Independent visual activity of children of senior preschool age
The independent artistic activity of six- to seven-year-old children is based on their artistic experience, gained mainly in the classroom. They apply the acquired knowledge, skills and abilities in new conditions. Preschoolers develop a stable interest in certain types of visual activities: drawing, modeling, appliqué, design.
Many preschoolers transfer the topics of classes into independent visual activities. If we take into account that the enrichment of children’s independent visual activity occurs mainly due to what they acquire in the classroom, then the sustainability of the skills and abilities they acquire is of particular importance. In the classes, I provided such a volume of knowledge, skills, and abilities in visual arts so that the children could firmly assimilate them and transfer them into independent activities. As a result of this process, their drawings, modeling, and appliqué are enriched with new content and the image quality is improved.
In independent visual activity, the program of action, goal, and content come from children. Therefore, the intensity of the activity depends on the activity and initiative of preschoolers, on their ability to independently use the acquired experience.
When planning visual activities, I provided a series of activities during which the main attention was paid to giving children the opportunity to act independently. In such a situation, they had to be able not only to outline the concept of drawing, modeling, appliqué, but also to find ways to implement them using various artistic materials. Here the children came into contact with a synthesis of various types of visual activities. With this organization of children's independent activities, a stable interest in certain types of artistic activities was formed. The children now have a favorite theme. Some people preferred plot drawing or subject, decorative drawing (sculpting, appliqué).
Observing independent visual activity, she noted that children were careless in their drawings, which reduced the quality of shading and painting. Therefore, she invited the child to look at his work with him, pointing out the shortcomings. Comparing these drawings with the work done in class, I came to the conclusion that you need to draw carefully not only in class. Such visual conversations increased the children’s self-control and made them want to draw better.
The social environment, including the objective world, undoubtedly influences the artistic development of children. I mean the space in which independent artistic activity takes place, and materials, aids, materials: ceramic tiles, plasticine, clay, glaze, pastel crayons, tempera paints, stained glass paints, ceramic paints.
My observations showed that the introduction of new types of materials and equipment increased the independent creative activity of children.
Providing preschoolers with the necessary materials, I prepared paper of different colors and sizes, brushes, and a palette of paints. The children independently chose the desired size of sheet and material for drawing in accordance with the design of the drawing. This form of organizing independent artistic activity contributed to the improvement of children’s visual skills and fluency in visual materials.
The independent artistic activity of preschool children, as a factor in the active development and transformation of their environment, develops more successfully the better the subject-development environment is organized.
Development of independence in preschoolers in the process of creating educational and didactic material
One of the tasks for the artistic and aesthetic development of preschool children according to the Federal State Educational Standard for Education is the implementation of independent creative activity of children. To begin with, it is worth noting what is meant by independent activity of preschool children.
A. I. Savenkov interprets the concept of independence as a personal property, which presupposes:
Firstly, independence of judgment and action, the ability to implement important decisions yourself, without outside help or prompting;
Secondly, responsibility for one’s actions and their consequences;
Thirdly, internal confidence that such behavior is possible and correct [2]
N.A. Vetlugina defines the independent artistic activity of children, which arises on the initiative of the child himself. The motives for its occurrence are not always and not immediately obvious, and its spontaneous nature comes to the fore. She also emphasizes that if we identify the motives and sources of the development of this activity, then perhaps we will find methods of indirect influence that contribute to the development of children's initiative. [3]
In the activities of children in creating educational and didactic material, independence is understood as the child’s ability, on his own initiative, to produce pictures for fairy tales, counting material for playing at school, a clothing catalog, etc.
Many authors consider independence as a general characteristic of a person’s regulation of his activities, relationships and behavior. Scientific data indicate that by the end of preschool age, children achieve pronounced indicators of independence in play, cognition, work and communication. The source of development of individual independence is experience. The experience of independent creative activity reduces a child’s anxiety and develops self-confidence. [1]
It is necessary to outline the structural approach to independent activity, its essence. Initially, the child develops a need for independent activity. Of course, a child’s independent activity consists of actions aimed at achieving a need or goal.
