Education of preschoolers in creative games. Creative parenting
Maia. Mayan. Bakulina. Bakulin.
Artistic and aesthetic education of children preschool age
Artistic and aesthetic education of preschool children.
Plays an important role in the formation of character and moral qualities as well as in the development of good taste and behavior. The expression "artistic and aesthetic education" means the upbringing of a sense of beauty, the development of the ability to perceive, feel and understand beauty in public life, nature and art.
Aesthetic education is a purposeful, systematic process of influencing a child's personality in order to develop his ability to see the beauty of the world around him, art and create it. It starts from the first years of a child's life.
Artistic and aesthetic education- a complex and painstaking process, during which children receive their first artistic impressions, acquire art, master various types of artistic activity.
Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual, natural world; the formation of an aesthetic attitude to the world around us; the formation of elementary ideas about the types of art; the perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity children (fine, constructive-model, musical, etc.).
Of great importance in the artistic and aesthetic education of preschool children is folk arts and crafts. The teacher should introduce the children to the products folk craftsmen, thereby instilling in the child a love for folk art, respect for work.
Artistic and aesthetic education should cause active activity of the preschooler. It is important not only to feel, but also to create something beautiful.
An example is folk toys: Matryoshka dolls, funny Dymkovo whistles, hand-made crafts.
An example of an educator, his emotional responsiveness to the beautiful is especially necessary for children to develop their own artistic and aesthetic taste.
Artistic and aesthetic feelings, as well as moral ones, are not innate. They require special training and education.
By organizing a progressively more complex system of tasks, teaching children aesthetic vision and a competent image of the environment, it is possible to teach children not only to perceive a picture, but also to see an object of art in it.
Relevance of the problem artistic and aesthetic development of preschool children is determined by the fact that artistic and aesthetic development is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the individual, affects the knowledge of the moral side of reality, and increases cognitive activity. Aesthetic development is the result aesthetic education. A component of this process is art education - the process of assimilating art history knowledge, skills, and developing abilities for artistic creativity.
In accordance with the priority direction of the development of pupils, I tried to reflect the following elements of contemporary art:
1. Architecture ("frozen music")
2. Fine arts: crafts, drawing, sculpture, painting, drawing, mosaic, etc.
3. Fiction.
4. Musical art.
5. Choreography.
6. Theatrical art.
7. Stage art.
8. Cinematography.
9. Circus art.
10. Decorative and applied art.
11. Television and audio-visual art
12. Computer art, etc.
Artistic and aesthetic education in my understanding is the formation of a holistic personality, creatively developed, acting according to the laws of beauty.
The main goal of the priority direction:
The formation of an aesthetically developed personality, the awakening of the creative activity and artistic thinking of the child, the development of skills for the perception of works of various types of art
With proper upbringing in preschool age, a holistic perception of the world around us, visual-figurative thinking, creative imagination, a direct emotional attitude towards others, sympathy for their needs and experiences develop most intensively. The task of teachers - taking into account age features and the ability of a preschooler to educate in him, first of all, such valuable qualities as the ability to carefully observe reality, creatively change it in his imagination, feel the beauty in nature and art, treat his small labor duties responsibly, emotionally respond to the needs of other people and strive to help them if necessary.
To enhance children's interest in artistic activity, the teacher can invite parents to visit the botanical garden, forest, art museum with the children, talk with the participation of children with master artists at exhibitions of arts and crafts. Along with such cultural events, it is advisable to organize a workshop for parents from modern forms decorative works: macrame, applique made from natural materials, arrangements of summer and winter bouquets, etc. At such workshops, participants will not only acquire certain skills, but also get acquainted with the materials necessary for a certain type of work, methods of teaching artistic skills. In such families, adults and children are active participants in joint artistic creativity.
Artistic and aesthetic development of preschoolers by means of children's animation:
Children's animation is a truly universal means of artistic development and education of preschoolers. Animation, as one of the forms of screen art, is a synthetic form that combines painting, graphics, music, literature, elements of theater and dance. The expressive and visual means of each of these types of art in their own way affect the representation, imagination, visual memory, mental activity, and the disclosure of creative potential. The plot, visibility of images, sound accompaniment make children empathize, empathize with the plot along with the characters. In a child, this causes a strong emotional and sensory reaction, which contributes to his development.
By organizing art classes in such a way that different types of thinking (logical, visual, auditory, verbal, kinesthetic, imagination and fantasy) are evenly involved in children, problem situations are created for this, a game moment, fragments of theatricalization are used. We try to aim classes at the development of culture emotions, the ability to manage feelings, understand and feel a friend, (with the help of didactic games, direct instructions, creating problem situations, mnemotables). The teacher-psychologist participates in game classes, in joint activities, gives recommendations on the conduct of the pedagogical process, or on the basis of his observations.
Children are the most valuable thing a parent has. And therefore, parents and teachers face a difficult question - how to make a child's life joyful, happy and protect him from the dangers that await at every step.
Finally: The main thing in my work, and the work of any teacher, is that classes bring only positive emotions to children. It is necessary to take care that the child's activity is successful - this will reinforce his self-confidence.
Related publications:
Artistic and aesthetic development of young children (from the experience of a preschool teacher)"The origins of the abilities and talents of children are at their fingertips. Figuratively speaking, the thinnest threads come from the fingers - streams that feed the source.
Speech at the teachers' council On the topic: "Artistic and aesthetic education and development of the speech of preschoolers" DEVELOPMENT OF SPEECH OF A PRESCHOOL CHILD BY MEANS.
Artistic and aesthetic education of children in a preschool institution Report: “Artistic and aesthetic education of children in a preschool”. Prepared by Kuptsova S.A. Moscow 2015. Recently.
Inspiration is not the exclusive property of the artist: without it, the scientist will not go far, without it even the craftsman will do little.
MKDOU Novoulyanovsky Kindergarten with. Novoulyanovskoye, Barabinsky district, Novosibirsk region “Artistic and aesthetic development of children.
Artistic and aesthetic education of preschoolers (based on the methodology of V. I. Volynkin) Pedagogy defines the artistic and aesthetic education of preschool children as a purposeful process of creative formation.
Artistic aesthetic education of preschool children One of the important tasks of raising a child is the development and formation of such mental skills and abilities that will make it easier to master.
Artistic and aesthetic development of children of senior preschool age with OHP when familiarizing themselves with works of art“Artistic and aesthetic development of older preschool children with general underdevelopment of speech in the process of familiarization with works.
Consultation for parents "Artistic and aesthetic development of preschool children at home" Every child is an artist. The difficulty is to remain an artist beyond childhood. Pablo Picasso Nature is a source of joy.
Federal component state standard preschool education aimed at the implementation of a qualitatively new personality, and one of the goals.
Image Library:
MBOU DOD "Palace of Creativity for Children and Youth"
Leninsky district
(for teachers of additional education and parents)
“Creativity is an opportunity for the upbringing and development of children different ages»
Compiled by: Ulenko
Svetlana Petrovna
teacher of additional
education
Kemerovo 2014
Content
Page
Introduction
exemption from
bad habits
– creative work,
aimed at
General Good!
Methodical development was created with the aim of exchanging the experience of the association (workshop) on "Artistic processing of wood and natural materials" for teachers of additional education, and for parents whose children are engaged in artistic processing of wood or who wish to engage in this interesting and useful business.
Not only teachers, but also parents want their pupils and children to be creative, spiritually and morally developed personalities, self-learning, self-improving personalities, with the goal of serving the common good, serving society. To do this, you need to know what creativity is, the essence of creativity, how to develop and what conditions are needed for the formation creativity. Psychological features also affect personality.
Education is of great importance, it is the nourishment of everything sublime and refined. Careful upbringing opens up the possibility of proper education. But education alone will not make up for education. As A. S. Makarenko well said about this: “He educates everything: people, things, phenomena, but, first of all and most of all, people.”
At all times in the states that became the centers of the cultural development of the planet, the upbringing of the younger generation played one of the leading roles. A people that participates in world evolution, that thinks about the future, cannot be limited by educational systems that lead only to the development of intelligence and the growth of productive labor. Insufficient development of the creative, spiritual principle in a person leads to decomposition in all areas of life, which we can observe in the form of the collapse of the economy, the moral decay of society and military conflicts.
Now in families, not all children hear lullabies, feel the warmth of mother's hands, children get used to the gray routine of adults.
Teachers of additional education have a great responsibility - to decorate life with the best measurements and create suitable conditions for the development of creativity in the younger generation.
