Collective works are created with children. On the creation of a collective composition. Organization of work in preschool through effective forms of collective creative activity of children, teachers and parents. Collective work on the theme of spring in kindergarten. Preparatory
Introduction
Chapter 1. Theoretical aspects of the use of collective activities in the application classes with older preschool children
1 Application as a type of productive activity for older preschool children
2 Collective activities in the applique classes with older preschool children
Chapter 2
1 Planning classes for a collective application with children of senior preschool age
2 The specifics of the organization of collective activities in the classroom for applications with children of senior preschool age
Conclusion
Bibliography
Applications
Introduction
The relevance of research. Preschool childhood is an important and responsible period in development, both for the child himself and for the adults accompanying him at this age stage. It is important to include the child in a variety of different types activities, allowing all his inclinations and inclinations to manifest. The GEF DO outlines five educational areas aimed at solving the problems of development and education of preschoolers in various activities. Let us pay attention to productive activities, which are understood as the activities of children under the guidance of an adult, as a result of which a certain product appears. These include designing, drawing, modeling, appliqué, creating various kinds of crafts, models from natural and waste material. One of the most simple, accessible and natural types of productive activity for a preschooler is an application.
Numerous studies (N.G. Agenosova, L.A. Venger, N.A. Vetlugin, L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, A.N. Leontiev, V.S. Mukhina , N. N. Poddyakova, N. P. Sakulina, A. P. Usova, E. A. Flerina, D. B. Elkonina and others) showed that productive activity is important for mental development child - a preschooler, and above all, for the development of his perception, imagination and thinking. It is in the process of objective activity that the child learns to highlight the essential properties of objects and phenomena, to establish connections between individual objects and phenomena and to reflect them in a figurative form; it is productive activity that contributes to the activation of the sensory development of the child, motor skills, spatial perception, directly and indirectly stimulate the development of speech; promotes the development of graphic skills, fosters perseverance. Applications are of great importance for the comprehensive development of a preschooler in productive activities.
However, this does not happen by itself, but in the process of specially organized systematic and targeted training. At the same time, according to T.S. Komarova and A.I. Savenkov, one of the effective means of developing the skills and abilities of preschoolers to work together, build communication, independently find solutions to creative problems, is the organization of a collective application.
Based on the foregoing, the topic is defined term paper"Theoretical foundations of collective activities in the classroom for applications with children of senior preschool age."
Questions devoted to the problems of collective forms of work in educational activities DOO, were considered at different times by different scientists, psychologists and teachers. The origins of the idea of collective activity can be found in the works of L.S. Vygotsky. In its most general form, the concept of collective activity was presented in the works of V.V. Davydov. In particular, he noted that: "some forms of activity have primary types as collective activities... Only then, on the basis of this collective activity, does an individual activity arise, performed by an individual subject" . The method of collective creative work was promoted at one time by teachers A.V. Bakushinsky, P.P. Blonsky, K.M. Lepilov, G.V. Labunskaya, S.T. Shatsky, V.F. Shekhgel. These projects were based on the creation of a monumental composition, panel or layout in the classroom. The features of the organization of collective types of visual activity in the preschool educational institution are revealed in the works of T.S. Komarova and A.I. Savenkova, B.M. Nemensky, V.I. Kalyakina, A.V. Kupryashkina, M.N. Turro and others. But, despite a wide range of studies, the problem of collective activities of older preschool children in the process of creating an application remains relevant in the practice of preschool work and requires further study.
The research problem lies in the need to systematize scientific ideas about collective activities with older preschool children in the application classes.
Object of study: the process of organizing educational activities on the application.
Subject of study: the use of collective activities in the application classes with children of senior preschool age. Purpose of the study: To theoretically substantiate the use of collective activities in the application classes with children of senior preschool age. Research objectives:
study the literature on the research problem;
to reveal the concept of application as a type of productive activity; determine the significance of the application in the development of preschool children;
to study the collective activities used in the application classes with children of older preschool age;
to identify the features of planning classes for applications with children of older preschool age;
to explore the specifics of the organization of collective types of learning applications for children of senior preschool age.
Research methods: theoretical analysis of psychological and pedagogical, scientific and methodological; comparison and generalization; study of pedagogical experience. The theoretical significance of the study lies in the fact that it allows expanding the existing knowledge about the collective forms of work with older preschoolers, in particular, in the process of application classes.
The practical significance of the study lies in the fact that the materials of the work can be used in the work of preschool teachers, heads of art studios in working with children of older preschool age. The structure of the course work includes an introduction, 2 chapters of the main part, a conclusion, a list of references and applications.
Chapter 1. Theoretical aspects of the use of collective activities in the application classes with older preschool children
1 Application as a type of productive activity for older preschool children
In order for the development of preschoolers to take place harmoniously, and there were no gaps in the formation of personality, there are various types of activities in the preschool, which are reflected in the GEF DO in the form of targets. Each of them has its own focus, and together they constitute an integral system aimed at ensuring the cognitive, physical, emotional, aesthetic and socio-ethical development of preschool children.
In accordance with the requirements of the Standard, the educational area " Artistic creativity”in the main general educational program of the preschool educational institution, it includes fine arts, modeling, appliqué and artistic design, united by the general concept of “children's productive activity”.
Productive activity - the activity of a child in order to obtain a product (buildings, drawings, applications, stucco crafts, etc., which has certain specified qualities. Unlike a plot game, in which children also create their own models of the environment, productive activities have a characteristic a feature is a subject-specific result.
Productive activity is an important means of comprehensive development of children, as it has ample opportunities for cognitive, socio-communicative, speech, artistic and aesthetic, physical development(Fig. 1).
Figure 1 - The value of productive activities in the development of preschool children
Application (from the Latin applicatio - overlay), according to the definition of M.A. Gusakova, this is “the easiest and most affordable way to create artwork, which preserves the realistic basis of the image itself. The originality of the application lies both in the nature of the image and in the technique of its execution. The main features of the appliqué are the silhouette, a flat generalized interpretation of the image, the uniformity of the color spot (locality) of large color spots.
Creating an appliqué is a complex process associated with the ability to cut out various shapes of objects from colored paper, lay them out on a basis, establish the sequence and relationship of objects according to the laws of composition and color, and carefully stick the cut out figures onto paper of a different color. Therefore, as a type of productive activity, application is important for the comprehensive development and education of preschoolers, the formation of certain knowledge in them, the development of skills, and the development of skills. According to M.A. Vasilyeva, applique classes develop such qualities as independence, perseverance, patience, accuracy. In the works of other scientists (D.I. Vorobyov), it was proved that when creating an application, mental and physical activity are combined, children learn to handle scissors, use a brush and glue, along with this they acquire basic labor skills. So, tearing, cutting, bending and crumpling paper contributes to the development of fine motor skills of the hands, and is therapeutic in nature, having a beneficial effect on nervous system child. When performing various work with various objects, the hand acquires accuracy and confidence, and the fingers become strong and flexible. For example, figurine cutting exercises help to confidently use scissors, and weaving rugs from multi-colored stripes contributes to the development of precise movements, and paper processing techniques such as paper filigree or quilling require thin, precise and dexterous finger movements.
V.V. Davydov, A.V. Zaporozhets, N.N. Poddyakov draw attention to the ability of preschoolers in the process of creating an application to highlight the essential properties of objects and phenomena, to establish connections between individual phenomena and reflect them in a figurative form. This process is especially noticeable in various types practical activities, during which generalized methods of analysis, synthesis, comparison and comparison are formed, the ability to independently find ways to solve creative problems develops, the ability to plan one's activities, and creativity is revealed.
Application classes contribute to the development of elementary mathematical concepts in preschoolers: the specificity of the application makes it possible to acquire knowledge about the color, structure of objects, their size, and planar shape. In the course of applique classes, preschoolers also get acquainted with simple geometric shapes of objects, the details of which they must cut and paste. So, T.S. Komarova notes: “... children get acquainted with the names and signs of the simplest geometric shapes, get an idea of the spatial position of objects and their parts (left, right, in the corner, in the center, etc.) and sizes (more, less). These complex mathematical concepts are easily acquired by preschoolers in the process of creating a decorative ornament or when depicting an object in parts.
S.V. Arapova writes: “The creation of silhouette images requires a lot of thought and imagination, since the silhouette lacks details that are sometimes the main features of the subject. In addition, the application has the ability to move the cut out shapes, compare, superimposing one shape on another, which allows the child to acquire compositional knowledge and skills. In addition, doing applique, preschoolers develop a sense of rhythm, color and symmetry, and on this basis an artistic taste is formed. Color emotionally affects the child, captivates him with its colorfulness and brightness. As E.A. Dubrovskaya, T.G. Kazakova, N.N. Yurina in study guide“Aesthetic education and development of preschool children: “... big role in the application belongs to its color design, which has a huge impact on the development of the artistic taste of children. Therefore, it is important to purposefully develop a sense of color as the most accessible representation of the beauty of the surrounding world and works of art. Providing preschoolers with colored paper, the teacher educates them in their ability to select beautiful color combinations. At the same time, children do not have to make up colors or paint over the shapes themselves.
The application disposes preschoolers to the planned organization of work, which is especially important here, since in the application the sequence of attaching parts is of great importance for creating a composition (large forms are glued first, then details; in story works, first the background, then the second plan obscured by others, and last but not least, the objects of the first plan).
The performance of applicative images contributes to the development of the muscles of the hand, the coordination of the child's movements. Preschoolers learn to use scissors, cut out shapes and details accurately and correctly, turn a sheet of paper, lay out details on a sheet at an equal distance from each other. The role of appliqué in the labor education of preschool children is also great.
Preschoolers develop a culture of work, they prepare in advance necessary materials and tools, put their workplace in order, plan the sequence of the task. In preschoolers, the general and fine motor skills of the hands are improved and coordinated, such qualities as accuracy, speed, and smoothness are formed. According to S.V. Arapova, "this becomes possible with the systematic, planned conduct of classes, the organization of independent artistic activities, the consistent fulfillment of program requirements in each age group, the gradual complication of tasks as experience is gained" .
Thus, the application is a productive activity for preschoolers; a way of creating artistic images from various shapes, figures cut from any material and pasted or sewn onto an appropriate background.
Children, performing application work, acquire new knowledge, consolidate a variety of ideas, knowledge (natural history, speech, mathematical, manual skills, etc.). In the process of purposeful activity, mental processes develop and improve in preschoolers, and the experience of creative activity is enriched.
However, it should be noted that in independent activities, children perform the image individually, each with their own application. While the creation of common, collective paintings, compositions, where images of all the children of the group are combined, gives them particular satisfaction. Therefore, one of the forms of productive activity in the senior groups of preschool educational institutions is collective work, the result of which are general paintings, panels, compositions.
2 Collective activities in the applique classes with older preschool children
Collective creative activity is a complex pedagogical technology that combines the forms of education, upbringing and aesthetic communication. Its result is a general success, which has a positive impact both on the group as a whole and on each child individually.
Collective activity in a preschool educational institution is an effective means of solving many educational and didactic tasks, which makes it possible to form skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives. In the works of domestic researchers, the collective activity of preschoolers is considered as a productive communication in which following features :
informational - the exchange of sensory and cognitive information;
contact readiness to receive and transmit information;
coordination - coordination of actions and organization of interaction;
perceptual - perception and understanding of each other;
developing - change personal qualities activity participants.
