1.Introduction 2

2.Characteristics and significance of manual and artistic labor for the formation of the personality of preschoolers3

3.Methodology of organization and management of manual and artistic labor in different age groups6

4. Conclusion 9

Introduction

Labor is a purposeful human activity aimed at modifying and adapting objects of nature to meet their needs.

K.D. Ushinsky - “Education should not only develop the mind, equip with knowledge, but also ignite in a person the thirst for serious work ...”.

A.S. attached great importance to work. Makarenko, N.K. Krupskaya, V.A. Sukhomlinsky. Throughout the development of preschool education, much attention has been paid to the problem of labor education of preschoolers:

It was considered important and obligatory to introduce self-service labor, work in the garden and in the garden, manual labor with various materials.

The leading tasks were determined - to learn to work with joy; train to work efficiently.

In 1964, systematic in-depth studies of the problem of labor education began: V.G. Nechaeva, G.N. Godin, D.V. Sergeeva, R.S. Bure, A.D. Shatova and others.

Their research provided an answer to the question about the content, means, methods and forms of labor organization and its role in the upbringing of the personality of a child of childhood.

The absence of a labor component in the educational process can lead to a delay in personality development.

Characteristics and significance of manual and artistic labor for the formation of the personality of preschoolers

The manual labor of children is the independent manufacture of handicrafts using the simplest tools. This work, as a rule, bears a practical, to a certain extent useful orientation. Awareness by children of the expediency of their labor activity has a significant impact on its quality, on the attitude of each child to the process and the result of labor. The individual nature of manual labor (meaning that even with collective work, each of the children performs some part of it with my own hands), provided that all children are consistently involved in it, it allows you to fix and correct some of the shortcomings. Labor becomes an effective means of educating and developing a personality only when it is naturally included in the daily life of a kindergarten, is aimed at satisfying children's interests, is feasible for a child,

Performing collective tasks develops in children the ability to negotiate with each other, subordinate their interests and desires to a common goal, fosters a sense of camaraderie, mutual assistance, responsibility, develops initiative, ingenuity. In the process of performing collective tasks of a visual nature, children learn to independently plan the upcoming work, coordinate their actions with the general plan, think over the sequence of its implementation, select and use the necessary visual material. At the same time, in collective works, the individual characteristics of children are clearly revealed, and creative abilities are formed.

Artistic labor is the labor of a child with various materials, with the aim of creating useful and artistically aesthetically significant objects and products for decorating his life, games, work and rest. This child labor is a decorative, artistic and applied activity, since a child, when creating beautiful objects, takes into account the aesthetic qualities of materials on the basis of his ideas, knowledge and practical experience acquired in the process of labor activity. Correctly organized manual and artistic work gives children knowledge about the quality and possibilities of materials, stimulates the desire to master the peculiarities of craftsmanship, introduces them to decorative and applied art.

The formation of a child's personality is impossible without labor education. In the senior and preparatory groups, manual labor with elements of creativity plays the main role. The manifestation of the creativity of preschoolers is determined by the nature of the performance of the mental tasks offered to them. It is important that children can release their creative energy. In terms of practical significance, the basic skills and abilities obtained in handicraft classes are needed by every person. In these types of work, many important qualities are brought up: the habit of effort, the ability to overcome obstacles, responsibility, the ability to plan work and foresee the stages of the sequence of its implementation.

In particular, beading is a type of needlework that can be used to solve the following tasks:

Instill an interest in the culture of their homeland, in the origins of folk art, foster an aesthetic attitude to reality, diligence, accuracy, perseverance, patience, the ability to complete the work begun to the end, mutual assistance in performing work, an economical attitude to the materials used, to instill the foundations of a work culture.

· Develop motor skills, imaginative thinking, attention, imagination, creativity, form aesthetic and artistic taste.

In the course of classes, children develop attention, observation, imagination, fantasy, creativity. In each task, in each lesson, children are given the opportunity to dream up, they are encouraged to bring their own images into the work. Practical work on beading develops the eye, fine motor skills of the hands, which is the most important element of general labor training.

In the process of engaging in artistic work, all mental processes are formed in children of senior preschool age, creative abilities and a positive-emotional perception of the world around them develop. N.K. Krupskaya: "Classes in artistic manual labor should be gymnastics for the eyes and touch, establish coordination of visual impressions of motor reactions, and give concrete acquaintance with the world of things."

Training in art and manual labor is impossible without the formation of such mental operations as analysis, comparison, generalization. In the process of observation, when examining objects and their parts, the size and location of parts in the object, the color image of objects of different shapes, their comparison and the establishment of differences. At the same time, children learn to compare objects, phenomena and highlight the common and the different in them, to combine objects by similarity.

In the classroom for artistic work, the speech of children is developed: the assimilation of the names of forms, colors and their shades, spatial designations that contribute to the enrichment of the vocabulary.

A child who knows a lot feels confident among his peers. It is also desirable in their games. In their little deeds. All this provides the child with a comfortable position among children and adults, contributes to the manifestation and formation of such an important personal quality as independence. The child becomes more sensitive to beauty in the surrounding life, in objects created by hands, people. The child begins to appreciate the results of not only his own work, but also someone else's.

Methodology for organizing and guiding manual and artistic labor in different age groups

Younger groups. It is necessary to arouse interest in the "research" of the material and work with it, help to gain self-confidence, to enjoy the result of your work. It is necessary to promote the development by children of spatial relationships between objects and some physical laws, knowledge of the properties of materials. To form in children basic practical skills in working with materials and tools.

Middle group. Here, training in paper design is already being carried out: bend a rectangular sheet of paper in half, combining the sides and corners, and glue the parts to the main shape. You can teach how to make crafts from natural materials: bark, branches, leaves, cones, chestnuts, etc. The teacher teaches how to use glue, plasticine to fix parts; use in crafts coils, boxes of various sizes, plastic bottles, etc.

Senior group. There is an improvement in the ability to work with paper: to bend the sheet four times in different directions; work on a finished pattern. Children learn to create three-dimensional shapes from paper: divide a square sheet into several equal parts, smooth out the folds, cut along the folds. Learning to create toys, souvenirs from natural materials (cones, branches, berries) and other materials (coils, colored wire, empty boxes) is continued, firmly connecting the parts. Skills are formed to independently make toys for role-playing games; souvenirs for parents, kindergarten staff; decorations on the Christmas tree. It is good to involve children in the production of manuals for classes, and independent activities, repairing books, board-printed games.

Preparatory group for school. Here it is already possible to divide the work of an educator into several types:

Working with paper and cardboard - continue learning how to fold rectangular, square, round shape in different directions; use paper of different texture, make markings using a template; create fun toys; creating items from strips of colored paper, choosing colors and their shades in the manufacture of toys, souvenirs, costume details and decorations for the holidays; the formation of the ability to use a sample; creation of various volumetric toys using origami technique.

Working with fabric - teach to thread a needle, tie a knot, sew on a button, a hanger, sew simple items with a needle-forward seam; teach to make an applique using pieces of fabric of various textures, apply a contour with a crayon and cut in accordance with the intended plot.

Working with natural material - creating figures of people, animals, birds from acorns, cones, bones, etc., conveying the expressiveness of the image, creating general compositions.

Conditions for independent creative activity of preschool children:

· A subject-developing environment rich in art materials and various materials for children's artistic creativity;

· Free access to materials and the possibility of experimenting with them;

· Availability of samples of products and handicrafts;

· The use of products of artistic creativity created by children for the design of a preschool institution, the preparation of attributes for performances, the organization of exhibitions, participation in competitions;

· Creation of a museum of children's handicrafts, albums, books;

· Direct involvement of parents in the process of creative activity with children.

For the successful training of preschoolers in manual and artistic labor, it is necessary to carry out certain preliminary work:

· Creation of exhibitions

· Creation of collections (candy wrappers, buttons, shells, stones, etc.)

· Creation of albums (samples and diagrams of handicrafts, types of fabrics, herbarium, etc.)

Experimentation

Watching filmstrips

Reading literature

Viewing pictures

· excursions

Collages

Materials and tools required for manual and artistic work in a preschool educational institution:

Natural material (cones of spruce, pine, cedar, needles of coniferous trees, bark, leaves, seeds of fruits and berries, eggshells, pebbles, cereals, seeds of vegetables and flowers)

Waste material (boxes and jars of different sizes, discs, lids, tubes, candy wrappers, etc.)

Paper (plain, corrugated paper, napkins, newspapers, cardboard, foil)

· Fabric, wire, cotton wool, cellophane, beads, foam rubber, buttons, etc.

· Scissors, glue, plasticine, brushes, sewing needles.

Conclusion

Manual and artistic labor - according to its purpose, it is labor aimed at satisfying the aesthetic needs of a person.

With the results of their labor, children delight other people, creating gifts for them.

Artistic work in a preschool institution is presented in two directions: children make crafts and learn to decorate the group premises with their products for the holidays, decorate exhibitions, etc.

Separate elements of manual and artistic labor can be introduced already in the younger groups.

In this case, the participation of an adult is mandatory. More precisely, children help an adult create crafts. And although the activity of children of this age is minimal, the introduction to such interesting work is very useful.

The kid sees how, in the hands of the teacher, a simple stick suddenly turns into a doll, and the ball - into the head of a funny clown. This "magic" fascinates children, delights and encourages their own activities.

Bibliography

1. Bondarenko T. Introduction of preschoolers to labor. Methodical manual: - Method; 2014, 208 pp.

2. Bure R. Preschooler and Labor. Theory and methodology of labor education. A guide for teachers of preschool institutions: - Mosaic-Synthesis; 2011 r.

3. Dmitriev Yu.A. Preparing students for labor education of preschool children // Teacher XXI century. No. 1, 2013, p. 104-109

4. Karpyuk G.A., Shabalin E.S. To teachers about the organization of interaction with parents on the labor education of preschoolers // Preschooler. methodology and practice of education and training. No. 4, 2012, p. 54-56

5.Kutsakova L.V. Design and manual labor in kindergarten. Program and guidelines. For children 2-7 years old: - Sphere, 2011.

6. Saigusheva L.I. Technologies for introducing preschoolers to work: Phoenix, 2013, 221 p.

7.Saigusheva L.I. Education of labor activity in older preschool children: LAP LAMBERT, 2012, 219 p.

8. Semenova N.A. Possibilities of organizing research activities in the process of labor education of preschoolers // Kindergarten: theory and practice. No. 8, 2011, p. 70-75

9.Khlybova G.V. Labor education of preschoolers (from work experience). Proceedings of the conference "Education: Traditions and Innovations". 2014, p. 450-452

Olga Razdaibedina

Artistic labor Is a productive activity in which a child creates a specific product - sculpts a cake or gingerbread, makes a postcard or a ball, weaves a bookmark or rug, etc. Many important things fill his life with emotionally significant events, create a field for meaningful communication with parents, teachers, and other children.

