Favzana Ayupova
Since 2009, I have headed the “School of Young Teachers”. My earlier publications contain teaching materials from the School. The teaching staff of our institution changes and is renewed every year. The concept of “Young teacher” is, of course, relative. School classes are also attended by those who are not very young in age, but for one reason or another, have not worked in kindergarten for a long time, have interrupted teaching experience, or come from other regions. Today I present to your attention the master class “Miracle” unconventional drawing", which we prepared and conducted with the teacher visual arts Svetlana Anatolyevna Vorobyova.
Target: show teachers the effectiveness of using non-traditional drawing techniques to develop the imagination and creative activity of children. To introduce teachers to the variety of non-standard drawing techniques.
Master class plan
1. Opening remarks leader on the importance of non-traditional drawing techniques - F. F. Ayupov
2. Brief comments art teacher S. A. Voroeva based on the slides of the presentation “The Miracle of Unconventional Drawing.”
3. Demonstration of the “grattage” and “monotype” techniques. Independent work educators to master these techniques.
4. Selection of techniques to consolidate the theoretical part.
1. Visual arts are one of the most interesting types of children's activities. It allows the child to express his attitude to the world around him in drawings and has great value for the comprehensive development of children, helps to reveal and enrich their creative abilities.
In recent years, the content and tasks of visual arts have changed. If several years ago children were placed in a framework of copying a model, showing the sequence and techniques of drawing, taught to depict objects of the realistic world, now, using new, innovative programs and educational technologies, we try, without imposing our point of view on children, to realize their creative potential. This requires skillful and targeted guidance of the creative development of children. Great value in disclosure creative potential children have unconventional drawing. What do you think the word unconventional might mean?
Unconventional - according to " Explanatory dictionary"T. F. Efremova. 2000 -
Not based on tradition. Occurring not due to established tradition, not arranged according to established custom. Characterized by originality.
Not sticking to traditions. Therefore, unconventional drawing -
the art of depicting without being based on tradition.
There are many non-traditional drawing techniques; their originality and uniqueness lies in the fact that they allow children to quickly achieve the desired result. For example, young children are always interested in drawing with their fingers and palms, putting blots on a white piece of paper and getting funny images and wondering what it looks like? That is, thereby children achieve quick results.
Visual activities using non-traditional materials and techniques contribute to the child’s development of:
fine motor skills of hands;
spatial orientation and visual perception;
visual skills and abilities, observation, aesthetic perception, emotional responsiveness,
the ability to find new ways for artistic depiction;
the ability to convey one’s feelings in one’s work using various means of expression.
In addition, in the process of this activity, the preschooler develops creative imagination.
The creative process is a real miracle. By creating their own unique drawings, children begin to feel the joy of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle. It is better to instill in children: “In creativity there is no right way, there is no wrong way, there is only your own way.”
2. What non-traditional drawing techniques can be used when working with preschoolers?
1. Drawing with fingers and palm. The child dips his finger or palm into the paint or applies paint with a brush and leaves the image on the sheet. Different colors can be used, depending on the design. After the paint has dried, we add details to the image.
2. Drawing with cotton swabs.
In the palette, dilute the desired color of paint with water. Wet the sticks well with paint. For different colors, you can use one stick from different ends. Use a cotton swab to touch a sheet of paper. An even circle remains on the paper. You can draw flowers, leaves, rain, snow, etc.
3. "Poke" method(painting with a hard semi-dry brush)
On a dry, hard brush, pick up just a little gouache of the desired color and, holding the brush vertically, make “poke” marks on top. Using this technique, you can draw the fur of animals (this gives fluffiness or prickliness), the crown of trees, flowers in a meadow, snow-covered trees on a colored background.
4. Spray
We dilute a little gouache with water, put the stencil on a sheet of paper and start splashing. Spray with a toothbrush and a small piece of cardboard. To get less dirty, we used spray bottles. Carefully remove the stencils and see clear prints.
5. "Crumpled Paper"
We crumple a piece of paper, dip it into the paint, then apply the design using the dip. (Clouds, snowdrifts, flower petals). To obtain a more expressive pattern, you can use different shades of the same color.
6.Drawing with watercolors on wax crayons
First we draw with wax crayons on a white sheet, and then we paint it all over with watercolors. A drawing drawn with multi-colored crayons remains unpainted.
7. Imprinting with leaves. To print a sheet, you can use any ink. Apply paint to dry leaves on the side with veins. Paint the sheet and carefully press the sheet onto the paper. At the end of the work, draw the missing details with a brush.
8. Blotography and drawing through a tube
Having collected paint on a brush, drop it from a certain height onto the middle of the sheet, then tilt the paper in different directions or blow through a cocktail tube onto the resulting drop, without touching the end of the tube with paint. Fantasy will then tell you who the resulting blot resembles.
