Features of the methodology of teaching fine arts in elementary school. Modern concepts of teaching fine arts in primary school

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

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

The work aims to: tasks :

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

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

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

1.1. Pedagogical conditions for teaching fine arts in primary school

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

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

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

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

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

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

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

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

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

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

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

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

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

Developing interest in the study of fine arts;

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

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

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

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

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

Selection of works of fine art for study;

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

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

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

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

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

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

Free download e-book in a convenient format, watch and read:
Download the book Fine Arts Lessons in Primary School, grades 1-4, Ostrovskaya O.V., 2007 - fileskachat.com, fast and free download.

Download pdf
Below you can buy this book at the best price with a discount with delivery throughout Russia.

Organization: GBOU Lyceum No. 1367

Location: Moscow

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dictionary

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

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

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

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

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

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

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

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

Used Books:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

compilation optimal plan actions;

learning, creative development.

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

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

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

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

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

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

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

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

approximate calendar and thematic planning :

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

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

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

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

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

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

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

Formation of internal motivation for learning in students;

Development of creativity, independence, reflection;

Formation of adequate self-esteem;

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

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

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

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

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

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

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

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

The program defines a system of basic educational tasks:

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

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

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

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

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

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

connection with life, with folk artistic traditions;

unity of upbringing and education, training and creative activity of students;

a combination of practical work with the development of the ability to perceive and understand works of art, the beautiful and the ugly in the surrounding reality;

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

variety of types of work and artistic materials used;

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

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

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

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

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

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

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

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

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

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

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

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

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

Comprehensive solution of educational tasks in fine arts lessons.

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

Using problematic issues and situations in fine arts lessons.

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

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

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

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

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

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

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

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

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

Literature:

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

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

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

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

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

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

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

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

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

Currently, many aspects of the development of folk and decorative arts in school have been studied quite completely and deeply.

Aspects of mastering folk art among schoolchildren occur in decorative drawing lessons

An artistic image in folk, decorative and applied arts expresses not the individual, inherent in a specific object (leaf, flower, tree, bird, etc.), but the general - “species”, “generic”, reflecting features characteristic of the species, for example, plants at all. Thus, a tree in decorative painting is usually depicted as a tree of life, and not a specific image of an oak or birch.

A decorative image is created using special techniques communication (stylization). As a rule, this image embodies a mythopoetic attitude towards reality.

Starting from the first grade, students gradually become familiar with traditional compositional patterns for placing ornaments (linear - stripe, square, circle, mesh ornaments), as well as the main types of ornament according to the nature of the images (geometric, plant, zoomorphic - images of animals and birds, anthropomophoric image of a person).

These qualities of the ornamental structure are considered as an integral part of the image of an artistic object. Students learn to understand the “language” of the ornaments of different centers folk art(schools of folk craftsmanship).

Teaching folk and decorative arts involves changing different types of artistic activities for students in first to fourth grades in order to familiarize them with the aesthetic qualities of available materials. Currently, in school practice, the problem of increasing the effectiveness of art education through public and decorative arts finds a call. Published new program integrated course "Fine Arts".

Fundamentals of folk and decorative arts" for the first to fourth grades and for the fifth and eighth grades, meeting the modern level scientific knowledge about national cultural traditions. It's created creative team under the leadership of T.Ya. Shpikailova. For the first time, folk art is becoming a subject of special study in school.

One of the main objectives of this program is the development in children of imaginative vision, aesthetic perception and exploration of the world, the cultivation of artistic taste, and the need to focus on the enduring spiritual values ​​of folk art. Therefore, the program provides different systems, different types creativity: both professional art and folk art. The fundamental basis of this course is the image of an artistic thing created by hand folk craftsmen.

One of the effective ways of development creativity personality is to master the techniques of artistic activity based on the principles of folk art: repetition, variations, improvisation. Therefore, the program includes a system of tasks related to the characteristics of folk collective creativity. Rotation and variation are considered as a necessary condition for aesthetic education and the development of student creativity.

The content of the new educational integrated course will help bring children significantly closer to traditional culture of their people, to give them an idea of ​​the beauty and role of ornament, the power and significance folk culture generally. This is content introduced within the framework of the permanent sections of the “basics” artistic image”, at the same time, constantly varies and enriches: the materials with which children work change, the types of activities that are studied in the lesson change. All this activates the interest of younger schoolchildren in figurative system knowledge of the world, encoded in the symbolic system of folk art.

Another program of an integrated course in decorative painting led by N.M. Solkonikova considers knowledge and skills as a means of achieving expressiveness in educational and creative works ideas.

It is a system teaching aids, organically interconnected, which makes it possible to successfully solve the educational tasks of modern artistic pedagogy.

The complex includes tables and guidelines for them on different types folk art of Russia.

Folk art should have a worthy place in pedagogical process. It should be considered, according to M.A. Nekrasova, “as a special type of artistic creativity.”

The idea of ​​developing schoolchildren in historical memory and creative activity through the means of folk and decorative arts is fundamental in a number of experimental programs for teaching fine arts, for general education for schools with in-depth study of subjects of the artistic and aesthetic cycle.