- this is a tool activity in which the child uses specific tools - cuts with scissors, makes cuts or cuts with a knife, shapes with a stack, pierces a hole with a tube, stick. In this case, the hand begins to play a critical role. "Guns guns"- becomes smart and experienced.

Is a very free activity associated with experimentation at the level of genuine creativity. The child explores the features and various properties of various materials - paper, fabric, threads, foil, salted and butter dough, autumn leaves and all kinds of fruits (vegetables, fruits, seeds)... He learns to modify and transform and does it consciously. The activity acquires a motive and a goal, becomes controllable. The result is a very specific product. And this product has two unique features - benefit and beauty in their unity and harmonious consistency.

Is a universal activity with a long history and centuries-old traditions.

I think that artistic work is of great importance in the development of fine motor skills of the hands. It affects all areas of development baby: develops hand function and fine motor skills of fingers, coordination of hand and eye movements; develops cognitive activity through expanding the stock of knowledge and ideas about the properties of materials; promotes the expansion of vocabulary, the development of attention, thinking and speech; develops communication skills in the process labor activity; fosters independence, responsibility, the habit of labor effort, self-awareness by evaluating the results labor activity; develops creative imagination and artistic taste.

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Program * "Fine Arts and Artistic Work"

Explanatory note

The Visual Arts and Artistic Work program is a holistic, integrated course that includes all major types: painting, graphics, sculpture, folk decorative arts, architecture, design, spectacle and screen arts. They are studied in the context of interactions with other arts and their specific links to society and human life.

The systematizing method is to distinguish three main types of artistic activity for visual spatial arts: constructive, visual, decorative.

These three artistic activities are the basis for dividing visual-spatial arts into types: visual - painting, graphics, sculpture; constructive - architecture, design; various arts and crafts. But at the same time, each of this form of activity is inherent in the creation of any work of art and therefore is a necessary basis for integrating the entire variety of types of art into a single system, not according to the principle of enumerating types, but according to the principle of the type of artistic activity. Highlighting the principle of artistic activity focuses on shifting attention not only to works of art, but also to human activities, to identifying his connections with art in the process of everyday life.

The links between art and human life, the role of art in his everyday life, the role of art in the life of society, the importance of art in the development of every child are the main semantic core of the program. Therefore, when highlighting the types of artistic activity, it is very important to show the difference in their social functions.

The program is designed to give students a clear idea of ​​the system of interaction between art and life. It is envisaged to widely involve the life experience of children, examples from the surrounding reality. Work based on observation and aesthetic experience of the surrounding reality is an important condition for the development of program material by children. The desire to express one's attitude to reality should serve as a source for the development of figurative thinking.

One of the main goals of teaching art becomes the task of developing a child's interest in the inner world of a person, the ability to "deepen into oneself", and awareness of his inner experiences. This is the key to developing the ability to empathize.

The artistic activity of schoolchildren in the classroom finds various forms of expression: images on a plane and in volume (nature, from memory, according to imagination); decorative and constructive work; perception of phenomena of reality and works of art; discussion of the work of comrades, the results of collective creativity and individual work in the classroom; study of artistic heritage; selection of illustrative material for the topics studied; listening to musical and literary works (folk, classical, modern).

In the classroom, play drama is introduced on the topic under study, connections with music, literature, history, and labor are traced. In order to experience creative communication, collective tasks are introduced into the program. It is very important that the collective artistic creativity of students finds application in the design of school interiors.

The systematic development of the artistic heritage helps to understand art as a spiritual chronicle of mankind, as a person's cognition of the relationship to nature, society, and the search for truth. Throughout the course of study, schoolchildren get acquainted with outstanding works of architecture, sculpture, painting, graphics, arts and crafts, study classical and folk art of different countries and eras. Knowledge of the artistic culture of one's own people is of great importance.

The thematic integrity and consistency of the development of the program helps to ensure strong emotional contacts with art at every stage of learning, avoiding mechanical repetitions, rising year after year, from lesson to lesson, along the steps of the child's knowledge of personal human ties with the whole world of artistic and emotional culture.

Artistic knowledge, skills and abilities are the main means of introducing art culture. Form, proportions, space, light-tonality, color, line, volume, texture of material, rhythm, composition are grouped around the general patterns of art-figurative languages ​​of visual, decorative, constructive arts. Students master these means of artistic expression throughout the course of their studies.

Three ways of artistic assimilation of reality - pictorial, decorative and constructive - in elementary school act for children as clearly understandable, interesting and accessible types of artistic activity: images, decorations, buildings. The constant practical participation of schoolchildren in these three activities allows them to systematically introduce them to the world of art. It should be borne in mind that, being presented in elementary school in a playful way as "Brothers-masters" of images, decorations, buildings, these three types of artistic activity should accompany students during all years of study. They help first structurally, and therefore understand the activities of the arts in the surrounding life, and then help in a more complex understanding of art.

With all the supposed freedom of pedagogical creativity, it is necessary to constantly keep in mind the clear structural integrity of this program, the main goals and objectives of each year and quarter, ensuring the continuity of the progressive development of students.

BASICS OF ART PERFORMANCE (ELEMENTARY SCHOOL PROGRAM)

1st class (30-60 h)

You portray, decorate and build

Three types of artistic activities that define the whole variety of visual spatial arts form the basis of the first, introductory class.

A playful, figurative form of familiarization comes to the aid of children (and the teacher): "Three brothers-masters - the Master of the Image, the Master of Decoration and the Master of Construction". It should be a discovery for children that many of their everyday household games are artistic activities - the same thing that adult artists do (not yet art). To see the work of this or that master brother in the surrounding life is an interesting game. It is with her that the knowledge of the links between art and life begins. Here the teacher lays the foundation in the knowledge of the vast, complex world of the plastic arts. The task of this year also includes the realization that the "Masters" work with certain materials, and includes the primary mastering of these materials.

But the "Masters" do not appear before children all at once. First, they are under the "invisible hat". In the first quarter, he takes off his “hat” and begins to openly play with the children “Master of the Image”. In the second quarter he will help to remove the "invisibility cap" from the "Master of Decoration", in the third - from the "Master of Construction". And in the fourth, they show the children that they cannot live without each other and always work together. It is also necessary to bear in mind the special meaning of the generalizing lessons: in them, through the work of each "Master", children's art work is connected with adult art, with the surrounding reality.

Topic 1. You portray.
Introducing the Image Wizard (8-16 hours)

The "Image Wizard" teaches you to see and portray.
And all subsequent years of study will help children in this - help to see, to consider the world. To see, one must not only look, but also draw oneself. This has to be learned. Here, only the foundations for understanding the enormous role of image activity in people's lives are laid; in future years, the teacher will develop this understanding. The opening of the quarter also includes the fact that not only the Artist, but also the Spectator exists in art. Being a good viewer is also a learning curve, and the Image Master teaches us this.

The task of the "Master" is also to teach children the primary experience of mastering the materials available to elementary school. This experience will deepen and expand in all further work.

"Image Wizard" helps to see, teaches to consider

Development of observation and analytical capabilities of the eye. Fragments of nature. Animals - how they are similar and how they differ from each other.

Materials (edit): paper, felt-tip pens or colored pencils, or crayons.

Visual row: Slides with pictures of animals or live animals.

Literary row: poems about animals, about noses and tails.

Musical row: C. Saint-Saëns, suite "Carnival of the Animals".

You can portray as a stain

Take a closer look at different spots - moss on a stone, scree on the wall, patterns on marble in the subway and try to see any images in them. Turn the spot into an image of an animal. The spot, pasted or painted, is prepared by the teacher.

Materials (edit): pencil, crayons, black ink, black felt-tip pen.

Visual row: illustrations for books about animals by E. Charushin, V. Lebedev, T. Mavrina, M. Miturich and other artists who work as a spot.

You can portray in volume

Let's turn a lump of plasticine into a bird. Modeling. See and think about what voluminous objects look like something, for example, potatoes and other vegetables, driftwood in a forest or park.

Materials (edit): plasticine, stacks, plank.

Visual row: slides of natural volumes of expressive shapes or real pebbles, the shape of which resembles something.

Can be drawn with a line

You can tell with a line. "Tell us about yourself" is a drawing or a series of consecutive drawings.

Materials (edit): paper, black felt-tip pen or pencil.

Visual row: linear illustrations of children's books, drawings on the themes of poems by S. Marshak, A. Barto, D. Harms with a cheerful, mischievous plot development.

Literary row: funny poems about life at home.

Musical row: children's songs about family life.

You can also portray what is invisible(mood)

To portray joy and portray sadness. We draw music - the task is to express in the image the images of musical pieces that are contrasting in mood.

Materials (edit): white paper, colored markers, colored pencils or crayons.

Musical row: the melodies are joyful and sad.

Our paints

Test of paints. The joy of communicating with paints. Mastering the skills of organizing a workplace and using paints. Color name. What every color resembles in life. Game image of a colorful multicolor rug.

Materials (edit): paints, gouache, large and thin brushes, white paper.

Artists and spectators (summary of the topic)

Being a spectator is interesting and not easy. This has to be learned. Acquaintance with the concept of "work of art". Painting. Sculpture. Color and paints in the paintings of artists. Development of perception skills. Conversation.

Visual row: V. Van Gogh "Sunflowers", N. Roerich "Overseas guests", V. Vasnetsov "Three heroes", S. Konchalovsky "Lilac", M. Vrubel "The Swan Princess".

Topic 2. You decorate.
Acquaintance with the "Master of Decoration" (7-14 hours)

The "Master of the Image", whom the children met in the first quarter, is the "Master of Cognition", the attentive peering into life. The "Master of Decoration" does something completely different in life - this is the "Master of Communication". He organizes communication between people, helping them to openly identify their roles. Today we go on a hike, tomorrow to work, then to the ball - and with clothes we talk about our roles, about who we are today, what we will do. More clearly, of course, this work of the "Master of Decoration" appears at balls, carnivals, in theatrical performances.

And in nature, we distinguish some birds or butterflies from others by their decorations.

The natural world is full of decorations

Development of observation. Experience of aesthetic impressions. Butterfly wings decoration. The butterfly is decorated according to the blank cut out by the teacher or can be drawn (large, on the whole sheet) by children in the lesson. The variety and beauty of patterns in nature.

Materials (edit): gouache, large and thin brushes, colored or white paper.

