Art classes in elementary school. Goals and objectives of teaching fine arts in primary school

Currently, modern educational institutions are at the stage of modernization and updating the content of education. Today, the main strategic goal of education is to create the basis for sustainable socio-economic and spiritual development Russia. On spiritual formation of a person, the formation of his culture is significantly influenced by art activities, which can serve as a mechanism for the development of the cultural potential of society, its artistic and creative elite. However, the implementation of the main strategic goal of education through art is associated with the need to solve modern problems in the field of culture, which include:

- underestimation of the role of aesthetic consciousness in social practice, artistic culture as influential factors in the dynamic development of society;
- cultural nihilism of a significant part of young people, when values high art and their role in culture is questioned or even denied;
- widening gap between the mass school and high culture, which is becoming increasingly elitist in nature;
- minor role, which is allocated to subjects of the artistic and aesthetic cycle in general education at all its levels;
- the spread of paid forms of education, against the backdrop of a low standard of living for the majority of the population, the impossibility of acquiring special tools, modern technical means and materials, which becomes an obstacle to obtaining an education in the field of art for some gifted youth;
- extremely poor material, technical and personnel resources art education, especially within the framework of the general educational process.

In accordance with the emerging problems of modernization of education, including art, the need arose for new approaches to teaching in general education institutions. The implementation of the principles and tasks of a modern school requires not only a change in views on the content, forms and methods of schoolchildren’s educational activities, but also a radical transformation of the teacher’s activities. The personality of the teacher and his professional training occupy central place in the system of general and pedagogical education. The relevance of the problem is determined by the fact that without significant changes in the teacher’s attitude to pedagogical activity and its components, to himself and to other subjects of this activity, a qualitative update of the school education system will not occur.

The purpose of this study is to determine the role visual arts in the process of spiritual and moral education of the personality of a junior schoolchild. In our opinion, the role of fine art in modern understanding The content of education should be determined through solving the following problems:

- identifying the main goal of teaching fine arts at school;
- analysis of modern concepts of teaching fine arts in primary school;
- determination of the conditions for the successful formation of the spiritual world of a junior schoolchild and the tactics of the activity of a fine arts teacher.

As is known, the content of education is social experience, that is, the experience of human activity throughout the history of its development. AND I. Lerner names four main elements of educational content: knowledge, methods of activity, experience of creative activity, experience of emotional-value relations.

In the modern concept of art education, these four components appear in inextricable unity, but in the reverse order of their significance in artistic development student's personality. Thus, for junior schoolchildren the most relevant in the process of teaching fine arts is the experience of feelings, experiences, interests, needs; social, moral and spiritual relations.

Artistic development in the concept is considered as a path to the humanization of the school. Therefore, the main goal of children's art education is to instill in them an aesthetic attitude towards life.

An aesthetic attitude to life is a special personality quality that is necessary for a person’s responsible existence in the world. It is expressed in the following abilities:

- directly feel like an integral part of the endless surrounding world;
- see your continuation in the world around you;
- feel a sense of belonging to the other person and to human history and culture in general;
- realize the non-utilitarian value of everything in the world;
- realize your responsibility for everything in life, starting with your immediate environment.

The development of this particular quality creates a solid foundation for moral, environmental, patriotic and other traditionally identified types of education.

An aesthetic attitude to the world underlies art, human artistic exploration of the world, and can be developed in children in the process of teaching artistic disciplines. Teaching art should begin in kindergarten and continue continuously in secondary schools and universities. At all stages of art education pedagogical process should be based on psychological characteristics age of schoolchildren and a differentiated approach to the content of art education. It is important to distinguish between what is necessary for everyone as a factor in the development of personality and worldview, and what is necessary for future professionals.

Primary education in the subject “Fine Arts” is part of the “Art” educational system and provides general art education, which is aimed at the spiritual, moral and aesthetic development of schoolchildren.

During the period of primary art education, in the process of realizing the main goal, that is, nurturing an aesthetic attitude to life, the emphasis in teaching is on the development of:

- emotional responsiveness when perceiving the surrounding world;
- primary forms of artistic imagination;
- the ability to express an emotional assessment of a phenomenon in sensually perceived images.

The actual creative practice of younger schoolchildren should prevail over the work of perceiving art, which is gradually and steadily expanding. What is common to all types of art must prevail over specific features its individual types.

In the conditions of variable learning, it is important to note some commonality of the set tasks for studying fine arts. Fine arts in primary school is intended to ensure that schoolchildren are introduced to the world of plastic arts, the formation of artistic and imaginative thinking, and the development creativity, teaching the basics of visual literacy, developing practical skills in various types of visual arts, introducing the heritage of domestic and world art, and others.

Each current program shows with the help of what tasks it is possible to achieve the above-mentioned main goal of teaching fine arts and instilling an aesthetic attitude towards life. It should be noted that, despite the commonality of the stated goals of the “Art” educational system, different authors do not have a common opinion in the conceptual justification of their programs. Therefore, choosing the only program necessary in given specific conditions among existing areas of teaching fine arts at school is a significant problem for a primary school teacher.

To date, several main areas of teaching fine arts have been developed and are in practice. Each of them has its own goals, its own content, its own structure and is implemented through its own program.

