Manual art work (natural and waste material). The work program of the circle "Manual artistic work". Extracurricular program of the artistic and aesthetic direction Within the framework of the subject, artistic work

Isachenko Lyubov Viktorovna
Job title: educator
Educational institution: MBDOU kindergarten №49
Locality: Kansk
Material name: methodical development
Theme:"Methodology and requirements for the organization of manual labor in kindergarten"
Publication date: 17.12.2017
Chapter: preschool education

Technique a and requirements for the organization of manual labor in kindergarten

meaning

labor

education

attached

Ushinsky

“Education should not only develop the mind, arm with knowledge, but also kindle in

man thirst for serious work ... ".

Main a task

manual

labor –

pleasure

tinker,

work

henchmen

material,

fantasize

do-it-yourself cute crafts so that you can see the process and the result

Manual labor in kindergarten gives the child the opportunity to feel

master,

artist,

shapes

pursuit

tinker

with his own hands, instills respect for the work of others.

most

successful

development

children's

artistic creativity, and manual labor is such, is diversity and

variety of work in the classroom. The novelty of the situation, the unusual beginning of work,

beautiful

various

materials,

interesting

non-recurring

tasks, the possibility of choice, and many other factors - that's what helps not

allow monotony and boredom into children's activities, provides liveliness and

immediacy of children's perception and activity. It is important that every time

the educator created a new situation so that the children, on the one hand, could

apply previously acquired knowledge, skills, abilities, on the other hand, they were looking for new

solutions, creativity. This is what causes the child to have positive

emotions, joyful surprise, desire to work creatively.

Work organization methodology preschool children is based on

principles construction of the pedagogical process:

1. From simple to complex.

2. The principle of systematicity.

3. The principle of thematic cycles.

4. Individual approach.

5. The principle of consistency.

When conducting classes, it is necessary to take into account the specifics of the age of children and

use

appropriate methods

training in

dependencies

assigned tasks:

explanatory, illustrative

reproductive,

problem statement,

Partial search,

Reflective techniques and methods,

Game.

Explanatory - illustrative: conversation, questions, reading fiction

literature, figurative word (poems, riddles, proverbs, tongue twisters), explanation,

description, reminder, encouragement, persuasion, analysis of the results of one's own

activities and activities of comrades.

given to visibility

teacher,

example), then

a real object (panel made by an adult, appliqué, etc.). In the process

visibility

used

direct

the child's efforts to complete the task, and in others - to prevent errors. AT

at the end of the lesson, visualization is used to reinforce the result, develop

figurative perception of objects, plot, design.

Are used

classes

and practical

methods (independent

joint performance of crafts). Making crafts, composing a composition in

the presence of children and telling aloud. This encourages the desire to "think

aloud”, that is, tinkering and pronouncing actions.

For the correct development of skills in working with the simplest tools and with

materials

necessary

explanation

educator,

certain

practical

actions

control

adult,

observing

the correctness of operations and the formation of skills.

Game techniques can be used in any type of activity and in each of its

process

productions

motivation

performing

activities, in the analysis of children's activities, in the analysis and evaluation of children's work.

Methodological techniques used in manual labor:

Examination (the teacher pays attention to technique, ornament, color,

combination of colors, structure);

Analysis of the sample made by the teacher (detection of the method of creation,

design basics)

samples,

completed

way

(isolate

a generalized way to create them);

Analysis of intermediate results and motivation for self-control (teach

comparison actions, pronounce the names of actions, designations);

installation

self-control

fulfillment

control actions, mutual control).

GCD with children can be carried out according to the following scheme:

1. Organizational moment - a surprise moment, a fairy tale plot or

any motivation for doing the work. Riddles are made, poems are read,

conversations are being held.

accompanied

material.

explore

shape, pay attention to color, structure, and other features.

3. Demonstration of samples, panels, applications, compositions, their analysis.

Explanation

creation.

induce

statement

proposals

sequences

fulfillment

Mark

peculiarities

work with this material.

5. Finger gymnastics, hand warm-up.

6. Self-made crafts.

7. Analysis of finished crafts of one's own and comrades.

8. Exhibition of works.

9. Cleaning of workplaces, tools, remaining material.

Methods of organization and management of manual and artistic labor in

different age groups:

junior groups. It is necessary to arouse interest in the "research" of the material

confidence

own

receive

pleasure in the result of your work. Children should be encouraged to learn

spatial

relations

items

some

physical

patterns, knowledge of the properties of materials. To form in children the basic

practical skills in working with materials and tools.

Middle group. There is already training in paper design:

rectangular

combining

stick to the main shape of the part. Can be taught to make crafts from

natural material: bark, branches, leaves, cones, chestnuts. The teacher teaches

use

anchoring

plasticine;

apply

crafts

reels, boxes of various sizes, plastic bottles.

Senior group. There is an improvement in the ability to work with paper:

bend the sheet four times in different directions; work on the finished pattern. Children

are trained

creation

bulk

square

several equal parts, smooth the folds, cut along the folds. Continues

training in creating toys, souvenirs from natural materials (cones, branches,

materials

(coils,

wire

boxes),

connecting

Formed

on one's own

toys for role-playing games; souvenirs for parents, employees of the nursery

garden; Christmas tree decorations. It is good to involve children in the production of manuals for

occupations, and independent activity, repair of books, table-printed games.

preparatory

school

Group.

divide

educator into several types:

cardboard

continue

education

fold

rectangular

square,

directions;

use paper of different textures, make markings using a template;

create

fun toys;

creation

items

pick up

manufacturing

souvenirs,

costumes and decorations for the holidays; formation of the ability to use the sample;

creating a variety of voluminous origami toys.

tie

sew on a button, hanger, sew the simplest products with a seam “forward with a needle”;

application,

using

diverse

apply

to cut

compliance

conceived

Working with natural material - creating figures of people, animals, birds from

bones

transmit

expressiveness

create

general compositions.

Conditions for independent creative activity of preschool children

age:

Saturated with materials and a variety of materials for children

artistic creativity subject-developing environment;

Free access to materials and the possibility of experimenting with them;

Availability of samples of products and crafts;

Using children's art products to create

design

preschool

institutions,

training

attributes

performances,

organization of exhibitions, participation in competitions;

Creation of a museum of children's crafts, albums, books;

Direct involvement of parents in the process of creative activity

with kids.

For successful training of preschoolers in manual and artistic labor

Some preliminary work needs to be done:

Creation of exhibitions;

Creation of collections (candy wrappers, buttons, shells, stones, etc.);

Creation of albums (samples and schemes of crafts, types of fabrics, herbarium, etc.);

Experimentation;

Viewing filmstrips;

Reading literature;

looking at pictures;

Tours;

Collages;

Materials and tools necessary for manual and

artistic work in the preschool educational institution:

Natural material (cones of spruce, pine, cedar, needles of coniferous trees,

bark, leaves, seeds of fruits and berries, egg shells, pebbles, cereals, seeds

vegetables and flowers)

Waste material (boxes and jars of different sizes, discs, lids,

tubes, candy wrappers, etc.)

Paper (plain, corrugated paper, napkins, newspapers, cardboard, foil) -

Fabric, wire, cotton wool, cellophane, beads, foam rubber, buttons, etc.

Scissors, glue, plasticine, brushes, sewing needles.

