Children with general underdevelopment speech has a number of features that are found in the activity. Some individual characteristics manifest themselves in different children in exactly the opposite way. So, children differ in the pace of activity: some work quickly, others work slowly. There are also differences in the inclusion of children in activities: some children are in a hurry, often start doing work without listening to the explanation, which leads to mistakes; others lag behind with the inclusion - they need an additional incentive to act.

An individual approach to children is carried out taking into account their characteristics. By regulating the actions of children with the help of speech, it is possible to solve visual, correctional and correctional-educational tasks at the same time.

For example, when teaching to draw straight lines, the following tasks are set: to teach children to draw vertical and horizontal lines (ribbons, paths, rain, bird cage, striped scarf or rug, etc.); draw in a single movement without lifting the brush from the paper; draw lines that are fairly straight and bright.

The solution of these problems provides a large number of repetitions of simple speech patterns, which creates more favorable conditions for the development of children's speech and for mastering visual skills.

Taking into account the individual characteristics of children, in the classroom for visual activity, the speech of an adult can be used as a means of inciting some children to the activity and a means of braking in relation to other children.

For example, all the children started to work, but one or two children did not start. Moreover, they did not even pick up a pencil (scissors, brush, circle, etc.). The speech therapist encourages these children to take action: “So Seryozha takes a pencil (brush).” Speech anticipates action, and the child, obeying it, takes what is required. You need to pause so that the child has time to take it, and then praise him: “Well done, Seryozha! Now Seryozha will cut off a corner ... ”The calm, narrative form of speech in this case performs the function of motivation.

By developing the regulatory function of speech, it is possible to educate impulsive children to delay involvement in activities. With regard to them, the following appeal is appropriate: “Sasha is in no hurry today. He is waiting to be allowed to draw. And Vitya sits quietly. He doesn't take a brush. Waiting. All the children will take brushes together.” Such content of speech with a positive assessment of the child's behavior affects the upbringing of endurance much more effectively than remarks.

In the course of engaging in visual activity, with the help of commentary speech, you can also regulate the pace of activity: for some children, speed it up, for others, slow it down: “Here Masha quickly leads the line. Well done Mashenka! She already knows how to draw quickly.” Although the child draws very slowly, such a cue helps speed up the movement. And in relation to another child, on the contrary: “Natasha leads the line slowly. She is not in a hurry. Tries to draw a straight long line. All right, Natasha!

The regulation of children's activities with the help of speech should also contribute to the solution of visual problems. Mastering each skill in drawing, modeling, application, design requires a different content of speech. It emphasizes the length of the line, then its direction, then the shape of the figure, then its size, etc. For example: "Stasik draws a long, long ribbon." If the Line is obtained from a child of insufficient length, listening to the benevolent speech of a speech therapist, he draws the next line already

If you need to teach children to draw without lifting the brush from the paper, in a single movement, you need other words: “Nastya put the brush on the paper and leads it for a long, long time. Until the very edge of the sheet. Nastya does not raise her brush. I put it down!”

The individual approach also includes special form and the sequence of addressing adults to children. This is important for addressing children of primary preschool age.

First, in the appeal, children who correctly perform the movement should be called. The ability to imitate encourages those who have not yet mastered the action to perform correctly? Adult speech shows what to strive for. In this example, draw long lines.

Then you should name those who are not yet confident enough to perform the required movement. But this cannot be done in the form of a remark: otherwise imitation may lead to the opposite result. Children who know how to draw correctly begin to copy the wrong movements of the child who was reprimanded. It is advisable to say this: “And Sasha draws a long ribbon. He tries very hard! What a long ribbon Sasha has! Now he will draw another long ribbon. And one more ribbon...

An individual approach is also carried out taking into account the speech capabilities of children, the level of their visual skills, taking into account the characteristics of children's activities and their sociability. In a group with a general underdevelopment of speech, there can be courageous, resourceful children and timid, shy ones - they need a different approach. In this regard, it is necessary to provide for which of the children for what purpose should be involved first, and which - last. So, when teaching children the free movement of the hand in drawing, you first need to call a more daring child who copes well with this movement. He can show the line both in the air and on paper with a dry brush, and directly in drawing it with paint. A child who is shy, with weak visual skills, is better to be called last. This will give him the opportunity to see the movement several times and repeat it.

An individual approach is built taking into account another feature of children of this age. As already noted, a child of this age does not personally refer to an adult's address to all children, so this skill must be gradually developed. To this end, in the process of engaging in visual activity in children, it is necessary to develop the perception of both general appeals and individual appeals (personal appeal to a specific child with his name). It is advisable to do this in the following sequence: first, use the appeal to all children - this teaches them to listen to the speech of adults; then single out each child (or several children) personally and finish by addressing all the children again. For example: “All the children began to draw an apple. Vitya draws an apple. Natasha draws a red apple. And Stasik draws a round apple. All children draw an apple. Everyone draws a red round apple.”

CHILDREN REACTIONS

Methods and techniques for teaching visual activity to preschoolers

Classification of teaching methods.

The success of education and training largely depends on what methods and techniquesused by the teacher to convey certain content to children,to form their knowledge, skills, abilities, as well as to develop abilities in thator other area of ​​activity.

Under Methods teaching fine arts understand

a system of actions of a teacher organizing practical and cognitive

activities of children, which is aimed at mastering the content, a certain"The program of education and training in kindergarten."

tricks learning called the individual details, the components of the method.

Traditionally, teaching methods are classified according to the source from whichchildren acquire knowledge, skills and abilities through the means by whichthese knowledge, skills and abilities are presented. Since preschool childrenacquire knowledge in the process of direct perception of objects andphenomena of the surrounding reality and from the messages of the teacher (explanations,stories), as well as in direct practical activities(design, modeling, drawing, etc.), then they distinguish methods:

* visual;

* verbal;

* practical.

This is the traditional classification.

AT recent times a new classification of methods has been developed. The authors of the newclassifications are: Lerner I.Ya., Skatkin M.N. it includes the followingteaching methods:

* informative - receptive;

* reproductive;

* research;

* heuristic;

* method of problematic presentation of the material.

The information-receptive method includes the following techniques:

* viewing;

* observation;

* excursion;

* sample educator;

* showing the tutor.

The verbal method includes:

* conversation;

* story, art history story;

* use of samples of the teacher;

* art word.

The reproductive method is a method aimed at consolidating knowledge and

children's skills. This is a method of exercises that bring skills to automatism. He includes:

* reception of repetition;

* work on drafts;

* performance of shaping movements by hand.

The heuristic method is aimed at the manifestation of independence in anythe moment of work in class, i.e. The teacher asks the child to do partwork on your own.

The research method is aimed at developing in children not only

independence, but also imagination and creativity. The teacher offers

to independently perform not any part, but all the work.

The method of problematic presentation, according to the didacticists, cannot be used inteaching preschoolers and younger students: it is applicable only forsenior students.

In his work, the educator uses various methods and techniques in

drawing, modeling, application and design.

