In the manual, the author reveals the methodology of teaching fine arts in primary school secondary school, gives an approximate thematic planning and developing lessons based on the basic program "Fine Arts and Artistic Work", created under the guidance of folk artist Russia, Academician of RAO B. M. Nemensky. The manual is addressed to fine arts teachers, students of pedagogical colleges and pedagogical schools.
PROBLEM-BASED LEARNING.
How to make your goals come true art education? What methodology does a modern teacher need?
Disputes about methodological training teachers are sometimes completely opposite. Various opinions on this matter are known to students of both teacher training colleges and pedagogical universities. We had to face the opinion that teaching is easy, that you don’t need to study, you just need to know the subject.
Of course, to teach drawing in the old way, it was enough to know only a list of traditional techniques. But what to do when you need to master new, non-traditional programs? Here, even with a good knowledge of art and the ability to draw, you won’t get far. No encyclopedic knowledge will help if the teacher does not find a way to the child.
TABLE OF CONTENTS
PREFACE 3
Section I
METHODOLOGY FOR TEACHING FINE ARTS IN SCHOOL 7
Chapter 1
GENERAL PRINCIPLES OF MODERN ARTS EDUCATION 8
Humanization of education and new pedagogical thinking 8
Goals and objectives of children's artistic development through art 9
Chapter 2
SPECIFICS OF TEACHING PLASTIC ARTS 12
Principles of the program “Fine arts and artistic work” (concept of B.M. Nemensky) 12
Methodological basics 15
Chapter 3
THE ART OF MODELING LESSONS 22
Problem-based learning 22
Three methods of problem-based learning 23
24 lesson types
Literature 35
Section II
THEMATIC PLANNING OF LESSONS IN THE PROGRAM “VISUAL ARTS AND ARTISTIC WORK” 1-4 classes 37
1st grade - THE ART OF SEEING 38
2nd grade - YOU AND ART 47
3rd grade - ART IS EVERYWHERE AROUND US 56
4th grade - EVERY PEOPLE IS AN ARTIST 65
Section III
AUTHOR'S LESSON DEVELOPMENTS (lesson notes in grades 2,3,4 of a four-year primary school) 71
Explanatory note 72
2nd grade - YOU AND ART 74
I quarter. How and what do artists work with 74
II quarter. Meet the masters Images, Decorations, Buildings 93
III quarter. What art says 106
IV quarter. As art speaks 126
3rd grade - ART AROUND US 144
I quarter. Art in your home 144
II quarter. Art on the streets of your city 158
III quarter. The Artist and the Spectacle 172
IV quarter. Art Museums 184
4th grade - EVERY PEOPLE IS AN ARTIST 203
I quarter. Scenery native land. Harmony of housing and nature 203
II quarter. Art of the peoples of neighboring countries 231
III quarter. Every nation is an artist 243
IV quarter. Peoples' idea of the spiritual beauty of man 270.
Free download e-book in a convenient format, watch and read:
Download the book Fine Arts Lessons in Primary School, grades 1-4, Ostrovskaya O.V., 2007 - fileskachat.com, fast and free download.
Download pdf
You can buy this book below best price at a discount with delivery throughout Russia.
Fine arts, as one of the academic subjects in secondary schools, occupy an important place in the education of students. A careful analysis and generalization of the best pedagogical experience indicates that fine arts classes are an important means of developing a student’s personality. Fine art, especially close to younger schoolchildren for its clarity, has one of the leading places in the process of developing children's creative abilities, creative thinking, introducing them to the beauty of their native nature, surrounding reality, spiritual values of art. In addition, fine arts classes help children master a range of skills in the field of visual, constructive and decorative activities.
Purpose writing this course work is to consider the features of teaching methods fine arts V primary school, namely in grades I-IV.
The work aims to: tasks :
Studying the methodology of teaching fine arts in primary school, consider its features,
To identify the pedagogical conditions for the successful teaching of fine arts to children of primary school age, as well as drawing up a thematic annual plan and lesson plan for primary school students
Chapter 1. Features of the methodology of teaching fine arts in elementary school
1.1. Pedagogical conditions for teaching fine arts in primary school
In child development artistic creativity, including the visual, it is necessary to observe the principle of freedom, which is generally an indispensable condition for all creativity. This means that children’s creative activities can be neither obligatory nor compulsory and can only arise from children’s interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who do not intend to later become professional artists, drawing has enormous cultivating significance; when colors and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images what cannot be brought to his consciousness in any other way.