Conditions for successful organization of manual labor:

saturated with materials and a variety of materials for children

artistic creativity subject-developing environment

free access to materials and the possibility of experimenting with them

creation

emotionally positive

creative

atmosphere

process

joint pedagogical activity with children

use of children's art products for

design

preschool

institutions,

training

attributes

performances,

organization of exhibitions, participation in competitions; creation of a museum of children's crafts and

mini-libraries of children's handwritten books;

direct involvement of parents in the process of creative activity with

provoke

parents

evaluation

results

artistic

children's creativity.

practice

contemporary

unconventional

children's

artistic creativity indicates the wide possibilities of this fascinating

and useful, creatively productive activities for the comprehensive development

Requirements for the organization of manual labor in kindergarten

constructive (analysis of the sample, "reading" the drawing, etc.) and technical

(flexion

dressing,

weaving,

gluing)

that children receive in class and outside of class. If children come up with new

connections

compositional

the educator supports them and helps them achieve the result;

Each craft should be interesting to children in content and find

specific practical application;

In the labor process, it is necessary to provide for the complication of the proposed

children work;

Every child should take part in the manufacture of crafts;

Used

educator

pedagogical

help

realize the necessity and significance of the work and do it with desire;

implementation

provide for

educator, depending on the degree of mastery of various skills by children, and

independence

organizations,

planning

implementation

labor process.

labor

upbringing

shapes

preschoolers

moral

benevolence,

sympathy,

moral

personalities:

thrift,

diligence,

truthfulness,

consciousness.

labor

education

moral

preschooler: the importance of his work, careful attitude to the results of work,

materials,

caring

attitude

artistic

literature, children get acquainted with the work of adults, with the beauty of their native nature, with

seasonal

changes

Familiarization

adults

is carried out in different forms: not only are observations of labor or

stories

organization

joint

activities

adults. Children are impressed by the role of an adult's assistant, but the main meaning

such an organization is direct communication with the worker, during which

the child is "infected" with labor enthusiasm, imitates the actions of adults.

The effectiveness of educating a positive attitude to work depends on

showing interest in activities.

This is one of the conditions ensuring the inclusion of children in work,

successful completion of teacher assignments.

character

activities

initiative

activity,

creation

influenced by the cognitive orientation of interest, its emotional coloring.

A significant place in teaching children manual labor is given to the issue

positive

relationships

especially

performance

collective

preschoolers

formed

mutual aid,

ways of coordinating actions, cooperation based on the organization of labor

activities.

Accumulates

positive

collective

labor activity.

Handicraft skills are formed in children both in the classroom and outside

classes, during independent activities.

learning

artistic

are

manufacturing

objects that are important for the child himself, his peers, relatives

For example,

classes

acquire certain skills, acquire new knowledge. The teacher offers

make houses and give them to kids. All his methods are not aimed at

maintaining

public

implementation

classes - to develop the skills of making crafts.

shapes

creation

crafts according to the sample, drawing, pattern. To do this, it sets the task for children

Properly organized examination of samples helps children master

generalized methods of analysis - the ability to determine in the subject its main

parts, establish their spatial arrangement, highlight details. This

necessary when performing crafts from paper, straw, dried plants.

subsequence

consideration

samples,

stick to

worked out

especially

emphasizes the importance of analysis (consideration) “learn to consider and

then you yourself will be able to consider the toy (picture) that you want

to do in the corner of labor.

In order for the tasks put forward to become meaningful for children, the educator

reveals the "immediate prospects" - the practical application of the obtained

knowledge and skills. For this purpose, during the lessons, the teacher shows drawings or

samples of various crafts that you can do in your free time, and after

classes puts visual material in the corner of manual labor.

So the educator aims children at independent work, summing up

tasks, emphasizing the importance of manual labor, and arouses interest in it.

activities

carried out

success

problem solving: What went well and why, what else should be

learn what causes failure. The content of the assessment depends on the

delivered

Gradually

complicating

activating

children's experience, the educator forms cognitive interest as a motive for learning

activities.

Applying

received

realize their importance in practice.

take care

necessary

materials

dried

plants,

ropes, twine, soutache, paper, cardboard, glue, brushes). They need to be prepared in

large quantity.

educator

methodical

arts and crafts

art

artistic and creative

activities

multivariance

performance of creative tasks;

"Emotional

methodology"

spiritual and aesthetic

conducive

development

passion

cognitive

interest;

Use of collective forms of artistic and creative activity;

usage

various

historical-

sociological information about local art crafts;

Inclusion in the artistic and creative activities of preschoolers of works with

various materials, which is of great importance, both in educational

relation, and in terms of consolidating skills in working with different materials, and

also in the development of artistic taste;

Working with parents involves: folders - clamshells, informational

individual

consultations,

questioning,

parent meetings, seminars - workshops.

Literature

Art

Educational and methodical

allowance. M.: Publishing House "Color World", 2011.

Grigorieva G.G. The development of a preschooler in visual activity. - M.

labor in nature

Household work

Tasks of labor education

1. Labor education - education of a conscious attitude and inclination to work as a basic vital need through the formation of a habit of work by including the individual in active labor activity and organizing this activity in such a way that it contributes to the formation of satisfaction with its process and result.

2. ultimate yiel labor education - the development of a person's need for work as a trait of his character.

The purpose of labor education of preschoolers- the formation in children of ideas about the work activity of adults, the formation of labor skills and abilities, the education of diligence as a personality trait.

3. Different researchers offer their own formulations tasks of labor education. Let's take a look at some of them. Yu.K. Babansky:

Education of attitude to work;

Education of attitude towards working people;

Formation of the need to work;

Preparation for choosing a profession. V. I. Loginova:

Formation of attitude to work;

Education of the need to work;

Assimilation of labor knowledge, skills in the main types of labor.

V.G. Nechaev:

Formation of labor skills and abilities;

education of attitude to work, laying the foundations of diligence;

education of moral and volitional qualities of a person;

mastering the skills of labor activity;

· education of attitude to the work of adults.

Thus, two groups of tasks can be distinguished:

1) assistance to the child in mastering labor activity;

2) development of the child's personality in labor.

1. Self service

5. The origin of mental labor

Self-service;

Household work;

Labor in nature;

Manual and artistic work.

1. Self service - the work of the child, aimed at serving himself: dressing and undressing, eating, sanitary and hygienic procedures.

The quality and awareness of actions are different for different children, so the task of developing self-service skills is relevant at all age stages of preschool age.

The content of self-service labor changes at different age stages and as children master labor skills. Having learned self-service, the child acquires a certain independence from the adult, he develops a sense of self-confidence. Of course, even at an older preschool age, children sometimes need the help of an adult, but still, before entering school, they should already be able to do a lot on their own.

2. Household work - this is the activity of adults that is most accessible to the understanding of the child. In the process of such work, the educator develops in children the ability to focus on one lesson, to bring the matter to the end with the help of an adult. Positive evaluation and praise are very important.

It is necessary to form in preschoolers an idea of the importance of household work for everyone and for everyone personally. It is this work that makes it possible to show the child that he himself can make the environment in which he lives beautiful and pleasant. Practice shows that by the senior preschool age, some children lose interest in this type of labor. The reason is that the child has already mastered the necessary skills. However, the content of household work can be complicated by expanding the range of duties or introducing a new object for the application of already developed skills.

Household skills acquired by children in a preschool institution are transferred to the family and vice versa.

3. A special type of labor stands out labor in nature. The content of such labor is caring for plants and animals, growing vegetables in the garden, landscaping the site, participating in cleaning the aquarium, etc. Labor in nature has a beneficial effect not only on the development of labor skills, but also on the development of moral feelings, lays the foundations for environmental education.

