The importance of fine arts in elementary school. Studying folk art in elementary school in fine arts classes; the influence of Russian folk toys on the formation of a child’s personality

Ministry of Education and Science of the Russian Federation

Course work

Features of the methodology of teaching fine arts in primary school

Introduction 3

Chapter 1. Features of the methodology of teaching fine arts in primary school 4

1.1. Pedagogical conditions teaching fine arts in primary school 4

1.2. Methods of teaching fine arts in I-IV grades 4

Chapter 2. Thematic planning and production visual aids for lessons according to the program " art And artistic work" 8

2.1. Fundamentals of Artistic Performance (Primary School Curriculum) 10

1st class (30–60 hours) 10

2nd grade (34–68 hours) 15

3rd grade (34–68 hours) 21

4th grade (34–68 hours) 27

2.2. Design school curriculum art education. 34

Conclusion 37

List of used literature 38

Introduction

Fine arts as one of educational subjects The comprehensive school occupies an important place in the education of students. Careful analysis, summarizing the best teaching experience indicates that fine arts classes are an important means of developing a student’s personality. Fine arts, especially those close to younger schoolchildren with its clarity, it occupies one of the leading places in the process of formation in children creativity, creative thinking, introducing them to beauty native nature, surrounding reality, spiritual values ​​of art. In addition, fine arts classes help children master a range of skills in the field of visual, constructive and decorative activities.

Purpose writing this course work is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work aims to: tasks:

Studying the methodology of teaching fine arts in primary school, consider its features,

To identify pedagogical conditions for the successful education of young children school age fine arts, as well as drawing up a thematic annual plan and lesson plan for primary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in primary school

In the development of children's artistic creativity, including visual creativity, it is necessary to observe the principle of freedom, which is generally an indispensable condition for all creativity. It means that creative activities children can be neither obligatory nor coercive and can only arise from the children's interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who do not intend to later become professional artists, drawing has enormous cultivating significance; when colors and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images what cannot be brought to his consciousness in any other way.

One of the problems with drawing is that for children primary classes Activity alone is no longer enough creative imagination, he is not satisfied with a drawing made somehow; to embody his creative imagination, he needs to purchase special professional, artistic skills and skills.

The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is teaching methods. There have been debates about this issue among scientists since the very inception of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the research of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research. 1

1.2. Methods of teaching fine arts inI- IVclasses

Teaching, as a rule, begins with the explanatory and illustrative method, which consists of presenting information to children different ways- visual, auditory, speech, etc. Possible forms of this method are the communication of information (story, lectures), demonstration of a variety of visual material, including using technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, and remember information for further manipulation.

The explanatory and illustrative method is aimed at assimilation of knowledge, and to develop skills and abilities it is necessary to use the reproductive method, that is, to reproduce (reproduce) actions many times. Its forms are varied: exercises, solving stereotypical problems, conversation, repetition of a description of a visual image of an object, repeated reading and memorization of texts, a repeated story about an event according to a predetermined scheme, etc. Preschoolers are expected to work both independently and together with the teacher. The reproductive method allows the use of the same means as the explanatory and illustrative method: words, visual aids, practical work 2.

Explanatory, illustrative and reproductive methods do not provide the necessary level of development of children's creative capabilities and abilities. A teaching method aimed at independent decision preschoolers creative tasks are called exploratory. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Problems can be inductive or deductive depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for methods of activity. Once again I would like to emphasize that this method is entirely based on independent work.

Should be paid Special attention on the importance of problem-based learning for children's development. It is organized using methods: research, heuristic, problem presentation. We have already considered the research one.

Another method that helps creative development is the heuristic method: children solve a problematic problem with the help of a teacher; his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, words, text, practice, visual aids, etc. are also important.

Currently, the method of problem presentation has become widespread; the teacher poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of presentation, control it, participating in the decision process. In the course of a problem presentation, both an image and a practical demonstration of action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in educational process encourages preschoolers to creative production and application of knowledge and skills, helps to master methods scientific knowledge. 3 Modern training must necessarily include the considered general didactic methods. Their use in fine arts classes is carried out taking into account its specifics, objectives, and content. The effectiveness of methods depends on the pedagogical conditions of their application.