Visual row: slides "Butterflies", collections of butterflies, books with their images.

The image of an elegant bird in the technique of volumetric applique, collage. The development of a decorative sense of the combination of materials, their color and texture.

Materials (edit): multi-colored and multi-textured paper, scissors, glue.

Visual row: slides and books depicting various birds.

Musical row: children's or folk songs with a pronounced playful, decorative moment (ringing of a bell, imitation of bird singing).

Beauty must be able to notice

Discreet and "unexpected" beauty in nature. Examination of various surfaces: tree bark, foam waves, drops on branches, etc. The development of a decorative sense of texture. Experience of visual poetic impressions.

An image of the back of a lizard or tree bark. The beauty of texture and pattern. Acquaintance with the technique of one-color monotype.

Materials (edit): for the teacher - a knurling roller, water-diluted gouache or printing ink; for children - a plank made of plastic, linoleum or tiles, sheets of paper, a pencil.

Visual row: slides of various surfaces: bark, moss, ripples in the water, as well as slides showing lizards, snakes, frogs. If possible - genuine bark, wood cuts, stones.

How, when, why does a person adorn himself

All ornaments of a person tell something about their owner. What jewelry can tell. Consider the characters of fairy tales - what kind of decorations they have. How they help us recognize heroes. Images of selected fairy-tale characters and their decorations.

Materials (edit): colored paper, gouache, brush.

Visual row: slides or illustrations with characters from famous fairy tales.

Literary row: fragments of fairy tales describing the appearance of the hero.

Musical row: songs of fairy-tale heroes.

"Master of Decoration" helps to make a holiday

Room decoration. Making festive New Year's garlands and stars. Decorating the classroom and your home for the New Year holidays. Collective panel "New Year tree".

Materials (edit): colored paper, scissors, glue, foil, streamer.

Visual row: children's work, completed in a quarter.

Literary row: poems about the holiday of the New Year.

Musical row: Christmas and New Year's festive songs, P. Tchaikovsky excerpts from the ballet "The Nutcracker".

Topic 3. You build.
Acquaintance with the "Master of Construction" (10–20 h)

"Master of the Image" - "Master of Knowledge", "Master of Decoration" - "Master of Communication", "Master of Construction" is the "Master of Creation" of the objective environment of life.

In this quarter, his brothers take off his "invisibility cap" and hand over to him the reins of government. People can learn about the world and communicate only if they have a humanly organized environment. Every nation has been building since primitive times. Children also build in their games from sand, blocks, chairs - any available material. Before the beginning of the term, the teacher (with the help of the children) should collect as much "building material" as possible: milk cartons, yoghurts, shoes, etc.

Home for yourself

An image of a home invented for oneself. Development of imagination. Come up with a home. Different houses for different fairy tale characters. How can you guess who lives in the house. Different houses for different things.

Materials (edit): colored paper, gouache, brushes; or markers, or colored pencils.

Visual row: illustrations of children's books depicting dwellings.

Musical row: children's songs about builders-dreamers.

What can you think of at home

Modeling of fairy-tale houses in the form of fruits and vegetables. A construction of boxes and paper of comfortable houses for an elephant, giraffe and crocodile. The elephant is large and almost square, the giraffe has a long neck, and the crocodile is very long. Children learn to understand the expressiveness of proportions and the construction of form.

Materials (edit): plasticine, stacks, rag, plate.

Visual row: illustrations to the tales of A. Milne "Winnie the Pooh", N. Nosov "Dunno in the Flower City", J. Rodari "Cipollino", A. Volkova "The Wizard of the Emerald City".

Literary row: descriptions of fabulous towns.

Musical row: music to the cartoon and ballet "Cipollino".

"Builder" helps you to come up with a city

"Fairy town". The image of the image of the city for a specific fairy tale. Construction of a game city. A game of architects.

Materials (edit): gouache, colored or white paper, wide and thin brushes, boxes of different shapes, thick paper, scissors, glue.

Visual row: illustrations of children's books.

Literary row: descriptions of a fabulous city from a literary work.

Everything we see has a construction

Make images of different animals - a zoo-construction of boxes. Make funny dogs of different breeds out of boxes. The material can be replaced with an applique: various images of dogs are made by gluing pre-prepared one-color paper scraps of different geometric shapes to a sheet.

Materials (edit): various boxes, colored and white thick paper, glue, scissors.

Visual row: photographs of animals or reproductions of paintings depicting animals.

All items can be built

Construction from paper, packaging, coasters, flowers and toys.

Materials (edit): colored or white paper, scissors, glue.

Visual row: slides with various items that match the assignment.

Literary row: poems about cheerful, hardworking masters.

House outside and inside

The house "looks" to the street, but they live inside the house. "Inside" and "outside" are very interconnected. The image of the house in the form of letters of the alphabet as if they have transparent walls. How could little alphabetical men live in letter houses, how the rooms, stairs, windows are located there.

Materials (edit): paper (white or colored), pencils or crayons.

Visual row: illustrations of children's books.

The city where we live

Assignment: "I paint my favorite city." Impression image after the excursion.

Materials (edit): paper, gouache, brushes or crayons (at the teacher's choice).

Literary row: poems about your city.

Musical row: songs about your city.

Summarizing the theme of the quarter

Exercise: exhibition of works done in a quarter. Children learn to watch and discuss each other's work. Playing with artists and spectators. You can make a generalizing panel "Our city" or "Moscow".

Topic 4. "Masters of Images, Decorations, Buildings" always work together (5-10 hours)

We will learn about the joint work of the "Masters" in their works of the last quarters and in works of art.

Lesson 1 is a generalization here. Its purpose is to show children that our three "Masters" are in fact inseparable. They are constantly helping each other. But each "Master" has its own work, its own purpose. And in a specific work, one of the "Masters" is always the main one. For example, here are our drawings-images: where is the work of the "Master of Building"? And now these works are decorating the class. And in works where the "Master of Decoration" was the main thing, how did "Master of the Image", "Master of Construction" help him? The main thing is to remember with the guys what exactly is the role of each "Master" and what he helped to learn. The best works of children for the whole year should be exhibited in the class. A kind of reporting exhibition. It is advisable that each child has some kind of exhibited work. Children learn to talk about their art and the drawings of their comrades. At the end of the lesson, slides of works of adult art are shown, and the children should highlight the "participation" of each "Master" in these works: a figurative vase; a vase, the shape of which represents something; a painting with an architectural building; fountain with sculpture; palace interior with bright decor, sculptures and paintings; interior of a modern building with monumental paintings.

"Masters" will help us see the world of a fairy tale and draw it

Collective panels and individual images based on a fairy tale.

Materials (edit): paper, gouache, brushes, scissors, glue, colored paper, foil.

Visual row: music from cartoons, film or ballet based on this fairy tale.

Literary row: a fairy tale chosen by the teacher.

A lesson in admiration. Ability to see

Observation of living nature from the point of view of the "Three Masters". Composition "Hello Summer!" on impressions from nature.

2nd class (34–68 h)

You and art

The theme "You and Art" is the most important for this concept, it contains the fundamental sub-themes necessary for the initial introduction to art as a culture. Here are the primary elements of the language (figurative structure) of the plastic arts and the basis for understanding their connections with the life of the child. Comprehension of language and connections with life are built in a clear methodological sequence. Its violation is undesirable.

The task of all these topics is to introduce children to the world of art, which is emotionally connected with the world of their personal observations, experiences, and reflections.

Topic 1. What and how do artists work (8-16 hours)

The main task here is to get acquainted with the expressive possibilities of artistic materials. Discovery of their originality, beauty and nature of the material.

Three main colors that build the multicolor of the world

Primary and composite colors. The ability to mix paints right away at work is a living connection of paints. To depict flowers, filling the entire sheet with large images (without a preliminary drawing) from memory and impression.

Materials (edit): gouache (three colors), large brushes, large sheets of white paper.

Visual row: fresh flowers, slides of flowers, blooming meadows; visual aids showing the three basic colors and their mixing (composite colors); practical demonstration of mixing gouache paints.

Five colors - all the richness of color and tone

Dark and light. Shades of color. Ability to mix color paints with white and black. Image of natural elements on large sheets of paper with large brushes without preliminary drawing: thunderstorm, storm, volcanic eruption, rain, fog, sunny day.

Materials (edit): gouache (five colors), large brush, large sheets of any paper.

Visual row: slides of nature in pronounced states: thunderstorm, storm, etc. in the works of artists (N. Roerich, I. Levitan, A. Kuindzhi, etc.); a hands-on demonstration of color mixing.

Pastels and crayons, watercolors - expressive possibilities

Soft velvety pastels, fluidity of transparent watercolors - we learn to understand the beauty and expressiveness of these materials.

An image of an autumn forest (from memory and impression) with pastels or watercolors.

Materials (edit): pastel or crayons, watercolor, white paper, rough (wrapping).

Visual row: observation of nature, slides of the autumn forest and works of artists on this topic.

Literary row: A. Pushkin poems, S. Yesenin poems.

Musical row: P. Tchaikovsky "Autumn" (from the cycle "Seasons").

Expressive application possibilities

The idea of ​​the rhythm of the spots A rug on the theme of autumn earth with fallen leaves. Group work (1-3 panels), from memory and impression.

Materials (edit): colored paper, pieces of cloth, thread, scissors, glue, paper or canvas.

Visual row: living leaves, slides of the autumn forest, earth, asphalt with fallen leaves.

Literary row: F. Tyutchev "Leaves".

Musical row: F. Chopin nocturnes, P. Tchaikovsky "September" (from the cycle "Seasons").

Expressive capabilities of graphic materials

The beauty and expressiveness of the line. Thin and thick, flexible and stringy lines. Image of a winter forest on white sheets of paper (from impression and from memory).

Materials (edit): ink (black gouache, ink), pen, stick, thin brush or charcoal.

Visual row: observation of nature or slides of trees in the winter forest.

Literary row: M. Prishvin "Stories about nature".

Musical row: P. Tchaikovsky "December" (from the cycle "Seasons").

Expressiveness of materials for work in volume

The image of the animals of the native land from the impression and from memory.

Materials (edit): plasticine, stacks, plank.

Visual row: observation of expressive volumes in nature: roots, stones, animal slides and sculptures, slides and small plastic from different materials in the original; reproductions of works by sculptor V. Vatagin.

Literary row: V. Bianchi "Stories about animals".

The expressive power of paper

Mastering the work with folding, cutting, gluing paper. Converting a flat sheet into a variety of volumetric forms. Bonding of simple volumetric forms (cone, cylinder, "ladder", "accordion"). Construction of a playground for sculpted animals (individually, in groups, collectively). Imagination work; if you have an additional lesson, you can give an assignment in origami.

