Decorative and applied arts in technology lessons. Modern techniques of arts and crafts There are modern technologies of arts and crafts

Sections: Technology

Object of labor: floral panel using the “Stylized Stained Glass” technique.

Materials and tools: colored xerox paper, moment glue “Crystal”, hot glue gun, organza fabric (nylon, veil), scissors, wire, fishing line, beads, beads, frame for the panel.

Equipment: product sample, booklet “From the history of the bouquet” ( Annex 1 ), instruction card “Making composition details using the technique of stylized stained glass.” ( Appendix 2 )

Basic concepts:

Stained glass – French word translated means window glass. The main principle is free viewing in the light.
Capron– thin, transparent, artificial fabric.
Kant – the distance between the outer and inner cutout of the part.

PROGRESS OF THE MASTER CLASS

I. Introductory part

The inexhaustible imagination of living nature, which is an example of constructive expediency, harmony and beauty, amazes the imagination. Very often there is an irresistible desire to preserve this natural beauty for a long time, capturing it in all possible ways.
How bizarre and unusual is what a woman can create with her own hands. Artificial flowers are a gift from Ancient Egypt, women who lived 3 thousand years BC. It would seem that all the ways to convey the subtlety and grace of natural motifs have already been invented before us. But creative inspiration has no limits. And then and now, we always strive to decorate our home, clothes, and accessories with elegant floral decorations, and in our desire to prolong the charm, we come up with little tricks.
The impetus for the creation of the “stylized stained glass” technique was the classic “stained glass”.

Stained glass(French vitrage - glazing, from Latin vitrum - glass)- a work of decorative art of a fine or ornamental nature made of colored glass, designed for through lighting and intended to fill an opening, most often a window, in any architectural structure.

“Stained glass” is a French word, translated means window glass, “glass”.
In classic stained glass, the base is a metal frame, between the openings (windows) of which colored glass is placed. Light passing through colored glass creates a special decorative effect, such a color palette that the interior is filled with fabulousness and mystery.
People learned to make stained glass a long time ago. Already in ancient Egypt and ancient Rome, stained glass windows decorated the homes of pharaohs, kings, and noble people.
Old Russian masters decorated royal chambers, cathedrals, and temples with stained glass. In the 17th-18th centuries, Russian craftsmen invented small stained glass. They called him LICAJOUR. These are elegant decorative vases, candy dishes, cups, boxes, chandeliers; the shape of which is made of precious metals (gold, silver, platinum), with empty decorative windows that are filled with colored glass.

At the end of the 19th and beginning of the 20th centuries, stained glass panels dominated. This evolutionary transformation not only radically changed the iconography of stained glass, but also enormously expanded the scope of their application. In the era of eclecticism, the location of stained glass in a house was strictly limited by the window opening. Now stained glass “came out” of the “frame” of the window: compositions of colored glass began to be included in interior partitions, then multi-colored glass ceilings and domes appeared, after which stained glass “broke out” beyond the walls of the house: illuminated signs, advertising signs made of glass letters transformed the appearance cities.

The ancient technique of stained glass - a mosaic set of shaped pieces of glass - began to be actively used for many applied items: furniture, fireplace screens, screens, mirrors, musical instruments, jewelry. And after improving the method of connecting glass to each other, stained glass technology began to be used not only for flat surfaces, but also for three-dimensional objects - lamps and fixtures of the most bizarre shapes.

In modern practice, plastic, chemical films, plexiglass, etc. are used to make stained glass windows. Stained glass windows can be made not only from colored glass and iron, but also from fabric, leather, cardboard and paper.

The main principle is free viewing in the light.