As practical experience shows, for the successful organization of fine arts lessons it is necessary to create a special system of pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly affect the development artistic creativity preschoolers, and we invite you to consider it. We believe that this group of conditions consists of:

developing interest in the study of fine arts;

a combination of systematic control over the visual activities of preschoolers with pedagogically appropriate assistance to them;

instilling in children faith in their strengths and their creative abilities;

progressive complication visual arts, ensuring prospects for the development of children’s artistic creativity;

education visual language, folk, decorative and applied arts and design, development of funds artistic expression plastic arts;

purposeful, systematized use of art history stories or conversations that activate the child’s attention, the work of his thoughts, his emotional and aesthetic responsiveness;

selection of works of fine art for study;

the use of technical teaching aids in fine arts classes, especially video and audio equipment, and special visual aids;

active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of decorative and applied art, culture and everyday life, historical architectural details;

introduction of creative, improvisational and problem-based tasks into the lesson;

the use of a variety of artistic materials and techniques for working with them;

change of types of visual activities during the academic year (graphics, painting, modeling, design, decorative work and etc.);

a combination of individual and collective forms of work with children;

introduction of game elements and artistic and didactic games into the structure of the lesson; use of competition elements;

systematic development of pedagogically appropriate relationships between sections of the academic subject “Fine Arts”, between this and other preschool disciplines, integrated teaching of art at school. 4

An important condition for the development of artistic creativity of preschoolers in fine arts classes is the use by teachers of technical teaching aids, especially video and audio equipment, and special visual aids. The role of visualization in learning was theoretically substantiated back in the 17th century. Ya.A. Komensky, later the ideas of its use as the most important didactic tool were developed in the works of many outstanding teachers- I.G. Pestalozzi, K.D. Ushinsky and others. The importance of visibility in teaching was emphasized the great Leonardo da Vinci, artists A.P. Sapozhnikov, P.P. Chistyakov et al. 5

Successful implementation of the principle of visualization in learning is possible with active mental children's activities, especially when there is a “movement” of thought from the concrete to the abstract or, conversely, from the abstract to the concrete.

At all stages of the lesson, whenever possible, creative, improvised and problem-based tasks should be introduced. One of the main requirements in this case is to provide children with the greatest possible pedagogically expedient independence, which does not exclude providing them with pedagogical assistance, as necessary. So, for example, in primary school, especially in the first, the teacher, proposing this or that plot, in many cases can draw the attention of preschoolers to the main thing that must be depicted in the first place, and can show on the sheet the approximate location of the objects of the composition. This help is natural and necessary and does not lead to children’s passivity in visual creativity. From restrictions in choosing a theme and plot, the child is gradually led to their independent choice.

Chapter 2. Thematic planning and production of visual aids for lessons in the program “Fine Arts and Artistic Work”

This is the world - and in this world I am.

This is the world - and in this world WE are.

Each of us has our own path.

But we create according to the same laws.

May the path of the creator be long and the bread of the creator be difficult.

And sometimes I want to give you some slack.

But take your palms away from your face.

And again you give your heart. And again. ...

In the manual, the author reveals the methodology for teaching fine arts in primary school. secondary school, gives an approximate thematic planning and developing lessons based on basic program"Fine Arts and Artistic Work", created under the guidance of folk artist Russia, Academician of RAO B. M. Nemensky. The manual is addressed to fine arts teachers, students of pedagogical colleges and pedagogical schools.

PROBLEM-BASED LEARNING.
How to realize the goals of art education? What methodology does a modern teacher need?
Disputes about methodological teacher training are sometimes completely opposite. Various opinions on this matter are known to students of both teacher training colleges and pedagogical universities. We had to face the opinion that teaching is easy, that you don’t need to study, you just need to know the subject.

Of course, to teach drawing in the old way, it was enough to know only a list of traditional techniques. But what to do when you need to master new, non-traditional programs? Here even on good knowledge art and the ability to draw will not take you far. No encyclopedic knowledge will help if the teacher does not find a way to the child.