An important aspect of preschoolers’ activities in creating educational and didactic material is the ways in which children can independently act. Initially, children’s independence is manifested in the choice of artistic and creative materials for the upcoming work; children choose those materials with which they like to work (Anya K. “I like to draw with felt-tip pens, the drawings turn out bright and beautiful,” Yulia I. “And I like paints and pastel"). As they gain experience, preschoolers demonstrate independence in producing educational and didactic material in their free time. They make material to realize their goals, for example: Nastya and Dasha played the role-playing game “School”, they needed cards with numbers, there were no cards available. The girls in the creativity corner selected the necessary materials and began making cards with numbers. Watching the girls' activities, we noted that Nastya traced the numbers using a stencil, and Dasha using sequin appliqué. Thus, children's independence in this activity was manifested taking into account the children's experience of working with certain artistic and creative materials. It can also be noted that the independence of children in the production of educational and didactic material can manifest itself when the teacher prompts how best to perform it, and the child independently continues the activity, controlling his actions.
As observation shows, it is necessary to purposefully enrich the child’s artistic impressions, develop manual skills, and introduce various artistic and creative materials. All of the above is a source of manifestation of children’s independence in the production of educational and didactic material.
Of course, an important factor in the manifestation of children’s independent activity in the process of producing educational and didactic material is the organization of targeted educational activities. If, in the process of organizing educational activities, children develop methods of independent action (in cutting, gluing, drawing individual elements, etc.), then later on, on their own initiative, in free activity, they express a desire and show interest in the production of educational and didactic material. Therefore, in educational activities for the production of educational and didactic material, it is necessary to expand the knowledge and skills of children so that they can transfer them into independent activities.
The teacher’s guidance of children’s independent activities must be carried out indirectly. First of all, in order for children to show independence, an accessible subject-development environment for artistic and aesthetic development must be created, that is, all the necessary materials must be arranged in such a way that children can easily take them. N. A. Vetlugina about [3]
The teacher can closely observe the children’s activities and, if necessary, provide assistance to maintain the children’s interest in independent activities. There are times when children encounter difficulties in the process of independent activity in the production of educational and didactic material, and if they do not receive certain support from an adult, this activity is abandoned and the child does not want to return to it. Thus, having received negative experience, children’s independent activity in producing educational and didactic material fades away.
When providing for independent activities of preschoolers in the production of educational and didactic material, it is important to take into account an individual approach, which can be expressed in the co-creation of an adult and a child. For example, a teacher creates a problematic situation: “The residents of Fairytale Land have never seen a flower meadow. How can we help them? Children discuss the problem and offer to draw a flower meadow. Undoubtedly, at this moment, the intervention of a teacher is necessary. The teacher suggests making an unusual clearing so that there are not only painted flowers on it, but also flowers cut out of fabric, drawn using stencils, etc. Helps each child decide on the necessary material for making a clearing, which he is best with , it turns out, to work and where he can show his independence. Obviously, with proper organization of children’s independent activities, they learn to set goals, achieve them, enjoy their results, and receive satisfaction from their activities.
Thus, it can be noted the value of independent activity of children of senior preschool age in the production of educational and didactic material, which lies in encouraging them to take an active life position. Children show organizational and creative abilities. Business relationships are established between children, they learn to negotiate. Every child experiences creative self-expression. Children also strive to demonstrate their independence again and again in the production of educational and didactic material.
Literature:
1. Babaeva T. I. Development of independence as a factor in preparing children for schooling / T. I. Babaeva // Raising preschoolers to be independent: collection. articles. - SPb.: CHILDREN'S PRESS, 2000.
2. Savenkov A.I. The path to giftedness: research behavior of preschoolers. - St. Petersburg: Peter, 2004.
3. Independent artistic activity of preschool children / Ed. N. A. Vetlugina. - M.: Pedagogy, 1980.
Card index of games “Artistic and aesthetic development” card index (preparatory group)
CARD INDEX OF DIDACTIC GAMES
ON ARTISTIC AND AESTHETIC DEVELOPMENT.
