Special (correctional) school of the VIII type
Fine art as an academic subject, along with other disciplines, has an exceptionally great influence on the mental, moral, aesthetic, labor and physical education of schoolchildren. This is explained by the fact that the specific practical nature of these classes creates very favorable conditions for mobilizing the positive possibilities of mentally retarded children. However, these conditions do not arise automatically. The effectiveness of work on the comprehensive development of mentally retarded children depends entirely on the teacher, whose primary task is to make fine art lessons corrective-directed. At the same time, we should not forget that the main goal of the lessons is not to achieve an external result - to teach children to depict certain objects, but to make the most of visual activity as the most important means of influencing the personality of a mentally retarded child as a whole.
Visual activity requires the manifestation of a complex complex of various skills from the artist. To draw any object, you need to examine it well, determine the shape, structure, characteristic details, color, position in space. Everything that should be conveyed in a drawing must not only be correctly perceived - special skills are also needed for this perceived to be conveyed in graphic form. This refers to the technical side of visual activity, that is, the ability to control the hand, to subordinate the movements of the hand to the control of the eye, and to use graphic materials correctly. Teaching practice shows that with good organization and perfect teaching methods, students of an auxiliary school can quite master the simplest skills of visual activity.
At the lessons of fine arts, students improve their ideas about objects and phenomena of the world around them, develop observation, visual memory, imagination, fantasy, artistic taste, the ability to realize what is observed, highlight the main, essential, establish the relationship between the whole and its parts.
Classes in visual activity contribute to a more active formation of visual thinking. The requirement to convey in the drawing the similarity with the depicted object forces the student to notice in it such properties and features that, as a rule, do not become an object of attention during passive observation.
It should be emphasized that the knowledge of the shape, color, size, structure and other properties of objects becomes the more complete and accurate, the large quantity analyzers are involved in this process. Visual, tactile, kinesthetic sensations and perceptions allow you to control the direction and quality of movements! Special exercises carried out in the classroom should be aimed at developing the coordinated activity of these analyzers.
Mentally retarded children have significant impairments in coordination of movements, underdevelopment of the muscles of the fingers and hands, which makes it difficult to master the technique of writing. In this regard, the role of visual activity immeasurably increases, since in the process of practicing it, these shortcomings are smoothed out. Numerous exercises greatly develop the eye and hand of the child, accustom the fingers to conscious, precise and coordinated movements, give flexibility and firmness to the hand. As a result, favorable conditions are created for the development of writing skills. It should be emphasized that drawing classes are essentially the first link in the system of preparing children for writing.
Under the influence of purposeful teaching of visual activity, students make comparisons much better, it is easier to establish the similarity and difference of objects. Knowledge of the properties of objects, which takes place in drawing lessons in an effective way, is gradually fixed in the minds of children. Form, color and size are beginning to be understood as signs that are inherent in many objects.
Fine arts play a significant role in the development aesthetic perception students. Mentally retarded schoolchildren, due to their intellectual and emotional underdevelopment, initially perceive only elementary manifestations of beauty. Under the influence of correctional-educational and general educational work carried out in the lessons of fine arts, as well as in the lessons of other subjects and outside the classroom, the scope of their sensory knowledge is expanding. On the basis of the development of thinking and speech, prerequisites are created for the formation of elementary aesthetic judgments. Aesthetic experiences contribute to the aggravation of sensations, especially the sensations of color, color combinations, rhythm.
Of particular importance for the development of aesthetic perception in mentally retarded children is the systematic demonstration in the lessons of fine arts of art works accessible to their understanding (reproductions of paintings, sculptures, decorative and applied products, etc.), through the emotional perception of which students of an auxiliary school are gradually brought to accessible to their consciousness aesthetic assessment of the phenomena of the surrounding reality.
In the process of teaching fine arts, students acquire some knowledge of the basics of realistic drawing, skills in drawing from nature and decorative drawing. The ability to draw helps mentally retarded students to better absorb knowledge of others. academic disciplines, as it deepens and activates observation.
Drawing is widely used in lessons on other subjects. Children's drawings make it easier for the teacher to teach counting and writing. Reproducing objects and phenomena in the drawing, students gain a deeper knowledge of the surrounding reality.
The relationship of art lessons with other disciplines allows you to make practical work learners more purposeful, meaningful and interesting. As a result of this, the correctional-educational and general educational value of school subjects is significantly increased.
