Organization of modeling in kindergarten, types and features

What types are there?

The most common types of modeling in kindergarten:

• Object modeling is intended for depicting single objects, such as dishes, animals and people. The child, using all kinds of methods and techniques, learns to give plastic material its final form.
• Story modeling is designed to develop three-dimensional three-dimensional thinking in a child. Plot modeling is a long and labor-intensive process, because the child needs to sculpt from plasticine not one, but several three-dimensional figures, connected by a common story, idea, and performing some action in relation to each other. We can say that the baby learns to create his own plasticine fairy tale, choosing the plot he likes best. Such modeling is installed on a rigid stand on which figures sculpted from plasticine will be installed.
• Decorative modeling in kindergarten allows a child in the younger group to become familiar with and learn how to make simple figures and objects made in the style of folk applied art. So, a child who has already learned object modeling, showing imagination, diligence and turning on his imagination, will turn ordinary plasticine dishes into elegant ones, decorated with decorative patterns. Such dishes can already be used to decorate your home and give as a gift. A figurine made in folk applied style will teach your child to distinguish between styles in art and awaken interest in learning new things.

So, stage by stage, the little man from the younger group learns perseverance, develops his imagination, and fine motor skills work at full speed. The child learns to hold stacks in his hands and use them correctly when sculpting. Learns to touch and visually distinguish different materials for modeling (clay, plasticine), even non-traditional ones, such as salt dough. Receives first mathematical knowledge, such as size, shape. Recognizes the appearance and name of various geometric shapes. We can safely say that aesthetic education has begun!

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Modeling is necessary for the development of sensations, perceptions and visual representations in children. It is believed that vision is leading in the knowledge of objects in the real world, but in the first stages of image formation in children, the support for vision is the touch of an object.

THEM. Sechenov O.

In modeling, the child must reflect the material properties of bodies - their volume, shape, density, texture. This is possible only when there are already tactile traces in the child’s experience, since the visual reflection of these qualities of an object, unlike the tactile one, is indirect.

Children's visual activities include activities such as drawing, modeling, and appliqué. Each of these types has its own capabilities in reproducing the child’s ideas about the world around him.

The working material for modeling can be clay, plasticine or salt dough. The uniqueness of modeling lies in the fact that with the help of this type of activity the shape of an object is conveyed in three dimensions.

Children enjoy sculpting people, animals, dishes, vehicles, vegetables, fruits, and toys. The items they create are used in play activities.

During preparation for modeling, the child receives a lot of knowledge about the subject (name, shape, structure, color, purpose). At the same time, his vocabulary and coherent speech are enriched and developed, with the help of which he can describe the image from memory. This contributes to the development of his thinking, attention, imagination and other processes.

During classes, the child receives information about modeling methods and learns how to do it himself. Based on his experience, he tries to independently solve educational problems, and over time, this independence develops into creativity.

In the process of sculpting, more than in any other activity, you can achieve maximum activity of both hands, develop and strengthen your fingers, especially the thumbs, index, and middle ones. To master the sculpting technique, a child needs to develop special movements regarding their strength, accuracy, tempo, direction, smoothness, and rhythm. These qualities will help the preschooler master various types of educational and work activities in the future.

While familiarizing yourself with an object, the child learns to understand its beauty. He himself begins to convey in the sculpting its individual expressive features, tries to carefully treat the surface of the product, decorates it with ornaments, etc.

Modeling helps to cultivate curiosity in the visual arts. The child sets a definite goal for himself and brings the work he has started to the end, and this contributes to the development of organization, determination and perseverance, and disciplines him.

Adults need to remember that they must teach a child to sculpt, and not make him a sculptor, and sculpting is not an end in itself, but only a means of comprehensive development and education.

For children three to four years old, it is recommended to sculpt: columns, oranges, cherries, bagels, pretzels, pies, dumplings, etc. Modeling techniques, such as rolling out plasticine with straight and circular movements of the hands, flattening plasticine (sticks, bagels, pretzels, birds, tumblers, mushrooms), pulling back small parts (beak, tail, etc.).

To work with children of five years old, it is recommended to sculpt: an apple, a carrot, a bowl, a plate, a cup, a glass, etc., where the sculpting of objects is based on the shape of a cylinder, a cone (vegetables, fruits, toys, etc.), sculpting techniques such as rounding and pointing (carrot, airplane), pressing (basket, cup, saucer), bending edges, connecting parts, dividing plasticine into parts and connecting them by applying, pressing, smearing.

For children six to seven years old, it is recommended to sculpt: parsley, chicken, duck, bird, cat, dog, fox, bear, etc., which show different methods of sculpting: constructive, plastic, combined; techniques for smoothing and tightly connecting parts.

Three types of modeling are used for activities with children:

• subject;
• plot;
• decorative.

Object modeling in kindergarten is intended to recreate individual objects. Children enthusiastically sculpt figures of people and animals. Only the fastest they master the image of objects of plant and structural form. In connection with this fact, kindergarten teachers are faced with the task of teaching children the ability to depict the key shape of objects in modeling and the most striking features characteristic of them.

Subject modeling in kindergarten is accompanied by a large amount of work, because it is necessary to sculpt each individual object included in the composition, give it the desired position on a stand or without, and then supplement the modeling with some details.

The teacher needs to teach children the ability to make a dense, fairly voluminous stand and logically, beautifully distribute objects on it. This will make it possible to successfully complete the task of creating a compositional plot.

Most often, the plot for modeling is episodes from the surrounding environment, individual episodes of certain fairy tales and narratives. The expressiveness of plot compositions is given not only by how skillfully the children depict the form, but also by the way they combine the figures into one composition by depicting the action.

Decorative modeling in kindergarten. Introducing children to folk applied art is one of the ways of aesthetic education; in the process of learning its various types, in particular the small decorative plastic arts of folk craftsmen, children can acquire many useful skills. For example, beautiful assembled forms representing animals, dolls, birds with a specific colorful painting amuse children and have a positive effect on the formation of their artistic taste, enriching children's judgment and imagination.

When working with children of different ages, you can use the following modeling methods: constructive, plastic and combined.

Constructive is the simplest of them. The object is molded from separate parts. For example, a bird: first the body, head, and stand are sculpted, and then all the parts are connected and the figurine is given characteristic features. Children use the constructive method of modeling in the younger group of kindergarten. This method is used in the future in all age groups, but the number of parts increases, and the methods of connecting parts become more complicated.

The plastic method is more complex. This modeling is made from a whole piece of plasticine, from which all the small details, parts of the product, etc. are pulled out. Children begin to sculpt in this way from the middle group (vegetables, fruits, toys). For example, while sculpting a mouse from a common piece of plasticine, a child creates the desired shape, draws out its muzzle, ears, tail, paws and, using a stick, gives it characteristic features. Children sculpt using plastic methods throughout preschool age. The collection presents examples of making objects using this method, such as a duck, a pig, etc.

The combined method combines modeling from a whole piece of plasticine and from individual parts or parts. For example, from a piece of plasticine we sculpt part of a chicken: the body, the head, and we prepare the small parts and the stand separately, then we connect them.

In addition, when making birds, animals, and people, relief modeling techniques are used: small pieces of clay or plasticine are placed on the main form, and then smeared with a stick or fingers. After which the product is given the desired shape, these are: tit, bullfinch, snow maiden, grapes, etc. The working material for modeling can be clay, plasticine or salt dough.

Basic sculpting techniques

Modeling techniques

Description

Pinching off

Separating small pieces from a large piece of plasticine using the thumb and index finger. To do this, first pinch a small piece from the edge of a large piece and then tear it off.

Flattening

Compressing a piece to make it flat. A small piece is flattened with two fingers - the thumb and forefinger. The middle piece is pressed down using the palm of your hand and a flat surface.

Rolling up

Forming large or small balls by using circular movements between straight palms or palm and table.

Indentation

By pressing the thumb or index finger on the lump, a small indentation is made

Sharpening

With one or two or three fingers, press the piece on all sides until you get a sharp end.

Rolling out

Forming a piece into “sausages” (cylindrical shapes of different sizes) by rolling it back and forth between straight palms or palm and table.

Compound

Pressing the parts of the craft one against the other, then lightly pressing them together and carefully smoothing the joint.

Topping

Using the thumb and forefinger, a small edge is pulled back and sharpened.

Recommendations for working with plasticine:

Before class, warm up hard plasticine in a container with hot tap water (but do not pour boiling water over it).

When working with plasticine, you should use thick cardboard as a base, not thin sheets of paper, so that it does not deform when performing techniques of pressing, smearing, and smoothing the surfaces of the objects being created.

To ensure that the picture does not lose its attractiveness over time, the base with or without a pre-drawn outline should be covered with tape. This will help avoid the appearance of greasy stains, it will be easier to work on a slippery surface, and using a stack it will be easier to remove excess plasticine without leaving marks.

There must be a cloth hand napkin on the child’s desk so that he can use it at any time, and after completing work, first wipe his hands with a napkin and then wash them with soap and water.

Working with plasticine requires physical effort, so in the process of doing it, children need rest in the form of physical education and warm-ups.

In older preschool age, when children have mastered all the traditional techniques of working with plasticine, you can offer modeling on a frame, using a three-core wire as a base.

It is believed that vision is the leader in the knowledge of objects in the real world, but in the first stages of image formation in children, the support is the touch of an object. THEM. Sechenov O. What can give a better idea of ​​an object than to create this object from a nondescript piece of clay or plasticine, making it recognizable and attractive. This explains the great interest of children of all ages in modeling.

Literature.

1. Beloshistaya A.V., Zhukova O.G. - M: ARKTI, 2007.

2. Davydova G.N. Plasticineography for kids. M.: “Scriptorium 2003”, 2008.

3. Davydova G.N. Plasticineography. Animal painting. M.: “Scriptorium 2003”, 2008.

4. Lykova I.A. Visual activities in kindergarten. M.: “Karapuz - didactics”, 2007.

5. Miloserdova N.E. Teaching preschoolers modeling techniques. M.: TsPO, 2008

https://kopilkaurokov.ru/vneurochka/prochee/osnovn...lichnykh-vozrastnykh-ghruppakh

Basic methods and techniques in modeling in various age groups

Modeling is necessary for the development of sensations, perceptions and visual representations in children. It is believed that vision is leading in the knowledge of objects in the real world, but in the first stages of image formation in children, the support for vision is the touch of an object.

THEM. Sechenov O.

In modeling, the child must reflect the material properties of bodies - their volume, shape, density, texture. This is possible only when there are already tactile traces in the child’s experience, since the visual reflection of these qualities of an object, unlike the tactile one, is indirect.

Modeling techniques

Recommendations for working with plasticine:

Before class, warm up hard plasticine in a container with hot tap water (but do not pour boiling water over it).

