Short-term programs of additional education problems. Short-term additional educational programs
Valentina Mokerova
Short-term additional general educational general developmental program "One word, two words"
MUNICIPAL BUDGET INSTITUTION ADDITIONAL EDUCATION
CENTER FOR THE DEVELOPMENT OF CREATIVITY OF CHILDREN AND YOUTH
MUNICIPAL GULKEVICH DISTRICT
Adopted at the meeting APPROVED
Methodological Council Director MBUDO CRTDiYu
Protocol No. ___ ___ Vysotskaya I.V. «___» ___ 20 g Order dated «___» ___ №__
SHORT-TERM ADDITIONAL GENERAL EDUCATIONAL
GENERAL DEVELOPMENT PROGRAM
SOCIO - PEDAGOGICAL DIRECTION
"Once word, two word»
Implementation period programs: 6 weeks (18h)
View programs: modified
teacher additional education
Gulkevichi, 2017
EXPLANATORY NOTE.
Short-term educational program"Once word, two word» socio-pedagogical orientation contributes to the development of cognitive, creative and communicative abilities of students and is designed to organize educational leisure for children in the summer, the development main value educational activities – creative thinking, the formation of the need for language proficiency, the improvement of speech and the expansion of knowledge about the world around.
Novelty programs lies in the timing of its implementation (6 weeks, practice-oriented approach to the organization of the educational process. Program"Once word, two word» provides an opportunity to organize educational leisure for children up to school age in summer time. Classes for program contribute to the formation of personal qualities necessary for mastering the educational activities: curiosity, initiative, creative imagination, arbitrariness. They provide an opportunity to both consolidate previously acquired knowledge in the field and acquire new ones, form the ability to use them in practice in various situations. Classes are built in a playful, entertaining form using speech games.
Relevance is determined by the request from parents and their children for programs early childhood development in the institution additional education, as well as the presence in the institution of the necessary material and technical conditions to implement these programs.
Successful development of speech in preschool age is critical for subsequent systematic study mother tongue. In the process of solving problem situations, performing game tasks, each child acquires practical skills, experience of knowledge. At the same time, an integrated approach to the acquisition of knowledge, skills and abilities, to the development and upbringing of children is observed.
Destination programs. Program designed for children 5.5-7 years of age. Classes can be attended by all interested children, both those who are engaged in the association, and newcomers who have a desire to get an idea of \u200b\u200belementary reading and writing skills.
Volume programs: training period - 6 weeks, general number of hours - 18, per week - 3 hours.
Form of study: full-time
Class mode: 3 times a week for 1 hour.
Features of the organization of the educational process. Classes can be attended by children without medical clearance. Program implemented in groups of variable composition. Children can come on any day included in the class schedule. Each lesson is a separate cognitive and educational block. (started work ends in the same lesson). Program involves the use of various types of gaming activities: simulation games and exercise games with objects, role-playing games, games with rules, games-exercises with a focus on certain achievements, allows you to build the educational process as comfortably and interestingly as possible for children. Classes are aimed at developing common culture of thinking, speech, motor skills, creative abilities of children, to educate them in independence, a sense of responsibility, humane relations in communication with friends and teacher.
Classes consist of all three parts of five sections programs. At each lesson, a dynamic pause is held in the form of outdoor games and physical education minutes.
Target programs: Development of interest and ability to read through play activities.
Educational:
Acquisition of knowledge, skills and abilities of educational activity;
Development of motivation for learning activities.
Continue to acquaint children with elementary skills of reading, writing;
To form the ability to apply the acquired knowledge in practice in various situations;
Develop speech, the ability to argue their statements, build the simplest conclusions;
Formation of skills to accurately and clearly express their thoughts.
Personal:
The development of cognitive activity and the ability to establish the simplest connections between the phenomena of the child's surrounding life and the development of an interest in learning;
To develop the personality of the child, his talent and ability through
independent solution of creative and other tasks;
Develop children's communication skills based on communication;
Development of cognitive abilities: logic of thinking, speech, attention, memory, imagination;
To cultivate independence, perseverance, organization, accuracy, the ability to cooperate, collectivism.
Metasubject:
Develop imagination, ingenuity, curiosity, strong-willed qualities;
Shaping a culture communicating with each other;
Develop the ability to organize workplace understand the learning task and independently perform it, control and evaluate their actions;
Develop the ability to work individually and in group: find general resolving and resolving conflicts on the basis of coordinating positions and taking into account interests;
Build a value relationship healthy lifestyle life.
Academic plan
n/a Topic Number of hours
Total Theory Practice
1. Introductory lesson. briefing
on safety. 1 0.5 0.5
2. Fairy tale letter 6 0.5 5.5
3. Development of speech. 4 0.5 3.5
4. Cheerful pencil. 6 0.5 5.5
5. Final lesson 1 1
Total: 18 2 16
Section 1. Introductory lesson. Safety briefing.
Theory. Acquaintance with the children's team. Safety briefing. Interviewing with children, identifying early knowledge, skills, abilities.
Practice.
The exercise "Telephone". The game "Let's get acquainted".
Tour of the center.
Section 2. Fairy tale letter.
Theory. Acquaintance with Russian folk tales.
Practice. Reading fairy tales: "Turnip", "The Cockerel and the Beanstalk", "Cat house", "Spikelet", talk about reading. Collective compilation of a story from pictures. Fairy tale retelling. Fairy tale dramatization. Writing your own story. Answers on questions.
Construction of proposals. We make an offer with a specific word.
The exercise "Show letter", "What is this letter", "Find out where the sound is", "I name the sounds".
Didactic games with words: "Guess the first sound in word» , "Mom went to the store", "What does the letter look like".
Magnetic alphabet games: "Wonderful bag", "What letter is missing", "Fold word from the letters of the magnetic alphabet "
Section 3. Development of speech.
Theory. Writing a descriptive story topic: "Vegetables", "Fruit", "Animals", "Transport", "Professions". "Flowers".
Practice: Watching and discussing a short film "Smile of nature".
Games: "What grows in the garden?", "One is Many", "Say kindly", "Name one word» , "Continue the line words» , The word is reversed», "Continue the offer". "Guess the Riddles".
Learning phrases.
Section 4. Cheerful pencil.
Theory. Getting ready to write. Safety rules when working with writing instruments. Familiarity with the rules of seating when writing at the table. The position of the notebook, pen, pencil. Hand position. Orientation on the sheet cage: drawing patterns on dotted lines, hatching, working with a stencil.
Practice: Graphic exercises. An exercise in drawing slanted lines.
Game tasks. Contours of fruits, vegetables, transport, flowers, their shading.
Painting "curb", "Fence", "House", "Umbrella", "Ship" and etc.
Journey to the city masters: "Draw the Pattern", "Finish the drawing", Cheerful recipes.
Finger exercises: theater of fingers drawing with a finger in the air.
Exercise game "Snail", "Chabi - chalyabi", "Chefs".
Section 5. Final lesson.
Practice: Competition "The most, most, most..."
Conditions for the implementation of the program.
1. Logistics.
For implementation programs require light, ventilated room that meets sanitary and hygienic standards. Special furniture (tables and chairs) for students, corresponding to 5-7 years of age, cabinets for storing didactic aids and teaching materials, board, magnetic board with markers, visual aids
Equipment, tools and materials required for implementation programs:
Writing utensils for everyone student: pen, pencil, eraser, colored pencils;
Demonstration visual aids.
stencils (vegetables, fruits, transport, flowers, tree leaves);
Didactic and visual material on topics, didactic toys. Visual and didactic cards.
Educational games "Read in the first letters", "We share words in warehouses» and etc.
