Drawing program for preparatory group. Work program of the fine art circle “Rainbow Palette” by Ekaterina Aleksandrovna Podstreshna for the preparatory school group
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1 Work program of the fine arts circle “Rainbow Palette” by Ekaterina Aleksandrovna Podstreshna for the school preparatory group of the State Budgetary Institution “Children's Pulmonological Sanatorium “Salut” 204.
2 Explanatory note. P.L. Kapitsa spoke about art and the harmonious development of personality: “People have the opportunity to influence a person’s emotional activity and organize this activity. Art does this most effectively. Music, for example, accompanies the main emotional stages of a person’s life. Especially strong influence Fine arts and literature influence the development of the spiritual culture of society. They influence emotions that influence the establishment of morality and ethics both in personal relationships between people and in social ones. And art is an artistic summary of the processes occurring in the lives of people and society.” The “Rainbow Palette” club is held on the basis of the preparatory school group of the sanatorium. Every child from two years old to adolescence draws complex multi-figure compositions, draws everything that he sees around, hears, knows and remembers. Adults care about results creative activity, and for a child the process is of paramount importance. If little artist is already able to express his emotions through color and line, he can, by drawing, throw out his emotions and experiences: joy, love, fear. By splashing them out on a piece of paper, the child seems to be freed from them, releases them into the wild, and this is the psychotherapeutic effect of drawing. In the pre-school group, children are introduced to various types of fine art available to their age. Using the best examples of folk art and works of great masters, the teacher cultivates in children interest and the ability to aesthetically perceive paintings, sculptures, objects of folk art, illustrations in books, forms the basis of children’s aesthetic taste, and the ability to independently evaluate works of art. While engaging in visual arts in lessons, students have the opportunity to express their impressions, their understanding and emotional attitude to the life around them in artistic creativity: drawing and appliqué. In the preparatory group for school, the teacher sets himself and implements a whole range of tasks: Introducing children to works of various types of art of world artistic culture (painting, graphics, architecture, folk and decorative arts); Encouraging children's interest in contemplating beautiful objects and phenomena in the world around them; Learning to convey your idea of the historical past of your homeland through the depiction of interiors, costumes, household items that correspond to their time, as well as the creation of fairy-tale characters (The Little Mermaid, Pinocchio, Goblin, Moomins, etc.); Encouraging children to independently choose artistic images, subjects of compositions, materials, tools and methods of conveying their ideas; Continuation of learning to depict objects of the real and fictional world from life or from representation, conveying the proportions and movements of objects, animals and people; Continued acquaintance with various techniques drawings with gouache, watercolors, colored pencils and wax crayons; Learning to coordinate hand movements when working with a brush and paints, as well as when working with appliqué.
3 As a result of joint productive activity: - creative abilities are revealed; - the child learns new techniques and techniques of depiction; - the child learns to correctly arrange the depicted objects on the sheet of paper in a compositional manner: - learns to work in the correct sequence; - develops imaginative thinking, imagination and visual memory; - there is an introduction to world artistic culture, as well as the accumulation of initial knowledge about art; - education of aesthetic taste occurs. UMC. Visual activities in kindergarten: planning, lesson notes, methodological recommendations. Preparatory group for school. I.A. Lykova. Moscow: “KARAPUZ-DIDACTICS”, Art and pedagogy: From cultural heritage Russia XIX-XX centuries: Reader, M.A. Verb. - Pskov, POIPKRO, Model curricula of MDOD DSHI recommended by the Ministry of Culture of the Russian Federation from / Fine Arts. class: Lesson plans based on the textbook by V.S., Kuzin, E.I. Kubyshkina. O.V. Pavlova. Volgograd: “Teacher”, 200.
4 Educational and thematic planning of a drawing circle “Rainbow Palette” Teaching the basics of drawing from life, the basics of conveying shape, proportions, volume, and light and shade in drawing. Autumn still life with flowers 2 Gifts of autumn. Still life with vegetables, mushrooms and berries. 3 Autumn landscape. Autumn in the park. Teaching the basics of drawing from life, the basics of conveying shape, proportions, volume, and light and shade in drawing. Introducing warm and cool paint colors. Learn to position the sheet depending on the image, select colors and shades. Develop imagination and memory. 4 My favorite toy Teach how to construct images of toys, learn to position the sheet depending on the object being depicted. Develop imagination and memory. 5 Butterflies Teach the basics of drawing butterflies. Learn to position the sheet depending on the object being depicted. 6 Autumn still life with flowers (applique) Team work. Learning the basics of creating a picture using the dry felting technique. Learning to combine colors with each other, give the concept of the color wheel, warm and cold colors. 7 My favorite pet presentation; the basics of conveying in drawings the shape and volume of the depicted animal. 8 The winged swing is flying, flying. Games on the playground. Learning to convey in drawing your impressions of your favorite pastimes and entertainment while walking. Teaching the basics of conveying the form of the image. 9 Bookmark for the presentation book; the basics of conveying in drawings the shape, proportions, volume of the depicted animal and floral ornament. 0 Russian patterns. Khokhloma painting. Teaching the basics of Khokhloma painting. Learning how to paint fine elements and curls with a brush. Teaching composition and arrangement of objects and ornaments on a sheet. Drawing a tree. Spruce. Continue to introduce visual materials: watercolors and whitewash. Aesthetic development of children in visual arts. Develop artistic taste, creative abilities, observe phenomena and conditions of the surrounding nature. 2 Winter forest(application). Teamwork. Learning the basics of creating a picture using the dry felting technique. Learning to combine colors with each other, give the concept of the color wheel, warm and cold colors. Composition training. Pencil, watercolor, gouache. crayons and a sheet of felt, wool of different colors, frame for decoration. wax crayons watercolor, gouache. Watercolor, whitewash, water, brushes, graphite pencil. Sheet of felt, wool of different colors, frame for decoration.
5 3 My favorite Russian cartoon character; the basics of conveying in drawings the shape, proportions, volume of the depicted object. Development of imagination and memory. 4 Winter landscape. Fixing the names of colors and shades. Construction training compositional construction images, learn to position the sheet depending on the object depicted. Develop memory and imagination. 5 Image of ground transport 6 Fairytale castle, fortress. presentation of transport; the basics of conveying shapes and proportions in drawing. presentation of fairytale castles. Learning to draw buildings of various shapes. 7 New Year holiday Promote development cognitive processes. Develop artistic taste and creative abilities. 8 Snowflakes a friendly round dance representing snowflakes of various shapes. Encourage children to come up with different patterns. 9 Wintering birds Teaching the basics of drawing from life, proportions, volume, light and shade. Learn to draw birds. 20 Defender of the Fatherland Day 2 “Over the mountains, over the valleys” Teach the basics of composition. Introduce the concept of silhouette. Give an idea about composition center. Training in compositional image construction. Reflection of your ideas of natural mountain landscapes in the drawing. Image of a mountain landscape. 22 At the bottom of the sea Training in creating a compositional image. Reflection in the drawing of your ideas of underwater sea landscapes, as well as marine inhabitants and scuba divers near coral reefs. 23 My dad (grandfather) and I are watching a man; the basics of conveying shapes, proportions, and parts of the face in drawings. Pencil, watercolor, watercolor, gouache. watercolor, watercolor, watercolor, watercolor watercolor watercolor
6 24 Me with my mother (grandmother) Continue teaching the basics of drawing a portrait of a person; the basics of conveying shapes, proportions, and parts of the face in drawings. 25 Still life with spring flowers. 26 Painting easter eggs Teaching the basics of drawing from life, proportions, volume, light and shade. Learn to draw flowers. Teach the basics of visual arts: depict objects on a plane using various graphic means: line, stroke, spot. Introduce Russian folk ornaments to painting Easter eggs. 27 Cosmonautics Day Teach the basics of composition. Training in structural and compositional solutions; the first and second planes in the composition. 28 Drawing of a human figure 29 Portrait of a man and a woman in Russian national costume Teach the basics of drawing the human figure; the basics of conveying shapes and proportions in drawings. Continue to teach the basics of drawing a portrait of a person; the basics of conveying shapes, proportions, parts of the face and body in drawings. Cultivating interest in folk culture and history. 30 Drawing an animal Learning the basics of conveying in drawings the shape, proportions, and volume of the depicted animal. Introduce gouache to the visual medium. 3 “It’s spring outside” Spring landscape. Teaching the basics of visual literacy, promoting the development of artistic creativity, and cultivating aesthetic taste. 32 Primroses Teaching the basics of drawing from life; proportions, volume, light and shade. 33 Victory Day Introducing students to artistic culture, teaching the basics of visual literacy, cultivating aesthetic taste. 34 Spring Thunder Introducing students to artistic culture, teaching the basics of visual literacy. Training 35 River lilies and water lilies proportions, volume depicted. Learning to create a plot composition. Learn to paint with wet watercolors. Develop visual-figurative thinking. gouache pencils. watercolor, wax crayons, watercolor, gouache, watercolor, watercolor, wax crayons.
7 36 Blooming May Introducing students to artistic culture, teaching the basics of visual literacy, promoting the development of artistic creativity, and nurturing aesthetic taste. Continuing to learn how to paint with wet watercolors. watercolor, wax crayons. Total: 36 Conditions for the implementation of the program Classes are organized in the form of circle work and complement the content of the main educational program in the preschool educational institution in the sanatorium. The fine arts club is composed of children aged 5-7 years. Classes are held in the first half of the day. Number of classes per week - 4 per month, 36 per year. The duration of one lesson is 35 minutes. Opening hours for the Rainbow Palette club. Monday
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Work program for additional education of artistic and aesthetic orientation: “Cheerful palms!”
1. Explanatory note.
2. Goals and objectives.
3. Forms and methods of program implementation
- principles of organization
- methodological support
- expected result
4. Working with children.
5. Working with parents.
6. Work with teachers.
7. List of references.
The program of additional education of artistic and aesthetic orientation was developed on the basis of methodological recommendations
- Davydova G.N. "Non-traditional drawing techniques in kindergarten"
- Shvaiko G.S. “Lessons in visual arts in kindergarten: Program, lesson notes,” - Lykova I.A. “Colored palms” - Komarova T.S. “Fine creativity in kindergarten. Classes in the art studio “Teaching children drawing techniques.”