When working with plasticine, you should use thick cardboard as a base, not thin sheets of paper, so that it does not deform when performing techniques of pressing, smearing, and smoothing the surfaces of the objects being created.

To ensure that the picture does not lose its attractiveness over time, the base with or without a pre-drawn outline should be covered with tape. This will help avoid the appearance of greasy stains, it will be easier to work on a slippery surface, and using a stack it will be easier to remove excess plasticine without leaving marks.

There must be a cloth hand napkin on the child’s desk so that he can use it at any time, and after completing work, first wipe his hands with a napkin and then wash them with soap and water.

Working with plasticine requires physical effort, so in the process of doing it, children need rest in the form of physical education and warm-ups.

In older preschool age, when children have mastered all the traditional techniques of working with plasticine, you can offer modeling on a frame, using a three-core wire as a base.

It is believed that vision is the leader in the knowledge of objects in the real world, but in the first stages of image formation in children, the support is the touch of an object. THEM. Sechenov O. What can give a better idea of ​​an object than to create this object from a nondescript piece of clay or plasticine, making it recognizable and attractive. This explains the great interest of children of all ages in modeling.

Literature.

1. Beloshistaya A.V., Zhukova O.G. - M: ARKTI, 2007.

2. Davydova G.N. Plasticineography for kids. M.: “Scriptorium 2003”, 2008.

3. Davydova G.N. Plasticineography. Animal painting. M.: “Scriptorium 2003”, 2008.

4. Lykova I.A. Visual activities in kindergarten. M.: “Karapuz - didactics”, 2007.

5. Miloserdova N.E.
Teaching preschoolers modeling techniques. M.: TsPO, 2008. https://kopilkaurokov.ru/vneurochka/prochee/osnovn...lichnykh-vozrastnykh-ghruppakh

Tools needed for the lesson

Modeling, like every type of art, requires special training and specific tools. In kindergarten, each child should have his own individual devices for this activity.

So, what will you need:

• modeling board;
• material from which the figures will be sculpted (plasticine, dough, clay);
• water;
• clean rags;
• stacks.

And also a prerequisite is the small palms and fingers of a smart child, whether he is in the younger group or the older one - it doesn’t matter!

During the lesson, the teacher will first tell the kids in the group an entertaining, and maybe an instructive story about a hero who will later be asked to sculpt.

After the fairy tale, the teacher, in a playful way, will show each child in the group the already molded main character of the fairy tale. Kids will immediately want to independently sculpt the same character out of plasticine, but their own, individual one! And here the teacher faces a difficult task: to gradually tell, show, explain and teach each child:

1. Using various techniques, independently make individual blanks of various shapes from plasticine.
2. Using known methods, connect the newly sculpted parts together into one three-dimensional figure.
3. Teach kids to place ready-made figures on a special stand (board), using already known methods.
4. If the group lesson is supposed to be plot-based, then it is necessary to teach the child to come up with or choose a plot for his composition, plan where each character will be, what he will look like, what will happen between the characters in the plot, and then begin making individual parts. Such an activity will take more than one lesson, so for unfinished compositions it is necessary to find a place where the work will wait for its next “incarnation”.
5. During the decorative lesson, the teacher will teach the kids, using fairly simple techniques (rolling a flagellum, a ball), to decorate a ready-made “freshly sculpted” object in a folk-applied style.

So, step by step, lesson by lesson, kids will learn to create, receive real aesthetic pleasure, and discover the world of the most beautiful fine arts.

A popular recipe for salted play dough

It will be very interesting and useful for children to try to “play” with real dough, only salted. Many will imitate their mother and try to make their favorite dumplings (with cherries, cottage cheese - who likes which ones), others will start creating children's dishes, and still others will start with the most difficult thing - shapes! The most interesting thing is that salt dough can be either plain white or colorful multi-colored. In the second case, gouache paints will come to help the teacher. By adding them a little to the already divided pieces of dough, you can open up a whole palette of colors for creativity for your baby and awaken his imagination. The soft dough, having been crushed, rolled and rocked, will finally acquire its final shape, breaking out of small, tired hands.

So, what is salted play dough made from? The ingredients are very simple and, best of all, they are available to everyone; you just need to know the exact proportions - and everything will work out!

For one glass of flour, take the same amount of ordinary kitchen salt, mix everything well, add ½ glass of ordinary cold tap water and one tablespoon of sunflower oil. Mix everything thoroughly on a board until it has a homogeneous consistency; if desired, divide it into pieces and add paints of the required colors to them. Then you need to place the finished dough in the refrigerator for 3 hours (after putting it in a plastic bag). The dough will “reach” there, and it will be a pleasure to sculpt from it!

When working with salt dough, in addition to already familiar tools, you must additionally prepare an oilcloth, a glass of water and brushes. Using a brush dipped in water, the separately sculpted parts of the figure will be connected to each other. You need to sculpt from salt dough with dry hands, and the methods and techniques of sculpting are completely no different from those used when working with plasticine. The dough dries out quickly, so it’s better to take the pieces out of the plastic bag in parts.

The finished figure must be thoroughly dried. To do this, you can use the oven at home (low heat for 30-60 minutes, depending on the volume of the figure) or the usual sun! The figurine will dry in the sun for a long time, up to 5 days, you will need to be patient!

Features of modeling in kindergarten

Modeling in kindergarten from plasticine, clay or dough plays a significant role in the education and upbringing of preschool children; it is also a type of art.

Modeling for children is part of the fine arts, with the help of which they display their emotions and the real world around them. Children convey their feelings of worldview. Most often, children's creative materials are clay, plasticine, and modeling dough. They are the most convenient for children due to their plastic properties. Even the simplest object or figure is creativity for children.

During the creation of his creative work, the child receives great pleasure from the plastic properties and volumetric shape of the materials used. When sculpting, a child develops his constructive abilities, eye and precision of hand movements. If the teacher organizes the lesson correctly, then modeling will become a favorite hobby for the child. This type of development of creative ability in children aims not only to develop certain skills and abilities in children, but also, as a priority, to prepare the child for school.

Modeling in kindergarten is used as an aesthetic education for children. Preschoolers are capable of a lot; their abilities depend on knowledge and skills, as well as age characteristics. Taking into account children's age, the shapes of objects and images in their creative solutions are significantly simplified. For example, a person or animal has a round head, cylindrical limbs and torso. Basically, more attention is paid to small, minor details: fins, ears, tail, nose, etc. The child’s main goal is not to create an exact image, but a similar one that he can play with. Most often, children choose to sculpt images from familiar animals that surround them or images of fairy-tale animals from book pictures.

In older preschool age, children already begin to realize what can be beautifully sculpted, and what can be better drawn or made from other materials. During classes, children also master another form of modeling, when they use natural materials and other available materials to create creative works, both to create additional accessories for their figures, and by replacing or supplementing their main components.

There are three types of modeling used in kindergartens:

1. Object modeling - the child sculpts a separate object. For children, this is sometimes easier than drawing. Here one figure or image of a person, animal or other object is used, but children begin to produce constructive or plant objects faster and better;
2. Plot modeling - depicting the actions of several characters or characters and objects. Subject modeling differs from drawing; there is no background on the plane, zooming out or zooming in with a close-up.

In sculpting, figures have more realistic dimensions and do not depend on the plane. Basically, preschoolers depict a pair of object images that are in a static state. Children do not yet know how to convey other states of images in their creations and do not like to develop plots. For children to play, two characters are enough with whom they will play and even communicate. In the communication between the two characters, there is a plot episode that the child himself comes up with as the action progresses. Already as events develop and acquire greater interest, the child begins to unfold the plot and enrich it with the help of new characters and objects.

Along with play and hobby, plot modeling is a very labor-intensive process for a child. The child will have to create several characters, place them according to the plan and complement the plot with surrounding objects. This is a full-fledged composition presented on a specific platform.

In the child’s mind, at the initial stage, the platform is an ordinary plane on which objects are placed; they are not puzzled by how the bottom should look, attention is concentrated only on the images themselves.

This task faces the teacher of any kindergarten group. He must teach children to design the entire composition: to make a three-dimensional stand with decorative elements, and to logically place objects on the stand correctly.

For example, on a stand there is sculpted soil, grass, flowers, a hole where a fox or mouse lives, a tree with a squirrel. The composition should be similar to a plot from a fairy tale or the surrounding reality. Composition is not only about individual images, but about the relationship between their actions. Plot modeling is only feasible for preschoolers of middle and senior groups, due to its multifaceted diversity, and this requires the necessary knowledge and ideas.

3. Decorative modeling - directly related to the aesthetic education of preschool children, as the teacher introduces and teaches them the creativity of folk craftsmen of various cultures. Modeling is accompanied by painting on the products. Children not only enjoy it, but it also expands their cultural knowledge and fantasy world. Preschoolers love intricate vessels, household items, and dishes with bright colors and a unique appearance.

Older preschoolers, after training with a teacher, are able to create decorative items themselves, which they can play with and even use as design objects to decorate a room, or simply as souvenirs.

With the help of decorative modeling, children learn to think, plan and create sketches of their ideas. Preschoolers should be taught to see beauty with their own eyes. An ordinary salt shaker, mug or vase in the hands of a child, according to the plan and its implementation, can turn into a swan, a plant, or simply become a decorative work of art. Preschoolers use ordinary plasticine, clay and additional accessories to turn an extraordinary thing into something beautiful. In the course of their work, children not only learn how to sculpt, but also how to properly hold and use various tools.

In addition to all the listed advantages, modeling from plasticine develops flexibility, sensitivity and motor skills of the child’s fingers.

Consultation for teachers “Basic methods and techniques in modeling in various age groups”

Oksana Kiryanova

Consultation for teachers “Basic methods and techniques in modeling in various age groups”

Consultation for teachers

Basic methods and techniques in modeling in various age groups

Basic methods and techniques in modeling in various age groups

Modeling is necessary for the development of sensations, perceptions and visual representations in children. It is believed that vision is leading in the knowledge of objects in the real world, but in the first stages of image formation in children, the support for vision is the touch of an object.

I. M. Sechenov o. In modeling, the child must reflect the material properties of bodies - their volume, shape, density, texture. This is possible only when there are already tactile traces in the child’s experience, since the visual reflection of these qualities of an object, unlike the tactile one, is indirect.

Children's visual activities include activities such as drawing, modeling , and appliqué. Each of these types has its own capabilities in reproducing the child’s ideas about the world around him. The working material for modeling can be clay, plasticine or salt dough. The uniqueness of modeling lies in the fact that with the help of this type of activity the shape of an object is conveyed in three dimensions.