The main tasks to be solved in group classes:
Consolidation of previously acquired technical skills and abilities, the formation of skills to use them reasonably and rationally. The versatile exchange carried out by the teacher and children in the process of contacts with each other serves as an important source of replenishment of their practical experience. This process is carried out on the basis of the analysis and "assignment" of the partner's skills and abilities, as well as by improving the child's skills and abilities, as well as by the emergence of new ones as a result of joint activities, which, under favorable circumstances, acquire the character of cooperation and co-creation.
Education of moral and volitional qualities: the ability and need to bring the work begun to the end, focus and purposefully engage, overcome difficulties, achieve a better quality of work, striving to make it more expressive, understandable, more interesting, understand the significance of one's work in a common cause, etc.
Formation of skills to cooperate with peers and educator (to unite, agree on the implementation of common work, help each other with advice, effective display, manage one’s desires, subordinate them to the interests of a common cause, evaluate oneself and another, correlate one’s thoughts, feelings and behaviors with other people (peers, educator), worry about the overall result). At the same time, contacts with peers are especially important, since only with peers do children learn to be on an equal footing, and therefore, to build special (personal, business, evaluative) relationships that they cannot have with adults.
Thus, collective activities, on the one hand, presuppose that children have a certain level of ability to work in a team, on the other hand, it is the most important means of developing planning skills, coordinating their activities and objectively evaluating the results of collective creative work.
Collective activities in the preschool are actively used in the classroom of fine arts - children are very fond of such collective activities. At the same time, as teachers note, it is easiest to organize teamwork by application, when each child cuts out and glues an object in its place, and then sticks it on a common sheet (general picture or composition).
In the methodology of teaching fine arts, there are several classifications of collective forms of activity. So, M.N. Turro singled out the following three forms of organizing the joint activities of children:
Frontal - collective work is a combination of individual products of children, made taking into account the task or taking into account the idea of \u200b\u200bthe overall composition. The process of joint activity is observed only at the end of the lesson, when individually performed parts of the composition are assembled into a single whole.
A complex form is the performance of collective work on the same plane, when children do their part of the task, having an idea of overall result and coordinate with other children.
Collective-production (individual-production) - is built according to the action of the conveyor, when each child performs one specific operation in the process of manufacturing a product.
I.N. Turro noted that the very process of collective activity and its result always evoke positive emotions in children, feelings of satisfaction and interest in visual activity. He also emphasized that “collective activities create favorable conditions for children to communicate with each other, in the process of work everyone becomes a source of knowledge for other participants. The result of collective activity, "according to the author," always has practical significance, allows you to connect the education of children with life ".
B.M. gave a high assessment to the method of collective work in the book “The Wisdom of Beauty”. Nemensky, noting that when using this method, "... children acquire not only the experience of collective creativity, but also the experience of understanding the place and role of art in life." B.M. Nemensky, for the first time, was included in the list of the main methods of introducing children to the fine arts by the method of collective and group work in the "Fine Arts and Artistic Labor" Program. He systematized collective activity on the basis of the number of participants in the process of joint labor.
From our point of view, a more complete systematization of the types of collective activities with preschool children is presented in the classification of T.S. Komarova and A.I. Savenkov. This classification is consonant with the system of types of collective work of I.I. Turro, but it is distinguished by a more subtle internal differentiation of the methods of organizing collective labor. This classification is based on the following types of collective activities:
) Joint-individual activity - in which collective work is a combination into a single panel of individual works of children, made taking into account the task set by the teacher or with the meaning of the idea of \u200b\u200bthe overall composition.
The process of joint activity is observed only at the end of the lesson, when individually performed parts, elements of the composition are assembled into a single whole. At the same time, children are more willing to part with individual images if, from the very beginning of independent work, they know about the purpose of their drawing (sculpted or carved object) - to become part of collective composition. Therefore, collective activity should be planned in advance, and the sooner children are included in the solution of a joint task, the more active their individual visual activity will be, the more contacts will begin to arise between them.
At the very beginning of the lesson, it is necessary to captivate children with a topic, an interesting goal, by introducing a layout (background, decoration) previously made by the teacher, on which the composition or the main character will then be placed, around which it can be built. The task is given to everyone immediately, at the beginning of work and then corrected depending on what others have done. At first, the educator does this, then the composition is performed in the course of a collective discussion by all participants. The advantages of this form - it allows you to involve in collective activities a large group of children who do not have experience of working together.
In frontal work with children, the educator sets an educational task or an entertaining problem, directs the search for ways to solve it, formulates and defines individual tasks (topics, volume, sizes, etc.). At the final stage, when a collective composition is organized, the teacher collects elements, details, parts of the overall composition, while teaching them to find the most successful place in the composition for each figure, emphasizing its advantages or hiding its shortcomings.
In subgroup work, the teacher also supervises the work of children, but the difference is that the group of children is divided into subgroups, uniting 2-4 (6-8) people each. They will have to try, basically without the help of a teacher, to compose their composition from homogeneous (identical) or heterogeneous (different) objects, entering into a discussion of options for placing finished images on the same plane. For example, "Cat with kittens", "Ivan Tsarevich and the gray wolf", "Meeting Kolobok with the Fox (Hare, Wolf, Bear)", etc. Subgroups can be given the same or even different tasks that must be completed with high quality, so that after completion work turned out to be an unusual composition, consisting of individual works of each subgroup.
Very interesting and useful for children are classes in which children come together in twos to create a common composition. Such associations make it necessary business conversation children with each other, are taught to negotiate with their partner. So, for example, you can invite children to decorate a pair of mittens, boots. For such work, children are united in pairs and it is better that they decide for themselves with whom they will work in pairs. After all, the guys need to decorate paired items identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in composition, in the composition of decorative elements, in color, and this is not so simple. And the teacher should help the children, teach them to negotiate, to yield to each other.
) Joint-sequential - when the composition is gradually built up with new details. With this form of organization, the activities of children can be built on the principle of a conveyor, when each performs only one specific operation in the process of manufacturing a product. The activity of children in this lesson consists of two main stages:
stage - individual work of the child on an element, part of the general;
stage - sequential work on the conveyor associated with the assembly, a certain operation of the sequential installation of a collective product.
As a rule, the conveyor “turns on” if the task before the children is: to produce a large number of identical products in a short time, for example, invitation cards, Greeting Cards, souvenirs for babies, tea set, etc. In order for all children to be able to express their own creativity in the course of joint-sequential activities, transition from one place to another can be allowed. In order for the work of the conveyor to be argued, its volume, the complexity of the execution technology at each stage must be equivalent in terms of labor intensity and the amount of time required to complete the technological operation.
Before starting creative work, tables for children should be more conveniently placed so that they resemble an assembly line. The number of people working on one "conveyor line" should not exceed 6-10 people. Each line will do its job, and compete with others in the quality and speed of work. The task facing the child is simple: to glue (stick, draw) his part exactly in place, as it was done on the sample, while the operation must be performed in the right rhythm: quickly and accurately.
The joint-sequential form can also include activities organized according to the principle of a relay race. During the “pictorial relay race”, participants take turns approaching a common sheet and perform elements of a joint composition, complementing the image that has already been made by others. Moreover, each child must contribute his “mite” to the work. As a relay baton, if the work is done using the appliqué technique, a tube of glue can play. When organizing joint activities on the principle of a relay race, it is advisable to divide the children into subgroups and conduct several collective compositions in parallel, provide each with a sheet for creative work. In this case, there is a situation of competition between subgroups for the quality of artistic content and the form of collective composition, which really corresponds to the figurative name of this principle of organizing collective work - "relay race".
The joint-sequential form of organization of collective activity creates conditions for the formation of skills to coordinate joint actions, because the failure of one child inevitably leads to a disruption in the rhythm of the whole work. This form of work in preschools is not common.
) Collaborative work is performed by all participants simultaneously, coordinating actions at all stages. It is proposed to perform collective work on the same plane, when each child does his part of the task, having an idea of \u200b\u200bthe overall result and coordinating his activity with what others are doing. This form is often called the form of cooperation or co-creation. In the lesson, each child should not only qualitatively perform the image of the object (create his own image in connection with the jointly invented content, creatively approaching the selection of methods and techniques of image, means of expression), but also take an active part in the discussion of the resulting images in connection with the idea, participate in solving various issues that arose in the course of work. Only under these conditions there is a direct interaction between children.
One of important points is the division of a group of children into subgroups, small and large, which are working on part of the collective composition or the entire composition. At first, this is a simple form of jointly interacting activity of children in terms of organization - work in pairs, gradually a larger number of participants can be involved in group activities: from 3-4 to 7-8 children or more (depending on the subject of the collective composition). Children are offered wide, voluminous topics, representing options for thinking through a specific plot, developing fantasy, creative imagination, on the topics: "Circus", "Zoo", "Doctor Aibolit and his friends", "Flight to the Moon", "At the bottom of the sea" , "The life of animals in the forest"; according to fairy tales: "Pinocchio", "Chipolino", "Teremok"; by cartoons.
Children can break into creative groups at will or by common interests, and also have the opportunity to discuss the upcoming work: determine the general idea, content of the work, distribute responsibilities depending on the capabilities and interests of each, prepare the necessary material for work. As a result, each participant in the joint activity gets an idea of the overall composition, color and size of its constituent parts. At the same time, the educator unobtrusively directs the discussion in the right direction, helps in resolving controversial and conflict issues, but the original composition is not set by the educator, but is composed by a group of children, i.e. already at the first stage of creating a collective panel, creative interaction and cooperation of children takes place. After the end of joint creativity, it is necessary to arrange an exhibition and discuss the created compositions. Through discussions and concrete examples, it is much easier to show children that the ability to work together leads to good results.
This classification of collective activity is interesting because in each of the types of joint activity it does not prevent the group from dividing into pairs, small or large groups when performing collective work. The combination of individual and group work of children, their interaction allows the maximum use of the creative potential of each participant in collective activity, introduces diversity into the methodology of its organization. In addition, it is allowed to combine forms of joint activity, the possibility of changing its form in the course of performing a collective composition, which introduces diversity into the methodology of conducting collective work and enriches the experience of collective creativity of preschoolers.
As for the form of the collective application, it can be of different content. By subject, they are divided into three main groups: subject, plot and decorative application.
Subject application consists of separate images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.) convey a somewhat generalized, conditional image of the surrounding objects or their reflections in toys, pictures, samples of folk art.
The plot application displays a set of actions, events. The plot-thematic application assumes the ability to cut and paste various objects in interconnection in accordance with the theme or plot (“chicken pecks grains”, “fish swim in an aquarium”, “Victory salute”, “flight into space”, “birds have arrived” and etc.);
Decorative applications are also collectively created, which can be used to decorate various items of clothing and household items, these can be ornamental compositions in the form of panels, carpets, trays. In the course of work, children can independently compose the composition of the decoration, choose other decorative forms, vary their color combinations. In the collective lessons of decorative appliqué, children master the ability to cut and combine various elements of decoration (geometric, plant forms, generalized figures of birds, animals, humans) according to the laws of rhythm of symmetry, using bright color juxtapositions. To create ornaments, older preschool children learn evenly, fill in the background space with separate elements, highlight the main and auxiliary parts of the application.
In addition, the types of applications are divided by: color (color, black and white, one-color), by volume (flat, convex), by material (paper, fabric, natural materials, stones, etc.), etc. Combination various kinds applications in various combinations gives them an infinite number. Appendix 1 gives a classification that gives an idea of the richness of the figurative and expressive means of application and allows us to present its collective capabilities.
It should be noted that all collective works have a specific purpose: the creation of a picture; holiday decorations; decoration of the group, corridor, hall; execution of panels for leisure, for the birthday of the child; creation of scenery for games, performances, posters; screen book as a gift; illustrating a fairy tale, poem, frames for a film, etc. In this regard, the collective activity in the application classes is also different according to the thematic criterion:
production of art panels and models;
implementation of gift posters;
production of attributes for joint games;
illustrating fairy tales and stories;
artistic design of exhibitions;
production of costumes, details of costumes, theatrical scenery.
