Development of creative abilities of preschool children in visual arts. Development of creative abilities of preschool children in visual arts classes in the context of the Federal State Educational Standards

Yulia Sheludko

Sheludko Yu. V. teacher

MBDOU DS No. 251, Chelyabinsk

Subject

Target:Enrich creative aspirations of children to transform the world, develop Children have unconventional thinking, freedom, emancipation, individuality, the ability to peer and observe.

Tasks:

1. Improve technical and drawing skills.

2. Form aesthetic taste. Develop creativity, fantasy.

3. Expand understanding of diversity unconventional techniques drawing.

4. Foster initiative, independence, and activity. Develop the ability to work collectively and enjoy the results of teamwork.

If working with children preschool age V visual arts use non-traditional drawing methods, then the formation creativity will happen faster and more efficiently.

We all know that drawing is one of the greatest pleasures for a child. Drawing reveals his inner world. After all, when drawing, a child reflects not only what he sees around, but also shows his own imagination. And as adults, we shouldn’t forget that positive emotions are the foundation of mental health and emotional well-being. children. And since drawing is the source Have a good mood child, we, teachers need to support and develop child's interest in art creativity.

I see one of the important tasks of working on this topic as creating for each child a versatile development environment to give him the opportunity to prove himself. In the “art center” it is necessary to select didactic and educational games; folders with drawings according to diagrams, various illustrated materials on the topics “Gzhel”, “Dymka”, “Khokhloma”, “Filimonovskie”, “Zhostovo”, etc., create conditions for independent activity, various illustrated materials, purchase original items of decorative and applied art . During work, it is necessary to awaken in the child faith in his Creative skills, individuality, uniqueness, belief in what is very important create goodness and beauty, bring people joy.

After all, a child needs a result that causes him joy, amazement, surprise. I chose the direction in my work - the use of non-traditional techniques in drawing. I organize all my work within a certain system, using traditional and non-traditional forms. Creativity is an activity, in the process of which something new is created as a result of search, the use of personal experience, as well as the knowledge and skills that the child received during the learning process. The main form of training and education is still thematic and integrated classes. The topics of such classes are aimed at developing sustainable interest children to the art of his people, to foster a sense of love for his native land, the Motherland.

Therefore, it is very important what results the child will achieve, how he will develop his fantasy, and how he will learn to work with color. Using unconventional techniques will satisfy his curiosity, will help overcome such qualities, How: “fear of seeming funny, inept, misunderstood”. Working in this direction, I became convinced that drawing unusual materials, with original techniques allows children to experience unforgettable positive emotions. The result is usually very effective (surprise) and almost does not depend on skill and abilities. Unconventional ways The images are quite simple in technology and resemble a game. Non-traditional techniques are an impetus to development of imagination, creativity, manifestation of independence, initiative, expression of individuality. By using and combining different ways images in one picture, preschoolers learn to think, decide for yourself what technique to use to make this or that image expressive. Drawing using non-traditional image techniques does not tire you preschoolers, they remain highly active, performance throughout the entire time allotted for completing the task.

As many teachers say, all children are talented. Therefore, it is necessary to notice and feel these talents in time and try to give children the opportunity to demonstrate them in practice as early as possible, in real life. Developing with the help of adults artistically Creative skills, the child creates new works.

Every time he comes up with something unique, he experiments with ways to create an object.

Preschooler in its aesthetic development goes from an elementary visual and sensory impression to the creation of an original image using adequate visual and expressive means. Thus, it is necessary to create a basis for it creativity. The more a child sees and hears, the more significant and productive the activity of his imagination will become.

With the help of unconventional drawing techniques, perhaps develop children's intelligence, teach to think outside the box and activate creative activity. “Drawing for a child is not art, but speech. Drawing makes it possible to express what is in force age limitations he cannot express in words. In the process of drawing, the rational goes into the background, prohibitions and restrictions recede. At this moment the child is absolutely free.”

Unconventional painting techniques demonstrate unusual combinations of materials and tools. Undoubtedly, the advantage of such techniques is the versatility of their use. The technology for their implementation is interesting and accessible to both adults and children. That is why non-traditional methods are very attractive for children, since they open up great opportunities for their own fantasies, desires and self-expression in general.

For development of children's creative abilities in my work the following were used ways unconventional drawing:

"My Aquarium" using stained glass painting technique, using a CD box, cotton swabs, and gouache.

"Golden fish" plasticineography

"Locomotive from Romashkovo" collective Job: drawing by children on separate boards of carriages and then adding elements using the appliqué technique.

"Ginger cat" drawing from a spot

"Malva" applique, team work

"Rowan" leaves prints with paints, berries with cotton swabs

"Snowman" drawing on colored paper with white paint

"Maslenitsa" is a collective work, elements are made using elements from Dymkovo and Tver toys

"Tree in bloom" button applique

"Magic flowers" watercolor painting based on a drawing made with wax crayons

"Cat Show" paper torn

“Childhood is an important period of human life, not preparation for future life, but a real, bright, original, unique life. And how childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”

Bibliography:

1. Golubeva E. S. The role of decorative and applied arts in development of children's creative abilities[Text] // Current tasks pedagogy: materials of the III international. scientific conf. (Chita, February 2013). - Chita: Young Scientist Publishing House, 2013. - pp. 27-29.

2. Komarova T. S. Visual activities in kindergarten.

Developing creative abilities must begin in childhood.

Some people believe that children's imagination is more developed than that of adults. But that's not true. After all, children still have little knowledge and experience, so the source material from which they create images is much poorer than that of adults, and the combinations of created images are also less diverse.

My goal is: Developing the creative abilities of preschoolers through the use of traditional and non-traditional techniques for productive artistic activity. Development of the creative abilities of preschoolers through the use of traditional and non-traditional techniques for productive artistic activity.

Teach children to find non-standard solutions any problem;

Work on tasks that require children to have sufficient or high level creative imagination;

Create conditions for working in a group in which children themselves strive to create individual creative works.

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Municipal autonomous preschool educational institution kindergarten "Smile" of a general developmental type with priority implementation of activities for the physical development of children in the village of Bizhbulyak of the municipal district of Bizhbulyaksky district of the Republic of Bashkortostan

Generalization of work experience on the topic:

“Development of children’s creative abilities in visual activities in accordance with the Federal State Educational Standard”

Prepared by:

Teacher of the MADOU kindergarten "Smile" of the village

Bizhbulyak

I qualification category

I.B. Klyushnikova

With. Bizhbulyak, 2015

“You can’t teach creativity, but that doesn’t mean

What a teacher cannot help

its formation and manifestation” L.S. Vygotsky.

The development of creative abilities of preschool children is given special importance in the conditions of standardization of preschool education. Most effective means for development creative thinking and imagination of children is a productive activity that promotes:

Developing the ability to think outside the box;

Willingness to be creative in nature;

Ability to create creative products of one’s own activities;

Formation of an aesthetic attitude towards the world.

The novelty of the experience lies in the rethinking of the target and content guidelines of artistic and aesthetic development younger preschoolers through:

Uses alongside traditional techniques unconventional methods productive artistic activity;

Interrelations directly educational with independent and joint activity of children with the teacher;

Interactions with parents as active participants in the educational process.

Creativity is not new item research, it has always attracted the attention of scientists and practitioners, however, the problem remains one of the most undeveloped.

My work is based on the following principles:

Development of interests, creativity and creative abilities of children;

Creating a situation of success, increasing students’ own self-esteem;

Stimulating the emergence of friendly relationships in the group.

Therefore, in my activities I have set the following goals and objectives.

Purpose: Development of creative abilities of preschoolers through the use of traditional and non-traditional techniques of productive artistic activity.

Tasks:

Teach children to find innovative solutions to any problem;

Work out tasks that require children to have a sufficient or high level of creative imagination;

To create working conditions in a group in which children themselves strive to create individual creative works.

Developing creative abilities must begin in childhood.

Some people believe that children's imagination is more developed than that of adults. But that's not true. After all, children still have little knowledge and experience, so the source material from which they create images is much poorer than that of adults, and the combinations of created images are also less diverse. However, if we compare the role of imagination in childhood and adulthood, then, of course, in the life of a child, imagination manifests itself much more often and allows a much easier violation of reality than in an adult.

One of the priority tasks modern system education is the formation of a creative, courageous and free-thinking person with a high culture, broad and deep, constantly updated and developing knowledge. Necessary parameters of development are thinking, creative abilities, personal qualities. At the same time, the creative potential of an individual is not formed on its own, spontaneously; its development must be permanent and begin from the first days of the child’s life.

The development of creativity is influenced by the following factors:

Heredity;

Specially organized training;

The child’s own activity, his pleasure and joy from mental activity;

The surrounding society (parents, teachers, children).

In order for children to form a holistic picture of the world, it is necessary to create this picture gradually, starting in kindergarten.