The first concept of universal graphic literacy is represented by a traditional program operating in many schools across the country. This direction was founded during the formation of the Russian Academy of Arts (early 18th century), when the methods and principles of training professional artists in an extremely simplified form were “lowered” into general education schools for drawing lessons. What was professionally necessary and significant for the training of professional artists was artificially transferred to general education. The modern author of this concept is Doctor of Pedagogical Sciences, Professor V.S. Kuzin.

The main objectives of the fine arts program: students mastering the knowledge of the elementary fundamentals of realistic drawing, developing skills in drawing from life, from memory, from imagination, familiarization with the features of working in the field of decorative, applied and folk art, modeling and appliqué; development of children's visual abilities, artistic taste, creative imagination, spatial thinking, aesthetic feeling and understanding of beauty, nurturing interest and love for art.

The content of the subject includes the aesthetic perception of reality and art, practical artistic activity of students. These components of the content of fine arts are divided into main types of activities: drawing from life (drawing, painting), drawing on themes and illustrating (composition), decorative work, modeling; applique with design elements, conversations about fine art and beauty around us.

The second concept of a holistic approach to training and education, based on the category of “artistic image,” was developed in the late 60s - early 70s of the 20th century. Head of the laboratory of the Research Institute of Art Education, Professor B.P. Yusov. Its main idea is “understanding, experiencing and feasible creation of an artistic image by students.” Fundamentally different from the previous ones, this concept considers the artistic image as the main method and as the result of the process of perception and creation of a work of art.

The main objective of the fine arts program is to create an artistic image in various types and genres of fine art using graphic literacy.

Visual literacy was filled with new content, coming from the specifics of the artistic and visual language, from the methods of creating an artistic image. Methods of creating an artistic image involve various types of educational activities: images on a plane, in volume (modeling), in the process of working from life, from memory, from imagination, based on fantasy and imagination, as well as aesthetic perception of the surrounding reality and art. And the specifics of artistic and visual language are studied in the process of solving the following educational problems: shape, proportions, design; color and lighting; space and volume; compositional organization of the image; working with art materials; development artistic perception and aesthetic responsiveness.

This concept was truly groundbreaking. For the first time in many years, art in school began to be understood as a subject that develops artistically and artistically educates. B.P. theory Yusova served as the basis for the creation of subsequent concepts.

The third concept of introduction to world artistic culture was developed in the early 70s of the 20th century by the problem group of the Scientific Research Institute of Artistic Education and the Aesthetic Council of the Union of Artists of the USSR under the leadership of People's Artist of the RSFSR B.M. Nemensky. Its main idea is the formation of artistic culture as part of spiritual culture. It has absorbed the rich theoretical and practical experience of previous concepts, including theories of artistic education developed in the 20-30s. (the theoretical heritage of L.P. Blonsky, A.V. Bakushinsky, S. Shatsky, P.I. Vygotsky, etc.), as well as the experience of art education in other countries. The artistic image here is a means of forming the artistic culture of students, and the child’s personality comes to the fore.

The main objectives of the program: to develop in students a moral and aesthetic responsiveness to the beautiful and the ugly in life and in art; formation of artistic and creative activity; mastering the figurative language of fine art through the formation of artistic knowledge, skills and abilities.

Communication with art through comprehension of the specifics of its language occurs in various forms artistic activity- figurative, decorative, constructive.

The fourth concept of familiarization with folk art as artistic creativity special type. The founder of this concept is Doctor of Pedagogical Sciences, Professor T.Ya. Shpikalova. Folk art is studied here in the interaction of all types of artistic creativity in the system of national and world culture. The artistic image in this concept is considered comprehensively in connection with nature, life, work, history, and the artistic national traditions of the people. This concept allows for a regional approach to teaching fine arts at school.

The main objectives of the program: the formation of a worldview and moral position through development historical memory, which will allow the student to feel that he belongs to centuries-old human experience, the experience of his ancestors; creating an artistic image of a thing through mastering the necessary skills, studying types of things from different schools of folk craftsmanship and developing a creatively active personality.

Each section includes the following types of educational and creative activities: experimentation (experimental exercises), educational practice (repetition exercises, educational assignments), creative works (compositions, variations, improvisations), conversations on art.

The fifth concept is implemented within educational program"School 2100" This is one of the programs for the development of general secondary education, aimed, first of all, at the development and improvement of the content of education and at providing it with program, methodological and educational materials. The scientific director of the program is Academician of the Russian Academy of Education Aleksey Alekseevich Leontyev.

- firstly, it would be a system of developmental education that prepares a new type of student - internally free, loving and able to creatively relate to reality, to other people, capable of not only solving an old problem, but also posing a new one, capable of making conscious choices and making independent decisions. solutions;
- secondly, it would be accessible to mass schools and would not require teachers to retrain;
- thirdly, it would be developed exactly as complete system- from theoretical foundations, textbooks, programs, methodological developments to a system for advanced training of teachers, a system for monitoring and monitoring teaching results, a system for implementation in specific schools;
- fourthly, there would be a system of holistic and continuous education.

