Modern forms of organizing children's fine arts. Forms of organizing independent children's visual activities Forms of organizing children's visual activities

Drawing is one of children's favorite activities, giving great space for the manifestation of their creative activity. The themes of the drawings can be varied. The children draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc.

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

The uniqueness of modeling as one of the types of visual activity lies in in volumetric image mode. Modeling is a type of sculpture that includes working not only with soft materials, but also with hard ones (marble, granite, etc.). Preschoolers can master the techniques of working only with soft plastic materials that are easily manipulated by the hand - clay And plasticine.

Children sculpt people, animals, dishes, vehicles, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activities, primarily performs educational tasks, satisfying cognitive and creative needs of the child.

In the process of practicing appliqué, children become familiar with the simple and complex shapes of various objects, parts and silhouettes of which they cut out and paste. Creating silhouette images requires great work of thought and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object.

Applique classes contribute development of mathematical concepts. Preschoolers become familiar with the names and characteristics of the simplest geometric shapes, gain an understanding of the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more, less). These complex concepts are easily acquired by children in the process of creating a decorative pattern or when depicting an object in parts.

In the process of practicing appliqué, preschoolers develop sense of color, rhythm, symmetry and on this basis is formed I have artistic taste. They don’t have to make up the colors or fill in the shapes themselves. By providing children with paper of different colors and shades, they develop the ability to choose beautiful combinations.

Designing from various materials more than other types of visual activities related to the game. Play often accompanies the design process, and crafts made by children are usually used in games.

In kindergarten the following are used types of design: from building materials, construction sets, paper, natural and other materials.

In the process of construction, preschoolers acquire special knowledge, skills and abilities. All types of design contribute to the development constructive thinking And children's creative abilities.

Every child (under conditions of targeted upbringing) gives preference to one or another type of visual activity. Placed in a situation of possible choice when solving an educational task, he receives optimal conditions for his artistic development.

Forms of organization of visual activities.

Organized classes are carried out under the guidance of a teacher. They are included in the mandatory “grid” of weekly classes. These classes are conducted systematically according to a pre-developed plan and in order of increasing difficulty.

Often in preschool educational institutions they conduct integrated classes, uniting various types of artistic and aesthetic activities: musical, theatrical and gaming, speech, visual activities of preschoolers. The main goal of such classes is the opportunity to develop the child holistically, in the interconnection of the intellectual and sensory spheres.

Organized entertainment as a form of work with preschool children, they are carried out once every two weeks. The entertainment content is varied. Entertainment that combines different types of arts is useful for aesthetic development.

Holidays, organized in a preschool institution are also an important form of aesthetic education.

When holding holidays, a complex of educational tasks is solved - moral, intellectual, as well as tasks of physical development and aesthetic education. The holiday should be emotionally rich. The beauty of the setting, the solemnity of the music, the general high spirits - all this increases sensitivity to the aesthetic side of reality.

Independent artistic activity - the process of expressing the individual characteristics of a child, his relationship to the world around him and to himself (in a form feasible for him). Independent artistic activity is independent because it arises on the initiative of children to satisfy their individual needs. Independent activity meets the needs of children, revealing their artistic inclinations. And although children do not always sing correctly and do not move very accurately, their enthusiasm is great, since this is done according to their own desire and initiative. To implement their plans, preschoolers need certain skills and abilities, ways of independent action. This is why it is so important to take into account the connection between music classes and children’s independent activities.

An important role in the successful implementation group activities It takes up preliminary work, preparing equipment, materials and organizing children. When organizing collective activities, the characteristic features of joint activities of children of each age and the level of their cooperation are first taken into account.

Individual work with children of preschool age helps to overcome and smooth out the specific difficulties experienced by the child during training in frontal classes; it is built on the basis of a careful and comprehensive study of the characteristics of the child’s development.