Labor in nature has its own peculiarities:

The result of this work may be material product(vegetables grown by the child, a tree planted by him, etc.). This brings child labor closer to the productive labor of adults;

Labor in nature is most often delayed result;

Labor in nature makes it possible at the same time develop cognitive interests. Children observe the growth and development of living objects, learn about the characteristics of some plants and animals, experiment, learning about inanimate nature;

This type of work gives children the opportunity to bring joy to other people. Thus, labor in nature contributes not only to labor education, but also to moral, aesthetic, mental, and physical development.

4. Manual and artistic labor according to its purpose, it is a work aimed at satisfying the aesthetic needs of a person. Its content includes the manufacture of crafts from natural materials, paper, cardboard, fabric, wood.

This work contributes to the development of imagination, creative abilities; develops small muscles of the hands, contributes to the education of endurance, perseverance, the ability to bring the work begun to the end. With the results of their work, children delight other people by making gifts for them. Artistic work in a preschool institution is presented in two directions: 1) children make crafts; 2) they learn to decorate the premises of the group for the holidays with their products, arrange exhibitions, etc. mental labor.

Any work is characterized by an effort aimed at achieving a result. The result can be materialized, it can be presented through quality improvement, and it can also act as a logical solution to some problem. The latter is the result of mental labor.

Mental labor accompanies (should and can accompany) any other type of child labor. It is necessary to educate children in interest and respect for mental work, to show its importance for other people and for a particular child.

The mental labor of a child has all the structural components of labor activity: motive, purpose, process, result. It is carried out both in the course of educational activities and in everyday life. Like any other type of labor, it has its own forms of organization.

The work program of the circle "Manual artistic work".

Extracurricular program artistic and aesthetic direction.

“Children should create unusual,
And for this you only need
Simple materials, tools
and my own hands!

Explanatory note

Artistic manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products for decorating everyday life. Such work is a decorative, artistic and applied activity of the child, when creating beautiful objects, it takes into account the aesthetic qualities of materials based on existing ideas, knowledge, practical experience acquired in the course of labor activity and in art classes in kindergarten.

The content of the artistic work of preschoolers in the practice of kindergarten is:

Working with paper, cardboard - making decorative panels, voluminous and flat objects, souvenirs;

Work with fabric and threads - making souvenirs, decorative appliqué from fabric, details of costumes for games;

Working with natural material - making small and large sculptures, three-dimensional objects;

Working with clay and salt dough - creating decorative panels, jewelry, souvenir toys;

Work with waste materials - making toys, souvenirs, jewelry from boxes, plastic bottles,

Properly organized manual labor gives children an in-depth understanding of the qualities and capabilities of materials, stimulates the desire to work, introduces them to folk decorative art, and prepares the child for subsequent schooling.

Labor is an important element of the harmonious development of preschoolers.

Guidelines

For the development of creative skills among schoolchildren, circle work was organized with children of primary and secondary school age “Manual Artistic Labor”, aimed at mastering the methods and techniques of working with different materials by schoolchildren. This work is carried out in the joint activity of the teacher with the children 4 hours a week.

Target: Creation of conditions for the most effective, holistic development of the child's personality, that is, the creation of conditions for the disclosure and development of talent. Improving skills and abilities in working with different materials; skill improvement; development of creative skills of children through artistic manual labor from various materials.

Tasks:

1. To teach children artistic manual labor from various materials;

2. Develop the imagination and imagination of preschoolers;

3. Contribute to the formation of positive emotions and stimulate the desire to work and master the peculiarities of skill.

4. Develop fine motor skills, involving children in the creative process, strengthening self-confidence.

5. Develop skills and abilities of creative activity

6. Develop sustainable motivation for productive activities

7. To develop the skills of interaction with peers, dedication, the ability to work in groups.

8. Familiarization of children with various technologies of manual labor.
9. Teaching children knowledge, skills, skills to work with various materials. 10. Formation of skills for independent implementation of the entire artistic and technological process of creating products. 11. Assistance in the formation and development in children of the ability of a holistic aesthetic perception of the work performed. 12. Giving children the opportunity to show their creativity, imagination, artistic taste. 13. Creation of conditions for the formation and development of a culture of artistic creativity in children. 14. Development of a conscious and respectful attitude to the work of other people, understanding the significance of one's work
15. Creation of a creative atmosphere in the classroom, providing students with the opportunity for fruitful communication with each other and with the teacher.

The pedagogical expediency of the program is explained by the formation of a high intelligence of spirituality through mastery. A whole series of special tasks for observation, comparison, conjecture, fantasizing serve to achieve this. The program is aimed at introducing children to creativity through work and art.

Forms of work:

individual (each member of the circle must make his craft);

group (when performing collective work, each group performs a certain task);

collective (in the process of preparing and performing a collective composition, the circle members work together without sharing responsibilities)

The principles underlying the program:

accessibility (simplicity, compliance with age and individual characteristics);

visibility (illustrativeness, availability of didactic materials).

democracy and humanism (interaction between the leader and pupils in society, the realization of their own creative needs);

“from simple to complex” (having learned elementary work skills) applies his knowledge in the performance of complex creative works).

Methods:

Methods based on the way the lesson is organized:

(oral presentation, conversation, story.)

visual(illustrations, observation, showing (execution) by the head, work on the model, etc.)

practical(performing work on instructional maps, diagrams, etc.)

explanatory - illustrative- Pupils perceive and assimilate ready-made information

reproductivepupils reproduce the acquired knowledge and mastered methods of activity

partially - search– participation of circle members in a collective search, solving the problem together with the leader

research- independent creative work of circle members

Methods based on the form of organizing the activities of pupils in the classroom:

frontal– Simultaneous work with all students

individually - frontal– alternation of individual and frontal forms of work

group- organization of work in groups.

individual- individual task performance, problem solving.

Among the tricks , used in the process of implementing circle activities that enhance the motivation for learning, should be called:

activation and individualization of classes;

games and game situations;

creative works, etc.

To achieve the goals of the program, it is proposeduse of methods

according to the source of knowledge: visual, verbal, game, allowing to understand the solution of the task assigned to the preschooler.

The observation method and the survey method allow expanding and systematizing knowledge about the object of activity.

Working methods of circle activities :

reception of showing ways of activity, joint activity;

explanation, explanation, advice, reminder, encouragement.

game tricks.

Creation of a creative situation focused on the search for relationships between different types of art;

Search for the necessary variant ways to implement the idea by means of manual labor and fine arts;

Creation of a creative atmosphere for the most complete disclosure of the artistic image.

1. The principle of phasing - "immersion" in the program. This is the most important principle: if you start mastering the stage bypassing the previous ones, then the work may not bring the expected result. The program is designed taking into account the age characteristics of the child.

2. The principle of dynamism. Each task must be creatively experienced and felt, only then the logical chain will be preserved - from the simplest to the final, most difficult task.

3. The principle of comparison implies a variety of options for solving a given topic by children, the development of interest in search work with material with the involvement of certain associations in this topic, helps to develop the very ability for associative, and hence creative thinking.

4. The principle of choice implies creative interaction between an adult and a child in solving a given topic without any specific and mandatory restrictions, an original approach to work is encouraged.

Expected results of work:

1. Distinguish manual labor technologies.2. Be able to perform work using various materials.3. Independently carry out the entire technological process.4. To master the knowledge, skills, skills to work with various materials.5. Possess the ability to have a holistic aesthetic perception of the work performed.6. Be able to show your creativity, imagination, artistic taste.7. Respectful attitude to the work of other people, to understand the significance of their work.8. Be able to communicate fruitfully with each other and with the teacher.9. Organize exhibitions of children's creativity, show the specific achievements of circle classes and individual students, promote the involvement of many students in the creative process.10. The best works of the guys are annually exhibited at exhibitions of applied art.