Children enjoy sculpting people, animals, dishes, vehicles, vegetables, fruits, and toys. The items they create are used in play activities. During preparation for sculpting , the child gains a lot of knowledge about the subject (name, shape, structure, color, purpose)

.
At the same time, his vocabulary and coherent speech are enriched and developed, with the help of which he can describe the image from memory. This contributes to the development of his thinking, attention, imagination and other processes. During classes, the child receives information about modeling and learns how to do it himself. Based on his experience, he tries to independently solve educational problems, and over time, this independence develops into creativity. In the process of sculpting , more than in any other activity, you can achieve maximum activity of both hands, develop and strengthen your fingers, especially the thumbs, index, and middle ones. To master the sculpting , a child needs to develop special movements regarding their strength, accuracy, tempo, direction, smoothness, and rhythm. These qualities will help the preschooler master various types of educational and work activities in the future. While familiarizing yourself with an object, the child learns to understand its beauty. He himself begins to convey individual expressive features in modeling , tries to carefully treat the surface of the product, decorates it with ornaments, etc. Modeling helps to cultivate curiosity in the visual arts.
The child sets a definite goal for himself and brings the work he has started to the end, and this contributes to the development of organization, determination and perseverance, and disciplines him. Adults need to remember that they must teach a child to sculpt, and not make him a sculptor, and sculpting is not an end in itself , but only a means of comprehensive development and education.

For children three to four years old, it is recommended to sculpt: columns, oranges, cherries, bagels, pretzels, pies, dumplings, etc. Modeling techniques, such as rolling out plasticine with straight and circular movements of the hands, flattening plasticine (sticks, bagels, pretzels, birds, tumblers, mushrooms, pulling small parts (beak, tail, etc.)

.

To work with children of five years old, it is recommended to sculpt: an apple, a carrot, a bowl, a plate, a cup, a glass, etc., where the sculpting of objects is based on the shapes of a cylinder, a cone (vegetables, fruits, toys, etc., sculpting such as rounding and sharpening (carrot, airplane, pressing (basket, cup, saucer, bending edges, connecting parts, dividing plasticine into parts and connecting them by applying, pressing, smearing.

For children six to seven years old, it is recommended to sculpt: parsley, chicken, duck, bird, cat, dog, fox, bear, etc., which show different methods of sculpting : constructive , plastic, combined; techniques for smoothing and tightly connecting parts. of modeling are used for activities with children :

- subject; plot; decorative.

Object modeling in kindergarten is intended to recreate individual objects . Children enthusiastically sculpt figures of people and animals. Only the fastest they master the image of objects of plant and constructive form . In connection with this fact, kindergarten teachers are faced with the task of teaching children the ability to depict the key shape of objects in modeling and the most striking features characteristic of them.

Subject modeling in kindergarten is accompanied by a large amount of work, because it is necessary to sculpt each individual object included in the composition, give it the desired position on a stand or without, and then supplement the modeling with some details .

The teacher needs to teach children the ability to make a dense, fairly voluminous stand and logically, beautifully distribute objects on it. This will make it possible to successfully complete the task of creating a compositional plot.

Most often, the plot for modeling is episodes from the surrounding environment, individual episodes of certain fairy tales and narratives. The expressiveness of plot compositions is given not only by how skillfully the children depict the form, but also by the way they combine the figures into one composition by depicting the action.

Decorative modeling in kindergarten . Introducing children to folk applied art is one of the ways of aesthetic education; in the process of learning its various types , in particular the small decorative plastic arts of folk craftsmen, children can acquire many useful skills. For example, beautiful assembled forms representing animals, dolls, birds with a specific colorful painting amuse children and have a positive effect on the formation of their artistic taste, enriching children's judgment and imagination. When working with children of different ages , you can use the following modeling : constructive , plastic and combined.

Constructive is the simplest of them . The object is molded from separate parts. For example, a bird: first the body, head, and stand are sculpted, and then all the parts are connected and the figure is given characteristic features.

Children use the constructive method of modeling group of kindergarten . This method is used in the future in all age groups , but the number of parts increases, and the methods of connecting parts become more complicated.

The plastic method is more complex. This modeling is made from a whole piece of plasticine, from which all the small details, parts of the product, etc. are pulled out. Children begin to sculpt in this way from the middle group (vegetables, fruits, toys)

.
For example, while sculpting a mouse from a common piece of plasticine, a child creates the desired shape, draws out its muzzle, ears, tail, paws and, using a stick, gives it characteristic features. Children sculpt using plastic methods throughout preschool age . The collection presents examples of making objects using this method , such as a duck, a pig, etc.
The combined method combines modeling from a whole piece of plasticine and from individual parts or parts. For example, from a piece of plasticine we sculpt part of a chicken: the body, the head, and we prepare the small parts and the stand separately, then we connect them.

In addition, when making birds, animals, and people, relief modeling : small pieces of clay or plasticine are placed on the main form , and then smeared with a stack or fingers. After which the product is given the desired shape, these are: tit, bullfinch, snow maiden, grapes, etc. The working material for modeling can be clay, plasticine or salt dough.

Basic sculpting techniques:

Pinching is the separation of small pieces from a large piece of plasticine using the thumb and index finger. To do this, first pinch a small piece from the edge of a large piece and then tear it off.

Flattening - compressing a piece to give it a flat shape. A small piece is flattened with two fingers - the thumb and forefinger. The middle piece is pressed down using the palm of your hand and a flat surface.

Rolling Forming large or small balls by making circular movements between straight palms or palm and table.

Indentation: By pressing the thumb or index finger on the lump, a small indentation is made

Sharpening - with one or two or three fingers, press the piece on all sides until a sharp end is obtained.

Rolling is the formation of “sausages”
(cylindrical shapes of different sizes)
by rolling it back and forth between straight palms or palm and table.

Connection - pressing the parts of the craft to one another, then lightly pressing them against each other and carefully smoothing the joint.

Pinching - using the thumb and forefinger, a small edge is pulled back and sharpened.

Recommendations for working with plasticine: Before class, warm up hard plasticine in a container with hot tap water (but do not pour boiling water over it)

.

When working with plasticine, you should use thick cardboard as a base , not thin sheets of paper, so that it does not deform when performing techniques of pressing , smearing, and smoothing the surfaces of the objects .

To ensure that the picture does not lose its attractiveness over time, the base with or without a pre-drawn outline should be covered with tape. This will help avoid the appearance of greasy stains, it will be easier to work on a slippery surface, and using a stack it will be easier to remove excess plasticine without leaving marks.

There must be a cloth hand napkin on the child’s desk so that he can use it at any time, and after completing work, first wipe his hands with a napkin and then wash them with soap and water. Working with plasticine requires physical effort, so in the process of doing it, children need rest in the form of physical education and warm-ups. In older preschool age , when children have mastered all the traditional techniques of working with plasticine, you can offer modeling on a frame using a three-core wire as a base It is believed that vision is the leader in the knowledge of objects in the real world, but in the first stages of image formation in children, the support is the touch of an object. I. M. Sechenov o. What can give a better idea of ​​an object than to create this object from a nondescript piece of clay or plasticine, making it recognizable and attractive. This explains the enormous interest of children of all ages in modeling .

Equipment and materials for modeling classes in kindergarten

Typically, kindergarten groups use plasticine, but the possibilities of working with it are limited. The most effective way to use clay in creative work. Fat clay is best. You can sculpt several large objects from it, create objects with subsequent heat treatment for immortalization and paint them. The plasticity of clay can be adjusted with water, which makes the work easier for children.

In education, it is more practical to use clay, since plasticine is intended for small products, and small forms are not able to convey the fullness and clarity of the lines of the details of the figure. Using plasticine complicates activities with young children, since it is quite hard and needs to be constantly kneaded to make it soft, and small children are not always able to do this. Plasticine modeling is more suitable for children with developed finger muscles, at an older age of 5-7 years, but its use should be limited to only a small number of activities.

If the kindergarten has enough budgetary funds, then clay can be purchased at the store, but in rural areas it is easier to dig it up. The clay layer is located directly under the fertile soil layer, so this will not be particularly difficult. Preparing the mixture for modeling is also not difficult. You just need to add water to the clay and knead it, and then put it in a thick cellophane bag, and then the working material can be stored for a whole year. To fire clay, you only need to spend money on a muffle furnace. You will also need paint. Thus, after processing, children's crafts will turn into real ceramic products and souvenirs. Clay itself in its raw form is not a load-bearing material and to make products you will need to stock up on frames.

Ordinary sticks or pieces of wire can serve as frames. The frame must be made in such a way that it can be removed from the product after the clay dries, otherwise the clay on the frame may crack when drying. To draw out individual elements and recesses, you can use plastic knives like in plasticine, spatulas and nails. The better and more conveniently the place for a child’s creative activity is organized, the better the quality of his work. Usually boards are used for the working surface, but it is better to have a rotary machine for ease of working on the product from any side.

In the end, I would like to add that modeling in kindergarten is important for preschoolers for the development of sensory perception. Children must not only see, but also touch objects.

Methods for teaching modeling in different age groups in preschool educational institutions

Methods of teaching modeling in kindergarten age groups

First junior group

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During modeling classes at the beginning of training, it is best to unite children in groups of 5-6 people. The teacher sits down at the table next to the children and slowly, measuredly demonstrates the necessary actions with clay, explaining in a fun way what he is doing. Modeling should be an interesting activity for the child. You cannot force children to do modeling if they don’t want to. And yet, the teacher can try to emotionally influence the child: having molded some toy in front of him, let him touch the clay, knead it, show him how to tear off small pieces and put them back together. Initial classes are conducted for 5-8 minutes with each subgroup.
As the children become familiar with the material and learn to use it, they can move on to front-line activities with the whole group. Teaching methods are visual and effective. The children first imitate the actions of the teacher, repeating the formative movements. It is important that the children note the relationship between the nature of the actions and the resulting form, and therefore the teacher not only shows, but also explains: “I’ll put the ball on my palm and cover it with the other palm, and then I’ll squeeze it between them - I’ll get a cake.” And he repeats again: “When we flatten the ball between our palms, we get a flat cake.” Children need such explanations at every lesson, and only at the age of three will they be able to independently use some skills in their activities. In addition to learning according to the assignment, the teacher offers children modeling according to the plan, where they can consolidate acquired knowledge and combine the resulting forms at their own request. Every lesson should be fun. It is interesting for kids two to two and a half years old to watch how a rattle, a mushroom, a bird, a matryoshka, a girl, a bunny are formed from a piece of clay in the hands of a teacher. They enjoy recognizing these objects, giving them names and determining the shape of the parts. The duration of such an activity should be no more than 10-12 minutes, so that the kids still have a desire to see the modeling of another object. The teacher sculpts no more than 2-3 objects. You can end the lesson with a nursery rhyme or song.

These classes are conducted with the whole group.