Finally, it is extremely important to note that drawing lessons help to study some of the individual characteristics of mentally retarded students. This is most clearly seen in the event that children are given a topic for drawing, they are invited to talk about what they are drawing. Knowledge of the individual characteristics of students allows the teacher to build educational and correctional-educational work more correctly.
It is possible to obtain optimal results in the process of studying fine arts, to significantly increase the effectiveness of the correctional and developmental impact of fine arts lessons on the personality of a mentally retarded child as a whole, only if all the possibilities contained in this academic subject are used rationally.
Questions and tasks
1. What general and special tasks are solved when teaching fine arts to students of a special (correctional) school of the 8th type?
2. What is the significance of visual activity in the general system of teaching these students?
3. Carry out a comparative analysis of the tasks of teaching in a mass school and a school of the eighth type.
4. Why does drawing have a significant impact on the development and correction of sensory cognition and thinking of mentally retarded schoolchildren?
Special (correctional) school of the VIII type - the concept and types. Classification and features of the category "Special (correctional) school of the VIII type" 2017, 2018.
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The Importance of Fine Arts Lessons in Remedial Schools
Drawing is one of the most important and necessary moments in the development and upbringing of a child. But many people do not attach much importance to drawing, they consider it a form of leisure.
In schools, drawing occupies a very modest place, because they devote very little time to it and consider it an additional, and not the main subject for children. Although drawing gives the child a lot.
In the history of human development, drawing plays a big role as a means of communication, information transfer, self-expression, even before writing appeared. Drawing laid the foundation for fine arts and many other forms.
In the system of training and education of students of special (correctional) secondary school art lessons are of great importance and are one of the most important and necessary moments in raising a child with handicapped health.
In combination with other academic subjects, they have a noticeable correctional and developmental effect on students with intellectual disabilities: they affect his intellectual, emotional and motor areas (mainly hand motor skills), development personal qualities. They contribute to the formation of aesthetic perception, help in solving the problems of socialization and adaptation of a "special" child.
At the lessons of fine arts, a whole range of qualities, skills and abilities of the child develops. First, he pays close attention to shapes, chiaroscuro and color shades. Secondly, he develops his eye, understands the perspective and relation of the parts of the whole, their interrelation and general idea. Thirdly, the child develops a distinct visual memory, which encourages him to explore, develop an aesthetic taste and look. He cultivates in himself a noble taste, develops a sense of beauty, spiritualizes his views and his life. Visual activity develops in him a psychological assessment of facial expressions, the meaning of postures and movements. And, undoubtedly, the student gets great pleasure, creating, fantasizing, realizing the deep concepts of life and creativity.
From the point of view of psychology, fine arts can be considered as a visual activity (Fine art activity). Visual activity is one of the productive activities and has a modeling character. It reflects the level of intellectual and emotional development of children. A significant contribution to its formation is made by perception, memory, attention. Great importance has a level of development spatial representations, fine motor skills And hand-eye coordination.
At the lesson on fine arts activities, not only traditional tasks for the formation of visual skills and abilities are solved, but also specific tasks for the correction and development of the emotional and cognitive sphere of the child. Fine art activity is of great importance for the formation of planning skills. Special correctional classes are held, in which children are taught, using cards, to visually draw up a plan for upcoming activities, pronounce the entire sequence of actions, and then carry it out in stages and compare the result with the planned one. Thus, art activity can be considered not only as one of the favorite types of preschool activities for children, but also as a tool for correction and development.
As part of the fine arts activities, children are taught drawing, modeling, and appliqué.
At the initial stage (in junior group) classes are conducted on the basis of the joint activities of children and the teacher. The purpose of these classes is to develop an emotionally positive attitude towards fine arts activities.
The operational prerequisites for fine arts activities are formed in the correctional and developmental classes of a teacher-defectologist.
First, modeling classes are held. Children are taught methods of examining the structure of objects, which contributes to the development of sensory-perceptual and analytical-synthetic activities. After sculpting, the object is depicted using the appliqué technique. Children are taught to correctly arrange elements relative to each other, to build a composition on a sheet. First, children work with ready-made elements, and then select the necessary ones from several proposed ones based on the formed idea of the subject. At the next stage, children are taught the techniques of depicting an object in a drawing.