Technical equipment: computer, printer, internet, TV and DVD player.
Forms of presentation and demonstration of educational results.
Photographic material, written reviews of students and parents, a register of the work of the teacher and student attendance, a written analysis of the teacher on the implementation programs(the number of children involved in the association, the number of newly arrived children, the degree of implementation programs.
Bibliography.
1. Bondarenko T. M. Complex classes in preparatory group kindergarten. shopping center "Teacher". Voronezh, 2005
2. Belaya A. E. Finger games for the development of preschoolers // AST -2008. 3. Grischuk L. A. School of preschoolers. Entertaining lessons. "Neva". Moscow "Olma - Press", 2002. 4. Sinitsyna E. I. Smart fingers // m. List, 2009 5. Shvaiko G.S. "Games and game exercises for the development of speech". Moscow, 2006 6. Shapina O. Chistogovorki and tongue twisters for the development of speech. Moscow, "Owl", 2007 7. Falkovich T. A, Barylkina L. P. Development of speech, preparation for the development of writing. Moscow "Wako", 2005. 8. Saykina E. G., Firileva Zh. E. Physical education - hello to minutes and pauses! Saint Petersburg "Childhood-Press", 2005
9. Gerbova V.V. "The Development of Speech in kindergarten» Ed. "Mosaic - synthesis", Moscow, 2014 10. Bardysheva T. Yu. "My hands are dancing" Edition for developmental education. Series "School for preschoolers"
Plekhanova Elena Alexandrovna
Position: teacher of additional
Educational institution: MAU DO "Center for Children's Creativity in Atkarsk, Saratov Region"
Locality: Atkarsk, Saratov region
Material name: training program
Topic: Short-term educational program "Musical Mosaic"
Publication date: 13.06.2018
Chapter: additional education
Short-term educational program
"Musical Mosaic"
Plekhanova E.A.
City of Atkarsk, Saratov region.
I. EXPLANATORY NOTE
Program
"Musical
is an
short-term
additional
educational
program of artistic orientation and is implemented in the Center
children's creativity of the city of Atkarsk, Saratov region.
program
shown
opportunity
organic
combinations of different
musical
activities:
perception,
performance,
creativity
essays
research
activities
musical
art
popularization.
By sign- general development.
Program novelty"Musical mosaic" lies in the fact that it allows
satisfy the cognitive interests of students in all areas of music
art, both in the field of academic music and popular culture. musical
education of children and adolescents through the creation of conditions for a holistic perception and
their understanding of music modern trend, reflecting the novelty of the program.
Relevance The program is an educational route for mastering
child of a single musical complex, organic
his ability to holistic
experiences of a musical work.
Pedagogical expediency.
program
forms and methods are used
works that provide musical education for children and adolescents aged 6–14 without
preliminary
preliminary
musical
preparation;
allowing them to work with a small temporary workload, without deployed
homework.
The program provides each student with the opportunity to “do not what
succeed”,
pronounced therapeutic
character.
The program is implemented within the framework of the Federal State Educational Standard in an institution of additional education.
The path of development of a group formed on the basis of DOL CDT depends largely on the tasks
facing the community of children, teachers: the formation of a unique specialization,
building a trajectory for the creative development of the team.
aim
is an
development
creative
activity
(teenager)
self-determination, creative self-expression in the field of musical art.
Tasks
Educational
provide the child with opportunities for communication - interpersonal and special
professional;
To cultivate readiness to present the result of the activity as a unique co-creative
Educational
enrich
emotional
students,
emotional-volitional
quality
communicative
conducive
social
self-realization
musical
technical
solo
Educational
various
musical
activities:
hearing,
execution,
writing, study;
to teach how to apply the acquired knowledge and skills in the analysis, discussion of music,
justify your own opinion on the problem;
organize
independent
use
modern
technologists; strives to broaden one's horizons;
A distinctive feature of the program "Musical Mosaic" is that
she is one
musical complex based on integrity
musical
perception,
experiences,
performance
study
musical
works.
Program
interpenetrating blocks :
theoretical
historical and practical, which are implemented sequentially, synchronously or
independently, depending on the tasks facing the group.
Educational
built according to
age
features,
emerging interest in various styles, eras, methods and techniques of productive
activities, creative passions and ways of presenting creative products.
Also, this program is distinguished by the lack of professional installation, emphasis
art
result,
development
musical
space,
program
attractive
teenagers.
A distinctive feature of the program is also humanistic approaches to
implementation of the program, which are manifested in a friendly atmosphere in the classroom,
emotionally
rich
environment
creativity. The key to creating a situation of success,
contributing to the maximum personal self-realization of the pupil, consists in the development
from within, “self-creation”, and not the imposition of a “ready-made answer”.
Program
"Musical
mosaic",
covering
various
musical
activities, referring to different layers of musical art, allows everyone
baby freely
educational
interests
individual data.
The program is designed for children school age: 6-14 years old.
Junior school age, the beginning of a systematic schooling- time
active disclosure of the individual characteristics of the child, the development of his special
musical
abilities.
Providing
opportunities
development
musical
space through various types of musical activities allows you to most fully
musicality
cognitive
interests
Every child is musical in their own way. Uncovering his individual abilities
allow any student of the program "Musical Mosaic", regardless of
his success in school, be successful, useful, unique in his work.
Music lessons allow you to use the rich potential of emotional
mobility of the child and at the same time contribute to the formation of arbitrariness
thinking, memory, attention.
Peculiarities
formation
musical
perception
junior
average):
fragmentation,
episodic
single
signs
musical work to greater systematization, coverage of the subject in several
signs; shifting attention from performing (tempo, dynamics, timbre, articulation) to
melodic-rhythmic means of expressiveness; transition from copying and repeating
to meaningful expression, from mastering the musical language to mastering the musical
processes
emergence
quality
formations
reflection,
differentiated
perception,
transition
thinking
visual-figurative to abstract-logical.
emerging
v teenage
abstract,
theoretical
thinking allows you to include new activities in your work, for example, becoming
a new level of self-consciousness is expressed in the desire to understand oneself, one's uniqueness.
Opportunity
activities,
creative
collective
attractive classes for this program for teenagers. Formed in this
interpersonal
relationship,
pursuit
peers
contribute
effective
creative
projects.
alienation
teenager
adults
the most important
youth
subculture remains hot topic for collaboration (dialogue).
Forms and mode of employment. basis educational process make up group lessons
(8-15 people). During the preparation of particularly complex projects - research,
stage, complex - individual work, classes in small groups are possible
decrease
simultaneous
students
classes
accordance
charter of the CDT up to 3-5 people); as well as bringing groups together to conduct joint
events: collective creative affairs, general gatherings, rehearsals, performances (up to
30 students at the same time).
The program is implemented as follows: 2 times a week for 1 hour.
result
educational
program
"Musical
mosaic"
is an
development
creative
activity
(teenager)
self-determination,
creative self-expression.
develops
cognitive
activity,
going on
enrichment
emotional
students,
develop
emotional-volitional
quality,
communicative
expression,
conducive
social
self-realization
child.
(teenager)
develops
various
musical
activities:
listening, performing, composing, studying; develops musical skills and
technical
solo
collective,
vocal
acquired
scenic
execution.
Developing
aesthetic need through
introduction to musical culture. student
actively participates in the preparation and holding of a holiday, business, project, bears personal
general responsibility.
aware
integrity,
unique
team,
current
space of the CDT and schools.
Forms of summing up the results of the implementation of the additional educational program:
concert performance, musical festival, performance, exhibition of sketches (drawings,
costumes, props, promotions.
checks
results:
surveillance,
child,
parents,
comparative
comparison
formation
musical
filling out the development map, stage performances.
