Introduction to art examples from literature. The role of self-education in introducing art. Art in fiction and memoirs

Option No. 3268436

When completing tasks with a short answer, enter in the answer field the number that corresponds to the number of the correct answer, or a number, a word, a sequence of letters (words) or numbers. The answer should be written without spaces or any additional characters. The answers to tasks 1-26 are a figure (number) or a word (several words), a sequence of numbers (numbers).

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Specify the number of pre-positions, in which it is correct to transfer to the MAIN information, co-holding -I'm in the text. Write down the number of these proposals.

1) It is established that exactly by year influences the intensity of the color of autumn leaves, and from not global warming at all.

2) I love to watch the living pa-lit-swarm of autumn leaves because they note that when the leaves become dry -they don’t know and fall off, and when it’s cloudy, the leaf is slow to develop red pig-man-ta.

3) Scientists have come to the conclusion that global warm climate influences the intensity of autumn color leaf-you.

4) The intensity of the color of autumn leaves depends not on the global warm- ness of the climate, but on the weather .

5) The intensity of the color of autumn leaves is influenced by both global warming and year.

Answer:

Which of the following words or co-words should stand in the place of the blank in sentence 3? You-pi-shi-te this word.

Vice versa

Moreover

On the other side

That's why

Thus

(3)<...>, the intensity of the color of autumn leaves varies depending on the year.

Answer:

About the fragment of the vocabulary article, in which the meaning of the word SCIENTISTS is given. Determine the meaning in which this word is used in the second (2) sentence of the text. You write a number that corresponds to this meaning in the given fragment of the vocabulary article.

SCIENTIST, -th, -oe; -en.

1. You are learned, have learned something. A scientist can only be taught to spoil(last). Teach your grandmother to suck eggs(said in the meaning: I know it myself, no worse than you; colloquial). Scientists med-ve-di(dress-si-ro-van-nye).

2. Knowledgeable, well-educated. U. man.Not a very learned person.(didn’t get any information).

3. full From-to-science, na-scientific. U. dispute. Academic title. Academic degree. U. advice(at-a-scientific coll-le-gi-al-ny body in scientific-research-institutions, universities).

4. scientist, wow, husband. Special-a-list in some. area of science. U. with a worldly name. U.-ex-pe-ri-men-ta-tor.

Answer:

In one of the words below, an error was made in the placement of stress: the letter denoting the stressed vowel sound was highlighted incorrectly. Write this word down.

plum

localities

Answer:

One of the sentences below uses the highlighted word incorrectly. Correct the lexical error by choosing a paronym for the highlighted word. Write down the chosen word.

The patient needed LONG treatment.

Tarkovsky's film "Mirror" is AUTOBIOGRAPHICAL.

Clinical experiments have shown the effectiveness of using MICROSCOPIC gold particles in preventing the spread of infection.

Above the Arctic Circle there is night for six months, FROZEN air and frequent snowstorms.

Answer:

In one of the words highlighted below, an error was made in the formation of the word form. Correct the mistake and write the word correctly.

the conflict is more DEEP

LIE ON THE FLOOR

Experienced CHARACTERS

THREE HUNDRED meters

pair of BOOTS

14.05 Condition changed

Answer:

Establish a correspondence between the sentences and the grammatical errors made in them: for each position in the first list, select the corresponding position from the second list.

A) At the end of the lecture, the student read a report on Bulgakov’s story “Dog	1) incorrect use of the case form of a noun with a preposition
B) According to the rules of modern business etiquette, the first person to exit the elevator is the one who is closest to the door, and it does not matter whether it is a man or a woman.	2) violation of the connection between subject and predicate
C) When creating the landscape design project for the site, the architect did not take into account the climatic features of the area.	3) violation in the construction of a sentence with an inconsistent application
D) Those who knew Nicholas before the war could not help but notice changes in his character.	4) incorrect construction of sentences with indirect speech
D) The international community is well aware of and cares about solving social problems in developing countries.	5) incorrect construction of sentences with participial phrases
	6) violation in the construction of sentences with participial phrases
	7) error in constructing a sentence with homogeneous members

