T. S. Komarova

Classes in visual arts in the preparatory school group of the kindergarten. Class notes

Preface

The book includes a program for visual arts and notes on drawing, modeling and applique classes for children aged 6–7 years, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires changing the sequence, for example, a teacher makes changes to the subject of classes, dictated by regional characteristics, the need to reduce the gap between two classes that are interrelated in content, the need to develop formative skills, etc.

The classes presented in the book are developed taking into account the age capabilities and psychological characteristics of children 6–7 years old and are based on the following provisions.

Visual activity is part of all educational work in a preschool educational institution and is interconnected with all its areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; with different types of art - both classical, modern and folk, including literature, etc., as well as with a variety of children's activities.

Particularly important for the upbringing and development of a child is the connection between drawing, modeling and appliqué activities with a variety of games. A diverse connection with play increases children’s interest in both visual activities and play. It is necessary to use various forms of communication: creating images and objects for games (“a beautiful napkin for a doll’s corner”, “treats for animal toys”, etc.); use of gaming methods and techniques; the use of playful, surprise moments, situations (“to make friends for a bear”, “to paint the wings of a butterfly - its decorations were washed off the wings by the rain”, etc.) in all types of activities (drawing, modeling, appliqué). Children should be given the opportunity to depict how they played a variety of role-playing and outdoor games.

To enrich figurative ideas, develop aesthetic perception and imagination, and successfully master children’s visual arts, the relationship between classes and didactic games is important. You can learn more about this from the book “Continuity in the formation of artistic creativity of children in kindergarten and primary school,” which also presents lesson notes on creating didactic games with children, which can be used by teachers when working in senior and preparatory groups.

For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful environment of the group, play corners; using individual and collective drawings and appliques created by children in the design of the group. Of great importance are the aesthetic design of classes, thoughtful selection of materials, paper format for drawings, appliqués that correspond to the size and proportions of the depicted objects, and the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.

The emotional well-being of children during the lesson is important, which is created by content that is interesting to them, the friendly attitude of teachers towards each child, the development of confidence in their abilities, the respectful attitude of adults to the results of children's artistic activities, their use in the design of group and other premises of the children's institution. , instilling in children a positive, friendly attitude towards each other, etc.

The development of any abilities of preschoolers is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects and their parts, so that the image of hand movements, sensorimotor experience is consolidated and, based on it, the child can subsequently independently create images of various objects and phenomena. This experience should be constantly enriched and developed, forming imaginative ideas about already familiar objects.

In order to develop freedom of creative decision in children, it is necessary to develop in them formative movements, hand movements aimed at creating images of objects of various shapes, first simple and then more complex, in all types of activities (drawing, modeling and appliqué). This will allow children to depict various objects and phenomena of the surrounding world. The better a child masters form-building movements in the second youngest and then in the middle group, the easier and more freely he will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception. The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in sculpting - by mass and volume. Hand movements when drawing differ in nature (pressure force, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.

Library “Programs of education and training in kindergarten” under the general editorship of M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova

Komarova Tamara Semenovna – Head of the Department of Aesthetic Education, Moscow State Humanitarian University. M.A. Sholokhov, Honored Scientist of the Russian Federation, Doctor of Pedagogical Sciences, Professor, full member of the International Academy of Sciences of Pedagogical Education, full member of the International Pedagogical Academy, full member of the Academy of Security, Defense and Law Enforcement. Author of numerous works on various issues of preschool pedagogy, history of pedagogy, aesthetic education, continuity in the upbringing and education of children of preschool and primary school age; founder and head of a scientific school. Under the leadership of T.S. Komarova defended more than 80 candidate and doctoral dissertations.

