Organization of extracurricular activities in fine arts. Fine arts in child development Exercise: “Listen and draw”

Program Compiler:

Art teacher

Uskova E. B.

Vladimir, 2013

Explanatory note.

Program focus “By the Steps of Creativity” is a program of artistic and creative orientation, it assumes a circle level of mastering knowledge and practical skills, in terms of functional purpose it is educational and cognitive, in terms of implementation time it is 1 year of study.

Novelty of the program is that in the learning process students gain knowledge about the laws of the structure of form, about linear and aerial perspective, color science, composition, decorative stylization of forms, the rules of sculpting, drawing, appliqué, as well as about the most outstanding masters of fine art, the beauty of nature and human feelings.

Relevance of the program is due to the fact that there is a convergence of the content of the program with the requirements of life. Currently, there is a need for new approaches to teaching aesthetic arts that can solve modern problems of creative perception and personality development as a whole.

In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world contributes to the cultivation of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, fosters determination, perseverance, a sense of mutual assistance, and provides the opportunity for creative self-realization of the individual.

Fine arts classes are an effective means of introducing children to learning folk traditions. Pupils demonstrate their knowledge, skills and abilities to their peers by exhibiting their work.

Pedagogical feasibility program is explained by the formation of high intelligence and spirituality through mastery. Whole line special tasks for observation, comparison, conjecture, and fantasy serve to achieve this. The program is aimed at introducing children to creativity through work and art.

The main goal of the program:

Introduction to art through visual creativity, development of aesthetic responsiveness, formation of a creative and constructive personality, social and professional self-determination.

The set goal is revealed in the trinity of the following tasks:

• educational – the formation of an emotional and value-based attitude to the surrounding world through artistic creativity, the perception of the spiritual experience of humanity - as the basis for acquiring personal experience and self-creation;
• artistic and creative – development of creative abilities, fantasy and imagination, imaginative thinking, using the play of color and texture, non-standard techniques and solutions in the implementation of creative ideas;
• technical – mastering practical techniques and skills in fine arts (drawing, painting and composition).

In general, classes in the circle contribute to the versatile and harmonious development of the child’s personality, the development of creative abilities, the solution of labor, moral and aesthetic education.

Age of students participating in the implementation of this educational program are students of grades 5-9.

Principle of program construction:

The classes provide activities that create conditions for the creative development of students at various age stages and take into account a differentiated approach, depending on the degree of giftedness and age of the students:

Group I – 5-7 grades,

Group II – 8-9 grades.

The main didactic principles of the program: accessibility and clarity, consistency and systematicity of training and education, taking into account the age and individual characteristics of children. For example, in the first group children perform creative tasks, in the second group they do the same, but at a more complex creative and technical level, honing their skills and correcting mistakes. While studying according to the program, children go from simple to complex, taking into account the return to the material covered at a new, more complex creative level.

Distinctive features of this educational program from those already existing in this area is that the program is focused on the use of a wide range of different additional material in fine arts.

The program provides that each lesson is aimed at mastering the basics of fine art, at introducing students to active cognitive and creative work. The process of teaching fine arts is built on the unity of active and exciting methods and techniques of educational work, in which, in the process of assimilation of knowledge, laws and rules of fine arts, students develop creative principles.

The educational process has a number of advantages:

• leisure activities;
• training is organized on a voluntary basis by all parties (students, parents, teachers);
• Students are given the opportunity to satisfy their interests and combine various areas and forms of study.

Forms of classes

One of the main conditions for the success of learning and the development of students’ creativity is an individual approach to each child. The principle of training and education in a team is also important. It involves a combination of collective, group, and individual forms of organization in the classroom. Collective tasks are introduced into the program with the aim of creating communication experience and a sense of teamwork. The results of students’ collective artistic work are used in the design of classrooms, events, and corridors. In addition, artistic works completed in class are used as gifts for family, friends, war and labor veterans. The social status of the results of schoolchildren’s artistic activities is of great importance in the educational process.

Methods

For the qualitative development of creative activity of young artists, the program provides:

• · Providing the student with freedom in choosing activities, in choosing methods of work, in choosing topics.
• · A system of increasingly complex tasks with different options complexity allows all students to master the techniques of creative work.
• · Each task includes a performing and creative component.
• · Creating a fun, but not entertaining, class atmosphere. Along with elements of creativity, labor effort is required.
• · Creating a situation of success, a feeling of satisfaction from the process of activity.
• · Objects of students' creativity have significance for themselves and for society.

Students are given the opportunity to choose artistic form, artistic means of expression. They gain experience in artistic activities in graphics and painting. In any case, you need a “golden mean”. If you develop only a child’s imagination or teach him only to copy, without connecting these tasks with competent performance of work, it means, in the end, that the student will be driven into a dead end. Therefore, the rules of drawing are traditionally combined with elements of fantasy.

Theoretical knowledge in all sections of the program is given in the very first lessons, and then reinforced in practical work.

Practical classes and the development of artistic perception are presented in the program in their substantive unity. Methods such as reproductive(reproducing); illustrative(the explanation is accompanied by a demonstration of visual material); problem(the teacher poses a problem and, together with the children, looks for ways to solve it); heuristic(the problem is formulated by the children, and they propose ways to solve it).

Among the methods are such as conversation, explanation, lecture, game, competitions, exhibitions, holidays, experiments, as well as group, combined, purely practical classes. Some classes take place in the form independent work(Staging still lifes, plein airs), where independent creativity is stimulated. Independent work also includes final work based on the results of each block, half-year and year. At the beginning of each lesson, several minutes are devoted to theoretical conversation, the lesson ends with viewing of works and their discussion.

During the training period, the material gradually becomes more complex. Methodology classes and master classes are widely used, when the teacher, together with the students, performs painting work, consistently commenting on all stages of its implementation, asking leading and control questions as the work progresses, finding student mistakes and suggesting ways to correct them. Visualization is the most direct path to learning in any field, and especially in the visual arts.

Expected results of mastering the program:

The main result of the program is the creation by each student of his own original product, and the main criterion for assessing a student is not so much his talent as his ability to work, the ability to persistently achieve the desired result, because every child can master all the secrets of fine art.

Thematic plan

"Fairy Land of Drawing"

for grades 5-7

	Lesson topic		Number of hours
	Drawing autumn landscape"Nature of the Native Land"	Consider reproductions of paintings by artists on an autumn theme. Pay attention to the composition of the landscape, to the autumn color. Learn to draw different states autumn nature; different species of trees and shrubs.
	Drawing animals (charcoal)	Look at the illustrations of animals. Pay attention to their structure, proportions, characteristic features, coloring. Learn to draw animals in different ways, convey their habitat; use different ways coal work. (strokes, shading)
	Drawing animals (gouache)
	Drawing the composition “Wintering Birds”	Look at illustrations of different breeds of birds. Pay attention to their structure, proportions, characteristic features, coloring. Learn to draw different breeds of birds, depict their habitat; use different ways of working with paints.
	Drawing a winter landscape	Consider reproductions of works by artists of winter landscapes. Pay attention to the composition of the landscape, to the winter color. Learn to draw different types of trees in winter, convey winter flavor using cool colors; use different ways of working with paints.
		Consider reproductions of works by artists who paint winter, a winter tale, New Year cards. Discuss the composition and plot of the theme. Learn to draw fairy-tale characters, convey the fairytale atmosphere of the composition. Use mixed media (watercolor, gouache, felt-tip pens, pencils).
		Consider New Year's cards. Discuss the design composition and plot of the poster, draw fairy-tale characters, and make a festive inscription. Use mixed media (watercolor, gouache, felt-tip pens, pencils).
	Decorative work from strips of paper	Consider the patterns, make a pattern in any of the geometric shapes. Learn to perform decorative work from narrow strips of paper; stick the strip on the edge.
	Making carnival masks from paper and painting them	Get acquainted with the origin and production of masks, with the rules of their decoration. Learn to make New Year's masks from paper and decorate them with feathers, beads, tinsel, etc.
	Drawing animals using graphic techniques.	Look at the illustrations of animals. Pay attention to their structure, proportions, and characteristic features. Learn to draw animals in different ways, convey their habitat; use expressive graphics.
	Drawing a portrait	Learn to draw a portrait from memory, observing the proportions of a person’s figure, conveying characteristic facial features, hair color, favorite outfit.
	Drawing flowers	Look at postcards and reproductions of works by artists who painted flowers. Pay attention to their structure, shape, color. Learn to draw and paint flowers in different ways.
	Drawing of animals “Fauna of the Vladimir region”	Look at the illustrations of animals. Pay attention to their structure, proportions, characteristic features, coloring. Learn to draw animals in different ways, convey their habitat; use different ways of working with paints.
	Drawing a human figure	Consider reproductions of paintings by artists who paint full-length portraits of a person; table diagram of the proportions of the human figure. Learn to draw a full-length human figure in compliance with proportions
	Drawing "My friend".	Learn to draw people, observing the proportions of the human figure; convey a portrait likeness of your friend. Use expressive means of painting.
	Drawing the composition “The Land of the Rising Sun - Japan”	View reproductions of Japanese art. Learn to draw the figure of a person in Japanese clothes, convey the person’s surroundings in Japanese style
	Drawing the composition “China”	View reproductions of Chinese art. Learn to draw the figure of a man in Chinese clothes, convey the environment of a person in Chinese style
	Total hours

KNOWLEDGE AND SKILLS

Thematic plan

works of the fine arts group

"World of Drawings"

for 8 - 9 grades

	Lesson topic	Number of hours
	Drawing an autumn landscape.
	Drawing an autumn still life
	Drawing animals (charcoal)
	Drawing animals (gouache)
	Drawing wintering birds
	Drawing a winter landscape
	Drawing the composition “New Year's fantasies”
	Drawing New Year's poster
	Drawing a New Year's still life
	Drawing animals (gouache)
	Portrait
	Drawing flowers
	Drawing animals from hot countries
	Drawing a spring landscape
	Drawing a poster "Victory Day"
	Art of Japan
	Chinese art
	Total hours

KNOWLEDGE AND SKILLS

By the end of the course, students should know:

— the main stages in the development of Russian and foreign fine arts, national traditions in fine and decorative arts, art and cultural monuments of their region;

— a system of theoretical foundations of fine art (laws and patterns of the constructive structure of form, perspective, light and shade, color science, composition).

— the sequence of work on any type of artistic and creative activity - drawing, painting, thematic or decorative composition;

— a system of leading theoretical concepts in visual literacy (perspective, structural structure, chiaroscuro, color science, composition). Students should be able to:

- carry out your own analysis works of art, highlighting the ideological content and features figurative language, connection of the theme of the artist’s work with musical and literary works;

- independently perform various educational creative drawings and artistic crafts, using the basics of visual literacy and achieving artistic and figurative expressiveness;
- use various means when making drawings artistic expression: original composition and color scheme, contrasts, light and shade, techniques for working with pencil, watercolor, etc.;

- determine the degree of coldness and warmth of shades of various colors, color, convey in drawings different times of the year and day and express your impressions of observing a sunset, sunrise, bright spring greenery, a gust of wind and other states of nature;

— in a thematic composition, consciously apply the laws of observational perspective (choose a high and low horizon), format and artistic materials that are most suitable for realizing the idea.

- use visual knowledge, skills and abilities in other academic subjects.

IN MIDDLE SCHOOL

To carry out all educational tasks in fine arts classes, the school curriculum (1), as we have already said, provides for four types of classes: drawing from life, decorative drawing, drawing on themes, conversations about art.

Fine arts classes are offered from first to sixth grade. 213 teaching hours are allocated for the entire course of study. Of these, 98 hours are allocated for drawing from life, 39 hours for decorative drawing, 55 hours for thematic drawing and 21 hours for art discussions. By year of study, class hours are distributed as follows:

Types of activities	Number of hours in each class
I	II	III	IV	V	VI
Drawing from life	10	12	21	19	18	18
Decorative drawing	10	9	5	5	5	5
.Drawing on themes	16	15	6	6	6	6
Conversations about art	-	-	4	5	6	6
Total:	36	36	36	35	35	35

Let's look at each type of activity.

DRAWING FROM LIFE

From the above figures it is clear that greatest number Hours are devoted to drawing from life. This is not provided by the program by chance. Drawing from life is a method of visual learning and gives excellent results not only in teaching drawing, but also in the overall development of the child. Drawing from life teaches you to think and purposefully make observations, awakening

" See: Eight-year school programs. Art. M., 1980.

shows interest in analyzing nature and thereby prepares the student for further educational work.

When teaching drawing, the teacher must keep in mind that the purpose of studying the form of an object is not only to become familiar with its external form, but also to become familiar with the concepts expressed by this form, which is extremely necessary for mastering other academic subjects: mathematics, physics, etc.

The process of cognition of objective reality largely depends on the degree of development of the visual apparatus, on a person’s ability to analyze and synthesize the visual impressions received. Drawing from life has great opportunities for developing this ability.

No matter how small the task set by the teacher for the child in a drawing lesson, its solution is impossible without significant activation of his mental activity. In educational drawing, the process of cognition of nature is not simple contemplation, but a transition from single and incomplete concepts about an object to a complete and generalized idea of ​​it. When drawing from life, the student carefully examines the nature, tries to note its characteristic features, and understand the structure of the object. When drawing from life, concepts, judgments and conclusions about an object become more and more specific and clear, because the nature in front of the eyes is accessible to vision, touch, measurement and comparison.

For example, a student, while drawing a plaster ornament, sees a dark spot on the convex shape of the object - it seems to him that there is a depression there. However, when he approaches the object and touches the shape with his finger, he becomes convinced that there is not a depression there, but a bulge. Therefore, in the elementary grades, it is advisable to organize fine arts classes in two directions - the study of form through vision (drawing from life) and through touch (modeling). This method of studying form produces excellent results, and we know that many artists have often used it. Thus, I. E. Repin wrote in his memoirs about Kramskoy that, while working on the image of Christ, Kramskoy, wanting to more clearly imagine the expressiveness of the plastic shape of the head, was forced to sculpt it from clay: “He took off the wet covers on the machine, and I saw the same dejected head of Christ, sculpted from gray clay... I have never seen a newly sculpted sculpture and did not imagine that it was possible to sculpt so wonderfully from gray clay to achieve easier relief and light and shade.”