Consultation for teachers “Free forms of organization

artistic experience of preschool children"

Petrova Irina Vyacheslavovna,
teacher MKDOU kindergarten "Raduga" Tazovsky village, Yamalo-Nenets Autonomous Okrug Today, every teacher uses various forms of interaction with children and their parents, both in the educational space and beyond. These are conversations and stories, master classes, educational projects, didactic games and exercises with artistic content, artistic activities in specially organized classes (modeling, appliqué, drawing, artistic work) and in free activities, taking into account the individual interests and abilities of each child, artistic experimentation. Many of these forms have long been known in preschool practice; their choice by the teacher consistently leads to the expected results. Such forms, a master class, a project, an art history conversation, are relatively new, and therefore require not only testing, but also knowledge of theory. The most difficult forms to use: artistic experimentation and independent artistic activity. In the process of art education, a child learns about the world around him and himself in this world. Artistic activity introduces a child to human culture: family, regional, national, world. Artistic and productive activity is considered today as a specific children's activity, in which the child masters the artistic “language”, masters various artistic instruments, creates his own original product, new, significant for the child himself, realizes and cognizes his “I” and thereby expresses his attitude towards the world around you and yourself. In properly organized artistic activity, the child reveals his understanding of the world. The next form of organizing artistic experience is artistic experimentation. Experimentation is understood today as a free search activity in which the child acts as a researcher, independently makes discoveries, solving tasks and problems - cognitive, artistic, moral, social, etc. (N.N.
Poddyakov). Experimentation involves the child gaining experience through trial and error. The role of the teacher is to create a developing subject-spatial environment. As a result, children develop the ability to accept and analyze an intellectual or artistic task and discover the meaning. In different types of artistic activities, children actually and mentally experiment with various materials (household, natural, artistic), their properties and ways of influencing them. These methods and the artistic experience acquired with their help ensure the formation of a basic culture of creativity in children. Experience in this area has shown that it is necessary to create conditions for children to freely experiment with artistic materials and their properties, tools (tools) and artistic expression. Children of early and primary preschool age, under conditions of experimentation (manipulation), master art materials and independently make their first “discoveries”: paper is light, flat, etc.; clay (plasticine, dough) is not like paper, it is like a “lump” (voluminous), but it can also be changed. Thus, kids explore not only artistic materials in the diversity of their properties, but also the ways they influence the material. Children of senior preschool age, in the activity of artistic experimentation, make “discoveries” of a different level, related to the search for methods of compositional solutions, expression of the mood and character of a character, transformation of flat forms into three-dimensional bodies and vice versa - three-dimensional into flat, etc. The main path to a child’s artistic development is independent creativity. The manifestation of independent artistic activity is an indicator of a high level of creative development of children, since independent activity always arises on the child’s initiative, meets his interests and proceeds without the direct guidance of an adult. The presence of independent artistic activity also indicates the influence of a well-organized educational process on the creative development of a child.
The peculiarity of independent activity of preschoolers is that children, on their own initiative and based on their interests, actively master the types of art available to them. We formulate independent research activities among the students in our group. For this purpose, conditions have been created for artistic experimentation. Today it is important to understand that artistic experimentation and independent activity are special types of children's creative activity and, at the same time, free forms of enriching and organizing the aesthetic experience of children.

1. Direct organized educational activities (NOD)- the main form of organizing the activities of preschool children.

It is allocated in the daily routine for a certain duration in accordance with the age of the children, work programs and a special attitude towards the final product of children's activities. The results are analyzed by the teacher to provide an individual approach, they are evaluated by parents and administration and serve as a means of reporting.

GCDs are subdivided according to leading learning objectives, by type of activity, by the source of themes and ideas, by the psychological process underlying them, by the organization of children's activities, and by the place where they are carried out.

The form of organization of children is determined by the teacher in accordance with the learning objectives - frontal - used by the teacher when mastering new skills, and the rest in leading to creativity.

2. Independent creative activity of children- This is an activity organized on the initiative of the child himself. It is often reproductive in nature, repeating what children learned in class.

The specificity of managing this activity is that the teacher creates a developmental environment, stimulates the child’s activity, and brings the adult and the child closer together. The content of this activity determines the emotionally intelligent mood and experience of children.

3. Club and studio activities- creating conditions for the development of the child in accordance with his abilities.

A special condition is the presence of a qualified leader, program, equipped premises, carried out at the expense of parents. The activities of the circle are carried out at special times.

4.Children's creativity competitions are carried out in accordance with the regulations, which indicate the purpose and objectives, age limits, content, procedure - date, stages, deadline for summing up results.

