Theory and methods of teaching non-traditional drawing techniques. “Methodological recommendations for the use of non-traditional drawing techniques in visual arts classes
Artyukhova Natalia Alexandrovna
USE OF NON-TRADITIONAL DRAWING TECHNIQUES IN ORGANIZED EDUCATIONAL ACTIVITIES WITH CHILDREN OF SENIOR PRESCHOOL AGE
Introduction………………………………………………………………………………………...3
Chapter 1. Using non-traditional drawing techniques in working with children older than school age…………………………………………………7
1.1. Psychological and pedagogical conditions visual arts children………………………………………………………………………………..7
1.2. Unconventional drawing……………………………………………...10
1.3. Types and techniques of non-traditional drawing……………………............12
Conclusions on Chapter 1………………………………………………………………27
Chapter 2. Experimental confirmation of the effectiveness of using non-traditional drawing techniques in an organized educational activities……………………………………………………………………..28
2.1. Ascertaining experiment………………………………………………………………28
2.2. Formative experiment…………………………………………………………….31
2.3. Final experiment……………………………………………………..38
Conclusions on Chapter 2………………………………………………………………41
Conclusion……………………………………………………………………………….........43
References……………………………………………………………..45
Introduction
Modern system preschool education is aimed at creating for each child conditions in which the individual could realize himself to the maximum, relying on his existing natural potential, and prepare for the continuous development of his abilities.
Preschool childhood is a very important period in the lives of children. It is at this age that every child is a little explorer, discovering unfamiliar and surprising things with joy and surprise. the world. The more diverse children's activities are, the more successful the child's diversified development is, the more his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children in a preschool institution is artistic activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created. This needs to be taught step by step, from simple to complex.
Relevance graduation topics qualifying work: Visual activities bring a lot of joy to preschoolers. The need for drawing is inherent in children at the genetic level; copying the world around them, they study it. As a rule, classes in preschool institutions are often reduced to only a standard set of visual materials and traditional methods of transmitting the information received.
In practice preschool institutions The program content and methods of working with children in and outside the classroom are focused mainly only on the formation of visual skills, and little attention is paid to teaching drawing techniques.
Non-traditional drawing techniques are ways to create a new, original work. Non-traditional drawing techniques are a huge opportunity for children to think, try, search, experiment, and most importantly, express themselves.
When organizing work using non-traditional drawing techniques, educators rarely use a collective form of conducting classes. And this leads to impoverishment of content and a decrease in the artistic value of children's works. At the same time, the use of a rational combination of collective and individual forms organizing work using non-traditional drawing techniques helps to increase the artistic level of the work performed by children, develop their creative abilities, develop imagination, and stimulate interest in the work performed. The possibilities of integrated classes are also poorly used, which negatively affects the formation of personally significant motives for activity and reduces interest in it.
Thus, there arises contradiction between the great opportunities for using non-traditional drawing techniques in organized educational activities and the lack of use of non-traditional techniques in the practice of a preschool institution.
Based on the contradiction, we can define problem research: what conditions need to be created for the sufficient use of non-traditional drawing techniques in organized educational activities with children of senior preschool age.
Target: theoretically identify and experimentally test the effectiveness of using non-traditional drawing techniques in organized educational activities.
Object of study: the process of using non-traditional drawing techniques in organized educational activities.
Subject of study: unconventional drawing technique.
Hypothesis: the use of non-traditional drawing techniques in organized educational activities will be effective if:
A truly creative atmosphere is created during educational activities, conducive to the free expression of the child’s creative imagination and thinking;
The technology for using classes using non-traditional drawing techniques has been thought out;
The possibilities of integrating the types of visual activities of preschoolers (modeling, drawing, appliqué) are used;
It is ensured that preschoolers are included in creative activities, during which the tasks of mastering non-traditional drawing techniques are solved;
Various non-traditional drawing techniques are used.
Based on the above, we formulated tasks:
To study psychological, pedagogical and methodological literature on the problem of using non-traditional drawing techniques in educational activities with children of senior preschool age;
Make a selection and partially test classes with non-traditional drawing techniques;
Research methods:
Study, analysis and synthesis of literature on this topic;
Analysis of the use of non-traditional drawing techniques in OOD;
Study and analysis of children's visual activity using non-traditional drawing techniques.
Methodological basis: the possibility of using non-traditional drawing techniques in organized educational activities with children of senior preschool age.
Practical significance consists in the fact that notes of organized educational activities were selected using non-traditional drawing techniques; the selected notes were used during the experiment; Methodological recommendations for parents and teachers have been compiled.
Research base: Municipal budgetary educational institution "Secondary school No. 10" MO "Akhtubinsky district" Verkhniy Baskunchak village, Astrakhan region.
The final qualifying work consists of an introduction, two chapters, a conclusion, a list of references and applications.
Chapter 1. Using non-traditional drawing techniques in
with children of senior preschool age
1.1. Psychological and pedagogical conditions of fine art
children's activities
What does a child think about when he draws? What do we think about when we see a child’s drawing? Why does a child draw, should he be helped with this or should he not be disturbed? Preschool childhood is a very short period in a person’s life, only the first seven years. But they have lasting significance. During this period, development is more rapid and rapid than ever. All aspects of the child’s psyche receive a certain development, thereby laying the foundation for further growth.
In modern conditions, educational requirements are changing significantly. They are characterized by increasing attention to the child, to his personal development line in accordance with his inclinations and his own needs. Creative development of personality is directly related to individual characteristics development of thinking, imagination, speech, motor and associative systems.
In domestic theory, a system has been developed for teaching preschoolers visual arts, which distinguishes three main groups of methods: visual, verbal and practical. These methods interact closely. With a modern integrated approach to the process of education and upbringing, it is possible various options such interaction, depending on the tasks, age characteristics of children, and the content of visual activity.
The transition from middle preschool age to senior age is characterized by a number of features: the child is most synthetic towards creativity as an opportunity for self-affirmation, self-expression of his “I”; experience of productive activity allows him to act more and more actively, independently, and initiative; having his own personal position, the child is able to realize his plans, finding adequate means for this; the artistic image he creates, made in different materials, is distinguished by individuality, expressiveness, and emotionality.
The basis for this was a direct connection with the perception and reflection of reality as the most important condition for the development of an imaginative vision of the world, artistic thinking, which is impossible without the development of imagination and fantasy.
When forming a child’s imagination and fantasy, it is important to maintain a sense of proportion: fantasy, without the proper base and experience in the child’s knowledge, is easily directed along the path of empty daydreaming, which is at odds with the child’s action, with the implementation of the plan. Most of all, one should be wary of an incorrect assessment of the quality of the child’s imagination and violations of the image from its real properties and characteristics. In this matter, it is essential to take parallel critical consideration of how educational activities, and age psychological characteristics, inducing the child to certain violations of the real image. It is important to correctly understand and evaluate the cause of these violations.
Compared with younger or middle age, older preschoolers experience qualitative changes in interests, as evidenced by the research of L.P. Blaschuk. She believes that in interest in visual activity one can identify the same characteristic features that are inherent in interest in general, namely: subject orientation, effectiveness, breadth, depth and stability.
The subject focus of interest is manifested in the child’s passion for a certain type of visual activity, theme, or artistic material.
Efficiency is expressed in the degree of activity in the process of activity, when, against the background of an emotionally positive attitude towards various types, initiative, activity, and independence are manifested.
In terms of depth, interest can be: 1) superficial, aimed at external satisfaction in activity; 2) in-depth, characterized by a creative attitude in work, the desire to learn more about the types of visual activity, themes, materials, and their means of expression; 3) sustainable. Which is determined by the individual preferences of each child.
The development of children's creative abilities in older preschool age is associated primarily with the enrichment of their sensory experience and the formation of imaginative ideas.
IN preschool period Of particular importance is the development of figurative forms of knowledge of the surrounding world - perception, imagination, imaginative thinking. The teacher’s task is to develop interest in the visual arts and the need for it.
Since creativity is the channel through which the inner life of a child’s soul can be revealed and realized in material, the primary and foremost task is to promote normal development and personal growth, which directly proportionally influence the child’s creative activity.
Drawing is one of the most important means of understanding the world and developing knowledge of aesthetic perception, as it is associated with the independent practical and creative activity of the child.
Learning to draw in preschool age involves solving two interrelated problems:
Firstly, it is necessary to awaken in children emotional responsiveness to the world around them, to their native nature, to the events of our lives;
Secondly, to develop their visual skills and abilities.
In the process of drawing, a child’s powers of observation, aesthetic emotions, artistic taste, and creative abilities are improved.
1.2. Unconventional drawing
One of the most important conditions for the successful development of children artistic creativity- variety and variability of work with children in the classroom. The novelty of the environment, an unusual start to work, beautiful and varied materials, interesting non-repetitive tasks for children, the opportunity to choose and many other factors - this is what helps prevent monotony and boredom in children's visual activities, and ensures the liveliness and spontaneity of children's perception and activity. It is important that every time the teacher creates a new situation so that children, on the one hand, can apply previously acquired knowledge, skills, and abilities, and on the other hand, look for new solutions and creative approaches.
The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensely children’s artistic abilities will develop. The most interesting activities that stimulate the creative potential of children, and therefore develop their creative thinking, imagination and artistic and creative abilities in general, are various entertaining activities.
Entertaining means a quality that evokes not just curiosity, but deep, lasting interest. That is, the goal of conducting entertaining activities is to create sustainable motivation for artistic creative activity, the desire to express one’s attitude, mood in an image. It is impossible to make all classes entertaining, and it is useless to strive for this. But the teacher not only can, but also must, introduce elements of entertainment into every lesson.
Entertaining activities are divided into two types: with traditional visual materials and with non-standard, or non-traditional materials. Classes of the second type - with non-traditional materials, or rather, using non-standard drawing techniques - most often help children maintain stable motivation for artistic and creative activities. After all, it’s no secret that everything new and previously unknown always arouses the greatest interest. The visual material can be the same - for example, gouache paint. You can use it in the spraying technique, and mixing paint with cereal, salt, and painting with a glue brush on the smooth surface of cardboard, and in the technique of drawing with ink blots, monotype, diatipia, in the finger technique, splashing on the background with a mask, thread, using imprint.
One way or another, the creation of a creative atmosphere depends on the desire and ability of an adult to create conditions for the development of children's creativity.
Thus, activities of an entertaining nature are a decisive factor artistic development preschool children.
The term “non-traditional” implies the use of materials, tools, and drawing methods that are not generally accepted, traditional, or widely known.
The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and methods of application. Children are taught to draw not only with paints, pencils, felt-tip pens, but also with tinted soap foam, a candle, and are shown how to use glue for drawing, etc. Children get acquainted with different ways coloring paper, including with colored paste, by spraying paint, they will learn that you can draw not only on paper, but also on special glass. They try to draw with their palm, fingers, fist, edge of the palm, and create images using improvised means (threads, ropes, hollow tubes) and natural materials (tree leaves).
In classes using non-traditional image techniques, preschoolers are given the opportunity to experiment - mix paint with soap foam, paste, apply gouache or watercolor to an image made with colored chalk.
By direct contact of fingers with paint, children learn its properties (thickness, hardness, viscosity), and by adding different amounts of water to watercolors, they get different shades of color. Thus, tactile sensitivity and color discrimination develop.
Unconventional drawing techniques help children to become more interested in drawing. They look at the world around them more creatively, learn to find different shades, and gain experience in aesthetic perception. They create something new, original, show creativity and imagination, realize their plan and independently find the means to implement it.
1.3. Types and techniques of non-traditional drawing
1. Leaf printing. While walking with children in the kindergarten area, you can collect leaves from different trees, differing in shape, size and color. The leaves are covered with gouache, then the painted side is placed on a sheet of paper, pressed and removed, resulting in a neat, colored imprint of the plant. The petioles of the leaves can be painted on with a brush.
Option 2. If we place the top of the leaf next to each other each time, we will get a flower. Let's finish painting the stem, path and sun with a brush - and the landscape is ready. And if we alternate such flowers with a leaf imprint, we will get an ornament.
2. Finger painting. This is a method of touching the fingers of the hand to the surface of a sheet of paper in different ways (tips - fingertips, side of the phalanx) to obtain different prints. The finger technique allows children to organically feel the visual material, its properties - viscosity, velvety, brightness of the paint layer, and to realize the sense of rhythm as a visual-expressive property. The child dips his finger into the gouache and puts dots and spots on the paper. Each finger is painted with a different color.
3. Drawing using the poke method. If children have experience in finger painting, then this method will not cause them any difficulties. To poke, just take an object (for example, a cotton swab), dip it in the paint and hit it on the sheet from top to bottom. A clear, defined imprint will remain. If the poke is done purposefully, for example, along the finished contour and inside it, then the depicted object will turn out to have an interesting, heterogeneous texture. By rhythmically applying a poke, you can draw falling snow, decorate the finished silhouette with an ornament, or depict an arbitrary silhouette of an object consisting of identical elements.
! Recommendations for children: when performing a poke, the stick must be held vertically, the upper end should be directed towards the ceiling, only in this case the stick, after hitting the poke on a sheet of paper, will leave a clear, even imprint, otherwise the poke may turn out blurry and the image shapeless.
4. Mixing colors. Mixing colors is an amazing transformation of some colors into others. By mixing three primary colors (red, blue, yellow), you can get new ones, and by adding white and black to paints, you can get different shades of the original color. The paints are mixed on a palette or on a white ceramic tile or plate. They are placed in small portions, starting with the lightest tone, and then a dark color is introduced and the paints are thoroughly mixed together, and only after achieving the desired shade can you begin to draw on paper.
5. Blotography. The basis of this drawing technique is the blot. In the minds of many, a blot is associated with sloppiness and sloppiness. Therefore, the task of the teacher is to make blotography a teaching, developmental tool in the artistic and creative activities of children. The goal of this type of drawing is for children to understand symmetry - a mirror impression of half of the object being drawn. If you fold a sheet in half, add a few drops of liquid paint to one side and press the other side tightly, you will get unusual, bizarre patterns. You can try to see trees, flowers, and algae in them. First, we try to work with one paint, then with several.
Option 2. Moisten a sheet of paper with water. Put some ink or watercolor paint on a brush and drop it onto a wet sheet. The drop will spread. Let the paper dry and look closely at the shape and pattern of the stain. What does it look like? If the image cannot be found immediately, the work can be postponed and returned to it after a while. Having found a certain similarity with a particular object, try to fill in the missing elements so that everyone understands what you saw in an ordinary blot. The work can be complicated by using not just one color, but several. Paints, when mixed, will provide additional opportunities in searching for images.
6.Blowing up the paint (blotography with a tube, airy “blot-making”). A technique somewhat similar to blotography, in which a few drops of liquid paint are applied to a sheet of paper, but the sheet is not folded, but a tube is taken (for cocktails or the hollow part of a ballpoint pen), its lower end is directed to the center of the blot so that its end did not touch either the stain or the paper, then blow into a tube and blow the paint from the center in different directions. Children really like it when the blots have “legs” running in different directions. The stain can be influenced and controlled, transforming it into any intended object, the individual details of which are completed with a regular brush or using felt-tip pens. Efforts to inflate the paint contribute to the active work of the lungs.
A similar effect can be achieved without blowing air, but by taking a sheet with a drop and lifting or lowering it, thereby changing the direction of the liquid spreading.
7. Monotype. This technique is used for mirror reflection of objects on the water surface (pond, lake, river, etc.). A technique similar in execution to blotography: a sheet of paper is folded in half vertically, objects of the future landscape are drawn in detail on one half, and after each element of the composition is painted with paint, the sheet is folded in half along the fold line and ironed to make an imprint on the other half. After receiving the print, the original objects of the drawing are re-animated with paints so that it has clearer contours than its reflection on the “water surface” of the reservoir.
Option 2. Children like monotype both because of the ease of execution and the decorative effectiveness of the result. This technique has an element of surprise, improvisation, surprise. And children love all this very much.
This method of graphic printing is as follows: oil paint or printing ink is applied according to a certain pattern onto a glass, metal or plastic plate that serves as a printing form. A piece of dark paper is then placed and pressed onto the plate, resulting in amazing color patterns.
You can vary this method by placing a larger layer of paint between the two plates; After compression and separation of the plates, unusual, unique compositions are formed on them. All these effects are random, but they largely depend on the ability to work with paints and a sense of color.