Consider the tricks teaching drawing in different age groups of kindergarten.
First junior group. First of all, the very activity of the educator is a visual basis. The child follows the drawing of the teacher and begins to imitate him.
At preschool age, imitation plays an active teaching role. A child who watches how a drawing is created also develops the ability to see features of form and color in their flat image. But imitation alone is not enough to develop the ability to think independently, portray, freely use the acquired skills. Therefore, the methods of teaching children are also consistently becoming more complicated.
In the works of V. N. Avanesova, it is recommended that children be gradually involved in the joint process of drawing with the teacher, when the child finishes the work he has begun - he draws strings to the drawn balls, stems to flowers, sticks to flags, etc.
The positive thing about this technique is that the child learns to recognize the depicted object, analyze the already drawn and missing parts, exercises in drawing lines (of a different nature) and, finally, receives joy and emotional satisfaction from the result of his work.
The teacher can use a demonstration of drawing techniques and a verbal explanation, and the children themselves will complete the task without a reference drawing. It is important here that the process of constructing a drawing by the teacher's hand should be well coordinated with the course of verbal presentation.
Word backed up visual material, will help the child analyze what he saw, realize it, better remember the task. But the child of the younger group has not yet sufficiently developed the ability of memory to retain what is perceived with sufficient clarity for a long time (in this case, this is the teacher’s explanation): he either remembers only part of the instructions and completes the task incorrectly, or he cannot start anything without a second explanation. That is why the teacher must once again explain the task to each child.
By the end of the third year of life, many children no longer require additional explanations: they can draw on their own, using the acquired skills and after explaining the task once.
The use of various game moments has a positive effect on the education of children of primary preschool age. The inclusion of game situations makes the subject of the image closer, more alive, and more interesting. In painting with paints, the result of the activity for a small child is a bright spot. Color is a strong emotional stimulus. In this case, the teacher should help the child understand that the color in the drawing exists to recreate the image. It is necessary to ensure that children, working with paints, strive to improve the similarity with objects.
If in the first months of training they imitate their teacher, drawing this or that object, now the teacher gives them the task to draw on their own according to the plan, imagination.
It is useful for younger preschoolers to give such an opportunity to independently work according to the plan at each lesson after completing the learning task (if it was not long).
Such a form independent work children creates a prerequisite for future creative activity.
Learning objectives in the second junior groupare connected mainly with the development of the ability to depict various forms, the development of technical skills in using a pencil and paints, and the ability to depict various objects.
Conducting drawing classes with children of three years requires the specification of all the material. Without reliance on clear ideas, teaching the simplest forms will be abstract, abstract, incomprehensible to them.
The perception of the surrounding life is the basis of the teaching methodology. Therefore, all the images that are associated with lines, circles, points, must be previously perceived, and not only visually, but in vigorous activity: “They ran along the paths”, “The balls of thread were wound and rolled”, etc. Active knowledge of the subject creates background and for active actions when drawing. The system of gaming exercises developed by E. A. Flerina takes into account this feature of age. In further studies, the methodology for applying these exercises was developed in even more detail.
For example, when drawing straight horizontal path lines, the children, together with the teacher, show the direction of the line in the air with their whole hand: "That's a long path!" After that, on paper, the children show which track, and, finally, draw it with a pencil or paints. In such a consistent repeated repetition of one movement, there is a system based on taking into account the characteristics of the physical development of three-year-old children: a gradual transition from more developed large movements with the whole hand to movement only with a brush (finger on paper) and to an even more limited movement with a pencil, in which the fingers are connected by a certain position.
When making these movements, children can accompany actions with words, for example: “Rain: drip-drip”, “That's what a long ribbon”, etc. This verbal accompaniment enhances the rhythmic nature of the drawing process, makes the movement itself more interesting and easier. The conversations of children during work should not be prohibited, they activate the thought of children, awaken their imagination.
The educator should skillfully direct these conversations, connecting them with the image received. T. G. Kazakova recommends including other means of influence in the drawing process, for example, music (the sound of raindrops). This will further increase the emotional mood of the children and, consequently, the figurative expressiveness of the drawing.
In the process of the lesson, the kids are active all the time, the image that they embody in the drawing should live in their minds.
This activity is initially based on imitation of the educator. It reminds children about the subject of the image, shows new movements that children need to master. First, he makes movements with his hand in the air, then he repeats this movement with the children. If one of the children fails to move, the teacher helps the child's hand to take the desired position and make the appropriate movement. When the child has a muscular sense of this movement, he will be able to produce it on his own. In the same way, it is necessary to first show all the drawing techniques. The teacher shows how to hold a pencil or brush correctly, how to pick up paint on a brush and draw it over paper.
Children will be able to act independently when all the basic techniques are familiar to them. If, without knowledge of the techniques of working with a pencil or a brush, a child is left to himself when completing a task, then the wrong skills may be fixed in him, which will be much more difficult to change, especially when it comes to drawing techniques.
As we have already said, one of the effective methods of visual learning is the drawing of the educator. But an educational drawing, even for the smallest children, should be figuratively literate, not simplified to a diagram. The image should be kept alive, corresponding to the real object.
For example, when showing how to draw a Christmas tree, the teacher should proceed from the requirements of the program for a given age - convey the main features: a vertical trunk, branches going to the sides, green color. But these signs characterize all other trees. To preserve the image of a Christmas tree, the teacher will draw the trunk with a line expanding downward, the branches (above - shorter, below - longer) slightly inclined, without fixing the attention of the kids on this. It is important that the visual image from the drawing does not diverge from the image of the real object, then the correct image will be stored in the memory of the children.
Demonstrating drawing techniques is important until the children are skilled in drawing the simplest forms. And only then can the teacher begin teaching preschoolers how to draw on visual aids without using a display.
For example, when children have learned to draw straight lines and rectangular shapes, the teacher may invite them to draw shoulder blades without showing drawing techniques. At the beginning of the lesson, the teacher examines the shoulder blade with the children, circles its contours with his hand, all the time explaining his actions. After such examination, the guys perform the drawing on their own. For those who find it difficult, the teacher offers to circle the shoulder blade with their own hands in order to feel its shape.
Although these objects remain before the eyes of the children during the lesson, they still do not serve as nature.
A three-year-old child is not able to combine the processes of perception and image, which requires the ability to distribute attention, analyze, compare a drawing with an object.
The depicted object is used at the beginning of the lesson to clarify ideas about the shape, color, parts of the object or in the game plan to create an emotional mood.
In some cases, when it is impossible to show an object to children (due to its large size or for other reasons), a picture or a drawing well done by the teacher can be used to enliven their ideas.
The image of the object should be in close-up, with a pronounced shape, as far as possible isolated from other objects, so as not to distract attention from the main thing.
As well as on the subject, the teacher draws the attention of the children to the shape, tracing it with a finger, and to the color of the subject. During the lesson, the picture should be removed, since it cannot serve as a model in this group. The drawing techniques of an adult are difficult for children, and, in addition, only the result of the work is visible in the picture, the techniques remain unknown.
A painting or drawing made in a realistic spirit, creating an artistic image, can only be used in the younger group as an object for perception in order to clarify ideas or create interest in the topic.
In the second junior group, an artistic word is used as a special technique. Its application here is limited. Mainly, the artistic image is used to attract the interests and attention of children to the topic of the lesson, the emergence of an emotional mood.
The teacher can start the lesson with a riddle or a short passage of poetry. For example, when drawing on the theme “It is snowing,” read a quatrain from a poem by I. Surikov:
White snow fluffy
Spinning in the air
And the earth is quiet
Falling, laying down.
The riddles and images of the poem should be simple and understandable to children, otherwise the mental stress associated with their perception will reduce the emotional mood and desire to draw.
The same rhyme can be remembered at the end of the lesson when looking at the drawings andproclaim it to everyone together. The artistic image also influences the content of children's works, although this is not yet illustrative drawing. The dynamics of the image (snow is spinning, falling), indications of color ( White snow) cause response actions of the child when creating an image in the drawing.
Viewing children's work at the end of classes and a simple analysis contributes to the education of activity among preschoolers. To do this, the teacher chooses a drawing, drawing the children's attention to the positive aspects in it, asks questions, approves the initiative shown in the work - introducing something new into the drawing. At the same time, he should so captivate the guys with the analysis of the drawings so that they are not distracted and focus on the main thing. When analyzing the content, the children, together with the educator, must take into account the quality and accuracy of the task performed. Such an examination of the work helps the children see the image, notice the inconsistency with the subject, and makes them want to correct the mistake.
The drawings are unsuccessful, bad ones should not be shown and analyzed, since high-quality performance at this age often depends not on the desire of the child, but on his general development and, in particular, on the development of movements. It is important for all children to maintain faith in their abilities, interest in drawing, in creativity.
Children with weaker drawing skills should be given more attention during the lesson, encouraging them to draw whenever they feel like it.
An individual approach at this age is especially necessary, since it is here that the inclinations and abilities of children begin to form. To identify and develop them is one of the main educational goals.
The teacher of the middle group is faced with the task of teaching children to correctly depict an object, conveying its main features, structure, color.
Children who have come to the middle group already have the basic visual skills that make it possible to convey the shape and some features of objects. That is why the requirements of the teacher to children are increasing.
These program requirements are based on the development of the ability to more conscious perception, the ability to distinguish and compare objects among themselves in the process of their detailed examination before class.
That is why in middle group more place begins to take the use of nature. An object of a simple form, well known to children, with clearly visible parts, for example, a mushroom (2 parts), a tumbler doll (4 parts), can serve as a kind.
When examining an object, the teacher draws the children's attention to the shape and location of the parts, their sizes, colors, and various details in order to make it easier for the children to correctly convey the structure. The enumeration of all these features of the object should go in the order in which they are given in the image.
middle group . As in the younger group, the teacher, when examining the subject, uses a descriptive gesture and verbal explanation.
For children who have acquired skills in drawing, this gesture is enough to understand where to start drawing and in what sequence to perform it.
During the lesson, the teacher reminds the children about nature, offers to look at it and draw. At this age, children cannot yet convey the image from a certain point of view, therefore nature must be set so that they see it from the most characteristic side and clearly distinguish the main parts. If the children are sitting at four- or six-seat tables, nature must be placed in several places so that it is in front of the eyes of each child (while all objects must be the same). When drawing, the teacher should pay the children's attention only to the visible parts of the object. Nature is also used at the end of the work to compare drawings with it, although the analysis in this group cannot be very detailed and meets only program requirements.
Given the characteristics of four-year-old children, it is necessary to include game moments in various teaching methods. For example, a roly-poly doll asks to draw her portrait; when analyzing the work, she looks at and evaluates the drawings. The game always brings animation and joy to the work of children, which increases their activity.
In the middle group, for a better reproduction of the image, a picture or drawing of the teacher can be used. The requirements for their use remain the same as in the younger group. Children of four years old cannot yet be introduced to any method of drawing based on a picture. Here it serves only as a means of reviving children's ideas about this or that subject. In terms of content, the paintings used in the middle group are, of course, more diverse than in the younger group, since the subject matter of the drawings is richer: in addition to depicting individual objects, there are also simple plot scenes that correspond to the tasks of plot drawing.
Demonstration of drawing techniques in the middle group continues to occupy a significant place in teaching in those classes where new program material is given: the sequence of images of parts of an object, the concept of rhythm, pattern, etc.
For example, the theme of drawing is a snowman. The teacher for the first time offers the children to convey the correct proportions and sequence of the image. He shows the children how to draw all three balls, starting with the big bottom one, and at the same time asks the children questions: which ball should we draw now? Where?
It is not necessary to draw small details (eyes, mouth, nose, hat) so as not to delay the explanation and leave the guys the opportunity to take the initiative and finish the drawing.
For all subsequent classes with similar program material, but on other topics (roly-poly doll, matryoshka, doll), a show is not needed, it can be replaced by examining an object, a picture.
In decorative drawing, it is especially necessary, since children first get acquainted with the composition of the pattern. The concept of what rhythm means in a pattern and how to create it in a drawing can be obtained by a child only by visually seeing how the teacher’s hand moves rhythmically, applying strokes to a strip of paper. Then the child repeats exactly what the teacher did. To consolidate this skill, children are given the task of drawing the same pattern on colored strips of paper, but with different colors. In such repeated lessons, the teacher helps those children who could not cope with the task.
In decorative drawing, a sample drawing made by the educator can be used, on the basis of which he first introduces the children to the principle of constructing a pattern, to the elements that are included in it, and shows how to work. If it was a new compositional technique or a new colorful combination, the children repeat the sample drawing without change, otherwise the task set may be obscured by other goals set by the child independently.
When the lesson is repeated, children can, after examining the sample, draw on their own, since it is not necessary to repeat it exactly.
If the child takes the initiative and creates something of his own, the teacher should approve his work, when analyzing, draw the attention of all children to the fact that each of them could also come up with something interesting.
For example, in the program material, the task was to consolidate the ability to rhythmically apply strokes between two lines. On the sample, the lines are drawn with green paint, the strokes are red, and the child has changed the colors - the strokes are green, and two rows of lines are red. This means that the child has not only mastered the program material and his skill has been fixed, but the most important thing is that the drawing process becomes not a simple imitation.
In order to develop such an initiative, which is the embryo of future creative activity, when explaining the task, the teacher invites the children to choose for themselves what paint to draw, how many strokes to make in the corners of the square, etc.
A model in subject and plot drawing cannot be applied, as it will fetter the initiative and imagination of the child.
The use of the artistic word in the middle group occupies a greater place than in the previous groups.
On the one hand, an artistic verbal image can be used in connection with the theme of drawing in order to arouse interest, revive in the memory of children images previously perceived in life. In these cases, the verbal image should mainly affect the feelings of the children and at the same time clearly convey the external features of the object, pointing to any one visible sign.
For example, starting a lesson by reading a poem:
Falling, falling leaves
Leaf fall in our garden
yellow, red leaves
They curl in the wind, fly, -
the educator tries to reproduce in the memory of the children the leaf fall they saw.
In another case, the teacher chooses a riddle that gives an image with some distinctive features, for example:
gray in summer
White in winter
Doesn't offend anyone
And everyone is afraid
- and offers to draw an answer. In this case, the verbal image will be the content of children's works. In the final analysis of the drawings at the end of the lesson, this riddle will serve as a criterion for the correctness of the drawing.
In the middle group, the analysis of drawings at the end of the lesson can be structured in different ways.
Children of four years will not be able to give a detailed, reasonable analysis of the drawings, but they are already able to independently choose the drawing that they like, say whether or not it looks like the depicted object or sample, whether the drawing is done accurately. The educator will help to justify why it is beautiful, similar or not.
In the middle group, you can arrange an exhibition of all the drawings after class and then analyze individual works chosen by the children. Bad work, as well as in the younger group, should not be shown so as not to reduce the interest and mood of the child. But with the authors of weak works, the teacher can study individually in his free time, when the child wants to draw.
Children of the middle group can notice the advantages and disadvantages in the work of their peers, but it is still difficult to evaluate their own work, since the drawing process itself gives them great joy and more often they are satisfied with the result of their work. A self-critical approach to work is developed later, at 6-7 years.
In the senior group Much attention is paid to the development of independent creativity of children. The creative work of the imagination can be based primarily on a wealth of experience. Therefore, the question of the development of children's perception is central. For children of the older group, the game is still one of the teaching methods drawing. For example, at the beginning of a drawing class, a letter is brought to the group from Santa Claus, in which he asks to draw invitation cards for the Christmas tree for the animals.
More complex and varied objects can be used as nature here than in the middle group. At first, nature is simple - fruits, vegetables, but if in the middle group, when drawing an apple, attention was paid to its main features - round shape and color, then in the older group, children are taught to see and convey the characteristic features of exactly the apple that lies in front of them - the shape round, elongated or flattened, etc. In order to emphasize these features, two apples of different shapes can be offered as nature.
In addition to objects of a simple form, in the older group it is necessary to use a more complex nature - indoor plants with large leaves and simple structure: ficus, amaryllis, plectogina. The selected copy should have a few leaves (5-6, amaryllis has 1-2 flowers).
You can draw from nature branches of trees and shrubs with leaves or flowers (willow, mimosa, spruce, poplar), some field and garden flowers with a simple form of leaves and flowers (chamomile, dandelion, cosmea, narcissus, tulip, lily).
Drawing such objects is more difficult than objects that have regular geometric shapes with a symmetrical construction, such as, for example, a tumbler, etc. The complex structure of a plant, in which the leaves are attached in bunches, the branches have many branches, the children of the older group will not be able to convey, but they will not be able to see and draw some leaves are raised up, while others are lowered to them.
Nature is even more difficult - toys depicting various objects. If any animal is drawn, you should take plush toys with simple shapes - elongated paws, an oval body, a round head, such as a bear, a hare.
The location of nature in front of children depends on the task. If you want to convey the correct proportions, nature should be in a static position, turned towards the children so that all parts are clearly visible. Sometimes you need to change the position of the parts if the children are given the task to convey the movement.
In the older group, children can learn to depict only simple movements of living objects.
The basic structure of the object during this movement should not change much, as well as the shape of the parts. Hands in the form of a simple, oblong shape, but only raised up, legs turned toes in one direction, etc.
The need to change the shape when drawing makes children look more closely at nature, compare the drawing with it.
To further clarify the concept of the nature of the movement and the position of the body parts associated with it, the educator can offer someone who finds it difficult to draw a bent arm or leg to take this position himself and explain the movement in words, for example: “I took a flag in my hand, bent it at the elbow and lifted, the other hand is lowered down, it remains straight.
Nature contributes to the assimilation of the correct arrangement of the drawing on the sheet. For this purpose, nature is placed in front of a colored sheet of paper or cardboard of the same shape and shade as in children, only accordingly bigger size. When examining nature, the teacher draws the attention of the children to the fact that it is in the center of the sheet, the edges of the paper are visible on its sides. This makes it easier for the children to find the place of the drawing on their sheet.
Examination and analysis of the form and position of nature is accompanied by descriptive gestures, questions of the educator to the children. Drawing from nature in the older group usually does not require additional demonstration of drawing techniques, with the exception of mastering new techniques, for example, continuous shading of needles when drawing a spruce branch, or showing drawing sanguine when it is first introduced.
After examining nature, the teacher explains to the children the sequence of the image of the parts. To find out if the guys understood the explanation, the teacher asks one of them what they will start drawing with, and at the beginning of the lesson, first of all, he approaches those who started to work incorrectly.
Nature is also used at the end of the lesson to compare the results of work with the subject. For the educator, the assessment criterion will be the set program tasks, and for the children - a specific resemblance to nature.
The use of pictures in drawing classes in the senior group not only helps the educator in clarifying the children's ideas about a particular subject, but also introduces them to some visual techniques. For example, a girl plays ball - her hands are drawn up.
Sometimes a picture can be used in the process of drawing, when the child has forgotten the shape of any part, detail of the subject; after reviewing, the teacher removes it in order to avoid copying by children. The picture, as well as the teacher's drawing that replaces it, cannot serve as a model for a child's drawing and be used for sketching. The perception of the picture should be based on observations in life, helping the child to realize what he saw.
The sample made by the teacher is used in the senior group mainly in decorative drawing.
Depending on the purpose of drawing, the method of using the sample may be different. For exact repetition, it is given in cases where children are introduced to some new compositional technique or pattern element. For example, they learn to create a flower by “dipping” by placing the petals symmetrically around the center. All attention should be focused on the fulfillment of this task, therefore, it is quite justified here for children to copy the model of the educator, supported by a visual demonstration of the sequence of drawing petals - top-bottom, left-right, between them.
But more often in the older group, the sample is used only to explain the task. The children already complete the pattern on their own, using all its elements, color, etc., as they wish, without violating the task.
In order for the new task to be understood by the children and they understand that the drawings can be different, it is good to give 2-3 samples and compare them with each other, revealing what they have in common and what is the difference.
In order to encourage children's initiative when analyzing the drawings at the end of the lesson, the teacher pays attention to those where there are elements of creativity, despite the fact that the copied drawings can be done more accurately. Children will quickly feel the teacher's approval of their creativity and will strive to work independently.
Often the use of nature, paintings, samples requires showing the ways of the image. A full display of the entire drawing in the older group is used less frequently than in the middle group. You should always leave some part of the work for the children to decide on their own.
The display can be complete when it is necessary to explain the sequence of the image of the parts. For example, when explaining to children how to draw a truck, the teacher starts the drawing from the cab, which is the center of the drawing, then draws all the main parts of the car, the children are left to draw only small details on their own.
The same display of the basic construction of the subject and when drawing other subjects, when their image is given again.
Partial display is also used. For example, when drawing a two- or three-story house, where children learn how to depict multi-storey buildings by arranging rows of windows, the teacher does not draw the whole house. On a previously drawn rectangle, he shows how to separate one floor from another with a light line and draw a row of windows above this line. All windows should also not be drawn, just as the roof, window sashes and other details should not be drawn. Children are invited to remember what houses they have seen and draw as they like.
In decorative drawing, when constructing a pattern from the center of a circle or square, after examining several samples, the educator partially shows where to start drawing a flower, how to arrange the petals symmetrically. The teacher does not draw the whole flower, but only 2-3 rows of petals, the children see the full drawing of the flower on the sample.
A teacher helps a child who does not cope well with a task. At the same time, he must remember that it is necessary to show the element that does not work for the child not on his drawing, but on another sheet of paper. In this case, the child sees how to draw, and can repeat this technique himself.
When explaining the location of the drawing on the sheet, it is best for the educator not to draw, but simply to show with a delineating gesture how one or another task should be performed. For older children, this is enough for them to understand the task and try to complete it on their own.
Usage literary works expands the subject of children's drawings and is at the same time a method of teaching them, contributing to the development of creative initiative.
A verbal artistic image reveals the specific features of an object or phenomenon and at the same time gives the listener the opportunity to think about the image itself and the situation in which the action takes place. For example, for the heroine of Ch. Perrault's fairy tale "Little Red Riding Hood", external signs are obligatory: a red cap, a basket with treats for grandmother, everything else when drawing is invented by the child himself - the girl's pose, her face, hairstyle, clothes, shoes.
Children of the older group successfully cope with the image of such verbal images, the idea of ​​which is based on the perception of homogeneous objects in life: Little Red Riding Hood - a girl, a doll; greedy bear cub - teddy bear; teremok - a small house, etc.
Some fabulous images are presented in toys - Pinocchio, Dr. Aibolit, etc. Playing with them makes these images alive for children, acting, concrete, which makes them easier to portray.
But for the children of the older group, such a direct visual reinforcement of the verbal image is not necessary. Their imagination can, on the basis of several features present in an artistic image, create it in its entirety.
The use of artistic images helps in revealing the idea. Before starting drawing according to one’s own plan or on a given plot topic, one should help the child select from the whole mass of impressions what relates to this topic, since a completely independent choice is sometimes random, incomplete, wrong.
A literary work should be divided into a number of episodes, where the text itself determines the characters, the place and time of the action. Children of five years old can not always cope with this on their own. At the beginning of the lesson, the teacher sorts out with them what pictures can be drawn from this work, what happened first, then how it ends. The teacher can suggest the topic of any episode himself or give the children several episodes to choose from. For example, when drawing on the theme of the fairy tale "Teremok", the teacher suggests depicting how animals knock on the door one after another, and who exactly, the child chooses at his own request. Or from the fairy tale “The Fox, the Hare and the Rooster”, children are offered to portray a crying bunny near the hut, and to whom he complains - to a bear, dogs or a rooster - the guys themselves choose.
Preschoolers of the older group, with the help of the teacher's leading questions when analyzing the work, can already notice both the positive aspects in the drawing and the errors by comparing with nature, image, or with the ideas that are in the mind. This indicates the increased intelligence of children and the ability to think independently.
Children of the older group can justify their answer using the acquired knowledge about the beautiful combination of colors, the arrangement of objects, and the drawing technique.
Unsuccessful work should not be discussed collectively, it should be analyzed individually with its author.
In five-year-old children, a critical attitude towards the results of activities increases, therefore it is possible to bring them to the analysis of their work on the basis of comparing it with nature or a model. The child may notice a discrepancy, an error; although he still cannot give a complete, objective assessment of his own drawing - whether it is done correctly or not. And this should not be sought from him, since it is more important that the child retains a sense of satisfaction from his work. If he has found and realized what his mistake is, he must be given the opportunity to correct it now or in his free time.
Great demands must be placed on capable children, who quickly learn techniques and perform tasks well, in terms of the quality and content of the work, and the expressiveness of the drawing. Constant praise of children is just as harmful to their creative development as constant censure, since both prevent them from striving for better results. Here the teacher must observe tact and sense of proportion.
Among the methods and techniques of teaching childrenpreschool groupa large place is given to drawing from life - the leading method of teaching at school. AT preparatory group it is combined with other methods, since otherwise it is impossible to carry out all the educational tasks facing the kindergarten.
The method of using nature in the preparatory group differs from the school one. In kindergarten, there are no tasks of teaching three-dimensional images, rendering chiaroscuro, perspective abbreviations, complex angles.
In the preparatory group for school, children are able to visually examine nature, highlighting its main features. The experience of children of 6-7 years old is growing so much that they can already give an analysis of the general form, parts, their position on the basis of only visual perception without the additional participation of other senses. It is assumed that the proposed item or similar items were familiar to children before; unknown, perceived objects for the first time cannot be drawn in this way.
Children can be taught to draw nature from a certain point of view, if its position is not very difficult.
In the visual arts, every drawing begins with a light sketch - the position of the whole object, its parts, their proportions.
It is easier for a preschooler to build a drawing, moving from one part to another, which often leads to a violation of proportions. Therefore, in the preparatory group, children should be taught to perceive the object as a whole, highlighting the most characteristic in its forms, make a sketch on their own, and only after that proceed to transfer the exact forms and details.
First, they learn to analyze the object with the help of a teacher, then gradually the children begin to do it on their own. In the first few lessons, after looking at nature, the teacher himself shows how to make a sketch. When the children learn the basic rule - to outline with a light line the general contour of nature without details, the need to show the teacher disappears. The teacher helps children compare the drawing with nature, find errors and ways to correct them.
In the preparatory group, both nature itself and its staging become more diverse. Items can be of different sizes: larger ones, which are placed at a distance for the whole group of children, and small ones, which are placed on tables for 2-3 children. Older children already have the skill of visual perception of nature, they do not need to feel it, as children of 4-5 years old do. Twigs with leaves, flowers, berries, toys and various other small items can be used as nature in the preparatory group. The close location of nature often attracts the child's attention to it: he compares it with a drawing.
In addition, the value of such an "individual" nature is that it allows you to focus on its characteristic features. The teacher selects a homogeneous nature with slight variations: on one branch - 3 branches, on the other - 2, on one - all the leaves look up, and on the other - in different directions. Children's attention is drawn to this difference when explaining the task and analyzing nature; they are invited to draw their branch so that they can recognize it later. At the end of the lesson, an interesting analysis of the search for a drawing of nature or according to the nature of a drawing can be carried out. Here the attention of children to all details increases.
Drawing nature helps to develop a sense of composition in the transfer of space. Children very quickly master the ability to place objects in a large space near and far when drawing from nature of the surrounding nature. For example, they examine with the teacher from the window the space between two trees: close to the children there is a lawn, behind it is a river, then a field, and where the sky seems to converge with the earth, a narrow strip of forest is visible where it is even impossible to make out individual trees . Children begin to draw by moving from nearby to distant objects, starting from the bottom edge of the sheet. It becomes clear to them what drawing on a wide space means. The void between earth and sky disappears.
The picture as a means of enriching the ideas and knowledge of children is widely used in the preparatory group in the preliminary work before starting to draw.
For example, such a complex compositional task as location on a wide strip becomes clearer to children when looking at a picture. The teacher draws their attention to how the artist divided it into two parts - earth and sky; how the objects are depicted at the bottom; why distant objects are drawn higher, with almost no detail. Children see that trees can be drawn all over the ground, not just in one line. You can consider several paintings on the same topic, where the same arrangement technique is used, so that children learn it better. When drawing, the educator, recalling what he saw in the picture, invites the children to think about how much space the sky and earth will take. Then, dividing them with a thin line, the guys begin to draw.
Demonstration of drawing techniques in the preparatory group is carried out less frequently than in other groups, since children of this age can learn a lot on the basis of only verbal explanation.
If this is necessary, the teacher partially explains and shows certain drawing techniques. For example, when depicting a person in profile, the teacher does not draw his entire figure, but only the profile of the face, explaining in words all the curves of the form. It is also good for children to first practice drawing only a profile on separate sheets, and then proceed to depict the entire figure. The teacher can also partially show the bend of the leg at the knee when walking or running. Such assistance does not prevent the child from working creatively to create an image in accordance with his ideas.
The teacher should select such fairy tales, poems for children, where this or that image is presented most vividly. Children at this age have already acquired some life experience and mastered certain skills in the visual arts. That is why a verbal image (without a visual aid) already causes the work of thought and imagination in them.
Children can be given the task of collectively doing work, illustrating a particular work, drawing certain episodes from cartoons. For example, having chosen a theme from any work, everyone draws one episode.
When analyzing the drawings, the children of the preparatory group are already able to assess the quality of the work performed. At first, the teacher helps with questions whether the drawing is correct or not. In the future, the children independently justify the positive and negative assessments.
Preschoolers of the preparatory group develop self-criticism. For example, when selecting the best drawings for an exhibition in the parent's corner with the teacher, they may even reject their own drawings, prefer a drawing of another, where the image is given more expressively, correctly.
The teacher should encourage in the work of the children fiction, fantasy, the ability to think independently, that is, something without which a conscious, creative attitude to any work and, in particular, to schooling is impossible.