Write down the numbers in your answer, arranging them in the order corresponding to the letters:

A	B	IN	G	D

Answer:

Define the word in which about the unstressed unstressed vowel of the root. You write this word by inserting a letter.

re-cl..roll

get separated

bl..sta-tel-ny

hydrogen..sli

Answer:

Identify the row in which the same letter is missing in both words. Write down these words by inserting the missing letter.

and..take, not..bending

impenetrable, imp..termination

p..warm up, pr..image

pr..close, pr..clone

to..throw, about..cut

Answer:

report

sweet..nky

min-dal..vyy

Answer:

You write a word, in which the letter I is written in place of the letter I.

Brooch

hot..shish

do it

pour...sew

under-the-sword

Answer:

Definition of a sentence in which NOT is written with the word COLLECTED. Open the brackets and write this word.

There was a quietness in the garden: not a single bird was (NOT) STILL in the trees.

The father stood with a gloomy look, and on his forehead there was a sharp crease of (NOT) TOLERANCE of expectation from-the-ve-ta.

The sea has merged with the blue southern sky and is sleeping soundly, reflecting within itself the fabric of the clouds, (NOT) HIDING the stars.

It is often difficult to distinguish between languages and dialects, since (NOT) ALL of them are special languages are also known.

Nothing (NOT) IN-TE-RE-SU-YAS, Na-ta-lya looked at the black sky, at the booming ocean .

Answer:

Definition of a sentence in which both of your words are written together. Open the brackets and write these two words.

(FROM) THE place where they said goodbye to Bru-k, they are now at least five kilo-meters away, (BY) THIS There was no point in turning back anymore.

And the pale-looking girl is needed, (THAT'S the reason) she was created in the first place.

HERE (SAME) it was necessary to ask little-known people to call my mother.

The hostess couldn’t understand (WHY) I’ve been looking at the photographs on the wall for so long, (IN) THERE’S a few minutes .

(IN) NOW (IN) THE MIDDLE OF our yard there was a stormy work going on.

Answer:

Indicate all the numbers, in place of which there is one letter N.

The poem “The Bronze Horseman” is (1) one of the most advanced (2) works of A. S. Push-ki-na - was na-pi-sa (3)a, like “Ev-ge-niy One-gin”, in iambic tetrameter.

Answer:

Place pre-pi-na-niya signs. Indicate two sentences, in which you need to put ONE fifth. Write down the number of these proposals.

1) At a certain stage of its development, the city had to protect itself with ditches and walls with villages -no-tel-us-mi with-or-the same-nor-I-mi.

2) I wanted a lot but didn’t catch anything.

3) Seven guests and the hosts gathered in the living room.

4) Almost every evening they went to the forest or to the waterfall.

5) The moon rose and the shadows became clearer and longer.

Answer:

Pa-ni-kov-sky (1) per-re-bi-raya no-ga-mi (2) grabbed the body, then leaned on the side of the living thing, per-re-va-lil -sya in ma-shi-nu and (3) knocking on the crash-ma-len-ny-mi man-zhe-ta-mi (4) fell to the bottom of the car-mo-bi-la.

Answer:

Arrange all the not-to-one-hundred signs of pre-pi-na-tion: indicate the number(s), in place of which one(s) in the sentence there should be one hundredth place(s).

The different timing of the development of the Po-lotsk and Smo-lensk lands was due to (1) probably (2) eco -no-mi-che-ski-mi with-chi-na-mi, and (3) one can think (4) that geo-gra had no-small-important significance among them -fi-che-lo-same-ness of these lands and their population associated with it.

Answer:

Place all punctuation marks: indicate the number(s) in whose place(s) there should be a comma(s) in the sentence.

Currently, the possibility of using Antarctic icebergs to obtain fresh water (1) is being considered, the shortage (2) of which (3) may soon cover two-thirds of the Earth's inhabitants.