Estimated
development
musical
abilities,
formation
musical
dynamics);
melodic,
They are also evaluated
concert results
speeches,
quality
performance of tasks, assimilation of acquired knowledge, level independent work,
the degree of participation of the child in creative affairs, the wealth of means of expression, the ability
independently make a choice, the skill of public speaking.
The educational program "Musical Mosaic" is indirectly aimed at
development
intonation
analytical
Development
intonation
(right hemispheric) is associated with the expressive, figurative component of perception.
program
help
develop
need-
motivational
conditioned
involvement
creative
activity under the guidance of a teacher.
Program
interpenetrating blocks :
theoretical
music"), historical ("Music in the world") and practical ("Immersion"), which
are implemented sequentially, synchronously or independently, depending on the tasks,
standing in front of the group. Such a division is based on the gradual inclusion in the work
various activities and is necessary for planning, systematization and analysis
activities.
Block
"Dive"
directed
practical
development
musical
space. Comprehension of the unity of music, movement and words within oneself and in one's
manifestations,
pleasure,
received
unity.
Upbringing
responsiveness to a piece of music, emotional enrichment are the most important
tasks of the "Immersion" block.
Block
"Music
world"
suggests
study of
diversity
directions, styles, genres of music of different eras, national, author's schools,
the creative path of composers, musical works.
A variety of material is used in the classes: music of the author's tradition and
oral collective creativity (folklore), academic music and popular culture
(jazz, pop, rock, songs of bards, etc.), concert, everyday, applied, functional
Methods: story, conversation, lecture, discussion, creative meeting, listening,
execution,
research and development
activity,
computer,
report, presentation.
Block
"Peace
music"
suggests
theoretical
comprehension,
development
musical space, acquaintance with the elements of the musical language, musical
Depending on the composition and orientation of the group, it is possible to study musical
Expected results
As a result of training.
Thanks to the joint creative activity the group is aware of itself as a whole,
a unique team, inscribed in the space of the school and the CTC.
necessary
joint
performance
music knowledge:
the structure of the work in the form of a song, its pitch, tempo and rhythm
peculiarities; skills: choral, ensemble performance of a musical work;
collective stage performance; learns different ways of listening
music; has an idea of the culture of the holiday.
The child, mastering the individual role in a musical performance, is aware of the personal
general responsibility. The transition from concert collective forms to
individual creativity, which gives the child the right to choose his own musical
II-1. Educational and thematic plan
Immersion
World of music
Introductory lesson
"I sing". Vocal performance
Musical holiday
Music in the world
"Mood". music drawing
Final lesson
IV. METHODOLOGICAL SUPPORT
distinctive
peculiarity
programs
"Musical
mosaic"
integrity
perception and understanding of the subject of music and creative activity. So methods,
techniques used by the teacher
most affect the emotional sphere
personality, allowing the child to more fully perceive, understand and music.
Relaxation to music - mental and somatic relaxation. used
classical music, or the sounds of nature.
Listening (recorded and live) with a specific task,
where a piece of music - plastic embodiment, discussion.
Music drawing - transferring (non-artistic) the flow of music on paper “here
now",
includes
relaxation
dynamic
response,
artistic
Painting
promotes
activation of visual images and ideas, development of imagination.
Music making.
collective,
includes
Tongue Twisters,
recitation,
pronunciation,
onomatopoeia,
recitation,
improvisation, exercises, learning music, games.
Group music-making effectively uses emotional resources, allows
to feel included in the whole, gives the right of free entry and exit from the action,
anonymous
hence,
safe
self-realization,
provides
the opportunity to establish contact through musical empathy. In such
collective activity, the role of senior participants increases, since the activation
The child's actions occur through imitation of the leader. Solo performance helps
realize
a responsibility,
demonstrate
individual musical qualities.
Motion.
all kinds
rhythmic
manifestations
musical
tool),
respiratory
exercises,
improvisation
pantomime, gestures, facial expressions, choreographic exercises, dance. Performance
tasks may be accompanied by singing.
Stage performances.
Speeches
concert,
theatrical
representation,
holidays
folk calendar.
Research forms and methods.
Analysis of special literature, musical works.
There is no clear line between different types of musical activity.
brings together
several
analyzers
(auditory,
visual,
tactile), any musical manifestations have a motor basis. All work
organism is focused on complex functioning.
Lesson structure
An association
various.
Multivariance
musical
regulation
corresponds
three-phase model.
The introductory part is the establishment of communication according to the so-called iso-principle, i.e.
like to like. The selection of music takes place according to tastes and emotional
the state of a group of children at the moment, with the same type of non-contrasting character,
permanent set of means of musical expression. In the same group
can take place with different tone. Techniques: passive or active listening,
merging with the rhythm of music in motion.
confrontation,
response.
active
mobile games. This stage may include relaxation for children with heightened
activity. Contrasting in content and means of expression is used
third
highest
voltage.
final
achieved
is fixed
positive
condition.
Didactic support of the program.
Tools:
tools
(drums,
rattles,
ratchet,
maracas, tambourines, etc.), piano.
Equipment, didactic material: soft toys, objects for drawing
(crayons, pencils, paints, paper), music library, computer.
V. REFERENCES
HOMO MUSICUS: Almanac of Musical Psychology` 95. / Comp. Starcheus M.S -
Bochkarev L.L. Psychology of musical activity. - M., 1997.
Great Musicals of the World: A Popular Encyclopedia. - M., 2002.
Educational system DTDiYU. - Petrozavodsk, 2003.
Vygotsky L. Psychology of art. - M., 1987.
Gotsdiner A.L. Musical psychology. - M., 1993.
Kirnarskaya D.K. musical perception. - M., 1997.
Kryazheva N.L. Development emotional world children: A popular guide for
parents and teachers. - Yaroslavl: Academy of Development, 1996.
Leontieva O. Karl Orff. - M.1984.
10. Mateyova Z., Mashura S. Music therapy for stuttering. - Kiev, 1984.
11. Musical psychology: Reader. / Comp. M.S. Starcheus. - M.1992.
12. Musical
upbringing
Compiler
editor
L.A. Barenboim. - M., 1983.
Nazaikinsky E.V. On the psychology of musical perception. - M., 1972.
"Short-term additional educational program of the specialized detachment "Playing to Know" Age of children -7 - 12 years Implementation period - 1 month..."
Short-term additional educational
profile squad program
"Playing to know"
Age of children -7 - 12 years
Implementation period - 1 month
Compiled by:
Gorbunova Olga Yurievna,
additional education teacher
MBOUDOD "GCIR"
Tolyatti
Passport of the educational program
Name of the program Short-term additional education
the program of the summer specialized detachment "Playing to know"
Institution, MBOUDOD TsDODD "Humanitarian Center Implementing the Program of Intellectual Development" of the city district of Togliatti Address: 445012, Togliatti, st. Kommunisticheskaya, 87A, tel.
It is designed for younger students and is aimed at the formation of their cognitive interests, health promotion and leisure activities during the summer holidays.
