Artistic and aesthetic education of preschool children taking into account the Federal State Educational Standard of Preschool Educational Institution

Artistic and aesthetic development of preschool children according to the Federal State Educational Standard

Stages and conditions

Artistic and aesthetic development is the process and result of the formation and deepening of the abilities of visual and emotional perception of the beauty of the external world, the sphere of art, as well as the development of independent creative activity in the world of beauty.

The program for preschool children includes several stages:

• 3–4 years - a positive emotional reaction to the image when recognizing familiar or valuable objects in the child’s understanding in the picture. The psycho-emotional level of development, as well as the degree of development of abstract thinking and imagination, does not yet allow us to talk about the perception of an artistic image. Evaluative motivation is simple, everyday, subjective in nature, for example, I chose this photo because it shows a toy, and I like it.
• 5 years old - the child not only pays attention, but also begins to consciously perceive the attractive aesthetic qualities of a work of art. Children at this age are able to experience feelings of emotional satisfaction when contemplating the color palette of a painting; less often they will react to the compositional solution and features of the form.
• 6–7 years old - pupils are able to overcome the limitations of literal perception of external obvious signs of depicted objects. The level of development of figurative thinking makes it possible to capture the subtle internal characteristics of the depicted artistic objects.

Artistic and aesthetic activity is an activity specific to children, in which a child can most fully reveal himself, his capabilities, feel the product of his activity (drawings, crafts), in a word, realize himself as a creative person

Conditions that stimulate the child’s transition to a new qualitative level of artistic and aesthetic development:

• competent arrangement of the material and cultural spatial environment, it should include objects that are attractive for contemplation and study;
• a high level of professional competence and personal qualities of the teaching staff carrying out the aesthetic education of children;
• interest and attention to the child’s creative experiments, the desire to notice and hear his thoughts and experiences;
• thoughtful, purposeful pedagogical activities to organize the aesthetic perception of students.

Education transforms development into a directed and controlled process, according to L.S. Vygotsky’s meaning of aesthetic education is to “lead development.”

The purpose of such education in the pedagogical definition

• Formation and improvement of aesthetic taste, nurturing a sense of beauty.
• The formation and development in the child’s personality of the ability to love and appreciate the beauty of the world around him, to enjoy the contemplation of beauty in the field of art and in everyday life.
• Developing a deep understanding and competent assessment of art objects.
• Actualization of the creative abilities of the individual and their embodiment in active independent creative activity to create beauty in life.
• Formation of moral and ethical universal norms and values, achievement of a high level of general erudition, expansion of the sphere of aesthetic interests.
• Conscious creative work contributes to the development of a culture of thinking and speech, strong-willed personality traits, self-organization skills, internal control and discipline.

In the process of theatrical activities, the creative potential of each child is revealed, and parents are fascinated by the variety of characters, ease in children’s communication with peers and adults

Pedagogy defines the artistic and aesthetic education of preschool children as a purposeful process of forming a creatively active personality of a child, capable of perceiving and appreciating the beauty in life and art.

N. Varkki

A child in the world of creativity: Creative and aesthetic education of preschool children / N. Varkki // Preschool education. – 2003. P.53.

Objectives and principles

The tasks of artistic and aesthetic development are specified in accordance with the characteristics of the developmental psychology of children and are divided into four groups:

• Development of the emotional sphere of aesthetic feelings, personal priorities and interests - the formation of one’s own collection of artistic images, thanks to which the inner life of the child’s personality will become rich and meaningful.
• Knowledge and judgment are the accumulation of a basic arsenal of aesthetic knowledge and internal personal experience of sensory experiences, without which it is impossible to awaken a living personal interest in the world of aesthetic phenomena. To achieve this task, pupils are introduced into the world of standards of sensory perception, beauty, aesthetic categories, emotional behavior, etc.
• Formation, on the basis of acquired knowledge and experience, of socio-psychological qualities of the individual, allowing one to experience a feeling of emotional satisfaction from the perception of aesthetic objects and phenomena. At the same time, it is necessary to develop in the child the ability to analyze, critically and reasonably evaluate any work.
• Education and development of abilities for creative activity in the field of art - manifestation and improvement of artistic, musical, plastic aspects of creative inclinations.

In the “Concept of Preschool Education” about

Principles of pedagogical work on artistic and aesthetic development.

• An individual approach based on respect and attention to the psychological and intellectual characteristics of students. Creating individual conditions for development involves developing an optimal trajectory of a pedagogical strategy for each child, taking into account his natural abilities and inclinations.
• The unity of the educational and educational process. This principle is of a fundamental developmental nature and ensures the integrity of the ethical, aesthetic and intellectual development of the child’s personality.
• The deep internal connection of children's creativity with real life determines the diversity of content, techniques and methods of organizing and implementing artistic practice.
• Integration of various types of art - promotes a deeper and more holistic knowledge and understanding of phenomena and objects of the surrounding world, versatile perception and harmonious embodiment of children's imagination and fantasy in the child's musical, speech, theatrical and visual activities.
• The principle of nationality and cultural conformity helps preschoolers understand the deep genetic connections between the cultural picture of the world and the traditional self-awareness of the people. In addition, it broadens their horizons, enriches the inner world of students with new cognitive facts from the life of other countries and continents, and instills skills of respect for the uniqueness and originality of life and artistic creativity of other peoples.
• Continuity in artistic and aesthetic education and upbringing of preschoolers and younger schoolchildren.