Children are gifted in all types of art, but they received the most lasting recognition in art, and it is not surprising, because the product of their activity - drawings - can be stored, exhibited, studied as evidence of the talent of the little author. In our classes we develop children's activity and independence. We help them remember what interesting things they saw around them, what they liked, we teach them to compare objects, activating the children’s experience, that they have already drawn something similar, sculpted it, how they did it. It is important to remember that all types of visual activities must be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles and songs.

By engaging in artistic and practical activities with children, introducing them to works of art, not only the problems of artistic upbringing and education are solved, but also more global ones - the intellectual and creative potential of the child is developed. Knowledge of the world, comprehension of phenomena in the process of active artistic and creative activity, feasible for preschool children, is one of the central tasks of children's development in visual arts. In this regard, the main task of an adult is to create conditions and help the child form a holistic and multifaceted understanding of the world around him in the process of working on artistic images using the means of fine art. Thus, there is a need to search for new approaches in organizing the pedagogical process that ensure the success of the development and upbringing of children.

First of all, this:

1. Creation of an optimal subject-spatial environment, including various components of the artistic and creative complex of child development, which will:

1.1. Contribute to enriching the child with a wide range of aesthetic impressions.

1.3.Create a desire to experiment with various artistic materials, thereby creating the basis for various types of children's activities in a single cultural space.

2. Creation of a system of creative tasks for preschoolers in visual arts in the nursery preschool organization, activating creative imagination, thinking, artistic and creative abilities, etc.

3. Providing maximum freedom for creativity and initiative. A broad approach to solving the problem. Careful attitude towards the process and result of the child’s activities.

4. Using games and play exercises to develop empathy when working with children, which is very important when creating an artistic image.

5. Using in work with children the principle of integration of different content types of activities, different types of arts, which is relevant and organic in the direction of the intellectual, artistic and creative development of the child’s personality.

The aesthetic design of the group, the selection of materials for classes, visual aids, paintings, toys are of great importance, since the emotional well-being of children during classes affects the final result.

This approach allows us to cover the educational process as a whole. And it gives the teacher ample opportunities to create favorable pedagogical conditions that ensure the effectiveness of the development of the preschooler’s personality, taking into account his individual characteristics; helps to develop the ability to actively engage in search, adopt new methods of action, understand a given pedagogical situation, go beyond its limits, creatively varying and predicting the result.

It follows that the main task of a kindergarten is to help the child develop as a unique being, demonstrating his creative potential, while choosing the optimal types of activities. Consequently, the targeted implementation of trends in the development of a system of support and accompaniment for talented children plays an important role in unlocking their creative potential.

A child’s full life every day: a comfortable stay in society, joint activities, and creative achievements - this triad of child development makes it correspond to the World of Childhood.

To develop the creative abilities of preschoolers it is necessary:

Create conditions: prepare the necessary materials for creativity and find time to play with them;

To arouse the child’s desire to take initiative and develop interest in the world around him;

Be patient with unexpected ideas and decisions;

Support the child when he is in the process of creative search;

Show interest in joint productive activities and experimentation with art materials;

Show sympathy for the child’s attempts to express his impressions in productive activities and the desire to make it understandable to others.

I want to bring to your attention creative coloring pages.

An important distinguishing feature of the new generation of coloring books is their plot content and interactivity. The child is no longer a passive figure with a pencil in his hand. Now he is a brave discoverer, participant or storyteller, creator of his own fantasy world.

The author turns to him from each page of the coloring book with a question or a tempting offer: “Draw beetles and snails hiding in the leaves”, “Find which cake has no pair”, “Turn the trees into colorful buttons”, etc.

Thus, coloring not only engages the child in the fun world of drawn stories, but guides him and helps him develop his creativity. Often the drawings in them are unfinished, the stories end at the most interesting point, forcing the child’s imagination to work.

Coloring books of the new generation are not only pictures that need to be painted, but entire collections of tasks, games and entertainment that can keep a child occupied for a long time.

The plots and themes of coloring books have changed. Increasingly, they are devoted not to abstract scenes, but to actual stories and plots.

For example:

• “Doodle Doodles” (author Nickalas Catlow) (9 issues) is a powerful impetus to the development of a child’s creative abilities, abstract and spatial thinking, sense of color and freedom of self-expression.
• "Reader-drawing book. A fun fairy-tale creation for everyone to enjoy" (author Alexander Golubev)

The book presents a variety of tasks: find differences, walk through a labyrinth, fill in missing details, add new images to the background.

All children love fairy tales: both big and small. Even if you are two years old or a hundred years old.

When you read a fairy tale, all its characters come to life. And some ended up in this book. From their fairy tales they brought the most interesting tasks- you will have to remember the fairy tale or even read it again. Children will meet their favorite fairy tales on the pages, and perhaps take a fresh look at already well-known characters. This book will be of interest to children who already know how to draw and create entire images on their own.

Conclusion: Purposeful productive artistic and creative activity contributes to the development of the creative abilities of younger preschoolers. The use of non-traditional methods of artistic activity, along with traditional ones, stimulates creative activity, thinking, imagination, and “immerses” the child in an atmosphere of creativity.

The role of the teacher is, firstly, to form the ability to “Look and See, Feel, Cognize, Create”, equip children with skills (what can be done, from what, with what materials and equipment);

secondly, to involve parents in active joint activities. Only in this way will the child have a desire to show creativity in independent productive activities.

Today I want to tell you about the amazing Gomi Tarot albums for developing creativity in children. That's what they're called - albums for developing creativity. Age category 3+.

Taro Gomi is a Japanese illustrator and children's writer. For more than 20 years, children all over the world have been learning to draw and develop their creativity from his albums.

What are albums for developing creativity?

Gomi Tarot albums are not just coloring books. This is a collection amazing stories, which the child will come up with and portray.

In a regular sketchbook, a blank white sheet is placed in front of the child. What to draw? How to draw?

Same with coloring books. The child gets bored with them very quickly, because, apart from the choice of color (and even that is sometimes already predetermined), there is nowhere to show his imagination.

Each page of the creativity development album is a new story. The child will be asked to continue and draw it. This is where your imagination can run wild! Who flies in a hot air balloon? What's in the plate? What won't go into a vacuum cleaner?

The album page consists of 3 parts:

• exercise
• coloring
• space for free drawing

Why are albums so popular?

It’s not just the idea of ​​combining a sketchbook and a coloring book that has made Tarot Gomi albums popular.

The highlight of these albums is the illustrations, namely the unusual drawing style. Coloring pages are somewhat similar to doodles, but that is why children love them.

There are no clear lines, contours, or drawings that are familiar to us adults.

Older children often worry that they cannot draw beautifully; children do not always color accurately and “go” outside the outline. The illustrations in the album are similar to children's drawings, and therefore children are not afraid to draw. They can draw as they know how, and not as the sample requires.

The series includes three albums:

• All sorts of goodies
• Animals
• Stories.

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Slide captions:

Generalization of work experience on the topic: “Development of children’s creative abilities in visual activities in accordance with the Federal State Educational Standard” Prepared by: Teacher of the MADOU kindergarten “Smile” in the village of Bizhbulyak, I qualification category I.B. Klyushnikova

“It is impossible to teach creativity, but this does not mean at all that the teacher cannot promote its formation and manifestation” L.S. Vygotsky.

Principles: - development of interests, creativity and creative abilities of children; - creating a situation of success, increasing students’ own self-esteem; - stimulating the emergence of friendly relationships in the group.

Goal: Development of creative abilities of preschool children through the use of traditional and non-traditional techniques of productive artistic activity.

Objectives: - teach children to find innovative solutions to any problem; - work on tasks that require children to have a sufficient or high level of creative imagination; - create conditions for working in a group in which children themselves strive to create individual creative works.

Approaches to organizing the pedagogical process that ensure the success of the development and upbringing of children 1. Creation of an optimal subject-spatial environment, including various components of the artistic and creative complex of child development, which will: 1.1. Contribute to the enrichment of the child with a wide range of aesthetic impressions. 1.2. Guide their creativity. 1.3.Create a desire to experiment with various artistic materials, thereby creating the basis for various types of children's activities in a single cultural space.

Approaches to organizing the pedagogical process that ensure the success of the development and upbringing of children 2. Creation of a system of creative tasks for preschoolers in visual activities in a children's preschool organization, activating creative imagination, thinking, artistic and creative abilities, etc. 3. Providing maximum freedom for creativity and initiative. A broad approach to solving the problem. Careful attitude towards the process and result of the child’s activities. 4. Using games and play exercises to develop empathy when working with children, which is very important when creating an artistic image. 5. Using in work with children the principle of integration of different content types of activities, different types of arts, which is relevant and organic in the direction of the intellectual, artistic and creative development of the child’s personality.

Tarot Gomi albums for the development of creativity.

