association " Smasterimka "

No.	Section, topic	Quantity hours	Goals	Equipment and materials
	Working with natural materials		1. Teach children to make crafts from different natural materials. 2. Enrich knowledge about the variety of natural materials and their use in crafts. 3. Contribute to the development of the ability to plan upcoming work, develop initiative, imagination, and creativity. 4. Promote collective activities, speech and play communication of children.	Birch bark, dried leaves, sunflower seeds, cones, ash fruits, tree branches, scissors, PVA glue
	"Autumn Bouquet"
	"Owl"
	"House"
	"Friendly family on a walk"
	Paper handling		1. Teach children to use scissors correctly and work with templates. 2.To strengthen the ability to independently fold and cut out of paper with a folded accordion, cut off unnecessary parts, make cuts, glue, decorate the craft.	Strips of colored paper, sheets of velvet paper, scissors, glue.
	"Bird"
	"Carnations for Grandfathers"
	"House"
	4. "To my beloved mother"
	Cone theater		1. Clarify children’s ideas about the properties of paper: it cuts easily, creases, and sticks well. 2. Strengthen the ability to cut out small details by eye and choose beautiful color combinations. 3. Cultivate hard work, accuracy, and the desire to complete the work started.	White and colored paper, scissors, PVA glue
	"Mice"
	"Princess Frog"
	"Tiger"
	"Sailor"
	Working with foil and candy wrappers		1. Strengthen in children the ability to do work using candy wrappers and foil. 2. Develop the ability to make three-dimensional toys from candy wrappers. 3. Strengthen the properties of materials. Use previously acquired knowledge in your work.	Colored hard foil, candy wrappers, glue, scissors, sticks, toothpicks
	"Mimosa"
	"Amazing Tree"
	"Magic Butterfly"
	Making toys for the New Year
	Working with shells and sand	3	1. To promote the development in children of the ability to create artistic images from various natural materials. 2. Form aesthetic taste. To develop imagination, ingenuity, the desire for creativity, knowledge of the properties of materials, and the desire to experiment with them.	Seashells, sand, crayons, gouache, brushes, glue.
	"Flower pots"	1
	"Firebird"	1
	"Mouse"	1
6.	Working with salt dough	4	1. Introduce children to a new material for making crafts - salt dough, and its characteristic features (soft, elastic, durable during heat treatment). 2. Develop imagination, imagination, and the desire to independently fashion a craft, relying on the skills acquired earlier.	Durable cardboard, templates, flour, salt, water, colored paints, brushes.
	"Drawing with dough"	1
	"Lovely Hearts"	1
	"Sunflower"	1
	"Ladybug"	1
7.	Working with colored threads	4	1. Teach children to make crafts from a new material (multi-colored threads). 2. Introduce a new manufacturing method - peeling off three-dimensional shapes with colored threads. 3. Develop interest in work, the desire to complete the work and rejoice along with all the children for the successes achieved.	Scraps of colored threads (wool, floss), cardboard, cone blanks, glue.
	"Swans"	1
	"Vase with Flowers"	1
	" Snowman "	1
	" Rabbit "	1
8.	Working with shells	4	1. Teach children to work with fragile material - egg shells. 2. Develop aesthetic taste, the ability to show independence and creativity in choosing colors.	White paper, paints, brushes, egg shells, nutshell.
	"Ladybug"	1
	"Clown"	1
	"Duckling"	1
	" Gold fish " .	1
9.	Working with corrugated paper	3	1. To strengthen in children the ability to work with a variety of materials, make crafts, and enjoy the results of their work. 2. Develop initiative, imagination, creativity, and friendly relationships.	Corrugated colored paper, scissors, PVA glue.
	"Roses"	1
	"A Valentine that turns into a garland of hearts."	1
	labor protection, samples of finished products and works, technological maps, instruction cards, magazines, books, computer presentations. 5. Materials and tools. 6. Computer for showing presentations.

Club program “Country of Handicrafts”

artistic and aesthetic orientation

Explanatory note.

Of all the variety of types of creativity, decorative and applied arts are the most popular. It is directly related to a person’s everyday environment and is designed to aesthetically shape and design the life of people and their habitat. Looking around, you can see that arts and crafts bring beauty to the home, work and public spaces.

Since ancient times, a huge part of the products have been created at home. Women wove cloth, sewed clothes, knitted, and created beautiful paintings. Over all these years, humanity has collected bit by bit the experience of skilled craftsmen, passing on and improving it from generation to generation. Interest in individual crafts either waned or increased again, many new crafts appeared, and some were forgotten forever.

Decorative and applied art enriches children's creative aspirations to transform the world, develops in children non-standard thinking, individuality, the ability to peer and observe, as well as to see novelty and elements of fabulousness in real objects of decorative and applied art. In the process of creating objects of applied art, children consolidate their knowledge of the standards of shape and color, and form clear and fairly complete ideas about objects of decorative and applied art in life.

