Svetlana Pogodina children's fine arts from A to Z. Section i

I. Bondareva, music director, N. Petropavlovskaya, teacher additional education according to fine art,

GBOU-kindergarten No. 2533 “Kapitoshka”, Moscow

N. Sashina, Central house artistic education children

E. Kadola, teacher, department in English, Omsk State University, methodologist, child development center

kindergarten No. 355, MOU pre-kindergarten No. 77, Omsk

L. Alekseeva, higher education teacher qualification category, MDOU - child development center -

kindergarten No. 3 "Rainbow", Tikhvin, Leningrad region

M. Archipenko, Correctional art studio teacher Orphanage for orphans with disabilities health, Cheremkhovo city, Irkutsk region

M. Valova, teacher of the first qualification category, Municipal Educational Institution – Kindergarten No. 12, Volgograd

L. Bespalova, teacher, E. Gridina, senior teacher, MADOU - combined kindergarten No. 15 " gold fish", Razvilka village, Moscow region

V. Asmolkova, head, T. Chernova, teacher, kindergarten No. 58, JSC Russian Railways, Roslavl, Smolensk region

T. Vedrevskaya, Teacher preschool group, Rivne average comprehensive school, Ryazan district, Ryazan region

Moscow region L. Gorodetskaya, teacher of the first qualification category, MDOU-kindergarten

No. 20 “Smile”, city of Reutov

A. Martynova, Teacher of additional education in visual arts, MBDOU - kindergarten No. 180, Kemerovo

S. Beloskokova, teacher, MBDOU - general education kindergarten No. 37 “Fairy Tale”, Tuapse city, Krasnodar region

O. Eltsova, teacher, MBDOU - kindergarten and kindergarten No. 53 “Forest Glade”, Glazov city, Republic of Udmurtia

E. Kuznetsova, teacher, MDOU-kindergarten “Berezka”, Tolka village, Tyumen region, Yamalo-Nenets

autonomous region

T. Vinogorova, teacher of the highest qualification category, MDOU-kindergarten No. 3

combined type “Teremok”, Sovetsky village, Sovetsky district, Republic of Mari El

N. Ivanova, teacher, GOU - kindergarten compensating view No. 1016, Moscow

T. Rogatkina, kindergarten “From A to Z”, Moscow

O. Grechina, teacher of art methods, L. Suzdaltseva, teacher of speech development methods,

Pedagogical College No. 18 "Mitino", Moscow

V. Lobanova, preschool educational institution No. 208, Mizhneudinsk city, Irkutsk region

N. Antipova, additional education teacher, Svetlyachok Municipal Preschool Educational Institution, Sergino village, Oktyabrsky district, Tyumen region, Khanty-Mansiysk Autonomous Okrug

I. Andrianova, teacher, MDOU-kindergarten No. 15 of a combined type, Noginsk, Moscow region

E. Peshkova, teacher, MDOU No. 56 “Bear Cub”, city of Severodvinsk, Arkhangelsk region

N. Zhuleva, G. Kuznetsova, teachers, GOU-kindergarten No. 1495, Moscow

E. Meshkova, teacher, MDOU No. 56 “Bear Cub”, city of Severodvinsk, Arkhangelsk region

S. Belaya, teacher of the first qualification category, MDOU - kindergarten No. 100 “Ryabinushka”, Taganrog city, Rostov region

N. Zakharova, teacher, kindergarten No. 1, village of Zakharove, Ryazan region

E. Peshkova, teacher, MDOU No. 56 “Bear Cub”, city of Severodvinsk, Arkhangelsk region

S. Oskina, art teacher, G. Gatiyatullina, teacher, MBDOU - kindergarten No. 27

“Neni kullar” (“Ladushki”), Almetyevsk city, Republic of Tatarstan

teacher of visual arts, MBDOU - kindergarten No. 27 “Neni kullar” (“Ladushki”), Almetyevsk, Republic of Tatarstan

O. Pivovarova, S. Anikina, teachers, MBDOU-kindergarten No. 10 “Swallow”, city of Chistopol,

Republic of Tatarstan

E. Isaeva, teacher of the highest qualification category, MDOU - compensatory kindergarten No. 37 “Rodnichok”, city of Bugulma, Republic of Tatarstan