At all stages of training in this program, students will develop attention, memory, thinking, spatial imagination; fine motor skills of hands and eye; artistic taste, creativity and imagination, improve their communication skills and acquire teamwork skills. It is supposed to broaden the horizons of students, introduce them to the types of decorative arts, national embroidery, interior design customs, arouse interest in the profession of an embroiderer, designer, craftsman, graphic designer, cultivate interest in the origins of folk culture, the desire to revive forgotten traditions associated with interior decoration premises.

It is assumed that the acquired knowledge, skills and abilities, students will apply in everyday life.

By the end of training in the circle "Manual Artistic Work", students will have the opportunity to:

As a result of studying the program, the student must

know:

the role of labor activity in human life;
the impact of human technological activities on the environment and health;
labor safety and personal hygiene rules;
types of stitches and seams;
stylization techniques in modeling;
rules and techniques for sewing on buttons;
compositional basis of the ornament,
rules for collecting seeds and methods of storing them in winter, taking into account natural features;
scope and purpose of tools, various machines, technical devices (including computers);
techniques for mixing paints to obtain a variety of warm and cold shades;
compositional bases of the ornament (rhythmic knots; connection of the decor with the material, form and purpose of the artistic object);
rules of labor safety and personal hygiene when processing various materials.

be able to:

follow instructions, simple algorithms when solving educational problems;
organize and plan their own labor activity, monitor its progress and results;
to make products from available materials according to a sample, drawing, scheme, drawing, to choose materials taking into account their properties, determined by external signs;
observe the sequence of technological operations in the manufacture and assembly of the product;
create models of simple objects from constructor parts and various materials;
carry out decorative design and finishing of products;
sew on buttons, buttons, hooks;
perform different types of seams based on folk embroidery;
use the simplest patterns for the manufacture of products;
perform relief and three-dimensional multi-figured clay compositions;
to make products from natural material using the weaving technique based on the simplest technology techniques;
collect seeds and prepare them for winter storage;
express their emotional and aesthetic attitude to the work of art in question, feel the harmonious combination of colors in the color, outlines and shape of objects;
correctly determine and depict the shape of objects, their proportions, structural structure, color.
when working on a drawing, observe a holistic perception of the object: outline the main proportions, the structure of the object, be able to compare the drawing with the depicted object;
develop a sketch of products and make a product according to a sketch based on Kuban traditions;
solve artistic and creative tasks for repetition, variation, improvisation in decorative work.

Literature:

Lutseva E.A. Toolkit. Step to mastery.M. "Ventana-Count", 2005
Evstratova L.M. Flowers
Eremenko T.I. Zabalueva E.S. Artistic processing of materials.
Magazines: DIY
Kondratieva E.P. Labor education of junior schoolchildren by means of folk art
Romanov K.M. Program in the subject "Technology"
Simonenko V.D. Technology
Tikhonravova N.I. Application of the design method in products.
Encyclopedia: Patchwork technique

detkam. e- papa. en/ podelki

Bakhmetiev A., T. Kizyakov “Och. skillful hands.” Rosman, 1999.

Vinogradova E. “Beaded bracelets”. AST, 2007.

Gorsky V. A., Timofeev A. A., Smirnov D. V. et al. Exemplary programs

extracurricular activities. Primary and basic education, ; ed. V.A.

Gorsky. - M.: Enlightenment, 2010. - 111s. (Standards of the second generation)

Gudilina S. I. “Miracles with your own hands” M., Aquarium, 1998.

Gukasova A. M. “Needlework in primary school”. M., Education, 1985.

Gusakova M. A. “Application”. M., Education, 1987.

Gusakova M. A. “Gifts and toys with their own hands”. M., Sfera, 2000.

Guseva N. N. “365 beaded baubles”. Iris-Press, 2003.

Dokuchaeva N. “Tales from the gifts of nature”. SPb., Diamant, 1998.

Eremenko T., L. Lebedeva “Stitch by stitch”. M., Malysh, 1986.

Kanurskaya T.A., L.A. Markman “Beads”. M., Publishing House "Profizdat", 2000.

Kochetova S.V. “Toys for everyone” (Soft toy). M., Olma-press, 1999.

Konysheva N.M.

Levina M. 365 fun labor lessons. M.: Rolf, 1999. - 256 p., with illustrations. (Attention: children!).

Molotobarova O. S. “Souvenir toy manufacturing circle”. M., Enlightenment, 1990.

Nagibina M.I. “Natural gifts for crafts and games”. Yaroslavl, "Academy of Development", 1997.

Petrunkina A. "Baubles from beads". M., Crystal, 1998.

Gusakova M.A. “Gifts and toys with their own hands”. M., Sfera, 2000.

Types of artistic processing of materials:

modeling

Improve your skill in sculpting in different ways. Isuse clay, dough, plasticine in work. combinirowork with plasticine and seeds, various seals. Teachplan the technological chain of work.

Acquisition of initial technological knowledge about materials: generalization of knowledge about the types of plastic materials, comparison of their properties, processing techniques; about tools and fixtures: conditions for the use of various tools and fixtures for processing plastic materials; about the methods of decorating products made of plastic materials: the choice of a decor method depending on the purpose of the product, the tradition of its manufacture.
Mastering the initial labor skills in the processing of plastic materials: designing products from plastic materials according to one's own design, developing manufacturing technology; modeling and decoration using previously studied techniques and methods; independent preliminary planning of work, organization of the workplace, cooperation in the labor process, self-control, independent identification of product defects, their elimination; self-assessment of work.
Construction from plastic materials: decorative panels for interior design (teamwork).
Designing from plastic materials: a souvenir from clay (plasticine, salt dough).

Painting

Learn to draw an ornament, a drawing on a craft made of clay and salt dough, followed by applying paints:watercolors, gouache, drawing parallel lines at timesnom directionusing a comb, draw with ink. Learn to convey the features of folk toys, murals of arts and crafts

Learn to divide the background into parts according to the ruler and “by eye”. Proshould teach to combine different materials in one work.

Application

Learn to use different materials: paper, fabric, leather,fur, poplar fluff, feathers, straws.

Learn to cut materials in different ways: with your fingers orpressing with the tip of the brush, from a whole piece or from a strip, inone layer or multi-layer, on a white or colored background. Soaccommodate in one work broken and cut appliqué.

Continue to learn how to create images using volumetricapplications, gluing parts of the surface in several layers.Use the "bag" element (tree).

Continue learning symmetrical appliqué usingacceptance of folding paper in half and several times in order tosimultaneous transfer of the form of repeating parts. Forgreater reality of the image, use the method of gluing boomagicians of a different color.

Learn geometric, symmetrical and asymmetricalapplications. Compose and glue patterns in a circle. usecall traditional folk ornaments (a plate for a kitten).

Continue learning to combine, use foil.Apply drawing by punching with an empty rod(vase).

From threads.

Learn to lay elements of "balls" and"sausages", forming a pattern. "Colorize" the rest on topness, using the "slice" technique (element "paintedtableware"). Learn to compose a composition from the elements of "paintingdishes”, “fruits”, “berries” (still life).

From seeds and cereals.

Learn to fill the background space consistently, nanousing glue, plasticine and gluing large and small seeds.