TABLE OF CONTENTS
PREFACE 3
Section I
METHODOLOGY FOR TEACHING FINE ARTS IN SCHOOL 7
Chapter 1
GENERAL PRINCIPLES OF MODERN ARTS EDUCATION 8
Humanization of education and new pedagogical thinking 8
Goals and objectives artistic development children through art 9
Chapter 2
SPECIFICS OF TEACHING PLASTIC ARTS 12
Principles of the program “Fine arts and artistic work” (concept of B.M. Nemensky) 12
Methodological basics 15
Chapter 3
THE ART OF MODELING LESSONS 22
Problem-based learning 22
Three methods of problem-based learning 23
24 lesson types
Literature 35
Section II
THEMATIC PLANNING OF LESSONS IN THE PROGRAM “VISUAL ARTS AND ARTISTIC WORK” 1-4 classes 37
1st grade - THE ART OF SEEING 38
2nd grade - YOU AND ART 47
3rd grade - ART IS EVERYWHERE AROUND US 56
4th grade - EVERY PEOPLE IS AN ARTIST 65
Section III
AUTHOR'S LESSON DEVELOPMENTS (lesson notes in grades 2,3,4 of a four-year primary school) 71
Explanatory note 72
2nd grade - YOU AND ART 74
I quarter. How and what do artists work with 74
II quarter. Meet the masters Images, Decorations, Buildings 93
III quarter. What art says 106
IV quarter. As art speaks 126
3rd grade - ART AROUND US 144
I quarter. Art in your home 144
II quarter. Art on the streets of your city 158
III quarter. The Artist and the Spectacle 172
IV quarter. Art Museums 184
4th grade - EVERY PEOPLE IS AN ARTIST 203
I quarter. Scenery native land. Harmony of housing and nature 203
II quarter. Art of the peoples of neighboring countries 231
III quarter. Every nation is an artist 243
IV quarter. Peoples' idea of ​​the spiritual beauty of man 270.

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The teaching of fine arts, expressed in the organization of schools, the use of certain methods and techniques in teaching, and the theoretical development of art issues, began only during the period of civilization.

The art of Ancient Egypt, Greece, and Rome reached a high level of development. The construction of cities, temples, and residential buildings required a large number of artists, masters of painting, sculpture, and architecture. In special schools, principles, rules, and laws for constructing images of human figures, animals, plants, and interiors began to be developed.

Thinkers, artists Ancient Greece considered learning to draw necessary not only for many practical crafts, but also for general education and education. Aristotle (384-322 A.D.) pointed out that “at present the usual four subjects of instruction are: grammar, gymnastics, music, and sometimes drawing.”

The works of the great Czech teacher of the Middle Ages, John Amos Comenius (1592-1670), were of great importance in the development of methods for teaching drawing. The great Czech educator believed that the subject of “drawing” should be introduced into secondary schools and that it would help solve its educational problems.

The French philosopher-encyclopedist Jean-Jacques Rousseau (1712-1778) also spoke about the benefits of drawing as a general educational subject. Rousseau noted the important role of drawing in cognition and development of a sensory-emotional attitude to the surrounding reality. In the book “Emile,” or “On Education,” Rousseau wrote that for understanding the surrounding reality, the senses that can be developed in a child are of great importance by teaching him to draw from life.

Art is huge world artistic images, with the help of which artists express their observations, ideas, dreams and fantasies, as well as an effective means of educating a creatively active personality. By introducing students to the fine arts, we thereby convey to them a huge aesthetic and moral experience accumulated by humanity.

Art education, understood as education through art, in the unity of its cultural, aesthetic, artistic, psychological and pedagogical aspects, has an active influence on the education of students. In the process of studying fine arts, students actively develop fantasy, imagination, imaginative thinking, and the ability for such mental operations as analysis and synthesis, comparison, generalization, etc.

Artistic activity helps children understand and assimilate the culture of different times and peoples, develop their abilities, and gain experience in aesthetic communication.

Artistic knowledge acquired by children, ability to perceive works of art, acquired skills of own creative activity– effective means of developing children’s interest in art and the need for artistic and creative activity.

Teaching fine arts involves the general development of creative abilities, the active formation of aesthetic perception, the targeted formation of realistic depiction techniques and artistic expression skills.