S. Zlygosteva, teacher, preschool educational institution - kindergarten No. 35, Sarapul, Udmurt Republic

E. Ermolaeva, teacher, MDOU - kindergarten “Lastochka”, Tayozhny village, Tyumen region

E. Burmatnova, teacher of the first category, MDOU - kindergarten No. 29, Neftekamsk,

Republic of Bashkortostan

E. Kuznetsova, additional education teacher, State Educational Institution - Child Development Center - Kindergarten No. 1743, Moscow

G. Alexandrova, teacher of the Mari language, MDOU - kindergarten No. 3 “Teremok”, Sovetsky village,

Mari El Republic

N. Prosova, teacher, T. Solovyova, senior teacher, GOU - compensatory kindergarten

view No. 2028, Moscow

T. Afanasyeva, teacher highest category, preschool educational institution No. 3, Lyubertsy city, Moscow region

T. Sysoeva, additional education teacher, T. Kolesnikova, deputy director

on educational work, Primary School- kindergarten No. 67 of JSC Russian Railways, Chelyabinsk

L. Lazareva, teacher, MBDOU No. 14, Lakinsk city, Vladimir region

L. Shalamova, teacher of the first category, kindergarten No. 41, village of Bolshaya Elan,

Usolsky district, Irkutsk region

T. Kornienko, teacher of additional education in arts and crafts, MADOU No. 17 “Zhuravushka”, Tikhoretsk

The team of MDOU No. 1 “Katyusha”, the city of Chapaevsk, Samara region

E. Strelkovich, E. Aksenova, modeling and drawing teachers, Child Development Center - kindergarten No. 323, Krasnoyarsk

M. Kostyuchenko, teacher of the highest qualification category, MDOU - kindergarten No. 101 “Solnyshko”,

Bratsk city, Irkutsk region

T. Sokolova, candidate of pedagogical sciences, teacher of additional education, Municipal Educational Institution - Center children's creativity“Fakel”, district village of Koltsovo, Novosibirsk region

G. Aleksandrova, teacher of the Mari language, MDOU - kindergarten No. 3 of the combined type “Teremok”,

Sovetsky village, Republic of Mari El

G. Safina, art teacher, kindergarten No. 29 “Golden Fish”, Yelabuga, Republic of Tatarstan

S. Pogodina, candidate of pedagogical sciences, associate professor of the general institute department of aesthetic education,

IPPO GOU VPO MSPU

S. Pogodina, candidate of pedagogical sciences, associate professor, department aesthetic development preschoolers, Institute of Pedagogy and Psychology of Education, Moscow State Pedagogical University

E. Shperling, teacher, MDOU - combined kindergarten No. 56, Omsk

S. Topunova, teacher, MDOU No. 58, Kazan

S. Kakhnovich, candidate of pedagogical sciences, associate professor, Mordovian State Pedagogical Institute

them. M.E. Evsevieva, Saransk

T. Doronova, candidate of pedagogical sciences, professor, head of the department of preschool education,

Federal state institute Educational Development, Ministry of Education and Science Russian Federation, Moscow

I. Yatsyuk, teacher, preschool kindergarten No. 18 “Nastenka”, Astrakhan

L. Kurnina, S. Kuzmina, teachers, MDOU - child development center - kindergarten No. 54, city of Kovrov,Vladimir region

E. Kamintseva, teacher, MDOU - kindergarten No. 86, Saransk, Republic of Mordovia

O. Timokhina, visual arts teacher, MDOU - kindergarten No. 233, Izhevsk, Udmurt Republic

L. Lopatina, teacher of the first qualification category, MBDOU - kindergarten No. 1, working village of Emelyanova, Krasnoyarsk Territory

T. Lyamzina, methodologist of the first qualification category, MDOU - kindergarten No. 3 “Rucheyok”, urban village of Tura, Evenki municipal district, Krasnoyarsk region