Working with paper and cardboard

Acquisition of initial technological knowledge about materials: paper (drawing paper, wallpaper, tinted, packaging paper) and cardboard; about tools, materials and devices for fastening (scissors, awl, compasses, side cutters; PVA glue, wire, paper tape); about the ways of technological processing of paper: corrugations - fir-tree structures; asymmetric cutting from a folded workpiece; piercing, twisting; application; modular origami; gluing; the simplest basic forms of origami technique (“pancake”, “serpent”, “double square”); about reading the symbols (bend the part away from you, trim); in work on the technological map.
Mastering the initial labor skills in paper processing: the choice of paper (by color, texture, density, texture); marking according to a sample, according to a template, according to a fold, according to a ready-made auxiliary form; cutting out parts in a turn and from blanks folded many times. Making paper products using folding techniques, artistic cutting, origami, appliqué; Familiarity with the types of paper and the technique of its processing. Work with different types of glue. Crafts from different types of paper - applications. Decoration of household items made of paper - quilling. (paper rolling)

Working with fabric and threads

Learn to create an expressive image using stripes fromloose fabric.

Create a composition from long andshort threads. Combine the method "semi-pompom" and "pompom» in creating an expressive image.

Acquisition of initial technological knowledge about materials: fabrics from artificial synthetic and mixed fibers, their application; traditional and modern ways of making fabric (spinning, weaving, decoration); execution of patterned fabric on the reed; about tools and devices: the device and principle of operation of the reed; about the decoration of fabric products with soutache, beads, buttons, ribbons, embroidery (“set”).
Mastering the initial labor skills in fabric processing: designing products according to specified conditions and one's own design; drawing up a pattern based on a sketch, according to the results of measurements; patchwork techniques in the "quilting" technique, techniques for making a volumetric bottom in a fabric product; techniques for decorating a product with embroidery (“set”), applique from various materials; edging the edge of the product based on previously studied methods (optional); independent preliminary planning of work, organization of the workplace, cooperation in the labor process, self-control, independent identification of product defects, their elimination; self-assessment of work.
Formation of labor experience: fabrication of fabric products: decorative panels from a flap on the basis; panel made of patterned braid, sewn-on and soft fabric appliqué. Fabric construction: holiday gift wrapping pouch, embroidered "set" inspired by traditional products; pot holders of various shapes, teapot warmers decorated using the appliqué technique; collective panel in the technique of application. Work with patches: dolls, napkins, patchwork technique, Christmas tree toys. Thread pom-poms, fabric appliqués.

Designing from ready-made forms (from boxes).

Learn to carefully consider the available material, especiallybenignity of its form, complementing with various details. Dopoltake the image with the necessary details to make the craft moremore expressive.

Learn to glue the finished box with stripes, alternating the bottomriver and share drawing (to

Use the skills learned in the classroomcreating an artistic composition.

Working with natural materials.

Acquisition of initial technological knowledge about materials: flowers for making a festive bouquet, the difference between a flower and a stem in shape, size, color; Bast as a material for making souvenirs, its properties (flexibility, plasticity, pliability, color); about tools and devices: the choice of tools depending on the properties of natural materials; about decorating flower arrangements with additional materials (twigs, twigs, herbs, etc.); decoration of products from bast with decorative ribbons, braid, weaving, volumetric products from birch bark - with wicker decor.
Mastering the initial labor skills in the processing of natural materials: the choice of colors in shape, size, color in accordance with the intended composition; execution of various types of flower arrangements (massive, linear, mixed); the choice of a vessel in accordance with the composition of the bouquet; methods of volumetric oblique weaving from birch bark; a method of closing the edge of the product with “teeth”, techniques for performing the simplest wicker decor on the product; construction of toys from bast according to one's own plan with a choice of methods studied in the manufacture of toys from straw, the use of known decor methods in accordance with the plan; independent preliminary planning of work, organization of the workplace, cooperation in the labor process, self-control, independent identification of product defects, their elimination; self-assessment of work.
Formation of work experience:
Manufacture of products from natural materials: a box made of birch bark, made of oblique weaving, decorated with wicker decor based on the works of folk craftsmen.
Construction from natural materials: a festive bouquet of natural flowers, compiled on the basis of the laws of phytodesign; Bast toys based on the images of folk toys.

Decorative and applied art. Paintings and crafts. Acquaintance with folk crafts, traditions and holidays. Khokhloma painting, Zhostovo painting, Dymkovo toy, Gzhel, Gorodets painting. Colors, plots, painting of crockery blanks.

Waste material handling
Acquisition of basic technological knowledge about materials: copper wire as a material for filigree, wire properties (plasticity, beautiful color); synthetic packaging materials (vessels, boxes, jars made of plastic; packaging for foodstuffs, juices), their properties, processing techniques, possibilities of use in design; about tools and devices for processing different materials: scissors, round pliers, rods, side cutters, their device, principle of operation, safety rules; decor with colored paper, foil, threads.
Mastering the initial labor skills in wire processing: wire bending techniques using round-nose pliers and rods, cutting with side cutters; making spirals and rings, twisting the "lace" of wire; development of a composition sketch based on filigree; drawing up a composition on a cardboard plate, assembling on glue; connections with threads, wires; techniques for cutting packaging materials, bending cut parts; decorating techniques with the help of weaving, twisting, crushing; independent preliminary planning of work, organization of the workplace, self-control, independent identification of product defects, their elimination; self-assessment of work.

THEMATIC PLANNING

Sections: Working with preschoolers

The development of children's creative abilities for creative search and transformation of reality is helped by artistic work, which is perceived by children with pleasure as an exciting game, and not study.

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative expression, it's good when elements of creativity are present in all types of children's activities: in the classroom, in games, in communication, this activates creative abilities. If the results of the artistic work of children are carefully stored and filled, form the aesthetic environment of life, then there is a creation of conditions that dispose children to creativity.

Long-term pedagogical research confirms that it is precisely artistic and aesthetic education and artistic work that contribute to the introduction of the child into the world of art, which is emotionally connected with the world of personal experiences, observations, and thoughts of the children themselves. The child enters this world through independent creative activity. When a child cuts, glues a model, folds paper, etc., he uses both hands, and this contributes to the activation of both hemispheres of the brain. Thus, there is a development of the left hemisphere, which is associated with the ability to speak,

count, think logically, etc. At the same time, the right creative hemisphere develops, which is responsible for imagination, the development of musical and visual abilities, the spatial perception of objects, etc. Thus, artistic work is one of the important means of personal development; it helps children develop psychological confidence and a holistic perception of the world.

Of great importance in creative classes is the creation of an atmosphere of spiritual freedom, situations of success, conditions conducive to the maximum realization of the child's capabilities, as well as his formation as a unique holistic harmonious personality. Freedom in artistic creativity is conditioned by the needs, interest and creative possibilities of the artist. It is necessary to give the children the right to free choice, to perform tasks by various means (appliqué, manual labor, embroidery, origami, etc.), the right to creative search and to make a mistake.

Today, the problem of creative development has acquired particular relevance. This is due to the contradiction characteristic of the modern period between the need of society for an educated, cultured, creative thinker, on the one hand, and a decrease in the general level of culture and education of society as a whole, on the other hand.

The rapidity of scientific and technological progress, the acceleration of the pace of life, a powerful information flow, etc. lead to psychological, physical overload and stress. A person can not cope with the solution of modern problems. Therefore, it is necessary from childhood to prepare the child for making independent, creative decisions, the ability to navigate in the modern world. In order for him to creatively develop himself, adults need to create such conditions for his life that would cause in children the need for creativity, the transformation of themselves and the environment.