The age of the children participating in the implementation of the work program is children of the early development group (2-3 years).
Implementation period: the program is designed for 1 year of study.
The implementation of the program is designed for 36 calendar weeks, and includes 1 lesson of direct educational activity per week. The duration of one lesson in the early development group is 8-10 minutes, according to SanPiN 2.4.1. 3049-13 dated 05/15/2013 No. 26.
1-Explanatory note
...It's true, it's true!
Well, what is there to hide?
Children love, children love,
They love to draw!
On paper, on asphalt, on the wall
And on the window on the tram!...
E. Uspensky.
Children develop an interest in drawing after the first year of life. The baby gets acquainted with paper, pencils, paints and first plays with them, and after observing the adult, the baby begins to imitate his actions and, having “mastered” the writing object, comes to the joyful discovery that he can leave a mark on paper, and not only...
Drawing for children is a game, and using games, game techniques and finger gymnastics, a relaxed creative atmosphere for work is created. Unconventional drawing gives children a lot of positive emotions, reveals the possibility of using objects well known to them as artistic materials, and surprises them with their unpredictability. Non-standard approaches to organizing visual activities surprise and delight, liberate children, thereby arousing the desire to engage in such an interesting activity. After all, drawing for a child is not only a game, but also a joyful, inspired work that does not need to be forced, so it is very important to stimulate and support the child, gradually opening up new opportunities for him in artistic activities.
Meanwhile, even small artistic failures can negate their desire to engage in visual arts, so the use of unconventional drawing creation techniques provides elements of surprise, gives children a lot of positive emotions and helps them develop a sustainable interest in this activity.
This program is based on an understanding of the priority of educational work aimed at developing perseverance, accuracy, patience, the ability to concentrate, fine motor skills and coordination of hand movements in children. The development of the creative and communicative abilities of preschoolers based on their own creative activities is also a distinctive feature of this program.
Today we can confidently say that every normal child is born with innate creative abilities. But only those children whose upbringing conditions allowed them to develop these abilities in time grow up to be creative people.
When implementing the program, exhibitions of children’s works are organized weekly, which organically fit into the group’s space and contribute to the formation of the harmonious development of the child’s personality.
The program was developed in accordance with the current Federal State Educational Standard and is an innovative educational program document.
2-Goals of the work program
- Create conditions for the development of potential creative abilities inherent in the child, interest in their own discoveries through search activities.
-help preschoolers master the necessary skills and modern techniques drawing to translate ideas into your drawings.
Tasks of the work program:
- educational:
1. Teach children to use pencils, paints, and brushes
2. Introduce children to the color scheme,
3. Introduce children to the properties of materials (plasticine, salt dough, paints, paper, etc.)
4. Teach techniques for visual and tactile examination of the form.
5. To develop in children the skills and abilities necessary to create creative works.
Educational:
1. To instill in children accuracy, hard work and the desire to achieve success through their own labor.
2. Encourage children to experiment by using techniques in their work unconventional drawing.
3. Cultivate the ability and desire to organize your workplace and clean it.
Educational:
1. To develop artistic and creative abilities in children: artistic taste, imagination, ingenuity, spatial imagination, creative thinking, attention.
2. Help the child learn and discover the world of drawing.
3. Develop fine motor skills of the hands.
3-Forms and methods of program implementation
-conversations; -classes; -group and individual work; -collective creative work; -work with parents, master classes; -games, entertainment; -decoration of exhibitions;
- visual; -practical, -explanatory and illustrative, -publication of information on the website of preschool educational institutions, groups.
In the process of work, the integration of all educational areas is ensured: - Social-communicative-development - Cognitive-development - Speech-development - Artistic-aesthetic-development - Physical development
- principles of organization: - presentation of material to game form. - development of children's creative abilities and imagination. - introducing children to the norms and traditions of the family and society. - selection of topics and work methods in accordance with the age of the children. - building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education.
Methodological support: (non-traditional techniques)
- poke with a hard brush;
- imprint with vegetable stamps; -wax crayons and watercolors;
-candle and watercolor;
-leaf prints;
- drawings from palms; -finger drawing;
- stencil printing.
- expected result: As a result of mastering this program, children by the end of the year will be able to: - select colors that correspond to the objects depicted. - will be able to use a brush correctly. - show your creativity, imagination, fantasies. -they will have a more developed sense of composition, visual memory, and thinking.
4- Working with children:
Thematic lesson plan for children 2-3 years old
Topic Tasks
September
Hello, kindergarten! Introduce children to non-traditional drawing techniques.
Rowan sprig Introduce unconventional technology finger painting. Show how to get points. Develop an interest and positive attitude towards drawing.
My favorite rain Continue to get acquainted with the finger drawing technique. Show receipt reception short lines from points (fine rain, droplets and heavy rain, like rain).
Elegant fly agaric Continue to get acquainted with the finger drawing technique. Practice painting the mushroom cap evenly with paint; learn to apply dots rhythmically and evenly over the entire surface of the cap.
An elegant fly agaric in the grass Practice carefully gluing the silhouette of a mushroom onto a sheet of paper and drawing the grass with your fingers.
October
Palm transformation. (flower) Introduce the non-traditional technique of palm drawing.
Autumn tree Practice drawing with your palm (tree crown), develop the ability to draw straight vertical lines (trunk) with a brush.
Leaf fall Image of leaves with a finger and brush using the dipping method. Continue to get acquainted with “warm” colors (yellow, orange, red).
Underwater kingdom. Lead children to create a simple composition.
Practice drawing fish with your palms and seaweed with your fingers.
November
Fluffy kittens playing on the carpet
(team work) Introduce the technique of poking with a semi-dry hard brush (imitation of animal fur). Gluing kitten figures onto a tinted sheet of Whatman paper (carpet).
Cherry compote Introduce the technique of printing with cork, potato matrix, show the method of obtaining a print (cherry berries). Drawing berries on the silhouette of a jar.
“Balloons, obedient to the breeze...” Arouse interest in the combination of different isomaterials: depict balloons with a brush, and strings to them - cotton swabs.
Gift for mom. - “Admire the geranium.” Practice cork printing techniques and finger painting. Learn to draw a basic flower, applying the drawing evenly in certain places.
December
The first snowflakes Practice drawing with cotton swabs, Learn to repeat the image, filling the entire space of the sheet.
Winter has come Introduce the technique of drawing with foam rubber. Practice drawing a pattern over the entire surface of the sheet (snowflakes in the air and on tree branches).
“The little Christmas tree is cold in winter...” Practice drawing with fingers, cotton swabs, Introduce a new non-traditional isomaterial - a sponge, and the method of drawing with it (packing snowdrifts on the ground).
Festive Christmas tree Practice the poking technique with a semi-dry hard brush (imitation of the texture of prickly tree needles).
Practice drawing with cotton swabs; learn to place strokes in a row, using a visual reference (arc-shaped lines) - “let’s light the lights on the Christmas tree.”
New Year's fireworks! Fix the technique of drawing with your fingers, drawing a picture over the entire surface of the sheet
January
Snowman
Practice the technique of poking with a hard brush (painting the silhouette of a snowman).
Learn to complement the drawing with simple details, finishing them with felt-tip pens (eyes, carrot nose, buttons on a fur coat).
Winter patterns Introduction to the technique of drawing with a candle (frost patterns on the window). Learn to carefully paint over with liquid paint a sheet with a pattern already applied with a candle.
Matryoshka. Continue to cultivate interest in visual arts. Teach children to decorate the silhouette of a finished shape with rhythmic strokes. Enrich the plot of a children's game
February
Winter day
(teamwork) Introduce children to the paper-making technique: crumple a paper napkin and try to roll it into a tight ball. Creating a simple plot-based collective composition (“let’s wrap the trees in the forest in snow”).
Scarf for a doll Continue to get acquainted with the technique of drawing with a candle. Painting with liquid paint a sheet of paper with a pattern already applied by a candle.
Rocket Practice crumpling and rolling strips of paper napkins into balls (paper-plastic technique). Continue to develop applique skills (sticking paper balls on a rocket instead of windows)
Let's decorate a cup for dad Reinforce the ability to decorate objects with a cork signet (polka dot cup). Develop a sense of rhythm.
March
Beautiful beads for mom Practice printing techniques with various seals (corks, potato matrices in the form of flowers, circles). Develop the ability to create an elementary pattern from simple elements, alternating it by color.
Multi-colored fish Continue to teach how to use the palm as a visual tool - to make an imprint with it. Strengthen the ability to complement the image with details (draw scales on the body of the fish, eyes with felt-tip pens).
“The sun is looking through the window”
(teamwork)
Strengthen the ability to draw with your palm: depicting the sun's rays with your palms.
Icicles are dripping Continue to learn how to combine various non-traditional drawing techniques: use your finger to depict icicles, and use cotton swabs to depict drops falling from them.
April
Cow on the grass Introduce children to the technique of stencil drawing. Encourage students to freely place strokes over the entire surface of the sheet. To reinforce children's knowledge of the color green. To instill in children empathy for the game character, to create a desire to help him.
Space Practice printing with potato stamps (stars in space), drawing straight lines with cotton swabs (“let’s fill the rocket engine with fuel”).
Clowns in the circus
(2 lessons planned) 1. Practice the technique of drawing with cotton swabs, placing strokes over the entire surface (“let’s decorate a clown’s costume” - a polka dot outfit). Develop a sense of rhythm.
2. Making balls for a clown-juggler using the paper-plastic technique; gluing them based on a visual reference.
May
Balloons Continue teaching children to draw shapes similar to round ones. Place them all over the sheet (the balls fly). Arouse children's interest in drawing.
Fireworks on our street
(teamwork) Practice papermaking techniques. Gluing paper balls onto a prepared dark background (multi-colored fireworks lights in the sky). Develop a sense of rhythm.
Dandelion Exercise children in the technique of printing with signets. Learn to draw a flower with a stem and grass. Strengthen the dipping technique. Develop a sense of composition.