O. Rozova, methodologist of the first category, MDOU - kindergarten No. 2 “Asiktakan”, urban settlement of Tura,

Evenki municipal district, Krasnoyarsk region

I. Yakovleva, deputy head, MDOU - general developmental kindergarten No. 1, Shchekino city, Tula region

S. Afanasyeva, teacher of additional education of the highest qualification category, municipal educational institution additional education of children House of children's creativity "Constellation", Sayansk, Irkutsk region

S. Pogodina, candidate of pedagogical sciences, associate professor, department of aesthetics development of preschool children, Institute of Pedagogy and Psychology of Education, Moscow State Pedagogical University

L. Fomina, kindergarten teacher, kindergarten No. 20, Dobryanka city, Perm region

L. Brazhkin, teacher of fine arts of the highest qualification category, pedagogical college, Kudymkar city, Perm region

S. Sukhorukova, teacher, MDOU No. 230, Kemerovo

T. Semenova, teacher, preschool educational institution No. 12 “Zhuravushka”, Mytishchi, Moscow region

S. Pogodina, Candidate of Pedagogical Sciences, Associate Professor, Department of Aesthetic Development of Preschool Children, Institute of Pedagogy and Psychology of Education MPGU

A. Gnatko, teacher, MDOU No. 19, Gulkevichi city, Krasnodar region

A. Mirgazizova, teacher of the first qualification category, MADO - child development center -

kindergarten No. 24 “Dolphin”, Tuymazy, Republic of Bashkortostan

A. Gerasimova, teacher, MDOU - child development center - kindergarten "Tullukchaana", Ytyk-Kyuel village,

Tattinsky ulus

S. Pogodina, Candidate of Pedagogical Sciences, Associate Professor, Institute of Pedagogy and Psychology of EducationMoscow City Pedagogical University

N. Yakubovich, teacher, boarding school No. 21, L. Gubanova, psychologist, Center for Diagnostics and Consulting “Participation”, Moscow

L. Boyko, teacher, kindergarten No. 27, Tosno, Leningrad region

S. Pogodina, Candidate of Pedagogical Sciences, Associate Professor, Institute of Pedagogy and Psychology of Education, Moscow State Pedagogical University

L. Saygusheva, Professor of the Department of Educational Management, Magnitogorsk State University,

K. Panova, deputy head for educational work, MDOU-kindergarten No. 148, Magnitogorsk, Chelyabinsk region

S. Chubarova, teacher of the highest category in arts activities, F. Galieva, teacher of the highest category,

MDOU - kindergarten No. 71 of a general developmental type, Magnitogorsk, Chelyabinsk region

E. Zalutskaya, teacher, kindergarten No. 3 “Firefly”, Krasnoarmeysk, Moscow region

M. Brunova, visual arts teacher, kindergarten No. 170 of JSC Russian Railways, Belova city,

Kemerovo region

E. Lubysheva, head, V. Brusova, N. Lazebnaya, teachers speech therapy group, MDOU - Child Development Center - kindergarten No. 33 "Raduga", Gubkin city, Belgorod region

O. Savina, teacher speech group, MDOU-DSKV No. 102, Bratsk city, Irkutsk region

The textbook was created in accordance with the Federal State Educational Standard for Secondary Professional Education for specialty 050144 Preschool education and can be used in mastering the professional module PM.02 “Organization of various hells of children’s activities and communication” (MDK.02.03).
The manual examines various types of art (painting, graphics, sculpture, architecture, design, folk arts and crafts), development techniques fine arts children preschool age.
For students of secondary institutions vocational education, may be useful for teachers of preschool institutions.

The concept of painting. Types of painting.
Painting (from “lively” and “to write”) is one of the most important types of fine art, the works of which reflect on the plane the entire diversity of the surrounding world through various colored coloring materials. There are many definitions of this concept that characterize painting from the point of view of its visual possibilities. At the same time, another aspect is very often missed - the individual, personal, spiritual and spiritual attitude the artist to the work being created.

The world of painting is rich and complex, and it is impossible to evaluate it only from the position of laws, regularities and rules developed by humanity during historical development. In painting there is a variety of styles and trends that deobjectify reality, showing its spiritual essence. Each artist sees it in his own way, and each viewer interprets it taking into account his own worldview and worldview.