In the aesthetic cycle, teams under the leadership of B.M. are working in this direction. Nemensky and O.A. Kurevina. The authors of the visual arts program are O.A. Kurevina, E.D. Kovalevskaya. It is aimed at the formation of spiritual culture through artistic and creative visual activity, which makes it possible not only to perceive spiritual culture in a detached manner, but also to directly participate in its creation on the basis of emotional and intellectual inclusion in the creation of a visual image of the world.

The program is structured according to content blocks, covering both the general cognitive component and the direct artistic and activity component. In the process of mastering program didactic units, students gain not only the skills to master certain visual operations and manipulations, not only techniques for creating a concrete visual image, but also comprehend the context of an artistic phenomenon as a result of the transformation of reality in the process of self-expression. Artistic and creative visual activity is inextricably intertwined with aesthetic ideas about reality, about activity, about a person and about oneself. Therefore, as a necessary condition, it is preceded by a general aesthetic context (interaction, environment), expressed in the program through concepts, the assimilation of which will help students engage in the creative process through involvement and empathy.

The objectives of the course are: expanding the artistic and aesthetic horizons; familiarization with the achievements of world artistic culture in the context various types art; mastering visual operations and manipulations using various materials and tools; creation of the simplest artistic images using painting, drawing, graphics, plastic arts; mastering the simplest design and decoration technologies; education of spectator culture.

The practical implementation of the program presupposes the presence of tasks for reflection, for the assimilation of color science and a sense of form, a search and experimental orientation, the result of which is teamwork, which ends each problematic content block.

The sixth concept was built by Yu.A. Poluyanov. within the framework of the developmental education system D.B. Elkonin and V.V. Davydova. This system has been developed since 1958 on the basis of experimental school No. 91 Russian Academy education. A feature of this psychological and pedagogical concept is the various group discussion forms of work, during which children discover the main content of educational subjects. Knowledge is not given to children in the form of ready-made rules, axioms, or schemes. In contrast to the traditional, empirical system, the courses studied are based on a system of scientific concepts. Children in primary school are not graded; the teacher, together with the students, evaluates the learning results at a qualitative level, which creates an atmosphere of psychological comfort. Homework is kept to a minimum, learning and consolidation educational material happens in class.

Children do not get overtired, their memory is not overloaded with numerous but unimportant information. As a result of training according to the Elkonin-Davydov system, children are able to argue their point of view, take into account the position of others, do not take information on faith, but demand evidence and explanations. They develop a conscious approach to studying various disciplines. Training is carried out within the framework of regular school programs, but at a different quality level.

The integrated course “Fine arts and artistic work” within the framework of the Elkonin-Davydov system proposes to solve the main educational objectives according to the age of the students.

In the first year of study, children become acquainted with those types of visual and labor activities that are available to them through technology. The 1st grade course is introductory and transitional from preschool classes to school classes, built on the principles of the developmental education system. The content of classes by type of educational and creative work is presented in the following sections: lines - spots - silhouettes, commonality and differences, measure of size and shape, connection by design; sculptural modeling; paints and color; decorative painting; artistic design; architecture and monumental painting; artistic sewing.

The content of the second year of study in fine arts and artistic work includes five sections: harmony of color combinations, harmony and expressiveness of color, rhythm in life and in art, symmetry in life and in art, outlines of objects and images. All these sections are interconnected and aimed at a single task: developing in children the ability to see not only individual images and parts of products, but the relationships between them, which is impossible without developing the ability to generalize the perception of color, space, and shape of what they depict.

The main task of the third year of study is to create conditions for the formation and successful implementation by students of new creative interesting ideas. This task is realized through the study of the following sections of the course: compositional and constructive balance, dynamic and static equilibrium compositions and designs, contrasts - analogies, proportions of image and composition, pen drawing, outlines - shape - proportions of images.

At the fourth stage, the main task of teaching is to reconstruct children’s already established ideas in such a way that they turn on their spatial imagination about the world around them and the ways of depicting it. Therefore, the content of the training includes such sections as: spatial plans of composition; volumetric images; observing and depicting trees; watercolor art; designing three-dimensional forms from flat sheet material; rhythm in painting, graphics, sculpture; volumetric design artistic products, our city (village, hamlet) in different time of the year.

Analysis of the objectives and content of the program Yu.A. Poluyanova shows that each method artistic image, having been introduced (not passed, not memorized, but rather introduced into the visual activities of children) at some stage of training, then is constantly included in all subsequent classes, unfolding before the students with ever new and richer possibilities. At the same time, when becoming familiar with each of these methods and practicing each of them, children should develop a new and very important ability to look and see.

So, the concepts and programs for teaching fine arts at school presented here are diverse and do not all equally propose to realize the main goal of forming an aesthetic attitude to life. Guided by the basic principles of continuous art education in a secondary school, a primary school teacher teaching fine arts should focus on the fine arts curriculum that is implemented in the main unit. secondary school.

conclusions.

Development modern system general education is determined by such a conceptual position as the inseparability of school and society. Society lives and develops as it learns. However, today, increasingly, politicians, scientists, educators, students and their parents note that the interests of the child and the needs of society are beyond the threshold of the school. Many researchers see the only way out of this situation - radical changes in school policy towards its democratization and humanization. In this regard, work is underway to rebuild and update the entire education system, a search is underway for ways to develop the school, concepts, projects, programs, and non-traditional forms of education are being developed.