Rain, rainbows and sunshine! Practice drawing techniques with a brush and paints, practice poking with a hard brush. Develop aesthetic perception.
5- Working with parents:
September – Adaptation of children to kindergarten. (parent meeting)
October – Magic colors. “The role of non-traditional drawing in the development of children early age"(consultation for parents)
November – How often does your child draw (questionnaire for parents). Draw together (drawing on glass) - Portrait of mom.
December – Painting with salt (workshop for parents)
January – Features of visual activities of children of primary preschool age. (publication on our website)
February – Drawing without obstacles with the most unusual things. (Master Class)
March – All little children are artists. (movable folder)
April – Development fine motor skills hands (consultation for parents)
May - Useful tips for developing children's creative abilities. (memos for parents)
5- Work with teachers:
1. Consultation for educators:
“Development of aesthetic taste in preschool children through visual arts”
2. Consultation for educators with a master class.
“We experiment, we learn, we create!”
3. Consultation for educators:
“Development of fine motor skills with the help of non-traditional types of art activities.”
6 - List of references:
1. I.A.Lykova - “Program artistic education, education and development of children 2-7 years old." 2011
2. I.A. Lykova - “Kindergarten and family. Fine creativity from the cradle to the school threshold.” 2010
3. I.A.Lykova - “Didactic games and activities (integration of artistic and cognitive activities of preschoolers.” 2010
4. G.N. Davydova - “Non-traditional drawing techniques in kindergarten.” Moscow 2007
5. A.A. Fateeva - “Drawing without a brush.” 2004
6. T.N. Doronova - “Teaching children 2-4 years old to draw, sculpt, and apply in games.” 1992
7. G.S. Shvaiko - “Fine arts classes in kindergarten.” 2008
8. Kazakova T.G. “Develop creativity in preschoolers” 1985
9. Komarova T.S. “Art activities in kindergarten” 1982
Mira Rakshaina
Fine Arts Program
Program on Artistic creativity for children of primary preschool age.
Explanatory note
At preschool age, children lay the foundations for comprehensive, harmonious development, the foundation creative beginnings. Fine arts classes contribute to the active development of the surrounding world through fine art as the most accessible form of creativity in preschool age, an important feature of which is the inseparability of emotions from the process of perception, thinking and imagination. Artistic creativity in preschool age directly influences the formation of a positive attitude towards reality, and systematic activities contribute to comprehensive development (aesthetic, intellectual, labor, physical) and help prepare for school. In the process of drawing, a child’s observation and aesthetic perception, artistic taste and creative abilities are improved. Develops the ability to visually evaluate shape, spatial orientation, sense of color, as well as special skills and skills: eye-hand coordination, hand control.
Using non-traditional techniques in working with preschoolers to develop imagination, creative thinking and activity, first of all, I would like to draw your attention to the fact that they are very attractive for work. They use unusual combinations of materials and tools; the undoubted advantage of such techniques is the versatility of their use. Drawing technology is interesting and understandable to children.
Methods used:
Allows you to train your child's hand to write;
Allows you to study multi-color images of objects;
Form an emotionally positive attitude towards drawing;
Promotes the development of imagination, perception and cognitive abilities
General position
1. Working section program"Visual activity"
compiled on the basis of the mandatory minimum content of the federal component of the state standard.
2. Classes are conducted with children 2-3 years old in the form of art classes as part of the annual curriculum.
3. Program involves holding one lesson per week, in the first half of the day. The duration of the lessons is 10 minutes.
Introduction of new things.
The main task in my work is teaching children visual skills using both traditional and unconventional techniques drawing, development of visual abilities, speech and intelligence.
Relevance.
Fine arts classes allow children to develop communication skills in the process of activity, as well as artistic abilities.
Main goals of the working programs:
Develop artistic, linguistic, intellectual abilities in the process of commented drawing, development of creative abilities and positive emotional perception of the world around us.
Program solves the following tasks:
Educational: Teach children to develop communication, language, intellectual and artistic abilities through the process of drawing.
Developmental: develop creative activity, hand muscles, strive for self-affirmation.
Educational: to form a positive emotional perception of the world around us, to cultivate artistic taste and interest in the fine arts.
1. To interest children in various visual materials and the opportunity to act with them.
2. Encourage children to depict, using expressive means available to them, what is emotionally significant to them.
3. Create conditions for mastering the color palette.
4. Create conditions for children’s communicative activities.
5. Promote the development of coherent speech in children.
6. Assist children in creating expressive images, maintaining the vividness of children's perception.
7. Gradually increase the requirements for children’s visual and communication skills.
8. Help children feel that their drawings are interesting to others
(teacher, children, parents)
9. Speech development. Teach generalization and reasoning.
This program compiled taking into account the implementation of interdisciplinary connections in sections: SPEECH DEVELOPMENT. The classes use the annotated drawing method.
During the process of playing out the plot and the drawing itself, there is a continuous conversation with the children; at the end of the lesson, the children discuss their work. Nursery rhymes, riddles, and counting rhymes are used in classes. By performing practical activities, children are able to learn many new words and expressions, which contributes to the development of coherent speech.
COGNITION. For classes in art activities, topics that are close to the child’s understanding are chosen, allowing him to clarify the knowledge he has already acquired, expand it, and apply it in communication. Children learn a lot of interesting things about various natural phenomena, about the lives of people, about animals. MUSIC. The use of drawings in the design of holidays, and musical accompaniment for a better understanding of the image and expression of one’s own feelings.
PHYSICAL CULTURE. The use of physical education minutes, finger gymnastics, work to protect vision and prevent poor posture.
SENSORY EDUCATION. These classes contribute to the acquisition of knowledge about color, size, shape, and arrangement of objects in space.
Methodological support. (For non-traditional drawing techniques)
1. Vegetable stamps (imprint,
2. Poking with a hard brush,
3. Impression with foam rubber,
4. Wax crayons and watercolors,
5. Leaf prints,
6. Drawings from palms
7. Glass for stained glass (blank)
Activities using these items are miniature games. The proposed method of teaching allows children to feel bolder, more spontaneous, develops imagination, gives freedom for self-expression, develops coordination of movements, attention, and memory. The work is creative process teacher and children using a variety of visual materials.
Methods used:
1. Emotional mood - the use of musical works.
2. Practical - exercises in a playful way.
3. Verbal - stories, conversations, artistic word, pedagogical dramatization, explanation, clarification, pedagogical assessment.
4. Visual methods and techniques - observations, examinations, showing a sample, showing methods of implementation, etc.
Material:
Cotton buds,
Foam rubber seals,
Cloth napkins, water containers, brushes and brush holders,
A 4 size paper,
Simple and colored pencils,
The process of conducting classes provides:
1. Using the technique of broadcasting information,
2. Selection of thematic content,
3. Main participant drawing - child,
4. The teacher tries to help the child express his thoughts correctly,
5. The teacher creates schematic images,
6. The teacher not only talks about what is drawn, but also shows through visual actions,
7. When conducting physical education sessions, elements of dramatization and imitation movements are used, accompanied by commented speech.
Classes are based on communicative principle:
1. Creating optimal conditions for motivating children's speech,
2. Providing conditions for communication,
3. Maintaining speech initiative,
Class structure:
1. Creating a positive attitude towards the topic and the method of its implementation,
2. Communicative drawing using imitative movements and discussing the creation of the plot of the drawing,
3. Word games, games - dramatization.
Results of the working programs:
1. Organizing open classes for children for parents,
2. Thematic exhibitions in preschool educational institutions,
3. Design of an aesthetic developmental environment in groups and kindergartens.
By the end of the year, children have developed skills and abilities as a result of work on children's program:
1. They learn a lot about the world around them, because classes are held on certain topics.
2. Learn to use different visual materials in one work.
3. Learn to draw with various materials.
4. They use various additional materials in their work.
5. Develop skills in plotting.
6. Experiment.
7. Coherent speech develops.
8. Technical skills are formed.
9. They learn to respect the work of their comrades and objectively evaluate their work.
Expected results:
Due to individual characteristics, the development of creative abilities cannot be the same for all children, therefore, in classes, each child is given the opportunity to express himself and experience the joy of creative creation. Topics included in program, change according to the principle of gradual complication of the material. This should help children acquire knowledge, skills and abilities in the drawing process, identify and realize children’s abilities, and develop self-control.
Fragment Long-term planning for visual activities in the first junior group
No. Topic (drawing technique, methods and techniques) Purpose of the lesson Basic knowledge and skills. Material for the lesson
SEPTEMBER
1 "How we draw"
(drawing with pencils) Determine your level of pencil proficiency. Introduce children to the right way actions pencils: hold with three fingers, not close to the sharpened end, do not squeeze the pencil too tightly; learn to draw only on paper, use different colors; develop interest and a positive attitude towards drawing. Be able to hold a pencil correctly and apply light pressure when drawing. Know that the sun, grass, flowers can be drawn using pencils of different colors. Landscape sheet, sets of colored pencils (by number of children).
2 "Chicken Lanes" (drawing with pencils) Arouse children's interest in the topic and the drawing process; learn to hold a pencil right hand, three fingers; learn to make wide, smooth movements in any direction; induce and maintain a sense of process satisfaction as a result of the activity. Be able to draw straight lines in different directions. Landscape sheet of A4 paper, colored pencils, pictures of hens and chicks.
3 "Nuts for the squirrel" (drawing with a foam rubber poke) Introduce children to gouache paints; teach children to use a brush; consolidate knowledge of primary colors, introduce new colors (brown); to form interest and a positive attitude towards Be able to use non-traditional methods when depicting
"nut". Know that nuts are shaped like a circle and are depicted. Sheets of drawing paper with a picture of a tree and a squirrel for each child; foam swabs;
drawing. brown. squirrel toy; nuts; basket; jars of water, napkins.
4 "Autumn Leaves" (painting with a brush) Continue to introduce children to gouache paints, teach them how to use a brush correctly; consolidate knowledge of basic colors, introduce new colors and shades; learn to distinguish maple leaves; develop interest and a positive attitude towards drawing. Know how to hold a brush correctly and apply gouache to it. Know and name the colors of autumn leaves. Gouache in yellow and red colors; brushes No. 4; album sheets of paper for drawing for each child, mats with cut out silhouettes of maple leaves (by number of children); Maple leaves; sippy cups; napkins.