When objectively evaluating a particular work of art, it is important to take into account characteristics the era in which this work was created, the degree of development of science and technology of that time, the artist’s ideological positions, his stylistic preferences, the level of the author’s technical skill.

TABLE OF CONTENTS.
SECTION I. THEORY AND METHODS OF INTRODUCING PRESCHOOL CHILDREN TO VARIOUS TYPES OF ART.
Chapter 1. Theory and methods of introducing preschoolers to works of fine art.
§ 1. Painting as a form of art.
§ 2. Graphics as a form of art.
§ 3. Sculpture as a form of art.
§ 4. Perception of works of art by preschool children.
§ 5. Methods of introducing painting and graphics to preschool children.
§ 6. Methods of introducing sculpture to preschool children.
Chapter 2. Theory and methods of introducing preschoolers to works of monumental and decorative art.
§ 7. Architecture as a form of art.
§ 8. Design as an art form.
§ 9. Folk arts and crafts.
§ 10. Methods of familiarization with works of architecture.
§ 11. Methodology for familiarizing yourself with the design.
§ 12. Methods of familiarization with works of folk decorative and applied art.
SECTION II. THEORY AND METHODS OF DEVELOPMENT OF VISUAL CREATIVITY IN PRESCHOOL CHILDREN.
Chapter 3. Theory of development of children's visual creativity.
§ 13. The role of children's visual creativity in the development of a child as a person.
§ 14. Views of researchers on the problem of children's visual creativity.
§ 15. The essence and structure of children's visual creativity.
§ 16. Pedagogical conditions development of children's visual creativity.
§ 17. Stages of development of children's visual creativity in drawing.
§ 18. Stages of development of visual creativity of preschoolers in playing with building materials and designers.
§ 19. Stages of child development plastic creativity.
Chapter 4. Theory and methods of mastering the basics of visual literacy by preschoolers.
§ 20. Features of preschoolers mastering the basics of visual literacy.
§ 21. Color as an expressive means of art.
§ 22. Features of the perception and use of color by preschool children.
§ 23. Drawing as an expressive means of art.
§ 24. Features of preschool children mastering drawing.
§ 25. Composition as an expressive means of art.
§ 26. Features of preschoolers mastering compositional patterns.
Chapter 5. Methods for developing children's visual creativity.
§ 27. Methods for developing children's visual creativity in drawing.
§ 28. Methods for developing children's constructive creativity.
§ 29. Methodology for the development of children's plastic creativity.
§ 30. Children's decorative creativity.
Conclusion.
Applications.
Annex 1.
Recommended works of architecture.
Recommended works of sculpture.
Recommended works of art.
Appendix 2.
Scheme of analysis of a lesson on the development of children's visual creativity.

Free download e-book in a convenient format, watch and read:
Download the book Theory and Methods of Development of Children's Fine Art, Pogodina S.V., 2011 - fileskachat.com, fast and free download.

Municipal budgetary preschool educational institution

Tyulyachinsky kindergarten No. 1 Tyulyachinsky municipal district RT

Master class on the topic: “Drawing nature using S. Pogodina’s technique”

"The use of non-traditional drawing techniques in kindergarten»

Prepared by: teacher

Ibragimova A.R.

2017

Target: Expand meaning unconventional techniques artistic activities in working with preschoolers to develop imagination, creative thinking and creative activity. Show the relevance of non-traditional drawing techniques in kindergarten. To introduce teachers to the variety of non-traditional drawing techniques.

Formation creative personality- one of important tasks pedagogical theory and practice on modern stage. Its development begins more effectively from preschool age. As V.A. said Sukhomlinsky: “The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-rivulets, which are fed by the source of creative thought. In other words, the more skill in a child's hand, the smarter child" As many teachers say, all children are talented. Therefore, it is necessary to notice and feel these talents in time and try to give children the opportunity to demonstrate them in practice, in real life, as early as possible.