Preface

The manual “Lessons in Fine Arts in the Senior Group of Kindergarten” is addressed to teachers of preschool educational institutions working under the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova.
The book includes a program of visual activities for the senior group and notes on drawing, modeling and appliqué classes, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires a change in the sequence, for example, a teacher makes changes to the topic of classes, dictated by regional characteristics, the need to reduce the gap between two classes that are interrelated in content, or the need to develop formative skills, etc.
The classes presented in the book are developed taking into account the age capabilities and psychological characteristics of children 5–6 years old and are based on the following provisions.
Visual activity is part of all educational work in preschool educational institutions and is interconnected with all its other areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; familiarization with various types of art, both classical, modern and folk, including literature, as well as a variety of activities for children.
Particularly important for the upbringing and development of a child is the connection between drawing, modeling and applique classes with a variety of games. A diverse connection with play increases children’s interest in both visual activities and play. In this case, it is necessary to use various forms of communication: creating images and products for games (“a beautiful napkin for a doll’s corner”, “a treat for animal toys”, etc.); use of gaming methods and techniques; the use of playful, surprise moments, situations (“to make friends for a bear”, “to paint the wings of a butterfly - its decorations were washed off the wings by the rain”, etc.) in all types of activities (drawing, modeling, appliqué). It is necessary to provide children with the opportunity to depict how they played a variety of role-playing and outdoor games.
To enrich figurative ideas, develop aesthetic perception and imagination, and successfully master children’s visual arts, the relationship between classes and didactic games is important. You can learn more about this from the book “Continuity in the formation of artistic creativity of children in kindergarten and primary school.” The book also presents lesson notes on creating didactic games with children, which can be used by teachers when working with children in the senior and preparatory groups.
For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful environment of the group, play corners; using individual and collective drawings and appliques created by children in the design of the group. Of great importance is the aesthetic design of classes, thoughtful selection of materials for classes, the format of paper for drawings, applications, corresponding to the size and proportions of the depicted objects, the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.
The emotional well-being of children in the classroom is important, created by content that is interesting to them, the friendly attitude of teachers towards each child, the development of confidence in their abilities, the respectful attitude of adults towards the results of children's artistic activities, their use in the design of group and other premises of the child care institution, nurturing children to have a positive, friendly attitude towards each other, etc.
The development of any abilities of preschoolers, including children 5–6 years old, is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects, their parts, so that the image of hand movements, sensorimotor experience is consolidated, and on the basis of it the child can subsequently independently create images of various objects and phenomena . This experience should be constantly enriched and developed, forming imaginative ideas about already familiar objects.
In order to develop freedom of creative decision in children, it is necessary to teach them formative movements, hand movements aimed at creating images of objects of various shapes, first simple and then more complex, in all types of activities (drawing, sculpting and appliqué). This will allow children to depict various objects and phenomena of the surrounding world. The better a child masters form-building movements in the second youngest and then in the middle group, the easier and more freely he will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception. The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in sculpting - by mass and volume. Hand movements when drawing differ in nature (pressure force, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.
It is important to remember that all types of visual activities must be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, appliqué and the formation of creativity are based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activities.
In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting around them, what they liked; learn to compare objects; ask, activating the experience of the children, what they have already drawn or sculpted similar to how they did it; call a child to show all the children how one or another object can be depicted.
In the older group, examining images created by children and evaluating them is of particular importance. The experience children have acquired by this age in visual arts, examining the drawings, sculpting, and appliqués they have created, both individual and collective, gives them the opportunity to create a wide variety of paintings, sculptures, and appliqués, using the acquired skills, knowledge and abilities, and also allows them consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty and cause a feeling of pleasure. To do this, it is necessary to draw children's attention to what the created image looks like: what is the shape, size, arrangement of parts, how the characteristic details are conveyed. When looking at a created plot image with children, you should pay their attention to how the plot is conveyed (in drawing, modeling, appliqué), what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, stand (in modeling ), how the ratio of objects in size is conveyed (in composition), etc. By asking questions, the teacher activates the children, directs their attention to the quality of the image, its expressiveness. Each lesson should end with an assessment of children's work. If there is no time left for evaluation, you can evaluate the work in the afternoon. It is advisable to supplement the assessment given to the work by the children, to emphasize something, highlight it, and summarize the lesson.
The activities proposed in the manual are designed so that they do not overload children, and the timing of their implementation complies with the requirements of SanPin. In the senior group, there are 3 classes in visual arts per week - 12 classes per month. In those months with 31 days, the number of classes may increase by 1–2. In this case, educators independently determine which classes are best taught as additional ones.
The lesson notes are compiled according to the following structure: program content, methods of conducting the lesson, materials for the lesson, connections with other classes and activities.
At the beginning of the year (September, the first half of October) and at the end (May), you can conduct a diagnostic lesson to determine the level of development of children's creativity (a description of the methodology for conducting such a lesson and processing its results is given on pp. 114–124).
We hope that the book will be useful to teachers of preschool institutions, additional education groups, and heads of clubs and studios. The author will gratefully accept comments and suggestions.