Option 3. There is another method of monotype, the essence of which is as follows: a drawing is applied to a sheet of paper placed on a plate lightly covered with ink, as a result of which the ink partially transfers from the plate to the paper. After removing the sheet, on the side that was in contact with the plate, a pattern enriched in shades will remain turned from left to right.
8. Photocopy - drawing with a candle (candle + watercolor). The drawing is applied using a water-repellent material - a candle or a dry piece of soap; invisible contours will not be painted when watercolor paint is applied over them, but will appear, as happens when developing photographic film.
9. Bleeding pattern (wax crayons + watercolor). This mixed technique combines drawing with different materials in order to become familiar with the properties and expressive features of the visual material. The planned plot is completed with wax pencils (crayons), then watercolor paints are applied on top using a brush. The watercolor rolls off the image, the drawing appears to appear.
10. Stained glass technique - glue pictures. Using PVA glue (from a bottle with a dosing spout) the outline of the future drawing is applied to a sheet of paper (you can first make an outline with a simple pencil), time is given for the adhesive base of the stained glass drawing to dry, then the space between the contours is painted with bright colors. Adhesive borders prevent the paint from spreading and mixing.
For greater expressiveness, lines imitating metal can be covered with black gouache, carefully working with a brush.
Secret: you can draw lines with glue already painted black. To do this, you need to add black gouache to the PVA glue.
11. Caricature. If you draw some scribbles or a half-drawn outline of an object on a sheet of paper, you can see some objects in them, try to complete them, supplement them with the necessary elements, bringing them to the perception of the integrity of the object. In terms of the complexity of tasks that develop imagination and visual memory, this method of teaching is the most difficult, since it requires a certain level of development of imagination, experience, and observations.
! During the initial acquaintance with doodlegraphy, it is more reasonable to offer each child a sheet with doodles corresponding to the topic of the lesson, and later - half-drawn silhouettes of a variety of objects. If children have difficulty recognizing objects, you can use leading questions, riddles, etc.
12. Templateography. To draw an object, you need to imagine what geometric shapes it consists of. Children with early age learn to recognize shape in toys and objects in the surrounding reality. With age, the child’s experience becomes broader and he begins to understand that every complex object can be depicted using simple components: triangles, circles, squares, ovals, rectangles.
This technique involves outlining pre-prepared templates - geometric shapes- in order to compose and depict a separate object or plot picture.
! Recommendations for children: each template must be applied as close as possible to the drawn outline of the previous shape, without leaving gaps between them. With one hand, hold the template firmly on the surface of the sheet, and with the other hand, trace it around it with a pencil.
13. Living objects. Part of any creative process is the ability to see the world figuratively, with the childlike spontaneity inherent only in a child, with a belief in miracles on an emotional and sensory level. This method of drawing is based on existing visual experience, the ability to express one’s attitude towards the object being drawn in various ways and expressive means through color, lines, the transfer of characteristic poses, and facial expressions.
14. Spray. The paint needs to be dissolved in water, and then using a toothbrush and comb (pencil, stick) apply it to the paper by spraying. We dip the toothbrush into the paint, then place it vertically above the paper and a comb (pencil, stick), like a bow, and draw it from the bottom up along its bristles. A hail of splashes hits the surface of the paper. If you change the color of the paint each time, the background will consist of different droplets.
Option 2. If you pick up a lot of paint with a toothbrush or brush and shake it off in the direction of the paper with your hand, you can get a blot. A pile of blots creates a motley background.
Option 3. The child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.
15. Combing paint. This is a painting technique in which a special comb, a toothed stack or an ordinary fork is drawn across wet paint and straight and wavy lines, long or short, are scratched on it. This gives volume to the drawing and an unusual structure to the depicted objects.
16. Drawing with foam rubber, polystyrene foam, crumpled paper, eraser stamps, cork, potato stamps (imprint). A piece of foam sponge, polystyrene foam or crumpled paper, etc. is good for drawing. They can either smear paint on paper or dab it onto the surface of a sheet. This type of technique is very suitable for depicting animals, as it conveys the texture of the fluffy surface of the object, as well as for creating colored backgrounds in different compositions (image of snow cover, water surface, leaf fall, etc.).
17. Line drawing. This drawing technique is called “SCRITTLE” - the pencil is pressed against the paper, as you move, the pressure weakens, and the tip of the pencil comes off the sheet, leaving a visible mark on it, the so-called stroke. A stroke is a line, a line drawn with one movement of the hand, short or long, thin or thick, etc. A drawing made with a stroke can be colored, or it can be tone, that is, black or gray. Distraction from color allows you to focus on a more accurate representation of the shape, structure of the depicted objects, movements, and composition of the drawing. With the help of a stroke, you can talk about the nature of an object, the properties of the material, convey its softness or prickliness, kindness or aggressiveness, reveal the image of the hero, positive or, conversely, negative, express your personal attitude towards him.
! The method of shading is painstaking work that requires effort and perseverance. In some cases, trying to finish the work quickly, children begin to speed up the pace of movement, this disrupts the rhythm of the drawing, the direction of strokes, the distance between strokes, and the quality of the composition suffers, so it is recommended to include finger exercises in the drawing process.
18. Drawing music. If you imagine that certain colors correspond to sounds, and certain spots correspond to combinations of sounds, then you can draw music in the form of a free image of lines, spots, and various patterns. At the same time, aesthetic sensations will bring children closer to the world of music and teach them to perceive and experience art from the inside.
19. Drawing with threads. Initially, on a sheet of thick white or tinted paper (or on colored cardboard), the outline of the future drawing is drawn with a simple pencil, PVA glue is applied from a bottle with a dosing spout over the finished silhouette of the drawn object, and then the image is laid out with colored threads. This method of drawing requires the composition to dry so that the threads stick. Instead of glue, you can use double-sided tape, which an adult sticks along the drawn contour, and the threads are easily glued to the sticky base.
20. Painting with salt. The drawing drawn with paint is sprinkled with salt. The salt is saturated with paint and, when dried, creates the effect of a grainy structure that conveys three-dimensionality to the image. When the drawing is dry, you need to shake off all excess. Against such a background, a seascape or an image of space will look impressive.
21. Scratching is a method of making a drawing by scratching paper or cardboard painted over with ink with a sharp object.
A thick sheet of paper is rubbed with a candle, mascara is applied over the wax layer, to which a few drops of liquid soap are added. Previously, the surface of the sheet can be covered with gouache of one color or paint spots of bright colors can be applied without gaps, then the image will be colored. When the base is dry, use a pointed object to scratch the design down to the paint layer.
22. Batik is painting on fabric. You can use old sheets. The fabric is pre-starched, ironed, stretched onto a frame or a candy box, or a mat of any shape is made. Drawing is done with gouache or watercolor paints along the intended pencil outline or spontaneously, without prior preparation.
23. Poking with a hard, semi-dry brush. The child dips the brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
24. Drawing with your palm. The child dips his palm (the entire brush) into the gouache or paints it with a brush and makes an imprint on paper. They draw with both the right and left hands, painted in different colors.
25. Paper tearing. The child tears small pieces or long strips from a sheet of paper. Then he draws with glue what he wants to depict, puts pieces of paper on the glue. As a result, the image is three-dimensional.
26. Rolling paper. The child crumples the paper in his hands until it becomes soft. Then he rolls it into a ball. Its sizes can be different: from small (berry) to large (cloud, lump for a snowman). After this, the lump is dropped into glue and glued to the base.
27. “Familiar form - new image.” The child traces the selected object with a pencil. Then he turns it into something else by drawing and painting it with any suitable materials. When tracing the foot, the child takes off his shoes and places his foot on the sheet. If a figure is traced, whatman paper is attached to the wall, one child presses against it, the other traces it.
28. Blotography with a string. The child dips the thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, he places another sheet on top, presses it, holds it with his hand, and pulls the thread by the tip. The missing details are completed.
29. Embossing. The child draws with a simple pencil what he wants. If you need to create many identical elements (for example, leaves), it is advisable to use a cardboard template. Then an object with a relief surface is placed under the drawing, and the drawing is colored with pencils.
30. Watercolor crayons. The child wets the paper with water using a sponge. Then he draws on dampened paper with crayons. You can use the techniques of drawing with the end of a chalk and flat. When the paper dries, it becomes wet again.
31. Poking. The child places the blunt end of a pencil in the middle of a square of colored double-sided paper measuring 2*2 cm and wraps the edges of the square onto the pencil with a rotational movement. Holding the edges of the square with his fingers so that it does not slip off the pencil, the child dips it into the glue. Then he glues the square onto the base, pressing it with a pencil. Only after this does he pull out the pencil, and the folded square remains on the paper. The procedure is repeated many times until the desired amount of paper space is filled with folded squares.
32. Draw using a coarse or fine grater. The paper should be put on a grater and painted over with the side of a wax pencil, and then the entire surface should be covered with ink or paint. This way you can get beautiful wrapping paper for gifts.
33. Coloring using a plastic bag. The cellophane bag is covered with paint, a sheet of paper is placed on top of it and lightly smoothed with the palm of your hand. Then the paper is removed. This technique can be used when depicting a seascape or water in an aquarium.
34. Watercolor wash. The amount of paint is diluted in a jar with the calculation nm of the entire sheet of paper. The sheet is tinted using a thick brush so that the paint does not have time to dry. While the paint is still wet, blot it here and there with a cotton swab. Some of the paint can be removed with crumpled tissue paper - there will be a different effect - or the paint can be removed with a clean, dry brush. A unique effect can be obtained if you blot the paint with a clean sponge or spray clean water over the wet paint.
35. Painting with a household brush. The paper is painted over with large strokes of one color (along its entire length or width), and when it dries, another color is applied on top of this color. The paint should be undiluted so that the bristles of the brush leave streak marks.
36. The effect of cracked canvas. The surface of the paper is completely covered with wax chalk. The painted sheet crumples. Having straightened the paper, you need to paint over all the cracks with dark paint. This creates the effect of a cracked canvas. When the paint has dried, the paper can be ironed with a hot iron, after placing the work between two newspapers.
It is no longer possible to draw on such a background, since the paint will flow down the wax, but the paper prepared in this way can be used for appliqués.
37. Foam painting. Pour into a bowl of water detergent. Everything is thoroughly mixed until abundant foam appears. Colored ink is splashed onto the foam. A sheet of paper is placed on the colored foam and immediately rises. A color imprint remains on the paper.
Colored foam can be transferred to glass and an imprint can be made from it. Then the drawing will turn out even more abstract and interesting.
Having seen a specific image in the resulting print, you can outline its outline with a felt-tip pen or ink, adding (drawing) details so that it becomes more defined and understandable to others.
38. Unfamiliar tracks. Any objects can leave marks. The more abstract the trace, the more interesting the work. It’s convenient to “paint” stains with plastic candy boxes. Their shape is different, and due to the uneven surface, the prints are fuzzy.
Let's apply the paints of the desired shades to the palette and, dipping the cell in them, leave a mark on the paper. Using a brush, pencils, and felt-tip pens, we will add elements to get the image created by our imagination. The same effect can be achieved using a piece of fabric, a sponge, etc.
39. Straight and curved lines. In order to get a straight or broken line as an imprint, you will need a piece of thick cardboard. We cut strips of cardboard of different thicknesses. Dip the edge of the cardboard in paint and print a straight line on the paper. The thickness of the line depends on the thickness and type of cardboard (thin, thick, corrugated).
To get curved lines, dip the edge of the cardboard in paint and, bending it slightly, apply a print. If you print several curved lines converging in the middle, you will get a stylized flower.
40. Cardboard prints with shift. To create a pattern of flowers, you can use the technique of drawing with cardboard, moving it in a certain way. To print wedges, you need to dip the edge of the cardboard in paint and press it to the paper, then move the cardboard, holding it by the top edge. The bottom edge remains pressed to the paper. You can make a flower from several petal wedges.
To make a diamond, you need to press the edge of the cardboard to the paper and evenly move it diagonally. To obtain a zigzag line, you need to move the cardboard up and down diagonally. If you want to draw a hilly surface, you can print it with long wavy lines using a wide piece of cardboard. The lines must overlap each other. For each flower you need to take a separate piece of cardboard.
41. Drawing on the sand. In order to create a drawing in the sand, you need to prepare a base. To do this, apply an even layer of glue to a sheet of cardboard and, without allowing it to dry, pour sand through a sieve. After a while, shake off the excess sand. If some places are left empty, you need to reapply glue and sprinkle with sand.
The dry surface of the cardboard will resemble sandpaper. You can paint with gouache on this surface. A rough surface will create a smooth transition of colors and obtain a visual stereo effect. This method is very convenient for depicting landscapes.
An additional volume effect can be achieved by layering sand.
42. Drawings from cereals and grains. Working with cereals is also interesting and exciting. Semolina, like sand, can be glued onto a cardboard base, and then, after letting it dry, painted with paints.
Semolina can also be used to add additional special effects to the drawing. Let's say you are painting a winter landscape and you need to depict trees standing in the snow, or frost lying on the branches. To do this, you need to apply PVA glue to the pencil drawing and sprinkle semolina on top. If you want to shade the drawing, you can do it with paints, after letting the glue dry.
Using cereals and grains as a mosaic, you can create multi-colored compositions. The simplest one is a contour image. Glue is applied to the pencil drawing and the outline is laid out using cereal. A more complicated stage of work is creating a complete image from cereals (a jug, an image of an animal, flowers, etc.). If you choose grains of different shades, you can achieve a variety of effects: shadow, partial shade, highlight, variegated colors of animals, etc.
Cereals have their own color and shades: rice - from white to yellowish, millet-yellow; buckwheat - many shades Brown; pearl barley - white-gray; semolina is white, but it can easily be painted in any other colors, etc. Using the color scheme of cereals and grains, you can create various pictures of a mosaic nature, where not only the color, but also the shape of the grains themselves will play a role in the image.
The grains can be secured with glue or plasticine. To do this, you need to prepare a cardboard tablet, spreading it with a layer of plasticine (2-3 mm). The design is applied in a stack and then laid out from the cereal.
43. What is an airbrush? Children really like this technique of splashing paint and obtaining various decorative effects. It can be used both individually and for collaboration. From the technical side, it does not present any difficulties: for this you need highly diluted paint (preferably tempera), which is sprayed onto paper or canvas using a syringe or a spray gun (airbrush).
The easiest way to quickly obtain images is to display several objects that will serve as a stencil model, or cut out figures from cardboard: leaves, lace, starfish and shells, leaving an imprint of their whimsical shape against the background of spray paint. Applying new layers of paint allows you to achieve the effect of depth. But do not forget that dark colors are sprayed last.
Conclusion for Chapter 1.
The term “non-traditional” implies the use of materials, tools, and drawing methods that are not generally accepted, traditional, or widely known.
Non-traditional methods of depiction are quite simple in technology and resemble a game. Every child will be interested in drawing with their fingers, making a drawing with their own palm, putting a blot on paper and getting a funny drawing. Children often copy the model offered to them. Non-traditional technology is an impetus for the development of imagination, creativity, independence, initiative, and expression of individuality. By combining and using various methods of depiction in one drawing, preschoolers can independently decide which technique to use to make this or that image more expressive.
Chapter 2. Experimental confirmation of the effectiveness of using non-traditional drawing techniques in organized educational activities with children of senior preschool age
Research work on the use of non-traditional drawing techniques in organized educational activities was carried out on the basis of the Municipal Budgetary Educational Institution Secondary School No. 10 of the Akhtubinsky District, Verkhniy Baskunchak village, Astrakhan Region, with children of the senior group.
The purpose of the pedagogical research: to determine the most effective methods and techniques that promote the development of the creative imagination of older preschoolers in the process of using non-traditional drawing techniques.
The research work took place in three stages:
A confirmatory experiment in which the level of development of children’s imagination and the ability of children to use non-traditional drawing techniques were determined;
Formative experiment aimed at selecting and testing OOD using non-traditional drawing techniques
A control experiment that allowed us to evaluate the effectiveness of using non-traditional drawing techniques in organized educational activities.
2.1. Ascertaining experiment
To determine the level of development of children’s imagination, a creative task “Completing circles” was carried out, author Tamara Semenovna Komarova.
The creative task of completing the drawing of circles, which was of a diagnostic nature, is as follows: children are given a landscape sheet with circles of the same size (diameter 4.5 cm) drawn on it in 2 rows (3 circles in each row). The children were asked to look at the drawn circles, think about what kind of objects they could be, complete the drawing and color them to make it look beautiful.