How many lessons in modeling, appliqué and drawing in the first half of the year the teacher determines independently based on an analysis of the achievements of the children. In the second half of the year, the teacher gradually switches to the mode of conducting one type of lesson per week (sculpting, appliqué, drawing), while their logical sequence is preserved in the fine arts of the correctional school. A child who knows how to draw makes it easier for him to learn other school subjects, because the kid gets great benefits from drawing, especially the development of his own logical thinking. The work includes motor and visual, muscular and tactile analyzers. In addition, drawing helps the child develop memory and attention, teaches the child to think correctly and analyze the situation, compose and imagine. The expansion of the stock of one's own knowledge has a very good effect on the mental development of children.
Related article:
"Correctional and developmental value of decorative drawing lessons for first grade students of a special (correctional) school of the VIII type."
Ovchinnikova Svetlana Aleksandrovna, teacher of OGKOU SKOSH No. 39 VIII type, Ulyanovsk.Description. This article will be useful for teachers of the initial blog of a special (correctional) school of the VIII type. Will help in the development of planning topics for art lessons.
Target: dissemination of pedagogical experience.
Tasks:
- to acquaint teachers with the correctional and developmental value of decorative drawing lessons;
- inform about the availability of decorative drawing by children with disabilities;
- arouse interest among teachers in this material and use it in planning topics for drawing lessons.
latin word "decor" means "pattern". Hence, decorative drawing is the drawing of patterns, ornaments. Students of the correctional school give special preference to decorative drawing, since here they can show elements of creativity to a greater extent than when performing other, relatively more complex types of work.
Closely adjoining the arts and crafts, this type of visual activity contributes to the aesthetic education of schoolchildren. It is most understandable and accessible to students of a correctional school. In parallel with practical classes in decorative drawing, students get acquainted with individual samples of decorative and applied art. Demonstration of works of folk craftsmen allows children to understand the beauty of products.
Tasks for decorative drawing should have a certain sequence: drawing up patterns according to ready-made samples, according to a given scheme, from these elements, drawing up patterns on your own. In the course of practical classes, the skills of harmoniously combining colors, rhythmically repeating or alternating elements of the ornament are worked out, which is of correctional and developmental significance for mentally retarded schoolchildren. When drawing up patterns, students use the simplest pictorial elements and the simplest details, alternating them at regular intervals. Various combinations of elements, alternating them in color, size, shape, allow students to create a greater variety of ornaments.
Another advantage of decorative designs is that the composition, that is, the arrangement and relationship of parts, can be very simple. The spatial organization of the pattern is greatly facilitated by the fact that usually students receive a ready-made geometric shape (stripe, square, circle), which must be filled in with the appropriate motif. The colorfulness, expressiveness and rhythm of the constituent parts of the picture pleases children and thereby activates their activity.
Decorative drawing makes it possible to more effectively form technical methods of work, since when making patterns according to a model, it is much easier for children than when depicting a real object to understand one or another direction of lines, to master one or another method of action.
During decorative drawing, students work out the rhythm of carrying out homogeneous repetitive movements and their amplitude. They learn to draw vertical, horizontal and oblique lines, draw wavy lines, divide segments into equal parts, perform simple drawings that develop the eye. Schoolchildren repeatedly practice in the symmetrical arrangement of the pattern, in reproducing color combinations and basic geometric shapes.
Thus, decorative drawing is distinguished by the availability of images than other types of visual activity, and in many respects corresponds to the capabilities of mentally retarded schoolchildren.
In the process of decorative drawing, a lot of work is being done to clarify and enrich students' ideas about geometric shapes. The geometric shape, as a decorative element, is a transition to the assimilation of the shape of an object. If during decorative drawing it often appears in an abstract, abstract form, then in other types of occupations it is associated with the subject, that is, objectification occurs.
In the initial period of classes, patterns of geometric shapes, alternating in size (a large circle - a small circle, a large circle - a small circle) are most acceptable.
Then the students draw patterns that include two shapes (circle-square, circle-square).
A more complex composition, consisting of two or three shapes and other geometric elements.
When drawing up patterns, an important place is occupied by the spatial composition of the pattern. Related concepts such as “middle”, “edges”, “left, right side”, “left”, “right”, “top”, “bottom”, “around” and others are largely worked out in the process of decorative creativity.