Materials (edit): paper, scissors, glue.

Visual row: slides of works of architecture, layouts of past years, made by students, showing techniques for working with paper.

Any material can become expressive for an artist. (summary of the theme of the quarter)

Understanding the beauty of art materials and their differences: gouache, watercolors, crayons, pastels, graphic materials, plasticine and paper, "unexpected" materials.

The image of a festive city at night with the help of "unexpected" materials: streamer, confetti, seeds, threads, grass, etc. against the background of dark paper.

Topic 2. Reality and fantasy (7-14 hours)

Image and reality

Ability to peer, see, be observant. The "Image Master" teaches us to see the world around us. Images of animals or animals seen in the zoo, in the village.

Materials (edit): gouache (one or two paints), colored paper, brush.

Visual row: works of art, photographs depicting animals.

Image and fantasy

Ability to fantasize. Fantasy in people's lives. The image of fabulous, non-existent animals and birds, combining elements of different animals and even plants. Fantasy characters: dragons, centaurs, etc.

Materials (edit): gouache, brushes, a large sheet of paper, preferably colored, tinted.

Visual row: slides of real and fantastic animals in Russian wood and stone carvings, in European and oriental art.

Musical row: fantastic images from musical compositions.

Decoration and reality

Development of observation. Ability to see beauty in nature. The "Master of Jewelry" learns from nature. The image of cobwebs with dew and branches of trees, snowflakes and other prototypes of decorations using lines (individually, from memory).

Materials (edit): charcoal, chalk, thin brush, ink or gouache (one color), paper.

Visual row: slides of fragments of nature seen through the eyes of an artist.

Decoration and fantasy

It is impossible to create a single piece of jewelry without imagination. Decoration of a given shape (collar, valance, kokoshnik, bookmark).

Materials (edit): any graphic material (one or two colors).

Visual row: slides of lace, jewelry, beading, embroidery, etc.

Musical row: rhythmic combinations with a predominance of repetitive rhythm.

Construction and reality

The "Master of Construction" learns from nature. The beauty and meaning of natural structures - honeycombs of bees, poppy heads and forms of the underwater world - jellyfish, algae. Individual and collective work. Underwater world paper construction.

Materials (edit): paper, scissors, glue.

Visual row: slides of various buildings (houses, things), natural structures and shapes.

Building and fantasy

"Master of Construction" shows the possibilities of a person's imagination in creating objects.

Creation of models of fantastic buildings, structures: a fantastic city. Individual, group imagination work.

Materials (edit): paper, scissors, glue.

Visual row: slides of buildings capable of awakening children's imagination, works and projects of architects (L. Corbusier, A. Gaudi), student works of past years.

"Brothers-Masters of Pictures, Decorations and Buildings" always work together (summary of the topic)

Interaction of three types of artistic activities. Designing (modeling) in decorating Christmas tree decorations depicting people, animals, plants. Collective panel.

Materials (edit): paper, scissors, glue, gouache, thin brushes.

Visual row: children's works for a quarter, slides and original works.

Topic 3. What art talks about (11-22 hours)

This is the central and most important theme of the year. The previous two lead to her. The main task is to master the fact that nothing in art is ever depicted, decorated, built just like that, just for the sake of skill. "Brothers - Masters", that is, art, expresses human feelings and thoughts, understanding, that is, attitude towards what people depict, towards whoever or what they decorate, with a building they express an attitude towards who for whom and for what they are building. Before that, the issue of expression had to be felt by children in works only on an emotional level. Now, for children, all this should move to the level of awareness, become the next and most important discovery. For all subsequent quarters and years of study under the program, this topic constantly, in every quarter, every task, should be emphasized, consolidated through the process of perception and the process of creation. Each task should have an emotional focus, develop the ability to perceive shades of feelings and express them in practical work.

Expression of the character of the depicted animals

The image of animals cheerful, impetuous, threatening. The ability to feel and express the character of the animal in the image.

Materials (edit): gouache (two to three colors or one color).

Literary row: R. Kipling's fairy tale "Mowgli".

Visual row: illustrations by V.Vatagin to "Mowgli" and other books.

Musical row: C. Saint-Saens "Carnival of Animals".

Expression of a person's character in the image; male image

At the request of the teacher, for all further tasks, you can use the plot of the fairy tale. For example, "The Tale of Tsar Saltan" by A. Pushkin provides rich opportunities for communication of imaginative solutions for all subsequent topics.

The image of a good and evil warrior.

Materials (edit): gouache (limited palette), wallpaper, wrapping paper (rough), colored paper.

Visual row: slides of works by V. Vasnetsov, M. Vrubel, I. Bilibin and others.

Literary row: "The Tale of Tsar Saltan" by A. Pushkin, excerpts from epics.

Musical row: music by N. Rimsky-Korsakov for the opera "The Tale of Tsar Saltan".

Expression of a person's character in the image; female image

The depiction of opposite in character fairy-tale images (Princess Swan and Baba Babarikha, Cinderella and Stepmother, etc.). The class is divided into two parts: some depict the good, others - the evil.

Materials (edit): gouache or pastel (crayons) on a colored paper background.

Visual row: slides of works by V. Vasnetsov, M. Vrubel, I. Bilibin.

Literary row: "The Tale of Tsar Saltan" by A. Pushkin.

The image of a person and his character, expressed in volume

Creation of images with a pronounced character in the volume: Princess Swan, Baba Babarikha, Baba Yaga, Bogatyr, Koschey the Immortal, etc.

Materials (edit): plasticine, stacks, boards.

Visual row: slides of sculptural images of works by S. Konenkov, A. Golubkina, ceramics by M. Vrubel, medieval European sculpture.

Image of nature in different states

The image of contrasting states of nature (the sea is gentle, affectionate, stormy, disturbing, joyful, etc.); individually.

Materials (edit)

Visual row: slides depicting the contrasting moods of nature, or slides of paintings by artists depicting different states of the sea.

Literary row: A. Pushkin's tales "About Tsar Saltan", "About the fisherman and the fish".

Musical row: opera "Sadko", "Scheherazade" by N. Rimsky-Korsakov or "Sea" by M. Churlionis.

Expression of a person's character through decoration

Decorating himself, any person thereby tells about himself: who he is, what he or she is: a brave warrior - a defender or he threatens. The decorations for the Swan Princess and Baba Babarikha will be different. Decoration of heroic armor cut out of paper, kokoshniks of a given shape, collars (individually).

Materials (edit): gouache, brushes (large and thin), blanks from large sheets of paper.

Visual row: slides of ancient Russian weapons, lace, women's costumes.

Expressing intentions through decoration

Decoration of two opposite in intentions fairytale fleets (good, festive and evil, pirate). The work is collective and individual. Application.

Materials (edit): gouache, large and thin brushes, glue, pins, glued sheets or wallpaper.

Visual row: slides of works of artists (N. Roerich), illustrations of children's books (I. Bilibin), works of folk art.

Together, "Masters of Images, Decorations, Buildings" create houses for fairy-tale heroes (summary of the topic)

Three "Brother-Masters" together with children (groups) perform several panels, where, with the help of application and painting, they create the world of several fairy-tale heroes - good and evil (for example: the tower of the Swan Princess, a house for Baba Yaga, the Bogatyr's hut, etc.) ).

A house (stickers) is created on the panel, the background is the landscape as a figurative environment of this house and the figure is the image of the owner of the house, expressing these images by the nature of the building, clothing, the shape of the figure, the nature of the trees against which the house stands.

The generalization can be completed by an exhibition of works based on the results of a quarter, by discussing it with the parents. Groups of "guides" should be prepared for the discussion. Additional hours can be used by the teacher for this. An exhibition prepared by a teacher and its presentation to parents (viewers) should become an event for students and their relatives and contribute to the consolidation of the vital importance of this topic in the minds of children.

Topic 4. As Art Says (8-16 hours)

Starting from this quarter, the expressiveness of the means must be constantly paid attention. Do you want to express it? And how, what?

Color as a medium of expression: warm and cold colors. The fight between the warm and the cold

The image of a dying fire is a "struggle" between heat and cold. Filling the entire sheet, freely mix the paints with each other. The bonfire is depicted as if from above, extinguishing (work from memory and impression). "Feather of the Firebird". The paints are mixed directly on the sheet. Black and white paints are not used.

Materials (edit): gouache without black and white paints, large brushes, large sheets of paper.

Visual row: slides of a dying fire; methodical manual on color science.

Musical row: N. Rimsky-Korsakov fragments from the opera "Snow Maiden".

Color as a means of expression: quiet(deaf)and sonorous colors. Mixing with black, gray, white paints(dark, delicate shades of color)

Ability to observe the struggle of colors in life. Image of the spring land (individually from memory and impression). If there are additional lessons, they can be given on the plots of the creation of a "warm kingdom" (Solar city), "cold kingdom" (Snow Queen), achieving coloristic richness within one color scheme.

Materials (edit): gouache, large brushes, large sheets of paper.

Visual row: slides of spring earth, stormy sky, fog, teaching aids on color science.

Musical row: E. Grieg. "Morning" (fragment from the suite "Peer Gynt").

Literary row: M. Prishvin stories, S. Yesenin poems about spring.

Line as a means of expression: the rhythm of lines

Image of spring streams.

Materials (edit): pastels or crayons.

Musical row: A. Arsensky "Forest Stream", "Prelude"; E. Grieg "Spring".

Literary row: M. Prishvin "Forest Stream".

Line as a medium of expression: the nature of lines

The image of a branch with a certain character and mood (individually or by two people, according to the impression and from memory): gentle and powerful branches, while it is necessary to emphasize the ability to create different textures with charcoal, sanguine.

Materials (edit): gouache, brush, stick, charcoal, sanguine and large sheets of paper.

Visual row: large, large spring branches (birch, oak, pine), branch slides.

Literary row: Japanese three-verses (tanks).

The rhythm of the spots as a means of expression

Basic knowledge of composition. From a change in the position on the sheet of even identical spots, the content of the composition also changes. The rhythmic arrangement of flying birds (individual or collective work).

Materials (edit)

Visual row: visual aids.

Musical row: fragments with a pronounced rhythmic organization.

Proportions express character

Designing or sculpting birds with different proportions - large tail - small head - large beak.

Materials (edit): white paper, colored paper, scissors, glue or plasticine, stacks, cardboard.

Visual row: birds are real and fabulous (slides of illustrations of books, a toy).

Rhythm of lines and spots, color, proportions - means of expressiveness (summary of the topic)

Creation of a collective panel on the theme "Spring. Noise of Birds".