The variety of concepts in art education is a shining example modern trends development of the education system and complicates the tasks of a teacher teaching fine arts in primary school when choosing the leading principles and methods of education and training. However, any school program in fine arts is focused on the formation of the child’s spiritual world, on the development of his aesthetic perception of the world, creative self-expression, and the formation of interest in life through a passion for art.

The role of fine art in the solution common tasks education is clearly defined by the concept of modernization Russian education for the period until 2010: “Formation in schoolchildren of civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, ability for successful socialization in society and active adaptation in the labor market.”

When solving the main tasks of spiritual enrichment of younger schoolchildren through introduction to the fine arts, it is important for the teacher how the artistic and pedagogical process will be organized, through what content and forms it will influence the formation creative personality. The main principle determining the success of the pedagogical activity of a fine arts teacher should be a careful attitude towards children's creativity and at the same time tactful management of this process.

The primary conditions for the successful formation of not only the child’s spiritual world, but also his practical skills and visual skills are:

- a variable approach to setting and solving artistic and creative problems,
- nationally oriented training in fine arts,
- stimulating the independence of younger schoolchildren in the choice of artistic materials and means of expression in the process of creating visual images,
- the teacher’s desire for pedagogical creativity and improvement educational process and etc.

An elementary school fine arts teacher should always remember that changing social values and increasingly rich information flows are always reflected in the fine arts. Only truly spiritual works of art become immortal. Therefore, classical examples of painting, graphics, decorative and applied and folk art should form the basis of the content of the subject area “Art”, since they are not subject to time. Similar processes can be traced in the development of teaching methods. While the most modern techniques While teaching may gradually become outdated, the methods that the novice teacher himself has tested in practice, and which have shown themselves to be successful more than once, will form the basis of his teaching activities in the future.

Literature

artistic fine arts general education

1. Living world of art: (program for polyartistic development of schoolchildren in grades 1 - 4): For general education. and special schools, lyceums, gymnasiums and out-of-schools. det. institutions / Scientific. hands B.P. Yusov. - M.: RAO, 2000. - 40 p. - (Library of programs on art and aesthetic education; Issue 3)
2. Fine arts and artistic work: Program and thematic planning/ Shpikalova T.Ya., Ershova L.V., Makarova N.R. - M.: Education, 2008. - 92 p.
3. Set of integrated polyartistic programs / Scientific. hands B.P. Yusov. - M.: Magister-Press Publishing House, 2000. - 148 p.
4. The concept of art education as the foundation of the system aesthetic development students at school / otv. ed. B.M. Nemensky. - M., 1992. - 123 p.
5. Education system"School 2100" Collection of programs. Preschool education. Elementary School. / Under scientific. ed. DI. Feldstein. - M.: Balass, 2008. - 336 p.
6. Poluyanov Yu.A. Fine arts and artistic work. 1 class. (System of D.B. Elkonin - V.V. Davydov): A manual for teachers. - M.: Vita-Press, 2003. - 224 p.
7. Poluyanov Yu.A. Fine arts and artistic work. 2nd grade. (System of D.B. Elkonin - V.V. Davydov): A manual for teachers. - M.: Vita-Press, 2004. - 256 p.
8. Poluyanov Yu.A. Fine arts and artistic work. 3rd grade. (System of D.B. Elkonin - V.V. Davydov): A manual for teachers. - M.: Vita-Press, 2005. - 224 p.
9. Poluyanov Yu.A. Fine arts and artistic work. 4th grade. (System of D.B. Elkonin - V.V. Davydov): A manual for teachers. - M.: Vita-Press, 2007. - 208 p.
10. Order of the Ministry of Culture of the Russian Federation of December 28, 2001 No. 1403 “On the concept of art education in the Russian Federation” - http: //www.gnesin.ru
11. Programs educational institutions. Fine arts and artistic work. 1-9 grades / Scientific hands B.M. Nemensky. - M.: Education, 2009. - 141 p.
12. Programs of general education institutions. Art. 1-9 grades / Scientific hands V.S. Kuzin. - M.: Education, 1994. - 160 p.
13. Secondary school programs. Fundamentals of folk and decorative arts. I-IV classes / Scientific hands T.Ya. Shpikalova. - M.: Education, 1992. - 78 p.
14. Rylova L.B. Fine arts at school. Didactics and methodology: Tutorial. - Izhevsk, Udm Publishing House. University, 1992. - 310 p.
15. Sokolnikova N.M. Fine art and methods of teaching it in elementary school. - M.: Academy, 2002. - 368 p.
16. Collection of normative documents. Primary school / comp.
17. A.G. Arkadyev, E.D. Dneprov and others - M.: Bustard, 2004. - 64 p.

Organization: GBOU Lyceum No. 1367

Location: Moscow

“Creativity,” writes V.V. Davydov, “is the lot of everyone... it is a normal and constant companion of child development.”

Every person has a need for creativity. But as often happens, this need remains unfulfilled. In childhood, especially at school age, a person looks for an opportunity to unleash his creative potential. And if you don’t give him this opportunity, then adolescence he has the opinion that this direction development is inaccessible to him.

When a child enters school, a special role is given not only to the period of adaptation, but also to the period of self-development of the child at this stage.