Tarot Gomi albums for developing creativity

Creative coloring pages

Creative coloring pages

Creative coloring pages

Creative coloring pages

Creative coloring pages

Conclusion: Purposeful productive artistic and creative activity contributes to the development of the creative abilities of younger preschoolers. The use of non-traditional methods of artistic activity, along with traditional ones, stimulates creative activity, thinking, imagination, and “immerses” the child in an atmosphere of creativity. The role of the teacher is, firstly, to form the ability to “Look and See, Feel, Cognize, Create”, equip children with skills (what can be done, from what, with what materials and equipment); secondly, to involve parents in active joint activities. Only in this way will the child have a desire to show creativity in independent productive activities.

Thank you for your attention!

Anastasia Zamotaeva
Analysis of the work “Development of children’s creative abilities in visual arts”

Reference

about having your own innovative experience

"Development of children's creative abilities in visual arts"

teacher Anastasia Vladimirovna Zamotaeva

The choice of the topic “Development of children’s creative abilities in visual arts” did not arise by chance, since this topic is close to me (at one time I graduated from art school). Working with preschool children, I noticed that children love to draw, diligently master the skills of working with various tools and visual materials, master individual techniques and methods of drawing, but when creating their own works, children’s visual and expressive skills remain at an average level, many compositions stand out paucity of content, cliches. There is no main thing - “our own”, sincere drawings, there is no creative approach, they do not reflect what is significant for the child drawing them. Therefore, it is very important to find an individual approach to each child; it is necessary to know his personal creative abilities.

My work experience has shown that the use of a variety of available materials and non-traditional techniques gives a positive result in the development of children’s visual activity.

First of all, I studied the literature covering the visual activities of preschool children.

Also, I lead the “Plasticine Picture” club, which develops all the skills of fine arts, hand motor skills, and imagination.

Undoubtedly, in the process of training, I assign the main role to play and creating an atmosphere of passion. In the process of work, I use techniques that give the child the opportunity to feel like an experimenter; as a result, he always gets an interesting image, the result is effective and almost does not depend on skill and abilities. Unconfident children overcome such a quality in drawing as “the fear of appearing funny, inept, or misunderstood.” I never focus on whether the child succeeded or not. We discuss with him what he wants to draw, how he wants, etc. As a result, the child is always satisfied with his work. The child begins to feel like a little artist, he develops an interest and need to draw.

Relevance of the topic dictated by the requirements of society for the personality of a person, a child. Many abilities and feelings that nature endows us with, unfortunately, remain underdeveloped and undisclosed, and therefore unrealized in a future life. The presence of a developed imagination in adulthood determines the success of any type of professional activity of a person. Therefore, creativity and the development of creative abilities are one of the main tasks of preschool education.

Great potential for development children's creativity concluded in the visual activities of preschool children. Drawing and visual arts classes can give a child the necessary knowledge that he needs for full development, so that he feels the beauty and harmony of nature, so that he better understands himself and other people, so that he expresses original ideas and fantasies, so that he becomes a happy person.

Conceptuality. Based on this, it follows that many children need an individual approach to discover their talent. The novelty and peculiarity of the innovative experience is that the child himself looks for techniques and methods to realize his creative ideas. But first, the child must learn skills and abilities. And the teacher helps him with this.

Theoretical basis of experience.

I carefully studied the works: “Artistic Creativity and the Child,” ed. N. A. Vetlugina, “Artistic activities in kindergarten” T. S. Komarova, “Develop creativity in preschoolers” T. G. Kozakova, “Art activities and artistic development of preschoolers” T. G. Kozakova, “Development of a preschooler in the visual arts” activities" G. G. Grigorieva, "Continuity in the formation of children's artistic creativity" T. S. Komarova, O. Yu. Zyryanova, "Art activities in kindergarten" N. P. Sakulina, T. S. Komarova, "Drawing with children of preschool age. Unconventional techniques”, ed. R. G. Kazakova. The authors of these works attached great importance to the development of children’s artistic and creative abilities and considered the specifics of organizing classes in visual arts.

In my work, I rely on the methodological developments of R. G. Kazakova “Drawing with preschool children. Non-traditional techniques, planning, lesson notes”; Lykova I. A. “Art activities in kindergarten”; Shvaiko G. S. “Classes in visual arts”, “Fine arts in kindergarten” by T. S. Komarova. I also actively study information on the Internet, looking for something new and interesting.

Presenter pedagogical idea experience is to develop a system of classes in visual arts with the aim of developing the artistic and creative abilities of preschool children.

Duration of work over experience is 2 years.

On initial stage I analyzed the material and technical capabilities of equipping the group with the necessary equipment and materials, conducted a survey of parents and diagnosed children in order to identify the level of development of creative abilities in painting.

Based on the diagnostic results, I drew up a thematic long-term work plan for the year, covering several areas, which allowed me to work on the intended topic in the system.

On second stage I carried out practical activities:

Organization of an interesting, meaningful life for a child in a preschool institution and family;

Excursions and observations to enrich children with vivid impressions (around the city, to the park);

Organization in the group of conditions for independent artistic and visual activities of children (creativity corner, equipped and equipped with all necessary materials, creation of a subject-development environment, an art gallery, a beauty shelf, mini-exhibitions of children's works;

Development of creative tasks and the use of problem-search situations, ensuring effective motivation, creating an atmosphere of trusting communication and cooperation in each lesson;

Creation of educational didactic games in various sections of visual arts; design of thematic albums on art activities;

Parent counseling and education;

Organization of joint creative activities of children and parents (exhibitions, competitions).

On third stage I analyzed the results and summed up the work.

Purpose of teaching experience– development of artistic and creative abilities of preschool children in the context of visual activities based on the study and mastery of various techniques and materials.

I have determined goals of your work:

To develop the ability to implement acquired knowledge about means of expression in one’s own creativity;

Develop the ability to perform a collective composition, coordinate your actions with peers;

Develop the need to create a new, unusual product of creative activity;

Develop aesthetic appreciation and the desire for creative self-realization.

I put the following tasks:

Expand your understanding of the variety of drawing techniques;

To form an aesthetic attitude to the surrounding reality based on familiarization with various drawing techniques;

To form aesthetic taste, creativity, imagination;

Develop associative thinking and curiosity, observation and imagination;

Improve technical and drawing skills;

To cultivate artistic taste and a sense of harmony.

Optimality and effectiveness of funds.

In my work, I used the following forms of work - subgroup classes, individual activities, general organizational activities, free.

I used these methods- verbal, visual, practical, game.

As many teachers say - all children are talented.

Therefore, it is necessary to notice and feel these talents in time and try to give children the opportunity to demonstrate them in practice, in real life, as early as possible. Developing artistic and creative abilities with the help of adults, the child creates new works.

Therefore, I paid great attention to the creation of a developmental environment, a corner of aesthetic perception, an artistic fund - collections of painting genres (portrait, monuments, fairy tale genre, still life, book graphics, landscape).

I prepared the following games for children: “Connect the lines and color”; “What’s your mood?”; “Make a figure”; Lotto “Folk Crafts”; Lotto “Find out the pattern element”, etc.

The effectiveness of the experience.

Summing up research work aimed at developing the artistic and creative abilities of preschool children in the system of visual arts classes, it can be noted that not only the level of artistic abilities in children has increased, but it has also become obvious personal growth of each student, which is confirmed by the positive results of the work done:

The children gained valuable experience in the creative implementation of ideas, experience in partnerships, active interaction based on visual activities, became more liberated, more proactive, and learned to express their thoughts more freely.

The children learned to help each other, build partnerships with the teacher, this gave confidence to even the most stressed children.

Preschoolers used decorative elements in their drawings, both in class and in free activities; tried to give expressiveness to the image using shape, color, composition,

Children have moved away from stereotypical images, their works have become brighter and more varied, more original and interesting in content, made through the prism of their individual vision;

Preschoolers got used to terms and concepts and learned to understand their meaning.

Thus, I concluded that the key to the successful development of children’s artistic and creative abilities are:

1. Systematic comprehensive work using new methods of teaching art activities, communication and interaction with the child.

2. Creating conditions for free independent activity, the development of ideas about the diversity of the surrounding world, and the opportunity to express oneself.

3. Interaction and cooperation of teachers, educators and parents, a common position in understanding the prospects for the child’s development.

Possibility of replication.

I posted my material on visual arts in working with preschool children on the sites:

http://preschooler. рф/profile/userprofile/86059.html

http://www.site/users/az10031981

I also share my work experience with preschool teachers.

Availability of a reasonable number of applications: Applications are presented that clearly illustrate the basic forms and methods of working with students in visual arts.