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Chapter 1

1.1 The development of the child as a subject in visual activity

1.2 Ability to visual activity as a personality trait of a preschooler

Chapter 2

2.1 Children's drawing as a product of artistic creativity

2.2 Stages of a creative act in the visual activity of a preschooler

2.3 Factors that determine the originality of the children's artistic image

2.4 Evaluation criteria and conditions for the development of fine arts of a preschooler

Chapter 3

3.1 The purpose and objectives of teaching preschoolers visual activity

3.2 Classification and characteristics of methods for teaching children visual activity

Chapter 4

4.1 Game techniques used in the management of visual activities

Chapter 5

5.1 Drawing

5.3 Applications

5.4 Construction

List of used literature

Application

Chapter1 . Personal developmentchild in fine arts

1.1 The development of the child as a subject in visual activity

Visual activity is born at an early age and continues to develop in the preschool age. If the conditions for its appearance and formation are created in time, it will become a bright and fertile means of self-expression and development of the child. With the development of this activity, the child himself grows, develops, changes.

One of the most important conditions for the development of a child is the emergence and improvement of his activity. The process of development of activity means the gradual formation of all its structural components: motives, goal-setting, a set of actions.

The development of children's visual activity is closely connected with the development of the general motivational-need sphere of the child's personality. The general need - to live one life with adults, to participate in their activities and relationships - gives rise to different objects of this need in each age period. Thus, it is known that at an early age the orientation of the child to the objective world and the ways of using objects dominates. That is, the relation "child - social object" is the main, the main one. This attitude is realized in objective activity, which becomes the leading one in a given period. The nascent visual activity during this period also bears the imprint of this need. We believe that it arises not as an artistic, but as a kind of objective activity and develops for a certain time according to its laws. It is important, therefore, to see how it gradually separates from objective activity and becomes purposeful pictorial activity, while at the same time retaining many features of objective activity at all subsequent stages of its development.

At preschool age (from 3 to 7 years), the child also feels the need to live one life with adults, to actively enter into living space human community and act within it. However, the subject of this need is changing. The child seeks to master the activity of an adult, to understand its meaning, the features of interaction and relationships between people. And therefore, it is more focused not so much on the objective world, but on a person and his actions with these objects, the interaction and relations of people in active communication. The relationship "child - adult" becomes the leader.

The most accessible activity in which the child realizes this need and in a practical way comprehends, comprehends the phenomena described above, becomes a game. It acquires a leading role in the development of the child. The game to a greater extent meets this dominant need of the child and the possibilities of its satisfaction. Visual activity during this period, developing according to its own laws, at the same time bears the influence of changed priorities in the objects of need. This influence affects the leading motives, content and form of children's visual activity, which will be discussed below. The specificity and place of visual activity in the hierarchy of other activities are to a large extent determined by the dominant attitude of the child to the world, i.e., the social situation of development, and, consequently, the leading type of activity.

The process of mastering visual activity by a child is the process of becoming a subject of this activity. At the same time, subject-object relations are realized in the process of perception of the depicted objects and in their embodiment in images. Simultaneously, in the process of mastering the activity, the subject-subject relations. This happens with the development of her motives, especially social, socially oriented, with the enrichment of themes and ideas, social in content, public assessment and public use of the final result (created images).

Thus, the child as a subject of activity is included in the system public relations through the content of activity (a socially directed motive, the social content of ideas, the aesthetic perception of finished images by other people).

In addition, a subject arises - subjective relations of the child and adults, children among themselves regarding activities (when performing collective work; during the participation of all children in their analysis and evaluation; in the process of teaching the child by a teacher, etc.).

In other words, the process of mastering activity by a child is the process of development of the child as a subject of activity in the system of social relations. At the same time, all spheres of the child's personality develop. The creative nature of the activity stimulates the development of one of the most important mental neoplasms of this period - imagination, creativity, which also indicates the development of the child's personality.

1.2 Abilities for visual activity as personality traitspreschooler

The importance of preschool age in the formation and development of abilities to visual activity.

Abilities are individual psychological characteristics that distinguish one person from another and are related to the success of an activity or many activities. In other words, abilities should be understood as an ensemble of properties of a human personality that provides relative ease, high quality of mastering a certain activity and its implementation. That is, abilities cannot be separated from personality. Therefore, it is quite legitimate to draw the following conclusion: the development of abilities, including fine arts, is, first of all, the development of personality.

In psychology, it has been established that abilities are formed on the basis of innate inclinations. Inclinations are prerequisites for the possible development of abilities. The real value of deposits under all other conditions is as follows:

greatly facilitate the formation of abilities;

accelerate the pace of advancement in the development of abilities;

determine the height of achievement;

cause early manifestations of the abilities of Grigoriev G.G. Visual activity of preschoolers. - M .: Academy, 1999. P. 42 ..

The abilities themselves are formed in the process of activity in the interaction of the child with other people, in the most concentrated form of such interaction - learning.

Visual activity is a reflection of the surrounding world in the form of specific, sensually perceived visual images. The created image (in particular, drawing) can perform different functions (cognitive, aesthetic), as it is created for different purposes. The purpose of the drawing necessarily affects the nature of its implementation. The combination of two functions in an artistic image - image and expression - gives the activity an artistic and creative character, determines the specifics of the orienting and executive actions of the activity. Consequently, it also determines the specifics of the ability to this species activities.

Sakulina N.P., exploring this problem, singled out two groups of abilities for visual activity:

1. image ability;

2. ability for artistic expression.

1. The ability to image consists of three components:

Perception and related representation. To learn how to depict, one must master a special way of perception: to see the object as a whole (perceive the content and form in unity), and the form is at the same time dissected (structure, color, position in space, relative size).

Mastering the means of graphic embodiment of the image (mastering a set of skills and abilities of the image, form, structure, proportional relationships, position in space). Without mastering these graphic skills, the ability to depict cannot be formed.

Mastering the technique of drawing.

2. The ability to figurative expression consists of the following components:

Aesthetic perception of the phenomena of the real world, i.e. not just sensory perception necessary for the image, but also an aesthetic assessment of the perceived phenomenon, an emotional response to it. The ability to see, feel the expressiveness of an object helps to make a drawing not just an image that allows you to recognize the phenomenon, but gives the latter a vivid characteristic, emphasizes what is especially impressive in it, i.e. an artistic image is created, and not just a graphic image. In this property, personal moments appear most clearly (value orientations, personality motives).

intellectual activity. This quality is manifested in the processing of impressions, the selection of what struck the consciousness, feeling, in the direction of the child to create a new, original artistic and expressive image. A necessary condition for this activity is the presence of a conscious goal: the desire to create an original image and master the system of visual skills Sakulina N.P. Visual activity in kindergarten. M.: Enlightenment, 1973. S.64..

Despite the fact that not every child has the ability for visual activity, active engagement in this type of creativity will have a beneficial effect on the development of his personal qualities and visual knowledge and skills.

Incentives are especially important here. Moreover, if at first it is a simple encouragement of the child’s work (“You did well, you tried! You did great!”); then gradually, while creating a positive attitude towards art activity in the child, the teacher encourages any, even the smallest, “personal finds” of the child (“How beautifully you painted the grass, it is so bright and juicy!”, “The clown’s shoes turned out like real ones!” ). Encouraging even a small, but the initiative of the child, we thereby contribute to the further development of his creative independence.

Another indispensable condition for the development of abilities is the creation of an atmosphere of Joy and Understanding in the classroom. The following words can be a wonderful motto here: “I want! I know! I can!" (invite teachers to explain the meaning of this phrase).

In conclusion, we note that, despite the fact that not every child has the ability for fine arts, active engagement in this type of creativity will have a beneficial effect on the development of his personal qualities and fine knowledge and skills.

Chapter2 . Problemschildren'spictorialcreativity

2.1 Children's drawing as a product of artistic creativity

Drawing is a product of visual activity, one of the forms of manifestation and a characteristic indicator of a child's development. Visual activity begins at an early age and reaches its highest development at preschool age. Every child at a certain stage of his life, usually starting from 2-3 years old, draws with passion. By the beginning of adolescence, this hobby, however, in most cases passes; "fidelity" to drawing is retained only by artistically gifted children.

Drawing as a product of children's creativity is evaluated differently in the pedagogical literature. Some researchers are attracted by spontaneity, peculiar expressiveness, sometimes even unexpectedness of images, originality compositional constructions. Others consider it from the point of view of truthfulness, the ability to observe, the nature of the expressiveness of images, sometimes even the unexpectedness of images, the originality of compositional constructions. Others considered it from the point of view of veracity, the ability to observe, the accuracy of the image, the presence of certain skills and abilities. In the analysis of a children's drawing, we will focus on its emotional content.

To understand children's fine arts, and the child in particular, it is necessary to know some of the characteristic features of children's thinking, the specifics of the perception of the world at a particular age, which are reflected in the drawing.

The development of children's visual activity goes very closely with the general development of the motivational-required sphere of the personality. A child at preschool age seeks to master the activity of an adult, to understand its meaning, the features of interaction and the relationship of people in activity communication. The relationship "child-adult" becomes the leader.

Trying to draw, the child does not try to depict the object as it looks, he depicts an idea, an internal model. M. Prodomyu claims that the child does not draw an object in itself, he draws an idea about the object Grigorieva G.G. The development of a preschooler in visual activity. M .: Publishing Center "Academy", 1999. P.102 .. Children's and art reflects internal realism, a necessary aspect of our thinking, indicating that the most important element, which influences the representation of the child and the drawing, is an emotional factor. Children's drawings are an image, not a reproduction, they express inner, not visual realism, they characterize, first of all, the child himself, rather than an object serving as a model. The child does not draw a realistic picture of the world, but a certain “complex of ideas”. The child has a psychological realism, and not a realism of external similarity, he conveys his feelings about what he saw and felt. Therefore, children's drawing is the most important material for understanding the emotional world of the child, reflecting his mental and mental state.

Among the advantages of children's drawings, one can single out: sincerity, emotionality, the immediacy of the child's expression of his thoughts and feelings (features inherent in the highest examples of art); pithiness - everything that surrounds children and excites becomes the theme of creativity; courage and optimism. Children's drawings can be recognized by their brightness, colorfulness, decorativeness. They have a joyful worldview, the expectation of good from the world and only good. This surprises and pleases adults, and at the same time it saddens a little from the realization of how difficult, almost impossible it is to preserve such a perception of the world.

It is interesting that while creating an image of a person, an object, striving for the completeness and credibility of the image, the child chooses, however, the most characteristic features and features of the object, departs from the most accurate reproduction of nature and, trying to express the essence of the phenomenon, conveys an expressive image in his drawings. Children's drawings convince us that a child is able to express his own worldview, emotional reaction, and that is why they can be called expressive. Expressiveness is the main essential feature of artistic thinking and children's drawing. Expressiveness is understood as the artist's ability to convey human emotions through a variety of techniques.

One of the most accessible means of expressiveness for a child is color. It is characteristic that the use of bright, pure colors in various combinations is inherent in preschoolers of all ages. By the older preschool age, the child can use color more subtly and in a variety of ways, creating expressive images. Many researchers of children's drawings notice that a child uses color to convey an attitude to an image: with bright, clean, beautiful colors, a child usually depicts favorite characters, pleasant events, and dark ("dirty") - unloved, evil characters. Yellow color for the child in the first place among the colors. Yellow has a symbolic character, as it carries the color of the sun. The sun is there - it means that everything is in order in the world. Orange color ranks second among the favorite colors of children. As the child masters the visual experience, his knowledge of the world around him, the color in the children's drawing becomes more realistic.

Characteristic for a preschooler is that they distribute objects over the entire plane of the sheet, observing a sense of balance and compositional fullness. For example, the entire street is depicted on a horizontal plane in expanded form: a trolleybus line is located above the car, houses are even higher, the road stretches across the entire sheet. The child thinks of the horizontal plane in its real extent. The desire for credibility, accuracy and completeness of the image makes the child avoid spatial relationships in which one object covers part of another.

Another means of expression used by a preschooler is a line. Researchers notice that objects and phenomena that are close to the child, loved by him, he draws diligently and accurately, and bad, ugly, in his opinion, events reflect the deliberately careless line of Grigoriev G.G. The development of a preschooler in visual activity. - M.: Publishing Center "Academy", 1999. S.103.

The child in his drawing tries to reflect the construction of the world, in particular, the need to clearly distinguish between the idea of ​​the top and the idea of ​​the bottom, in relation to which a person should orient his position. The child's tendency to convey in a drawing not specific visual images and impressions, but the result of personal knowledge of the world is a characteristic feature of preschool children's drawing. They use figurative language sign system, with which you can simulate the world on a piece of paper. Therefore, drawing at preschool age is one of the ways to streamline the system of children's ideas about the world. The line of "earth" can be conveyed by a brown or green line, typed from vertical lines, flowers or mushrooms. This is how the idea of ​​the soil under your feet, the support on which everything rests, is realized. The "sky" line can be represented by a blue line or a stripe, it can consist of a set of a number of birds, airplanes, stars. And between heaven and earth, characters are placed in a row. They stand in such a way that everyone is in the fullness of his selfhood - completely in full growth. In the mind of the child, the main structure-forming principle is the vertical - the division of the sheet up, middle and bottom. This is the oldest principle in the history of culture of the symbolic organization of space, which is embodied in various cultures in the image of the World Tree with its crown (top), trunk (middle) and roots (bottom). This is the earliest scheme in the history of the development of an individual person, with the help of which a child tries to build a model of an inhabited world.

By the sixth year of life, the child masters the concept of horizontal and vertical; if earlier he painted a person in an inclined position, now he begins to depict him strictly vertically. By the age of six, a child often draws arms from the upper part of the body, various secondary details appear: fingers, hair, eyebrows, eyelashes. Early childhood images always face the viewer. Profile drawings appear much later, in order to convey the idea of ​​directional movement. The spatial proximity or distance of the characters from each other, the ratio of their sizes, the features of geometric shapes, the commonality of color and attributes, and other parameters of the picture carry a semantic load. They serve to express the spiritual closeness or alienation of the characters in the picture, their significance or low value, reflect their characters and properties.

So, children's drawing is a powerful diagnostic tool that allows you to identify emotional condition(well-being, anxiety, hostility, communication difficulties, low self-esteem, demonstrativeness) of the child.

Among the indicators of the picture, which are a kind of indicators of its emotional state, one can single out: pressure, originality of the line, color, location of figures in space, the presence of shading, the degree of thoroughness and detail of the images.