Materials (edit): large sheets for panels, gouache, paper, scissors, glue.

Visual row: children's works, made on the theme of "Spring", slides of branches, spring motives.

Summary lesson of the year

The class is formalized by children's work performed during the year. The opening of the exhibition should be a joyful holiday, an event in school life. Lessons are conducted in the form of a conversation, consistently reminding the children of all the topics of the academic quarters. In the game-conversation, the teacher is assisted by three "Brother-Masters". Parents and other teachers are invited to the lessons (if possible).

Visual row: children's works, expressing the tasks of each quarter, slides, reproductions of works of artists and folk art, helping to reveal the topics.

3rd grade (34–68 h)

Art around us

One of the main ideas of the program: "From the native threshold to the world of the Earth's culture", that is, from familiarizing with the culture of your people, even from the culture of your "small homeland" - without this there is no way to a common human culture.

Education in this class is based on familiarizing children with the world of art through knowledge of the surrounding objective world, its artistic meaning. Children are led to the understanding that objects have not only a utilitarian purpose, but are also carriers of spiritual culture, and this has always been the case - from ancient times to the present day. It is necessary to help the child to see the beauty of things, objects, objects, works of art around him, paying special attention to the role of artists - "Masters of Images, Decorations, Buildings" - in creating a human life environment.

At the end of the year, children should feel that their life, the life of every person, is daily connected with the activities of the arts. The final lessons of each quarter should contain the question: "What would have happened if the" Brothers-Masters "had not participated in the creation of the world around you - at home, on the street, etc.?" Understanding the enormous role of the arts in real everyday life should be a discovery for children and their parents.

Topic 1. Art in your home (8-16 hours)

Here the "Masters" take the child to his apartment and find out what each of them "did" in the child's immediate environment, and as a result, it turns out that without their participation not a single object of the house was created, there would be no house itself.

Your toys

Toys - what they should be - were invented by the artist. Children's toys, folk toys, homemade toys. Modeling toys from plasticine or clay.

Materials (edit): plasticine or clay, straw, wood blanks, paper, gouache, water-emulsion paint for soil; small brushes, tampons.

Visual row: folk toys (slides): haze, gorodets, filimonovo, Bogorodsk carved toys, toys made from scrap materials: packaging, fabric, fur.

Literary row: proverbs, sayings, folklore, Russian folk tales.

Musical row: Russian folk music, P. Tchaikovsky "Children's Album".

Dishes at your home

Everyday and festive tableware. Design, shape of objects and painting and decoration of dishes. The work of the "Masters of Construction, Decoration and Images" in the manufacture of dishes. Image on paper. Modeling of plasticine dishes with painting on a white primer.

At the same time, the purpose of the dishes is necessarily emphasized: for whom it is, for what occasion.

Materials (edit): tinted paper, gouache, plasticine, clay, water-emulsion paint.

Visual row: samples of dishes from the natural fund, slides of folk dishes, dishes from different materials (metal, wood, plastic).

Mom's handkerchief

Sketch of a scarf: for a girl, for a grandmother, that is, different in content, pattern rhythm, color, as a means of expression.

Materials (edit): gouache, brushes, white and colored paper.

Visual row: slides of natural motives of shawls, shawls and fabrics, samples of children's works on this topic.

Musical row: Russian folk music (as background).

Wallpaper and curtains in your house

Sketches of wallpaper or curtains for a room with a clear purpose: bedroom, living room, nursery. It can also be done using the printing technique.

Materials (edit): gouache, brushes, clichés, paper or fabric.

Visual row: excerpts from some fairy tale, which provides a verbal description of the rooms of the fairytale palace.

Musical row: musical excerpts characterizing different states: stormy (F. Chopin "Polonaise" in A flat major, op. 53), calm, lyrically gentle (F. Chopin "Mazurka" in A minor, op. 17).

Your books

Artist and book. Illustrations. Book shape. Font. Initial letter. Illustrating a selected fairy tale or designing a toy book.

Materials (edit): gouache, brushes, white or colored paper, crayons.

Visual row: covers and illustrations for well-known fairy tales (illustrations by different authors for the same fairy tale), slides, toy books, children's books.

Literary row: the text of the selected tale.

greeting card

A sketch for a postcard or decorative bookmark (based on plant motives). Execution in the technique of gratting, engraving with stickers or graphic monotype is possible.

Materials (edit): small paper, ink, pen, stick.

Visual row: slides from woodcuts, linoleum, etchings, lithographs, samples of children's works in different techniques.

What the artist did in our house (generalization of the topic). The artist took part in the creation of all the objects in the house. He was assisted by our "Masters of Image, Decoration and Construction". Understanding the role of each of them. The shape of the object and its decoration. In a generalizing lesson, you can organize a game of artists and spectators or a game of guides at an exhibition of works completed during a quarter. Three "Masters" are conducting the conversation. They tell and show what objects surround people at home in everyday life. Are there any objects at home that the artists did not work on? Understanding that everything connected with our life would not exist without the labor of artists, without fine, decorative and applied art, architecture, design, this should be a result and at the same time a discovery.

Topic 2. Art on the streets of your city (7-14 hours)

It all starts "from the threshold of the home." This quarter is dedicated to this "threshold". And there is no homeland without him. Not just Moscow or Tula - but just your own street, walking "near the face" of your house, groomed with your feet.

Architectural monuments - the legacy of centuries

Study and image of an architectural monument, their native places.

Materials (edit): tinted paper, wax crayons or gouache, white paper.

Literary row: materials related to the selected architectural monument.

Parks, squares, boulevards

Architecture, construction of parks. The image of the park. Recreation parks, parks-museums, parks for children. The image of the park, square, collage is possible.

Materials (edit): colored, white paper, gouache or wax crayons, scissors, glue.

Visual row: view slides, reproductions of paintings.

Openwork fences

Cast-iron fences in St. Petersburg and Moscow, in his hometown, wooden openwork platbands. The project of an openwork lattice or gate, cutting out of folded colored paper and gluing them into a composition on the theme "Parks, squares, boulevards".

Materials (edit): colored paper, scissors, glue.

Visual row: slides of old fences in Moscow and St. Petersburg. Modern decorative lattices and fences in our cities.

Lanterns in streets and parks

What are the flashlights? The artist also creates the shape of the lanterns: a festive, solemn lantern, a lyric lantern. Lanterns on the streets of cities. Lanterns are the decoration of the city. The image or construction of the shape of a lantern from paper.

Materials (edit)

Shop windows

If you have extra time, you can make group volumetric layouts.

Materials (edit): white and colored paper, scissors, glue.

Visual row: slides with decorated showcases. Children's works of previous years.

Transport in the city

The artist also participates in creating the shape of the machines. Cars from different times. Ability to see the image in the form of machines. Create, draw or build images of fantastic machines (land, water, air) out of paper.

Materials (edit): white and colored paper, scissors, glue, graphic materials.

Visual row: photos of transport. Slides of ancient transport. Reproductions from magazines.

What the artist did on the streets of my city (in my village)

Again, the question must arise: what would have happened if our "Brother-Masters" did not touch anything on the streets of our city? In this lesson, one or more collective panels are created from individual works. It can be a panorama of a district street from several pictures glued into a strip in the form of a diorama. Here you can place fences and lanterns, transport. The diorama is complemented by figures of people, flat clippings of trees and bushes. You can play "guides" and "journalists". The guides talk about their city, about the role of artists who create the artistic image of the city.

Topic 3. The artist and the show (10–20 h)

The Brothers-Masters have taken part in the performing arts since ancient times. But even today their role is irreplaceable. At the discretion of the teacher, you can combine most of the lessons of the topic with the idea of ​​creating a puppet show, to which a curtain, scenery, costumes, dolls, a poster are sequentially performed. At the end, in a generalizing lesson, you can arrange a theatrical performance.

Theatrical masks

Masks from different times and peoples. Masks in ancient images, in the theater, at the festival. Constructing expressive sharp-character masks.

Materials (edit): colored paper, scissors, glue.

Visual row: photographs of masks of different peoples and theatrical masks.

Artist in theater

Fiction and truth of the theater. Festival of the theater. Decorations and costumes of the characters. Theater on the table. Creation of a layout for the stage set.

Materials (edit): cardboard box, colored paper, paints, brushes, glue, scissors.

Visual row: slides from sketches of theater artists.

Literary row: the selected tale.

Puppet Theatre

Theatrical puppets. Theater of Petrushka. Glove puppets, reed puppets, puppets. The artist's work on the doll. Characters. The image of the doll, its design and decoration. Creating a doll in the lesson.

Materials (edit): plasticine, paper, scissors, glue, fabric, threads, small buttons.

Visual row: slides depicting theater puppets, reproductions from books about puppet theater, filmstrip.

Theater curtain

The role of the curtain in the theater. The curtain and the image of the performance. Curtain sketch for the play (collective work, 2-4 people).

Materials (edit): gouache, brushes, large paper (from wallpaper).

Visual row: theater curtain slides, reproductions from books about puppet theater.

Playbill, poster

The meaning of the poster. The image of the performance, its expression in the playbill. Font. Image.

Sketch of a poster for the play.

Materials (edit): large format colored paper, gouache, brushes, glue.

Visual row: theater and circus posters.

Artist and circus

The role of the artist in the circus. The image of a joyful and mysterious sight. A depiction of a circus show and its characters.

Materials (edit): colored paper, crayons, gouache, brushes.

How artists help to make a holiday. Artist and spectacle (summary lesson)

Celebration in the city. The "Painting, Decorating and Building Wizards" help create the Celebration. Sketch of city decoration for the holiday. Organization of an exhibition of all works on the topic in the classroom. It will be great if you manage to make a performance and invite guests and parents.

Topic 4. Artist and Museum (8-16 hours)

Having become acquainted with the role of the artist in our daily life, with different applied art forms, we conclude the year with the topic of art that is kept in museums. Each city can be proud of its museums. The museums of Moscow, St. Petersburg and other cities of Russia are the custodians of the greatest works of world and Russian art. And every child should touch these masterpieces and learn to be proud that it is his hometown that keeps such great works. They are kept in museums. There is a museum in Moscow - a shrine for Russian culture - the Tretyakov Gallery. First of all, you need to talk about it. The Hermitage and the Russian Museum play a huge role today - centers of international art relations; there are many small, also interesting museums and exhibition halls.

However, the topic "Museums" is broader. Museums are not only art, but all aspects of human culture. There are also "home museums" in the form of family albums, telling about the history of the family, interesting stages of life. Maybe a home museum of toys, stamps, archaeological finds, just personal memorabilia. All of this is part of our culture. "Brothers-Masters" help in the competent organization of such museums.