Brightness, brilliance, rhythm, inherent in the works of a decorative nature, make special demands on the use of color. Trainers practice in the ability to correlate the color of the details of their drawing with the standard.
In the initial period, you should draw patterns with a small number of details, while limiting yourself to only two saturated colors, and then gradually introduce some complications; it is advisable to give symmetrically arranged elements of the same color. Children should be given the opportunity to choose colors for coloring from a limited number of colors.
Conclusion. Visual arts lessons have a noticeable correctional and developmental impact on a mentally retarded child: they affect his intellectual, emotional and motor skills (motor skills of the hands), the development of personal qualities, and contribute to the formation of aesthetic perception.
These are homemade stencils that we use in drawing lessons. And the factory stencil is 20 years old, it is no longer washed, in some places it is reinforced with adhesive tape. Haven't seen these in stores.
As photographic materials for the article, I used children's work done in drawing lessons.
Thank you for your attention.Literature.
Groshenkov I.A. Visual activity in the auxiliary school. - M., 1982.
Groshenkov I.A. Drawing lessons in grades I-VI of an auxiliary school. - M .: Education, 1975.
Teaching children with disabilities intellectual development: (oligophrenopedagogy) Ed. B.P. Puzanov. - M .: Publishing Center "Academy", 2001.
Explanatory note.
The work program for visual activity in grades 1-4 of a special (correctional) school of the VIII type is compiled on the basis of the "Program of preparatory and 1-4 grades of correctional educational institutions VIII species”, authors and compilers I. A. Groshenkov, edited by V. V. Voronkova. - M.: Enlightenment, 2009. Visual activity contributes to the development of the analytical and synthetic function of thinking in children. There are significant changes in student behavior. They become more restrained, collected, attentive, accurate. Their activity acquires a conscious purposeful character. Children develop independence, perseverance, a desire to finish what they started. There is a sensory development and education, during which children get acquainted with such properties of an object as: color, shape, size, spatial arrangement. Motor and muscular-tactile analyzers are included in the work. In the process of visual activity, children develop imagination, visual memory, fantasy, ideas about surrounding objects and phenomena are formed, refined and consolidated. There is a development of perception of space and spatial representations. Correction of deficiencies in mental development, correction of fine motor skills, as well as the development of students' speech.
General characteristics of the course of visual activity in grades 2-4
In the course of fine arts in the 2nd grade, the following main content lines can be distinguished: decorative drawing, drawing from life, drawing on themes.
In the 2nd grade, children learn to draw straight lines (vertical, horizontal, oblique) by hand, draw basic geometric shapes by hand; make patterns; improve the skill of coloring a picture; apply strokes evenly; use different colors in patterns.
The program allows students to form the ability to correctly place images on a sheet of paper; observe the spatial relationships of objects; determine the essential features of the subject.
Drawing on themes forms in children the ability to convey in the drawing the main form of familiar objects; develop the ability to combine these objects in one drawing.
Conversations about the fine arts allow children to develop the ability to recognize the characters of folk tales in illustrations, to name actors; introduce illustrations to folk tales from children's books. Also in the learning process, products of folk craftsmen (mainly toys), reproductions of works of art are considered. For this, 10-15 minutes are allocated in the lesson twice a quarter.
In the course of fine arts of grade 3, the following main content lines can be distinguished: decorative drawing, drawing from nature, drawing on themes.
The program determines the optimal amount of knowledge and skills in the visual arts, which is available to most students.
To solve these problems, the program provides for four types of classes: decorative coloring, drawing from nature, drawing on themes, and conversations about fine arts.
In the 3rd grade, schoolchildren continue to get acquainted with the best examples of arts and crafts at decorative drawing lessons. In the process of classes, they receive information about the use of patterns on carpets, fabrics, wallpaper, dishes, toys.
Schoolchildren learn to draw, conveying in the drawing the ratio of width and height, parts and the whole, as well as the design of objects.
In the 3rd grade, students practically perform and try to convey in the drawings the visual ratio of the sizes of objects, to learn the rules for blocking one object by another.
At each lesson of fine arts, 10-15 minutes are allocated to get acquainted with the products of folk craftsmen (mainly toys), reproductions of works of art, as well as analysis of illustrations in children's books.
Fine art lessons are of great practical importance in the development of cognitive activity of schoolchildren.