1. What is "creativity", "development of creativity", "formation of a creative personality"?
Children come to the "Artistic processing of wood and natural materials" workshop, with mainly performing abilities. And the more complex and important side - creative abilities need to be foreseen and “pulled to the surface”. In principle, every healthy child can be made creatively developed, but on condition that the child likes it. And not the way it is sometimes done: “My mother told me to make a kitchen board or grind a rolling pin.” And the child has just arrived, he does not yet know either wood or its main properties - which wood can be sharpened and which wood can be cut. Modern children, coming to the workshop, have not seen and do not know the name of the tool, it would seem so simple and well-known to everyone - a hammer, a hacksaw, a planer. And the child is immediately disappointed without getting a quick result.
The essence of creativity is in the work of the imagination, in predicting the result of a correctly set task, in creating a certain image by the effort of thought. This is a special feeling of nature, a special flair. If a child is helped to get into the tone, the beat of nature, he can succeed. This is the essence of creativity – in intuition, in foresight.
It is clear that while the child has just come to the workshop, you cannot immediately entrust him with cutting with a cutter, choosing a relief or volume with a chisel, or developing a drawing of a sailboat. Each of the mentioned types of work requires special knowledge, skills and abilities. However, every child can test himself, at least in the simplest - in cutting out, in designing a simple toy (car, plane, etc.). But the work must be done by hand from start to finish. The significance of such work in the formation of personal qualities and labor development is extremely large and multifaceted. This work helps to develop such qualities as respect and love for work, inquisitive mind, purposefulness, will, the ability to independently obtain and master new knowledge, the desire to bring real benefits.
Bar in a vise
Planer in hand.
The chip appears
Vlad is surprised.
That's such a miracle tool,
Postrogaet everything in a moment!
(photo #1)
The level of development of the interests and abilities of a first-grader is determined by the measure of the joint work of the child, teacher and parents. Mom Vlad, not considering her personal time, finds an opportunity to take the child to the workshop, where he comprehends the skills of not only creativity, but also labor. I, as a teacher, support the position of B.M. Teplov, that the creative abilities of a person can be developed in the process of practical activity. And if a child shows an increased interest in the knowledge and practical activities of wood processing, then it is necessary to maintain this interest and direct it to creative activity.
Nikita took the jigsaw in his hands
And all he drew:
A ship in the sea and a dolphin -
Dream up - and here's the picture.
(photo #2)
Given the individual abilities of the child, creating certain conditions for adaptation, optimal conditions for the development of creative abilities, it would seem that success is ensured, but there are reasons that hinder development and this reason is parents who punish the child with their favorite pastime (did not learn lessons, did not have time to do homework, didn’t clean up at home) - this position of the parents is incorrect and you have to explain and assure that this will not correct the situation.
Rozhnov Andrei could not immediately decide on his choice - sawing, simple carving (triangular-notched) did not captivate him, he was interested in three-dimensional carving, and this must have an associative vision. And he began to develop this gift in himself. Now the hobby has grown into a "hobby"
free time he comes and works:
(photo #3)
for a friend's birthday, he carved the sculpture "Boxer", as he was fond of this sport.
Creative work introduces children to a sense of joy,
born creativity. When a child creates something that no one has created before, it is not forgotten.
Chopped, sawed and cut,
With 
chose Tameska,
And two weeks later -
Created a mermaid.
(photo 4)
Creativity is an incentive for progress, a "bridge" from the knowledge gained in the "Artistic processing of wood and natural materials" association to special, industrial knowledge, to a profession. It is only necessary to warn children against blind copying of this or that product according to ready-made templates. It is much more pleasant to see an element of the new in handmade products, even if this innovation is small. The first push is important here, the initial idea, which will continue to acquire new ideas and ideas. Here you need to work with your hands and head, and schooling will go much easier, because along with the basics of creativity, your horizons expand, you will quickly learn what is very difficult to do without practice. Children's giftedness has great, both practical and theoretical significance. The most popular idea of developing abilities is the idea of a differentiated approach to the development of the individual (M. Star, 1947).
The development of abilities depends on many circumstances: on knowledge of the properties and methods of processing various natural materials, in this case - wood, use various devices, tools, fixtures, machines; draw and read drawings, be able to draw, compose compositions. All this knowledge and skills should be acquired from childhood, and their formation usually begins with the child mastering simple objective actions and performing operations with the simplest tools: a hammer, a hacksaw, a ruler, a screwdriver, a planer, a cutter, a chisel, etc. (see .photo 1, 2, 3,4)
For the development of abilities, it is very important to know the structure and principles of operation of various devices and tools, to be able to manufacture and repair them. These are the main types of activity, in which active activities develop and improve abilities and creativity.
In any kind of creativity there are special specializations that a child can engage in. And he can successfully engage in them, provided that he has natural inclinations to develop the corresponding abilities and if such abilities are constantly developing. Each type of activity has its own characteristics. So creative activity in the field of art (artistic woodworking) can relate to the creation of various buildings and structures (masterpieces of Russian architecture - Kizhi), shipbuilding, science (new technologies for the manufacture of wooden structures), interior design, etc.
The range of creative tasks is unusually wide in complexity, but their essence is the same: when solving, an act of creativity occurs, something new is created. This is where the special qualities of the mind are required, the ability to compare and analyze, to find connections in dependence, patterns - all that in the aggregate constitutes creative abilities.
Creative activity, being more complex in nature, is available only to man. And the simpler one, the performing one, can be transferred both to animals and to a machine.
(photo #5) photo #6
XV city competition-festival of children's art creativity "Success - 2009" Diploma of the Laureate 2nd place.
Murzin Sergey's mother brought him to the workshop, he liked to plan at home. The artistic imagination of the child was developed. Sergei is dominated by sensory perception, capable of processing figurative information. The boy is diligent, thinking, though sometimes impatient in getting a quick result, which leads to a rework of what was planned. Constantly have to be reminded not to rush. "It's better to measure seven times - cut once."
In life, it is difficult to separate different activities, and even impossible. And human activity includes both performing and creative components, in different proportions. There are activities that are simply saturated with creativity.
Creative activity is difficult, complex, but constantly attracts children. Most likely, great difficulties can also give great joys, the highest joys - the joy of overcoming, the joy of discovery, creativity. Our life requires from a person not stereotyped actions, but mobility of thinking, quick orientation, creative approach to solving problems. It is easier for a person with a creative mindset to change a profession, to find creative highlights in any business, to get carried away by oneself and to captivate others. Teachers and parents are faced with a task of extreme importance: to make children creative, enterprising, thinking, able to think creatively.
How to develop creativity:
Early start (physical development, reading, counting, swimming);
Advanced development (tools, building materials);
Maximum tension forces (get to the ceiling);
Greater freedom in the choice of activities;
Help from adults (unobtrusively). But we must remember that it is impossible for a child to do what he himself can do, to think for him.
K. E. Tsiolkovsky: “... at first I discovered the truths known to many; then he began to discover truths known to some; and then, finally, he began to discover truths that no one had yet known. This is the formation of the creative side of the intellect. The task of educators is to help children embark on this path.
(photo number 8)
(photo number 7)
Alekseev Roma studied at school number 79, an Orthodox school. Simple copying of some works was not acceptable for him. A graduate of 2007, he was the most talented child, the winner of many exhibitions and competitions. The main themes of his works are military and ecclesiastical (photos No. 7, 8).
I worked with him not as a teacher-student, but as co-authors. Together they came up with ideas, together they embodied their plans. It was not a pity for him to have time. Giftedness, hard work, kindness and enthusiasm of Roman, rallied the team. To improve his skills, he graduated from an art school in parallel (external).
According to Ya.A. Kamensky, “... truly gifted people need much more education, since an active mind, not being busy with anything useful, will be engaged in useless, empty and destructive. The more fertile the field, the more abundantly it produces thorns and thistles, unless it is sown with the seeds of wisdom and virtue.
When Roman was 14 years old (transitional age), I was on vacation in the summer, he “got in touch” with adult 17-18 year old boys, learned to smoke, stole a car and they were detained, tried - they were given a probationary year. I had to fight for a fragile soul. Educational work was carried out constantly: in a relaxed atmosphere over a cup of tea, not moralizing, but life positions that were aimed at shaping a personality that would become a "teacher" of one's own abilities.
AT 
Currently, Roman is studying to be a carpenter-carpenter, with a carver bias and still dreams of graduating from the Provincial School of Folk Crafts.
(photo #9)
How are learning and development related?
Learning influences development. But learning cannot positively influence development if it is organized as a process of direct transplantation of knowledge from the head of the teacher into the head of the student. It will effectively contribute to development if organized as a learning activity of the students themselves. Properly organized educational activity is an active mental and practical work of the child himself as a person who studies, and not who is taught.