Fostering love for the Motherland is one of the main tasks of moral and patriotic education. When introducing children to works of decorative and applied art, it is important to introduce them to the original creativity and applied art of their people. Children show interest, and this is an emerging feeling of love for their native land, its history, nature, and the work of people. And it depends on us whether our children will love their land, understand it, reach out to it, support, respect and develop traditions. The relevance of the program is determined by the social need to educate a citizen and patriot who knows and loves his homeland; this task cannot be successfully solved without a deep knowledge of the spiritual wealth of one’s people and the development of folk culture.

The moral education of children is significantly influenced by the collective nature of the work: children, each creating their own product, together make up the overall composition. In the process of practicing arts and crafts, children also develop moral and volitional qualities: the need to complete the work they have begun, to study with concentration and purpose, and to overcome difficulties. When creating collective works, children develop the ability to unite for a common cause, agree on the implementation of common work, take into account each other’s interests, the ability to act in a coordinated manner, develop the ability to give in, do their part of the work independently, and, if necessary, help another.

The inclusion of a child in various types of artistic activities based on the material of folk arts and crafts is one of the main conditions for the full aesthetic education of a child and the development of his artistic and creative abilities. Sewing from scraps, embroidery with silk ribbons, modeling from salt dough, appliqué from natural materials, getting to know a new type of paper plastic - quilling, jute filigree - is an interesting and creative activity. This is a real art with a centuries-old history and rich traditions. In addition, all arts and crafts also bring practical benefits.

This educational program has artistic and aesthetic orientation. The program was developed on the basis of the author’s program “AdekART” by M.S. Mitrokhina (modified).

Novelty program is that it shows the developing functions of the decorative and applied arts of the peoples of Russia as an integral ethnic, cultural, historical and socio-pedagogical phenomenon. That these functions in their integrated form are aimed at ensuring the personal growth of children. Based on this, the program is built on the aesthetic education of schoolchildren, combining reliance on cultural tradition and an innovative focus. In classes in the association, children master not only craftsmanship, but also find new original combinations of traditions and styles with a modern plastic image solution that meets the aesthetics of our days.

Expediency. We live where it is not possible to see the direct technological process of making artistic compositions, household items and toys. Therefore, I set a goal for myself - to teach children to create household items and toys on their own. introduce the history of folk art, show examples of modeling from salt dough and working with a brush, introduce figurative stylization of plant and geometric patterns.

Purpose of the program: formation and development of the foundations of a child’s artistic culture through folk arts and crafts.

Tasks:

Educational:

1.Introduce students to the history and modern trends in the development of arts and crafts;

2. Teach children to master various techniques for working with materials, tools and devices necessary for work;

3.Teach technologies for different types of needlework.

Educational:

1. Introduce students to a system of cultural values ​​that reflect the richness of culture;

2.Encourage to master the basics of moral behavior (kindness, mutual understanding, tolerance towards people, culture of communication);

3. Foster a respectful attitude between team members in joint creative activities;

Educational:

1. To develop the creative potential of each child: observation, thinking, artistic taste.

2.Develop figurative and spatial thinking, memory, imagination, attention, positive emotions and volitional qualities;

3. Develop the need for creative work, the desire to overcome difficulties, and achieve successful achievement of set goals.

Feature of this program is that it gives each child the opportunity to realize their abilities in different types of arts and crafts, choose a priority direction and realize themselves to the maximum in it.

Pedagogical principles:

Love and respect for the child as an active subject of upbringing and development – main operating principle.

Creating situations of success for every child.

Providing conditions conducive to self-determination, self-development, self-realization, and adequate self-esteem of the individual.

Age of students- 9-12 years.

When organizing the educational process, we take into account

leading activities in different age groups of students, During the lessons, respectful communication between children and each other is accepted; mutual assistance is encouraged; Free movement in the office is allowed.

An individual approach is applied to each child:

Awareness and recognition of the individual’s right to be different from others;

Showing respect for the individual;

Assessment not of the child’s personality, but of his activities and actions;

The ability to look at a problem through the eyes of a child;

Taking into account the individual psychological characteristics of the child (type of nervous system, temperament, characteristics of perception and memory, thinking, motives, status in the team, activity).

A personal approach, which requires the teacher to create conditions in the classroom under which the student feels like an individual and feels the mentor’s attention to him personally.

The duration of the additional educational program is 1 year. Just 54 hours – 27 weeks.

Basic forms and methods of organizing the educational process.

Basic form

Educational task solved in the classroom

Methods

1.Cognitive lesson

Transfer of information.

Conversation, story, report, listening

2. Practical lesson to develop a specific skill.

Education. Develop the ability to handle objects, tools, materials. To teach to apply theory in practice, to teach work activity.