(Preparatory group)
"Symmetrical objects"
Purpose: to give the concept of “symmetry of objects”; develop the ability to find identical parts of objects and compose them; give clear examples of symmetry (vases, jugs) and asymmetry, putting parts of objects together incorrectly.
Materials: picture silhouettes of various symmetrical objects, cut in half.
Content.
Children are asked to make as many symmetrical objects as possible from the parts.
"Pick a pattern"
Goal: to consolidate knowledge of the elements of folk painting.
Materials: cards with cut out silhouettes of young ladies; cards with elements of Dymkovo, Filimonov, Gzhel and other paintings.
Content.
Children are invited to select dresses for young ladies or select patterns for dishes and toys by overlay.
"Bark of tree"
Goal: to develop creative imagination using different methods of image.
Materials: large cards (10*20 cm) with images of different trees, small cards of different shades or glued pieces of bark corresponding to the trees depicted.
Content.
Children are asked to match the bark to each tree.
"Fantastic Animal"
Goal: to develop creative imagination using different methods of image.
Materials: various parts of animals, birds, fish, insects (cut out of paper).
Content.
Children are invited to create a fantastic animal from the existing elements and come up with a name. Then the children depict a fantastic animal using their chosen technique.
"Cheerful Palms"
Goal: to develop creative imagination.
Materials: cardboard silhouettes of hands, hats, ribbons, bows, flowers, rings, etc. different color.
Content.
The teacher invites the children to dress up each finger - glue flat or three-dimensional objects onto a colorful palm print.
"Guess what it looks like"
Goal: to develop creative imagination.
Materials: sheets of paper or cardboard with glued pieces of fabric or other material of different shapes and textures.
Content.
The teacher invites the children to try to see the image in a piece of fabric, complete the drawing and describe it.
“Make a still life”
Goal: to consolidate knowledge about the genre of still life, to develop the ability to compose a composition according to one’s own plan, according to a given plot (festive still life, with fruits and flowers, with dishes and vegetables, with mushrooms, etc.)
Materials: images of flowers, vegetables, fruits, berries, mushrooms, dishes.
Content.
Children are invited to create a still life.
"Perspective"
Goal: to consolidate knowledge about perspective, horizon line, distance and approach of objects, foreground and background of the picture.
Materials: picture plane with the image of sky and earth and a clear horizon line; silhouettes of trees, houses, clouds, mountains of different sizes (small, medium, large, all three sizes).
Content.
The teacher invites the children to lay out the silhouettes on the picture plane, observing knowledge of perspective (three plans).
"Magic Palette"
Goal: develop a sense of color.
Materials: palette silhouettes made of cardboard, each with only one colored circle (red, green, etc.), and the remaining white circles have slits; mugs with shades of the same colors.
Content.
The teacher invites the children to select mugs with shades of color for each palette and insert them into the slots.
"Funny Clown"
Goal: to develop creative imagination, sense of color.
Materials: clown figures and many colorful items: hats, bow ties, ties, shoes, clothes, etc.
Content.
Children are invited to dress up a clown (in the colors of the rainbow, in one color scheme), maybe 7 clown figures and 7 sets of items in the colors of the rainbow.
"House of the Spider"
Goal: develop a sense of composition.
Materials: sheets of cardboard of different colors, colored thick threads, images of a spider, various insects, leaves; colored pencils or markers, charcoal.
Content.
The teacher has a short conversation: “Do you know where the spider lives? What is his house like? Who gets caught in his web? Do you want to depict a spider's house? You can draw it, put it out of threads, and you can make insects or use those that already exist.”
Then the children draw or do group work using collage techniques.
"Object recognition"
Goal: to develop children’s ability to see the repeatability of shapes and lines in the natural and artificial environment.
Materials: cards with the image of a tree crown in the form of diverging branches; palm tree with bark scales; parallel grass stems; web; cards with images of a leaf with veins, a bird's feather, a fence, a wheel with spokes, tiles.
Content.