One of the problems with drawing is that for children primary classes The activity of creative imagination alone is no longer enough; he is not satisfied with a drawing made somehow; in order to embody his creative imagination, he needs to acquire special professional, artistic skills and abilities.
The success of training depends on correct definition its goals and content, as well as on ways to achieve goals, that is, teaching methods. There have been debates about this issue among scientists since the very inception of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the research of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research.
1.2. Methods of teaching fine arts in I - IV classes
Teaching, as a rule, begins with the explanatory and illustrative method, which consists of presenting information to children different ways- visual, auditory, speech, etc. Possible forms of this method are communication of information (story, lectures), demonstration of various visual material, including using technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, and remember information for further manipulation.
The explanatory and illustrative method is aimed at assimilation of knowledge, and to develop skills and abilities it is necessary to use the reproductive method, that is, to reproduce (reproduce) actions many times. Its forms are varied: exercises, solving stereotypical problems, conversation, repetition of a description of a visual image of an object, repeated reading and memorization of texts, repeated story about an event according to a predetermined scheme, etc. It is assumed as independent work preschoolers, and joint activities with the teacher. The reproductive method allows the use of the same means as the explanatory and illustrative method: words, visual aids, practical work.
Explanatory-illustrative and reproductive methods do not provide the required level of development creative possibilities and children's abilities. A teaching method aimed at preschoolers independently solving creative problems is called research. In the course of solving each problem, it involves the manifestation of one or more aspects creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.
The research method has certain forms: text problem tasks, experiments, etc. Problems can be inductive or deductive, depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for methods of activity. Once again I would like to emphasize that this method is entirely based on independent work.
Should be paid Special attention on the importance of problem-based learning for children's development. It is organized using methods: research, heuristic, problem presentation. We have already considered the research one.
Another method that helps creative development is the heuristic method: children solve a problematic problem with the help of a teacher; his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, words, text, practice, visual aids, etc. are also important.
Currently, the method of problem presentation has become widespread; the teacher poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of presentation, control it, participating in the decision process. In the course of a problem presentation, both an image and a practical demonstration of action are used.
Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in the educational process stimulates preschoolers to creatively obtain and apply knowledge and skills, and helps to master the methods of scientific knowledge. Modern training must necessarily include the considered general didactic methods. Their use in fine arts classes is carried out taking into account its specifics, objectives, and content. The effectiveness of methods depends on the pedagogical conditions of their application.
Experience shows practical work, for the successful organization of fine arts lessons it is necessary to create special system pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly influence the development of artistic creativity in preschool children, and we propose to consider it. We believe that this group of conditions consists of:
Developing interest in the study of fine arts;
A combination of systematic control over the visual activities of preschoolers with pedagogically appropriate assistance to them;
Instilling in children faith in their strengths and their creative abilities;
Consistently increasing the complexity of visual activities, ensuring prospects for the development of children’s artistic creativity;
Teaching the language of fine, folk, decorative applied arts and design, development of funds artistic expression plastic arts;
Purposeful, systematic use of art history stories or conversations that activate the child’s attention, the work of his thoughts, his emotional and aesthetic responsiveness;
Selection of works of fine art for study;
The use of technical teaching aids in fine arts classes, especially video and audio equipment, and special visual aids;
Active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of decorative and applied art, culture and life, historical architectural details;
Nature is a book of wisdom. The landscape helps you read this book and master the precious wealth contained in it. He depicts nature in its individual manifestations and therefore can gradually reveal it hidden meaning. Nature teaches and educates us directly, daily and deeply.
Download:
Preview:
Article on the topic:
“The importance of landscape painting in fine arts lessons in elementary school.”
Creativity itself is a necessary condition for existence
person and everything that goes beyond the routine and in what
contains at least an iota of new, owes its
origin creative process person.
V.A. Sukhomlinsky.