. The teacher sits at the table, and the children sit on chairs arranged in a semicircle and watch the teacher’s work. It is good to begin direct teaching of modeling to children of this age by playing with the object that needs to be depicted. For example, you can let kids play with balls and roll them between their palms. This is done so that they better understand the nature of the spherical shape, and at the same time the action that is necessary during sculpting. It is good to carry out similar games and exercises before class with all children and during class with those who are not doing well. Children 2-3 years old still have insufficiently coordinated hand movements. The teacher needs to ensure that when depicting a particular shape, the children’s hands move in a certain direction. Some people don’t succeed right away, so the teacher can take the child’s hands in his own and show the necessary movements. You can arouse interest in children by drawing their attention to the imagery of the depicted object, for example: “The ball is round, you can roll it on the board”, “The column is long, even”, “If you put all the columns that you have sculpted on a board, you will get a fence " The teacher invites the children to find out what happened. If they don't find out, then he speaks himself. Then he takes a pre-glued paper house and places it near the fence, placing a toy hare, rooster, etc. next to it. Modeling activities should activate children's thinking. In order to teach children to think in a certain direction, you can ask questions: what happens if you attach a column to a ball? What happens if you attach a clay stick to a cake? If the children find it difficult to answer, the teacher suggests the result and demonstrates objects or figures sculpted in advance (rattle, mushroom, etc.). Questions of this nature encourage the children not to mechanically use sculpting methods, but quite consciously, thinking about the image of the object being depicted. During repeated classes, questions may be posed in a slightly different way. “Children, I have a ball and a post,” says the teacher, “what needs to be done to make a rattle?” To develop intelligence and independence in solving a topic, you can offer each child ready-made, familiar shapes: 2 balls (one large, the other small), a disk and 2 columns. Children look at them with the teacher, determine the name (ball, cake, column) and begin to sculpt an object of their choice from these shapes. During the work process, the teacher guides the children in the correct, interesting use of forms with questions and advice. Thus, all teaching methods in this group have a certain specificity, aimed at developing intelligence and mental activity during modeling, at mastering basic technical and some visual skills. Each lesson is structured in such a way that the teacher asks the children questions that would help them develop independence, become active, and includes playful moments and situations. Of great importance when teaching children are properly prepared material (in this case, clay) and equipment, thick (1 cm) and heavy boards lying tightly on the table surface, since they should not move during modeling. You cannot offer lightweight supports, such as oilcloth, because children have a desire to play: they wrap the clay in oilcloth, distracting themselves from the activity. To more successfully consolidate sculpting skills and learn new techniques, classes should be held not once a week, but twice. After the children have mastered the material well, you can move on to the usual alternation of classes.

Second junior group

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In this group, children continue to master various shapes: ball, cylinder, disk, distinguish them, navigate the size of these shapes, and make simple figures from them. Teaching techniques for the first younger group are also used in working with children 3-4 years old. When studying the shape of objects, it is not enough to just look at them at the beginning of the lesson. It’s good if each child holds a ball, a ball, an orange in his hands, and feels their volume and size. The teacher should conduct such an introduction to the form of the subject in groups of 5-6 people one or two days before the lesson. He invites children to take an object and grasp it with one or two hands. You can suggest showing the object between the palms: if it’s a ball, then in a circular motion, if it’s a cylinder, then in a longitudinal motion. The children's attention is directed to the basic shape of the parts, their number and basic proportional relationships.
Such active acquaintance with objects helps the child understand not only the shapes, but also the movements that are necessary to depict them.
In part, these tasks were set in the first junior group. Another goal is pursued here - the child, getting acquainted with the basic geometric shapes, must recognize them in other objects, for example, a ball in an apple, berries, etc. The beginning of modeling lessons, as a rule, involves the teacher showing depiction techniques and explaining them. He takes a lump of clay with one hand, places it on his open palm, and with the other hand makes the necessary movements. It must be shown in such a way that the actions are clear and understandable to children. In order to make sure that children have mastered a particular technique, you can invite the whole group or individually to each child to repeat this movement. After this, the guys can start drawing. The demonstration of techniques is accompanied by an explanation that must correspond to the actions.
“I take a piece of clay,” says the teacher, “I put it on my palm and roll it out like this - back and forth, back and forth.
This is what the column turned out to be.” Demonstration and explanation should take no more than 3-4 minutes. Teaching modeling in the second younger group, as well as in children 2-3 years old, should include the development of independence, and therefore in cases where children are already familiar with the techniques, they should not be shown what they have learned again and again. For example, when depicting a disk, there is no need to show the sculpting of the original shape. You must immediately take a pre-prepared ball, place it on your palm and flatten it, covering it with your other palm, giving the children the opportunity to independently remember how to make a ball. Play techniques are used with three-year-old children.
You can play on the theme of the lesson, offer a game with the resulting figures, and add some details to them. For example, if the children were sculpting a rabbit, then offer to place a pre-made carrot next to each figure; Place a small flag in the hands of a sculpted nesting doll or doll. In the case when children sculpt chickens, you can place the figures on a green sheet of paper depicting a meadow. These techniques will help children not only create objects, but also put imaginative content into their work. Reading fairy tales to children has the most beneficial effect on the development of imagination, creative independence, and awakens interest in visual arts. For example, the guys know the fairy tale “Kolobok” well. The teacher invites them to make a bun that rolls along the path. Sculpting a spherical shape is familiar to children, and the teacher directs their attention to the figurative representation of the form. The teacher reads the fairy tale again to remind the children of the details. Children verbally describe the appearance of the kolobok and path, compare its shape with other round objects. It is noted that in the picture the kolobok has eyes, a nose and a mouth. At the beginning of the lesson, the teacher shows the children how to use a stick to depict the eyes and mouth of a kolobok, and how to make a path by flattening a clay column with your finger. After the explanation, everyone starts modeling, and the teacher places green Christmas trees, prepared in advance to depict the forest, on a separate table. The children work, and the teacher guides them to the right decision with questions and advice. When the modeling is finished, the products are placed on the table so that all the paths are directed towards the Christmas trees. Children with a teacher sit near the table and examine the work, noting that the koloboks are happily rolling along their paths into the forest. The teacher simultaneously asks questions that force the children to think about the topic, modeling techniques, and the result of their work. Some classes may begin or end with a nursery rhyme or song that deepens children's imaginative understanding of the subject being depicted.

Middle group

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At the beginning of the year, according to the program, children repeat the material they have covered: they engage in modeling, work on the form. During walks with children, the teacher uses natural materials as a visual aid. For example, in winter, children, under the guidance of a teacher, build a snowman and at the same time sort out the shape and number of parts. Children can fashion a rabbit, a girl in a fur coat and other objects from snow. In addition, before starting modeling, the teacher shows toys depicting birds and chickens. He draws the children's attention to the entire object as a whole and then to the shape of the body, head, tail, shows how to examine the object: first determine the shape of the parts, then, fixing attention on the smaller parts, runs a finger over them and suggests doing the same actions guys. They repeat these movements. During classes, you can limit yourself to just a visual examination, circling various parts with a stick and asking the children to independently determine their shape, proportions and location. For examination before sculpting, toys and sculptures are selected, artistically executed, with a beautiful, but monochromatic color.
In cases where it is not possible to select a suitable object, you can use a pre-prepared sample of a slightly larger size than the figures that the children will sculpt. The sample is usually given before the lesson so that the children have time to look at it, and remains in front of them throughout the lesson. Children of the middle group are familiar with the image of a ball, cylinder, disk .
During the first lessons, the teacher reminds them of ways to depict these forms, clarifies the position of their hands and shows how they can use their fingertips to make the form more accurate. When sculpting objects from several parts, the teacher resorts to incomplete demonstration. For example, when children are making carrots, he only shows them how to make a column, molded in advance, one end that needs to be pointed, and the other made thick and somewhat rounded; To depict the body and head of a rabbit, you need to make an oval out of a cylinder. The image of the main forms need not be shown; the guys already know how to do this. But the methods of connecting the parts must be shown, since the strength of the created figures will depend on their assimilation. In addition, the teacher invites the children to show where they will start working, how they will sculpt a shape or connect parts. You can ask this to children who cope well with depicting objects, and in some cases, to those children who do not cope well with the task, so that they believe in their abilities. This makes it possible to activate children’s thoughts; they begin to more clearly imagine the progress of work and actions with clay. In the middle group, much attention is paid to the correct transfer of proportions.
To do this, the teacher needs to show from time to time how to divide a lump of clay to get the required number of pieces of a certain size, and how to check their length. For example, when depicting the hands of a doll, the teacher shows how to divide a column into two equal parts, and then, adding both halves, check whether they are the same or not. When children have mastered this technique, you can only remind them so that they do not forget to check whether they have determined the length of the parts correctly. Just like in drawing classes, when modeling, the artistic word is used in order to evoke more vivid images of objects in children and create an emotional mood. These can be poems, songs, riddles, nursery rhymes that begin or end classes. When selecting literary works, it is necessary to take into account the specifics of modeling, and therefore descriptions of objects should relate more to shape, structure, size and less to color, smell and other properties. Expanding children's understanding of the shape, proportions of objects and methods of modeling, it is important to have small conversations with them about their works. Basically, the teacher himself has to talk about the quality of the work performed. Sometimes he invites the children to decide for themselves how the form is sculpted, its structure and proportions are conveyed, and whether the parts are firmly connected. When depicting a chicken, a snowman, a girl, dishes and other objects, you can offer children a stack to apply small details - eyes, mouth, nose. In the future, children will become familiar with the three-dimensional image of small details, but in this group, while the actions of the fingers are not yet sufficiently developed, these details can be applied in a stack using a graphic image. In addition, preschoolers of the middle group can cut clay into pieces in stacks, sometimes removing excess, thus gradually getting used to sculpting with a tool. Children's work with a stack requires special attention from the teacher. It is important to teach children to use it correctly, in a timely manner, to perform only the necessary operations, and for this it is necessary to show them how to work. For example, to mark the eyes of a chicken, it is placed on a board, held with the left hand, and the eyes are marked with a stick in the right hand.