Fine Arts Program

Continue to develop children's interest in visual arts. Enrich sensory experience by developing the senses of perception: vision, hearing, touch, taste, smell.
Develop aesthetic perception, teach to contemplate the beauty of things and nature. In the process of perceiving objects and phenomena, develop mental operations: analysis, comparison, likening (what it looks like); establishing similarities and differences between objects and their parts.
Learn to convey in an image the basic properties of objects (shape, size, color), characteristic details, the relationship of objects and their parts in size, height, location relative to each other.
Develop the ability to observe natural phenomena, notice their dynamics, shape and color of slowly floating clouds.
Improve visual skills and abilities, develop artistic and creative abilities.
Develop a sense of shape, color, proportions.
Continue to introduce children to folk arts and crafts (Gorodets, Polkhov-Maidan, Gzhel), expand their understanding of folk toys (matryoshka dolls - Gorodets, Bogorodskaya; spillikins).
Introduce children to national arts and crafts (based on regional characteristics); with other types of decorative and applied arts (porcelain and ceramics, small sculptures). Develop children's decorative creativity (including collective creativity).
Develop the ability to organize your workplace, prepare everything necessary for classes; work carefully, use materials sparingly, keep the workplace clean, and put it in order after finishing work.
Continue to improve children’s ability to examine work (drawings, modeling, applications), enjoy the results achieved, notice and highlight expressive solutions to images.

Drawing

Subject drawing. Continue to improve the ability to convey images of objects and characters in literary works in drawing. Draw children's attention to the differences between objects in shape, size, proportions of parts; encourage them to convey these differences in their drawings.
Teach children to convey the location of objects on a sheet of paper, draw children’s attention to the fact that objects can be located differently on a plane (standing, lying, moving, being in different poses, etc.).
To promote mastery of compositional skills: learn to place an object on a sheet of paper, taking into account its proportions (if the object is elongated in height, place it vertically on the sheet; if it is elongated in width, for example, a not very tall but long house, place it horizontally).
Reinforce the methods and techniques of drawing with various visual materials (colored pencils, gouache, watercolor, crayons, pastel, sanguine, charcoal pencil, felt-tip pens, various brushes, etc.).
Develop the skills of drawing the outline of an object with a simple pencil with light pressure, without hard, rough lines that stain the drawing.
When drawing with pencils, learn to convey shades of color by adjusting the pressure on the pencil. In the pencil version, children can, by adjusting the pressure, convey up to three shades of color. Learn to paint with watercolors in accordance with its specifics (transparency and lightness of color, smooth transition of one color to another).
Teach children to draw with a brush in different ways: wide lines - with the whole bristle, thin lines - with the end of the brush; apply strokes, applying the entire bristles of the brush to the paper, drawing small spots with the end of the brush.
Consolidate knowledge about already known colors, introduce new colors (purple) and shades (blue, pink, light green, lilac), develop a sense of color. Learn to mix paints to obtain new colors and shades (when painting with gouache) and lighten the color by adding water to the paint (when painting with watercolors).
Subject drawing. Teach children to create story compositions on themes from the surrounding life and on themes from literary works (“Whom Kolobok Met,” “Two Greedy Little Bears,” “Where Did the Sparrow Have Dinner?” etc.).
Develop compositional skills, learn to place images on a strip at the bottom of the sheet, throughout the sheet.
Draw children's attention to the relationship in size of different objects in the plot (large houses, tall and short trees; people are smaller than houses, but there are more flowers growing in the meadow).
Learn to place objects in the drawing so that they block each other (trees growing in front of the house and partially blocking it, etc.).
Decorative drawing. Continue to introduce children to folk crafts, consolidate and deepen knowledge about Dymkovo and Filimonov toys and their painting; suggest creating images based on folk decorative painting, introducing it to its color scheme and compositional elements, and achieving a greater variety of elements used. Continue to introduce Gorodets painting, its color scheme, the specifics of creating decorative flowers (as a rule, not pure tones, but shades), teach how to use animation for decoration.
Introduce the painting of Polkhov-Maidan. Include Gorodets and Polkhov-Maidan painting in children’s creative work, help them master the specifics of these types of painting. Introduce regional (local) decorative arts.
Learn to make patterns based on Gorodets, Polkhov-Maidan, Gzhel painting; introduce characteristic elements (buds, flowers, leaves, grass, tendrils, curls, animations).
Learn to create patterns on sheets in the shape of a folk product (tray, salt shaker, cup, rosette, etc.).
To develop creativity in decorative activities, use decorative fabrics. Provide children with paper in the form of clothes and hats (kokoshnik, scarf, sweater, etc.), household items (napkin, towel) for decoration.
Learn to arrange the pattern rhythmically. Offer to paint paper silhouettes and three-dimensional figures.