By implementing pedagogical activity, preschool educators it is necessary to take into account the emotional state of the child, adjust the trajectory of pedagogical communication depending on the indicators of the child's emotional discomfort.

2.2 Stages of a creative act in the visual activity of a preschooler

According to some experts, visual activity has a special biological meaning. Childhood is a period of intensive development of physiological and mental functions. At the same time, drawing plays the role of one of the mechanisms for implementing the program for improving the body and psyche.

In the first years of a child's life, the development of vision and motor skills, as well as sensorimotor coordination, is especially important. From the chaotic perception of space, the child proceeds to the assimilation of such concepts as vertical and horizontal. And the first children's drawings that appear at this time, of course, are linear. Drawing is involved in the formation of visual images, helping to master the forms, to coordinate perceptual and motor acts.

As for the characteristic features of children's drawing, they clearly reflect the stages of development of the child's visual-spatial-motor experience, on which he relies in the process of drawing.

The creative activity of a preschooler has its own specifics. T.S. Komarova identifies the stages of creative activity of preschoolers:

At the first stage, an idea arises, develops, is realized, and an idea is formed.

A characteristic feature of the second stage is that "bearing" and "implementing it" coincide. The child came up with a theme, sat down and immediately draws and sculpts. He uses such expressive means as an artistic image, color, color, composition; different ways of working with art materials (paints, pencils, etc.);

The third stage is getting the result (drawing, application, sculpture, etc.). The child puts his knowledge, skills, emotional and intellectual experience into the product of activity.

In the activity of a preschool child, all these stages are shortened in time.

2.3 Factors that determine the originality of the children's artistic image

The originality of the artistic image created by a preschooler, the very process of its origin and implementation is due to the peculiarities of the mental and personal development of a child - a preschooler.

First of all, these are the features of the basic mental processes that implement creative activity. The analysis of imagination deserves special attention.

Imagination is the basis of creative activity,

Creativity is one of the existing indicators of personality development, one of its existing characteristics.

At the same time, imagination is the main mental neoformation of preschool childhood. This age period is secretive for its development, therefore, one of the main tasks of adults is to create favorable conditions for its development in the context of various types of activities and in those that are based on this mental process, they cannot exist without it.

The mechanism of children's creative imagination depends on the factors influencing the formation of the "I": age, features of mental development (possible disorders in mental and physical development), individuality of the child (communications, self-realization, social assessment of his activities, temperament and character), upbringing and education .

A person's imagination develops throughout life. The ability of a person to single out the whole first, then the parts. Imagination is manifested in inventing and implementing ideas. Consciousness is impossible without imagination. The child is a researcher, he puts forward hypotheses, tests them. Imagination and feeling in the creative process are closely related. The child's feelings are shallow, but vivid; insufficient awareness. Children's imagination is distinguished by a vivid vision of the image, the ability to quickly enter the image of the depicted circumstance.

Comparing a child's imagination with an adult's, Vygotsky emphasized that not only is the child's material for images poorer, but the quality and variety of combinations are inferior to those of adults. He also noted such a quality of images of children's imagination as subjectivity. Vygotsky distinguished 2 types of imagination:

Plastic (objective) - materials of external impressions;

Emotional (subjective) - taken from within.

Of great interest are the works of VV Davydov. He noted that the definition of imagination as a person's ability to see the whole before the parts did not receive proper specification in psychology.

The scientist's essential remark that imagination should not be confused with the flexibility and dynamics of reproductive representations. In the imagination, the main thing is the transfer of certain properties from one image to another. The transferred property is the dominant integrity that determines the formation of other parts of the new image.

Davydov V.V. emphasized that it is in the child's intention that one of the important features of the imagination is revealed - the ability to "see" the whole before the parts. "The idea is some general integrity that needs to be revealed through many parts. Such disclosure occurs in the process of implementing and embodying the idea."

Dyachenko found that imagination has 2 components:

Generation of a general idea for solving a problem;

Drawing up a plan for the implementation of the idea.

Children are divided into types of imagination. By the age of 3, we begin to differentiate children by types of imagination:

Cognitive imagination of the subject - the plot, in detail;

Emotional - schematic.

Originality is higher in children with emotional imagination. More original works - junior and preparatory, less - middle, senior.

By the age of 7, the child has mastered (in the game) norms, rules, values. He strives for socially significant, socially valued activity, so the images are original. Psychologists and educators recognize that it is in artistic activity and in the game that the development of the imagination takes place in the first place. It manifests itself in inventing, and then in the implementation of the plan.

2.4 Evaluation criteria and development conditionsfine arts preschooler

The creativity of children is characterized by the fact that the child, as a result of activity, creates a new, original product in which he actively discovers something new for himself, and for others - something new about himself.

In order for teachers to assess the level of development of the visual skills of children and their creative manifestations, N.A. Vetlugin defines the following criteria:

The attitude of children to creativity, their interests, abilities;

Quality of ways of creative actions;

The quality of products of children's art (see Fig. 1) Kazakova T.G. Theory and methodology for the development of children's fine arts. - M.: VLADOS, 2006. P. 62 ..

Vetlugina N.A. believes that, discovering something new for himself, the child simultaneously discovers something new about himself for adults, and therefore the attitude towards children's creativity should be pedagogical. At the same time, in assessing children's creativity, the emphasis is on the process of activity, and not on the result. That is why Sakulina N.P. considers the formation of such personality traits as independence, activity, initiative, manifested in the process of activity, as indispensable components of creativity.

So, the criteria for analysis and evaluation of images created by children will be:

Transfer of the form (the form is simple, complex, transferred accurately, slightly distorted, not successful at all);

The structure of the object: the parts of the object are located correctly; their location is slightly distorted; parts of the object are located incorrectly (the structure of the object is transferred incorrectly);

Transferring the proportions of an object in an image;

Composition - an elongated construction, a crowded image, no unity, proportionality (disproportionality) of the construction (the ratio of the size of different images). Symmetric (asymmetrical) construction. Rhythmic (non-rhythmic). Thumbnail, enlarged. Location on the sheet of individual images: all over the sheet, on the strip of the sheet (frieze). Image of several moments of one event on one sheet of paper;

Movement transfer. Static image. The initial moment of the image of movement (movement of any part of an object or group). Ineptly expressed movement in general. The complex movement is conveyed quite clearly and definitely;

Color. The real coloring of objects is transferred. The image is dominated by saturated (bright) colors or pastel, pale, warm, or cool tones. Multi-color coloring, the predominance of one or two colors. There are deviations from the actual color. In decorative drawing, conformity with the color of the sample of folk decorative painting or deviation from it;

The nature of the lines. Strong, energetic pressure, sometimes pushing through the paper. The lines are rough and hard. The line is weak, light, strong, smooth, trembling, intermittent. Coloring with small strokes, strokes or large, sweeping movements. Regulates or not the pressure force, scope (paints within the contour, goes beyond the contour lines);

What materials were used to create the image, subject to their independent choice;

The level of independence in the performance of work (drawing, modeling, applications):

a) Was the help of the teacher required in the course of the work, what did it consist of?

b) Did the child ask questions or ask for help from the teacher?

c) Does the child have a need to independently supplement the image with objects, details that are suitable in meaning?;

Emotional and aesthetic attitude to the process of creating an image:

a) how vividly (strongly, weakly or in no way outwardly), emotionally relates to the task, to the process of creating an image, to the finished product of his own activity and other children?

b) what types of visual activity (drawing, modeling, appliqué) and types of tasks (objective, plot, decorative, by design) does he prefer, how does he explain his preference?

c) How does he evaluate his own work and the work of other children (emotional-aesthetic, moral characteristics of the assessment)?;

The child's use of specific means of expression to create an image;

Creation. Note that the child introduced something new into the image, the independence of the idea, its implementation. Image originality.

Based on the criteria, the levels of development of fine arts in children of senior preschool age were identified.

Low level:

There is no interest in the process of activity. Technical skills and abilities are poorly developed, there are significant errors in the transfer of the form, structure of the object, the location of parts, size. Children are indifferent to the use of color, do not notice the expressiveness of form, do not use means in their work to create an expressive image. In creative tasks, simpler and more familiar images are chosen for the image. In the process of activity, independence is not manifested, constant support is needed.

Average level:

In children, there is an interest in activities at the beginning of work, when requirements arise, children become passive. Preschoolers are notorious, attention is unstable. Formation of technical skills and abilities is formal. There are minor deviations in the transfer of form, structure, size. Children know colors, but do not always use them to create an expressive image. In the process of activity, they need help, stimulation of actions. Drawings, crafts are less original, do not differ in the presence of expressive means. Creative imagination is not always traced. To reveal the creative idea, children use the method that they are good at.

High level:

Children have an interest in the process of activity, children are active, have high level technical skills and drawing skills. Children notice the expressiveness of the form, the combination of colors, they know the rule for working with paints, they correctly convey the shape, structure of objects, the location of parts, size in the drawing. Preschoolers use expressive means in their work (color, rhythm, line, composition). In the process of activity, independence is traced, i.e. children need only a little help from the teacher. The work is distinguished by elements of novelty, fantasy, which indicates the development of creative imagination; when performing a creative task, children quite fully and originally reveal the idea.

These criteria can also be used to evaluate the children's work of pupils not only of the older groups, but also of other age groups, however, adjusting them depending on the age of the children, releasing those indicators that are difficult for younger ages.

Chapter 3 . Methods of teaching preschoolersvisual activity

3.1 The purpose and objectives of teaching preschoolers visual activity

The purpose of teaching preschoolers visual activity is the development of skills in visual activity, enrichment of the emotional world of the child. The educator creates all the conditions for this: provides an emotional-figurative perception of reality, forms aesthetic feelings and ideas, develops imaginative thinking and imagination, teaches how to create images, means of their expressive solution.

One of the main tasks of teaching children visual activity is to develop the ability to correctly convey their impressions of the surrounding reality in the process of depicting specific objects and phenomena.
The visual possibilities of a preschooler in the transfer of the environment are limited. Not everything that a child perceives can serve as a topic for his drawing or modeling.

The veracity of the images created by preschoolers will consist in the presence of some signs of the object, which will make it possible to recognize the object.

Great importance in the truthful transmission of impressions has a method of representation. Children learn to convey the shape of an object, the ratio of its parts, the location of objects in space, their color, etc.

The next task of training is the development of the skills of depicting several objects, united by a common content.

The task of creating a thematic composition requires the image of a group of objects that are logically related to each other. In life, a child easily catches connections and relationships between objects, however, in order to convey these relationships in drawing or modeling, a preschooler must master a number of visual skills that require a lot of thought and imagination. Mastering these visual techniques is a rather complicated task, requiring the development of thinking. In kindergarten, it is solved mainly in older groups.

An important task of training is the development of the ability to make patterns, taking into account rhythm, symmetry, color.

The solution to this problem is connected with the peculiarities of the aesthetic development of a preschooler. Children can perform the simplest rhythmic constructions and use bright, contrasting combinations of colors (at an older age - shades) to create an expressive composition. This task is carried out mainly in the classroom for decorative drawing and appliqué. In modeling, this is the decoration of molded dishes and decorative plates with a pattern made in the form of painting with paints or stucco. One of the important tasks of teaching fine arts is mastering the techniques of working with various materials.

Visual skills consist in the ability to convey the shape of an object, its structure, color and other qualities, to create a pattern, taking into account the decorated form. Visual skills are closely related to technical skills. To depict any object, one must be able to freely and easily draw lines in any direction, and how to convey the shape of an object through these lines is already a visual task.

Acquisition of technical skills only on initial stage learning requires great concentration, active work of the child's thoughts. Gradually, technical skills are automated, drawing uses them without much effort. Technical skills include the correct use of materials and equipment. In drawing, for example, elementary technical skills consist in the ability to properly hold a pencil, brush and use them freely.

Thus, the tasks of teaching visual activity are closely related to the specifics of this type of art and at the same time contribute to the implementation of educational tasks, the development of children's artistic abilities.

3.2 Classification and characteristics of methods for teaching children visual activity

Under the methods of teaching children visual activity, they understand the system of actions of a teacher who organizes the practical and cognitive activities of children, which is aimed at mastering the content defined by the "Program of Education and Training in Kindergarten".

Training methods are called individual details, components of the method.

Traditionally, teaching methods are classified according to the source from which children receive knowledge, skills and abilities, according to the means by which this knowledge, skills and abilities are presented. Since preschool children acquire knowledge in the process of direct perception of objects and phenomena of the surrounding reality and from the teacher's messages (explanations, stories), as well as in direct practical activities (designing, modeling, drawing, etc.), methods are distinguished:

visual;

verbal;

practical.

This is the traditional classification.

Recently, a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:

informative - receptive;

reproductive;

research;

heuristic;

method of problematic presentation of the material.

The information-receptive method includes the following techniques:

viewing;

observation;

excursion;

teacher sample;

teacher display.

The verbal method includes:

story, art history story;

use of teacher samples;

art word.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring skills to automatism. It includes:

receiving a repeat;

work on drafts;

performing shaping movements with the hand.

The heuristic method is aimed at the manifestation of independence in any moment of work in the classroom, i.e. The teacher asks the child to do part 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 independently perform not any part, but the whole work.

The method of problem presentation, according to didacticians, cannot be used in teaching preschoolers and younger students: it is applicable only to older students.

In his activities, the teacher uses various methods and techniques in drawing, modeling, application and design.

So in drawing, the main technique for the first junior group is to show how pencils and paints should be used. Most effective reception- passive movements, when the child does not act independently, but with help. Effective game pictorial movements of a homogeneous, rhythmic nature with the pronunciation of the words: "back and forth", "top - down", etc. This technique makes it possible to associate the image of an object with pictorial movement.

Reading poems, nursery rhymes, songs in the classroom - essential method ic reception. Another method of work in the first junior group is the co-creation of a teacher with children.

In the second junior group, the information-receptive method is actively used in drawing classes. An effective way of getting to know the shape of an object is especially useful before class: children circle the shape with their hands, play with flags, balls, balls, feel their outlines. Such an examination of the subject creates a more complete picture of it.

Also effective is the technique of examining an object by moving the hand along the contour and showing this movement in the air. Direct display of the image method is used only if this form occurs for the first time.

Chapter4 . Game in the system of teaching fine arts to preschoolers

4.1 Game techniques used in the management of visual activity

A special place in the management of children's visual activity is occupied by game techniques. All game techniques can be conditionally divided into two groups:

Plot-game situations according to the type of director's games (deployed about any objects or waste material);

Plot-game situations with role-playing behavior of children and adults.

Plot-game situations by type of director's games deployed about toys, any objects, waste material and other volumetric or planar objects. The child and the teacher act with them, as in director's games. Other game situations of this type unfold in connection with a drawing (a drawn image is more conventional, and perhaps active actions with it are more limited). Children and the educator act simultaneously in both cases as screenwriters, and as directors, and as actors.

The technique of playing with objects or toys (volumetric and planar), panorama paintings, natural, waste material is very common. You can even beat visual material (brushes, paints, pencils, etc.). Indeed, with a brush, pencils, you can talk, consult, teach them to draw (“run” along a flat path, “roll” down a hill, “jump like a bunny, “walk” like a bear, etc.). The method of playing with toys and objects is accepted by children, as it takes into account the child's inherent interest in objects and actions with them.

Using this technique, it is possible to take into account the gradually changing interests of children, which become more complex with age and development.

Another technique is to play around with the image. As a rule, this technique is applied at the end of drawing, (sculpting). The resulting image is used in this case as a kind of game object.

The content of the game actions depends on the content of the image. If a bird is depicted, then it can “fly”, “sit down” on trees, “peck” grains, etc. The kid drew a path - animals, people, etc. will “walk” along it. Thus, the content of play actions is determined by the content of actions performed with this object in real life. And the ways to perform these actions can be different, to a greater extent they depend on whether the image is three-dimensional or planar. A specially organized playing of children's work allows the teacher to analyze and evaluate them in a lively, convincing and interesting way. figurative artistic game application

The teacher can also use such a technique as playing around with an unfinished (still being created) image. It can be called a plot-pictorial game. This technique is aimed at directing the image process, and therefore it seems to accompany it. The educator sets the following tasks: game analysis of the created image, further development the idea of ​​children, stimulating the pictorial way of its implementation. The ways of performing the game action in this case are varied. They can be expressed in words. So, the educator, seeing a drawn girl in a long fur coat, asks her: “Aren’t you cold without a hat?” The process of using this technique is, in essence, setting up various game tasks for children, encouraging them to accept them and independently set new ones. As a result, there is a partly joint, partly independent development of the plot-game design. The game technique stimulates not only the improvement of the idea, but also its implementation by specific, visual means. Thus, visual creativity is stimulated.

In the management of visual activity, it is possible to use another group of game techniques with role-playing behavior of children and adults. Children are offered the role of artists, photographers, potters, builders, sellers, buyers; younger children - the role of bunnies, bears, etc. For example, children-artists of the preparatory group can draw posters based on a fairy tale or different fairy tales. The most beautiful and expressive posters can then be used to design dramatization games, puppet theater. The selection of a game technique with elements of role-playing behavior is due to the peculiarities of the development of the game.