5.Excursions conducted by a specially trained specialist - a guide, lasting no more than 40 minutes, in museums, cultural centers, exhibitions, parks, enterprises, bus stops, etc. The excursion is carried out with proper organization and in the presence of 1 adult for 5-10 children, depending on the age of the children.

Direct organized educational activities (classes) are the main form of organizing training in visual arts. The structure is the direct organized educational activity (classes) of drawing.

Introductory part. This is the activity of the teacher for 7 - 15 minutes. In this part, the teacher uses all the methods and techniques that correspond to the GCD topic. Creates interest in future activities and activates children's attention. The teacher actively uses educational and visual aids, demonstrating objects and images, as well as diagrams and algorithms of visual techniques. This part involves activating children's speech in a live dialogue with the teacher. At the end of the introductory part, with generalized questions, the teacher finds out how the children understood the tasks assigned to them and finds out the algorithm for future actions.

The main part of the GCD- this is the practical activity of children to achieve their goal.

The teacher finds out:

1. Whether all children have started practical activities, clarifies children’s difficulties and stimulates inclusion in the creative process.

2. Determines the direction of execution of image algorithms. Helps with individual showing and encouragement.

3. Brings children to the end of practical activities. At a younger age, children who have completed the images can wash their hands under the supervision of a nanny. In older age groups, you can use a delayed creative task to work on individualizing the image; this can be an encouragement, a suggestion, a reminder.

Analysis of children's creativity product– in this part, the works are exhibited on a stand, organizing a small exhibition. You can look at them right away, or at any other time. For younger children, creativity analysis should always be positive, but key issues can be emphasized by adults. This develops children's speech and introduces visual terminology. In middle age, the analysis of work should highlight the quality of work, the fulfillment of assigned tasks, and the allocation of funds with the help of which these tasks were completed. It is necessary to distinguish the individual qualities of children's works. Senior, preparatory - the teacher teaches children to independently evaluate their work and the work of their peers, encouraging them to give an assessment in accordance with the task.

Classes can be different in terms of leading tasks, the nature of the activity, the type of image content, the method of image and material.

Types of GCD for leading tasks:

Educational lesson, imparting new knowledge to children, introducing new methods of representation (showing a method of action with repetition by children);

Developmental lesson, classes on the application of acquired knowledge and skills, methods of representation (with a repetition of an already learned method of action);

Fostering creativity, consolidating acquired knowledge with exercises, repetitions (the child, fluent in drawing techniques, uses new ideas), creative activities.

Each type provides its own goals, objectives and methods of leadership, and the activities of children. A creative activity can complete the 2 previous types, but also precede them to study the experience of children.

According to the form of organization of activity: individual, frontal, steam room, subgroup, collective, complex.

According to their location: art studio, in a group, on the street, in the park, in the museum.

By type of activity: drawing, modeling, applique, design.

By image method and material: painting with paints, modeling with clay, paper applique, designing from natural materials.

Classes are differentiated according to the type of image content: subject, subject-thematic, illustrative, decorative drawing.

According to the mental process, underlying the activity: from nature, on a topic proposed by the teacher, according to the children’s plan, from memory, from imagination, from imagination. During the lesson, the child can remember, observe, accumulate visual images, convey impressions in lines and colors.

GCD according to the method of compiling material and image content:

Integrated;

Combined (introduction to art and drawing), on literary themes, music, from the life of nature, from the life of children.

Modern methods of organizing educational activities pay special attention to the democratic style of managing children's creative activities.

In the methodological literature there are various names for classes in visual arts: object-based, plot-based, decorative (drawing, modeling, appliqué). At the same time, they often add: “and by design.” Although the lesson “by design” can be on any topic. It is necessary to distinguish between types and types of classes in visual arts. Types of activities are differentiated by the nature of the leading, dominant tasks, or more precisely, by the nature of children’s cognitive activity, formulated in the tasks:

• - classes to impart new knowledge to children and familiarize them with new ways of depicting;
• - classes to train children in applying knowledge and methods of action aimed at the reproductive method, knowledge and the formation of generalized, flexible, variable knowledge and skills;
• - creative classes in which children are involved in search activities, free and independent in the development and implementation of plans. Of course, the creative process also includes reproductive activity, but it is subordinate to creativity and is part of the structure of the creative process. The identification of different types of classes is to a certain extent connected with solving the problem of training focused on the development of independence and creativity. Education that involves the direct transfer of “ready-made” knowledge and skills to preschoolers predominates in classes of the first type. General didactic teaching methods directly correlate with these types of classes: information-receptive - with classes on communicating new knowledge, reproductive - with classes on exercising in the application of knowledge and skills, partially search (heuristic) and research - with creative ones. These methods, organizing the entire learning process in the classroom, integrate all other, more specific methods and techniques (examination, conversation, etc.), determining the nature of children’s cognitive activity in each of them.