9. Monotype. Translated from Greek language monotype - one print. The design is first applied to a flat and smooth surface, and then it is printed on another surface. The surface on which paint is applied to make a print can be: landscape paper, cardboard, glass, metal plate, etc.
Monotype can be subject-specific (these are symmetrical objects). First, fold a sheet of paper in half and draw half of the depicted object, and while the paint is still wet, fold it in half to get a print (clown, tree, butterfly).
Landscape monotype is more complex; with its help you can get the reflection of trees in the river.
10. Scratch- a method of making a drawing by scratching paper or cardboard filled with ink or gouache with a sharp tool. Another name for the technique is waxography. First, we paint over the sheet with wax crayons (without gaps, you can use one color or several colors. Then we paint over these sheets with black gouache. After drying, you can apply the design with the sharp end of a stick.
Not all techniques are well known to young educators. Techniques such as scratching and monotype are used quite rarely. Svetlana Anatolyevna demonstrated to teachers how to obtain images using these techniques. Next, young educators had the opportunity to put into practice the development of the theoretical part. It turned out to be interesting and exciting.
I bring to your attention a photo report of the master class.
Our art studio "Sudarushka"
The examples include works by both adults and children.
"Monotype" on glass.
Mastering the grattage technique
On the back of the petals are the names of unconventional drawing techniques.
Teachers choose who should use which technique in practice.
"Blowing out a blot with a straw"
It turned out to be a fountain!
"Leaf Printing"
"Spray"
"Printing with designer parts"
"Drawing with a cotton swab"
Monotype
"Wax crayons + watercolor"
I wish you all creative inspiration and creative success!
Topic: Unconventional drawing techniques.
Target: expand the knowledge of teachers through acquaintance with unconventional technology drawing.
Tasks:
- to introduce teachers to an unconventional drawing technique - “One Stroke” or the “double stroke” drawing technique.
- teach practical skills in the field of fine arts using non-traditional methods in drawing.
- increase the level of teachers' skills.
Methods and techniques: reproductive, practical.
Equipment: Tables, chairs for teachers; material for practical activities- acrylic paints, jars of water, brushes, album sheets of paper, palettes for mixing paint, coffee cups, cotton pads, napkins for each teacher, audio recordings, video presentation.
Preliminary work: processing of special literature on this topic; preparation of equipment.
Progress of the master class
Marya the Artificer enters to the music:
Hello, invited guests,
Guests, my welcome ones,
Lots of guests, lots of news.
To make the master class more fun,
I'll invite you to the table soon
Let me tell you a fairy tale
Not simple - household,
And the magical one...
In one village, a long time ago, there lived a girl named Maria. She was slender as a birch tree, beautiful as the dawn and gentle as a light breeze. She had blue eyes and light brown hair. Maria was in love with a guy from a neighboring village named Roman. He loved her too, and they practically never parted - they walked every day, picked flowers, berries...
Once Roman had a dream that he was in some unknown country and an old man was giving him unprecedented flower with white elongated petals and a bright yellow core. When he woke up, he saw this flower on his bed! He liked the flower so much that Roman immediately gave it to his beloved. The flower radiated tenderness. Maria was delighted with such an unusual gift and called it with the same gentle and affectionate name - Chamomile.
Never before had she seen such a delicate and at the same time simple flower. Maria felt very sad because not all lovers could enjoy the beauty of chamomile. And then the girl asked her lover to bring a whole bouquet of these beautiful flowers. The novel could not refuse his beloved and went on the road. He wandered for a long time and at the end of the world he found the kingdom of dreams. The ruler of this kingdom agreed to give Mary a field of daisies, but on the condition that the young man would remain in his possession forever. For the sake of his beloved, Roman was ready to do anything, and he remained forever in the land of dreams.
Maria waited for Roman's return for several years, but he still did not appear. One morning, when she saw a chamomile field near her house, she realized that her love was alive...
This is how daisies appeared. People fell in love with these flowers for their tenderness and simplicity.
I want to invite you to draw Russian daisies on these coffee cups, but we will draw them using the “One Stroke” technique or the “double stroke” drawing technique. Let's get acquainted with this technique.
Display and presentation of the presentation.
In the early 70s, self-taught artist Donna Dewberry studied materials on various techniques Drawing created her own painting technique, which was originally called the Double-Loading painting technique.
But the founders of such painting were the Ural-Siberian masters. In the 18th century, this type of painting became widespread thanks to the patron of the arts, Nikita Demidov, in Nizhny Tagil. At that time, chests, trays, tables and boxes were painted using this technique. Demidov organized a school and also created production, which was the reason for the development of this industry. Folk painting at that time was called “one stroke writing”; now this technique is better known as “One Stroke”.