Exercises

3.Independent activities of children

Finding a solution to the problem yourself

Exercises

4.Creative exercises

Application of knowledge in new conditions. Exchange of ideas and experiences

Exercises, peer review, temporary group work

5. Game form

Creating an entertaining situation

Short game, shell game

6. Competitions

Control of knowledge, development of communication relationships. Correction of knowledge, skills, development of responsibility, independence

A game

7. Exhibitions

Mass information and visual information, promotion of creativity, assessment of skill growth

Exposition

8. Lesson - competition

Consolidation of skills, knowledge, skills

A game

9. Lesson - lecture

Formation of motivation, setting for active perception

10. Final lesson

Summing up, identifying awareness of knowledge, increasing responsibility for the result of one’s work

Individual or group lesson, interview, test

The practical work planned during the classes is not strictly regulated. Students realize their creative ideas, prepare crafts and souvenirs for their family celebrations and favorite holidays. This allows students to increase their knowledge and interest.

Having mastered several types of needlework and combining them, the child gets the opportunity to create highly artistic products using various techniques.

Lesson mode.

Classes are held once a week for 2 hours.

Expected results and methods of determination

their effectiveness.

Students will need to know:

Types of arts and crafts;

Name and purpose of manual labor tools and devices;

Name and purpose of materials, their elementary properties, use, application and available processing methods;

Rules for organizing the workplace;

Rules for occupational safety and personal hygiene when working with various

materials.

Students will need to be able to:

Organize your workplace correctly;

Use manual tools, applying acquired skills in practice;

Observe occupational safety and personal hygiene rules when working with various materials and tools;

Perform work independently according to technology, using the knowledge, skills and abilities acquired in classes;

Cooperate with your peers, help a friend, and show independence.

Monitoring learning results.

1. Incoming control (conversation, questioning).

2. Current control, determining the degree of students’ assimilation of educational material, increasing the responsibility and interest of students in learning, identifying children who are behind and ahead of their learning (pedagogical observation, survey, independent work).

3. Final control – determination of learning outcomes. Determination of changes in the level of development of children, their creative abilities (collective reflection, self-analysis).

Practical results and the pace of mastering the program are individual indicators, as they depend on the level of creative potential, that is, on the natural abilities and primary training of the student.

Forms for summing up the program implementation: final classes, festive events, games, exhibitions based on the results of training, demonstration of models, presentation of creative works, participation in competitions of various levels, monitoring.

Monitoring the educational level of students:

Low level.

The student shows interest and desire to make a craft, but does not relate what he perceives to personal experience. With the active encouragement of an adult, he can possess certain knowledge, skills and abilities, but does not use them consciously and independently. Creativity does not show creativity.

Average level.

The student shows interest and need in making various types of crafts. Sees characteristic signs of similarity and difference, distinguishes between types of artistic work - appliqué, design, manual labor, etc.. Can perform this or that work together with the teacher. Shows initiative and creativity. Uses knowledge, skills and abilities in his own activities when working with various tools to create an expressive image.

High level.

The student discovers a constant and sustainable interest, a need to communicate with the teacher, and experiences pleasure and joy from the upcoming work. Sees and understands how a variety of existing knowledge, abilities, skills can be used to produce this or that work. Knows the purposes of various tools and safety rules when working with them. Owns them. Shows initiative and creativity in solving certain problems, provides assistance to peers. Adequately assesses his abilities and capabilities.

Educational and thematic plan.

Topic name

Number of hours

Total

hours

Theoretical classes

Practical lessons

date

1

Introductory lesson.

1

1

2

Working with fabric.

10

2

8

Artificial flowers made of fabric. Safety briefing. Tools, materials, devices for making artificial flowers.

Preparation of material for work: starching, gelatinization. Making stencils of flowers and leaves. Cutting out parts. Working with waste material. Making a souvenir “basket with flowers”.

Stylized flowers.

Making a rose.

Making a composition of artificial flowers from fabric.

Patchwork applique.

(custom made product)

3

Working with paper.

10

2

8

ABC of paper plastic.

Technique – quilling.

Elements of quilling.

Making flowers.

Making a butterfly.

Making a composition using the quilling technique of your choice.

4

Artistic painting.

6

1

5

Introduction to types of artistic painting on wood.

Artistic painting on wood. Gorodets. Elements of painting.

Cutting board. Gorodets painting.

5

Embroidery ribbons.

9

2

7

Introduction to the history and types of embroidery. Safety precautions.

Labor safety rules.

Ribbon in embroidery. Necessary tools, devices and materials.

Stitches used in ribbon embroidery.

Smooth seam. Loop stitch.

Seam "front sight", "knots".

Tape seam, “basket”.

Making flowers from ribbons.

Development of a design for making a holiday card.

Making a holiday card.

6

Modeling from salt dough.

10

1

9

Materials and tools for working with salt dough.

Methods for making products from salt dough.

The sequence of performing a round toy.

Sequence of execution of flat figures.

Sequence of execution of a wall panel on a solid background.