Museums in city life

Various museums. The role of the artist in organizing the exhibition. Major art museums: Tretyakov Gallery, Museum of Fine Arts. A.S. Pushkin, the Hermitage, the Russian Museum, museums of the native city.

The art that is kept in these museums

What is a "picture". Painting still life. Still life genre. Still life as a story about a person. The image of a still life according to performance, an expression of mood.

Materials (edit): gouache, paper, brushes.

Visual row: slides of still lifes with a pronounced mood (J. B. Chardin, K. Petrov-Vodkin, P. Konchalovsky, M. Saryan, P. Kuznetsov, V. Stozharov, V. Van Gogh, etc.).

Homework: see still lifes by different authors in a museum or at an exhibition.

Landscape painting

We look at the famous landscapes: I. Levitan, A. Savrasov, N. Roerich, A. Kuindzhi, V. Van Gogh, K. Koro. The image of the landscape according to the presentation with a pronounced mood: a joyful and festive landscape; gloomy and dreary landscape; gentle and melodious landscape.

In this lesson, children will remember what mood can be expressed with cold and warm colors, deaf and sonorous, and what can happen when they are mixed.

Materials (edit): white paper, gouache, brushes.

Visual row: slides with examples of a picturesque landscape with a pronounced mood (V. Van Gogh, N. Roerich, I. Levitan, A. Rylov, A. Kuindzhi, V. Byalynitsky-Birulya).

Musical row: The music in this lesson can be used to create a certain mood.

Painting-portrait

Acquaintance with the genre of portrait. Portrait from memory or by presentation (portrait of a girlfriend, friend).

Materials (edit): paper, gouache, brushes (or pastel).

Visual row: slides of picturesque portraits of F. Rokotov, V. Serov, V. Van Gogh, I. Repin.

The museums store sculptures by famous masters

Learning to look at the sculpture. Sculpture in the museum and on the street. Monuments. Park sculpture. Modeling a human or animal figure (in motion) for a park sculpture.

Materials (edit): plasticine, stacks, cardboard stand.

Visual row: slides from the sets "Tretyakov Gallery", "Russian Museum", "Hermitage" (works by A.L. Bari, P. Trubetskoy, E. Lansere).

Historical paintings and paintings of everyday genre

Acquaintance with the works of the historical and everyday genre. An image representing a historical event (on the theme of Russian epic history or the history of the Middle Ages, or an image of your daily life: breakfast in the family, we are playing, etc.).

Materials (edit): a large sheet of colored paper, crayons.

Museums preserve the history of artistic culture, the creations of great artists (summary of the topic)

"Tour" of the exhibition of the best works of the year, a festival of arts with its own script. To summarize: what is the role of the artist in the life of every person.

4th grade (34–68 h)

Every nation is an artist (image, decoration, construction
in the creativity of the peoples of the whole earth)

The purpose of artistic education and training of a child in the 4th grade is to form an idea of ​​the diversity of artistic cultures of the peoples of the Earth and the unity of peoples' ideas about the spiritual beauty of man.

The diversity of cultures is not accidental - it always expresses the deep relationship of each people with the life of nature, in the environment of which its history is formed. These relationships are not motionless - they live and develop in time, are associated with the influence of one culture on another. This is the basis for the originality of national cultures and their relationship. The diversity of these cultures is the wealth of the culture of mankind.

The integrity of each culture is also an essential element of content that children need to experience. The child today is surrounded by a multifaceted mess of cultural phenomena that come to him through the media. A healthy artistic sense seeks order in this chaos of images, so each culture needs to be conveyed as a "holistic artistic personality".

Artistic representations should be presented as visible fairy tales about cultures. Children by age are not yet ready for historical thinking. But they are characterized by a striving, sensitivity to a figurative understanding of the world, correlated with the consciousness expressed in folk arts. Here the truth of the artistic image "should" prevail.

Communicating through co-creation and perception to the origins of the culture of their own people or other peoples of the Earth, children begin to feel themselves participants in the development of mankind, open a way for themselves to further expand their sensitivity to the riches of human culture.

The variety of ideas of different peoples about beauty is revealed in the process of comparing native nature, labor, architecture, human beauty with the culture of other peoples.

Study assignments for the year provide for the further development of skills in working with gouache, pastel, plasticine, paper. The tasks of labor education are organically linked with artistic ones. In the process of mastering the skills of working with a variety of materials, children come to understand the beauty of creativity.

In the 4th grade, the importance of collective work in the educational process increases. A significant role in the 4th grade program is played by musical and literary works, which make it possible to create a holistic view of the culture of the people.

Topic 1. The origins of the arts of your people (8-16 hours)

Practical work in the classroom should combine individual and collective forms.

Native land landscape

Characteristic features, originality of the native landscape. An image of the landscape of their home side. Revealing its special beauty.

Materials (edit): gouache, brushes, crayons.

Visual row: slides of nature, reproductions of paintings by Russian artists.

Musical row: Russian folk songs.

The image of a traditional Russian house(huts)

Acquaintance with the construction of the hut, the meaning of its parts.

Exercise: paper modeling (or modeling) of the hut. Individual and collective work.

Material: paper, cardboard, plasticine, scissors, stacks.

Visual row: slides of wooden ensembles of ethnographic museums.

Homework: find images of the Russian village, its buildings.

Decorations of wooden buildings and their meaning

Unity in the work of the "Three Masters". Magical representations as poetic images of the world. Izba is an image of a person's face; windows - the eyes of the house - were decorated with platbands; facade - "brow" - frontal board, mooring. Decoration of "wooden" buildings created in the last lesson (individually and collectively). Additionally - an image of a hut (gouache, brushes).

Materials (edit): white, tinted or wrapping paper, scissors, glue or plasticine for bulk buildings.

Visual row: slides from the series "Ethnographic Museums", "Russian Folk Art", "Wooden Architecture of Russia".

Musical row: V. Belov "Lad".

The village is a wooden world

Acquaintance with Russian wooden architecture: huts, gates, barns, wells ... Wooden church architecture. An image of the village. Collective panel or individual work.

Materials (edit): gouache, paper, glue, scissors.

Human beauty image

Each nation has its own image of female and male beauty. Traditional clothing expresses this. The image of a man is inseparable from his work. It combines ideas of the unity of mighty strength and kindness - a good fellow. In the image of a woman, the understanding of her beauty always expresses the ability of people to dream, the desire to overcome everyday life. Beauty is also a talisman. Female images are deeply connected with the image of a bird - happiness (swan).

The image of female and male folk images individually or for a panel (pasted into the panel by the group of the chief artist). Pay attention that figures in children's works should be in motion, not resemble an exhibition of clothes. With additional lessons - making dolls like folk rag or stucco figures for an already created "village".

Materials (edit): paper, gouache, glue, scissors.

Visual row: slides of materials from ethnographic museums, books about folk art, reproductions of works by artists: I. Bilibin, I. Argunov, A. Venetsianov, M. Vrubel, etc.

Literary row: fragments from epics, Russian fairy tales, excerpts from Nekrasov's poems.

Musical row: folk songs.

Homework: find an image of male and female images of work and holiday.

Folk holidays

The role of holidays in people's lives. Calendar holidays: autumn harvest festival, fair. The holiday is an image of an ideal, happy life.

Creation of works on the theme of a national holiday with a generalization of the material of the topic.

Materials (edit): glued panel of wallpaper for panels or sheets of paper, gouache, brushes.

Visual row: B. Kustodiev, K. Yuon, F. Malyavin, works of folk decorative art.

Literary row: I. Tokmakova "Fair".

Musical row: R. Shchedrin "Mischievous ditties", N. Rimsky-Korsakov "Snow Maiden".

Topic 2. Ancient cities of your land (7-14 hours)

Each city is special. It has its own unique face, its own character, each city has its own special destiny. Its buildings in their appearance captured the historical path of the people, the events of its life. The word "city" comes from "fence", "fence off" with a fortress wall - to fortify. On high hills, reflected in rivers and lakes, cities grew with whiteness of walls, domes of temples, chimes of bells. There are no such cities anywhere else. To reveal their beauty, the wisdom of their architectural organization.

Old Russian city - fortress

Assignment: Study the structures and proportions of fortress towers. Construction of fortress walls and towers from paper or plasticine. The pictorial version is possible.

Materials (edit): according to the selected job option.

Ancient cathedrals

Cathedrals embodied the beauty, power and strength of the state. They were the architectural and semantic center of the city. These were the shrines of the city.

Acquaintance with the architecture of the ancient Russian stone temple. Construction, symbolism. Construction of paper. Teamwork.

Materials (edit): paper, scissors, glue, plasticine, stacks.

Visual row: V. Vasnetsov, I. Bilibin, N. Roerich, slides "Walk around the Kremlin", "Cathedrals of the Moscow Kremlin".

The ancient city and its inhabitants

Modeling the entire residential content of the city. Completion of the "construction" of the ancient city. Possible option: an image of an old Russian city.

Old Russian warriors - defenders

The image of the old Russian soldiers of the princely squad. Clothes and weapons.

Materials (edit): gouache, paper, brushes.

Visual row: I. Bilibin, V. Vasnetsov, illustrations for children's books.

Ancient cities of the Russian land

Moscow, Novgorod, Pskov, Vladimir, Suzdal and others.

Acquaintance with the originality of different ancient cities. They are similar and dissimilar to each other. The depiction of the different characters of Russian cities. Practical work or conversation.

Materials (edit): for graphic technique - crayons, for monotype or painting - gouache, brushes.

Ornamental terem

Images of terem architecture. Painted interiors. Tiles. Image of the interior of the chamber - preparing the background for the next assignment.

Materials (edit): paper (tinted or colored), gouache, brushes.

Visual row: slides "Ancient chambers of the Moscow Kremlin", V. Vasnetsov "Chambers of Tsar Berendey", I. Bilibin, A. Ryabushkin reproductions of paintings.

Festive feast in the chambers

Collective applicative panels or individual images of the feast.

Materials (edit): glued wallpaper for panels and sheets of paper, gouache, brushes, glue, scissors.

Visual row: slides of the Kremlin and chambers, V. Vasnetsov illustrations for Russian fairy tales.

Literary row: A. Pushkin "Ruslan and Lyudmila".

Musical row: F. Glinka, N. Rimsky-Korsakov.