The artistic creativity of younger schoolchildren most often involves drawing with pencils and paints, modeling, appliqué, i.e. the most traditional, popular, and optimal artistic techniques for this age.

The creative abilities of schoolchildren should be developed taking into account their interests and individual characteristics.

The introduction of didactic games and exercises into the learning process makes it possible to arouse in children a desire to learn art, participate in creative activities, successfully implement them and enjoy the work done.

First of all, it is necessary to develop the following general artistic abilities:

to creative transformation, thinking, logic, combinatorics, variability;

drawing up an optimal action plan;

training, creative development.

When teaching fine arts, all components of artistic creativity should be developed and formed: interest, voluntary attention, observation, visual memory, emotionality, fantasy, expressiveness, the “eye-brain-hand” system, graphic training, artistic technologies.

The purpose of teaching fine arts in primary school is the harmonious development of younger schoolchildren through the means of fine arts, the formation in them of a sustainable interest in fine arts and art, and an active life position.

An indicator and condition for the effectiveness of fine arts lessons is the children’s passion for work, interest and desire to engage in art. Visual activities should bring joy to children and ensure an active emotional attitude of students to classes.

Fine arts lessons in primary school contribute to the development of younger schoolchildren, form a system of knowledge, abilities, skills in visual activity, and the need for artistic creativity.

In his activities as a teacher of fine arts are guided by:

curriculum for general secondary education institutions with Belarusian (Russian) language of instruction:

Art. I–V grades. Curriculum for general secondary education institutions with Russian as the language of instruction. – Minsk: NIO, 2012;

Revealed mastery. I-V grades. Educational program for the established education system in Belarus. – Minsk: NIA, 2012;

approximate calendar and thematic planning :

“Approximate calendar and thematic planning for fine arts,” grades I–V / I.G. Volkova, V.N. Danilov // Mastatskaya adukatsyaya culture. – 2009, No. 4, 2010, No. 1.

Calendar and thematic planning is approximate. If necessary, fine arts teachers are allowed to redistribute the number of teaching hours between topics;

sanitary norms, rules and hygienic standards “Hygienic requirements for the design, content and organization of the educational process in institutions of general secondary education”, approved by Resolution of the Ministry of Health of the Republic of Belarus dated July 15, 2010 No. 94. The regulatory document can be found on the website www. minzdrav.by, www.rcheph.by;

standards for assessing results educational activities students in the academic subject “Fine Arts” in the implementation of the educational program of basic education (Grade V), determined by the educational standard of general secondary education;

Rules for conducting certification students when mastering educational programs of general secondary education, approved by the Ministry of Education of the Republic of Belarus dated June 20, 2011 No. 38.

In accordance with the instructional and methodological letter of the Ministry of Education of the Republic of Belarus “On the organization of the work of general secondary education institutions to monitor and evaluate the results of students’ educational activities during the period of ungraded education at the first stage of general secondary education,” teaching fine arts in grades I-IV of general secondary institutions education is carried out on a content-evaluative basis (without marking).

Unmarked training in fine arts is carried out with the aim of:

Formation of internal motivation for learning in students;

Development of creativity, independence, reflection;

Formation of adequate self-esteem;

Formation of skills to independently evaluate the results of one’s own educational activities.

The need to use grade-free training is due to the presence of significant differences in the level of development of abilities in the field of fine arts and artistic training students.

Teaching fine arts on a content-evaluative basis is carried out based on the principles of continuity and naturalness of control, criteria, flexibility and variability of assessment tools, and the priority of self-assessment.

In the process of teaching fine arts, detailed evaluative judgments are widely used, reflecting the degree to which students have mastered skills in the field of fine arts, as well as the level of development of artistic skills they have achieved. The verbal and content assessment is complex and is given taking into account the characteristics of various types of artistic and creative activity.

When conducting fine arts lessons, it is recommended to follow the sequence of stages of grade-free learning technology: setting a goal, putting forward a criterion (jointly by the teacher and students), carrying out activities, and assessing. When putting forward a criterion, it is necessary to focus on the level that can actually be achieved by students when carrying out artistic and creative activities. In the assessment process, it is necessary to harmoniously combine internal assessment (independent assessment by students of their own educational activities) with external assessment (evaluation of the process and result of activity by classmates and the teacher).

