Children's design activity in the dow. Circle "Design in children's creativity

23.05.2019

Elena Viktorovna Zaitseva
Children's design activities in the preschool educational institution

Educators Zaitseva E. V. Kozina L. V.

In the conditions of intensive development of innovative processes in the social, economic and political life of the country, the need for the formation and development of the creative personality of a preschool child increases.

The urgency of the problem is determined by the fact that the fixing of patterns in the child's work poses a great danger to him, so it is necessary to destroy the frozen patterns and introduce new types. activities to stimulate the child's own creativity.

The novelty of the work experience presented by us lies in the use of new techniques and materials, which contributes to the formation of new knowledge in preschoolers, skills in the manufacture of unique children's work using products in a child's life, kindergarten and family.

Target: creating conditions for the disclosure and development of the creative potential of a preschooler by means of artistic and constructive design.

Tasks:

The development of creative thinking of preschoolers, through familiarization with the methods and techniques used in artistic and constructive design.

To form the ability to consistently implement their plan, skillfully

handle materials and tools.

Encourage co-creation with peers and adults activity design using

result of creative activities at home, games, room decor in kindergarten, Houses.

To form an evaluative attitude to the world around, the ability to analyze, self-assessment in the performance of work.

Develop interest in design - creativity.

Develop cognitive activity, communication, independence.

Development of figurative thinking, imagination, steady attention, observation,

accuracy.

Children's design can be focused both on the aesthetic organization of space, and on the creation of beautiful useful objects that make up the environment of the child. Elementary crafts of a child can be considered as his project activity, because already in simple arrangements he plans a certain result. The child gets acquainted with various artistic techniques and craft materials with affordable ways to make and decorate their products.

In creative activities The child should be divided into three main stages.

The first is the emergence, development, awareness and design of the idea. The theme of the upcoming image can be determined by the child himself or suggested by the teacher (its specific decision is determined only by the child himself). The younger the child, the more situational and unstable is his intention. The older the children, the richer their experience in the visual arts. activities, the more sustainable their intention becomes.

The second stage is the process of creating an image. Activity at this stage, it requires the child to be able to master the ways of depiction, expressive means specific to drawing, modeling, and appliqué.

The third stage - the analysis of the results - is closely related to the two previous ones - this is their logical continuation and completion. Viewing and analysis of children's creations are carried out at their maximum activity, which allows you to more fully comprehend the result of your own work. activities. At the end of the lesson, everything that was created by the children is exhibited on a special stand, i.e., each child is given the opportunity to see the work of the entire group, to mark, justifying their choice, those that they liked the most. The tactful, guiding questions of the teacher will allow children to see the creative finds of their comrades, the original and expressive solution of the topic.

Children's design has:

Object-decorative character is the creation and decoration of objects (toys, souvenirs, clothing items, arrangements).

Spatial and decorative character - activity in space, taking into account its features (area, lighting, pattern of windows, doors, niches).

We pay great attention to subject-decorative design. We introduce the guys to such an artistic and creative activities as, decoration. The meaning of the concept "decorate"- to give something a beautiful look, decoration We have selected a few directions: mosaics from various waste materials, appliqué, decoupage, plasticineography, non-traditional drawing techniques. This innovative approach makes it possible to enrich design group rooms copyright and children's works using a wide range of non-traditional techniques and technologies.

In order to instill a love of preschoolers for fine arts, to arouse interest in drawing, we start from the early preschool age, we widely use non-traditional image techniques in our work. The first steps in this direction were the use of the simplest non-traditional methods (drawing with fingers, palms, crayons, crumpled paper stamps, etc.).

Such non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar objects as art materials, and surprises with its unpredictability.

By emotions, one can judge what at the moment pleases, interests, desponds, excites the child, which characterizes his essence, character, individuality. Then gradually introduce the elements design, which, in work with older preschoolers, develop into independent classes in design activities. Classes design activity combine several types of artistic and creative activities: drawing, modeling, application, manual labor and design.

Senior preschooler able "see" and with the help of an adult, gradually realize your "design intent", anticipating the artistic result. This makes it possible, along with the use of traditional types of pictorial activities introducing children to new types: architectural and artistic design and modeling clothes with arrangements-decorations from different materials. At this stage, children, under the guidance of a teacher, arrange things, objects for decorating a room, participating in creative exhibitions. This allows you to evaluate your work, its result. Attention is focused on what happened, a positive assessment is given activities creates a favorable emotional background that contributes to the formation of creative imagination and thinking

In the process of teaching children the elements design, introduce them to the features, properties and capabilities of various artistic materials and technologies: drawing on wet paper; drawing with a toothbrush on colored paper; monotypes (cellophane, paper, glass); drawing through carbon paper; plasticine drawing; finger painting; stencil hand; blotography; application of the reception "spray"; collage; poke method; coinage; stained glass windows. After all, the introduction to the lessons of the elements design requires expanding children's knowledge about the properties of various materials (paper, cardboard, fabric, plastic, natural materials, etc.) and develop skills and abilities while working with them. were interesting and exciting classes: "Summer Tale" stained glass windows, "Autumn motives"-blotography, "Autumn on the edge of the paint bred"- printing with leaves, "Vase for Mom"- tableware design, "Christmas story"- decoupage technique, "At the edge of the forest"- plasticineography, "Christmas Toys"-decor of Christmas balls and Christmas trees, "Candlestick Exhibition"- decoration of candlesticks, "Frost patterns"- painting with salt.

We acquainted parents with the achievements of their children, each individually. From this communication, we learned how much parents are interested in the life of children in kindergarten. In the process of working with pupils, we felt the desire of parents for their own creativity with children and began to involve them in a joint activity. Parents began to actively help in collecting material, to participate in the design of exhibitions, because they saw that children with great desire, learn to fantasize, create, create beautiful works of art. They brought jointly created crafts and compositions.

Result:

The experience of our work has shown that this kind of artistic and creative activities, as decoration, not only allows you to get high-quality, attractive, and therefore valuable in the eyes of the child and others "product" but also contributes to the development of social relations: the ability to navigate in the environment, increase the level of self-awareness, the formation of positive relationships, as well as the level of artistic and creative development of preschoolers, the satisfaction of parents with work in the educational field "artistic creativity".

Fantasy, imagination is the basis on which creative abilities are formed and, as a result, the outstanding character of the child in the future.

The world in which the baby lives is filled with not only real, but also fabulous events. Children fantasize because they want to be in the role of wizards.

You need to help the child a little, and the miracles invented by him will become a reality!

Olga Kondratieva
Consultation for educators: Children's design in kindergarten

“Creativity is not the lot of only geniuses who have created great works of art. Creativity exists wherever a person imagines, combines, creates something new”

L. S. Vygotsky

The art of design is actively entering our lives.

And today I would like to study the concept of "Children's design".

Children's design- a new artistic and productive activity, which is understood as design thinking of the widest range.

In design, not only the development of the idea is important, but also the planning of the result, which contributes to the development of the child.

Children's design is aimed at revealing the child's personality, his individuality, developing his creative potential, free, without pressure from an adult, based on the child's self-expression, his self-development, cooperation and co-creation, using only humane methods and techniques, without prohibitions and categorical appeals .

When we talk about a designer child, we often mean an artist child. In fact, design is an unusual take on ordinary things. This means that the main thing for a designer is non-standard thinking, fantasy, imagination, the ability to combine color and shape. It follows from this that in order for a child to become a designer, first of all, it is necessary to develop his spatial imagination, to encourage a non-standard vision of the world around him.

We often do not support the child's fantasies, and if he draws a pink elephant, then we correct it and say: this does not happen, the elephant should be gray. At first, the child objects: “He is fabulous, magical.” But if an adult constantly gives the "correct" sample, the baby fantasizes less and less.

Design - activity- this is a special kind of artistic activity that combines various types of creativity: drawing, modeling, application, design, artistic work.

In the practice of a kindergarten, the content of the concepts is often confused: “graphic activity” (with needlework, “creative design” and the actual activity of “children's design”. Naturally, these restrictions are conditional, but at the same time the following should be noted: children's products after artistic and didactic folded into folders and boxes and then not in demand - this is not yet children's design.Children's design is associated with the decorative activity of the child himself to improve the object-spatial environment surrounding him.

At the same time, professional design has common features with children's design, i.e., visual activity and design. This:

Originality and uniqueness of the creative product;

Acquaintance with the system of sensory standards, the premise of the modular design principle;

Jointly separate nature of the execution of the plan;

Objective and spatial-decorative nature of project activities;

Use of similar materials and techniques;

General approach to assessing the artistry of professional and “children's” art;

Self-sufficiency Non-competitiveness of children's art products

The first steps in the art of design are so simple that they do not require much effort from the child. He enjoys discovering the world of matter. Gradually, experience will come, skills will be formed, and he will easily complete a large, complex work on his own. In addition, today, more than ever, there is a need to form a harmoniously developed personality. A person who will study, protect and develop the spiritual heritage of our people. All this is of great importance: a person who sees and knows how to appreciate beauty will preserve and increase it, such people are not capable of immoral acts. That is why design classes are so relevant - the activities of older preschoolers. Children develop artistic and creative abilities, their creative potential is revealed by means of artistic and constructive design, as well as:

Visual-figurative thinking develops; artistic and aesthetic taste, sense of style;

Artistic perception of the surrounding world, imagination, fantasy, creative thinking develop;

The aesthetic culture of children is increasing;

Cognitive activity, fine motor skills, spatial orientation, perception develop;

Obtaining skills in working with various materials;

Formation of a project culture in children and education of a competent consumer.

Classes design - activities designed to influence the mind, will, feelings of children, encourage them to creative self-expression, a state of emotional comfort, a sense of the joy of childhood in various types of artistic and creative activities using non-traditional techniques: collage, testoplasty, origami, quilling, papier-mâché, scrapbooking, scrapbooking , decoupage, isothread, etc.

Introducing children to design is a noble, but difficult and long-term undertaking.

Now let's talk about techniques.

modeling- the process of creating a sculptural work associated with working on a soft plastic material.

You can sculpt from clay and plasticine, but it's interesting to learn something new. Salt dough is the most economical and safest way to try your hand at developing your imagination, because you can mold anything from it. The dough is accessible to everyone, cheap and easy to use material, it can be prepared in advance (for future use). The dough can be dyed and molded into an already colored product, or you can paint the finished work after final drying. The beauty and elegance of "salty crafts" will provide food for creative thinking. The work is lightweight and durable.

Papier mache- not only a beautiful French name, but also a very simple, budget technique for making various crafts from pieces of paper. It is a pleasure to engage in such creativity in kindergarten.

There are three technologies for making papier-mâché products.

According to the first technology, the product is made by layer-by-layer gluing small pieces of wet paper onto a pre-prepared blank.

According to the second method, products are molded from liquid paper pulp. Paper, cut into small pieces, is poured with hot water and placed in a warm place for a day. Then it is boiled, squeezed, loosened and dried. The resulting paper mass is thoroughly mixed with chalk. Glue is added to the paper-chalk mixture with constant stirring until a plastic creamy dough is obtained. As glue, a mixture of starch paste and wood glue is used. The dough is poured into the prepared form or applied in a layer on its surface and kept until completely dry.

According to the third method, products are glued like plywood under pressure from plates of hard, dense cardboard. The resulting product is primed and painted.

scrapbooking- this is needlework, which is the design, creation and design of albums, packaging boxes, frames for pictures and photographs, as well as gift cards.

Children always want something new and interesting. Fascinating tasks can occupy a child for more than one hour.

Origami for kids- this is an application that will be interesting for children on the one hand, and difficult on the other hand. Origami for children allows not only to distract the child from something, but also develops the dexterity of the children's hands. Thanks to this, you can give the child the opportunity to decorate the house himself. Of course, he will take on this task quite responsibly. That is, we can see how origami develops in a child something beyond physical achievements - excellent moral qualities.

quillin g is the art of paper rolling, which is already more than one hundred years old.

As practice has shown, paper processed using the quilling technique is very durable and strong. Therefore, all products from it are widely used in everyday life. You can make a candy bowl and use it for its intended purpose. Even on a voluminous cup holder, you can safely place your favorite cup of coffee.

Work in the technique of sewing is a fascinating activity not only for adults, but also for children. At first glance, it seems that this technique is very complicated, in fact, you just need to learn the pattern and everything will turn out great.

You need to master the technique of filling the corner, circle, cobweb. After that, you will be able to complete rather complex paintings using the isothread technique.

Teach this art to a child, it is not only interesting, but also useful. This hobby develops perseverance in a child, an eye, fantasy and abstract thinking, coordination of hand movements and fine motor skills, brings up accuracy and attention.

Preschool teachers are familiar with scratching technique translated from French means "scratching" This technique is popular because it has great artistic and expressive possibilities - a light shimmering underpainting that appears on a dark background, which gives the work mystery and fabulousness. The scratching technique allows children to easily perform coloristic and graphic tasks, and educators create unusual game situations in the course of work.