From the very beginning, by nature, children are creators, and the task of the teacher is to help each child reveal his or her creative potential, his or her individual creative abilities.

Types and forms

Types of artistic and aesthetic development:

• Aesthetic communication will awaken curiosity in children, help them believe in themselves and feel the taste of creative activity, in addition, develop interest in self-knowledge, prepare them to understand the meaning of their existence. Communication on topics of the sublime and beautiful will show in the child a desire to bring goodness and beauty to the world, to give love and light to the people around him.
• Contact with nature will form a culture of a friendly style of relationship with the natural world, help to more subtly feel and understand the richness and uniqueness of the surrounding world, and sow the seeds of sensitivity in the child’s soul.
• Independent activity (music, poetry, drawing, theater, crafts) - theoretical and practical immersion in the world of art will teach you to appreciate and understand it, experience aesthetic pleasure from communicating with various types and genres of art, and form artistic ideas and guidelines.
• Organization of the subject-spatial environment - aesthetically attractive things and objects form taste, create mood and atmosphere, stimulate the artistic and aesthetic performance of children.
• Holding holidays and organizing games is the embodiment of an aesthetic idea in an integrated fusion of music, words, decorations and plastic arts. The holiday allows you to combine the aesthetic and intellectual spheres of development and enhance the emotional effect of artistic influence.
• The joy of hand-made creative work in the garden or flowerbed.
• Sports games, formation of physical culture of the body.

Forms of organization of aesthetic development:

• Play activity is a means of integrating a child’s creative activity with all types of art.
• Educational classes - training in drawing, music, design, modeling, appliqué.
• An exhibition of children's works allows you to demonstrate dynamics and also monitors the results of educational work.
• Excursions - organization of observation and study of various objects in natural conditions or in museums.
• Holidays - children's concerts, competitions, theatrical thematic and literary performances and evenings, entertainment games, surprise walks, musical fairy tales.

Integrated entertainment with children: “Pokrov-Oseniny” (calendar holiday)

Implementation of the artistic and aesthetic direction of the preschool educational institution in accordance with the Federal State Educational Standard

Lyudmila Okuneva

Implementation of the artistic and aesthetic direction of the preschool educational institution in accordance with the Federal State Educational Standard

areas of activity appear around us every now and then . This process is actively occurring in modern pedagogy. New names appear and disappear one after another. Each of them implies a new direction . How often do we hear that the new is the well-forgotten old, maybe then we should use the old names?

The natural course of life gives a negative answer. The well-forgotten old is revived, as a rule, when a new one appears. In addition, two different options - old and new - will certainly differ in details.

The strategic goal of state policy in the field of education is to increase the accessibility of quality education in accordance with the requirements of innovative economic development, the objectives of Russia's competitiveness in the global world and the modern needs of society.

Based on the set goal, the process of modernization of the education system is accompanied by a rethinking of domestic and foreign educational theory and practice, assigning a humanistic character to education and clarifying the mechanisms of comprehensive, harmonious development of the individual.

The current direction of modernization of the education system is artistic and aesthetic education , as one of the main means of spiritual, moral, cultural development of the individual.

In accordance with the Federal State for preschool education, the educational field is “ Artistic and Aesthetic Development ”

involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual, the natural world; the formation of an aesthetic attitude towards the surrounding world; the formation of elementary ideas about types of art; the perception of music,
fiction , folklore; stimulating empathy for the characters of works of art ; implementation independent creative activity of children (visual, constructive-model, musical, etc.)
.

In “The Concept of Preschool Education”

O.

Arts (verbal, musical, visual)

performs ethical and aesthetic functions for preschool children.
The peculiarity of preschool children’s perception of works of art is that with their help the child discovers the world in all its interrelations and interdependencies, begins to understand more and better life and people, good and evil, the beauty of the world around him, experiencing and living the content of works of art. The process of communication with works of art (books, music, paintings, folk toys, etc.)
is one of the determining factors in the intellectual, personal
(including ideological)
and aesthetic development of a person, in his ability to
self-realization , in preserving and transmitting the experience accumulated humanity (program “Success”
).

In our work, we adhere to the exemplary general educational program of preschool education “From birth to school”

edited by
N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva, whose main goals and objectives (in
accordance with the theme of our method of association) are:

• Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude towards objects and phenomena of the surrounding world, works of art; nurturing interest in artistic and creative activities .

• Development of children's aesthetic feelings, artistic perception , figurative ideas, imagination, artistic and creative abilities .

• Development of children's artistic creativity , interest in independent creative activities (visual, constructive-model, musical, etc.)

; satisfying children's need for self-expression.

So, let's move on to the direct content of psychological and pedagogical work in the field of artistic and aesthetic development .

In terms of introducing them to art, the program invites us to develop children’s aesthetic senses, artistic perception , to promote the emergence of a positive emotional response to literary and musical works, the beauty of the surrounding world, works of folk and professional art (book illustrations, handicrafts, household items, clothing)

.

Encourage children to appreciate works of art. To introduce elementary means of expressiveness in different types of art (color, sound, shape, movement, gestures, to differentiate between types of art through artistic image .

Prepare children for visiting a puppet theater, an exhibition of children's works, etc.

Already from early preschool age, through play activities, we try to involve children in creating a world of beauty by putting things in order in a group room, the ability to take care of their appearance, thereby confirming their understanding that beauty is the work of human hands.