The main idea that unites both the content of each individual day and the course as a whole is to immerse children in a situation of joint play, when the fulfillment of the game conditions, the full enjoyment of the game provides not only pleasure, but also development, improvement of skills, qualities, abilities Year of development 2014 G.
programs By whom and when approved Based on the decision of the pedagogical council. Protocol program No. 4 dated May 15, 2014
The program was adopted on the basis of the decision of the Methodological Council. Implementation Protocol in the new No. 4 dated 12.05.2015
academic year Orientation of the socio-pedagogical program Direction (type) of gaming activity Type of program by authorship degree Coverage of children by age 7-12 years old groups of different ages Type of program by subject method of organizing content Implementation period 1 month of the program
Program reviewers:
EXPLANATORY NOTE
The short-term additional educational program "Playing the Knowledge" of a socio-pedagogical orientation is an integral part of the educational program of the MBOUDOD "Humanitarian Center for Intellectual Development" in the city of Togliatti and makes it possible to organize cognitive leisure for children 7-14 years old in the summer on the basis of a daytime school camp.Many children attend summer school camps and playgrounds. In addition to supervision, such a playground should provide children with interesting and meaningful activities. During school year children have accumulated a certain amount of fatigue, reduced motivation for learning. Good weather and a lot of objective distractions also impose certain restrictions both on the selection of the content of the work, and on the nature and methods of teaching in general. To solve this problem, the game was chosen as the main form of work, which included both educational and developmental content.
The main idea that unites both the content of each individual day and the course as a whole is to immerse children in a situation of joint play, when the fulfillment of the game conditions, the full living of the game provides not only pleasure, but also development, improvement of skills, qualities, abilities.
The purpose of the program is to provide meaningful and useful leisure time for children in a summer day camp.
Work tasks:
Contribute to the development of valuable personality traits of children, characteristics 1.
cognitive processes.
Teach kids new games high degree conducive to development in 2.
leisure activities.
Provide emotional comfort and interest to children involved in the program.
Contribute to the actualization, systematization, enrichment of children's knowledge in 4.
some (thematic) areas of reality.
Contribute to the formation of friendly relations, the development of the children's team.
Organizational bases of the program The program was created to provide educational leisure for children in the day camp. The duration of the program is one camp shift (18 days).
Assumed daily activities with children for 2 hours. Thus, the total number of hours for the program is 36 hours.
Group formation procedure: The group is formed on a voluntary basis from students of different ages attending a school day camp.
The group size is up to 18 people.
Age of students: from 7 to 12 years. It is supposed to operate a group of different ages.
The beginning and end of classes is coordinated with the administration of the day camp, on the basis of which the detachment operates.
Classes - five times a week for 2 hours. The weekly load on the child is 10 hours.
Forms and methods of classes In the implementation of the program, various forms are used: a game, training, competition, a quiz, independent work, creative work, etc.
Methods: various methods are used, which can be conditionally grouped according to the source of knowledge:
Verbal (oral presentation, conversation, story, fairy tale);
Visual (examples, samples, illustrations and demonstrations);
Practical (games, exercises, sketches, creative works, drawing, etc.).
Organizational forms of work: frontal (training format), in subgroups.
Planned results of the program development:
As a result of mastering the program "Playing to Know", students should acquire the following knowledge and skills, gain experience:
update, systematize, acquire some knowledge and ideas about emotions, etiquette, creativity, etc.;
get acquainted with new games and exercises with which you can diversify your leisure time;
improve individual characteristics cognitive processes - attention, memory, thinking, imagination;
gain experience of emotional communication with peers.
Evaluation of the results of mastering the program is carried out in the form of included pedagogical observation in the classroom and analysis of the results of games-competitions.
Summing up the results of the program implementation
Reflective tasks and recall exercises - what we learned, what we did.
Self-assessment for the work in the shift according to the criteria.
EDUCATIONAL AND THEMATIC PLAN
– – –
Section 1. Introductory lessons Topic 1.1. Introductory lessons. Acquaintance.Theory. Safety rules in the classroom.
Practice. Games for getting to know each other, remembering the name, learning each other. A mobile game for cohesion, group formation.
Theory. How can we develop through the game.
Practice. Quiz "About everything in the world", completing tasks for the speed of thinking.
Section 2. Treasure chest Topic 2.
1. Crosswords and puzzles.
Theory. Crossword rules. Rules for compiling puzzles.
Practice. Team compilation of crossword puzzles based on famous fairy tales. Team drawing up puzzles about the nature of the native land. The game "Red Book": compiling and presenting a crossword puzzle and a rebus about an animal, a story about it (using reference literature). Compilation of the book, preparation of illustrations.
Topic 2.2.
Treasure chest: encryption and coding.
Theory. Encryption and coding.
Practice. The game "Treasure Chest": compiling and solving ciphers and cards. Treasure search.
Topic 2.3.
Games on a piece of paper.
Theory. Game rules on a sheet of paper.
Practice. Education and games "Tic-tac-toe", " sea battle”, “Triangles”, “Finish the word”, etc. Conducting championships in these types of games.
Topic 2.4.
Adventures of Karik and Vali.
Topic 2.5.
Uninhabited island.
Practice. Team game for the development of creativity and communication. List of five necessary things - discussion. What to build a house from, how to make a fire ....
Encrypted letter for help. "For" and "against" living on a desert island - who is more. Sports mini-competition.
Section 3. Question for backfill Topic 3.
1. Team quiz games.
Theory. Quiz rules: question-answer.
Practice. Completion of assignments, independent preparation of assignments (using reference literature) on various topics: Russian language, literary works and heroes, rules of etiquette, mathematics. Thinking up and staging situations. We solve modern and ancient problems. Presentation and "playing out" of arithmetic operations.
Topic 3.2.
Such fun physics.
Theory. World around us.
Practice. Performing (on commands) elementary experiments and explaining them. Search physical phenomena and objects in the environment. Creativity - how this phenomenon could be applied in the economy of the future.
Topic 3.3.
History and sights of the city of Tolyatti.
Theory. History and sights of the city of Tolyatti.
Practice. It is held in the form of "intellectual hockey" (children collectively prepare questions, ask for speed). Compiling a rating of the most famous, beautiful, clean, etc. city places.
Topic 3.4.
Walking with dinosaurs.
Theory. The distant past of the planet Earth.
Practice. Several people are preparing in advance stories and illustrations about nature, dinosaur species, extinction, and so on. Listeners ask questions. A game for creativity "If you combine a ball (book, table) and a dinosaur, you get ....". Making a dinosaur from a sheet of paper using the cutting method, an exhibition.
Topic 3.5.
Tricky question.
Theory. Teamwork.
Practice. Team game according to the format of the TV show “Own Game”, “Who Wants to Be a Millionaire”, “Clever Men and Clever Girls”.
Section 4. Final lessons Topic 4.
1. Final lessons.
Parting.
Reflective tasks and recall exercises - what we learned, what we did. Writing encrypted letters to each other with wishes. Self-assessment for the work in the shift according to the criteria.
METHODOLOGICAL SUPPORT OF THE PROGRAM
Literature for the teacher:
Afanasiev, S.P. Three hundred creative competitions. / S.P. Afanasiev, S.V. Comorin. – M.:
Methodological center "Variant", 1997. - 112 p.
Kovalenko, V.I. junior schoolchildren after lessons: 750 educational games, exercises, 2.
physical education minutes .. / V.I. Kovalenko. - M. : Eksmo, 2007. - 336 p.
Kupriyanov, B.V. Organization and methodology of games with teenagers / B.V.
Kupriyanov, M.I. Rozhkov, I.I. Frishman. - M. : Vlados, 2001. - 215 p.
Myers, B. Intellectual games. Logic games for children / Bernard Meyers. – M.:
Eksmo-Press, 2013. - 80 p. - (Logical games).
Nikitin, B.P. Steps of creativity, or Educational games / B.P. Nikitin - M.:
Enlightenment, 1990. - 160 p.
Popova, E.N. Imagine: Let's play - let's dream: a book for developing the imagination. / 6.
E.N. Popova, I.Yu. Matyugin, E.I. Chakaberia. - Volgograd: Teacher, 2001. - 76 p. – (School of development of memory and imagination).