In the course of visual activity of grade 4, the following main content lines can be distinguished: decorative drawing, drawing from nature, drawing on a theme, conversations about fine arts. The modeling nature of visual activity creates conditions for the formation of general educational activities, substitution and modeling in the productive activity of students of phenomena and objects of the natural and socio-cultural world. Such modeling is the basis for the development of a child's knowledge of the world and contributes to the formation of logical operations of comparison, establishing identity and differences, analogies, cause-and-effect relationships and relationships. When creating a product of visual activity, special requirements are placed on regulatory action- goal-setting as the formation of a plan, planning and organizing actions in accordance with the goal, the ability to control the compliance of the actions performed with the method, making adjustments based on anticipating the future result and its compliance with the plan.
Place of the course in the curriculum
Basic syllabus for the study of visual activity in grades 1-4 takes 1 hour a week, in total 33 lessons in grade 1, 34 lessons in grades 2-4.
Academic, life results of mastering the course content
The program allows you to achieve the following results of the development of the educational program:
1 class
academic:
Organize your workplace;
Use a brush, paints, ruler, brush;
Apply elementary methods (techniques) of painting (watercolor, gouache) and graphic (pencil-dash, felt-tip pen) materials to express meaning, mood;
To convey in the drawing the simplest form, the main color of objects;
Apply the main means of artistic expressiveness in drawing and painting (from life, from memory and imagination) in plot-thematic and decorative compositions;
Draw with a brush without a preliminary drawing moments of folk ornaments: geometric and floral.
vital:
The manifestation of an emotional attitude to the works of fine and folk arts and crafts, to the world around them;
Expressing one's own opinion when evaluating works of art;
The ability to apply the acquired knowledge in their own artistic and creative activities;
The desire to use artistic skills to create beautiful things or decorate them.
Grade 2
academic:
Freely, without tension, draw lines by hand in the right directions, without turning the sheet of paper;
Focus on the plane of a sheet of paper and in the finished geometric form in accordance with the teacher's instructions;
Use the reference points (reference points) given by the teacher and, in accordance with them, place the image on a sheet of paper;
Paint over the drawing with colored pencils, observing the contours of the image, the direction of the strokes and the uniform nature of the pressure on the pencil;
Draw by hand round, rectangular and triangular objects;
Understand the principle of repetition or alternation of elements in a pattern (in shape and color);
Distinguish and know the names of colors;
Recognize the characters of folk tales in the illustrations, show an emotional and aesthetic attitude towards them.
vital:
Mastering the elementary logical actions of comparison, analysis, synthesis, generalization, classification, according to generic characteristics;
Formation of the ability to understand the reasons for success and failure learning activities and the ability to act constructively even in situations of failure;
The ability to rationally build independent creative activity, the ability to organize a place of employment;
Mastering the ability to conduct a dialogue;
Development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;
Ability to collaborate with colleagues in the process of joint activities.
3rd grade
academic:
Correctly position a sheet of paper (vertically or horizontally) depending on the spatial arrangement of the image;
Independently place the image of a single object in the middle of a sheet of paper;
Focus on the plane of a sheet of paper and in a finished geometric shape;
Correctly distribute the size of the image depending on the size of the sheet of paper;
Divide the sheet by eye into two and four equal parts;
Analyze with the help of the teacher the structure of the subject;
Draw by hand objects of various shapes, conveying their characteristic features;
Draw patterns from geometric and floral shapes in a strip and a square (according to the model);
In drawings on themes, depict the bases of closer objects below, distant objects - above; depict close objects larger than distant ones, although equal in size;
Distinguish and name colors and their shades;
Recognize in illustrations of books and in reproductions of artistic paintings characteristics seasons, transmitted by means of fine arts;
Analyze your drawing with the help of a teacher, note the advantages and disadvantages in the work.
vital:
Mastering the initial knowledge of different types of art (music, painting, fiction, theater, cinema, etc.) and the basic skills of perceiving art, obtaining personal experience artistic creativity;
Mastering the cultural environment that gives the child an impression of art; formation of aspirations and habits for regular visits to museums, theaters, concerts, etc.;
Development of the experience of perception and the ability to enjoy different types of art, one's own orientation and individual preferences in the perception of art;
Formation of aesthetic orientations (beautiful, ugly) in practical life the child and their use in communicating with people, in organizing a holiday and everyday life;
Development of taste and ability for self-expression in various types of art, for the development of elementary forms of artistic craft.