However, in this or that role, the child is attracted either by various actions of a person (a game character), or by relationships. Depending on this, the content of the game technique is also built. Taking into account the knowledge of children, their interests, preferences, the level of play in the group, the teacher develops these playing techniques. Some master artists are invited to tell what kind of dishes they came up with. This is done in order to demonstrate the teaching of children to conceive an image.

All of the above techniques combine the main features of the game and the originality of children's visual activity. As a result, they are close and understandable to children, do not violate the naturalness of the visual process. In the real learning process, all types of game techniques are used in various combinations.

Chapter5 . Kindschildren'spictorialactivities

The main types of visual activity in kindergarten include such types of activities as:

Drawing;

Application;

Design.

Each of these types has its own capabilities in displaying the child's impressions of the world around. Therefore, the general tasks facing visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it.

The connection between different types of visual activity is carried out through the consistent mastery of form-building movements in working with various materials. So, it is better to start familiarization with a rounded shape with modeling, where it is given in volume. In the application, the child gets acquainted with the planar shape of the circle. In drawing, a linear path is created.

Thus, when planning work, the educator should carefully consider what material to use will allow children to quickly and easily master image skills. The knowledge acquired by preschoolers in the classroom with one type of visual activity can be successfully used in the classroom with other types of work and with other material.

5.1 Drawing

Drawing is one of the favorite activities of children, giving great scope for the manifestation of their creative activity.

The theme of the drawings can be varied. The guys draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc. They can use expressive means of drawing. So, color is used to convey similarity with a real object, to express the relationship of the painter to the object of the image and in a decorative way. Mastering composition techniques, children fuller and richer begin to display their ideas in plot works.

However, awareness and technical mastery of drawing techniques are quite difficult for a small child, so the teacher should approach the subject of work with great attention.

In kindergarten, mainly colored pencils, watercolors and gouache paints are used, which have different visual capabilities.

5.2 Modeling

The originality of modeling as one of the types of visual activity lies in the three-dimensional method of image. Modeling is a kind of sculpture that includes work not only with soft material, but also with hard material (marble, granite, etc.) - Preschoolers can master the techniques of working only with soft plastic materials that are easily influenced by the hand - clay and plasticine.

5.3 Applications

In the process of applique, children get acquainted with simple and complex forms. various items, parts and silhouettes of which they cut and paste. The creation of silhouette images requires a lot of thought and imagination, since the silhouette lacks details that are sometimes the main features of the subject. Application classes contribute to the development of mathematical concepts. Preschoolers get acquainted with the names and features of the simplest geometric shapes, get an idea of ​​the spatial position of objects and their parts (left, right, in the corner, center, etc.) and sizes (more, less). These complex concepts are easily acquired by children in the process of creating a decorative pattern or when depicting an object in parts.

5.4 Construction

In the process of designing, preschoolers acquire special knowledge, skills and abilities. Designing from building material, they get acquainted with geometric volumetric forms, get ideas about the meaning of symmetry, balance, proportions. When constructing from paper, children's knowledge of geometric plane figures, the concepts of side, corners, and center are clarified. The guys get acquainted with the methods of modifying flat forms by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional form appears

List of used literature

1. Grigorieva G.G. The development of a preschooler in visual activity: Proc. allowance for students. higher ped. textbook establishments. M.: Publishing Center "Academy", 1999.

2. Grigorieva G.G. Game techniques in teaching fine arts to preschoolers. M.: Education, 1995.

3. Grigorieva G.G. Visual activity of preschoolers. - M.: Academy, 1999.

4. Grigorieva G.G. Develop a preschooler in visual activities. / G.G. Grigoriev. M.: ACADEMA, 2000.

5. Children's fine art: what should be understood by this? Komarova T. S. Journal "Preschool Education" No. 2, 2005.

6. Dielo D. Children's drawing: diagnostics and interpretation. M.: April press, Publishing house EKSMO, 2002.

7. Doronova T.N. The development of children in visual activity / T.N. Doronova.// Child in kindergarten. - No. 4. - 2004. - p. 21-29; No. 5. - 2004.

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Content

Introduction……………………………………………………………………………..3

Chapter 1

1.1. Observation in teaching the visual activity of children

preschool age………………………………………………………..5

1.2.Survey in teaching visual activity of children

preschool age………………………………………………………..7

1.3. Considering paintings and book illustrations as a method in

teaching children visual activity…………………………….8

1.4. Use of nature and sample………………………………………..9

1.5. Reception of the display in teaching children visual activity ...... .11

Chapter 2

2.1.Verbal methods of teaching the visual activity of children

preschool age………………………………………………………16

2.2. Game methods and techniques for teaching fine art

activities………………………………………………………………...20

Conclusion…………………………………………………………………………….32

List of information sources………………………………………………34

Introduction

The relevance of the study lies in the fact that mastering visual activity in kindergarten is of great importance for a child: a preschooler gets the opportunity to independently create a drawing, create a positive emotional mood, promotes the development of creativity, aesthetic sense, figurative representations and imagination. Drawing is perhaps the most interesting activity for preschool children. Visual activity allows children to express in drawings their idea of ​​the world around them, their understanding of it and their attitude towards it. Drawing for a child is a peculiar form of cognition of reality, the surrounding world, comprehension of art, and therefore requires in-depth study, prediction and correction of children's education.

The visual activity of preschoolers contains great potential opportunities for the comprehensive development of the child. However, these opportunities can only be realized when children feel joy and satisfaction from what they have created, if the creative process causes a good mood in them.

The visual activity of the child, which he is just beginning to master, needs qualified guidance from an adult.

But in order to develop in each pupil the creative abilities inherent in nature, the teacher must himself understand the fine arts, children's creativity, and master the necessary methods of artistic activity.

The visual activity of preschoolers as a type of artistic activity should be emotional, creative. The teacher must create all the conditions for this: he, first of all, must provide an emotional, figurative perception of reality, form aesthetic feelings and ideas, develop figurative thinking and imagination, teach children how to create images, means of their expressive performance.

The learning process should be aimed at the development of children's fine arts, at the creative reflection of impressions from the surrounding world, works of literature and art. The success of the upbringing and education of preschool children largely depends on the successful use of methods and techniques.

Under the methods of teaching visual activity, we understand the system of actions of a teacher who organizes the practical and cognitive activities of children, which is aimed at mastering the content defined by programs for visual activity.

Training methods are called individual details, components of the method. With regard to visual activity, methods are used that are traditionally distinguished by the source of knowledge: visual, verbal, and gaming.

The purpose of the study is to study the methods and techniques of teaching the visual activity of preschool children.

Research objectives: 1) to study the visual methods and techniques of teaching fine arts; 2) to identify their significance and role in teaching fine arts; 3) to consider verbal and game methods and techniques for teaching visual activity.

The subject of the research is the visual activity of preschoolers.

The object of the research is the methods and techniques of teaching the visual activity of preschool children.

Research hypothesis: correctly selected methods and techniques of teaching fine arts contribute to the disclosure of the child's creative potential.

The methodological basis of the study is the methods of analysis, systematization of the acquired knowledge, description of phenomena.

Chapter 1 visual activity of preschool children

1.1. Observation in teaching visual activity of preschool children

Leading, main in teaching fine artpreschoolers are visual methods. Among thevisual methods and techniques are the following:surveillance,examining an object (examination), a sample, showing a picture,showing ways of image and ways of action.

Observationis one of the leading visual teaching methods. A great contribution to its development was made by E.A. Flerina, N.P. Sakulina, L.A. Raeva. Observation is defined as the purposeful perception of the real world, object or phenomenon in the natural environment.

The value of this method lies in the fact that in the process of observation, the child's idea of ​​​​the depicted object, the phenomenon, which serves as the basis for the subsequent image, is formed.

Observation, unlike other methods and techniques, forms a vivid "live" idea of ​​the surrounding world. Thanks to this method, it is possible to form one of the most important personality traits that characterize its cognitive sphere - observation. It is this personality characteristic that allows a person to independently acquire new knowledge, provides a basis for reasoning, conclusions.

In visual activity, which has a sensory basis, observation is one of the main orienting actions. The method of observation is aimed at shaping this action. A particular task at preschool age is the formation of an idea about the depicted object, a phenomenon that serves as the basis for the application of all other teaching methods and techniques.

Observation requirements:

Purposefulnessobservation in visual activity means the perception, first of all, of that content, those
features of the object, which will serve as the basis for the image, will allow you to visualize the artistic image as
the result of visual activity.

Emotionality, indifference of perception.Without feelings born of communication with people, art, nature, man-made objective world, there can be no art, there can be no
artistic, creative activity.

Meaningfulness of observation.Visual activity
requires a special perception of objects, phenomena, selection and
awareness of those properties that are to be depicted (form,
color, proportions, etc.). However, the selection of these features shouldbut be not mechanical, but meaningful. Baby gotta ponymother of many visible phenomena.That is, the external signs of objects comprehendon the basis of revealing the inner content of the phenomenon that existsvenous connections between external signs and internal state, the influence of some factors. In this case, the processknowledge is deeper, feelings are more meaningful, there isa general idea of ​​the phenomenon, allowing the child to better oribe guided by the perception of similar or contrasting phenomena.

Children's activity.In supervision, it is necessary to ensure
the most diverse activity of children: emotional, thoughts
body, speech, motor. Only under this conditionthe monitoring process will be effective.

Repeatability of observationsespecially important for creating
children of various, expressive images. In the process of neodrepeated observations, children can see one object in changechanging conditions, and hence with different external characteristicssticks.In the processrepeated observations, one can see a variety ofmeth of the same type.Thus, repeated purposeful observations significantly enrich children's ideas and provide great material for productive imagination. The last observation should be as close as possible to the process of depiction, since, due to the dominant involuntariness of all mental processes in preschoolers, it is impossible to retain for a long time the “fresh”, vivid impressions necessary for depiction.

Taking into account the age capabilities of children and image tasks in the selection of the volume of representations formed in the course of observation. This requirement is realized both in the content and in the methodology of conducting observation with children.

The methodology for organizing and conducting observation with children implies the need to choose a place and time in accordance with the tasks of observation, a variety of questions that activate the cognitive activity of children, enrichment of observation with other techniques: storytelling, explanation, artistic word, game moments, survey elements, etc. .

The age of children, the novelty or repetition of observation of a particular phenomenon, the tasks of the upcoming visual activity significantly affect the nature of the cognitive activity of children in observation. All this should be taken into account by the teacher when preparing and conducting a specific lesson.

1.2.Survey in teaching visual activity of preschool children

Survey- purposeful analytical-synthetic perception of an object by tactile-motor and visual means.

Thanks to the examination of the subject, children form an idea about it, which forms the basis of the image. That is,the meaning of the survey is in the formation of ideas about the depicted object.

As a rule, the survey is used for difficulties in depicting individual objects. You can examine toys, household items (house, bridge), nature (trees, bushes, flowers, animals). When depicting a person, you can examine a toy-doll, you can examine the figures of children (on a walk, gymnastics), etc. That isexamination is a purposeful examination of an object that needs to be depicted.

However, its meaning is not only, and perhaps not so much, in solving a momentary visual problem. A deeper and more important meaning is in the child's mastering the very method of examination as a way of knowing the environment. Mastering the method itself gives the child relative freedom and independence in cognition.

So,examination- method of teaching and at the same time one of the tasks of teaching.

1.3. Considering paintings and book illustrations as a method in teaching children visual activity

Looking at paintings and book illustrations- a widely used method in teaching children visual activity.

This is an indirect teaching method, used mainly in the system of preliminary formation of ideas and ideas. In cases where it is impossible to introduce children to an object or phenomenon in the process of direct perception, pictures or illustrations are used. They can also be used after observation in order to revive, clarify, enrich ideas.

The fixed way of depicting the picture makes it possible to see details that are difficult to perceive in a natural object.

Paintings (subject, plot), illustrations can be used to enrich children with some of the ways of depiction available to them.

Thus, this teaching method allows you to form an idea of ​​the depicted object, phenomenon, enriches the visual experience of preschoolers with some available ways of depicting 1 (at a certain stage of learning). The following requirements are imposed on the pictures used in working with preschoolers: 1) a clear, sharp image, preferably on a “pure” local color background; 2) compositional simplicity and accessibility of content (easier than for special consideration as a work of art); 3) realism of the image.

1.4. Use of nature and sample

Underin kindin the visual arts, an object or phenomenon is understood that is depicted by direct observation. Work from nature involves the image of an object from a certain point of view, in the position in which it is in relation to the eye of the painter. This feature of the image from nature also determines the originality of perception in the process of class. The main thing here will be visual perception, and when depicted on a plane (drawing, application), the object is perceived only from one side; when sculpting and designing, children should be able to turn nature, analyze the three-dimensional form in various turns.

The ability to perceive an object in the totality of its qualities is already characteristic of a child of primary preschool age. However, the need to depict an object from nature requires the ability to analyze the ratio of parts, their location in space. Psychologists believe that a preschool child is capable of such analytical-synthetic perception only with the right pedagogical guidance.

We note somefeatures of the use of naturein working with preschool children.

Nature, first of all,makes memory easier, since the image process is combined with perception; helps the child to correctly understand and convey the shape and structure of the object, its color. Despite the ability of children4-5 yearsdo simple analysis of image objects,work from natureat this age hastheir differences from the use of nature by schoolchildren and artists.

Perceiving an object, the child must show its volume (give a two-dimensional image of a three-dimensional nature on a plane), which is associated with the use of chiaroscuro, the transfer of perspective changes in the object, and the display of complex angles. These image techniques are not available to preschoolers. That's whyas natureselected for themsimple objects, having a clear outline and articulation of parts.

Nature is placed so that all children perceive itfrom the most characteristic side. The educator should examine nature in detail with the children, directing and facilitating the process of analysis with a word and gesture. This process requires a certain culture of perception, developedanalytical thinking. These skills begin to develop in children5-6 years. At this age, they learn to compare and correct their work in accordance with nature when depicting. For example, in the older group, when depicting a spruce branch from nature, children convey the location of the branch in space (oblique or vertical), the number and size of branches on the left and right, and draw thick needles of a dark or light tone.

as naturecan be usedleaves, branches, flowers, fruits, as well astoys,depicting people, animals, vehicles.

It is not recommended to use live birds and animals as nature. Their movements, sounds will distract children from drawing, will not give them the opportunity to focus on the perception of the object in the right position.

In this way,using nature as a methodlearning coverswhole image process: initial analysis subject, comparison of the image with nature in form, position, color, evaluation of the results of work by comparing the drawing and nature.

Sample- this is what children should follow when performing various kinds of tasks in the classroom. AT methodological literature the sample includes the work done by the educator, toys, small sculptures (in modeling), even paintings. Since looking at paintings, examining objects, including toys and small sculptures, - independent methods learning, then under the model we advise to understand the work performed by the educator and offered for imitation.

The use of a sample can be different in the nature and organization of the cognitive activity of children (from providing children with ready-made information - ways of depicting when they are required to understand and direct reproduction, to organizing partially search activities - according to variable or unfinished samples).

1.5. Reception of the display in teaching children visual activity

Display method display reception (modes of action) - one of the most important in teaching preschoolers.Depending on the completeness of the display of the image method, there areshow fullandpartial. The display may begeneralandindividual. Moreover, an individual demonstration can take place in the form of a joint action of the teacher and the child. In addition, there is a distinction between showing a teacher and showing a way of depicting (action) by a child. The display is used when getting acquainted with the technique of working with new ways of depicting. The demonstration of techniques coincides with the assimilation by children of the ways of depicting an object or drawing up a pattern. The use of the display in the first and subsequent lessons is fundamentally different. When an object of this form is depicted for the first time, the demonstration is carried out by the teacher (after an appropriate examination). An indispensable condition is an explanation of the relationship between the image method and the movement of the hand along the contour during the examination. In subsequent lessons, where objects of the same shape are depicted, children are involved in showing the method of depiction.

Showing the educator ways of the imageis a visual-effective technique that teaches children to consciously create the desired form based on their specific experience. The display can be of two types: showing with a gesture and showing image techniques. In all cases, the display is accompanied by verbal explanations.

gestureexplains the location of the object on the sheet. The movement of a hand or a pencil stick across a sheet of paper is enough for children even 3-4 years old to understand the tasks of the image. The gesture may bethe main form of the object is restored in the memory of the child, if it is simple, orits individual parts.For example, when children are watching the construction of a house, the teacher gestures to show the contours of buildings under construction, emphasizing their upward direction. He repeats the same movement at the beginning of the lesson, in which children draw a high-rise building.

Gesture,reproducing the shape of an object, helpsmemoryand allowsshow the movement of the drawing handon the image. How less baby, the more important in his training is showing the movement of the hand. The preschooler is not yet fully in control of his movements and therefore does not know what movement will be required to represent one form or another.

Also known isreceptionwhen the teacher in the younger group makes a picturetogether with the child, leading his hand.

With a gesture, you can outline the entire object if its shape is simple (ball, book, apple), or the details of the shape (the location of the branches of a spruce, the bend of the neck of birds). The teacher demonstrates finer details in a drawing or modeling.