Sharygin, I.F. Lessons from grandfather Gavrila, or Educational holidays / I. F. Sharygin M. : Bustard, 2009. - 156 p.
Shaulskaya, N.A. Shall we play erudite? Ideas for school quizzes and olympiads. / eight.
N.A. Shaulskaya. - Rostov-on-Don: Phoenix, 2008. - 224 p. - (Series "Hello, school!").
Shaulskaya, N.A. Questions for smart people and smart girls for elementary school. / ON THE. Shaulskaya. Rostov-on-Don: Phoenix, 2013. - 288 p. - (Series "Hello, school!").
Shmakov, S.A. From the game to self-education: Collection of games - corrections. / S.A. Shmakov, N.Ya.
Bezborodov. – M.: New school, 1995. - 80 p.
Internet resources http://summercamp.ru/index - MethodWiki site for counselors.
http://tak-to-ent.net/load/121-1-0-1249 Summer camp games.
http://www.trepsy.net/ psychological exercises for trainings.
Didactic and visual materials for students:
A selection of books, pictures, reproductions illustrating theoretical material 1.
Media presentations on the topics of classes.
Materials for conducting quizzes and games-competitions "Own game", "Who wants 3.
become a millionaire”, “Clever and clever”.
Task cards.
Logistics
1) Game room equipped with tables, chairs, cabinets. Requirements for the premises: for the implementation of the program, a sufficiently large room is required.
The space will be repeatedly rebuilt - it should be possible to move desks, line up chairs in a circle.
2) Equipment and materials necessary for the implementation of the program:
2.1. multimedia projection installation;
2.2. digital camera;
2.3. printer black and white, color;
2.4. Xerox;
2.5. tape recorder with music recordings;
2.6. clock or stopwatch.
3) Game props for organizing games: board games "Gyenesh Blocks", "Scrabbles", etc., counting sticks, clothespins, different balls for games, a ball of thread, soft toys.
4) Materials for children's creativity: watercolor, gouache, pastel, white and colored paper and cardboard, glue, drawing paper, a set of pencils, paper tape, scissors.
5). Stationery: pens, pencils, markers, proofreaders; paper of different types and formats (A1, A2, A3, A4, whatman, xerox); glue, scissors, staplers; files, folders, buttons, crayons, magnets, etc.
6). Souvenir products for rewarding the best players, the best teams in game championships and competitions.
LIST OF REFERENCES used in compiling the program
1. Afanasiev, S.P. Cheerful holidays: Handbook of the educator. / S.P. Afanasiev. M. : AST - PRESS BOOK, 2004. - 288 p.
2. Afanasiev, S.P. What to do with children in a country camp. / S.P. Afanasiev, S.V.
Komorin, A.I. Timonin. - 3rd ed. - Kostroma: LLC MC "Variant", 2001. - 223 p.
3. Ah, summer! : Work with children in summer country and school camps. / Auth., comp.
S.V. Savinova. - Volgograd: Teacher, 2003. - 77 p.
4. Baiborodova, L. V. Educational work in a children's country camp: Educational manual / L.V. Baiborodova, M.I. Rozhkov. - Yaroslavl: Academy of Development, 2003. - 256 p.
5. Baryshnikova, G. B. Weekdays and holidays in a children's health camp: a counselor's reference book. / G. B. Baryshnikova. - Yaroslavl: Academy of Development, 2007. - 192 p.
6. Besova, M.A. Paddle games for a friendly detachment: holidays in a country camp / M.A.
Besov. - Yaroslavl: Academy of Development, 2006. - 160 p. - (After lessons).
7. Buylova L.N., Klenova N.V., Postnikov A.S. Methodological recommendations for the preparation of author's programs for additional education of children [Electronic resource] / Palace of Children and Youth Creativity. To help the teacher. – Access mode: http://doto.ucoz.ru/method/.
8. Children's health camp: educational space: Collection of articles to help the organizers of summer holidays and children's health improvement. / Comp. G.S. Sukhoveyko;
Ed. L.N. Ignatieva; Interregional public organization "Promotion of children's recreation". - M. : TsGL, 2006. - 152 p.
9. Kovalenko, V.I. Younger schoolchildren after lessons: 750 educational games, exercises, physical education minutes. / V.I. Kovalenko. - M. : Eksmo, 2007. - 336 p.
10. Summer health camp: public events (theatrical, themed evenings, holidays, competitions, games, quizzes, sports competitions) / Comp. L.I. Trepetunova - Volgograd: Teacher, 2005. - 280 p.
11. Summer health camp: legal framework(planning, program of work, job descriptions, security in school and country camps) / Comp. E.A. Gurbina - Volgograd: Teacher, 2006. - 197 p.
12. Marfina, S.V. Summer camp from A to Z. / S.V. Marfina. - Yaroslavl: Academy of Development, 2005. - 160 p. - (After lessons).
14. Decree of the Chief State Sanitary Doctor Russian Federation dated April 3, 2003, No. 27 “On the Enactment of Sanitary and Epidemiological Rules and Regulations SanPiN 2.4.4.1251-03” [Electronic resource] / Legislation, judicial practice. Norms, rules, standards of Russia. – Access mode: http://www.kodeks.ru/noframe/aids?d&nd=901859071&prev Doc =901909220. Pedagogical Director of the School of the Methodological Council of the Association / E.V. Petrova / teachers Protocol No. 1 Protocol No. 1 Order No. 26 on ... "APPROVE: Head of the Pedagogical Council MBDOU "TOGUCHINSK KINDERGARTEN No. 2" MBDOU "TOGUCHINSK KINDERGARTEN No. 2" I.A. Shipovalova ""_20_g. ""20g. Protoko...»
"MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "Tomsk State Pedagogical University"(TSPU) KZ.A. 03 CANDIDATE EXAM PROGRAM BASIC AND ADDITIONAL 09.00.13 PHILOSOPHICAL ANTHROPOLOGY, PHILOSOPHY OF CULTURE..."
«B.3.B.10 "Psychology of Physical Culture" Compiler of the annotation: Ph.D., Associate Professor Bobylev E.L. Department of Psychology The objectives of the study The objectives of mastering the discipline are: disciplines: to show future specialists the importance and content of the psychological aspect in the activities of a teacher of physical education ... "
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Municipal educational institution additional education for children
"Center of children's creativity"
Short-term educational program
"Rainbow Hands"
Program implementation period: 21 days
additional education teacher
MOU DOD
"Center for Children's Creativity", Nadym
Nadym, 2014
Explanatory note.
The process of learning, development and upbringing of children is continuous, it continues with the onset of summer holidays as part of a children's health camp. The organization of children's recreation satisfies the need of children in the creative self-realization of cognitive activity, communication with peers and interesting people, meaningful organization of free time. Circle visual arts gives children the opportunity to take a break from school and fully express their imagination and creativity.
Summer classes in fine arts are an important link in aesthetic education, art education, moral, patriotic and labor education children and teenagers. They bring up a culture of thinking and aesthetic judgments, purposefulness, self-control, individual inclinations and abilities are manifested deeper and brighter. The circle is organized not only for children who can draw well, but for everyone who wants to show their imagination and who wants to work with paper and paints.
In a child, first of all, you need to appreciate his imagination. We cannot imagine the labor process without imagination. Intuitively, obeying personal impressions, children reflect their world in the drawing. The child's imagination develops gradually, as he acquires real life experience. Children's imagination and fantasies develop Creative skills, will help in the development of creative imagination - a game, it will teach you to analyze, compose, tell. Therefore, the main task is to aim the child at independent creative activity, original, connected primarily with imagination.