1 "Rain"(drawing with felt-tip pens
completing the drawing of details) Teach children to hold a felt-tip pen correctly in their hand; learn to draw with a felt-tip pen - do not press hard, draw straight vertical lines; do not go beyond the boundary line; develop interest and a positive attitude towards drawing. Be able to hold a felt-tip pen correctly and draw short vertical lines. Know how to depict rain in a drawing. Blue or light blue markers; sheets of paper with blanks (according to the number of children, a blue cloud is drawn at the top of the sheet, and a horizontal line at the bottom is the earth, so that the children, when drawing rain, do not go beyond the lower border.
2 “Let’s help the bugs hide in the grass”(drawing with a pencil; completing the drawing
details) Teach children to properly hold a wax pencil in their hand, draw straight vertical lines; consolidate knowledge of flowers; arouse interest in drawing with colored pencils. Be able to draw short vertical lines, recognize and use the color green for an image. Colored wax crayons Green colour; sheets of drawing paper with drawn beetles,
located and in different places of the sheet (by number of children).
3 "Yellow leaves are flying" (painting with a brush; finishing details) Teach children to draw leaves by dipping a brush onto a sheet of paper; continue to teach how to hold a brush correctly, use paint, a cloth, and rinse the brush in a jar of water. Be able to portray autumn leaves using the dipping method, pick up the required amount of paint onto the bristles of the brush. Know the color yellow and work with it. Landscape sheets A4 format with painted trees (by number of children); yellow paint, brushes
No. 4, jars of water, rags.
4 "On a smooth path" (finger painting) Teach children to draw with their fingers, rhythmically making an imprint on a strip of paper; continue to introduce children to colors (red, blue, green, reinforce the names of colors; develop interest and a positive attitude towards drawing. Be able to draw in unconventional ways, know the basic colors, show and name them. Demonstration sheet depicting two houses with red and blue roofs, located opposite each other (a path was drawn between the houses with pencil and paint); strips of drawing paper 1/2 sheet according to the number of children; green gouache, wet wipes for hands.
Work program of an additional education teacher on art activities
Andreeva Olga Vladimirovna
“By drawing, I understand the world.”
GBOU Secondary School No. 448 (DO)
Moscow
VAO
2015
CONTENT
1 . Target section
1.1.Explanatory note……………………………………………………3
1.2.Principles and approaches to the formation of the program.................................6
1.3. Age characteristics………………………………………………………….8
1.4. Planned results of mastering the Program………………………12
2.Organizational section
2.1. Daily routine…………………………………………………………....12
2.2. Thematic planning………………………………………..…....24
3. Content section
3.1. Artistic and aesthetic development………………………………...25
4. References ………………………………………………..……...27
5.Applications
5.1. Lesson schedule……………………………………………………………..28
5.2.Annual planning in groups No. 2,3,4,5,6………………………….
5.3. Individual and group conversations with parents of students....
5.4. Individual work with children……………………………………………………………
1. Target section
1.1. Explanatory note.
Features of the work program of a teacher of additional education in fine arts GBOU secondary school No. 448 DO g . Moscow Andreeva O . IN .
The work program is developed on the basis of an approximate basic general education program preschool education"From birth to school." / Ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, 2014, educational program of the State Budget Educational Institution Secondary School No. 448 DO in accordance with the Federal State Educational Standard of Education for working with preschool children, according to the age and individual characteristics of preschool children. The programs of T.A. Koptseva are partially used. “Nature and the Artist”, Goryaeva N.A. “First steps in the world of art”, Lykova I.A. "Palms."
A modern child is a resident of the 21st century, who is influenced by all the signs of the present time. Long-term research conducted by the authors of the program allows us to outline the “touches” of modern preschool childhood, which cannot be ignored when organizing the educational process of a kindergarten.
The modern child is a small citizen, aware of himself in modern space countries and cities. He loves his homeland, his family, his peers and friends, he wants to make life better, more worthy and more beautiful. The modern preschooler is focused on learning about man and nature. He has a good understanding of himself, his immediate environment, his present and future. He is ready to evaluate the phenomena and events of life from different points of view: interest, utilitarianism, usefulness, aesthetics, knowledge. Modern children are focused on the future. This is a striking distinctive feature of young citizens of our time - they look to the future with confidence.
The internal reserves of a modern child are revealed in different types of their preferred activities: visual, playful, musical,literary. But, unlike his peers of previous years, he confidently combines them, unites them with each other, because he is more comfortable this way and can do everything. He organically weaves his ideas about this world into different areas life activity. He is the bearer of a subculture that is unique to preschoolers and distinguishes him from children of other ages and adults. For a modern preschooler Often there is not enough communication with mom and dad, peers, he gets lost in the world of voluminous information, he wants to talk more and act together. The kindergarten group is exactly the place where he realizes his fundamental needs.
Therefore, a kindergarten is a child’s second family, in which he lives a safe and interesting life. Modern children are happy to go to kindergarten, they love it!
The life of a child in the 21st century has changed a lot and has become closely connected with the capabilities of the parents. He can master a mobile phone and computer, TV and tape recorder faster than an adult can. He listens to and watches the same songs and TV shows with his parents; goes with his family to cafes and restaurants, goes abroad on vacation, travels; knowledgeable about car brands and advertising. He is interested in many things and talks about many things.
At the same time, the child is still focused on self-valued, childish activities. He loves to play, compose, fantasize, rejoice and reason. In the children's activities of the modern child one can also see the desire for integration, that is, the combination of different types of activities into one process. In new types of activities, such as experimentation, creating micro- and macro-projects, collecting, and improvisation, modern children are attracted by the process itself, the opportunity to demonstrate independence and freedom, implement ideas, and the opportunity to choose and change something themselves.
Taking into account the basic principles, requirements for the organization and content of visual activities in preschool educational institutions, the main goals and objectives of which are: developing interest in various types of visual activities; improving skills in drawing, modeling, appliqué, and applied arts; nurturing emotional responsiveness when perceiving works of art; nurturing the desire and ability to interact with peers when creating collective works. Children are expected to study for 4 years: from 3 to 7 years. The program is built in a spiral manner: from simple to complex. At each turn (year of study), repeating in an expanded, complicated version.
The thematic block of classes on artistic creativity promotes the development of activity, independence and creativity of children, encourages them to remember what interesting things they saw around them, what they liked; teaches to compare objects; asking, activating the experience of the children, what similar things they have already drawn, sculpted, how they did it.
Much attention in the program is paid to the study of traditional Russian folk arts and crafts, Russian costume, Russian folk tales, color science, and paper art. Using interactive technologies, trips to museums are made.
For children to successfully master artistic and creative activities and develop creativity, the following conditions are met in the program:
enrichment of sensory experience, clarification and expansion of ideas about those objects, objects and phenomena that they are to depict;
variety of topics for children’s work, forms of organizing classes (creation of individual and collective compositions), art materials;
respect for the creativity of children, the use of children's works in the design of kindergarten premises, in organizing various exhibitions, as well as as gifts for children and adults.
Each thematic block in the work program ends with a collective viewing of all the images created by the children, organization of an exhibition, and participation in competitions. It is very important that children see the overall result, hear the teacher’s assessment of their work, actively participate in the conversation accessible to them, and evaluate the expressive images of objects and phenomena; so that each child sees his work among the works of other children.For example, the week “Gifts of Autumn” ends with an exhibition of crafts made from natural materials together with parents, etc.
Goals and objectives of the Program implementation
The leading goals of the Program are to create favorable conditions for a child to fully live in preschool childhood, to form the foundations of basic personal culture, to comprehensively develop mental and physical qualities in accordance with age and individual characteristics, to prepare for life in modern society, to learning at school, ensuring the life safety of a preschooler.
Particular attention in the Program is paid to the development of the child’s personality, the preservation and strengthening of children’s health, as well as the education in preschoolers of such qualities as: patriotism; instilling in children patriotic feelings, love for the Motherland, pride in its achievements, confidence that Russia is a great multinational country with a heroic past and a happy future.
Focus on moral education, support of traditional values, such as love for parents, respect for elders, caring attitude towards children and the elderly; formation of traditional gender ideas; instilling in children the desire to follow a positive example in their actions.
active life position; The priority of the Program is the education of a free, self-confident person, with an active life position, striving to creatively approach solving various life situations, who has his own opinion and knows how to defend it.
creative approach to solving various life situations;
respect for traditional values.
These goals are realized in the process of various types of children's activities:gaming, communicative, labor, cognitive-research, productive, musical and artistic, reading.
To achieve the goals of the Program, the following are of paramount importance:
caring for the health, emotional well-being and timely comprehensive development of each child;
creating in the art studio an atmosphere of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
creative organization (creativity) of the educational process;
variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
respectful attitude towards the results of children's creativity;
unity of approaches to raising children in a preschool educational institution and family;
compliance in the work of the kindergarten and primary school continuity, excluding mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.
1.2.Principles and approaches to the formation of the Program
The Program brings to the fore the developmental function of education, ensuring the development of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to the modern scientific “Concept of Preschool Education” (authors V.V. Davydov, V.A. Petrovsky, etc.) on recognition self-values of the preschool period of childhood.
The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal human values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject-centrism in teaching.
When developing the Program, the best traditions of domestic preschool education and its fundamental nature were taken into account: a comprehensive solution to problems of protecting the lives and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as leading ones in preschool childhood (A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, etc.).
The program is based on the most important didactic principle - developmental education and on scientific status L. S. Vygotsky that properly organized learning “leads” to development. Education and mental development cannot act as two separate processes independent of each other, but at the same time, “upbringing serves as a necessary and universal form of child development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.
The Program comprehensively presents all the main content areas of a child’s upbringing and education from birth to school. The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions in education, makes up for the shortcomings of spiritual, moral and emotional education. Education is considered as a process of introducing a child to the main components of human culture (knowledge, morality, art, work).