Methodological development on the topic: “Development of creative abilities of preschoolers in visual arts classes through gaming technologies in the context of the Federal State Educational Standard”

annotation
Methodological development “Development of creative abilities of preschoolers in art classes through gaming technologies in the context of the Federal State Educational Standard” is implemented in the children's creative association “Jolly Artist”, contains theoretical and practical materials for the development of creative abilities in preschool children
The purpose of this work is to promote the development of creative abilities of preschool children through gaming technologies in visual arts classes
The relevance of this methodological development is determined by the modern requirements of preschool education standards, the specificity, and focus of the selected material.
Novelty, originality and pedagogical appropriateness.
As part of the federal requirements for the care of preschool children, this methodological development promotes the development of creative abilities and imagination, interests, curiosity and cognitive motivation, stability of attention, and the ability to voluntarily behave, which is a prerequisite for the formation of moral and volitional qualities.
The purpose of methodological development.
For additional education teachers implementing programs for preschool children and educators in the subject area “visual activities.”
The methodological development is based on personal practical experience and original materials.
The theoretical part included materials reflecting the basic principles of organizing the educational process for the development of creative abilities in a children's creative association (preschool age).
The practical part of the methodological development contains materials for the implementation of various types of children’s activities (visual, gaming) communicative (communication and interaction with adults and peers).
Possible areas of application - the methodological development can be used in institutions of additional and preschool education.
Introduction
Modern humanistically oriented education defines the child as the central figure of the educational process and emphasizes the need to pay Special attention the accumulation of experience in creative activity as a harmonious unification of personal new formations in which the child realizes his value and semantic orientations, forming his personal culture. Currently, issues of the full-fledged movement of a creative personality in the educational space are widely discussed; the aspect of artistic and aesthetic development of preschool children occupies a special place in this discussion.
Today, the preschool education system is changing its approaches to goal setting in the educational process. The problem of personality and its integrity is relevant in connection with the humanitarization of education, with the affirmation of the need to form subject-subject relationships, as opposed to the automatism of “traditional” methods of education.
In the context of the modernization of preschool education and the implementation of Federal State Educational Standards for Preschool Education, it has become obvious that the problems of artistic and aesthetic development of preschool children can be successfully resolved only if the quality of scientific and methodological support of the educational process is improved; increasing the competence of each teacher, motivated, ready and capable of implementing pedagogical activity.
The development of creative abilities in preschoolers contributes to the comprehensive development of students’ personality and increases the opportunities for their further education. It is necessary to expand the experience of students if we want to create a sufficiently strong foundation for their creative activity. The more preschool children see, hear, experience, the more they know and assimilate, the more elements of reality they have in their experience, the more significant and productive, other things being equal, will be the activity of their imagination.

Theoretical part

It is the creative activity of man that makes him a being,
facing the future, creating it and modifying its present.
L. S. Vygotsky
Preschool play– one of the favorite activities of children. In the game, the child is brave, liberated, and can relive the events that especially excited him. Such an experience of events is possible because in the game there is always an imaginary, imaginary situation (the “as if” situation). While in an educational game, students receive mental, motor and emotional relaxation. This method of teaching and upbringing arouses great interest among preschool children in learning new material and motivates them to further acquire practical knowledge.
The idea of ​​the need to combine learning tasks and the development of creativity in the classroom was put forward and formulated by scientist and teacher E.A. Flerina back in the 30s. She noted that every educational lesson should have an “outlet” for creativity, and every creative lesson should have elements of learning.
The fact that children easily learn “playfully” has been noticed and proven by many teachers and scientists: K.D. Ushinsky, A.N. Leontyev, Z.M. Boguslavskaya et al. All researchers explain the educational effect of the game by the pronounced interest of children in the game. That is why the game can be used “...as a mechanism for translating the demands of an adult into the needs of the child himself” (I.L. Bozhovich). Why give up such a “magic wand” as a game technique in the process of teaching children to draw?
Recently, the problem of implementation in educational practice has been identified as the most pressing. preschool institutions modern gaming technologies.
The concept of “game pedagogical technologies” includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.
Unlike games, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, identified explicitly and characterized by an educational-cognitive orientation.
It includes sequential groups:
- games and exercises that develop the ability to identify the main characteristic features objects, compare, contrast them;
- games to generalize objects according to certain characteristics;
- games, during which preschoolers develop the ability to distinguish real from unreal phenomena;
- games that develop self-control, speed of reaction to words, phonemic awareness, ingenuity, etc.
The importance of gaming technology in the classroom is not that it is entertainment and relaxation, but that when proper guidance becomes: a way of learning; activities for the realization of creativity; method of therapy; the first step in the socialization of the child in society.
Gaming technologies in art classes at the creative association “Jolly Artist” represent a didactic system of entertaining, theatrical, business, role playing games, simulation exercises, game design, individual training, solving practical situations and problems.
Fine arts classes using gaming technologies have certain advantages as a means of developing the creative abilities of preschoolers, they are:
1) form cognitive interest, which helps to increase the level of learning and education of the child;
2) contribute to the development of artistic and musical skills, help express feelings visual means, as well as explain artistic concepts in a word;
3) allows you to systematize knowledge;
4) promote the development of aesthetic perception, imagination, attention, memory, thinking of students (logical, artistic, creative);
5) form general academic skills;
6) contribute to increasing the growth of a teacher’s professional skills, since they require him to master developmental technology, organize the educational process, implementing an activity-based approach to learning.

Practical part

Methodological development materials will help teachers develop creative abilities in preschool children through gaming technologies and will contribute to the development of children's intuition, association, thinking, memory, and desire to work.
The following conditions must be present during classes::
1) direct perception of living words, music, sounds of nature, colors, shapes, rhythm and movement;
2) passion for work and the ability to enjoy;
3) experiencing a variety of feelings and sensations in the process of perceiving the environment and nature;
4) active independent creativity based on knowledge of nature;
5) revealing the expressive features of different types of fine arts;
6) polyartistic development of the child.
The methods used for these classes are as follows:
1) visual-external observation and development of detailed differentiated vision;
2) transfer of what is observed into an artistic form (drawing, design, music, literary presentation);
3) the child’s own creativity - independent creation of a creative product;
4) the ability to create your own artistic image object through one’s own “I”, relying on a variety of mastered skills in working with tools and materials.
All these methods are steps in the development of a creative personality and individual qualities of children in visual arts.
The following artistic techniques are used:
- drawing (in various types and genres),
- applique and collage,
- modeling,
- paper plastic,
- non-traditional drawing techniques.
Forms of organizing the educational process: individual work, independent creative activity, comprehensive classes, excursions to an art museum, exhibitions of children's works, developed didactic games as a whole lesson or part of it. Also taken into account age characteristics children: their mobility, fatigue, stress.
The following types of games are used in art classes at the creative association “Jolly Artist”:
- creative (application No. 1),
- role-playing (Appendix No. 2),
- didactic games and exercises (Appendix No. 3),
- games to develop fine motor skills (Appendix No. 5),
- games and exercises for making images from ready-made geometric and free-form figures (Appendix No. 6),
- games and exercises that promote the acquisition of new terms and concepts (Appendix No. 7),
- games and exercises for developing the perception of works of art (Appendix No. 8)
- task games (application No. 9),
-games – competitions (Appendix No. 10).
Target orientation of games:
- Didactic: broadening one’s horizons, cognitive activity, application of knowledge of knowledge in practical activities, formation of certain skills and abilities necessary in practical activities; development of general educational skills; development of labor skills.
- Educating: nurturing independence, will; the formation of certain approaches, positions, moral, aesthetic and ideological attitudes; fostering cooperation, collectivism, sociability, and communication skills.
- Developmental: development of attention, memory, speech, thinking, imagination, fantasy, creativity, empathy, reflection, ability to compare, contrast, find analogies, optimal solution; development of motivation educational activities.
- Socializing: familiarization with the norms and values ​​of society; adaptation to environmental conditions; stress control, self-realization; communication training; psychotherapy.
Alternating all types of activities during class makes it possible to use study time more rationally, increase the intensity of students’ work, ensure continuous learning of new things and consolidation of the material covered.

Conclusion

Creativity is not a new subject of research. The problem of human abilities has aroused great interest among people at all times. Talents appeared as if by themselves, spontaneously creating masterpieces of literature and art: making scientific discoveries, inventing, thereby satisfying the needs of the developing human culture.
Today, a task of extreme importance that corresponds to modern educational standards: create the necessary conditions so that every child attending kindergarten, at the end of the education stage, is not only a healthy and strong person, but also - necessarily! – proactive, thinking, capable of a creative approach to any type of activity.
The use of gaming technologies in children's visual arts classes develops the creative abilities of preschoolers, increases students' motivation to master them, which in turn leads to a high-quality result, and makes the educational process interesting and relaxed.

Bibliography
1. Anikeeva, N. P. Education by play / N. P. Anikeeva. - M., 1987.
2. Vygotsky, L. S. The role of play in the mental development of a child / L. S. Vygotsky // Questions of psychology. - 1966. - No. 6.
3. Grigorieva G.G. Playing and teaching children visual activities [Text] / G.G. Grigorieva. - M.: 2009. - P. 18.
4. Grigorieva G.G. Game techniques in teaching preschoolers visual arts: a book for kindergarten teachers. - M.: Education, 1995, P. 65
5. Grigorieva G.G. Development of a preschooler in visual arts: Proc. aid for students higher ped. textbook establishments. - M., 1999. - 344 p.
6. Zhukovskaya, R.I. Raising a child through play / R.I. Zhukovskaya. - M., 1963.
7. Nikitin B.P. Educational games [Text] / B.P. Nikitin. - M.: Pedagogy, 2001. - 124 p.
8. Nikitin, B.P. Steps of creativity, or Educational games / B. P. Nikitin. - M., 1990.
9. Selevko G.K. Modern educational technology/ G. K. Selevko. - M., 1998.
10. Tskvitaria T.A. Unconventional drawing techniques. Integrated classes in preschool educational institutions. – M.: T.Ts Sfera, 2011. – 128 p.