Fine art contributes to the comprehensive development of children and helps to effectively use the time of summer holidays. This is precisely what causedrelevance development of the short-term program "Rainbow Hands".
The program has a general cultural level based on a polyartistic approach using a variety of artistic materials and non-traditional drawing techniques: monotype, nitkography, drawing with wax, toothbrush, sponge, fingers and other materials; the use of game techniques in the classroom, which expand the range of possibilities of the child, develop spatial imagination, cognitive interest of children. The unusualness of the methods and techniques is that children who cannot draw learn quickly and willingly.
Target: education of a creative person capable of emotionally-figurative reflection of his impressions and reflections by means of fine arts.
Zadachi:
the formation of artistic and creative activity in the process of studying the basics of fine arts using non-traditional drawing techniques and materials; taking into account the peculiarities of regional culture and art;
development of imagination, fantasy, aesthetic culture, cognitive interests of children, creative individuality;
upbringingactive aesthetic attitude to reality, art, love for the native land.
The educational process is carried out on the basis of a student-centered approach and basic didactic principles:
The principle of consciousness and activity
The formation of pupils in the process of learning a conscious, creative attitude to tasks, work, the development of their observation, thinking, attention, memory, imagination.
Systematic and consistent
The successful implementation of this principle largely determines the effectiveness of the pupils' assimilation of the studied material, which are logically interconnected.
Availability and affordability of education
The studied material in terms of content and volume, and tasks in terms of methods of implementation should correspond to the level of training of pupils, their capabilities, physical development, that is, be feasible for them. The principle of accessibility of education requires a gradual transition from the formation of primitive skills to more complex ones, from simple to complex information, i.e. systematic expansion and deepening of the circle of knowledge, skills and abilities of students.
Visibility in teaching
Active use of a variety of visual aids (illustrations, teaching aids, tables, etc.). The concept of visibility implies not only visual, but also auditory, tactile perception.
Relationship between theory and practice
Formation of pupils on the basis of acquired knowledge, practical skills and abilities.
The principle of individual approach
Slowly working children need to be explained and shown additionally. For those who work quickly, additional material is provided.
feature of this program is that children can choose the tasks they like using various art materials and non-traditional drawing techniques. Methods and techniques for working with the listed materials will help students open up and strengthen confidence in their creative abilities. It is non-traditional drawing techniques that create an atmosphere of ease, openness, looseness in the classroom, develop initiative, independence, create an emotionally positive attitude towards reality.
The duration of the program is 21 days. The total number of hours is 12, classes are held twice a week for 2 hours. The program is designed for teaching children of primary and secondary school age. Groups are formed taking into account the age and individual characteristics of children, everyone is accepted. Occupancy in groups of 10-12 people.
Forms used in the course individual work and collective creativity.
Theoretical part is given in the form of conversations with viewing of illustrative material and supported by the practical development of the topic.
The constant search for new forms and methods of organizing the educational and educational process makes it possible to make work with children more diverse, emotionally and informationally saturated.
The lessons use the followingteaching methods :
verbal (story, explanation, conversation);
visual (visual aids, diagrams, tables, drawings, models, viewing video materials, showing performance techniques, illustrations, reproductions of paintings, observation, work on a model);
practical (performing practical work);
explanatory and illustrative (children perceive and assimilate ready-made information);
active learning methods;
reproductive method learning is used at the stage of mastering the rules of work, new techniques and drawing techniques;
research (independent creative work of students);
problem learning method: in order to enhance the mental activity of students in the classroom, the problematic presentation of the material, partially search (heuristic) are actively used.
The educational process uses pedagogical technologies:
health saving technologies;
student-centered learning;
developmental education;
differentiated learning;
independent search for solutions;
gaming technologies;
non-traditional drawing techniques.
Lesson structure
Each lesson has a specific structure:
Organizing time- 5 minutes;
Studying and explaining new material - 20-25 minutes.
Independent work of students - 50-60 minutes (allocate at least ¾ of the entire class time for practical or creative activities).
Summing up the work and completing the lesson - 5-10 minutes.
The structural components of the lesson may vary depending on the type of activity, any stage may take more or less time, be filled with different content, but general form is always saved.
An essential element of the lesson structure are practical tasks through which the acquired knowledge is consolidated. In the practical part of the lesson, especially when getting acquainted with the technique of working on new image methods, it is necessary to use the method of showing image methods (methods of action). It is also important to explain the relationship between the image method and hand movement.
Expected learning outcomes - manifestation of the desire for creativity and mastering the techniques of creative activity, participation in competitions and exhibitions.
As a result of mastering a short-term program in fine arts in a children's health camp, students should have certain knowledge, skills and abilities that they can apply in life:
knowledge distinctive features types and genres of fine arts; elements of the theoretical foundations of perspective, chiaroscuro, color science, composition, fixed assets artistic expressiveness;
the ability to convey in the drawings one's emotional attitude to the depicted drawing; depict individual objects, people, animals from memory and representation;
use various means of artistic expression: original compositional and color solutions, techniques for working with various materials and work in non-traditional techniques.
Children's drawings during the shift are used to decorate the exhibition creative works"We open our bright palette" dedicated to grand opening 1 shiftcollective drawings "Team smile", "Our friendly team", "Friendship of peoples", "The most friendly guys in the State of Harmony", etc.,"Dedicated to the memory of the fallen ..." by June 22, an exhibition of crafts "Theatre Marathon", an exhibition dedicated to the Day of Architecture "I will build such a house." At the end of the shift, the design of the final exhibition of children's fine art "Festival Palette".
Evaluation of creative works comes according to the following criteria:
Disclosure of a given topic in various ways or completing a task;
Originality;
Culture of work in the material;
Accuracy;
The author's own attitude to the work.
A positive assessment of the work of the child is an important incentive for him. It is possible and necessary to point out shortcomings, but praise should both precede and complete the assessment.
Program materials are selected in such a way as to maintain a constant interest in the activities of all children. More fluency in various artistic and technical means allows the child to express himself.
Conditions for the implementation of the program
For the successful implementation of the program, you need a room, preferably with running water. There should be adequate lighting in the officewstake board, desks, chairs for children, reproductions of famous artists, visual aids.
materials : watercolor paper, drawing paper, pastel paper, cardboard, sketchbook, watercolor, gouache, paints, dry and oil pastels, charcoal, sanguine, ink, simple, colored, oil, watercolor pencils, wax crayons, brushes (bristle, squirrel , speakers, synthetics), glue, scissors,candle, sponge, potato, etc.
Educational and thematic plan
Tasks:
mastering by students the elementary foundations of realistic drawing;
familiarization with the basic technical methods of work, methods of work in non-traditional techniques, with the features of artistic materials;
development of practical skills, imagination, creative abilities, spatial, associative thinking, creative activity;
the formation of an aesthetic attitude to reality; education of love and interest in the fine arts.
p/p
Topic
Number of hours
Total
theory
practice
Organizational occupation
Drawing from memory and imagination
Drawing on themes
Total:
By the end of the shift, students know :
safety precautions in the classroom when working with art materials, glue, sharp and piercing objects;
ways of conveying volume and space in a drawing (character of chiaroscuro of various materials, tone relations; the role of lines and strokes in conveying volume, material and space);
basic color properties: hue, lightness, saturation. Their role in working with color relationships;
patterns of construction of compositions;
features of artistic materials, the technique of working with them and non-traditional materials;
By the end of the session, students will be able to:
draw from memory and from imagination, convey in the drawing the simplest form, basic proportions, general structure;
convey the color, volume of the object and its spatial position, linear and aerial perspective;
work freely with a pencil, brush and non-traditional materials, by mixing watercolors and gouache to get the desired shades;
correctly position a sheet of paper depending on the nature and spatial arrangement of the depicted.