Making a composition from salt dough on a hard background of your choice.

7

Jute filigree.

7

1

6

Introduction to the technique - jute filigree. Materials and tools for working with jute cord. Safety briefing.

Decorating a vase with jute cord.

Volumetric crafts made from jute cord. Casket.

8

Final (final) lesson

1

1

TOTAL:

54

10

44

Section 1. Introductory lesson.

Topic 1.1 Introductory lesson. Safety precautions.

Organizational matters. Safety briefing. Work plan of the association, goals and objectives of the classes. History of needlework.

Section 2. Working with fabric.

Topic 2.1 Artificial flowers made of fabric. Safety briefing. Tools, materials, devices for making artificial flowers.

Introductory lesson. Safety precautions.

Topic 2.2. Preparation of material for work: starching, gelatinization. Making stencils of flowers and leaves. Cutting out parts. Working with waste material. Making a souvenir “basket with flowers”. Working with stencils, patterns, templates, patterns.

Topic 2.3. Stylized flowers. Making a rose.

Topic 2.4. Making a composition of artificial flowers from fabric.

Basic techniques and elements of patchwork sewing. Finishing elements: stitching, gathering, ruffles, scallops.

Topic 2.5. Patchwork applique. Basic techniques and elements of patchwork appliqué. Production of application on a solid base of your choice.

Section 3. Working with paper.

Topic 3.1. ABC of paper plastic. Technique – quilling. Safety precautions. Labor safety rules.

Topic 3.2. Elements of quilling.

Topic 3.3. Making flowers.

Topic 3.4. Making a butterfly.

Topic 3.5. Making a composition using the quilling technique of your choice.

Section 4. Artistic painting.

Topic 4.1 Introduction to types of artistic painting on wood. Safety precautions.

Labor safety rules.

Topic 4.2. Artistic painting on wood. Gorodets. Elements of painting.

Topic 4.3. Cutting board. Gorodets painting. Development of a pattern for making a cutting board. Painting a cutting board.

Section 5. Embroidery with ribbons.

Topic 5.1. Introduction to the history and types of embroidery. Safety precautions.

Labor safety rules.

Topic 5.2. Ribbon in embroidery. Necessary tools, devices and materials.

Topic 5.3. Stitches used in ribbon embroidery. Smooth seam. Loop stitch.

Topic 5.4. Seam "front sight", "knots". Tape seam, “basket”.

Topic 5.5. Making flowers from ribbons.

Topic 5.6. Development of a design for making a holiday card

Topic 5.7. Making a holiday card.

Section 6. Modeling from salt dough.

Topic 6.1. Materials and tools for working with salt dough. Safety precautions.

Labor safety rules.

Topic 6.2. Methods for making products from salt dough.

Topic 6.3. The sequence of performing a round toy.

Topic 6.4. Sequence of execution of flat figures.

Topic 6.5. Sequence of execution of a wall panel on a solid background.

Topic 6.6. Making a composition from salt dough on a hard background of your choice.

Section 7. Jute filigree.

Topic 7.1. Introduction to the technique - jute filigree. Materials and tools for working with jute cord. Safety briefing.

Topic 7.3. Volumetric crafts made from jute cord. Casket.

Section 8. Final (final) lesson

Methodological support for additional

educational program.

Games.

"Analogies"



"The Good and the Bad"


1. Winter, summer, spring, autumn.





"Add a sentence"



2. Notebook, monkey, owl.


5. Pillow, cheerful, chew.
6. Cow, light, fly.
"Walking with the Clouds" .


Game-exercise “I am a flower” .


- What is he like?

"Box with a fairy tale."


Progress of the game


"The Magic Trumpet"


Progress of the game

"Help Kolobok"


Progress of the game

"An old fairy tale in a new way" .