(photo number 10)
The guys are of different ages and everyone is doing their own thing (working with literature, designing, carving, sawing, making a cutter).
This means that there is no need to hammer in book wisdom, no need to demand memorization of some provisions, but you need to teach him to learn, to acquire knowledge with his mind at the appropriate level of development of his thinking and a little higher than this level. According to the law of development, the child needs the knowledge of "tomorrow", that is, he can and must learn it with the participation of the teacher, but not in the form of a direct hint of answers, but in the form of organizing mental search activity together with the teacher (these are various kinds of educational discussions, questions , bewilderment, surprise, leading questions, conjectures, hypotheses). The same is true in practical activities in the manufacture of some kind of product - only a little bit to correct, and then you have to do it yourself. This is creative developmental learning.
Creativity is one of the most important mechanisms of perception and self-education. More significant should be not the results of children's creativity, its products, but the formation of abilities.
Abilities are called such individual psychological characteristics of a person that affect the successful implementation of a particular activity, determine the child's predisposition to this activity.
Involvement in a variety of activities allows you to gain versatile knowledge and develop personal skills that are part of more complex abilities. Therefore, many children attend not one association, but two or even three.
There are probably as many special abilities as there are types of activities that a person can engage in. But among these activities there are especially complex and at the same time quite common. A person can successfully dispose of them only on condition that he has natural inclinations to develop the corresponding abilities, and if such abilities are constantly developing. In our workshop, this is an artistic and creative and constructive and technical activity.
2. Conditions under which children can work in the workshop:
Condition 1.
A steady interest in systematic and strenuous activities corresponding to the types of activity (carving, artistic sawing, designing, turning, birch bark) must be present and maintained. Without such interest, no abilities will develop, as there will be no proper motivation.
Interest is the main condition that gives rise to a child's desire to engage in this type of activity and ensures the development of the necessary special abilities in him. By itself, interest does not arise from scratch, but appears and develops in the process of active engagement in the corresponding type of activity.
Condition 2.
Develop abilities only if you have a strong character, willpower and a desire to overcome difficulties. These difficulties may also be due to the child's lack of the necessary inclinations. Then he will have to make a lot of efforts in order to develop the appropriate abilities in himself.
Condition 3.
The presence of elementary general inclinations for classes, this type of activity. Completely without any commitment special abilities development is impossible. The child must have at least the makings of a general nature, such as, for example, a good memory and developed intelligence, accuracy, the ability to draw or at least redraw.
Condition 4.
Availability of performance. No other abilities under all the above and below conditions can develop normally if the child does not know how to work.
Condition 5.
There must be a pronounced desire, an appropriate motivation to master this type of activity. The desire to succeed at all costs precisely in the type of activity that acts as a developing one for the corresponding abilities is an important factor in their formation. Such a desire is manifested, in particular, in the desire to surpass the surrounding children, to receive approval, praise, a reward for success, to achieve outstanding results.
Condition 6.
Constant dissatisfaction with the results achieved, combined with the desire to achieve more. If a child is completely satisfied with his successes and does not strive for anything else, he usually stops in his development. On the contrary, the feeling of dissatisfaction stimulates further development.
Condition 7.
High level of aspirations of the child. The level of claims is understood as those achievements that the child expects, based on his own assessment of his capabilities and abilities. The higher the level of claims, the stronger the child's desire for success and, therefore, the faster he will develop the necessary abilities.
Condition 8.
Faith in yourself and your abilities.
Condition 9.
Systematic engagement in relevant activities that develop the necessary abilities
Condition 10.
The desire to bring creativity to the solution of tasks, the choice of the most difficult work. This condition seems important for the development of abilities because tasks of a creative nature and a sufficiently high level of difficulty emotionally and intellectually attract children much more than simple ones. This is due, in particular, to the fact that creativity arouses increased interest in the child. In the creative process, he discovers something new for himself, in particular, new opportunities and abilities. As a result, his self-esteem rises, social needs are met to a greater extent.
Imagination leads to creativity.
Imagination is inherent in every person, but people differ in its direction, strength and brightness. This process is especially intense in childhood, but gradually it loses its significance and does not develop. - to remember some rule or information, imagination and fantasy are not needed. Children move into the world of reality connected with their learning activities, but at the same time, something goes into the world of fantasy that has nothing to do with the reality of the child. Therefore, the starting point for the development of imagination can be directed activity, i.e., the inclusion of imagination.
The creative activity of the imagination is directly dependent on the richness and diversity of a person's previous experience: the richer the experience, the more material that his imagination has at his disposal.
Pedagogical conclusion- it is necessary to expand the experience of the child if we want to create a sufficiently strong foundation for his creative personality.
To stimulate children's creativity, it is also necessary to provide children with materials for classes and the opportunity to work with them, to encourage the creative interests of the child; it is necessary to have inner looseness and freedom. The development of children's imagination not only increases intelligence, but is also extremely important for the successful resolution of various kinds of life conflicts.
Psychological features of a creative personality.
In order to understand how certain creative abilities develop, it is necessary to get acquainted with the characteristics of the personality of a creative person.
Most often in the literature one can find mention of such personality traits as independence in judgments, self-esteem, preference for complex tasks, a developed sense of beauty, a propensity for risk, intrinsic motivation, a desire for order, a sense of humor.
The creative child is inquisitive and constantly strives to combine data from different fields. A gifted child is sometimes absorbed in his work for several hours and returns to it within a few days. Zhenya Guslyakov was fond of not only woodcarving, he studied excellently, understood technology (repaired motorcycles), at the age of 18 he received the right to drive a category “B” car, bred fish - everything was interesting to him. Graduated from the Institute of Technology. He was always full of ideas. Esin Stas, Misha Mironov, Styazhkin Petya, Charushin Vanya are the first graduates and each of them was interesting in his own way. The works of these guys adorn the walls of the workshop.
T 
creative team (Fig. No. 11)
The work of Yesin Stas - 15 years
Works by Zhenya Guslyakov - 15 years old (Fig. No. 14)
(Fig. No. 12, No. 13)
Alekseev's works
(Fig. No. 15) Romana - 15 years old (Fig. No. 16)
Creative people prefer something new, familiar and simple. Their perception of the world is constantly updated. Children with a high level of development of creative abilities are ahead of others in the number and strength of perception of surrounding events and phenomena - they capture and understand more, they can follow several events at the same time.
Gifted children, whose real achievements are below their capabilities, experience serious difficulties in the personal and emotional sphere, as well as in the sphere of interpersonal relationships. For creative children, a vivid imagination is very characteristic.
3. What is the essence of the development of creative abilities?
You must be able to find several ways to solve the problem;
The difficulty of the task should gradually increase;
Abilities must be improved without prompting;
Do not demand a positive result on the first try;
Check the accuracy of execution yourself;
Go from simple to complex.
From children's creativity to professional self-determination.
AT Russian system education plays an important role in the development of creativity. The value of additional education systems for children is very important, since these institutions contribute to the development of inclinations, abilities and interests of social and professional self-determination of children and youth. The basis of the pedagogical concept of the workshop is to instill interest in creativity, the desire to lay the foundations for preparing for independent labor activity, professional self-determination. In the classroom, the children get acquainted with the principles of design, modern technologies material processing (natural wood, artificial - plywood), work on machine tools (lathe, grinder, electric saw), participate in competitions. The subject of work as the children are prepared expands and becomes more complicated. The knowledge gained in the workshop helped many children to decide on their choice of profession, realize their abilities, and adapt in society.
Ways to develop creative abilities:
The activity of students should be of a exploratory nature, and for this it is necessary to use methods that would teach children to independently identify, investigate and explain the phenomena of objective reality.
It has been established that the acquisition of special knowledge and skills in labor training classes should go hand in hand with the inclusion of children in creative activities already at the earliest stages of the learning process. Under this condition, the formation and consolidation of knowledge and skills are much more effective, since children see a need for them.
The effectiveness of activities depends on the fulfillment of a number of pedagogical requirements, first of all, on the feasibility of the proposed creative tasks and solutions, the effectiveness of their creative activity and the continuity of the creative process. Of no small importance in creative activity is the availability of the proposed tasks and assignments. Their complexity should be strictly coordinated with the step of creative development of pupils.
The requirement of effectiveness is very important, since the result obtained causes a positive emotional mood, stimulates creative activity, the effectiveness of creative activity should be considered not only in relation to the final product, but also in relation to each stage of the task.
The effectiveness of the formation and development of creative personality traits largely depends on the ability to organize creative activity. One of the important pedagogical requirements for creative activity is taking into account the age characteristics of pupils. Without taking into account the peculiarities of the development of the psyche of children, it is impossible to correctly correlate the goal, motives and means of achieving the goal. The main goal of the development of thinking in children is to awaken their interest in learning the techniques and methods of individual and collective search for original solutions.