The use of expressive techniques for reading children's works contributes to the emergence of a positive emotional response in children to literary works. We try to organize classes in such a way that children evenly use different types of thinking (logical, visual, auditory, verbal, kinesthetic, imagination and fantasy). To do this, problematic situations are created, game moments and fragments of theatrical performance are used. We try to focus classes on developing a culture of emotions, the ability to manage feelings, understand and feel a friend: with the help of didactic games, direct instructions, and the creation of problem situations.

Regular exhibitions of children's works with discussion, viewing of various paintings and illustrations by artists contribute to the further perception of works of art.

In visual arts, the program invites us to develop aesthetic perception; draw children's attention to the beauty of surrounding objects (toys, natural objects (plants, animals), evoke a feeling of joy.

To develop an interest in visual arts. Learn to depict simple objects and phenomena in drawing, modeling, and appliqué, conveying their figurative expressiveness.

Include in the process of examining an object the movement of both hands on the object, grasping it with your hands.

Evoke a positive emotional response to the beauty of nature, works of art (book illustrations, handicrafts, household items, clothing)

.

Learn to create both individual and collective compositions in drawings, modeling, and appliqué.

As you can see, the previous paragraphs are largely similar in content. This means that the methods and forms of work remain unchanged. Drawing is a kind of game with images and colors, in which the child’s feelings and experiences find an outlet. Drawing and modeling not only contribute to the development of perception, imagination and creative activity, but also help to experience strong emotional impressions, both positive and negative. Therefore, it is necessary to always pay attention to what children draw in their free time and in no case criticize drawings you don’t like, but try to understand what experiences prompted the child to draw exactly that. You probably realized that we are talking about a method of monitoring the activities of children, and this, in fact, can be a method for constructing an educational trajectory (according to the Federal State Educational Standard )

child, his individualization of education.

Unfortunately, many children come to kindergarten whose parents did not allow them to use pencils, paints and plasticine at home, worrying that they will stain everything around them, but the sooner the child begins to manipulate the above-mentioned objects, the more confidence he will have in the future in himself, he will develop mentally faster, since V.A. Sukhomlinsky said: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of thought. In other words, the more skill a child has in drawing, the smarter the child.”

Therefore, I would like to pay special attention to creating an art corner in the group room.

In accordance with the requirements of the Federal State Educational Standard for a developing subject-spatial environment, the art corner must be accessible and safe; provide an opportunity for self-expression. This means that pencils, crayons, paints, paper, and templates should always be freely available in the art corner. In addition to traditional brushes and pencils, you can put cotton swabs, discs, cocktail tubes, and pieces of foam rubber. In this way, we encourage children to draw with imagination and experiment.

In constructive model activities, the program invites us to lead children to a simple analysis of the created buildings. Improve constructive skills, learn to distinguish, name and use basic building parts (cubes, bricks, plates, cylinders, triangular prisms, build new buildings using previously acquired skills (laying, attaching, applying, using parts of different colors in buildings. Learn to arrange bricks , plates vertically (in a row, in a circle, around the perimeter of a quadrangle, place them tightly to each other, at a certain distance (fence, gate)

. Encourage children to create design options by adding other details (put triangular prisms on the gate posts, cubes next to the posts, etc.).

Change buildings in two ways: by replacing some parts with others or building them up in height and length (low and high tower, short and long train)

.

Develop a desire to build buildings according to your own design. Continue to teach children to play with buildings, unite them according to the plot: path and houses - street; table, chair, sofa - furniture for dolls. Teach children to carefully place parts in boxes after playing.

To stimulate creativity, you can invite children to create their own shapes. If it is difficult for children or their imagination quickly ends, you can offer to build figures invented by the teacher. For example , a train, a tower, a ladder, a flower or a bridge (gate)

and so on.

In musical activities, the program invites us to cultivate emotional responsiveness to music in children.

Introduce three musical genres: song, dance, march. Promote the development of musical memory.

To develop the ability to recognize familiar songs and plays; feel the character of the music (cheerful, cheerful, calm, react to it emotionally.

Music is one of the most powerful means of influencing human emotions.

Life in kindergarten should be bright, rich in impressions, like a good interesting book, the best pages of which should be the holidays. Helping children make their children's holiday unforgettable, opening a window to the world of amazing wonders for children, leaving a bright mark on the child's soul is the goal of our entire team. Musical and folklore material is aimed at helping children express their feelings and experiences through songs, dances, poems, nursery rhymes, and jokes. The basis of the musical repertoire is folklore, Russian classics and music for children. Contemporary music that is accessible to children is also used in audio recordings. The scenarios are drawn up so that every child becomes a participant in the holiday, so that everyone has their own, even a small role.

Music lessons include games using Russian musical instruments. We begin to introduce them to children at a young age: we show a whistle, a bell, wooden spoons, and play these instruments. These tools are also freely available to children in the group.

The content of the classes is aimed at accumulating and enriching the accumulated musical experience of children with new musical impressions. Music lessons must be carried out in the form of exciting games and bring joy to children.

So, in accordance with the requirements for the conditions for the implementation of the main educational program of preschool education, educational activities must use forms and methods of working with children that correspond to their age and individual characteristics, and we, of course, try to prevent both artificial acceleration and artificial slowdown of children’s development .

According to the targets of preschool education at an early age, despite the term “early age”

,the same applies to children of the 2nd junior group by the end of the school year:

- the child shows interest in poems, songs and fairy tales, looking at pictures, and strives to move to the music; responds emotionally to various works of culture and art.