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative self-expression.

Introducing children to folk culture is a necessary condition for the effectiveness of artistic work. From time immemorial, people spent long evenings doing needlework, adults and children weaved, embroidered, danced together and sang in chorus. They carefully kept and passed on from generation to generation songs, epics and myths, as well as techniques, methods, methods - the secrets of mastery. Folk craftsmen, studying the experience of generations, created works of art, bringing their personal perception, feeling, understanding from the standpoint of modernity, investing a piece of their talent. Folk culture is a nourishing basis for the creative self-development of a person.

In direct contact with authentic folk crafts, the guys discover the most characteristic features of folk art. Children will learn special techniques with which craftsmen achieved the greatest artistic expressiveness, high aesthetics.

It is very useful for children at the initial stage of classes to study and even copy samples, training their hand and eye, but then, according to their own sketches, perform compositions and “in style”. The main goal of doing work “in style” is not to accurately repeat the details, but to carefully preserve the spirit. So that the tradition lives and revives not in external form, but in spirit.

The most significant condition for the effectiveness of the process of artistic work is the psychological and pedagogical support of the child. Psychological support is defined as understanding, recognition, praise.

One of the main tasks of the teacher is to help, support and teach the child to be creative in the process of his growing up and development. Pedagogical support softens the entry of the child into the world of knowledge, creativity, contributes to the acquisition of social activity and such moral qualities as love, sympathy, gratitude, the ability to see beauty. It is necessary to stimulate original, non-standard solutions of children in order to promote the development of the child's creative potential. Adults should show benevolence, tolerance and caution in evaluating children's work, organize a discussion of the options proposed by children.

In the classroom of creative artistic work, one cannot do without the study and application of the main artistic and expressive means and techniques of composition. Therefore, it will be necessary to explain to children such terms and concepts as harmony, proportionality, dynamics, contrast, nuance, rhythm, etc.

Creation acts only as an indicator of the assimilation of knowledge, but also as a springboard for their correction. Classes in artistic work enable the children "here and now" to participate in the full cycle of the cognitive process from the acquisition, transformation of knowledge to their application and preservation in mental and tactile memory.

One of the important problems of education is the result of creative activity. It is important what and how they create. It is in creative classes that the basics of a common culture and aesthetic taste are laid down and practically fixed. Artistic work involves a process of creation that is commensurate with cultural requirements and traditions.

The teacher, as a participant in co-creation, should always remember the huge educational impact on a person of the world of everyday culture, because it is in the world of things that materialization of the worldview and worldview takes place.

When performing tasks, it is necessary to pay due attention to the design of the appearance of products, treating this problem not as a simple decoration, but as an integral part of creating a single aesthetic image of the model.

The main result of artistic work is not so much finished products, and even the environment created with their help, but the changes that occur in the children themselves. The children begin to actively perceive and understand the subject-spatial environment and independently, artistically organize, aestheticize the environment of their life. Children learn to create their own projects of non-standard form, combine details and composition options, feel the features of the material, they have a need for creative work.

Based on the above, I compiled the stages of work on this topic ( Appendix 1).

Bibliography

Vetlugina N.A.

. Artistic creativity and the child. - M., 1972.
Komarova T.S.
. Folk art crafts of Russia. - M., 1983.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

Introduction

Conclusion

Bibliography

Introduction

The issue of acquainting preschool children with national and regional cultural heritage and the history of the country and region is of great importance in the lifelong education of the individual.

Manual labor is closely related to cognitive development, which helps to enrich the minds of children with new content, systematize the accumulated and received information, develop artistic and creative abilities and a positive emotional perception of the world around them. Varieties of manual labor are repeated in age groups, only the content, the volume of cognitive material, the complexity and duration of the study change. Through manual labor in the preschool period, psychological processes actively develop, voluntary attention and memory, creative imagination are formed, new feelings are born (friendship, duty, etc.). A child who communicates little with peers or is not accepted in the community because of the inability to communicate feels hurt, rejected, which can lead to a decrease in self-esteem, self-doubt, isolation.

Preschool age brings new fundamental achievements to the child. Manual labor has a beneficial effect on the psyche of the child, as it calms and relaxes it. Being engaged in a favorite and interesting thing, whether it is sewing, embroidery, appliqué, a child can throw out emotional stress outward, he has a break in tension, calmness comes. This allows adults to track the internal state of the child. The lesson helps to adequately express the emotional state of a preschooler: anger, resentment, pain, joy.

1. Characteristics of manual labor

Manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products to decorate everyday life. Such work is a decorative, artistic and applied activity of the child, since when creating beautiful objects, he takes into account the aesthetic qualities of materials based on existing ideas, knowledge, and practical experience. Properly organized manual labor in kindergarten gives children an idea of the quality and capabilities of various materials, and helps to consolidate positive emotions. Manual labor contributes to the development of sensorimotor skills - the coordination of the work of the eyes and hands, the improvement of coordination of movements, flexibility, accuracy in performing actions. In the process of making crafts, a system of special skills and abilities is formed. Manual labor develops design skills and plays an important role in the mental and aesthetic education of the child, the development of his creative and technical abilities. The older preschooler is fascinated by the process of work itself (sawing, planing, cutting with scissors, gluing, etc.) and, of course, its result. After all, with a toy that he made, for example, from cardboard, old boxes, you can play, you can give it to your younger brother, sister.

By the way, a homemade toy is often no less interesting and necessary for a child than a purchased one. For example, for playing “sailors”, having made binoculars from thin cardboard, it turns out that you can perfectly see the sea distances! An embroidered napkin, a bookmark for a book, a souvenir basket made of natural materials (thorns, cones, moss) are good gifts for an adult family member for a birthday or any other holiday. And this is already a manifestation of attention to relatives on the part of the child.

To show a son, daughter, grandson or granddaughter what and how can be made from various materials will not require a lot of time from an adult, but it should be specially allocated time not related to household and other household chores, especially since much of what was planned A child can only do it with the help of an older one. It is necessary to encourage the joint manual labor of brothers, sisters of school age with older preschoolers. This is interesting, besides, it brings family members closer, makes their communication more meaningful.

It has long been proven that the development of the hand is in close connection with the development of speech and thinking of the child. The level of development of fine motor skills is one of the indicators of intellectual readiness for schooling. Therefore, at preschool age it is very important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills. Manual labor in kindergarten contributes to the development of a variety of skills and influences the mental and aesthetic education of the child. One of the main tasks that manual labor solves is the development of fine motor skills of the hands. What is fine motor skills and why is it so important?

Scientists have proved that from an anatomical point of view, about a third of the entire area of the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. It is the size of the projection of the hand and its proximity to the motor zone that give reason to consider the hand as a "organ of speech", the same as the articulatory apparatus. In this regard, an assumption was made about the significant influence of subtle finger movements on the formation and development of the child's speech function. Therefore, in order to teach a baby to speak, it is necessary not only to train his articulation apparatus, but also to develop finger movements, or fine motor skills. Fine motor skills of the hands interact with such higher properties of consciousness as attention, thinking, optical observation, visual and motor memory, and speech. The development of fine motor skills is also important because the rest of the child's life will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform a wide variety of household and educational activities that will further help the child in school.

Manual labor is of great importance in the activities of preschoolers, and it is very diverse. A feature of children's manual labor is its close connection with the game (children create buildings and play with them, make toys out of paper and other materials and use them in their games). Games reveal to the child the practical expediency of manual labor, they consolidate and improve the skills acquired in the classroom.