Society's need for a new type of personality - creatively active and free-thinking - will undoubtedly increase as socio-economic and cultural conditions life. The implementation of this direction in education requires turning to new pedagogical systems in which each academic subject will perform a general developmental cultural function. Systematic development artistic heritage helps to understand art as a spiritual chronicle of humanity, as an expression of man’s relationship to nature, society, and the search for truth.
Fine art is one of the favorite activities of children. This work requires artistic abilities, knowledge and skills in the field of visual literacy, decorative arts, design, requires a large supply of visual images and impressions, creative imagination. One of the very important issues child psychology and pedagogy is a question about children's creativity, its development and the meaning creative work for the overall development of the child.
Creativity opens in a child's soul those hidden corners in which the sources of good feelings lie dormant. Helping the child feel the beauty of the world around him, the teacher discreetly touches these corners.
Nature is what nourishes and inspires a person, gives strength and calms. “Forests teach a person to understand beauty,” said A.P. Chekhov.
Great educational and educational value has landscape painting in school which introduces students to native nature. Equally important is teaching children drawing and painting from life and from imagination. These classes are conducted in close communication with nature. They foster patriotism, help to deeply understand the laws of nature, and also form a materialistic worldview and develop creative thinking.
Landscape is always a special mood, a unique state of nature: whether it is snowing, whether the sun is shining, whether it is raining. The artist’s task is to feel this mood and transfer it to his sheet of paper. After all, painting literally means “living writing.” It reflects the inner world of the artist, and allows us to look at this world with different eyes, - through the eyes of a child. “It’s never too late to plant a tree: even if you don’t get the fruits, the joy of life begins with the opening of the first bud of the planted plant,” wrote K. Paustovsky.
Nature is a book of wisdom. The landscape helps you read this book and master the precious wealth contained in it. He depicts nature in its individual manifestations and therefore can gradually reveal its innermost meaning. Nature teaches and educates us directly, daily and deeply.
That is why the relevance of landscape painting in fine arts lessons lies in the possibility of forming in children of primary school age a positive, emotional and sensory perception of reality through creativity.
Literature:
- Ignatiev E.I., Psychology of children’s visual activity, M., UCHPEDGIZ, 1961, 225P.
- Sokolnikova N.M., Fine arts and methods of teaching it in elementary school, tutorial for students of higher pedagogical institutions, 2nd ed., M., Academy, 2002, 368 p.
- Sokolnikova N.M., Programs of the integrated course “Art”, M., Education, 1998.
On the topic: methodological developments, presentations and notes
Aesthetic development and creative imagination of a schoolchild in fine arts lessons in elementary school
The role of decorative and applied arts among teenagers in fine arts lessons in high school
Folk art in raising children. Development is harmonious - creative personality It’s very difficult to imagine without the participation of art. At the same time, the role of folk arts and crafts should be overestimated...
“The place of fine arts in the primary education system”
primary school teacher
Sazonova Natalya Leonidovna
Jr school age is the most favorable in moral and aesthetic education. It is very important to develop in a child the ability to deepen into himself, to understand the complexity and richness of his inner experiences, the ability to empathize and relate to the people around him.
This is facilitated by the subject “Fine Arts”.
The main goal of modern primary education is the education and development of the child’s personality. Achieving this goal is impossible without the implementation of the tasks facing the educational field of “Art,” of which fine art is an integral part.
In elementary school the following tasks are solved:
Formation in students of an emotional and value-based attitude to the phenomena of reality and art;
Formation of artistic imaginative thinking as the basis for the development of a creative personality;
Developing in schoolchildren the ability to perceive works of art as a manifestation of human spiritual activity;
Mastering the intonation-figurative language of art based on the emerging object of creative activity and the relationship between various types of art;
Formation of a holistic idea of national artistic and musical culture and their place in world artistic culture.
In younger schoolchildren, unlike other age periods, personal orientation is determined by a focus on the external objective world, visual-figurative thinking and an emotionally sensitive perception of reality predominate in them; gaming activities remain relevant for them. The specificity of art, its artistic and figurative nature perfectly meet the personal needs of a child of primary school age. This determines the pedagogical potential and significance of subjects in the educational field “Art” at the primary school stage. By fully carrying out the tasks facing this educational area, teachers can successfully achieve the main goal of primary education - the development of the child’s personality.