However, we must not forget that, according to the Federal State Educational Standard , targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children . They are not the basis for an objective assessment of compliance with established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate certifications and final certification of students, and the results of the work can be used exclusively to solve one of the educational tasks: individualization of education (including supporting the child, building his educational trajectory or professional correction of his characteristics development)

The success of artistic and aesthetic activities is determined by the passion and ability of children to freely use acquired knowledge, skills and abilities in the process of activity itself, as a result of which the effect of voluntary learning, teaching and training occurs in the trained children.

Only creative search in a specific type of activity leads to positive results. And only through the means of a well-structured pedagogical process, aesthetic education makes it possible to teach children to think, think in the process of listening, observing, visual perception and competently, clearly expressing their thoughts, ideas, fantasies - not chaotically, but in a certain organic logic.

Having listened carefully to our message, dear teachers, it will not be difficult for you to solve the crossword puzzle.

1. The perception of what folk art does the Federal State Educational Standard ? (folklore)

2. The main working document of the teacher? (program)

3. What does the use of expressive techniques for reading children's works contribute to? (emotional...response)

4. The totality of artistically figurative forms of a work of reality. (art)

5. One of the methods of using the construction of a child’s educational trajectory. (observation)

6. A process of activity that creates qualitatively new material and spiritual values ​​or the result of creating an objectively new one. (creation)

As a result, vertically we have an abbreviation for the name of the most relevant document today - the Federal State Educational Standard for Preschool Education.

Planning

How planning is done

The project of pedagogical activity is a necessary condition for the implementation of a scientifically based, orderly, consistent and controlled organization of the educational process with the specification of the necessary program tasks, methods and means. When planning, not only the teacher’s understanding of the characteristics of developmental psychology, but also taking into account the child’s personal capabilities and abilities is of enormous importance. The developmental concept of the educational strategy will require the teacher to:

• studying the personal characteristics of the character, worldview, inclinations, and social conditions of the child’s life;
• the ability to assess the level of maturity of personal qualities;
• understanding the psychological motivation of behavior, knowledge of the pupils’ areas of interest;
• skillfully stimulating activity, initiative, and self-organization of a child’s activities;
• timely diagnosis and elimination of problems that impede the achievement of educational goals.

Planning tasks:

• awareness of the prospects of activity;
• uniform distribution of educational material taking into account a specific period of time;
• preparation of necessary forms of work, development of pedagogical methods and techniques.

Calendar plan - is developed for a short period of time (1-2 lessons) and includes:

• content part indicating program goals;
• formulation of educational objectives;
• indication of methodological techniques;
• list of necessary teaching aids.

A long-term plan is a strategic distribution of the educational process over a long period of time (from 1 month to 1 year).

The plan is based on a program document, which indicates the amount of knowledge, skills and abilities for each age category.

Development of creative abilities of older preschool children by means of mastering the techniques of folk crafts

Development program according to age groups

Psychological features of the development of preschool children.

Younger preschoolers. First and second junior groups (2–4 years).

• Independent subject activity develops - normative methods of manipulating various objects are mastered. At 3–4 years old, a child goes beyond the limited boundaries of the family’s home space, this becomes the cause of the first age crisis caused by a conflict of desires and the child’s real capabilities. Self-esteem begins to form, but the key guidelines continue to be the assessments of adults.
• Speech improves - the process of becoming familiar with the names of surrounding objects continues, situational and business communication with adults becomes more complicated, in addition, the vocabulary is enriched, and the basic grammatical structures of sentence construction are mastered. By the end of the early preschool period, children remember small excerpts of their favorite works.
• The primary forms of voluntary behavior are laid down - the transformation of the child’s natural model of activity into a cultural one based on imitation of adult forms of behavior, perceived by the child as a regulatory model for reproduction.
• The skills of sensory-spatial orientation are improved - the child can perform simple tasks to identify and select from two or three objects based on the distinctive features of color, shape, and size. Gradually, children’s understanding of the sensory standard is consolidated; younger preschoolers of four years old can identify more than five shapes of objects and more than seven colors, and freely navigate the space of their group of children’s institutions.
• Sound and auditory perception develops - the child is able to distinguish the sound pattern of a melody, can sing, hears the sounds of speech correctly, but the pronunciation is still quite distorted.
• Conscious visual activity arises - the child clearly formulates the desire to depict an object; a common drawing is a drawing of a person in the shape of a “cephalopod” - a large circle with lines extending from it.
• In play activities, imagination develops when in the child’s mind some objects are symbolic substitutes for others.

Video: artistic and aesthetic development of children in kindergarten

Middle group (4–5 years old).

• The game begins to acquire a role-playing character, the child already separates himself from the role he plays, role-playing and real events do not mix.
• Fine art activities are developing intensively. The drawing acquires detail; the graphic image of a person has a specific and accurate depiction of facial features, body parts, and elements of clothing. Children learn to cut out and paste fragments of appliqué onto paper on their own.
• The ability to memorize and retain information in memory develops, voluntary memorization is formed, and children can complete a memorization task.
• The grammatical structures of speech become more complex, and the vocabulary is replenished.
• The level of development of children's imaginative thinking makes it possible to include in teaching activities tasks related to the ability to decipher simple diagrams.
• The ability to concentrate and sustainably maintain attention increases, the duration of the period of conscious concentrated activity increases to 15–20 minutes, in the preparatory group this ability will strengthen to a duration of 30 minutes.

The “Fun Fair” project for the older group will introduce children to folk traditions

Senior and preparatory groups (5–7 years old).