Answer:

Arrange all the signs of pre-pi-na-niya: indicate the number(s), in place of which one(s) in the sentence there should be one hundredth place(s).

But the river carries its waters (1) and what does it care about these flowers (2) that float (3) on the water (4) as they floated not long ago ice floes.

Answer:

Which of your sayings correspond to the text? Specify the number from the ve-tov.

1) Art is most quickly revealed to those who, first of all, strive to know it themselves.

2) In the society of students, it was not customary to create and portray feelings that you had not experienced. eat.

3) Friends tried to introduce their friend to the music culture.

4) At the core of all your artistic discoveries and masterpieces of art lie youthful -chat-le-niya.

5) Author's evening D.D. Sho-sta-ko-vi-cha so-sto-yal-sha in the winter of 1941.

(According to S. Lvov*)

Answer:

Which of the following statements are true? Specify the number from the ve-tov.

Indicate the numbers in order of origin.

1) Sentences 12-14 explain the content of what is discussed in sentence 11.

2) Sentence 26 contains a description of the story.

3) In sentences 28-30 there is a presentation of a judgment.

4) In sentences 37-39, co-living according to the news.

5) In sentences 32-34 the judgment is maintained.

(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention.

(5) Sooner or later, everyone may feel that he is in an unequal position among his acquaintances and friends. (6) They, for example, are interested in music or painting, but for him they are books with seven seals. (7) The reaction to such a discovery is possible in different ways.

(8) When I became a student at the Institute of History, Philosophy and Literature, many things immediately connected me with my new comrades. (9) We seriously studied literature, history, and languages. (10) Many of us tried to write ourselves. (11) As if sensing how short our student life would be, we hurried to do as much as possible. (12) Not only did they listen to lectures in their courses, but also attended lectures given to senior students. (13) We made it to seminars for young prose writers and critics. (14) We tried not to miss theater premieres and literary evenings. (15) I don’t know how we managed to do everything, but we did. (16) I was accepted into their midst by students who were a year older than ours. (17) It was an interesting company.

(18) I tried to keep up with her, and I succeeded. (19)3a with one exception. (20) My new comrades were passionately interested in music. (21) One of us had a great rarity for those times: a radio with a device for turning records - there were no long-playing records yet - which made it possible to listen to an entire symphony, concert or opera without interruptions. (22) And a collection of chamber, opera and symphonic music.

(23) When this indispensable part of our evening began, my comrades listened and enjoyed, but I was bored, languid, tormented: I did not understand music, and it did not bring me joy. (24) Of course, it was possible to pretend, pretend, give a proper expression to your face, and say after everyone: “Wonderful!” (25) But it was not our custom to pretend, to portray feelings that we did not experience. (26) I huddled in a corner and suffered, feeling excluded from what meant so much to my comrades.

(27) I remember well how the turning point occurred. (28) In the winter of 1940, the author’s evening of the then young D. D. Shostakovich was announced - the first performance of his piano quintet. (29) Friends took a ticket for me too. (Z0) They presented it solemnly. (31) I realized: what is coming is an event!

(32) I will not claim that that evening I was immediately and forever cured of my immunity to music. (33) But a decisive and important turn took place. (34) How grateful I am to my friends from those long ago years that they didn’t give up and didn’t exclude me from listening to music - and there was no need to exclude me; with my youthfully vulnerable pride at that time, an ironic remark would have been enough to make me feel like I was among them , understanding and knowledgeable, superfluous. (Z5) This did not happen.

(Z6) Many years have passed. (37) For a long time now, serious music has been a necessity, a necessity, a happiness for me. (38) But it was possible - forever and irreparably - to miss her. (39) And destitute yourself.

(40) This did not happen. (41) Firstly, I did not take the pose of a person who, not understanding something, says out loud or mentally: “Well, don’t!” (42) And because I didn’t want to pretend, pretending that I understood when I was still very far from it. (43) And most of all - thanks to my friends. (44) It was not enough for them to enjoy themselves. (45) They wanted to include me in their understanding, in their joy. (46) And they succeeded!