II. Preparation for practical work

Practical teachers often look for interesting, non-standard ways to involve children in arts and crafts activities.
The technique of “stylized stained glass” will leave a lot of positive emotions from the work process and a desire to improve skills in this matter.
Children can work in this technique already at the elementary level, becoming familiar with the world of beauty of their native nature. After all, it is very important in childhood to discern the unusual color scheme of the petals, the elegance and subtlety of the stamens and stems, and the unique shape of the leaves. In the process of work, fine motor skills of the hands, skills of symmetrical cutting, accuracy, perseverance, eye, creative thinking and imagination develop.
To work with this technique, you do not need complex tools (as in the manufacture of artificial flowers: balls, knives, soldering iron, etc.) or hazardous materials, as in the manufacture of classic stained glass: metal frame, glass, etc.). You need to stock up on ordinary colored photocopy paper and pieces of transparent fabric - orgaza, nylon or chiffon. Paper will be replaced by a heavy metal frame, and transparent fabric will be replaced by dangerous glass, leaving only the effect of transparency, tenderness and uniqueness.

You should use only photocopier paper, since only this material has advantages during the work process: parts can be easily shaped while maintaining the appearance of the product, it does not break, does not roll, or tear.

To glue paper frames, use moment glue “Crystal”, it does not leave stains, excess is easily removed by rolling. When gluing finished parts of the composition, use a glue gun.

It is better to use organza or nylon fabric. It has sufficient rigidity and shimmers very well in the sun. But if your plan requires using chiffon, mesh or other soft fabric, give it additional rigidity in advance.

III. Practical work

The process of making flowers using the “stylized stained glass” technique can be divided into several important stages. ( Appendix 2 )

1. Make a sketch of the future composition.
Determine the shape of the flowers and leaves, and according to this, make patterns of the flower parts in half form for symmetrical cutting. The edge width must be at least 0.5 cm.

2. Fold the paper so that when cutting you get two symmetrical parts.
To ensure that the cut lines match exactly when gluing, mark the parts in a mirror image. Glue symmetrical parts onto the fabric on both sides, matching the cuts and cutouts.

3. Let the glued parts dry and cut them out, leaving an edge of 0.3-0.4 cm.

4. Shape the flower details. This can be done in several ways: wet the cut out part and secure it to the mold, then dry it; using scissors;
Make blanks of small elements of the composition: stamens, branches of beads, wire springs, etc.

5. Connect the flower parts together. Secure the stamens. Group the details of the composition. Prepare the base frame.

6. Attach the parts of the composition to the base in accordance with the plan.

7. Finalize the composition: glue beads, seed beads, sprinkle with glitter.

I wish you creative success!

DECORATIVE AND APPLIED ARTS IN TECHNOLOGY LESSONS

Decorative arts classes in technology lessons form such personal qualities as motivation to learn, self-development, teach to understand and appreciate works of art, cultivate respect and love for work, feelings of national pride and patriotism. They help to acquire certain specific labor skills, knowledge of technological techniques, and develop personal responsibility.

Children are trained on the basis of studying various types of decorative arts. Thus, the following goals and objectives are set:

To teach students to understand the value of material culture as a form of expression of internal experience through external forms, as a dialogue between traditions and modernity;

Provide basic knowledge of artistic processing of various materials; teach children practical skills in artistic processing of various materials;

To promote the development of creative thinking and provide the opportunity for its implementation, creating conditions for free choice with the deepening of practical skills in any type of artistic processing of materials;

A popular proverb says: “Without craft, without hands.” Craft is a broad concept. I would like to draw attention to the importance of home crafts. Simple and beautiful artistic products of folk craftsmen help to instill in children a love for their native land. Teach them to see and love nature, to appreciate the traditions of their native places. Respect the work of adults, and also involve children in feasible work to create necessary and beautiful products. A.V. Lunacharsky called folk crafts “the art of creating joyful things.”

The traditions of folk craftsmen have long been passed on from generation to generation. Children, watching the work of their elders, learned the secrets of craftsmanship. If the child was still small, he simply played next to his father and older children, simultaneously watching their work. Gradually he was involved in feasible tasks. Children have been absorbing the art of their families, villages, towns, and cities since childhood. It was customary to teach one's craft from childhood.

Objects surrounding a person in everyday life not only serve him, but also cultivate his taste and influence his mood. This is why it is very important that these items are made with great taste and craftsmanship.

By studying wonderful examples of folk peasant embroidery, wood painting, weaving, and lace making, which are the national pride of our people, artists create patterns to decorate modern products.