Progress of the game
The presenter recalls a fairy tale with the children using pictures. Ask the children to come up with a “reverse fairy tale”: the bears got lost and ended up with a girl. What would they do, how would they behave? The presenter suggests using circles to act out a new fairy tale. "Analogies"
Children are asked to name objects similar in shape to the given one (plate - disk, moon, sun, clock); by structure (fluff - snow, cotton wool, foam rubber, foam); by color (sun - dandelion, yolk, cheese, lemon); depending on the situation (a box of toys - a bus with passengers, a bowl of fruit, a jar of nuts).
We come up with new words (objects, phenomena)
The meaning of the game is based on the combination of two words, objects, situations, phenomena that are separated by a certain distance, unusualness, and dissimilarity. The game activates the imagination and imagination of children. For example, we tell the children two words and invite them to name a new one (banana + pineapple = bananas; cow + crocodile = corodile). You can invite preschoolers to talk about the way new objects exist.
"The good and the bad."
Purpose: the game is aimed at developing the ability to see opposing properties in one object, find opposites, evaluate the same phenomena from different points of view.
Directions for implementation: the more common category of assessment for children is “good - bad”. Using this category, invite children to evaluate natural phenomena, objects, and deeds:
1. Winter, summer, spring, autumn.
2. Rain, snow, wind, fire, sun.
3. Eat, sleep, walk in the forest, climb mountains.
4. Drink medicine, do exercises, wash.
5. Knife, plate, glass, paint.
For example, summer: good - it’s warm, you can swim, you don’t have to dress for a long time, bad - it’s very hot, you sweat, you can get sunburned. Knife: good - easy to cut, bad - you can cut yourself.
“Make a sentence.”
Goal: develop the ability to generate ideas
Directions: the task is to use three given words to make as many sentences as possible. For example:
1. Car, wet, shepherd.
2. Notebook, monkey, owl.
3. Bell, steps, stand.
4. Light bulb, wood, tall.
5. Pillow, cheerful, chew.
6. Cow, light, fly.
"Walking with the Clouds"
Goal: development of imagination and fantasy
Directions: While walking, ask the children to look carefully at the clouds and imagine what they look like. In amazing images, which often change, you can see animals, birds, fairy-tale characters, etc.
Game-exercise “I am a flower.”
Goal: be aware of your name; train creative imagination
Children sit in a circle on the carpet. Instructions. Close your eyes and imagine a summer day in a garden or forest clearing. Feel the warmth of a summer day, listen to the birds singing, look at the flowers near you. Now imagine a flower that you could call after yourself.
- What is he like?
Look at the flower, feel its aroma, pick it up... Try to remember how your hands feel. You can take a deep breath and open your eyes. After completing the exercise, tell us how you felt (optional). You can draw a flower.
"Box with a fairy tale."
Goal: development of imagination, coherent speech, creative thinking
Material: 8-10 different figures, box
Progress of the game
The presenter offers to randomly remove figures from the box. You need to figure out who or what this object will be in a fairy tale. After the first player has said 2-3 sentences, the next one takes out another item and continues the story.
When the story is over, the items are put back together and a new story begins. It is important that each time a complete story comes out, and that the child in different situations comes up with different options for actions with the same object.
"Magic Trumpet"
Goal: the child’s assimilation of the opposite qualities of objects; development of cognitive function, imagination.
Material: magazine or sheet of paper rolled into a tube.
Progress of the game
The presenter shows the “magic pipe” and says that if you look through it at an object, it will change its characteristics to the opposite. The presenter asks the children to look through the pipe at objects and tell how they have changed.
“Help Kolobok.”
Goal: education of good feelings, development of imagination, creative thinking, coherent speech.
Material: fairy tale “Kolobok”; cards made from two books; multi-colored circles: yellow (Kolobok), gray (wolf), white (hare), brown (bear), orange (fox).
Progress of the game
The presenter asks the children to remind him of the fairy tale about Kolobok, using pictures or colorful circles. Ask the kids to think about how they can save Kolobok. Let the children figure out what will happen to Kolobok if he escapes from the fox, who he will be friends with, where his house will be. These and other questions will help kids come up with an interesting story.
"An old fairy tale in a new way."
Goal: development of speech, imagination, creative thinking, mastering the concepts of “big - smaller - even smaller”
Material: fairy tale “Three Bears”, circles that represent bears (brown, different sizes), red circle (girl)
Progress of the game
The presenter recalls a fairy tale with the children using pictures. Ask the children to come up with a “reverse fairy tale”: the bears got lost and ended up with a girl. What would they do, how would they behave? The presenter suggests using circles to act out a new fairy tale.

Games and exercises for training to develop creativity and creative abilities.

The proposed game exercises are aimed at developing and activating creativity - the system of creative abilities.

The purpose of these exercises is to teach a person to act productively in situations of novelty and uncertainty, relying on his creative potential; navigate in rapidly changing circumstances, make adequate decisions when the initial information for this is incomplete.

What, Where, How.

Description

Participants sitting in a circle are shown some unusual object, the purpose of which is not entirely clear (you can even use not the object itself, but its photograph). Each participant must quickly answer three questions in order:

What is this?

Where did this come from?

How can this be used?

However, repetition is not allowed; each participant must come up with new answers to each of these questions.

The easiest way to get props for this exercise is to take not whole objects (their purpose is usually more or less clear), but fragments of something - such that it is difficult to understand from them where they came from.

The meaning of the exercise

A light “intellectual warm-up” that activates the fluency of the participants’ thinking, stimulating them to come up with unusual ideas and associations.

Discussion

Which answers to questions do the participants remember and seem to be the most interesting and original?

The earth is round

Description

“Everyone knows that the Earth is round. But what specific meaning can be put into these words? As psychological studies show, many children understand these words completely differently from what adults expect from them. For example, they believe that the Earth is a flat circle that floats in the sea or floats freely in space. At the same time, when asked what shape the Earth has, they quite reasonably answer: “Round!” - and this answer does not contradict their ideas about the structure of the world. Come up with as many other options as possible, as erroneously as possible, but from the point of view of logic it is consistent to imagine the “roundness” of the Earth.”