Decoupage- a very popular modern technique for decorating various items: from small plates and vases to spacious chests of drawers and cabinets. The decoupage technique is not very complicated, but it has techniques that require certain skills and abilities.

The essence of the decoupage technique is that a thin layer of paper with a decorative pattern is glued onto the surface of the object being decorated, thus creating the illusion of hand painting. Decorative patterns are produced on special decoupage napkins. In addition, a decoupage pattern can also be cut from an ordinary paper napkin, from a magazine, postcard, label, or even from wrapping paper.

Collage- a relatively young trend in the visual arts. It is the brainchild of the last turbulent century, when artists were looking for new means to express their thoughts, feelings and moods. The collage technique (from the French collage - gluing) gives a wide scope for creativity, since the whole is created from the fragmentary. Fragments can be photographs, glossy magazines, multi-colored paper, different textures, fabric, foil, plants, paints, fabrics, metal parts and much more.

Collage is a very interesting technique, it can combine most non-traditional techniques, in a collage you can use testoplasty, scratching, isothreading, quilling, and much more, it all depends on how rich your imagination is.

Thank you very much for your attention!

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"Children's design" is defined by experts as socially useful artistic and decorative creativity, contributing to the enrichment of specifically children's forms of activity and communication. Children's design is a new artistic and productive activity, which is understood as design thinking of the widest range. In design, not only the development of the idea is important, but also the planning of the result, which contributes to the overall development of the child.

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Children's design can have a subject-decorative character - this is the creation and decoration of objects (toys, souvenirs, clothing items, arrangements). spatial-decorative character is an activity in space, taking into account its features (area, lighting, pattern of windows, doors, niches, landscape, etc.).

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The first direction - "arrangements" - involves the development of the traditions of children's needlework with a focus on decorating clothes and decorating the interior. These can be: phyto-design compositions, bouquets, herbarium paintings, jewelry made of artificial and natural materials, stained-glass windows and mosaics made of colored plastic, game details and elements of plot-thematic, fabulously magical and ornamental compositions. Directions of design activity

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The second direction - "clothes design" - involves familiarizing children with the culture of clothing and some of the ways preschoolers can create drawings - sketches, styles and decorative trimming of dresses. At leisure, children draw sketches of costumes for characters in literary works, cartoons, performances, as well as for themselves - everyday and festive clothes.

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The third direction - decorative and spatial design - focuses the attention of children on the decorative design of the appearance of buildings and landscapes, on the aestheticization of the puppet-play space, the interiors of group rooms, and premises for the festive morning performances of the kindergarten. Children gain design experience when creating layouts of rooms, houses, using improvised materials.

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The main stages of introducing children to design: 1. Acquaintance with the basic concepts of design (idea, harmony, composition) and composition (space, line, spot, shape, color, texture). Acquaintance with the main professions of the design industry (fashion designer, stylist, architect) Studying the technology of performing various creative works. Using the rules for the design of the finished product. Introduction to design technologies. Create your own products. Assessing the results of your work.

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Forms of organizing joint design activities of preschoolers: combining into a common composition (exhibition) individual works of children performed on the same topic in frontal classes; 2) the work of a group of children “on one sheet”: a frieze, a panel, etc., where each child completes his part of the sheet, coordinating it with the work of his peers; 3) the phased nature of work such as "relay", "conveyor".

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The teacher - the leader of the children and the direct participant in the design activity organizes the implementation of: tasks with the setting “finish”, “finish”, “complete”, where the child manifests himself “fragmentally”, imitating the master; 2) tasks with a focus on the result of co-creation, where it is more independent; 3) tasks that require the complete independence of the child in a creative search, where he himself plans his actions. In this case, the teacher's direct guidance changes to indirect, indirectly and tactfully coordinating the child's activities.

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to make excessive demands on children, overloading them with tasks of considerable complexity and volume, it is impossible to “improve” children's work without the knowledge and consent of the author. (Oral recommendations for improvement are readily carried out by the child himself). It is impossible to stop his work by offering another task, to prevent him from fulfilling his plans to the end. Do not praise or emphasize the shortcomings of the child. (The teacher maintains an atmosphere of goodwill by encouraging children and the group as a whole for successful work, for example, with a large toy, a painting, a decorative panel, a game complex in the interior, a “sweet” gift, etc.) The teacher must remember that it is impossible:

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Acquaintance of children of senior preschool age with design elements is effective, subject to the following requirements: - build a cycle of OOD sequentially and include different types of design activities; - convey to children the meaning and significance of design activities, its practical orientation; - practical use of children's design products - activities in kindergarten; - organization of children's perception of samples of design art; - organization of interaction between the preschool educational institution and the family; - the availability of the necessary material equipment for children's design.

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art material paper and cardboard junk material fabric and other fibrous materials natural material decor material Together with the children, zones (corners) of the “design fund” are organized, where illustrative material and visual design aids are concentrated.

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Artistic material 1. Paper and cardboard Napkins, corrugated paper and cardboard, colored paper, disposable cardboard plates, colored cardboard, etc. 2. Waste material Cups, plastic disposable spoons and forks, buttons, discs, ice cream sticks, etc. 3. Natural material Seeds, pits, twigs, shells, etc. 4. Fabric and other fibrous materials Foam rubber, cotton wool, cotton pads, napkins of various textures, etc. 5. Decor material Sequins, beads, pebbles, bows, ribbons, braid, etc.

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Planar (applicative-graphic) design Types of activity Artistic arrangement Modeling of clothes Decorative-spatial design Paper plasticity. Natural and artificial material. Montage, ISO, photo. Excursions, viewing of fine arts and video materials. Drawings in coloring books. Arrangement drawings. Drawings, printing. Application of souvenirs-gifts: bookmarks for books, business cards, invitation cards, congratulations, candy wrappers. Decorative napkins. Cut pictures. Sets of letters, signs, numbers. Mosaics. Logos, symbols. Lotto, dominoes. Weaving, weaving, macrame. Painting, aqua ink. Poster, wall newspaper. Photomontage. Panel, frieze. Phytocompositions. Clothing decoration elements. Application. Nature calendar. Puppet. Children's. Theatrical and festive. Excursions, visits to the theater, exhibitions, museums. Drawings: clothes yesterday, today, tomorrow. Drawings: fabric for clothes. Drawings: clothes are creative. Drawings of accessories and adornments of clothes. Application: styles and patterns of clothing, its details. Application: a mannequin dress a doll. Silhouettes of puppets for the shadow theater. Pictures cut. Drawing up collections: albums "fashionable clothes". selection and creation of jewelry. Panel, frieze "fashion ball", "children's carnival", "dance of dolls". Interior design and children's environment. Entertainment and holidays. Excursions, walks around the city. Drawings: doll room, play area. Drawings in folding books. Drawings “my corner of the house”, “festive decoration of the hall”, “holiday in the city”, “my favorite performance”, “I am an architect”. Split pictures "Architectural ensembles", "Know your city". Thematic lotto, dominoes. Application "I am an architect", "I am a theater artist". Compilation of albums: "Architecture", "Interior", "Landscape". Participation in the creation of decorative decoration of the hall for the holiday.

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Volumetric (subject-spatial) design Activities Artistic arrangement Clothing modeling Decorative-spatial design Walking, watching art, video. Making collages. Patchwork mosaic. Design, geometric, shaped forms. Compositions: garlands, sultans, Christmas decorations. Phytocompositions, homemade toys. Serving samples (braids, vases). Creation of jewelry (jewelry, stones, flap, bark). Help games, folding books (“Dress the Doll”, “My House”). Panels, friezes, photomontages. Excursions in the fashion studio. Games in "disguise". Modeling with painting. Painting design. Games-allowances "studio haute couture", "I am a fashion designer." Creation of mannequins. Modeling clothes on mannequins. Creation of props for games, performances, masquerades, carnivals. Doll wardrobe. Creation of costume compositions. City tours. Board games "Doll's House". Construction games "I am an architect", "I am a builder", "Teremok", "fairy tales". Selection and design of small boxes. Creation of table decorations for the performance with painting, appliqué. Designing desktop game layouts. Design of game layouts (painting, appliqué). Create art collages. Creation of architectural and sculptural compositions on the site (from snow, rock garden). Design decoration of premises for holidays and entertainment.

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Three-dimensional (subject-spatial) design Activities Artistic arrangement Clothing modeling Decorative-spatial design Excursions to nature, exhibitions, museums. Creation of compositions of "kinetic design" (free rotation) when decorating rooms for the holidays (garlands, balls, lanterns, stars, snowflakes, etc.). Selection of props for dramatization games, performances at a holiday (ribbons, sultans, toys, flags). Selection of scenery for the performance and entertainment. Selection of arrangements for the design of puppet and children's interiors. A complete set of arrangements for the design of a festive interior and site. Creation of phytocompositions for landscaping, decoration of premises, plots, buildings. Creation of landscape arrangements (rock garden, "alpine club", "Moorish carpet", "hill with a waterfall", "brook", "reservoirs") Excursions "Fashion Exhibition" (studio, showcase, museum). Participation in the creation of a soft (interior) toy and its wardrobe. Demonstration of new clothing samples (on the podium, in front of a mirror), comparison, selection. Participation in the organization of "costume" for dolls and children's clothing. Participation in the organization and equipment of the "studio haute couture", mini-museum. Participation in the selection and organization of clothing exhibitions. Participation in costume events in clothes (its elements) performed by children (in kindergarten and family). Excursions around the city, parks, estates. Aesthetic organization of puppet-play space (in kindergarten and family). Participation in the aesthetic organization of the playing space for children, areas of employment, work, artistic leisure (in kindergarten and family). Participation in the installation and dismantling of scenery (stage, screen, podium) for the performance. Participation in the aesthetic transformation of the kindergarten premises. Participation in the organization and design of the design studio. Selection of works and participation in the preparation of an exhibition of children's creativity and masters of art. Creation of compositions from large-block material (boxes, constructors) of play buildings (indoors and on the site). Using the effect of color and light design (stained glass, lighting).

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GBOU School No. 1034 TO No. 4

Abstract on self-education

Topic: "The development of creative activity in preschool children through design activities."

Performed:

Teacher Orekhova S.V.

Moscow 2015

Introduction.
Chapter 1. Psychological and pedagogical aspects of the development of creative activity in preschool children through design activities.
1.1 Teachers and psychologists about children's artistic creativity and creative activity.

Chapter 2


Conclusion.
List of used literature.
Appendix.

Introduction

Socio-economic transformations in society dictate the need for the formation of a creatively active personality with the ability to effectively and innovatively solve new life problems. In this regard, preschool institutions face an important task of developing the creative potential of the younger generation, which in turn requires the improvement of the educational process, taking into account the psychological patterns of the entire system of cognitive processes. Today, attention is actively drawn to a new direction in the artistic education of preschool children - children's design, which gives wide scope to children's creativity. The implementation of this direction requires an appeal to the general developmental pedagogical systems of an integrated type. This activity is new and little studied, but it has an undoubted developmental potential for all spheres of the personality. The introduction of this activity into the educational process is also due to the increased cultural needs of people in the modern world, the capabilities of children, as well as the concept of preschool education, which declares as the most important basis for the implementation of program content the developing subject environment of children's activity - as a system of material objects that functionally model the content of physical and spiritual development of the child.

The problem of the development of children's creative imagination is relevant because this mental process is an integral component of any form of a child's creative activity, his behavior in general. In recent years, on the pages of psychological and pedagogical literature, the question of the role of imagination in the mental development of a child, of determining the essence of the mechanisms of imagination, has been increasingly raised.

The urgency of the problem is determined by the fact that the consolidation of patterns in the child's creativity poses a great danger to him, so it is necessary to destroy the frozen patterns and introduce new activities that help stimulate the child's own creativity.

Many years of experience in the program "Education and education in kindergarten", edited by M.A. Vasilyeva, artistic and aesthetic orientation, showed that the program is more oriented to preschool teachers on the formation of visual and technical skills of preschool children in various types of productive activities. The program does not focus enough on tasks aimed at developing the creative abilities of preschoolers using non-traditional forms of education.

This problem allowed us to formulate the topic of the study: "The development of children's creative activity through design."

The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its solution should begin already at preschool age. The most effective means of achieving this is the visual activity of children.

The federal state requirements for educational programs of preschool educational institutions highlight the educational area "Artistic Creativity", the content of which is aimed at achieving the goals of forming an interest in the aesthetic side of the surrounding reality, meeting the needs of children in self-expression through the development of productive activities (drawing, modeling, applique, art work).

In the process of drawing, modeling, application, the child experiences a variety of feelings: he rejoices at the beautiful image that he created himself, upset if something does not work out. But the most important thing: by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; in the process of work, he begins to comprehend the qualities of objects, memorize their characteristic features and details, master fine skills and abilities, learns to use them consciously.