Senior group

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In this group, the teacher gives children more independence in choosing a topic, the opportunity to think about it in advance and carry it out. You can teach children to plan their work during observations, before reading literary works.
To do this, you need to warn them that they will be sculpting the object that they are looking at in the picture or that they are reading about.
This makes it possible to prepare children in advance for the upcoming lesson, clearly perceive the features of the subject and, to some extent, think about its image. If the child knows exactly what he should be working on, this will give him the opportunity to sculpt more purposefully and confidently. It is important that children learn to understand and convey in sculpting the character of what is being depicted. To do this, the teacher must select objects with clearly defined features for the image. The guys, as in the previous group, first examine the objects. Sometimes you can come up with games with the toys that the children have to fashion. But the game does not provide the opportunity to systematically examine an object. Basically, for visual activities, it is necessary to develop in children a visual perception of the environment based on acquired knowledge and experience. The teacher conducts visual analysis here in the same way as in other groups. At the beginning of the lesson, the children examine the object from all sides, knowing that this is necessary so that during sculpting all sides are performed equally well. For the object being demonstrated, it is advisable to have a special device - a stand with a turntable, which will make it possible to show the child the opposite side of the object.
After this, the object is returned to its previous position.
Children 5-6 years old are already able to analyze the structure and shape of objects. The teacher, circling the form with a gesture, invites the children to talk about it and give a description of its characteristic features. If the children find it difficult to answer, the teacher does it himself. Children are familiar with many modeling methods.
They know how to create basic forms and modify them, and therefore the teacher does not need to resort to showing images at every lesson.
Increasingly, he relies on the independence of children in resolving certain issues. The teacher’s task
is to understand the child’s plan and help him, if necessary, in its implementation. Those guys who unsuccessfully chose the sculpting method need to prove that there is another, more convenient and suitable one. It is important that children learn to choose the most effective one from the many possible ways, which will allow them to create an expressive image. For example, a dog or cat can be sculpted by drawing from a whole piece of clay or from individual parts. Modeling from individual parts takes longer and, as a result of children's execution, gives a mostly static image, but from a whole piece it makes it possible to immediately outline the main details and install them in the desired position. This method is complex, but in the older group the children are familiar with it and can use it independently. The difficulty of drawing a shape from a whole piece for a child is that you need to determine by eye the amount of clay for a particular part. Children 5-6 years old can already determine by eye how much clay is needed for the parts, but the further process - clarifying the proportions and shape - is still difficult for the child. And here the teacher should help, pointing out shortcomings in the image. This help consists of leading questions, additional analysis of the form, and suggestions of some visual means. In addition, children need to read interesting stories, fairy tales, poems in which this or that image is clearly revealed. Sometimes riddles are used, but, as in the middle group, it is necessary to select texts so that the description of the object is more concerned with listing parts, shape, size, and actions. For example: With horns, a beard, A very short tail, Gores if he’s angry, Who is this? (Goat.) At the end of the lesson, the teacher shows the children their work and asks them to evaluate how the proportions are maintained, the form and movement are executed. The guys answer, and the teacher complements their answers. It is important that children learn to critically and kindly evaluate their modeling and the work of their comrades.

Preparatory group

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In this group, the teacher should pay great attention to teaching children the ability to plan their work, think in advance about the image of the shape of an object and its dynamics. This is necessary for the development of children's independence and creative activity. Here, just as in the older group, children are asked to think about the content of the modeling, some of its depiction techniques, and even the material before the lesson. For example, it is proposed to sculpt your choice of animals from the zoo. The teacher gives the children the task of choosing and thinking about the content for the image, the shape of the proportion, the position, as well as the amount of clay, and the length of the frames. Only after this the guys start working. To form visual perceptions, the teacher shows children toys
depicting people, animals, pictures depicting individual objects and episodes from fairy tales and stories.
While observing and examining different objects, the teacher invites the children to take a closer look at the shape, proportion, position of parts and action, texture, some details and additional objects that enhance the characteristics of the image. It is very important that children learn to see the characteristic features of objects, know how to select them, and for this it is necessary to introduce them to expressive, easily remembered images: an elephant, a hippopotamus, some breeds of dogs (boxer, shepherd, dachshund). The children will look with interest at fairy-tale characters: Baba Yaga, Emelya, the Snow Maiden, Vasilisa the Beautiful, the Frog Princess, etc. Children will remember their distinctive features more quickly and are easier to depict in sculpting. For example, by sculpting the long neck of a giraffe, a child immediately makes the image similar and expressive. But that’s not all: you also need to depict the specific proportions of the legs, and therefore the teacher identifies several distinctive features. So, when examining a giraffe, he draws children’s attention to the proportions, shape of parts, details on the head - ears, horns. In addition, it is important that preschoolers simultaneously master the image of an object in a certain position, in action. Movement in modeling is easier for them than in drawing, since they actually act with parts of the object and they do not need to resort to conventional methods of representation, as in drawing
. It is important that the child has a good idea of ​​how a person’s arms and legs bend while walking, running, jumping, how a goose cranes its neck at the moment of defense, how a dog runs, etc. To expressively depict movement, you need to have a stock of visual images that accumulate in the process of cognition of the surrounding world. The teacher draws the children's attention to how skiers run and skaters glide on the ice. In order for the children to understand the actions of fairy-tale characters, you can show them illustrations depicting the same hero in different positions. The teacher invites the children to take the poses that they are going to portray. For example, one of the children is asked to take the position in which a skier is while running. Already at the beginning of the lesson, the teacher strives to lead the children to an independent decision about the course of work with leading questions. Then, in an effort to preserve individuality in each child's work, he shows the children some sculpting tools that will help make the image more precise and expressive. Some techniques, such as depicting a texture in a stack, can be shown to all the children at once, but basically you have to prompt or show each one separately. Individual work in this group takes on special importance in visual arts classes. Frontal demonstration of modeling methods is used to a limited extent, since the teacher directs all attention to preserving creative manifestations in children. The teacher observes how the child plans the work, where he started it (prepared parts by dividing the clay, or is going to sculpt from a whole piece). With questions, the teacher directs the children to the correct image of a characteristic and expressive form and dynamics. For example, he turns to a child and suggests: “Think about the position of the rooster’s neck and head when he sings? How thick is the neck near the head and near the body?” If the children sculpt not from their imagination, but from a model, then for those who find it difficult, the teacher offers to examine the object again in order to clarify the shape. Modeling from a model (life) is offered to children with great care, only for a deeper analysis of the shape and proportions of the object. Trying to develop greater independence in children, the teacher, after defining the task and giving the necessary instructions, remains aside for some time and gives the children the opportunity to begin the image on their own. As they begin to work, he approaches them and gives the necessary instructions. If collective modeling is expected, then the teacher divides the children into groups and gives each one a task. At the end of the lesson, everyone discusses the sculpted figures, comparing them with the model or with what they once saw. Mostly, children themselves evaluate products. In cases where the works are small, they are placed on a special board with names, and if they are large (plot modeling), then the children are given labels and they attach them to their works. When teaching children to think through a plan in advance, you can sometimes offer to make pencil sketches. This is especially useful when they make beads and decorative plates. While drawing, children are asked to depict the future plate on paper with a pencil, deciding its size, shape and content (pattern, plot). During the lesson, the child must sculpt it, guided by his sketch. In order to teach children to work on a sketch and then create a record based on it, the teacher does all the work himself, and the children observe. Next, they are given the task of drawing a plate with a pattern and sculpting it during class. Making decorative plates with relief images can begin with a conversation about what they are, then organize an exhibition of finished products. The teacher, analyzing the plates, explains to the children that they can depict one object, with a decorative pattern and plot. From the conversation, the children will learn how records are made, painted and fired in a muffle furnace to make them bright, shiny and durable. They explain to the children that they themselves can make the same ones to decorate the room with them, and for this they invite everyone to come up with a plate and make a preliminary sketch during the drawing lesson. Children should learn from the teacher that the clay for making plates must be very soft, and the paint with which they are painted is called engobe, it is prepared from clay and water (clay is diluted with water until the thickness of liquid sour cream) and applied with a brush to the product in a thick layer by dipping brushes for the product. If the product is made of white or gray clay, then the engobe should be made of red, and vice versa. The day before the lesson, the teacher invites the children to prepare clay and engobe with him for making records. Children and their teacher carefully sort the soaked, soft clay with their hands, cleaning it from impurities and making it more elastic, and put it in finished form into plastic bags or a tank. Then they prepare the engobe by diluting the clay in glass jars with water and stirring it with sticks to the desired state; the jars with the engobe are tightly closed with lids. After the preparation has been completed (the next day), they begin to work on the records. The work is designed for two classes: in the first one they make plates, in the second they work on relief and coloring.

Modeling: lesson notes, programs, clubs, planning

Contained in sections:

• ISO. Visual activities in kindergarten
• ISO. Lesson notes for fine arts in kindergarten

Includes sections:

• Crafts made from salt dough. Classes, master classes
• Insects. Modeling from plasticine on the theme “Insects”
• Clay crafts
• Plasticine, we sculpt from plasticine. Crafts

By groups:

• Senior group
• Preparatory group
• Middle group
• Junior group

Showing publications 1-10 of 8915. All sections | Modeling. Lesson notes, projects

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Summary of a modeling lesson in the nursery group “Watermelon Slice”

Topic: “Watermelon Slice” Objectives: 1. To arouse interest in creating bright, colorful work. 2. Learn to decorate a template of a watermelon slice (prepared in advance, using black plasticine. Preliminary work: 1. Reading fiction 2. Looking at paintings and photos depicting…

Summary of a modeling lesson in a preparatory group on the topic “Jellyfish at the bottom of the sea”

Modeling technique in the middle group

Exercises with plastic materials prepare a child’s hand for mastering the most important skill in the near future - writing. Regular sculpting exercises develop hand flexibility and precision of movements. The kids create crafts by studying various modeling techniques.

Table: methods and techniques of sculpting

In the middle group, children master the constructive method of modeling: sculpting and combining parts into a single image

Types of modeling

1. Subject modeling. In the middle group, children sculpt two- and three-dimensional objects on a plane. They try to convey the shape of familiar objects as accurately as possible. There is always a sample in the classroom - a figurine or toy.

   Object modeling also implies the image of living creatures, for example, fish

2. Subject modeling. In the fifth year of life, thinking abilities rapidly develop. The child compares objects in the surrounding world, discovers connections and interactions between them. The first subjects are collective compositions “Round Dance of the Hares”, “Bird Yard”.

   Collective works have a simple plot, for example, “Ducklings swim on the pond”

3. Decorative modeling. In the middle group, this type of modeling can be used to decorate “Vase” and “Plate” crafts.

   Children 4–5 years old learn to decorate surfaces with a relief pattern, for example, as in the lesson “Miracle Flower”

Materials and tools

• Plasticine is the most malleable material. It is possible to introduce children to clay, but it is recommended to sculpt with it in the senior and preparatory groups (with children 5–7 years old). Occasionally, Play Doh plasticine may be used in classes. This is an expensive material, but bright and unusual. You can use it to decorate gifts for mothers on March 8, for example.

  Save leftover playdough from their sets - children will use them later

• The stack is an assistant instrument that children become familiar with in the middle group. The teacher shows how to hold the stack and how to use it to cut off a piece of plasticine/dough. The stack will be needed to complement crafts with cuts or simple patterns (dots, lines). They represent the eyes, mouth, and nose on the faces of animals.

  For the middle group, it is recommended to purchase plastic stacks with a rounded end

Unconventional sculpting techniques

• Plasticine mosaic - laying out plasticine balls on a drawn image. In technical terms, the use of this technique in classes in the middle group does not give anything new to children. It is appropriate to do plasticine mosaics during decorative modeling. For example, children will decorate plastic plates or lids with mosaics.