The exercise is performed in subgroups of 3-5 people, work time is 6-8 minutes.

The meaning of the exercise

In addition to developing the ability to generate ideas, the exercise allows you to demonstrate the possibility of ambiguous interpretations and, as a result, the occurrence of errors even when understanding “truths” that seem obvious.

Discussion

Opposites

Description

Participants are given short descriptions of several situations and asked to come up with situations that could be considered the opposite of those proposed. The exercise is performed in subgroups of 3-4 people, the work time is determined based on the calculation of 2-3 minutes per situation. Then representatives of each of the subgroups take turns voicing the invented options and arguing why they can be considered as opposite to the proposed situations.

For example, the following situations can be suggested:

The boxer enters the ring.

A girl rides down a hill on roller skates.

A photojournalist sends photos from competitions to the editor.

Of course, you can offer other situations, but you should avoid too simple options in which the opposite situations are obvious, and choose those where the opposites are not so obvious or, at least, they can be identified on the basis of different signs.

The meaning of the exercise

Training in thinking “by contradiction” - a way of finding solutions to problems in which, in order to more fully understand their essence, their opposite is presented. Development of flexibility in the perception of life situations. Search for non-obvious solutions.

Discussion

What was the meaning of the concept of “opposite” when performing this exercise? In which situations was it easier to come up with opposite options, and in which was it more difficult? What is the reason for this? Give examples of life situations where the “by contradiction” approach to solving problems can be useful.

Unusual actions

Description

Each of the participants is asked to remember some unusual, original action, a strange and not entirely explainable act from the perspective of common sense, committed over the past one or two months (1-2 minutes are given for reflection). Then participants are asked to briefly talk about it and also comment:

What exactly do they see as unusual about this action?

What, from their point of view, prompted him?

How do they evaluate this action “in hindsight” - what is it for?

led, was it worth doing?

If there are fewer than 12 participants in the group, it is advisable to perform the exercise together; with a larger number of participants, it is better to divide the group into 2-3 subgroups that will work in parallel.

The meaning of the exercise

The exercise helps to transfer knowledge and skills related to creativity to consideration of one’s own life, increasing the degree of openness to new life experiences.

Discussion

How do unusual actions affect our life - do they make it brighter, more interesting, more complex, more dangerous, or change it in some other way? Have the participants recently had situations when they wanted to do something unusual, but something stopped them? If so, what exactly stopped them and how is this assessed “retrospectively” - is it right that the action was not completed, or would it have been better to have done it? Whose unusual actions did the participants want to repeat?

Using skills

Description

Each of the participants names some sports skill that he owns (for example, snowboarding or rollerblading, doing pull-ups on a bar, throwing a ball in a precisely given direction, etc.). Then the other participants offer possible options for using these skills - not only in physical education and sports, but also in other areas of life. Exercise

performed in a general circle.

The meaning of the exercise

The exercise teaches you to generate ideas about ways to practically use the resources available to participants, helps to increase self-esteem, and also increases motivation to develop new skills and improve existing ones.

Discussion

Participants exchange their impressions and thoughts about what new skills and methods of application interest them.

Exercises.

Exercise “Anagram” (hidden word).

Goal: to develop the child’s mental operations of analysis and synthesis)

Task: write down the name of the flowers by rearranging the letters.

ORZA, YULITK, ALDNSHY.

Exercise "Comparison"

Goal: teach the child to compare objects.

Assignment: name the common characteristics: CHAMOMILE, CORNFORNOW;

How they differ: TREE SHRUSH.

Exercise "Classification"

Goal: teach the child to classify.

Task: large and small, black and white circles are divided into 2 groups. On what basis are the circles divided: a) by color b) by size c) by color and size

List of used literature.

K. Mititello “Applique. Technology and art." Moscow. Ed. LLC "Eksmo", 2005

M.I. Nagibin "Miracles for children from unnecessary things." Yaroslavl "Academy of Development" 1997

T.O. Skrebtsova, L.A. Danilchenko “Salted dough: ideas for the interior.” Rostov-on-Don. Ed. "Phoenix", 2007

N.N. Golubeva “Applique from natural materials.” Moscow. Ed. “Culture and Traditions”, 2002

D.K.Di Fidio, V.S.Bellini “Silk ribbons. We embroider original gifts and decorations.” Moscow. Ed. "Content", 2009.

Decorating mugs yourself with polymer clay allows you to get designer tableware from the simplest and cheapest.

Thermoplastic is not afraid of moisture and high temperatures, so tea cups can be used for their intended purpose. The main thing is to wash it carefully, without exposing the decor to abrasives and hard washcloths. Today we have a master class on making a man's gift with your own hands. The idea was taken from a belt with an imitation leather buckle. A universal design without a hint of romance - an ideal choice for a man.