The teacher invites the children to arrange the cards in pairs, so that the shapes and lines of nature are repeated in objects (crown of a tree - leaf).
"Wire figures"
Goal: develop an understanding of cause and effect relationships; imaginative thinking, imagination and creativity, general motor skills.
Materials: wire of different colors.
Content.
The teacher shows how to bend, twist, and connect the wire, and then invites the children to draw an animal, a person, a letter, a number, a building, etc.
You can create a large project: for example, a menagerie, a city, a large family, etc.
"Mysterious Drawing"
Goal: to develop analytical thinking, the ability to express one’s emotions, hand motor skills and graphic skills, imagination.
Materials: white pencil, colored pencils, sheets of white paper (small).
Content.
The teacher draws something with a white pencil on paper so that the children do not see it. Then he shows this sheet of paper and says that a “magic” picture is drawn here; in order for it to appear, you need to carefully shade this sheet of paper with colored pencils.
"Rainbow of Bubbles"
Goal: to develop imagination, analytical thinking, color perception, fantasy.
Materials: shampoo, gouache, water glasses, thick brushes, cocktail straws.
Content.
Prepare colored foam: thoroughly mix shampoo and gouache in equal proportions, pouring about 0.5 mm of each into a glass. Then add water to the glass, filling it 1/3 full.
The teacher gurgles through a straw into a glass. When the colored soap caps appear, you can start creating the picture. Then he takes thick paper and covers each glass in turn, making prints.
- Let's see what they look like? Let's fill in the missing details.
"Sea bottom"
Goal: development of artistic composition skills, development of speech, logical thinking, memory.
Materials: images of flowers, vegetables, fruits, berries, mushrooms, dishes.
Content.
The children are shown the seabed (empty), and it must be said that all the sea inhabitants wanted to play “Hide and Seek” with us, and in order to find them, you need to guess riddles about them. The one who guessed correctly puts the resident in the background. The result is a complete composition.
You can invite several children to the board and ask them to make different compositions from the same objects.
"Painted horses"
Goal: to consolidate knowledge of the main motifs of Russian folk paintings (“Gzhel”, “Gorodets”, “Filimonovo”, “Dymka”), to consolidate the ability to distinguish them from others, to name them correctly, to develop a sense of color.
Materials: silhouettes of horses, painted based on folk paintings “Gzhel”, “Gorodets”, “Filimonovo”, “Dymka”, as well as “clearings” painted in the same styles.
Content.
The teacher asks the children to determine in which clearing each of the horses will graze, and to name the type of applied art based on which they are painted.
"Magic Landscape"
Goal: to develop the ability to see and convey the properties of spatial perspective in drawings, to develop the eye, memory, and compositional skills.
Materials: silhouettes of trees and houses of various sizes, as well as a picture plane with the image of sky and earth and a clear horizon line.
Content.
The teacher invites the children to place trees and houses in pockets by size, in accordance with their prospective distance.
"Collect a landscape"
Goal: to develop compositional thinking skills, consolidate knowledge of seasonal changes in nature, consolidate knowledge of the concept of “landscape,” develop observation and memory.
Materials: pictures depicting objects at different times of the year, as well as several planes depicting different seasons.
Content.
Children are invited to create a landscape of a certain season (winter, spring, autumn or winter) from a set of printed pictures, as well as select objects that correspond to this particular time of year, and use their knowledge to build the correct composition.
"Matreshkin's sundress"
Goal: to develop compositional skills, consolidate children’s knowledge of the main elements of painting a Russian nesting doll, and consolidate knowledge of Russian national clothing.
Materials: silhouettes of nesting dolls, as well as individual parts of nesting dolls with a certain painting.
Content.
The teacher shows the children the drawn silhouettes of three nesting dolls, and the children choose to wear their own nesting doll.
“Arrange and count the nesting dolls”
Goal: to consolidate knowledge about the Russian nesting doll, develop the ability to distinguish this type of creativity from others, develop ordinal counting skills, eye, and reaction speed.
Materials: palette silhouettes made of cardboard, each with only one colored circle (red, green, etc.), and the remaining white circles have slits; mugs with shades of the same colors.