Applications

Application No. 1
Creative game "Light and Shadows"
Target:
- instilling in students an interest in various natural phenomena;
- the ability to see the beauty of surrounding objects under specific lighting (artificial, directional, daylight, solar).
Tasks:
- to teach students to convey in the image the illuminated and shadow sides of the image objects (ball, box, and other objects).
Artistic abilities: the development of spatial thinking, attention, observation, the ability to see and convey contrast.
Knowledge, skills and abilities: the movement of the Sun and the Moon in the sky around the Earth, skills in working with contrasting light (light and shadows); mixing paints on a palette.
Artistic and visual materials: paper, gouache, brushes, table of planetary movements, reproductions depicting night, sunny day and cloudy day (N. Krymov, I. Levitan, A. Kuindzhi, C. Monet "Sunrise").
Stages of work: For several days, children are invited to observe when they go to kindergarten or home for the Sun and Moon, how the lighting changes, how birds, flowers, trees, etc. behave. On a walk, children observe how the color of the shadow from the object changes and what color the object is in the zone of its illumination. As an exercise, children can draw several objects in different lighting. Children must necessarily pronounce their attitude to a particular color, evaluate their feelings when perceiving this color, and the teacher must certainly ask the child why he feels this way.

Appendix No. 2

Role-playing games
1. Game “The investigation is conducted by experts”
According to the description, they will accept a “painting (sculpture) missing from the museum”, art connoisseurs are looking for the desired picture among the reproductions on the board. The description makes "museum curator". Additional information can be provided by “witnesses” - students in the class.
2. Game “Let’s help the artist choose paints”
Material: small rectangles of different colors and shades (5-6 colors), several pieces.
Progress of the game: in the middle of the table there are “paints” (multi-colored rectangles). A story about a landscape artist who decided to paint a picture about summer. “The artist decided to paint summer. He decided to depict a meadow with colorful flowers, followed by a dense forest and a fast river. And above them there is a high, clear sky.”
Invite the children to think about what paints the artist will need for the picture, and choose them for him. Children select “paints” and tell what paint the artist will use.
A story about another artist who decided to depict an autumn grove with maples, birches, rowan trees, and thin aspen trees. And next to the forest there is an empty field from which the harvest has already been harvested. The children select “colors” for the autumn landscape and say that the artist will paint the field with brown paint, and the foliage on the trees with yellow, orange, and red.
One of the descriptions of the painting should mention the sky at sunset or sunrise.
Similarly, one can describe a winter morning, a picture of blooming spring nature.
3. Game "Art Salon"
Children look at the reproductions on display in the “art salon”, and those who want to “buy” the ones they like. The one who purchased greatest number paintings, has the right to arrange an exhibition.
Basic rule: a painting is “for sale” if the child names the artist or genre, why he wants to purchase the painting (as a gift, to decorate the house), etc.
Questions for the seller: the plot of the picture, what the mood is, why you liked it, and others.
The one who “bought” the largest number of paintings arranges an exhibition and receives the role of painting seller.
4. Game “Painting Exhibition”
Two students design an exhibition of paintings that are different in content and genre. The rest of the children come up with a story on behalf of the guide according to the following plan:
Why are these works placed this way? (general theme or one genre)
Which piece did you like and why?
What did the artist show especially picturesquely? How? (color, construction, conveying mood)
The “best designer” is the one who most successfully arranged the paintings, selected them according to theme, genre, and color combination. “The best guide” - who composed the most interesting and consistent story about the picture and correctly answered the children’s questions, and asked the most interest Ask receives the title "Best Spectator".

Appendix No. 3

Didactic games and exercises
1. “Draw a warm picture”
Purpose: to clarify with children the concepts of “warm and cold colors”; continue to learn how to compose a picture from memory, using warm colors when coloring.
Materials: 4 pictures depicting simple plots, geometric shapes found in these pictures, colored pencils, felt-tip pens, sheets of white paper.
Rules of the game: after carefully examining the uncolored sample picture, at the teacher’s signal, turn it over, depict the scene you saw on your sheet of paper, and color it, adhering to a warm palette.
Game actions: depicting a plot from memory, completing small details, using unconventional drawing methods to add individuality to your work.
Creative tasks:
A) draw a “warm” still life;
B) tell me what is orange (pink, red, yellow);
B) paint your clothes in warm colors. What vegetables and fruits come in the same color?
2. “Who will draw the most oval-shaped objects?”
Goal: to consolidate children’s ability to quickly find similarities between ovals located horizontally, vertically or diagonally with whole objects of the plant world or their parts, and complete the images.
Material: cards with images of ovals in different positions, colored and simple pencils, felt-tip pens, crayons.
Rules of the game: draw at least 5 images of plants in ovals, color them in the appropriate color, while combining various visual materials to complete the resemblance to the original.
Game actions: completing drawings of familiar plants from memory, painting them in the required colors.
3. “Make a hedgehog out of sticks”
Goal: to learn to convey an image schematically, to distract from secondary features, conveying the main ones.
Material: counting sticks, or colored paper strips, or felt-tip pens.
Children's actions: lay out an image with sticks, or draw shelves with a felt-tip pen, or paste an image from strips.
4. "Portraits"
Goal: teach children to draw a head using templates.
Materials: a sheet of paper with a drawn oval of the face; cardboard templates of eyebrows, eyes, nose, lips, ears, hairstyles.
Children’s actions: lay out the head on a piece of paper, trace it, color the resulting portrait
5. “Who is playing hide and seek with us?”
Goal: to teach children to compare the color and background of a picture with the coloring of animals, which allows these animals to be invisible against this background.
Material: cards with backgrounds of different colors (green, yellow, striped, brown, white), animal figures (frog, jaguar, tiger, polar bear, white hare and brown hare, etc.) to check the correctness of the completed task, help in depicting animals.
Rules of the game: take two cards of different colors, name animals with similar colors; Having received the figure, circle it on the desired background. The winner is the one who gets the most figures, and also draws suitable animals that the teacher did not have.
Game activities: guessing “cunning” animals, drawing them on cards with the appropriate background.
6. Panel “Festive Autumn”
Goal: convey the holiday mood with the help of color, develop creative imagination, and develop joint activity skills.
Game tasks:
1) Children remember the signs of autumn, holidays in the city (village); note how this is expressed in color.
2) On large sheets of paper (2-3 sheets) “artists” (a team of “artists” create a composition, cutting out images from paper according to the plan); You can also use natural materials ready-made forms.
3) “Main Artists” comment collective work. The participants of the game (the jury) decide who will be awarded first (second, third) place.
4) After the game, a general composition can be prepared from the panels made.
Equipment: 2-3 sheets of paper for the background, colored paper, natural material, glue, scissors, brushes, diplomas for the winners.
7. “Warm and cold”
Purpose: to consolidate the idea of ​​the color wheel.
Game tasks:
1. Formation with ribbons:

A) children come out with ribbons of the main color (red, blue, yellow) and stand in a circle;
B) children with ribbons of an additional color approach the children with ribbons of the primary color and take their hands, making a color circle: red, orange, yellow, green, blue, indigo, violet;
C) children stand between them with ribbons of various shades: crimson, burgundy, light green, brown, etc.
8. Round dance of flowers (dance movements to music).
Equipment: color wheel, multi-colored ribbons, audio recording “Mill”, music. T. Lomovoy; “Children of the whole Earth are friends”, music. D. Lvov-Kompaneits and others), instead of ribbons there may be hats with multi-colored stripes (rims).
Didactic games in art classes in kindergarten.
Sometimes it can be very difficult to explain some material to a child. And of course it’s even more difficult to explain it so that he remembers it. And here didactic games come to the aid of the teacher. They are used in the educational process from the very beginning of a child’s learning to draw.
9. Game “Color Pictures”
Goals:
-develop the ability to analyze the color of an object;
- learn to recognize and name colors;
- learn to group objects according to common characteristics
Materials: colored baskets (red, yellow, green, blue, made of cardboard, cut out dogs from cardboard with bows of the same colors (red, yellow, green, blue). For strength, the baskets and dog figures are covered with tape on both sides.
Progress of the game:
- Ask what color the baskets are?
- What color are the bows on dogs’ necks?
- Place the dogs in baskets so that the color of the basket matches the color of the dogs’ bows; in a red basket - only dogs with red bows, in a yellow basket - only with yellow ones, etc.
10. Game “Bottom of the Sea”
Purpose of the game: development of artistic composition skills, development of speech, logical thinking, memory.
A very common game that can be used not only in art activities, but also in other educational areas. The children are shown the seabed (empty), and it must be said that all the sea inhabitants wanted to play “Hide and Seek” with us, and in order to find them we need to guess riddles about them. The one who guessed correctly puts the resident in the background. The result is a complete composition. The teacher motivates children to perform visual activities. (Good to use with medium and older groups). In the same way, you can study with children other themes of plot compositions: “Summer Meadow”, “Forest Dwellers”, “Autumn Harvest”, “Still Life with Tea”, etc. You can invite several children to the board and ask them to make different compositions from the same objects. This game develops intelligence, reaction, compositional vision
11. Game “Painted Horses”
When consolidating knowledge of folk paintings or when conducting monitoring in senior and preparatory groups you can use this simple game
Goal: to consolidate knowledge of the main motifs of Russian folk paintings (“Gzhel”, “Gorodets”, “Filimonovo”, “Dymka”), to consolidate the ability to distinguish them from others, to name them correctly, to develop a sense of color.
Progress of the game: the child needs to determine in which clearing each of the horses will graze, and name the type of applied art based on which they are painted.
12. Game “Magic Landscape”
One of the most difficult topics is, of course, the study of perspective in a landscape - distant objects seem smaller, near ones larger. It is also more convenient to use the game for this.
Purpose of the game: to teach children to see and convey the properties of spatial perspective in drawings, to develop the eye, memory, composition skills
Progress of the game: The child needs to place trees and houses in pockets according to their size according to their perspective distance.
13. Game “Collect a landscape”
Using the example of a landscape, it is also convenient to develop a sense of composition and knowledge of natural phenomena. To do this, it is convenient to use this didactic game