To determine the children’s ability to use non-traditional drawing techniques, the lesson “Let’s give mom a vase” was selected and conducted using the non-traditional foam printing technique.
Objectives: To expand and consolidate children’s knowledge about this visual technique. Develop a sense of form, color, composition. Encourage children to add additions to the work: a frame, decorations on a vase, etc. Cultivate neatness and aesthetic taste.
Materials and equipment:
Stencils depicting vases different shapes, stapled to thick white A4 paper. Foam sponges, gouache in plates, brush. Samples of finished works. Cut-out pictures depicting vases.
1. Organization of children;
2.Demonstration of samples;
5.Analysis of children's work;
6. Summing up.
Results of the ascertaining experiment: during the lesson “Let’s give mom a vase,” all children showed interest in the content and technique of the image. The children’s work shows a rather low level of work performance; the manifestation of creativity and independence is not reflected, because the children followed the teacher's model.
We analyzed the children’s work during the learning period, talked with the teacher in order to have a reliable picture of the children’s mastery of the material, and came to a conclusion based on the analysis.
Having defined the criteria, three levels were identified:
low: taking a long time to complete the work, completing only small, insignificant details;
medium: acceptable performance of work within a time period, completing drawing of large, full-fledged details;
High: completing the drawing of details that give the drawing a plot character and convey the characteristic features of the subject.
Table 1. Results of the ascertaining experiment.
| Last name, first name | Level of imagination development | Ability to use non-traditional drawing techniques |
|
| Nikita V. | |||
| Kirill O. | |||
| Svetlana R. | |||
| Tatiana T. | |||
| Ksenia I. |
The method of mathematical statistics made it possible to find out in % terms the level of use of non-traditional drawing techniques by each child.
Based on the results of the creative task and lesson, the following results were obtained (Table 1): high level - 0 children; average level - 4 children, which was 33%, low level - 8 children, which was 67%
After conducting the ascertaining experiment, the goal of the formative experiment was outlined on the problem of using non-traditional drawing techniques in OOD.
2.2. Formative experiment
Goal: using non-traditional materials, to encourage children’s desire to combine different materials, add new elements, obtaining a subject or plot image.
To achieve this goal, activities of an entertaining nature were selected, as they contained interesting content and non-traditional material. The formative experiment consisted of a series of classes in which threads, food straws, and a fork were used. From a large arsenal of types of non-traditional techniques, we chose the following: blotography with a tube (blowing paint), drawing with threads, drawing with a fork. The choice of these techniques is not accidental:
- firstly, they are the most favorable for the development of creative imagination, since their results are unpredictable and individual;
- secondly, they are technically accessible to preschool children;
- thirdly, the process of performing an image using the named techniques is exciting, interesting, and associated with positive emotional experiences.
When selecting and organizing classes, we relied on the following principles:
1) freedom of choice by the child of visual material;
2) unlimited time frame;
3) positive acceptance of the work result.
OOD 1. " Beautiful pictures from threads."
Objectives: Continue to teach children various unconventional methods of drawing, introduce them to new unusual visual material; develop color perception, the ability to select appropriate color combinations for your composition; learn to use glue carefully, apply it to the outline of the design in a thin stream; teach how to lay out the thread exactly along the drawn contour, develop coordination of movement, fine motor skills of the hands.
Materials and equipment: landscape sheet with a ready-made background; a bottle of PVA glue with a dosed spout; multi-colored pieces of thread;
Organization and methodology:
1. Organization of children;
2. Artistic word;
3.Game motivation;
4. Explanation;
5.Independent activities of children;
6.Analysis of children's work;
"Drawing with colored threads." This drawing technique evoked positive emotions in the children and a desire to work in this technique. Only one child was able to name his work and complete the complete image. Despite this, this technique is useful in working with children as a psychotherapeutic tool.
OOD 2 “We are wizards.”
Objectives: To introduce children to one of the non-traditional drawing techniques - blowing paint (blotography with a tube), to show its expressive capabilities; show children the possibility of obtaining images using air and a tube; learn to complete the details of objects (blots, to give them completeness and similarity with real images; learn to see the unusual in the ordinary; develop imaginative thinking, imagination, fantasy, interest in creative activity; develop color perception, a sense of composition, the ability to draw conclusions.
Materials: Gouache paints, painting brushes, album sheets, napkins, jars of water, disposable spoons; tape recorder, audio recording “Spring” (Seasons) by A. Vivaldi.
Organization and methodology:
1. Organization of children;
2. Explanation and demonstration of creation;
3.Independent activities of children;
4.Analysis of children's work;
OOD 3 “Drawing with a fork.”
Educational. Teaching children methods and techniques of non-standard drawing techniques.
Developmental. Development creative thinking and imagination when creating a drawing using an unconventional method.
- educational. Cultivating accuracy, independence, and attentiveness when working with gouache and a fork.
Materials and equipment: sheets of A4 paper; sheets of paper ½ A4; gouache; markers; disposable plastic forks; napkins; cups - sippy cups.
Organization and methodology:
1.Butterfly breathing exercises;
2.Explanation and demonstration of paint blowing;
3. Helping children with work;
4.Formation of collective works;
5.Analysis of children's work
During the formative experiment, the approach to the methodology of conducting classes was changed. In order not to tie children to the sample, the display of the sample was excluded. During the examination, the artistic merits of the material were clarified with the children, they encouraged them to determine how to create such works, the technology of the image was shown, the show was not complete, but only the principle of creation was demonstrated. Before the start of children's activities, during the work and during the analysis of children's activities, creative manifestations were emphasized, highlighting expressive means. The use of such technology allowed drawing classes to become more interesting and productive. The children had little knowledge of the interesting techniques used in drawing. They were engaged in traditional types of drawing, and the selected and conducted classes allowed them to develop an interest in drawing in children, while showing creativity, initiative, provoking a state of inspiration and creative impulse.
The children really enjoyed working with non-traditional materials. The works were more successful and expressive.
Drawing with unusual materials, original techniques allows children to experience unforgettable positive emotions. The result is usually very effective and almost does not depend on skill and ability. Non-traditional methods of depiction are quite simple in technology and resemble a game.
Conducting classes using non-traditional techniques:
Helps relieve children's fears;
- develops self-confidence;
- develops spatial thinking;
- teaches children to freely express their ideas;
- encourages children to creative searches and solutions;
- teaches children to work with a variety of materials;
- develops a sense of composition, rhythm, color, color perception;
- a sense of texture and volume;
- develops fine motor skills of the hands;
- develops creativity, imagination and flight of fancy;
- while working, children receive aesthetic pleasure.
Thus, all the proposed non-traditional techniques aroused interest among the children and a positive attitude towards them, but in the first lessons they felt insecure, the images were created of the same type. In subsequent lessons, the children quickly became involved in the activity, showed more independence, and when looking at given forms, they offered options for images. Children learned to think through a plan, motivate the choice of visual media, learned to independently create artistic images in drawings, set goals and achieve them. Children learned to interact with each other.
Children happily cover one sheet of paper after another with spots, strokes, and strokes, depicting either autumn leaves swirling in the air or snowflakes smoothly falling to the ground. Children boldly take on art materials; preschoolers are not afraid of their diversity and the prospect of independent choice. They take great pleasure in the process of doing it. Children are ready to repeat this or that action many times. And the better the movement turns out, the more pleasure they repeat it, as if demonstrating their success, and rejoice, attracting the attention of an adult to their achievements.
Drawing develops vision and the ability to see. The child learns the concepts of “vertical” and “horizontal”, hence the linearity of early children’s drawings. Then he comprehends the forms, properties of materials, and gradually comprehends his surroundings. This happens faster than the accumulation of words and associations, and drawing makes it possible to express in figurative form what the child has already learned and what he cannot always express verbally. Drawing not only promotes the development of vision, coordination of movements, speech and thinking, but also helps the child organize rapidly acquired knowledge and increasingly complex ideas about the world.
Visual activity is perhaps the most interesting activity for preschoolers. It allows the child to reflect figurative images your impressions of the environment, express your attitude towards them.
At the beginning of our experience, children's works were monotonous, colorless, lack of accuracy; in a word, the drawings were monotonous and poor in color scheme. All children love to draw, but creativity cannot exist under pressure and violence. After all, drawing for a child is a joyful, inspired work that should not be forced, but it is very important to stimulate and support the child, gradually opening up new possibilities for visual activity. Non-standard approaches to organizing visual activities surprise and delight children, thereby arousing the desire to engage in such an interesting activity. Original drawing reveals the creative potential of the child, allows you to feel the colors, their character and mood.
Non-traditional drawing methods develop logical and abstract thinking, imagination, observation, attention and self-confidence in children.
It is very interesting to watch how children depict in their drawings: smell, noise, and finishing the blot. They skillfully improvise and fantasize, which is not always possible for adults. It is difficult for a child to communicate, but with the help of drawing he conveys his mood and, thanks to systematic work, by the end of preschool childhood he pleases everyone with his magnificent works.
The child should have the right and the opportunity to independently choose visual material: colored and simple pencils, watercolors, gouache, pastel, ink, charcoal, sanguine, crayons, wax candles, plasticine, clay, shells, glue, gouache in tubes, various waste material. All this material must be in a place accessible to the child during his entire stay in the garden; if this is not possible, then during classes it is mandatory. The choice of material on which the image will be printed must belong to the child, access to various materials should be free. It can be white, colored, velvet paper, patterned or plain fabric, cardboard, plywood, foil.
Non-traditional drawing methods can be used not only in art classes, but also in other classes and in free time. Children's interest in visual arts increases. Having experience in drawing in various ways, children themselves suggest them, you just have to offer them a drawing topic.
2.3. Control experiment
The final experiment was carried out with the aim of: finding out the level of development of creative imagination; ability to use various non-traditional drawing techniques. The experiment was carried out in 3 stages: diagnostics of creative development according to the method of T.G. Kazakova, in the form of a repeated OOD on the topic: “Let’s give mom a vase” and a final OOD on the topic: “Snow-covered tree.”
According to the method of T.G. Kazakova:
Assignment: children are given a standard sheet of paper with 6 circles of the same size drawn on it (4.5 cm in diameter). The children were asked to look at the drawn circles, think about what kind of objects they could be, complete the drawing and color it to make it look beautiful. Analysis of task results.
High level - endows objects with original figurative content, mainly without repeating the same close image.
Middle level - gives figurative meaning to all or almost all circles, but allows almost literal repetition (for example, a muzzle) or decorates objects with simple, frequently encountered objects in life (ball, ball, ball, etc.)
Low level - could not provide all the circles with an imaginative solution, did not complete the task completely and carelessly.
OOD: “Let’s give mom a vase.”
Objectives: to find out the level of improvement in the quality of work, whether there has been an increase in the development of creative imagination.
Organization and methodology:
1. Organization of children;
2.Demonstration of samples;
3.Game motivation, explanation, tasks;
4. Find out the sequence of work, encourage the ability to plan your actions;
5.Analysis of children's work;
6. Summing up.
During the educational activities, all children showed interest in the content and technique of the image. The children’s work shows a fairly high level of work performance, reflects the manifestation of creativity and independence; the children no longer followed the teacher’s model and did not copy their peers.
OOD "Snow-Covered Tree".
Developmental: Develop creative individuality, creative imagination, find out the independence of choosing color combinations; determine the level of technical skills: add suitable details to the object, convey the characteristic features of the object in the drawing. Develop creativity and imagination.
Educational: to cultivate the ability to admire the beauty and diversity of natural forms. Cultivate an interest in drawing.
Organization and methodology:
1. Organization of children;
2.Demonstration of samples;
3.Game motivation, explanation, tasks;
4. Find out the sequence of work, encourage the ability to plan your actions;
5.Analysis of work.
Having defined the criteria, we identified three levels:
Low - they use all the blanks assigned to them, without correlating them with the intended image. They have difficulty choosing forms, violate proportions, and do not understand the use of rhythm in composition;
Middle - children know how to create an image, becoming attached to the teacher’s model, make changes in the use of color, proportions and shapes are conveyed in a recognizable way;
High - children who can create an image, convey the shape of an object or parts, add small details to the characteristics of the image, and introduce new original ones.
table 2 Results of the control experiment
| Last name, first name | Level of imagination development | Level of use of non-traditional drawing techniques |
|
| Nikita V. | |||
| Kirill O. | |||
| Svetlana R. | |||
| Tatiana T. | |||
| Ksenia I. |
According to the results of the experiment, it was revealed (Table 2): 1 child has a low level, which is 8%; 3 children have an average level, which is 25%; 8 children have a high level, which is 67%.
Results of the control (final) experiment: during the lesson, all children showed interest in the content and technique of the image. The children’s works demonstrate a fairly high level of work performance, reflecting the manifestation of creativity and independence, as the children fantasized.
The use of non-traditional materials created enormous motivation, the expectation of novelty and a strong interest in drawing. Simple manipulations with the material, accessible to children, enhanced the effect of anticipation of the final result, contributed to the development of creative imagination and more rapid development of the expressive properties of materials for conveying images. The work done convincingly proves the effectiveness of using non-traditional means and drawing techniques in mastering their expressive capabilities and will serve as potential for the development of the creative imagination of older preschoolers.
Conclusion according to chapter 2. The use of non-traditional drawing techniques in organized educational activities with preschool children means mastering the expressive capabilities of visual material when creating an image, mastering the harmony of color combinations, comprehending the beauty of those created through one’s own creativity, i.e. mastering the conventions of language visual arts.
Studying the state and attitude of educators towards drawing as a type of artistic activity in the practice of preschool institutions allows us to assert that drawing, when properly organized, contributes to the development of the creative imagination of preschoolers.
The experimental work we carried out confirmed the conclusions of scientists about the availability of creative activities for preschoolers.
Observations of children during organized educational activities using non-traditional drawing techniques during school hours helped us find out that they arouse interest in children and serve as a high emotional outburst, are remembered for a long time, promote closer communication with teachers, and create comfortable communication.
Against the backdrop of emotional upsurge, children more often show their individuality and artistic creativity.
The use of non-traditional materials and drawing techniques when working with preschoolers is a powerful stimulus for activity, for finding a way to create an image, for selecting materials that correspond to the characteristics of the depicted object. In children's works, the material used, its variety and combinations helped children achieve expressiveness of images.
Conclusion
Everything unusual attracts the attention of children and makes them wonder. Children develop a taste for learning new things, research, and experimentation. Children begin to ask questions to the teacher and each other, their vocabulary is enriched and activated.
As you know, children often copy the model offered to them. Non-traditional drawing techniques allow you to avoid this, since the teacher, instead of a ready-made sample, only demonstrates a method of working with non-traditional materials and tools. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, and the expression of individuality. By using and combining different methods of depiction in one drawing, preschoolers learn to think and independently decide which technique to use so that this or that image turns out to be the most expressive. Then they analyze the result, compare their work, learn to express their own opinion, they develop a desire to next time make your drawing more interesting and different from others.
Non-traditional drawing techniques require compliance with the sequence of actions performed. Thus, children learn to plan the drawing process. Working with non-traditional drawing techniques stimulates positive motivation in the child, causes a joyful mood, and removes fear of the drawing process.
Many types of non-traditional drawing help increase the level of development of hand-eye coordination (for example, drawing with crayons on wet paper). Correction of fine motor skills of the fingers is facilitated, for example, by such an unconventional drawing technique as finger painting. This and other techniques require accuracy and speed of movement (you need to perform the next action before the paint has dried), the ability to correctly determine the force of pressure on a material or tool (so that the paper does not tear, the crayon does not break), patience, accuracy, attention (otherwise the result can be and not reach).
Drawing using non-traditional drawing techniques does not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task.
Non-traditional drawing techniques allow the teacher to carry out individual approach towards children, taking into account their wishes and interests. Drawing with several hands, as a collective form of creativity, brings children together. They develop communication skills and develop emotionally warm relationships with peers. Children easily learn moral standards and rules of behavior.
The use of non-traditional drawing techniques contributes to the intellectual development of the child, correction of mental processes and the child’s personal sphere.
Non-traditional drawing develops aesthetic perception, imagination, creative independence, makes it possible to use objects familiar to children as artistic materials, and allows preschoolers to engage in drawing not obsessively, but with pleasure.
The practical significance of the final qualifying work is that:
Abstracts of organized educational activities on entertaining drawing using non-traditional drawing techniques have been selected.