In this case, the teacher should pay attention to:
Disclosure of the role of creative activity in the life of society as a whole;
Teaching known methods for solving creative problems;
Acquaintance with the methods of improving creative abilities;
Turning ideas into concrete products and projects.
In the process of learning, children must learn to correctly select information and evaluate it, they must learn to check the practical feasibility of their projects by building prototypes of products. At the same time, it is important to develop their artistic taste and arouse the desire to create products according to their own projects.
4. Inclusion of children in creative activities.
Formation in children of love for work and the ability to creatively apply knowledge and skills in the process of activity is one of the main tasks of working in the workshop.
Psychologists say that creativity can manifest itself regardless of age in all areas of its activity, that creative abilities are amenable to development. If creative activity is not taught early enough, then the child will suffer damage that is difficult to repair in subsequent years. A person who is not engaged in creative activity develops a certain stereotype in actions and adherence to generally accepted views and opinions. Inertia of thinking is generated and consolidated, which is difficult to get rid of.
Children's creativity of students is a form of attracting children to creativity, it is not only a type of activity aimed at familiarizing children with the diverse world of art, developing abilities, but also one of effective methods and methods of labor polytechnic education. If children are included in creative activity from an early age, then they develop inquisitiveness of mind, flexibility of thinking, memory, ability to evaluate, vision of problems, ability to foresee and other qualities characteristic of a person with a developed intellect. With age, these qualities are strengthened, improved and become integral features of a person's personality.
Thus, applied art is effective remedy education, a purposeful process of learning and development of creative abilities. The result of the creative activity of children is a set of qualities of a creative personality: mental activity, the desire to acquire knowledge and develop skills for practical work; independence in solving the problem, ingenuity. Applied creativity creates favorable conditions for the development of students' thinking. In the process of creative activity, children are faced with the need for additional knowledge about architecture and construction: the study of specialized literature, familiarization with the latest in the field of science (cedroplast, new technologies for manufacturing durable wood structures - evaporation).
The specificity of teaching children lies in the fact that the development of creative abilities is carried out through the development of general sensory, the proposed extensive visibility, purposeful labor activity, manual labor. Applied training creativity has a positive impact on the physical, intellectual, psychosocial spheres of children. The influence of creative work is manifested in the stabilization of the emotional state of children, in improving the functioning of their cognitive processes. These exercises lead to the strengthening of the muscles of the hands, the development fine motor skills fingers. Activities such as sawing and cutting out parts, gluing, painting, composing compositions, drawing, etc. are equally useful for children. All of these activities awaken and cognitive interests. The principle of an individual approach to children is also very important in the work.
Practical activities reinforced theoretical material fills in gaps in school subjects. Eighth graders do not know the subject - drawing. But this is the basis of technical universities! Where will the boys study or will everyone go to the humanities.
Classes in applied arts are aimed not only at making useful products, but also at educating children's sense of beauty, shaping the needs of objects of the surrounding reality.
Thus, the workshop is designed to form a spiritually rich, socially active personality of the child. The development of creative abilities occurs in the process of practical assimilation of the foundations of a particular type of activity, the correct pedagogical approach to mastering these foundations and identifying success. As a result, the child is a small creator, the creator of the beautiful, created by the "hands" of the teacher.
Bibliography
Altshuller, G. S. Creativity as an exact science. [Text]: M,; Soviet radio, 1979
Alyakrinsky B.S. About talent and ability. [ Text] ; M.; Pedagogy, 1971
Byrne E. Games People Play. Psychology of human relationships. People who play games; Psychology of human destiny. [Text]; Lenizdat, 1992
Vygodsky L. S. Imagination and its development in childhood[Text]; In book. "Development of higher mental functions". M.; Uchpedgiz, 1960
Golubeva E. AND. abilities and aptitudes. [Text]; M.; Enlightenment, 1989
Golubeva E. AND. Ability and personality. [Text]; M.; Prometheus, 1993
Leites N. WITH. Abilities and talents in childhood. [ Text] ; M.; Pedagogy, 1984
Perkins D. Creative giftedness as a psychological concept. // Social sciences abroad. R.J. Ser. [ Text] ; Science of Science, 1988 No. 4. p. 88 - 92
Platonov K. K. Ability problems. [ Text] ; M.; Enlightenment, 1972
Razumovsky V. G. Development of creative abilities of students. [ Text] ; M.; Enlightenment, 1975
Teplov B. M. Ability and giftedness. [ Text] ; M.; Pedagogy, 1985
Advice for parents
"Education by creativity"
"Education by creativity"
Acquaintance of a child with art, with the beauty of poetry, painting, music enriches him, introduces him to creative attitude to people and the environment.
In their drawings (as well as in play, modeling, and appliqué), children reflect the life impressions that overwhelm them. They discover new things they have seen in the world in which they live.
Drawing, as well as a game, teaches a child to think, fantasize, and actively experience what he sees. All these skills, in turn, educate and shape the culture of feelings, the culture of perception and thought of the child.
Often, young artists do not have enough experience, skills to depict what they see. In this case, we, adults, parents, must again and again, together with the child, carefully consider the objects and their features.
Most parents are quite attentive and serious about children's creativity, understanding what educational opportunities each of us, parents, it provides. Thanks to children's creativity, we - parents, teachers - can see the world around us through children's eyes. And thus it is better to know and understand our children. To understand their problems, fears, joys and difficulties of their development. And this means - we will get new opportunities for the reasonable upbringing of the baby.
Parents should teach their children to be careful and attentive to their own creativity. For this, apparently, it is necessary to examine his drawings with the child more often, to discuss them. And if possible, do not skimp on praise. And if necessary, give helpful advice or ask questions about selected topics, characters or events depicted by the baby.
In the event that a child suddenly quits an unfinished work (he is tired, he is tired of drawing, etc.), you need to try to understand the true reason. Perhaps the little artist is just - just annoyed by failure? In any case, it is worth returning with him to the work begun and finishing it. Thus, we teach the baby to be patient, to serious attitude to all kinds of work.
Aesthetic education, beauty education includes all kinds of art. That is why the life of our children should be enriched not only by fine arts, but also by music and literature.
Education by art, like any education in general, should be expedient, thoughtful, and pedagogically competent. The brain of a child is extremely greedy for all kinds of information. And here, of course, the obligatory task of the teacher is to select this information.
Every film seen on TV or in the cinema, every fairy tale read or told, every children's performance should be carefully discussed with the baby. Ask him which characters and why he liked and which did not. Imagine how he himself would have acted in the place of his beloved hero.
FGOU SPOOmsk College of Professional Technologies
Belousova E.Yu.
Toolkit
"Education by creativity"
(generalization and relaying of work experience
cultural and leisure center)
Reviewers: Omshina L.N., Deputy Director for Water Resource Management, FGOU SPO
Omsk College of Professional Technologies,
Omsk-2011
Introduction.
Creation. Driving forces of creativity.
Psychological features of a creative personality.
Creativity education through classes in the studios of the cultural and leisure center.
The role and place of additional education in the educational environment.
Structure and activities of the Cultural and Leisure Center
Competences of a teacher of additional education
Normative documents and subprogram for the development of CDC
Overview of the main approaches to working with students at the CDC
Monitoring of CDC activities
Conclusion.
Bibliographic list.
Introduction.
The problem of creativity is important and relevant for many reasons, primarily because creativity is a large-scale topic. Understanding the mechanisms of development of both a person and society depends on its study. In the light of this significance, it becomes more and more obvious that the problem of creativity has not yet been sufficiently studied. The discussion of creativity raises two issues. The first is the problem of sources of creativity. The second is the problem of mechanisms: under what conditions does creativity take place, what is the process of a creative act, how does a person create something new, how does a new one arise that did not exist before?
There is an attempt to oppose pedagogical tasks to professional ones, educational functions to creativity. Such a formulation of the question speaks of a misunderstanding of the main thing in creative activity, which reveals the extraordinary possibilities of educating a person by means of art.
This education differs from any other forms of education in that the ideological, moral enrichment of a person occurs simultaneously with enrichment, simultaneously with the enrichment of his aesthetic outlook, with the disclosure of his creative potential, with the formation of an artist in him. Of course, professional art performs the function of aesthetic education to some extent. Museums, theaters and lecture halls are of great importance on this way of acquaintance with art. But there is another, more effective way of aesthetic education - the way of familiarization with creativity.
On this path, knowledge, mastery of culture, the formation of personality are in close connection with the disclosure of this personality. But this can only happen when a person is involved in the process of genuine creativity. He is not a contemplative, but a creator.