• At the age of six, children accompany role-playing interaction with speech imitating the game character. Children learn social roles in a play situation, and in this regard, conflicts may arise due to the distribution of roles.
• Drawing techniques are improved, children draw a lot and enjoy it; these can be illustrations for their favorite cartoons or books, as well as imaginary scenes.
• Mental skills of analysis and synthesis make it possible to diversify and complicate your hobby of design. When creating buildings, the child relies on both a given scheme and an agreed upon condition or plan, and the process of collective construction itself shows a desire for solidarity and mutual assistance.
• The degree of development of figurative thinking and imagination allows you to compose logically coherent, consistent, plot-organized stories. It is worth paying attention to the fact that imagination will actively develop only with social and pedagogical organization and stimulation.

Introduction to the field of art

Junior group

• Examination and discussion of artists’ illustrations for literary works, learning the skills of formulating answers to adult questions about plot pictures. It is important to introduce children to traditional folk toys, to focus children’s attention on the character traits of the folk hero and the decorative style of its design.
• Activating children's attention and interest in the various contours and lines of the drawing. The teacher helps to master the depiction of simple objects of different shapes, straight intersecting lines, and simple compositions.
• It is necessary to teach the child to comprehend and discuss a self-drawn image, to awaken in the child a feeling of emotional pleasure and joy from communicating with the world of colors and shapes.
• Training in careful and proper handling of artistic material. The teacher’s task is to teach the child to hold a pencil freely with three fingers, carefully pick up paint on the brush, and remove excess paint from the bristles of the brush on the edge of a jar of water.

Drawing a story with elements of the application “The Little Mermaid in the Underwater Kingdom” in the preparatory group

Senior group

• Children are introduced to the professions of an artist, composer, writer, actor, as well as art genres such as painting, music, architecture, literature, circus, theater.
• Pupils learn to recognize natural phenomena and surrounding objects in artistic images of literary works, fairy tales, and musical compositions.
• The drawing becomes more complex, children are taught to mix paints, paint, rhythmically drawing lines in one direction, without going beyond the contours. Skills are developed in proportionally placing parts of an image, taking into account size and shape.

Preparatory group

The child masters the skill of drawing from life and from memory, improves the technique of depicting details and shapes of objects, and constructing a plot composition. Subject and subject drawing develops, the color palette becomes varied and rich.

Modeling

• The goal is to introduce children to a variety of plastic materials, such as plasticine, clay, and to develop fine motor skills by teaching them to break off small pieces, roll out, and sculpt simple shapes.
• Children in the older group are helped to master the skills of pinching, smoothing, and are taught pressing techniques to obtain a hollow shape.
• In the preparatory group, children independently sculpt figures of their favorite characters and create plot compositions.

Application

• In the second younger group, children begin to be introduced to the art of making appliqué. Adults teach the child to first lay out the prepared elements in the shape of the intended object, then proceed to gluing the resulting drawing onto paper.
• In the older group, children begin to work independently with scissors and learn to cut out different geometric shapes, which they then use to create collages.
• Pupils of the preparatory group can independently develop and perform plots and compositions of more complex designs from various geometric and arbitrary shapes.

Artistic and aesthetic development (applique) in the senior group “Postcard for Mom”

Construction

Introducing children to the geometric elements of a tabletop and floor building kit. Adults continue to teach children how to build structures according to the model, while stimulating independent creativity and imagination.

Musical development

• The goal is to awaken interest in musical works, stimulate a sincere desire to listen and feel the harmony of the sound of music, show an emotional reaction, sing along, and perform movements that correspond to the rhythmic pattern of the melody.
• Children of the second year of the junior group are introduced to song, dance, march, and are taught to distinguish between these three genres. Children learn to determine the one-part and two-part form of a musical work, distinguish sounds by height within an octave, hear and determine the strength of sound (quiet, loud).
• Pupils of the senior group master the art of dramatization, playing simple melodies on a metallophone.
• In the preparatory group, children determine the genre and general mood of the piece they listen to, distinguish its compositional parts, recognize the sound of musical instruments, and learn to convey their musical impressions in drawings.

During music classes, children are introduced to the world of musical art in a relaxed manner; children get acquainted with the basics of musical culture and its genre diversity

Long-term calendar planning of music education classes in the junior group for 1 month.

Long-term planning for artistic creativity (second junior group) for 1 month.

Artistic and creative activities of preschool children

Publications on the topic:

Artistic and creative activities of children dedicated to the 70th anniversary of Victory in the Great Patriotic War. As I promised in the previous publication, I bring to your attention our crafts for the Great Victory Day, which the children and I completed.

Artistic and creative activity of children of the second younger group - application “Eternal Memory of Heroes” Goal: to cultivate in children a feeling of deep gratitude to the great feat of their grandfathers and great-grandfathers, who gave their descendants victory in the Great Patriotic War.

Artistic and creative activity. Summary of GCD in the second junior group (modeling) “Candy for Friends” Tasks: 1. Learn to pinch off small lumps of plasticine, roll them between your palms with straight movements, sculpt only on the board. Develop.

Artistic and creative activity using plasticine "Bunches of Rowan" The children of my group love to sculpt. They create simple shapes with great interest. I have long been interested in non-traditional techniques in artistic creativity.

Artistic and creative activities with middle-aged children. Application “Let's go to the forest to pick mushrooms” Purpose: to develop cognitive and creative perception of nature. Tasks:1. teach children to cut an oval from a rectangle. 2. Teach children to cut.