  Mosaic is great for decorating plastic and cardboard surfaces

• Plasticineography - drawing or painting over contours by smearing and/or sticking plasticine. In the middle group, small pictures are selected on a thick sheet of paper or cardboard. The task for children 4–5 years old is to “color” the drawing with a thin layer of plasticine, without going beyond the contours. Children choose their own colors for plasticine printing.

  Children use plasticine to color simple images, for example, a seven-flowered flower.

• Testoplasty - modeling from salt dough. In the middle group, crafts “Treats for dolls/friends” and “Caterpillar” are made using this technique. Salt dough is a wonderful alternative to plasticine, a completely natural material. The teacher prepares the dough immediately before class.
  

  Salt dough recipe: 1/2 tbsp. cold water, 1 tbsp. flour, 1 tbsp. salt Stir until smooth.

  You can add food coloring to salt dough

Salt dough tends to crumble while working. For children 4–5 years old, this material cannot be called pliable. Therefore, to the mass obtained according to the classic recipe, I add 1-2 tablespoons of vegetable oil (odorless). The dough becomes more flexible.

Task differentiation

During the school year, the teacher evaluates the effectiveness of classes. In September, January and May, children's visual abilities are monitored. The level of mastery of practical skills for each student is determined.

Practical skills are formed and consolidated unevenly among children of the same age. This is fine. The teacher’s task is to create favorable conditions for the development of each student. Taking into account personal qualities and the pace of mastering modeling techniques, the teacher develops multi-level tasks.

During the lesson, the child gains new experience and positive emotions; tasks are selected according to their level of development.

Table: examples of tasks of different difficulty levels

Multi-level tasks are necessary for each child to demonstrate their skills and feel successful.

Methods and techniques of sculpting

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Author: Posted in: Fine Arts

Methods and techniques of modeling in different age groups of kindergarten. Worked on the issue: Khalizova N.B.; Kasminskaya V.B.

Modeling is a type of visual activity in which objects are conveyed three-dimensionally, three-dimensionally, using soft plastic materials (clay, plasticine, dough). Modeling from hard materials is called sculpting. In kindergarten, plasticine and clay are mainly used. They start modeling at the age of 2. Type of modeling – subject. In the middle group - plot modeling, two objects (for example, a bun met a hare). In the older group there is decorative modeling, which requires decoration. In the preparatory group - all types of modeling. There are 3 methods of sculpting: 1. constructive - the object is divided from separate parts, then fastened together; 2. plastic - modeling from a single piece, by transformation; 3. combined - a combination of constructive and plastic methods. Modeling in the first junior group. The sculpted works of children are characterized by an indistinct form, because children work with the whole hand, since the movements of the fingers are not yet developed and poorly coordinated. During this period, they mainly introduce clay and perform playful actions with it (flatten it, tear off lumps). The children are not given the goal of depicting anything. This period is called pre-fine. Under the guidance of the teacher, children gradually begin to depict certain objects. Objectives: 1. to interest children in a new activity - modeling; 2. introduce children to materials and show their visual capabilities; 3. instill in children the desire to sculpt simple objects themselves; 4. teach the simplest technical techniques (tearing off, rolling out, connecting parts); 5. teach children to follow certain rules and work culture (work on a board, don’t throw it around, don’t get dirty). The program is given for the whole year and is not distributed quarterly. Methods and techniques. Children are divided into small subgroups, 5-6 people. The lesson is held for 5-8 minutes with each subgroup. From the second half of the year, classes are held frontally. The main technique is a demonstration and a detailed explanation of one’s actions (“I take a piece of plasticine on my left palm, cover it with my right palm and roll it back and forth...). You can conduct classes demonstrating the process of depicting objects familiar to children. Using gaming techniques and playing them out. As they acquire skills in working with clay, children can sculpt according to their own plans, but at the same time remind them that we were sculpting before (for example, breadsticks, sausages, pencils, balls, etc., and now sculpt who will do what) . Positive assessment of children's activities. Modeling in the second junior group. Children in this group are more prepared for modeling classes. Classes are conducted with the whole group (frontal). Children are familiar with the material and know what can be sculpted. However, there is still no connection between the movement of the hands and the shape (if it’s a ball, he won’t be able to figure out how to roll it). Software learning objectives. I quarter: 1. improve children’s ability to roll a lump of clay between their palms with straight movements (pencils, fence posts, sausages); 2. teach children to connect the ends of the roller to make a ring (donut, bagels, wheels); 3. teach children to roll out a cone-shaped shape (carrot) between their palms by pulling out one side; 4. learn to sculpt round objects, roll a lump of clay in a circular motion (balls, balls, apples); 5. teach children to sculpt objects consisting of several parts (pyramid, snowman), placing one part on top of another and pressing it down (connecting parts). II quarter: 1. teach children to flatten a ball to obtain a disk (pancakes, flatbreads, cake, decorating with small balls; 2. teach children to pinch the edges of the shape with their fingers from a common piece of clay (saucer; pinch the cut to make a dumpling; pies - pinch the scallop on top) III quarter: teach children to sculpt objects consisting of several parts, the same and different shapes (mushroom, tumbler, pyramid, matryoshka, basket). IV quarter: in the summer, the knowledge acquired during the year is consolidated. Methods and techniques of teaching. 1. examination of the object (the child traces the object, rolls it between his palms to feel the shape); 2. demonstration and explanation; 3. playing techniques 4. analysis of all works (positive). Modeling in the middle group. In children of the fifth year of life, the muscular system has become sufficiently strong hands, the vocabulary has expanded, and in connection with this, the regulating role of speech has appeared (they plan their work, understand the teacher better).Children begin to highlight the functional characteristics of an object, this facilitates the process of depiction. Children become more attentive to the lesson process. However, the result of the work is still little different from the younger group, because Children do not yet master the methods of representation. Children do not have a clear idea of ​​objects and shapes, structure, proportions are violated, there is no clarity in conveying the form, parts are not firmly held together (fastening by smoothing). Objectives: 1. continue to cultivate in children a sustainable interest in modeling classes; 2. clarify ideas about the shapes of objects, their structure, proportions and details; 3. teach children technical skills (sculpt shapes with your fingers, tightly fasten parts, make small parts by pinching); 4. teach children to independently use some modeling methods and choose a topic in classes according to their own ideas. Modeling in the senior group. By the age of 6, children have accumulated some experience in modeling. Their products have become more diverse, not only in content, but also in the way they are depicted. During this period, the process of ossification of the hand begins, small and large muscles become stronger. This makes it possible for more precise and complex actions with clay. Changes also occur in the psyche of children, attention becomes more stable, memory improves, children can imagine an object and then sculpt it. Movements during sculpting are more accurate, as visual control over the actions of the fingers has increased. However, when creating an object, children work little to clarify the shapes. This is explained by the fact that the presence of parts of an object and purely external signs of forms are important for them. Based on formed visual images, children often sculpt objects in motion, but, as a rule, they do not think about the action in advance. The content of classes in the older group becomes more and more complicated, children 5-6 years old sculpt various shapes, simple plots, and decorative modeling (decorating objects) appears. Children in the older group sculpt more according to idea and design. Objectives: 1. continue to maintain children’s interest in modeling classes; 2. teach children to convey the basic character of forms (proportions, structure, the most characteristic details) during the image; 3. teach children to create story compositions; 4. teach children decorative modeling: decorate products with moldings, in-depth relief, paint with gouache or engobes (a dye made from clay of a different color); 5. teach children the plastic method of modeling, i.e. sculpting from a whole piece. I quarter. At the beginning of the year, children sculpt the simplest, most familiar objects and learn to convey characteristic details. In order for children to learn to convey the character of a form, they sculpt not one object, but several, with a clearly defined shape (pear, apple, carrot, beet). Children also sculpt figures, both from a whole piece and in parts (swan, rooster, duck), as well as human figures. II quarter. Children sculpt animal figures (in parts). A sculpture of a human figure appears and is placed on its feet. You can convey the movements of these figures (put them on a sled; when sculpting a snow woman, the girl leans on a snowball). To stabilize the figure, you can use a third fulcrum (Santa Claus has a staff, Snow Maiden has a Christmas tree). Subject sculpting - first a 1-1.5cm stand is sculpted. – thick, figures stick to it. The program for the senior group involves sculpting dishes in a new way, called tape (the bottom is sculpted first, then everything else). It is advisable to decorate the dishes, sometimes they are painted (in drawing). With children you can make various decorative items (beads, pendants, dishes, trays). III quarter. Children's knowledge about the environment expands and their modeling skills improve. The figures become more expressive. Most of the classes are devoted to plot modeling (based on fairy tales). Children sculpt according to the idea. IV quarter. Only consolidation of acquired knowledge, skills and abilities. Methods and techniques of teaching. Use of nature. Full demonstration of image techniques is almost never used in the older group. Only new moves are shown. The conversation is aimed at deciding on the composition (what kind of stand it should be, how to apply it). Game techniques are used (for example, “guys, today we will be potters”). Artistic words (riddles, poems) are used. Analysis of children's works. What did we do? What was the task? Say what worked out well and what didn’t, without naming the specific names of the children. Modeling in the preparatory group. Children's sculptures are more expressive, more interesting, and more varied, since children have accumulated a stock of ideas. During observations, children more fully perceive the phenomena of the surrounding reality and are better oriented in space. Children have a desire to convey shape, proportions, and details that complement the image; they can more accurately convey movements. But despite this, the shape of objects remains just as generalized. This indicates that children of 6 years old do not yet have access to a complete image of all the features of the form; they only sculpt its basis. Tasks. 1. Learn to convey the characteristic movements of humans and animals (a horse gallops, a girl dances); 2. To develop in children a sense of composition, to sculpt structural groups of 2-3 figures, to convey proportions, dynamics, and the ratio of objects in size; 3. Learn to sculpt dishes in different ways (ribbon, circular, clay casting); 4. Continue to teach children how to perform decorative modeling in different ways; 5. Learn to sculpt objects from imagination and from life. I quarter. The teacher is faced with the task of teaching children to sculpt objects of characteristic shapes. At the beginning of the year, they are asked to sculpt two similar objects, but of different shapes (2 apples: one elongated, the other round; 2 tomatoes, etc.). Teach children to sculpt objects in motion (2 cockerels: one singing, the other pecking grains). Children sculpt human figures. It is proposed to sculpt while respecting the proportions. In addition, children sculpt various animals. II quarter. The main focus is on sculpting plot compositions. They teach how to sculpt dishes in two new ways: sculpting from rings, choosing clay - the outer shape is sculpted, and then the inside is rubbed with a stapler, an internal recess is made. Before decorating, the product is leveled to create a smooth surface. Decorative work - based on clay samples. III quarter. Much attention is paid to teamwork (poultry farm, zoo, football field). Measurements are given to know each figure size. Pictures and subject situations are offered, children choose what they like and sculpt.