The development of labor skills in the process of mastering folk artistic traditions is a necessary condition for students’ creativity, since the creation of products is possible only with a deep study of folk art.

Mastering the art of artistic processing of fabric, natural and other materials involves the use of ethnopedagogy traditions in the learning process. By mastering technical techniques for processing various materials, schoolchildren master, means of expression and figuratively - plot content products of folk craftsmen. Mastering the entire body of knowledge about folk art, skills and abilities comes with early childhood, surrounded by folk art items for everyday use.

Enriching the emotional and aesthetic experience of students in the process of studying folk and decorative arts also contributes to the development of their artistic creativity, and promotes interest in folk art.

The method of forming artistic experience is based on creative principles of folk art itself.

Learning tasks in decorative drawing lessons include artwork on performing modeling, painting, drawings on folk themes based on stylistic features in the works of decorative and applied arts artists.

Familiarization with the work of folk craftsmen and the work of artists in the field of art industry opens up a huge world of material and spiritual culture of humanity for students.

The influence of Russian folk toys on the formation of a child’s personality

The traditional toy has at all times had an important and, in many ways, decisive influence on the formation of the personality and soul of the Russian child. In this context it is worth remembering one historical example, and I’ll say a few words about the “game of spillikins,” the true meaning of which only a few medievalist historians know today. This game was quite popular in Russian traditional families back in the 30-40s of our century. Having its own “practical task” - teaching children patience and the ability to concentrate attention, the game at the same time transmitted complex system metaphysical guidelines, gave an idea of ​​the complexity and deep interconnection of all processes occurring in the universe.

“Spillikins” were a handful of evenly cut straws with a straw hook; The idea of ​​the game was that the players gradually pulled out the straws, trying not to touch the entire pile with which the straws were poured. If the heap did fall apart, then the next attempt was made by another player. Thus, the child received an idea of ​​how difficult it is to change something in each individual case without destroying the entire complex system of world relationships.

As for the system of influence of a traditional toy on a child’s consciousness, it was just as thoughtful and multifaceted as the toy just described, affecting all levels of sensations - tactile, visual, sound. The material from which the toys were made was of particular importance. For example, it is known that a rag doll, unlike a plastic one, removes the psychological barrier between the child and the “world of big things” and fosters an affectionate, fearless attitude towards the world. On the other hand, toy “whistles”, also designed to ward off evil spirits and demons from the child, were also the first " musical instruments"that the child encountered.

And considering the figurative and symbolic system of the ancient Slavs, in relation to toys, we can recall that many clay figurines depicting animals are literally strewn with clay or made images of birds. For example, a dog, deer or lynx, strewn with “bird” signs, meant that the subject of the image, “copying” in the toy was not some “random animal”, but its original image, the image of the Primordial Animal. They all had their roots in Magic world fairy tales, which for centuries served as a kind of “schoolmaster to Christ” for the Russian child. It is no coincidence that St. Sergius of Radonezh often did “as a consolation” clay toys for children who, together with adults, came to the monastery he founded. And to this day, at the heart of traditional toys made by craftsmen from villages near Sergiev Posad, you can see the outline of the Cross.

Post-war famine provincial childhood was warmed by the warmth of market days and fairs. People flocked from the surrounding villages to buy and sell horses, agricultural implements, calico, livestock or food. Horse harness, satin ribbons in the tails, the smell of horses and hay; sparkling, crunchy snow; riot of colors; a cheerful hubbub of people, birds, animals, and toys, toys... Wooden and clay, straw and rag, birch bark and wicker - they whistled, crackled, rustled and clicked. A real sunny celebration of folk ingenuity and folk art.

Made from natural materials, the toy introduces the child to nature and educates him from the first days of life.

creative attitude towards the world. But this is not only a subject for admiration, admiration and fun. The toy introduces the baby to the world of abstract mathematical images and ideas.

The basis of the system of mathematical knowledge and the precursor to arithmetic are the concepts: set, element of a set, union of sets, addition. The child is attracted not only by the many objects themselves, but also by the many sounds, movements, shapes, shades of color, rhythms of patterns, etc.

The first age toys that introduce a baby to the world of sounds and shapes are rattles: a mature poppy head or a pea pod are the patriarchs of rattles. Fairytale clay hollow rattle dolls are made simply: ceramic balls or pebbles are placed inside the two halves, and the seam is smoothed. While listening to a rattle, the child makes one movement and many intense noises.

Elegant, proportional and harmonious, the Dymkovo toy made it possible to formulate the concept of plurality. Ladies, water carriers, hussars, ducks, skates were displayed in front of the child on a table, board, tray, bench or chest of drawers according to a certain principle: these are ducks, these are birds, these are fish, these are pots, and these are dishes. The Dymkovo toy was echoed by: clay horses, deer, capricorns, magical birds, the shores of Kostroma; jugs, pots, washstands, cups made of black-polished clay from Pokrovsk; whistles from Kozhli, Filionovo, Ukhta; Kargopol clay cats, dogs, bears, ladies, pots, bowls; Kargopol roe made from salty dough, Primorye - from rye; Arkhangelsk gingerbread in the form of fish and animal figures; Ryazan "larks" and Kursk "waders", etc.