The nature of the display depends on the tasks that the teacher sets in this lesson.

Show image of the whole itemis given ifthe task is to teach how to correctly depict the main shape of the object. Usually this approach is usedin the younger group.For example, to teach children to draw round shapes, the teacher draws a ball or an apple, explaining his actions.

If, when depicting an object, it is necessaryaccurately convey the sequence of drawing a particular detail, then it can also be givenholistic display of the whole subject. With such a display, it is desirable that the educator involve the children in the analysis of the subject with the question: “What should I draw now?”.

In teaching older children, it is more often usedpartial display- image of thatdetailsorindividual elementwhich preschoolers are not yet able to portray. For example, children 4-5 years old draw a tree trunk in the form of a triangle with a wide base. This mistake is sometimes caused by the teacher's explanation: “The trunk of the tree is narrow at the top and wide at the bottom, and the children literally follow this instruction. The teacher needsalong with a verbal indication to give an image displaytree trunk.

During repeated strengthening exercisesskills and thenshowing them to their own usegiven onlyindividuallychildren who have not mastered a particular skill.

Permanent display of trickscompleting the task will teach children in all cases to wait for instructions and help from the educator, which leadsto passivity and inhibition of thought processes.

Showteacher is always needed when explainingnew techniques.

The development of analytical thinking, which results in a critical attitude to what is perceived, allows children to objectivelyevaluate the work performed by comrades, andtheir work. But this level of development the child reachesby the age of five.

At a younger age, the child cannot fully control and evaluate his actions and their results. If the process of work gave him pleasure, he will be satisfied with the result, expecting approval from the educator.

In the younger groupthe teacher at the end of the lesson shows several well-done works without analyzing them.Purpose of display- attract the attention of childrento the results of their activities. The teacher also approves the work of other children. A positive assessment of them contributes to the preservation of interest in visual activity.

In the middle and senior groups caregiver usesdisplay and analysis of children's workasreception,helping childrenunderstand achievements and mistakesin the image. The ability to see how correctly the subject is depicted helps to develop a conscious attitude to the choice of means and methods of work to enhance all creative activity.

After completing the task, the teacher shows one of the works and notes its positive aspects: “How well, the house is neatly painted”, “How beautifully the colors in the pattern are chosen - dark and light side by side, they can be seen well”, “How interestingly the skier is fashioned”, etc. e. If there are similar errors in many works, then you should pay attention to them, ask how you can correct them.

It is not necessary to consider a mistake in the work of one child with all children, since the realization of it will be of significance only for this child. The causes of the error and ways to eliminate it are best analyzed in an individual conversation.

In the older group, all children should be involved in the analysis. However, sometimes the teacher himself gives an assessment. For example, wanting to encourage a child who draws poorly and anticipating criticism of his work by other children, the educator is the first to point out the positive aspects of the drawing.

The analysis of children's work can be carried out in various plans.. Most oftento save timethe teacher selectively takes several works for analysis. Showing the same child's work in each class should be avoided, even if it really stands out from the others. As a result of constant praise, he may develop unjustified self-confidence, a sense of superiority over other children. Individual work should be carried out with gifted children, taking into account their abilities and visual skills.

Sometimesjob choicefor the analysis of the educatorinstructs children. In these cases, all the works are laid out on one table (or attached to the stand) and the children are invited to choose the ones they like the most. Then the teacher analyzes the selected works with the children in detail.

Discussing each child's workMaybein the preparatory group, children are already interested in the results of the work of their comrades. But such an analysis should be carried out in your free time, since 2-3 minutes at the end of the lesson is not enough.

Children six years old can be offeredanalyze your work, comparing them with nature, a sample. It educates in childrencritical attitudenot only to the works of his comrades, but also to his own.

Thus, the demonstration technique can be included in the structure of both the information-receptive and reproductive methods. If, however, search activity is organized and children can demonstrate the variants of the image they have found, then showing their findings to children is included in the structure of the heuristic method, since all children are put in the search situation, and the display is, as it were, a public demonstration of one of the variants of the image.

Chapter 2. Verbal and game methods and techniques for teaching visual activity of preschool children

2.1.Verbal methods of teaching visual activity of preschool children

Along with visual methods of teaching visual activity, verbal methods and techniques are used (conversation, explanation, questions, encouragement, advice, artistic word).

physiological basis The unity of verbal and visual methods is the teaching of I.P. Pavlov about the interconnected work of two signal systems. One of the leading verbal methods of teaching visual activity isconversation. A conversation in a visual activity class is a conversation organized by a teacher, during which the teacher, using questions, explanations, clarifications, contributes to the formation of children's ideas about the depicted object or phenomenon and how to recreate it in drawing, modeling, appliqué. The specificity of the conversation method provides for maximum stimulation of children's activity. That is why the conversation has found wide distribution as a method of developing teaching of visual activity.

The conversation is usually used in the first part of the lesson, when the task is to form a visual representation, and at the end of the lesson, when it is important to help children see their work, feel their expressiveness and dignity, and understand weaknesses. The method of conversation depends on the content, type of lesson, specific didactic tasks.

In plot drawing, when children are taught to convey the plot, in the process of conversation, it is necessary to help children imagine the content of the image, composition, features of the transfer of movement, the color characteristic of the image, i.e. think over visual means to convey the plot. The teacher clarifies with the children some technical methods of work, the sequence of creating an image. Depending on the content of the image (on a literary work, on topics from the surrounding reality, on a free topic), the conversation technique has its own specifics. So, when drawing (sculpting) on ​​the theme of a literary work, it is important to remember its main idea, idea; emotionally enliven the image (read lines from a poem, fairy tale), characterize the appearance of the characters; recall their relationship; clarify the composition, techniques and sequence of work.

Drawing (sculpting) on ​​the themes of the surrounding reality requires revitalizing the life situation, reproducing the content of events, the situation, clarifying expressive means: composition, details, ways of conveying movement, etc., clarifying the techniques and sequence of the image

When drawing (sculpting) on ​​a free topic, preliminary work with children is necessary. In conversation, the teacher revives childish impressions. Then he invites some children to explain their plan: what they will draw (blind), how they will draw, so that it is clear to others where this or that part of the image will be located. The teacher clarifies some of the technical methods of work. Using the example of children's stories, the teacher once again teaches preschoolers how to conceive an image.

In the classroom, where the content of the image is a separate subject, the conversation often accompanies the process of examining it (examination). In this case, during the conversation, it is necessary to evoke an active meaningful perception of the object by children, help them understand the features of its shape, structure, determine the originality of color, proportional relationships, etc. The nature, content of the teacher's questions should aim the children at establishing dependencies between the external appearance of the object and its functional purpose or features of living conditions (nutrition, movement, protection). The fulfillment of these tasks is not an end in itself, but a means of forming generalized ideas necessary for the development of independence, activity, and initiative of children in creating an image. The degree of mental, speech activity of preschoolers in conversations of this kind is the higher, the richer the experience of children.

In design classes, applications, where the sample is often the subject of examination and conversation, also provide for a greater degree of mental, speech, emotional and, if possible, motor activity of children.

At the end of the lesson, you need to help the children feel the expressiveness of the images they created. Teaching the ability to see, feel the expressiveness of drawings, modeling is one of the important tasks facing the teacher. At the same time, the nature of the questions and comments of the adult should provide a certain emotional response to the children.

In the older groups, during the conversation, the teacher leads the children to independently establish the dependence of the expressiveness of the image on the methods of action.

The content of the questions in the process of viewing and analyzing children's work varies depending on the method of creating the image (from memory, from imagination, from life), on the content of the image (pattern, plot), on the age of the children.

Age features affect the content of the conversation, the degree of activity of children. Depending on the specific didactic tasks, the nature of the questions changes. In some cases, questions are aimed at describing the external signs of the perceivedobject, in others - for recall and reproduction, for inference. With the help of questions, the teacher clarifies the children's ideas about the subject, phenomenon, and ways of depicting it. Questions are used in general conversation and individual work with children during the lesson. Requirements for questions are of a general pedagogical nature: accessibility, clarity and clarity of wording, brevity, emotionality.

Explanation - a verbal way of influencing the minds of children, helping them to understand and learn what and how they should do during classes and what they should get as a result. The explanation is given in a simple, accessible form at the same time to the whole group of children or to individual children. Explanation is often combined with observation, showing the ways and techniques of doing work.

Advice used in cases where the child finds it difficult to create an image. NP Sakulina rightly demanded not to hurry with advice. Children with a slow pace of work and who are able to find a solution to a given issue often do not need advice. In these cases, the advice does not contribute to the growth of independence and activity of children.

Reminder in the form of brief instructions - an important teaching method. It is usually used before the start of the imaging process. Most often it is about the sequence of work. This technique helps children start drawing (sculpting) in time, plan and organize activities.

promotion- methodical technique, which, according to E.A. Flerina, N.P. Sakulina, should be used more often when working with children. This technique instills confidence in children, makes them want to do the job well, a sense of success. The feeling of success encourages activity, keeps children active, and the feeling of failure has the opposite effect. Of course, the older the children, the more objectively justified should be the experience of success.

art word widely used in art classes. The artistic word arouses interest in the topic, the content of the image, helps to draw attention to children's work. The unobtrusive use of a literary word during the lesson creates an emotional mood, enlivens the image.

Verbal methods and teaching techniques in the process of directing visual activity are inseparable from visual and game ones.

ATin cases where children have ideas about the depicted object, phenomenon, formed in advance, preschoolers have the appropriate skills, verbal methods

2.2. Game methods and techniques for teaching fine arts

The age characteristics of children and the specifics of the visual activity of preschoolers require allocation to a separate groupgame teaching methods,the use of which increases the motivation of children, and, consequently, the effectiveness of classes.

Game techniques for use in working with children of the younger group were first proposed by E.A. Flerina. Later developed by A.A. Volkova, T.G. Kazakova, G.G. Grigorieva, T.N. Doronova and others.
Game tricks can be used in the implementation of other methods. For example, when consolidating skills - a reproductive method.
Psychological and pedagogical research (A.V. Zaporozhets, L.A. Venger, N.N. Poddyakov, A.N. Leontiev, E.A. Flerina, R.A. Zhukovskaya, T.S. Komarova, T.G. Grigorieva and others) show that the introduction of gaming techniques dramatically increases the effectiveness of learning.Game teaching methods will help attract children's attention to the task, facilitate the work of thinking and imagination.

On the one hand, like any methods, they should be aimed at solving educational problems; on the other hand, they should be as similar as possible to a real game. In contrast to the "real" free game, the game in the classroom is offered by the educator. Under the conditions of the game action, an imaginary (imaginary) situation “as if” (A.N. Leontiev) is born, the meaning of the action corresponds to the real one (“light the lights on the Christmas tree”), and the operation that implements this action is performed in accordance with the available material (brushes and paints). Under these conditions of discrepancy between the meaning of the action and the meaning of a particular operation, an imaginary situation is born. Therefore, one of the signs of a game reception should be a game task. The game task in these techniques is a kind of formulation, determination of the goal of the upcoming game actions.

In the process of using the game technique, the number of game tasks can increase, that is, the game concept develops. Thus, game techniques are game tasks and a set of game actions corresponding to them, invented and used by the teacher (research by G.G. Grigoryeva).

A number of authors use the term "game method", which has a significant difference from game techniques. So, T.N. Doronova gives the following definition of game methods:game method - ways of organizing learning, which are based on game motives, the assimilation of knowledge, skills and abilities.

For example, according to T.N. Doronova, S.Ya. Jacobson, in order for the game method to be effective, it is necessary to creategame motivation, i.e. put the child in the position of the only protector or assistant. Putting in front of a preschoolergame, and theneducationaltask (which is subordinate to the game) should be shown to himsolutionslearning task. The authors also note that classes in which the teacher uses the game method should begin with a game (reading a letter asking for help, dialogues with toys, etc.) and end with a game (the child performs actions with the character). All imperfections of improvement should be carried out not at the request of an adult, but at the request of the character whom the child helps.

According to T.N. Doronova, S.Ya. Yakabson, in order to effectively use gaming methods (techniques), it is necessary to carry out certain work: 1) creating gaming motivation; 2) set a game task for the children, and then a learning task, which
must obey the game; 3) game actions must match the pictorial ones.

game task- formulation of game actions (let's build a boat for a bunny).Game actions- children make boats so that the hare can
swim across the river. If the boats are poorly made, then the hare does not sit in
boat. In order for the hare to get into the boat, the children repair it.

show ways to solve a learning problem;

give children the opportunity to perform play actions with what the children have depicted or with the characters for whom they have prepared it;

it is very important that each child has his own toy, because. only in this case he will be able to play with her;

all corrections, imperfections, improvements are carried out by the child not on the instructions of an adult, but at the request of the character whom the child helps;

lessons should be structured in such a way that they begin and end with a game.

In order for children to be interested in inventing, the content
game tasks should correspond to the knowledge of children, their experience;

it is important to remember the logic of game actions;

it is also important to remember the sense of proportion, i. about a reasonable combination of gaming and business relations. This is a necessary condition for
so that the game method is most effective.

Thus, finishing the conversation about the structure of the game, it should be noted that in the plot-pictorial game, as in any other game, there must be a game task (motivation) and game actions.
In the structure of the game teaching method, the authors identify techniques that we present in the form of a diagram.

Plot - visual game- the main game technique in the classroom for fine arts. As part of the organization of this type of game, you can beat the toy, use "live pictures". The beginning of the lesson can also serve as a game story.

The second group of techniques is playing with the finished image, as well as playing with an unfinished image. Playing with an unfinished image, as a variant of a plot-pictorial game, giving children the opportunity to correct or modify the image themselves during the lesson. For example, a horse nibbles on grass and cannot reach it. The child guesses that the "grass" grows small, namely that the stroke should be longer.

Figure 1. Game techniques

Or the grass is not shown all over the sheet (the horse cannot find the grass). In this case, the child draws grass all over the sheet. The sail of the boat is crooked and the hare will not be able to cross to the other side, the child corrects this shortcoming as well. The conversation is conducted on behalf (name) of the character. Children must understand that the success of the game work depends on the quality of the image, and the success and quality depend on how accurately the children perform the learning task. Animals get on a bus in which it is light (windows are cut out), the door closes well - it is glued evenly, etc. Such an analysis is available to children from the middle group.

Game exercise (E.A. Flerina). It is used for a more effective process of teaching children to create the simplest linear forms and the development of shaping movements, various qualities of drawing movements - pace, strength, scope, rhythm. It consists of one part, is performed through the same repetitive figurative - game action (a bunny jumps, we wind balls).

The children's acceptance of the game exercise is due to their interest in the content of the reflected action, as well as in the rhythmic repetitions of movements. By making these movements, children can accompany the actions with the words “rain drop - drop”, this verbal accompaniment enhances the rhythmic nature of the drawing process, makes the movement itself more interesting and easy.

Taking into account the child's interest in the content of the action, the tendency to repeat it and the coincidence of play and visual actions, this technique can be used to exercise children in separate visual actions in order to form visual skills. For example, children are invited to sew buttons on Masha's fur coat. The fur coat will not open if all the buttons are even and large, Masha will not freeze on the street.

Sometimes there is no direct match between the drawing and the action, but the result is similar (an exercise in regulating the force of pressure on the pencil, “cherries ripen”, the child paints over the cherries, gradually increasing the pressure and conveying an increasingly saturated color).

Exercises are used in all groups of kindergarten. It is useful to carry out some hand exercises with a pencil or brush in the air without touching the paper.

Andstorytelling gameandgame exercisessuccessfully used in all groups of kindergarten. But when using game techniques at different ages, there is a specificity. So kids love to help "their" toy. At 4-5 years old, children are interested in role-playing activities with toys, and they are much more interested in those role-playing activities that reflect the relationship between characters, i.e. There needs to be more interaction between the characters. Often several characters participate in the lesson, between which a dialogue is built, since speech occupies a leading place in the game communication of children at this age. All these techniques are reminiscent of director's games, when toys are assigned roles. But the roles can be played by the children themselves.

Playing with toys. It is used immediately before the start of the lesson or in the first part in the process of a conversation aimed at forming an idea for a future drawing. Playing with toys (objects) helps to draw attention to the objects depicted; motivate, justify the task, interest in the upcoming work, explain the methods of work, consider, examine the depicted object.

Using this technique, it is possible to take into account the gradually changing interests of children, which become more complicated with age and development. These are the interests of a person in his actions, mother, doctor, fairy-tale characters, popular cartoon characters and their actions, in communication with their favorite images, which underlie natural games and determine their content. Therefore, such a technique (playing with toys) may well be used in work with the oldest preschoolers. At the same time, it should be remembered that while maintaining interests in a toy (object), older preschoolers are dominated by an interest in people's communication, their interaction with each other. This must be taken into account when playing with a toy (object). For example, at a lesson in the preparatory group, Pinocchio the traveler appeared, cheerful, mischievous. It turns out that he got lost in the city and did not have time to see anything, but he heard what a beautiful and interesting city it was. It's time for him to leave, and he's upset that he didn't see anything. The teacher consults with the children, asks them to think about how quickly they can show Pinocchio the city in one lesson. Children draw the most interesting and favorite places in the city, and then seven-year-old children, as if forgetting that this is a toy, enthusiastically tell Pinocchio about the city.