Over many centuries, the Russian people have created wonderful types of decorative art. Residents of our country decorated their clothes and household items with embroidery, appliqué, and lace. From generation to generation, patterns, color schemes and technical techniques of one of the oldest types of decorative and applied art, embroidery, were developed and improved.

Folk artistic embroidery is a bright and unique phenomenon of national culture. The art of embroidery has been widespread among all types of our country since ancient times. Embroidery techniques were developed by many generations of craftsmen who carefully preserved everything valuable. The natural taste, talent and skill of the people were embodied in decorating everyday and festive clothing, household items - tablecloths, valances, towels - with embroidery. Folk embroidery is distinguished by the richness and variety of technical techniques, and the uniqueness of the types of patterns. Russian embroidery has its own national characteristics and is very different from the embroidery of other nations. Russian peasant embroidery can be divided into two main groups: the northern and central Russian strip. The embroidery art of the peoples of the Volga region was associated with the manufacture of clothing and household items. It became most widespread among the Mari and Chuvash; their embroidery is particularly decorative, rich in pattern and color.

Modern embroidery preserves the best traditions of folk embroidery art. Embroidery also has a new sound in modern costume. Decorating women's blouses, dresses, suits, children's clothing, embroidery gives them elegance, festivity, and emphasizes the character and individuality of the image.

Based on the study of folk art and creativity, children show their creative abilities, rich imagination, ingenuity, artistic taste, and respect for folk traditions.

Decorative and applied arts as part of the aesthetic and patriotic education of schoolchildren.

A variety of works of decorative and applied art, which schoolchildren are introduced to in class, help develop in children an aesthetic attitude towards reality and a love for their native land. The ways of aesthetic education of children through arts and crafts and folk art are surprisingly interesting and infinitely rich.
The general objectives of education and training in decorative and applied arts are the formation and development of the following personal qualities:
- introducing children to folk culture and traditional crafts;
- development of personality based on the awakening of creative abilities, enrichment of its spiritual world;
- formation of ideas about beauty and harmony;
- education of hard work, respect for working people and the older generation;
- fostering a careful, caring attitude towards native nature;
- formation of special skills in creating works of arts and crafts;
- preservation and development of the original art of the artistic traditions of the Russian people;
- developing skills to communicate in a team based on the study of folk applied art, its history and traditions.

We can distinguish the stages of aesthetic knowledge by students of folk art. From a methodological point of view, it is important that all these stages are reflected in teaching and educational work in the classroom.
First stage. Students’ emotional perception of a work of folk art.
Second phase. Students’ knowledge of the artistic qualities of folk art objects.
Third stage. Explain to students the cultural, historical meaning and scientific value of a piece of folk art.
Fourth stage. Deepening students' understanding of the artistic image.
Fifth stage. Comparison of folk items with modern works of decorative and applied art.
Sixth stage. Children's artistic practice related to students' aesthetic mastery of folk art.

The first and second stages of aesthetic development by students of folk art occur at the moment of direct perception by children of an artistic object. Of course, it will be more effective if it is a real object, but you can also use photos, tables or an image on a slide. The aesthetic effect of an artistic object can be enhanced by attracting literary and musical works. Researchers of folk art have repeatedly pointed out the commonality of artistic images in the songs, fairy tales and visual arts of the people.
Students’ emotional perception of a work of folk art should not be limited to the process of aesthetic cognition by schoolchildren of the artistic properties of the object. Sometimes a teacher has to overcome elements of subjectivity in assessments. In this regard, art criticism literature devoted to the analysis of the artistic image in decorative, applied and folk art can provide serious assistance. 1. The connection between the shape of an object and its purpose; 2. The relationship between the form and the material from which the thing is made; 3. The relationship between the shape of an object and its coloring.