Content.
The teacher shows the children the drawn silhouettes of nesting dolls, three children are called, and they must quickly sort the nesting dolls into cells and count them.
MAGAZINE Preschooler.RF
Outline plan for conducting independent artistic activities (theater-speech, visual, musical) for pupils in the afternoon in the senior group. Author of the development: Voinova Irina Petrovna, teacher of the first category, MBDOU TsRR kindergarten No. 282 Program content: - promote independent organization of the game in “theater”; - continue to teach how to convey the text of a fairy tale sequentially; - use in speech expressive means characteristic of Russian folk tales (beginning, repetitions, songs of characters, etc.); - take initiative in decorating the scenery for the theater (painting fairy-tale houses, trees, bushes, berries); - on their own initiative, students select the simplest melodies on musical instruments; -nurture creative abilities. Organization of independent artistic activities Prepare material for visual activities (brushes, gouache, watercolor, natural material). Prepare equipment for musical activities Prepare materials and equipment for theatrical and speech activities (puppets, screen for a puppet theater, tickets for the theater, box office for selling tickets, cardboard for making scenery). Course of theatrical and speech activity Educator: Guys, you and I have gone to the theater more than once, watched performances and puppet theaters there. Who do you think presents us with the opportunity to watch performances? (Children's answers). That's right, these are the people who work in the theater. Let's remember what professions we met while visiting the theater? (Children's answers). Who can tell me what artists do in the theater? (Children's answers). What is a cashier needed for? (Children's answers). What is the duty of ticket takers? (Children's answers). Would you like to organize your own theater? The guys in our group have prepared a small performance for you, but do they need helpers: ticket takers, a cashier, artists to decorate the scenery and prepare the stage for the performance? Who wants to help them? Who will be our artists, cashier, ticket takers? (Selection of children for these roles) And the rest of the children will be spectators. Before the performance we have time, and so that the audience does not get bored, I prepared everything they need so that they can draw their favorite fairy tale or make a fairy-tale hero from natural material. At the end of the performance, we will arrange an exhibition: “My favorite fairy-tale hero.” But before we each start doing our own activities, I want to know if you know the rules of conduct in a theater or other public place. Who wants to tell them? (Children's answers). And now all the guys calmly begin their duties. After the invitation, when the theater workers have everything ready, we will buy tickets and go into the auditorium. The children go to their places: the audience is engaged in visual and musical activities, the artists are preparing the puppets, the auditorium, the artists are decorating the stage, the cashier is preparing his future workplace, and the ticket takers are helping to prepare the auditorium. At the end of all this work, Parsley appears. Parsley: Whoever doesn’t believe it, let him check, I’m glad to have any guest. I open the doors to the fairy tale, invite all the children (Children go to buy tickets and take seats in the hall. Make sure that tall children sit in the back seats, and little ones and girls sit in front) Presenter: The fairy tale is rich in wisdom, Let's tell the fairy tale to come. This is a saying, guys, The fairy tale will be ahead Russian folk tale “The Snow Maiden and the Fox” (Puppet theater performance by children). At the end, the teacher asks the children if you liked the fairy tale, Which character did you like best? What were the fox, bear, wolf, and Snow Maiden in the fairy tale? Now let's look at the work you, the audience, did before the performance. (Review and short analysis of works). Based on your work, it turned out that these are your favorite fairy-tale characters, next time we will stage another performance with you.| Next > |
Direction “Artistic and aesthetic development”. Preparatory group for school (from 6 to 7 years old)
Educational field "Artistic creativity"
The content of the educational field “Artistic Creativity” is aimed at achieving the goals of developing interest in the aesthetic side of the surrounding reality, satisfying children’s need for self-expression through solving the following tasks:
- development of children's productive activities (drawing, modeling, appliqué, artistic work);
- development of children's creativity;
- introduction to the fine arts.