The technique of beating the completed image consists of playing actions that help to reveal the quality of the image, to understand the reasons for success and failure. Game actions are aimed at analyzing the image according to several criteria: expressiveness of form, transfer of structure, color, etc. For example, a squirrel recognizes mushrooms by the color of their hats (color), strings mushrooms on a branch with only a thick stem (structure), leaves the smallest mushrooms to grow ( value). Older preschoolers can "travel" on a magical ship, moving to different seasons (on a winter day, in summer) and even to other planets.

A specially organized playing of children's work allows the teacher to analyze and evaluate them in a lively, convincing and interesting way. The youngest children understand why the gingerbread man "rolled down" from the drawn path - the path turned out to be a curve. With such an analysis, none of the children is offended, moreover, they not only understand that they did not succeed, but also willingly correct the mistake,

Playing with an unfinished image. This technique is aimed at managing the image process and therefore it kind of accompanies it. The educator sets the following tasks: game analysis of the created image, further development of the children's idea, stimulation of the visual method, its implementation.

Observations of the image process showed that children do not always respond to the game reception. One of the reasons for this is the complexity of the image. In this case, you should not use game characters, you can direct the child’s activity in a playful figurative form: “A girl in such a fur coat will freeze, look at her all in holes, the wind will blow, the frost will freeze the poor thing” (attention is drawn to uneven shading); “Aren’t you cold without mittens and a scarf?”, thereby suggesting to a child with little initiative the possibility of developing an idea and a more expressive drawing.

The process of using this technique is essentially setting children a variety of game tasks, encouraging them to accept them and independently set new ones.

There is a partly joint, partly independent development of the plot-game design. Game reception stimulates visual creativity. In those cases when a more complex image of an object is performed, the plot-pictorial game acquires a detailed character, and the created drawing, as it were, is included in an imaginary game plot. For example, a child warmly “dresses” Masha for a walk: puts on a hat, mittens, ties a scarf. When performing a plot drawing, the game technique stimulates the embodiment of the plot, mainly through figurative and playful actions. For example, children, drawing, on the topic: "Park" "plant" trees, flowers, "lay" paths in the park, grass "grows", birds "arrive".

The next group of tricks -game techniques with elements of role-playing behavior, which are successfully used in senior preschool age. These can be “art workshop” games (the dishes from the service broke at the doll, you need to help her. Children - potters sculpt dishes.) The teacher can be a senior master and coordinate the work. Children during the lesson can consult with each other, watch the work of other "potters". Game "Architects" - children build a city. Children can play the role of photographers builders, sellers. That is, when using this technique, the activity of children is thought of as the activity of adults. You can spend a whole cycle of classes where children become artists - artists - illustrators for fabrics, clay, porcelain. To prepare and conduct such classes, it is necessary to carry out a lot of preliminary work in order to form a certain circle of knowledge in children.
Thus, an experienced teacher, using the game method of teaching children visual activity, must take into account many factors. This is the age of children, and their life experience and performance skills of each.
Classes that use the game method will require creativity, the ability to improvise, emotionality, and knowledge of the individual characteristics of each pupil from the teacher.

The originality of the use of gaming techniques is largely determined by the tasks of managing visual activity, the features of the so-called educational and creative tasks. Depending on which of them occupy a leading place, all classes are conditionally divided into three types: classes for communicating new knowledge; classes aimed at the exercise in the application of knowledge and the formation of skills and creative activities.

All game techniques can be used in all types of activities. The difference will be only in the features of their application. The specifics of the use of game techniques is also influenced by their place in the structure of the lesson. According to the stages of artistic and creative activity, three parts of the lesson are clearly defined: the first part, during which the process of forming the concept of the drawing is organized.

Game techniques are effective for organizing orienting research activities. In the process of examination, the method of playing with toys is used. If children are expected to be more active, it is important for the educator to conduct a conversation not so much between the characters, but between the characters and the children, or only with the children, relying on the game characters. In the process of such a conversation, the teacher, together with the children, examines the depicted object, recalls similar features in other objects that are similar to the data. In the first part of the lesson, the combination of playing techniques can be different: playing with depicted objects and toys, plot-pictorial game with an unfinished image, playing around with a finished image (the result of showing drawing methods).

In the second part of the lesson, the process of implementing the idea is guided, it is always associated with the teacher's assessment of the methods and results of children's activities. It is advisable to use the playing out of drawings, and the advice, instructions, questions of the teacher, as it were, complete this playing out. Playing with an unfinished image helps in an interesting way, without being obtrusive, to give a current analysis, an assessment of the created image. For example, a chamomile has grown, but there are few petals, probably the wind cut it off.

In the third part of the lesson, the educator sets the following tasks: to "revive" the image, to help children see the strengths and weaknesses of their work, to strengthen the desire to engage in fine arts. One of the important tasks of this part of the lesson is to teach children the techniques of analysis. In a complex of different methods and techniques, it is important to use the technique of playing with the finished image. The subsequent game use of the work is due to the game motivation at the beginning of the lesson, and therefore the children are waiting for this game-analysis. The game application of the product of activity should be such that its advantages, weaknesses and their causes are revealed. Thus, in the classroom, the purpose of which is to train children in the application of acquired knowledge, methods of action, all types of game techniques are used in different combinations.

In the classes on communicating new knowledge and forming new ways of depicting, in the first part they use a story, explanations, showing the educator methods of action, often playing around with an object or toy for the purpose of examination.

The examination process, the selection of external features of the object is carried out in the process of dramatized actions, conversations between game characters, the educator and the characters. For example, Petrushka comes to visit the children. He really wants to know what the children will draw; having learned that they will draw cucumbers, he says that it is very simple and draws. The teacher says: “No, Parsley is not cucumbers, but more like apples. Oval cucumber. Parsley, run your finger along the contour of the cucumber, and you guys see if he is doing the right thing, and lead along with him. Parsley runs his finger along the contour, thus, children are led to understand the need for examination, to establish an important connection between the examining gesture and the shaping movement (studies by T.S. Komarova).

In cases where the educator gives a demonstration of the image method, you can use the technique of a plot-pictorial game (this technique was most used in the middle group) in order to explain, focus on methods of action. For example, the educator accompanies the demonstration of how to draw a tree with the words: “A tree is growing. A thick branch has grown, but another one is growing. When I tilt the brush a little like this, it turns out a thick branch. And now they will, thin branches grow. Tell me, how should I hold the brush so that thin twigs grow?

When guiding the creation of an image in this type of lesson, direct teaching methods occupy a large place: additional demonstration, advice, and, if possible, indirect methods of questions. It is also advisable to use drawings.

The initial development of image methods always causes difficulties for children. When children are focused on a new task for them, they should not be distracted by playing. It is more expedient to play with verbal rather than practical actions, since this does not distract children from the task and allows you to unobtrusively, intelligibly correct the child's actions.

When analyzing and evaluating drawings with this type of lesson, they usually use playing up finished children's work. The didactic purpose of these playing techniques is to help the child see the quality of work, the quality of mastering a new way of depicting in close connection with the perception of expressiveness. In this case, it is especially important that the game actions be diverse in content and form, since with typical mistakes it is difficult for the educator to avoid uniformity in assessments. For example, children of the middle group drew plums. They do not immediately grasp the image of an oval shape, and not everyone gets a smooth rounded line. The teacher, evaluating the drawings, was suddenly surprised: “The birds flew in, probably pecked the plums.” Then the teacher, together with the children, found plums that the sun did not warm well and they grew crooked.

In the creative classes in the first part, playing with toys is used to explain the creative task, to arouse the desire to come up with and perform a drawing in your own way, interesting.

For example, a sad Ivanushka comes to class. The children learn that the tsar needs to catch the firebird, but Ivanushka has never seen it. Children tell how it might look like: "Do not be sad, Ivanushka, we will help your grief." The teacher offers to “catch” and give Ivanushka a beautiful fairy-tale bird, which he will carry to the king. Thus, the game reception in the first part of the lesson stimulates the creative activity of children.

When guiding the implementation of the idea, there is no fundamental difference in the game techniques used in comparison with other types of activities. The educator uses advice less often, more questions, encouragement. Playing techniques shape the posing of questions: “Look how Barsik sniffs, probably looking for a mouse. Poor Barsik, is it possible to find a mouse without a mustache? figurative characteristics of children's works (“Wow, what a beautiful bird has arrived!”). The meaning of their use lies in the "introduction" of children into the depicted situations, into the image, directing children to find their own ways of depicting, maintaining interest in activities. When analyzing and evaluating creative works, the same game techniques are used as in other types of classes, but they are primarily aimed at analyzing and evaluating the diversity, uniqueness of images, and degree of expressiveness in close connection with the means used by the child.

Thus, we found out that the use of a variety of playing techniques stimulates the visual creativity of children in all age groups, but in each it differs in its originality.

Thus, game techniques are related to active learning methods and include game actions or separate, single activation elements of insignificant or discrete duration, which do not have rules that do not provide for a step-by-step procedure for the actions of specific participants with time control. Organized with the entire audience, but with the direct participation of only its individual representatives, most often at their own request (V. N. Kruglikov, 1998). The main goal of using game techniques is to change the emotional attitude to the learning process. They are mainly used to enhance traditional forms of training.

Conclusion

The leading, main in teaching children in visual activity are visual methods, since the thinking of preschool children is visual and figurative. Among the visual methods and techniques, there are: observation, examination of an object (examination), the use of a sample, nature, showing a picture, showing ways of depicting and ways of acting.The different nature of the sample in different types children's drawing occupies a different place. The more creative tasks drawing sets, the less appropriate the samples in the process of work, but the more important are the observations, impressions of children received before drawing through the perception of fiction, paintings, sculptures, real objects. The sample can be in the form of nature, and in the form of an image, it can also be a children's drawing and a teacher's drawing, but in no case can it be an object of imitation in a group.

We use the display method widely, but only in relation to technical tasks: how to hatch, how to paint over, how to hold a brush and hand, etc. By showing these techniques, we tell the children how Russian master artists worked in coloring dishes, vases, etc. e. Demonstration of techniques that teach to save time, work quickly, economically, boldly use the rhythmic movement of the hands, it is useful to show in the process of drawing lessons.

The word is given great importance in the development of the visual activity of preschoolers. It is the word that is necessary not only to describe the appearance of the object, but also to characterize the features. To do this, it is widely possible to use dramatization games, evenings of riddles, organization of exhibitions, including excursions, in the classroom; informative stories, etc.

The game is the most important method of developing the imagination and cognitive abilities of children. In the game it is easy to direct the child's attention to the most important landmarks - moral, aesthetic.

Along with visual teaching methods, verbal methods and techniques are used: conversation, explanation, questions, encouragement, advice, artistic word. Separate methods and techniques - visual and verbal - are combined and accompany one another in a single learning process in the classroom. Visualization renews the material and sensual basis of children's visual activity, the word helps to create a correct representation, analysis and generalization of what is perceived and depicted. Thinking through the methodology of conducting classes, the educator should take into account the individual characteristics of the development of visual skills and abilities of children, their age characteristics.

Not a single technique can be used without careful consideration of the tasks involved, the program material of the lesson, and the developmental features of children in this group. Separate methods and techniques - visual and verbal - are combined and accompany one another in a single learning process in the classroom. Visualization renews the material and sensory basis of children's visual activity, the word helps to create a correct representation, analysis and generalization of the perceived and depicted. Solution Success educational goals in visual activity, to a greater extent, it is determined by the correct organization of work with children and a well-thought-out system for combining classes of different types.

List of information sources

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Grigoryeva G.G. The use of gaming techniques in the management of visual activity for younger groups // Preschool education -1990.-No. 8. - pp. 28-35.

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Grigorieva G.G. The unity of teaching and development of creativity in the classroom for fine arts // Preschool education - 1989. - No. 2. - P. 24-33

Doronova T.N. Nature, art and visual activity of children. - M., 2010. - 332 p.

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The method of observation underlies the entire system of teaching fine arts. The success of the development of their creative abilities depends on how children develop the ability to observe the environment, establish connections between the phenomena of reality, distinguish between the general and the individual.
But observations alone before the lesson will not fully ensure the possibility of depicting what is seen. It is necessary to teach the child special image techniques, how to use various visual materials. Only in progress systematic learning in the classroom, the abilities of children are fully formed.
In kindergarten, in the classroom for visual activities, a variety of methods and techniques are used, which can be conditionally divided into visual and verbal. A special group of techniques specific to the kindergarten is made up of game techniques. They combine the use of visualization and the use of the word.
The teaching method, according to the definition adopted in pedagogy, is characterized by a unified approach to solving the task, determines the nature of all activities of both the child and the teacher in this lesson.
The method of learning is a more private, auxiliary tool that does not determine the entire specifics of the activity in the lesson, which has only a narrow educational value.
Sometimes individual methods can only act as a technique and do not determine the direction of work in the lesson as a whole. For example, if reading a poem (story) at the beginning of the lesson had the goal only to arouse interest in the task, to attract the attention of children, then in this case, reading served as a technique that helped the educator in solving a narrow task - organizing the beginning of the lesson.