What is characteristic of the double stroke technique? Even children can easily work with this technique. The idea is that two or more colors of acrylic paint are applied to a flat brush. Moreover, the colors are mixed in gentle transitions already on paper; on the brush they are separate. Paints are applied to the surface in a free fan-shaped motion, and the volume of the design is created literally with one stroke. The shape of the stroke depends on the position of the brush in relation to the surface. See how the master does it step by step.
Before you lies everything you need for creativity. I suggest you try on an album sheet first draw a daisy flower step by step.
1. Acrylic paints for painting using the double stroke technique, they are spread on the palette. Apply a large drop of each color to it. For work we need white, yellow, blue and green colors.
2. Dip a flat small brush with one end into green and the other end into yellow paint. We go over the palette several times. Now, in the places where you marked the daisies, pointwise, holding the brush vertically, write the centers of the daisies.
3. Now take another brush, a little wider, and dip one side into white, the other into blue paint. We go over the palette several times and apply strokes to the surface around the center of the chamomile.
4. First with a cross, then fill the entire chamomile with petals in a circle. This is how we paint all the flowers.
5. Draw leaves. Yellow and green color. Where we want thickening, we turn the brush with the wide part. Where narrowing is necessary, we turn the brush narrower and narrower until we move the end along the surface.
6. We draw the branches with their ends. This is how we paint all the leaves and stems. Now let’s draw daisies on the cup itself.
Well, we got such wonderful daisies! I hope that the One Stroke technique has interested you.
Reflection of the master class
In Rus', they tied ribbons on birch trees to have good luck in business and profit. I suggest you take the ribbons and attach them to the handle of the cup.
- Red color - everything worked out, very interesting.
- Yellow- succeeded, but the method is not new.
- Green- boring, not interesting material.
I thank all participants of the master class! And I want to say: A person can have many different moods, but he has one soul, and he subtly puts this soul into all his creativity. I wish each of you to always be in a good mood, create and charge those around you with your tireless energy and skill.
The result of everyday work-
The delight of a magical flight!
All this is a wonderful phenomenon-
An activity born of inspiration!
It was a pleasure to work with you. Thank you for your attention and cooperation!
Consultation for educators
“Non-traditional drawing techniques in kindergarten and their role in the development of preschool children”
Savenko Maria Sergeevna
Childhood is a very important period in the life of children. It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world around him with joy and surprise. The more diverse children's activities are, the more successful the child's diversified development is, his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work with children is visual activity, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created. This needs to be taught step by step, from simple to complex. And this mission is entrusted to the educator who has life experience and special knowledge.
Visual arts bring a lot of joy to children. The need for drawing is inherent in them at the genetic level: by copying the world around them, they study it. Initially, all children's art does not come down to what to draw and on what, but modern children have more than enough fantasy and imagination. The teacher’s task is to teach children to use non-traditional methods of depiction.
The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and methods of application. Children are taught to draw not only with paints, pencils, felt-tip pens, but also with tinted soap foam, a candle, and are shown how to use glue for drawing, etc. Children get acquainted with different methods of coloring paper, including colored paste, the method of spraying paint, and learn that they can draw not only on paper, but also on special glass. They try to draw with their palm, fingers, fist, edge of the palm, and create images using improvised means (threads, ropes, hollow tubes) and natural materials (tree leaves). In classes using non-traditional imaging techniques, preschoolers are given the opportunity. By direct contact of fingers with paint, children learn its properties (thickness, hardness, viscosity), and by adding different amounts of water to watercolors, they get different shades of color. Thus, tactile sensitivity and color discrimination develop. Everything unusual attracts the attention of children and makes them wonder. Children develop a taste for learning new things, research, and experimentation. Children begin to ask questions to the teacher and each other, their vocabulary is enriched and activated. As you know, children often copy the model offered to them. Non-traditional image techniques allow you to avoid this, since the teacher, instead of finished sample demonstrates only a method of working with non-traditional materials and tools. This gives impetus to development
imagination, creativity, manifestation of independence, initiative, expression of individuality. By using and combining different methods of depiction in one drawing, preschoolers learn to think and independently decide which technique to use to make this or that image more expressive. Then they analyze the result, compare their works, learn to express their own opinions, and they have a desire to make their drawing more interesting and different from others next time. Non-traditional image techniques require compliance with the sequence of actions performed. Thus, children learn to plan the drawing process. Working with non-traditional drawing techniques stimulates positive motivation in the child, evokes a joyful mood, and removes fear of the drawing process. Many types of non-traditional drawing help to increase the level of development of hand-eye coordination (for example, drawing on glass, painting fabric, drawing with chalk on velvet paper, etc.). Correction of fine motor skills of the fingers is facilitated, for example, by such an unconventional imaging technique as drawing on paste with your hands. This and other techniques require accuracy and speed of movement (you need to perform the next action before the paint has dried), the ability to correctly determine the force of pressure on a material or tool (so that the paper does not tear, the crayon does not break), patience, accuracy, attention (otherwise the result can be and not reach). Drawing using non-traditional image techniques does not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional techniques allow the teacher to take an individual approach to children, taking into account their desires and interests. Drawing with several hands, as a collective form of creativity, brings children together. They develop communication skills and develop emotionally warm relationships with peers. Children easily learn moral standards and rules of behavior.