Another example: when drawing a geometric body in perspective, it seems to the student that the height and width of the object are the same. However, having measured them, he is convinced that the size of the sides is different. Or this example. Children in the first grade, drawing a poplar leaf from life, often do not grasp the nature of the form well; when for comparison they are still

They call a leaf of birch, lilac, linden, they quickly begin to notice the characteristic features of the shape of a poplar leaf.

Not a single academic subject provides students with such active attention to the subject, to the analysis of its structure, as drawing from life. It is no coincidence that the great Italian artist Michelangelo Buonarroti said: “Drawing, which is otherwise called the art of sketching, is the highest point of painting, sculpture, and architecture; drawing is the source and root of all science.”

Taking as a basis that learning to draw from life at school leads to the development of mental abilities, it is necessary in the classroom to accustom children to make a correct judgment about the shape of objects based on scientific data on the phenomena of perspective, shadow theory, color science, and anatomy. It is easy to teach children to carefully examine and analyze the shape of objects. Children often amaze us with their attentive attitude to the small details of nature. They draw the smallest details and details of the subject with special love and accuracy. This gives us the opportunity to easily direct the child’s attention to the most characteristic features of the structure of the shape of an object, teach him to correctly see, understand and depict the shape of an object.

Even the great Italian artists pointed out that drawing from life is the best teaching method. In all treatises on fine arts, drawing from life comes first. This situation is true not only for vocational training, but also for basic drawing instruction in a secondary school. Jean-Jacques Rousseau wrote: “It is extremely useful for children to engage in drawing, not for the art itself, but for acquiring the right eye and a flexible hand. But children should draw not from models, but directly from originals, from nature. What is important here is not so much the acquisition of the ability to draw according to laws and requirements of this art, such as the acquisition of a more accurate eye, a true hand, real relationships to the size and appearance of various objects, a faster understanding of the effects of perspective."

Drawing from life, and especially perspective drawing, is of great importance for the development of spatial thinking and imagination. Already when you become familiar with the elementary rules of perspective, a complex process of spatial thinking occurs. The difficulty of conveying the three-dimensionality of a three-dimensional object when depicted on a flat sheet of paper forces the student to develop spatial thinking and imagination. Any graphic expression of thought is based on the ability to visually represent the depicted objects. The draftsman needs to clearly imagine the design of the object, the relationship of its parts, the nature of the form, and the position of the object in space.

By developing in students the ability for clear figurative ideas, drawing from life also affects the development of memory. In human life, the role of figurative memory is enormous. But the influence of drawing from life is not limited only to figurative memory, it also affects other types of memory: motor, emotional and verbal-logical.

Based on clear ideas about objects and figurative memory, the student also develops the ability to imagine.

While drawing from life, abstract thinking also develops. It is impossible to give a constructive analysis of the shape of an object without resorting to abstract thinking, and in drawing you constantly have to deal with constructive analysis. Moreover, it should be noted that drawing from life, like no other type of studying the shape of an object, makes it possible to develop all aspects of the process of abstract thinking.

Thus, we see that learning to draw contributes to the overall development of a person.

Drawing from life in a secondary school involves not only depicting objects using light and shadow drawing (pencil drawing), but also teaching the elements of painting.

The task of teaching painting includes depicting individual objects, simple still lifes, interiors and landscapes from life. Getting acquainted with the elements of painting, students master the technical techniques of working with colored pencils, watercolors and gouache paints. In the first grades, students draw natural objects (leaves, insects, etc.) in watercolors, without yet using paint mixing. From the third grade, they learn to select colors similar to nature by mixing paints, and also become familiar with the use of colored spacers. In the fourth grade, schoolchildren draw three-dimensional objects (fruits, dishes) in watercolors - first, as in previous grades, on a white background, and at the end of the year - on a light colored one. In the fifth and sixth grades, in drawing from life with watercolors, the main emphasis is on the correct transfer of color relationships in a group of objects and on the transfer of volume. In these classes, students use wet techniques and master the ability to work in watercolors based on the use of techniques of repeated color laying and merging of colors.

When teaching painting, the teacher must keep in mind that children perceive everything around them with a joyful feeling. However, childhood impressions, no matter how immediate they may be, gradually turn into thoughts. The task of the teacher is, without killing this inspired impulse in the child, to methodically skillfully lead him to correct ideas about the world. Therefore, students need to be introduced to the basic

basic principles of color science, teach how to correctly use color and tone to convey your visual impressions of nature (warm, cold tone), convey the play of light and color on objects, without departing from the visual authenticity of what is depicted.

Drawing from life is an excellent means of aesthetically
th education of children. Drawing a landscape, tree, flower from life, studying
the nature of the shape of these objects, the child shows interest in the beauty
there nature, to the richness and diversity of its shapes and colors. He sees
proportional relationship between parts and the whole, captures the rhythm and
harmony of natural forms, color shades. Developing in children
attentiveness, flair, we thereby solve aesthetic problems
th education.

DECORATIVE DRAWING

As we have already said, drawing not only gives students the basics of graphic literacy, but also contributes to the development of creative abilities. Students’ creative abilities are especially effectively developed in decorative drawing lessons.

The drawing program includes tasks on drawing up patterns, designing albums, and decorating rooms. This kind of assignment in a secondary school is not meant to prepare for professional activity, but serve mainly to awaken the creative forces and initiative of students, attracting them to socially useful work.

Decorative drawing aims to familiarize students with the basic principles of decorative and applied art. The decorative design of an object is carried out on the basis of certain rules and laws: adherence to rhythm, symmetry, harmonious combination of colors.

In decorative drawing lessons, children learn to make patterns, learn the laws of composition, continue to master the skills of working with watercolors, gouache, ink, and study the ornamental creativity of Russian and other peoples (Fig. 36-41).

In decorative drawing lessons, students also become familiar with the basics of artistic design. From an art teacher, children learn that the artistic principle is widely included in production and in our everyday life. The growing artistic taste of the people dictates new, higher aesthetic standards for production. Design engineers begin to work in collaboration with artists. New terms have appeared: “industrial aesthetics”, “production

natural aesthetics", "design".

40. Azerbaijani ornament.

41. Kazakh ornament.

Decorative drawing should be closely related to drawing from life. When drawing up patterns, a sketch of the decorative design of a scarf, plate, pillow or towel, you need to show the student how to use the forms of nature: leaves and flowers of various plants, animals, birds - and how to then process these forms (stylize) in your compositions.

An essential point in decorative drawing is the moment of artistry, that is, how much the student will be able to capture the beautiful in nature and use it in his composition. In this regard, showing samples of folk ornaments is of great educational importance. By examining and studying the patterns of any people, the student begins to understand the beauty of the combination of different shapes and colors, the harmonious unity of pattern and color. He admires how the artist achieves extraordinary expressiveness using simple and laconic means. The child begins to develop creative initiative; he wants to try his hand at creating a beautiful pattern using simple shapes. All this teaches children to be creative.

When organizing educational work with children on decorative drawing, we can recommend the following literature: T. Ya. Shpikalova. Folk art in decorative drawing lessons. M., 1979; T. M a v r i -n a. Gorodets painting. L., 1970; I. Ya. Bog Uslavskaya. Russian folk embroidery. M., 1972; B. Koromyslov. Masters. M., 1970; G. Blinov. Bogorodskaya toy and sculpture. M., 1970; T. S. Semenova. Artists of Polkhov Maidan and Krutts. M., 1972; A. M o r a n. History of decorative and applied arts from ancient times to the present day. / Per. from French M., 1982.

The development of creative initiative is the most important task of harmonious education. Creative initiative awakens a person’s thoughts, makes his work spiritual and exciting.

In elementary grades, decorative drawing classes are mainly limited to copying folk patterns. The beginning of the work is to copy from samples and create simple patterns of straight and curved lines. This is followed by a combination of elements of folk patterns according to the compositional scheme given by the teacher (Fig. 42).

Some of the tasks in decorative drawing are given with the expectation of their practical use; make a bookmark with a decorative pattern, a handkerchief, decoration for a homemade box, casket, etc. Such tasks are associated with labor classes. In high school, assignments on artistic design are also given.

The work on decorative drawing is completed with tasks for drawing up sketches of decorative design, graphic works with the introduction of fonts, as well as for the design of the school.

When composing the composition of a pattern or ornament for the decorative design of an object, each student strives to arrange (compose) the image on a plane as beautifully as possible, to color his drawing brighter and more colorfully. All this contributes to the development of artistic taste and aesthetic feelings.

At decorative drawing lessons, the moral character of children is also formed. By influencing the student, his feelings and thoughts, decorative art evokes a certain attitude and develops personality. So, looking at the patterns that various peoples decorate their everyday life, children get acquainted with some features of the culture of these peoples, they develop a sense of respect for those who created these beautiful patterns. This germ of manifestation of a friendly attitude towards the culture of other peoples will later, with the active influence of the teacher, turn into one of the main features of a person’s moral character.

DRAWING ON THEMES

Thematic drawing gives students the opportunity to acquire the ability to convey their thoughts and ideas through the means of fine art, i.e. it teaches them to use drawing as a graphic language, a language artistic images.

Drawing on themes develops creative abilities, teaches children to be independent in their work, and makes it possible to more fully express their thoughts and feelings. In composition drawings, children more directly express their impressions, their way of perceiving the world around them. However, this type of student work must also take place under the direct supervision and guidance of the teacher. The success of drawing classes on themes, like all other activities, depends on it. If the teacher is able to interest children in the plot, activate their creative imagination, and direct their work in the right direction, then the creative process will be very active.

45. B.V. Ioganson. "Interrogation of Communists."

In some cases, excursions outside the city, to enterprises, construction sites and collective farm fields can be organized.

In high school, during thematic drawing classes, the teacher provides the necessary information about the rules for depicting a person, in particular about the proportional relationships between parts of the human body, gives diagrams of the movement of the human figure, etc.

To enrich students' visual perceptions, assignments are offered to sketch individual objects and objects from life - this is auxiliary material for composition.

Thematic drawing has known value and for the teacher: it makes it possible to become more familiar with the spiritual world of students, to find out the character traits of each student, and to trace how their abilities of figurative representation and imagination develop.

Introduction

fine preschooler child

Relevance of the topic. The main task of educating preschoolers is the harmonious development of the child’s personality, which occurs in the process of introducing children to the wealth of human culture, to the experience accumulated by previous generations. Research by B.G. Ananyeva, L.S. Vygodsky, I.Ya. Lerneva, M.N. Skatkina, V.V. Kraevsky, S.L. Rubinstein and others show that the problem can be solved provided the correct choice of means that allow the child, in the course of mastering cultural and historical experience, to become the subject of his own activity. Art - component this experience plays an important role in the development of personality.

Fine arts include painting, graphics, architecture, sculpture and decorative applied arts. The most common type of fine art in kindergarten is illustration, which belongs to graphics.

Illustrations according to Kurochkina's definition. N.A. are drawings that figuratively reveal the text, subordinate to the content and style of the literary work, at the same time decorating the book and enriching its decorative structure. With the help of graphic means, they identify and convey the social and artistic essence of the illustrated work (N.M. Sokolnikova).

Book graphics help children understand the text more deeply and more fully, giving knowledge to the surrounding world (This has been proven in the studies of V.A. Ezikeeva, R.I. Zhukovskaya, V.Ya. Kionova, T.A. Kondratovich, I.O. Kotova, T. A. Repina, E.A. Flerina, A.F. Yakovlicheva and others.) At the same time, illustration has unique artistic merits as an independent form of fine art, and is the first of all its types. a genuine work entering a child's life.

This is the initial stage in children’s understanding of other types of fine art, more complex in their means of expression (painting, sculpture, etc.).

The period of preschool childhood is one of the most favorable stages in children’s communication with the fine arts, in the development of their abilities to visual arts. But a preschooler, without the help of an adult, cannot join in the experience of artistic activity that has been accumulated by humanity. The concept of artistic activity includes the creation artistic values, their perception and acquisition of necessary knowledge in art. Children’s understanding of fine arts and their personal development will fully depend on the general cultural level and skill of the teacher.

From time immemorial, fine art has been considered one of the basic principles of education for the harmonious development of personality.

The purpose of this work: to consider the influence of fine arts on the harmonious development of the personality of a preschooler.

To achieve the goal, I set the following tasks:

Analyze the influence of visual activities on the upbringing and development of a child.

Teach children to correctly convey their impressions of surrounding reality in the process of depicting specific objects and phenomena.

Mastery of children technical methods working with various materials.

To intensify the activity of the individual and, above all, the cognitive and creative components of the complex structure of the personality.

1. The role of fine art in the development of a child

.1 Theoretical foundations of visual activity in the development of a preschooler

In the formation of a child’s personality, various types of artistic and creative activities are of invaluable importance: drawing, modeling, cutting out figures from paper and gluing them, creating various designs from natural materials, etc. Such activities give children the joy of learning and creativity. Having experienced this feeling once, the child will strive to tell in his drawings, applications, and crafts about what he learned, saw, and experienced. The visual activity of a child, which he is just beginning to master, needs qualified guidance from an adult. But in order to develop in a child the creative abilities inherent in nature, the teacher must himself develop in the fine arts, in children's creativity, and master the necessary methods of artistic activity.

Visual activity of preschoolers, as a type of artistic activity, should be emotional and creative in nature. The teacher must create all the conditions for this: he, first of all, must provide an emotional, imaginative perception of reality, teach children how to create images, the means of their expressive performance.

The learning process should be aimed at developing children's visual creativity, at creatively reflecting impressions from the surrounding world, works of literature and art.

Drawing, modeling, applique are types of visual activities, the main purpose of which is a figurative reflection of reality.

Visual arts are one of the most interesting activities for preschool children.