(According to S. Lvov*)

* Sergei Lvovich Lvov (1922-1981) - prose writer, critic, publicist, author of articles on Soviet and foreign literature, works of biographical and children's literature.

Answer:

From pre-lo-zhe-niya 34 you-pi-shi-te phrase-zeo-logism.

(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention.

(According to S. Lvov*)

* Sergei Lvovich Lvov (1922-1981) - prose writer, critic, publicist, author of articles on Soviet and foreign literature, works of biographical and children's literature.

Answer:

Among the sentences 36-42, find such(es), which are connected(s) with the previous one(s) with the help of - cabbage soup of the union, parts and personal place. Write the number(s) of this proposal(s).

(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention.

(According to S. Lvov*)

* Sergei Lvovich Lvov (1922-1981) - prose writer, critic, publicist, author of articles on Soviet and foreign literature, works of biographical and children's literature.

(3) And the one who once puts his own efforts into one of these cases will be rewarded over time .

Answer:

“The author of the text is very emo-tsi-o-nal-but talks about the connection to art, to the real muse -ke. A living author's feeling is conveyed by the following techniques: (A) _______ (“bored, darling, tormented” in sentence 23) , (B) _______ (prepositions 21-22). Trope (B) _______ (“the fire of creativity” in sentence 2), as well as a lexical means - (D) _______ (“sooner or later” in the pre-lo-zhe-nii 5) the author’s in-the-nation of the text.”

Spi-juk ter-mi-nov:

1) question form

2) me-ta-fo-ra

3) gradation

4) phrase-zeo-logism

5) par-cel-la-tion

6) lek-si-che-sky in second

7) pro-ti-in-sta-le-nie

8) epi-te-you

9) contextual si-no-we

Write down the numbers in response, placing them in a row, corresponding to the letter for you:

A	B	IN	G

(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention.

(According to S. Lvov*)

* Sergei Lvovich Lvov (1922-1981) - prose writer, critic, publicist, author of articles on Soviet and foreign literature, works of biographical and children's literature.

(21) One of us had a rarity for those times: a radio with a device for transferring radio waves -sti-nok - there were no long-playing games back then - there was no way to listen to an entire symphony, concert or opera without per-re-ry-v. (22) And a collection of chamber, opera and symphonic music.

Answer:

Write an essay based on the text you read.

Formulate one of the problems posed by the author of the text.

Comment on the formulated problem. Include in your comment two illustrative examples from the text you read that you think are important for understanding the problem in the source text (avoid excessive quoting). Explain the meaning of each example and indicate the semantic connection between them.

The volume of the essay is at least 150 words.

Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is graded 0 points.

Write an essay carefully, legible handwriting.

(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention.

(According to S. Lvov*)

* Sergei Lvovich Lvov (1922-1981) - prose writer, critic, publicist, author of articles on Soviet and foreign literature, works of biographical and children's literature.

Solutions to long-answer tasks are not automatically checked.
The next page will ask you to check them yourself.

Complete testing, check answers, see solutions.

We often meet people who are far from art. They do not understand classical music, do not visit theaters or museums. Their life is one-sided and boring. However, such people can be helped. How does the process of becoming familiar with music work? The author of the text, S. Lvov, answers this question.

He believes that introduction to art happens everywhere: in the cinema, at a concert. The author convinces us that a person himself must make an effort to understand and comprehend art.

S. Lvov reveals the problem from his own experience. Attending a Dmitri Shostakovich concert caused him to be “immediately and forever cured of his immunity to music.” Since then, serious music has become a necessity, a necessity, a happiness for him.

The hero of the novel “Fathers and Sons” by Ivan Turgenev, Evgeny Bazarov, did not like music and did not understand art. It was a denial reaching the point of absurdity. And only in the face of death did he become more humane and romantic traits were revealed in him.