Development of productive activities
| Drawing | Subject drawing. Improve the ability to depict objects from memory and from life. Develop observation skills, the ability to notice the characteristic features of objects and convey them through drawing (shape, proportions, location on a sheet of paper). Improve your imaging technique. Continue to develop freedom and at the same time accuracy of hand movements under visual control, their smoothness and rhythm. Expand the range of materials that children can use in drawing (gouache, watercolor, dry and oily pastels, sanguine, charcoal pencil, gel pen, etc.). Offer to combine different materials in one drawing to create an expressive image. Direct children's attention to new ways of working with already familiar materials (for example, painting with watercolors on a damp layer); different ways of creating a background for the picture being depicted: when painting with watercolors and gouache - to creating an angry image; When drawing with pastels and colored pencils, the background can be prepared either at the beginning or after completing the main image. Continue to develop the ability to freely use a pencil when performing a linear drawing, practice smooth turns of the hand when drawing rounded lines, curls in different directions (from a branch and from the end of a curl to a branch, vertically and horizontally), learn to move the whole hand when drawing long lines, large shapes, with just your fingers - when drawing small shapes and small details, short lines, strokes, grass (Khokhloma), animation (Gorodets), etc. Develop the ability to see the beauty of the created image and in conveying the form, smoothness, unity of lines or their subtlety, elegance, rhythmic arrangement of lines and spots, uniform shading of the pattern; feel the smooth transitions of color shades resulting from uniform painting and adjusting the pressure on the pencil. Develop an understanding of the variety of colors and shades, based on the real coloring of objects, decorative painting, and fairy-tale scenes; learn to create colors and shades. Gradually lead children to the designation of colors that include two shades (yellow-green, gray-blue) or similar to natural ones (raspberry, peach, etc.). Draw their attention to the variability of the color of objects (for example, tomatoes are green during growth, but ripe ones are red). Learn to notice color changes in nature due to weather changes (the sky is blue on a sunny day and gray on a cloudy day), develop color perception in order to enrich the color scheme of the picture. Strengthen children’s ability to distinguish shades of colors and convey them in drawings; develop perception, the ability to observe and compare the colors of surrounding objects and phenomena (delicate green leaves that have just appeared, pale green stems of dandelions and their dark green leaves, etc.). Subject drawing. Improve children's ability to place images on a sheet of paper in accordance with their real location (closer or further from the person drawing; closer to the bottom edge of the sheet - foreground or further from it - background); convey differences in the size of the depicted objects (a tall tree, a flower below the tree; a small sparrow, a large crow, etc.). To develop the ability to build a composition of a drawing; convey the movements of people and animals, plants bending in the wind. Continue to develop the ability to convey in drawings both the plots of folk tales and original works (poems, fairy tales, stories); show independence in choosing a theme, composition and color scheme. Decorative drawing. Continue to develop children's decorative creativity; the ability to create patterns based on folk paintings, already familiar to children and new ones (Gorodets, Gzhel, Khokhloma, Zhostovo, Mezen painting, etc.). To develop the ability to highlight and convey the color scheme of folk decorative art of a certain type. Strengthen the ability to create compositions on sheets of paper of different shapes, silhouettes of objects and toys; paint toys made by children. To consolidate the ability to use characteristic pattern elements and colors when composing a decorative composition based on a particular type of folk art. |
| Modeling | Develop children's creativity. To develop the ability to freely use various techniques previously learned to create images of objects, natural objects, and fairy-tale characters; convey the shape of the main part and other parts, their proportions, pose, characteristic features of the depicted objects; process the surface of the mold using finger movements and a stick. Continue to develop the ability to convey the characteristic movements of humans and animals, to create expressive images (a bird raised its wings, prepared to fly; a goat is jumping, a girl is dancing; children are doing gymnastics - a collective composition). Develop the ability to create sculptural groups of two or three figures, develop a sense of composition, the ability to convey the proportions of objects, their ratio in size, expressiveness of poses, movements, and details. Decorative modeling. Continue to develop decorative modeling skills; learn to use different methods of sculpting (patterning, in-depth relief), and use stacking. When sculpting from clay, learn how to paint a plate and create a pattern in stacks; create subject and subject, individual and collective compositions from clay and multi-colored plasticine. |
| Application | Improve the ability to create subject and subject images from nature and from imagination: develop a sense of composition (learn to beautifully arrange figures on a sheet of paper in a format corresponding to the proportions of the objects depicted). Develop the ability to create patterns and decorative compositions from geometric and plant elements on sheets of paper of various shapes; depict birds and animals according to one’s own design and based on folk art. Reinforce techniques for cutting out symmetrical objects from paper folded in half; several objects or parts thereof made of paper folded like an accordion. When creating images, encourage the use of various techniques of cutting out, tearing paper, gluing images (smearing them with glue completely or partially, creating the illusion of conveying volume); teach the mosaic method of depicting with a preliminary light indication with a pencil of the shape of the parts and details of the picture. Continue to develop a sense of color, flavor, composition. Encourage creativity. |
Development of children's creativity
To form in children a sustainable interest in visual arts. Enrich sensory experience, include hand movements on the object in the process of familiarization with objects.