Program content.
Topic No. 1 Organizational lesson.
Theory:
A story about the types of fine arts, about its possibilities and role in cultural life.
Safety rules for using brushes, pencils, scissors, glue, paints. Overall plan work to be mastered.
Forms and methods: verbal, explanatory-illustrative, visual-visual, visual observation, survey.
Summing up form: conversation - a survey with elements of the game.
Topic number 2. Drawing from memory and imagination
Theory:
The content of the section is aimed at developing the perception of color harmony and is based on drawing from memory and from imagination. individual items, landscapes are built solely with the help of color. Acquaintance with the concepts of basic, compound, additional, cold and warm colors, with chromatic and achromatic colors. Acquaintance with the experience of fine art masters who worked from memory and imagination.
Workshops. Drawing stories and events from life, as well as family, friends, landscapes, etc. at the choice of the students.
Use of traditional and non-traditional drawing techniques.
collective and individual form of work.Methods are used: explanation, informative conversation, observation, demonstration of illustrations, tables, activities together with the teacher and independent work of students.
Summing up forms: exhibition viewing.
Topic number 3. Drawing on themes
Theory:
The content of thematic drawing classes includes the image of various scenes from the surrounding life, creative compositions of paintings on various topics invented by the children themselves. The work is carried out from memory, on the basis of preliminary observations, by imagination. The study of the rules of composition: the correspondence of the image to the format, proportionality, the mutual consistency of the elements of the image.
Workshops . Drawing on a given topic includes drawing plots to create fantastic images in drawings, compositions from various materials. Use of traditional and non-traditional drawing techniques. The basis is watercolor paper, whatman paper, cardboard.
Forms and methods of conducting classes: group form of work: explanation, informative conversation, observation, demonstration of illustrations, tables, activities together with the teacher and independent work of students.
Summing up forms: exhibition viewing.
Bibliography:
1. Rostovtsev N.N. Methods of teaching fine arts at school: A textbook for students of art.-graf.fak.ped.in-t -3rd ed. And a reworker. – M.: AGAR, 2000.
2. Kirtser Yu.M. Drawing and painting: Textbook / Yu.M. Kirtser. -5th ed., ster. – M.: graduate School, 2003.
3. Sokolnikova N.M. Visual arts and methods of its teaching in primary school: Proc. allowance for students. higher ped. textbook establishments. -2nd ed., stereotype. – M.: Academy, 2003.
4. Lee N.G. Drawing. Fundamentals of educational academic drawing: Textbook. – M.: Eksmo, 2007.
5. Harrison H. Drawing and painting. Full course./ Per. E.Zaitseva. – M.: Eksmo, 2005.
6.Harrison H. Encyclopedia of watercolor techniques. Visual step-by-step guide and inspiring gallery of completed works: per. from English. Gerasina O., Davydova A. - M .: Astrel, 2005.
7. Ageeva I.D. Entertaining materials on the fine arts. Toolkit. – M.: Sfera, 2006.
Literature for children:
1. Watt F. I can draw / Per. from English. O. Solodovnikova. - M.: ROSMEN-IZDAT, 2004.
2. Watt F. How to learn to draw: A universal guide for children and adults / Per. from English. M.D. Lakhuti. – M.: Rosmen-Press, 2002.
3. Gouache: step by step: trans. from English. – M.: Astrel, 2005.
4. Burrill F. We draw with pastels. / Per. from English. N.V. Mikelishvili
Material necessary for children in the classroom in the art studio "Rainbow Palms":
Album or folder with watercolor paper A4;
Watercolor paints;
A jar for water;
Brushes (squirrels No. 1,2,3);
Wax crayons;
Colour pencils;
Scissors;
Simple pencil(2pcs);
Eraser;
Glue stick;
1 sheet of cardboard.
MUNICIPAL BUDGET EDUCATIONAL INSTITUTION
ADDITIONAL EDUCATION HOUSE OF CHILDREN'S CREATIVITY
MUNICIPALITY
KAVKAZSKY DISTRICT
Considered and approved at the meeting I approve
Pedagogical Council MBOU DO DDT Director MBOU DO DDT
Minutes No. ____ dated _______ 2016 _________ L.P. Zorin
Order No. _______
From "_____" _____ 20 ___
ADDITIONAL EDUCATIONAL
GENERAL DEVELOPMENT PROGRAM
"Palette"
(Short term)
Artistic orientation
Level introductory
Designed for children from 5 to 7 years
Implementation period (total number of hours) 1 month (16 hours)
Art. Caucasian, 2016
Additional general education programThe "Palette" has been updated taking into account the development of science, technology, culture, economics, technology and the social sphere.
Orientation "Palette" - artistic,is aimed at the development of artistic and aesthetic taste, artistic abilities and inclinations, the formation of the desire to recreate the sensual image of the perceived world.
Novelty additional general education program"Palette" lies in the fact that when teaching children 5-7 years old to draw, modern pedagogical technologies are used. Preschool children are just discovering their abilities, which is why it is necessary to use their craving for discoveries to the maximum to develop creative abilities in visual activity, emotionality, spontaneity, the ability to be surprised at everything new and unexpected. Drawing is a favorite and affordable activity for children. It is expressive - you can convey your desires, delights, dreams, premonitions, fears; cognitive - helps to learn, discern, understand, clarify, show one's knowledge; productive - you draw and something is sure to turn out, you can give the image to your parents, friends or admire it yourself. The richer the impressions of the child, the more meaningful his drawings and the more active the desire to acquire visual skills, therefore, the program includes excursions that allow you to admire the beauty of the world around you, watching videos and presentations, viewing illustrations and reproductions. The more diverse the proposed drawing techniques, the more actively the child's creative potential and the tendency to observe and experiment will develop. Therefore, in the course of training, a brush can be successfully replaced with a piece of foam rubber, a cotton ball, a ball of rolled paper or foil, and even a young artist's finger. Wonderful drawings are obtained on paper, pre-moistened with a sponge. The teacher encourages the child to draw according to their own design, fantasizing and experimenting with the material. The child is a big dreamer, so it is important to discuss what is drawn with the child. The teacher thus creates the prerequisites for the development of the ability to invent. For the possibility of demonstrating children's work, the teacher periodically organizes exhibitions of successful drawings by small artists, framed.
Relevance additional general education program"Palette" is to realize the need of preschool children to draw. In the process of drawing, individual artistic abilities are revealed and developed. Visual activity - essential tool aesthetic education. In the process of drawing, favorable conditions are created for the development of an emotionally positive perception of works of fine art. Observation and selection of the properties of objects that are to be conveyed in the image, structure, size, color, location in space, contributes to the development in children of a sense of form, color, rhythm. Aesthetic feelings become deeper, artistic taste is formed, imagination develops. The child creates images based on his own imagination.
Pedagogical expediencyprogram lies in the fact that in the process of its implementation, developing children's creative abilities in visual activity, because artistic creativity knows no limits either in material, or in tools, or in technique. The program is focused on the development of the child's personality, his free creative expression, provides an opportunity to enrich inner world through drawing.
Target: Creation of conditions for the development of the child's personality through visual activities.
Tasks:
Tutorials:
- Training in the study of objects of the surrounding world and experimentation with them;
Teaching the manifestation of initiative and independence in visual activity;
Developing:
Development of creative abilities to implement a variety of ideas in drawing;
Development of primary ideas about the properties and relationships of objects in the surrounding world (shape, color, size, material, rhythm, quantity);
Educational:
Education of the ability to strong-willed efforts, the formation of the ability to bring the work begun to the end.