An important condition for grade-free teaching of fine arts is the mandatory and timely implementation of all types of control. The following types of control are used in the learning process: preliminary, lesson and thematic. Preliminary control is carried out during the first week of the school year and makes it possible to establish the initial level of artistic development of students. Lesson control accompanies the process of mastering each lesson topic and allows you to record the progress of students in mastering the educational material. Thematic control makes it possible to determine the effectiveness of mastering the topic of the quarter.

Control is carried out in practical, oral and written forms, as well as in a combination of these forms. At the same time, practical forms of control in fine arts lessons are a priority.

The program is based on the principle of systematic development in students of the ability to perceive an artistic image in works of art and to create it as feasible in their own works as a result of aesthetic perception of the phenomena of reality and art and mastering the skills of independent artistic activity. Methods of teaching art at school should take into account its specificity as a way of thinking and mastering the world.

The program defines a system of basic educational tasks:

formation aesthetic culture And spiritual world students, the ability to objectively perceive and analyze works of art of all types and directions on the basis of national and universal values;

improvement visual perception, development imaginative thinking, spatial representation, combinatorics, fantasy, sense of composition, form, color, space;

teaching the basics of fine, decorative, constructive activities, mastering figurative language plastic arts, a complex of means of artistic expression;

development of abilities and creative activity students in the process of artistic and practical activities.

In order to form a culture of oral and written speech in the process of perceiving works of art and performing artistic works, the teacher must create conditions for the development of coherent oral speech of students, the ability to analyze, compare, draw conclusions, and generalize. It is necessary to develop students’ imagination, aesthetic taste, communication skills, emotional and value-based attitude towards works of art, the ability to conduct a discussion, carry out active and independent artistic and creative activities, increase the level of motivation, and interest in the subject. Acquaintance with the masterpieces of world and national artistic culture should contribute to the formation of national self-identification, patriotism, respect for the culture of one’s own and the peoples of the world, and the desire for a feasible aesthetic transformation of the surrounding reality.

Requirements for the content and methods of teaching fine arts in primary school ":

connection with life, with folk artistic traditions;

unity of upbringing and education, training and creative activity of students; combination practical work with the development of the ability to perceive and understand works of art, the beautiful and the ugly in the surrounding reality;

taking into account the age capabilities of students, the optimal combination of individual, group and collective forms work;

variety of types of work and artistic materials used;

interdisciplinary connections, connections with other types of artistic activities of children;

In elementary school, the fine arts program defines three types of artistic and practical activities: image, decoration (decoration) and construction (design).

Image– the leading type of artistic and practical activity, including drawing from life, from memory, representation, sketches, graphics, subject and plot modeling.

Decoration (decoration)– a type of artistic and practical activity that involves mastering the basics artistic crafts(painting, ceramics, weaving, embroidery, quilting, applique, floristry, stained glass).

Construction (design)– design and modeling activities, which involve the study of basic technologies for working with paper, cardboard, fabric, construction sets and other materials.

When teaching art to primary school children, it is important to use games and exercises in the classroom. Group and collective forms of work help to involve students in the creative process, as well as to activate their interest. At this age, children need to be given the opportunity to try their hand at different types of artistic activities and feel the uniqueness of each of them.

In addition, during introductory and final classes it is necessary to conduct conversations, during which students should explore the world and learn to perceive art.

When planning classes, it is necessary to take into account that types of artistic activities can be combined: conversation - image, design - decoration, etc.

The following basic techniques and materials are used in the learning process: simple, colored, watercolor pencils, wax, watercolor crayons, ballpoint pen, charcoal, felt-tip pens, gouache, watercolor, applique, collage, clay, plasticine, stamp, stencil, painting, floristry, straw, weaving, embroidery, natural materials.

The teacher can take the proposed approximate planning as a basis and, if necessary, change it independently by creating tasks similar to those recommended in the program. In this case, the content of the lesson should represent the unity of different components: lesson topic, type of activity, object of work, educational tasks, material and technology, terms and concepts.