Visual activity is a specific figurative cognition of reality. Like any cognitive activity, it is of great importance for the mental education of children.

Mastering the ability to portray is impossible without purposeful visual perception- observations. In order to draw or sculpt any object, you must first become familiar with it, remember its shape, size, color, design and arrangement of parts.

For the mental development of children, the gradual expansion of the stock of knowledge based on ideas about the variety of forms, spatial arrangement of objects in the surrounding world, various sizes, and the variety of shades of colors is of great importance.

When organizing the perception of objects and phenomena, it is important to draw children’s attention to the variability of shapes, sizes (child, adult), colors (plants in different seasons), different spatial arrangements of objects and parts (a bird sits, flies, pecks grains, a fish swims in different directions etc.); design details can be arranged in different ways.

By doing drawing, modeling, and appliqué, children become familiar with materials (paper, paint, clay, chalk, etc.), their properties and expressive capabilities, and acquire new work skills.

Teaching visual activities without the formation of such mental operations as analysis, comparison, synthesis, generalization.

Based on the similarity of objects in shape, a commonality of methods of depiction in drawing and modeling arises. For example, to make a berry, nut, tumbler, apple or chicken (objects that have a round shape or parts of a round shape), you need to roll out pieces of plasticine or clay in a circular motion.

The ability to analyze develops from a more general and gross distinction to a more subtle one. Knowledge of objects and their properties, acquired through effective means, is consolidated in consciousness.

In a visual arts class, children’s speech develops: learning and naming shapes, colors and their shades, and spatial designations contribute to enriching the vocabulary; statements in the process of observing objects, when examining objects, reproductions from artists’ paintings have a positive effect on the expansion of vocabulary and the formation of coherent speech.

As psychologists point out, to carry out different types of activities, mental development For children, the qualities, skills and abilities that they acquire in the process of drawing, appliqué and design are of great importance.

Visual activity is closely related to sensory education.

The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

Children identify and name these properties, compare objects, find properties and differences, that is, perform mental actions.

Thus, visual activity promotes sensory education and the development of visual and imaginative thinking. Children's fine art has a social orientation. The child draws, sculpts, designs not only for himself, but also for those around him. He wants his drawing to say something, so that what he depicts will be recognized.

The importance of visual arts for moral education lies in the fact that in the process of these activities, children develop moral and volitional qualities: the need and ability to complete what they start, to study with concentration and purpose, to help a friend, to overcome difficulties, etc.

Visual activities should be used to instill in children kindness, justice, and to deepen those noble feelings that arise in them.

In the process of visual activity, mental and physical activity are combined. To create a drawing, sculpting, or appliqué, you need to make an effort, carry out labor activities, and master certain skills. Visual activities of preschoolers teach them to overcome difficulties, show labor efforts, and master work skills.

At first, children become interested in the movement of the pencil and brush, in the marks they leave on paper; New motives for creativity gradually appear - the desire to get results, to create a certain image.

Preschoolers learn many practical skills that will later be needed to perform a wide variety of jobs.

Mastering labor skills is associated with the development of such volitional personality traits as attention, perseverance, and endurance. Children are taught the ability to work hard and achieve the desired result.

The main significance of visual activity is that it is a means of aesthetic education.

Direct aesthetic feeling, which arises when perceiving a beautiful object, includes various constituent elements: a sense of color, a sense of proportion, a sense of form and rhythm.

For the aesthetic education of children and for the development of their visual abilities, familiarity with works of fine art is of great importance.

The brightness and expressiveness of images in paintings, sculpture, architecture and works of applied art evoke aesthetic experiences, help to perceive the phenomena of life more deeply and fully and find figurative expressions of one’s impressions in drawing, sculpting, and appliqué. Gradually, children develop artistic taste.

1.2 The influence of fine arts on development creative personality preschooler

Creativity is another one important species cultural and leisure activities of the child.

Creative activity is a form of human activity aimed at creating qualitatively new social values. The prerequisites for creative activity are flexibility of thinking, criticality, integrity of perception, etc. The makings of creative abilities are inherent in any person, any normal child. You need to be able to reveal them and develop them. A child’s creative activity does not necessarily lead to a creative result, but participation in it does not go unnoticed. Children are naturally inquisitive and full of desire to do something interesting, but they do not always have enough skills and abilities, so the necessary environment and creative design environment should be created. In addition, the teacher needs to be able to:

) do not interfere with the child, create;

) be with him in this process;

) accept and understand it;

) trust the child in moments of creative search;

) be a creator yourself;

) treat the results of children's creative work with care.

N.P. Sakulina writes that development artistic creativity impossible without the aesthetic assimilation of reality, which is understood as aesthetic perception, experience, evaluation.

Children's creativity can be developed through the arts in different ways. One of the important conditions for the development of children’s artistic creativity is the variety of techniques used in visual arts and decorative drawing. In each case, the choice of artistic material should be determined by a specific task. First, the teacher offers the children one or another artistic material.

The use of a variety of artistic materials, the use of mixed techniques (watercolor with white, a combination of drawing with wax crayons and watercolors, drawing with foam rubber, a combination of pastels and watercolors) not only allows children to achieve great figurative expressiveness, but also promotes artistic creativity. Imagination in artistic activity has several levels of manifestation and, accordingly, can and should be formed at different levels.

The first is the simplest, and therefore often called superficial, level of techniques built on the basis of the use of basic techniques of creative imagination.

Agglutination (from Greek - gluing). Large parts of dissimilar objects are connected, glued together, and are obtained with new, previously unprecedented, unusual properties. Based on this technique, you can develop many interesting creative tasks. For example, ask children to “construct” a new one by connecting parts of different animals. First you need to invent it, then draw it and only then give this animal a name. All three of these steps require creativity.

Analogy. We deal with visual analogies almost constantly. Various objects that do not have a strictly defined natural form (such as clouds, falling shadows, spots, paints).

Children should be taught to look for analogies in the external outlines of different objects. So, for example, on a walk you can give children the task of observing the clouds - what they look like. Each child's ideas should be recorded.

A variety of objects and phenomena can serve as source material for such activities in the future: shadows, highlights, patterns on the carpet, or on glass. For example, children are offered other special tasks, cards that contain figures that are complex in shape and color. The task is to find as many analogies as possible with real images (what it looks like).

In certain cases, both exaggeration and understatement act as techniques of creative imagination. In this way, you can clearly demonstrate to children an example of drawing caricatures, fairy-tale characters, and cartoon characters.

Emphasis - the ability to notice and highlight, emphasize the main thing - another one of the techniques of creative imagination.

Development tasks may be as follows:

talk about the most characteristic features of Father Frost, Baba Yaga, Kolobok, drawing their portrait, depict these features;

draw the hero of your favorite fairy tale.

Typification is the most difficult technique of creative imagination. The task of creating a typical image is a truly artistic task, but working in this direction with children, the images we are considering, is extremely difficult. However, at a certain level, with the help of special tasks, this ability, which has not yet been revealed due to age characteristics, can be developed.

Assignment: fold a piece of colored paper in a certain way and cut out “snowflakes” with the children. Competition - whose “snowflake” is most similar to the real one.

The stimulus for creative activity is a problematic situation that cannot be resolved on the basis of available data using traditional methods. An original product of activity is obtained as a result of formulating a non-standard hypothesis, considering an unconventional relationship between the elements of a problem situation, attracting implicitly related elements, and establishing new types of interdependence between them. The prerequisites for creative activity are flexibility of thinking (the ability to vary solutions), criticality (the ability to abandon unproductive strategies), the ability to bring together and link concepts, integrity of perception, etc.

The main thing for creative thinking is not stereotypes, the ability to embrace reality in all its relations, and not just those that are enshrined in familiar concepts and ideas.

One of the important conditions for the development of children’s artistic creativity is the variety of techniques used in visual arts and decorative drawing. Children should be offered a variety of materials to complete tasks: a simple pencil, colored pencils, watercolor, gouache, pastel, wax crayons, charcoal, sanguine, felt-tip pen, wax crayons.

Gradually, preschoolers master the ability to independently choose the most suitable artistic material for realizing their ideas. .

.3 Visual activity of a preschooler, taking into account age characteristics

Work with preschool children in visual arts is carried out in two independent directions: - in the process of aesthetic perception of nature, beautiful objects and works of fine art; - in drawing and modeling classes and in children’s free independent activities. According to domestic and foreign teachers and psychologists, “in preschool children, the development of perception is much more intense than the formation of voluntary movements, on which the development of manual skill depends.” It has been established that a child very early acquires the ability to perceive not only the shape, color, structure of objects, but also the beauty of the reality around him; learn to admire the delicate greenery of a plant, enjoy the beauty of flowers.

The teacher’s task is to manage the child’s sensory experience in the process of observing nature or communicating with works of art. Looking at works of fine art, he can admire the majestic beauty of sculpture and architecture, empathize with the heroes of fairy tales, experience a feeling of joy or sadness when perceiving works of art that excite him, etc. At the same time, the visual capabilities of a preschooler are very limited and are associated with the development of various sets of hand movements. In order for the child to master the necessary form-building movements, special exercises are carried out based on the image of simple objects (ribbons, handkerchiefs, bagels, balls, cubes, etc.) that do not represent aesthetic value. This is how the principle of accessibility is implemented in the learning process. The teacher must develop in children emotional responsiveness to nature, beautiful objects and materials. They enjoy looking at works of folk and decorative art, book graphics. They react vividly to images of mother and child when perceiving reproductions of works of world art (the principle of relying on sensory experience). Drawing and modeling are considered not only as an important means of aesthetic education of a child, but also as a condition for his emotional well-being, as well as timely and full mental development.

“Scientists have found that preschoolers’ ideas about an object differ in many ways from the object itself and do not retain all of its qualities, but only certain aspects that made the greatest impression on them. At the same time, the ideas received from perception do not remain unchanged, but are constantly changing and transformed.” In addition, a process of generalization of ideas occurs, and children depict in drawings and modeling not what they saw, but what they imagined, imagined themselves. Therefore, experts classify the drawings of four-year-old children as the first stage of the visual stage. They are distinguished by primitive expressiveness, which is associated both with the characteristics of perception and with the manual skill of the child. In the process of work, the child discovers such concepts as “line”, “color”, “shape”, “rhythm”. This sometimes happens unconsciously, intuitively, without memorizing laws and rules. “The child uses the possibilities of rhythm and color without having prior knowledge about them; he is simply carried away by the material available to him at the moment.

In order for the child to imagine and understand what he is doing and what result he will then receive, it is necessary to guide his practical actions. Teaching must be scientific. At the same time, it is extremely important to remember: “to guide” a child does not mean limiting him to strict boundaries, depriving him of freedom of self-expression, creativity and searching for ways to convey his sensations, feelings, experiences.” Despite the fact that hand movements are already largely formed by the age of four, they are not yet sufficiently coordinated. The actions of children of the fifth year of life, as a rule, are uncertain, constrained, and imprecise. Therefore on initial stages learning, preschoolers are completely absorbed in the process of drawing lines and spots, and visual control over the direction of movement often recedes or is reduced to a minimum. With age, there is a sharp acceleration in the rate of development of complex motor skills.

According to G.A. Kislyuk, in children 6-7 years old this process occurs 4.5 times faster than in children of the fifth year of life. Therefore, training should be based on the age and capabilities of the child. One of the sad results is the transformation of artistic images into frozen patterns. In order to get a full-fledged product of children's activity instead of primitive, from the point of view of an adult, drawings, teachers build the learning process on the basis of copying a sample they have given. “By meeting the elementary requirements of the image, the templates find recognition among others and, thanks to this, become fixed in the individual experience of the child. On the one hand, this has positive value, since it creates a certain graphic basis for visual activity, it instills confidence - the child immediately gets the result. However, on the other hand, patterns pose a great danger to development children's creativity. If you do not guide the activities of children, then they may never learn to draw anything - except for a few frozen constructions of individual objects that they have learned, and completely lose their personal means of expression that are adequate to their life experience" The principle of consciousness and activity in learning is violated.

The psychophysiological capabilities of 4-5 year old children are very limited, and teaching images according to a given pattern generates cliches and deprives children of the opportunity to independently depict something. As a result, serious difficulties arise when teaching preschoolers of this age. Children can and should be taught. But not the technology of adults, but a new vision, a new plastic understanding of space and always taking into account their age characteristics. Of particular importance in working with children are new pedagogical technologies, built on the basis of play motivation, which are described in detail in the guide to the upbringing, education and development of children of the fifth year of life.

If in the fifth year of life children have serious difficulties in conveying the shape and structure of objects, then, on the other hand, psychological and pedagogical research has demonstrated the great capabilities of children of this age in working with color: - by the age of four, the child’s visual sense is quite well formed analyzer: children are able to distinguish various colors and shades, know the names of primary colors and some shades; - at this age the ability to perceive color is most clearly manifested; - children are able to express their attitude towards objects with the help of color and consciously use color when creating images that are emotionally significant for them. It is obvious that the ability of a child of the fifth year of life to perceive color is of great importance for him. practical significance. Thanks to this, even the most imperfect works succeed, and children experience joy and a sense of satisfaction. But children's attitude to color as a property inherent in a given object is unstable. Therefore, by repeating the image of an object, a child can change its color to his liking. Only gradually, by the age of 5-6 years, the local color of some objects is acquired by children as a mandatory feature. However, even at an older age, the tendency to choose a color remains, regardless of the actual color of the image.

In addition, scientists believe that preschoolers have an ambivalent attitude towards the use of color in drawing: - color as a transmission of the color of the depicted; - color as decoration. At the same time, it was found that the predominance of one or another attitude towards color is in itself an indicator of the child’s development.

Therefore, in order to increase the effectiveness of the visual activity of preschoolers, it is necessary to: - create conditions in the group for them to independently practice drawing using a palette and encourage them to experiment with color; - in drawing classes, teach how to mix paints to obtain new colors and shades; help master the techniques of decorative design of an already created design and teach how to decorate the surface of sculpted products (scratching, printing, etc.); - promote the manifestation and implementation of children’s individual interests and preferences in drawing and modeling and develop the ability to fine arts Taking into account the above tasks, it is also important to remember that when working with children of the fifth year of life, attention should be paid to developing their interest in color, the desire to act with a variety of colors and shades.