The main criterion for selecting program material is its educational value, high artistic level the works of culture used (classical and folk - both domestic and foreign), the possibility of developing the child’s comprehensive abilities at every stage of preschool childhood (E.A. Flerina, N.P. Sakulina, N.A. Vetlugina, N.S. Karpinskaya ).
is based on a comprehensive thematic principle of constructing the educational process;
provides for software solutions educational objectives in joint activities of adults and children and independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and their leading activity is play;
is built taking into account continuity between all age preschool groups and between kindergarten and primary school.
Focus on further education:
The program is aimed at developing cognitive interest in children, the desire to acquire knowledge, positive motivation for further education at school and college; understanding that all people need to receive education. Formation of an attitude towards education as one of the leading life values.
Focus on preserving and strengthening children's health
One of the main tasks that the Program sets for educators is to take care of preserving and strengthening the health of children, forming in them basic ideas about a healthy lifestyle, instilling useful habits, including habits healthy eating, needs for physical activity.
Focus on taking into account the individual characteristics of the child
The program is aimed at ensuring the emotional well-being of each child, which is achieved by taking into account the individual characteristics of children both in matters of organizing life activities (bringing the daily routine closer to individual characteristics child, etc.), and in the forms and methods of interaction with the child (showing respect for his individuality, sensitivity to his emotional states, supporting his self-esteem, etc.).
1.3.Age peculiarities
In the first year of study, children 3-4 years old:
A gamebecomes the leading activity in preschool age. By the end of primary preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, orient themselves in the space of a kindergarten group, and with a certain organization of the educational process - in the premises of the entire preschool institution. Are developingmemory and attention. In early preschool age, it begins to developimagination.
At the age of 3-4 years, the teacher should introduce children to works of visual art that are understandable to them. These are, first of all, pictures depicting natural phenomena in different time year, illustrations of Russian folk tales. Children enjoy looking at images of bunnies, bear cubs, foxes and other animals.
The teacher helps the child see the most significant in the image of each character. It is also necessary to introduce children to some decorative objects applied arts: children recognize bright flowers in the pattern on a wooden toy and admire the bright, elegant sundress of a nesting doll. An adult must strive to arouse joy in children, a desire to independently examine the object or picture again.
Children are introduced to art in everyday life and, of course, in drawing, modeling, appliqué classes and during independent activities. The teacher can use nursery rhymes, songs, and poems. For example, when showing children a picture of a cockerel, one can recall the Russian folk nursery rhyme “Cockerel, cockerel, golden comb.” Such colorful characteristics can help a child remember a particular character.
The visual activity of children of the fourth year of life is distinguished by the fact that thanks to form-building movements in drawing, modeling, and appliqué, clear images of objects appear (ears, round ears, a girl has a bow on her head, etc.)
An adult should help the child take a good look at the object: outline it, ask questions that direct the children’s attention to significant details (color, shape, presence of details). You can try to use gaming techniques, for example, talk on behalf of the characters, this is what creates interest in children to engage in this type of activity.
In drawing classes, it is necessary to develop in children the ability to notice the expressiveness of color combinations of paint and paper (for example, how beautifully yellow and blue are combined).
Sometimes work can be done collectively. This type of activity can be very useful topics, which teaches you to see how one big picture is gradually created on the easel. As a result of common efforts, a cheerful train or a festive bouquet and meadow with flowers is created.
Of course, visual activity should also take place in everyday life. To do this, it is necessary to create conditions that can interest the child, evoke an emotional response in him, and direct the interests of the children. It is also necessary to encourage parents to show interest in children's creativity. The teacher should give parents recommendations on how best to organize this process at home, in the family.
Adults should always remember: it is necessary, first of all, to respect any results of children's creativity and to always be close to the child and come to his aid at any moment!
In the second year of study, children 4-5 years old:
Symbolic form of play individual activities preschoolers are visual activities. Drawing gradually involves more and more active ideas and thinking. From depicting what he sees, the child gradually moves on to depicting what he remembers, knows and invents himself. The drawing becomes substantive and detailed. Graphic image a person is characterized by the presence of a torso, eyes, mouth, nose, hair, and sometimes clothing and its parts. The technical side of visual arts is being improved.
Role-playing interactions appear in gaming activities. There is a separation between playful and real interactions of children. Children can draw basic geometric figures, cut with scissors, paste images on paper, etc. Skills in planning a sequence of actions are developed. Children are able to organize groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Voluntary attention begins to develop. Imaginative thinking begins to develop. Preschoolers can build according to a diagram and solve maze problems.
The stability of attention increases. The child has access to concentrated activity for 15 to 20 minutes. He is able to retain in memory while performing any actions simple condition. Speech becomes the subject of children's activity. The speech of children when interacting with each other is situational in nature, and when communicating with adults it becomes non-situational. In communication between a child and an adult, the cognitive motive becomes the leading one. Increased sensitivity is an age-related phenomenon. Relationships with peers are characterized by selectivity; permanent play partners appear. Leaders begin to emerge in groups. Competitiveness and competitiveness appear.
In the third year of study, children 5-6 years old:
The stability of attention increases. The child has access to concentrated activity for 20 to 30 minutes.In visual arts, children can also depict what they have in mind (the idea leads to the image). The development of fine motor skills influences the improvement of drawing techniques: preschoolers can draw narrow and wide lines with paint (with the end of the brush and flat), draw rings, arcs, make a triple stroke from one point, mix paint on the palette to obtain light, dark and new shades, whiten basic tone to obtain a lighter shade, apply one paint to another. Children enjoy tracing the drawings along the contour and shading the figures.
Older preschoolers are able to sculpt from a whole piece of clay (plasticine), modeling the shape with their fingertips, smooth out the joints, pull parts away from the main shape with their fingers, decorate their works with the help of stacks and moldings, and paint them.
Practical skills in working with scissors are improved: children can cut circles from squares, ovals from rectangles, transform some geometric shapes into others: a square into several triangles, a rectangle into stripes, squares and small rectangles; create images of various objects or decorative compositions from cut-out figures.
Children design according to the conditions set by adults, but are already ready for independent creative design from different materials. Gradually, children acquire the ability to act according to a preliminary plan in design and drawing.
In the fourth year of study, children 6-7 years old:
Children of the preparatory group for schoolbegin to master complex human interactions.The playing space is becoming more complex. Children can comment on the performance of the role by one or another participant in the game. The differences between the drawings of boys and girls become more obvious. The image of a person becomes even more detailed and proportional. With the right pedagogical approach, children develop artistic and creative abilities in visual arts. They are fluent in generalized methods of analysis, both images and buildings; not only analyze the main design features of various parts, but also determine their shape based on the similarity with familiar three-dimensional objects. Children continue to develop perceptions, but they cannot always take into account several things at once. various signs. Figurative thinking develops, but the reproduction of metric relationships is difficult. Generalization and reasoning skills continue to develop, but they are still largely limited to visual signs of the situation.The attention of preschoolers continues to develop, it becomes arbitrary. As a result of properly organized educational work, preschoolers develop dialogic and some types of monologue speech. In the preschool group, preschool age ends. His main achievements are related to the mastery of the world of things as objects of human culture; mastering forms of positive communication with people; development of gender identification, formation of the student’s position. By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.
1.4.PLANNED RESULTS OF DEVELOPMENT OF THE PROGRAM
Targets
The specifics of preschool childhood (flexibility, plasticity of the child’s development, a wide range of options for its development, its spontaneity and involuntary behavior) do not allow requiring a preschool child to achieve specific educational results and necessitates the need to determine the results of mastering the educational program in the form of target guidelines.
By the end of training, children reach a certain level of artistic development: they emotionally perceive the content of the work, remember and recognize familiar paintings, illustrations, notice visual and expressive means (color, rhythm, shape, composition), with the help of these means create an image in the drawing, evaluate what what happened, they note the expressiveness of the shape, lines, silhouette, color combination.
Children develop the creative abilities necessary for subsequent training in fine arts at school.
Forms of work : conversations, classes, frontal, individual, subgroup, complex, excursions, collective work.
The results of the implementation of this program are summed up in the form of an exhibition of children's works.
2 . Organizational section
2.1 Daily routine
Various forms of physical activity : morning exercises, physical education classes indoors and outdoors, physical education minutes, outdoor games, sports exercises, rhythmic gymnastics, training on exercise machines, swimming and others.
A rational motor regimen, physical exercise and hardening activities should be carried out taking into account the health status, age and gender capabilities of children and the season of the year.
It is necessary to provide for the volume of physical activity of pupils aged 5 - 7 years in organized forms of health-improving and educational activities of up to 6 - 8 hours per week, taking into account the psychophysiological characteristics of children, the time of year and the operating hours of preschool organizations.
To implement the physical activity of children, the equipment and equipment of the gym and sports fields should be used in accordance with the age and height of the child.
Hardening of children , it includes a system of measures:
elements of hardening in everyday life: washing with cool water, wide aeration of rooms, properly organized walks, physical exercises carried out in light sportswear indoors and outdoors. outdoors;
special events: water, air and solar.
To harden children, the main natural factors (sun, air and water) are used differentially depending on the age of the children, their state of health, taking into account the preparedness of the personnel and the material base of the preschool, with strict adherence to methodological recommendations.
Hardening activities vary in strength and duration depending on the season of the year, the air temperature in group rooms, and the epidemiological situation.
When organizing children's swimming, pools are used that meet the requirements for swimming pools, their design, operation and water quality.
During the cold season, it is preferable to conduct classes in the pool after a walk. When organizing swimming in the pool before a walk, to prevent children from hypothermia, it is necessary to provide a time interval of at least 50 minutes between them. To prevent hypothermia in children, swimming in the pool should not end with a cold load (cold shower, swimming under a cold stream, standing in a bath of cold water). The duration of stay in the pool, depending on the age of the children, should be:
in the younger group - 15 - 20 minutes,
in the middle group - 20 - 25 minutes,
V senior group- 25 - 30 min.,
V preparatory group- 25 - 30 min.
The presence of medical personnel when organizing swimming in the pool and when children undergo procedures in the sauna is mandatory.
Health work with children in summer period is an integral part of the system of preventive measures.
To achieve a health-improving effect in the summer, the daily routine provides for maximum exposure of children to the open air, age-appropriate duration of sleep and other types of rest.