There is a need for a clear definition and system of knowledge acquired by students in each class, both certain species classes (conversations about fine arts, drawing from life, thematic and decorative drawing), and in general throughout the entire course of study in fine arts, including various shapes extracurricular and extracurricular activities. At the same time, a very important factor is that the knowledge, skills and abilities that a student receives in life drawing classes are expanded, deepened and consolidated in thematic and decorative painting, during conversations about works of fine art.

In the same way, the knowledge and skills that schoolchildren master in thematic and decorative drawing lessons find their further development in life drawing lessons.

Thus, fine arts in a comprehensive school, being a necessary link in the general chain of academic subjects designed to educate students, and above all, subjects of the “aesthetic” cycle - literature, music, occupies an important place in the formation of students’ worldview.

However, the role of fine arts in education and training will be truly effective if modern fine arts lessons meet a number of conditions, namely:

Comprehensive solution of educational tasks in fine arts lessons.

Compliance with the principles of didactics in the process of teaching children fine arts.

Use in art lessons problematic issues and situations.

Wide use of visual aids and technical teaching aids in fine arts lessons.

Maintaining continuity in the visual activities of preschoolers and primary schoolchildren.

Compliance with interdisciplinary connections between the lessons of fine arts and literature, mathematics, music, labor training, etc.

Using a variety of techniques and methods of working with children in fine arts lessons, including elements of play, in order to attract children’s attention and interest in fine arts, awakening in them an emotional and aesthetic attitude to the objects and phenomena of reality, to the process of drawing and their drawing, a sense of empathy for the characters of their compositions and the works of artists in question.

Maintaining a close connection (tasks, goals, content, teaching and educational techniques) of life drawing lessons, on topics with other lessons and extracurricular activities in fine arts.

Continuous improvement of the methodology for conducting fine arts lessons in all main sections of the curriculum.

Use in the process of teaching children fine arts best practices primary school teachers and fine arts teachers.

In the process of summarizing the best practices of teachers in the aesthetic education of schoolchildren through the means of fine arts, the following aspects are highlighted, especially affecting the improvement of the teaching and educational process in the fine arts lesson. This is, first of all, the use of methods and techniques of work aimed at attracting the emotional and aesthetic feelings of children, at showing them a sense of joy, admiration from meeting beauty in reality and in art, at attracting the interest of schoolchildren in observed and then depicted phenomena and objects the surrounding world. Stimulating the child’s feelings and emotional responsiveness leads to the emergence of sustained attention, to a deep and comprehensive study of the phenomena and objects of reality, to the conscious assimilation of the laws and rules of drawing, to the knowledge of the aesthetic in life and art.

Fine arts classes are an important means of developing a student’s personality. They contribute to expanding interests, nurturing the aesthetic needs of students, their mental and creative activity, and emotional and aesthetic attitude to reality. In fine arts classes, such personality traits as independence, focus, accuracy, and hard work are formed. In the process of visual activity, students acquire graphic and pictorial skills, learn to observe, analyze objects and phenomena of the surrounding world. Thus, educational drawing and familiarization with the best works of fine art serve as effective means of understanding reality and at the same time help the development and formation of visual perceptions, imagination, spatial concepts, memory and feelings, as well as the education of the moral and aesthetic qualities of the child.

Literature:

- Kuzin V.S. “Fine arts and methods of teaching it in primary school”, 1984.

- Kosterin N.P."Training drawing", 1984.

- Kandinsky, V.V. “On the spiritual in art”, 1992.

- Alekhin, A. D."When the artist begins", 1993.

-Kuzin V. S. “Fine art and methods of teaching it at school”, 1998.

- Satarova L.A. "Fine arts at school", 2004.

-Sokolnikova N.M. “Fine arts and methods of teaching them at school”, 2005.

- Pyankova N.I. "Fine arts in modern school", 2006.

- Instructional and methodological letter of the Ministry of Education of the Republic of Belarus “On teaching the academic subject “Fine Arts” in 2012/2013 academic year", 2012.