Thus, collective activity is of great importance in the education of preschoolers as a means of activating the development of their creative potential, forming and improving teamwork skills, developing interest in visual activity in general, and in applications in particular.
In practice, applique classes use different types of organization of collective activities, as well as their combination, each of which has its own capabilities in shaping children's ability to interact with each other and in organizing joint creativity.
Applications for children are a special way of obtaining an image by cutting, attaching or attaching any material to a base taken as a background.
In the application, as a productive activity, the preschooler is provided with almost unlimited opportunities for self-expression and creativity; developing in communication with others, he receives a positive effect from the result and process of activity. Therefore, the application is of great importance for the comprehensive development of children:
mental education - the stock of knowledge is gradually expanding on the basis of ideas about the various forms and spatial position of objects in the surrounding world, various sizes, and a variety of shades of colors. Mental operations are formed, speech develops, vocabulary is enriched, figurative, coherent speech develops;
sensory education - direct, sensitive acquaintance with objects and phenomena, with their properties and qualities;
moral education - visual activity (application) brings up moral and volitional qualities: to bring what has been started to the end, to concentrate and purposefully engage, to help a friend, to overcome difficulties, etc.;
labor education - the ability to cut, handle scissors, use a brush and glue requires the expenditure of physical strength, labor skills; the participation of children in preparing for classes and cleaning after them contributes to the formation of diligence;
aesthetic education - a sense of color, a sense of rhythm, a sense of proportion, gradually develop children's artistic taste.
Application work is carried out in full in the senior preschool age when the children are already cutting and pasting the shapes on their own. At the same time, the greatest effect in applique classes is achieved in collective activities, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different in terms of thematic criteria: the production of artistic panels and models; implementation of gift posters; production of attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes, theatrical scenery.
The specificity of the collective application lies in the joint and coordinated actions of children. In the process of creating collective work, preschoolers actively communicate, discuss interesting options ideas and make the best decisions, learn to criticize constructively and develop the skills of business cooperation.
The value of collective activities can be expressed in two main points: when children work collectively, the result of joint work affects each member of the children's team; in the process of collective activity, primary socialization skills are formed, which are so important for the full development of the child's personality.
Chapter 2
1 Planning classes for a collective application with children of senior preschool age
For the systematic conduct of classes on the application, including the collective one, a long-term plan is created in the preschool educational institution, topics, materials are selected, forms of organization, stages of work are thought out, and the gradual complication of the interaction of children.
In teaching applications to children of senior preschool age, general tasks can be distinguished:
) drawing up decorative patterns from various geometric shapes and plant details (leaf, flower), placing them in a certain rhythm on a cardboard or fabric base of various shapes;
) compiling images of objects from separate parts; plot image;
) mastery of various techniques for obtaining details for applique from different materials: cutting by various methods, cutting, weaving; as well as the technique of attaching them to the base: gluing, sewing;
) the formation of a sense of color, knowledge of primary colors and their shades, mastering the ability to make harmonious color combinations;
) the formation of a sense of form, proportion, composition.
According to the Exemplary General Education Program preschool education"From birth to school" learning applications in senior group directed to:
strengthening the ability to create images (cut paper into short and long strips; cut circles from squares, ovals from rectangles, convert some geometric figures to others: a square - into two or four triangles, a rectangle - into stripes, squares or small rectangles), create images from these shapes different items or decorative compositions;
learning to cut identical figures or their details from accordion-folded paper, and symmetrical images from paper folded in half (glass, vase, flower, etc.);
learning how to cut off in order to create an expressive image;
the urge to create subject and plot compositions, to supplement them with details that enrich the images;
formation of neat and careful attitude to materials.
At the same time, in the first quarter, they consolidate the skills and abilities acquired in the middle group. In the second quarter - mastering fast cutting methods (cutting out two identical figures). Symmetrical cutting, where it is necessary to draw the attention of children to the fact that the sheet of paper must be held by the fold. In the third quarter, work continues from nature. Along with the subject application, it is important to maintain children's interest in decorative work.
Approximate topics of collective lessons: “Autumn carpet”, “Cucumbers and tomatoes are on a plate”, “Dish with fruits and berries”, “Our beloved bear and his friends”, “Houses on our street”, “Cars drive along the street”, “Bullfinches on a Branch”, “Fish in an Aquarium”, “Train”, “Spring Bouquet”, etc.
In the group preparatory to school, collective applications occupy an even greater place. They complicate the nature of the performance of tasks in terms of content and technical methods of image transmission, and also provide children with greater independence in the choice of material, in the interpretation of the topic. In the preparatory group continue:
to teach how to create subject and plot images from nature and from representation: to develop a sense of composition (to learn to beautifully arrange figures on a sheet of paper in a format corresponding to the proportions of the objects depicted);
develop the ability to make patterns and decorative compositions from geometric and floral elements on sheets of paper of various shapes; depict birds, animals according to the idea of children and based on folk art;
to consolidate techniques for cutting symmetrical objects from paper folded in half; several objects or their parts made of paper folded like an accordion;
when creating images, encourage the use of various techniques for cutting, tearing paper, gluing images (smearing them with glue in whole or in part, creating the illusion of conveying volume); to teach the mosaic method of the image with a preliminary light designation with a pencil of the shape of the parts and details of the picture;
continue to develop a sense of color, color, composition;
encourage creativity.
The main task here is to develop children's observation skills and, on the basis of this, teach them to correctly convey the shape, color and structure of an object. The first half of the year: using the techniques learned in the classroom in the older group, children cut out silhouettes of objects of a simple shape from an expanded sheet - vegetables, fruits, as well as objects consisting of several parts - mushrooms, branches with fruits or autumn leaves, vases with bouquets, various cars. The second half of the year: children continue to master objects of symmetrical cutting. The theme of children's works is expanding: the image of a person, trees. buildings of various designs, rockets, aircraft. Silhouette cutting of the whole image is introduced.
Approximate topics of collective work: “Autumn carpet”, “Vase with fruits, branches and flowers”, “Round dance”, “Fish in the aquarium”, “Animals in the zoo”, “New houses on our street”, etc.
It should be taken into account when planning that the frequency of using collective work may vary, but it is optimal to use this form of organizing classes at least 2-4 times in the senior group and 5-6 times in the group preparatory to school.
In the successful conduct of collective classes, an important place is occupied by preliminary work: the preparation of equipment, material, the procedure for presenting it to children and the organization of children. So, the figures for laying out should be: accurate in shape, bright in color, hard enough so that their edges do not tear or bend, size 4x4 cm, the number of pieces for each child is 6-8 pieces, the background for laying out (the size is calculated depending on the number, size and arrangement of figures). The procedure for preparing and distributing material for the application to children depends on the content and educational tasks.
Direct training includes 3 stages:
Preparatory stage.
Its tasks: deepening knowledge on the topic of future work, the formation of vivid artistic images that give rise to the desire to embody them in collective work. To do this, you can use excursions, conversations, discussion of books read, viewing illustrations and reproductions.
It includes planning, executing and evaluating teamwork. Tasks: to provide children with the opportunity to embody images of the surrounding reality in the composition; in the course of collective creativity, the creation of conditions for the creative interaction of children; develop in children the ability to work creatively in a team.
The final stage is the period of interaction of children with already completed work. In educational terms, it is no less significant than the previous stage.
The composition made by children is best left in the group room. It will become the object of a variety of discussions, games, stimulates the birth of creative ideas, proposals to complement the already created composition.
The guidance of the teacher at different stages of the implementation of the plan of collective creative activity has its own characteristics. So, at the first stage, when planning collective actions, the teacher seeks to create a motivational resonance - the emergence of a desire in each child to join in the collective work. It is important to unite children with a common goal, the attractiveness of the future result of the activity, to cause an emotional upsurge, good business excitement.
The attraction to the common cause is to provide children with a variety of visual materials. So, for example, for application it is advisable to use not only ready-made colored paper, but also clippings from newspapers and magazines, ready-made drawings of children; for modeling, use both dough and plasticine with clay; in drawing, wax and colored pencils, watercolor and gouache, and various building materials. Effective reception, allowing you to identify subgroups of children seeking joint activities, may be the Day of Children's Interests. On this day, children do their favorite things, from which it is clear how many and which children subgroups of children are formed and by what interests.
The next stage in collective interaction is the distribution of the roles of the forthcoming activity among the children. In order for participation in the common cause to help each child to reveal his best qualities, it is important for the teacher to identify the individual abilities and inclinations of each participant. At the same time, his task is not just to study the child, but to “present” the manifestations of his individual uniqueness and help all children see his best features. For this purpose, it is possible to organize exhibitions of personal achievements, reviews of talents and abilities, and the teacher to focus the attention of children on the actions and activities of a particular child. Identification of the individual characteristics of children allows the teacher to outline the prospects for the development of collective creativity.
Another option for organizing children's cooperation is that the overall goal of the activity is carried out by several subgroups and the final result depends on the quality of the work of each subgroup. Activities of this type cause a sense of satisfaction in each of its participants, the child has a sense of usefulness and personal contribution to the common cause, which gives him confidence in his abilities. For example, children are happy to participate in the design of the panel on the wall of the group room "Magic Land of Childhood", "Space", etc. Dividing into subgroups of their own free will, children independently decide what plot will be reflected by their group on a common pictorial field.
At the final stage of collective interaction, the teacher focuses the attention of children on the personal contribution of each to the common cause, awareness and assessment of the significance of the result. The analysis of applications should be carried out with the active participation of children. At the same time, he emphasizes that without joint efforts, the implementation of the collective plan would be impossible. It is good when the success of collective activity is evaluated not only by the children themselves, but also by people whose opinion they value - parents, other educators, children of other groups.
At the same time, it is necessary that in the classroom the teacher communicates with the whole group and with each child separately in order to check whether he has mastered the new material. When evaluating the collective work of individual groups of children, the teacher should take into account not only the quality of the finished product, but also the process of joint activity itself, encouraging respect for the work of comrades, initiative in coming up with an original design.
Thus, classes in collective application should take place in accordance with the plan and according to clearly thought-out stages, using a variety of methods of work that are interesting to children.
Approximate calendar and thematic planning for the "Application" section in the senior group and individual class notes are presented in Appendixes 2 and 3.
2 The specifics of the organization of collective activities in the classroom for applications with children of senior preschool age
The organization of teaching applications in collective activities requires a lot of effort from the teacher, as it needs careful thought, clear coordination of all stages of work, rational placement of materials and equipment, taking into account the age and individual characteristics of children.
Particularly complex in this regard is the jointly interacting form of organization of activity. The difficulty is that this form of organization involves either the simultaneous joint work of all participants in collective creativity, or the constant coordination of the actions of all participants in collective activity.
There are several levels of development of collective activity.
The leading role of the adult is undeniable. Children act in isolation, on their own initiative, as a rule, they do not enter into contacts.
The teacher still selects a certain topic, material, organizes joint activities. Children understand the common task. On the advice of a teacher, children help a friend, but rarely use communication, limiting themselves to monosyllabic phrases. For help, turn only to the teacher. They recognize and name both their own work and the work of comrades who are nearby; admire the general and their work. They rejoice at a positive assessment, accepting it more in their address. With directed leadership, they are aware of the level of success of their actions and the entire team.