Modeling

Continue to introduce children to the features of modeling from clay, plasticine and plastic mass.
Develop the ability to sculpt familiar objects from life and from imagination (vegetables, fruits, mushrooms, dishes, toys); convey their characteristic features. Continue learning to sculpt dishes from a whole piece of clay and plasticine using the tape method.
Strengthen the ability to sculpt objects using plastic, constructive and combined methods. Learn to smooth the surface of a form and make objects stable.
Learn to convey the expressiveness of an image in modeling, sculpt human and animal figures in motion, combine small groups of objects into simple plots (in collective compositions): “Hen with chicks”, “Two greedy bear cubs found cheese”, “Children on a walk”, etc.
To develop in children the ability to sculpt based on the characters of literary works (the bear and the bun, the fox and the bunny, Mashenka and the bear, etc.). Develop creativity and initiative.
Continue to develop the ability to sculpt small parts; using a stack, draw a pattern of scales on a fish, designate eyes, animal fur, bird feathers, patterns, folds on people’s clothes, etc.
Continue to develop technical skills and skills in working with a variety of materials for modeling; encourage the use of additional materials (seeds, grains, beads, etc.).
Strengthen your neat sculpting skills.
Strengthen the skill of washing your hands thoroughly after finishing sculpting.
Decorative modeling. Continue to introduce children to the features of decorative modeling. To form an interest and aesthetic attitude towards objects of folk arts and crafts.
Learn to sculpt birds, animals, people according to the type of folk toys (Dymkovo, Filimonov, Kargopol, etc.).
To develop the ability to decorate objects of decorative art with patterns. Learn to paint products with gouache, decorate them with moldings and in-depth relief.
Learn to dip your fingers in water to smooth out the unevenness of the sculpted image when necessary to convey the image.

Application

Strengthen the ability to cut paper into short and long strips; cut circles from squares, ovals from rectangles, transform some geometric shapes into others: a square into 2-4 triangles, a rectangle into stripes, squares or small rectangles; create images of various objects or decorative compositions from these details.
Learn to cut out identical figures or their parts from paper folded like an accordion, and symmetrical images from paper folded in half (glass, vase, flower, etc.).
Encourage the creation of subject and plot compositions, supplementing them with details.
Form a careful and careful attitude towards materials.