Artistic and creative activities with middle-aged children. Modeling “Fruit Harvest” Purpose: to develop children’s aesthetic perception of nature and teach them to convey the image of fruits through plasticineography. Tasks:1. Learn.

Artistic and creative activities with middle group children. Application with drawing elements “Sparrows” Purpose: to cultivate a kind, caring attitude towards birds; continue to develop the ability to hold and use scissors; learn to cut.

Artistic and creative activities with middle group children. Application “Funny frogs” Topic: “Funny frogs”. Goal: develop creative imagination; continue to develop the ability to hold scissors correctly and use them;

Artistic and creative activity of a teacher with children of the middle group. Modeling "Let's decorate the Christmas tree for the holiday." Artistic and creative activity of a teacher with children of the middle group. Modeling "Let's decorate the Christmas tree for the holiday." Completed by a GBDOU teacher.

Creative composition in the motor activity of children of senior preschool age. Dashing sailors Goal: To develop imagination, clarity and expressiveness of actions, speed of reactions in various motor tasks. Equipment: Flags for everyone.

Projects within the framework of artistic and aesthetic development of preschool children

"How beautiful this world is"

Content part:

1. “Art is a wonderful world of beauty.” Goals: introducing students to examples of works of art, developing skills in understanding the world of painting, developing the ability to express their aesthetic impressions, and developing speech.
2. "Magic Flower" Collaborative painting with watercolors and wax crayons. Goals: Using various materials and visual techniques, to activate children’s free experimentation, develop creative imagination, imaginative thinking, and a sense of color. Teach non-traditional artistic techniques for depicting flowers.
3. "Beautiful moments of summer." Monotype. Objectives: To teach the skills of depicting mirror-symmetrical prints. To familiarize children with the rules of drawing up a harmonious color composition and to improve the visual technique of watercolor.
4. "The concept of still life." Objectives: To introduce the features and history of the development of the still life genre. Learn to correctly describe the thoughts and emotions that a painting evokes.
5. "Autumn Foliage Ball" Semolina paintings with appliqué elements. Goals: organize and conduct a game in an art museum. To teach the ability to create pictures from semolina using paints, to develop a sense of color.
6. "Scenery". Objectives: To introduce the features and history of the development of the landscape genre. Learn to correctly describe the thoughts and emotions that a painting evokes.
7. "Autumn landscape". Fine technique of grisaille. Goals: mastering drawing with charcoal or sanguine, conducting experimental work with one color, achieving different shades.

Video: drawing with palms and fingers

“The World of Classical Music” (duration 1 year)

Plan.

• September. Acquaintance with the creative musical heritage of P.I. Tchaikovsky "Children's Album".
• October. Introduction to classical ballet as a genre of plastic art. "Sleeping Beauty", "Nutcracker".
• November. Discussion of the works of P.I. Tchaikovsky, the formation in children of the perception of dance movement as a way of conveying a musical image.
• December - January. Introduction to European classical music: Bach, Mozart, Beethoven.
• February. Conducting an integrated lesson in fine arts and music, learning to convey musical impressions and experiences in drawing.
• March, April. Acquaintance with the ancient dance tradition (minuet, gavotte).
• May. Final conversation for children and parents “Conversations about music.”

Video: “Music Day” project

“Types of artistic activities of preschool children”

Content

Introduction…………………………………………………….………………3

1. Artistic creativity in the activities of preschool children………….4

2. Types of artistic activities of preschoolers…………………..7

3. The importance of artistic development in preschool age….…..11

Conclusion……………………………………………………………..…13

References……………………………………………………….14

Introduction

The child’s practical activities—play, activities, performing certain duties—are important for his aesthetic development. It is known that raising a child in activity is one of the laws of upbringing. And a special place in this practical activity is occupied by what we can call the child’s artistic activity.

Artistic activity is of great importance in solving the problems of aesthetic education. The specificity of artistic creativity provides ample opportunities for the knowledge of beauty, for the development of children's emotional and aesthetic attitude to reality.

Modern pedagogical and psychological research proves the need for artistic creativity for the mental and aesthetic development of children in preschool age.

Domestic psychologists and teachers (L. S. Vygotsky, V. V. Davydov, A. V. Zaporozhets, N. N. Poddyakov, N. A. Vetlugina, N. P. Sakulina, E. A. Flerina, etc.) proved that the creative potential of children manifests itself already in preschool age and their development occurs when they master socially developed means of activity in the process of specially organized training. Thus, V.V. Davydov, in the afterword to L.S. Vygotsky’s book “Imagination and Creativity in Childhood,” points out that creativity is a constant companion of child development. Surprisingly consonant with this are the ideas of L. Malaguzzi (founder of the world-famous Italian school of pedagogy Reggio Emilia), who, speaking about children's creativity, did not consider it “sacred”: arising from everyday experience, it is an integral characteristic of human thinking. It includes the freedom to explore beyond the known, the ability to predict and make unexpected decisions.

1. Artistic creativity in the activities of preschool children

Creativity is closely related to imagination. This mental process develops rapidly in preschool age, allowing children to fantasize and be original wherever they take on.

Creativity provides the ability to mentally act in imaginary circumstances. Children also try to test their ideas or implement them in activities.

Space for imagination opens up both in play and in drawing, creating appliqués, inventing stories, perceiving music, and in dance movements. The activities of preschool children directly related to various types of arts are called artistic and aesthetic.

Children are involved in the world of art in two ways. On the one hand, they, as spectators and listeners, learn about fine, literary, and theatrical art. The child listens to fairy tales, looks at paintings, attends children's performances, thanks to which he gains the experience of aesthetic impressions. All this expands knowledge of the surrounding world, brings new knowledge, and affects emerging aesthetic feelings.