4th grade
academic:
Correct determination of the size of the image depending on the size of the sheet of paper;
Transfer in the drawing of the shape of rectangular, cylindrical, conical objects in a simple spatial position;
Use of axial lines when constructing a symmetrical shape;
Transfer of the volumetric form of objects by elementary chiaroscuro, using ordinary shading;
Selection and transfer in the drawing of the color of the depicted objects;
The use of gouache paints when drawing ornaments;
Analysis of your drawing and drawing of a friend;
The use in speech of words denoting spatial features and spatial relationships of objects;
A story about the content and features of the work of fine art in question.
vital:
The ability to see and perceive the manifestation of artistic culture in the surrounding life (technology, museums, architecture, design, sculpture, etc.);
- plan their actions in accordance with the task and the conditions for its implementation, including in the internal plan;
- the desire to communicate with art, to participate in the discussion of the content and expressive means of works of art;
- to search for the necessary information to complete educational tasks using educational literature;
- actively use the language of fine arts and various art materials for mastering the content of various educational subjects;
- enrichment core competencies(communicative, activity, etc.) artistic and aesthetic content;
- the formation of motivation and skills to organize an independent artistic, creative and subject-productive activity, to choose means for the implementation of an artistic concept;
- the formation of abilities to evaluate the results of artistic and creative activities, one's own and classmates.
Grade 2
Decorative drawing
To teach children to draw straight lines (vertical, horizontal, oblique) by hand, to divide the segment into equal parts; develop the ability to draw by hand the main geometric shapes and make a pattern in a strip from them, observing the alternation in shape and color; make patterns from plant elements in a strip, square, circle; improve the skill of coloring a picture; apply strokes evenly without excessive pressure in one direction, without going beyond the contour; learn to use red, yellow, green, blue, brown, orange, purple colors in patterns.
Drawing from nature
Teach children to correctly place images on a sheet of paper; distinguish and name the shapes of square rectangular, round and triangular objects; develop the ability to notice and convey in the drawing the square and rectangular shapes of individual objects; observe the spatial relationships of objects and designate these relationships with words in the middle, on the right, on the left; determine the essential features of an object, revealing characteristic details by dismembering a relatively complex shape; carefully color the drawing, choosing colored pencils in accordance with nature.
Drawing on themes
To teach children to convey in the drawing the main form of familiar objects; develop the ability to combine these objects in one drawing; depict, according to the representation, the rounded shape of parts of objects, their size, as well as convey the spatial relationships of objects and their parts (above, below, next to, about).
Fine art talks
To develop in children the ability to recognize the characters of folk tales in the illustrations, to name the characters depicted in the picture, to compare them with each other; name and differentiate colors.
Introduce illustrations to folk tales from books for older children preschool age(Illustrations by artists Y. Vasnetsov, V. Vatagin, V. Lebedev, E. Rachev, E. Charushin, etc.).
3rd grade
Decorative coloring.
To teach children to draw patterns from geometric and plant shapes in stripes and squares; develop the ability to analyze the sample; determine the structure of the pattern (repetition or alternation of elements), the shape and color of the components; use centerlines when drawing ornaments in a square; correctly position the design elements throughout the sheet of paper in decorative drawings.
Drawing from nature.
Exercise students in the image of objects of a rounded and oblong shape; to learn to distinguish and depict square, rectangular, round and triangular objects, conveying their characteristic features; when depicting flat objects of a symmetrical shape, use the middle (axial) line; develop the ability to determine the sequence of drawing; use light and dark shades of color in drawing from nature.
Drawing on themes.
To teach children to combine images of several objects in one plot drawing, uniting them with a common content; arrange images in a certain order (closer, farther), using the entire sheet of paper and observing the top and bottom of the picture.
Conversations about the fine arts. (2 times a quarter)
To teach children to recognize in illustrations of books and in reproductions of art paintings the characteristic signs of the seasons, transmitted by means of fine arts; to develop in them the ability to see the beauty of nature in different seasons.
4th grade
Drawing from nature.