Therefore, it is so important to widely include in the pedagogical process a variety of classes in artistic, visual activity. Here, every child can express himself most fully without any pressure from an adult.

The purpose of the study is to determine the possibility of teaching design elements to children of senior preschool age.

Research objectives:

1. Reveal the essence of the concept of "creative activity" and reveal its types and conditions of development.

2. To study the concept of "children's design", highlight its types.

3. To reveal the possibility of teaching design elements to children of senior preschool age.

4. Develop and test a program for teaching design elements to older preschoolers.

Research Hypothesis: Teaching design elements to preschool children will be effective if the following requirements are met:

The cycle of classes will be built sequentially and include different types of design activities;

Communicating to children the meaning and significance of design activities, its practical orientation;

The practical use of children's design products - activities in kindergarten.

Organization of children's perception of samples of design art;

Object of study: the development of children's creative activity.

Subject of research: children's design activity.

The practical significance of the study is determined by the fact that the developed and tested project for teaching children the elements of design aimed at developing children's creativity can be recommended for use in the practice of a preschool institution.

This work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

Chapter 1. Psychological and pedagogical aspects of the development of creative activity in preschool children

Teachers and psychologists about children's artistic creativity and creative activity

Preschool age is the period when artistic creativity can become and most often is a sustainable hobby not only for especially gifted, but for almost all children, i.e. Carrying a child into the fabulous world of art, we imperceptibly develop his imagination and abilities.

In domestic psychology, the consideration of imagination as an independent mental process was proposed by L.S. Vygotsky. Vygotsky showed that imagination is most developed at preschool age, starting to take shape in play activities and receiving its further development in a wide variety of activities (graphic, musical).

What are creativity? Many psychologists gave their own definitions of creativity, but all definitions boiled down to the fact that creativity is the activity of a person who creates something new, original. As early as the end of the 19th century, children's creativity began to attract the attention of scientists of all directions: psychologists, teachers, and art historians. This was due to the development of science and culture, the emergence of a new direction in psychology - child psychology. Works on the psychology of childhood began to appear abroad. In which a special place was given to the analysis of children's drawings (D. Sely, N. Browning, R. Lamprecht). K. Ritchie was the first author who devoted his work "Children - Artists" to the psychological analysis of children's drawings. In the early 1900s articles began to appear in Moscow, lectures on artistic education began to be read. The works of scientists devoted to children's fine arts (L.T. Orshansky, A.A. Rybnikov, K.M. Letilov, F.T. Schmidt) are published.

L.S. Vygotsky believes that human activity can be divided into two types:

Reproducing (reproductive);

Combining (creative).

Reproductive activity is associated with our memory, it reproduces, and creative activity is this kind of activity when a person imagines. The creative activity is called imagination or fantasy.

The most prominent psychologist B.M. Teplov, describing the creativity of children, wrote that one of the important features and great difficulties of pedagogical work on artistic education is due to the fact that the child's creative activity cannot be motivated as an educational activity, it is necessary that some part of the child's artistic activity should be aimed at creating a product. activities that must have an impact on someone.

Without this, the development of the child's creativity will inevitably be replaced by the development of some formal skill. A.V. Zaporozhets claims that "children's creativity exists", but draws attention to the fact that it is necessary to learn how to manage the features of its manifestation, to develop methods that encourage and develop children's creativity. He assigned a large role to artistic activities, as well as all educational work with children to develop their perception of beauty in the surrounding life and in works of art, which plays a large role in the general and creative development of the child.

So, one of the main tasks of child pedagogy and psychology is to educate a child as a creative and active person. At preschool age, children undergo socialization, education, training in preschool institutions, where teachers and educators use different techniques and techniques for the development of the child.

At this age, cognitive and creative activity begins to form. What is activity? Activity is a practical object-sensory activity aimed not only at transforming the surrounding world, but also at transforming the personality itself - the most important condition and factor of its mental development.

The study of the cognitive activity of preschoolers is based on the cognitive need of the child himself, his interest in a new object and acts as free experimentation, as well as the solution by the child of a practical task set by an adult. In this case, cognitive activity is subordinated to a practical goal. There are three levels of cognitive activity in preschoolers:

1. The level of interest in the external properties of an object is determined by the object itself.

2. The level of interest in the functional qualities of the object and the regulation of the search is determined with the help of an adult.

3.Activity is directed by the goal - to achieve the desired result.

Consider the features of creative activity. At present, the question of the formation and development of the creative activity of a preschooler is again put on the agenda. This is due to the fact that creative activity is one of the key qualities of a person.

The source of personality activity is various needs. These are the needs for learning, activity, play, communication, recreation, creative need, the need for self-realization.

A need is nothing more than a way or a means of solving it.

This is a very important conclusion for our study of the problem of the development of the creative activity of a preschooler in the process of visual activity. The child, realizing a certain group of needs, develops in himself certain properties and qualities, including creative activity. Constantly improving and separating, these properties and qualities create a holistic personality, which makes it possible to define activity as a system-forming factor, a fundamental property of the development of a preschooler's personality, which determines the direction of a person. And the orientation orients the internal forces of the body, its energy to balance with the external environment.

Based on the analysis of the concepts and definitions of personality activity in psychology at the most general interdisciplinary level, the following essential generic features of activity can be distinguished: quality, activity (process and result), readiness. Then the definition of general activity can be as follows: the general activity of a person is a personality quality that expresses the degree of intensity of its activity, the content and stability of which are determined by internal and external readiness for this activity. Readiness for any activity is an indispensable condition for its productivity. Needs are the source of the creative activity of the individual, determining its focus on the creative process. The need for creativity is an indicator of a high level of personality development. In an effort to satisfy his creative needs, a person in practical activity, on the basis of internal readiness for it, realizes certain goals. Internal readiness for creative activity is also manifested in the features and level of development of higher mental processes associated with thinking. External readiness is expressed in the independent realization of one's own capabilities in activity; in the active application of knowledge, skills to create new and improve existing ideal and real (material) products.

For the development of creative activity of children, the presence of both objective and subjective conditions is necessary.

The objective conditions are as follows:

a) sources of various artistic information that enrich the experiences of children, activities, entertainment, holidays in kindergarten, numerous life situations surrounding the child;

b) the conditions of the material environment, allowing children to expand their activities and give it one or another character, to choose some kind of artistic practice;

c) the nature and tactics of the teacher's leadership, his indirect actions, his complicity, manifested in the expression of his attitude to artistic activity, in encouraging remarks that create a favorable atmosphere.

Subjective conditions include:

a) the artistic interests of children, their selectivity, sustainability;

b) encouraging children, causing their independent activity on the basis of the desire to express their artistic impressions, apply the existing artistic experience or improve it, get involved in relationships with children.

Thus, creative activity is a complex integrative concept that combines and brings into interaction activity and creativity.

1.2 Children's design, its features, types and types.

Children's design is a new artistic and productive activity, which is understood as design thinking of the widest range. In design, not only the development of the idea is important, but also the planning of the result, which contributes to the development of the child.

Elementary crafts of a child can be considered as his project activity, since already in simple arrangements he plans a certain result. The child gets acquainted with various artistic techniques and ornamental materials, with available ways of making and decorating their products: twisting, bending, tearing, and crushing, cutting, piercing, sewing, embroidering, stringing, joining, gluing, weaving, weaving, etc.

As the analysis of the articles showed, quite recently the idea of design education for preschoolers was categorically rejected in the official pedagogical spheres. Nevertheless, life does not stand still, and, as you know, it is she who dictates her requirements. One of the requirements of the time, which today can no longer be ignored, is the inclusion of elementary design knowledge in kindergartens.

Here we can consider two concepts - "design for children" and "children's design". G.N. Panteleev points out that together "design for children" and "children's design" meet the fundamental pedagogical tasks: they form the aesthetics of the environment surrounding the child, stimulate his creativity, and prepare him for life in society. Clothing design for children, for example, aestheticizes the appearance of a child, develops a culture of wardrobe, hairstyles, etc. Adults create products of the so-called parallel industry for children: advertising and medicine, haberdashery and perfumery, culinary arts, trademarks and trademarks aimed at children . The designer designs, the producers create, and the teacher maintains the aesthetics of the environment, involving children in this work.

It follows from this that a designer working for children must know the peculiarities of their mental and artistic development, take into account the specifics of the formation of the child's creative abilities. Design products for children take into account how well they feel in the object space. In a puppet-game interior, children feel more comfortable than in an adult, as well as in a familiar environment than in a familiar one. However, they perceive novelty emotionally.

Thus, design for children is the creation of a comfortable, material environment for the child.

As for children's design, it is focused on "fulfilling tasks in the field of artistic and aesthetic education of a preschooler."

The child's need for practical activities helps the teacher to direct his efforts to useful activities in children's design. Children model jewelry and souvenirs, make clothes for dolls, costumes and scenery for their performances and matinees, equip playrooms and houses. Children's design activity is similar to needlework, therefore it is called design - needlework in such countries as Japan, Italy, USA, France. In the content of the concept of "children's design" G. N. Panteleev includes the concepts of "design-needlework" and "design project". Design - needlework can be called small decorations-arrangements performed by children independently and at the same time.

"Design project" provides for a more complex, long-term and collective nature of the activity (clothes modeling, architectural and artistic, decorative and spatial design).

Children's design can be focused both on the aesthetic organization of space and on the creation of beautiful useful objects that make up the child's environment. Products of children's design creativity can be used by children immediately in games and in everyday life. Also, the author of the only book to date on children's design, G. N. Panteleev, identifies types and types of children's design. He identifies three types of children's design - planar (applicative-graphic), volumetric (subject-decorative), spatial (architectural-artistic). For each type, there are three areas of activity (types of children's design).

The second direction - "clothing design" - involves familiarizing children with the culture of clothing and some of the ways preschoolers can create drawings - sketches, styles and decorative trimming of dresses. At leisure, children draw sketches of costumes for characters in literary works, cartoons, performances, as well as for themselves - everyday and festive clothes.

Be that as it may, but the child is inclined to present a certain general picture, he is not yet trained to divide the creative task into separate fragments, to structure them in his mind. He cannot create blueprints and schematic drawings. However, a drawing, drawing, sketch of any product can be understandable to him: already from the age of 4, children are able to imagine what shape and size a familiar room or piece of land has; they are able to understand what the layout of this or that object, room means. Older preschoolers are able to mentally imagine ways to solve a problem, the end result is an image of a future product, therefore our study will be directed to children of this age.

Kuznetsova O.V. in his article "Working with preschoolers" indicates that in the practice of kindergarten they often confuse the content of the concepts: "graphic activity" (with needlework), "creative design" and the actual activity of "children's design". Naturally, these restrictions are conditional, but at the same time, the following should be noted: children's products, after artistic and didactic classes, put into folders and boxes and then not in demand - this is not yet children's design. So, a children's exhibition (interior, decor and costumes for holidays, entertainment, decorated with their participation) can be objects of children's design (decorative and design activities). At the same time, as we found out when studying the literature, children's design has common features with professional design.

This:

Originality and uniqueness of the creative product;

Acquaintance with the system of sensory standards, the premise of the modular design principle;

Jointly separate nature of the execution of the plan;

Objective and spatial-decorative nature of project activities;

Use of similar materials and techniques;

General approach to assessing the artistry of professional and "children's" art;

Self-sufficiency non-competitiveness of children's creative products (exclusive search for a designer).

Thus, the art of design is actively entering life. Children pay attention to the surrounding objects of the environment that they like or dislike, note the variety of their color, shape, size, proportions. They can collect plants and minerals, use paper, fabrics and synthetic materials, create arrangements from them (bouquets, herbariums, garlands) and figurative compositions to decorate their everyday life. Artistic and role-playing games encourage children to search for a wardrobe for dolls (dresses, hats, shoes), decor for performances, entertainment and festive matinees.

They draw knowledge from classes and already by their clothes and behavior they can judge the age and profession, tastes and lifestyle of people. At older preschool age, the child is able to select the decor of doll rooms not only for their intended purpose (living room, kitchen-dining room, bedroom).

Observing and evaluating the decoration of rooms (at home, in kindergarten), children transfer the principles of aesthetic unity available to them (service, furniture set, decor ensemble) and the artistic imagery of decoration into their own practice of creating a puppet-play interior.

An older preschooler is able to "see" and, with the help of an adult, gradually realize his "design concept", anticipating the artistic result. This makes it possible, along with the use of traditional types of visual activity, to familiarize children with its new types: architectural and artistic design and modeling clothes with arrangements-decorations from different materials.

In the process of teaching children the elements of design, O. V. Kuznetsova also advises introducing them to the features, properties and capabilities of various artistic materials and technologies: drawing on wet paper; drawing with toothpaste on colored paper; monotypes (cellophane, paper, glass); drawing through carbon paper; plasticine drawing; finger painting; stencil hand; blotography; application of the "spray" technique; collage; poke method; coinage; stained glass windows. After all, the introduction of design elements into classes requires expanding children's knowledge about the properties of various materials (paper, cardboard, fabric, plastic, natural materials, etc.) and developing skills and abilities when working with them. This allows children to choose the most suitable technique or material for the realization of their ideas.