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How to make a cow from plasticine

Let's take a step-by-step look at how to make a cow from plasticine. We propose to try to sculpt three versions of cows, first we will sculpt the cow Zorka, then we will start sculpting the Cool Cow, and finally, another diagram of how to sculpt a cow. You can also find even more instructions for various crafts on our website in the Plasticine Crafts menu.

We sculpt the cow Zorka from plasticine

In order to make Zorka the cow we will need: brown, black, orange and yellow plasticine.

1. Roll brown and orange balls. 2. Stick a lighter ball as a nose piece to the second piece. 3. Glue the eyes, pierce the nostrils with the head of a match, and cut out a smile with a stack. 4. Be sure to make horns, because the cow must have them. Attach the gray pieces to the head. 5. Attach symmetrical ears just below the horns. To make them, form thin cakes and press them on both sides with your fingers.

6. Pull out another large brown piece into an oval. 7. Press down on the body with your fingers, creating a characteristic relief. Stretch your neck.

8. Simple brown sticks will replace the animal’s legs, but it is advisable to disguise matches or toothpicks inside to make the finished product more stable. This is especially true if you use soft plasticine; such a mass is unlikely to support a rather massive body. 9. Attach gray hooves to the ends of the legs.

10. Attach the legs to the body and smooth out the plasticine with your fingers. 11. Make a cow’s udder from beige plasticine, because it is this detail that distinguishes a cow from a bull.

12. Pull a piece of brown plasticine into a thin long tail. Attach a beige tassel to the end. 13. Connect the head to the body. 14. The plasticine cow is ready.

How to make a cool cow

To sculpt this cow we will use white and black plasticine, as well as a little yellow and purple.

We will need the following preparations:

1. First, twist a ball from a third of the white plasticine - this will be the head. Then we will smoke a small ball of yellow, this will be our horns. 2. Then we will twist three small black balls; these will be the ears and bangs on the forehead. 3. Next, twist the balls for the eyes: two white and two small black, as well as a purple one. 4. Now we will twist the remaining white plasticine into a ball for the body. And three small black balls for spots on the body. 5. Now take more white plasticine and roll 4 identical balls for the legs. And 4 small black ones for the cow's hooves.

Now let's start connecting the parts:

1. First, let's make the head: take a ball for the head and make a pear-shaped figure out of it as shown in the picture. Then roll a sausage, narrowed at the ends from a yellow ball, then bend it as shown in the figure and attach it to the head. Then make nostrils by pressing them with a match.

2. Next we proceed to the ears and bangs. Roll three black balls into sausages, tapered to one side. We crush them with our fingers, you should get droplets. Cut out one droplet as shown in the picture. And we do everything to the head of our cow: the ears are behind the horns, and the bangs are on the horns.

3. We move on to sculpting eyes from plasticine: roll up a sausage from purple plasticine and press it with your finger. Then we glue the eyes onto it, first white and then black. And we glue this entire structure onto the head. Our cow's head is ready.

4. Let's move on to sculpting the body. From a large white ball for the body we make a pear as in the picture. And from three small black balls we make cakes and glue them on the body, in any place where you like. Next, we’ll stick toothpicks into the body so that they stick out a little and we’ll put the head on them.

5. From the last preparations we make sausages. We bend the white ones, you can do it like in the picture, or you can figure out how your cool cow will sit. We cut the black sausages and glue them to the white ones. And then we attach the plasticine legs to the body, all that remains is to draw the mouth and our cool cow is ready! You can add a red tongue.

Plasticine cow, or how to mold a cow

1. Fashion figures from plasticine as shown in the figure. 2. Then assemble the figures: stick horns, ears, eyes to the head. Then attach the legs, tail, and head to the body. 3. Make black spots on the cow using black cakes. 4. And draw the hooves, muzzle, mouth, pierce the nostrils. 5. Our cow is ready!

How to make a caterpillar from plasticine step by step:

1. Although the list of materials indicates green plasticine, which is more suitable for sculpting an insect, you can replace it with a different color. If you wish, combine balls of different shades and sizes to get a rainbow craft. To begin, knead the prepared block in your hands.

2. Next, use a stack to divide the soft plasticine into pieces. Make links that will make up the long body of the wriggling insect, as well as one larger piece that will become the head. Divide the green block into the required portions and knead each of them separately in your hands.

3. You can form a ball from each small piece as a link to the caterpillar’s ​​body. Or give each ball an almond shape. A craft consisting of oval fragments will be more interesting. Glue a beige cake onto a large ball intended for the head, smooth out the edges. Then use your fingertips to give the workpiece a triangular shape.

4. Make a funny face on the beige field. Use a large pink bead to simulate a nose. Glue small black dots-eyes above the nose, and under it - a small red dot-mouth. Make two long orange tendrils. Curl and glue to the head. You can also decorate the caterpillar with a red bow.

5. Assemble the body from oval green blanks, securing the parts in random order. Glue the head on one side. This funny figure is made using the simplest method; sculpting a caterpillar is very exciting for children.

6. Use beige dots to make link decorations. This is also a way to explore numbers with young children. It is not forbidden to glue a different number of dots onto each link and then count them together. Plant the finished caterpillar in a flowering meadow. The craft is ready.

How to make a frog from plasticine

Plasticine is an amazing material that allows you to develop not only creativity and imagination, but also fine motor skills. You can make a frog from plasticine using a master class, where everything is described step by step and is understandable even for children. Follow the instructions exactly or apply your own ideas - everyone decides for themselves.

A simple do-it-yourself plasticine frog

Any child can make a frog from plasticine with their own hands in the simplest way. Just 8 main parts, 5 additional ones and the little toad will be ready. The child can complete large parts independently, and one of the adults will help him with small ones.

Sculpting process:

1. Roll 2 balls from the green material - one larger than the other. Connect them together - this will be the torso and head.
2. Make two identical small balls and attach them to the top of the head. Thin white plasticine circles are glued on top of them. Pupils of blue or another color are sculpted on them.
3. The mouth and nose are cut using stacks or toothpicks. Attach a tongue made of red plasticine.
4. Roll out two green bars. Flatten on one side, giving the shape of fins. The legs are bent and fixed on the frog's body.
5. For the front legs, the blanks are made thinner and shorter. The lower part is made flattened. Cut out 3 toes on each foot, making membranes using a toothpick. Attach the legs to the body.

Frog princess made of plasticine

To get your child interested in modeling, you can make a frog princess from plasticine. To do this, first make the frog itself and add just a couple of additional details - a crown and an arrow:

1. Roll the green mass into a roll and cut it into 3 pieces - 1 small and 2 larger.
2. Prepare a blank for the head. One of the large pieces is rolled and flattened, giving it an oval shape.
3. Roll the second large piece into a ball. Stick a toothpick or match into it and connect it to the head blank.
4. From the last piece, four sausage-shaped legs are created. Bend them in half and connect them to the base.
5. 2 small flat cakes are connected to the paws. 2 slightly larger cakes are attached to the body in the abdominal area.
6. Make 2 balls from the remaining piece and attach them to the top of the head.
7. On the base for the eyes, fix 2 white circles and stick black pupils on them.
8. A stack is used to cut through the frog's mouth. Roll small balls from pale green plasticine. Slightly flattening them, place them on the head and body. The same details indicate the nostrils of a frog.
9. The abdomen is made from light green material and attached to the body.
10. Using the stacks, cut fingers at the edges of the foot cakes. White mini-highlights are placed on the pupils.
11. To make a crown for the princess, you will need yellow or light orange plasticine. Make a sausage and roll it into thin strips. Sharp teeth cut along the edge of the stack.
12. Cut a part from the jagged strip so that it has 5 teeth. They fold it into a crown, which is placed on the frog's head. The sharp ends are slightly twisted in different directions.
13. A small tongue is created from a piece of red plasticine and glued to the line of the mouth.
14. The arrow is molded from plasticine in brown, yellow and white colors.

Frog made of light plasticine

Making a frog from light plasticine is easy step by step. For example, you can create the heroine of the cartoon “Frog Traveler”. Parts made of this material hold their shape well, and the mass does not stick to your hands.

Important! This material is afraid of moisture, both during the work process and in finished crafts.

1. Take a small piece of green mass. They give it the shape of a head with chubby cheeks. Particular attention is paid to the mouth - making it slightly pointed. Designate slightly raised areas for the eyes.
2. Roll out yellow plasticine and frame the lower part of the head. A thin strip marks the opening of the mouth.
3. The eyes are made from the white mass. To make them look funny and cheerful, the pupils are sculpted in different shapes, blue with black splashes.
4. To save material, you can use foil for the frog’s body, which is crumpled into a pear-shaped shape and covered with a thin layer of green mass. To highlight the frog's abdomen, the front part is covered with a yellow mass.
5. The bases for the frog's legs are made in the form of rounded blocks of the required size.
6. The fingers and toes of the frog are squeezed out with a stack. Give them the necessary bends. Add a yellow mass to the middle of the palms.
7. Connect all the parts together. For a strong attachment, the head is “set” on a match or toothpick.
8. Smooth out roughness and unevenness. Add dark green splashes to the arms and legs of the frog.

Craft with a frog made of plasticine

To captivate your child, you can make together with him not only one frog from plasticine, but an entire craft. A step-by-step analysis will help you understand how to sculpt reeds using toothpicks. How to make a pond and a water lily leaf on it:

1. To create a reed, you will need toothpicks, brown and green plasticine. The bottom is wrapped in green plasticine, the top in brown. Leaves are sculpted separately. Everything is connected and fixed to the surface.
2. To make a water lily leaf, roll out the green mass and flatten it into an oval with your fingers. Using a stack or a knife, draw veins and make a cut in the bottom of the sheet.

3. Cut out a circle or any shape large enough from cardboard to accommodate the wah and additional accessories.
4. The cardboard is coated with a thin green layer.
5. On top of the green layer, pieces of blue and light blue material are laid out and smeared in a chaotic manner.
6. Reeds are placed at the edges.
7. A water lily leaf is placed a little away from the center, on which the main character is planted.

MODELING IN THE SENIOR GROUP

Detsky sad.Ru >> Electronic library >> Family and children >> Children's creativity >> Features of the plastic form created by children of the older group
By the sixth year of life, children had accumulated a certain amount of experience in modeling, their products became more diverse both in content and in the method of representation . The process of ossification of the hand began, the small and large muscles of the hands became stronger, and thanks to this, it became possible for more precise and complex actions with clay. Changes also occurred in the psyche: attention became more stable, memory improved. Children develop the ability to first imagine an object and then sculpt it. The children's movements during modeling became more accurate, as visual control over the actions of the fingers increased. At the same time, children in the older group, when creating an object, work little to clarify the form. This can be explained by the fact that for them the presence of parts of an object and purely external signs of its shape are important: a round head, cylindrical legs, etc. Children do not correct the indentations that remain when small parts are pulled out on the surface of individual parts. Without striving to carefully depict the form, the children use the remaining time from the lesson to sculpt other objects. For example, when depicting a dog, a child can sculpt a food bowl or a puppy. Based on the formed visual images, children of the older group more often than in the middle group sculpt objects in dynamics, but the action, as a rule, is not thought out in advance, but follows after the image of the object by a purely mechanical change in the position of the limbs of human or animal figures. For example, a child sculpted a dog and accidentally spread its paws too far apart. It reminded him of a running dog. He spreads his paws even further and when asked by the teacher what his dog is doing, he answers: “She is running after the owner.”