.1 Methods and techniques of visual activity in the development of a child

The success of education and training largely depends on what methods and techniques the teacher uses to convey certain content to children, develop their knowledge, skills, and abilities, as well as develop abilities in a particular area of ​​activity.

Methods of teaching visual activity and design are understood as a system of actions of a teacher who organizes the practical and cognitive activities of children, which is aimed at mastering the content defined by the “Program of Education and Training in Kindergarten.”

Teaching techniques are the individual details, components of the method.

Traditionally, teaching methods are classified according to the source from which children acquire knowledge, skills and abilities, and according to the means by which this knowledge, abilities and skills are presented. Since preschool children acquire knowledge in the process of direct perception of objects and phenomena of the surrounding reality and from the teacher’s messages (explanations, stories), as well as in direct practical activities (construction, modeling, drawing, etc.), the following methods are distinguished: visual , verbal, practical.

This is the traditional classification.

Recently, a new classification of methods has been developed. Authors new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods: informative - receptive, reproductive, research dovative, heuristic, method of problematic presentation of material.

In the information-receptive methodThe following techniques are included: examination, observation, excursion, example of a teacher, demonstration of a teacher.

The verbal method includes: conversation, story, art history story, use of teacher samples, artistic expression.

Reproductive method- This is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring skills to automaticity. It includes: repetition technique, working on drafts, performing form-building movements with the hand.

The heuristic method is aimed at demonstrating independence at some point during the lesson, i.e. The teacher invites the child to do some of the work independently.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher suggests that you do not just any part, but all the work yourself.

The problem presentation method, according to didactics, cannot be used in teaching preschoolers and junior schoolchildren: it is applicable only for older schoolchildren.

In his activities, the teacher uses various methods and techniques in drawing, modeling, appliqué and design.

So in drawing, the main technique for the first junior group is to show how to use pencils and paints. The most effective technique is passive movements, when the child acts not independently, but with help. Playful visual movements of a homogeneous, rhythmic nature with the pronunciation of words: “here - here”, “up and down”, etc. are effective. This technique makes it possible to connect the image of an object with pictorial movement.

Reading poems, nursery rhymes, and songs in class is the most important methodological technique. Another method of working in the first junior group is co-creation between the teacher and the children.

In the second junior group, the information-receptive method is actively used in drawing classes. Especially useful before class effective way getting to know the shape of an object: children trace the shape with their hand, play with flags, balls, balls, and feel their outlines. Such examination of the subject creates a more complete picture of it.

Also effective is the technique of examining an object by moving your hand along the contour and showing this movement in the air. Direct demonstration of the image method is used only if this form is encountered for the first time.

Playing in preschool age is one of children's favorite activities. The opportunity to develop creative abilities in preschoolers through play allows teachers to use gaming techniques in visual arts classes. Playful creativity manifests itself in the search for means and ways to depict what is planned. Their educational role can be defined as follows:

)gaming techniques help the teacher make the learning process entertaining, appropriate for the age characteristics of preschoolers (this especially applies to younger preschool age),

)allow you to present an educational task that is uninteresting for children in an entertaining way;

)provide the opportunity to repeatedly exercise children in the formation of any skill;

)play the role of a motive that encourages children to perform a task well.

2.2 Types of visual activities

In kindergarten, visual activities include activities such as drawing, modeling, appliqué and design. Each of these types has its own capabilities in displaying the child’s impressions of the world around him. 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- one of the favorite activities of children, which gives great scope for the manifestation of their creative activity. In kindergarten, drawing occupies a leading place in teaching children the fine arts and includes three types: drawing of individual objects, plot, and decorative. Each of them has specific tasks that determine the program material and the content of the work.

The children draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc. They can use expressive means of drawing. Thus, color is used to convey similarity with a real object, to express the attitude of the painter to the object of the image and in decorative terms. By mastering the techniques of composition, children begin to reflect their ideas in plot works more fully and richly.

However, awareness and technical mastery of drawing techniques are quite difficult for a small child, so the teacher must approach the subject of the work with great attention.

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

A linear shape is created with a pencil. At the same time, one part after another gradually emerges, various details are added. The linear image is then colored. This sequence of drawing creation facilitates the analytical activity of the child’s thinking. Having drawn one part, he remembers or sees in nature which part he should work on next. In addition, linear outlines help in coloring the drawing by clearly showing the boundaries of the parts.

In painting with paints (gouache and watercolor), the creation of a form comes from a colorful spot. In this regard, paints are of great importance for the development of a sense of color and form. It is easy to convey the color richness of the surrounding life with paints: clear skies, sunset and sunrise, blue sea, etc. When done with pencils, these topics are labor-intensive and require well-developed technical skills.

The kindergarten program determines the types of graphic materials for each age group. For senior and preparatory groups, it is recommended to additionally use charcoal pencil, colored crayons, pastel, and sanguine. These materials expand children's visual capabilities. When working with charcoal and sanguine, the image turns out to be one-color, which allows you to focus all your attention on the shape and conveyance of the texture of the object; colored crayons make coloring easier large surfaces and large forms; pastel makes it possible to convey a variety of shades of color.

The originality of sculptingas one of the types of visual activity lies in the three-dimensional method of depiction. Modeling is a type of sculpture that includes working not only with soft materials, but also with hard ones (marble, granite, etc.) - Preschoolers can master the techniques of working only with soft plastic materials that are easy to handle - clay and plasticine.

Children sculpt people, animals, dishes, vehicles, vegetables, fruits, toys. For classes with children, three types of modeling are used: subject , plot, decorative. The variety of topics is due to the fact that modeling, like other types of visual activities, primarily fulfills educational tasks, satisfying the cognitive and creative needs of the child.

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.

The transfer of spatial relationships of objects in modeling is also simplified - objects, as in real life, are placed one after another, closer and further from the center of the composition. Issues of perspective in modeling are simply removed.

The main means of creating an image in modeling is the transfer of a three-dimensional form. Color is used sparingly. Usually those works that will later be used in children's games are painted.

The main place in modeling classes is occupied by clay, as the most plastic material. Well prepared, it is easily influenced by a child. Dried clay works can be stored long time. Plasticine has less plastic capabilities. It requires preliminary warming, while in a very hot state it loses its plasticity and sticks to the hands, causing unpleasant skin sensations.

While practicing appliquéchildren 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. Application forms can have different contents. This includes: subject, subject-thematic, decorative applique .

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

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

Children become familiar with the concepts of rhythm and symmetry already in younger age when distributing elements of a decorative pattern. 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. Performing applicative images promotes the development of hand muscles and coordination of movements. The child learns to use scissors, cut out shapes correctly by turning a sheet of paper, and lay out the shapes on the sheet at an equal distance from each other.

Constructionfrom various materials, more than other types of visual activities are associated with play. Play often accompanies the design process, and crafts made by children are usually used in games.

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

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 children learn the techniques of modifying flat shapes by bending, folding, cutting, gluing paper, resulting in a new three-dimensional shape.

Working with natural and other materials allows children to show their creativity and acquire new visual skills.

For constructive work, as a rule, ready-made forms are used, by connecting which children get the desired image. All types of construction contribute to the development of constructive thinking and creative abilities of children. The child needs to imagine in advance the object being created (mentally or based on an existing sample), the shape of its parts, mentally try on the ready-made forms he has, identify their suitability and then use them (connect individual parts, add details, if necessary, use coloring). The complex process of developing constructive thinking requires careful and clear guidance from the teacher. All considered types of visual activity are closely related to each other. This connection is carried out, first of all, through the content of the work. Some themes are common to all types - images of houses, transport, animals, etc. So, if preschoolers of the senior or preparatory groups depicted a hare during modeling or appliqué, then they can use the knowledge gained in these classes about its shape, size, and the ratio of parts in plot drawing without a special training lesson. At the same time, it is important to consider whether preschoolers have the necessary visual and technical techniques for this work - the ability to draw rounded shapes and arrange objects on a sheet of paper.

The connection between various types of visual activity is carried out through consistent mastery of formative movements when working with various materials. So, it is better to start getting acquainted with the round shape with modeling, where it is given volume. In the application, the child gets acquainted with the flat shape of a circle. In drawing, a linear outline is created. 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.

.3 Experience in visual arts with children

Psychologists and teachers have come to the conclusion that the early development of creativity, already in preschool childhood, is the key to future success.

Children start drawing early; they know how and want to imagine. Fantasizing, a child from real world finds himself in an imaginary world. And only he can see it.

Drawing is one of the most important means of understanding the world and developing knowledge of aesthetic education, since it is associated with the independent practical and creative activity of the child. In the process of drawing, a child’s observation and aesthetic perception, artistic taste and creative abilities are improved. By drawing, the child forms and develops certain abilities: visual assessment of shape, orientation in space, sense of color. Special skills and abilities are also developed: eye-hand coordination, hand control.

Systematic mastery of visual arts provides children with the joy of creativity and their all-round development. The development of the creative abilities of a preschooler is given sufficient attention in such comprehensive programs as: “Childhood”, “Rainbow”, “Development”, etc. The authors of new generation programs propose, through the section of artistic and aesthetic education, to introduce children to traditional methods of drawing. Thus developing the child’s creative abilities.

Having analyzed the author's developments, various materials, as well as advanced experience in working with children, accumulated at the present stage by domestic and foreign teaching practitioners, I became interested in the possibility of using non-traditional techniques from activities in working with preschoolers to develop imagination, creative thinking and creative activity. Unconventional techniques drawings 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, as they open up great opportunities for expressing their own fantasies, desires and self-expression in general.

Due to individual characteristics, the development of creative abilities cannot be the same for all children, so in my classes I give each child the opportunity to actively, independently express themselves and experience the joy of creative creation. All topics included in the program are changed according to the principle of gradual complication of the material.

Methods:

allow you to develop special skills that prepare the child’s hand for writing;

make it possible to feel the multi-colored image of objects, which affects the completeness of perception of the surrounding world;

form an emotionally positive attitude towards the drawing process itself;

contribute more effective development imagination, perception and, as a result, cognitive abilities.

Goal: To form artistic thinking and moral personality traits through various methods of drawing.

Objectives of the circle for children of senior preschool age:

.Arouse interest in various visual materials and a desire to act with them.

.Encourage children to depict, using expressive means available to them, what is interesting or emotionally significant to them.

.Create conditions for mastering the color palette. Learn to mix paints to obtain new colors and shades.

Objectives of the club for children in the pre-school group:

.Help children create expressive images, maintaining the spontaneity and vividness of children's perception. Delicately and tactfully contribute to the development of content, form, composition, and enrichment of the color scheme of drawings.

.Gradually, taking into account individual characteristics, increase the requirements for children’s visual skills and abilities, without making them the subject of special educational knowledge.

.To help the child develop the feeling that the product of his activity - a drawing - is interesting to others (teacher, children, parents, kindergarten staff).

Methodological base:

Non-traditional techniques:

Poking with a hard, semi-dry brush. Finger painting. Palm drawing. Foam imprint. Foam impression. Imprint with crumpled paper. Wax crayons and watercolors. Candle and watercolor. Subject monotype. Black and white scratch paper. Colored scratch paper. Blotography. Blotography with a tube. Spray Leaf prints. Embossing. Landscape monotype.

Organization of club activities. Two lessons per month for 30-35 minutes. Material for work: watercolor paints, gouache, wax and oil crayons, candle; cotton buds; foam rubber seals; cocktail straws; sticks or old scratching rods; cloth napkins; glasses for water; brush holders; brushes

The program's effectiveness is assessed using the methodology of G.A. Uruntaeva “Diagnostics of visual activity of preschool children.”

Expected result of the circle:

Organizing monthly exhibitions of children's works for parents.

Thematic exhibitions in preschool educational institutions.

Conclusion

The formation of a child’s creative personality, the development of his emotional sphere, the ability to understand beauty in nature, in relationships with other people, among other factors, is influenced by fine art. Through the perception of fine art, children form ideas about the ideals of their contemporaries, about the culture of past eras and modern times.

By mastering visual and expressive skills, children are introduced to elementary creative activities.

Drawing and sculpting are not intended to make all children artists and sculptors; their task is to free and expand such sources of energy as creativity and independence, awaken imagination, and strengthen children’s abilities to observe and evaluate reality. By independently choosing, finding and processing a form, the child becomes courageous, sincere, and develops imagination.

As practice shows, many creative issues arise not so much from the lack of appropriate visual literacy, but from the inability to manage one’s abilities. The makings of creative abilities are inherent in any person, any normal child. You need to be able to reveal them and develop them. A child’s creative activity does not necessarily lead to a creative result, but participation in it does not go unnoticed. The success of education and training largely depends on what methods and techniques the teacher uses to convey certain content to children, develop their knowledge, skills, and abilities, as well as develop abilities in a particular area of ​​activity.

Thus, the teacher’s task is to develop the child’s artistic abilities, and therefore creative abilities.

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Kazakova R.G. Current problems of theory and methodology of visual activity. M., 1985.

Creative tasks in fine arts lessons, grades 1-11

The tasks given below will help the teacher focus children’s attention on a specific activity, and, if necessary, switch their attention to the subject of art, while at the same time they actively develop fantasy and imagination. It is possible to transfer tasks from one age category to another.

1 class

1. “Complete what someone else started”

The activity can be done in an art, art, or extracurricular class. This kind of task is considered as a means of helping to shift attention and as an impetus to stimulate fantasy and imagination.

Children are offered small sheets of paper measuring 15 x 15, 15 x 20 cm (no more), on which a linear image is given (pencil or felt-tip pen): a semicircle, a dot, a stripe, a curved line, part of a triangle, etc.

Sheets with images are prepared by the teacher in advance.

Before completing the task, some clarifications should be given:

Offer to look at the drawing, turn it in his hands and choose the position he likes;

Then use a ballpoint pen, pencil or felt-tip pen to complete (finish) the image the way you want;

It is important to observe one condition - the surface of the entire sheet must work, that is, when drawing, you must try to arrange the image in such a way that the entire surface of the sheet is used as much as possible.