Continue to develop figurative aesthetic perception, figurative ideas, form aesthetic judgments; learn to evaluate their own work and the work of their peers in a reasoned and detailed manner, paying attention to the obligation of a friendly and respectful attitude towards the work of their comrades.
To form an aesthetic attitude towards objects and phenomena of the surrounding world, works of art, and artistic and creative activities.
Foster independence; develop the ability to actively and creatively apply previously learned methods of representation in drawing, modeling and appliqué, using expressive means.
Improve the ability to draw from life; develop analytical skills, the ability to compare objects with each other, highlight the features of each object. Improve the ability to depict objects, conveying their shape, size, structure, proportions, color, composition.
Continue to develop collective creativity. Cultivate a desire to act in concert, to agree on who will do what part of the work, how individual images will be combined into the overall picture.
Develop the ability to notice the shortcomings of your work and correct them: make additions to achieve greater expressiveness of the created image.
Introduction to fine arts
To form the foundations of artistic culture. Continue to develop an interest in art. To consolidate knowledge about art as a form of creative activity of people, about types of art (decorative and applied arts, fine arts, literature, music, architecture, theater, dance, cinema, circus).
Expand children's knowledge about fine arts, develop artistic perception of works of fine art. Continue to introduce children to works of art; I. Shishkin (“Rye”, “Morning in a Pine Forest”), I. Levitan (“Golden Autumn”, “March” “Spring. Big Water”), A. Savrasov (“The Rooks Have Arrived”), A. Plastov ( “Noon”, “Summer”, “Haymaking”), V. Vasnetsov (“Alyonushka”, “Bogatyrs”. “Ivan Tsarevich on the Gray Wolf”), etc.
Expand the understanding of sculpture of small forms, highlighting figurative means of expression (shape, proportions, color, characteristic details, pose, movements, etc.).
Expand ideas about artists - children's book illustrators (I. Bilibin, Yu. Vasnetsov, V. Konashevich, V. Lebedev, T. Mavrika, E. Charushin, etc.).
Continue to introduce children to folk arts and crafts (Gzhel, Khokhloma, Zhostovo, Mezen painting), ceramics, and folk toys.
Continue to introduce architecture, consolidate and enrich children’s knowledge that there are buildings for various purposes (residential buildings, shops, cinemas, kindergartens, schools, etc.).
Develop the ability to highlight the similarities and differences of architectural structures of the same purpose. Learn to identify identical parts of a structure and features of parts.
Introduce the specifics of temple architecture: dome, arches, arcature belt around the perimeter of the building, drum (the round part under the dome), etc. Introduce architecture based on the regional characteristics of the area in which they live. Tell the children that, as in every form of art, there are monuments in architecture that are known all over the world: in Russia these are the Kremlin, St. Basil's Cathedral, the Winter Palace, St. Isaac's Cathedral, Peterhof, monuments of the "Golden Ring" and others - in different their cities.
Develop the ability to convey images of architectural structures and fairy-tale buildings in artistic activities. Encourage the desire to depict the details of buildings (platbands, carved valance along the contour of the roof).