Learning Objectives

Modeling training in this group is aimed at teaching children to identify during the depiction the basic nature of the form, proportions, structure of the object, the most characteristic details and movement. So, when depicting any animal, children must sculpt the characteristic shape of the body in a generalized form, a round head with a slightly drawn-out muzzle, ears, the shape of which will depend on the nature of the image, legs in the form of columns, sculpt or outline the eyes and mouth in a stack. The requirements for technical skills are increasing: a plastic method is being introduced - modeling from a whole piece, and attention is paid to processing the surface of the dishes. Learning the methods and means of modeling is gradual and should lead to a more accurate depiction of the form.

Completion of the program

I quarter At the beginning of the year, children sculpt the simplest and most familiar objects for them, learn to convey characteristic details, using the movement of the entire hand and mainly the fingers. Children continue to be taught to depict objects from individual parts, as well as from a whole piece by pulling parts from the total mass. Children are asked to sculpt fruits and vegetables. In order for children to learn to convey the character of a form, they need to sculpt not one, but two or three objects with a clearly defined shape. For example, children can sculpt carrots and beets, the shape of which is familiar to them, and all their attention is directed to depicting the characteristic details and features. Children sculpt the general shape of objects with both hands, with the whole hand, and depict the nature of the shape and details with their fingers. In the first quarter, children sculpt a figure of a person and animals (in parts and from a whole piece). Modeling from a whole piece is usually associated with work on a folk toy - these can be a cockerel, a duck-whistle and a doll. During their depiction, the shape and proportions are specified. For example, the doll's head is small compared to the body, which is basically cone-shaped, and the arms are in the form of rollers. Modeling a folk toy helps children learn a laconic depiction of a form, decorative design through molding and painting; In addition, children are introduced to work from life. Thus, in the first quarter, children of the older group consolidate the skills acquired in previous groups, and also acquire new ones, which open up opportunities for interesting and meaningful modeling. II quarter Starting from December in the II quarter, the teacher teaches children to convey the characteristics of objects: long and short, thick and thin; place the figure in a vertical position; observe the relative size of the parts; tightly fasten parts of a sculpted figure, pressing them one against the other and smoothing out the places of fastening. By consolidating the skills acquired in the first quarter, as well as mastering new methods, children can sculpt Father Frost and the Snow Maiden according to the Dymkovo doll type. At the same time, the proportions of these objects are clarified, the ability to tightly fasten parts together, install a figurine on a wide base, and decorate clothing with deep or high relief is consolidated. The next stage is learning how to sculpt a figure on legs. This is much more difficult than installing a sculpture on a wide base, so the children's attention is directed to the fact that the legs need to be sculpted thick and dense. Children can depict a girl or boy in winter clothes, with the body and head sculpted from a whole piece, and the arms and legs separately, tightly adhered to the body. At the same time, attention is paid to the details: a hat with earflaps is depicted on the boy’s head, the fur coat is complemented by a collar and buttons. A hat with a pompom is put on the girl’s head, and the fur coat is trimmed with an edge in the form of clay rollers. It is necessary to encourage the transfer of the movement of the figure: it can be placed on a sled or the body can be tilted, depicting a boy rolling a snowball. The topics may be different: “Children doing gymnastics” or “Children on a walk.” The program for the second quarter includes the depiction of animals and a gradual introduction to the depiction of the plot. First, children sculpt one figure at a time, and then, as they gain skills, they depict a cat with kittens, a dog with puppies. Two or three sculpted objects are placed on a clay stand with a thickness of 1 to 1.5 cm. In the second quarter, children are taught to sculpt animals from one piece (torso and head or torso and legs), which makes the sculpture more durable and stable. This method is suitable for depicting almost all animals (cats, dogs, goats, hare, etc., but it does not exclude the possibility of sculpting all the parts separately and then connecting them. Children in the older group can be required to clarify the shape and proportions (head with an elongated muzzle In addition, work continues on the transfer of movement. Small details are created by sticking onto the main shape or pulling away from the main mass. Thus, depicting a rooster, the beard can be pulled back, and the comb, tail and wing feathers can be sculpted separately and attached to the base. Program II The quarter also provides for modeling dishes from a whole piece based on ceramic folk products (handles are molded separately and then tightly attached by smearing to the base). It is good if the molded dishes are decorated decoratively. To do this, you need to teach children to carefully smooth the surface of the vessel with a finger or with a wet cloth.Children can be given pictures of decorative plaques to decorate the walls.They can make beads, dishes and trays. III quarter In the III quarter, children's knowledge about the environment expands and their skills in the field of modeling are improved. As a result, the shape of the images is clarified and made more expressive, the figures become more dynamic and are mounted on stands. Themes for sculpting can be human and animal figures in motion: dancing parsley, bears from the fairy tale “Two Greedy Little Bears,” scenes from the fairy tale “Kolobok.” When sculpting dishes, a new method is used - tape, when the bottom-disc is connected to a tape-shaped wall - a flattened cylinder. Using this method you can make a mug, a cup, a glass for pencils and brushes. IV quarter In the summer, children repeat what they have learned, use familiar modeling methods, and make objects and sculptures that can be used for play. So, they create a poultry yard by fashioning a rooster, hens, ducks, chicks and ducklings. Children sculpt decorative plates, dishes, people and animals based on folk toys, and convey simple stories. Modeling can take place according to the instructions of the teacher and according to the children’s own plans after preliminary observations or from life.

Methods and techniques of teaching in the classroom

When teaching modeling to older children, the teacher uses many methods and techniques that are determined by the specific topic and general objectives. From the first stages of learning, nature is used, which is quite difficult for children, since the child has to constantly compare his product with it. Modeling from life requires prior familiarity with the objects. To do this, it is better to unite children in small groups and invite everyone to take an object in their hands and, after feeling its shape, talk about it. In class, nature should be examined again. The teacher determines the proportions and, with a confident movement of the hand, emphasizes the nature of the shape of the object, then asks the children questions that direct their attention to identifying the characteristic features of the shape and solving it. If the children know how to sculpt, then they begin to depict, and if not, then the teacher partially shows the necessary methods. Full demonstration of techniques to children of the older group is almost never used, since they are familiar with the depiction of the original forms and only those methods of depiction that the children have not yet encountered require demonstration. For example, children make a duck-whistle similar to the Arkhangelsk folk toy. The method of depicting the original form is familiar to children, so the teacher only shows how the neck, head and tail are extended from the oval. Children sculpt according to the idea. The main goal of these classes is to develop independence in solving an image perceived earlier, and creative activity in using sculpting methods. To create clear ideas, children need to accumulate experience. The teacher should conduct observations of living objects with children, read fiction and look at illustrations, as well as small sculptures, folk toys, dummies, etc. It is important that children do not just look at objects and illustrations, but do this with the expectation of the future image. The teacher, for example, says: “Children, we will soon sculpt the fairy tale “Kolobok” - about how the bun met different animals. I will read you a fairy tale and show you pictures, and you be careful, try to remember who the bun met, otherwise it will be difficult for you to sculpt. Subject modeling also requires special teaching techniques. As a rule, the plot that is given to children for modeling includes objects familiar to the child. In this regard, showing the methods of modeling and explaining the sequence of the image is no longer necessary, and preliminary preparation for the lesson may consist of examining objects, reading fiction, looking at illustrations, paintings. Children's attention is drawn to the shape of objects. During the conversation at the beginning of classes, the compositional solution is clarified. For example, children will sculpt a cat with kittens. You need to decide what the stand should be, in what position the kittens and cat can be. Interesting compositional solutions should be encouraged. During the lesson, the teacher monitors each child, how the shape of the object is created, how proportions, actions, and composition are conveyed. With questions and advice, the teacher guides the children to the correct, interesting solution to the topic. So, seeing that a child who decided to sculpt playing kittens sculpted them in a static position, the teacher says: “Think about what needs to be done with the figures so that they look like playing kittens.” If the child finds it difficult, then the adult clarifies his question: “Think about the position of the kittens’ paws when they play with each other.” Such questions do not give direct advice, but they teach children to think about images during classes. In the case when children find it difficult to correctly convey shape and proportions, you can resort to individual work: show the child a toy, a picture, clarify his ideas; as a last resort, show the sculpting method on a separate piece of clay. Situations created by the teacher have a great influence on the results of modeling. For example, before the lesson, children are told that they can use the molded dishes for play. The teacher adds that dishes fired in a muffle furnace will greatly decorate a doll’s dining room, and therefore, everyone should try and fashion a beautiful vessel that can be decorated with relief or painted. For play, children also use sculpted birds and animals, making pens and cages for them from cardboard. Situations may be of a different nature. Children are told that they will sculpt figures for the upcoming exhibition or make brooches and beads for their mothers for the March 8th holiday. In order to interest the children, the teacher at the beginning of the lesson can read a quatrain and ask a riddle. This is done in order to create a good mood in children and direct their attention from the beginning of the lesson to thinking about the image. Poems and riddles should give a vivid description of the image in a very brief, concise form and note only those features that relate to the shape of the parts and details of the object. For children in the older group, analysis of work at the end of the lesson, which is organized in the form of a conversation, becomes of great importance. The teacher asks questions about the shape and proportions of the objects depicted. If the children sculpted according to an idea, then the teacher offers to tell what is depicted, whether the shape is good, and in what ways they sculpted. Sometimes the work is assessed not by the authors themselves, but by other children. In this case, the teacher makes sure that the assessment is fair, tactful, and does not offend those who completed the work. If the children sculpted from life, the teacher, when analyzing, directs their attention to the image of the form, proportions, and asks them to compare the sculpted work with nature. Works made according to the children's plans are analyzed somewhat differently: first, the design as a whole is considered, and then the shape, proportions, depiction of movement, and methods of sculpting are analyzed. Organization of analysis is possible in different forms: children sit in their places and the teacher asks them questions; the teacher calls individual children to come and they analyze someone’s work; All products are placed on a special table, the teacher and children stand near the table, examine them and talk about the quality of the work. There may be other forms of analysis: they depend on the teacher’s creativity, on the conditions and environment in which he works with children.

“Methodology for teaching visual arts and design,” ed. N.P. Sakulina, T.S. Komarova; M., 1979

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