The development and formation of personality occurs, both through educational activities, as well as participation in various events (competitions, project activities), which need to be approached with desire and imagination. Imagination– a universal human ability to construct new holistic images of reality by processing the content of existing practical, sensory, intellectual and emotional-semantic experience. (L.S. Vygotsky)(4)

Creativity is continuously linked to imagination. And where, if not in art classes, to develop these abilities? Think creatively, come up with a plot, composition.

The main feature of classes in visual arts is that they are closely related to classes on speech development, familiarization with surrounding life and the surrounding nature.(1)

In art classes, the first person to see mental condition child based on the drawing, this is the teacher. It is the teacher who can notice the child’s anxiety or joy by looking at the color palette and composition of the picture.

Works completed by children according to their plans contribute to the development of creative abilities. Some students depict complex and mysterious compositions, others choose an easy plot and solve it primitively, others like to depict the same objects, for example, cars, rockets, dolls, but are indifferent, for example, to nature.

In order to involve a child in creative activities, a number of techniques can be used in fine arts lessons:

Give maximum freedom to express creativity.
Include elements of gaming activities.
Do not subject the finished product of children's activities to criticism.
Organize exhibitions of children's work, where children can compare and analyze their results and the results of their peers.

It is necessary not to forget about the methods known in pedagogy. Observation method is the main thing in teaching fine arts. The development of creative abilities depends on how a child makes connections and observes transferring his ideas onto a piece of paper. Visual method training.Working from life carries an image of an object from a certain point of view, in the position in which it is in relation to the eye of the painter.The use of nature embraces the child’s entire imagination, but also facilitates the work of memory. The process of transferring from life fully embraces the child’s perception. The student must convey volume, the fall of light and shade, and show complex angles. Verbal method training. Conversation is one of the important methods in the visual arts lesson. It shouldn't be long. This method leads to the topic of the lesson, thereby getting the children interested. It’s good if the conversation is emotional and meaningful. (3)

Creative skills– these are the individual characteristics of a person’s qualities that determine the success of his performance of creative activities of various kinds. (3) How to develop children's creative abilities? I thought seriously about this question. Based on practice, children have a very poor imagination; only a few approach the process creatively. Students are not interested in expressing themselves. For them, a lesson in visual arts does not contain anything new, except to take paints, a sheet of paper and start normal drawing, where you don’t need to express yourself in any way, use your imagination, or approach the process creatively.

This problem helped me create a block of lessons (2) that will contribute to the development creativity in fine arts lessons:

Working on crumpled paper. For this work you will need a white sheet of paper, which needs to be crumpled into a ball, then straightened and glued to the background (a sheet of colored cardboard). Then moisten the sheet with water, do not wait for it to dry completely, but use a thin brush tip to draw objects.

Gratage or gratography (scratching). Sequence of work: first, children paint over a white sheet of paper watercolor paint. Wait for it to dry completely. Rub the top of the leaf wax candles. Next, black paint or mascara is applied. After drying, start scratching (you can use a toothpick).

Dropcography. A drop of paint is applied to a white sheet of paper. To make it blurry, children tilt the sheet to the side. Then they turn on their imagination, look at what it looks like, and draw the missing details for their drawing.

Working in the wet. A sheet of paper is generously moistened with water; there is no need to wait for it to dry. Children apply paint to a wet sheet, trying to depict the outlines of real objects.

Working with thread. A sheet of paper is folded in half, a thread (previously soaked in black gouache) is placed in the center, then the thread is pulled to different ends of the sheet. After removing the thread, an imprint will remain. We wait for it to dry, turn on our imagination and complete our work.

Drawing with a paper ball. For this type of work, you need a newspaper or magazine; these items must be pressed into a ball, then the workpiece is dipped in paint and applied to a sheet of paper previously painted with watercolors.

Drawing with a sponge. The subject of the drawing is applied in pencil, then the sponge is painted in the desired color and the form is covered with jerky movements. A new color is applied on top of the main color. We complete the drawing with a dark color.

Mirror image. Fold the white sheet in half. Select any symmetrical image. First, draw half of this object and press it to the second half of the sheet. The result will be an imprint that gives the whole image. Since the paint dries quickly, prints of different parts of the image can be made in parts. If desired, you can use a brush to correct the design.

The block includes 8 lessons that were conducted throughout the year. During the classes, each child was able to truly express themselves. If before this it was difficult for the student to modify the object, decorate it, or convey the background of the picture. Now the children have acquired originality, the emotional intensity of the depicted plot has increased, their interest in the activity has become more persistent, due to the fact that it is easier for students to approach the process creatively.

Now visual activities arouse increased interest and desire to work even among children who do not have a talent for drawing and make the process more successful.

Children's creativity most often filled with bright, good emotions. That is why the lesson of fine arts can be called significant in the development of creative activity of younger children school age. Students are interested not only in the result of the final product, but also in the step-by-step implementation of the stated task.

Dictionary

Development - irreversible, directed, natural change in material and ideal objects.

Creation -an activity that generates something qualitatively new, something that has never happened before.

Capabilities - individual personality characteristics, which are subjective conditions for the successful implementation of a certain type of activity.

Lesson - the main form of the educational process in a modern school.

FINE ARTS - a specific type of artistic creativity, the creation of visually perceptible fixed man-made artistic forms.