Thus, in each type of lesson, the goal, objectives, and methods of teaching visual arts are systematically and interconnectedly implemented. In the pedagogical process, all these types of activities take place. Artistic creativity involves the manifestation and development of individuality. One of the conditions for the implementation of this approach is that the teacher takes into account the individual experience of children. Unfortunately, individual experiences are not always easy to identify. That is why in the work system, an occupation of the third type (creative) can not only conclude, but also precede all others. In this case, the teacher has the opportunity to identify the current level of children’s ideas about the subject and ways of depicting it. Sometimes such information is acquired by the teacher in the process of observing the independent visual activities of preschoolers. If such information is available, the teacher can differentiate and build individual work with children, purposefully uniting them into subgroups. Visual arts classes for preschoolers can be differentiated not only by type, but also by type. The same activity can be classified into different types depending on the selection criteria. So, according to the content of the image, they distinguish between subject, plot, and decorative (drawing, modeling, appliqué). According to the method (method) of the image, drawing (sculpting, appliqué) is distinguished by representation, from memory, from life. By the nature of the choice of topic: on a topic proposed by the teacher, and on a free topic chosen by the child (the so-called lessons “by design”).

According to the source of the themes of the plans: classes on literary topics (fairy tales, short stories, poems); on musical themes; on topics of the surrounding reality.

Let us dwell on their characteristics in more detail. So, classes are distinguished by method, method of representation, by presentation, memory, from nature. Visual activity of representation (otherwise it can be called imagination) is built mainly on the combinatorial activity of the imagination, during which experience and impressions are processed and a relatively new image is created. An image from memory is built on the basis of the representation of a specific object that children have perceived, remembered and are trying to depict as accurately as possible. An image from nature is the creation of an image on the basis and in the process of direct momentary perception of an object or phenomenon. All these types of activities (and preparation for them) are organized on the basis of direct perception (visual, auditory, tactile-motor). They also involve the participation of memory processes, and therefore the division into types is conditional and is carried out according to the leading mental process. There are classes on a topic proposed by the teacher, and on a topic chosen by the children independently, the so-called classes by design or on a free topic. The teacher defines a broad topic, within which individual topics can be different (“Who will I be”, “What will I want to ride”, “A joyful day”, etc.). When working with preschoolers, such a limitation is useful, since the activity, with all its freedom, becomes more focused not to the detriment, but to the benefit of creativity. True creativity is always purposeful.