By the end of the year, children can

Be able to distinguish works of fine art (painting, book graphics, folk decorative art).
Identify means of expression in different types of art (shape, color, flavor, composition).
Know the features of visual materials.
In drawing
Create images of objects (from nature, from an idea); story images.
Use a variety of compositional solutions and visual materials.
Use different colors and shades to create expressive images.
Make patterns based on folk arts and crafts.
In sculpting
Sculpt objects of different shapes using learned techniques and methods.
Create small plot compositions, conveying proportions, poses and movements of figures.
Create images based on folk toys.
In the application
Depict objects and create simple plot compositions using a variety of cutting techniques, tearing paper with small finger movements.

Approximate distribution of program material for the year

September

Lesson 1. Modeling "Mushrooms"
Program content. Develop perception, the ability to notice differences from the main reference form. Strengthen the ability to sculpt objects or parts of them into round, oval, disc-shaped shapes, using the movement of the entire hand and fingers. Learn to convey some characteristic features: indentation, curved edges of mushroom caps, thickening legs.

Lesson 2. Drawing “Picture about summer”
Program content. Continue to develop figurative perception, figurative ideas. Teach children to reflect in their drawings the impressions they received in the summer; draw various trees (thick, thin, tall, slender, crooked), bushes, flowers. Strengthen the ability to place images on a strip at the bottom of the sheet (ground, grass), and throughout the sheet: closer to the bottom of the sheet and further from it. Learn to evaluate your own drawings and those of your friends. Develop creative activity.

Lesson 3. Application “Mushrooms grew in a forest clearing”
Program content. Develop children's imaginative ideas. Strengthen the ability to cut out objects and their parts in round and oval shapes. Practice rounding the corners of a rectangle or triangle. Learn to cut out large and small mushrooms in parts and create a simple, beautiful composition. Learn to tear a narrow strip of paper with small movements of your fingers to depict grass, moss near mushrooms.

Lesson 4. Drawing “Introduction to watercolors”
Program content. Introduce children to watercolor paints and their features: paints are diluted with water; the color is tested on the palette; You can get a brighter light tone of any color by diluting the paint with water, etc. Learn how to work with watercolors (wet the paints before painting, shaking off a drop of water collected on the brush onto each paint; dilute the paint with water to obtain different shades of the same color; rinse the brushes thoroughly, drying it on a cloth or napkin and checking the cleanliness of the brush).

Lesson 5. Drawing "Cosmey"
Program content. To develop children's aesthetic perception and sense of color. Learn to convey the characteristic features of cosmos flowers: the shape of the petals and leaves, their color. Continue to introduce watercolor paints and practice how to work with them.

Lesson 6. Modeling “Make whatever vegetables and fruits you want for the game of shop”
Program content. Strengthen children's ability to convey the shape of different vegetables (carrots, beets, turnips, cucumbers, tomatoes, etc.) in modeling. Learn to compare the shape of vegetables (fruits) with geometric shapes (tomato - circle, cucumber - oval), find similarities and differences. Learn to convey the characteristic features of each vegetable in modeling, using the techniques of rolling, smoothing with your fingers, pinching, and pulling.

Lesson 7. Drawing “Decorate a handkerchief with daisies”
Program content. Teach children to make a pattern on a square, filling in the corners and middle; use techniques of dabbing, drawing with the end of a brush (point). Develop aesthetic perception, sense of symmetry, sense of composition. Continue learning to paint.

Lesson 8. Drawing “Apple tree with golden apples in a magical garden”
Program content. Teach children to create a fairy-tale image, draw spreading trees, conveying the branching of the crown of fruit trees; depict a lot of “golden” apples. Strengthen the ability to paint with paints (rinse the brush well before picking up paint of a different color, blot the brush on a napkin, do not paint on wet paint). Develop aesthetic perception and sense of composition. Learn to arrange images beautifully on a sheet of paper.

Lesson 9. Drawing "Cheburashka"
Program content. Teach children to create an image of their favorite fairy-tale character in a drawing: convey the shape of the body, head and other characteristic features. Learn to draw an outline with a simple pencil (do not press too hard, do not trace the lines twice). Strengthen the ability to carefully paint over an image (without going beyond the outline, evenly, without gaps, applying strokes in one direction: from top to bottom, or from left to right, or obliquely with a continuous movement of the hand).