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INTRODUCTION
Relevance. Today we can confidently say that every child is born with innate creative abilities. But, as a rule, his creative potential is in a latent state and is not always fully realized. Children whose upbringing conditions allowed them to develop these abilities in time grow up to be creative people.
More than ever, our society now needs creatively developed people. After all, it has been recently that a large number of questions that only creative individuals can solve.
Art shapes and develops a person in many ways and influences his spiritual world. It develops the eye and fingers, deepens imagination, broadens horizons. And it doesn’t matter who the child becomes in the future, the main thing, the main thing is that classes in visual arts are very useful. They help to form a creative personality, teach courage and freedom.
A person developed by art differs from a person who is not aesthetically developed in that his senses are more sensitive and “intelligent.” This man's eyes see much more. In addition, working with fingers develops coordination of movements and speech, and this is important for a child. By drawing, the child reflects his knowledge about the world and becomes aware of himself in it. It is easier to draw a child than to tell him about it later. Thus, a child needs to draw as well as talk.
It must be remembered that every person has creative capabilities, expressed in showing interest in any type of activity - artistic, musical, literary and others. So, actualization and development creative potential personality presupposes its involvement in the creative process and, as a result, the personality moves to a higher degree of development.
To develop imagination, creative thinking, creative activity as components of a person’s creative potential, it is recommended to use non-traditional drawing techniques. The undoubted advantage of such techniques is the versatility of their use. The technology is available to both adults and preschool children.
Such unconventional drawing gives children a lot of positive emotions and reveals the possibility of using objects well known to them as artistic materials.
But why in our time is there such a problem as the development of children's creativity? Children trained according to the standard program do not have a creative approach in their works; the objects depicted in their drawings have the same shape and color, lack unique diversity, they are afraid to express their emotions and ideas about the world around them in drawings. The reason is partly that teachers often underestimate the importance of this process, including one of the reasons being the teacher’s incorrect approach to visual activity, manifested in the following:
1) certain cliches and stereotypes are imposed on the child;
2) algorithms for visual activities are developed;
3) the possibility of the child’s self-expression in color and line is excluded.
Another reason is the fear of teachers to present a wide variety of visual materials to children. But the most important reason, in our opinion, is the lack of a complete, diverse and publicly accessible methodology for the development of children's visual creativity, despite the importance of the topic.
The importance of developing preschoolers’ interest in non-traditional forms of drawing was pointed out by such teachers and psychologists as Strauning A.M., Komarov T.S., Wenger L.A., Mukhina V.S., Gin A.
Object of study - pedagogical process in a preschool educational institution aimed at teaching non-traditional drawing techniques to children 4 years of age. Subject of study - teaching children 4 years of age non-traditional drawing techniques.
Purpose of the study:
- To theoretically substantiate and practically test a methodology for developing interest in non-traditional drawing techniques in children aged 4 years outside of art classes at a preschool educational institution.
- To experimentally study the features of teaching non-traditional forms of drawing to children 4 years of age.
The purpose of the study identified the following tasks:
- Provide an analysis of psychological and pedagogical literature on teaching non-traditional drawing techniques to 4-year-old children.
- To study the features of the development of imagination in children 4 years of age.
- Determine a variety of techniques for teaching non-traditional drawing to 4-year-old children.
- To diagnose the level of development of children's 4-year-old skills in non-traditional drawing techniques.
- Describe experimental work on teaching children non-traditional drawing techniques.
To solve the assigned problems, methods of analysis of special and methodological literature, and the experience of teachers on this topic were used.
CHAPTER 1 THEORETICAL BASES FOR TEACHING PRESCHOOL CHILDREN NON-TRADITIONAL DRAWING TECHNIQUES
1.1 Analysis of psychological and pedagogical literature on teaching preschoolers non-traditional drawing techniques
Drawing is one of the most interesting and exciting activities for preschool children. In the process of drawing, observation, aesthetic perception, artistic taste, and creative abilities are improved.
Davydova L.V. in his article “Creative orientation of non-traditional drawing techniques”, he expresses the opinion that it is the initial stage of education that largely determines the success in developing the abilities of preschoolers, including creative ones. She believes that the visual arts occupy a special place in the development of the creative potential of a preschooler’s personality, since the underlying practical activity has significant developmental potential.
Nesterenko A.A. in the book “Land of Mysteries” offers not general discussions about how important it is to be a creative person, but specific techniques that can be applied at home today. She gives some techniques for parents to work with children, with the help of which children develop creative imagination, thinking, fantasy and interest.
Psychologist V.A. Krutetsky explains that the importance of imagination in the life and activity of a child is very great: without imagination, the process of drawing would not be possible, since a child cannot draw without imagining the final result. The inclusion of preschoolers in the work of creative circles is of great importance. He notes how important the role of special methodological techniques is here - drawing illustrations for texts.
Belobrykina O.A. in his methodological recommendations “Little Wizards, or the Path to Creativity”, he proposes to collect from various sources and adapt for preschool children non-imaginative methods and techniques of visual activity that shape the creative abilities of children and develop their imagination. Her book provides exercises on drawing techniques in a playful way. In addition to TRIZ methods, she uses the method of “isotherapy” (restoring human health through fine arts).
In the methodological brochure “Various visual materials in the creativity of preschool children”, teachers of Educational Institution No. 1 Valeeva L.A. and Rubtsova E.V. present methodological recommendations that are distinguished by the most detailed analysis of the use of various non-traditional techniques in this type of artistic activity such as drawing. The authors tried to propose the use of various techniques, taking into account the age capabilities of preschoolers.
Shcherbakova I.V. in the magazine “Preschool Pedagogy” notes that drawing is one of the most interesting and exciting activities for preschool children. In the process of drawing, observation, aesthetic perception, artistic taste, and creative abilities are improved. She emphasizes that everyone draws as a child, but some do it well and some do it poorly. One child needs a little help, while another requires a lot of teaching and training. Lack of development of graphic skills and abilities prevents the child from expressing his plans in a drawing and complicates the development of cognitive abilities and aesthetic perception. The technique of depicting objects is difficult for preschoolers thin lines. And not all children cope with the task assigned to them. This entails negative emotional attitude to the entire drawing process and leads to the development of childhood insecurities. Unconventional forms of drawing help solve these problems. In older preschool age, the home-based method helps to solve specific problems: the development of observation, the formation of the ability to respond vividly to events in the surrounding reality, the ability to see the beauty of nature. Teaching children an unconventional way of drawing activates cognitive interest, forms an emotionally positive attitude towards the drawing process, and promotes the effective development of imagination and perception.
Ilyina A. in her article “Drawing with non-traditional methods of drawing” confirms that drawing with unusual materials and original techniques allows children to feel unforgettable positive emotions. Emotion is a process and a result of activity, primarily artistic creativity. By emotion one can judge that in this moment pleases, interests, depresses, excites the child, which characterizes his essence, character, individuality. To instill a love of fine art and arouse interest in drawing, starting from a young age, it is recommended to use unconventional methods of depiction. A variety of non-traditional forms of drawing are used: blotography, finger painting, salt painting, soap bubbles, palm, splashing and others. You can draw with anything and however you want! Lying on the floor, or under a table, on a table, you can draw on a newspaper, on a piece of wood. The variety of materials poses new challenges and forces us to constantly come up with something. And from the scribbles and scribbles a recognizable object emerges! Having learned to express his feelings on paper, the child begins to better understand the feelings of others, learns to overcome shyness, fear of drawing, of the fact that nothing will work out. He is confident that it will work out, and it will turn out beautifully.
Borisova E. comes to the conclusion that it is necessary to create conditions for drawing: a good art studio that meets modern requirements.
Rogatkina T.Kh. in his article “With a pine cone, a poppy, a spikelet, we draw on a piece of paper” he explains that drawing and printing with various objects (cork, foam pad, palm) gives children a lot of positive emotions, gives unexpected discoveries, and reveals new possibilities as original artistic materials. Children, enthusiastic in an unusual way, independently find and offer adults various seals (caps of felt-tip pens, all kinds of corks, small parts from complex toys, etc.). In summer time opportunities additional choice nature gives us. Poppy boxes are a wonderful, symmetrically organized form, indispensable for depicting small flowers, stars, and decorative elements. Thanks to the smooth volumetric form This natural material is easy to handle - such a signet is easy for a child to hold in his hand. It is preferable to leave the choice of suitable material up to the child, giving him the opportunity to consistently test the proposed forms on a rough sheet of paper.
Efremova A. N. discovered that various exercises for memorizing the color spectrum are good because children pay attention to their untruthful nature, secretly perceive paradox in it and, without knowing it, learn to name colors correctly.
Doskin V. Points out that analysis of the visual creativity of preschool children is one of the most important methods for diagnosing deviations in their development and behavior. The drawings reflect the child’s mood, his experiences, various fantasies and desires, which he is not always aware of and even less likely to express. The originality of drawings largely depends on the age of the child: usually, than older child, the more his visual creativity approaches reality. At preschool age, children sincerely express in drawing the main thing that excites them in life, surprises, delights, what they strive to understand, experience again, what they reflect on.
Komarova T.S. in the book “Children's Artistic Creativity” he concludes that visual activity, including drawing, is perhaps the most interesting type of activity for preschool children. It allows the child to reflect his impressions of others in visual images and to express his attitude towards them. At the same time, drawing is invaluable for the comprehensive aesthetic, moral, labor, and mental development of children.
In the process of drawing, favorable conditions are created for the development of aesthetic and emotional perception of art, which contribute to the formation of an aesthetic attitude to reality.
Nikologorskaya O.A. and Marcus L.I. They find that practicing non-traditional methods of drawing develops imagination and extraordinary thinking, as do all other types of fine arts, and cultivates in a person the ability to search and think, fantasize, and make independent decisions. And these traits will always be useful to a person. You should never force a child, but rather, to get him interested, turn the activity into a fun game with paper, paint and water. The main thing is to teach, not just by showing, but to work closely with the child in doing the work. They advise remembering that failures can lead to the development of feelings of self-doubt in a child. Therefore, we must try not to leave the child unattended, and often praise his work and his diligence.
Thus, an analysis of psychological and pedagogical literature leads to the conclusion that teaching children an unconventional way of drawing activates cognitive interest, forms an emotionally positive attitude towards the drawing process, and promotes the effective development of imagination.
1.2 Features of the development of imagination in preschool children
Based on the content of children's drawings, children can be divided into realists and dreamers. For the first time, they strive to depict objects and natural phenomena they have seen, real events in people’s everyday lives: the second - their desires, dreams and dreams. The content of the child’s drawings depends on the spiritual cultural baggage that is determined by the level of family culture and the degree of orientation of the child himself towards real or imaginary activities.
Imagination plays a greater role in the life of a child than in the life of an adult; it manifests itself much more often and allows for more frequent violations of life’s reality.
The tireless work of imagination is the most important way for a child to learn and master the world around him, it is a way to go beyond the limits of narrow personal experience.
Komarova T.S. in the book “Children's Artistic Creativity” he writes that in many ways the ability to fantasize and imagine depends on what experience the child has acquired before coming to kindergarten. Of course, a child’s first experiences with drawing are not purely graphic. A child, scratching on paper with a pencil, pen or felt-tip pen, observing the mark that remains from the movement of the hand. These are random strokes and lines. And, if you ask a child what kind of drawing it turned out to be, he, as a rule, will not answer, since there is no conscious intention. But gradually, gaining experience in the perception of surrounding objects and phenomena, peering at the traces remaining on the paper, the child begins to correlate the resulting lines and configurations with the acquired knowledge and name this or that object. Those parents and teachers who rush, without noticing the true similarity of what is drawn with what the child named, will be wrong and announce this to him. Sometimes the “artist” himself defines the image based on one noticeable feature. But even if the child named an object that accidentally pops up in his memory and has nothing to do with the strokes and lines applied, he should not be caught in a lie. Gradually, as sensory and sensorimotor experience is acquired, the child will begin to think, consciously look for similarities with objects in his lines, and then try to reproduce what he names.
Giving children the freedom to choose a theme for their drawings gives them the opportunity to draw a wide variety of subjects. It is the accumulated experience that contributes to the development of imagination. A child is not born a dreamer. The ability to invent is associated with the development of imagination.
What is imagination? Let's turn to the research of psychologists. Teplov B.M. wrote: “Imagination is the creation of new images based on past perceptions. There is no area where imagination does not play a significant role. It is necessary not only in the activities of the artist, scientist, experimenter, but in the most abstract areas of such exceptional importance as in art, in the process of artistic creativity.
Imagination is closely related to figurative thinking, and both of these processes are based on the aesthetic perception of the world. Without them it is impossible to carry out artistic and creative activities. So, the imagination develops on the basis of a combination of images and new ones that do not exist in reality or have new meaning. Perceived images are formed into ideas, the accumulating and expanding stock of which forms the basis for the work of figurative thinking and imagination. However, imagination is not a simple sum of ideas. They change, interact with previously formed ones, are combined in the child’s head, and form new images.
It would be a mistake to think that imagination develops by itself and for this it is enough to include children in artistic activities. Imagination needs to be developed, and this can be done in different ways: by resorting to oral folk art (riddles, proverbs, fairy tales).
Any type of artistic creativity is based on a good level of development of perception, ideas, imaginative thinking, and imagination. The formation of these processes will serve the development of creative abilities in visual activity. Conversely, underdeveloped perception and low sensory culture do not allow children to creatively solve assigned problems.
Many years of experience working with children and analysis of their activities have shown that not all events and phenomena of surrounding activity contribute to the emergence of plans, but only those that arouse the child’s interest, surprise, and strike his imagination. But then an idea appeared, a desire arose to draw something, and in order to translate the idea into a drawing, it requires figurative content. It is necessary for the child to clearly imagine the object or phenomenon that he wants to display.
One of the main sources of imagination is nature, which has always inspired poets, writers, and artists. They reproduce natural objects with great interest in their visual arts and activities. The process of learning about nature enriches the child’s experience and creates the basis for the development of fantasy and the work of the imagination. So, to draw a fairytale bird, you must first imagine it. But the fantastic image is based on a real plot. Both the real and the fairy-tale birds have a body, wings, tail, head, legs, but the design must be unusual, and this unusualness must be suggested to the child by his imagination, combining in a bizarre way what he has already seen, but in other combinations or objects. By activating children's imagination, the teacher helps develop their imagination, independence, and creative abilities.
Krutetsky V.A. believes that imagination is formed in children on the basis of development from perception. By enriching the child’s perceptions and general observations, the teacher thereby enriches and develops his imagination.
It may seem that preschoolers have a better developed imagination than schoolchildren and adults - the imagination of children is so bright and lively. However, this is not true. Brightness and vividness of images does not mean richness of imagination. On the contrary, children's imagination is poor, since they do not know much. You need to work a lot with children, enrich their real ideas, train them in the ability to make volitional efforts in order to voluntarily evoke this or that idea.
Taking on an active character, the child’s imagination reproduces reality much more fully and accurately than before. The child stops confusing the real and the imaginary, the real and the fantastic.
Born in play, active imagination turns into drawing. General features of the imagination of preschoolers are their brightness, emotionality, lightness, when the imagination can obey a single goal; these features lead to the originality of the plans and results of children's creativity.
Vygotsky L.S. in the book “Imagination and Creativity in childhood“expresses the opinion that the activity of creative imagination turns out to be very complex and depends on a number of very different factors. At each period of child development, the creative imagination works in a special way, characteristic of the particular stage of development at which the child stands. Imagination depends on experience, and a child’s experience develops and grows gradually; it is deeply unique compared to the experience of an adult. He emphasizes that there is still a misconception that a child has a richer imagination than an adult. Childhood is considered the time when fantasy is most developed, and according to this view, as the child develops, his imagination and the power of his fantasy decline.
A child can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in everyday life is in the cultural signal of this word, i.e. something that is real, imaginary, in a child, of course, more than in an adult. However, not only the material from which the imagination builds, which will join this material, their quality and variety are significantly inferior to the combinations of an adult.
The child's passion for drawing may disappear. Only individuals continue to draw, mostly those who are especially gifted in this regard or who are encouraged to do so by external conditions such as special drawing classes. The child begins to be critical of his drawings, children's schemes cease to satisfy him, they seem too objective to him, he comes to the conclusion that he does not know how to draw, and gives up drawing. He begins to develop an addiction to something else, but this too fades away over time.