In the methodology of teaching children visual arts, the term “drawing from memory” refers to the process of reproducing on paper an object in the spatial position in which this object was at the moment of perception. Their meaning is in the development of perception, observation, visual memory; teaching children to observe and remember what they see, and then reproduce it. Image (drawing) from life. The possibility of preschoolers depicting an object or phenomenon in the process of its direct perception from a certain point of view with the goal of conveying it as accurately and expressively as possible has long been disputed in preschool pedagogy. N.P. Sakulina was one of the first to turn to this type of drawing. The most in-depth study on this topic was carried out by R.G. Kazakova. R.G. Kazakova’s study shows that a preschool child can depict an object from life without conveying volume and perspective. A preschooler depicts a form with a linear outline, structure, relative size of parts in an object, color, location in space. Learning objectives in this type of lesson: teach children to peer into nature, see expressive features, notice its originality and convey it as accurately as possible in a drawing (sculpting ). Teach children to compare the resulting image with nature during the image process. This last step is especially difficult for children. The general meaning of such activities is to develop children's perception, to teach the ability to see nature. A variety of such activities can be drawing still lifes. It is advisable to combine drawing still lifes and landscapes from life with preschoolers’ perception of works of fine art in these genres. Stories about artists and the perception of artistic paintings evoke appropriate aesthetic feelings in children, give rise to motives for their own artistic activity, and make it more meaningful. Modeling from life is not fundamentally different from drawing. Types of activities identified by source of ideas, topics. These include classes on topics of directly perceived surrounding reality; on literary topics (poems, fairy tales, short stories, small folklore genres, riddles, nursery rhymes); on musical works. According to the source of the topics, the methodology for such classes is built, in particular the selection of leading methods. Depicting themes from the world around the child requires, first of all, direct perception of objects and phenomena. Visual activity in the classroom based on a literary work, with all the features of different genres, involves the creation of an image based on a verbal image. That is, the surrounding world and the attitude towards it are already embodied in a literary image using specific means. Creating a pictorial image requires a unique understanding and analysis of these specific means. Therefore, it is important that the child sees the image behind the word, and then embodies it in figurative language, conveying his attitude. The same is required when creating an image based on a piece of music. The methodology for such classes is two-stage: first, it is necessary to provide children with a full-fledged aesthetic perception of a literary (musical) image based on direct impressions of similar phenomena in life, and then to work on the formation of a visual representation based on the perception and analysis of the artistic image itself. In a conversation preceding the performing part of the activity, it is advisable to listen to an approximate holistic plan of one of the guys: defining the content (what he will draw), the external characteristics of the images (what the character will look like), where this or that image will be located, where it is more convenient to start drawing, in which the sequence in which it will be embodied, in what material. Drawing (sculpting) based on a poem is widespread. The methodology for such classes has been developed in detail and presented in the works of L.V. Kompantseva.

It is especially worth dwelling on the so-called complex classes, where different types of artistic activities are combined under one thematic content: drawing, modeling, appliqué, music (singing, dancing, listening), artistic speech. There cannot be many such activities; it is, rather, a holiday, a kind of performance-report, organized together with the children. It is very important that children develop aesthetic feelings and joy in what they do. This is possible if the integration of different types of artistic activities is built not only on the basis of a single thematic content, but also taking into account the nature of the feelings that activities of this kind are intended to evoke. It can be helpful to use artwork that evokes these feelings. Perceiving art and creating one’s own images are essentially different types of activity with their own rather complex tasks. When combining them in one lesson, something should be dominant, the main thing for learning, the other should be freer, closer to independent artistic activity. Perception is combined with listening to music and reading poetry. Fine art dominates here. The emotional intensity of the lesson should be high. It is necessary that children have a vivid impression of interacting with art. Then you can invite them to draw a winter landscape according to their mood, the way they want, being impressed by the perception of art. Such drawing does not tire the children; it is carried out in the remaining time, the children seem to “throw out” their feelings. These drawings at the same time give the teacher information about the level of their skills and the feeling evoked by this topic.

Visual activity is an effective means of solving many educational and didactic problems. The collective form of organization makes it possible to develop the skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives. Most often, children complete the image individually, each with their own drawing, modeling, and appliqué. But children get particular satisfaction from creating common pictures, compositions that combine images of all the children in the group. Such paintings are called collective works. They have a more significant result for children, they cause admiration, truly, as in the poem by V. Mayakovsky: “What one cannot do, we will do together.”

Children's visual activity, like other types of children's artistic creativity, should be closely related to play. The use of gaming methods and techniques in such classes increases the effectiveness of artistic activity. As experience shows, there can be many specific methods for combining collective and individual forms of work of preschoolers in the process of visual, decorative or design activities. They are born as a result of the joint creativity of the teacher and children. In collective visual activities, children independently distribute responsibilities, exercise collective control and self-control, strive for coordinated actions, they have additional energy, they more easily overcome difficulties and solve complex creative problems, collective initiative and competition are born.

At the same time, despite the importance of using collective forms of work, their application requires adherence to pedagogical measures. If collective drawing is organized too often, it loses the element of novelty and attractiveness for children, and the process of preschoolers learning new knowledge and skills becomes more difficult.

When characterizing visual activity, I would like to draw attention to its educational value: works performed collectively can be used to decorate a group, used as decoration for dramatization games based on works of art, and serve as decoration for the hall for holidays, leisure or entertainment. In this case, artistic creativity acquires a socially useful orientation, which has a positive impact on the moral character of the child. Various attempts at possible association of children into groups are caused by the desire to overcome the discrepancy between the frontal work of the teacher with the team and the implementation of an individual approach to each child.