The role of the teacher is still dominant: he determines the task, helps, clarifies the content of the work of each. Children, showing independence in the distribution of material, realizing the general nature of the activity, still act individually when performing joint work. In the distribution of material, conflicts sometimes arise. The most proactive ones stand out. Criticism of the actions of a comrade is supplemented by instructions on how to act. Children seek help from both the teacher and a friend. On the advice of the first and on their own initiative, they provide assistance. They only take their place.
The teacher explains the task, how to complete it, helps to distribute work, materials. In the process of completing a common task, the children are already complaining about a friend that he works alone. This is a sign of active contacts. Children rejoice at the positive assessment of the common work, they understand that this is the result of a common work, they know what work each has done.
The teacher plays the role of a consultant: he takes part in choosing a topic, helps children to unite in subgroups. With his directed guidance, students are able to independently discuss the specific content of future collective work, choose material, visual and expressive means, methods of action, distribute responsibilities, and can plan joint actions.
In the process of working together, children help each other and teach each other. For help, they turn to a friend and only in difficult cases - to a teacher. They are impatient with a partner who works slowly. In this case, they take the material and complete the work of a friend. They care about the quality of the overall work. With increased interest, they consider the result of the work of another subgroup, but are able to give an objective assessment.
Children independently determine the plan for future joint work, unite in working groups, taking into account the importance of everyone's actions. Prepare the material, discuss and plan the content, composition, color, methods of execution, i.e. stages of work. At this stage, children listen and discuss the proposals of each participant, actively help each other, are tolerant and patient, encourage and approve of the success of their comrades, and are self-critical. Some children, on their own initiative, do the work of a friend, which he does not have time to do. Every child works in good faith.
Let us consider in stages some types of collective activities and their combination in the application classes with children of senior preschool age, we will highlight the methods of organizing the process of collective creativity and the principles of composing collective compositions. stage. The simplest form of organizing work on a collective composition is a joint-individual activity, in which children are brought to an understanding of the significance of their work through collective playing out of the result.
At this stage, the children are given the usual subject lesson of a teaching nature with all the ensuing preliminary work and the corresponding teaching methods.
The performance of work here is individual, but at the end of the lesson, the results are combined into a single composition with a common name - the result is beaten in accordance with the goal. The coordination of the actions of each of the participants in joint work is carried out at the beginning of the lesson, when developing the idea of a joint composition, when planning further work, and at the end of the lesson, when a collective composition is compiled and summarized.
Techniques for organizing the process of joint-individual activity and its collective result: free placement of elements on the background plane; mosaic; frieze; organized image.
The principle of free placement - when the elements of future collaboration are placed freely against the general background. The main condition for success in joint-individual activity on such a principle is the representation of children about the subject of the image, their skills and abilities in working in a given technique. It does not require coordination of the size of images, their position in the space of an individual sheet.
The principle of frieze and the principle of mosaic involve the acquaintance of children with the future composition before their practical activities. With children, you can depict a fairy forest, an autumn park, a gingerbread tower, a carpet, a fabulous fleet, houses on the street, etc. When organizing a frieze and mosaic collective composition, the following conditions must be observed:
unity of visual material and technique;
a certain color palette, if the work is done with paints or colored crayons;
certain image size;
the exact location of the element on the sheet (horizon line, planes, etc.).
The principle of an organized image - future collective work is given by some object or image of the environment, and children are invited to complete the composition they have begun. It assumes that children are aware of participation in joint activities, since at the beginning of the work the future collective composition is analyzed.
An example of creating a collective application at this stage: “Boats on the river” (in the senior group), “Houses on our street” (in the preparatory group). the stage of joint-individual activity is the creation of a composition from homogeneous figures with the help of a teacher. At this stage of education, children should be made to understand the importance of joint (collective) work, create a positive emotional attitude of each child to participate in common creative activity, evoke a sense of satisfaction from its implementation, the joy of success. Therefore, at the very beginning of the lesson, it is necessary to captivate children with a topic, an interesting goal, by introducing a layout (background, scenery) previously made by the teacher, on which the composition or the main character will then be placed, around which it can be built. At the beginning of the lesson, it is necessary to set a collective task for the children to complete the work. Children depict (cut out) homogeneous objects. It can be training or fixing techniques.
In the process of doing the work, it is necessary to orient the children to create expressive images, and then involve them in co-creation in creating a full composition, teach them to find the most successful place in the composition for each figure, emphasizing its advantages or hiding its shortcomings. At the end of the lesson, a general composition is created from the finished children's works.
An example of creating a collective application: “Parsleys are dancing by the Christmas tree” (in the senior group), “Rooks have arrived” (in the preparatory group). stage - jointly interacting activity, implies the creation of a composition of homogeneous figures by a subgroup of children. At this stage, it is planned for the first time to break the children into creative subgroups, uniting 2-4.6-8 people each (as they sit at the tables). They will have to try, without the help of a teacher, to compose their own composition from homogeneous objects. The child must not only independently and qualitatively perform the image of the object, introducing his creativity into the interpretation of the image, but also take an active part in discussing the content of the composition, in placing the resulting images in connection with the idea, in resolving controversial issues that arise in the course of work. The teacher sets up the children to work together, teaches the rules of communication, assists them in discussing and solving key issues. Considering the compositions at the end of the lesson, one should highlight the originality of the idea, the expressiveness of the images, the creative finds of the authors and pay special attention to the ability of children to work together, linking the quality of the result to it.
An example of creating a collective application: "Ducks swim in the pond" (in the preparatory group). stage - also a joint-interacting activity - the creation by a subgroup of children of a plot from heterogeneous figures. The topic of the lesson is communicated to the children in advance (in the morning before the lesson). Children are divided into subgroups (as they sit on an equal footing) and get the opportunity to discuss the upcoming work - determine the plan, distribute responsibilities in accordance with the capabilities and interests of each (because they have to complete a composition from different figures). The educator is interested in the idea, directs the discussion in the right direction, helps in resolving controversial and conflict issues. In the lesson, children should be given as much autonomy as possible in the performance of work, so that the children feel mutual responsibility for achieving the goal. The lesson is based on the consolidation of skills - different heroes (objects) are included in the composition, therefore, possible image techniques are only discussed. Each child must create his own image in connection with the jointly thought out content, creatively approaching the selection of methods and techniques of image, means of expression. The educator acts mainly as an adviser, participates in the discussion of the composition in resolving controversial issues. At the end of the lesson, children should be involved in an active discussion of the result: they should be taught to respect the intention of the authors, to see creative finds in the transfer of images and events, and also to connect a positive or negative result with the ability of children to work together.
An example of creating a collective application: "Tea set" (in the senior group), "Snow White and the seven dwarfs" (in the preparatory group). stage - independent creative collective work of children. At this stage of jointly interacting activity, children form the desire to cooperate with friends, the ability to resolve controversial issues without the intervention of an adult, to objectively assess the attitude of partners to creative work, etc. Children should be offered broad, voluminous topics that involve many options for a thoughtful specific plot and opening up great opportunities for creativity. Children must independently break into creative subgroups according to sympathy or common interests, determine the content of the work, distribute responsibilities, and prepare the necessary material for work. In the classroom, the children work completely independently. At the end of the lesson, you can offer to unravel the meaning of a particular composition or the authors of the composition to reveal the meaning of their composition.
It should be noted that this form of collective activity requires each preschooler to have a certain communication experience: the ability to cooperate, respect someone else's initiative, protect own ideas in the process of coordinating the issues of content and form, the use of materials and the technique of performing the composition. Therefore, it is applied at the end of the preparatory group. At the same time, practice gives various options for organizing the interaction of children in such a collective lesson. Basically, this organization of work in groups of small and large - some draw on the plane the general background of the composition, others perform parts or elements of this composition. The main stages of jointly interacting activity in the process of performing a composition:
joint drafting of a sketch of a collective composition, development of its coloristic solution, choice of material and technology for performing collective work;
making a cardboard sketch, dividing it into its component parts and organizing groups of students to create fragments of the composition;
performing parts of the composition in small groups;
montage of a collective composition, its analysis, generalization and aesthetic evaluation.
At this stage of creating a collective application, stories based on fairy tales, cartoons, etc. can be used. For example, when illustrating episodes from The Tale of Tsar Saltan by A.S. Pushkin's children are united in groups of 4 people. Each group performs an application on one of the scenes of the fairy tale; “The wind is walking on the sea and the boat is pushing it”, “The stars are shining in the blue sky ... the barrel is floating on the sea”, “Look, a white swan is swimming over the flowing waters”, “The prince turned like a bumblebee, flew and buzzed, caught up with the ship on the sea” etc. The distribution of plots between groups is carried out by the educator, while the guys decide on their own who will cut and decorate the barrel, who will be the clouds and stars, who will be the waves, etc. When all the shapes are cut out and distributed on the sheet, the guys decide in which sequences should be pasted. Together, the children attach the forms to the paper: some smear them with glue, others put them in place, others press them with a cloth, etc.
The named types of organization of collective work differ from each other as they become more complex, and in practice they can be combined with each other, based on a specific pedagogical situation, which indicates their relative independence. The teacher, when organizing collective activities, can also allow individual work of individual children, the result of whose work then finds a place in the collective composition.
Thus, a collective application is an effective means of solving many educational and didactic tasks; an effective means of developing the children's team and the personality of the child. At older preschool age, children master a more complex cutting technique - symmetrical, silhouette, multilayer, as well as the technique of cutting, weaving, combining them; master new ways of attaching parts, for example, sewing them to fabric. The content of the application is also expanding. Children create more complex decorative patterns, both from geometric and plant shapes. Subject applications with a large number of details become more complex, as well as multi-layer plot applications made of paper, fabric, dry leaves, and other materials, where a strictly defined sequence of arrangement and gluing of forms is necessary: first, a general background (land, sea, sky), then laid out and objects of the background are glued, only then the middle and foreground.
Collective work in applique classes is valuable in that, on the one hand, it fosters feelings of collectivism, camaraderie, and on the other hand, it contributes to the formation of the ability to plan and think through the entire course of work in advance, which creates the basis for creative expression of a preschooler in independent activity: he can choose the content of the application (decorative pattern, object, plot), material (one or more in combination) and use different techniques suitable for a more expressive execution of the plan.
The specifics of the organization of collective activities in the application classes is that the teacher teaches children in stages: first, he talks with the children and clarifies what exactly they will depict, invites the children to discuss how and where the objects will be depicted on the sheet. After that, it becomes clear with everyone what material they will work with. In this way, by consistently selecting the topics of collective lessons, taking into account the increased visual skills of children, the teacher gradually expands the possibilities of children's actions. Children work on one composition, first in a joint-individual activity, then gradually join in a joint-interacting activity in twos, threes, fours, subgroups, then all together.
Children of senior preschool age in the lessons of collective application master the experience of joint actions: they distribute parts of the task among themselves, help one to one, discuss individual technical or visual techniques. The collective activity of older preschoolers with purposeful leadership acquires a creative character. Along with the content, children learn to actively discuss the means of its implementation: composition, color, material, methods of creation, as well as techniques that contribute to the expressiveness of images.
At the same time, the effectiveness of collective work implies:
organization of preliminary work;
children show interest in the topic (depending on the situation, you can offer work on making scenery and costumes, greeting cards and posters, attributes for didactic games etc.);
the necessary level of preparedness of each child in the skills of working with a variety of materials and the technique of its use, as well as his interest in the distribution of responsibilities in the group;
collective work should be the final lesson on the topic.
collective lesson application preschooler
Conclusion
The relevance of the topic “Theoretical Foundations of Collective Activities in Application Classes with Children of Senior Preschool Age” is due to the fact that collective activity in application classes has a wide range of educational and pedagogical opportunities. In the process of creating teamwork, preschoolers actively communicate, discuss interesting ideas and make the best decisions, learn to criticize constructively and develop business cooperation skills. As a result of a collective application, a culture of communication is formed among older preschoolers, practical experience in moral relations is acquired, motivation for cooperation develops, and a desire to take the initiative appears.