In this regard, we can point out the dual role that imagination can play in human behavior. It can equally lead and lead away from reality.
Pascal called imagination the crafty teacher, and Goethe the forerunner of reason. Both were equally right.
The question arises: does the activity of imagination depend on giftedness? There is a very widespread opinion that creativity is the lot of the elite and that only those who are gifted with a special talent should develop it in themselves and can be considered called to creativity. This position is not correct; creativity itself should be understood in its true psychological sense, as the creation of something new. It is easy to come to the conclusion that creativity is the lot of everyone to a greater or lesser extent; it is also a normal and constant companion of child development.
Thus, an analysis of the psychological literature concerning the issue of children’s imagination led to the conclusion that the imagination of a preschooler differs from the imagination of an adult; behind its apparent richness lies poverty, vagueness, sketchiness and stereotyping of images.
1.3 Using a variety of techniques for working with preschool children to teach non-traditional forms of drawing
Many teachers and researchers have developed practical recommendations for using non-traditional forms of drawing in working with children.
Ilyina A. in her magazines “ Preschool education"Notes that they expand expressive capabilities very well children's drawing leaf printing method. Maple, oak, poplar leaves, thanks to the interesting shape of the edges, are widely suitable for work.
Thematic activities for older children age groups should involve a free choice of available forms and variability in their use. To obtain a clear and bright print, Rogatkina T. advises using thick water-soluble paints. It is better to check the quality of the paper in advance - gouache and tempera do not stick to every surface. For ease of printing in small volumetric forms, the paint can be placed in low hollow containers. When printing with leaves, you should limit the wetting of the brush with water; thickly applied paint fits better on a glossy surface and prevents paint from rolling off and droplets. And most importantly, don’t be afraid to experiment - create, fantasize!
Shcherbakova I.V. in the magazine “Preschool Pedagogy”, believes that drawing lessons with children should begin with methods that do not require professionally clear lines from little artists that carry an important artistic meaning. First you should learn how to draw with your fingers. Then the task can be complicated by using swabs and a hard brush during the drawing process. In subsequent classes, lead children to solve new problems and apply in various ways images of a plot, landscape, still life. Experimenting with paints and jointly developing painting methods should be an integral part of the work. This type of activity allows you to make children’s work more interesting, expressive and colorful, as well as develop children’s independence and thinking. She offers such educational games and activities.
"Beautiful berries"
Goal: get acquainted with an unconventional way of drawing - with your finger. Show techniques for obtaining points. Cultivate neatness.
"Cheerful kitten"
Goal: get acquainted with the technique of drawing with pokes. Learn to poke along the contour, and then use the poke to fill the space in the middle of the contour.
"Flower for Dad"
Purpose: to practice drawing using signets. Strengthen the ability to draw stems and leaves on half-blooming flowers. Develop a sense of composition.
"Little kittens lost their gloves"
Goal: to introduce children to an unconventional way of drawing with a palm. Learn to apply paint to your palm and make prints. Develop color perception.
"Sparrow from the Birch"
Goal: to strengthen the ability to draw using poking methods (with a tampon). Continue making pokes along the contour, and then fill the space in the middle of the contour with them.
“Place the same berry”
Goal: develop thinking, the ability to find a berry of a certain color.
"Cinderella Games"
Goal: to develop the ability to lay out buttons around the office and select them by color.
"Make a beautiful bouquet"
Goal: to introduce children to the colors of the spectrum and their names.
"Collect a kitten"
Goal: to teach children to compose a picture from several parts (use a sample).
"Collect the beads"
Goal: to promote the formation of color perception. Learn to correlate the colors of different objects.
"Name your fingers"
Goal: to teach children to correctly name their fingers and develop memory.
"When it's fun and when it's sad"
Goal: learn to determine the mood of a picture by color scheme.
Nesterenko A.A. in the collection “Land of Mysteries” describes an exercise for developing attention and intelligence.
"City of Mysterious Affairs"
Goal: come up with as long a riddle as possible about some object, naming all the possible uses of this object.
"Color Guess"
Goal: guess which colors were combined to create a given color.
"Invisible Pictures"
Goal: find lost animals on a piece of paper.
Efremova E. in the magazine “Preschool Education” notes the positive impact on the development of interest of such an exercise as “Color Scheme”.
Rogatkina T. In the magazine “Preschool Education” she offers a lesson using the non-traditional material “Printing with leaves” to expand children’s ideas about possible methods of artistic representation: getting acquainted with the method of printing with leaves, consolidating knowledge about warm colors; developing skills in creating simple compositions.
Valeeva A.A and Rubtsova E.V. The textbook “Variety of visual materials in the creativity of preschool children” offers the following activities.
"Butterfly"
Goal: to give an initial idea of warm and cold tones, to practice choosing colors according to these concepts. Learn to draw a butterfly in certain colors using monotype. Develop a sense of color, the desire to choose a beautiful background for your butterflies: harmonious or contrasting.
"Flower Glade"
Goal: learn to draw flowers with the whole palm, or with an edge, or with a fist, using the dipping technique. Encourage yourself to draw grass. Learn to draw a leaf on a stem.
"Multi-colored carpet"
Goal: to introduce paints, to learn to draw any lines with your fingers: to arouse interest in drawing and a feeling of satisfaction from the work.
"Today we are wizards"
Goal: to develop the ability to recognize who is hiding in a colored spot. Introduce an unconventional method of drawing – blotography.
"Our native land"
Goal: to improve skills in the technique of drawing with matches. Continue learning to draw trees, animals and people in motion and creating an expressive image.
Komarova T.S. in the book “Children's Artistic Creativity”, in order to develop imagination, he recommends the widespread use of games-exercises such as “What is this?” or “What does this look like?” The teacher draws, for example, a circle on the board (it can be of any shape: strictly geometric or free-form) and then asks them to determine what it is and then draw it. Any number of players. Similar game-exercise can be done in another way. To draw this or that shape on the board, the teacher invites the children to draw different objects of the same shape on pieces of paper, as many as they can and want, completing the characteristic features and details.
Kazakova R.G. More than 300 different techniques that had not previously been used in working with children were studied and mastered, and program and methodological content was developed for the children's studio. The availability of using non-traditional techniques is determined by the age characteristics of preschoolers. You should start working in this direction with techniques such as drawing with fingers, palms, tearing paper and others, but in older preschool age these same techniques complement the artistic image created with the help of more complex ones: monotype blotography, etc. Also, Kazakova recommends using musical accompaniment in art classes, which helps the child create an expressive artistic image.
CHAPTER 2 EXPERIMENTAL STUDY OF THE FEATURES OF TEACHING NON-TRADITIONAL DRAWING TECHNIQUES FOR PRESCHOOL CHILDREN
2.1 Diagnostics of the level of development of formation in children 4 years of age. skills in working with non-traditional materials
Experimental work was carried out on the basis of MADOU No. ... in the junior group. There are 22 children in the group: 14 girls, 8 boys.
IN experimental group 18 people entered: 11 girls, 7 boys. The experimental group included:
1) Alice A.
3) Askar G.
4) Anton D.
5) Alexandra Z.
6) Nikolay I.
7) Sabina K.
8) Polina K.
9) Daria K.
10) Sophia K.
11) Susanna M.
12) Dayana M.
13) Mark N.
14) Seraphim P.
15) Anna P.
16) Andrey R.
17) Arthur W.
18) Ilya G.
Principles for selecting children:
- Children attend preschool regularly;
- Different levels of development of skills in educational activities;
- Features of psychological and individual development.
The first subgroup included children whose skills in learning activities have been developed: they accept a learning task, listen carefully to explanations, if it is not clear, ask questions, fit into the time allotted for work, and can analyze not only their friend’s work, but also their own. These children have age-appropriate development of psychological processes (memory, speech, thinking, attention, etc.). These children know the rules of behavior among their peers, which are adequate to the comments and wishes of adults. Temperament - sanguine. This group included:
1) Daria K.
2) Dayana M.
3) Susanna M.
4) Serafima P.
6) Alice A.
8) Alexandra Z.
The second subgroup includes children whose learning skills are at the stage of formation: they do not always listen to the teacher’s explanations, they begin the work on their own, but cannot always complete the work they have started. In class they can be restless and inattentive, although mental processes developed according to age. Sometimes they enter into conflicts, but, for the most part, they respond adequately to comments. Temperament - sanguine and choleric. This group included:
1) Polina K.
2) Sophia K.
3) Sabina K.
The third subgroup includes children who have practically no developed skills in educational activities: while the teacher is explaining tasks, they are distracted, constantly ask again, during independent work they interfere with other children, and do not fit into the time allotted for work. They are conflictual, hot-tempered, sometimes aggressive or whiny, they may refuse to work, they have low or high self-esteem. These children have poor vocabulary, involuntary memory and attention. These children require increased attention from adults. By temperament - choleric and melancholic. This group included:
1) Askar G.
2) Anton D.
4) Nikolay I.
6) Andrey R.
7) Arthur W.
To work on the practical part course work a confirmatory experiment was prepared and conducted (Appendix 1).
The purpose of the ascertaining experiment: to determine the level of development of knowledge and skills of children 4 years old. in unconventional drawing.
To organize the experiment, diagnostic material developed by the authors of the study was used. The diagnostic material consists of theoretical questions and a practical task:
1) Knowledge of non-traditional drawing techniques. (What can you draw with?)
2) Knowledge of non-traditional drawing materials. (What can you use instead of a brush?)
3) The ability to use non-traditional materials in drawing. (Draw something unusual.)
4) Development of imagination. (What does it look like?)
The experiment was carried out with each child individually in a room where nothing distracted the child from the conversation with the experimenter (bedroom, locker room), the child was not given reminders or instructions, no clarifying questions were asked, there was a calm, friendly atmosphere, the work was carried out in the afternoon from 16.00 until 18.00 hours.
Criteria for evaluation:
Answered all questions and completed the task - high level;
Answered 1/2 some questions are at an intermediate level;
Didn't answer a single question or a small number - low level.
The results of the ascertaining experiment made it possible to determine high, medium and low levels of development in children aged 4 years. knowledge and skills in non-traditional drawing.
A high level means children who know different drawing techniques in unconventional ways, master some of them, have a developed imagination - they “see” images in drawings. There were 0% of children with a high level.
The average level is children who know at least two techniques of non-traditional drawing, do not quite successfully demonstrate the technique of drawing with unusual materials, and their imagination does not always allow them to “see” images in lines and spots. Aida A., Serafima P. 10%.
Low level - these are children who do not know theoretically or practically any technique of non-traditional drawing; their imagination is not developed. This:
Alisa A., Askar G., Anton D., Alexandra Z., Nikolay I., Sabina K., Polina K., Daria K., Sofya K., Susanna M., Dayana M., Mark N., Anna P ., Andrey R., Arthur U., Ilya G. 90%.
Analysis of the results of the ascertaining experiment leads to the conclusion that the level of development of children's knowledge and skills in drawing with non-traditional material at the first stage was only 10% (Appendix No. 1). This is determined by a number of reasons:
Interest and attention to the technical, performing side of drawings has not been developed;
Children do not know any other drawing materials other than traditional ones;
Regular and systematic work with children on mastering or drawing techniques with non-traditional materials is not carried out;
Not enough work is being done to develop imagination;
Children are afraid to experiment with paints.
At the end of the 2014 school year, I conducted a control experiment and the following results were revealed:
High level -0%.
The average level is 85%.
Low level - 15%.
2.2 Experimental work on teaching children 4 years old. unconventional drawing techniques outside of class
To work on the formative experiment, the following tasks were proposed for working with children:
1) Arouse interest in creating individual and collective drawings, subject and subject compositions using non-traditional methods of drawing on various topics;
2) It is technically correct to use different materials and methods of depiction in non-traditional drawing;
3) Apply acquired knowledge and skills in changed conditions, show creativity and independence;
4) Develop imagination, fantasy, aesthetic perception.
To solve the problems, an approximate long-term plan for teaching children of 4 years of age has been drawn up. unconventional drawing techniques.
During the year I plan to continue working on the compiled long-term plan. At the end school year I will conduct a control experiment - I will make a comparison with the ascertaining experiment.
CONCLUSION
The problem of teaching children 4 years old. non-traditional drawing techniques are relevant. Firstly, application unconventional methods Drawing outside of class not only develops fine motor skills, observation, imagination, aesthetic perception, artistic taste, creativity, but also develops children's independence, thinking and visual genesis. All this makes it possible to prepare the child for school.
The study of pedagogical experience indicates that in the practice of preschool educational institutions, work on the problem of teaching children 4 years old. unconventional drawing techniques do not always find their place in children’s lives. Teachers are not always able to organize this work in an interesting way, do not have sufficient knowledge of these drawing techniques themselves and rarely use drawing using non-traditional material both in and outside of class, limiting themselves mainly to the simplest ones.
The in-depth study of this problem was facilitated by the work of scientists and psychologists: Belobrykina O.A., Utrobina K.K., Nikologorskaya O.A., Strauning A.M., Komarova T.S. and others, the analysis of which led to a correct understanding of the topic:
The relevance of the proposed research was confirmed;
Characteristics of the development of imagination in preschool children are given;
The importance of a detailed development of a system of work to familiarize with different methods of depiction for teaching children non-traditional drawing techniques has been determined;
The object, subject and purpose of the study are disclosed.
Having completed the course work, we were convinced that the systematic and systematic work of teachers in preschool educational institutions to teach preschoolers non-traditional drawing techniques forms a creative attitude towards productive activities, independence and confidence in their abilities, contributes to the development of fantasy, imagination, children develop cognitive interest and emotional attitude to fine arts.
I am convinced that the materials of the course work will help preschool workers more successfully solve issues of teaching children non-traditional drawing techniques outside of class.
List of used literature:
1. Belobrykina O.A. Little wizards or the path to creativity - Novosibirsk: NGPI, 1993. pp. 3-4, 21, 33.
2. Borisova E. Developing the creative abilities of older preschoolers in drawing // Preschool education. -2002-No.12. P.2-6.
3. Valeeva A.A., Rubtsova E.V. A variety of visual materials in the creativity of preschool children - Ufa, 1996. P.1-2.7.
4. Wenger L.A., Mukhin V.S. Psychology //Imagination. - M: Enlightenment, 1990-Ch.1. P. 18.
5. Vygotsky L.S. Imagination and creativity in childhood. - St. Petersburg: Union, 1997. P. 26-32.
6. Davydova I.V. Teacher's kitchen//Plus before and after. - 2005-№4. P.1-4.
7. Doskin V., Pechora K., Drawings of children. Psychological analysis//Preschool education. - 2000-№12. pp. 15-16.
8. Dubrovskaya N.V. Bright palms. - St. Petersburg: Childhood-press, 2004-P. 4.
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Every child, learning about the world around him, tries to reflect it in his activities: in play, in stories, in drawing, in modeling, etc. Great Opportunities in this regard represents visual creative activity. The more diverse the conditions conducive to the formation of a creative environment, the brighter the child’s artistic abilities will manifest themselves.
Drawing with non-traditional techniques opens up wide scope for children's imagination, gives the child the opportunity to get carried away by creativity, develop imagination, show independence and initiative, and express his individuality.
Unconventional painting techniques are a wonderful way to create small masterpieces. It turns out that you can create a salty picture, and your palm can turn into a blue elephant. A gray blot can become a tree, and carrots and potatoes can surprise you with unusual patterns.
For example, with children of primary preschool age you can use:
Finger painting
- drawing with palms
- thread printing
- stamp made from potatoes or carrots.
With children of middle preschool age you can try:
Picture prints
- plasticine printing
- oil pastel + watercolor
- leaf prints
- palm drawings
- drawing with cotton swabs
- magic strings
- monotype.
And with children of older preschool age, you can master more complex techniques:
Drawing with soap bubbles
- drawing with crumpled paper
- painting with salt
- blotography
- plasticineography
- grattage
- frottage.
Each of these unconventional techniques is a little game for a child. Using these techniques allows children to feel more relaxed, bolder, and more spontaneous. These techniques develop imagination and give complete freedom for self-expression.
DRAWING WITH FUN PRINTS
1. Plasticine stamps
It is very simple and convenient to make stamps from plasticine. It is enough to give a piece of plasticine the desired shape, decorate it with patterns (lines, spots) and paint it in the required color. For painting, you can use a sponge moistened with paint, or a brush that can be used to apply paint to the surface of the stamp. It is better to use thick paint.