Art - one of the forms of social consciousness, the most important component spiritual culture; a special kind of spiritual development, knowledge of reality in all the richness of its manifestations.

Education - a purposeful process of bilateral activity between the teacher and the student in the transfer and assimilation of knowledge.

Junior school age This is an age that covers the period of life from 6 to 11 years and is determined by the most important circumstance in a child’s life - his entry into school.

Used Books:

Levin V.A. Nurturing creativity.-Tomsk: Peleng, 1999.-56p.

Program for secondary educational institutions “Fine arts and artistic work”, Moscow, 2001

Komarova T.S. Children in the world of creativity: A book for teachers. M.: Mnemosyne, 1995. 160 p.

Vygotsky L.S. Educational psychology / Ed. V.V. Davydova. – M., 1991.

Vygotsky L.S. Psychology of art. – M., 1968.

In search of new ideas for organizing visual arts lessons, we invite you to visit our special section dedicated to this topic.

Here you will find ready plans and lesson notes for each elementary school grade. Including events in the style of traditional folk crafts; or held specifically for any holiday; dedicated to seasonal changes in nature; illustrating children's literary works.

Drawing that becomes real art.

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Art. Fine arts in primary school - Development of a lesson in fine arts, 5th grade. Creation of the panel “Ball in the interior of the palace”

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Outline of an art lesson in 7th grade “Dynamics and Statics” Topic: “Dynamics and statics.” Goal: consolidation of compositional concepts, dynamics and statics. Objectives: – mastering the concepts of dynamics and statics; – development of original compositional solutions; – application of knowledge expressive means, when creating an image. Materials: – scissors; –...

Classification of occupations. Drawing from life. Thematic drawing. Decorative drawing. Conversations on fine arts. Brief characteristics of each type.

Drawing from life is a method visual learning, teaches one to think and conduct purposeful observations, awakens interest in the analysis of nature. When drawing from life, the student strives to mark it characteristics, understand the structure of the subject. Learning to draw from life at school leads to the development of mental abilities, teaches correct judgment about the shape of objects, the influence of perspective, the theory of shadows, color science, and anatomy. Drawing from life is of great importance for the development of spatial thinking and imagination. Affects the development of memory and abstract thinking. Drawing from life can be long-term for two lessons, and short-term for 5-10 minutes. To develop memory, drawing from memory and imagination is used. In elementary school, handouts for desks (vegetables, fruits) of at least three still lifes per class. Below the horizon line in elementary school, in a frontal or profile image, no more than two objects. WITH fourth grade complicated by the study of perspective, design, chiaroscuro, two vanishing points (angular perspective) 3-4 objects. Thematic still lifes, warm and cold colors. For clarity, you can use visual aids with sample tasks, tables with step-by-step completion of the task. The teacher should guide the children’s activities by asking suggestive questions

Organization and methodology of conducting decorative drawing lessons. Folk art in decorative drawing lessons.

The creative abilities of students are especially effectively developed in decorative drawing lessons. The program includes tasks on drawing up patterns, designing albums, and decorating rooms. Serves for awakening creative forces and student independence.

Decorative drawing aims to familiarize students with the basic principles of decorative and applied art. The decorative design of an object is carried out on the basis of certain rules and laws: adherence to rhythm, symmetry, harmonious combination of colors. In decorative drawing lessons, students learn to create patterns, learn the laws of composition, and master the skills of working with watercolors, gouache, and ink. Ornamental creativity - introduces the basics of artistic design; decorative drawing should be closely related to drawing from life. When composing patterns, you need to show the student how to use the forms of nature: leaves, flowers, birds, and how to process these forms in your compositions. Big educational value has a display of samples of folk ornaments. In elementary school, a lesson on decorative drawing mainly limited to copying folk patterns. The beginning of the work is to copy from samples, creating simple patterns of straight and curved lines. This is followed by a combination of elements folk pattern according to the compositional scheme given by the teacher. Decorative drawing work is completed with sketching tasks. decorative design, graphic works with the introduction of font. Folk art is a special branch of arts and crafts in which creative process proceeds on the basis of the hereditary transmission by masters from the people of a whole system of traditions and art. Principles, canons, samples, plots, ornamental motifs. Folk craft is one of the historically established forms of folk arts and crafts, which is the commercial production of artistic objects of wide use with the obligatory use of creative manual labor. The content of thematic drawing lessons includes depicting various scenes from life, illustrating literary works, creative essay paintings on various topics. Thematic drawing allows students to acquire the ability to convey their thoughts and ideas through OZO art. During the lesson, the teacher can conduct a preliminary conversation, use excerpts from literary works, and show examples from the work of outstanding artists. To draw a thematic composition, students need to make sketches from life.

The thematic drawing helps the teacher to become more familiar with the spiritual world of students, to trace how their abilities of figurative representation and imagination develop.

CONVERSATIONS ABOUT FINE ARTS

School program For drawing, there are also special hours for discussions about fine arts. During these lessons, the teacher introduces schoolchildren to the life and work of outstanding painters, sculptors and architects. Children will learn how and by what means artists achieved ideological depth and emotional expressiveness in their works. Systematic familiarization of students with the works of artists is one of the means of aesthetic education. IN outstanding works artists as if the typical phenomena of life are collected in focus; These works make you look at the world in a new way and notice its beauty. Skills in the field of perception and evaluation works of art improve the cultural level of students. Knowledge and skills gradually develop - from the basic ability to look at a picture and understand its content to an understanding of the artistic means of expression with which the artist was able to convey his idea.