Lesson 10. Application “Cucumbers and tomatoes lie on a plate”
Program content. Continue to practice the ability to cut round and oval-shaped objects from squares and rectangles, cutting corners using a rounding method. Develop coordination of movements of both hands. Strengthen the ability to carefully paste images.

T. S. Komarova

Classes in visual arts in the preparatory school group of the kindergarten. Class notes

Preface

The book includes a program for visual arts and notes on drawing, modeling and applique classes for children aged 6–7 years, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires changing the sequence, for example, a teacher makes changes to the subject of classes, dictated by regional characteristics, the need to reduce the gap between two classes that are interrelated in content, the need to develop formative skills, etc.

The classes presented in the book are developed taking into account the age capabilities and psychological characteristics of children 6–7 years old and are based on the following provisions.

Visual activity is part of all educational work in a preschool educational institution and is interconnected with all its areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; with different types of art - both classical, modern and folk, including literature, etc., as well as with a variety of children's activities.

Particularly important for the upbringing and development of a child is the connection between drawing, modeling and appliqué activities with a variety of games. A diverse connection with play increases children’s interest in both visual activities and play. It is necessary to use various forms of communication: creating images and objects for games (“a beautiful napkin for a doll’s corner”, “treats for animal toys”, etc.); use of gaming methods and techniques; the use of playful, surprise moments, situations (“to make friends for a bear”, “to paint the wings of a butterfly - its decorations were washed off the wings by the rain”, etc.) in all types of activities (drawing, modeling, appliqué). Children should be given the opportunity to depict how they played a variety of role-playing and outdoor games.

To enrich figurative ideas, develop aesthetic perception and imagination, and successfully master children’s visual arts, the relationship between classes and didactic games is important. You can learn more about this from the book “Continuity in the formation of artistic creativity of children in kindergarten and primary school,” which also presents lesson notes on creating didactic games with children, which can be used by teachers when working in senior and preparatory groups.

For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful environment of the group, play corners; using individual and collective drawings and appliques created by children in the design of the group. Of great importance are the aesthetic design of classes, thoughtful selection of materials, paper format for drawings, appliqués that correspond to the size and proportions of the depicted objects, and the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.

The emotional well-being of children during the lesson is important, which is created by content that is interesting to them, the friendly attitude of teachers towards each child, the development of confidence in their abilities, the respectful attitude of adults to the results of children's artistic activities, their use in the design of group and other premises of the children's institution. , instilling in children a positive, friendly attitude towards each other, etc.

The development of any abilities of preschoolers is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects and their parts, so that the image of hand movements, sensorimotor experience is consolidated and, based on it, the child can subsequently independently create images of various objects and phenomena. This experience should be constantly enriched and developed, forming imaginative ideas about already familiar objects.

In order to develop freedom of creative decision in children, it is necessary to develop in them formative movements, hand movements aimed at creating images of objects of various shapes, first simple and then more complex, in all types of activities (drawing, modeling and appliqué). This will allow children to depict various objects and phenomena of the surrounding world. The better a child masters form-building movements in the second youngest and then in the middle group, the easier and more freely he will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception. The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in sculpting - by mass and volume. Hand movements when drawing differ in nature (pressure force, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.

If in previous groups the teaching of visual activities was carried out systematically and consistently, then in the preparatory group for school children master generalized methods of representation. This allows them to depict a wide variety of objects, which promotes freedom in choosing the theme of drawing, modeling, and appliqué; freedom of creative decision.

It is important to remember that all types of visual activities must be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, appliqué and the formation of creativity is based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activities.

In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting around them, what they liked; learn to compare objects; ask, activating their experience, what similar things they have already drawn, sculpted, how they did it; call the child to show how one or another object can be depicted.