Topic 3. Every nation is an artist (11-22 hours)

"Brothers-Masters" lead children from meeting the roots of their native culture to understanding the diversity of the world's artistic cultures. The teacher can choose the optimal cultures in order to have time to live them in an interesting way with the children. We suggest three in the context of their links to the culture of the modern world. This is the culture of Ancient Greece, medieval (Gothic) Europe and Japan as an example of the culture of the East, but the teacher can take to study Egypt, China, India, the culture of Central Asia, etc. It is important for children to realize that the world of artistic life on Earth is extremely diverse - and this is very interesting, joyful. Through art, we join the perception of the world, the soul of different nations, empathize with them, become spiritually richer. This is what needs to be formed in such lessons.

The world's artistic cultures are not the history of the arts of these peoples. This is the spatially objective world of culture, in which the soul of the people is expressed.

There is a convenient methodological and playful way not to deal with history, but to see the whole image of culture: the journey of the fairytale hero through these countries (Sadko, Sinbad the Sailor, Odysseus, Argonauts, etc.).

Each culture can be seen according to four parameters: the nature and character of buildings, people in this environment and the holidays of peoples as an expression of ideas about the happiness and beauty of life.

The image of the artistic culture of Ancient Greece

Lesson 1 - the ancient Greek understanding of human beauty - male and female - on the example of the sculptural works of Miron, Polycletus, Phidias (a person is "the measure of all things"). The sizes, proportions, structures of the temples were in harmony with the person. Admiration for a harmonious, athletic person is a feature of the world outlook of the people of Ancient Greece. Image of figures of Olympic athletes (figure in motion) and participants in the procession (figures in robes).

Lesson 2 - human harmony with the surrounding nature and architecture. The concept of the Doric ("masculine") and Ionic ("feminine") order systems as the nature of proportions in the construction of a Greek temple. The image of images of Greek temples (half-volume or flat applications) for panels or volumetric modeling from paper.

Lesson 3 - ancient Greek holidays (panels). It can be the Olympic Games or the holiday of the Great Panathenae (a solemn procession in honor of the beauty of a person, his physical perfection and strength, which the Greeks worshiped).

Materials (edit): gouache, brushes, scissors, glue, paper.

Visual row: slides of the modern appearance of Greece, slides of works of ancient Greek sculptors.

Literary row: the myths of ancient Greece.

The image of the artistic culture of Japan

An image of nature through details typical of Japanese artists: a tree branch with a bird, a flower with a butterfly, grass with grasshoppers, dragonflies, a branch of cherry blossoms against a background of fog, distant mountains ...

The image of Japanese women in national dress (kimono) with the transfer of characteristic facial features, hairstyle, wave-like movement, figure.

Collective panel "Sakura Blossom Festival" or "Chrysanthemum Festival". Individual figures are made individually and then glued into the overall panel. The group of the "chief artist" is working on the background.

Materials (edit): large sheets of paper for teamwork, gouache, pastel, pencils, scissors, glue.

Visual row: engravings by Utamaro, Hokusai - female images, landscapes; slides of modern cities.

Literary row: Japanese poetry.

The image of the artistic culture of medieval Western Europe

The craft workshops were the main strength of these cities. Each workshop had its own clothes, its own insignia, and its members were proud of their skill, their community.

Work on the panel "Celebration of craftsmen's workshops in the city square" with the preparatory stages of studying architecture, clothing of a person and his environment (the objective world).

Materials (edit): large sheets of paper, gouache, pastel, brushes, scissors, glue.

Visual row: slides of Western European cities, medieval sculpture and clothing.

Diversity of artistic cultures in the world (summary of the topic)

Exhibition, conversation - consolidation in the minds of children of the theme of the quarter "Every nation is an artist" as the leading theme of all three quarters of this year. The result is not memorization of names, but the joy of sharing discoveries of other cultural worlds that children have already lived through. Our three "Brother-Masters" in this particular lesson should help the teacher and children not study, memorize monuments, but understand the difference between their work in different cultures - help to understand why buildings, clothes, ornaments are so different.

Topic 4. Art unites peoples (8-16 hours)

The last quarter of this class completes the primary school curriculum. The first stage of training ends. The educator needs to complete the basic lines of art awareness as a child.

Themes of the year introduced children to the richness and diversity of peoples' ideas about the beauty of the phenomena of life. Everything is here: the understanding of nature, and the connection of buildings with it, and clothes and holidays - everything is different. We should have realized that this is precisely what is wonderful that humanity is so rich in different artistic cultures and that they are not accidentally different. In the fourth quarter, the tasks change fundamentally - they seem to be opposite - from ideas about great diversity to ideas about the unity for all peoples of understanding the beauty and ugliness of the indigenous phenomena of life. Children should see that no matter what the difference, people remain people, and there is something that is perceived by all the peoples of the Earth as equally beautiful. We are one tribe of the Earth, despite all the differences, we are brothers. Common to all peoples are ideas not about external manifestations, but about the most profound, not subordinate to the external conditions of nature and history.

All nations celebrate motherhood

Every person in the world has a special relationship with their mother. In the art of all peoples there is a theme of praising motherhood, mother, giving life. There are great works of art on this topic, understandable and common to all people. Children, according to the performance, portray a mother and a child, trying to express their unity, their affection, their relationship to each other.

Materials (edit)

Visual row: "Our Lady of Vladimir", Raphael "Sistine Madonna", M. Savitsky "Partisan Madonna", B. Nemensky "Silence", etc.

Musical row: lullaby.

All nations sing the wisdom of old age

There is external and internal beauty. The beauty of mental life. The beauty in which life experiences are expressed. The beauty of intergenerational communication.

Assignment for the image of a beloved elderly person. The desire to express his inner world.

Materials (edit): gouache (pastel), paper, brushes.

Visual row: portraits of Rembrandt, self-portraits of V. Tropinin, Leonardo da Vinci, El Greco.

Empathy is the great theme of art

Since ancient times, art has sought to evoke the viewer's empathy. Art affects our senses. The depiction of suffering in art. Through art, the artist expresses his sympathy for the suffering, teaches us to empathize with someone else’s grief, someone else’s suffering.

Exercise: drawing with a dramatic plot, invented by the author (sick animal, dead tree).

Materials (edit): gouache (black or white), paper, brushes.

Visual row: S. Botticelli "Abandoned", Picasso "Beggars", Rembrandt "Return of the prodigal son".

Literary row: N. Nekrasov "Crying children".

Heroes, fighters and defenders

In the struggle for freedom and justice, all peoples see a manifestation of spiritual beauty. All peoples praise their heroes. Every nation has many works of art - painting, sculpture, music, literature - devoted to this topic. A heroic theme in the art of different nations. Sketch of the monument to the hero at the choice of the author (child).

Materials (edit): plasticine, stacks, plank.

Visual row: monuments to heroes of different peoples, monuments of the Renaissance, sculptural works of the 19th and 20th centuries.

Youth and hopes

The theme of childhood, youth in art. The image of childhood joy, dreams of happiness, exploits, travels, discoveries.

Art of the peoples of the world (summary of the topic)

Final exhibition of works. An open lesson for parents, teachers. Discussion.

Materials (edit): paper for decoration of works, glue, scissors, etc.

Visual row: the best work of the year or all primary school, collective panels, collected by children on the themes of art history material.

Literary and musical series: at the discretion of the teacher as an illustration to the messages of the guides.

KNOWLEDGE AND SKILLS OF ELEMENTARY SCHOOL STUDENTS

As a result of studying the program, students:

master the basics of primary ideas about three types of artistic activity: images on a plane and in volume; construction or artistic design on a plane, in volume and space; decoration or decorative art activity using various art materials;

acquire primary skills of artistic work in the following types of art: painting, graphics, sculpture, design, the beginning of architecture, decorative and applied and folk art forms;

develop their observational and cognitive abilities, emotional responsiveness to aesthetic phenomena in nature and human activity;

develop fantasy, imagination, manifested in specific forms of creative artistic activity;

master the expressive possibilities of artistic materials: paints, gouache, watercolors, pastels and crayons, charcoal, pencil, plasticine, design paper;

acquire primary skills of artistic perception of various types of art; an initial understanding of the features of the figurative language of different types of art and their social role - meaning in the life of a person and society;

learn to analyze works of art; gain knowledge of specific works of outstanding artists in various types of art; learn to actively use artistic terms and concepts;

master the initial experience of independent creative activity, and also acquire the skills of collective creativity, the ability to interact in the process of joint artistic activity;

acquire primary skills in depicting the objective world, depicting plants and animals, initial skills in depicting space on a plane and spatial constructions, primary ideas about depicting a person on a plane and in volume;

acquire communication skills through the expression of artistic meanings, expression of the emotional state, their attitude to creative artistic activity, as well as in the perception of works of art and the creativity of their comrades;

gain knowledge about the role of the artist in various spheres of human life, about the role of the artist in organizing forms of communication between people, creating the environment of life and the objective world;

acquire ideas about the artist's activities in synthetic and spectacular arts (theater and cinema);

acquire primary ideas about the richness and diversity of artistic cultures of the peoples of the Earth and the foundations of this diversity, about the unity of emotional and value relationships to the phenomena of life.

PROGRAM DESIGN

This diagram reveals the content of the program - its "three stages".

The first stage - the elementary school - is like the pedestal of the entire building - consists of four steps and is of fundamental importance. Without having received the development laid down here, it is useless (almost) to gain knowledge of the next stages. They may turn out to be external, not enter into the structure of the personality. We constantly repeat to teachers: no matter what class you start working with children unprepared, "raw" - you need to start from this stage.

And here the content of the first two classes is especially significant - they cannot be avoided, they lay the foundations of the entire course, all stages of the formation of artistic thinking.

Skipping the foundations here is like skipping a basic introduction to the existence of numbers in mathematics, with the ability to add and subtract them. Although more complex foundations of the arts are also laid here.

As the diagram suggests, the first stage, primary school is aimed at emotional initiation into the connections between art and life. In general, this problem is the basis of the essence of the program. Art is cognized precisely in this connection: one cognizes its role in the life of each of us and realizes the means - the language through which art performs this function.

At the first stage, art is not divided into types and genres - their life roles are learned, as it were, from the personality of a child to the breadth of the cultures of the peoples of the Earth.

The second stage is completely different. Here connections with the life of precisely the types and genres of art are traced. A large, at least a year, integral block is dedicated to each. Immersion with feelings and thoughts and awareness of the peculiarities of the language of each type of art and the reasons for this specialness, the uniqueness of the spiritual, social function, the role in the life of a person and society. Year - arts and crafts. Two years - fine. The year is constructive. Ninth grade - synthetic arts.

And the third stage is the final secondary education. Here everyone needs to be given a fairly serious level of knowledge of art history either in the course of "World Art Culture", or in the courses of parallel programs of plastic arts, music, literature, cinema. Each option has its own advantages and disadvantages.