On the other hand, a preschooler, both on his own initiative and with the help of an adult, is systematically involved in artistic activities. The first drawings, comprehension of the color scheme, sculpting simple figures, reciting rhymes and playing out plots is an incomplete list of what forms the experience of a child’s aesthetic skills.

The development of artistic activity of preschoolers, starting from the first years of life, is a necessary condition for the formation of a harmonious personality.

The creativity of a preschooler has its own characteristics.

Children make many discoveries and create an interesting, sometimes original product in the form of a drawing, design, poem, etc. (E. A. Florina, G. V. Labunskaya, M. P. Sakulina, K. I. Chukovsky, J. Rodari, N. A. Vetlugina, N. N. Poddyakov, etc.). The novelty of discoveries and products is subjective; this is the first important feature of children's creativity.

At the same time, the process of creating a product for a preschooler is almost of paramount importance. The child’s activity is characterized by great emotional involvement, the desire to seek and try different solutions many times, receiving special pleasure from this, sometimes much more than from achieving the final result (A. V. Zaporozhets, N. N. Poddyakov, L. A. Paramonova, O. A. Christ and others). And this is the second feature of children's creativity.

For an adult, the beginning of solving a problem (recognizing it, searching for approaches) is the most difficult and painful, sometimes leading to despair. A child, unlike an adult, does not experience such difficulties (unless, of course, he is subject to the strict demands of adults). He easily and, above all, practically begins indicative, sometimes not even entirely meaningful, activities, which, gradually becoming more purposeful, captivate the child with the search and often lead to positive results (N.N. Poddyakov, L.A. Paramonova, G.V. Uradovskikh). And even in a child’s musical creativity there is a simultaneity of composing and performing (K. V. Tarasova). And this is the third feature of children's creativity, certainly related to the first two and especially to the second.

The above features of children's creativity demonstrate a certain degree of imperfection in the child's mental processes, which is natural at this age. And taking into account these features is necessary in organizing developmental education for children.

It is also essential to understand that the development of creativity in children is associated with purposeful learning, focused on the child’s “zone of proximal development” (L. S. Vygotsky).

In the formation of creativity, a special role is given to the imagination (L. S. Vygotsky, E. V. Ilyenkov, V. V. Davydov, O. M. Dyachenko, V. T. Kudryavtsev, etc.). It is the developed creative imagination that gives rise to new images that form the basis of creativity.

E.V. Ilyenkov considers imagination as a universal function that is always inherent in a person and manifests itself in different types of activity, regardless of the content on which it was formed. He saw the recombination of images as a special mechanism of imagination, primarily when the characteristics of one object are transferred to another, which makes it possible to reveal the essential characteristics and relationships of reality.

V.V. Davydov, developing this idea, points out that the transferred property acts as a certain dominant part, influencing the change in other parts, which in fact allows us to obtain new integrity.

The process of imagination is deeply personal in nature, and its result is the formation of a special internal position (E. E. Kravtsova), the ability to see “through the eyes of another person” (E. V. Ilyenkov) and the emergence of personal new formations: the desire to change the current situation, the ability to find something new in a well-known, playful attitude to reality (N. N. Palagina).

2. Types of artistic activities of preschoolers

Artistic and creative activities in relation to preschool age imply almost the same types of activities. Before other creative attempts, the baby gets involved in drawing. Next comes the construction of various figures. With the expansion of vocabulary, the preschooler does not want to remain a passive listener of children's works, but tries his hand at changing the plot or playing the role of a character he likes.

Consequently, among the variety of creative activities in the preschool period, the greatest share is given to:

- fine art

- constructive

- artistic speech

- musical and rhythmic

In the listed main types of artistic activity, a preschooler can practice, focusing solely on the model. But one should not see this as elementary imitation and the absence of a creative component. Skills and abilities are developed through training. Let us consider a brief description of these types of activities from the point of view of conditions for the development of children's creativity.

- fine art

In drawings, the child reproduces reality as he imagines it. It doesn’t matter that those around him are often unable to understand his intentions. The preschooler imagines what he wanted to draw and finds suitable ways to express his fantasies.

The main artistic means in children's drawing are line and color.

A preschooler necessarily has his preferred colors, with which he depicts what he feels sympathy and affection for. As a rule, it is red, yellow, green. The kid will never draw an evil sorcerer in red or orange. For negative characters, he has black, gray, and brown shades.

Every year the preschooler draws images more carefully. Especially if they portray good characters. Manual skill is formed, the perception of color shades develops. Children capable of this type of creativity produce harmonious drawings in compliance with proportions and color composition.

Let’s not forget that creating images on paper is only one way to express yourself in the fine arts. There is modeling, applique, decorative creativity. Their advantages are that the child tangibly perceives the properties of objects (shape, size, structure) and tries to create, in fact, a three-dimensional projection.

When making an image from plasticine, a preschooler does not immediately manage to get what he intended. But how many discoveries await the child in the process of work! Trying to fashion a pot, he will demonstrate what kind of flatbread, plate, bagel he makes... Seeing a new image in a lump of plasticine is a merit of the child’s creative imagination.

— creation of images in design

In constructive activity, creativity is manifested at the stage of conception and in its implementation. Children are often fascinated by the assembly process itself, especially with the advent of such large parts as LEGO. It is interesting to connect parts, discover similarities with real objects (for example, furniture), arrange a space for play, or use already familiar images.