Materials and tools

To decorate the mug, prepare:

• multi-colored polymer clay,
• mug,
• video clip,
• texture wallpaper,
• toothpick,
• craft mat,
• stationery knife.

For baking you will need an oven with a thermometer.

By the way, this is a female version of decoration, but for children you can decorate it with plastic. If your man is a fisherman, then please him. Or take a look at our DIY selection.

Step-by-step decoration technique

Knead the clay in your hands. A spectacular “leather” shade will be obtained if you add a little red, yellow, green, black and metallic powder to brown.

To create a man’s “leather belt” around a mug, roll out the clay into a strip of about 2-3 mm.

Trim any protruding parts with a utility knife.

Try it on a cup, adjust the diameter.

Remove a strip of polymer clay from the mug and gently press it down with the textured part of the wallpaper. Place the strip back on the mug and iron it so that there are no voids between the plastic and the mug. At the junction, press with a textured element so that the pattern is not interrupted.

Now make an animal style buckle. From silver-colored plastic, fashion an element in the shape of a horseshoe - these will be the paws and back of the bear. Smooth out any uneven areas. A silver tint can be achieved by mixing white and black clay in a 10/1 ratio and adding metallic pigment (or unnecessary shadows).

Sculpt the bear's head in the shape of a triangle.

Make a small ball, cut it in half - these will be the ears. Attach them to the head. Apply imitation wool with a toothpick.

Pressing with a toothpick, make claws and indentations of the eye sockets.

Make two identical balls - eyes and insert them into the eye sockets. Use a toothpick to create nostrils and simulate fur around the eyes and ears.

Using a toothpick, press it around the perimeter of the figure and press it against the “strap” on the mug. If the muzzle turns out to be thin, increase the cheeks and press them with a toothpick.

Simulate holes on the belt. To do this, make several silver balls and place them at equal intervals around the mug. Press a toothpick in the center to create a through hole.

Use polymer clay to decorate the handle of the mug in the same style. It needs to be made in the shape of a bear paw. To do this, wrap the handle in a brown layer with a texture applied, and add a silver stripe at the top. Sculpt and attach claws from silver plastic. Apply imitation stitches along the edges of the “belt” with a toothpick.

Bake the decorated dishes in the oven according to the manufacturer's instructions for thermoplastics. When using, avoid contact with the product with aggressive cleaning liquids.

If you like working with plastic, see how to make or from this material. There are even more ideas and handicraft lessons in the modeling section.

A master class on decorating a mug with polymer clay as a gift for a man was prepared by Natalya Neustroeva, step-by-step photos by the author.

Explanatory note

The world in which people live today forces people to look for clear guidelines and to overcome the inconsistency of many ideas and knowledge formed as a result of the flow of information. In search of integrity, a person turns his gaze to history, strives to comprehend himself in complex connections not only with the present, but also with the past. Here his attention is directed to everything that gives rise to a feeling of lasting values. It is to such values ​​that he attributes the ageless, never-losing-attractive artistic thinking of his ancestors. It is no coincidence that a fair number of books and materials on folk decorative and applied arts are being published today. Folk decorative and applied art fosters a sensitive attitude to beauty and contributes to the formation of a harmoniously developed personality. Based on deep artistic traditions, folk art enters the wilderness and has a beneficial effect on the formation of the person of the future. Increasingly, works of decorative and applied art are penetrating people’s lives.

Seeing the beauty of objects of decorative and applied art, trying to make them with your own hands, isn’t that important, isn’t that interesting for a child?

V.A. Sukhomlinsky wrote that “a child by nature is an inquisitive researcher, a discoverer of the world. So let a wonderful world open before him in living colors, bright and vibrant sounds, in fairy tales and games, in his own creativity, in the desire to do good to people. Through a fairy tale, fantasy, play, through unique children’s creativity - the right path to a child’s heart.” In my opinion, the arts and crafts course meets these requirements.

The educational program for additional education of children is relevant in that it broadly and comprehensively reveals the artistic image of a thing, words, the basics of artistic representation, the connection of folk artistic culture with universal human values.

At the same time, students’ creative experience is developed in the process of their own artistic and creative activity.

The program introduces the child to the wonderful world of creativity, gives the opportunity to believe in themselves, in their abilities, and provides for the development of students’ visual, artistic and design abilities, non-standard thinking, and creative individuality.

The goal of the program is to develop students’ artistic culture as an integral part of material and spiritual culture, the development of artistic and creative activity, and mastery of the figurative language of decorative and applied art.

Program objectives -

Educational:

Consolidate and expand the knowledge acquired in the lessons of technology, fine arts, mathematics, literature, etc., and contribute to their systematization;

To introduce the basics of knowledge in the field of composition, shape formation, color science, decorative and applied arts;

Reveal the origins of folk art;

Form imaginative, spatial thinking and the ability to express your thoughts using a sketch, drawing, three-dimensional forms;

Improve skills and develop skills in working with the necessary tools and devices when processing various materials;

Acquiring skills in educational and research work.