The third and fourth stages of aesthetic assimilation of folk art are associated with the process of deepening students’ ideas about the artistic image. The teacher must prepare materials that explain to students the origin of a particular piece of art. It should help children imagine an artistic piece in the environment. Most things are created so that a person can not only admire the beauty of its form and painting, but also use it in everyday life. The proportions, color, and shape of an artistic object are connected with the general environment, with the ensemble of the objective world in which we live. If in a lesson students become acquainted with artistic objects of the 18th or 19th centuries, then it is accordingly necessary to show the environment in which these objects lived. Numerous tables related to the history course in middle grades can come to the aid of the teacher.
The process of aesthetic development by students of folk art is completed by the direct participation of children in creating a sketch of an artistic object. In the unity of students’ aesthetic knowledge and their artistic practice based on the material of folk art, we see one of the effective principles of developmental learning in fine arts lessons.
So, understanding the beauty of the world, nature, man, his multifaceted material and spiritual activity through the knowledge of national character, enduring moral and cultural values ​​is the most effective way of a full-fledged artistic education of the individual, the formation of his aesthetic tastes and moral standards. Folk traditions in our time should take the main place in the formation of a highly moral, culturally educated personality. Thanks to them, in accessible forms, on close and understandable material, children learn the musical and poetic language of their people, their morals, customs - the whole complex of spiritual values.

Development of personal results in schoolchildren during technology lessons.

One of the pedagogical tasks today is the introduction into the educational process of such methods and techniques that will help children not only master certain knowledge, skills and abilities in a particular field of activity, but also develop their creative abilities, motivation to learn, develop personal responsibility, where Technology lessons play an important role.

Practice shows that for a teacher the task of developing the creative abilities of students is the most complex and difficult to implement. On the one hand, it is necessary to create conditions for each student that will allow him to creatively approach solving various problems, on the other hand, this should happen within the framework of the program. That is why, correctly selected methods and forms of teaching help the teacher determine the possible degree of student involvement in creative activities that makes learning interesting within the framework of the curriculum.

As you know, creativity is a human activity aimed at creating some new, original product in the field of science, art, technology, production and organization. The creative process is always a breakthrough into the unknown, but it is preceded by a long accumulation of experience, knowledge, skills and abilities; it is characterized by the transition of the number of all kinds of ideas and approaches into a new unique quality.

Abilities are those psychological characteristics of a person on which the success of acquiring knowledge, skills and abilities depends, but which themselves cannot be reduced to the presence of this knowledge, skills and abilities.

Signs and criteria of creative activity : productivity, non-standardism, originality, the ability to generate new ideas, the ability to “go beyond the limits of the situation”, above-standard activity. To identify and develop abilities, work often plays a decisive role, the opportunity to acquire high skill and significant success in creativity.

Based on this, we can formulate the main goal of developing students’ creative abilities.

Involve students in creative work;

Instill interest in creativity and search;

Develop skills of creation and self-realization.

A special place in the development of creative abilities belongs to the research method, which has elements of creativity, novelty, the formation of a bank of ideas, and the acquisition of creative experience, because The manufacturing process of any product begins with sketches, sketches, selection of composition options, development of model designs, and its modeling.

It should be noted that if the activity is in the zone of optimal difficulty, that is, at the limit of the child’s capabilities, then it leads to the development of his abilities, realizing what L.S. Vygotsky called it a “zone of potential development.” And, indeed, students completing a research project develop logical thinking, imagination, and form a sustainable interest in the work and the final result (implementation of the idea).

Particular attention in classes is paid to group projects. In creative teams, relationships of friendship and mutual sympathy develop, where students are oriented towards productive forms of communication and co-creation.

We consider creative activity as “an activity that contributes to the development of a whole complex of qualities of a creative personality”; mental activity; ingenuity and creativity; desire to obtain the knowledge necessary to perform specific practical work; independence in choosing and solving problems; hard work; the ability to see what is important. This means that a creative person is a person who has mastered such activities. A creative personality is born when students learn to independently apply their previously acquired knowledge, are able to imagine the object in question, compare it with others, draw conclusions, and express their attitude towards the object. It is necessary to begin the targeted development of creative thinking as early as possible so as not to miss the very rich opportunities of childhood, writes M.N. Skatkin (Skatkin M.N. School and comprehensive development of children).

What are we doing to develop children’s abilities, to increase their creative potential?