Creative children love to design not according to a model, but in accordance with their own ideas. Older preschoolers are looking with interest for new ways to realize their ideas.

Ideas come from children, without adult intervention. At this age, construction manifests itself more as an independent creative activity of preschoolers.

Artistic construction from paper, on the contrary, is carried out not only on the initiative of an adult, but also with his active participation. Creating any paper model is creativity based on a model. Moreover, every action is repeated. This is the only way to achieve the appropriate result. In this type of activity, the preschooler develops creative abilities by inventing the nature of the images: what happened, how to use it.

- artistic and speech activity

From passive listening to fairy tales and poems in early preschool age, the child moves to active involvement in artistic and speech activities.

Parents should keep in mind that this type of activity develops through targeted activities. The adult asks the child to tell what happened to the main character of the fairy tale, or to convey the content of the piece he listened to. At the suggestion of an adult, a dialogue is built that teaches the child to listen to questions and answer them.

Retelling is the simplest form of artistic speech. The task for a preschooler becomes more complicated when he needs to come up with a story, independently choosing the characters in the plot.

When inventing their own fairy tales, children rely on plots they know. Their heroes catch up with someone, fight, and undergo magical transformations.

A separate and valuable practice in artistic and speech activity are theatrical games. Middle preschoolers need the guidance of an adult who distributes roles and tells them what and how to say to the little artist. In older preschool age, children not only conduct theatrical games on their own, but also significantly enrich standard plots.

It is ideal if such theatrical performances become a joint creative activity of parents and children. A friendly atmosphere is created that develops speech and creative abilities, enhancing mutual understanding between adults and children.

— dance and music classes

The first creative elements appear when the child, hearing music, tries to move to the beat. However, this sensitivity to musical rhythm is not observed in all children. Not everyone is naturally gifted with musical abilities. Moreover, dance and music activities are important for every preschooler.

Emotional responsiveness to music can and should be cultivated. V.M. Bekhterev believed that with the help of musical rhythm it is possible to regulate the condition of children.

Music will stir up a lethargic child and calm an overly temperamental one. Rhythmic exercises organize the child’s movements and awaken interest in activities in general.

Listening to music helps the child enter the appropriate state. With the help of an adult, the preschooler selects associations and images evoked by the sound of the melody. It is useful to encourage children to tell what impressions a piece of music evokes in them, and to offer to depict the associations in a drawing.

3. The importance of artistic development in preschool age

The artistic and aesthetic activity of preschool children changes the content aspect of such an important cognitive process as perception. At an early age, the main function of perception is to receive and transmit sensory signals (what an object looks like, what it tastes like, what its color is, what it sounds like).

In preschool age, perception becomes a separate cognitive activity. The artistic perception of works of art, literature, and musical compositions develops.

However, such an enrichment of perception will only occur if the child’s personality develops and he is involved in creative activities.

The effectiveness of artistic activity of preschool children is determined by the formation of aesthetic feelings at the age of 6-7 years.

The child gradually develops an understanding of harmony and beauty, which forms artistic taste. When looking at a drawing or painting, he experiences admiration and aesthetic pleasure. Older preschoolers learn the genre orientation of painting. They are familiar with “landscape”, “portrait”, “still life”.

The perception of the color scheme allows the young viewer to understand the mood of the picture. Children readily determine what emotions a painting conveys. In some ways they are mistaken, but such polar feelings as sadness and joy are captured unmistakably.

Listening to musical works, preschoolers, first at the suggestion of an adult, and then independently, look for analogies with the sounds of nature: raindrops, the sound of a stream, the howling of the wind. The mood of the music is also distinguished: soothing, cheerful, cheerful.

In literary works, older children are interested not only in the plot and development of events. They are interested in the motives of the heroes’ actions. They evaluate them from a moral standpoint, admire or condemn them.

Thus, all types of artistic activities contribute to the development of the preschooler’s personality. Aesthetic taste is formed, aesthetic feelings are nurtured, creative abilities are developed, and moral standards are consolidated.

Conclusion

Artistic activity is a specific imaginative cognition of reality. And like any cognitive activity, it is of great importance for the mental education of children. It is impossible to engage in artistic activity without developing purposeful visual perception - observation. In order to draw or sculpt any object, you must first become familiar with it, remember its shape, size, design, color, and arrangement of parts.

In the process of artistic activity, children’s visual ideas about surrounding objects are clarified and deepened, thinking, attention, memory, and fine motor skills develop. It promotes the development of children's creative abilities. In the process of activity, such important personality qualities as activity, independence, initiative, and determination are formed. It promotes moral, aesthetic, physical and labor education.

Bibliography

1. Vygotsky L. S. Imagination and creativity in childhood. - St. Petersburg: Soyuz, 2015. - 98 p.

2. Kazeicheva I.N. Activating students’ imagination in exercises to complete drawing of figures // Primary school. - No. 3. - 2012. - pp. 26-27.

3. Komarova T.S. Teaching children drawing techniques. - M.: Academy, 2014. - 304 p.

4. Mosin I.G., Drawing-2. A textbook for teachers, educators, parents. - Ekaterinburg: U-Factoria, 2010. - 207 p.

5. Simanovsky A. E. Development of creative thinking in children. A popular guide for parents and teachers. — Yaroslavl: Development Academy, 2013.

6. Yakovleva E. L. Methodological recommendations for teachers on developing the creative potential of students / Ed. V. I. Panova. - M.: Young Guard, 2015.

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