To achieve a sufficient volume of physical activity in children, it is necessary to use all organized forms of physical exercise with a wide inclusion of outdoor games, sports exercises with elements of competition, as well as walking walks, excursions, walks along the route (simple tourism).
Work on physical development carried out taking into account the health status of children with regular monitoring by medical workers.
Thus, in accordance with SanPiN, the conditions for the implementation of VET programs, depending on their focus, should be a daily routine, which includes:
food intake (in accordance with the length of the child’s stay);
children's daily walk;
daytime nap;
independent activity of children;
direct educational activities;
holidays;
socially useful work (for children of senior and preparatory groups);
different forms of motor activity;
hardening of children;
additional education classes (optional)
In accordance with the requirements of SanPiN, the approximate daily routine is adjusted taking into account the climate (warm and cold periods).
2.1.EXAMPLE DAY REGIME FOR GENERAL DEVELOPMENTAL GROUPS
Daily routine for the 2nd younger group (3-4 years).
Cold season
Events
Time spending
At home
Getting up, morning toilet, hardening
06.30(07.00)-07.30
Reception and examination of children, games, morning exercises
07.00-08.20
08.20-08.40
Independent activities, games, socially useful work
08.40-09.00
09.00-09.15;
09.25-09.40
Lunch
09.40- 09.55
Preparing for the walk
09.55- 10.15
Walk (games, observations, socially useful work)
10.15-12.00
Returning from a walk, preparing for lunch
12.00-12.20
Dinner
12.20-12.50
12.50-15.00
15.00-15.30
15.30-16.15
Preparing for the walk
16.15-16.35
Walk, games, independent activities of children, children going home
16.35-18.30 (19.00)
At home
Walking with children, returning home, light dinner, quiet games, hygiene procedures.
18.30 (19.00)-20.30 (21.00)
Night sleep
20.30 (21.00)-06.30 (07.30)
Warm period of the year
Events
Time spending
At home
Getting up, morning toilet
06.30 (07.00)-07.30
In preschool
Reception of children, games, morning exercises, walk
07.00-08.20
Preparation for breakfast, breakfast
08.20-08.55
Games, independent activities, preparation for a walk
08.55-09.35
Walk.
09.35-10.35
10.15-10.45
Walk. Games, observations, independent activities, air and solar procedures.
10.45- 11.35
Returning from a walk, water procedures, hardening
11.35-12.00
Preparing for lunch, lunch
12.00-12.40
Preparation for sleep. Daytime nap
12.40-15.00
Gradual rise, hardening, afternoon snack
15.00-15.35
15.35-16.15
Walk, independent activity of children, children going home
16.15-18.30(19.00)
At home
18.30(19.00)-20.30(21.00)
Night sleep
20.30(21.00)-06.30(07.00)
Daily routine for the middle group (4-5 years old)
Cold season
Events
Time spending
At home
Getting up, morning toilet
06.30(07.00)-07.30
In preschool
Reception, examination, games, daily morning exercises, duty
6.30(07.00)-8.25
Preparation for breakfast, breakfast
8.25-8.50
A game, independent activity
8.50-9.00
Direct educational activities
9.00-9.20;
9.30-09.50
Preparation for 2nd breakfast, breakfast
09.50-10.20
Games, preparation for a walk, walk (games, observations, work)
10.20-12.10
Returning from a walk or game
12.10-12.30
Preparing for lunch, lunch
12.30-13.00
Preparing for sleep, hardening, daytime sleep
13.00-15.00
Gradual ascent, air and water procedures
15,00-15.25
15.25-15.50
Games, independent activities for children, games,
15.50-16.40
Walk, games, independent activities, children going home
16.40- 18.00(19.00)
At home
Walk
18.00(19.00)-19.10(20.00)
Returning from a walk, socially useful work, quiet games, hygiene procedures
19.10(20.00)-20.40(21.00)
Preparing for bed, hardening, night sleep
20.40(21.00)-6.30(07.00)
Warm period of the year
Events
Time spending
At home
Getting up, morning toilet
06.30(07.00)-07.30
In preschool anticipation
P Children's reception, walk, games, morning exercises
06.30(07.00)-08.15
Preparation for breakfast, breakfast
08.15-08.50
Games, preparation for a walk
08.50-09.00
Walk: games, observations, independent activities, air and solar procedures.
09.00-10.15
Preparation for 2nd breakfast, breakfast
10.15-10.45
Return from a walk, water procedures
10.45-12.30
Preparing for lunch, lunch
12.30-13.00
13.00-15.00
Gradual rise, hardening, afternoon snack
15.00-15.50
Independent activities, games, preparation for a walk
15.50-16.20
Walk: games, independent activities for children. Children going home
16.20-18.30(19.00)
At home
Walk with children, return home, light dinner, quiet games, hygiene procedures
18.30(19.00)-20.30(21.00)
Night sleep
20.30(21.00)-06.30
Cold period
Events
Time spending
At home
Getting up, morning toilet
06.30(07.00)-07.30
In preschool
6.30(7.00)-8.30
Preparing for breakfast, breakfast, community service
8.30-8.55
8.55-9.00
Direct educational activities
9.00-9.25
9.35-09.55
Preparation for 2nd breakfast, breakfast
09.55- 10.25
10.25-12.15
Returning from a walk or game
12.15-12.40
Preparing for lunch, lunch
12.40-13.10
13.10-15.00
15.00-15.25
Preparing for afternoon tea, afternoon tea
15.25-15.40
Direct educational activities (2-3 times a week)
15.40-16.05
16.05-18.30(19.00)
At home
Walk
18.30(19.00)-19.15(19.45)
19.15(19.45)-20.45(21.00)
Laying down, night sleep
20.45(21.00)-6.30 (7.30)
Warm period of the year
Events
Time spending
At home
Getting up, morning toilet
06.30(07.00)-07.30
In preschool
6.30(07.00)-8.30
Preparation for breakfast, breakfast
8.30-8.55
Games, independent activities
8.55-9.15
9.15-10.15
Preparation for 2nd breakfast, breakfast
10.15-10.45
10.45- 12.40
Preparing for lunch, lunch
12.40-13.10
Getting ready for bed, naps
13.10-15.00
Gradual rise, hardening
15.00-15.25
15.25-15.40
15.40-18.30 (19.00)
At home
Walk
18.30-19.15
19.15 (19.00)-20.45 (21.00)
Laying down, night sleep
20.45(21.00)-6.30 (7.30)
Cold season
Events
Time spending
At home
Getting up, morning toilet
06.30(07.00)-07.30
In preschool
socially useful work
06.30(07.00)-08.30
Preparation for breakfast, breakfast
08.30-08.50
Independent activities, games, general useful work.
08.50-09.00
Direct educational activities
9.00-9.30; 9.40-10.10;
10.20-10.50
Preparation for 2nd breakfast, breakfast
10.50-11.20
Games, preparation for a walk
11.20-11.30
Walk,socially useful work(games, observations, work)
11.30-12.35
socially useful work
12.35-12.45
Preparing for lunch, lunch
12.45-13.15
Preparing for daytime sleep, sleep.
13.15-15.00
15.00-15.25
Preparing for afternoon tea, afternoon tea
15.25-15.40
general useful work, additional education. Children going home
15.40-18.30(19.00)
At home
18.30(19.00)-20.45
Night sleep
20.45(21.00)-06.30 (07.30)
Warm period of the year
Events
Time spending
At home
Getting up, morning toilet
06.30(07.00)-07.30
In preschool anticipation
P
06.30(07.00)-08.35
Preparation for breakfast, breakfast
08.35-08.55
Preparing for the walk
08.55-09.05
Walk:
09.05-10.30
Preparation for 2nd breakfast, breakfast
10.30-11.00
11.00-12.30
Preparing for lunch, lunch
12.30-13.00
Preparing for daytime sleep, sleep.
13.00-15.00
15.00-15.20
Walk
15.20-16.15
16.15-18.30(19.00)
At home
18.30(19.00)-21.00
Night sleep
21.00-06.30 (07.30)
SAMPLE DAY REGIME FOR COMBINED GROUPS
For groups with a combined focus, it is typical for a teacher and a speech therapist to work with children (specialization in accordance with the developmental defect). General developmental educational activities are conducted by a teacher, specialized classes are conducted by a speech therapist. The main form of organizing children is subgroup activities with them. Each subgroup solves its own general developmental and compensating tasks.The daily routine includes the traditional regime and individual classes, compiled in accordance with the operating hours of the institution.
Daily routine for the senior group (5-6 years old)
Cold period
Events
Time spending
At home
Getting up, morning toilet
06.30 (07.00)-07.30
In preschool
Reception and examination, games, socially useful work, morning exercises
6.30 (7.00)-8.30
Preparation for breakfast, breakfast, general useful work
8.30-8.55
Games, independent activities,
8.55-9.00
Direct educational activities
9.00-9.25
9.35-09.55
Preparation for 2nd breakfast, breakfast
09.55- 10.25
Games, preparation for a walk, socially useful work, walk (games, observations, work)
10.25-12.15
Returning from a walk or game
12.15-12.40
Preparing for lunch, lunch
12.40-13.10
Getting ready for bed, naps
13.10-15.00
Gradual rise, hardening
15.00-15.25
Preparing for afternoon tea, afternoon tea
15.25-15.40
Direct educational activities (2-3 times a week)
15.40-16.05
Walk: games, independent activities of children, socially useful work
16.05-18.30 (19.00)
At home
Walk
18.30 (19.00)-19.15 (19.45)
Returning from a walk, quiet games, socially useful work, hygiene procedures
19.15 (19.45)-20.45 (21.00)
Laying down, night sleep
20.45 (21.00)-6.30 (7.30)
Warm period of the year
Events
Time spending
At home
Getting up, morning toilet
06.30 (07.00)-07.30
In preschool
Reception on the street, examination, games, socially useful work, morning exercises
6.30 (07.00)-8.30
Preparation for breakfast, breakfast
8.30-8.55
Games, independent activities
8.55-9.15
Preparation for a walk, socially useful work, walk (games, observations, work), independent activity
9.15-10.15
Preparation for 2nd breakfast, breakfast
10.15-10.45
Walk, return from walk, games
10.45- 12.40
Preparing for lunch, lunch
12.40-13.10
Getting ready for bed, naps
13.10-15.00
Gradual rise, hardening
15.00-15.25
Preparation for afternoon snack, socially useful work, afternoon snack
15.25-15.40
Walk, games, independent activities for children
15.40-18.30 (19.00)
At home
Walk
18.30-19.15
Returning from a walk, quiet games, hygiene procedures
19.15 (19.00)-20.45 (21.00)
Laying down, night sleep
20.45 (21.00)-6.30 (7.30)
Daily routine for school preparatory group (6-7 years old)
Cold season
Events
Time spending
At home
Getting up, morning toilet
06.30 (07.00)-07.30
In preschool
Reception and examination of children, games, morning exercises,socially useful work
06.30 (07.00)-08.30
Preparation for breakfast, breakfast
08.30-08.50
Independent activities, games, socially useful work.