2. “Make an image from a blot”

The task resembles the previous one, but unlike it, the child is not offered a drawing, but a blot (stain), which the teacher places on a sheet of paper right in front of the child. The paper format may be slightly larger (20 x 20 cm or landscape sheet), as the paint may spread a lot.

Explanations for the task:

It is necessary to turn the blot into some kind of animal, bird, person, flower, tree and something else;

You need to play with the resulting blot, for example, carefully blow on it (until the paint has dried), and it will spread on the paper in different directions depending on which direction you blow. For example, you can beautifully “blow out” various wavy shapes (mustaches, paws, beard, tail, ears, etc.);

After this, with a thin brush or using a special stick sharpened in the shape of a spatula, draw on what your imagination suggests and finish the drawing.

This task is carried out in fine arts, art classes or in a circle class, since it requires paints and water. It is quite possible to give such a task in a literature lesson, for example, when trying to create some kind of fairy-tale image.

3. “Drawing the cry of a crow and the singing of a tit”

This task is easier to carry out in fine arts lessons, artistic work, in a circle class, at home, in an extended day group or in a class where visual materials are available. This type of work is aimed at developing children's powers of observation, the ability to distinguish shapes, sounds, and convey movements in an image. Before completing the task, it is necessary to draw the children’s attention during a walk to the sounds that different birds and animals make.

There can be countless options for such tasks: you can draw the noise of a moving car or an approaching car; steps of mom and dad, the sound of dishes in the kitchen, the sound of water in the bath, drops on the street, etc.

Explanations for the task:

If it is possible to hear these sounds in a recording, then it is advisable to listen to them again and then start working quickly on small paper formats (two images on one). Use the color that, in the child’s opinion, best expresses the desired sound. Several colors can be used. Children choose the brush, format, and color themselves. Draw the children's attention to ensure that the plane of the sheet works as best as possible, and that the image does not roll into one corner.

4. “Express the content in the form of a vase: vase for roses, vase for dandelions, vase for gladioli, vase for violets”

The work is aimed at developing children's imagination and imagination. Before completing the task, you need to mentally imagine a flower, its shape (you can remind and show these flowers to the children, watch a video, slides, etc.).

Explanations for the task:

Depending on the shape of the flower and its color, the nature of the vase should have its own shape in which the flowers will feel comfortable and comfortable;

The work should be done on one sheet (preferably square), which is divided into four parts by a conditionally thin line;

One vase is drawn in each part;

It is better to work with colored felt-tip pens, since the drawings will be small;

You can decorate vases with any decorative elements that would best match the shape of the vase and its purpose;

There is no need to draw the environment.

5. “Color compositions without a specific image”

The work is carried out on one sheet, divided into four parts. In each part, using color (color spot) and shape (without a specific image), you need to convey four types of mood: “I’m happy,” “I’m sad,” “I’m calm,” “I’m anxious.”

Explanations for the task:

Before completing the task, invite the children to remember the moments when they were sad, happy, good, anxious and depict their mood using paints with color spots;

Try to enhance this mood with a form that matches it (that is, the spot should have a complete shape, and not be a shapeless blot).

6. Verbal transmission of the portrait

The child is asked to describe in words a portrait of a loved one (mom, dad, grandmother, friend). The story should include color characteristics and individual characteristics of the person being described (structure of the nose, eyes, hairstyle, manner of moving, dressing, etc.).

Explanations for the task:

Children's answers must be recorded using a voice recorder (it is advisable that children do not know about this, as this will constrain them);

It is necessary to explain to children that such a story is necessary so that everyone who listens to it can draw a portrait so that it maximally reflects the characteristics of the person being described. You can give your hero epithets, emphasize characteristic features, highlight the main thing;

If desired, you can invite children to portray a person based on a friend’s description.

7. Express the word “magic”: in color, shape, line, sound (description of sound), smell (description of smell), conveying a verbal image (description in words)

Explanations for the task:

In the 1st square, it is necessary to formally express “what color is magic” using color (several colors) (we draw without a specific image of anything - only with color, in different colors);

In the 2nd square, using a line (pencil, felt-tip pen) we show what the form of magic is (a closed line that has a certain “magic” shape);

In the 3rd square, use a felt-tip pen or pencil to draw a magic line;

In the 4th square, we try to describe (if we don’t know how to write, tell the teacher or assistant, and he will write it down) what “magic candy” tastes like (for example, what “magic candy” tastes like);

In the 5th square it is necessary to describe “magic music”;

In the 6th square you need to describe in words what “magic” is.

2nd grade

1. Compose a rhythmic composition from three types of given simple geometric shapes (triangle, circle, droplet)

The task is aimed at mastering the concepts of “ornament” and “rhythm”.

Before completing the task, you need to do several exercises on copying ornaments and patterns several times in fine arts lessons (this is provided for in the curriculum); in music lessons, sing works in which, as in the drawing, the rhythmic repetition of sounds, words in a song, etc. is most clearly expressed.

The ornament can be patted and stamped in various combinations and in different sequences. During reading or speech development lessons, read, retell, and play with children those fairy tales where there is a repetition of situations and phrases, that is, a certain rhythm of actions, words, and movements is also clearly demonstrated.

After this, offer the children several elements (preferably no more than three; various options for forms that the teacher comes up with himself are also possible). From these elements you need to build your own ornament (your own pattern), which would express a certain rhythm or melody (this can also be asked for children).

Explanations for the task:

It is important to listen carefully to the given melody, sing it to yourself, stamp it, clap it;

Only after this try, using the given figures, to draw a melody on your sheet of paper or compose it on your desk (if the figures are given);

If desired, you can enter your own color for the ornament (pattern).

2. Graphically depict R. Korsakov’s music “Flight of the Bumblebee”

Before starting work, you need to listen to a piece of music. Select paints and colored pencils. Then listen again. And only after that try to depict the music on paper. Before performing such a task, the teacher

In no case should he give his explanations on the content of a musical work, but direct the children’s attention directly to the nature of the music, its movement in space.

Explanations for the task:

First, draw the music with your hand in the air directly while listening and only after that start working on paper;

The student must work on the entire plane of the sheet, respecting the edges (do not draw close to the edge of the sheet);

After completing the work, carefully examine your drawing and complete it.

Before completing the task, it is advisable to select expressive poems (preferably from children's fairy tales, lullabies, nursery rhymes) describing day and night, talk with students about their impressions during this period of the day, remember

features and noteworthy moments. You can listen to musical works on this topic.

Explanations for the task:

The work is done in small formats (it is preferable to do both images on one sheet), in mixed media tear-off (torn) applique made of colored paper and gouache.

4. Conveying character through color and font - writing your name

Students are asked to write their first name or first and last name. It is important to come up with the font yourself, choose the color design and paper format on which it will be written. To draw children's attention to how the text is placed on the sheet, it is important to make maximum use of the entire plane of the selected paper format.

Explanations for the task:

In writing, you need to express your attitude to the name, present your character;

Choose a color scheme and material (felt-tip pen, colored pencils, gouache) yourself. The character of the font and its artistic design should convey the character of a person.

5. Create a sketch of an architectural structure based on a shell.

Before completing the task, it is advisable to read excerpts from G. H. Andersen’s fairy tale “The Little Mermaid,” which describes the palace of the sea king and its surroundings. Conduct a dialogue about various forms architecture that exists in the city, talk about what

the form of architecture must be in harmony with the entire environment and at the same time correspond to its purpose (convenience, practicality, beauty). Listen to music based on themes close to the task.

Explanations for the task:

Pay attention to the fact that under water, sea inhabitants, just like people on earth, have their own homes, which are completely different from those on earth, since life under water is not like life on earth;

Invite the children to depict the palace of the Sea King or the Little Mermaid, in which, just like in earthly architecture, there are windows, doors, a garden around the palace, but everything is completely different from on earth;

It is advisable to draw with ink and a stick (sharpened spatula), a thin brush and gouache or a felt-tip pen;

Upon completion of the work, you can decorate something with a tear-off appliqué made of colored paper or colored felt-tip pens.

6. Draw a symbol. "Indicator of the city of Myshkin"

Before completing the task, you should have a conversation with the children about the meaning of the symbol, the features of the symbolism, and the fact that the symbols of the city reflect important substantive facts that are characteristic only of a particular city. It is necessary to give an idea of ​​the real-life city of Myshkin, which is located on the banks of the Volga River, not far from Yaroslavl, a city that has preserved its old wooden architecture. In Myshkin, the residents have created an extraordinary “Mouse Museum” for children, where all kinds of toys, crafts, works of masters depicting a mouse, as well as works of writers, poets, and storytellers are stored. There is also a museum of ancient utensils, an ethnographic outdoor museum and other attractions.

Explanations for the task:

It is important to express your personal attitude towards the city in a symbol;

The building is sketched on small formats using a felt-tip pen or ink;

After completing the task, you can have a discussion about the names of cities that children know, discuss their features and characteristics;

Find out from your parents what cities their parents and grandparents lived in, what the names of these cities are;

Homework: create a symbol of your city or the city of your ancestors.

7. Graphic representation of your sign. "I'm in the sign"

The task involves creating your own symbol, your own sign, in which you need to express your hobbies as much as possible. Performed on small paper formats using the appliqué technique and felt-tip pen.

Explanations for the task:

When solving a task, try to use a minimum of color (two, three color relationships);

The main semantic load is taken by the background of the image;

The nature of the forms depicted in the sign should give a clear idea of ​​the conveyed meaning;

The colors must be contrasting so that the sign is clearly legible when perceived.

8. Depiction of different rhythms using a stroke (work on one sheet)

Before completing the task, talk about rhythm, you can clap or stomp, sing the rhythms set by the teacher. Come up with your own compositional ideas and express them with clapping. Draw the attention of schoolchildren to the fact that with the help of rhythm you can convey mood, movement and static. When depicting rhythmic compositions, the visual material that is used is important. So, with the help of a pencil, felt-tip pen, soft material, brush and paint, you can create different rhythms.

Explanations for the task:

Try to convey the rhythm using a stroke;

In your work, use different stroke thicknesses, directions, repetitions, dynamics;

Each student chooses the material as desired: pencil, felt-tip pen, ink and pen, pastel.

8. Image of sounds: tsok-tsok-tsok (slow);

cluck-clack-clack (fast)

The task involves depicting on paper a certain rhythm (fast and slow), which must be conveyed on one sheet of paper.

Explanations for the task:

When performing a task, it is advisable to choose a material that allows you to convey not only dynamics, but also the color sensation of the tsk-tsk sound;

You can use the appliqué technique or colored markers.

9. Retell a fairy tale (for example, “The Tale of the Moonlight” or others) from the perspective of the characters and from the perspective of an outside observer (a beetle, a fly, a mouse)

For this task, the teacher should choose a fairy tale in which certain actions and dialogues of the heroes of the fairy tale are clearly expressed, which allows you to improvise and independently invent the plot. (It is advisable to record children's stories on a voice recorder, but do this without them noticing, as this may constrain the storytellers).

Explanations for the task:

Retelling a fairy tale on behalf of the hero requires not conveying the content, but telling it on behalf of the chosen hero, conveying his feelings about what is happening;

The task allows you to bring your thoughts, considerations, and explanations. When retelling, you need to convey both the intonation and movements of the hero that are characteristic of him.

3rd grade

1. Sign for the zoo (pointer)

Before completing the task, you need to remember together with the children what a zoo is and why signs and indicators are needed in a zoo. Since children love to go to the zoo, signs and directions should be beautiful and clear.

Explanations for the task:

Select, if desired, the designation (animals, birds, mammals) living on the territory of the zoo. The work should be carried out using the appliqué technique;

The format for work must be chosen according to the nature of the sign;

Pay attention to simplicity, recognition and general color scheme (no more than 3 colors).

2. Palace - shell (coral, shell)

Before doing the work, read fairy tales that describe the underwater kingdom. We consider the works of architects whose buildings clearly express natural forms. It is advisable to carefully examine the works of the architect Gaudi.

Explanations for the task:

It is important to carefully examine with children the shells (large and small) prepared especially for the lesson;

Each student must come up with the owner of the palace (you can do work on a specific literary work (for example, the fairy tale “The Little Mermaid” by H. H. Andersen);

Depict only the palace, without surroundings;

After completing the work, cut out the completed drawings along the contour and create a large collective work from them on a colored background;

Make the necessary images around the palace images underwater world: algae, flowers, swimming fish, sand, stones, shells, etc.

3. Image in color of mood changes in a fairy tale: beginning of the fairy tale, middle, end

Before doing the work, the teacher reads aloud a short fairy tale, which gives lively, emotional descriptions of the surrounding nature and the mood of the hero. Draw children's attention to the fact that in any work (fairy tale, poem, music, painting) the artist always tries to reflect the mood of the hero, nature, etc. After reading, small formal color compositions are created to convey the mood. There is no need to have a special conversation (hints) about the mood depicted in the fairy tale read in class. Children must feel it, catch it, guess it themselves.

Explanations for the task:

Ask the children to carefully monitor the mood conveyed by the writer while reading;

Invite students to express the mood with color as accurately as possible, without a specific image of the content, only in color;

It is better to work with gouache paints;

Work should be done on one sheet of paper, divided into small formats - rectangles (three images following each other).

4. Draw a symbol. "City Index" of Solnechnogorsk

Talk about the name of the city, think about why it was called that. Find information about this city. You can replace the name of the city with another one that is similar in character and sound. Remind children about the meaning of the symbol and sign, the features of its image.

Explanations for the task:

It is allowed to use no more than 3 - 4 color relationships;

It is necessary to carefully consider the visual elements and forms used in symbolism;

You should carefully compose the composition;

The work should be carried out using the appliqué technique (first, the necessary parts are cut out, arranged on a certain format, and only then glued onto the selected format);

It is advisable to choose a neutral color for the background.