In accordance with the tasks set, we carried out an analysis of literary sources, which showed that the problem of organizing the collective activity of preschoolers was and is in the center of attention of many domestic teachers (L.A. Venger, L.S. Vygotsky, V.V. Davydov, A V. Zaporozhts, V. I. Kalyakin, T. S. Komarova, A. I. Savenkov, V. S. Mukhina, B. M. Nemensky, N. N. Poddyakov, M. N. Turro, A. P. Usova, D.B. Elkonin and others). So, B.M. Nemensky considered collective creative work to be one of the most effective methods of development creativity, since there are no uncreative children in such work, everyone does something for the general drawing to the best of their ability.
As a result of a theoretical analysis of the literature on the research problem, we have revealed the concept of application as a productive activity - this is a special way of obtaining an image by cutting, applying or attaching any material to a base taken as a background.
Applique classes are of great importance for preschoolers, since the creation of an appliqué is a complex process associated with the ability to cut out various shapes of objects from colored paper, lay them out on a basis, establish the sequence and relationship of objects according to the laws of the compositional and color system, carefully stick the cut out figures on paper of a different color. In the process of work, mental and physical activity is combined: children activate sensory development, motility, spatial perception; speech, imagination and logical thinking, fantasy and creativity develop; volitional qualities are activated, such as attention, perseverance, endurance. In general, all this helps children of senior preschool age to prepare for school.
At the same time, the greatest effect in applique classes is achieved in collective activities. We have studied the collective activities used in applique classes with children of senior preschool age, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different in terms of thematic criteria: the production of artistic panels and models; implementation of gift posters; production of attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes, theatrical scenery.
For the systematic conduct of classes on productive creativity, in particular on applications, a long-term plan is created in the preschool educational institution, topics, materials are selected, forms of organization are thought out. We have identified the features of planning classes for applications with children of older preschool age. Thus, the tasks and content of applique training in the older age group and the group preparatory to school were revealed, where appliqué training is implemented taking into account age, their complication is specified taking into account the accumulation of experience, knowledge, skills and abilities. They complicate the nature of the performance of tasks in terms of content and technical methods of image transmission, and also provide children with greater independence in the choice of material, in the interpretation of the topic.
The frequency of using collective work may vary, but it is optimal to use this form of organizing classes at least 2-4 times in the senior group and 5-6 times in the group preparatory to school.
In addition, in the successful conduct of collective classes, an important place is occupied by preliminary work: the preparation of equipment, material and the organization of children. Conducting classes on collective application in a group, as a rule, includes 3 stages.
Classes with a collective application should take place in clearly thought-out stages, using a variety of methods of work that are interesting to children. Therefore, we have identified the specificity of the collective application lies in the joint and coordinated actions of children. In the process of creating a collective product, children master technical and visual (compositional) skills, learn to plan, jointly and timely complete their and common work. The range of communication is significantly expanding: children learn to negotiate, treat each other more attentively, improve organizational skills for self-service, distribution of duties (joint preparation of the workplace, material, cleaning the workplace, etc.). Children have a sense of responsibility for the common cause, its success.
The theoretical significance of the study is that we have expanded the existing knowledge about the collective forms of work in the process of application classes with older preschoolers.
The practical significance of the study lies in the fact that the organization of collective work activities can be used by preschool teachers in their work with children of older preschool age. Collective work can be shown to parents, placed at an exhibition, it will become a subject for discussions, conversations, games, and the birth of new ideas.
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Applications
Attachment 1
Application types
SUBJECT APPLICATION is a separate subject images pasted on the background, conveying a generalized, conditional image of surrounding objects (stylized). Objects are depicted with a distinct configuration, simple shape, clear proportions, and local coloring.
DECORATIVE APPLICATION is associated with the concept of decorativeness (images that are distinguished by ornamentality, generalization of forms, color saturation) and represents decoration elements combined according to the laws of rhythm, symmetry, decorative in color and shape (geometric, floral, etc.). The ornamental composition plays an important role here. The ornament is characterized by rhythm (repetition of the same or alternation of different elements of the pattern) and can be endless or closed (ribbon or central beam composition).
SUBJECT AND THEMATIC APPLICATION is an image pasted on the background in relation to and in accordance with the theme or plot (event, situation, phenomenon). The content of such an application can be both simple and quite complex, dynamic in action, with a large number of characters and details.
Collective creative activity is a complex pedagogical technology that combines the forms of education, upbringing and aesthetic communication. Its result is a general success, which has a positive impact both on the group as a whole and on each child individually.
Collective activity in the preschool educational institution - effective remedy solving many educational and didactic tasks, which makes it possible to form skills and abilities to work together, build communication, develop the habit of mutual assistance, creates the ground for the manifestation and formation of socially valuable motives. In the works of domestic researchers, the collective activity of preschoolers is considered as productive communication, in which the following functions are carried out:
Information - the exchange of sensory and cognitive information;
Contact readiness to receive and transmit information;
Coordination - coordination of actions and organization of interaction;
Perceptual - perception and understanding of each other;
Developing - a change in the personal qualities of participants in the activity.
The main tasks to be solved in group classes:
1. Consolidation of previously acquired technical skills and abilities, the formation of skills to use them reasonably and rationally. The versatile exchange carried out by the teacher and children in the process of contacts with each other serves as an important source of replenishment of their practical experience. This process is carried out on the basis of the analysis and "assignment" of the partner's skills and abilities, as well as by improving the child's skills and abilities, as well as by the emergence of new ones as a result of joint activities, which, under favorable circumstances, acquire the character of cooperation and co-creation.
2. Education of moral and volitional qualities: skills and needs to complete the work begun, to deal with it with concentration and purpose, to overcome difficulties, to achieve the best quality of work, striving to make it more expressive, understandable, more interesting, to understand the significance of one's work in a common cause, etc. .
3. Formation of skills to cooperate with peers and the educator (to unite, agree on the implementation of common work, help each other with advice, effective display, manage their desires, subordinate them to the interests of a common cause, evaluate themselves and others, correlate their thoughts, feelings and behaviors with other people (peers, educator), worry about the overall result). At the same time, contacts with peers are especially important, since only with peers do children learn to be on an equal footing, and therefore, to build special (personal, business, evaluative) relationships that they cannot have with adults.
Thus, collective activities, on the one hand, presuppose that children have a certain level of ability to work in a team, on the other hand, it is the most important means of developing planning skills, coordinating their activities and objectively evaluating the results of collective creative work.
Collective activities in the preschool are actively used in the classroom of fine arts - children are very fond of such collective activities. At the same time, as teachers note, it is easiest to organize teamwork by application, when each child cuts out and glues an object in its place, and then sticks it on a common sheet (general picture or composition).
In the methodology of teaching fine arts, there are several classifications of collective forms of activity. So, M.N. Turro singled out the following three forms of organizing the joint activities of children:
1. Frontal - collective work is a combination of individual products of children, made taking into account the task or taking into account the idea of \u200b\u200bthe overall composition. The process of joint activity is observed only at the end of the lesson, when individually performed parts of the composition are assembled into a single whole.
2. Complex form - the performance of collective work on the same plane, when children do their part of the task, having an idea of \u200b\u200bthe overall result and coordinate actions with other children.
3. Collective-production (individual-production) - is built according to the action of the conveyor, when each child performs one specific operation in the process of manufacturing a product.
I.N. Turro noted that the very process of collective activity and its result always evoke positive emotions in children, feelings of satisfaction and interest in visual activity. He also emphasized that “collective activities create favorable conditions for children to communicate with each other, in the process of work everyone becomes a source of knowledge for other participants. The result of collective activity, "according to the author," always has practical significance, allows you to connect the education of children with life ".
B.M. gave a high assessment to the method of collective work in the book “The Wisdom of Beauty”. Nemensky, noting that when using this method, "... children acquire not only the experience of collective creativity, but also the experience of understanding the place and role of art in life." B.M. Nemensky, for the first time, was included in the list of the main methods of introducing children to the fine arts by the method of collective and group work in the "Fine Arts and Artistic Labor" Program. He systematized collective activity on the basis of the number of participants in the process of joint labor.
From our point of view, a more complete systematization of the types of collective activities with preschool children is presented in the classification of T.S. Komarova and A.I. Savenkov. This classification is consonant with the system of types of collective work of I.I. Turro, but it is distinguished by a more subtle internal differentiation of the methods of organizing collective labor. This classification is based on the following types of collective activities:
1) Joint-individual activity - in which collective work is a combination into a single panel of individual works of children, made taking into account the task set by the teacher or with the meaning of the idea of \u200b\u200bthe overall composition.
The process of joint activity is observed only at the end of the lesson, when individually performed parts, elements of the composition are assembled into a single whole. At the same time, children are more willing to part with individual images if, from the very beginning of independent work, they know about the purpose of their drawing (sculpted or carved object) - to become part of a collective composition. Therefore, collective activity should be planned in advance, and the sooner children are included in the solution of a joint task, the more active their individual visual activity will be, the more contacts will begin to arise between them.
At the very beginning of the lesson, it is necessary to captivate children with a topic, an interesting goal, by introducing a layout (background, decoration) previously made by the teacher, on which the composition or the main character will then be placed, around which it can be built. The task is given to everyone immediately, at the beginning of work and then corrected depending on what others have done. At first, the educator does this, then the composition is performed in the course of a collective discussion by all participants. The advantages of this form - it allows you to involve in collective activities a large group of children who do not have experience of working together.
In the joint-individual form of organizing collective activity, two types of children's work are used: frontal and subgroup.
In frontal work with children, the educator sets an educational task or an entertaining problem, directs the search for ways to solve it, formulates and defines individual tasks (topics, volume, sizes, etc.). At the final stage, when a collective composition is organized, the teacher collects elements, details, parts of the overall composition, while teaching them to find the most successful place in the composition for each figure, emphasizing its advantages or hiding its shortcomings.
In subgroup work, the teacher also supervises the work of children, but the difference is that the group of children is divided into subgroups, uniting 2-4 (6-8) people each. They will have to try, basically without the help of a teacher, to compose their composition from homogeneous (identical) or heterogeneous (different) objects, entering into a discussion of options for placing finished images on the same plane. For example, "Cat with kittens", "Ivan Tsarevich and the gray wolf", "Meeting Kolobok with the Fox (Hare, Wolf, Bear)", etc. Subgroups can be given the same or even different tasks that must be completed with high quality, so that after completion work turned out to be an unusual composition, consisting of individual works of each subgroup.
Very interesting and useful for children are classes in which children come together in twos to create a common composition. Such associations make it necessary for children to have business communication with each other, they teach them to negotiate with their partner. So, for example, you can invite children to decorate a pair of mittens, boots. For such work, children are united in pairs and it is better that they decide for themselves with whom they will work in pairs. After all, the guys need to decorate paired items identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in composition, in the composition of decorative elements, in color, and this is not so simple. And the teacher should help the children, teach them to negotiate, to yield to each other.
2) Joint-sequential - when the composition is gradually built up with new details. With this form of organization, the activities of children can be built on the principle of a conveyor, when each performs only one specific operation in the process of manufacturing a product. The activity of children in this lesson consists of two main stages:
Stage 1 - individual work of the child on an element, part of the general;
Stage 2 - sequential work on the conveyor associated with the assembly, a certain operation of the sequential installation of the collective product.