Conversations about fine arts are an important means of not only aesthetic, but also ideological and political education of students. During conversations, the teacher shows the children pictures that reflect the nature of our Motherland, events from the history of the country, portraits of people who glorified the Fatherland. When in a lesson the teacher shows a reproduction of a painting in which the artist’s patriotic feeling, his love for native nature, this also evokes in children a feeling of love and admiration for their Motherland. The more vivid and emotional a picture is told about the life of our country, its landscape, etc., the more feelings it will evoke in the child, the more clearly it will be imprinted in his consciousness (Fig. 45, 46). To prepare for conversations about art, we can recommend: Conversations about painting at school. M., 1966; V. Alekseeva. Fine arts and school. M., 1968; N. A. Dm i t r i e v a. Short story art. M., 1969;P. K. Suzdalev. Soviet art during the Great Patriotic War and the first post-war years. M., 1963; V. K emenov. Against abstractionism in the realism debate. L., 1969; Art and military-patriotic education of schoolchildren. / Ed. V.V. Neverov and B.M. Sapunov. M., 1975; Popular art encyclopedia. M., 1986. So, we see that the variety of classes in the fine arts is of great importance not only for developing knowledge, skills and abilities in drawing, but also for general development students.

Drawing classes are structured in compliance with a logical sequence in the presentation of educational material, calculating the volume, time and depth of the topic. The entire drawing course is determined by the level of knowledge and skills that each student needs to learn. The volume and content are determined by the curriculum and program.

The curriculum contains a systematic list of all the topics of assignments and performances that make up the content of drawing in high school. All educational material is distributed by year of study based on accounting age characteristics schoolchildren. By determining the amount of knowledge, skills and abilities in drawing, the program gives the teacher instructions on the sequence of studying and planning the material. New tasks are introduced as the knowledge and skills necessary for their conscious implementation are mastered.

The curriculum contains an explanatory note, which concisely and clearly sets out the goals and objectives of teaching, indicates the basis for the proposed content of classes and gives the general methodological direction of the work. In order to correctly and successfully achieve all the goals and objectives set by the program, it is necessary, first of all, to thoroughly understand the methodology of working with students, the principles and laws of constructing the educational process that give the best results. Only with the correct methodological guidance to students does drawing in school acquire the necessary educational and educational significance.

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ABSTRACT ON PEDAGOGY

Visual arts in elementary school

1. The purpose and objectives of fine art as a subject in primary school

The subject “Fine Arts” plays a significant role in the system of general secondary education. It is called upon to solve specific problems associated with the transfer of fundamental values developed by humanity, with the aim of emotional, spiritual, aesthetic and moral development of the individual, the formation of his creative potential.

Due to this fine arts students in combination with other forms of artistic activity is a significant factor in identifying and affirming the student’s individuality, his abilities, leading to self-identification and the development of his own view of the world. On this basis, schoolchildren learn to creatively transform the surrounding reality and the world of their own personality.

IN educational process The subject “Fine Arts” is distinguished by the dominance of artistic and creative activities. In the process of studying fine arts, such areas of the student’s individuality as creative thinking, fantasy, imagination, emotional sphere, mental activity, intuition, etc.

Based on the specifics of the academic subject, the main goal of education in the field of fine arts is the formation of the student’s artistic, aesthetic, spiritual and moral culture as a culture of a value-based attitude towards the world, the development of his creative potential as a factor in the creative development and transformation of the world.

To achieve this goal, the following tasks are set:

Students’ comprehension of the cultural experience of humanity through the artistic and figurative system of domestic and world art;

Development of ideas about national identity native culture;

Spiritual and moral enrichment of students in the process of artistic and aesthetic development of the surrounding reality and perception of artistic heritage;

Formation of an understanding of art as a form of artistic and figurative understanding of the world;

Development of the sensory-emotional sphere of students;

Creating conditions for the development of creative potential and artistic abilities of students based on visual activities;

Familiarization with theoretical knowledge, language and system of expressive means of fine art;

Formation of practical skills in various types of artistic activities;

Formation of a sustainable interest in fine art, the ability to comprehend its specific features.

2. Requirements for content and teaching methods

The basic requirements for the content and methods of teaching fine arts at school are based on the following principles:

Organic combination and unity of the educational process: moral, spiritual, aesthetic and artistic education should be carried out in conjunction with the systematic acquisition by students of artistic knowledge and the development of practical skills in artistic activity;

Students mastering visual skills and technical techniques, which are not an end in themselves, but a means or toolkit for artistic knowledge and the creation of an artistic image;

Taking into account the age characteristics of students, combining individual and collective forms work;

Formation of ideas about fine art, its types and genres, concepts and terms, mastery of techniques and materials, figurative system;

Formation of core ideas about fine art, which occurs in conjunction with all types of artistic activity: aesthetic development of the surrounding world, perception of art, theoretical knowledge, creative and practical activity;

Using a variety of types of work and artistic materials;

Relationships different types arts (polyartism) - fine arts, music, literature, cinema, etc., with the help of which an associative-figurative atmosphere is created, necessary for the optimal development of students’ artistic thinking. For this purpose, during the lesson a certain time is devoted to viewing reproductions, listening to music, literary works, viewing fragments

fine arts educational elementary

3. Program structure and types of classes

The system-forming beginning of the program and its semantic core is the differentiation of all educational material into three content components, which cover the entire program from grades 1 to 4. These include:

- “Aesthetic perception of reality”;

- “Perception of Art”;

- "Practical activities".