Visual methods and teaching techniques

Visual teaching methods and techniques include the use of nature, reproductions of paintings, samples and other visual aids; examination of individual objects; showing the educator of image techniques; showing children's work at the end of the lesson, when they are evaluated.
Nature in the visual arts refers to an object or phenomenon that is depicted by direct observation. Work from nature involves the image of an object from a certain point of view, in the position in which it is in relation to the eye of the painter. This feature of the image from nature also determines the originality of perception in the process of class. The main thing here will be visual perception, and when depicted on a plane (drawing, application), the object is perceived only from one side; when sculpting and constructing, children should be able to turn nature, analyze the three-dimensional form in various turns.
The ability to perceive an object in the totality of its qualities is already characteristic of a child of primary preschool age. However, the need to depict an object from nature requires the ability to analyze the ratio of parts, their location in space. Psychologists believe that a preschool child is capable of such analytical-synthetic perception only with the right pedagogical guidance.
Let us note some features of the use of nature in work with children of preschool age.
Nature, first of all, facilitates the work of memory, since the process of image is combined with perception; helps the child to correctly understand and convey the shape and structure of the object, its color. Despite the ability of children 4-5 years old to do a simple analysis of image objects, working from nature at this age has its own differences from the use of nature by schoolchildren and artists.
Perceiving an object, the child must show its volume (give a two-dimensional image of a three-dimensional nature on a plane), which is associated with the use of chiaroscuro, the transfer of perspective changes in the object, and the display of complex angles. These image techniques are not available to preschoolers. Therefore, objects of a simple form, with clear outlines and divisions of parts, are selected as nature for them.
Nature is placed so that all children perceive it from the most characteristic side. The educator should examine nature in detail with the children, directing and facilitating the process of analysis with a word and gesture. This process requires a certain culture of perception, developed analytical thinking. Such skills begin to develop in children 5-6 years old. At this age, they learn to compare and correct their work in accordance with nature when depicting. For example, in the older group, when depicting a spruce branch from nature, children convey the location of the branch in space (oblique or vertical), the number and size of branches on the left and right, and draw thick needles of a dark or light tone.
Leaves, branches, flowers, fruits, as well as toys depicting people, animals, vehicles can be used as nature.
It is not recommended to use live birds and animals as nature. Their movements, sounds will distract children from drawing, will not give them the opportunity to focus on the perception of the object in the right position.
Thus, the use of nature as a teaching method covers the entire process of the image: the initial analysis of the subject, comparison of the image with nature in terms of shape, position, color, evaluation of the results of work by comparing the drawing and nature.
Sometimes nature can be used as a private technique and not affect the nature of the lesson as a whole. For example, in the process of drawing according to a plan, a child asks for help in depicting an object. The teacher puts the necessary toy in front of the child, which is used as a nature. In general, the work on the image will be determined by the content of the idea. Nature will only help to carry it out better. Examination In the younger and middle groups, often at the beginning of the subjects, classes show individual items. Examination by children of a ball, ribbons, spatulas, etc. is carried out in order to attract the attention of children to the task and enliven their ideas. During the rest of the lesson, children draw according to the idea and do not return to the perception of objects.
In the older group, it is also necessary to bring in some items for consideration. For example, before drawing or sculpting on the theme of the fairy tale "Three Bears", the teacher invites the children to consider a toy bear, highlight the features of the shape and proportions of individual parts, and trace the change in their location depending on the rotation of the object. Each child depicts a bear in the position that corresponds to the episode chosen for the picture.
A sample, like nature, can act as a method and as a separate teaching technique.
In those types of visual activity where the main goal is not to consolidate impressions from the perception of the environment, but to develop certain aspects of this activity (more often in decorative and constructive works), the model is used as a teaching method.
So, the main goal of classes in decorative drawing and appliqué is to teach how to create a pattern and develop artistic taste. Children look at beautiful objects: carpets, vases, embroideries, etc., which increases the overall aesthetic culture. In decorative drawing classes, children not only reflect their impressions of these objects and repeat the patterns seen on them, but also learn to create a pattern on their own, to give beautiful combinations of shapes and colors. Therefore, at the initial stage of training, it is possible to copy the elements of a pattern from a sample, borrowing the principles of the arrangement of elements and combinations of colors.
Sometimes there may be several samples to choose from if the children have already mastered some skill.
The use of samples is determined by the objectives of this lesson. So, a sample can be offered without special instructions from the teacher, the children, having examined it, do the work on their own. In this case, the use of the sample will contribute to the development of the child's analytical-synthetic thinking.
Sometimes the sample acts as a learning technique. For example, in subject drawing or modeling, a sample is used not for the purpose of copying, but to clarify children's ideas about the depicted object.
The use of samples with simplified, schematic images negatively affects the development of children's creative abilities. The simplification of the image to a diagram creates only an apparent relief of the task assigned to the children. The scheme does not correspond to the specific idea of ​​the child about the subject, since it lacks the characteristic details by which the preschooler recognizes the subject.
One should not replace the representation formed on the basis of a specific perception with a planar schematic image devoid of individual features. Such a scheme will not help the child to highlight the main thing in the subject, but simply replace the image of a particular subject.
Using such patterns, the educator forgets about such an educational task of visual activity as consolidating children's ideas about the surrounding reality.
Training with the constant use of ready-made schematic samples ultimately comes down to a narrow task - developing the ability to create simple forms. The training of the hand in creating such a form is isolated from the work of consciousness. As a result, patterns appear in the children's drawings: a house with a triangular roof, birds in the form of checkmarks, etc. This impoverishes the children's drawing, once and for all mastered the schematic form eliminates the need for further observations, and visual activity breaks away from reality. An unconsciously mastered schematic image often loses its resemblance to a real object, since the child repeats the learned forms without hesitation. For example, the “tick” bird turns its wings down or to one side when depicted.
Pictures are used mainly for pictures to clarify children's ideas about the surrounding reality and to explain the means and methods of depiction.
The picture as a work of art vividly, emotionally conveys the image.
Funds artistic expressiveness, with which the artist creates a work of art, give a visually perceived image. Studies by psychologists and educators have shown that even two-year-old children can understand a picture as an image of an object. The connection between the characters in the picture, that is, the understanding of the action, is realized somewhat later, at the age of 4-5 years.
Observations of the surrounding reality are often short-term (for example, observations of animals in a city). Therefore, the use of the picture will allow not only to ensure the repetition of perception, but also to highlight the main thing that is characteristic of the subsequent image.
Examination of paintings can be recommended in cases where there is no necessary object, and can also serve as a means of familiarizing children with some methods of depicting on a plane. For example, the teacher shows a picture to explain the image of distant objects that in life the child perceived as being located on flat ground. For this purpose, the picture can be used in working with children of six years old, they already have an understanding of this way of depicting. Looking at the picture, the child sees that the earth is depicted not with one line, but with a wide strip, and distant objects are located above, close objects are below, to the edge of the sheet.
In order for the child to be able to understand the technique used by the artist, it is necessary to explain it, since in the picture the child perceives only the final result. It is more expedient to carry out such examination and analysis of the picture before the lesson or at the beginning of it. The picture left in front of the children during the entire session can lead to mechanical redrawing. Copying at this age brings great harm - it hinders the development of visual skills. It is impossible for a preschooler to realize all the techniques and visual means used by the artist, so he will draw without understanding why it is drawn this way and not otherwise.
Sometimes during the lesson it becomes necessary to show some children a picture to clarify any detail. Then the picture is removed, since its further perception will lead to copying. This technique should be used with caution.
The kindergarten program establishes the scope of visual skills that children must master in the learning process. Mastering a relatively small range of skills will enable the child to depict a wide variety of objects. For example, in order to draw a house, you need to know how to draw a rectangular shape, that is, be able to connect lines at right angles. The same techniques will be required to draw a car, train and any other object that has a rectangular shape.
The educator's demonstration of image methods is a visual-effective technique that teaches children to consciously create the desired form based on their specific experience. The display can be of two types: showing with a gesture and showing image techniques. In all cases, the display is accompanied by verbal explanations.
Gesture explains the location of the object on the sheet. The movement of a hand or a pencil stick across a sheet of paper is enough for children even 3-4 years old to understand the tasks of the image. With a gesture, the main form of an object, if it is simple, or its individual parts can be restored in the child's memory.
It is effective to repeat the movement with which the educator accompanied his explanation during perception. Such repetition facilitates the reproduction of the connections formed in the mind. For example, when children are watching the construction of a house, the teacher gestures to show the contours of buildings under construction, emphasizing their upward direction. He repeats the same movement at the beginning of the lesson, in which children draw a high-rise building.
A gesture that reproduces the shape of an object helps memory and allows you to show the movement of the drawing hand in the image. The smaller the child, the more important in his learning is the display of hand movement.
The preschooler is not yet fully in control of his movements and therefore does not know what movement will be required to represent one form or another.
Such a technique is also known when the teacher in the younger group makes an image with the child, leading his hand.
With a gesture, you can outline the entire object if its shape is simple (ball, book, apple), or the details of the shape (the location of the branches of a spruce, the bend of the neck of birds). The teacher demonstrates finer details in a drawing or modeling.
The nature of the display depends on the tasks that the teacher sets in this lesson.
Showing the image of the entire object is given if the task is to teach how to correctly depict the main form of the object. Usually this technique is used in the younger group. For example, to teach children to draw round shapes, the teacher draws a ball or an apple, explaining his actions.
If, when depicting an object, it is necessary to accurately convey the sequence of drawing one or another detail, then a holistic display of the entire object can also be given. With such a display, it is desirable that the educator involve the children in the analysis of the subject with the question: “What should I draw now?”
In teaching children of older groups, a partial display is more often used - an image of that detail or a separate element that preschoolers are not yet able to depict. For example, children 4-5 years old draw a tree trunk in the form of a triangle with a wide base. This mistake is sometimes caused by the explanation of the educator: “The trunk of the tree is narrow at the top, and wide at the bottom, and the children literally follow this instruction. The educator needs, along with a verbal indication, to show an image of a tree trunk.
In a preparatory group for school, in drawing on the theme “Beautiful House”, the teacher shows on the board how different windows and doors can be in shape. Such a display does not limit the child's ability to create the entire drawing.
With repeated exercises to consolidate skills and then independently use them, the demonstration is given only individually to children who have not mastered a particular skill.
The constant display of methods for completing a task will teach children in all cases to wait for instructions and help from the educator, which leads to passivity and inhibition of thought processes. Showing the educator is always necessary when explaining new techniques.
The development of analytical thinking, which results in a critical attitude to what is perceived, allows children to objectively evaluate the work done by their comrades and their own work. But a child reaches this level of development by the age of five.
At a younger age, the child cannot fully control and evaluate his actions and their results. If the process of work gave him pleasure, he will be satisfied with the result, expecting approval from the educator.
In the younger group, the teacher at the end of the lesson shows several well-done works without analyzing them. The purpose of the show is to draw the attention of children to the results of their activities. The teacher also approves the work of other children. A positive assessment of them contributes to the preservation of interest in visual activity.
In the middle and senior groups, the teacher uses the display and analysis of children's work as a technique to help children understand the achievements and errors in the image. The ability to see how correctly the subject is depicted helps to develop a conscious attitude to the choice of means and methods of work to intensify all creative activity.
After completing the task, the teacher shows one of the works and notes its positive aspects: “How well, the house is neatly painted”, “How beautifully the colors in the pattern are chosen - dark and light side by side, they can be seen well”, “How interestingly the skier is fashioned”, etc. e. If there are similar errors in many works, then you should pay attention to them, ask how you can correct them.
It is not necessary to consider a mistake in the work of one child with all children, since the realization of it will be of significance only for this child. The causes of the error and ways to eliminate it are best analyzed in an individual conversation.
In the older group, all children should be involved in the analysis. However, sometimes the teacher himself gives an assessment. For example, wanting to encourage a child who draws poorly and anticipating criticism of his work by other children, the educator is the first to point out the positive aspects of the drawing.
The analysis of children's work can be carried out in various plans. Most often, to save time, the teacher selectively takes several works for analysis. Showing the same child's work in each class should be avoided, even if it really stands out from the others. As a result of constant praise, he may develop unjustified self-confidence, a sense of superiority over other children. Individual work should be carried out with gifted children, taking into account their abilities and visual skills.
Sometimes the teacher instructs the children to choose work for analysis. In these cases, all the works are laid out on one table (or attached to the stand) and the children are invited to choose the ones they like the most. Then the teacher analyzes the selected works with the children in detail.
Discussion of the work of each child is possible in the preparatory group, the children are already interested in the results of the work of their comrades. But such an analysis should be carried out in your free time, since 2-3 minutes at the end of the lesson is not enough.
Children of six years old can be invited to analyze their work, comparing them with nature, a model. This instills in children a critical attitude not only to the work of their comrades, but also to their own.

Verbal methods and teaching techniques

The verbal methods and techniques of teaching include conversation, instructions of the educator at the beginning and during the lesson, the use of a verbal artistic image.
Classes in fine arts, as a rule, begin with a conversation between the teacher and the children. The purpose of the conversation is to evoke previously perceived images in the memory of children and arouse interest in the lesson. The role of conversation is especially great in those classes where children will perform work on the basis of a presentation (according to their own design or on a topic given by the educator), without using visual aids.
The conversation should be short, but meaningful and emotional. The teacher mainly pays attention to what will be important for further work, i.e., to the constructive color and compositional solution of the drawing, modeling, etc. If the impressions of the children were rich and they possess the necessary skills to convey them, such a conversation is enough to complete the task without additional tricks.
To clarify the children's ideas on the topic or to familiarize them with new image techniques, the teacher, during the conversation or after it, shows the desired object or picture, and before starting the task, the children demonstrate the method of work. Conversation as a teaching method is mainly used in working with children 4-7 years old. In younger groups, conversation is used when it is necessary to remind children of the subject that they will depict, or to explain new methods of work. In these cases, conversation is used as a technique to help children better understand the purpose and purpose of the image.
The conversation, both as a method and as a reception, should be short and last no more than 3-5 minutes, so that the ideas and emotions of the children come to life, and the creative mood does not fade away.
Thus, a properly organized conversation will contribute to a better performance of the task by children. The artistic image embodied in the word (poem, story, riddle, etc.) has a peculiar clarity. It contains that characteristic, typical, which is characteristic of this phenomenon and distinguishes it from others.
Expressive reading works of art contributes to the creation of a creative mood, active work of thought, imagination. For this purpose, the artistic word can be used not only in the classroom for illustrating works of literature, but also when depicting objects after their perception.
In all age groups, you can start the lesson with a riddle that will evoke a vivid image of the subject in the minds of children, for example: “Tail with patterns, boots with spurs ...” Some details of the shape are noted in the riddle - a beautiful tail, spurs and the habit of a rooster, which highlight him among other birds.
In order to revive previously perceived images of objects in the memory of children, short poems and excerpts from works of art can be used.
In some cases, a verbal image accompanies the display of nature or image techniques.
When drawing or sculpting on the themes of literary works, the use of other teaching methods at the beginning of the lesson is inappropriate, as they may interfere with the work of the imagination. A picture or nature will bind the child to a certain pictorial form, the verbal image will fade.
The educator should take seriously the selection of works of art and excerpts from them for illustration. The verbal image should include pictorial moments, show those features of the object that are associated with its visual perception (color, shape, position). For example, when illustrating N. A. Nekrasov’s poem “Grandfather Mazai and Hares”, almost all the children did good work, since in this work the author vividly described the appearance of the animals and their postures. Such visible images help the child to convey them concretely. An artistic literary image evokes the work of not only a reproducing imagination, but also a creative one.
Even if the verbal image is very specific and vivid, the child needs to think through and imagine a lot: the situation, location, details, and much more.
The instructions of the educator necessarily accompany all visual techniques, but can also be used as an independent teaching technique. It depends on the age of the children and on the objectives of this lesson. Usually the educator makes instructions in connection with the clarification of the set educational tasks.
When teaching children of younger preschool age, purely verbal instructions are rarely used. Children still have too little experience and insufficient visual skills to understand the explanation of the educator without the participation of sensory analyzers. Only if the children have well-established skills, the teacher may not accompany the visual demonstration with action.
In the minds of children of 5-6 years old, the word evokes a memory of the necessary technique and of what action should be performed when using it. The instructions of the educator can be addressed both to the whole group and to individual children.
For all children, instructions are usually given at the beginning of the session. Their goal is to explain the topic of the work and the methods of its implementation. Such instructions should be very brief, clear and concise. To check how the guys understood the explanation, the teacher in the middle and senior groups can ask one of them about the sequence and methods of doing the work. Such verbal repetition of the task contributes to a better understanding of the children of their actions. In the younger group, after explaining and showing, the teacher should be reminded of where to start work.
After all the children have started to work, the educator should not rush with individual instructions and help. It is necessary to determine who currently needs help, who did not start work or started it incorrectly. With these children, the teacher finds out the reasons for the misunderstanding of the task and repeats his explanation, shows some methods of work.
Not all children need individual guidance. Some think on their own, outline the image with a pencil on a sheet, so they do not need additional explanations. Instructions at the beginning of the lesson are needed for indecisive, shy children who are unsure of their abilities. They need to be convinced that the work will certainly work out.
However, one should not always prevent the difficulties facing children. Some of them can be denied additional explanations if the teacher is sure that they can solve the problem on their own, they just lack patience and perseverance. In addition, in order to foster creative activity, it is important that the child faces difficulties and learns to overcome them.
The form of instructions may not be the same for all children. For some, an encouraging tone is needed that arouses interest in work and self-confidence. Self-confident children should be more demanding.
The teacher's instructions should not be a direct dictation to the children how to depict an object in a particular case. They must make the child think, think. When pointing out a mistake, the child’s attention should be drawn to the violation of the meaning, logic in the image: “The dress on the girl seems to be torn” (badly shaded), “Trees are falling” (unskillfully located), “The man is so big that he cannot enter the house. At the same time, one should not explain how to correct the mistake, let the child think about it himself. Remarks should be made in a friendly tone so that the children feel the teacher's interest in their work.
Individual pointing should not attract the attention of all children, so they should be done in a low voice. Instructions to all children during the lesson are given if many are mistaken. Then the teacher invites everyone to stop work and listen to his explanation. Such breaks should only be used when absolutely necessary, as it disrupts the creative process.

Game learning techniques

The use of the moments of the game in the process of visual activity refers to visual and effective teaching methods. The smaller the child, the greater the place in his upbringing and education should be played. Game teaching methods will help attract children's attention to the task, facilitate the work of thinking and imagination.
Learning to draw at a young age begins with playing exercises. Their goal is to make the process of teaching children to create the simplest linear forms and the development of hand movements more efficient. Following the teacher, the children first draw various lines in the air with their hands, then with their fingers on paper, supplementing the movements with explanations: “This is a boy running along the path”, “So the grandmother is winding the ball”, etc. Combining the image and movement in a game situation significantly speeds up mastery ability to draw lines and simple shapes.
The inclusion of game moments in visual activity in the younger group continues when depicting objects. For example, a new doll comes to visit the children, and they mold treats for her: pancakes, pies, cookies. In the process of this work, the kids master the ability to flatten the ball.
In the middle group, children draw a teddy bear from nature. And this moment can be successfully beaten. The bear knocks on the door, greets the children, asks them to draw him. At the end of the lesson, he participates in viewing children's work, chooses the best portrait on the advice of the children and hangs it in the play corner.
Even with children of six years old, it is possible to use game techniques, of course, to a lesser extent than in the younger group. For example, during a walk, children look at a landscape, a tree, animals through home-made cameras, “take pictures”, and when they come to kindergarten, they “develop and print them”, depicting what they perceive in the picture.
When using gaming moments, the educator should not turn the entire learning process into a game, as it can distract children from completing the learning task, disrupt the system in acquiring knowledge, skills and abilities.
Thus, the choice of certain methods and techniques depends on:
from the content and tasks facing this lesson, and from the tasks of visual activity;
on the age of children and their development;
on the type of visual materials with which children act.
In the classroom, where the focus is on the task of consolidating ideas about the environment, verbal methods are mainly used: conversation, questions to children, which help the child to restore what he saw in his memory.
In different types of visual activity, teaching methods are specific, since the image is created by different means. For example, the task of teaching composition in plot themes requires an explanation of the picture in drawing, showing in the drawing how distant objects are drawn above, and nearby ones below. In modeling, this problem is solved by arranging the figures according to their action: next to or separately from each other, one behind the other, etc. No special explanation or demonstration of the work is required here.
Not a single technique can be used without careful consideration of the tasks involved, the program material of the lesson, and the developmental features of children in this group.
Separate methods and techniques - visual and verbal - are combined and accompany one another in a single learning process in the classroom.
Visualization renews the material and sensory basis of children's visual activity, the word helps to create a correct representation, analysis and generalization of the perceived and depicted.

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