When organizing classes for teaching children manual labor, the following conditions are observed:

1) Age and individual characteristics of children are taken into account

2) When selecting content for manual labor and samples of toys for children to make, we take into account the difference in the interests of boys and girls

3) Each craft should be interesting to children in terms of content and find a specific practical application

4) The complication of technical and visual teaching aids is used to give the classes an educational and developmental character

5) The results of the child's productive activities are told to his parents, adults who come to the group, we show them crafts, publicly expressing our approval and praise;

6) Classes are structured in such a way as to bring children a positive emotional attitude, to educate children in moral concepts

In kindergarten, children are engaged in a variety of manual labor, the content of which is defined in the program for the upbringing and education of preschoolers. In family education, it is also important to pay due attention to this type of child labor: to form interest, a desire to make a toy, handicraft, souvenir, decoration with your own hands. At five and a half - six years old, a child can make (put together) out of wood, a bench, a table, a bed for a doll. First, you should help him prepare the necessary parts, design the product, and then knock it together or glue it. For example, give the child two blocks of the same size (you can use old picture blocks or from a building kit) and a plank. With the help of a hammer, a child will make a bench from these parts. He can paint it himself with gouache or (better) with oil paint. A little later, he must be taught how to saw a board; cut a stick with a knife.
In addition to toys, souvenirs, children can be taught to make models (see: Nechaeva V. G. Manual labor / / Education of a preschooler at work. - M., 1983), for example, “football” or “hockey”. On a rectangular cardboard stand (30 - 50 cm) with sides (1.5-2 cm) - a field - a goal is placed on both sides, firmly gluing them to the field, which, depending on the content of the game, can be green (football field) or gray -blue (field for playing hockey). Figures of players are placed on the field, they are made of acorns (torso), plasticine (head) and thin sticks (arms and legs). For strength, holes are made in the stomach with an awl, into which the arms and legs of the little men are inserted. In order for the figures to be stable, they must be attached with plasticine. You can make a ball or a puck out of plasticine. Children are divided into two teams and, rearranging the figures, willingly play football matches. You can make layouts for fairy tales - “Geese Swans”, “Three Bears”, “Masha and the Bear”, etc. With their help, children willingly retell fairy tales, sometimes they tell them to their younger brother, sister.

It should be borne in mind that the production of layouts is not the initial stage, rather, it is the final one. First, the children look closely at how the teacher makes toys, then they themselves learn to do one thing or another thing - a house, a slide, furniture, figurines of birds, animals, men. In the layout, children apply all these skills by dividing parts of the work among themselves. For example: some make a hut, others make furniture, others sculpt dishes, someone carves and paints bears, makes trees. It is important that the children agree among themselves not only about who will do what, but also about the size of the figurines, trees, houses, about how everything that they have made will be placed on a small layout area. When selecting, some figures that were made unsuccessfully, poorly carved and unsuccessfully painted trees are not placed on the layout. If someone's work is not placed, the teacher still evaluates the efforts, skill of each child, notes what is successful, what did not work out. Making mock-ups makes it possible to develop the skills to plan work, providing for all the conditions for the toy to turn out. In the event that one of the children takes on a task that he clearly cannot cope with, the teacher should advise him to take on an easier job, and next time take on a more difficult one. Such an approach will predetermine possible disappointments in these cases, dissatisfaction from unsuccessful work.

Many toy-making activities take place during play hours with small groups of children on the site or in the room. Work with the whole group is organized only in some cases (making Christmas toys, bookmarks, gifts for mother by March 8, etc.). The teacher, leading the work of a small group of children, can pay more attention to the aesthetic requirements for children's crafts, and help children who are at a loss.

Some ideas are collective. Working on the creation of a common toy, a useful object, children get used to working collectively: to agree at the beginning of work, to distribute responsibilities, to work together, to help each other, to coordinate actions, ways of working. Such joint creative work helps to strengthen the friendship of children. While making toys, children acquire a lot of knowledge and parts where the material can be sorted by type: boxes, pieces of cardboard, fabric, spools, twine, wire. To make toys, you need to have tools that children gradually learn to work with. In the senior and preparatory groups, it is necessary to have scissors, a small awl with a short piercing part, glue brushes, glue, clerical, synthetic, as well as pieces of wood glue, which the teacher will prepare as needed.

Children 4-5 years old can make the simplest toys. In order for them to successfully cope with the task, it is necessary to give them prepared parts that can be easily connected. For example, children can make a top to play with. To do this, they need to offer sticks 3.5 cm long with a pointed end and mugs cut out of thick cardboard, pierced in the middle. Children need to be shown how to connect these two parts. With such a homemade toy, the guys will be happy to play by launching the top on the table or on the floor.

3. Abstracts of the lesson on artistic work

manual labor children sensorimotor

1. Application "Chamomile" (preparatory group)

Program content:

1. Continue to learn how to create subject images using various materials (paper, cardboard, thread);

2. Strengthen the ability to make markup using a template;

3. Develop a sense of composition, aesthetic sense;

4. Develop the ability to express your impressions in speech, express judgments, evaluate your work and the work of a friend;

5. Raise respect, love and gratitude for people who defend the Motherland from enemies, war veterans, take care of them;

6. Promote safe handling of scissors.

Material: crocheted thread braids; col. cardboard; col. paper; glue; scissors; templates; simple. pencils.

Methodological techniques: teacher's instructions for making crafts (work algorithm); explanation showing the action; verbal repetition; clarifications; search questions; promotions; inclusion of motivation; examining a sample; independent work of children.

Lesson progress:

Educator:

Today at the lesson we will make gifts for WWII veterans.

In the last lesson, we knitted pigtails of different lengths. Today we use them to make gifts.

Look at my work sample hanging on the board. Let's take a look at it.

What flower is shown? (chamomile)

What materials is it made from? (cardboard, paper, thread)

What color are chamomile petals and what are they made of? (white. made of paper and thread) What color is the core and what is it made of? (yellow made of paper and thread)

You have templates on your desk that you will need to circle and cut out.

So, first you need to circle the templates and cut out one core and 10 petals (showing the action on one petal). Then evenly distribute the petals on the paper. Then glue. The next stage of work will be gluing braids from threads onto the appliqué, that is, we will decorate our appliqué. Look in the middle, the pigtail is attached in the form of a snake, and a contour is made on the petals with a pigtail.

Now repeat the steps.

Finger gymnastics:

We do not sit still -

Stretch your lower back.

Rotate the body left and right

So we'll have a good rest.

The park has a deep pond,

Carp live in the pond.

To catch up with us,

You have to wag your tail.

Well we rested

And back to work.

You can get to work.

Independent work of children.

Evaluation of children's work.

2. Making crafts from natural materials (preparatory group)

Program content:

1) To teach children to select a variety of natural materials for the manufacture of the planned crafts.

2) Develop imagination, good feelings.

3) Strengthen teamwork skills.

4) Cultivate a sense of compassion, a desire to help, love for the living world.

Dictionary enrichment: zoo, veterinarian, tests, aviary, country, England, Globe.

Vocabulary activation: name of natural material: cones, pine needles, etc.

Material: pine and spruce cones, pine needles, maple seeds, hazelnuts, chestnuts, walnut shells, acorns, branches, leaves, shells, bird feathers, various seeds of large fruit crops, stands for brushes, lining boards, napkins, sockets (for glue, writing, enclosures, schemes.

Additional materials: plasticine, threads, PVA glue, wire.

Tools: awl, needle (for a teacher, stacks, scissors, brushes, pencil.