A person is brought up by creating art. And if the results of his work are low in terms of their artistic qualities, aesthetic damage has been done to the cause of aesthetic education. In order to reach a certain aesthetic level, it is necessary to form an artist out of a person who is not involved in art, revealing his ability to be an artist.
The level of the creative process, the level of artistry are an important factor in aesthetic education and, conversely, activity educational process, its orientation should ensure the artistic level of the result.
It is possible to educate a creative person only in the process of genuine creativity and active social action, which does not tolerate compromises.
Modern sociology and pedagogy prioritize the impact of the team on the individual, respect and understanding of each individual. Do not miss a single person in your work, and if he came to the creative team, be sure to find him a job in which he would feel necessary. And one more the most important factor- the problem of employment. AT ordinary life a person does not use all the possibilities of his body. Often physical and spiritual development in adolescents, it is in a state of sleep, when the usual duties are performed with a minimum expenditure of energy, which in turn gives rise to spiritual laziness, limited interests.
Our task is to change the rhythm of life. To make a person understand that it is possible to live differently, it is possible to live life many times brighter in each unit of time, to have more time, to learn more.
Creation. Driving forces of creativity.
Creativity is the process of creating something new, the opposite of stereotyped stereotyped activity.
In philosophical teachings, creativity appears as a condition and mechanism for productive development. In creativity, material and spiritual processes find dialectical interpenetration, productive and reproductive, logical and intuitive. Creativity covers cognitive and practically transforming activity as an integral process and its individual moments - creative search, discovery and its material embodiment.
Creativity in the aspect of psychology is a product mental activity. There are two points of view on this subject in the psychological literature. According to the first, it is necessary to develop reproductive and creative thinking. The procedural approach defines creative activity as the activity of solving creative problems.
The personal approach in the interpretation of creativity pays great attention to the study of the role of motivational and emotional moments in the thinking of their productive function, creative activity is considered from the side of its uniqueness and individuality. Rubinshtein S.L. defined the manifestation of creative activity as an expression of the activity of the subject.
The question arises: can creativity be taught?
"Creativity" (creativity) is not some special characteristic of cognitive processes, it is one of the deepest characteristics of the personality.
Personality cannot be formed, it can be nurtured.
Creativity is the prerogative of a free person capable of self-development.
The uniqueness and originality of the individual, the leading role of the unconscious in creative acts cannot be revealed with the help of only concepts derived from activity.
But the interpretation of the creative act only as an activity leaves out the most essential - the sources of creativity, which lie in the area of the unconscious.
But the very definition of creativity as the creation of something fundamentally new as an individual contribution to culture presupposes the primary determination of this process on the part of the subject.
This is an indicator of a person’s personal maturity, which is characterized by the following features: active self-development, correspondence of life choices (including profession) to individual characteristics, coordination of the chosen profession and abilities, desire to know oneself, the ability to value and use time efficiently and effectively, prioritize activities.
Activity, revealing the creative activity of a person, expands the horizon of his personality, demonstrates the level of development of his consciousness, becomes a certain value for him.
The artist cannot fail to realize the potential inherent in himself, and by transferring it from the inner plane to the outer, he becomes what his nature intended.
And here it is necessary to make a reservation regarding social conditions. Talent flourishes in society at a certain stage of its historical development. And what is the state of society, its cultural traditions and attitude to world culture, will affect the creativity of this person.
Schumann was deeply right when he dropped the idea that if a talent like Mozart had been born in his time, then most likely he would have begun to write music in the spirit of Chopin.
In his work, a person expresses not only his own moods and thoughts in those norms of the artistic language that he found. Whether he wants it or not, he also expresses the worldview of the people of the era in which he lives and creates.
Probably the main hallmark creative personality is an irresistible desire to pour their experiences and impressions into music, singing, dancing ..., to express their being in the language of art.
But all these abilities will not be able to fully manifest themselves if such qualities as diligence, patience and the desire for creativity are not inherent in the personality. The motivation for creativity lies not in the external conditions of well-being, but in the internal motivations for creativity. Often it was creativity that turned out to be for many the force that helped them live in the most unfavorable conditions.
Nature, unfortunately, gives a person very little time in childhood so that he can lay the foundation for the development of his future abilities. Therefore, a capable child is forced to begin his education at an early age, at that period of development when the body and worldview of a teenager are being formed.
So, the creative process is a human activity aimed at creating some new, original product in the field of ideas, art, as well as production and organization. The novelty that arises as a result of creative activity can be both objective and subjective.
Objective value is recognized for such products of creativity, in which hitherto unknown regularities are revealed, connections between phenomena that were considered unrelated to each other are established and declared, works of art are created that had no analogue in the history of culture.
The subjective value of creative products takes place when the creative product is not new objectively in itself, but new for the person who created it for the first time. These are for the most part products of children's and teenage creativity.
The importance of adolescent subjective creativity should be taken into account in the sense that it is one of the indicators of the growth of the creative capabilities of a person who has received this result.
Creative activity is always associated with personal growth, and this is where the subjective value of the products of teenage creativity lies.
AT artistic creativity(art) discovery is the creation of vivid images that amaze the viewer with the depth of generalization and comprehension of the depicted.
Creative development and skills.
Thanks to continuously improving teaching methods, one can observe an increase in results, this is clearly manifested in sports, music, dance, etc. From this we can conclude that the manifestation of a person's ability to perform any activity depends not only on his talent, but also on the mastering of methods by his teachers that lead to high results.
Often, the lack of knowledge, skills and abilities is perceived even by professionals as a lack of the necessary abilities.
Priority of creative tasks - necessary condition manifestations and development of artistic talent of adolescents in the learning process. Skills are absolutely essential as a means of developing a child's creativity. But when they are mastered independently of any creative tasks, in fact, as an end in itself, and not as a means, they can stifle the sprouts of giftedness.
Sometimes the teacher sees his task in transferring to the student some amount of special skills and abilities, which he can then use to creative work. In fact, the sequence should be just the opposite. It is necessary that he faces a specific creative task, but to solve it, he will need certain knowledge and skills that he lacks.
This is where the help of a teacher is needed, who equips the student with techniques and ways to achieve an attractive goal.
There are many cases (especially in musical practice) when a child stubbornly rejected all attempts to learn even the simplest skills. And the same child swiftly, independently and imperceptibly for himself, mastered real mastery when he joined musical creativity.
So, the artistic development of a child proceeds normally when he masters the "technology" of art not as an end in itself, but in connection with the solution of specific artistic problems. Then the acquired skill becomes not an extra burden on the shoulders, but a flexible tool in the hands, a means of embodying one's own ideas. But, of course, it is much easier to proclaim the priority of a creative task over a technical one than to implement this approach in everyday pedagogical practice. However, this problem is solvable. It is solved consciously or intuitively by every successful teacher.
Psychological features of a creative personality.
"Adolescence (adolescence) is the period of ontogenesis corresponding to the beginning of the transition from childhood to adolescence. This stage is characterized by the rapid growth of a person, the formation of an organism in the process of puberty, which has a noticeable effect on the psychophysiological characteristics of a teenager. The basis for the formation of new psychological and personal qualities adolescents is communication in the process of various types of activities carried out by them (educational, industrial activities, various types of creativity, sports, etc.). The defining feature of adolescent communication is its pronounced character.
(Psychology: Dictionary. M., 1990.- p. 279)
"Adolescence is the age of intensive formation of moral concepts, ideas, beliefs, moral principles that teenagers begin to be guided in their behavior and which are formed under the influence of the surrounding reality..."
(Psychological dictionary. M., 1983.- p. 262)
From a psychological and pedagogical point of view, adolescence is defined as the age of communication. Sometimes this provision is considered in a simplified way, believing that communication with peers, focusing on their opinion and assessment, blocking into groups and small groups obscure other aspects of educational and extracurricular life from adolescents.
This interpretation is one-sided. The tendency to communicate with peers among students of this age is really pronounced. But with a reasonably constructed educational work it acts as a form in which (or along with it) other tendencies in the life of adolescents naturally appear.
"In determining the leading activity in adolescence Psychologists have had a number of disagreements. So, D.B. Elkonin and T.V. Dragunova, having analyzed a large amount of factual material related to the life of adolescents, came to the conclusion that the leading activity of adolescents at this age stage is personal communication with peers. It acts as a special practice of adolescent actions in a team, aimed at self-assertion in this team, at the implementation of the norms of adult relations in it. According to these authors, the central psychological neoplasm of this age is the feeling of adulthood that arises in adolescents as a form of manifestation of self-consciousness, which allows them to compare and identify themselves with adults and comrades, find role models, build their relationships with people according to these models ...