As a rule, the conveyor is “turned on” if the task before the children is: to produce a large number of identical products in a short time, for example, invitation cards, greeting cards, souvenirs for kids, a tea set, etc. In order for all children to be able to express their own creativity in the course of joint-sequential activities, transition from one place to another can be allowed. In order for the work of the conveyor to be argued, its volume, the complexity of the execution technology at each stage must be equivalent in terms of labor intensity and the amount of time required to complete the technological operation.
Before starting creative work, tables for children should be more conveniently placed so that they resemble an assembly line. The number of people working on one "conveyor line" should not exceed 6-10 people. Each line will do its job, and compete with others in the quality and speed of work. The task facing the child is simple: to glue (stick, draw) his part exactly in place, as it was done on the sample, while the operation must be performed in the right rhythm: quickly and accurately.
The joint-sequential form can also include activities organized according to the principle of a relay race. During the “pictorial relay race”, participants take turns approaching a common sheet and perform elements of a joint composition, complementing the image that has already been made by others. Moreover, each child must contribute his “mite” to the work. As a relay baton, if the work is done using the appliqué technique, a tube of glue can play. When organizing joint activities on the principle of a relay race, it is advisable to divide the children into subgroups and conduct several collective compositions in parallel, provide each with a sheet for creative work. In this case, there is a situation of competition between subgroups for the quality of artistic content and the form of collective composition, which really corresponds to the figurative name of this principle of organizing collective work - "relay race".
The joint-sequential form of organization of collective activity creates conditions for the formation of skills to coordinate joint actions, because the failure of one child inevitably leads to a disruption in the rhythm of the whole work. This form of work in preschools is not common.
3) Collaborative work is performed by all participants simultaneously, coordinating actions at all stages. It is proposed to perform collective work on the same plane, when each child does his part of the task, having an idea of \u200b\u200bthe overall result and coordinating his activity with what others are doing. This form is often called the form of cooperation or co-creation. In the lesson, each child should not only qualitatively perform the image of the object (create his own image in connection with the jointly invented content, creatively approaching the selection of methods and techniques of image, means of expression), but also take an active part in the discussion of the resulting images in connection with the idea, participate in solving various issues that arose in the course of work. Only under these conditions there is a direct interaction between children.
One of the important points is the division of a group of children into subgroups, small and large, which are working on part of the collective composition or the entire composition. At first, this is a simple form of jointly interacting activity of children in terms of organization - work in pairs, gradually a larger number of participants can be involved in group activities: from 3-4 to 7-8 children or more (depending on the subject of the collective composition). Children are offered wide, voluminous topics, representing options for thinking through a specific plot, developing fantasy, creative imagination, on the topics: "Circus", "Zoo", "Doctor Aibolit and his friends", "Flight to the Moon", "At the bottom of the sea" , "The life of animals in the forest"; according to fairy tales: "Pinocchio", "Chipolino", "Teremok"; by cartoons.
Children can be divided into creative groups at will or by common interests, and also have the opportunity to discuss the upcoming work: determine the general idea, content of the work, distribute responsibilities depending on the capabilities and interests of each, prepare the necessary material for work. As a result, each participant in the joint activity gets an idea of the overall composition, color and size of its constituent parts. At the same time, the educator unobtrusively directs the discussion in the right direction, helps in resolving controversial and conflict issues, but the original composition is not set by the educator, but is composed by a group of children, i.e. already at the first stage of creating a collective panel, creative interaction and cooperation of children takes place. After the end of joint creativity, it is necessary to arrange an exhibition and discuss the created compositions. Through discussions and concrete examples, it is much easier to show children that the ability to work together leads to good results.
This classification of collective activity is interesting because in each of the types of joint activity it does not prevent the group from dividing into pairs, small or large groups when performing collective work. The combination of individual and group work of children, their interaction allows the maximum use of the creative potential of each participant in collective activity, introduces diversity into the methodology of its organization. In addition, it is allowed to combine forms of joint activity, the possibility of changing its form in the course of performing a collective composition, which introduces diversity into the methodology of conducting collective work and enriches the experience of collective creativity of preschoolers.
As for the form of the collective application, it can be of different content. By subject, they are divided into three main groups: subject, plot and decorative application.
Subject application consists of separate images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.) convey a somewhat generalized, conditional image of the surrounding objects or their reflections in toys, pictures, samples of folk art.
The plot application displays a set of actions, events. The plot-thematic application assumes the ability to cut and paste various objects in interconnection in accordance with the theme or plot (“chicken pecks grains”, “fish swim in an aquarium”, “Victory salute”, “flight into space”, “birds have arrived” and etc.);
Decorative applications are also collectively created, which can be used to decorate various items of clothing and household items, these can be ornamental compositions in the form of panels, carpets, trays. In the course of work, children can independently compose the composition of the decoration, choose other decorative forms, vary their color combinations. In the collective lessons of decorative appliqué, children master the ability to cut and combine various elements of decoration (geometric, plant forms, generalized figures of birds, animals, humans) according to the laws of rhythm of symmetry, using bright color juxtapositions. To create ornaments, older preschool children learn evenly, fill in the background space with separate elements, highlight the main and auxiliary parts of the application.
In addition, the types of applications are divided according to: color (color, black and white, one-color), volume (flat, convex), material (paper, fabric, natural materials, stones, etc.), etc. Combination of different types applications in various combinations gives them an infinite number. Appendix 1 gives a classification that gives an idea of the richness of the figurative and expressive means of application and allows us to present its collective capabilities.
It should be noted that all collective works have a specific purpose: the creation of a picture; holiday decorations; decoration of the group, corridor, hall; execution of panels for leisure, for the birthday of the child; creation of scenery for games, performances, posters; screen book as a gift; illustrating a fairy tale, poem, frames for a film, etc. In this regard, the collective activity in the application classes is also different according to the thematic criterion:
Production of art panels and layouts;
Making gift posters;
Making attributes for joint games;
Illustrating fairy tales and stories;
Artistic design of exhibitions;
Production of costumes, details of costumes, theatrical scenery.
Thus, collective activity is of great importance in the education of preschoolers as a means of activating the development of their creative potential, forming and improving teamwork skills, developing interest in visual activity in general, and in applications in particular.
In practice, applique classes use different types of organization of collective activities, as well as their combination, each of which has its own capabilities in shaping children's ability to interact with each other and in organizing joint creativity.
Applications for children are a special way of obtaining an image by cutting, attaching or attaching any material to a base taken as a background.
In the application, as a productive activity, the preschooler is provided with almost unlimited opportunities for self-expression and creativity; developing in communication with others, he receives a positive effect from the result and process of activity. Therefore, the application is of great importance for the comprehensive development of children:
Mental education - the stock of knowledge is gradually expanding on the basis of ideas about the various forms and spatial position of objects in the surrounding world, various sizes, and a variety of shades of colors. Mental operations are formed, speech develops, vocabulary is enriched, figurative, coherent speech develops;
Sensory education - direct, sensitive acquaintance with objects and phenomena, with their properties and qualities;
Moral education - visual activity (application) brings up moral and volitional qualities: to bring what has been started to the end, to concentrate and purposefully engage in, to help a friend, to overcome difficulties, etc.;
Labor education - the ability to cut, handle scissors, use a brush and glue requires the expenditure of physical strength, labor skills; the participation of children in preparing for classes and cleaning after them contributes to the formation of diligence;
Aesthetic education - a sense of color, a sense of rhythm, a sense of proportion, gradually develop artistic taste in children.
Application work is carried out in full at the senior preschool age, when children already cut and paste forms on their own. At the same time, the greatest effect in applique classes is achieved in collective activities, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different in terms of thematic criteria: the production of artistic panels and models; implementation of gift posters; production of attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes, theatrical scenery.
The specificity of the collective application lies in the joint and coordinated actions of children. In the process of creating teamwork, preschoolers actively communicate, discuss interesting ideas and make the best decisions, learn to criticize constructively and develop business cooperation skills.
The value of collective activities can be expressed in two main points: when children work collectively, the result of joint work affects each member of the children's team; in the process of collective activity, primary socialization skills are formed, which are so important for the full development of the child's personality.
Olga Demina
Collective creativity of preschoolers
EVERYTHING is a thousand times more interesting
When we do everything together...
Development in children is one of the most important tasks modern education. The dynamism of the world in which we live makes creativity not a luxury available and required from the elite, but an everyday necessity for every person. High level of development creative abilities in our time is increasingly seen as a necessary condition for survival in an ever-changing environment. Especially important for modern man is the ability work creatively in a team.
How to organize collective activity of children? To interaction preschoolers in the process of creative activity brought joy from joint assistance?
I single out three main forms of joint activity children:
"jointly - individual", "joint-sequential" and "jointly interacting".
a) "Jointly - individual"- characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage, the work of each becomes part of the overall composition.
The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. Doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work will be. team.
On the one hand, this creates conditions for mobilization creative capabilities of the child, and on the other hand, requires their manifestation as necessary condition. The advantages of this form of organization of activity also include the fact that it allows you to involve in collective creative activities of a fairly large group of children with no experience of working together.
b) "Jointly - sequential"- involves work on the principle of a conveyor, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.
in) "Joint - interacting"- work is carried out by all participants simultaneously, coordination of their actions is carried out at all stages.
In the classroom in II junior group I use all three forms of joint activity of children. The choice depends on the tasks that are set in the lesson for the children.
To conduct these classes requires a certain preparation and a certain attitude of the child. For the systematic conduct of classes on collective creativity created a long-term plan, selected topics, materials, thought out forms of organization.
Working on the 2nd junior group, kindergarten, I pay great attention to collective creativity of children. At this age, we can talk about the emerging ability of children to work together. In our group, work on collective activities of children are carried out both in direct organized educational activities with a teacher, and in the morning and evening hours. I distribute the work of creating images among the children so that it is interesting for everyone so that the child is able to create his own part in the overall composition and so that he can express himself, using his abilities in the best possible way, and achieve a high result.
At the center of fine creativity arranged a place to stay collective work. Created teamwork, we leave for some time in the group, this turns the child to the finished work, he can supplement it, talk with peers about the content of the picture. And it makes me want to create new ones. collective compositions.
During collective it is interesting to watch how children find a way out of the current situations, some correct the partner’s flaws (glue, others agree to do what they do best, and someone spoils their mood and loses interest in work. At such moments, I try on time notice the tension and find the right methods to change the situation.Along with this, we try to support each other with the guys friend: "We are not magicians, we are only learning"
In class I use a variety of art: fine and decorative, music, dance, literature.
Integration makes it possible to show children an artistic image by various means of expression, to understand creative artist's workshop, learn to find ways in creativity, creating your image.
An effective technique for identifying subgroups of children seeking joint activities can be the Day of Children's Interests. On this day, children do their favorite things, from which it is clear how many and which children subgroups of children are formed and by what interests.
Joint classes with children are organized for parents, in which parents create works together with their children. In such activities, the child feels parental support and the child is proud that he can teach them something. I also offer homework assignments in which the parent-child make blanks for future joint work, and on celebratory event create one big teamwork. And this causes a sea of \u200b\u200bjoy and delight for everyone.
Very interesting and useful for children are classes in which children come together in twos to create a common composition. Such associations make it necessary for children to have business communication with each other, they teach them to negotiate with their partner. For such work, children unite in twos and the children themselves decide with whom they will work in pairs. After all, children need to decorate paired items identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in terms of composition, composition of decorative elements, color, and this is not so simple. For children to work in pairs, I practice the use of chart cards. I will bring example: “Now I will give you cards that will help you take turns being wizards and their assistants. You will work in pairs."