Visual activity in kindergarten is a unique result of teaching children certain visual skills.

In the process of collective work, the teacher solves a large number of problems of moral education.

The creation of images should be organized in different age groups. Several forms of such activities can be distinguished. The first is the simplest, when the child creates his own image, and then everything created by the children is combined into a common composition. For example, everyone cuts out and glues some object and from these images a picture is made: “Birds on a branch”, “Chickens walking on the grass”, “City street”, etc. Or every child draws autumn trees. The drawings put together make up a common composition: “Autumn Forest”, etc. Such general pictures make a vivid impression on children, literally fascinate children, and make them want to study.

To create general compositions, students can be united into several subgroups, each of which prepares its own part of the overall composition. For example, one subgroup draws up a pattern for the middle of the carpet, another develops the decoration of the field, and the third prepares parts of the pattern for the border and corners. Children of different age groups can take part in the creation of such a composition, and there is something for everyone, which is especially important in the summer. The teacher needs to be able to distribute the work of creating images between children so that everyone is interested, so that the child is able to create his part in the overall composition and so that he can express himself in the best way and can achieve a high result.

There may be another classification of forms of organizing children's collective work. A.I. Savenkov, having conducted a study with children of senior preschool age, proposed a classification that allows us to systematize and then constantly complicate the process of joint activity of children from joint-individual to more complex joint-sequential and, finally, joint-interacting. The interaction of children can be carried out in pairs, in a small group (3-5 people) and a large one, actually including all the children of the group. Students can create images simultaneously or by working on the image using the conveyor principle.

Depending on the levels of development of collective activity skills in children of different ages, the teacher chooses the form of organizing collective work:

• 1. Joint-individual.
• 2. Joint-sequential.
• 3. Collaborative-interacting.

Visual activity of the work can be different not only in the form of organization of work, but also in types, which can be determined by thematic criterion:

• · Production of artistic panels and models;
• · Making gift posters;
• · Making attributes for joint games;
• · Illustration of fairy tales and stories;
• · Decoration of exhibitions;
• · Manufacturing of costumes and theatrical scenery.

How exactly should you organize collective activities with children? First of all, it should be emphasized that the choice of one or another form of organizing collective activity depends on the age of the children, the theme of the picture being depicted, the number of children in the group, and whether the creation of the image is carried out during group educational activities or in their free time, in the process of independent artistic activity. The complexity of the content and individual images will increase as children age. Collective work can be carried out both in direct organized educational activities with a teacher, and in the morning and evening hours.

There are 3 stages in organizing work:

• · Preparatory. Objectives: deepening knowledge on the topic of future work, creating vivid artistic images.
• · The main one is getting the job done. Objectives: to provide children with the opportunity to embody images of the surrounding reality in a composition, to create conditions for the creative interaction of children.
• · Final. This is the period of interaction between children and completed work.

If in younger groups the creation of collective work, first of all, gives the child the opportunity to see how his personal creativity complements the creativity of other children, turning into a solid, colorful image, then in older groups, when performing collective work, children learn to agree among themselves about joint work and its content. Do one thing together, give in and help each other, plan work, rejoice in the successes of your comrades.

Any collective work must have a purpose. The teacher leads the children to make a picture or craft together that would be difficult to do alone. While doing group work, children learn to communicate with adults and with each other. If at the initial stage of such work, children communicate mainly with the teacher, then a little later they begin to communicate with each other. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, and empathize. The teacher’s task is to teach children how to negotiate, give in to each other, and appreciate the help of a friend.

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

The easiest way to organize group work is in sculpting or appliqué; it is more difficult in drawing. The forms of organization depend on the age and communication skills of the children.

In younger groups, children each complete the task on their own sheet, and at the end of the lesson, all the work is combined into one or two common compositions. From the very beginning, children should know that they will get the overall composition.

From the middle group it is possible to complete the task on one sheet of paper. Children stand in front of tables with long sheets of paper on them. Everyone determines their place - puts their palms on the paper so that their neighbor’s elbows do not interfere. Then all children complete the same task, and then complete the drawing with details as desired. There may be this option: each child completes an image on a sheet of the same color as the general background of the composition; after completing the task, small pieces of paper are pasted onto a common sheet that unites all the work. This option can also be used in younger groups.