However, these authors considered the communication process of adolescents in isolation from the whole variety of collective activities that they have been carrying out for several years - in isolation from their educational, industrial, labor, social, organizational, artistic, sports activities. In fact, it is these activities that are of greatest importance in the development of communication in adolescents. They have increased attention to their successes and achievements in the process of activity, which receive one or another public assessment. Realizing the social significance of their own participation in the performance of these types of activities, adolescents enter into new relationships with each other, since each such activity is performed collectively, and its results are again truly appreciated in the team (whether in educational, labor, sports, music or any or other).
Thanks to this, the personal communication of adolescents receives its versatile expression precisely when they perform various types of socially useful activities, which, in our opinion, is the leading activity in adolescence.
Faced with the variety of functions and roles of the members of the team, the teenager discovers the world of social relations of children, and through them - the originality of the norms that regulate the mental life of children.
We single out the following psychological qualities of a teenager's personality:
a tendency to establish a psychological commonality in goals, attitudes, feelings, assessments with peers;
the desire to differentiate the mental life of members of the team, to identify socially significant personality traits of its members (the formation of subjective ideas about "prestige", "competence", "behavior in the team");
special interest in the external forms of expression of spiritual life presented in the team (significant intonations in this environment, words, forms of expression of emotions, facial expressions and pantomime);
the desire for self-affirmation in the forms of life of this group (not only in external behavior, but also in psychological manifestations - "actors" on the social stage of the life of the group. The effect of "publicity", "demonstration" is very significant for them).
Evaluation and self-esteem are the dominant link, a kind of core of the mental life of a teenager. The overestimation of assessment and self-esteem explains the reasons for the inconsistency in character, in the assessments of students of this age.
The teacher needs to be extremely sensitive to these contradictions of the teenager, so that the "overestimation" of the structure of his mental life would naturally be melted down into an "overestimated" educational and creative activity, would become the activity of learning.
No ability can replace skill, which is the main tool in the creation and execution (display) of a work of art (final result).
However, professional skills and abilities by themselves do not yet determine the value of the results of creative activity. The essence of creativity lies not in the accumulation of knowledge and skill, although this is very important for creativity, but in the ability of a person to discover new ideas, new ways of developing thought, and draw original conclusions.
Psychologists have long noticed that people who have a creative mindset, in whatever area they work, have many common features, in the aggregate of which they differ significantly from people who are less creative. The features of a creative personality, according to the American psychologist K. Taylor, are: the desire to always be at the forefront in their field; independence and independence of judgment, the desire to go their own way; risk appetite; activity, curiosity, indefatigability in search; hence the desire to change the existing state of affairs; non-standard thinking; the gift of communication.
Other researchers distinguish such traits of a creative personality as a wealth of fantasy and intuition; the ability to go beyond the usual ideas and see objects from an unusual angle. They are well aware of the need for social development and are well aware of the feelings of other people.
Such traits of a creative personality make her not very accommodating with other people. With their independence, independence, originality, creative people bring a lot of trouble to the teams in which they have to work, and to those who are forced to communicate with them.
The relationship between the amount of available knowledge, mental abilities and creativity is very complex and ambiguous. High level mental abilities, as noted by the Polish researcher A. Matejko, is necessary for creativity in some areas and is not needed at all in others. Here, achievements in one area may not coincide with achievements in another. It is known that Beethoven had difficulty mastering the multiplication table.
Academic success and grades obtained in higher and secondary educational institutions are by no means always reliable indicators of the manifestation of a creative personality.
What helps creativity?
Inspiration is a leap above the head, when the creator does something that is not given to him, it would seem from nature. And even many ordinary people have such a state when they say that a person is "in shock." What can contribute to this?
Strong emotional experiences. It doesn't matter if it's positive or negative.
When the desire for self-expression becomes especially strong, when a person is overwhelmed with strong feelings, then a penchant for music or other forms of art becomes the leading means of expressing a person’s spiritual life.
Life is a continuous process of creativity, the need for which grows as complexity grows. environment and inability of a person to the existing conditions of life. The essence of creativity is not in the formal accumulation of knowledge, skills, but in using them as a means to discover new ways, patterns and methods of action leading to results that were not known before.
Creativity education through additional education classes in the studios of the cultural and leisure center.
The role and place of additional education in educational environment.
In this economic situation, high demands are placed on a person offering his abilities in the labor market: to be knowledgeable, to be able to use this knowledge in practice, to be able to search for the necessary information, analyze it, systematize it, rationally use it, be able to quickly and efficiently fill in the gaps in their knowledge. A modern person must have the skills of self-education, and throughout the entire creative stage of life. In such social conditions, serious requirements are also placed on the organization of the educational process in the system of additional education for adolescents, the need to study, develop and introduce new forms, methods, and technologies into the practice of pedagogical activity. Based on practical analysis, it can be stated that in the usual educational conditions the full implementation of innovations, actively promoted at the present time, is somewhat difficult due to the presence of objective reasons. This is, first of all:
rigid educational standards;
limited time programs;
the status of a teacher-leader;
large class size (from 25 people).
the predominance of profile education;
program variability;
the foundation pedagogical activity– pedagogy of cooperation;
small groups of students (up to 15 people);
voluntariness of the child's choice of sphere of activity;
the principle of detocentrism.
The above conclusions in no way show the advantages of additional education over conventional education. The traditional school over a long period of its development has shown not only the viability, but also the great advantages of its teaching system - to give teenagers basic knowledge, skills and abilities. The system of additional education is considered as an auxiliary one, which makes it possible to ensure the development of the personality of a teenager not against, but in aid of basic education.
Structure and activities of the Cultural and Leisure Center
For this purpose, in 1999, a cultural and leisure center was created on the basis of our college.
Work in the center is structured in such a way that additional education is available to everyone. Each student has the freedom to choose an association, direction, teacher, type of activity and forms of his participation. It is also provided individual approach which makes it possible to teach children with different abilities.
The goals and objectives of the CDC meet the requirements of today and highlight the priorities: student development, morality, spiritual health, creativity, openness, freedom of choice for each student, and also forms views, interests and hobbies for the long term.
The activities of the CDC are coordinated by the teacher-organizer in the field of additional education. In his submission are teachers of additional education in various types of arts.
Each of them leads the studio in their area of activity:
Vocal Studio "Musical Constellation"
STEM "Here are those on!"
Ensemble of folk song "Chime"
Choreographic Studio "Movement"
Folk dance studio "Bereginya"
KVN team "Aeropimples"
Gymnastics studio "Grace"
Theater Judge "Mirror"
Theater of Acrobatics
TV and radio studio "Oko"
Each studio works according to its own educational program, which is a built-in training system for studio participants, in accordance with the sub-program of the CDC and the chosen direction of art.
Classes in the studios of the Cultural and Leisure Center develop the following profile skills in students:
Ability to organize and plan;
ability to solve problems and make decisions;
ability to work in a team;
the ability to perceive diversity and intercultural differences; ability to self-learning;
ability to adapt to new situations;
leadership ability and the will to succeed.
In this regard, differentiated requirements have been introduced into the programs.
It is pedagogically expedient for each level to develop its own system of requirements. However, the strategy remains unchanged: when teaching students of all levels, the goal is to develop their personal potential.
At the third level, one should pay special attention to its technical development, as well as increase the requirements for performance qualities, artistry, cultivate love for the stage, for concert performances.
Students of the second level require increased attention to one of the abilities that is least developed. In this regard, some adjustments to the standard program may be made. Also, students of the second level should be involved in concert activities. The educational orientation of performances not only benefits their creative development, but also has an educational impact, forming such qualities as will, sociability, selflessness and spiritual openness.
To instill a sense of beauty, introduce the world of beauty and awaken the child's need to communicate with works of art of all genres - this should be the focus of the teacher of additional education.
Classes with students of the first level pose especially difficult tasks for the teacher. The main difficulty lies in the fact that, working on material that is feasible for the student, to achieve the most developing effect. The program being taught must be adapted.
The introduction into pedagogical practice of the named differentiated approach to students in the studios is associated with the complexities of the ethical order. It was therefore advisable to define some requirements.
Since abilities develop only in activities, it would be a mistake to rank the student at the beginning of training. It is possible to determine its level only by the end of the first year of study. Referring a student to a certain level is not a sentence, but only the creation of more comfortable conditions for the realization of his current capabilities. Properly Oriented pedagogical process will increase the development of his abilities, and he will move to a higher level. However, this should not be the goal, but the desired consequence of well-placed training.
The division into levels is an internal affair of the teacher. We must not forget that children are sensitive to various kinds of adapted groups and programs. The desire to “catch up” with students of the next level can create an atmosphere that is not conducive to truly artistic work aimed at developing the creative qualities of the individual.