“Life is short, art is long lasting,” wrote Hippocrates. The main purpose of art is to allow a person to know himself. Every person should understand and love art and music. He will become a full-fledged person if he discovers the world of beauty for himself.

Russian language

17 of 24

(1) Introduction to art can take place in a spacious, specially built building, within four walls, or in the open air. (2) Whether the audience is showing another film, whether they are teaching a drama club, an amateur choir or a fine arts group - the fire of creativity must and can live in all this for a long time. (3) And whoever once puts his own efforts into one of these matters will be rewarded over time.
(4) Of course, art is revealed more quickly and willingly to those who themselves give it strength, thought, time, and attention. (5) Sooner or later, everyone may feel that he is in an unequal position among his acquaintances and friends. (6) They, for example, are interested in music or painting, but for him they are books with seven seals. (7) The reaction to such a discovery is possible in different ways.
(8) When I became a student at the Institute of History, Philosophy and Literature, many things immediately connected me with my new comrades. (9) We seriously studied literature, history, and languages. (10) Many of us tried to write ourselves. (11) As if sensing how short our student life would be, we hurried to do as much as possible. (12) Not only did they listen to lectures in their courses, but also attended lectures given to senior students. (1Z) We made it to seminars for young prose writers and critics. (14) We tried not to miss theater premieres and literary evenings. (15) I don’t know how we managed to do everything, but we did. (16) I was accepted into their midst by students who were a year older than ours. (17) It was a most interesting company.
(18) I tried to keep up with her, and I succeeded. (19)3a with one exception. (20) My new comrades were passionately interested in music. (21) One of us had a great rarity for those times: a radio with a device for turning records - there were no long-playing records yet - which made it possible to listen to an entire symphony, concert or opera without interruptions. (22) And a collection of chamber, opera and symphonic music.
(23) When this indispensable part of our evening began, my comrades listened and enjoyed, but I was bored, languid, tormented: I did not understand music, and it did not bring me joy. (24) Of course, it was possible to pretend, pretend, give a proper expression to your face, and say after everyone: “Wonderful!”
(25) But it was not our custom to pretend, to portray feelings that we did not experience. (26) I huddled in a corner and suffered, feeling excluded from what meant so much to my comrades.
(27) I remember well how the turning point occurred. (28) In the winter of 1940, an author’s evening was announced for the then young D.D. Shostakovich - the first performance of his piano quintet. (29) Friends took a ticket for me too. (Z0) They presented it solemnly. (31) I realized: what is coming is an event!
(32) I will not claim that that evening I was immediately and forever cured of my immunity to music. (33) But a decisive and important turn took place. (34) How grateful I am to my friends from those long ago years that they didn’t give up and didn’t exclude me from listening to music - and there was no need to exclude me; with my youthfully vulnerable pride at that time, an ironic remark would have been enough to make me feel like I was among them , understanding and knowledgeable, superfluous. (35) This did not happen.
(36) Many years have passed. (37) For a long time now, serious music has been a necessity, a necessity, a happiness for me. (38) But it was possible - forever and irreparably - to miss her. (39) And destitute yourself.
(40) This did not happen. (41) Firstly, I did not take the pose of a person who, not understanding something, says out loud or mentally: “Well, don’t!” (42) And because I didn’t want to pretend, pretending that I understood when I was still very far from it. (43) And most of all - thanks to my friends. (44) It was not enough for them to enjoy themselves. (45) They wanted to include me in their understanding, in their joy.
(46) And they succeeded!

(According to S. Lvov)

Show full text

In the text proposed for analysis, Sergei Lvovich Lvov raises the problem of the influence of friends on a person’s life.

To attract readers' attention to the problem posed, the author tells the story of how his friends aroused his interest in music. S. L. Lvov did not understand music and was bored while his comrades listened and enjoyed. Then his friends gave him a ticket to the concert of D. D. Shostakovich. As a result of this event, the author's attitude towards music changed. The author is grateful to his comrades and notes that if it weren’t for his friends who “didn’t give up and exclude him from listening to music,” he could have “forever and irreparably missed out on music.”