Materials: 1. Plasticine 2. Pencil 3. Paint 4. Sponge 5. Brush 6. Paper 7. Water jar
2. Thread stamps
To create “striped stamps” you can use threads tightly wound around an object. Using a thick layer of paint, the threads are painted in the required color. Then, using imagination, the “striped pattern” is applied to the surface to be decorated.
Materials: 1.Wool thread 2.Base 3.Paint 4.Brush 5.Paper 6.Jar for water
3. Pictures-prints
You can make prints using foam molds, which are easy to create with a pointed object, leaving indentations in the mold. Then you need to apply paint to the mold. A sheet of paper is immediately placed on top of the form and ironed. After some time, you need to carefully remove the sheet of paper. A beautiful design will appear on its reverse side.
Materials: 1.Foam mold 2.Pencil 3.Paint 4.Brush 5.Paper 6.Water jar
4. Leaf prints
This technique is familiar to many. To print a sheet, you can use any ink. Paint should be applied to the side with veins. Then the painted side of the sheet is applied to the paper and ironed. After a few seconds, you need to carefully lift the sheet. An imprint of the leaf will remain on the sheet of paper.
Materials: 1.Leaf 2.Paint 3.Brush 4.Paper 5.Jar for water
5. Prints with potatoes, carrots, apples
Delicious vegetables and fruits can also be drawn. You just need to give them the desired shape, choose the appropriate paint color, paint them with a brush and make a beautiful imprint on the surface to be decorated.
Materials: 1. Vegetable/fruit 2. Paint 3. Brush 4. Paper 5. Water jar
DRAWING BY HANDS
1. Draw with your palms
It is very interesting and exciting to draw with colored palms. It’s very nice and unusual to color your hands bright colors and leave your fingerprints on a piece of paper. Palm painting is fun game for little artists.
Materials: 1.Finger paints 2.Paper 3.Brush 4.Jar for water
2. Finger painting
You can also draw with your fingers, leaving colorful imprints on the paper.
Materials: 1.Finger paints 2.Paper 3.Pencil/Felt-tip pen 4.Jar for water
DRAWING WITH SOAP BUBBLES
You can also draw with soap bubbles. To do this, add any soap solution and paint to a glass of water. Using a straw, bubble up a lot of foam. Place paper on the bubbles. When the first patterns begin to appear, you can lift the paper. Bubble patterns are ready.
Materials: 1. Glass of water 2. Paint 3. Soap solution 4. Tube 5. Paper
DRAWING WITH SALT
Salt gives the painting intricate patterns. When painting any landscape or vibrant background, salt can be used to give the background of the painting a beautiful texture. The background must be sprinkled with salt while the paint is still wet. When the paint is dry, simply shake off any remaining salt. Unusual light spots will remain in their place.
Materials: 1.Salt 2.Paint 3.Brush 4.Paper 5.Jar for water
DRAWING WITH CRUMPLED PAPER
A crumpled napkin or piece of paper also creates an interesting texture. There are two ways to draw with crumpled paper.
Method number 1. Liquid paint is applied to a sheet of paper. After a short period of time (while the sheet is still wet), a crumpled napkin is applied to the sheet. By absorbing moisture, the napkin leaves its characteristic mark on the surface of the paper.
Method number 2. First you need to crumple the sheet or napkin. Apply a layer of paint to this lump. The painted side can then be used to make prints.
Texture sheets can then be successfully used when creating collages.
Materials: 1. Napkin/paper 2. Paint 3. Brush 4. Water jar
DRAWING WITH OIL PASTEL AND WATERCOLORS
A technique for drawing “magic” pictures using white oil pastels. Any “invisible” pattern is drawn on white paper using white pastel. But as soon as the brush and paint begin to decorate the white sheet, then... children will feel like real wizards when magical pictures begin to appear under their brushes.
Materials: 1. White oil pastel 2. Watercolor 3. Brush 4. Paper 5. Water jar
MONOTYPY
Monotype technique from the Greek. “mono” - one and “typos” - imprint, imprint, touch, image.
This is a painting technique using a unique print. There is only one print and it is impossible to create two absolutely identical works.
There are two types of monotypy.
1. Monotype on glass
A layer of gouache paint is applied to a smooth surface (glass, plastic board, film). Then a drawing is created with a finger or a cotton swab. A sheet of paper is placed on top and pressed to the surface. The resulting print is a mirror image.
Materials: 1. Smooth surface 2. Gouache 3. Brush 4. Paper 5. Water jar
2. Subject monotype
You need to bend a sheet of paper in half. Inside, on one half, draw something with paints. Then fold the sheet and iron it by hand to get a symmetrical print.
Materials: 1.Paint 2.Brush 3.Paper 4.Water jar
BLOCKGRAPHY
The non-traditional drawing technique "blotography" (blowing with a tube) is another magic of creative pursuits. This activity for children is very exciting, interesting and very useful. Just like blowing through a straw improves health: lung strength and respiratory system the child as a whole.
To create a magical picture you will need a large blot on which you need to blow, blow, blow... until an intricate design appears on a sheet of paper. When the strange drawing is ready, you can add details to it: leaves, if it turns out to be a tree; eyes, if you get a magical creature.
Materials: 1.Watercolor 2.Tube 3.Brush 4.Paper 5.Jar for water
NITCOGRAPHY
Drawing techniques using the “magic thread”. It is necessary to dip the threads into the paint so that they are well saturated with paint. Then they need to be placed on paper so that the ends of the thread protrude 5-10 cm from both sides of the sheet of paper. The threads are covered with another sheet of paper. The top sheet is held with your hands. The threads are spread in different directions. The top sheet rises. The unusual picture is ready.
Materials: 1.Thread 2.Paint 3.Paper 4.Jar for water
DRAWING WITH COTTON SWIPS
In the fine arts, there is a stylistic movement in painting called “Pointillism” (from the French point - point). It is based on the manner of writing with separate strokes of a dotted or rectangular shape.
The principle of this technique is simple: the child paints the picture with dots. To do this, you need to dip a cotton swab in the paint and apply dots to the drawing, the outline of which has already been drawn.
Materials: 1. Cotton swabs 2. Paint 3. Paper 4. Water jar
GRATTAGE “DAC-SCRATCH”
The word “grattage” comes from the French “gutter” (scrape, scratch).
To start working with this technique, you need to prepare cardboard. The cardboard must be covered with a thick layer of wax or multi-colored oil pastels. Then, using a wide brush or sponge, apply a dark layer of paint to the surface of the cardboard. When the paint dries, use a sharp object (toothpick, knitting needle) to scratch the design. Thin monochromatic or multi-colored strokes appear on a dark background.
Materials: 1. Cardboard 2. Oil pastel 3. Gouache 4. Toothpick/Knitting needle 5. Brush 6. Water jar
FROTTAGE
The name of this technique comes from the French word "frottage" (rubbing).
To draw using this technique, you will need a sheet of paper that is placed on a flat, relief object. Then you need to start scratching on the surface of the paper with an unsharpened colored or simple pencil. The result is a print that imitates the main texture.
Materials: 1.Flat relief object 2.Pencil 3.Paper
PLASTILINOGRAPHY
A technique that uses plasticine to create paintings depicting semi-volume objects on a horizontal surface. Thick paper, cardboard, and wood are used for the surface (base). To decorate the image, you can use beads, beads, natural materials, etc.
Materials: 1. Plasticine 2. Base 3. Beads/Beads 4. Stacks
Visual arts teacher
kindergarten on Ostozhenka
Rubleva Yulia Vladimirovna
Job title: teacher
Educational institution: MDOU "Kindergarten"Forest Fairy Tale"
Locality: Longyugan village
Name of material: Consultation-paradox
Subject:"Methods of teaching children non-traditional drawing techniques"
Publication date: 29.11.2016
Chapter: preschool education
Municipal preschool educational institution "Kindergarten "Forest Fairy Tale"
Consultation-paradox
"Methods of teaching children non-traditional drawing techniques"
Prepared by: Rubleva Yu.V., teacher 2016
In one moment you can see eternity, A huge world - in a grain of sand, In a single handful - infinity And the sky - in a cup of a flower. William Blake Many years of experience in teaching shows that the lack of necessary visual skills in children often leads to the triviality and inexpressiveness of children's works, since not knowing certain methods of depiction, children exclude from their drawing those images that are difficult to draw. In order for a child to draw with pleasure and improve his creativity, an adult must help him in a timely manner. A special feature of teaching fine arts is that two main approaches have long been competing, which can be defined as academic teaching and free education. In the first case, children are taught to depict objects in accordance with the requirements of realistic fine art. With such a system of education, children can acquire some skills that are useful in many specialties and everyday situations, but they do not gain experience in solving artistic problems and do not become familiar with art. This is learning without creativity. In the second case, a favorable environment and conditions for creativity are created for children without providing targeted pedagogical influence. They gain the experience of free self-expression, communication with artistic materials, etc. But this is creativity without learning. It rises on the wave of “age-related talent,” as if apart from the child himself, and with it fades away. The little artist does not “take control” of his own creative potential. We need a third way - the way of purposefully guiding the creative development of children. The first thing to think about is that the child is a creative subject. It must be taken into account that no one except the child himself will give the “correct” solution to the creative problem facing him (for example, if a child is looking for a combination of colors that expresses a certain feeling, he is solving a truly artistic problem).
It is very difficult for children to depict objects, images, plots using traditional drawing methods: with a brush, pencils, felt-tip pens. Using only these objects does not allow children to develop their creative abilities more widely. They do not contribute to the development of imagination and fantasy. But you can draw with anything and however you want! There are many non-traditional drawing techniques; their unusualness lies in the fact that they allow children to quickly achieve the desired result. For example, what child would not be interested in drawing with his fingers, making a drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work. Visual activities using non-traditional materials and techniques contribute to the development of the child: fine motor skills and tactile perception; spatial orientation on a sheet of paper, eye and visual perception; attention and perseverance; visual skills and abilities, observation, aesthetic perception, emotional responsiveness; In addition, in the process of this activity, the preschooler develops control and self-control skills. The creative process is a real miracle. Watch children discover their unique abilities and the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “In creativity there is no the right way, there is no wrong way, there is only your own way" Methodological advice In many ways, the result of a child’s work depends on his interest, so in the lesson it is important to activate the preschooler’s attention, to encourage him to activity with the help of additional incentives. Such incentives can be:
play, which is the main activity of children; a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip; asking for help, because children will never refuse to help the weak, it is important for them to feel significant; musical accompaniment. Etc. In addition, it is advisable to vividly and emotionally explain to the children the methods of action and show depiction techniques. With children of primary preschool age it is recommended to use: finger painting; stamped with potato stamps; palm painting. Children of middle preschool age can be introduced to more complex techniques: poking with a hard, semi-dry brush. foam printing; cork printing; wax crayons + watercolor candle + watercolor; leaf prints; palm drawings; drawing with cotton swabs; magic ropes. And in older preschool age, children can master even more difficult methods and techniques: sand painting; drawing with soap bubbles; drawing with crumpled paper; blotography with a tube; landscape monotype; stencil printing; subject monotype; ordinary blotography; plasticineography.
Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression. The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills, and abilities. I adhere to the modern classification of methods, the authors of which are Lerner I.Ya., Skatkin M.N. It includes the following teaching methods: information-receptive; reproductive; research; heuristic; method of problematic presentation of material. The information-receptive method includes the following techniques: examination; observation; excursion; example of a teacher; demonstration by the teacher. The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercise that brings skills to automaticity. It includes: repetition technique; work on drafts; performing form-building movements with the hand. The heuristic method is aimed at demonstrating independence at any moment of work in the classroom, i.e. The teacher invites the child to do some of the work independently. The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher offers to do not just any part, but all the work independently.
The method of problem presentation, according to didactics, cannot be used in teaching preschoolers and primary schoolchildren: it is applicable only for older schoolchildren.
Summary of GCD for drawing. Teamwork(using
non-traditional techniques).
Topic: “Let’s hasten to the aid of spring” Goal: development of creative imagination Objectives: Artistic and aesthetic development: improve children’s skills in the technique of stamping (potatoes, corks). Develop imagination, sense of composition, rhythm; Musical development: develop an ear for music. Social and communicative development: to cultivate an aesthetic attitude towards nature through the image of flowers. Materials: potatoes, corks, plates with gouache of different colors, threads, whatman paper along the contour of which the outlines of flowers are drawn according to the number of children, paper “road”, glue, brushes for glue, d / and “Magic wands” (a box containing colored drops , the box is closed, strings 1 m long hang from under the lid, each end is attached to a droplet and the other to a stick), toy - sun, aprons, tape recorder, audio recordings. GCD move. Children enter the art studio and stand around the teacher. Today we are going on an extraordinary journey, to a land where miracles happen. This country is called spring. I suggest you guys go by train. Please get into the carriages. And while we're driving, I'll tell you about this country. In this country, the sun laughs tenderly, the stream runs loudly, the snowdrifts melt, the snow becomes heavy and dark. The sun warms everything around with its warmth: green leaves appear from small buds, birds chirp and sing, green grass rustles underfoot. And in this country there is a wonderful flower meadow, strewn with different flowers: yellow dandelions, blue snowdrops, white daisies, red roses.
There is no snow there, there is no cold, Everything there has woken up from sleep. We came from the city to a wonderful land - Spring! Guys, come out. There's something very sad about this. Everything is white. Guys, look, the sun is greeting us! But for some reason it is not affectionate, it does not smile at all. An audio recording plays: Hello, guys! The beautiful Spring had trouble in her magical land. An evil Blizzard flew into a magical clearing, covered it with snow, and froze all the flowers. The snowdrifts are so deep that my rays cannot penetrate. Help me guys melt the snow. But to get to the clearing you need to pave the road with colored pebbles. D/i "Magic Wands" Let each of you take one wand, while listening to the music, start winding the string until you reach the box with paints. When it opens, you will find out who will paint with what paint. The children do it. Now that everyone has paints, we can start paving the road with colored stones. How can we paint stones if we don’t have a brush? Children make guesses. The teacher summarizes the children's answers. - Any image can be printed, such as potatoes or cork. Take each plate with gouache and the signet you like. Children approach the paper “road”, position themselves along the edges, and the teacher reminds the children of the printing technique. Children type to music. - Here is our flower meadow! Whatever the blizzard did, it didn’t spare a single flower. We will restore the clearing and plant new beautiful flowers.
The teacher turns on the music “Scarlet Snowdrop” and pantomimes a blossoming flower. The sun gives us its rays - strings, so that with their help we can draw flowers. The teacher shows the sequence of performing the technique with a rope. Children perform to musical accompaniment. At this time, the teacher changes the sun’s facial expressions from sad to cheerful. Look how we restored the clearing! One, two, three, the flowers have grown! They reached high towards the sun: They felt pleasant and warm! Let them bloom, grow, and bring joy to everyone! Guys, look, the sun has begun to smile! It gives us warmth again. It's time to say goodbye to the magical meadow. We need to return home. Get into your trailers. The teacher turns on the music. Did you guys enjoy the trip? What do you remember most? What's your mood? (children's answers) Now we are back in kindergarten. Let's pass on our good mood, our warmth to each other. Do you agree? The teacher plays the audio recording “Meeting Spring” and plays the game “Transferring the Mood” - Warm your palms with your warmth. (children imitate silent clapping to the music) Warm your palms! Now convey your warmth to each other and to all our guests! Come, don't be shy! Convey your warmth and tenderness to your guests! (imitate the game of "palms"). Look how good everyone felt!
The effectiveness of using non-traditional drawing techniques
Fine arts classes, in addition to completing educational tasks, are an important means of all-round development of children. Learning to draw promotes mental, moral, aesthetic and physical education preschoolers. Visual activity is closely related to the knowledge of the surrounding life. Initially, this is a direct acquaintance with the properties of materials (paper, pencils, paints, etc.), knowledge of the connection between actions and the result obtained. In the future, the child continues to acquire knowledge about surrounding objects, materials and equipment, but his interest in the material will be determined by the desire to convey his thoughts and impressions of the world around him in pictorial form. In the process of drawing, such important personality qualities as activity, independence, initiative, which are the main components of creative activity, are formed. The child learns to be active in observation, doing work, showing independence and initiative in thinking through content, selecting materials, and using a variety of means of artistic expression. Equally important is the cultivation of purposefulness in work and the ability to complete it. All methodological techniques used by the teacher in the classroom should be aimed at developing these moral qualities. In the process of visual activity, preschoolers develop a sense of camaraderie and mutual assistance. While working on an image, children often turn to each other for advice and help. Children develop an aesthetic attitude towards objects, animals, nature and their artistic representations. Aesthetic feelings are formed by conveying an artistic image using various non-traditional drawing techniques. Preschoolers develop imagination and creativity when choosing content and methods of depiction using different artistic techniques. By freely experimenting with materials necessary for working in non-traditional techniques, preschoolers develop spatial thinking and aesthetic perception of the color of nature, and develop a sense of satisfaction from artistic activity. When using non-traditional drawing techniques, children experience positive emotions.