Purpose of the game: to develop compositional thinking skills, consolidate knowledge of seasonal changes in nature, consolidate knowledge of the concept of “landscape,” develop observation and memory.
Progress of the game: the child is asked to create a landscape of a certain season (winter, spring, autumn or winter) from a set of printed pictures; the child must select objects that correspond to this particular time of year and, using his knowledge, build the correct composition.
14. Game “Arrange and count the nesting dolls”
Purpose of the game: to consolidate knowledge about the Russian nesting doll, develop the ability to distinguish this type of creativity from others, develop ordinal counting skills, eye, and reaction speed.
Progress of the game: Leaves with drawn silhouettes of nesting dolls hang on the board, three children are called and they must quickly arrange the nesting dolls into cells and count them
15. Game “Matryoshkin’s sundress”
Purpose of the game: to develop compositional skills, consolidate children’s knowledge about the main elements of painting a Russian nesting doll, consolidate knowledge of Russian national clothes.
Progress of the game: Silhouettes of three nesting dolls are drawn on the board, the teacher calls three children in turn, they each choose to wear their own nesting doll.

Appendix No. 4

Games to develop fine motor skills
1. Self-massage of fingers and palms using a hexagonal pencil.
I roll the pencil in my hands (roll the pencil between my palms)
I roll between my fingers (Roll a pencil between the index finger and thumb)
Definitely every finger (Roll the pencil between the thumb and middle finger)
I will teach you to be obedient (Roll between the thumb and ring fingers, and then between thumb and little finger)
The exercise is done with the left and right hands.
2. Finger gymnastics“The rain came out for a walk”
One, two, three, four, five (Hit the table with your fingers
both hands. The left one starts with the little finger, the right one starts with the thumb)
The rain came out for a walk. (Indiscriminate blows on
table with the fingers of both hands)
He walked slowly, out of habit (“They walk” with the middle and index fingers of both hands on the table)
Why should he rush?
Suddenly he reads on the sign: (They rhythmically hit the table with their palms, then with their fists)
"Do not walk on the grass!"
The rain sighed softly: (They beat often and rhythmically
clap)
- Oh! (One clap)
And left. (Rhythmic clapping on the table).
3. Finger gymnastics “Fish”
The fish swims in the water, The fish has fun playing. Fish, fish, mischief, We want to catch you.
The fish bent its back and took a bread crumb.
The fish waved its tail, the fish quickly swam away.
(With their palms folded together, children depict how a fish swims.)
(They shake a finger)
(Slowly bring palms together.)
(Again they depict how the fish swims.)
(Make a grasping movement with both hands.)
(They “float” again.)
4. Finger gymnastics “Gifts”
Santa Claus brought gifts: Primers, albums, stamps, Dolls, bears and cars, Parrot and penguin,
Chocolate half a bag
And a fluffy puppy!
Woof! Woof!
(Children “walk” their fingers on the table.)
(For each pronounced name of the gift, one finger is bent, first on the right, then on the left hand)
(Make a puppy’s muzzle from the fingers of the right hand; the middle and index fingers are bent - “ears”.)
5. Finger game"I am an artist"
I took paper and pencil and drew a road.
(Turn the palm of your left hand towards you, fingers together - a “sheet of paper”. The index finger of your right hand is a “pencil”; draw a line along your left palm with your finger - a “road”.)
He depicted a bull on it,
And next to him is a cow.
To the right is the house, to the left is the garden...
There are twelve hummocks in the forest.
Apples hang on the branches,
And the rain wets them. Then he put the chair on the table,
I reach as high as possible.
Ugh! I pinned my drawing - It turned out quite well!
(Hands clenched into fists, thumb and little finger
each of them protrude slightly to the sides,
showing the horns of a bull and a cow. Children say:
"My-u!..")
(Fingers fold like a house.)
(The hands are crossed at the wrists - “trees”,
move your fingers apart - “the wind shakes the branches”).
(Use the index finger of the right hand to draw tassels on the left palm)
(Shaking the brushes imitates raindrops.)
(The left hand is clenched into a fist and placed on
right palm raised up.)
(The left fist slowly unclenches, fingers
stretch upward with tension.)
(The right hand smoothes out an imaginary drawing - raised in a vertical
left palm position. A smile of satisfaction on the face).
6. Finger massage “Walk”
The fingers went out for a walk.
(Alternately connect your fingers with pads) (Clap your hands).
This finger is the strongest
The thickest and biggest
This finger is for
To show it
This finger is the longest
And he stands in the middle.
This ring finger
He's the most spoiled one.
And the little finger, although small,
Very dexterous and daring.
One two three four five -
The fingers went out for a walk. Let's take a walk, take a walk
And we came home again
(Alternately massage the fingers from the base to the nail along the outside of the left hand (When repeating, the right hand) starting with the thumb.)
(Rub the brushes vigorously
(Shake your hands vigorously.)
7. Finger game “Autumn Bouquet”
In chorus.
One two three four five -
We will collect leaves.
Birch leaves,
Rowan leaves,
poplar leaves
Aspen leaves,
Oak leaves
We will collect
Autumn for mom
We'll take the bouquet
Autumn song
Let's sing to mom
(Compress and unclench
fists.)
(Fold alternately
fingers: thumb,
index, middle,
ring finger, little finger.)
(Clench and unclench your fists. Stretch your palms forward)

Appendix No. 5

Games and exercises for performing images from ready-made geometric and arbitrary shapes.
These games and exercises promote understanding of the design features of the shape of objects, develop the ability to compare, find optimal solutions, and develop thinking, attention, and imagination.
1. Make images of individual objects from geometric shapes.
Using the geometric shapes depicted on the board, students draw objects in albums (as a variant of this exercise - individual tasks for each student).
2. Make compositions from ready-made silhouettes “Whose composition is better?”
Create a still life from ready-made silhouettes. The game can be played as a competition between two (three) teams. Work is carried out on a magnetic board. The game develops compositional thinking and the ability to find optimal solutions.
3. Puzzle game.
Make animal images “Fantastic animal, bird, fish” from geometric shapes. The task is creative in nature.
4. Complete the image with thread printing.
Students receive two identical images. Task options: complete the images yourself or exchange one copy of the image with your desk neighbor and complete it. Exercise helps develop creative imagination.
5. Name objects that are similar to geometric bodies.
Logical thinking exercise.
6. Make an ornament from ready-made geometric shapes.
Exercise to consolidate knowledge about the features of the ornament.7. Make an appliqué consisting of parts of different colors, but of the same shape. Give the work a title.
Develops composition skills. Promotes the development of a sense of shape formation in a flat image. In the future, this exercise can be used to complete tasks using the cut mosaic technique.

Appendix No. 6

Color science games and exercises
1. Make pairs (contrasting colors, similar colors).
Students work with ready-made geometric shapes of various colors. At the request of the teacher, students raise the pairs they have made. This exercise helps you understand basic concepts.
2. Name the primary, secondary, and derivative colors.
The answers are raised geometric shapes desired color. Work can be carried out frontally, in teams.
3. Cold and warm colors.
Students are divided into two groups. One group needs to choose colors to decorate the flower with warm tones, and the second - cold ones. An exercise to identify color and its expressive aspect.