The author's position regarding the problem raised is expressed clearly and unambiguously. Sergei Lvovich Lvov leads the reader to the conclusion that friends have an impact for a person's life. They can help in difficult times, and are also able to interest you in something new that was previously incomprehensible or boring.

To prove my point of view, I will give the following literary example. Mikhail Sholokhov in his work “The Fate of Man” showed that friends always try to help each other. When Andrei Sokolov hit a cow, he was

Criteria

1 of 1 K1 Formulation of source text problems
3 of 3 K2

TATYANA DOVGALEVA
Work experience “Introducing children to art”

1. Introduction

1.1. Relevance experience.

Fine art is one of the oldest trends art. Every child is born an artist. You just need to help him awaken his creative abilities, open his heart to kindness and beauty, help him realize his place and purpose in this beautiful world.

In recent years, dramatic changes have been taking place in the preschool education system; it is changing and improving. The idea of self-development of the individual, his readiness for independent activity, comes to the fore.

Acquaintance children with art should begin as early as possible, namely, from preschool childhood. It is no coincidence that aesthetic education is considered as the development of the ability to understand, perceive, feel the beauty in the surrounding world and art. Only through art, according to B. M. Nemensky, a person is able not only to understand, but also "been through experience previous generations". Painting, sculpture, graphics, architecture enrich and decorate our lives. To art achieved its goal, pleased us, excited us, expanded our knowledge, we must be able to see it. In my opinion, every person faces daily art, but not everyone can understand it, see everything alive and beautiful around them. Perceiving the works art, the child becomes inquisitive, observant, and emotionally responsive. Art creates the joy of communicating with friends, develops the ability to empathize.

Relevance experience is that modern society has a need for a creative personality. The Federal State Educational Standard for Preschool Education is also aimed at this problem. Many abilities and feelings that nature endows us with, unfortunately, remain underdeveloped and undisclosed, and therefore unrealized in a future life. The presence of a developed imagination in adulthood determines the success of any type of professional activity of a person. Therefore, understanding the works art, the development of creative abilities is one of the main tasks of preschool education.

Great potential for revealing children's creativity lies in the visual activities of preschoolers. Drawing and visual arts classes can give a child the necessary knowledge that he needs for full development, so that he feels the beauty and harmony of nature, so that he better understands himself and other people, so that he expresses original ideas and fantasies, so that he becomes a happy person.

All children love to draw when they are good at it. Drawing with pencils and brushes requires a high level of mastery of drawing techniques, developed skills and knowledge, techniques work. Very often, the lack of this knowledge and skills quickly turns a child away from drawing, because as a result of his efforts, the drawing turns out to be incorrect, it does not correspond to the child’s desire to get an image that is close to his plan or the real object that he was trying to depict.

Observations of the effectiveness of using various drawing techniques in the classroom, discussions with colleagues in an educational institution led me to the conclusion that it is necessary to use such techniques that will create a situation of success for students, form a stable motivation for drawing, interest in art. The educational program of the preschool organization does not provide for an in-depth study of non-traditional drawing. After all, it is very important what results the child will achieve, how his imagination will develop, and how he will learn work with color. Using unconventional techniques will satisfy him curiosity. During working with preschoolers, noticed that children often copy the model offered to them. Non-traditional techniques are an impetus for the development of imagination, creativity, the manifestation of independence, initiative, and expression of individuality. By using and combining different methods of depiction in one drawing, preschoolers learn to think and independently decide which technique to use to make this or that image expressive. Drawing using non-traditional image techniques does not tire preschoolers, they remain highly active, performance throughout the entire time allotted for completing the task. We can say that non-traditional techniques allow, moving away from the subject image, to express feelings and emotions in the drawing, give the child freedom and instill confidence in their abilities. Having mastery of different techniques and ways of depicting objects or the surrounding world, the child gets the opportunity to choose, and therefore has the opportunity introduction to art.