You often come across the problem that children are afraid to draw, because, as it seems to them, they don’t know how and they won’t succeed. Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children.
Conducting classes using non-traditional techniques: Helps relieve children's fears; Develops self-confidence; Develops spatial thinking; Teaches children to freely express their ideas; Encourages children to creative searches and solutions; Teaches children to work with a variety of materials; Develops a sense of composition, rhythm, color, color perception; Develops fine motor skills of the hands; Develops creativity, imagination and flight of fancy. While working, children receive aesthetic pleasure. There are many non-traditional drawing techniques, their unusualness lies in the fact that they allow children to quickly achieve desired result. Such drawing does not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional techniques allow the teacher to take an individual approach to children, taking into account their desires and interests. You should start working in this direction with techniques such as drawing with your fingers, palm, tearing paper, etc. In older preschool age, these same techniques complement the artistic image created using blotography, monotopy, etc. To create positive emotions when using For non-traditional drawing techniques, it is necessary to use musical accompaniment. The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and ways of working with them. Children develop the ability to transfer acquired knowledge to new conditions. They will learn that they can draw with paints, pencils, felt-tip pens, as well as with paper, a candle, etc. Children are introduced to different ways of coloring paper, including the splatter method. They try to draw objects with their hands (palm, fingers, fist, edge of the palm), obtain images using improvised means (threads, ropes, hollow tubes), using natural materials (tree leaves), etc.
By direct contact of fingers with paint, children learn its properties: thickness, hardness, viscosity. Playing with color helps to get acquainted with new colors and their shades. Children see that adding different amounts of water to watercolor can produce different shades of color. Thus, tactile sensitivity and color discrimination develop. Everything unusual attracts the attention of children and makes them wonder. Children develop a taste for learning new things, research, and experimentation. Children begin to ask questions to the teacher and each other, their vocabulary is enriched and activated. As you know, children often copy the model offered to them. Non-traditional image techniques allow you to avoid this, since the teacher, instead of a ready-made sample, only demonstrates a method of working with non-traditional materials. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, and the expression of individuality. The use of non-traditional techniques makes it possible to use a collective form of creativity. It brings children together, develops communication skills, and gives birth to a special emotional atmosphere. Working with non-traditional painting techniques stimulates positive motivation, evokes a joyful mood, and removes fear of the drawing process. During classes, drawing with non-traditional techniques liberates children and allows them not to be afraid of doing something wrong. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions are both a process and a result of practical activity - artistic creativity. Drawing using non-traditional image techniques does not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. Thus, it becomes clear that classes using non-traditional drawing can provide an invaluable service in the diversified development of children, help the teacher find contact with the child and establish cooperation with him in other activities, and also contribute to the interaction of the teacher with parents.
How to encourage children to become interested in drawing
Children show a desire to draw early. First, they watch an adult write and draw. They are attracted by the movement of a pencil on a sheet of paper, and most importantly, the appearance of marks on it. The child happily draws lines, stripes, strokes, closed forms with a pencil, and names his image based on its similarity with surrounding objects, living beings: “The dog barks loudly,” “The car hums,” etc. Children usually accompany their drawing with words, i.e. because a child cannot depict everything he wants, and words help him convey the content of the drawing. For drawing, it is better to give children separate sheets so that the paper is porous. The size and shape of paper play a significant role in drawing. At a young age, children draw with pencils and gouache is the main material for drawing. You can paint with watercolors at an older preschool age; an adult will introduce you to the technique of painting with watercolors. To paint with paints, you need brushes of different sizes. If a child draws on colored paper, you need to help him choose colors that fit better with the background of the paper. Children convey in the drawing what they see and express their attitude. For example, when looking at illustrations in books, we highlight the means of expression used by the artist. You can also offer simple tasks: for example, “Show me where the day is drawn, and where the evening is, where is it raining? etc. ". A child can convey all these natural phenomena in his drawings independently. In the process of directing visual activities, it is important to combine learning with the development of children’s independence in carrying out their plans, for example, drawings about the seasons, about nature. Kids love to draw their toys. In the drawing they strive to convey an emotional attitude towards the person they depict. Let the child first play with his favorite toy, feel the shape, pay attention to the relationship of the parts, then you can offer to draw the toy. Children explain what they drew. The place where the child draws should be well lit. The light should come from the left side; It is also necessary to monitor your posture. You can paint not only at the table, but also at the easel. Parents should take care of children's creativity and cultivate the same attitude in children. Therefore, children's drawings of a subject and plot nature should be collected and preserved. We wish you success!
Drawing for a child is a game. Children draw different lines, dots, and strokes on paper with pleasure and interest. Give them the opportunity, they would paint everything around. As soon as a child understands that a pencil, pen, or felt-tip pen leaves a mark on paper, his life becomes more beautiful and brighter. And life, especially childhood, should be colorful and happy. Each drawing begins with a simple touch on a piece of paper. A dot, stroke, line, spot is the element from which images arise, and images are fantasy. A variety of art materials and techniques are used to complete drawing tasks. This expands children’s knowledge about the features of these materials, and familiarity with some techniques enriches the children’s skills and abilities.
Finger painting
This drawing method can be used with children starting from the age of two. To conduct the lesson, you will need finger paints or gouache, napkins and small thick paper with a drawing or applique applied to it, since young children can only supplement the work with the missing details. It could be a fly agaric without spots on the cap, a rowan branch without berries, or Christmas tree without festive balloons, etc. The child is invited to dip his finger in the paint and apply dots and specks on the paper to complete the drawing. You can draw with one color or several, and paints of different colors can be applied to different fingers. After work, wipe your fingers with a napkin and then easily wash off the paint. Finger painting brings great joy to children, liberates them and increases their self-esteem.
Imprint
Printed with potato stamps. This drawing technique can be used with children starting from three years old. The following materials will be required: a box with a thin foam rubber stamp pad soaked in gouache, thick paper of any color and size, potato stamps. These can be vegetables, tree leaves, flowers, rectangles or squares for drawing windows and doors in the house, etc.
To obtain an image, the child presses the signet onto a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the signet are changed. Young children complete the finished drawing with missing details, for example, vegetables in the drawn beds, flowers on the stems of a bouquet, windows in the house, etc., and older children can use this technique in combination with traditional drawing. Printing with signets allows children to be prepared for subsequent depictions of objects in the surrounding world from life, learning compositional drawing, and teaching them to coordinate hand movements.
Poking
A poke with a hard, semi-dry brush. A hard brush can be used to paint with children of any age. This drawing method is used to obtain the desired texture of the drawing: fluffy or prickly surface. To work you will need gouache, a hard large brush, paper of any color and size. The child dips the brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. This method of drawing allows you to give the drawing the necessary expressiveness and realism, and the child gets pleasure from his work.
Wax crayons and watercolors
From the age of four, you can begin to master the technique of drawing with wax crayons. The child draws with them on white paper, and then paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted. This drawing technique is used to create the desired general tone or background of the picture, for example: sky, sand, water, etc.
Monotype
Object monotype is used for drawing symmetrical objects with children over five years old. The child folds a sheet of paper in half and on one half of it draws half of the depicted object. After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations. This method is also used for drawing landscapes - landscape monotype. On one half of the sheet a landscape is drawn, on the other it is reflected in a lake or river.
The drawing is done quickly so that the paints do not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing after the print is enlivened with paints so that it differs more from the print.
Blotography
Starting from the age of five, you can try with children the method of drawing with spots, blots, which the child receives by pouring liquid gouache with a plastic spoon onto a sheet of paper. Then the sheet is covered with another sheet, pressed and removed. The resulting image is examined, what it looks like is determined, and the missing details are filled in. They also use blotography with a tube, when on a small stain, a drop of paint poured onto a sheet of paper is blown from a tube so that its end does not touch either the stain or the paper. In this case, the sheet of paper can be turned in different directions or blown into the tube from different sides. If necessary, the procedure is repeated. The missing details are completed. This way you can draw trees, algae, fireworks, etc.
Spray
This method is good for drawing falling snow, starry skies, shading a sheet, etc. with children over five years old. Paints of the desired color are diluted in a saucer with water, and a toothbrush or hard brush is dipped into the paint. Point the brush at a sheet of paper, sharply draw a pencil (stick) along it towards you, in this case the paint will splash onto the paper and not onto the clothes.
Scratch
Scratching is a method of making a drawing by scratching with a sharp object. A thick sheet of paper is rubbed with a candle, mascara or gouache is applied over the wax layer, to which a few drops of liquid soap are added. Previously, the surface of the sheet can be covered with gouache of one color or paint spots of bright colors can be applied without gaps, then the image will be colored. When the base is dry, use a pointed stick to scratch the design down to the paint layer. The basis for scratching is carried out by an adult, since the process is labor-intensive, requires patience and time. But working on an unusual surface arouses children’s interest in such an unconventional way of depicting.
Developing fine motor skills in children
At the tips of the fingers there are nerve endings that contribute to the transmission of a huge number of signals to the brain center, and this affects the development of the child as a whole. Fine motor skills are fine voluntary movements of the fingers. The process of improving fine motor skills requires considerable attention. After all, his success in learning depends on how dexterous and agile his fingers become by the age of 5-6 years. That is why the relevance of fine motor skills is indisputable not only in early preschool age, but also in older, and even in primary school.
Training the movements of the fingers and hands is the most important factor stimulating speech development child, helping to improve articulatory movements, preparing the hand for writing and, no less important, a powerful tool that increases the performance of the cerebral cortex, stimulating the development of the child’s thinking.
Work on developing movements of the fingers and hands should be carried out systematically and daily.
Self-massage (finger exercises, as well as arts and crafts (sculpting, drawing, appliqué) and manual labor(making crafts from paper, cardboard, wood, fabric, thread, natural material, etc.). Play dough or play dough can also be a great way to develop fine motor skills.
Fine motor skills of the hands are developed by: various games with fingers, where it is necessary to perform certain movements in a certain sequence; playing with small objects that are difficult to handle (only under adult supervision); games where you need to take something or pull it out, squeeze it - unclench it, pour it - pour it, pour it in - pour it out, push it into drawing; holes, etc.; fastening and unfastening zippers, buttons, etc.
How to develop children's fine motor skills at home?
Currently, in the store you can buy various toys that are designed to improve the fine movements of a child’s fingers: pyramids, mosaics, inserts, cubes, educational mats, etc. To do this, it is not necessary to buy expensive games - just use leftover fabrics, and you will get original educational games toys.
You can simply pick up how many scraps of different fabrics so that the child strokes them. You can also sew patchwork balls and stuff them with wool, cotton wool, pebbles, and various cereals. You can make numerous game aids from the simplest objects yourself. For example, from various cereals, pasta, cotton wool makes sensory pads. Use clothespins, beads, buttons, ribbons, twine, pencils, nuts, empty boxes, corks, etc. for games.
Games with various small objects. You can use ordinary pasta of various shapes, buttons, clothespins and other small objects that little children love to finger. Of course, such fun should only take place under adult supervision. By choosing buttons of different sizes and colors, you and your child can create a sun, a cat or a house.
The baby loves to move objects from one pile to another. You can invite your child to play with the simplest household items. For example, ask him to find identical buttons. Of course, it is necessary to ensure that the baby does not put a small part in his mouth. You can place several bowls or glasses in front of the child, into which beans and peas are poured. You need to show the child how to transfer them with a spoon or handfuls from one container to another, or with two fingers.
Modeling from any plastic material successfully develops fine motor skills. The child not only sees what he created, but also touches it, takes it in his hands, and easily changes it at will. The main tool in sculpting is the hands. From one lump of plasticine or salt dough you can create an infinite number of images, each time finding new options and methods.
In the sculpting process, you can use various natural materials. Dough works can be dried and used for further play.
Of course, the development of fine motor skills is not the only factor contributing to speech development. It is necessary to develop the child’s speech in a complex way: communicate a lot and actively with him, inviting him to talk, stimulating him with questions and requests.
To develop fine motor skills, it is good to use children's books - coloring books, in which there are a lot of small details and wavy lines. Recommendations for parents: In the set of exercises, try to include tasks for squeezing, relaxing and stretching the baby’s hands. Start or end your sessions with a hand massage session. Work on developing fine motor skills regularly, in accordance with age and level physical development baby. At first, the adult performs all the movements with the baby’s hands, and as the child masters it, he begins to do them independently. Make sure your child performs the exercises correctly. If your child finds it difficult to complete any task, immediately help him: fix the desired position of his fingers, etc. Alternate between new and old games and exercises. After your child has mastered simple motor skills, move on to more complex ones. Perform certain movements while listening to (and then speaking to the child) the poem. Encourage your child's creative activity, let him come up with some exercises himself. Conduct classes emotionally actively, praise your child for his successes, but do not forget to monitor his mood and physical condition.
We wish you success!
Master Class " Magic world colors" for preschool teachers
Subject:“Introduction to non-traditional drawing techniques and their role in the development of preschool children”
Target: To reveal the importance of non-traditional art activities techniques in working with preschoolers for the development of imagination, creative thinking and creative activity. To familiarize teachers with the variety of non-standard coloring techniques.
Form: Master Class
Participants: teacher Nemtyreva S.V., kindergarten teachers.
My work motto:“For the child, together with the child, based on the child’s capabilities.”
Preparatory stage:
Organize an exhibition of children's drawings (photos) in various techniques drawing.
Lay out materials that are used in non-traditional drawing.
Introduction.
Formation of a creative personality is one of the important tasks pedagogical theory and practices at the present stage. Its development begins more effectively from preschool age.
As V. A. Sukhomlinsky said: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child's hand, the smarter child”.
As many teachers say, all children are talented. Therefore, it is necessary to notice and feel these talents in time and try to give children the opportunity to demonstrate them in practice as early as possible, in real life. Developing artistic and creative abilities with the help of adults, the child creates new works (drawing, applique). Every time he comes up with something unique, he experiments with ways to create an object. A preschooler in his aesthetic development goes from an elementary visual and sensory impression to the creation of an original image (composition) using adequate visual and expressive means. Thus, it is necessary to create a basis for his creativity. The more a child sees, hears, experiences, the more significant and productive the activity of his imagination will become.
According to psychologist Olga Novikova, “Drawing for a child is not art, but speech. Drawing makes it possible to express what, due to age restrictions, he cannot express in words. In the process of drawing, the rational goes into the background, prohibitions and restrictions recede. At this moment The child is absolutely free."
All children love to draw. However, drawing with pencils, brushes and paints requires the child to have a high level of mastery of drawing techniques, developed skills in drawing objects and knowledge of drawing techniques, as well as techniques for working with various paints. Very often, the lack of this knowledge and skills quickly turns a child away from drawing, since the resulting drawing turns out to be unattractive and does not correspond to the child’s desire to get an image that is close to his idea or the real object that he was trying to depict.
Study of methods and technologies for non-traditional drawing techniques, as well as analysis preschool work in accordance with the “Program for the Artistic Development of Children 2-7 Years old” by I. A. Lykova, it made it possible to include a system for teaching children to draw using non-traditional techniques.
Term "unconventional" involves the use of new materials, tools, and drawing methods that are not generally accepted in the teaching practice of educational institutions. Until now, the use of non-traditional drawing techniques in preschool educational institutions remains situational, the most used simple techniques(finger painting).
Unconventional drawing techniques allow a child to overcome the feeling of fear of failure in this type of creativity. We can say that non-traditional techniques allow, moving away from the subject image, to express feelings and emotions in the drawing, give the child freedom and instill confidence in their abilities. Possessing different skills and ways of depicting objects or the world around him, the child will have the opportunity to choose what will make this activity creative for him.
Having acquired appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy working with a brush and paints, and will seamlessly move on to learning drawing techniques.