08.50-09.00
Direct educational activities
9.00-9.30
9.40-10.10
10.20-10.50
Preparation for 2nd breakfast, breakfast
10.50-11.20
Games, preparation for a walk
11.20-11.30
Walk,socially useful work(games, observations, work)
11.30-12.35
Returning from a walk, game,socially useful work
12.35-12.45
Preparing for lunch, lunch
12.45-13.15
Preparing for daytime sleep, sleep.
13.15-15.00
Gradual rise, hardening.
15.00-15.25
Preparing for afternoon tea, afternoon tea
15.25-15.40
Games, independent activities of children,socially useful work, additional education. Children going home
15.40-18.30 (19.00)
At home
Walking with children, returning home, light dinner, quiet games, socially useful work, hygiene procedures.
18.30 (19.00)-20.45
Night sleep
20.45 (21.00)-06.30 (07.30)
Warm period of the year
Events
Time spending
At home
Getting up, morning toilet
06.30 (07.00)-07.30
In preschool anticipation
Pchild care, games, socially useful work, morning exercises
06.30 (07.00)-08.35
Preparation for breakfast, breakfast
08.35-08.55
Preparing for the walk
08.55-09.05
Walk:games, observations, activities, independent activities of children, air and solar procedures, socially useful work.
09.05-10.30
Preparation for 2nd breakfast, breakfast
10.30-11.00
Walk, return from a walk, water procedures
11.00-12.30
Preparing for lunch, lunch
12.30-13.00
Preparing for daytime sleep, sleep.
13.00-15.00
Gradual ascent, invigorating gymnastics, afternoon snack
15.00-15.20
Walk: games, independent activities, socially useful work
15.20-16.15
Games. An evening walk. Children going home
16.15-18.30 (19.00)
At home
Walking with children, returning home, socially useful work, light dinner, quiet games, hygiene procedures
18.30 (19.00)-21.00
Night sleep
21.00-06.30 (07.30)
2.2. Thematic plan for the 2015-2016 academic year
September
“Hello, kindergarten!”
"My city, my country"
"Safety"
“Whether in the garden or in the vegetable garden” (fruits, vegetables)
October
“Golden autumn has come to visit us”, “Bread”
“Gifts of the forest” (mushrooms, berries, nuts)
“Autumn Holiday”, “Exhibition of Autumn Crafts”
“Late Autumn”, “Birds of Migratory”, (excursion to the school library 10/26/2015)
November
“Day of National Unity” (Many Faces of Russia)
"Pets"
"Poultry"
"Mother's Day", "My Family"
December
“Meeting winter” (signs, signs)
"Wild Animals", Exhibition "Winter's Tale"
"Wintering Birds"
" New Year"
January
"Holidays"
"Kolyada" (senior groups), "Week of winter games and fun"
"Cloth"
"Shoes", "Hats"
February
"Theater", "Week of Games and Toys"
« Professions", "Adult Labor"
"Defender of the Fatherland Day"
"Furniture", "Buildings"
March
« Spring”, “Flowers”, “March 8”
"Maslenitsa", "Dishes"
"Transport"
“Water” (22.03.-day of water), “Pisces”
"Open Day"
April
"April Fool's Day", "Bird Week"
"Space"
“Health Day”, “Sports”
"Easter", "Products"
May
"Victory Day"
"Trees"
"Insects"
"Graduation", "School", "School Supplies"
verbal
,
, visual), the natural world;
- formation of an aesthetic attitude towards the surrounding world;
- formation of elementary ideas about types of art;
- perception of music, fiction, folklore;
- stimulating empathy for the characters of works of art;
- implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
Artistic and aesthetic development
preschool children includes:
1)
experience of emotional and moral relationship
child to the surrounding reality, embodied in music, visual arts and works of art;
2)
experience
artistic and creativeactivities
.
The formation of a general personal culture occurs in the process of artistic and aesthetic activity.
Artistic and aesthetic activities
- activities that occur in a child underinfluenced by a literary, musical or visual art work.
In this regard, special attention should be paid to such a concept as"perception"
. It's mentalthe process of conscious, personal, emotional comprehension and comprehension
works of art. The child perceives artistic images in his own way, enriches them with his own imagination, and relates them to his personal experience.
One of the main tasks of the teacher in this direction isdevelopment of emotional responsiveness
. Through empathy, complicity, “entering the image” occursformation of the foundations of artistic and aesthetic culture
personality of a preschooler.
Content educational field“Artistic and aesthetic development” includes, inter alia,knowledge and skills in visual, constructive-model, musical activities. A child, in accordance with his age capabilities and characteristics, should know fairy tales, songs, poems; be able to dance, design, draw.
4. References
1
. Exemplary general educational program for preschool education “From birth to school” / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIC - SYNTHESIS, 2014.
2. Program “Nature and the Artist” / Ed. T.A. Koptseva
3. Meister N.G. "Paper plastic"
4. Nemensky B.M. Programs of his school.
5. Program “First steps in the world of art” / Ed. ON THE. Goryaeva
6. Kazakova T.G. Develop children's creativity. M.: Education, 1995.
7. Komarova T.S., Teaching children drawing techniques. M: Education, 1996.
8. Kosminskaya V.B. Theory and methodology of visual activities in kindergarten. Textbook for students of pedagogical institutes. M.: Education, 2005.
9. Kuzin V.S. Psychology. Textbook for art and graphic schools. M.: Education, 2004.
10. Shpikalova T.Ya. Fine arts for preschool children M: Mosaic - Synthesis, 1997.
5.Applications
5.1. Class network
5.2.Annual planning in groups No. 2,3,4,5,6
Approximate calendar and thematic plan for working with children 3-4 years old
Lesson number
Calendar and thematic planning junior group No. 2
Watch
date
Multi-colored pencils- daring kids.
September
Queen TASSLE.
“Let’s go to the forest to pick mushrooms”
Autumn holiday.
Getting to know Khokhloma painting.
"First snow".
« Frost patterns».
"My favorite toy".
"We made a snowball..."
We decorate the Filimonov whistle: a cat, a lamb.
"Castle for the Snow Queen"
"The Forest Raised a Christmas Tree".
Gzhel. Acquaintance.
“Animals of the North” Umka.
Mezen horses.
Dymkovo toy. Patterns.
Living water.
"The Rooks Have Arrived".
"The willow blossomed..."
“We’ll fly on a rocket.”
“You roll, roll, egg...”
"Chicken Ryaba"
May flowers.
“Chick, chick, chick, my chickens...”
Butterflies, insects.
"Little dandelion..."
“White daisies scattered in the meadow”
“Mom, dad, I am a friendly family”
Approximate calendar and thematic plan for working with children 4-5 years old
Lesson number
Calendar and thematic planning middle group No. 3
Watch
date
"Let's help the bunny." Staircase to the sun.
September
"In a sunny meadow."
“What autumn has brought us...” Vegetables.
“Let’s go to the forest to pick mushrooms”
“Under your feet there’s a new rug – yellow-pink, maple!”
Autumn holiday.
Gorodets roses.
Gzhel. Acquaintance. Gzhel flowers.
"My street"
First snow.
"We made a snowball..."
“Winter is coming, the shaggy forest is cradling...”
"The Forest Raised a Christmas Tree".
"My favorite toy".
“And the round dance of snowflakes will fly…”
"Castle for the Snow Queen"
"Dressy mitten."
Dymkovo toy. Patterns.
Dymkovo toy. Horse.
Mezen horses.
"The Rooks Have Arrived".
Living water.
“It shines in the river with its swift silvery back...”
“You roll, roll, egg...”
Fairy tale "Geese-swans"
Victory Salute.
May flowers.
"What does it look like?" Paper ball.
"My family"
“The radiant sun smiled cheerfully...”
Introducing the Bogorodsk toy.
Approximate calendar and thematic plan for working with children 5-6 years old
Lesson number
Calendar and thematic planning senior group No. 4
Watch
date
How I spent summer…
September
Queen Tassel
"Let's help the bunny." Staircase to the sun.
"In a sunny meadow."
“What autumn has brought us...” Vegetables.
“Let’s go to the forest to pick mushrooms”
“Under your feet there’s a new rug – yellow-pink, maple!”
“Such a big wind…” introduction to sauce, coal and sanguine.
“The bunches of rowan trees under the window don’t let me sleep…” Getting to know Khokhloma painting.
Golden autumn in the paintings of Russian artists.
Autumn holiday.
Gorodets roses.
Gorodets turkeys.
"My street"
First snow.
“In the wild north, a pine tree stands alone on a mountain peak.” Painting by I. Shishkin.
"Frost patterns"
Birds fly away to warmer regions.
"My favorite toy".
"We made a snowball..."
“Dress warmly!” We dress the little man in winter clothes.
"Dressy mitten."
Filimonovskaya toy. Getting to know the pattern.
Filimonov whistles: cat, lamb.
“Winter is coming, the shaggy forest is cradling...”
« New Year's toys».
"Castle for the Snow Queen"
“Animals of the North” Umka.
"The Forest Raised a Christmas Tree".
“And the round dance of snowflakes will fly…”
Gzhel. Acquaintance.
Gzhel flowers.
“Clouds are white-winged horses...”