4. Game-competition “Who is bigger?”
On strips of paper, students make the first stroke of paint of any color, then add a little white to this color and perform the next stroke, etc. The winner is the one who makes more paints of different lightness. A game to reinforce concepts about color whitening.
These games and exercises contribute to the development of a meaningful perception of color, distinctive, analytical and synthetic abilities and the child’s culture of perception; have an educational, training, controlling character.

Appendix No. 7

Games and exercises that promote the acquisition of new terms and concepts.
1. Continue the chain of words.
This exercise can be done at the beginning of the lesson. Students must continue the list and classification. For example: architecture, architect...
2. Explain the meaning of the word.
3.Group the words by genres (types).
Various concepts, terms, names are written on the board, which need to be combined into semantic groups.
4. Cross out the extra word.
The exercise is of the nature of exercise No. 3, i.e. generalizing, controlling. Evaluation of oral responses.
5. Blitz control (question - answer).
To carry out blitz control, you can use the “magic ball”. On the teacher’s table is a ball, the sides of which are painted in different colors. On the board there is a table in which each color side of the ball corresponds to the names of the types of fine arts: architecture, sculpture, painting, graphics, creative arts, design. The teacher turns the ball with one of its faces towards the students, and the students must pick up a card with the image of the desired object. Can be used different variants tasks.
6. Diagnostic exercise “Remember the word.”
The task gradually becomes more difficult. This exercise can be used at the beginning of a lesson.
For example: g_ash (gouache), gr_f_ka (graphics), k_r_m_ka (ceramics) and
etc.

Appendix No. 8

Games and exercises for developing the perception of works of art
1. Compare impressions.
Students compare two works of art. When performing this exercise, the culture of perception of works of art and the students’ speech develop.
Color. Drawing still life from life (vegetables, fruits).
2. “Enter” into the picture (imagine yourself in the place of the hero of the work of art).
The game develops the child’s imagination, speech, and is creative in nature.
3. Match a piece of music or poetry to a work of art.
Such aesthetic situations contribute to the development of students’ imaginative thinking based on the unity of visual and expressive means of art. For example, on the board there are reproductions of winter landscapes: K. Yuon. “End of winter. Noon"; I. Grabar. "February Azure"; I. Shishkin. “In the wild north...”, “Winter”; G. Nissky. “Moscow region. February"; L. Shchemelev “Winter (Rakov)”.
Students must select an appropriate reproduction depicting a winter landscape for the passage of the poem and explain their choice.

Appendix No. 9

Task games
"Sad and happy rain."
Goal: to cultivate an aesthetic attitude towards natural phenomena.
Objectives: to conduct a comparative analysis of the state of nature on a sunny and cloudy day.
Abilities: convey the mood of rain using color, lines, and plastic movements. A sense of the rhythm of color and line in the composition of the drawing, conveying movement.
Knowledge, skills and abilities: teach to combine various techniques for depicting rain in painting and drawing, recognize the mood of rain in music.
Artistic and visual materials: pastels, colored pencils, ink, felt-tip pens, brushes from number two to number four, plain paper, cardboard, colored paper.
Stages of work: preschoolers watch how it snows, how streams run, drops drip and puddles form, how the sky changes, what clouds are on it, what changes occur in nature with trees, flowers, leaves, grass and earth to the accompaniment of music. It is suggested to listen to live music, music director plays songs about rain. The teacher shows various techniques for working with art materials. Using questions, students discover possible ways to work with materials, depict rain on colored paper, and what color can be used for this. How line, color, texture can convey the mood of rain. Offered for viewing are slides and reproductions of paintings by I. Levitan “Autumn” “In the Park”. As an option, you can draw rain music. After listening to the works of A. Vivalidi, Beethoven, P. I. Tchaikovsky. Children are asked to match colors to specific music.
“Music of color” (paintings, color graphics).
Goal: to develop an aesthetic attitude towards nature with the help of paintings and music.
Objectives: teach children to translate music into colors.
Abilities: find complex colors, express your feelings through color and color combinations.
Knowledge, skills and abilities: familiarity with musical works, songs, selection of prepared reproductions for specific musical works. Selection of a certain note for each color.
Artistic and visual materials: reproductions, music.
Stages of work: During the task, music associated with different moods (cheerful, sad, etc.) is listened to. Children are shown various reproductions and they select music that suits the image. Children are offered a story about what mood the music has, what colors are best to depict a good (bad) mood, laughter (tears) and explain why this is considered so. Then the children draw a drawing of their favorite melody.

Appendix No. 10

Competition game “Magic or Mysterious Forest”.
Goal: to introduce children to changes in green color in lightness and saturation.
Objectives: - teach children to distinguish changes in lightness of the same color;
- teach how to mix paints so that the color saturation changes when using white and greasy paints;
- develop in children a subtle color perception of gradations of green;
- to educate children to be observant of natural phenomena related to illumination;
- the desire to experiment with the palette when compiling a color palette.
The game consists of two stages:
Stage 1: Children gain knowledge: from the cubes scattered on the floor, you need to select cubes of the same color tone (the cubes are all green, but different in lightness). Students are divided into teams and each team needs to post their picture.
Stage 2: children draw a forest or individual plants on paper, lick different shades Green colour. For this task, skills are used to mix two primary colors to obtain an additional one (yellow + blue = green), and when changing the lightness and saturation of the hue, they add white or gray paint. Then the children independently perform drawings for a harmonious combination of colors on the topics: “Seasons”, “Seascape”, “Voices of Birds”, “Sleep”. An exhibition of children's drawings is being organized. Children examine them, express their opinions about the aesthetic and artistic meaning of color in nature and in works of fine art, as well as in their own drawing.
It is recommended, at the end of the cycle of lessons, to conduct discussions with children asking them the following questions: 1) Do you notice color changes in the surrounding nature? 2) Do you notice the colors of the morning, the glass, the afternoon, the knives? 3) What do you see beautiful (bright, unusual) in nature that you would like to talk about? 4) Do you remember the beauty of nature (clouds, moonlight, sparkling water) when you look at the sky (earth, forest field)? 5) Do you remember what colors the artist uses to depict nature at different times of the day (seasons) (cloudy and clear skies, autumn and summer trees, flowering meadows)?
Questions are asked depending on the age, individual characteristics of the children and their level of development.

Appendix No. 11

Lesson notes on visual arts
using gaming technologies “Visiting a fairy tale”
Tasks:
- development of independence, potential abilities inherent in the child, interest in one’s own discoveries through search activities, creativity, individuality of children, artistic abilities;
- formation of artistic thinking and moral personality traits, emotional responsiveness to beauty;
- acquaintance with a new drawing technique (print); consolidating children's knowledge about geometric shapes.
Equipment:
Sheets of paper according to the number of children, A4 format, stamps (boxes) for each child, gouache, brown, orange, green, napkins, brushes, trays, deliveries, cups of water, easel, Winnie the Pooh, Piglet and Bunny costumes, balloons , painted flowers, images of a house, a CD with music, a stereo system, gifts for children, a clay pot.
Progress:
Host: Guys, now we are going to visit the Magic Forest (children enter the hall).
The hall is equipped with a place for drawing (tables and chairs according to the number of children, materials and equipment on the tables).
Host: Look around, we find ourselves in a forest clearing, what do you see? (flowers)
Winnie the Pooh jumps in to the music.
Winnie the Pooh: Hello, guys! You recognized me?
Host: Guys, this is Winnie the Pooh! Where are you in such a hurry?
Winnie the Pooh: I have a problem... Eeyore's birthday is coming soon, and I don't know what to give him.
Host: Guys, let's help Winnie the Pooh?
The presenter invites the children to take their places at the tables.
The presenter asks Winnie the Pooh what he loves most? (pot of honey)
The presenter invites the children to draw a pot on the left side of the sheet.
Leading: Now you and I, guys, will draw pots, but not with a brush, but with a seal. Find an oval-shaped object on the tray. Show me. Well done! Tell me guys, what color are the clay pots? (brown) Look: I take brown paint on the tip of my brush and cover my stamp. Then I gently press it onto a piece of paper. Amazing! Guys, where are we going to start? (Take brown paint on the brush)
Now try it!
After the children have completed their work, Winnie the Pooh invites the children to stand up.
Winnie the Pooh: Wow! What a great fellow you are! Let's go visit my friend Piglet, he probably has something to eat.
Repeat after me.
Children jump around the hall with Winnie the Pooh to the music.
Winnie the Pooh stops at the door. He knocks on the door and rings the bell.
Piglet comes out (scared).
Piglet: Oh, so many guys!
Winnie the Pooh: These are my friends! We have come to visit you.
Piglet: I was going to make a gift for Eeyore. I just don’t know what to give.
Host: Piglet, don’t be upset, we will help you! What do you love most?
Piglet: Balloon.
The presenter invites the children to add a stamp to the pot on the right side of the sheet and add a string to it. (The teacher’s demonstration of children’s productive activities is accompanied by an explanation).
Piglet: Oh, how cool! Well done! Let's visit the Rabbit and show him our gifts.
Children jump along with Winnie the Pooh and Piglet to the music.
Piglet stops at the door. He knocks on the door and rings the bell.
The Rabbit comes out (says hello important).
Winnie the Pooh: Look what gifts the guys made for the donkey Eeyore.
Rabbit: I don’t know what to give him.
Host: Let's help the Rabbit. What do you love most?
Rabbit: I love carrots.
The presenter invites the children to add two carrots to the pot using a stamp, balloon four. (The teacher’s demonstration of children’s productive activities is accompanied by an explanation).
Rabbit: Well done guys.
Winnie the Pooh: It seems to me that this looks like someone.
Piglet: Oh, Pooh, you're right!
Rabbit: That someone is Eeyore.
Presenter: There will be a lot of bright and cheerful portraits for Eeyore’s birthday.
Winnie the Pooh, Piglet, and Rabbit thank the children for their help and give them a pot of sweets.