In older groups, after preparing the general background, you can divide the sheet into parts and, after completing the task, connect all the parts in the same order.

Already in the younger group, children can complete the task on one sheet, creating two images of equal complexity; then the group can be increased to three - four or more children.

It is easier to perform collective work in the application. Each child, in his place, cuts out and glues an object, and then sticks it on a common sheet.

With children of senior preschool age, collective works based on folk art are created in drawings or applications. Such activities can be organized in different ways. For example, each child draws a pattern on a strip or square. When the design of the pattern is completed, all the drawings are combined into a common decorative composition on a large sheet of paper prepared in advance. The pattern in the middle of the panel can be drawn by children who are most successful in mastering drawing. A decorative composition can be prepared in the style of some type of folk art: gorodets, Pavlovsk scarves, and in the preparatory group such a composition can be offered to children to make in the style of Zhostovo trays, Khokhloma and other paintings. It is necessary to make wider use of the folk art of the area in which the children live when working with children. Work on a decorative composition can be organized differently. Together with the children, the teacher determines on a large sheet of paper the composition of the future pattern: middle, border, corners. At the same time, it is necessary to actively involve children in thinking and discussing the content of the product, inviting them to show where and how the pattern will be placed, to discuss the color and decorative components. Then everyone consults together who will draw the pattern in the center, in the corners, along the edges. The composition is created sequentially (like a conveyor belt): first the pattern is drawn in the middle, then in the corners and border. This pattern can be completed by 2 to 4 children. To do this, it is more convenient to place the sheet on a table, which can be approached from different sides. Then a pattern is drawn in the corners, and the border is designed in the same way.

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

In modeling, children can create characters in the composition. But here, it is very important to agree on who will sculpt whom, to be able to correlate the size of the figures, to determine additions that will make the composition overall.

Group work can be done in one or several classes. It is important that each lesson has the appearance of completion of a certain stage.

Many collective paintings can be created over several classes, or the main content is decided in class, and then in free time from classes the composition can be enriched, expanded, and supplemented. Gradually the picture becomes more complete, meaningful, interesting, and expressive. Not all children can take part in the final refinement of the composition, but only those who express a desire. However, it is advisable to discuss further work on the composition with everyone.

Also interesting for pupils are forms of creating collective compositions in which teachers work together with the children, the latter performing that part of the work that is beyond the strength of the children. So, for example, a teacher, inviting children to create a composition “Birds on a Branch,” cuts out and pastes an image of a tree in advance and brings it to class, while the children are asked to cut out and paste birds. It would be better if children took part, even passively, in the preparation of such an image.

At the same time, in this type of work, both adults and children are united by one goal, they are interested in the overall result, it is more natural to discuss the upcoming work, its progress, everyone consults together, tries it on, and sees how it will work out better. The interaction between children and the teacher is carried out more freely, at the same time, children have the opportunity to see how the teacher acts, to learn without direct instructions from the teacher, which often constrain children, depriving them of independence and the opportunity to express their opinion.

In a collective form of organizing work, costume details, decorations, and attributes for dramatization games based on literary works can be prepared. Collective visual activity of children can be organically connected with all aspects of children’s lives, and especially with other artistic and creative activities (with different types of games, musical, artistic, communicative).

In preschool age, visual activity contributes to the widest development of the creative and aesthetic abilities of a preschooler.

To enrich the content of education and upbringing, it is important to integrate not only types of art, but also types of fine (artistic and productive activities: drawing - appliqué, modeling - drawing, designing - drawing, modeling - applique and the like.

Visual activities provide great opportunities for the development of children’s creative abilities, the implementation of which largely depends on effective pedagogical leadership.

If earlier teachers directed visual (artistic and productive) activities towards obtaining technical skills, then at the present stage the main thing for a child should be joy, pleasure from the very process of visual (artistic and productive) activities.

When evaluating work, the teacher takes into account not only its quality, but also the efforts that were made to achieve the result.

The form of organization of visual activity is classes. This is a special form of communication between a teacher and a child, which is traditionally considered a form of organized learning.

In general, any communication between a teacher and children can be called an “activity”, because it involves direct or indirect training, education, and development.

Forms of children's organization

Educational, training, correctional and developmental, art therapeutic communication presupposes certain forms of organization of children:

• individual;
• group;
• frontal.