Expand children’s knowledge about creative activity and its features; learn to name the types of artistic activity, the profession of an artist (painter, composer, entertainer, dancer, singer, pianist, violinist, director, theater director, architect, etc.).
Develop aesthetic feelings, emotions, experiences; learn to independently create artistic images in different types of activities.
Explain to children the importance of human senses for artistic performance, teach them to correlate senses with types of art (they listen to music, look at paintings, read and listen to poetry, etc.).
Introduce children to history and art forms; teach to distinguish between folk and professional art. Organize a visit to an exhibition, theater, museum, circus (together with parents).
Develop a positive attitude towards art.
Expand ideas about the diversity of folk art and crafts (different types of materials, different regions of the country and the world). Cultivate interest in the art of your native land; instill love and respect for works of art.
Encourage children to actively participate in artistic activities of their own free will and under the guidance of an adult.
Aesthetic development environment. Continue to expand children's understanding of the environment (design of premises, kindergarten area, park, public garden).
Develop a desire to admire the beauty of environmental objects: handicrafts, nature, architectural structures.
Teach children to highlight components of the environment that are pleasing to the eye (wall painting, furniture, site design, etc.).
Involve children in designing exhibitions in a group, kindergarten, organizing play corners, arranging materials for independent creative activities, etc.
To develop in children the ability to aesthetically evaluate the environment, express value judgments, and justify their opinions.
Educational field "Music"
The content of the educational field “Music” is aimed at achieving the goal of developing children’s musicality and the ability to emotionally perceive music through solving the following tasks:
- development of musical and artistic activities;
- introduction to the art of music.
Musical and artistic activities, introduction to musical art
| Hearing | Continue to introduce children to musical culture and cultivate artistic and aesthetic taste. Enrich children's musical experiences, evoke a vivid emotional response when perceiving music of a different nature. Introduce basic musical concepts: musical image, means of expression, musical genres (ballet, opera); professions (pianist, conductor, composer, singer, ballerina and ballerina, artist, etc.). Continue to develop the skills of perceiving sounds in pitch within the fifth-third. Enrich children's impressions, form musical taste, develop musical memory. Promote the development of thinking, imagination, memory, hearing. Introduce basic musical concepts (tempo, rhythm); genres (opera, concert, symphony concert), the work of composers and musicians. Introduce children to the melody of the National Anthem of the Russian Federation. Singing Improve your singing voice and vocal-auditory coordination. To consolidate practical skills in the expressive performance of songs ranging from C of the first octave to D of the second octave. Learn to take your breath and hold it until the end of the phrase; pay attention to articulation (diction), consolidate the ability to sing independently, individually and collectively, with and without musical accompaniment. |
| Song creativity | Develop the ability to independently come up with melodies, using Russian folk songs as a model; independently improvise melodies on a given topic with or without a model, using familiar songs, musical pieces and dances. |
| Musical and rhythmic movements | To promote the further development of dance movement skills, the ability to move expressively and rhythmically in accordance with the diverse nature of the music, conveying emotional and figurative content in dance. Introduce national dances (Russian, Belarusian, Ukrainian, etc.). Develop dance and play creativity; to develop skills in the artistic performance of various images when staging songs and theatrical performances. |
| Musical, gaming and dance creativity | To promote the development of children's creative activity in accessible types of musical performing activities (playing in an orchestra, singing, dance movements, etc.). Improve the ability to improvise to music of a corresponding nature (skier, skater, horseman, fisherman; crafty cat; angry goat, etc.). Strengthen the ability to come up with movements that reflect the content of the song; act expressively with imaginary objects. Develop independence in finding a way to convey musical images in movements. Develop musical abilities; promote the manifestation of activity and independence. |
| Playing children's musical instruments | Introduce musical works performed by various instruments and in orchestral arrangements. Improve skills in playing metallophones, pipes, percussion and electronic musical instruments, Russian folk musical instruments: rattles, rattles, triangles; ability to perform musical works in an orchestra in an ensemble. |