1. 2. Theoretical justification of the in-depth topic work.

According to teachers and psychologists (such as N. A. Vetlugina, L. S. Vygotsky, A. V. Zaporozhets, T. S. Komarova), preschool children have significant potential for understanding and emotional responsiveness to works art.

For successful working with children in introducing art I used the author's program of artistic education, training and development children 2-7 years old"Colored palms" I. A. Lykova, who contributes to the development of aesthetic perception of artistic images and works art; item (phenomena) the surrounding world as aesthetic objects; creating conditions for free experimentation with artistic materials and tools; familiarization with the universal "tongue" art- by means of artistic and figurative expressiveness; nurturing artistic taste and sense of harmony.

I studied and used in practice work following works:

S. A. Lebedeva (teacher) from work experience“The use of non-traditional techniques in the formation of visual activity of preschool children” - which believed that visual art through visible colorful images they help the child to learn truth, goodness, and beauty. From generation to generation it glorifies these wonderful qualities of the human soul;

I. I. Dyachenko (Candidate of Pedagogical Sciences) "Magic Palms", "Magic colors" - art motivates children to his own artistic activity (visual and verbal, where his creative plan, speech and visual efforts are realized.

- experience« Introducing children to art»

teacher Nelli Vladimirovna Shaidurova - which is based on the interrelation of informational, emotional, effective-mental and transformative components aimed at the emotional-sensual and motivational-need sphere of the individual children, the need to expand intellectual and artistic experience in the form of knowledge, ideas about art and their practical implementation in artistic and creative activities.

In the history of preschool pedagogy, the problem of children's creativity has always been one of the most pressing. Psychologists and teachers believe creative development is possible children in all types of activities, and especially in play. Great potential for the development of children's creativity lies in the visual activities of a preschooler. However, the problem of developing creativity remains the least studied in theory and is not sufficiently represented in educational practice. children. This is due to the complexity of this phenomenon and the hidden mechanisms of creativity. As for children's creativity, understanding it is important for an adult not only in the sense of consciously managing the child's creative development, but also for understanding mature creativity, since in its origins lies and, perhaps, more clearly manifests what is characteristic, but more hidden in activity adult. As a rule, all definitions of creativity note that this is an activity that results in the creation of a new, original product that has social significance. This could be new knowledge, an object, a method of activity, a work art. The problem of forming an expressive image in drawings using non-traditional artistic techniques is determined by the interest in studying the characteristics of children's visual creativity and the dependence of its development on children's mastery of accessible artistic depiction techniques. In the studies of E. A. Flerina (1940, N. P. Sakulina, T. S. Komarova (I960, R. G. Kazakova, T. G. Kazakova (1970) issues of the development of children's visual creativity in drawing were considered in connection with children's assimilation of certain patterns of drawing and the visual and expressive features of drawing in different techniques: pencils in a wooden frame and without (charcoal, sanguine, etc., gouache and watercolor paints, etc. T. S. Komarova’s research is devoted to the special study of learning problems children drawing technique and reveal not only the dependence of the expressiveness of children's drawings on drawing technique, but also the teaching system children preschool age realistic drawing.

However, until recent years, training children drawing was considered only as children’s mastering of realistic drawing using manual techniques, the diversity of which was manifested only in the variety of properties of materials while maintaining generalized drawing movements. At the same time, the variety of graphic techniques, including printing techniques, has not been studied or investigated for their use in children's drawing as a means of increasing the expressiveness of images and objects depicted by children, which served as the basis for calling these techniques "non-traditional" for preschool education and select them as an object of pedagogical research on the formation of an expressive image in children's drawings.