With the help of conversations, game trainings, modeling situations, reading works of art, showing cartoons and didactic, mobile, relaxation games, she brought up friendly relationships in children, taught them to cooperate, empathize, show care and attention to each other.
In progress collective work, the moral and aesthetic education of children is carried out, the following skills:
Work together, yield arcs to a friend, help, suggest;
Agree on joint work, its content
Plan your work, determine its sequence, content, composition, additions;
Rejoice in the success of your own and your comrades when creating work
Drawing in multiple hands a collective form of creativity brings children together. They develop communication culture skills, have emotionally warm relationships with peers. Children easily learn moral norms, rules of behavior.
How exactly should collective classes (lessons) be organized? This question is often asked by educators.
First of all, about the time of their holding. Work can be carried out both in the classroom (in kindergarten), and in the classroom (at school), as well as in their free time and in an extended day group. If the composition that the children have to create is multi-subject, multi-faceted, 2-3 classes or lessons can be devoted to working on it.
To create common compositions, children can be combined into several subgroups, each of which prepares its own part of the overall composition. For example, one subgroup composes (in drawing or appliqué) a pattern for the middle of the carpet, another - develops the decoration of the field, the third - prepares parts of the pattern for the border, corners. In another lesson, children create a picture of a corner of nature in kindergarten. At the same time, it is also possible to organize work in subgroups: one group cuts and sticks plants, the other prepares the inhabitants of cages, an aquarium, another group can cut pebbles for an aquarium, cages, twigs for birds and other items necessary for a corner. Then all the parts are combined into a common composition. Children of different age groups can take part in the creation of such a composition, and everyone can find a job according to their strength. The teacher needs to be able to distribute the work of creating images between children so that everyone is interested, so that the child is able to create his own part in the overall composition and so that he can prove himself, using his abilities in the best possible way, and achieve a high result.
The choice of one form or another of organizing a collective lesson depends on the age of the children, the theme of the depicted picture, the number of children in the group, whether the image is created in a group lesson or in their free time, in the process of independent artistic activity of children.
So, for example, you can conduct a lesson in drawing a collective picture "Forest"(this topic is acceptable for creating a collective composition by children of all age groups of kindergarten and students elementary school). Of course, the complexity of the content and individual images will increase with the age of the children. A sheet of paper is selected for the picture, the color of which depends on what time of the year the forest is depicted (for a winter landscape, a white or blue sheet can be used, for spring - light green, light yellow or light blue, for autumn more suitable light yellow, golden ocher, light orange, etc.).
Of course, the creation of an image must be preceded by big job on the accumulation and enrichment of the accumulated experience, the clarification of the ideas of children. This will be facilitated by acquaintance with the fine arts, organization of targeted walks and excursions, observations, reading works of fiction.
The performance of a collective composition on the theme "Forest" can be organized as follows: a large sheet of paper is attached to a board or easel at a height convenient for children to draw. Two or three children can draw at the same time. The rest sit in front of the board in a semicircle (such an organization is advisable when there are few children in the group, otherwise the creation of the composition will be delayed in time and the children will languish waiting for their turn to go to the board). You can use two sheets to create two compositions. In this case, the children are divided into two subgroups and each creates its own picture. Both pictures can then be combined.
The organization may be different. A long sheet of paper is placed on tables arranged in a long row (or two, depending on the number of children present) (you can use the reverse side of the wallpaper). Children sit or stand to perform the composition. Each child draws as many trees and other forest objects as they want. When the picture is finished, the children step back a step or two from the tables, so that everyone can better see what everyone has drawn and everyone can admire the picture together. If one of the children expresses a desire to supplement the plot with the image of the sun, clouds or falling snow, raining, forest dwellers, they must be given this opportunity. If the time of the lesson (class) does not allow, this can be done in an extended day group, in free activity. We have already said that a collective composition on this topic can be offered to children of any age group. The content displayed will depend on age features children. It is good to hang the finished picture in the group room, in the dressing room, in the lobby, in the hall of the kindergarten, so that you can admire your work again and again and so that other children, parents, employees of the institution can consider it.
The finished composition can be used as a decoration for dramatization games based on fairy tales, in which the action takes place in the forest. It can serve as a decoration for the hall winter holiday, evening leisure. In a similar way, compositions on other topics (“Blossoming Garden”, “Underwater Kingdom”, etc.) can be made, which can also be used in the lives of children, in their games.
Approximately the same way, a lesson in drawing, application of a picture of a flowering meadow (rivers where boats float, children swim, etc.) can be organized. It is very good to choose the color of the paper and discuss the whole composition with the children. In general, by consulting with children, the teacher contributes to the development of their activity, creative independence. With such guidance, children learn to collectively discuss the upcoming creative activity, plan it, distribute efforts among all participants, understand everyone's participation in the overall composition, and learn to listen to the opinions of others. Gradually, the children “cover” the meadow with flowers. A round sheet of paper is suitable for a flower bed. Thus, before the eyes of children, their joint efforts create a bright picture that evokes an aesthetic sense of joy. A collective composition on the theme "Flowers" can also be made as "Basket of Flowers", "Bouquet in a Vase", "Garland of Flowers", etc. Basket or vase can be cut in advance.
In the middle group (as well as in the senior and preparatory) in a collective lesson, children can depict the "Jolly Train", "Blue Arrow" (according to the tale of J. Rodari) in the application. The train is made up of wagons created in the process individual work every child. The color scheme of each composition depends on the image that the children create, and this should be discussed with them.
With children of the older group, a decorative composition based on folk art can be created in a drawing, appliqué. You can organize this activity in different ways. For example, each child draws a pattern on a strip or a square (the distribution of paper blanks on which the pattern will be created can be done by the teacher, taking into account the level of children's mastery of visual activity, or offered to children to choose from). When the patterning is over, all the drawings are combined into a common decorative composition on a large sheet of paper prepared in advance. The pattern in the middle of the panel can be drawn by children who most successfully master drawing. A decorative composition can be prepared in the style of some kind of folk art: gorodets, Pavlovian shawls, and in the preparatory group, such a composition can be offered to children in the style of Zhostovo trays, Khokhloma and other paintings. It is necessary to make wider use in work with children of the folk art of the locality in which the children live. In general, the local component of folk art should become the basis of work both at school and in kindergarten.
The work on the decorative composition can be organized in a different way. Together with the children, the teacher determines the composition of the future pattern on a large sheet: the middle, borders, corners. At the same time, it is necessary to actively involve children in thinking, discussing the content of the product, inviting them to show where and how the pattern will be placed, to discuss color and decorative components. Then everyone consults together who will draw the pattern in the center, in the corners, along the edges. The composition is created sequentially (according to the conveyor type): first, a pattern is drawn in the middle, and then in the corners and border. This pattern can be done by two, three or four children. To do this, it is more convenient to place the sheet on a table that can be approached from different sides. Then a pattern is drawn in the corners, and the border is also formed.
О Collective decorative composition can be more complex: "Fairytale house"- children create ornamental compositions that decorate the facade of the house: a wall, a window, a pediment, etc. Based on the Dymkovo toy or Gorodets painting, a composition can be created on the theme: “Merry carousel”, “Merry round dance”. To create them, the teacher prepares silhouettes of Dymkovo toys from white paper or from ocher paper (you can use a different color, in accordance with the background used in Gorodets products), which the children then paint. Children of different age groups can participate in this activity. When the painting is done, the children, together with the teachers, make a carousel, round dance, etc.
Very interesting and useful for children are classes in which children come together in twos to create a common composition. Such associations make it necessary for children to have business communication with each other, they teach them to negotiate with their partner. So, for example, you can invite children to decorate a pair of mittens, a boot. For such work, children are united in pairs and it is better that they decide for themselves with whom they will work in pairs. After all, children need to decorate paired items identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in terms of composition, composition of decorative elements, color, and this is not so simple. And the teacher should help the children, teach them to negotiate, to yield to each other. In this case, a greater effect can be achieved not by direct instructions, but by a strong-willed decision based on the authority of an adult, such as: “Alyosha came up with an interesting pattern for mittens, draw the way he does.” And invite each of the participants to sketch their pattern for mittens, and then agree which of them will decorate the border at the bottom of the mittens, which one - in the middle outside, and which one - the upper part, where the fingers "hide".
Decorative compositions can also be performed in the application. Work can be done in class and outside of class.
We observed an interesting collective activity in the city of Kineshma, Tver region. The local artist, who often visits the children, presented them with dolls made by her. And at the lesson, the children decided to make a fabulous house for them. The teacher, together with the children (the older group), prepared sticks of thick paper with holes cut in the upper and lower sides of the bar. Children painted one side of the bar (brick). And the bricks painted with a pattern were strung on a prefabricated structure. Before the eyes of the children, a decoratively painted wall of a fabulous house appeared, which ends with a previously painted pediment and roof (the pediment can be painted by the teacher together with the children in their free time).
Q Let's describe another collective lesson held in the older group children's institution No. 371 in Moscow. The theme of the collective application - "The circus". The session was held in the hall. Children enter the hall to the sounds of the famous song “Circus*. After the children have passed through the hall and stopped, the teacher talks to them about the circus. He asks if they were in the circus (all the children went to the circus, and some more than once). “Is it true,” the teacher asked, “that you can meet real wild animals in the circus?” * The children vied with each other to name the animals they saw in the circus (bear, tiger, lions, panthers, etc.). “But what are they doing there?” - the teacher is surprised. Children tell how animals perform, dance, jump into burning hoops, etc. The teacher asks who teaches the animals all this. The children answer. Then the teacher invites the children to make a circus: “Imagine,” the teacher says, “that a kind wizard came to us and turned our hall into a circus. Look, the circus arena is already ready *. Shows a large sheet of paper on which a large green circle is drawn or pasted - the arena. "Let's help the good wizard and slaughter various wild animals." The children happily agree. They are invited to sit at tables where everything is prepared for cutting and gluing different animals. The arena sheet is laid out on another table, where everything is also prepared for gluing. The children start to work. The teacher approaches the children, discusses with everyone who cuts out what. Pictures depicting various wild animals are attached to the easel, if children have difficulties requiring clarification of their ideas about how this or that animal looks, then they approach the easel and look at the illustrations. As the images are ready, the children come to the table where the arena is located and lay out the animals they have carved. The teacher comes to this table, together with the children, he advises how best to arrange the depicted animals. Finally the picture is ready. Children rejoice with the teacher. At this time, music sounds again, a cheerful clown runs into the hall. He invites the children to dance. Everyone dances happily.
Children of the senior preparatory group and primary school can create decorative compositions based on various types of folk arts and crafts, as well as in a free manner, using elements of floral or geometric ornament.
Topics of such classes: "City of Masters", "Dymkovsky round dance", "Fairy-tale animals", "Fairy-tale birds" and others.
Many collective paintings can be created over the course of several lessons, or the main content is decided in class, and then in their free time in the extended day group, the composition can be enriched, expanded, and supplemented. Gradually, the picture becomes more complete, meaningful, interesting, expressive. Not all children can take part in the final revision of the composition, but those who express a desire. However, it is advisable to discuss further work on the composition with everyone. We noticed that children like this form of organization of work, and they get aesthetic pleasure, considering the finished composition, which should also involve all children.
Children should be told about the forthcoming collective work and taught to discuss, decide, and act together. In fact, almost every topic offered to children for image can become the content of collective work: “Fish in an aquarium”, “Tumblers are walking”, “Carts go along the road and carry various loads” and others, as mentioned above. Thinking through the themes of collective compositions, the teacher should proceed from the interests and capabilities of the children. Formalism and templates should be avoided. It is important that the teacher's proposal to perform collective work evokes a positive emotional response in children. And this is possible only when the topic is close to the children, connected with their lives, with a variety of children's games, when the topic corresponds to children's impressions.