Thus, the use of non-traditional image techniques contributes to the intellectual development of the child, correction of mental processes and the personal sphere of preschoolers.
With younger children Preschool age children are recommended to use:
Finger painting;
Imprint with stamps made of potatoes, carrots, polystyrene foam;
Drawing with palms.
Secondary children Preschoolers can be introduced to more complex techniques:
Poking with a hard, semi-dry brush.
Foam rubber printing;
Printing with corks;
Wax crayons + gouache
Candle + watercolor;
Leaf prints;
Palm drawings;
Drawing with cotton swabs;
Magic ropes;
Subject monotype
In senior At preschool age, children can master even more difficult methods and techniques:
Drawing with salt, sand, semolina;
Drawing with soap bubbles;
Drawing with crumpled paper;
Blotography with a tube;
Landscape monotype;
Screen printing;
Blotography is ordinary;
Plasticineography
Scratch.
Plays an important role in the development of a childdeveloping creative environment,which should stimulate the child to be active.
When organizing a subject-developing creative environment in visual activities, it is necessary to take into account the needs of children. And their need is for them to be able to freely, independently and easily use traditional and non-traditional visual materials in a group; it is also necessary to take into account individual characteristics, the level of knowledge, skills and abilities in drawing, and the age of preschoolers.
Tasks creativity corner: developing children's interest and desire to engage in visual arts; consolidation of skills in drawing, modeling, appliqué; expanding ideas about color, properties and qualities various materials; development of finger motor skills, creative imagination, creative imagination.
Having acquired appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy the work and freely move on to mastering more and more new techniques in drawing.
There lives an artist and poet in each of us, but we don’t even know about it, or rather, we have forgotten. Remember the parable of the “buried talents”. But indeed, many “bury” their talent in the ground, unable to reveal themselves. This is how “undiscovered talents” walk the streets and live everyday lives. It’s just that no one paid attention to the inclinations and abilities in childhood. You need to remember a simple rule - there are no untalented children, there are undiscovered children. And we, adults, must help reveal these talents!
As V.A. said Sukhomlinsky: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”
Preview:
Unconventional drawing techniques as a way
development of fine motor skills in preschool children.
Prepared by a middle group teacher
Savenko Maria Sergeevna
Artistic creativity is one of the most interesting and exciting activities for preschool children. In the process of productive activity, interest in various types of art in general is cultivated. Drawing, modeling, and design activities are some of the greatest pleasures for a child. They bring children a lot of joy. When drawing, a child reflects not only what he sees around him, but also shows his own imagination. We must not forget that positive emotions form the basis of children's mental health and well-being. And since visual activity is a source good mood, the child’s interest in creativity should be supported and developed. In visual activity there is intensive cognitive development.
How much amazing, extraordinary can it carry? children's drawing. A. Sukhomlinsky wrote: “The origins of children’s abilities and talents are at their fingertips.” This means that the more a child can, wants and strives to do with his hands, the smarter and more inventive he is. After all, at your fingertips there is an inexhaustible “source” of creative thought that “feeds” the child’s brain. The degree of development of hand motor skills determines the level of preparation of a preschooler’s hand for writing, and therefore the degree of academic success of the child in elementary school.
Preschool childhood is a very short period in a person’s life, only the first seven years. But they are of great importance. During this period, development is more rapid and rapid than ever. The fine motor skills of the child’s hand are especially improved. The movement of fingers and hands has a special, developing effect. Based on the extensive experience of teachers and scientists working with children, a pattern can be noted: if the development of finger movements corresponds to age, then speech development is within normal limits; if the development of finger movements lags behind, then speech development is delayed.