Previous work:

1) Conducting classes in the manufacture of toys and crafts from natural materials: hedgehogs, swans, turtles, penguins, ducks, geese, etc.

2) Collection of natural material.

3) Examination of illustrations of crafts and toys.

4) Consideration of natural material.

5) Reading the article "Zoo" from the encyclopedia "What is it? Who it? ".

6) A conversation about what can be made from this natural and waste material.

Lesson progress:

Kids are playing. The teacher approaches the children with an envelope and addresses them: “Guys, today our group received a letter from England. Here it is” (shows the children an envelope with an address). “Do you want to know what they write to us from England? ”(children agree to have the teacher read the letter). He opens the envelope and reads the letter: “Hello dear guys! A friend of the physician John Dolittle is writing to you. I want to ask you for help for my friend. But first I want to tell you a story that happened to John. John works at the zoo as a veterinarian. A veterinarian is a doctor who treats animals. John loves animals and birds very much. Directly communicating with animals, birds, he learned to understand their complex language and habits. John has a lot of questions. When an animal arrives at the zoo: in which cage or aviary to settle it, what to feed it, how to take tests from it to determine its state of health. Animals walked with him throughout the zoo, and the talking parrot most of all liked to sit on his head. All day long noise and hubbub was heard in the zoos. I must say that not all zoo workers liked it. Once John had to leave the zoo for medicines for animals. When he returned, he found that instead of animals and birds, there were cones, acorns, and twigs in cages and aviaries. John was very upset that someone had bewitched his beloved animals into acorns, cones and twigs. Guys, so I am turning to you with a big request, do you agree to disenchant the animals and return them to the zoo to my friend? ".

The children answer in the affirmative.

Educator: “Children, look at the enclosures. Who is missing from them? ".

Children's answer: "Beasts and birds."

Educator: “Guys, let's remember what animals live in the zoo? And so that you remember faster - I will make riddles about the inhabitants of the zoo. Are you ready to guess? ".

Children's response: "Yes! ".

Educator: "Then listen to riddles."

“Not a tailor, but walks with needles all his life? »

Children's answer: "Hedgehog"

Teacher: "That's right. What can you make a hedgehog out of? ".

Children's answer: "From cones, pine needles, plasticine."

2) “Guess who is wearing a bone coat? ".

Children's answer: "Turtle".

Educator: "Well done. And what will we make a turtle from? ".

The answer of the children: "From the shell, walnuts, plasticine, twigs."

Educator: "Okay, listen to another riddle."

3) “I walk in a fluffy coat, I live in a dense forest. In a hollow on an old oak tree, I gnaw nuts.

Children's answer: "Squirrel."

Teacher: "That's right. Guys, what can a squirrel be made of, what material will we take? ".

Children's answer: "From cones, plasticine, feathers, twigs, seeds from cherries or apples."

Educator: "Well done! And who is this? Listen and guess!"

4) “Clumsy feet, sleeps in dens for the winter, guess, answer, who is it?”.

Children's answer: "Bear."

Educator: "Good! You guessed all the riddles correctly. And from what natural material will you make a bear? ".

Children's answer: "From cones, plasticine, hazelnuts."

Educator: "That's right guys! But there are so many inhabitants of the zoo that a day would not be enough for us to name them all. And now it's time to disenchant the inhabitants of the zoo so that they return to John. But do not forget that any animals from: warm, hot, cold and northern countries can be in the zoo.”

Then the educator invites the children to prepare material for manual labor, if they find it difficult to prepare the material, then the educator advises - to refer - to - the diagram - which schematically depicts the necessary material for work.

The children prepare the material.

Before starting work, the teacher reminds the children of the rules, the observance of which increases the safety and quality of work. Children remember that one should not be distracted, one must be careful with scissors, handicrafts must be done carefully, slowly, natural and waste material should be used sparingly.

Educator: “Guys, as soon as you finish disenchanting the animal that you have chosen for yourself, you can quietly get up and, going to the enclosures, put your craft in them. In the meantime, while other children finish working on crafts, you can clean your workplace and help a friend.

Fizkultminutka.

Music by Ariel Ramirez "Alouette (The Lark)" or "La peregrinacin (The Pilgrimage)" adapted by the Paul Mauriat orchestra.

Children start making crafts. The teacher joins the work with the children, voices what kind of crafts he will do.

Children who find it difficult to choose crafts need to select the necessary material and offer to make crafts that are easier and more accessible for this child.

Once the crafts are finished, you can invite all the children to come to the enclosures.

Educator: “Guys, look at what wonderful animals they turned out. All the animals that you have disenchanted are very happy that they will return to their beloved doctor John, and he will again take care of them.

“Children, listen, while everyone was working, a magician appeared who bewitched the inhabitants of the zoo, and he became ashamed of his act. He decided to disenchant several animals. Look (the teacher shows the animals made in advance). ”

“Guys, the wizard decided never to bewitch anyone again. He realized that all animals on the globe need love and respect.

Then the teacher with the children analyze each craft. Children say what they liked the most. The teacher emphasizes the most expressive author's decisions.

In conclusion, the animals thank the children.

Children need to be given a good base in acquiring the basics of technical skills and abilities. An adult needs to express approval for every success of the creator himself, constantly encourage children, making any mistake easily correctable. The lesson should take place in a confidential atmosphere and a calm atmosphere, so that not only talented children show themselves, but also children with average abilities are drawn to them. The work was carried out with enthusiasm, ease and responsibility.

Conclusion

Artistic manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products for decorating everyday life (games, labor, gifts for mom, recreation). As a number of studies by L.P. Luria, N.N. Poddyakova, A.N. Davidchik, L.A. Paramonova constructive activity, meeting the interests and needs of preschoolers, has extremely wide possibilities in terms of mental education of children.

Working with paper and cardboard products, the child receives additional knowledge and practical skills, while expanding his horizons. He develops a figurative idea of the possibilities of objects, learns to design and model, to find unexpected use cases. Knowledge, skill, skills children acquire in the classroom, and are fixed in the manufacture of various crafts, toys in the classroom for manual labor and in circle work. The high level of development of constructive skills and the level of manifestation of independence in the manufacture of mobile toys allows us to definitely state that children began to actively engage in work, with joy, with pleasure.

Bibliography

1. Bogateeva, Z.A. Application classes in kindergarten [Text]: M., - 1988.

2. Funny homemade [Text] / Comp. T.I. Panfilov. - M., - 1995.

3. Goman, L.A. Classes on manual labor in kindergarten [Text]: Guidelines for the album. - Dnepropetrovsk, - 1982.

4. Gibson, R., Tyler, D. Do and play. Merry Christmas [Text]. - M., - 1994. - 96 p.

5. Grigorieva, G.G. Visual activity of preschoolers [Text]. - M., - 1999. - 272 p.

6. Davidchuk, A.N. The development of constructive creativity in children [Text]. - M., - 1976.

7. Davidchuk, A.N. Formation of a constructive plan [Text] / / Preschool education - 1969. - No. 4.

8. Dolzhenko, G.I. 100 paper crafts [Text]. - Yaroslavl, 1999 - 144 p.

9. Preschool pedagogy [Text] / Ed. IN AND. Yadeshko and F.A. Sokhin. - M., - 1978. - 416 p.

Hosted on Allbest.ru

Manual art work (natural and waste material). The work program of the circle "Manual artistic work". Extracurricular program of the artistic and aesthetic direction Within the framework of the subject, artistic work

Send your good work in the knowledge base is simple. Use the form below

Similar Documents