O.V. Kuznetsova, as well as G.N. Panteleev proposes to use elements of architectural and artistic design in the practice of working with children, because it meets the fundamental tasks of the development of the child, since all his environment, interior, as elements of a common culture, forms an aesthetic attitude to everyday life.

The design activity of children in artistic and game situations is fruitful, such as: “Fashion Theater”, “Hat Festival”, “Ball in a Fairy Kingdom”. Children show themselves as real artists - fashion designers. The models of hats, dresses, suits invented by them are distinguished by originality and individuality.

The design of compositions from natural and artificial materials (greenery, deadwood, minerals, paper, patchwork, wood, synthetics, etc.) is interesting and useful. Being engaged in needlework from materials of animate and inanimate nature, children join the beauty.

And now, already by the senior preschool age, children, having experience in fine arts, can become good designers. In live communication with art, they learn to create and use arrangements from natural and artificial materials in the design of clothes and rooms, together with teachers they improve household and festive interiors. It is important that when designing, children become not only performers, but also creators.

Chapter 2 Organization of teaching design elements as a condition for the development of fine art in children of senior preschool age.

2.1 The problem of teaching design elements to preschool children.

Turning to the topic of research, we are faced with the problem of the complete absence of scientific literature on this issue. And although many educators consider it necessary to introduce teaching design activities in preschool institutions and present their thoughts in various articles on the Internet and in Preschool Education magazines, however, there are practically no books on children's design. Some teachers of individual kindergartens present their experience on the sites of the worldwide network for interested persons, and we could not but take advantage of this experience.

On December 2, 2004, a seminar was held, organized by the Certification and Methodological Center of the city of Reutov, on the basis of kindergarten No. 1, entitled "Children's design in the development of creative abilities of preschoolers." At the seminar, it was said that in order for a child to leave the walls of the kindergarten comprehensively developed and fully prepared for school life, it is not enough to teach him the basic skills of reading, writing and counting, it is also necessary to give impetus to the development of his creative abilities. Galina Davydova shared her experience with the seminar participants, and there were about 30 of them. Over the long years of working with children, she has collected colossal material on teaching them the basics of fine arts. “On how to inspire young creators to create original crafts; how to instill in them a sense of beauty and develop an artistic taste, how to arouse interest in creative work, while not forgetting about safety, the Reutov educators learned from the speech of their colleague. Teaching the basics of fine arts at preschool age is extremely important, so Valentina Novikova, Deputy Director of the Certification and Methodological Center, is convinced that this seminar will not be the last.”

The educator Olga Valentinovna Kuznetsova in her article “Working with preschoolers” says that in the modern world the cultural needs of people are increasing, and consequently, the concept of preschool education is changing, “which declares the developing subject environment of children's activity as the most important basis for the implementation of program content - as a system of material objects that functionally model the content of the physical and spiritual development of the child. Referring to the authors of the “Origins” program, Kuznetsova O. V. says that by studying the basics of design activity with children, it is possible to form artistic taste in preschoolers, the ability to express their inner world using elements of design culture.

In her article, she also offers a rough planning of classes to introduce children to design techniques in the preparatory group.

Another author, A. Yarygina, who presents her articles on the pages of the Preschool Education magazine, considers the most acceptable type of children's design for children to be phyto design and graphic design. In the article “Children and Design”, she suggests that a teacher with children create three-dimensional artistic compositions from plants (plant arrangements) and presents several options for such compositions: “Desert Landscape”, “Japanese Garden”, “Rowan Beads”, “Mouse in a Mink” , "Green Frog". She also suggests using decorative elements of interior gardening (design of natural corners).

In the article "Graphic Design", the above author points out the serious role that graphic design plays in our lives, as well as its accessibility for preschool children. Here she invites children in the classroom to make various boxes and packages on different topics: “New Year's boot”, “Design of New Year's boxes”, “Dressy packages”, “Cake box”, “Funny buckets”, “Pencil boxes”, etc. Yarygina also believes that one of the most effective ways to introduce children to design is graphic scenography, which "serves the theatrical activities of children, combining the pictorial and playful principles."

In the article "Miracle Easter eggs - masterpieces of miniature painting" Lykova I. invites children to actively acquaint children with arts and crafts, and in particular with the skill of miniature painting on the surface of an egg. She talks about some secrets of ancient craftsmanship, suggests materials that can be used in children's art, what paints to use, and offers various options for painting eggs.

We also reviewed articles by N.M. Konysheva "Design education in elementary school" and "Artistic work: the basics of design education", which also talk about the need to introduce design activities, but only in elementary school.

However, studying the articles of various authors, we drew attention to the fact that offering options for classes, topics, materials for children's design creativity, only one author - G.N. Panteleev - studied this activity, came close to the study of children's design. His work is presented both in preschool education and on the Internet. Not so long ago, he released the book "Children's Design". The purpose of this book - the first in design culture in domestic pedagogy - is the moral and aesthetic development of children 5-10 years old by means of new artistic and decorative activities of children's design in kindergarten, elementary school and family. This manual examines in great detail a new direction of artistic education - children's design, its directions, highlights some of its cultural and educational aspects, presents thematic cycles of artistic and creative activities with children, gives advice and recommendations to teachers and parents.

As for modern educational programs, only one - the "Origins" program - draws attention to a new direction - children's design at senior preschool age. In the program "Rainbow" there is a section "Artistic work", the basis of which is folk art; in the program "Childhood" in the section "Child in the world of fine arts and music" the tasks of familiarizing the child with art, emotional and aesthetic attitude to the environment are revealed; The TRIZ program sets the task of developing the imagination of children, teaching them to think systematically, and nurturing the creative qualities of the individual.

Thus, we can say that under the pressure of time, the issue of teaching children design elements has become incredibly relevant, its study is just beginning, perhaps several serious works on this problem are already on the way. But now the volume of sources is incredibly small, although according to the existing advanced pedagogical experience, it is already possible and necessary to use design activities in kindergartens. After all, we want our children to understand beauty and be able to create it, as this is very important for the comprehensive development of the child. So, how to organize children's design classes so that they contribute to the development of the fine arts of children at senior preschool age?

The new concept of childhood and art education today increases the responsibility of the family and the teacher, who form an aesthetic attitude towards the world in children. An adult is called upon to develop these natural inclinations: to teach the child to "actively" see the beauty of reality, the natural environment and works of art, to teach "depict, decorate, build and create", to acquaint with the richness and diversity of works of culture and art.

As we found out earlier, children's design is one of those activities that most fully contributes to the development of fine art in children.

Therefore, one of the most important conditions in organizing classes for teaching children design elements is organizing an interesting meaningful life for a child in a preschool institution and family, providing him with vivid impressions, providing emotional and intellectual experience that will serve as the basis for the emergence of ideas and will be the material necessary for the work of the imagination. . It is important to work with parents and their active interaction with the teacher.

Also, one of the most important conditions for the development of children's creativity is the unified position of teachers in understanding the prospects for the development of the child and the interaction between them.

The development of artistic and creative activity, and, accordingly, teaching children the elements of design, is unthinkable without communication with art, in this case, design is art. With the right influence of adults, the child understands the meaning, essence of art, visual and expressive means and their subordinate meaning. And on this basis, he understands his own activities better.

Since creativity is always an expression of individuality, it is necessary to take into account the individual characteristics of the child in the purposeful teaching of such activities to children. It is important to take into account the temperament, and the character, and the characteristics of some mental processes, and even the mood of the child on the day when this creative work is to be done.

An indispensable condition for organizing classes in children's design should be an atmosphere of creativity. That is, the stimulation by adults of such a state of children when they feel free, liberated, comfortable and can create.

The most important condition for the development of creativity is the complex and systematic use of methods and techniques.

Task motivation is an essential condition for a child's creative activity.

Another condition is a careful attitude to the process and result of children's activities. Here we can talk about that sometimes careless attitude towards the products of children's activity, when children's works are removed away, thrown away, and if they are exhibited, then not for long. Since we are talking to children about design and its essence, then we must practically use the products of their activities (decoration of a kindergarten, group room, play areas, use in the game, in the classroom of children's creativity products, etc.)

Of course, that the material support of the visual activity of a preschooler is necessary. Of course, the variety of basic and additional materials, free access to them stimulate the creative activity of children.

In teaching senior preschool children the elements of design, the following art material is used:

1. Paper and cardboard: coloring paper in different ways: stamps, various application techniques (mosaic, tearing); weaving from paper, paper plastic, origami, creating toys with moving parts, designing individual crafts from paper and cardboard.

2. Natural material: applications from plants, straws, poplar fluff, cotton wool, applications from seeds, seeds, applications with natural bulk materials (crushed shells, sawdust, tea), mosaics from eggshells, creation of voluminous crafts from cones, straw, bast and other natural material.

3. Waste material: applications from polyvinyl films, thin plastics, packaging cardboard. Making crafts based on boxes (furniture, vehicles, fairy-tale characters, etc.), working with wire and foil (frame dolls).

4. Fabric and other fibrous materials: fabric appliqué, finely cut threads, fabric painting with stencil paints and free painting.

It is very important that the creative tasks presented by adults are accepted by the child. Therefore, all these conditions must be created in preschool institutions and, if possible, in the family.

Komarova says that children's fine arts can develop successfully only under the condition of purposeful guidance from the teacher. Such leadership is possible in the case when the teacher knows what and how to teach children, has the necessary training in the field of art, and owns visual skills and abilities.

Using the experience of other kindergartens, E.A. Valiulina advises planning in groups:

"Center for cognitive activity",

"Wall of Creativity"

"House-podium",

"Corner of Solitude"

"Dollhouse",

"Theatre room"

The use of sound "design" during classes, before going to bed, while eating, (recordings of rustling leaves, splashing water, birdsong that calm children, create a special comfort and at the same time carry a cognitive and aesthetic load).

Creation of a “Russian hut”, where authentic antiques are collected. Children love and enjoy playing with it.

The artistic creativity of children is characterized by the search, immediacy and brightness of the transfer of impressions. They like to experiment with art and junk materials, reorganize their activities depending on the result they can evaluate themselves and, if necessary, find ways to correct shortcomings. By trial and error, knowing the purpose of his work, the kid comes to the solution of the task. All this can give a child design lessons. “In the artistic design of the child’s activity, his psyche and intellect are formed, new forms of communication develop and new types of iso-spatial creativity arise” .

Thus, children's design is a new artistic and productive activity, which is understood as design thinking of the widest range. In design, not only the development of the idea is important, but also the planning of the result, which contributes to the development of the child.

In the sixth year of life, the artistic perception and creative abilities of children intensively develop, the desire for independent creativity increases, an evaluative attitude towards the environment is formed, therefore this particular age is very favorable for design activities. Children can already perform common work in a coordinated manner, and more qualitatively - individual work. And if the above conditions are met, very good results will be achieved.

2.2 Experimental study to study the possibilities of teaching children of senior preschool age the elements of design with the condition for the development of fine art.

To confirm the hypothesis, a psychological and pedagogical study was conducted, which was conducted on the basis of preschool educational institution No. 10 from January 15 to March 28, 2014. It was attended by children of the preparatory group for school in the amount of 5 people (S. Vika, D. Viola, K. Sasha, S. Vova, Ch. Igor).

In the course of the study, at the stage of the first ascertaining experiment, the following goal was set: to identify the initial level of development of fine art in children of senior preschool age.

Before the start of the experiment, the following levels of development of children's fine arts were identified:

Tall

Middle

Short.

Each level was characterized on the basis of the requirements reflected in the "Program of education and training in kindergarten" M. A. Vasilyeva. The criteria for assessing the level of formation of fine arts were identified on the basis of research by T. S. Komarova.

According to this diagnostic technique by T. S. Komarova, the analysis of the products of children's activity is carried out according to a three-point system:

1 point - low level

2 points - average level

3 points - high level.

Picture Features:

1. Form submission:

3 points - the form is transferred accurately;

2 points - there are slight distortions of the form;

1 point - significant distortion, the form failed.

2. The structure of objects:

3 points - the parts are located correctly;

2 points - there are minor deviations;

1 point - parts and objects are located incorrectly.

3. Transfer of the proportions of the subject:

3 points - the proportions of the object are observed;

2 points - there are minor distortions;

1 point - the proportions of the object are transferred incorrectly.

4. Composition:

Sheet location:

3 points - all over the sheet;

2 points - half the sheet or on one line;

1 point - the layout on the sheet is not thought out.

5. Color:

Image color scheme:

3 points - the real color of objects;

2 points - there are deviations from the real color;

1 point - the color of the objects is transferred incorrectly.

6. Independence of the idea:

3 points - complete independence in the choice of concept;

2 points - the idea is a symbiosis of ideas and plans of others;

1 point - the idea is a copy of someone else's idea.