In recent years there have been many methodological literature on development children's creativity and teaching children drawing techniques, however, children’s mastery of drawing techniques remains relevant. Children with poorly developed manual motor skills awkwardly hold a spoon or pencil, cannot fasten buttons, or lace up shoes. It can be difficult for them to collect scattered parts of the construction set, work with puzzles, counting sticks, and mosaics. Over time, hand movements turn out to be insufficient for mastering writing, resulting in school difficulties. That is why it is important for both specialists and parents to monitor the level of development of gross and fine motor skills.
Drawing with pencils and paints requires a preschooler to high level possession of equipment, developed skills, knowledge of work techniques. However, despite the efforts, the drawing may turn out to be unattractive; this is where unconventional drawing techniques come to the rescue. The lack of development of graphic skills and abilities prevents children from expressing their plans in drawings, adequately depicting objects of the objective world, and complicates the development of cognition and aesthetic perception. This leads to monotony in the ways of depicting objects, the presence of “learned” images (templates), which are repeated from drawing to drawing with minor changes and additions. Non-traditional technology does not allow copying a sample, which gives an even greater impetus to the development of imagination, creativity, independence, initiative, and the manifestation of individuality. The child gets the opportunity to reflect his impressions of the world around him, convey images of his imagination, translating them into real forms using a variety of materials.
Target this direction: comprehensive development of fine motor skills in preschool children using non-traditional drawing techniques.
Tasks of artistic and creative development of children:
Develop grapho-motor skills so that the brush acquires good mobility, flexibility, stiffness of movements disappears, the pressure on the pencil and brush changes - for the best mastery of writing skills;
Develop memory, attention, creative imagination, thinking, speech, eye, cognitive interest;
To develop children’s interest in visual arts in classes and in independent activities;
To make children want to share their impressions of the results obtained, to tell and explain;
Organization educational activities in artistic creativity using non-traditional drawing techniques contributes to the development of:
fine motor skills of the fingers, which has a positive effect on the development of the speech zone of the cerebral cortex;
visual skills and abilities, observation, aesthetic perception, emotional responsiveness;
mental processes (imagination, perception, attention, visual memory, thinking);
tactile sensuality (through direct contact of fingers with various means of artistic activity, children learn their properties, possibilities of application, etc.);
spatial orientation on a sheet of paper, eye and visual perception;
orientation and research activities of preschoolers - the child is given the opportunity to experiment (mixing paint with soap foam, paste, applying gouache or watercolors to natural materials, etc.);
In the process of this activity, the preschooler develops control and self-control skills.
And although it is too early to draw conclusions, I would like to note that the use of non-traditional materials and techniques contributes to the development of a child’s not only fine motor skills and tactile perception, but also spatial orientation on a sheet of paper, eye and visual perception, attention and perseverance, visual skills and abilities , observation, aesthetic perception, emotional responsiveness, help teach you to think boldly and freely.
I would like to end my consultation with the words of M. Shklyarova: “Unconventional drawing techniques will help children feel free, help them liberate themselves, see and convey on paper what is much more difficult to do using conventional methods. And most importantly, non-traditional drawing techniques give the child the opportunity to be surprised and enjoy the world.”
CONSULTATION:
"Non-traditional drawing techniques and their role in the development of preschool children"
Educator:
Pokhlebalova N.A.
2015
Yaroslavl
Non-traditional drawing techniques and their role in the development of preschool children"
“Art lies in finding the ordinary in the extraordinary and the ordinary in the extraordinary.” Denis Diderot
Preschool age is the period when visual activity can become, and most often is, a sustainable hobby not only for “especially” gifted children, but for all children. Communication with art brings great pleasure in the life of preschoolers.
All children love to draw when they are good at it. Drawing with pencils and brushes requires a high level of mastery of drawing techniques, developed skills and knowledge, and working techniques. Very often, the lack of this knowledge and skills quickly turns a child away from drawing, because as a result of his efforts, the drawing turns out to be incorrect, it does not correspond to the child’s desire to get an image that is close to his plan or the real object that he was trying to depict.
Observations of the effectiveness of drawing in kindergarten lead to the conclusion about the need to use non-traditional techniques that will create a situation of success for pupils and form a stable motivation to draw.
Dear educators, what do you think the word unconventional can mean?(teachers' answers) Unconventional - not based on tradition. Occurring not due to established tradition, not arranged according to established custom. Characterized by originality. Not sticking to traditions.
Find synonyms for the word “unconventional”(teachers' answers) Words - synonyms: individually, on new way, extraordinary, unique, non-standard, non-trivial, original, in a new way, in its own way, original, independently, peculiarly, peculiarly.
What is meant by the phrase “unconventional drawing”?(teachers' answers)
Unconventional drawing is the art of depicting without being based on tradition.
Drawing in unconventional ways is a fun, mesmerizing activity that surprises and delights children.