Therefore, when developing additional education programs, teachers try to take into account the modern interests of the student, try to combine “useful with pleasant” in the organization of the educational process. The programs do not show the traditional emphasis on obtaining knowledge, skills and abilities by the student in the chosen type of activity, but an integrated approach to the organization of classes, which contributes to the development of both knowledge and personal qualities of the student.
The fundamental types of activity are determined, first of all, by the student's free choice of types and areas of activity, orientation to personal interests, needs, abilities of the student, the possibility of free self-determination with subsequent self-realization, the practical and activity basis of the educational process.
Competences of a teacher of additional education
Creative self-realization carried out by a teacher in the system of additional education makes his pedagogical focus on achieving the goals of creative education of students relevant. This requires the implementation of a system of factors that activate the internal processes of creative self-realization of teachers: professional integration and high motivation of pedagogical activity, taking into account the individual typological and gender and age characteristics of teachers and their reference as professionals with the ability for their own self-development, owning the technology and methodology of self-education. To do this, teachers take an active part in various college events along with their students. Listening and seeing the speech of the teacher, the student sees what result he needs to strive for in his creative activity. Each student feels a sense of pride and respect for the teacher, seeing him on the concert stage.
Since the pedagogical process is a two-sided phenomenon, the creative component is included in the activities of not only the student, but above all the teacher. The lesson, which always sets itself certain pedagogical tasks, planned in advance, must be an act of creativity. The teacher must master the art of improvisation; it is designed to create an atmosphere of joint search, co-creation, helping the student to know the joy of discovery.
The personal approach becomes the basic value in the classes of many of our teachers, i.e. a set of interrelated social attitudes towards the teacher's attitude to the pupil, to himself and to the organization of pedagogical interaction, which corresponds to the technology of student-centered education (G.K. Selevko). This is expressed in taking into account and recognizing the originality, uniqueness, uniqueness of the personality of each child, in accepting his opinion and position; in readiness for an invaluable attitude towards him as a person; in communication based on equality and equivalence of personal positions of teachers and schoolchildren; in cooperation, co-management of all participants in the pedagogical process.
The professional culture of a teacher of additional education for children is understood by us as an essential characteristic of the personality of a teacher, which is a dynamic system of value orientations implemented by him (personal and professional characteristics), a system of professional knowledge and skills (psychological and pedagogical, subject, professional skills and abilities), professional activities and professional behaviour.
The study and dissemination of the experience of our teachers of additional education is an attempt to prove the possibility of using new teaching technologies, the use of which is difficult for school for objective reasons. This is our way to solving the main task set by the state - continuous education, i.e. interaction of institutions of general and additional education.
Normative documents and subprogram for the development of CDC
In its work, the CDC relies on the following regulatory documents:
Interdepartmental program for the development of the system of additional education for children until 2010.
Requirements for the content and design of educational programs for additional education of children
Regulations on the work of the CDC
CDC development subprogram
Additional education studio programs
PDO job descriptions
The work of the CDC is based on the subprogram "Development of the student's creative personality through the system creative associations cultural and leisure center. The term for the implementation of the subprogram for the development of a cultural and leisure center is designed for the period of a student's education in a college. Within 4 years, each participant of the program can try himself in different social roles - performer, observer, organizer, generator of ideas, which contributes to the socialization of the student.
The subprogram for the development of the student's creative personality through the system of creative associations of the cultural and leisure center was developed in accordance with the concept and program for the development of education in Omgkpt, an interdepartmental program for the development of the system of additional education for children.
Additional education is actively developing in institutions of primary and secondary vocational education, which makes it possible to objectively combine the upbringing, training and creative development of the individual in a single process.
Additional education at the college provides an opportunity for students to study in the studios of the cultural and leisure center in accordance with their desires, interests, and potential abilities.
The need to develop a person's creative abilities and their importance for the formation of a full-fledged personality capable of self-determination and self-development today is already difficult to deny. Some Soviet psychologists consider creativity (the ability to be creative) one of the inalienable features of the personality. So V.V. Davydov writes: "The presence of creative motives in it is characteristic for the personal beginning in the activity of an individual." In other words, it is the creative principle that distinguishes and distinguishes a person, gives her the opportunity to develop her own independent idea of the surrounding reality and transform this reality on the basis of these ideas.
There is one common misconception: most adults, including teachers, are sure that the ability to be creative is an innate quality, it either exists by itself, or it does not and will not exist. Another thing is intelligence, it can and should be developed. Meanwhile, research by psychologists shows that the opposite is true. This intelligence is an innate quality, it depends on genes, perhaps on the characteristics of intrauterine development, but it is difficult to correct. A person shows a certain level of intellectual coefficient in childhood - approximately the same indicator will be in his youth and in adulthood, almost regardless of the level of education received and the type of activity.
But creativity, on the contrary, depends on the conditions in which a person is formed. A child grows up passive and uncreative, not because he was born that way, but because in childhood he received little heuristic, i.e. contributing to the development of cognitive abilities, material. But this medal also has a bright side: if creativity is so dependent on external conditions, it means that by changing these conditions, it can be developed, almost all children can be raised creative. Not by talents and geniuses - this is indeed from God, but simply creative people who know how to find a non-standard move, see the situation in a new light, and finally, just enjoy creativity, whether they embroider, play music, write a business plan or prepare for a lesson.
For the formation of creativity it is necessary:
Lack of regulation of subject activity, more precisely, the absence of a model of regulated behavior;
The presence of a positive model of creative behavior;
Creation of conditions for imitating creative behavior and blocking manifestations of aggressive and destructive behavior;
Social reinforcement of creative behavior.
Creative development of the child.
The creative development of a child is harmonious development his personality and individuality. It is closely related to the development of the ability to express one's emotional content. In addition, it is a process of emotional expression of his ideas about the world and about himself. The development of the creative potential of a child, like any other, is subject to the law of cooperation between the child and the adult. This is, first of all, the development of the soul of the child. And in school years development, it must be remembered that the first knots are tied in the child, the first connections and relationships are established, which form a new unity of activity and, at the same time, a new higher unity - the unity of personality.
How to grow and educate a creative, talented personality in your child? It is necessary first to understand what makes up or forms a creative personality? The main component of this formula is the energy potential of a person, or in other words, his life force. Thanks to him, a person moves through life more or less actively. Also, the energy potential makes the eyes of talent sighted, in other words, it makes it possible to correctly assess their strengths and abilities. Energy potential builds the soul and body, and also protects life. What is the energy potential in a person formed from?
The energy potential consists of two parts: the first - received from the mother and the second - earned independently. When a person was born, he has only the energy potential received from his mother. If the mother is healthy, does not suffer from chronic ailments, did not get sick during pregnancy, ate well, and no one spoiled her nerves, the child is born on time, he is energetic and beautiful. If the mother was often sick, lay on the conservation to bear the child, if her food is scarce and monotonous, if her own energy potential is low, and therefore she is nervous for any reason; and, finally, if she continued to take alcohol, smoked or used drugs during pregnancy, the child is born prematurely, he is weak and ugly, and his first day in this world begins with illnesses that will become his inseparable companions until last day his life. And what is the role of the father in shaping the energy potential of the child? While the child is in the womb, the father's word is the first he hears. His seed contains a code in which the basic energy potential of the child and experience are programmed, which, as they say, is inherited. From dad - code; from mom - code. And the more perfect the program encoded in the seed (and this depends on the energy potential of the father and his lifestyle), the more accurately this program will be deciphered in the mother's egg (and this depends on the energy potential of the mother and her lifestyle), the more successful the newborn will be.
What will be the basic energy potential of the child? No less than dad (with normal decoding), and, in all cases, more than mom. No less than dad's - so maybe more? Due to what?
The code is not perfect: it is just an imprint of dad's energy potential at the moment; some functional defects of the energy potential will leave a trace on it. Fortunately, they do not have to go to the child at all. Nature wiser than man, she always has at least one spare line of defense, in this case, the mother's energy potential code. When deciphering the father's code, the mother's code is passive, but it is passive only until it encounters a defect - then the corresponding elements of the mother's code come into play. If everything is fine with both parents, the child should go further than they. If it turns out the other way around, the weak branch dries up. This is the law of nature.
Our basic energy potential starts from the cell. If the parents were healthy, if the pregnancy proceeded normally, each cell of the newborn is in a state of harmony, and therefore carries the maximum possible energy potential:
- The body of a newborn is in a state of harmony - and therefore the basic energy potential ensures their development and functioning without loss;
- The body of a newborn is in a state of harmony - and therefore its basic energy potential can live in the surrounding energy ocean without being dissipated.