There are various forms of work at school: various forms of conducting lessons, involving students in the preparation of reports, abstracts on the history of the development of various sciences, the life and work of great scientists, organizing various creative activities of students: compiling crossword puzzles, quizzes, tasks, visual aids and drawings for answers , tasks, essays, fairy tales. Teachers of physics, mathematics, biology, geography, Russian language and literature, history, and computer science are working fruitfully to develop creative abilities in this direction.

In addition, each teacher in his work practice has a set of didactic techniques, creative tasks for the formation of personal results, creative thinking and the development of cognitive interest.

Individual research work with the student is aimed at developing personal results. By working independently on a pre-selected topic, selecting various materials, students can unleash their creativity. In such work, children learn to see the main thing, set a goal, and select the most interesting material on the topic from additional literature. Subject weeks, excursion work, holding festive events, participation in competitions - these and other forms of extracurricular activities are used at school to increase the creative potential of children.

Why is this form of work attractive to us? :

Firstly, the attractiveness for children and teachers of participating in less traditional activities than the lesson.

Secondly, the child is an active participant in the pedagogical process.

Thirdly, festive events are a joint activity of teachers and students; it is a creative process that captivates both one and the other. Close to this form of work are concerts inside schools, in front of parents, in front of village residents.

Subject clubs as one of the forms of developing students' creative abilities.

There are great opportunities for the development of creative abilities; students have club classes. By arousing students' interest in the subject, clubs contribute to the development of their horizons, creativity, instilling independent work skills and thereby improving the quality of preparation for academic subjects. Here, every 7-8 year old schoolchild has the opportunity to choose something he likes, identify, pose and solve problems of interest.

The development of personal results is necessary for any person. He becomes more independent in his judgments, has his own point of view and knows how to defend it with reason. He has a higher efficiency. But it seems to me that the most important thing is that the child develops his emotional sphere, his feelings, his soul. And if his emotions are developed, then his thinking will develop. And a thinking person is the person we strive to educate.

If a teacher has a passion for what he does, he will be a good teacher. If he has love for his students, like his father or mother, he will be better than that teacher who has read all the books, but has no love for either the work or the students. If a teacher combines love for his work and for his students, he is a perfect teacher. These words by L.N. Tolstoy applies to all teachers. Teaching is a state of mind, it is life. Lessons and conversations with parents, excursions and hikes, notebooks and amateur activities are a vicious circle. And you can’t break this circle, and you can’t get out of it, just like you can’t get out of the circle of responsibility of a mother who loves her children and lives for them. The basis of education is the development of creative abilities in children during technology lessons. This process is lengthy, so it is advisable to carry out the work from the first days of the child’s stay at school. But, unfortunately, reproductive methods still predominate in initial labor training. And it can be a shame for children when the child’s creative capabilities, his ability and desire to work independently and initiatively are underestimated.

There are no untalented children. It is only important to teach them, to reveal their abilities, to believe in themselves. This is the task of every teacher.

Technology lessons are life lessons. This school subject gives girls and boys the necessary knowledge and skills that are needed every day in everyday life. In our difficult age, when parents do not have enough time to sit with their children, teach or pass on their skills, this subject is simply necessary. Our school has all the conditions for conducting excellent technology lessons and developing personal results:

1. Formation of the foundations of a person’s civil identity, including

A sense of belonging and pride in one’s homeland, people and history;

Awareness of human responsibility for the well-being of society;

Perception of the world as one and holistic with a diversity of cultures, nationalities, religions;

Refusal to divide into “us” and “strangers”;

Respect for the history and culture of each people.

2. formation of psychological conditions for the development of communication, cooperation and cooperation.

Kindness, trust and attention to people,

Willingness for cooperation and friendship, providing assistance to those who need it;

Respect for others – the ability to listen and hear a partner, recognize everyone’s right to their own opinion and make decisions taking into account the positions of all participants;

3. development of the value-semantic sphere of the individual on the basis of universal morality and humanism.