7. Image originality:

3 points - unusualness, originality;

2 points - there are some deviations from the standards;

1 point - template image.

8. Sustainability of interest:

3 points - interest is maintained throughout the entire process of activity;

2 points - interest in activities periodically disappears, resumes using game techniques;

1 point - there is no interest in the process of activity.

9. Enrichment of the idea:

3 points - in the process of work, new details appear that complement and deepen the content;

2 points - the image is supplemented, but not significantly;

1 point - enrichment of the plan does not occur.

10. Use of visual techniques:

3 points - the child uses a variety of non-traditional image techniques;

2 points - the child uses or tries to use one of the non-traditional image techniques;

1 point - the child does not use image techniques, draws in a pattern.

In accordance with the above criteria, the levels of development of children's fine arts were characterized.

Low level 10-17 points:

An unfinished image with unclear content, distortion of shapes, lines and proportions of the depicted object. The image is static, the composition is either not thought out, or there is none at all. The drawing is made in one color. The idea is not distinguished by independence, originality, it is formed already in the process of activity, but its complete change is possible at the end of the work. There is no interest in the work, non-traditional techniques are not used in the work. The child draws in a pattern.

Average level 18-24 points:

Differs in the transfer of simple forms of the depicted objects. Parts of the objects are located correctly, but the proportions are slightly violated. There are slight inaccuracies in the depiction of shapes and lines. In the composition, highlighting the main thing, the ratio of objects in size is not respected. The static image dominates; primary colors are used without shades. The idea arises before the process of drawing, the idea is unoriginal. There is no conception moment. The level of independence is high, interest in activities periodically disappears. Color is the main means of expression. An attempt to use non-traditional image techniques is possible, which is supplemented in the process of activity, but not significantly. There are some deviations from the standards and stereotypes in the work.

High level 25-30 points:

It is characterized by completeness of the image, a variety of components. The forms of objects are conveyed clearly, proportionally. The image is dynamic, made in a variety of colors. The idea is formed before the start of drawing, independently. In the process of activity, the idea is enriched by additional details. Interest is sustained throughout the imaging process. The child uses non-traditional image techniques, perhaps even more than one.

For the experiment, children were given tasks - to draw whatever they wanted (on a free topic), and they were offered paints and colored pencils to choose from (as we know, paints are more expressive and it is somewhat more difficult to draw with them than with pencils). All data on the behavior of the children were recorded in the protocols (see Appendix), and after that, each child was individually interviewed about the content of his drawing (see the protocol of the conversation in Appendix 2).

I would like to note that one child, Vika Samokhvalova, attracted attention immediately, as she used an unconventional image technique in her work - she asked for cotton wool and painted clouds with it, then she, dripping paint that dripped from the brush, showed dirty melting snow in the spring (she chose paints for painting and mixed them to get the right color, in this case a dirty green). During the conversation, it was found out that this child does a lot of work at home with his mother, who teaches her some drawing techniques. According to the results of the diagnostics, it was determined that Vika has a high level of development of fine arts (28 points): she correctly conveyed the shape and structure of objects, in the process of work she retained interest in activities, enriched her idea with new content (she did not just draw a tree, but pointed out that that this tree is in the spring when the dirty snow melts). The idea was formed before she started drawing. As for the independence of choosing a topic, here we found out that she had already painted something similar at home with her mother, so we cannot say that the idea was entirely hers.

Kozyrev Sasha, who did not want to draw at the very beginning of the study, nevertheless set to work, although without much enthusiasm, his work turned out to be gloomy. For drawing, he chose pencils, and very bright ones, he designed the idea himself. The shape and structure of objects conveyed correctly, although with some distortion. The work did not differ in particular originality; stereotypes appeared in the image of the house, the sun and other objects. Enrichment of the idea did not occur, the image technique was not used, there was no interest in the process of activity. Thus, in terms of the development of fine art, Sasha is at the middle level.

Dmitrienko Violetta was also attributed to the average level, since the image has some distortions in the shape of objects, their structure, proportions are not met. But, although the idea was a symbiosis of ideas, Viola herself, without outside help, came up with a plot, painted with paints. Interest in the activity periodically disappeared, the idea was supplemented, but not significantly, she did not use non-traditional techniques in her work.

The diagnostic results also revealed children who are at a low level of development of fine arts - S. Vova and Ch. Igor. Vova took as a basis the idea of his classmate K. Sasha and also wanted to draw a house with a fence. There was no interest in the work, there was no enrichment of the idea, no techniques were used, the work was almost an exact copy of a friend. The shape and structure of objects were conveyed inaccurately, he painted with paints, as well as a neighbor.

Igor also copied one element from a neighbor, he did not show much interest, the image was stereotyped, which was supplemented, but not essential (he drew a stone next to the tent).

Table 1 results of the ascertaining experiment

Full name	S. Vika	D. Viola	K. Sasha	S. Vova	Ch. Igor
Shape of objects
The structure of objects
Proportions
Composition
Color solution
Independence of the idea
Image Originality
Sustainability of Interest
Enrichment of the idea

Total

Thus, we can conclude that only one child, S. Vika, has a high level of development of fine arts, two have an average level (D. Viola and K. Sasha), and two have a low level (S. Vova and Ch . Igor).

We presented the results of the diagnosis of children in Table 1, according to the criteria and levels identified earlier.

The analysis of the problem of the development of visual creativity of children of senior preschool age in practice (conversations with preschool teachers, parents of children, the head and methodologist about how significant this direction is), which showed the need to increase the level and quality of visual activity of children in preschool, as well as the results of the ascertaining experiment , allowed us to proceed to the formative experiment. Its purpose was: the development of fine art in children of senior preschool age by means of teaching children the elements of design.

To achieve the above goal, the program "Young Designer" was developed and tested (see Appendix), consisting of three blocks: "Arrangements", "Design of clothes" and "Decorative-spatial design"; each of the blocks is designed for three months. This program is designed for the entire academic year, circle work is taken as the form of conducting. To conduct a formative experiment, we took one of the blocks - "Design of clothes", the content of which included the following classes: "My light, mirror, tell me ..." (conversation), "Clothes: yesterday and today" (conversation, excursion), "My fashionable clothes" (drawing, frieze), "Our fashion albums" (composing an album, which may consist of pictures pasted on cardboard), "Fabric for a festive dress" (drawing, panel), "Festive dress" (modeling a style with fabric , panel), “Russian doll - matryoshka” (conversation), “Dress for your favorite nesting doll” (silhouette painting for a panel), “Housing for your favorite nesting doll” (design modeling in room layouts), “Puppet dance” (construction , application, painting, modeling, panorama - diorama).

All classes were built according to the principle from simple to complex, the children liked it very much and caused them a lot of positive emotions.

At the first lesson, which was called “My light, mirror, tell me ...”, a conversation was held about the types of clothing, clothing preferences of different people, about the culture of clothing, about the clothes of boys and girls. The children also sat in front of the mirror and looked at themselves: “And this blouse was sewn for me by my mother”, “And this is my favorite T-shirt”. After this lesson, the children began to play "disguise", put the dolls in order.

At the second lesson - "Clothes: yesterday and today", we also had a conversation - a short digression into the history of clothing. The lesson was held in one breath, a lot of old family photos and clippings from magazines were brought from home by the children. The children liked to compare the clothes of the past and the present, from one of the children we heard the word “trend” that is fashionable today and everyone began to ask what it is.

The third lesson was called “My fashionable clothes”, where the children, having gained new knowledge and clarified what they already had in previous lessons, drew their own clothes that they would like to wear here and now. This activity was very captivating for the children, it lasted longer than usual, and Kibkalo S., a very creative boy, drew himself as a medieval gentleman. The girls drew for themselves the puffy dresses worn by the ladies of the past. They explained this by the fact that such dresses are always beautiful. Then all the drawings were cut out along the contour and a collective frieze “Our fashionable clothes” was created, we put it in the corner for parents for a while and the children were so proud of their creation that they showed moms and dads how beautiful they are in new clothes for a long time.

The fourth lesson "Our fashion albums" included several activities - drawing, appliqué, modeling. On it, children made up their collective fashion album from various clippings from magazines, albums "Doll Clothes", "Children's Clothes". They conferred for a very long time, arguing where and how to place it, and finally made a non-standard decision to divide the album into the following sections: hats, dresses, shoes, accessories.

At the fifth and sixth lessons, “Fabric for a Festive Dress” and “Festive Dress”, children, even boys, made fabric for themselves and the outfit itself, under this fabric. They played fashion designers, which they really liked. Ksenia and Sergey even made hangers for their outfits. After that, everyone else wanted to make hangers.

In the next four lessons, the children got acquainted with the matryoshka doll, its history, views, and wardrobe. Here, the children had to make every effort, turn on all their imagination and creativity, since for the doll they made not only clothes, but also a house, the decoration of this house. The children liked the classes so much that they then brought new styles of clothes for the doll from home, and possible options for decorating her room. All brought works were also exhibited and included in the final diorama panorama.

Parallel to how the classes were conducted with the children, special consultations “Design in the Family” were held with their parents (see appendix), at which parents were asked to work with children at home with design elements and were given specific recommendations on organizing such classes at home. Parents were also explained the importance of caring for the products of children's activities, the importance of children doing homework.

So, after conducting a formative experiment, we switched to a control experiment to find out if the design activity classes influenced the level of development of visual creativity in the children we took for the psychological and pedagogical experiment.

The purpose of the control experiment: to identify the final level of development of fine art in children of senior preschool age and to conduct a comparative analysis of the results.

We took the same technique that we used in the first ascertaining experiment. The results obtained are summarized in Table 2 below.

Table 2. Results of the control experiment

Full name	S. Vika	D. Viola	K.Sasha	S. Vova	Ch.Igor
Shape of objects
The structure of objects
Proportions
Composition
Color solution
Independence of the idea
Image Originality
Sustainability of Interest
Enrichment of the idea
Using Image Techniques
Total

Based on the results of this table, we can draw the following conclusion: 2 children (S. Vika and K. Sasha) are at a high level of development of fine arts, 3 children are at an average level (D. Viola, S. Vova, Ch. Igor), there was no one at the low level.

S. Vika did a very high quality work, she painted with paints and used non-traditional image techniques. By almost all criteria, she showed a very high level.

K. Sasha surprised with the quality and originality of his work and, comparing his previous results, we saw that initially being at an average level of development of fine art, the child moved to a high one. The level of independence in choosing a concept for this child increased, and interest in the activity was maintained throughout the entire process of work, new elements were added to the content.

D. Viola switched from gloomy colors in her drawings to brighter and “positive” ones, and although stereotypes are still present in her work, she began to move away from old techniques, using new ones (before, the girl did not like to draw with paints, now she not only uses them everywhere, but also learning to mix and get new colors.

S. Vova also stopped looking at the drawings of a friend on the desk, and began to draw and invent content himself, and although not everything is still working out, as he says: "I'm trying."

Ch. Igor stopped giving up work if it did not work out. He does not abandon the theme of what he has planned, but continues to draw (he wanted to draw a kitten, but he did not succeed, he did not finish it, but enriched the drawing with new content - he painted a flower bed with different colors).

A comparative analysis of the control and ascertaining stages of the experiment is presented in Diagram 1, which shows a significant progress that occurred in a short three months when the children were engaged in design activities.

From this diagram, we see that each child has an increased level of visual creativity compared to the previous one.

Thus, we can also say that as a result of children's design classes (which was confirmed by a survey among teachers and parents), children began to respond more emotionally to the beauty of nature, clothes, premises, show a more stable interest in fine arts, their creative activity and artistic independence. Creative activity also manifested itself in the ability to plan one's work. Children learned to conceive an image, look for means of their implementation, think through the sequence of their work and achieve results. Increasingly, in the statements of children, the pronoun “I” began to sound: “I will draw like this…, I will do it in my own way…, I think…, I saw…, I feel…, I can…”. This suggests that children have learned to discover, create the world for themselves and themselves in their own world.

The children also had a sense of creative satisfaction. In cooperation with other children, the individuality of each child, the features of creative style, and performance techniques began to come out brighter. Artistic emotions and interests that arise in the process of productive search activity contributed to the successful formation of creative thinking in children. In live communication with art, they learned how to create and use arrangements from natural materials in the design, select and create styles of clothes, costumes, environment for games and performances, festive matinees, improve domestic and festive interiors.

Conclusion

Society's need for a new type of personality - creatively active and free-thinking - is constantly increasing as the socio-economic and cultural conditions of our life improve. This need can be realized through design classes at preschool age.

Therefore, in our work, we turned to this new activity today - children's design. The introduction of this activity into the life of preschool children contributes to the development of all aspects of the child's personality, including the development of fine art.

In the course of our study, we set a goal: to determine the possibility of teaching design elements to children of preschool age in order to develop children's fine arts, as well as the development of the Young Designer program aimed at developing fine arts.