Master class on drawing "Here is my village"

Fine arts, as one of the academic subjects in secondary schools, occupy an important place in the education of students. A careful analysis and generalization of the best pedagogical experience indicates that fine arts classes are an important means of developing a student’s personality. Fine art, especially close to younger schoolchildren for its clarity, has one of the leading places in the process of developing children's creative abilities, creative thinking, introducing them to the beauty of their native nature, the surrounding reality, and the spiritual values ​​of art. In addition, fine arts classes help children master a range of skills in the field of visual, constructive and decorative activities.

Purpose writing this course work is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work aims to: tasks :

Studying the methodology of teaching fine arts in primary school, consider its features,

To identify the pedagogical conditions for the successful teaching of fine arts to children of primary school age, as well as drawing up a thematic annual plan and lesson plan for primary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in primary school

In the development of children's artistic creativity, including visual creativity, it is necessary to observe the principle of freedom, which is generally an indispensable condition for all creativity. This means that children’s creative activities can be neither obligatory nor compulsory and can only arise from children’s interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who do not intend to later become professional artists, drawing has enormous cultivating significance; when colors and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images what cannot be brought to his consciousness in any other way.

One of the problems in drawing is that for primary school children, the activity of creative imagination alone is no longer enough; he is not satisfied with a drawing made somehow; in order to embody his creative imagination, he needs to acquire special professional, artistic skills and abilities.

The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is, teaching methods. There have been debates about this issue among scientists since the very inception of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the research of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research.

1.2. Methods of teaching fine arts in I - IV classes

Teaching, as a rule, begins with the explanatory and illustrative method, which consists of presenting information to children in different ways - visual, auditory, speech, etc. Possible forms of this method are communicating information (story, lectures), demonstrating a variety of visual material, including using technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, and remember information for further manipulation.

The explanatory and illustrative method is aimed at assimilation of knowledge, and to develop skills and abilities it is necessary to use the reproductive method, that is, to reproduce (reproduce) actions many times. Its forms are varied: exercises, solving stereotypical problems, conversation, repetition of a description of a visual image of an object, repeated reading and memorization of texts, repeated story about an event according to a predetermined scheme, etc. It is assumed as independent work preschoolers and Team work with the teacher. The reproductive method allows the use of the same means as the explanatory and illustrative method: words, visual aids, practical work.

Explanatory-illustrative and reproductive methods do not provide the necessary level of development creative possibilities and children's abilities. A teaching method aimed at preschoolers independently solving creative problems is called research. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Problems can be inductive or deductive, depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for methods of activity. Once again I would like to emphasize that this method is entirely based on independent work.

Particular attention should be paid to the importance of problem-based learning for children's development. It is organized using methods: research, heuristic, problem presentation. We have already considered the research one.

Another method that helps creative development is the heuristic method: children solve a problematic problem with the help of a teacher; his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, words, text, practice, visual aids, etc. are also important.

Currently, the method of problem presentation has become widespread; the teacher poses problems, revealing all the inconsistency of the solution, its logic and the available system of evidence. Children follow the logic of presentation, control it, participating in the decision process. In the course of a problem presentation, both an image and a practical demonstration of action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in the educational process stimulates preschoolers to creatively obtain and apply knowledge and skills, and helps to master the methods of scientific knowledge. Modern teaching must necessarily include the considered general didactic methods. Their use in fine arts classes is carried out taking into account its specifics, objectives, and content. The effectiveness of methods depends on the pedagogical conditions of their application.

As practical experience shows, for the successful organization of fine arts lessons it is necessary to create a special system of pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly influence the development of artistic creativity in preschool children, and we propose to consider it. We believe that this group of conditions consists of:

Developing interest in the study of fine arts;

The combination of systematic control over the visual activities of preschoolers with pedagogically appropriate assistance to them;

Instilling in children faith in their strengths and their creative abilities;

Consistently increasing the complexity of visual activities, ensuring prospects for the development of children’s artistic creativity;

Teaching the language of fine, folk, decorative and applied arts and design, mastering the means of artistic expression of the plastic arts;

Purposeful, systematic use of art history stories or conversations that activate the child’s attention, the work of his thoughts, his emotional and aesthetic responsiveness;

Selection of works of fine art for study;

The use of technical teaching aids in fine arts classes, especially video and audio equipment, and special visual aids;

Active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of decorative and applied art, culture and life, historical architectural details;