Mezen horses.
Pets.
Poultry.
“Blizzards and blizzards have overcome the earth”
“February Azure” I. Grabar
Animal tracks in a snowy clearing.
Introducing the Bogorodsk toy.
"My family"
"Dad can..."
"What does it look like?" Paper ball.
Dymkovo toy. Patterns.
Dymkovo toy. Horse.
"My mommy"
“Hedgehog in the Fog” cartoon by Yu. Norshtein
Illustrations by Yu. Vasnetsov for the fairy tale “Teremok”
"The Rooks Have Arrived".
Sunny bunnies are very friendly with the sun!”
"Streams are flowing..."
“And a small snowdrop grew in a thawed patch”
“Who invented you, star country? I’ve been dreaming about her for a long time.”
“We’ll fly on a rocket.”
Living water.
“It shines in the river with its swift silvery back...”
"The willow blossomed..."
“You roll, roll, egg...”
"Chicken Ryaba"
“I love thunderstorms at the beginning of May...” The solution to the theme is two colors: black and white.
May flowers.
Victory Salute.
“The clattering fly” by K.I. Chukovsky. Butterflies, insects.
“The clattering fly” by K.I. Chukovsky
Insects. Drawing from life.
1
“In a sunny clearing...” Plein air.
1
“We are going to the city of Emerald along a difficult road...” Portrait of the Scarecrow.
1
« Emerald City» - green gouache, shades of green.
1
“Sunny City” - shades of yellow and red.
1
“How warm colors became friends with cold ones.” Marker, watercolor.
1
"Magic Palms"
1
“Dot, dot, cucumber - here comes the little man!”
1
Approximate calendar and thematic plan for working with children 6-7 years old
Lesson number
Calendar and thematic planning senior - preparatory to school group No. 5, 6
Watch
date
"How I spent summer"
September
Autumn carpet.
"What is this?" Paper plastic.
Paintings by artists on the theme of autumn.
"Safe Passage"
"My street"
“Autumn walks along the paths...”
“Autumn walks along the paths...” - completion
“The bear has mushrooms in the forest, I take berries...”
Golden Khokhloma.
Golden Khokhloma. Completion.
V. Dal “War of the Mushrooms”, illustrations by E. Polenova
"They're flying migratory birds…»
“Snow is Falling” by S. Adamo
White bears. "Umka"
Animals of Africa. "The giraffe has a long neck."
“Dress warmly, get ready quickly...”
Mitten. Decorate with a pattern.
“Winter is coming, the shaggy forest is lulled by the ringing of the pine forest...”
“Winter is coming, the shaggy forest is lulled by the ringing of the pine forest...” completion.
"Zayushkina's hut."
"Zayushkina's hut." Completion.
Winter in paintings by Russian artists.
“Frost and sun – a wonderful day...”
“Frost and sun – a wonderful day...” End.
"Christmas story".
"Christmas story". Completion.
“The little Christmas tree is cold in winter...”
"New Year's toys: beads and crackers."
The Great Patriotic War in the paintings of artists.
Mezen painting.
Mezen painting.
Winter fantasy. Carving wood. Volumetric installation.
“Blizzards and blizzards have overcome the Earth...”
"Blue snows..."
Music on paper. Installation.
"February Azure". I.Grabar
Gzhel. Acquaintance.
Blue bouquet.
“Clouds are white-winged horses...”
"Daddy can, daddy can, daddy can..."
Application. "White flowers". Cutting.
Dymkovo toy.
Dymkovo toy. Completion.
“Dear mommy, the most beautiful...” Portrait of mom.
"My family"
"Las Meninas" by Velazquez.
"Las Meninas" by Picasso. Getting to know abstract art.
“The rooks have arrived” Savrasov.
Sun for summer - winter for frost!
The birds began to sing songs, and the snowdrop blossomed!
The birds began to sing songs, and the snowdrop blossomed. Completion.
"We are the children of the GALAXY..."
Parade of planets.
“He said: “Let's go!”
"Spring" Filonov.
Gorodets turkeys.
Gorodets roses and kupavkas.
Sea. Living water.
At the bottom of the sea.
Victory salute.
“Spring of 1945...!”
“The clattering fly” by K.I. Chukovsky
Insects. Drawing from life.
Round dance. Paper plastic.
Rat. Paper plastic.
Dinosaurs. Paper plastic.
"Our favorite kindergarten."
“In a sunny meadow!” plein air
“I’ll braid the birch tree’s kerchiefs...!” Trinity Day.
"Green color without green paint" Gouache.
“Ah, Summer!” Felt pens.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN "Thumbelina"
Compiled by: Educator Shadrina E.V. Vuktyl
I. EXPLANATORY NOTE
An important means of aesthetic education of children is visual activity. (drawing, modeling, applique). It allows children to express in drawings, modeling, and applications their idea of the world around them, their understanding of it and their attitude towards it. These activities bring joy to children, create a positive emotional mood, and promote the development of creativity. In progress artistic activity children develop aesthetic perception, figurative ideas and imagination, aesthetic feelings (shape, color, composition).
The basis for the development of this work program is the education and training program in kindergarten M.A. Vasilyeva. The effectiveness of this pedagogical technology is determined by planning, which is designed to ensure not only a consistent, rational distribution of program material, but also mastery, as well as continuous improvement of the performance of all types and tasks in visual activities.
An additional level is provided by enriching the work in this area with the methodology of teaching visual activities by T. S. Komarova.
Komi - a regional component - is implemented through the inclusion in classes of the study of ancient holidays, traditions, folklore, arts and crafts, arts and crafts, games and game exercises Komi people. The basis for the regional component is the author’s program for the formation of the foundations of ethnoculture in children in the classes of illustrating Komi folk tales by E.L. Egorova.
The formation of children's creativity is impossible without developing children's perceptions and enriching their ideas about the world around them. The form of visual arts classes allows us to see the relationship between drawing, modeling, and appliqué with all aspects of educational work: reading, storytelling, getting to know the outside world, nature, music and physical education, etc.
This program is adapted, it is based on the following programs:
- Education and training program in kindergarten. Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. Ed. 4th - M.: Mozaika-Sintez, 2006, 208 p.
- Education and training in the preparatory group of kindergarten: program and method, recommendations / comp. T. S. Komarova. - M.: Mosaika-Sintez, 2006.
- Lessons in visual arts in kindergarten: Book. for a kindergarten teacher garden Komarova T. S. Ed. 3rd, revised and additional - M.: "Education" , 1991, 176 p.
- Drawing fairy tales of the North: Program and methodological support for the system of work on forming the foundations of ethnoculture for 7-year-old children in classes on illustrating Komi folk tales. Egorova E.L. Syktyvkar: Publishing house KSPI, 2005, 56 p.
Organization of training
Visual arts classes (drawing) are held 2 times a week for 2 hours.
There are 72 lessons in total.
Pedagogical analysis: 2 times a year (introductory – in September, final – in May).
The form of work is group, in groups of 20 people.
The preparatory group is the final one. In the preparatory group, the solution of those visual tasks that were set in the senior group should continue: the transfer of spatial and color relationships, the characteristic shape and structure of objects, the expression of plot content. At the same time, the tasks set by the school are partially solved: the transfer of specific properties of nature, familiarity with the elementary laws of decorative art. It is important that in this group, familiarization with works of fine and decorative art and individual artists is systematic and planned. The creativity of children of the seventh year of life acquires a more individual character, and it should be supported and encouraged in all types of visual activities, in all classes.
Purpose of the program:
The program sets itself the goal: to reveal and develop the creative abilities and inclinations inherent in the child through classes in fine arts, plastic arts, and artistic design.
Program objectives:
Educational:
- Introduce children to various types of visual arts.
- Introduce children to the variety of art materials and techniques for working with them.
Educational:
- Develop artistic taste, imagination, ingenuity, spatiality, imagination.
- Develop "feeling" colors, shapes, visual memory, imagination.
- Develop creativity and initiative in children.
- Develop the ability to build a composition, organizing semantic and compositional connections between the depicted objects.
Educational:
- To form a sustainable interest in artistic activity.
- To cultivate in children a sense of beauty, the ability to see beauty in the world around them.
- Develop the ability to work in a team.
One of the important tasks of a kindergarten is to prepare children for school. This task is solved throughout all the years of the child’s stay in kindergarten, but in the preparatory group it is carried out most concentratedly and completely. Drawing is included school curriculum in fine arts, and modeling and activities with paper are included in the curriculum manual labor (from first grade). By mastering these types of activities in kindergarten, the child gets rid of the helplessness that is typical for children who cannot draw, sculpt, or work with paper. But children need the ability to draw not only in order to feel more confident in special lessons; A child is faced with the need to draw in natural history, history, etc. lessons. In visual arts classes, children are also psychologically prepared for school. It consists in instilling in children a desire to study at school, in the desire to learn new things, master skills and abilities, study purposefully and in an organized manner, listen carefully and fulfill the demands of an adult. To successfully study at school and do homework, you need the ability to plan your actions. This skill is also developed in children during visual arts classes. (This is facilitated by the teacher’s questions: “Where should we start drawing? And then what are we going to do?” ) . An important point in preparing children for school is the assessment of children's work after each lesson. By analyzing their drawings, sculpting, and applique, children learn to see what was successful and what was unsuccessful, what can be corrected, supplemented, and made better. Thus, visual activities in kindergarten, like all others, should not only be aimed at narrowly preparing children for mastering the relevant school subject, but also contribute to their comprehensive development, necessary for successful learning at school.
Program implementation performance indicators
Expected results of the program. By the end of the program, children will be able to:
- Know different types of fine arts: painting, graphics, sculpture, decorative and applied arts and folk art.
- Name the main means of expression.
- Express aesthetic judgments about works of art and the aesthetic development environment.
In drawing:
- Create individual and collective drawings, decorative, subject and plot compositions on themes of the surrounding life and literary works.
- Use different materials and methods of creating an image in drawing.
To determine the results, diagnostics, testing, and observation are carried out (see attachments).
The forms for summing up the results of the program implementation are:
- exhibitions of children's works;
- open classes for parents;
- participation in events at various levels.