To teach children to analyze the object of the image (determine the shape, color and size of the components); develop the ability to depict three-dimensional objects of rectangular, cylindrical and conical shape in a simple spatial position; correctly determine the size of the picture in relation to a sheet of paper; convey in the drawing the structure of the object, the shape, proportions and light of its parts; learn to use centerlines when building a drawing; select the appropriate colors for the image of objects, conveying their three-dimensional shape with elementary chiaroscuro.
Decorative drawing.
To teach children to consistently build ornaments in a rectangle and a square using center lines; arrange the pattern symmetrically, filling the middle, corners, edges; place decorative elements in a circle on centerlines(diameters) in the center and along the edges; use watercolor and gouache paints; evenly pour, observing the contours, individual elements of the ornament; choose a harmonious combination of colors.
Drawing on themes.
To develop in students visual representations and the ability to convey in the drawing their impressions of what they saw earlier; learn how to properly arrange images on a sheet of paper, combining them with a common idea.
Sample tasks:
Drawing from life vegetables and fruits in the form of sketches (4-6 on a sheet of paper); drawing the same items on the blackboard.
Drawing from nature of a tree leaf of the teacher's choice ( Handout).
A conversation on paintings on the topic “We are growing to replace the elders” (A. Pakhomov. “Vasily Vasilyevich”, L. Kerbel. “Labor reserves”).
Drawing a geometric ornament according to the scheme proposed by the teacher - a cover for a square-shaped table.
Conversation "Decorative and applied art" (woodcarving, Bogorodsk toy).
Drawing from nature of cylindrical objects located below the level of vision (mug, saucepan); a conversation about the rules for the perspective reduction of the circle; transmission of volume by chiaroscuro.
Conversation on the topic "Golden Khokhloma". Demonstration of handicrafts (dishes).
Drawing on the theme "My favorite toy" (at the choice of students).
Drawing from life toy-bus. Drawing from life toy-truck (van). Drawing on the theme "Urban transport".
Conversation on the paintings on the topic “Finished the job - walk boldly” (V. Sigorsky. “First Snow”, N. Zhukov. “Give me the way!”, S. Grigoriev. “Goalkeeper”).
Drawing from nature an object of symmetrical shape (a pennant with the image of a rocket).
Drawing from nature of a folding pyramid.
Drawing from life toy regarding complex design(for example, bulldozer, crane, excavator, etc.).
Decorative drawing of a sheet of a tear-off calendar for the holiday of March 8.
Drawing on the theme "Spring has come." Examination of illustrations of paintings (I. Levitan. "March", "First Greenery", K. Yuon. "March Sun").
Drawing on the theme " Spaceships in flight."
Drawing from life objects of a constructive form (toy cars, clocks - desktop, wall, floor, etc.).
Drawing from nature in the form of sketches (3-4 objects on one sheet of paper) of carpentry or locksmith tools.
Drawing from nature of a symmetrical object (table lamp, open umbrella, etc.).
Drawing in a square of a pattern from decoratively recycled natural forms (for example, flowers and butterflies).
Thematic planning Grade 1
| Item number | Number of hours | ||
| § 1. Preparatory exercises | |||
| Drawing objects of different shapes and colors. | Draw objects of different shapes and colors. |
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| Drawing objects of various shapes and sizes. | |||
| Drawing straight lines in various directions. | Draw straight lines in different directions. |
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| Drawing straight, vertical, horizontal lines. | |||
| Game graphic exercises "a boat is sailing on the waves, smoke is coming." | Draw curves, closed lines. |
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| Closed circle lines. A ball of thread, balloons. | |||
| Items of various sizes. Balls big and small. | Use template when drawing geometric shapes. |
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| Drawing objects of a round, oval shape. | |||
| Drawing objects of rectangular and triangular shape. | |||
| Drawing on reference points of familiar objects (house). | Trace the drawing with dots. Make a geometric pattern. |
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| Drawing on the cells of geometric patterns in the strip. | |||
| Drawing up and drawing a pattern in a strip (circle, square). | |||
| Considering simple objects in illustrations and drawing. | |||
| Pattern circle drawing. Division of the circle into four parts. Building a square inside it. | Divide the drawing into equal parts. |
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| Drawing objects consisting of several parts (flag, beads). | |||
| Spruce branch drawing. | |||