If children of different ages are brought up in a group, groups of different ages are useful. The methodology of such classes was developed by the candidate of pedagogical sciences T.N. Doronova and candidate of psychological sciences S.G. Jacobson. By jointly performing drawing, modeling, appliqué, kids learn from their elders, older children learn to be patient with the inability of the younger, to explain how best to do the job. It is only important to pay attention to the fact that the elders do not deprive the younger ones of independence, do not take on the most interesting part of the task, etc. It is interesting to note that the pairing of children to create a common composition is widely used in visual activity work with children in Japanese kindergartens. The topics of such classes and forms of organization can be varied. So, children can create a drawing on one topic: for example, "Forest glade in summer", "Butterflies fly over the meadow" and many others. Children, having agreed on a common composition, draw or cut and paste each on their own half of the sheet, it is possible on separate sheets, comparing the progress of work and the solution of the composition, the color of the picture, etc. Here, each child works, as it were, separately. One child can depict some trees and flowers, the other - others; one can draw forest animals, and the other can draw flying butterflies, bees, etc. If the children agreed on a common compositional decision, on the materials in which the image will be executed, the overall composition will not only not suffer, but will become even richer and more interesting.
In another case, the content of the images of two children may be almost identical. For example, when creating a picture in the application on the topic: “Bears are doing exercises”, or “Bears are playing”, or “Clowns perform in the circus”, etc., each child cuts out and pastes his bear, clown, and then those objects which they hold in their hands or which they play.
Children are also interested in such forms of creating collective compositions in which adults work together with children, the latter perform that part of the collective work that children cannot afford (in fact, educators often do this, but separately, without the presence of children, and the children do not see how the teacher works. So, for example, a teacher, inviting children to create a composition? Birds on a branch (tree) ”, cuts out and pastes the image of a tree in advance and brings it to class, but the children have to cut and paste the birds. It would be better if the children took part, even passively, in the preparation of such an image. At the same time, in this type of work, both adults and children are united by one goal, are interested in the overall result, children have the opportunity to communicate more directly with the teacher, it is more natural discussion of the upcoming work, its progress, all together consult, try on, see how it will turn out better. The interaction between children and the teacher is carried out more freely, at the same time, children have the opportunity to see how the educator acts and learn without direct instructions from the teacher, which often constrain children, depriving them of their independence, the opportunity to express their opinion.
In the collective form of organizing work, costume details, scenery, attributes for dramatization games based on literary works can be prepared: “Teremok”, “Cat, Rooster, Fox”, “Geese-Swans” and others.
An interesting form of collective image can be a panorama. This type of image allows you to combine children of different groups: preschoolers, younger students. At the same time, the panorama, which is a multifaceted and multi-figured composition, is created in several classes, lessons. Each group of children can work on the image at different times: so first graders or older preschoolers can draw a landscape on a long sheet of paper during a drawing lesson (its theme may be different, which is determined by the general theme of the panorama). The landscape will be (vertically positioned) the foreground and background of the panorama. Then plans are made. Images of these plans are located on a horizontal strip, the width of which can be different. This part of the landscape can be a forest edge, a clearing, part of a square, a city street, etc. According to the content, it is painted, and then images are placed on it, the content of which is determined by the intended composition. To convey the landscape (hills, hillocks, bumps, etc.), you can use the papier-mâché technique. Images of the foregrounds can be voluminous, their children already in other classes or groups of kindergarten create from clay, plasticine. They can be made of paper (flat or origami). In this way, panoramas can be created according to the content of different fairy tales. And they can be used to show a theatrical performance, to tell stories to children. A panorama created together with other children will allow children to imagine what is happening more vividly, to experience the plot more deeply, and to remember it better.
The theme of the panorama can be not only fairy tales, but also other literary works, the life of children, for example, winter fun, events taking place in the world (sports competitions, holidays, people's recreation, spaceport, etc.).
What themes of collective compositions can be used in working with children of different age groups?
It is far from always possible to clearly distribute topics and attribute them to a specific age group of children. Many topics can be solved by children different ages, both junior and senior. The difference will be in the complexity of developing the theme: the content of the images, their composition, color solution, image detailing, etc. Such topics include, for example, landscapes: "Forest" - at different times of the year, "Flowering meadow", "Birds on a branch" (or on a feeder) and others. Nevertheless, we will name some possible themes for collective compositions in relation to different age groups. Of course, the topics proposed by us should not be considered as mandatory, but as options. Each teacher can determine the topics of collective work for his group of children, based on the level of development of their visual activity, the world around children, their interests, and life experience.
Let's call sample topics collective compositions for children of different age groups.
Topics for a group of children 3-4 years old:
- ? Multi-colored balls (application, drawing).
- ? Winter forest (drawing).
- ? “Snow falls quietly on the trees, on the meadow” (drawing).
- ? Tumblers are walking (sculpting, appliqué).
- ? Leaves and flowers have blossomed on the tree (drawing, application. In this case, the image of the tree in front of the children is created by the teacher, and the children stick ready-made flowers, leaves).
- ? blossomed beautiful flowers(application or drawing).
- ? Chickens walk on the grass (sculpting, applique, drawing).
- ? Let's decorate our group for the holiday of spring (balloons, flowers, flags).
When creating the last work, you can combine both drawing and appliqué. A similar exercise can be carried out for New Year's holiday. Together with the children, educators can create a New Year's panel. The teacher cuts and pastes big Christmas tree or Santa Claus, Snow Maiden. This part of the overall composition must be done in front of the children, so that the children are even passive participants in this activity of the teacher. And then the kids can paste finished jewelry on the Christmas tree, the costume of Santa Claus or the Snow Maiden, as well as balls, garlands of lights, beads, flags, etc.
Some of the topics of activities suggested for toddlers can be used in work with children. middle group, for example, decorating a group room for the holiday, but at the same time, children 4-5 years old can cut some decorations themselves.
An approximate theme of collective work in the middle group may be as follows:
- ? Autumn forest (drawing).
- ? Autumn carpet (decorative composition can be made in appliqué. A similar kind of composition can be created based on spring motives).
- ? Birds on the feeder (sculpting).
- ? Birds on a branch (tree).
- ? A fun carousel (based on Dymkovo toys. For this composition, the teacher prepares silhouettes of Dymkovo toys from white paper, and the children paint them. Then a carousel is designed).
- ? Fairy tree (drawing, application).
- ? Our aquarium (composition can be made in drawing or application).
- ? Fairy-tale country (application: children decorate the houses they carved, cut out the details of the decoration, glue them and make a picture from the decorated houses on a large sheet of paper, protonated in accordance with the color of the fairy-tale country: sky, earth, grass, etc.).
- ? Trolleys are driving along the street of a fairy-tale city and carrying various goods (application).
- ? Beautiful flowers bloomed in the flower bed. For this picture, it is good to choose green paper in the shape of a circle. Flowers children can draw or cut and paste. In order to make it easier for children to solve the topic and contribute to the diversity of the image of flowers, it is advisable to put a large bouquet of flowers in the group, then each child will be able to diversify their impressions. If it is difficult to find a variety of flowers, you can use illustrations, reproductions from paintings by artists. A similar lesson can be held in the older group.
A literary work can serve as a motive for a collective composition. For example, poetic lines: "There are reeds on the pond, ruffs splashed there, an older circle, a younger circle, a circle - just kids" can become the theme of a general composition in which the image of dancing fish united in round dances will be conveyed.
Themes of collective compositions for children of the senior and preparatory groups and grades 1-2 of the school:
- ? Showcase of a toy store. The composition can be done in appliqué and drawing.
- ? Basket of flowers (flower vase, fruit vase) - application.
- ? Our corner of nature (application).
All of these compositions can be performed with a joint-individual form of organization of children or with joint-successive activities.
Compositions can be plot:
- ? Autumn park (magic garden).
- ? On the rink (application or drawing).
- ? At the zoo (application).
- ? Funny train (application or drawing. First, children cut and paste the cars, and then draw passengers, which can be dolls, animals, etc.).
- ? Winter fun(application).
- ? Our town.
- ? Fairy-tale kingdom (when creating this composition, all types of visual activity can be used: drawing, modeling, appliqué).
Of course, all the proposed topics are exemplary. Teachers, based on the specifics of the environment of the kindergarten, school (and a number of topics recommended for older preschoolers, as our experience shows, is of interest to younger students as well), can change both the theme of the collective compositions offered to children and the materials in which they will come true.
The wide inclusion of collective forms in the work on visual activity will make it interesting and attractive for children. And what is also important, these activities are very significant for the formation of the child's personality, his attitude to the world, people, art.
Collective children's compositions, as well as individual ones, should be closely connected with the life of children, the impressions they receive. But in comparison with individual drawings, modeling, applique, these works, due to their wide scale, multi-subject, must be involved in a diverse children's experience.
Work, as you know, ennobles. And joint work and collective creativity - even more so. The best examples of such classes successfully conducted by your colleagues are collected on the pages of this section. Here you can find a huge number of collective crafts for all holidays and memorable dates of our calendar; works devoted to the topics of seasonal changes (different seasons). Choice creative techniques and their combinations are simply amazing.
We work and create masterpieces in a friendly “team of like-minded people”.
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Maslenitsa is a mischievous and cheerful farewell to winter and a meeting of spring, bringing revival to nature and solar warmth. People have always perceived spring as the beginning of a new life and revered the Sun, which gives life and strength to all living things. People rejoiced at the sun, which, with the approach of spring ...
Collective creativity middle school children groups: "In the bird yard" Target: teach children to perform creative teamwork in technology« collage»
Tasks: - Develop different types of memory (visual, motor, auditory, tactile, attention. - Develop visual perception, ...
Collective work. Joint work, collective creativity - Collective work "The Coming of Spring"
Publication "Collective work "Offensive ..." 
"Artistically creative development» Purpose: To teach children to depict objects consisting of several parts in the application, to compose a composition of a certain content from ready-made figures. Exercise in the ability to smear parts of the image with glue. Develop an aesthetic sense...
MAAM Pictures Library
This year our country is celebrating its anniversary. 75 years have passed since the Victory in the Great Patriotic War. We decided to collect a little material about the pilots, who were called the KINGS OF THE SKY. The planes of that time were very different from modern ones, it was not at all easy to fly them. BUT...
Maria Vorobieva Winter is a wonderful and amazing time of the year! You can play snowballs, make something unusual out of the snow. Impressed by the recently fallen snow, my pupils and I, after looking at winter pictures, watching the snowfall on the street, decided to capture the snow...
Collective work on volumetric application of paper balls "Striving for life" Purpose: Development of sensibility emotional sphere children through familiarization with art and participation in creative activities. Tasks: 1. Continue to teach children the technique of folding soft paper into a ball with two fingers of both hands. 2. Strengthen the skills of working with glue. 3. Educate...
Collective work. Joint work, collective creativity - Collective work "Military equipment" in a group of different ages
Collective work in the “Military equipment” group of different ages We have one holiday. This holiday is the day of men, the Day of defenders, soldiers. There will be a parade on that day! We will see helicopters, guns, tanks, planes. We will march at a military pace Under a large beautiful flag. Let's read...
Purpose: To introduce children to non-traditional technique drawing - palm print, foam rubber printing. Objectives: To develop creative imagination, attention and fine motor skills hands To evoke emotional and aesthetic feelings in children. Cultivate a caring attitude towards birds, love for ...