In the theoretical part of our work, we examined the concept of children's fine art, its types, criteria and levels of development, and also defined the concept of children's design, its types and types, the problem of teaching this activity to preschool children and the organization of classes in design activities.

In the experimental part of the study, we tested the hypothesis we put forward that teaching design elements to children of senior preschool age in order to develop children's fine arts will be effective if certain requirements are met.

At the first ascertaining stage of the experiment, we revealed in the children of the older group the initial level of development of fine art. At the second stage, we conducted a formative experiment, testing our Young Designer program. The purpose of this stage was the development of visual creativity in children by means of classes in design activities. Classes were held with children, and in parallel, work was carried out with parents (consultations were held on the organization of classes on children's home design, and the importance of homework for children and the need to keep children's work intact was explained).

At the end of the formative experiment, we conducted a control experiment, the purpose of which was: to identify the final level of development of fine art in children. The result of the experiment showed serious progress in the development of the level of independence of children in completing tasks, the children's work became more original and interesting, interest in fine arts increased, and especially in design classes, children began to use their skills at home and in the garden in other activities.

Thus, the results of the experiment confirm the hypothesis put forward and prove that older preschoolers, having experience in visual activity, become good designers, and as a result of this activity, visual creativity increases. In live communication with art, they learn to create and use arrangements from natural and artificial materials in the design of clothes and rooms, helping each other, with the help of a teacher, they improve household and festive interiors.

List of used literature

Antonova, S.I. The whole world in a bouquet // Hoop: education, child, student. - 2003. - No. 6.
Brykina, E.K. Creativity of children in work with various materials: Book. For preschool teachers. Institutions, teachers early. class, parents / under scientific. ed. Komarova T.S. - M.: Ped. Society of Russia, 2002.
Valiulina, E.A. We create a developing environment with our own hands. http://www.dou.ru/new/make_eviroment.shtml.
A wreath of fantasies: the development of artistic and creative abilities of preschoolers in the process of visual activity and familiarization with art: a guide for teachers / comp. Krivonogova L.D. - 2nd ed. - Mozyr: White wind, 2006.
Vilenchik, S.I. Visual arts in the development of children's creative activity // Preschool education. - No. 3. - 2005.
Vygotsky, L.S. Imagination and creativity in childhood / L.S. Vygotsky. - M.: Pedagogy, 1991.
.Gavrina, S. and others. We develop hands to learn and write and draw beautifully. - Yaroslavl, 2010.
.Gmoshinskaya, M.V. The work of babies with paints - the beginning of creative activity // Preschool education. - No. 2. - 2009.
.Grigorieva, G.G. The development of a preschooler in visual activity. - M., 2004.
Doronova, T.N. Development of children in visual activity // Child in kindergarten. - No. 4. - 2008.; No. 5. - 2008.
Kazakova, R.G., Saiganova T.I., Sedova E.M. Drawing with children of preschool age: non-traditional techniques, planning, class notes. - M.: Sphere, 2010.
Konysheva, N.M. Design Education in Primary School // Primary School. -2006. - No. 5.
Kuznetsova, O.V. Familiarization with design techniques as one of the conditions for the development of creativity of preschoolers. - (http://festival.1september.ru/index.php?numb_artic=419196).
Komarova, T.S., Antonova A.V., Zatsepina M.B. "The beauty. Joy. Creativity”: The program of aesthetic education of children 2-7 years old. - M.: Pedagogical Society of Russia, 2009.
Lilov, A. The nature of artistic creativity. - M., 2003.
Lykova, I. Miracle Easter eggs - masterpieces of miniature painting // Preschool education. - 2007. - No. 3.
Panteleev, G. Children's design. - M.: KARAPUZ-DIDAKTIKA, 2006.
Paramonova, T. Patchwork style // Hoop: education, child, student. - 2006. - No. 3.
Prokofieva, E. Psychology of children's creativity. [email protected]
Poddyakov, N.N. A new approach to the development of creativity in preschoolers. - M., 2011.
Drawing with preschool children: Non-traditional techniques, planning, lesson notes / Ed. R.G. Kazakova - M.: TC Sphere, 2005.
Sakkulina, N. Visual activity in kindergarten / N. Sakkulina, T. Komarova T.,. - M., 2007.
Modern educational programs for preschool institutions: Textbook for students. higher and avg. ped. textbook establishments / Under. ed. T.I. Erofeeva. - 2nd ed., stereotype. - M.: Academy, 2000.
Shvaiko, G.S. Council of teachers: Children's design in the classroom for fine arts// Child in kindergarten. - 2004. - No. 1.
Shirokova, S. Landscape design in the preschool educational institution // Hoop: education, child, student. - 2006. - No. 4.
Yarygina, A. Children and design: phytodesign, floristry, arrangements from natural materials // Preschool education. - 2006. - No. 2.

Attachment 1

"Children's design in the family"

Advice for parents

Dear parents!

Today we want to draw your attention to the topic of our consultation. We, teaching design elements to children in the classroom, would like to talk with you about how you can organize such activities at home. Children really like design classes, they are captivated, but most importantly, they carry a huge developmental potential.

So what can you do with your kids at home?

1. Take your child on excursions to museums, around the city, introduce them to the architecture of the city, nature, folklore samples.

2. It is important to provide the child with playing and educational material in the form of a "semi-finished product" so that he himself can assemble the toy and complete it.

3. Engage in design needlework with your children (make a wall-mounted “pocket rug” in which you can put a small album, a toy).

4. Appreciate the efforts of children positively, encourage their success in word and deed, joint games, walks, etc. Before starting work, be sure to indicate to the child the importance of doing it for loved ones (gift, decoration of a costume, room, holiday). It is very useful to show the achievements of the child to relatives, relatives, friends.

5. Equip a permanent place for the child's activities with good lighting, a comfortable table with drawers.

6. Teach your child to order.

7. Involve the child in decorating the house for the holiday, invite him to come up with his own options for decorating the hall, room, do not disregard his suggestions.

8. Use a variety of materials when working with children, paper of different textures, paints, felt-tip pens, pencils, templates, stencils, plasticine, clay.

Remember that only together with you we can achieve good results!

An approximate list of products that children can make at home with you:

Gift boxes;

Bookmarks;

Postcards;

Carnival masks;

Decorated in the form of clowns and other pencil holders;

Sewing pillows for dolls;

Making doll clothes;

Invitation cards for the holiday;

Envelopes;

1. Gazamayunov V. N. "Fundamentals of design".

2. Panteleev G. N. "Children's design"

3. Panteleeva L. V. "Children's needlework"

4. Panteleeva L. V. "Children's costumes for the holidays"

5. Paramonova L. A. "Children's creative design"

Young designer

A program for teaching design elements to children of preschool age.

Annotation.

This program consists of a cycle of classes divided into 3 blocks: arrangements, fashion design, decorative and spatial design. The program is intended for teachers of preschool educational institutions of the senior and preparatory groups of the kindergarten.

Explanatory note

1. Conceptual background

Society's need for a new type of personality - creatively active and free-thinking - will undoubtedly increase as the socio-economic and cultural conditions of life improve. The implementation of such a direction as teaching children design elements in a preschool educational institution requires an appeal to general developmental pedagogical systems of an integrated type. This activity is new and little studied, but it has an undoubted developmental potential for all areas of the child's personality. Design activity contributes to the development of the child's intellect and psyche, as well as the development of children's fine arts.

The purpose of the program: the development of children's fine arts by means of teaching children the elements of design.

Program construction principles:

1. General cultural (spiritual and moral) orientation of the program.

This principle implies the formation in children of senior preschool age of a system of knowledge and ideas about the surrounding reality: about the connection between a person and the cultural environment created by him, as well as expanding the range of artistic, aesthetic and special knowledge and the formation of creative abilities of the individual.

2. From the general to the particular (in the formation of spiritual and moral attitudes) and from the particular to the general (in the formation of specific knowledge and ways of working). Older preschoolers are surprisingly responsive to the emotional impact of nature and art, which allows them to quite deeply "feel" those complex philosophical ideas that underlie design thinking.

3. The variability of the content of classes, the variety of specific topics and products.

4. From simpler forms to more complex ones.

The scope of the program: classes are designed for children 5-7 years old, 30 lessons in total, 10 lessons in each block, each lasting from 30 to 45 minutes.

Tasks:

1. Formation of aesthetic perception and evaluation of things and phenomena by children of older preschool age.

2. The development of creative abilities of the individual in children of senior preschool age.

3. The development of fine art in children of senior preschool age.

4. Expanding the horizons of children, the development of intelligence and rational-logical thinking.

5. Formation of practical skills (development of the hand, eye, etc.).

Form of work: subgroup

2. Structure and content of the program

The program consists of a cycle of classes divided into three blocks: arrangements, fashion design and decorative-spatial design, each of which consists of 10 lessons. Each block contains all types of children's design: planar (applicative-graphic), three-dimensional (subject-decorative) and spatial (architectural-artistic).

1 block. Arrangements. This block involves familiarizing children with the available types of arrangements, their practical development by children. There is a development of traditions of children's needlework with a focus on decorating clothes and interior decor (puppet, children's, festive). Children make wall and floor compositions, decorate their life with handicrafts, collaborate in creating common arrangements for puppet-play and festive clothing and interior design.

2 block. Clothing design. Work in this area involves familiarizing children with the culture of clothing and some of the ways preschoolers can create drawings - sketches, styles and decorative trimming of dresses. This forms children's attention and interest in their appearance, puppet-game and theatrical wardrobe. In the classroom, children draw sketches of costumes for characters in literary works, cartoons, performances, as well as for themselves - everyday and festive clothes; children also learn that makeup, clothes and hairstyle can tell a lot about a person. Together with the teacher, children create models (drawings, applications) of carnival masks, hats and shoes, props and costumes for holidays, entertainment, and dramatizations.

3 block. Decorative and spatial design. This block is of direct importance for the development of the origins of the culture of socio-spatial creativity, the origins of the architectural and artistic education of children as a practical activity for the aesthetic improvement of life in kindergarten and family. At the lessons of decorative and spatial design, children's attention is focused on the decorative design of the appearance of buildings and landscapes, on the aestheticization of the puppet-play space, the interiors of group rooms. Children get acquainted with the past and present of domestic architecture, begin to look closely at urban planning, at the interior decoration of houses and housing. Children create models of rooms, houses, using improvised materials.

Class structure:

1. Introduction, greeting

2. The main part.

3. The final part, summing up.

Block	date of	Topic of the lesson	Purpose and objectives of the lesson	preliminary Job	Materials and equipment
1 block		"Amazing - close by"	Purpose: education in children of love, aesthetic attitude to the natural environment. Tasks: development of observation and awareness of the relationship between natural objects and the product of the work of an artist-designer, development of a sense of composition when choosing objects of the natural environment, introducing children to the collection of natural material to perform creative tasks.
		"Modeling from natural material"	Purpose: education in children of ecological culture of an aesthetic attitude to objects of animate and inanimate nature. Tasks: developing a sense of composition when compiling phyto-arrangements and creating a panorama of landscape design for decorating a game and a room, introducing children to joint activities to complete the theme of a design project.		Natural material, gouache paints, plasticine clay, felt-tip pens, PVA glue, stacks, scissors, stands of various shapes for crafts, illustrative phyto-arrangements, cardboard sheet (green).
		"Rowan beads"	Purpose: to continue to acquaint with the basics of phytidesign, its goals and objectives. Objectives: to form a desire to decorate premises using environmentally friendly materials, to develop aesthetic taste and aesthetic work culture.	Together with the children, collect autumn leaves of poplar or birch, brushes of mountain ash or viburnum.	A skein of thread, a needle, colored balls, a red thread or ribbon, three branches of a tree 60 cm each.
		"Golden leaf fall" (panel application).	Task: to learn how to cut out silhouettes of flowers and leaves of different shapes and sizes from paper for a “panel” design.	Acquaintance with the technique of patchwork mosaic.	White paper, gouache, stencils "butterflies", "leaves", brushes, adhesive tape.
		"Mosaic" (application)	Purpose: to develop in children a sense of the decorativeness of the silhouette composition. Task: to learn how to cut out silhouettes of flowers and leaves of different shapes and sizes from paper for the flowerbed design.	An exhibition of illustrative material, a game with a kaleidoscope.	White and colored paper of different density and texture, magazine clippings, scissors, pencils, felt-tip pens, glue, brushes, cardboard, napkins, mosaic samples, different in color, patterns, compositions.
		"Design of a flower bed" (collage)	Purpose: creation of a decorative composition - a collage using the techniques of creative design, appliqué and painting.	Introduction to illustrations and mosaic patterns, children review their previous work.	Different textured paper, cardboard, gouache paints, felt-tip pens, glue, scissors, napkins, children's work "mosaic", a sheet of the future collage, a stapler, adhesive tape.
		"Sweet tooth" (decorative panel - application)	Purpose: to introduce children to the work of an artist-designer who creates elegant packaging for sweets. Task: to develop a sense of decorativeness and co-authorship when creating a panel (patchwork composition).	Collection of candy wrappers, teacher's story about artist-designers. Children look at candy wrappers, remember the taste of their favorite sweets.	Collection of wrappers, foil, magazine illustrations, felt-tip pens, glue stick, napkins, scissors, package design illustrations.
		"Elegant candy wrapper" (drawing applique)	Purpose: to acquaint with the work of the mural designer. Tasks: to develop fantasy, imagination, a sense of decorativeness and compositional abilities of the child, to teach how to create a pattern, taking into account the shape and size of the candy.	Acquaintance of children with ways of depicting on a wrapper, taking into account the shape of the candy.	White and colored paper, cut-to-size candy wrappers, foil, felt-tip pens, glue, scissors, samples of different-shaped sweets, a collection of candy wrappers.
		"Box for sweets" (design, application, painting).	Purpose: to continue to acquaint children with the work of a designer. Tasks: to form the prerequisites for artistic imagination, design thinking, to teach the ability to design according to plan and decorate paper products.	Homework - to think about how the children would decorate boxes, sets for sweets of different varieties - caramel, chocolate, soufflé.	White and colored paper of different grades, colored magazines, a collection of candy wrappers and pictures from confectionery packages, felt-tip pens, a ruler, patterns, scissors, a stapler, adhesive tape, samples of boxes and packages.
		"My flower" (modeling)	Purpose: to educate children in ecological culture, aesthetic taste, the desire to be beautiful and neat.	Conversation with children about mini-arrangements.	Colored paper, foil, colored patch, threads, ribbons, pieces of leather, fur, felt, buttons, jewelry, felt-tip pens, glue, scissors, stapler, adhesive tape, Velcro, soft wire in a sheath, safety pins, illustrations, jewelry samples.
		"Bouquet for the holiday"	Task: to teach how to create mini-arrangements for decorating items of clothing and its accessories.	Display of illustrations, decoration of twigs.	Paper of different grades and colors, foil, candy wrappers, colored flap, faux fur, felt, twigs, wire in a colored sheath, felt-tip pens, glue, scissors, adhesive tape, postcards with the image of bouquets, a vase for a bouquet.
		"Our rug" appliqué panel)		Introduction to the use of the “camera” frame, a conversation about the similarities between the work of an artist, designer and photographer.	White paper for gluing colored silhouettes, colored paper for application, scissors, pencils, glue, leaf templates.
			Purpose: creation of a decorative composition - a panel using the techniques of creative design, appliqué and painting. Tasks: to develop a sense of decorativeness and composition, to involve children in collective design creativity, to use the experience of working with paper.	Sorting of previously collected material, viewing landscape landscapes	Folders, boxes, baskets, composition frames "camera".
		"Vologda snowflakes"		Children cut out various snowflakes.	Light gray wallpaper, thin white and colored paper for application, napkins, foil, glitter, gouache in the set, scissors, felt-tip pens, snowflake templates, glue, adhesive tape.
2 block		“My light, mirror, tell me ...” (conversation)	Purpose: to educate children in aesthetic taste, the ability to create a decorative arrangement to decorate a play corner, room, hall for the holiday. Task: to develop the need for creative communication with peers.	Children listen to an excerpt from "The Tale of the Dead Princess and the Seven Bogatyrs" by A. S. Pushkin, examine their wardrobe in the mirror.	Mirrors in the height of a child, a tape recorder for recording children's statements, a fragment of a fairy tale by A. S. Pushkin.
		"My fashionable clothes" (drawing, frieze)	Purpose: to awaken in children an aesthetic interest in clothing. Task: reveal the aesthetic preferences in the clothes of girls and boys, their ideas about their appearance and the clothes of their peers.	Homework - to bring photos from the family album (with the permission of the parents).	Vintage postcards, fashion albums; stand for the exhibition "clothes: yesterday and today".
		"Clothes: yesterday and today" (conversation, excursion)	Purpose: to awaken in children interest, love and respect for the past and present of their family, people. Task: to acquaint children with the history and beauty of clothes “yesterday” and “today”.	View illustrations.	White paper, colored pencils, felt-tip pens, glue, napkins, drawings, photographs, illustrations, fashion magazines, frieze cardboard.
		“Flower of Friendship” (drawing, appliqué, modeling, decorative panel).	Purpose: to enrich the artistic imagination of children, to develop the ability to design activities.	Children get acquainted with illustrations, aids "fashionable clothes", materials, tools for completing the task.	White and colored paper for drawing and application, cardboard, gouache, pastel crayons, felt-tip pens, adhesive tape, glue, scissors, brushes, napkins, graphic illustrative landmark: decorative frame of the Flower of Friendship composition.
		"Festive dress" (modeling with fabric, panels)	Purpose: to awaken in children an aesthetic interest in their wardrobe, to reveal their ideas about the diversity and beauty of clothing.	Viewing illustrations, fashion magazines, talking about clothes.	Illustrative material "Clothes" (for clippings) - magazines, booklets, calendars, photographs, children's drawings, white and colored paper, scissors, glue, felt-tip pens. Napkins, albums for illustrations or folders for tables.
		"Our fashion albums" (composing an album, which may consist of pictures pasted on cardboard)	Purpose: to develop in children ideas about the diversity of clothing. Tasks: to form respect for the work of a fashion designer, to teach how to make albums of clothes.	Children are looking at fashion magazines, drawings on fabrics.	White and colored paper, stencils of dress styles, samples of fabric designs, gouache, watercolor, felt-tip pens, pastel, glue stick, PVA, wallpaper border tapes for panels.
		"Fabric for a festive dress" (drawing, panel)	Purpose: to acquaint children with the profession of an artist in decorating fabrics. Task: to develop a child's interest in arts and crafts.	Acquaintance with the styles of clothing and fabrics for the styles of this clothing (according to the seasons of the year).	White and colored paper for appliqués, cut-out silhouettes (stencils) of festive dress styles, children's drawings of “fabrics”, scissors, a ruler, felt-tip pens, glue, a stapler, wallpaper tapes for panels, adhesive tape.
		"Russian doll - matryoshka" (conversation)	Purpose: to introduce children to the profession of a fashion designer. Tasks: to develop an artistic taste in a child, to teach him modeling, combining the style of a product with a fabric pattern, to form in children the ability of design-figurative thinking; to involve children in creative communication when organizing an exhibition of works.	Conversations with children about folk and modern dolls, about the artist-designer of toys, looking at toys.	Illustrations, samples of matryoshka dolls.
		“Dress for your favorite matryoshka doll” (silhouette painting for a panel).	Purpose: to consolidate children's ideas about the arts and crafts of Russia. Task: to acquaint with the traditional doll "Russian Matryoshka", with folk craft - making a turning souvenir toy.	Children are looking at nesting dolls made by masters of various folk crafts. Dolls are compared by the silhouette of turning forms, the traditional motif of patterns and the color of the painting.	Silhouettes of figures of different nesting dolls (thick paper, tinted under a tree) with guidelines for painting: a face, a scarf, a sundress, an apron. Samples of nesting dolls, gouache, watercolor, felt-tip pens.
		"Dance of dolls" (design, application, painting, modeling, panorama-diorama).	Purpose: to identify aesthetic preferences in children when arranging doll rooms. Tasks: to teach children to choose the coloring and furnishing of rooms for the matryoshka doll in accordance with the purpose of the room, to develop the imagination, memory and artistic taste of the child.	Children look at illustrations and samples of dolls. The teacher introduces the children to the inventory to complete the task.	Paper and cardboard of different density, texture and color, packaging boxes of different shapes, ping-pong balls, foil, candy wrappers, gouache, felt-tip pens, pastel crayons, salt dough, plasticine, glue, brushes, rulers, napkins. Adhesive tape, scissors, stapler, screen layout, illustrations, doll samples.
		"Children's Carnival"	Purpose: to identify and form children's knowledge and aesthetic ideas about the interior design of a group room.	Children remember the ways of arranging and modeling clothes.	Paper of different colors and grades, colored film, foil, foam rubber, flap, fabric, cotton wool, fur, leather, children's jewelry, gimp, serpentine, confetti, ruler, pattern, adhesive tape, stapler, gouache, colored pencils, felt-tip pens, glue, napkins , scissors, illustrative material.
3 block		"Housing for your favorite matryoshka doll" (design modeling in room layouts)	Purpose: to teach children to select the pattern and color of the dress (dress) for the matryoshka doll, to reproduce the images of a folk toy, the traditional motifs of its painting. Objectives: to develop artistic memory, imagination, a sense of color and composition when painting doll clothes, to participate in the creation of a decorative panel "Round dance of matryoshkas".	The teacher prepares models of children's rooms, sets of doll furniture of different sizes, but of the same color and design. Picks up strips of paper for the floor and walls, spreading them out like a fan.	Two mock-up rooms of the same height and decoration, but different sizes, three sets of doll furniture of the same design, colored wall and floor patterns for mock-ups, two matryoshka dolls commensurate with the mock-ups.
		"Evening windows of the fairy-tale tower" (drawing, application, modeling)	Purpose: to consolidate in children the experience of thematic design in design activities. Task: to encourage children to use volumetric design work in the game.	A conversation about how people live in different-looking houses.
		"Evening windows of new buildings" (drawing, application, modeling)	Tasks: to introduce children to decorative activities in a team, to introduce the method of "visual landmark" in joint design activities.	Display of the illustration "house-new building" and the layout of the house - a panel with window cells in typical style bindings.	Colored paper, window stencils, felt-tip pens, pastel crayons, pencils, glue, napkins, scissors, adhesive tape, “Terem”, “Tower” layouts (planar landmarks).
		"My fairy-tale house" (drawing, application)	Purpose: to develop in children ideas about the conformity of an architectural structure to its purpose. Tasks: to introduce children to decorative activities in a team, to introduce the "visual landmark" method in joint design actions (a graphic landmark is a tower house with ordinary windows).	Children listen and remember fairy tales, look at pictures, watch cartoons. They come up with their own plots of fairy tales for drawings and applications.	White and colored paper, foil, candy wrappers, magazine clippings, watercolor, gouache, colored pencils, felt-tip pens, glue, napkins, scissors, illustrations of fairy tales.
		"Our fabulous town" (layouts)	Purpose: to awaken in children an interest in the diversity and beauty of architecture. Objective: to develop a child's imagination, imagination.	Acquaintance of children with decorative compositions made by graphic designers and children's groups in kindergarten.	Children's drawings "My fairy-tale house", colored paper, cardboard, wallpaper, glue, adhesive tape, felt-tip pens.
		"Our group room" (tour)	Purpose: to involve children in the creation and completion of thematic compositions performed by a group of peers (frieze) Objective: to develop children's imagination, imagination.	Talk to parents about what their baby's room looks like. Interview with children: “What do they consider beautiful / ugly in the kindergarten? What does he consider beautiful in his room?	Business frames "camera" for each child.

Psychologists have proven that it is not the abilities themselves that are innate in a person, but the ability to develop them. Therefore, it is necessary to create conditions for the development of children's creative activity. The main ideas of my work with preschoolers are to create conditions for the development and realization of the abilities of each child, to help the child in individual and creative growth, and to provide an atmosphere of psychological comfort.

The introduction of this activity into the educational process is due to the increased cultural needs of people in the modern world, the capabilities of children, as well as the concept of preschool education, which declares as the most important basis for the implementation of program content the developing subject environment of children's activities - as a system of material objects that functionally model the content of physical and spiritual child development. In addition, the implementation of the basic program for the development of a child - a preschooler "Origins" in the preschool educational institution provides for the familiarization of children of older preschool age with artistic decorative activities, the basics of design culture.

Dealing with the basics of design activity with children, I try to form artistic taste in preschoolers, the ability to express their inner world, using various materials and image techniques, elements of design culture; desire to create beautiful, harmonious works.

In the practice of a kindergarten, the content of the concepts is often confused: “graphic activity” (with needlework), “creative design” and the actual activity of “children's design”. Naturally, these restrictions are conditional, but at the same time, the following should be noted: children's products after artistic and didactic classes put into folders and boxes and then not in demand - this is not a children's design. So, a children's exhibition (interior, decor and costumes for entertainment holidays (for example, designed with their participation) can be objects of children's design (decorative and design activities). At the same time, professional design has common features with children's design, i.e. . visual activity and design. These are:

originality and uniqueness of the creative product;
familiarity with the system of sensory standards, the premise of the modular design principle;
jointly separate nature of the execution of the plan;
subject and spatial-decorative nature of project activities;
use of similar materials and techniques;
a general approach to assessing the artistry of professional and “children's” art;
self-sufficiency non-competitiveness of children's creative products (exclusive search for a designer).

The art of design is actively entering life. If “design for children” is one of the areas of professional activity of designer artists, then “children's design” is associated with the decorative activity of the child himself to improve the object-spatial environment around him.