Aesthetic perception of reality as an integral part of artistic activity has a relatively independent system in the program educational tasks.

The goal of this content component of the program is also to develop schoolchildren’s visual culture, visual perception, and observation skills.

The content component “Perception of Art” contributes to the development of the subject at the art criticism level. Its task is to form key guidelines for the perception of works of fine art, to expand artistic outlook students, studying the theoretical foundations of fine art, mastering its language, system of expressive means.

As a result of mastering the content of this section of the program, students gain an understanding of the role of art in human life and society, the foundations of national and world art, the characteristics of various types and genres of fine art, and their interrelationships.

In fine arts lessons, students draw and sculpt from life, from memory, from imagination, design, and perform works in various artistic techniques.

Practical artistic and creative activities include:

Image on a plane (use of different artistic materials and techniques (watercolor, gouache, colored pencils, wax crayons, mascara; applique, collage, monotype);

Modeling from plasticine and working with sculptural materials (clay, salt dough);

Decorative and applied activities and design (artistic design of flat and three-dimensional products with elements of architecture, artistic design, decorative modeling, traditional folk art).

The image on a plane includes drawing from life, from memory, from an idea after direct observations or from the imagination, work on a topic assigned by the teacher, as well as sketches, applied graphics, appliqué, collage, monotype, etc.

Modeling (sculpture) is of particular importance in elementary school, where the motor-tactile component plays a dominant role in the development of children's visual activity.

Decorative and applied activities include elements of drawing on a plane, artistic construction and design, work with natural materials (leaves, flowers, herbs, etc.), which contributes to the development of schoolchildren’s ideas about the connection between different types of artistic activities.

The content of practical activity involves solving four main groups of educational tasks: 1) composition; 2) color and lighting; 3) shape, proportions, design; 4) space and volume. Mastering these groups of educational tasks that underlie visual literacy should be subordinated to the conscious decision of an artistic image in accordance with the age capabilities of students.

The main thing in composition work in the elementary grades is to master the entire surface of a sheet of paper and fill it with an image, and in modeling and decorative work - to create a solid form. Students learn to select image objects for the composition that correspond to the design and draw them large.

Working with color I-IV grades The task is to see color in a variety of ways, to distinguish and compose the necessary shades. In elementary school, gouache should be preferred over watercolor, since gouache gives greater freedom in work and allows you to make corrections. When working on a form, it is important to learn to feel the figurative nature of the form, to strive for consistent figurative complexity when displaying it. To develop the skills of analyzing form and its subsequent embodiment in an artistic image great importance have classes in modeling, arts and crafts, and design, where students actively work with three-dimensional forms.

Learning to convey space on paper begins in grade I, mainly in observation work and given topics. The main attention in working with primary schoolchildren is on developing their concepts about the fracture of planes and the fracture boundary: the boundary of the floor and the wall, the visible boundary of the earth and sky, as well as the ability to correctly place objects on the surface of the floor and the ground.

When planning time for this type work, it is necessary to take into account that types of artistic activities in lessons can be combined and occupy part of the lesson: perception - with practical work, modeling - with drawing.

It is advisable to diversify the methods of working with art students in the classroom. This could be a conversation, a story, a discussion, watching a multimedia presentation. A huge role is played by lessons structured according to the laws of artistic drama, forms of extracurricular and extracurricular activities in the fine arts.

Particular attention should be paid to artistically gifted children, for whom their own educational system is developed that takes into account their abilities.

Fine arts lessons should be equipped with the necessary aids and visual aids using modern technical means.

The effectiveness of the educational process is directly dependent on the level of development of students' practical skills.

Leading skills are formed comprehensively in all types of artistic activity. Mastering each type requires the formation of private skills and abilities: painting, graphic, plastic, decorative, constructive, perception of works of art, mastering their language, expressive means, etc.

Literature:

1Volkova, I.G. Fine arts grades 1 - 5. Approximate calendar and thematic planning / I.G. Volkova, V.N. Danilov - Minsk: Adukatsiya i vykhavanne, 2008.

2Danilov, V.N. Methods of teaching fine arts and artistic work / V.N. Danilov. - Minsk: UIC BSPU, 2004.

3Fine arts in primary school / sub. ed. B.P. Yusova, N.D. Mints. - Minsk: Narodnaya Asveta, 1992.

4Fine arts grades 1-4: curriculum for general education institutions with Belarusian and Russian languages of instruction. - Minsk: NMU NIO, 2008.

5Nemensky, B.M. Pedagogy of art / B.M. Nemensky. - M.: Education, 2007.

6.Sokolnikova, N.M. Fine art and methods of teaching it in elementary school / N.M. Sokolnikova. - 2nd ed. - M.: Academy, 2002 art).

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