Acceptance and respect for the values ​​of family and society, school and team and the desire to follow them;

Orientation in the moral content and meaning of actions, both one’s own and those around them, the development of ethical feelings - shame, guilt, conscience - as regulators of moral behavior;

Formation of a sense of beauty and aesthetic feelings based on familiarity with world and domestic artistic culture;

4. development of the ability to learn as the first step towards self-education and self-education:

Development of broad cognitive interests, initiative and curiosity, motives for knowledge and creativity;

Formation of the ability to learn and the ability to organize one’s activities (planning, control, evaluation);

5. development of independence, initiative and responsibility of the individual as a condition for his self-actualization:

Formation of self-esteem and an emotionally positive attitude towards oneself;

Willingness to openly express and defend one’s position;

criticality towards one's actions and the ability to adequately evaluate them;

Willingness to take independent action and be responsible for their results;

Determination and perseverance in achieving goals;

Willingness to overcome difficulties and optimism in life;

The ability to resist actions and influences that pose a threat to life, health and safety of the individual and society within one’s capabilities.

You should always remember that any child’s activity needs evaluation, reward, and encouragement. This is especially important in relation to a weak student: you should praise him for every success, creating a favorable attitude towards the subject.

A differentiated approach to students suggests the presence of a sufficient number of instructional and technological cards, task cards, handouts of varying degrees of difficulty.

Corrugated tubes are the name given to a technique for making products in which tubes of corrugated paper are used to decorate surfaces or create three-dimensional figures. Corrugated tubes are obtained by winding a strip of paper onto a stick, pencil or knitting needle and then compressing it. The compressed corrugated tube holds its shape well and has many options for design and use.

Modular origami - the creation of three-dimensional figures from triangular origami modules was invented in China. The whole figure is assembled from many identical parts (modules). Each module is folded according to the rules of classic origami from one sheet of paper, and then the modules are connected by inserting them into each other. The friction force that appears in this case prevents the structure from falling apart.

Tsumami Kanzashi. The Tsumami technique is based on origami. Only they fold not paper, but squares of natural silk. The word "Tsumami" means "to pinch": the artist takes a piece of folded silk using tweezers or tweezers. The petals of future flowers are then glued onto the base. The hairpin (kanzashi), decorated with a silk flower, gave its name to a whole new type of decorative and applied art.

Instructions

Decoupage (literally translated from French - cutting) is the decoration of various surfaces using cut out images. These can be small fragments and entire paintings that decorate furniture, dishes, Christmas tree decorations, and other interior items. Despite the fact that this technique is several centuries old, in Russia it has been gaining popularity only since the beginning of the 21st century. Modern decoupage is based on decorating the surface with images cut out of special paper - decoupage napkins and cards. You can complement the decor with an unusual texture, gilding, craquelure, or combine paper motifs with hand-drawn ones.

Scrapbooking (“book of scraps”, “clipping book”) – originally the production of photo albums. In a broad sense, modern as a type of decorative creativity is the production of postcards, notebooks, photo albums, decorated with three-dimensional and flat images, textile, metal elements, lace, artificial flowers, which are arranged into a complete composition, on a specific or free theme. Albums, postcards and notebooks can be not only a traditional book, but also folded like an accordion, a house or a box.

Point-to-point is the so-called painting, a technique in which the surface is decorated with dots applied with a special outline. The peculiarity of this technique is painstaking fine work - in order to get a thin elegant pattern with beautiful color transitions, the dots must be small, not spread and applied very close to each other. In addition, this is a rather expensive decoration method - high-quality contours are not cheap, and a high-quality gradient requires several shades of the same color. You can “sharpen” not only an independent picture; this method will successfully complement work using the decoupage technique.

Quilling is the making of decorative compositions using strips of colored paper twisted into a spiral; the technique also comes from the Middle Ages. Initially, monks did it, now craftswomen make postcards, decorative panels, and jewelry using this method. The technique is based on the simplest technique - a long strip of special paper is twisted into a spiral using a thin rod (in the simplest version, this can be the rod of an ordinary ballpoint pen). Then the workpiece is given an oblong shape, bent on one side, or any other shape, resulting in various petals, rays of snowflakes, and so on. Usually it is necessary to produce quite a lot of elements, which are then assembled into a single composition.