Goals of non-traditional visual activity:
1.Develop artistic creativity, imagination, fantasy of preschoolers. To form individual, intellectual creative abilities through the use of non-traditional techniques and materials in visual arts;
2. Develop the ability to independently create, apply, and use various non-traditional materials and non-traditional techniques in artistic creativity.
Tasks:
1. To instill and maintain interest in non-traditional drawing techniques: to create a subject-developing environment for artistic creativity;
2.Continue to introduce preschoolers to non-traditional drawing techniques; find non-standard (creative) ways of depicting objects and phenomena;
3.Develop visual skills, systematize acquired knowledge;
4.Develop technical artistic skills and skills according to the principle: from simple to complex (transition from simple unconventional ways images to more complex ones);
5.Continue to develop a sense of color, shape, composition, spatial imagination, artistic and aesthetic taste;
6. Expand the idea of beauty through observing nature, looking at beautiful interior items, reproductions of artists, illustrations in books, albums, listening to classical music, visiting beautiful and cultural places in the city: art salons, exhibitions.
7.To unite the children's team through joint creativity.
8. Develop a desire to experiment, showing vivid cognitive feelings: surprise, doubt, joy from learning new things.
9.To consolidate and enrich children’s knowledge about different types of artistic creativity;
10. Foster hard work and the desire to achieve success through your own work.
11. Cultivate attention, accuracy, determination, creative self-realization.
When organizing the educational process, the educational area “Artistic Creativity” is most effectively integrated with the following educational areas:
. “Communication” - the development of free communication with adults and children about the process and results of productive activity, the practical mastery of speech norms by students;
. “Cognition” - sensory development, the formation of a holistic picture of the world, broadening one’s horizons in a series of fine arts, creativity, the formation of elementary mathematical concepts;
. "Reading fiction" - usage works of art to enrich the content of the field, development of children's creativity, introduction to various types of art, development artistic perception And artistic taste;
. « Physical culture» - development of fine and gross motor skills, use of artistic and creative cycle of physical education minutes, motor tasks in educational activities, formation correct posture;
. "Music" - use musical works to enrich the content of the field, develop children's creativity, introduce them to various types of art;
. “Labor” - the formation of labor skills, the cultivation of diligence, the cultivation of a value-based attitude towards one’s own work, the work of other people and its results. Developing the ability to cook and clean your own workplace, treat manuals and materials with care, clean up after games and educational activities;
. “Safety” - the formation of the foundations for the safety of one’s own life in various types productive activity;
. “Health” - color therapy, the formation of initial ideas about healthy way life when depicting health topics. The use of the artistic and creative cycle of eye gymnastics in educational activities, finger games, hand self-massage techniques;
. “Socialization” - the formation of gender, family affiliation, patriotic feelings, feelings of belonging to the world community, the implementation of partnership interaction “adult - child”.
Unusual materials and original techniques attract children because the word “No” is not present here, you can draw what you want and how you want, and you can even come up with your own unusual technique. Children feel unforgettable, positive emotions, and by emotions one can judge the child’s mood, what makes him happy, what makes him sad.
Carrying out creative artistic activities using non-traditional techniques:
Helps relieve children's fears;
Develops self-confidence;
Develops spatial thinking;
Develops in children to freely express their ideas;
Encourages children to creative searches and solutions;
Develops children’s ability to act with a variety of materials;
Develops a sense of composition, rhythm, color, a sense of texture and volume;
Develops fine motor skills hands;
Develops creativity, imagination and flight of fancy;
During activities, children receive aesthetic pleasure.
Do you use non-traditional drawing techniques in your work? What unconventional painting techniques do you use? (teachers' answers).
Non-traditional techniques: finger painting, palm painting, drawing with various prints, monotype, scratching, nitcography, drawing with a candle, charcoal, dot painting (pointelism), drawing on fabric, blotography, blowing, etc.
The combination of the basics of traditional drawing techniques and non-traditional techniques of visual activity gives positive results, children receive true satisfaction from artistic activity.
Do your students independently apply the acquired knowledge and skills in non-traditional visual activities? What non-traditional materials and techniques are used? (teachers' answers)
With children junior preschool age it is recommended to use:
Finger painting;
Imprint with stamps made of potatoes, carrots, polystyrene foam;
Drawing with palms.
Children secondary preschool age, you can be introduced to more complex techniques:
Poking with a hard, semi-dry brush.
Foam rubber printing;
Printing with corks;
Wax crayons + gouache
Candle + watercolor;
Leaf prints;
Palm drawings;
Drawing with cotton swabs;
Magic ropes;
Subject monotype
IN senior preschool children can master even more difficult methods and techniques:
Drawing with salt, sand, semolina;
Drawing with soap bubbles;
Drawing with crumpled paper;
Blotography with a tube;
Landscape monotype;
Screen printing;
Blotography is ordinary;
Plasticineography
Scratch.