Distinctive features of the program
The Palette program is distinguished by the fact that it is built taking into account the age characteristics of all cognitive processes of preschool children and on the basis of a differentiated and student-centered approach.
The attention of the teacher to the age characteristics of children allows taking into account the interests, desires, tastes, preferences and moods of children, which contributes to the formation of sustainable motivation for learning and communication in a team.
This program is designed to give primary ideas about the fine arts, to help the child master the basic techniques and skills of drawing with a pencil and paints.
The program differs from similar ones in the selection and systematization of drawing materials.
Age of studentsinvolved in the implementation of the program 5 - 7 years.
Number of children in a group– 8 people since in a small group of children of this age, training is more intensive and effective.
Program implementation period- the program is designed for1 month - 16 hours.
Forms and mode of classes:Classes are held4 times a week for 1 hour(30 minutes), during the lesson there is a change of activity.
The form of organization of classes is group. The forms of the lesson are combined.
Sample lesson plan:
- Explanation of the lesson material:The story of the teacher on the topic of the lesson.
- Exercises in various drawing techniques.
- Fizminutka ( preferably related to the topic of the lesson).
- Practical work on the topic of the lesson (drawing).Gymnastics for the hands or finger gymnastics.
- Summary of the lesson.
Expected result of training under the program
By the end of the academic year, students:
Trained in the study of objects of the surrounding world and experimentation with them;
Trained to show initiative and independence in visual activity;
They have:
Developed creative abilities to implement a variety of ideas in drawing;
Developed primary ideas about the properties and relationships of objects in the surrounding world (shape, color, size, material, rhythm, quantity);
The ability to volitional efforts is brought up,
The ability to bring the work started to the end has been formed.
Stages of pedagogical control
At the beginning and end of the training, there is a studyartistic abilities of children (June), on the basis of which a conclusion is made about the originality of the formation of drawing skills in each child.
Timing | What ZUNs are controlled | Conduct form |
The beginning of June | Knowledge of art materials and tools. Knowledge of primary colors. drawing skills | Poll, games “What did the artist do”, “Rainbow”, observation of the performance of independent work by children |
End of June | Knowledge of basic techniques and methods of drawing. Ability to work with various art materials, to be fluent in pencil. Knowledge about the properties and relationships of objects in the surrounding world (shape, color, size, material, rhythm, quantity) The ability to study objects of the surrounding world and experiment with them (paper, paints, pencils ...) The ability to work with various artistic materials and tools, be fluent in pencil and paint, embody your ideas in drawing. | Observations, games, exhibition. |
Educational - thematic plan:
Topic | Number of hours |
|
Living geometry. | ||
Stencil miracles. | ||
Little dreamer. | ||
Total: |
1. Introductory lesson. Artist's table.
Drawing supplies and drawing safety. At the desktop.
2. First steps (lines, spirals, strokes, strokes)
Pencil drawing technique: lines, spirals, strokes, strokes. The technique of drawing with paints in various ways: “pouring”, “poking”, “spraying”, “smearing”.
3. Animated geometry.
Everything here is round and oval. This is where squares and rectangles live. Triangles.
4. Stencil miracles.
Using a template and stencil in drawing. Marine life. Animals.
5. Little dreamer.
These are my fingers. Bubbles are drawn by yourself. Thread pictures. Marble patterns. Draw ropes. Reprints.
- Final lesson. Our drawings.
"Our Drawings"
Methodological support additional general education program "Magic Palette"
The form of conducting classes is a combined lesson(explanation of the material, exercise in various drawing techniques, physical minute, practical work(drawing), result). The program does not divide into practical and theoretical hours for the convenience of teaching.
At preschool age, the main activity that creates the most favorable conditions for the mental and personal development of the child is the game. Game methods create an atmosphere of ease for preschoolers, when the desire to learn something arises naturally, as if by itself. To master the program, such rules of the game are selected that provide its developing effect. The material of the games and their content can be changed in accordance with the capabilities of the students. Games are used to develop creative imagination and fantasy. Games for the development of cognitive processes allow you to develop perception, attention, memory, thinking. In the process of implementing the program, children develop creative abilities in visual activity, since artistic creativity knows no restrictions either in material, or in tools, or in technology. The program is focused on the development of the child's personality, his free creative expression, provides an opportunity to enrich the inner world through drawing. Visual activity is the most important means of aesthetic education. In the process of drawing, favorable conditions are created for the development of an emotionally positive perception of works of fine art. Observation and selection of the properties of objects that are to be conveyed in the image, structure, size, color, location in space, contributes to the development in children of a sense of form, color, rhythm. Aesthetic feelings become deeper, artistic taste is formed, imagination develops. The child creates images based on his own imagination. The richer the impressions of the child, the more meaningful his drawings and the more active the desire to acquire visual skills, therefore, the program includes excursions that allow you to admire the beauty of the world around you, watching videos and presentations, viewing illustrations and reproductions. The more diverse the proposed drawing techniques, the more actively the child's creative potential and the tendency to observe and experiment will develop. Therefore, in the course of training, a brush can be successfully replaced with a piece of foam rubber, a cotton ball, a ball of rolled paper or foil, and even a young artist's finger. Wonderful drawings are obtained on paper, pre-moistened with a sponge. The teacher encourages the child to draw according to their own design, fantasizing and experimenting with the material. The child is a big dreamer, so it is important to discuss what is drawn with the child. The teacher thus creates the prerequisites for the development of the ability to invent. For the possibility of demonstrating children's work, the teacher periodically organizes exhibitions of successful drawings by small artists, framed.
Methods for organizing classes:
- explanatory - illustrative
- reproductive
- semantic vision
- figurative vision
- Guided imagination
Forms of organizing children in the classroom:
Frontal
Individual - frontal
Individual-group.
The main forms and methods of teaching: educational games, creative exercises, observations. Free and thematic drawing. Exhibitions.
When conducting classes, the principle of personality-oriented learning is implemented. This means that each child moves forward at their own pace, and the teacher helps the child to progress successfully.
Conditions for the implementation of the program
Methodical equipment:
- Methodical folders with information and demonstration material on all topics of the program.
- Handouts for children on all topics of the program.
- Visual aids: illustrations, photos, reproductions.
- Literature on visual activity in preschool age.
- Digital educational resources: http: //www.bankreferatov.ru.doc.html
Logistics and technical support:
Classes should be held in a room with good lighting, ventilation and a soft surface. For classes, you need furniture for preschoolers (tables and chairs) and a magnetic board.
To conduct classes, you need: whatman paper, albums, pencils and colored pencils, felt-tip pens, watercolor and gouache paints, a set of brushes, a palette, an eraser, a ruler, a sharpener, a napkin, a jar for washing the brush, lining on the table.
To view multimedia materials, the laptop lil multimedia installation.
Types of control : introductory, current, intermediate, final.
Forms of control: for the introductory - a survey, a game; for the final - a show of children's achievements.
Bibliography
1. Magazine "Sing, dance and draw" 2009,
2. Komarova T.S. Visual activity in kindergarten Program and guidelines. – M.: Mosaic-synthesis, 2010.
3. Kutsakova L.V. Learning to draw while playing - M .: My world, 2008.
Digital educational resources:http: //www.bankreferatov.ru.doc.html
Http: // site/ detskii –sad/risovanie http: // ped-kopilka.ru/obuchenie –malyshei/ uroki - risovanija - uroki - risovanija – dlja- doshkolnikov.html
Calendar - thematic plan:
Topic | Number of hours | date | Note |
|
Introductory lesson. Artist's table. | ||||
Artist's table. | ||||
First steps (lines, spirals, strokes, strokes) | ||||
lines, spirals |