5. Depict the fairy tale “Kolobok” or “Cat, Blackbird, Rooster and Fox” as an ornament.

Remember what ornament, rhythm, dynamics are. To give an idea that earlier our ancestors, with the help of ornament and the images used in it, could tell a lot. Emphasize that color and symbols are of great importance in the ornament. After that, read a fairy tale.

Explanations for the task:

Draw children's attention to what actions and what phrases are repeated in the fairy tale. How does this resonate with the features of the ornament;

Invite each student to come up with their own signs for the heroes of the fairy tale and, with their help, retell the fairy tale on paper using a felt-tip pen and appliqué.

6. Depict four types of movement: uniform movement, increasing rhythm, decreasing rhythm, static

First, have a short conversation about rhythm in a poem, song, music, fairy tale, dance (various examples, listening, watching excerpts on video).

Explanations for the task:

By using a simple pencil try to convey on one sheet of paper the different rhythms indicated above;

The image is drawn in a strip, one rhythm under another (work with strokes).

7. Define the word and depict it in an abstract form: sinyuha, fortification, reproach, tolmit, tyurik, etc.

Talk about the fact that over time, many words used by people in everyday life are gradually disappearing from our everyday life. Give examples of other words that have lost their relevance. Invite the children to give examples of words that their grandmothers use in their speech, but which their parents, teachers and themselves no longer use in conversation. After this, give the task: think and write your guess on the words written above.

Explanations for the task:

Try to briefly describe the meaning of this word.

4th grade

1. Ornamental composition based on folk arts and crafts in the field of toys: “Dymkovo” and “Filimonovo”

Before completing the task, it is important to devote several classes to mastering folk art crafts in the field of toys, including such as “Dymkovo”, “Filimonovo”, “Semenovo”, “Gorodets”, “Gzhel”, “Bogodskaya Toy”, etc. Find common and original in every craft. Pay attention to the color, the nature of the shape, the features of the decorative elements of the toys. Perform a series of compositions based on one or another type of folk craft (not imitating the craft, but using the main expressive moments: shape, color scheme).

Explanations for the task:

When completing the task, draw only the decoration elements, convey the color scheme and features of the linear drawing, a specific decorative form;

Work on one sheet.

2. Creating a sketch of a toy based on natural forms: a beetle car, a bird plane, a butterfly doll

Carefully examine the shapes of various birds and insects, their features, the nature of their structure, coloring, and decoration elements. Find works by artists who create toys; design objects that contain the basis of a natural form.

Explanations for the task:

Carry out the work sketchily, try to bring the living form of a bird, butterfly, beetle as close as possible to the shape of a toy;

Provide elements such as wheels, fastenings; features of the toy's movement;

The color scheme should be conveyed taking into account the natural color of living organisms, with the addition of decorative elements.

elements.

3. Illustration for a lullaby

Be sure to listen to one or two lullabies during class. Compare this genre with a regular song. Identify the characteristic expressive features of a lullaby.

Explanations for the task:

When solving a composition, try to express as much as possible through color the character of the melody, its mood;

Expressive plot images should be subordinate to the mood and color of the melody;

The work should be done using the gouache technique, possibly combined with appliqué using the tear-off technique.

4. Draw a symbol. "Indicator of the city of Moscow"

Remember the main attractions of Moscow. Moscow is the capital of Russia, the center of Russian culture. Consider the coat of arms of Moscow.

Explanations for the task:

To propose in creating the symbolism of the capital to use such expressive means that would emphasize the significance of the city and its features;

5. Express the word “mystery” in color, shape, line, sound (description of sound), smell (description), word (description of a verbal image)

The work is done on one sheet of paper, divided into six parts. In the process of completing a task, children maximally engage in different types of creative thinking (musical, artistic, visual, motor, tactile, gustatory, etc.).

Explanations for the task:

In each of the six parts of the sheet, you need to express your emotional and sensory attitude to the perceived word using colored pencils (felt-tip pens, paints - optional);

In the 1st square, it is necessary to formally express “what color is the mystery” using color (several colors) (we draw without a specific image of anything - only with color);

In the 2nd square, using a line (pencil, felt-tip pen) we show the form of magic (a closed line that has a certain “mysterious” shape);

In the 3rd square, use a felt-tip pen or pencil to draw a mysterious line;

In the 4th square, we try to describe (if we don’t know how to write, tell the teacher or assistant, and he will write it down) what “mystery tastes” (for example, what taste “mysterious candy”);

In the 5th square it is necessary to describe “mysterious music”;

In the 6th square you need to describe in words what “mystery” is.

6. Define the word and depict it in an abstract form: posuporstvovat, stramets, kraukha, etc.

Have a conversation about the meaning of words and their disappearance over time. Conduct research to find words that were in active use 50 or 150 years ago.

Explanations for the task:

Try to express this word in a symbol; the image should add maximum content;

Explain its meaning in words.

Creating an ornament based on a fairy tale (for example: “Cat, blackbird, fox and rooster”, “Teremok”, “Kolobok”), each sign of which would represent a specific animal and action).

Sign in decorative arts (classroom emblems for your school, signs for a zoo, children's park, playground).

Rhythm in arts and crafts. Creating your own rhythm based on folk ornament motifs.

Sketch of the house of “Eternity”, the city of “Stars”.

Sketch design for a room for listening to space music.

“My family history” (pedigree, family tree).

Color and graphic compositions based on the works of P. Picasso, V. Kandinsky.

Creation of color compositions based on the works of V. Gogol, M. Chagall (common and different features of these authors).

Color compositions without a specific image: “I’m sad,” “I’m calm,” “I’m anxious,” “I’m happy.”

Complete the picture (in the center of the sheet there is a large circle, a beautiful curl or spot).

Expression of music in color or graphically without specifically depicting the action.

Image in color of mood in a fairy tale (beginning, middle, end).

Graphic works: house-Palace based on the shape of a shell, shell, coral. It is better to carry out the task after reading an excerpt from H. H. Andersen’s fairy tale “The Little Mermaid” (description of the seabed).

Sketches of toys based on the natural forms of insects and animals.

Illustration of a lullaby.

Design of packaging for fresh frozen fruits requiring a seamless connection.

Sketches of large floor toys for a children's playroom: seat toys, construction toys, toys on a frame, etc.

Creating a vase based on the transformation of natural forms: tulip, cactus, chamomile, iris, apple, pumpkin, etc.

Graphic representation of poems by V. Khlebnikov, R. Rozhdestvensky, S. Yesenin, etc., as well as counting rhymes, tongue twisters, nursery rhymes (transmission of dynamics, rhythm, structure).

Maximum expression of the character and image of the writer from his works (in words and portrait images).

Games with animals, birds, fish, objects.

The character of the hero and his room (we come up with or read from books a description of the hero and design an interior for him).

Conflict, contrast in art and its depiction (based on examples of literary and musical works).

Coming up with melodies for songs based on a short literary text.

Games-dramatization of songs and fairy tales, including accessible activities using minimal means.

Transmission in color of the noise of a tuning orchestra, its compositional image.

Sound spot, musical blot (strike on a key and determine the color of the extracted sound, and vice versa - the color of the bell sound and its distribution in space).

Reflection on the topic: composer-performer-listener (as a condition for the existence of music); plot-artist-viewer; thought-writer-reader.

Creating a map of your city, village, nearby area.

Image of the earth from above flying on a Magic Carpet.

Creation of Russian fairy-tale architecture from paper.

City of the future.

Transfer in a formal decorative composition of geometric forms: balance, instability, dynamics, symmetry, asymmetry, stability, lightness, heaviness, rhythm, movement.

Color compositions on the plane of relationships: floor-wall-ceiling; floor-wall-ceiling-furniture; floor-wall-ceiling-door, etc. for a specific interior (by purpose, by mood, for a specific person).

Cutting wood with scissors preliminary circuit or using the tear-off appliqué technique (creating a collective composition from them).

Creating a New Year's hat for a portrait cut out from a magazine.

Create a costume for the given headdress using the paper plastic technique.

Sketch of a decorative grille for a medieval castle where a specific hero lives.

Sketches of signs for a zoo, children's playground.

5th grade.

1. Top view “I’m on an airplane carpet”

Assignment for fine arts and drawing lessons. When performing it, it is important to explain to schoolchildren that in the composition it is important to display the landscape that we look at from above. Before completing the task, it is advisable to remember what a person sees from the window of an airplane, from the roof of a house.

Remember the fairy tale about the flying carpet;

Draw the attention of schoolchildren to how artist-architects draw plans for landscapes and future buildings;

Draw a top view of the landscape located in the immediate vicinity of the school;

Include houses, parks, landmarks, animals, people in the image.

2. Sketch of stove decoration for the interior of folk architecture (huts, yurts, huts)

It is advisable to carry out the task after an excursion to the ethnographic museum. If this is not possible, watch a video or documentary about the folk architecture of various nations.

The task requires the following explanations:

Before execution, conduct a conversation about the relationship between architecture, the surrounding nature, climate and the main occupations of the indigenous population;

Pay attention to the features of the surrounding nature of different nationalities, the influence of natural motifs on the decoration of housing and clothing;

The color originality of folk ornaments of different nationalities, remarkable decorative elements of decoration that make up the ornament;

It is advisable to make the sketch using gouache paints. Depict the stove in the interior.

3. Creating a picture story using solar signs

The task can be completed in the lessons of fine arts, history, literature, and world artistic culture.

Before completing the task, it is necessary to have a conversation about solar signs (origin, meaning, features);

Get acquainted with household items, in the decoration of which our ancestors used solar signs;

The sketch may resemble embroidery, weaving, painting;

The image needs to encrypt some kind of story, history;

Material of choice (colored pencils, felt-tip pens).

4. Sketch of an initial letter for an epic or legend

The task is quite appropriate for the lessons of fine arts, history, and literature.

The task requires the following explanations:

Remember what an epic or legend is;

Look carefully at the initial letters in books, made by artists for fairy tales and epics;

It is advisable to give a sketch of the initial letter with a small text;

The character of the initial letter, its visual and decorative elements should resonate with the main content of the text.

5. Draw the symbol of St. Petersburg, Pskov, etc.

Remember the main attractions of St. Petersburg or Pskov (optional), the history of the city’s origins.

Explanations for the task:

To propose in creating the symbols of the city to use such expressive means that would emphasize the significance of the city and its features;

Carefully select the color scheme of the symbol. No more than three color relationships.

Express the word “mystery”: in color, in shape, line, sound (description of sound), in smell (description), conveying a verbal image (description in words) - the task can also be offered in grades 6, 7, 8, 9:

The task requires the following explanations:

In the 1st square, it is necessary to formally express “what color is the mystery” using color (several colors) (we draw without a specific image of anything - only with color);

In the 2nd square, using a line (pencil, felt-tip pen) we show what the form of mystery is (a closed line that has a certain “mysterious” shape);

In the 3rd square, use a felt-tip pen or pencil to draw a mysterious line;

In the 4th square, we try to describe (if we don’t know how to write, tell the teacher or assistant, and he will write it down) what the taste of mystery is (what the flavor of “mysterious candy” is);

In the 5th square it is necessary to describe “mysterious music”;

In the 6th square, you need to describe in words what “mystery” is.

6th grade.

1. Sketch of an ornament based on a given modular grid

Tasks of this kind can be performed in the lessons of fine arts, world artistic culture, drawing, history, and literature. Such examples of work help to better feel the atmosphere of the era being studied. They are especially popular with students in grades 6 and 7. Before completing the task, it is advisable to go on a tour of the city, park, where decorative grilles are found. Watch documentaries and videos.

The task requires the following explanations:

Pay attention to the decorative elements, the material from which the decorative grilles are made;

The lattice is part of the architectural landscape and gardening ensemble;

It is advisable to first complete the task in pencil, and then in ink or a felt-tip pen;

You can make a garden lattice for some literary work, for specific architecture, for a garden;

Try to reflect the time, style, direction in art as much as possible.

Before completing the task, remember what a hieroglyph, sign, symbol is. Generalities and differences. The assignment is carried out in an art, literature or history lesson.

The task requires the following explanations:

Try to convey your characteristics, hobbies, interests in a sign or symbol;

Use color sparingly (2-3 color ratios).

3. Sketch “House of Eternity”, “House-Star”

Assignment for art lessons or additional classes art, as well as astronomy lessons. Before completing it, it is advisable to communicate with students on topics of the future, space (stars, planets, galaxies). It would be nice to do such an activity after visiting the planetarium. The task is especially useful for developing fantasy and imagination, awakening interest in reading science fiction books, and independently fantasizing about traveling to the future.

The task requires the following explanations:

Talk about eternity, the infinity of space, other planets, science fiction writers;

Compose a fairy tale or story with the whole class;

Create sketches of the houses of the future and come up with their purpose;

Work with ink, felt-tip pen, and pencils.

4. Draw the symbol of Pskov, Novgorod, etc.

The task can be successfully carried out in the lessons of history, literature, fine arts, drawing, and world artistic culture.

Recall the features and main attractions of ancient Russian cities, the stories of their origin. Compare with the history of your hometown.

Explanations for the task:

Offer to create city symbols (optional);

Use such expressive means that would emphasize the significance of the city and its features;

Carefully select the color scheme of the symbol. No more than three color relationships;

At the end of the work, make an exhibition, give each author the opportunity to justify his choice of subject and its characteristic features.

5. What do expressions about a person mean: “Golden bag”, “Golden hands”, “Golden head”, “Golden soul”

The task is aimed at developing logic and generalization. Find out where and how these words are used, in what cases and why people use them in their speech. It is quite appropriate to conduct it in different lessons.

The task requires the following explanations:

Recall examples from life or books where students encountered such definitions;

It is advisable to describe these expressions in words;

Illustrate them with a picture;

Compose an individual or collective story that could be performed on stage.

6. Compose a new adventure of “The Little Prince” (“find the Star” and come up with an adventure with it

The task works especially well in literature and fine arts classes. This tale is equally interesting to children of different ages. It is important to follow the text of the fairy tale in the style of A. Exupery.