Form of individual training

Individual communication is a dialogue form that is appropriate during observations in the environment (“Let’s see the beauty together”), viewing household objects, natural objects, art objects (works of art, in the product of a child’s creativity); conducting visual exercises and experimenting with materials.

Group training form

Group communication is predominantly a form of joint exercises, actions aimed at clarifying and understanding methods of action. The teacher unites several children into a group on his own initiative (for example, noticing typical features in the ways of working with visual material), at the initiative and desire of the children (for example, in communicating with gifted children).

Frontal training form

Frontal communication involves the teacher working with the entire group of children (for example, introducing new information and visual material, method, type of artistic practice; creative projects, diagnosing children’s achievements).

What is a student-centered model in the educational process?

A student-oriented model of education requires adequate approaches to the classification of visual arts activities. The main requirement for them is to ensure a dialectical connection between consciousness and activity, the implementation of a multifunctional, integrated approach.

How are visual activities organized in the classroom?

During classes, children work on a topic proposed by the teacher (new information, clarification of known information, search for their own solution), or creatively implement acquired skills and abilities in a independently chosen topic.

The type of lesson is determined by its purpose: diagnostic, informational, correctional and developmental, creative and rehabilitation (art therapy).

A personality-oriented approach to the education and upbringing of a child provides for a dialectical connection between the development of visual activity and active familiarization with the theory and practice of fine art, the artist as a model of creative behavior.

Types of activity classes

Based on the nature of the activity and content, the following classes can be distinguished:

• theoretical (art history);
• practical (visual);
• combined (the relationship between artistic theory and aesthetic practice);
• complex, integrated (based on the synthesis and interaction of arts).

What is the purpose of the theoretical activity lesson?

Theoretical classes have the main goal of introducing the child to the world of art, getting to know the concept of “art”, its types and genres, the creative process, etc.

These classes are carried out from an early age, examining art objects (toys, books, works of art) with children, talking about them (art history); unfolding a conversation (art history conversation), an artistic-didactic game or an art-therapeutic session (“Artistic cloak”, “In the sculpture museum”, “Journey into a painting”, “Folk toy”, “What is architecture”).

Purpose and objectives of practical classes

Practical classes involve the active immersion of children in the world of artistic practice: visual materials, methods of artistic processing of materials, actions with visual means, equipment for this activity.

During these classes, the teacher conveys other information to the child: about materials and ways to work with them. He refers to the image of the artist and, through his own actions, demonstrates to the child an example of creative (creative) behavior.

For example, “Let’s think together: how the artist painted autumn,” “Where folk craftsmen looked for patterns,” “How a sculptor saw a future sculpture in clay.”

Children get acquainted with various visual techniques, materials and ways of using them. The teacher encourages children from an early age to actively manipulate paints, markers, pencils, clay, wax, dough, building materials, paper, fabric, throwaway materials (boxes, scraps, buttons, jars), natural materials (feathers, stones, shells , branches, roots, dead wood, bark).

He also invites children to work together with him to understand more complex techniques (for example, origami, poking, embroidery, floristry, intarsia, weaving).

How is visual activity carried out in combined classes?

Combined classes are a special type of organized educational and developmental communication between a teacher and children. They combine theoretical-artistic and practical-creative parts.

For example, children clarify information about the genre of landscape and examine reproductions of landscape paintings, discuss, exchange opinions about means of expression, color, composition, carry out a “Journey into a Painting” and perform game exercises to develop imagination, imaginative thinking, experience aesthetic emotions, reproduce in their own the imagination of the artist's creative process.

The practical part of the lesson can consist of color mixing exercises, for example, “Colors of Golden Autumn”. “Colors of late autumn”, “Autumn sky”, or “Drawing autumn trees”.

You can offer a creative work: “Drawing a landscape.”

Visual activities in integrated classes

Complex (integrated) classes provide the teacher with the opportunity to develop in children a holistic, categorical worldview, and for children to form generalized methods of drawing, holistic ideas about art as a form of existence of beauty, about artistic practice as a way of knowing the world and mastering it.

Complex classes turn into interesting entertaining performances, shows, art therapy sessions and fully provide the idea of ​​a multifunctional personal development approach and the creation of a multi-art environment in a preschool educational institution. In these classes, the teacher is an active participant in the co-creation process.