The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and methods of application.
There are many unconventional drawing techniques.
The unusual thing about these techniques is that they allow children to quickly achieve the desired result. For example, what child would not be interested in drawing with his fingers, making a drawing with his own palm, putting blots on paper and getting a funny drawing.
With children of primary preschool age it is recommended to use:
Finger painting;
Printed with potato stamps;
Drawing with palms.
Poking with a hard, semi-dry brush.
Children of middle preschool age can be introduced to more complex techniques:
Foam rubber printing;
Printing with corks;
Wax crayons + watercolor
Candle + watercolor;
Leaf prints;
Palm drawings;
Drawing with cotton swabs;
Magic ropes.
And in older preschool age, children can master even more difficult methods and techniques:
Sand painting;
Drawing with soap bubbles;
Drawing with crumpled paper;
Blotography with a tube;
Landscape monotype;
Screen printing;
Subject monotype;
Blotography is ordinary;
Scratch;
Plasticineography.
Each of these techniques is it's a small game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.
Visual activities using non-traditional materials and techniques contribute to the child’s development of:
Fine motor skills and tactile perception;
Spatial orientation on a sheet of paper, eye and visual perception;
Attention and perseverance;
Fine skills and abilities, observation, aesthetic perception, emotional responsiveness;
Enriching children's knowledge and ideas about objects and their use, materials, their properties, methods of application.
In addition, in the process of this activity, the preschooler develops control and self-control skills.
The creative process is a real miracle. Watch children discover their unique abilities and the joy that creation brings them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “In creativity there is no right way, there is no wrong way, there is only your own way.”
Methodical advice
In many ways, the result of a child’s work depends on his interest, so during work it is important to intensify the preschooler’s attention and encourage him to activity with the help of additional incentives.
Such incentives could be:
Play, which is the main activity of children;
Surprise moment- a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip;
Ask for help, because children will never refuse to help the weak, it is important for them to feel significant;
Musical accompaniment, etc.
In addition, it is advisable to vividly and emotionally explain to the children the methods of action and show depiction techniques.
The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills, and abilities.
Unconventional painting techniques demonstrate unusual combinations of materials and tools. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology for their implementation is interesting and accessible to both adults and children.
That is why non-traditional techniques are very attractive to children, as they open up great opportunities for expressing their own fantasies, desires and self-expression in general.
Theoretical stage. (Presentation of the booklet “Non-traditional artistic and graphic techniques”).
Practical work of teachers.
Today, you and I will plunge into the atmosphere of creativity and feel like real artists. Together with me, you will create your own “masterpiece” using unconventional techniques.
GRATTAGE
From French “Grate” - scratch a drawing. It is performed by scratching on a surface coated with paraffin and ink.
Age: from five years.
Means of expression: line, stroke, contrast.
Materials: half cardboard or thick paper white, candle, wide brush, mascara, liquid soap(about one drop per tablespoon of mascara, mascara bowls, stick with sharpened ends.
the child rubs the sheet with a candle so that it is completely covered with a layer of wax. Then mascara and shampoo are applied to it. Cover a paraffin sheet with this mixture. The "canvas" is ready.
Now let’s take a pointed stick and start scratching! Why not an engraving! Keep in mind that this technique can only be mastered when the child has developed eye and coordination of movements.
Do you want the strokes to be colored? Then paint the paper in advance in the color you want. And then draw your picture with a pointed stick.
Sample drawing themes.
To develop the necessary free drawing skills in preschoolers, teaching children to draw with gouache is practiced.
Poke with a hard, semi-dry brush.
Age: any.
Means of expression: texture of color, color.
Materials: hard brush, gouache, paper of any color and format, or a cut out silhouette of a furry or prickly animal.
Image acquisition method: the child dips the brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
Advantages of this technique:
Allows you to more effectively develop the muscles of the hand and strengthen the ability to hold the hand correctly;
Makes it possible to use different brushes (hard for painting with a poke and soft for painting with the tip of a brush or dipping);
Contributes to enriching knowledge about the environment and familiarization with folklore and literature, since the topics involve the use of riddles, poems, and stories.
In junior and middle group substantive drawing is offered along pre-drawn pencil contours, in senior group- independent plot drawing based on the contours drawn by the children themselves, in the preparatory group for school - drawing landscapes and still lifes by applying one layer of paint to another.
Make sure that the brush for painting is not very wide and made of natural bristles, and that the gouache in the rosettes is thick (there should not be a lot of it).
Keep the brush vertical while working and do not put it in water.
During work, the materials should include: a jar of clean water, a napkin, and a brush stand.
After each stage of work, the brush is thoroughly washed and dried.
Sample drawing themes.
One of the most interesting ways to make a drawing available to a child is
SIGNET.
This technique allows you to repeatedly depict the same object, making different decorative compositions from its prints, decorating with them invitation cards, postcards, napkins, handbags, scarves, scarves, and gift bags.
This type of drawing does not require any special skills; it is based on the imprint of ready-made shapes smeared with paint. The signet can be made from geometric shapes, cotton swab, bottle caps (it can be replaced with a piece of raw potato of the same shape, a matchbox, an eraser, a piece of foam rubber, a piece of crumpled paper.
Age: from three years.
Means of expression: stain, texture, color.
Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, stamps made of geometric shapes, a cotton swab, a bottle cap (it can be replaced with a piece of raw potato of the same shape, a matchbox, an eraser , a piece of foam rubber, a piece of crumpled paper.
Image acquisition method: the child presses the cork to the stamp pad with paint and makes an imprint on the paper. To obtain a different color, both the bowl and the stopper are changed.
It is convenient to use thick gouache by dipping the “signet” into it. In addition to “printing”, you can use “stretching”: sliding the seal over a sheet of paper produces beautiful cirrus clouds, sea waves, and rain streams.
The signet is ready! Now we press it to a pad of paint, and then to a sheet of paper. The result is an even and clear print. Compose any composition!
Sample drawing themes.
Now let's play with paint prints. To do this you will need gouache paints of different colors and a sheet of paper folded in half. Draw half a circle on the right side of the sheet from the fold, and press the left side to the right and smooth it out. Let's open the sheet, what happened? Ball? Or maybe the sun? Then let's draw the rays. Such prints are called
Monotype.
The name comes from the Greek words “monos” - one, and “typos” - imprint.
This technique produces only one print; a second one cannot be made. But this one print can be very beautiful and unusual. You can use more than just paper for this technique. The design can be drawn on glass, ceramic tiles, cardboard, or film.
At first, this technique can be used as an exercise to develop fantasy, imagination, and a sense of color.
Age: from five years.
Means of expression: spot, color, symmetry.
Materials: thick paper of any color, brushes, gouache or watercolor.
Image acquisition method: the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen to be symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations.
Sample drawing themes.
By independently creating beautiful drawings and seeing the results of your work, you feel a surge of energy, experience positive emotions and inner satisfaction, your creative abilities “awaken” in you and the desire to live “according to the laws of beauty” arises.
Thank you for your wonderful work!
“Childhood is an important period of human life, not preparation for a future life, but a real, bright, original, unique life. And how his childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.” (V. A. Sukhomlinsky)
Not every child will become an artist, but everyone has a certain potential for artistic development, and this potential must be revealed. Gifted children will find their way, and the rest will gain valuable experience in creatively implementing their own ideas.
Dare, fantasize! And joy will come to you - the joy of creativity, surprise with your students.
Initiation of teachers into artists who paint in non-traditional techniques. (presentation of a comic certificate)
Questionnaire for teachers.
Memos to all participants (Memo “On the Path to Creativity”)
“Poke with a hard semi-dry brush” “My favorite pets”
Place silhouettes of pets cut out of paper onto paper or trace them. Fill out the entire sheet, outline or template. We fill in the missing details.
“Fluffy, elegant Christmas tree”
We cover a small Christmas tree cut out of thick paper with green gouache. The result is fluffy twigs. We draw on the branches with our fingers: snowball, multi-colored lights.
"Cheerful Snowman"
a snowman cut out of paper (two circles of different sizes) gray or blue color, cover with white gouache. We finish drawing the eyes with a marker - coals, the nose with a carrot. Decorate on a panel
"Round dance of snowmen." "My favorite animals from fairy tales"
On whatman paper with a drawn forest we place silhouettes of animals cut out of paper. We draw with gouache of different colors.
"Decorate the Sweater"
To prevent us from freezing in winter, we need to dress warmly. We decorate sweaters cut out of tinted paper.
"Hedgehogs"
Using pokes without preliminary drawing with a pencil, we will draw a hedgehog. Let's add details to the image, including dry leaves.
“Monotype” “What butterflies have I seen”
Did you know that paper can be folded in different directions? Then admire the elegant butterflies!
"Autumn Park"
We will draw the road and sky using the monotype technique, folding the sheet horizontally at the top and bottom. And then clouds of different shapes will float across the sky, and on the road we will see puddles and fallen leaves.
“Me and my portrait, or twins”
Let's draw ourselves and laugh together.
"City on the River"
Let's draw a city, bend the paper horizontally, the city is reflected in the water.
"First snow"
Let's draw a tree without leaves, fold the paper vertically, unfold it - we get two. Now let's draw snow using finger painting. Beautiful forest!
“Wonderful bouquet”, “Trees on the lake shore”, “Landscape”
Let's draw a bouquet of flowers in a vase on a plate, on a ceramic tile, on cardboard. Now place a clean sheet of paper on top of the wet drawing, press the sheet of paper, and carefully remove the drawing. Really beautiful!
"Signet imprint"
"Flowers for Mikey the Bee"
"Butterflies fluttering over the meadow"
"Mushroom Glade"
"Beautiful clearing"
"My favorite cup"
"Radiant Sun"
“The little Christmas tree is cold in winter”
"My mittens."
"Tab for books"
“Holiday scarf for grandma”
"Grattazh" "On Christmas Night"
They scratched it a little - and bright stars lit up in the sky, a thin moon peeked out from behind the clouds.
“What kind of stars are carved on the coat and on the scarf! »
Not a single snowflake is alike.
"Napkin for Mom"
It can be round, square, triangular. And come up with whatever pattern you want.
"Magic Glade"
Someone unkind painted a forest clearing with black paint. It's OK. Now an elegant butterfly has appeared, and now a flower has raised its head.
"Palace for the Snow Maiden"
Draw the fairy-tale palace of Berendey, where the Snow Maiden lives.
"A space flight"
The astronauts are greeted by cold stars, unfamiliar planets, and starships.
"Evening City"
How beautiful it is when the windows in the houses light up and Street lights! Just don't forget that the houses on the other side of the street are smaller than those that stand on this one.
“The wind blows across the sea...” A boat flies with full sails across the vast expanse of water.
Consultation for parents “Game activities in the family”“A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity."
V. A. Sukhomlinsky
Childhood is a special world that remains in a person’s soul for the rest of his life if happiness and joy of being oneself reign in it. The world of fantasy and invention in children is associated with play. In all historical times, children of different nations played and play, imitating adults, realizing their desires and creative needs.
Play is the most important, interesting and meaningful thing for a child. This is joy, knowledge, and creativity. Gaming activity is the leading activity for a preschooler. A child acquires the ability to play in the process of his development. A properly developing child is, without a doubt, a playing child. Play is a certain attitude of the world to the child and the child to the world, the child to the adult and the adult to the child, the child to the peer, the peer to him.
Adults always try to surround their baby with love, care, attention, and affection. They try to teach him to enjoy life and treat others kindly. It’s good if all this happens in the game, because it is the game that is desired and irreplaceable in childhood. Being the leading form of a child’s life, it develops physical, mental, intellectual abilities and forms aesthetic feelings. The game “keeps in shape” all human abilities: intelligence, observation, dexterity, endurance, and the ability to communicate as circumstances require. Children's play culture serves to introduce the child to a community of people - adults and peers, therefore joint play activities are the basis for the accumulation of cultural experience and the development of creative skills.
Family is the space within which a person exists from the moment of birth and throughout his life.
Modern living conditions are such that children often can only play in kindergarten; there is simply no time left for play at home - parents are put in rather harsh conditions. They try to give children as much knowledge as possible, help them get a decent education, try to transfer play activity to the family.
Play and playful communication with a child in the family is caring for his development, psychological and emotional health. Creating a favorable play environment at home allows the child to convey impressions and knowledge about the surrounding reality acquired outside the home. It is very important that an adult in the family takes part in the game with the child, showing the child how to play, and understands the importance of the game for the child. Through the fulfillment of a play role, the child’s connection with the world of adults is realized. It is the playing role that in concentrated form embodies the child’s connection with society.
Thus, in order to understand the child’s inner world, you need to study the language of the game. In play, children “speak” with the help of toys, game actions, plot, and roles. While playing, a child more easily establishes connections with the world of adults and with the world in general; he develops the skills of internal dialogue necessary for productive thinking. It is the participation of an adult in the game on an equal basis with the child that gives the baby the opportunity to feel that mom and dad are just like him and can be trusted.
Play permeates a child’s entire life, especially at home. Therefore, not using it as a means of education in the family is a big omission. But, like any means of pedagogical influence, education through play requires constant observation, reflection and the need from parents to sacrifice their personal time from time to time: take time away from the TV in the evening, not go to the cinema.
“Developing a child’s hands” Consultation for parentsDear moms and dads!
Naturally, you are concerned about the question of how to ensure the full development of a child in preschool age, how to properly prepare him for school.
Scientists have proven that the development of the hand is closely related to the development of speech and thinking of the child.
The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child who has a high level of development of fine motor skills can reason logically, has sufficiently developed memory and attention, and coherent speech.
First graders often have serious difficulties mastering writing skills. Writing is a complex skill that involves making fine, coordinated movements of the hand. The writing technique requires complex work of the small muscles of the hand and the entire arm, as well as well-developed visual perception and voluntary attention.
Lack of preparation for writing, insufficient development of fine motor skills, visual perception, and attention can lead to a negative attitude toward learning and anxiety at school. Therefore, in preschool age it is important to develop the mechanisms necessary for mastering writing and to create conditions for the child to accumulate motor and practical experience. Development of manual skills.
You should be wary if your child is actively turning the sheet or coloring. In this case, he replaces the ability to change the direction of lines with the help of subtle finger movements by turning the sheet, thereby depriving himself of training his fingers and hands. If a child draws objects that are too small, as a rule, this indicates a rigid fixation of the brush when drawing. This shortcoming can be identified by asking the baby to draw a circle with a diameter of approximately 3-4 cm in one motion. (following the example). If your child tends to fixate their hand. On a plane, he will not cope with this task: instead of a circle, he will draw you an oval, a circle of much smaller diameter, or he will draw it in several steps, moving his hand.
What can you do with your kids to better develop manual skills?
Run small tops with your fingers;
Knead plasticine and clay with your fingers;
Roll pebbles, small beads, balls with each finger in turn;
You can clench and unclench your fists and play as if the fist is a flower bud (in the morning he woke up and opened, and in the evening he fell asleep, closed and hid);
Make soft fists that can be easily unclenched,
into which an adult can stick his fingers, and strong ones that cannot be unclenched;
Two fingers (index and middle)“walk” on the table, first slowly, as if someone were sneaking, and then quickly, as if running. The exercises are carried out first with the right and then with the left hand;
Show one finger separately - index, then two (index and middle), then three, four, five;
Show separately only the finger - the thumb;
Drum with all fingers on the table;
Wave only your fingers in the air;
Make “flashlights” with your hands;
Clap your hands loudly and quietly at different tempos;
Collect all fingers in a chain (fingers all gathered together and scattered);
Wind thin wire in a colored winding onto a spool or on your own finger (it turns out to be a ring or a spiral);
Tie knots on a thick rope, on a cord;
Fasten buttons, hooks, zippers, clasps, tighten lids, wind mechanical toys with keys;
Tighten screws and nuts;
Games with construction sets, mosaics, cubes;
Folding nesting dolls;
Games with inserts;
Drawing in the air;
Games with sand, water;
Knead foam balls and sponge with your hands;
Cut with scissors.
And if you pay due attention to exercises and games, various tasks for the development of fine motor skills and coordination of hand movements, you will solve two problems at once: firstly, you will indirectly influence the general intellectual development of the child, and secondly, you will prepare for mastering the skill of writing , which will help avoid many school problems in the future.
Remember that work on developing arm movements should be carried out regularly, only then will the greatest effect from the exercises be achieved.
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