The task requires the following explanations:

Before completing the task, remember the fairy tale, read it out loud;

Explain the means of expression and the peculiarities of the presentation of the plot;

Divide the class into small groups of 3-5 people, in each of which students must come up with their own short story;

Write a story, make illustrations for it;

Come up with and prepare a short performance with a continuation.

7th grade.

1. Sketch of a labyrinth for a playground (top view)

The task can be completed in a lesson in fine arts, drawing, or mathematics. It is aimed at developing the ability logical thinking, the ability to create a complex path of advancement from one exit to another, taking into account deceptive moves (movement options).

The task requires the following explanations:

Get acquainted with game options that include labyrinths;

An excursion to the park, a walk through the labyrinths, watching films, cartoons;

When completing a task, originality of thinking and non-standardity of the proposed version of the labyrinth are important;

Work with a pencil, felt-tip pen on a small sheet of paper, it is possible to use computer design, create your own game program.

2. Graphic sketch of an unusual decorative form based on natural motifs.

It is advisable to complete the task in the lessons of fine arts and world artistic culture. Aimed at developing observation, imaginative thinking and imagination.

The task requires the following explanations:

Invite schoolchildren to look with “different” eyes at the natural forms of trees, stones, stumps, twigs, plants, flowers;

Choose an object you like and, based on its shape (silhouette, contour, structure), create your own original decorative form without a specific application;

Decorate the form with decorative elements.

3. Sketch of a fabric design based on natural patterns (stones, cobwebs, openwork foliage, jaguar, leopard, etc.)

An assignment for lessons in fine arts, design, world artistic culture, it is aimed at developing the ability of schoolchildren to notice the unusual and original in natural motifs; find motifs that are consonant with natural ones in real objects, objects of reality.

The task requires the following explanations:

Carefully examine natural drawings, complete a series of sketches and sketches of drawings from natural objects (stones, animal colors); For this, it is advisable to go on an excursion to the zoo, zoo, Zoo museum, watch a documentary about animals, etc.;

Choose an object you like and, based on its natural pattern, create a sketch of a fabric (tapestry, carpet);

Work with felt-tip pen, pencil, watercolor (optional).

4. Graphic composition based on ancient mythology.

The task is equally relevant for both fine arts lessons and history and literature lessons.

The task requires the following explanations:

Before completing the task, remember the main motifs of ancient mythology (Slavic, Greek, Indian, etc. - at the request of the teacher);

Consider illustrative material in fiction;

When creating a graphic composition in the classroom based on the proposed mythology, you should distribute among the children who will carry out what plot;

Possible work in computer graphics technology;

Creation of a collective book on mythology.

5. Sketch of the design of a room for listening to cosmic music

The building is aimed at developing the fantasy and imagination of students, developing the ability to notice, observe and find commonality in different types of art.

The task requires the following explanations:

Before completing the task, discuss in class what the room for listening to music looks like, the features of the space solution;

Listen to different music (excerpts): folk, lullaby, chamber, symphonic, children's, dance. Discuss its character, reflect on what space is desirable for listening to this or that music;

Listen carefully musical compositions, carrying images of cosmic music;

Create a sketch of a hall for listening to this music: interior color scheme, organization of the hall space;

Work in pencil, watercolor, applique.

6. Depiction of the rhythm of poems by conventional signs (S. Yesenin, V. Mayakovsky).

A building to develop a sense of rhythm, fantasy and imagination.

The task requires the following explanations:

Invite schoolchildren to think about choosing expressive visual elements and signs that would adequately correspond to the structure and character of the poems;

On one sheet of paper, divided into two parts, create two compositions that best correspond to the poems of these poets.

8th grade.

1. Sketch of the architecture of the future

Before completing the task, it is advisable to watch a film about architecture. It is also advisable to find original architectural designs of buildings created by architects based on natural forms in the twentieth century, including architectural designs and buildings by the architect Gaudi.

The task requires the following explanations:

Discuss natural forms that serve as a kind of architecture (home) for living beings (shells, snail houses, shells, poppy tops, butterfly cocoons, flower seed pods, etc.);

Create a sketch of the architecture of the future, using natural motifs, taking into account the characteristics of life in a new, unknown society of people and animals.

2. Select color options for the playroom and sleep room

The task is aimed at developing the ability and ability of schoolchildren to organize the space of the room depending on the purpose of the room. Before completing the task, it is advisable to give an idea about the peculiarities of the color scheme of the room’s interior, about the nature of color and its influence on the human psyche, about which colors are preferable for children and which for adults. Research by scientists, architects, designers in this direction.

The task requires the following explanations:

In deciding a room and creating a mood, color has a special meaning; color can enhance our performance or dull it, can cause irritation or drowsiness; when deciding the color character of a room, it is important to imagine what the interior is intended for;

It is important to clearly express the age of the owner of the room.

The sketch solution must be planar. The sheet can be divided into 4 parts. In the first half, give the color scheme for the play room, in the right half - the sleeping room.

Solve three relationships: floor-wall-ceiling-decoration elements.

3. My color preferences – color composition without a specific image

The task involves completing a composition using color spots. The nature of the composition, its dynamics, color relationships must correspond to the author’s mood and color preferences.

The task requires the following explanations:

When performing a task, pay attention to the principles of composition construction, so that you can feel the compositional center, the balance of spots, the dynamics or statics of the image (leave space for margins);

The work should be carried out on thick white paper formats measuring 20x20 centimeters; it is possible to use gouache, watercolor, and you can also work using the appliqué technique.

4. "My ancestry." Sketch of the tree of life of your family in several generations

Before performing work, it is necessary to collect required material by family members over several generations.

The task requires the following explanations:

The tree does not necessarily imply the image of a tree. This is a conditional concept. It is advisable to come up with an original form of presenting your image-scheme. It is possible to use photographic materials from the family’s archives (photocopies), add your own visual motifs, including original inscriptions and decorations.

Work on large formats of your choice.

5. Depiction of the rhythm of verse using conventional signs (V. Khlebnikova, M. Tsvetaeva)

Before completing the task, it is necessary to conduct a lesson with students on the perception of the poetry of these authors (other options are possible, for example, V. Mayakovsky and S. Yesenin). Try to give schoolchildren an idea of ​​the peculiarities of the sound of poetry and its connection with the visual image and rhythm.

The task requires the following explanations:

When perceiving poetry, it is necessary to choose conventional signs that would best reflect the character of the verse.

Follow the rhythm of the verse and try to convey it using highlighted characters.

It is advisable to convey the rhythm of the verse not in one line, but in the form of a small composition;

Material of choice. Ink, pen, applique.

9th grade.

1. Sketch of the city of the future using tools (ruler, compass, patterns)

The task involves creating a sketch of the city; collective work of a group or class is possible. Everyone designs one house or a group of houses. From the resulting sketches a collective composition is compiled on a colored background.

The task requires the following explanations:

A sketch of architectural buildings must be created using various tools, without a preliminary sketch;

Original sketches are welcome, unusual in form and implementation of the plan (maximum inclusion of fantasy and imagination is desirable;

The work is carried out on white paper with a simple pencil;

After the basic shapes have been found, you can introduce a little color, which it is advisable to apply after the collective composition is completed.

2. Font compositions for maximum expression of the “meaning” and mood of the text (without specific text, work on small formats)

Formal composition to convey mood, dynamics, and visual meaning. Graphic work. It is advisable to read small poetic works V. Kandinsky and create a composition based on his motives.

The task requires the following explanations:

Before completing the task, look at V. Khlebnikov’s texts for his poems, notes of various musical works performed by the composers themselves, type posters;

Compose the composition from letters, numbers, and words that do not express anything;

It is important to imagine the mood as much as possible. It is possible to use color;

Work with colored pencils, felt-tip pens, combination with applique is possible.

3. Describe the house for a specific person (purpose, decoration, color scheme)

Before completing the task, it is important to acquaint students with: literary works that describe interiors, and the nature of the description of the interior by an architect, artist, designer.

The task can be carried out several times, changing the owner of the interior.

The task requires the following explanations:

At the first stage of this work, it is necessary to choose the owner of the interior, preferably a person with a clearly expressed creative professional background (artist, musician, composer, fashion designer, writer, poet, director, conductor, art critic, physicist);

It is quite possible to imitate any writer in description;

After of this assignment, if desired, you can solve the interior in color on paper, material of your choice.

4. Execution of color and graphic compositions based on the works of P. Picasso, V. Kandinsky

The task involves a closer acquaintance with the work of the designated artists. In particular, it is necessary to study the works of P. Picasso, made by the artist based on the works of Velazquez “Las Meninas”, a series of works based on the contemporary artist of Picasso - Braque.

The task requires the following explanations:

Choose the artist you like (Picasso or Kandinsky), select the most interesting work in your opinion and complete 3-4 sketches based on this work;

Take into account in the sketch compositional features works, color, mood, dynamics;

Do the work yourself;

After completing the work, give other students the opportunity to determine, based on what work the sketches were made, and then explain to the performer the tasks being solved during the work;

Technique and material of choice.

5. Fragments of architectural decoration: Ancient centuries, Modern, Baroque

Recall the designated trends in art, paying attention to the nature of the decoration of architectural structures. After this, give the task of making decorative elements of architecture (samples, illustrations containing this material should be removed). The task is aimed at developing memory, the ability to correlate shape and decoration, and intelligence. It can also be considered as a test according to the world artistic culture, history, fine arts.

The task requires the following explanations:

Recall the nature of architectural forms, suggest decorative elements for them;

Work on small formats measuring 15 x 15 cm, each element on a separate format;

Material: pencil, ink, pen.

6. Express the word “unpredictability”: in color, shape, line, sound (description of sound), smell (description), conveying a verbal image (description in words). This task can also be repeated in grades 10 and 11:

In the process of completing a task, children maximally engage in different types of creative thinking (musical, artistic, visual, motor, tactile, gustatory, etc.). The work is done on one sheet of paper, divided into six parts.

The task requires the following explanations:

In each part, the student needs to express with the help of colored pencils (felt-tip pens, paints - optional) his emotional and sensory attitude to the perceived word;

In the 1st square, it is necessary to formally express “what color is unpredictability” using color (several colors) (we draw without a specific image of anything - only with color);

In the 2nd square, using a line (pencil, felt-tip pen) we show what the form of unpredictability is (a closed line that has a certain “unpredictable” shape);

In the 3rd - use a felt-tip pen or pencil to draw an unpredictable line;

In the 4th - try to describe (if we don’t know how to write, tell the teacher or assistant and he will write it down) what the mystery tastes like (what the “unpredictable candy” tastes like);

In the 5th - it is necessary to describe “unpredictable music”;

In the 6th, you need to describe in words what “unpredictability” is.

Grade 10.

1. Selection of color relationships for the interior (palace, household, office)

Before work, have a conversation, watch a film, illustrations depicting various interiors, pay attention to decorative elements, color design, the nature of furniture and draperies.

The task requires the following explanations:

This work involves developing the ability to correlate the character and purpose of the interior with its color design;

It is necessary to determine the color scheme;

Work should be carried out on an elongated horizontal format, divided into 3 parts, each of which will contain interior color schemes;

It is possible to include individual decoration elements in the interior.

2. Sketches of forms without a specific purpose for transmission: stability, instability, dynamics, heaviness, lightness.

The task is equally useful for lessons in world artistic culture, history, fine arts, physics, chemistry, and other subjects.

The task requires the following explanations:

It is envisaged to create on one sheet, using line and color, a series of forms that maximally express the indicated characteristics;

If desired, and if you have soft material (clay, plasticine, etc.), you can make shapes and paint them with the desired color;

For graphic design, work on one sheet of paper with pencil, ink, felt-tip pen, appliqué (optional).

3. Sketch of the spatial structure of the bridge based on natural forms

Such tasks are quite appropriate for lessons in drawing, physics, fine arts, world artistic culture, and history. They are aimed at the ability to find common structural features structures of natural forms, connections, which serve as an example for creating special designs. It is advisable to consider a number of works by artists, designers, architects who actively use natural motifs in their work (Leonardo da Vinci, Rodchenko, Tatlin, Corbusier, Gaudi, fashion designers, etc.)

The task requires the following explanations:

Find examples of interesting sustainable structures in nature;

In nature, everything is natural, functionally justified, structurally accurate (bird wings, tree crowns, structure of flower seed pods, spikelets, cobwebs, animal claws, tail and torso, body structure and living conditions, and much more);

Find your examples;

Create an original structural composition of the bridge, in the architecture of which natural motifs are clearly visible;

It is advisable to select some individual element, spotted in nature, and use it to create an entire structure;

Work with tools and a pencil on thick paper.

4. Describe how the artist M. Chagall and the writer V. Gogol are close

The task can be carried out both in literature lessons and in classes on world artistic culture and fine arts. Before describing the task, remember Gogol’s works, their plots, heroes of the works, adventures. Examine Chagall's paintings, try to highlight their themes and mood. During perception, do not give your characteristics of similarity and difference, do not lead students to this idea. Just perceive.

The task requires the following explanations:

Leaving excerpts of the writer’s works on the desks, or the artist’s illustrations on the board or desk, invite schoolchildren to find common features, similar plots, depicted images, fantasies and dreams;

Describe this in a single text (short essay).

5. In Chinese mythology, a large place is given to four sacred animals: the Dragon (symbol of spring and east), Phoenix (symbol of summer and south), Tiger (symbol of autumn and west), Turtle (symbol of winter and north) - explain why?

The task can be carried out in a lesson in geography, literature, history, world artistic culture, and fine arts. Before giving a task, remember the characteristic sacred animals Ancient China, their display in fairy tales, epics, paintings, engravings, on fabric and clothing.

The task requires the following explanations:

Compare the fabulous images of the Russian people with the images of Chinese mythology;

Find common features and purposes of the amulets they served;

In the description, try to find your own explanation for sacred animals, you can include other familiar images that have symbolic meaning among other peoples.

Exercises that it is advisable to carry out with students of different ages as often as possible during the school year:

Image of your mood in color, shape, line, movement.