Any type of art “thinks” in images, and the image in its own way artistic nature– complete. And in any artistic image Like a drop of water, the whole world is reflected. Thus, the educational field “Art” contributes to the solution of another important task facing primary education - the task of forming a child’s holistic perception of the world around him. To solve this problem, elements of art are introduced into the teaching of other school subjects. There is a tendency to build education in the unity of principles and methods of teaching the fundamentals of science and art.
In elementary school, younger schoolchildren develop artistic and musical culture as an integral part of spiritual culture. Artistic and musical knowledge, skills and abilities are no longer the goal, but the main means of forming culture, composition, form, rhythm, proportions, space, color, sound, word, tempo.
THE PLACE AND ROLE OF ART IN THE MODERN UNDERSTANDING OF EDUCATION CONTENT
Knowledge(about nature, society, technology, history, culture, methods of activity, etc.).
Ways of activity(skills, skills).
Creative experience(solving creative problems).
Experience of emotional-value relationships(experience of feelings, experiences, interests, needs; social, moral, spiritual relationships, etc.).
IN modern concept art education, these four components appear in inextricable unity, but in the reverse order of their significance in the artistic development of the student’s personality.
Artistic development in the concept is considered as a path to the humanization of the school. That's why the main goal of art education children is to instill in them an aesthetic attitude towards life.
Aesthetic attitude to life- this is a special personality quality that is necessary for a person’s responsible existence in the world. It is expressed in the following abilities:
directly feel like an integral part of the endless surrounding world;
see your continuation in the world around you;
feel a sense of belonging to the other person and to human history and culture in general;
realize the non-utilitarian value of everything in the world;
realize your responsibility for everything in life, starting with your immediate environment.
The development of precisely this quality creates a solid foundation for moral, environmental, patriotic and other traditionally identified types of education.
An aesthetic attitude to the world underlies art, human artistic exploration of the world, and can be developed in children in the process of teaching artistic disciplines.
Teaching art (subjects of the aesthetic cycle: music, fine arts, literature, dance, theater, etc.) should begin in kindergarten and continue continuously in secondary schools and universities.
IN kindergarten and for six-year-olds at school artistic development should begin with a course undivided into individual types of art. At this age, the arts should become the predominant means of understanding the world around us and all objects.
Lesson as a form of teaching individual species art is possible in the second grade of a comprehensive school. The teaching of art should end with an integrative course introducing high school students to the world artistic culture as a whole.
At all stages of art education, the pedagogical process should be based on psychological characteristics age of schoolchildren and a differentiated approach to the content of art education. It is important to distinguish between what is necessary for everyone as a factor in the development of personality and worldview, and what is necessary for future professionals.
Thus, primary education in the subject "Fine Arts" is part of the educational system "Art" and provides general art education, which is aimed at spiritual, moral and aesthetic development schoolchildren.
During the period of primary art education, in the process of realizing the main goal, that is, the education of an aesthetic attitude to life. The emphasis in teaching is on development:
emotional responsiveness when perceiving the surrounding world;
primary forms of artistic imagination;
the ability to express an emotional assessment of a phenomenon in sensory images.
The actual creative practice of junior schoolchildren should prevail over the work of perceiving art, which gradually and steadily expands and becomes more significant at the middle level. What is common to all types of art in fine arts lessons in primary school should prevail over specific features its individual types. At the secondary level, the specific means of expressiveness of the visual arts should become clearer for schoolchildren.
In conditions of variable training in various programs, it is important to note some commonality in the objectives of studying fine arts. Fine arts in school is intended to ensure that schoolchildren are introduced to the world of plastic arts, the formation of artistic and imaginative thinking, the development of creative abilities, teaching the basics of visual literacy, the formation of practical skills in working in various types visual activities, familiarization with the heritage of domestic and world art, etc.
Thus, an important facet of the upbringing and development of personality is the moral and aesthetic education of the child. It is the primary school age, in which the emotional and sensory perception of reality predominates, that is the most favorable in moral and aesthetic education. The feelings and experiences evoked by works of art and the child’s attitude towards them are the basis for acquiring personal experience and the basis for self-creation. This is collateral further development interest in inner world a person, the ability to deepen into oneself, awareness of the complexity and richness of one’s inner experiences, the ability to empathize and relate to other people. Missing an opportunity in moral and aesthetic education in initial stage education can no longer be compensated for in basic school.