The term “non-traditional” implies the use of materials, tools, and drawing methods that are not generally accepted, traditional, or widely known. In the process of non-traditional drawing, the child develops comprehensively. Such activities do not tire preschoolers, children remain highly active and efficient throughout the entire time allotted to complete the task. Non-traditional techniques allow the teacher to implement individual approach towards children, taking into account their desires and interests. Their use contributes intellectual development child, correction mental processes and personal sphere of preschool children.

Drawing unusual materials And original techniques allow children to experience unforgettable positive emotions. And by emotions one can judge that in this moment what is going on in the child’s soul, what mood he is in, what makes him happy and what makes him sad. As you know, children often copy the model offered to them.

Non-traditional drawing techniques allow you to avoid this, since the teacher, instead of finished sample demonstrates only the method of action with non-traditional materials, tools. This gives impetus to the manifestation of independence, initiative, and expression of individuality. Applying and combining different ways images in one drawing, preschoolers learn to think and independently decide which technique to use to make this or that image expressive. Work with unconventional technology images stimulates positive motivation in the child, causes a joyful mood, and removes fear of the drawing process.

An unusual start to work, the use of gaming techniques - all this helps to prevent visual activities monotony and boredom, provides liveliness and spontaneity children's perception and activities.

Tasks in working with children:

• To develop technical drawing skills in children.
• Introduce children to various non-traditional techniques drawing.
• Learn to create your own unique image using various techniques drawing.

There are a lot of methods and techniques of unconventional drawing, I want to introduce you to some of them. Such methods and techniques will help organize interesting creative process in art classes.

1.Palm drawing

Method of obtaining an image: the child dips his palm (the entire brush) into the gouache or paints it with a brush and makes an imprint on paper. They draw with both the right and left hands, painted in different colors.

2. Finger drawing.

The child dips his finger into the gouache and puts dots and spots on the paper. Each finger is painted with a different color.

3. Impression with foam rubber

4. Drawing with crumpled paper
In this way, for example, you can draw silhouettes of animals, grass, sky, snow, tree trunks. To do this, crumple thin sheet paper, dip it in paint and, carefully, place it on a landscape sheet.

5.Drawing with leaf prints

A child covers a tree leaf with paints different colors, then applies it to the paper with the colored side to make a print. Every time it's taken new leaf. The petioles of the leaves can be painted with a brush

6. Monotype.

The child folds a sheet of paper in half and on one half of it draws half of the depicted object (the objects are chosen to be symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded in half again to make a print. The image can then be decorated by also folding the sheet after drawing several decorations.

7. Drawing using the poke method.

For this method, it is enough to take any suitable object, for example cotton swab. We dip a cotton swab into the paint and, with a precise movement from top to bottom, make pokes on the album sheet. The stick will leave a clear imprint. The shape of the print will depend on what shape the object was chosen to poke.

8. Blotography.

This drawing technique is based on a regular blot. During the drawing process, spontaneous images are first obtained. Then the child draws in the details to make it complete and similar to the real image. It turns out that a blot can also be a way of drawing, for which no one will scold, but, on the contrary, will also be praised.

9. Spray.

Child draws paint on toothbrush and hits it on the cardboard, which he holds above the paper. Paint splashes onto the paper.

Conducting classes using non-traditional techniques

• Helps relieve children's fears
• Develops self-confidence
• Develops spatial thinking;
• Teaches children to freely express their ideas;
• Encourages children to creative searches and solutions;
• Teaches children to work with a variety of materials;
• Develops a sense of composition, rhythm, color, color perception; a sense of texture and volume;
• Develops fine motor skills hands;
• Develops Creative skills, imagination and flights of fancy.
• Children get aesthetic pleasure while working

Drawing in kindergarten is an artistic and creative activity, just like the activity of an artist, it includes a certain technique. It is necessary for a child to master this technique so that he can freely use it when solving various visual tasks, to most fully express in a drawing your impressions of events and phenomena occurring in life. . Thanks to perception artistic images V fine arts the child has the opportunity to perceive the surrounding reality more fully and vividly, and this contributes to the creation by children of emotionally charged images in fine art.