And where does the energy that provides health, vivacity, efficiency, and a clear mind come from? From Mom. As in a year, as in five years - and in a hundred. Born children have only the basic energy potential that they got from their mother, but as soon as they make the first movement, the first cry, they begin to accumulate operational energy potential.
In early childhood (up to 3-4 years old), the operational energy potential is used to create the minimum necessary protective field and to build the body.
From 4 to 8 years of life, the main channel of the growing operational energy potential moves to the formation of thinking processes.
From 8 to 12 years old, the growing operational energy potential begins to form tasks around itself. And only if the growth of the operational energy potential has not stopped, then by the age of 13 a child turns into a creative person - a creator.
The natural vocation of the human soul is to create. What pushes a person to create, to create? Spirituality! Spirituality, happiness, freedom, peace - this is the pinnacle of human life. They are achievable only with great work, great patience and self-restraint. But they are worth this price, because even once having visited these peaks, a person realizes that he did not live in vain.
The soul is unthinkable without energy potential, because without it it simply does not exist (there is nothing to fill the feeling with, nothing to revive the memory, nothing to outline the conscience with). The soul is inconceivable without criticality, because it is criticality that turns a talking animal into a person, and therefore awakens in the soul the need to create.
How can you help your child learn to create? What can teachers and parents do about this?How does music promote creativity?
A modern child is surrounded by a rich world of sounds, which is created, first of all, by television, radio, and cinema. He listens to music that is accessible and inaccessible to his understanding, close and interesting in subject matter, as well as music designed for adults, so the entire process of musical education and, in particular, listening to music should be clearly targeted. Achieving the main task - raising interest, love, the need to communicate with art is possible only if children acquire the necessary skills to perceive music, which, in turn, is impossible without the systematic musical and auditory development of the child.
The perception of music is the process of decoding by the listener of the feelings and thoughts embedded in the musical work by the composer and reproduced by the performer. As if the soul of the composer living in music enters into a kind of dialogue with the soul of the listener, and thus the emotional experience of past generations is passed on to the next.
The life of a modern child is subject to a very strict schedule. From the very morning, the child is raised, fed, dressed, taken to kindergarten, where he stays all day until evening. The constant mode and the inability to retire from the team exhaust the child's psyche very early, leading him to illness. nervous system. Therefore, it is so important on the part of teachers and parents to create a niche for the child to rest among the endless bustle of life. Studying the works of modern psychologists and psychotherapists, you understand that classical music, as well as possible, is suitable for relieving stressful situations and normalizing a person’s mental state. Rich in content and professionally performed by a symphony orchestra, classical music brings peace and tranquility, a sense of harmony with the environment. Thus, it has been shown that some classical works affect a person in the following ways:
Relaxing effect
- P.I. Tchaikovsky "Sentimental Waltz", "Barcarolle".
- C. Saint-Saens "Swan"
- S.V. Rachmaninov "Nocturne" in F major, "Nocturne" in D-flat and others.
Removal of a depressed oppressed state
- F. Schubert "Ave Maria"
- L.V. Beethoven "For Joy"
- F. Chopin "Prelude" C minor
- H. Gluck "Melody" and others.
Cheerful joyful mood from the works
- D.D. Shostakovich "Festive Overture"
- F. Liszt "Finale of the Hungarian Rhapsody" No. 6, No. 10, No. 11, No. 12.
- K. Monti - "Wizards" and others.
The true beauty of music lies not so much in the timbres and overflows of sound, but in the ability to experience, with the help of music, one’s unity with nature, with other people, with one’s people and with all of humanity as a whole, and through experiencing this unity, find in oneself desired psychological stability and mental health.
The wealth and beauty of native nature, captured in works of art, is an excellent means of educating a child's soul, therefore, already in junior group, and even in a manger, you can listen to small works about nature and the seasons of such composers as P.I. Tchaikovsky (Album "The Seasons"), S.S. Prokofiev (variations of fairies from the seasons from the ballet Cinderella), G.V. Sviridov (music for the film "Snowstorm").
It's good if you add some fabulous surprise (poem, fairy tale) according to the plot of the play to listening to the play. Pieces from the Children's Albums of such composers as P.I. Tchaikovsky, G.V. Sviridov, K. Saint-Saens ("Carnival of the Animals") and others. The child must learn to holistically live the artistic image in different types arts: sight and hearing, fingertips and the whole being. If children learn to perceive music with love and inspiration, then hidden natural talents and abilities will suddenly open in each of them.
How to teach a child of 3-4 years old to listen to continuously sounding music steadily for 1-2.5 minutes, and with small breaks in sound between pieces - for 5-7 minutes.
The hearing may be longer or shorter, depending on individual characteristics child, his physical condition. How to organize an audition? Prepare a tape recorder and a cassette with a recording in advance. Determine the strength of the sound. Music should not be loud. Warn family members to be quiet and not to enter the room while the music is playing. Having invited the child to listen to music, you can also call one of the family members. It is better for both children and adults to listen to music while sitting. If possible, explain to your child what the music is about. To listen to music, choose a convenient time for the child and adult during the day, when the child is not keen on playing, is not excited by the arrival of someone in the house, and feels good. Best after breakfast or after daytime sleep. In order for children to gradually get used to classical music, you can turn on classical music for short periods of time throughout the day while doing your homework.
- P.I. Tchaikovsky: the album "The Seasons", "Children's Album", fragments from the ballets "The Nutcracker", "Sleeping Beauty", "Swan Lake" and other plays.
- M.I. Glinka: plays for children, excerpts from the opera "Ruslan and Lyudmila",
- Borodin; "Bogatyr Symphony", "Polovtsian Dances" from the opera "Prince Igor".
- ON. Rimsky-Korsakov: excerpts from the operas The Tale of Tsar Saltan, The Tale of the Golden Cockerel, Suite Scheherazade.
- C. Saint-Saens: album "Carnival of the Animals".
- AND. Vivaldi: The Seasons album, concerts.
- G.V. Sviridov - music for the film "Snowstorm".
- M.P. Mussorgsky: "Pictures at an Exhibition", introduction to the opera "Khovanshchina" (Dawn on the Moscow River).
- S.S. Prokofiev: musical suite "Peter and the Wolf".
- E. Grieg: fragments from the suite "Peer Gynt” (“Procession of the Dwarves”, “In the Cave of the Mountain King”, “Dance of Anitra”, “Song of Solveig”, “Dance of the Elves”, “Morning”).
- I.S. Bach Brandenburg Concerts»
- F. Chopin: waltzes, nocturnes.
- F. Schubert: "Ave Maria", nocturnes.
- D.D. Shostakovich: album "Dancing Dolls"
- I. Strauss waltzes
- L.V. Beethoven : "Moonlight Sonata",Pathetic Sonata, Apossionata.
Another way to communicate with music is active. Movement to music directly contributes physical development children. Let's remember how a child's posture improves when he steps to the sounds of a march, how flighty his run becomes to a light, accented piece. By activating the activity of the whole organism, music increases vitality, as if controlling the mood of the child. Children have a desire for independent searches, a joyful feeling that they can do something important, beautiful and useful, express their feelings in a special way. For this, it is very important to set up the child. For example , you can play with the child, inviting him to march to visit the fairy tale, warning that you can get there only by carefully listening to the music and boldly walking along the magical road forward towards adventure. And you can putmarch, for example, from the ballet The Nutcracker.The child will be happy to go with you. And who you meet in this fairy tale depends on what you wanted to listen to with your child. It may rain on the way, and you will give the child ribbons to show how it rains and drops fall. Imagine that you are in a flower meadow, give the child flowers in his hands and show how the flowers rejoice and dance from meeting you(Waltz of the Flowers by P.I. Tchaikovsky, ballet The Nutcracker"). On the way, you can meet animals or fairy-tale heroes. It depends on the music that you have, on your desire and imagination. Come up with your own musical and fabulous journeys with your child, children love fairy tales and will gladly respond to your suggestions.
The musical development of the child goes from simple to complex: from involuntary responses to music - to an aesthetic attitude towards it, from impulse desires to sing, to move rhythmically - to expressive performance, from vague pleasant sensations in connection with the perception of musical sounds - to emotional and conscious listening to music. .
A person entering the world of music, and then leaving it, becomes, in his psychological state, qualitatively different: calmed and renewed, just as he becomes different after a walk in the forest and contact with nature, swimming in the sea or communicating with a loved one. man. Learn to love and listen to music yourself, teach your children to listen to and love music, and it will color your life with wonderful colors, fill your soul with beautiful sounds, and you will understand that life is beautiful!
M.A. Bulygina
music director,