Educational:

Arouse curiosity in the field of folk, decorative and applied arts, technical aesthetics, architecture;

Develop ingenuity, ingenuity and sustainable interest in the work of an artist and designer;

Formation of creative abilities, spiritual culture;

Develop the ability to navigate problem situations;

Develop imagination, presentation, eye, aesthetic taste, sense of proportion;

Educators:

Carry out labor, polytechnic and aesthetic education of schoolchildren;

To cultivate in children a love for their homeland, for traditional folk art;

Achieve maximum independence of children's creativity.

Organization of the activities of the circle.

The work program of the “Handicraft Workshop” circle is designed for 1 year. The circle is made up of students from grades 6-8. The number of children in the group to master the program is 15 people.

The working hours of the circle are 3 lessons per week, 1.5 hours each. 1 lesson per week for students studying in the second shift, 2 lessons for students studying in the first shift.

Program structure

The program of the “Handicraft Workshop” circle is based on the principles of conformity to nature, consistency, clarity, expediency, accessibility and close connection with life.

The program provides for teaching material in an “upward spiral”, that is, periodically returning to certain topics at a higher and more complex level. All tasks are appropriate in difficulty for children of a certain age.

The study of each topic ends with the manufacture of a product, i.e. theoretical tasks and technological techniques are supported by practical application to life.

The program involves working with children in the form of classes, joint work of children with a teacher, as well as their independent creative activity.

The program includes the following sections:

Soutache embroidery and soutache decorations.

Gift wrap

Making a stocking doll

The content of all sections is structured according to the following algorithm:

Historical aspect

Connection with modernity

Mastering basic technological techniques, completing training assignments

Carrying out creative work (individual, group or collective).

Various exercises and tasks are expected to enrich children's vocabulary. Informative material, small in volume, interesting in content, is given both before the practical part and during work. When completing the assignment, students are tasked with determining the purpose of their product. From the very first lessons, children learn to work according to plan:

Sketch

embodiment in material

revealing form using decorative textures.

The program guides students toward independence in searching for compositional solutions and in choosing methods for preparing handicrafts.

The program provides for a creative project on the theme of decorative and applied arts, and also includes participation in competitions and exhibitions at the district, city, regional, all-Russian and international levels.

Forms and methods

Priority is given to active forms of teaching:

Practical: exercises, practical work, workshops;

Visual: use of diagrams, tables, drawings, models, samples;

Non-standard: creative relay race, competition, exhibition-presentation, quiz, auction, tea party;

A combination of individual, group and collective forms of work.

Conditions for the program

There are children who want to gain additional knowledge in needlework.

Classes will be held after school hours in the technology room (between shifts).

It is possible to regularly organize exhibitions of student work at a special stand.

There are special collections of methodological and illustrative material, as well as artistic visual materials.

Didactic material:

Magazines, articles, publications describing techniques for making textile and paper products. Drawings, diagrams, sketches of future products.

Characteristics of expected results.

As a result of studying in a circle, students should gain knowledge:

About materials, tools; on occupational safety and personal hygiene rules when processing various materials;

About the place and role of decorative and applied arts in human life;

About types of decorative and applied arts;

About project activities.

skills:

Work with the necessary tools and devices;

Consistently carry out the work (plan, sketch, choice of material

Work with various materials.

4. Success breeds success: the main task is to create a situation of success for all children in every lesson, especially for those who are not sufficiently prepared: it is important to make them feel that they are no worse than others.

5. There are no incapable children: if everyone is given time corresponding to their personal abilities, then it is possible to ensure the assimilation of the necessary educational material.

6. Maximum encouragement, minimum punishment.

7. Teaching children feasible techniques for regulating behavior

The form of summing up the results of the implementation of the program of additional education for children is participation in international and all-Russian competitions of arts and crafts, as well as the organization and holding of competitions and exhibitions on the basis of MAOU “Lyceum No. 121”.

Educational and thematic plan for the arts and crafts club “Skillful Hands”

1 year.

Soutache embroidery and soutache decorations

Making earrings “Dew Drop”

Sep

Making a pendant.

Sep

Gift wrap

Gift bag

Oct.

Gift packaging "Kupyurnitsa"

Oct.

Gift packaging “Book as a gift”

Oct.

Making New Year's toys from textile materials

Winter angel

Nov.

Angel “With love in my heart”

Nov.

Angel "Tenderness"

Nov.

Making a textile doll

Tilda Bear

Dec.

Fairy Good Morning Doll

Dec.

Doll "Alki-"Splyushki"

Jan.

Making a stocking doll

Hostess-Prosperous

Feb.

Brownie Kuzya

March

Making a garment

Sewing a garment “Summer Fantasy”

Apr.

May

Summarizing. Exhibition of works.

1.5

May

105