Statement of the problem requires its consideration in several aspects: variety of artistic techniques in the visual arts art and their role in creating an artistic image, the formation of an expressive image in children's drawings using non-traditional artistic techniques. The problem of the formation of an artistic image has been under the close attention of philosophers, art critics, psychologists, teachers. Its philosophical roots go back to the teachings of G. Hegel, which then gave impetus to many domestic and foreign studies by such philosophers as Yu. B. Borev, V. V. Skaterschikov, A. K. Dremov, V. A. Razumny and others. who gave a definition of the artistic image and consider it as a special form of reflection of reality, as a dialectical unity of content and form, as a dialectical process expressing the relationship of an aesthetic object and the subject who perceives it on the basis of practical transformative artistic activity. An analysis of studies devoted to this topic allows us to conclude that children's creativity has its own specifics, since its products often do not have objective significance for society as a whole. However, the development of creativity in children during preschool childhood is of great importance for the formation of a holistic, creatively developed personality in the future.

1.3. Target: to form intellectual and artistic experience, ideas about art and their practical implementation in artistic and creative activities.

1.4. Tasks. To achieve this common goal, I have formulated the following: tasks:

Study of modern approaches to introducing children to art;

Creating conditions conducive to the development and preservation of creative potential.

Using modern technologies to implement children of their fantasies.

Development of an aesthetic sense of form, color, rhythm, composition, creative activity, desire to draw.

Teach to see and understand the beauty of a multi-colored world.

1.5. Expected Result: increase in children interest in mastering art through the use of unconventional drawing techniques. The ability to creatively peer into the world around us, find different shades, gaining experience aesthetic perception. The ability to apply and combine different methods of depiction in one drawing, to think and independently decide which technique to use to make this or that image expressive.

1.6. Implementation stages work experience:

My work I started by surveying parents (conducted a survey on topics “Does your child like to draw?”, "Do you need a child? introduce to art» , « Art at home» conversations on this topic). The analysis showed that parents are interested introduce children from an early age to art. I carried out a diagnosis aimed at examining children creative abilities. A group has been selected children at the request of parents and their own interests children. This is how the group began to grow and develop. "Dreamers" in the amount of 12 people.

I gradually studied the individual characteristics of each child; in close cooperation with parents, a developmental environment was created (I paid great attention to aesthetics, as well as convenience and comfort children., therefore the center was equipped with the necessary material for the development of creative abilities in children(watercolor and gouache paints, colored and simple pencils, felt-tip pens, wax crayons, ballpoint and gel pens, brushes of different sizes, stencils, stamps, pokes, impressions, etc.

In the gaming and educational centers there are a variety of games for the development of thinking, attention, fine motor skills, (puzzles, lacing, mosaics, small and large construction sets, etc.) Children play, draw, and create with pleasure; they are not afraid of diversity and the prospect of independent choice. Literature on the techniques used was selected; the arts and crafts corner was gradually supplemented with various non-traditional materials; didactic aids and developmental aids were also selected games:

1. "Trace the outline" (cotton buds)

2. "Draw a vegetable" (potatoes, carrots)

3. "Draw a fruit" (potato)

4. "Draw a caterpillar" (introduction to color science, traffic jams)

5. "Self-Portrait" (toothbrush, cotton swabs)

6. "Fold in half" (subject monotype – partly stencil)

7. "Draw a flower" (finger)

8. "Draw according to the template" (triangle - herringbone, circle - sun, scissors - girl).

9. "Trace and Color" (cotton buds).

Thinking through each lesson, I selected the material in which the image of the object could be particularly expressive, interesting, beautiful, and would give children aesthetic pleasure. During classes, I provide children with a choice of materials and tools to create their own works.

I placed consultations, folders and recommendations in the corner for parents.

I developed a working additional education program "Dreamers" for 3 years introducing children to art through non-traditional drawing based on artistic and aesthetic programs "Colored palms" I. A. Lykova, "Magic colors" I. I. Dyachenko. Classes were held once a week in the afternoon.

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(According to S. Lvov)

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In the text proposed for analysis, Sergei Lvovich Lvov raises the problem of the influence of friends on a person’s life.

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1 of 1 K1 Formulation of source text problems
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