Drawing "abracadabra" and turning it into a recognizable image.

Your color preferences on the day of work.

Image of vases of different shapes (cheerful, sad, calm, playful, absent-minded, attractive, magical, etc.).

We listen to music and convey it in movement, word (association), color, line, convey its smell, etc.

We listen to poems and convey them in action, color, movement, etc.

We look at the picture and imagine ourselves in the space of this picture (we express this in action, movement, word, etc.).

We get to know the writer (the period of history, the country where he lived and worked, the features of its nature, the architectural environment of this country, the style of dressing, music, paintings of that era, we watch films), we assume what works he could have created at that time, etc.

We dream and fantasize about the following topics: “The king had a courtyard, in the courtyard there was a stake, on the stake there was bast...”. We guide children’s thoughts and direct them to the sublime, magical, and good. We continue the story and play it according to the integrated lesson scheme.

Approximate topics and areas of work with children in the fine arts, based on polyartism and an integrated approach to teaching and raising children of different ages.

For a given interior (from a magazine, photograph) come up with a chandelier or other object or costume. Express in movement, gait the character and movement characteristics of the people living in this interior.

Creating an ornament based on a fairy tale (for example: “Cat, blackbird, fox and rooster”, “Teremok”, “Kolobok”), each sign of which would represent an animal and an action).

Convey in color and line the cry of a crow, the singing of a tit, a nightingale and other birds.

Working with large forms (creating architectural projects).

On one sheet of paper, depict four moods in nature.

Making toys using the paper plastic technique based on a cone.

Interior sketch for your favorite doll, for yourself, etc. (work based on a shoe box without a lid).

Image of mouse and moth space.

Graphic works based on materials from nature observations.

The space of the forest in winter, spring, summer, autumn (preferably the same place).

Floor toys based on simple geometric shapes.

Sign in decorative arts (emblems of classrooms for your school, signs for a zoo, a cultural park for children, for a playground).

Rhythm in arts and crafts. Creating your own rhythm using folk ornament motifs.

Sketch-model of a Russian hut (interior, exterior).

Solar signs and their meaning among different peoples (Slavs, India, China, Africa, etc.). Creating a meaningful decorative composition using solar signs.

Sketch of an initial letter for an epic or legend.

This section contains the most interesting for students to study topics for fine arts projects.

The page presents research topics in fine arts, which cover ancient and modern fine and decorative arts, ancient Greek art, painting, graffiti, sculpture, design, ceramics.

They are also offered, which involve consideration of the work of outstanding artists and sculptors, familiarity with the patterns and decorations of various nationalities, and interesting drawing techniques.

Painting Project Topics can be selected for any school class, they can be changed and expanded at your discretion.

Fine Arts Project Topics

Interesting topics for fine arts projects:

"Fast" drawing techniques.

Abstract painting Dutch artist Peter Cornelis Mondrian.

Abstract art by Wassily Kandinsky.

Abstractionism as a direction of non-figurative art.

Face painting (drawing animal masks with special paints). Current forms of contemporary art (installation, happening, performance, etc.).

Analytical art of Russian artist Pavel Filonov.

Applications on mythological stories in black-figure style.

Biblical scenes in painting.

Biblical themes in art.

Improvement of the school grounds based on fairy tales.

Divine and multifaceted Salvador Dali.

Each film has main characters.

Peering into a person. Portrait.

A look at analytical art.

A look at symbolism

Types of decorative arts.

Types of fine arts and the basics of figurative language.

The business card of our region.

Stained glass. Colors of autumn. Stained glass painting.

Magic flowers in children's fairy tales

Magic in a paper curl.

The magic of colors.

Seasons in painting.

Geometric shapes in the design of paving slabs.

Heraldry. Heraldry: an inflorescence of history, art and knowledge.

Heroes of fairy tales in sculpting. Fairy tale heroes in drawings.

Heroic theme in works of Russian art.

Gzhel miracle.

Gorodets painting

Graffiti - art or vandalism?

Decor - person, society, time. Decorative and applied arts in human life. Decorative art in the modern world.

Village - wooden world

Design is the art of giving things a new look.

Ancient Greek vessel.

Dymkovo toy

Genres in fine arts.

The life and work of local artists.

The life of Jesus in works of fine art.

Regularities in patterns.

Remarkable warriors of Ancient Greece in drawings.

Golden Russian hut

The ideal of personality in the portraits of I. Kramskoy.

What, what are these paints made of?

Image of a human figure and the image of a person.

Fine arts in the family of plastic arts.

Fine art born of October.

Topics of fine arts projects

Interesting topics for fine art projects for students:

Interior of a peasant house.

Art in human life.

The art of graphics and its artistic possibilities.

Art of Ancient China.

Clothes of people of different classes.

The art of painting semolina porridge pre-colored with food coloring.

The art of hand-painted fabric.

Using dry leaves in painting.

Study of natural food colors in painting.

Historical genre in Russian fine art.

The life story of the pharaoh of Ancient Egypt in drawings.

Ceramic products.

Classic elite art using the Portrait genre as an example.

Blotography. What is this?

Cubism as an avant-garde movement in fine art.

The cultural and ethnic diversity of my city.

The cultural question in the primitive world.

Palm and finger painting techniques.

Leonardo da Vinci - artist and scientist.

The personality of the artist and the world of his time in works of art.

Lubok is a living folk art.

Magic patterns.

Mass and elite art using the example of the Portrait genre.

The world around me is different techniques Images.

The world of dreams and fantasies in the work of the artist Viktor Elpidiforovich Borisov - Musatov.

The world of our things.

Still life

The world of creativity of artist Viktor Vasnetsov.

Mythological themes in art.

Mosaic in the heritage of M.V. Lomonosov.

My favorite artist.

My rich colors.

The motif of the road in the works of F. Vasiliev.

The direction of the Russian avant-garde is futurism

Folk clothing is an image of the world.

Folk art of the North.

Folk holiday rituals.

Folk costume. History of the costume. Folk festive costume.

How white snow really looks and how to convey its appearance in a winter landscape using the power of gouache.

Still life. The emergence and development of the genre.

Incredible colors

Unconventional technique of drawing nature

Unconventional techniques for drawing animals

Unconventional drawing methods and techniques

Unconventional drawing techniques

Unconventional drawing techniques in fine arts.

Ebru and sumanagashi.

What are they talking about cave drawings primitive world.

What will the drawings on the walls of the Pharaoh’s tomb tell?

What does color tell you?

What do coats of arms and emblems tell us?

The image of a bird: from myth to art

Ritual meaning of straw.

Volume is the basis of the language of sculpture.

He is the closest artist to me.

Original ways of drawing.

Features of the plastic form of clay toys belonging to various artistic crafts.

Pavel Fedotov and the artists of his time.

Easter traditions of the Russian people.

Scenery. The emergence and development of the genre.

The first futurist artists in Russia were the Burliuk brothers. Picasso as the founder of Cubism.

Plasticine fantasies The usefulness of things in the house.

Portrait of a man. The emergence and development of the genre.

A visitor in a modern museum: a portrait in perspective.

Orthodox icon

Techniques of working with ink and their expressive possibilities.

Nature and the artist (images of nature in landscapes by artists).

Walking around my city.

Design of subject environment. Kitchen interior design.

Works of art in students' families.

Crafts of our region A journey into the world of spring colors.

Traveling through the ancient cities of Russia. Architecture.

Colorful world (Genres of fine art).

Reality of life and artistic image.

Drawing with graphic materials

Native nature in the works of F. Vasiliev, I. Shishkin, I. Levitan.

Christmas card

The role of artistic folk crafts in modern life.

Romantic of passion and sadness. Portrait art by K. P. Bryullov.

Stone painting

Russian peasant hut

Russian matryoshka Russian beauties

Russian sculptural portrait of the 18th-19th centuries.

Ancient, medieval Rus', national originality of architecture and art.

The connection of times in folk art The power of art in the work of Modigliani.

Fairytale autumn forest

Contemporary exhibition art.

Contemporary Russian young artists.

Modern techniques of decorative and applied arts.

Contemporary Ukrainian young artists.

A modern museum as an important resource for the development of the city and region.

Supermatism of the outstanding artist Kazemir Malevich.

Suprematism The essence of the portrait genre in modern and classical style.

Creative problems of modern folk arts and crafts.

The creative path of Valentin Serov. Creativity of V. Surikov. Creativity of I.I. Levitan Creativity I.I. Shishkina

The work of any artist from the Renaissance to our contemporaries.

Creativity F.A. Vasilyeva.

Works of the artist Kazemir Malevich

Works of the artist Toulouse Lautrec

Terracotta statues of the Chinese emperor

Water printing technique

At the origins of Greek sculpture.

Amazing tapestry products.

Amazing metal products.

Amazing glass products.

Patterns in Ancient Greece.

Patterns in Ancient Rus'.

Patterns in Ancient Egypt.

Patterns in Ancient Rome.

Patterns in the history of our region.

Patterns in book design.

Patterns on buildings.

Patterns on clothes.

Patterns on weapons.

Patterns on dishes.

Futurism

Japanese artistic culture

Art painting on glass

Artistic specificity of the Venetian school of painting.

Artistic specificity of the Umbrian painting school of the Renaissance.

Futurist artists

Color and symbol in architecture and design.

Man and space in fine arts.

What do the designs on clothes mean?

What is avant-garde?

Miracle - dough.

Masterpieces of the High Renaissance.

Ebru - drawing on water.

Elite and mass fine art for the modern viewer.

My class logo.

These mysterious cave paintings.

It's some kind of black square.

I draw on the computer

Pagan symbolism in folk crafts.

Japanese garden.

Bright colors of popular print.

Fine Arts Project Topics

This section includes project topics for MCC, not included in the lists of topics for grades 7-11. The page asks you to select research topics on MCC, which examines architecture, painting and sculpture Ancient East, Egypt, Europe and Russia.

Topics of MHC projects by class:

We distributed research topics on world artistic culture by class, below you can go and view topics on MHC for grades 7-11.

(opens in a new window)

Also offered research topics on culture to get acquainted with museums around the world.

Among topics of design work on MCC You can choose an interesting topic for students in any grade of school. Topics cover the culture of almost all known civilizations.

Research topics on MCC (general)

Arcangelo Corelli.

Architecture of Ancient Egypt.

Architectural monuments of the city in which I live.

Architectural modernism of one of the cities of Russia

Biblical subjects and images in the works of El Greco (Rembrandt and others)

Martial martial arts

Everyday genre in Western European and Russian painting. V. A. Serov “Girl with Peaches”

Venecian mask.

The influence of African sculpture on the work of P. Picasso.

The influence of Venetian masks on the images of modern fashion.

The influence of Byzantium on the formation of the culture and art of Kievan Rus

The magical art of amigurumi.

Museum city of St. Petersburg and its suburbs.

Gothic art

Greek theater.

Decor of a person's position in society.

Greek vase painting.

Old Russian icon painting

Egyptian style in a modern interior.

Painting by S. Dali and the theater of the absurd.

Painting from the era of the “Itinerants”.

The life of Jesus in works of art.

The ideal of beauty in different eras

From the history of French costume.

Impressionism. Auguste Renoir Impressionistic techniques in the works of K. Korovin (V. Serov).

Art of Gzhel. Origins and modern development of the fishery.

Art of Gorodets. Origins and modern development of the fishery.

Art of Pre-Columbian America.

Art of Western Europe of the 17th century. (Baroque era).

Joseph Lanner, founder of the Viennese waltz.

The room of my dreams

Costume of Russian peasants of the Tver province of the 19th - early 20th centuries

Culture of antiquity Culture of oriental dance Culture and life of the peoples of Kuban XVII - XVIII centuries.

Culture and art of Byzantium Culture and art of the Enlightenment.

Renaissance majolica

Can art be a weapon?

Museums of Europe Museums of the world. The history of the formation of the museum, the principles by which national collections were formed. Museums of Russia. Museums of Ukraine. Museum in the modern sociocultural situation of the city.

The image of Cleopatra in cinema.

The image of a cat in Russian culture.

The image of Peter I in the sculptures of B.K. Rastrelli and E. Falcone.

The image of the sun in folk art.

Images of Madonnas in the works of Leonardo da Vinci (Raphael).

Features of the Russian spiritual ideal in the works of M. Nesterov.

Reflection of images primitive art in the works of P. Gauguin.

Pyramids in modern architecture.

The search for the Fauves and the peculiarities of their figurative language.

Refraction of iconographic principles in the painting of El Greco.

Nature and man in the fine arts of romanticism (on the example of the work of K. D. Friedrich).

The problem of choosing a life path in the works of A. Ivanov “The Appearance of Christ to the People” and I. Kramskoy “Christ in the Desert.”

Walk through Versailles.

The contrast between natural and artificial as the main motive of K. Somov’s creativity.

Psychologism of sculptural portraits by A.S. Golubkina.

The role of Toulouse-Lautrec in the development of poster art.

Romanesque art

Chivalry

The originality of the elegy painting genre in the work of V. Borisov-Musatov.

The originality of F. Rokotov’s stylistic style.

The symbolism of still life in Dutch painting XVII century.

Symbolism of jewelry of Ancient Egypt.

The connection of symbolism with the worldview of the Egyptians.

Symbolic images in Vrubel’s works.

Renaissance sculpture: Donatello, Michelangelo.

Sculptural depiction of a person in the art of Ancient Egypt, in ancient art, in the sculpture of the Middle Ages.

Sculptural decoration of Gothic cathedrals.

Slavic mythology "Russian evil spirits" Slavic mythology "Sacred birds"

Soviet and American culture of the 20s of the XX century.

The secret of beauty in Russian female portraits of the 19th century.

Dance of Goddess Guan

Dances of the Baroque era in the music of the early 17th century composer Andrea Falconieri.

Traditions of ancient Russian art in the architecture of Peter the Great.

Artistic discoveries of the “little Dutchmen”.

Features of Romanticism in the works of the Pre-Raphaelites.

Exoticism of the East in the works of Delacroix.

Tour of the Hagia Sophia in Constantinople.