Another one important task educational field "Art" - harmonization of the child's abstract-logical and figurative thinking, which is especially important at the initial stage of education, when the child is just entering educational activities.
Transferring students from classes scientific disciplines to classes artistic activity helps reduce children's overload. Artistic activities have a significant psychotherapeutic effect on a primary school student, relieving neuropsychic stress caused by other lessons, thereby preserving the child’s health.
The importance of fine arts lessons in correctional schools
Drawing is one of the most important and necessary moments in the development and upbringing of a child. But many people do not attach importance to drawing special significance, consider it one of the forms of leisure.
In schools, drawing occupies a very modest place, because very little time is devoted to it and it is considered an additional, and not the main subject for children. Although drawing gives a child a lot.
In the history of human development, drawing plays a large role as a means of communication, transmission of information, and self-expression, even before writing appeared. Drawing laid the foundation for fine art and many other types.
In the system of training and education of students in a special (correctional) general education school, fine arts lessons are of great importance and are one of the most important and necessary moments in raising a child with disabilities. disabilities health.
In combination with others academic subjects they have a noticeable correctional and developmental effect on students with special needs in intellectual development: they influence their intellectual, emotional and motor spheres (mainly hand motor skills), development personal qualities. They contribute to the formation of aesthetic perception, help in solving problems of socialization and adaptation of a “special” child.
Fine arts lessons develop a whole range of qualities, abilities and skills of the child. Firstly he draws close attention on shapes, light and shade and color shades. Secondly, he develops his eye, understands the perspective and relationship of the parts of the whole, their interrelation and general idea. Thirdly, the child develops a clear visual memory, which encourages him to explore, develop aesthetic taste and look. He cultivates noble taste, develops a sense of beauty, spiritualizes his views and his life. Visual activities develops in him a psychological assessment of facial expression, the meaning of postures and movements. And, undoubtedly, the student receives great pleasure by creating, imagining, and realizing the deep concepts of life and creativity.
From a psychological point of view, fine art can be considered as a visual activity (fine art activity). Visual activity is one of the productive types of activity and has a modeling character. It reflects the level of intellectual and emotional development of children. A significant contribution to its formation is made by perception, memory, and attention. Great importance has a level of development of spatial concepts, fine motor skills and hand-eye coordination.
During the fine arts lesson, not only traditional tasks of developing visual skills are solved, but also specific tasks of correcting and developing the emotional and cognitive sphere of the child. Art activities are of great importance for the formation of planning skills. Special correctional classes, in which children are taught, using cards, to visually draw up a plan for the upcoming activity, pronounce the entire sequence of actions, and then carry it out step by step and compare the result obtained with the planned one. Thus, fine arts activities can be considered not only as one of the favorite types of children preschool activities, but also as a tool for correction and development.
As part of fine art activities, children are taught drawing, modeling, and appliqué.
At the initial stage (in younger group) classes are conducted on the basis joint activities children and teacher. The purpose of these classes is to develop an emotionally positive attitude towards fine art activities.
The operational prerequisites for fine arts activities are formed in the correctional and developmental classes of a teacher-defectologist.
First, modeling classes are held. Children are taught techniques for examining the analysis of the structure of objects, which contributes to the development of sensory-perceptual and analytical-synthetic activity. After sculpting, the object is depicted using the appliqué technique. Children are taught to correctly position elements relative to each other and build a composition on a sheet of paper. First, children work with ready-made elements, and then select the necessary ones from several proposed ones based on the formed idea of the subject. At the next stage, children are taught technical methods images of an object in a drawing.
The teacher determines how many modeling, appliqué and drawing classes to conduct in the first half of the year independently, based on an analysis of the children’s achievements. In the second half of the year, the teacher gradually switches to the mode of conducting one type of lesson per week (modeling, appliqué, drawing), while their logical sequence is preserved in fine art correctional school. A child who knows how to draw makes it easier for him to learn other school subjects, because the child receives great benefits from drawing, especially the development of his own logical thinking. The work includes motor and visual, muscular and tactile analyzers. In addition, drawing helps the child develop memory and attention, teaches the child to think correctly and analyze the situation, compose and imagine. Expanding your stock of knowledge has a very good effect on mental development in children.