But parallel to this theoretical course, it would be necessary to give at the student's choice, but to each one, one of the practical courses: "graphic diploma", "decorative literacy", "design diploma", "the basics of entertainment culture". Only by creating such a duality of theoretical and practical at the stage of completion of general education, we will be able to compete in the economy (and in culture) with economically developed countries. This way of completing secondary education, for example, in Japan has been operating for more than fifty years.

Today we are raising the problem of connecting the arts with the attitude to the world. But its links with the economy are no less significant. This aspect is emphasized by experts from different countries, where art is given space (up to six hours a week).

This program is designed for 1–2 academic hours for each topic. Optimally, the implementation of all topics should take at least two hours (double lesson).

However, with a clear use of the methodology developed by us, it is realistic (albeit weakened) to conduct classes on the topic in one lesson. It all depends on the school's understanding of the role of arts education.

* The program "Fine Arts and Artistic Labor" for secondary educational institutions was developed under the guidance of People's Artist of Russia, full member of the Russian Academy of Education, Director of the Center for NHO B.M. Nemensky's team of authors: V.G. Goryaev, N.A. Goryaeva, G.E. Gurov, A.A. Kobozev, M.T. Lomonosov, L.A. Nemenskaya, A.S. Petersburg.

The development in children of creative abilities for creative search and transformation of reality is helped by art classes, which are perceived by children with pleasure as an exciting game, and not learning.

Classes in art, modeling, prototyping are an important area for the development of children's creative abilities, they give freedom to creative self-expression, it is good when elements of creativity are present in all types of children's activities: in the classroom, in the game, in communication, this activates creativity. If the results of children's artistic labor are carefully stored and filled, they form an aesthetic environment for life, then conditions are created that dispose children to creativity.

Long-term pedagogical research confirms that it is artistic and aesthetic education and artistic work that contribute to the introduction of the child into the world of arts, which is emotionally connected with the world of personal experiences, observations, and thoughts of the children themselves. The child enters this world through independent creative activity. When a child cuts, glues a model, folds paper, etc., he uses both hands, and this helps to activate both hemispheres of the brain. Thus, the development of the left hemisphere, which is associated with the ability to speak,

count, think logically, etc. At the same time, the right creative hemisphere develops, which is responsible for imagination, the development of musical and visual abilities, spatial perception of objects, etc. Thus, artistic work is one of the important means of personal development, it contributes to the development of psychological confidence in children and a holistic perception of the world.

Of great importance in creative classes is the creation of an atmosphere of spiritual freedom, situations of success, conditions conducive to the maximum realization of the child's capabilities, as well as his formation as a unique integral harmonious personality. Freedom in artistic creation is conditioned by the needs, interest, and the creative potential of the artist. It is necessary to give the children the right to a free choice, to perform tasks by different means (applique, manual labor, embroidery, origami, etc.), the right to creative search and to make mistakes.

Today the problem of creative development has acquired a special urgency. This is due to the contradiction, characteristic of the modern period, between society's need for an educated, cultured, creative-minded person, on the one hand, and a decline in the general level of culture and education of society as a whole, on the other hand.

The swiftness of scientific and technological progress, the acceleration of the pace of life, a powerful flow of information, etc. lead to psychological, physical overload and stress. A person cannot cope with solving modern problems. Therefore, it is necessary from childhood to prepare the child for making independent, creative decisions, the ability to navigate in the modern world. In order for him to develop creatively on his own, adults need to create such conditions for his life, which would cause in children the need for creativity, transformation of themselves and the environment.

Classes in art, modeling, prototyping are an important area for the development of children's creative abilities, they give freedom to creative self-expression.

Introducing children to folk culture is a necessary condition for the effectiveness of artistic work. From time immemorial, people spent long evenings at needlework, adults and children weaving, embroidering, dancing and singing together. They carefully kept and passed on from generation to generation songs, epics and myths, as well as techniques, methods, methods - the secrets of mastery. Folk craftsmen, studying the experience of generations, created works of art, bringing their personal perception, feeling, understanding from the standpoint of modernity, investing a piece of their talent. Folk culture is the nourishing basis for the creative self-development of a person.

Through direct communication with genuine folk crafts, children discover the most characteristic features of folk art. Children will learn special techniques with the help of which craftsmen achieved the greatest artistic expressiveness, high aesthetics.

It is very useful for children at the initial stage of classes to study and even copy samples, training the hand and eye, but then, according to their own sketches, perform compositions and "in style." The main goal of doing work "in style" is not to accurately repeat the details, but to carefully preserve the spirit. So that the tradition lived and revived not in external form, but in spirit.

The most significant condition for the effectiveness of the process of artistic labor is the psychological and pedagogical support of the child. Psychological support is defined as understanding, recognition, praise.

One of the main tasks of the teacher is to help, support and teach the child to be creative in the process of his growing up and development. Pedagogical support softens the child's entry into the world of knowledge, creativity, contributes to the acquisition of social activity and such moral qualities as love, sympathy, gratitude, the ability to see beauty. It is necessary to stimulate the original, non-standard solutions of children in order to contribute to the development of the child's creative potential. Adults need to show goodwill, tolerance and caution in evaluating children's work, organize a discussion of the options proposed by children.

In the classroom of creative artistic work, one cannot do without the study and application of the basic artistic and expressive means and methods of composition. Therefore, it will be necessary to explain to children such terms and concepts as harmony, proportionality, dynamics, contrast, nuance, rhythm, etc.

Creation acts only as an indicator of the assimilation of knowledge, but also as a springboard for their correction. Artistic work gives children the opportunity "here and now" to participate in the full cycle of the cognitive process from the acquisition, transformation of knowledge to their application and preservation in mental and tactile memory.

One of the important problems of education is the result of creative activity. It is important what and how they create. It is in creative pursuits that the basics of general culture and aesthetic taste are laid and practically fixed. Artistic work involves a creation process that is commensurate with cultural requirements and traditions.

The teacher, as a participant in co-creation, should always remember about the enormous educational impact on a person of the world of everyday culture, because it is in the world of things that the materialization of the worldview and worldview takes place.

When completing tasks, it is necessary to pay due attention to the design of the appearance of products, treating this problem not as a simple decoration, but as an integral part of creating a single aesthetic image of the model.

The main result of artistic work is not so much finished products, and even the environment created with their help, as changes taking place in the children themselves. Children begin to actively perceive and understand the subject-spatial environment and independently, artistically organize, aestheticize the environment of their life. Children learn to create their own projects of a non-standard form, combine details and composition options, feel the features of the material, they have a need for creative work.

Based on the above, I have drawn up the stages of work on this topic ( Annex 1).

Bibliography

1. Vetlugina N.A.

... Artistic creation and the child. - M., 1972.

Komarova T.S.

... Folk arts and crafts of Russia. - M., 1983.

Manual and artistic work is aimed at satisfying the aesthetic needs of a person. The content includes the manufacture of items from a variety of materials: paper, cardboard, wood, natural, waste.

They make handicrafts, toys, attributes for games, manuals for classes, repair books, board-printed games. Show persistence, patience, accuracy. They plan the work, select the necessary parts, make simple blanks. Crafts - gifts for kids, adults and decorate the premises of the group for the holidays. Exhibitions, competitions of creativity of children and adults, parents.

The approximate content of manual labor in the older group:

· Repair of books for kids;

· Sewing loops to new towels;

· Making "vegetables and fruits" from foam rubber for playing in the "Shop";

· Repair of boxes for board-printed games;

· Sewing doll bed linen;

· Making decorations for the holiday for the group;

· Production of characters for a table theater;

· Production of elements of costumes for the holiday;

· Weaving from a braid belt for doll clothes;

· Making Christmas tree decorations;

· Hand-made toys for playing with buildings (trees, little men, animals, cars ...);

· Making souvenirs as a gift to dad, mom, friend ...;

· Making toys, fun for kids, etc.

The origin of mental labor (Kulikova T.A.) - work can act as a logical solution to a problem (mathematical, everyday, the child's own "discovery", obtained as a result of deliberation, etc.)

The teacher teaches children to “think before doing”, to explain to themselves and to others the course of their thoughts, to draw conclusions and inferences, to receive satisfaction from the independently found solution.

Mental work has all the components of labor activity.

Various types of labor are not the same in their pedagogical capabilities, their meaning changes at one or another age stage. If, for example, self-service is of greater educational importance in younger groups - it teaches children to be independent, equips them with skills to overcome difficulties, then at the senior preschool age this work does not require effort, for children it becomes habitual. Assessing the educational value of self-service, first of all, it should be noted its vital necessity, focus on meeting the daily personal needs of the child. Daily fulfillment of elementary labor tasks teaches children to systematic work. Children begin to realize that everyone has work responsibilities related to their daily needs. This helps to instill a negative attitude towards idleness and laziness.

Self-service - it is constant work about the cleanliness of the body, about the order of the suit, the willingness to do everything necessary for this and to do without external demands, from an internal need, to observe hygienic rules. It is clear that such an attitude of children to self-service work can be achieved through painstaking systematic work in kindergarten and family.

Self-care is the primary labor of a young child. Teaching children to dress, wash, eat, and put away toys by themselves, formulates their independence, less dependence on an adult, self-confidence, desire and ability to overcome obstacles.

Labor of children in nature creates favorable conditions for physical development, improves movement, stimulates the actions of various organs, strengthens the nervous system, labor in nature is of great importance for the mental and sensory development of children. In this work, as in no other, mental and volitional efforts are combined.

Labor in nature is associated with expanding the horizons of children, obtaining accessible knowledge, for example, about soil, planting material, labor processes, and tools. Labor in nature contributes to the development of observation, curiosity of children, instills in them an interest in agricultural work, and respect for the people who are engaged in it. Labor in nature helps to cultivate love for her. Through the content of labor in nature, for example, the cultivation of beautiful flowers aimed at satisfying the aesthetic needs of people, through the organization of the labor process in accordance with the requirements of culture and aesthetics, the use of the results of labor to satisfy practical needs and joyful aesthetic emotions, aesthetic education of children is carried out.

Manual labor- develops the constructive abilities of children, useful practical skills and orientation, forms an interest in work, readiness for it, cope with it, the ability to assess their capabilities, the desire to do the job as best as possible (stronger, more stable, more elegant, more accurate).

In the process of labor, children get acquainted with the simplest technical devices, master the skills of working with some tools, learn to take good care of materials, objects of labor, tools.
Children learn through experience elementary ideas about the properties of various materials: the material undergoes various transformations, and various things can be made from it. Thus, learning how to make useful objects from thick paper, children will learn that it can be folded, cut, glued.