A developing creative environment plays an important role in the development of a child, which should stimulate the child to be active.
When organizing a subject-developing creative environment in visual activities, it is necessary to take into account the needs of children. And their need is for them to be able to freely, independently and easily use traditional and non-traditional visual materials in a group; it is also necessary to take into account individual characteristics, the level of knowledge, skills and abilities in drawing, and the age of preschoolers.
Objectives of the creativity corner: developing children's interest and desire to engage in visual arts; consolidation of skills in drawing, modeling, appliqué; expanding ideas about the color, properties and qualities of various materials; development of finger motor skills, creative imagination, creative imagination.
What kind of subject-development environment for non-traditional artistic creativity of children has been created in your group? (teachers' answers)
The subject-development environment for visual activities in a kindergarten group should contain:
Beauty corner:
Reproductions of paintings, small sculptures, graphic works, books with beautiful illustrations, original works of masters folk arts; children's encyclopedias on visual arts; CDs with a beautiful calm melody, classical music, tape recorder.
Fine Arts Corner:
Coloring books; card index of non-traditional drawing techniques; albums for viewing “Gorodets Toy”, “ Khokhloma painting"etc.; albums with different images of grass, trees, sun, houses, etc., didactic games for the development of creative abilities and imagination;
Gouache, watercolor paints, wax crayons, pastel crayons, wax crayons, felt-tip pens, markers of different thicknesses, colored pencils, graphite pencils, a set of ballpoint pens, cotton wool, cotton swabs, foam sponges, pokes, charcoal, sanguine, candles, cocktail straws, prints different forms, threads, dry leaves, etc.; clay, plasticine, dough, materials for decoration; paper of various textures and sizes, cardboard, PVA glue;
Tools: nylon brushes or with natural bristles from No. 2 to No. 10 (depending on age and tasks in drawing) and bristles No. 7, 8, scissors, palettes, modeling boards, signets, roller, sticks, stamps, foam rubber, stencils by topic; a panel for an exhibition of children's works, a magnetic board, easels; oilcloth tablecloths, double jars, stands for cysts.
Thus, the artistic subject-development environment should ensure the principle of accessibility and the most comfortable state for preschoolers in the group.
Do you provide freedom of choice of visual materials in artistic activities? (Answers from teachers)
In artistic creativity activities, it is necessary to provide children with freedom to choose visual materials. Must be used different materials: paints, colored pencils, crayons. This gives the child the opportunity to choose artistic material at will, independence in work, cognitive and experimental activity, and creativity develop.
Completed works must be displayed on the board or laid out on a table or carpet at the end of the lesson. Analysis of artistic activity is important for the development of children's creativity, primarily because children see the results of their activities and learn to solve artistic problems. Children love to look at their works and talk about them. The teacher must support and develop this activity. Analysis of work must be associated with visual task. It is not the child himself who is assessed, but his drawing.
To interest children, the teacher can invite them to show their favorite works and tell them why they like them. In another case, the teacher turns to the author himself so that he explains why he chose this form; in the third, he invites each performer to evaluate his work. The whole group sums it up.
Success in developing interest in non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children and develop their knowledge, skills and abilities in visual arts. It is important that before showing children a certain non-traditional technique, the teacher must study all the intricacies of this technique and its methodology. The result will depend on the correctly selected material, equipment, and the availability of an explanation of the sequence of actions. The teacher needs to select and study literature on non-traditional drawing, select the material taking into account the hygiene and safety of the material, plan taking into account the age of the children, their individual characteristics and drawing skills, be creative personality, love to draw.
Methods that must be used in visual arts:
Information receptive; reproductive; research; heuristic; problematic presentation of the material.
The information-receptive method includes the following techniques: examination; observation; excursion; conversations; listening to music; reading fiction; teacher demonstration.
The reproductive method is a method aimed at consolidating the knowledge and skills of children. In other words, this is mastery of drawing techniques. Drawing technique is the language of the artist; not mastering the drawing technique means not being able to convey one’s impressions and sensations in a drawing. This method of exercises brings visual skills to automatism.
The heuristic method is aimed at independence in drawing, manifestation of creativity, imagination in artistic activity;
Research method aimed at children's development cognitive activity and the ability to experiment with art material and technicians in fine arts;
The method of problematic presentation of material is to find solutions to a problem situation or question. The teacher creates this problematic situation for the children.