Of particular importance in the preparatory group is the examination and evaluation of images created by children. The experience of children 6–7 years old in visual arts, examining the drawings, modeling, and applications they have created, both individual and collective, gives them the opportunity to create a wide variety of paintings, sculptures, and applications, using acquired skills, knowledge and abilities, as well as consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty and cause a feeling of pleasure. To do this, it is necessary to draw children's attention to how the image looks: what is the shape, size, arrangement of parts, how the characteristic details are conveyed. When examining a plot image, children should pay attention to how the plot is conveyed, what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, a stand (in modeling), how the ratio of objects in size is conveyed (in composition) etc. By asking questions, the teacher activates the children, directs their attention to the quality of the image and its expressiveness. Each lesson should end with an assessment of children's work. If there is no time left for assessment, you can carefully review and evaluate the work with the children in the afternoon. It is advisable to supplement the assessment given to the work by the children, to emphasize something, highlight it, and summarize the lesson.

The activities proposed in this manual are designed in such a way as not to overload children; their duration complies with the requirements of SaNPin. In the preparatory group for school, 3 lessons in visual arts are held per week - 12 lessons per month. In months containing 31 days, the number of classes may increase by 1–2. In this case, the teacher independently determines which classes are best taught as additional ones. If the notes presented in the book are not enough, you can use the lesson notes offered in the book by T. S. Komarova “Visual activities in kindergarten” (M.: MOSAIKA-SINTEZ, 2009).

The manual contains a program, brief methodological recommendations, work planning and lesson notes on visual arts with children aged 6–7 years for a year.

The book is addressed to a wide range of preschool education workers, as well as students of pedagogical colleges and universities.

T. S. Komarova
Classes in visual arts in the preparatory school group of the kindergarten. Class notes

Preface

The book includes a program for visual arts and notes on drawing, modeling and applique classes for children aged 6–7 years, arranged in the order in which they should be carried out. This does not mean, however, that educators should blindly follow the order proposed in the book. Sometimes life requires changing the sequence, for example, a teacher makes changes to the subject of classes, dictated by regional characteristics, the need to reduce the gap between two classes that are interrelated in content, the need to develop formative skills, etc.

The classes presented in the book are developed taking into account the age capabilities and psychological characteristics of children 6–7 years old and are based on the following provisions.

Visual activity is part of all educational work in a preschool educational institution and is interconnected with all its areas: familiarization with the surrounding objective world, social phenomena, nature in all its diversity; with different types of art - both classical, modern and folk, including literature, etc., as well as with a variety of children's activities.

Particularly important for the upbringing and development of a child is the connection between drawing, modeling and appliqué activities with a variety of games. A diverse connection with play increases children’s interest in both visual activities and play. It is necessary to use various forms of communication: creating images and objects for games (“a beautiful napkin for a doll’s corner”, “treats for animal toys”, etc.); use of gaming methods and techniques; the use of playful, surprise moments, situations (“to make friends for a bear”, “to paint the wings of a butterfly - its decorations were washed away from the wings by the rain”, etc.) in all types of activities (drawing, modeling, appliqué). Children should be given the opportunity to depict how they played a variety of role-playing and outdoor games.

To enrich figurative ideas, develop aesthetic perception and imagination, and successfully master children’s visual arts, the relationship between classes and didactic games is important. More information about this can be found in the book “Continuity in the formation of artistic creativity of children in kindergarten and primary school,” which also presents lesson notes on creating didactic games with children, which can be used by teachers when working in senior and preparatory groups.

For the development of children's creativity, it is important to create an aesthetic developmental environment, gradually including children in this process, causing them joy, pleasure from the cozy, beautiful environment of the group, play corners; using individual and collective drawings and appliques created by children in the design of the group. Of great importance are the aesthetic design of classes, thoughtful selection of materials, paper format for drawings, appliqués that correspond to the size and proportions of the depicted objects, and the color of the paper; thoughtful selection of visual aids, paintings, toys, objects, etc.