Children pay attention to the surrounding objects of the environment that they like or dislike, note the variety of their color, shape, size, proportions. They can collect plants and minerals, use paper, fabrics and synthetic materials, create arrangements from them (bouquets, herbariums, garlands) and figurative compositions to decorate their everyday life.

Artistic and role-playing games encourage children to search for a wardrobe for dolls (dresses, hats, shoes), decor for performances, entertainment and festive matinees.

Senior preschoolers evaluate the costumes of characters, clothes and appearance of peers and adults, imitate neat and smartly dressed. By clothing and behavior, they can judge the age and profession, tastes and lifestyle of people. At this age, the child is able to select the furnishings of doll rooms not only for their intended purpose (living room, kitchen-dining room, bedroom). Observing and evaluating the decoration of rooms (at home, in kindergarten), children transfer the principles of aesthetic unity available to them (service, furniture set, decor ensemble) and the artistic imagery of decoration into their own practice of creating a puppet-play interior.

Children can participate in the creation of multifaceted architectural and artistic compositions (“Magic Town”, “The Palace of the Snow Queen”, “Wonderland”, “Three Bears”, “Russian House”, etc.), designed for a long time, they constantly love something then change in the environment, finish building and finishing.

An older preschooler is able to “see” and, with the help of an adult, gradually realize his “design concept”, anticipating the artistic result. This makes it possible, along with the use of traditional types of visual activity, to familiarize children with its new types: architectural and artistic design and modeling clothes with arrangements-decorations from different materials.

In order to instill a love of preschoolers for fine arts, to arouse interest in drawing, starting from primary preschool age, I widely use non-traditional image techniques in my work. Such non-traditional drawing gives children a lot of positive emotions, reveals the possibility of using familiar objects as art materials, and surprises with its unpredictability. Work experience shows that drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions, as you know, are both a process and a result of practical activity, primarily artistic creativity. By emotions, one can judge what at the moment pleases, interests, desponds, excites the child, which characterizes his essence, character, individuality. Then I gradually introduce design elements, which, working with older preschoolers, develop into independent classes in design activities.

In the process of learning, children get acquainted with the features, properties and capabilities of various artistic materials and technologies: drawing on wet paper; drawing with toothpaste on colored paper; monotypes (cellophane, paper, glass); drawing through carbon paper; plasticine drawing; finger painting; stencil hand; blotography; application of the “spray” technique; collage; poke method; coinage; stained glass windows.

The introduction of design elements into classes requires expanding children's knowledge about the properties of various materials (paper, cardboard, fabric, plastic, natural materials, etc.) and developing skills and abilities when working with them. This allows children to choose the most suitable technique or material for the realization of their ideas.

The section on familiarization and experimentation with various art materials includes:

Working with paper and cardboard: coloring paper in different ways: stamps, various application techniques (mosaic, tearing); weaving from paper, paper plastic, origami, creating toys with moving parts, designing individual crafts from paper and cardboard.
Working with natural materials: applique from plants, straws, poplar fluff, cotton wool, appliqué from seeds, seeds, appliqué with natural bulk materials (crushed shells, sawdust, tea), eggshell mosaics, creating voluminous crafts from cones, straw, bast and other natural material.
Work with waste material: application from polyvinyl films, thin plastics, packaging cardboard. Making crafts based on boxes (furniture, vehicles, fairy-tale characters, etc.), working with wire and foil (frame dolls).
Working with fabric and other fibrous materials: fabric appliqué: fabric appliqué, finely cut threads, fabric painting with stencil paints and free painting.

Also, I use elements of architectural and artistic design in my practice of working with children. Architectural and artistic design meets the fundamental tasks of the development of the child, since all of his environment, interior, as elements of a common culture, forms an aesthetic attitude to everyday life. This task is solved by introducing children to the samples of domestic and world architecture available to them, both ancient (huts, towers, palaces) and modern.

Being engaged in architectural and artistic design, children work in three spaces: puppet, children's, adult. I am gradually planning the work of children's design in the interior. Children improve their nearest puppet-play space, then move into a children's interior proportionate to them (partition screens, furniture, decorative items). They feel like "gullivers" and "masters" of their spaces. Children draw, cut, weave, mold and paint simple furnishings for outdoor puppet-play spaces (wallpaper, curtains, tablecloths, runners, rugs, etc.), as well as simple scenery for performances and entertainment.

The design activity of children in artistic and game situations is fruitful, such as: “Fashion Theater”, “Hat Festival”, “Oh carnival, carnival!”, “Ball in a fairy-tale kingdom”. Children show themselves as real fashion designers. The models of hats, dresses, suits invented by them are distinguished by originality and individuality.

In preparation for the theater festival, children participate in the creation of theater posters, theater stands, invitation cards.

Children skillfully select and create decorative decorations for festive clothes for themselves and for loved ones (ties, brooches, badges, etc.).

Older preschoolers are able to plan their activities, anticipating the artistic result and gradually plan their “design concept”. For example: they realize their ideas about the festive decoration of the premises first in drawings, then in layouts, and then in practice.

Teaching the technique of non-traditional drawing and mastering the design culture is carried out in stages:

demonstration by the teacher of a new drawing technique (with new material), motivation of the child to master a new method;
experimenting independently or jointly with an adult with new material, in a new way;
approbation of ways of drawing by a child in independent activity;
the use of a new method (material) when creating an artistic image in an independent or conscientious activity with peers.

For successful work with children I organize: aesthetically competent environment; artistic and decorative activities of children.

I plan the content of the work in the following sequence: from folklore-decorative images to plot-pictorial, from subject-decorative activity to spatial-decorative, from the design of a puppet-play space to children's and adult interiors, as well as observation of natural objects, object environment, results own design activities and admiring them.

Education by means of art should be carried out in close unity with all aspects of the artistic impact on the child - through fiction, painting, theatrical activities. Only the complex impact of the arts can have a significant impact on the harmonious formation of the child's personality. Acquaintance of children with art should be considered not as formal education in order to obtain a certain amount of knowledge and develop certain skills and abilities, but as an interesting and exciting process of confidential communication with children, “immersing” them in the world of creativity, creating new artistic images and plots that provide emotional the well-being of every child.

In the classroom I use the synthesis of different types of art: looking at paintings, objects of decorative art and design activities, poetry and music. I show the children original samples, slides and reproductions, together with the children I collect and organize materials for arrangements.

Children learn to pick up plants and minerals, haberdashery and jewelry waste (buckles, buttons, beads, rings, bottles, and other packaging containers). Working with materials of different textures (soft - hard, shiny - dull) develops the child's sensory abilities and intelligence. I advise, help, direct the activities of children, I make crafts with them.

The educational process is designed in such a way that children can independently choose different art materials and tools. I only recommend how it is more convenient, more expedient to convey this or that image. Knowing the properties of various materials, children successfully combine them in their work. Fluent in different ways of image, children can choose those that are more suitable for conveying an expressive image, a beautiful composition.

During productive activities, children can freely communicate with me and with each other about work.

The experience of working on the development of the creative abilities of children in the formation of a design culture helps every child, regardless of their level of development, to reveal their creative potential and express themselves. A variety of material (improvised or junk) gives children original ideas, develops fantasy and imagination, makes them want to come up with new designs and use them in games. And also allow the child to feel self-confidence, in their abilities, which helps to increase self-esteem.

As a result of children's design classes, children began to respond more emotionally to the beauty of nature, clothes, premises, show a more stable interest in fine arts, their creative activity and artistic independence increased.

Creative activity also manifested itself in the ability of children to plan their work. Children learned to conceive an image, look for means of its realization, think through the sequence of their work and achieve results. Increasingly, in the statements of children, the pronoun “I” began to sound: “I will draw like this…, I will do it in my own way…, I think…, I saw…, I feel…, I can…”. This suggests that children have learned to discover, create the world for themselves and themselves in their own world.

In addition, design classes contributed to the formation of a sustainable concept in children, assisted in the ability to plan their results. Preschoolers have awakened feelings of creative satisfaction (“I” - a decorator, “I” - a fashion designer). In co-creation with other children, the individuality of each child, the features of creative style, and performance techniques became brighter.

The peculiarities of the activities of children involved in design have determined the new nature of their relationships with peers and adults. Artistic emotions and interests that arise in the process of productive joint search activity contributed to the successful formation of creative thinking and sociability in children. In live communication with art, they learned how to create and use arrangements from natural materials in the design, select and create styles of clothes, costumes, environment for games and performances, festive matinees, improve domestic and festive interiors.

Observing the surrounding object environment, older preschoolers learned how to skillfully select the furnishings of doll rooms in accordance with the purpose of the premises (living room, kitchen-dining room, bedroom). So, playing role-playing games, they proved to be active participants in the dramatizations, invented wardrobe for dolls, characters of the play, costumes for entertainment (dresses, hats, shoes, jewelry).

From work experience:
Approximate planning of classes to familiarize children
with design technique in the preparatory group

Block “World of Postcards” (Fig. 1, 2)

A postcard is an independent art form, with its own history. Previously, people kept postcards throughout their lives, they decorated the interior, placing them on the walls next to drawings, embroideries, and portraits. They glued caskets and even vases. Old postcards amaze with an amazing technique of execution: they were made using the technique of lithography, silk-screen printing; they drew and painted by hand on special paper with intricate lace edges, turned it on plywood, pasted it out of feathers, hair, dried flowers.

The best artists worked on the creation of the postcard. Old postcards can tell more about their time than chronicles and memoirs.

Lesson 1. “Autumn mail”. (Postcards with an ornament from leaves).

Tasks: To acquaint children with a postcard - as an independent art form, with the history of its development. Teach children how to make a postcard using the sheet imprint method.

Material: Beautifully shaped leaves of various plants, white and colored paper, scissors, glue, wax crayons.

Lesson 2. “Postcard toy”. (Apple and mushroom).

Tasks: To teach children how to make a mini-postcard, which can simultaneously serve as a congratulation and a toy. To cultivate the ability to plan the result, to get a sense of satisfaction from the work performed.

Material: White paper, scissors, paints or colored pencils.

Content: Draw on a sheet, having previously folded it in half, an apple or a mushroom so that the middle of the card falls on the fold of the sheet. “Straighten” the side of the leaf on the apple and the cap and stem of the mushroom so that the card closes and opens. Mark and cut out the window and the entire postcard. Color an apple or mushroom using the “tonal” stretching method. Inside, where the window was planned, draw a bug or worm.

Lesson 3. “Clamshell postcard”.

Tasks: To teach children how to make a folding postcard using paper-plastic elements. Cultivate an aesthetic attitude to postcard design.

Materials: White paper, colored thick and thin paper, felt-tip pens, colored pencils, glue, scissors

Lesson 4. Postcard "Hare dance".

Tasks: To teach children how to make a three-dimensional postcard using an element of paper-plastic - “accordion”. To cultivate the ability to plan the result, to get a sense of satisfaction from the work performed.

Material: White paper, thick colored paper, felt-tip pens, colored pencils, glue, scissors.

Content: Show the children how to perform a round dance from a strip of paper folded with an accordion in 4 parts. On the top side of the accordion, draw the figure of a hare or any other character at the request of the children. Cut out the figures without unfolding the accordion. Do not cut out the edges of the front and hind legs: in these places the figures are connected to form a chain. Color the hares with felt-tip pens and pencils, come up with their own clothes for each. Glue the round dance into a rectangle folded in half.

Lesson 5. “New Year's Surprise Card”.

Tasks: To teach children how to make a voluminous postcard - a surprise with a horizontal insert. Give them the opportunity to show initiative and independence.

Material: White thick paper, felt-tip pens, colored pencils, paints, scissors, glue.

Contents: Consider New Year's cards, postcards made according to the principle of horizontal pasting. Come up with a New Year's story and a surprise for your postcard (Christmas tree, snowman, Santa Claus, etc.). Fold a sheet of paper in half. In the upper part, inside, draw your plot and on a separate sheet of a separate character. Cut out the character and paste it behind the bent flap.

Block “New Year's chores” (Fig. 3)

Lesson 1. “Carnival masks”. (Making a mask, painting a mask and decorating with decorative elements.)

Tasks: To acquaint children with the traditions of the New Year's carnival. Interest in the manufacture of carnival masks, their painting and decoration. Cultivate independence in the choice of materials, methods of work and decorations. Get a sense of satisfaction from the work done.

Material: White paper, thick paper, colored paper, gouache, scissors, glue, various materials for decoration (confetti, beads, beads, feathers, candy wrappers, rings).

Lesson 2. “Carnival costume”.

Tasks: To introduce children to the profession of a fashion designer.

Invite children to become fashion designers - come up with a carnival costume. To convey the image of the hero, depicting the characteristic features of his costume. Develop imagination, creativity. Decorative solution in color and silhouette. Transfer of festivity in a suit.

Material: Sheets of paper with silhouettes of boys and girls. Gouache, watercolor paints, brushes and other visual materials. Decor materials. Fashion albums with carnival costumes.