Appendix No. 12

Summary of a role-playing game using
elements of visual activity “Gift for my girlfriend”
Program content:
1. Continue introducing children to social reality.
2. To consolidate children’s understanding of the profession of driver, salesman, hairdresser, manicurist.
3. Develop in children the desire to do something nice for friends.
4. Instill elements of social communication skills, develop role-playing dialogue “seller - buyer”, “hairdresser - visitor”...
5. Reinforce the rules of conduct in in public places(transport, supermarket, beauty salon)
6. Form positive relationships between children, a sense of humanism, responsibility, and activity.
7. To develop in children the ability to play according to their own plans.
8. Foster respect for the work of adults.
9. Encourage the ability to use acquired skills in using non-traditional drawing techniques (plasticine) to make a gift for a friend.
Preliminary work:
1. Conversation about professions using illustrations, looking at paintings.
2. Excursion to a store, hairdresser.
3. Reading fiction: Mayakovsky “Who to be? ", Mikhalkov "What do you have? ", D. Rodari "What do crafts smell like? "...
Working with parents:
Parents provided assistance in registration play corners: “Beauty salon”, “Bus”, “Supermarket”. Participation of the parent in the game.
Material:
For decoration: balls, garlands, toys, bags, wallets with “money”, bus, steering wheel, cash register, attributes for departments: “Beauty Salon”, “Sweet Tooth”, “Flower Shop”, “World of Creativity”, plasticine, cardboard, frames, stacks, beads.
Progress of the game:
Children stand around the teacher and mother.
Teacher: Children, Roma’s mother will play with us today.
Mom: Hello, my friends!
I'm glad to see this meeting
I'll look at your faces
I'll be glad to make friends
And I really want
To meet you!
My name is Natalya Viktorovna, I work as a nurse in a clinic.
-You probably really love holidays?
Children: We love holidays very much (list holidays).
Mom: What holiday are you looking forward to most?
Children: - Birthday.
Child: - Our friend will have a birthday soon, and we want to give her a gift.
Children: -We love to visit. Everyone gives gifts to the birthday boy, we also love to receive gifts. Because it's so nice.
Children: - How do you like giving gifts?
Announcement sounds (recorded)
Attention! Attention! A supermarket has opened in our city. Here you can buy gifts for friends and family.
Children: - Our friend loves handmade gifts.
Mom: What does your friend like?
Child: - Paintings, flowers, sweets...
Mom: Children, let's visit the new Supermarket and buy birthday gifts.
Teacher: - What will we take to the store? (bring to the point that it is necessary to take wallets, money (toys, bags)
- How can we get to the supermarket? (leads to the fact that in our city it will be more convenient to get there by bus).
- Who will be the driver? (the boy gets the steering wheel).
When boarding the bus, the teacher reminds students of the rules of conduct on the bus. - Boys let girls go ahead; you shouldn’t make noise, jump, or run. You must pay for the trip. Children sing the song “The Road is Not a Path” by A. Usachev and A. Pinegin.
When leaving the bus, boys shake hands with girls. The teacher explains the rules of behavior in the store.
Quiet festive music plays. Children and mother enter the Supermarket.
Mom: - Look at the department: “World of Creativity”, here you can choose materials for making a gift.
Teacher: - Go to the window, take a queue. I will be the director.
Who wants to become salespeople? There are also departments here: the Flowers store, and the Sweet Tooth store (Children take places at the counters).
Mom addresses the children.
-This department “World of Creativity” sells plasticine, paint, paper... All this will be useful to us.
Children: - Of course, because our friend loves paintings depicting pets. We suggest making a portrait of a kitten from plasticine.
Children: - We will buy flowers and make beautiful bouquet.
Mom: What can you buy for a birthday in the “Sweet Tooth” department?
(children's answers).
Children choose goods. An announcement sounds: “Attention! Customers, we have opened a beauty salon.
The teacher suggests choosing the roles of a hairdresser and a manicurist.
Child: I really like doing hair. I'll be a hairdresser.
The children line up for the hairstylist.
Child: I will be a manicurist, I really like to paint nails with patterns. Customers line up.
Mom: And we will go to make gifts for your girlfriend. They get on the bus and go home. They make a portrait of a kitten using the technique of drawing with plasticine, make Ekibastuz, and package it beautifully. While the family is making a gift, the other children visit the Supermarket and Beauty Salon. After the store closes, Supermarket employees and their children get on the bus and go to visit, home... They sing a song.

Children's creativity teaches the child
master the system of their experiences,
conquer and overcome them and teaches the psyche to ascend.
L.S. Vygotsky

The formation of a creative personality is one of the most important tasks of pedagogical theory and practice. The most effective means for developing children's creative thinking and imagination is artistic and creative activity.

What is the artistic and creative activity of a preschool child? Artistically creative activity acts as the leading method of aesthetic education and development of preschool children. IN artistic development For preschoolers, the central ability is to perceive a work of art and independently create a new image (in drawing, modeling, appliqué, design).

It is necessary to provide targeted training in artistic creativity and create conditions for the full aesthetic development and formation of artistic and aesthetic abilities of preschool children.

Conditions:

• priority attention should be paid to play, productive activities, including theatrical, musical
• the content of education should be interesting for children, built on the basis of the integration of arts, form artistic and creative abilities, use a variety of methods and techniques for working with children in this direction
• it is necessary to create an artistic aesthetic environment together with children
• include a variety of games, gaming techniques and situations in the pedagogical process
• there must be variability in everything, i.e. the use of various forms, means and methods of teaching, materials and equipment for children’s work
• creating a friendly, creative atmosphere in the classroom and by parents in the family
• implementation of an individual and differentiated approach to teaching and raising children
• The teacher must be a creative person and ensure freedom in realizing each child’s plans.
• the use of regional material in introducing preschool children to the visual arts.

In kindergarten, visual activities include activities such as drawing, modeling, appliqué and design. Each of these types has its own capabilities in displaying a child’s impressions of the world around him and developing children’s visual creativity. Therefore, the general tasks facing visual activity are specified depending on the characteristics of each type, the uniqueness of the material and the methods of working with it.

Drawing is one of children's favorite activities, giving great scope for the manifestation of their creative activity. The themes of the drawings can be varied. By mastering the techniques of composition, children begin to reflect their ideas in plot works more fully and richly.

Modeling is one of the types of visual activity that involves a three-dimensional method of depiction. Modeling is a type of sculpture. The plasticity of the material and the volume of the depicted form allow a preschooler to master some technical techniques in modeling faster than in drawing. For example, conveying movement in a drawing is a complex task that requires a long learning curve. Modeling makes the solution to this problem easier. The child first sculpts the object in a static position, and then bends its parts in accordance with the design.

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 a lot of thought and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object.

Applique classes contribute to the development mathematical representations. 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.

Applique classes teach children to plan the organization of work, which is especially important here, since in this art form the sequence of attaching parts is of great importance for creating a composition. (large forms are glued on first, then they fly: in plot works - first the background, then the background objects, obscured by others, and lastly the foreground objects). Performing applicative images promotes the development of hand muscles and coordination of movements. The child learns to use scissors. Correctly cut out the shapes by turning the sheet of paper and laying out the shapes on the sheet at an equal distance from each other.

In the design process, preschoolers acquire special knowledge, skills and abilities. By constructing from building materials, they get acquainted with geometric volumetric forms, gain ideas about the meaning of symmetry, balance, and proportions. When designing from paper, children's knowledge of geometric plane figures, concepts of sides, angles, and center are clarified. The guys get acquainted with the techniques of modification flat shapes by bending, folding, cutting, gluing paper, resulting in a new three-dimensional shape. All types of construction contribute to the development of constructive thinking and creative abilities of children.

All considered types of visual activity are closely related to each other. This various types of communication is carried out primarily through the content of the work. The connection between various types of visual activity is carried out through consistent mastery of form-building movements when working with various materials.

Thus, when planning work, the teacher must carefully consider the use of what material will allow children to quickly and easily master image skills. The knowledge acquired by preschoolers in classes with one type of visual activity can be successfully used in classes with other types of work and with other material. Each of the considered forms of organizing creative activity can have a developmental influence on certain abilities of children, which together form the basis for the formation of their creativity.