The emotional well-being of children during the lesson is important, which is created by content that is interesting to them, the friendly attitude of teachers towards each child, the development of confidence in their abilities, the respectful attitude of adults to the results of children's artistic activities, their use in the design of group and other premises of the children's institution. , instilling in children a positive, friendly attitude towards each other, etc.

The development of any abilities of preschoolers is based on the experience of direct knowledge of objects and phenomena, sensory education. It is necessary to develop all types of perception, to include alternate movements of the hands of both hands (or fingers) in the process of mastering the shape and size of objects and their parts, so that the image of hand movements, sensorimotor experience is consolidated and, based on it, the child can subsequently independently create images of various objects and phenomena. This experience should be constantly enriched and developed, forming imaginative ideas about already familiar objects.

In order to develop freedom of creative decision in children, it is necessary to develop in them formative movements, hand movements aimed at creating images of objects of various shapes, first simple and then more complex, in all types of activities (drawing, modeling and appliqué). This will allow children to depict various objects and phenomena of the surrounding world. The better a child masters form-building movements in the second youngest and then in the middle group, the easier and more freely he will be in the older groups to create images of any objects, showing creativity. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of ​​the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception. The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are conveyed by the contour line, and in sculpting - by mass and volume. Hand movements when drawing differ in nature (pressure force, scope, duration), so we will consider each type of visual activity included in the pedagogical process separately.

If in previous groups the teaching of visual activities was carried out systematically and consistently, then in the preparatory group for school children master generalized methods of representation. This allows them to depict a wide variety of objects, which promotes freedom in choosing the theme of drawing, modeling, and appliqué; freedom of creative decision.

It is important to remember that all types of visual activities must be interconnected, because in each of them children reflect objects and phenomena of the surrounding life, games and toys, images of fairy tales, nursery rhymes, riddles, songs, etc. Creating images in drawing, modeling, appliqué and the formation of creativity is based on the development of the same mental processes (perception, figurative representations, thinking, imagination, attention, memory, manual skill, etc.), which, in turn, develop in these types of activities.

In all classes, it is important to develop the activity and independence of children, to arouse the desire to create something useful for others, to please children and adults. Children should be encouraged to remember what they saw interesting around them, what they liked; learn to compare objects; ask, activating their experience, what similar things they have already drawn, sculpted, how they did it; call the child to show how one or another object can be depicted.

Of particular importance in the preparatory group is the examination and evaluation of images created by children. The experience of children 6–7 years old in visual arts, examining the drawings, modeling, and applications they have created, both individual and collective, gives them the opportunity to create a wide variety of paintings, sculptures, and applications, using acquired skills, knowledge and abilities, as well as consciously evaluate the resulting images. Gradually, from the general assessment of “like”, “beautiful”, children should be led to highlight those qualities of the image that make up its beauty and cause a feeling of pleasure. To do this, it is necessary to draw children's attention to how the image looks: what is the shape, size, arrangement of parts, how the characteristic details are conveyed. When examining a plot image, children should pay attention to how the plot is conveyed, what images are included in it, whether they correspond to the content of the selected episode, how they are located on a sheet of paper, a stand (in modeling), how the ratio of objects in size is conveyed (in composition) etc. By asking questions, the teacher activates the children, directs their attention to the quality of the image and its expressiveness. Each lesson should end with an assessment of children's work. If there is no time left for assessment, you can carefully review and evaluate the work with the children in the afternoon. It is advisable to supplement the assessment given to the work by the children, to emphasize something, highlight it, and summarize the lesson.

The activities proposed in this manual are designed in such a way as not to overload children; their duration complies with the requirements of SaNPin. In the preparatory group for school, 3 lessons in visual arts are held per week - 12 lessons per month. In months containing 31 days, the number of classes may increase by 1–2. In this case, the teacher independently determines which classes are best taught as additional ones. If the notes presented in the book are not enough, you can use the lesson notes offered in the book by T. S. Komarova “Visual activities in kindergarten” (M.: MOSAIKA-SINTEZ, 2009).

Class notes include: program content, methodology, materials, connections with other educational areas and activities.