The development of artistic activity using non-traditional drawing techniques occurs in stages:
From drawing individual objects to drawing plot episodes and further to plot drawing;
From the use of the simplest types of non-traditional image techniques to complex ones;
From the use of ready-made equipment, materials to applications that must be manufactured ourselves;
From using the imitation method to independently implementing the plan;
From the use of one type of technique in a drawing to the use of several non-traditional image techniques;
From individual work to the collective depiction of objects and subjects in non-traditional drawing techniques.
The creative process is a real miracle. Each of the unconventional techniques is a small game. Their use allows children to feel freer, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression. Children reveal their unique abilities, experience the joy that creation gives them. Here they begin to feel the benefits of creativity and believe that mistakes are just steps towards achieving a goal, and not an obstacle, both in creativity and in all aspects of their lives. It is better to instill in children: “In creativity there is no wrong way, there is only your own way.”
In many ways, the result of a child’s work depends on his interest, so it is important to intensify the preschooler’s attention and encourage him to engage in artistic activities with the help of additional incentives. Such incentives could be:
Game (didactic, experimental game, creative), which is the main activity of children and motivates them.
Games to develop artistic imagination: “What does it look like”, “Unspell the picture”, “Continue the drawing”, “ Magic pictures"", "Complete the drawing", "What do our palms look like", "Magic blots", "Magic thread", "What did the music tell about", "Non-existent animal or plant", "Colored fairy tales", "Draw the mood", "Squiggles" ", "Continue the drawing", "Imagine", "Dot, dot."
· a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip;
· asking for help, because children will never refuse to help, it is important for them to feel important;
· creating a problematic situation;
· musical accompaniment, reading literary words, etc.
· emotional explanation to children of ways of working with non-traditional materials and showing different techniques of non-traditional depiction.
Do you experience difficulties in using non-traditional techniques in drawing in class? What problems arise?
Difficulties when using non-traditional drawing techniques may include:
In planning and building a system of classes, taking into account the age and individual characteristics of children;
In the selection of equipment and materials;
In the application of methods and techniques of working with children, based on their individual characteristics;
In developing criteria for monitoring the level of development of children's knowledge, skills and abilities.
Non-traditional drawing is closely connected with the development of visual-effective and visual-figurative thinking, as well as with the development of skills of analysis, synthesis, juxtaposition, comparison, generalization. While working on a drawing, preschoolers learn to highlight features, qualities, external properties of objects, main and secondary details, correctly establish and relate one part of an object to another, convey proportions, compare the size of parts, compare their drawing with nature, with the work of their peers.
In the process of drawing, children learn to reason and draw conclusions. They are enriched vocabulary. When drawing from life, children develop attention; when drawing from imagination, children develop memory.
In artistic activities using non-traditional techniques, children develop approximately - research activities, imagination, memory, aesthetic taste, cognitive abilities, independence. The child uses color as a means of conveying mood, experiments (mixes paint with soap foam, applies gouache to the depicted object with colored crayons). By direct contact of fingers with paint, children learn its properties: thickness, hardness, viscosity. In the picture fairy tale images the ability to convey signs of unusualness and fabulousness appears.
Working with non-traditional image techniques stimulates positive motivation for drawing activities, evokes a joyful mood in children, relieves fear of paint, and the fear of not being able to cope with the drawing process. Many types of non-traditional drawing help to increase the level of development of visual-motor coordination. For example, drawing on glass, painting fabric, drawing with chalk on velvet paper.
These techniques do not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. The use of non-traditional imaging techniques promotes cognitive activity, correction of mental processes and the personal sphere of preschool children in general.
Many types of non-traditional drawing help to increase the level of development of visual-motor coordination. If an overly active child needs a large space to develop his activities, if his attention is scattered and extremely unstable, then in the process of unconventional drawing the zone of his activity narrows and the amplitude of movements decreases. Large and imprecise hand movements gradually become more subtle and precise. Non-traditional image techniques contribute to the development of cognitive activity, correction of mental processes and the personal sphere of preschool children in general. Artistic creativity is very important when preparing a child for schooling, thanks to drawing activities, children learn to maintain a certain position of the body, arms, tilt of a pencil, brush, adjust the scope, pace, pressure, fit within a certain time, evaluate the work, and bring what they started to the end. By participating in creative process, children show interest in the natural world, the harmony of colors and shapes. This allows them to look at their surroundings in a special way and instill a love for all living things.
In your work you need to use such forms of organization as: targeted walks, photo exhibitions, drawing exhibitions, competitions, entertainment.
The knowledge that children acquire is formed into a system. They learn to notice the changes that arise in fine art from the use of non-standard materials in the process of work. By acquiring appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy the work and seamlessly move on to mastering more and more new techniques in drawing.
Good luck in developing the creative abilities of your students!