| § 2. Drawing from nature. | |||
| Drawing from life scarf, hats. | Be able to draw objects from nature. Decorate greeting cards. Draw pictures on a given topic. Make your work look aesthetically pleasing. |
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| Drawing on the theme: "Snowman". | |||
| Drawing a geometric ornament. | |||
| Drawing a toy - a traffic light. | |||
| Pattern for a bookmark in a strip. A conversation about the Dymkovo toy. | |||
| Drawing a toy - a boat. | |||
| Building material tower. | |||
| Pattern in a circle. | |||
| Thematic drawing "I'll draw a rocket." | |||
| Pattern from triangles. | |||
| Drawing a holiday flag. | |||
| Examination of the illustration "Humpbacked Horse". Pattern from vegetable forms. | |||
| Examination of the illustration of the fairy tale "Three Bears". | |||
| Drawing for the fairy tale "Gingerbread Man", "Gingerbread Man rolls along the path" | |||
| Drawing on the theme: "Hello, summer." | |||
Thematic planning for art grade 2
| Item number | Number of hours | Characteristics of the main activities of the student (at the level of educational activities) |
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| §1. Drawing from nature. | |||||
| Drawing from life vegetables. | Correctly place the image on a sheet of paper; to distinguish between naming the shapes of square, rectangular, round and triangular objects; observe the spatial relationships of objects and designate these relationships with words in the middle, from the right, from the left; identify characteristic details by dismembering a relatively complex shape; carefully color the drawing, choosing colored pencils in accordance with nature. |
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| Fruit drawing from life. | |||||
| Drawing from life mushrooms: white, boletus, fly agaric. | |||||
| Drawing from nature sprigs of spruce. | |||||
| Drawing from life holiday flags. | |||||
| Drawing from life Christmas decorations. | |||||
| Drawing from nature picture frames. | |||||
| Drawing from nature toy fish. | |||||
| Briefcase drawing from nature. A talk about the fine arts. | |||||
| Drawing from life a traffic sign "danger ahead" | |||||
| Drawing from nature of a turret from building material elements. | |||||
| drawing from nature of a festive flag and balloons. | |||||
| Drawing in a strip of a pattern of leaves and berries (according to the model). | Draw straight lines (vertical, horizontal, oblique) by hand, divide the segment into equal parts; draw by hand the main geometric shapes and make a pattern in a strip from them, observe the alternation in shape and color; make patterns from plant elements in a strip, square, circle; use red, yellow, green, blue, brown, orange, purple colors in patterns. |
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| Independent drawing up of a pattern in a strip. | |||||
| Drawing in a square a pattern of twigs with leaves. | |||||
| Flower pattern for a rectangular rug. | |||||
| Drawing a geometric ornament in a rectangle. | |||||
| Ornament in a square. Acquaintance with Gorodets painting. | |||||
| Drawing in a square of a pattern of spruce branches. | |||||
| Drawing a pattern of snowflakes. | |||||
| Pattern in the strip for a triangular scarf. | |||||
| Drawing a pattern in a circle - a painted plate (a circle is a finished form). | |||||
| Drawing on the board is not complex objects that combine various geometric shapes. | |||||
| Drawing a pattern in a strip of alternating geometric shapes. | |||||
| Postcard design "Rocket flies." | |||||
| §3. Drawing on themes. | |||||
| Drawing on the theme "Trees in autumn". Looking at illustrations in children's books. | To convey in the drawing the main form of familiar objects; combine these items in one drawing; depict the rounded shape of the parts of the object, their size, as well as convey the spatial relationships of objects and their parts (from above, below, next to, about). |
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| Drawing on the theme of snowmen. | |||||
| Drawing on the theme of children's fun children. Painting session. | |||||
| Drawing on the theme "our army is dear" | |||||
| Drawing on the topic: fish in an aquarium among algae. | |||||
| A talk about the fine arts. Acquaintance with Polkhov-Maidan products. | |||||
| Thematic drawing (a house decorated for the holiday with flags and lights). | |||||
| A conversation on illustrations for folk tales by the artist Yu. Vasnetsov. | |||||
Thematic planning for art for a 3rd grade student
| Item number. | Number of hours | Characteristics of the main activities of the student (at the level of educational activities). |
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| Drawing autumn leaves. Drawing a pattern in a strip of leaves. Drawing from nature of a tree branch. Drawing an apple, pear, carrot. Drawing the flag of Russia. Drawing board for cutting vegetables. Drawing a checkerboard pattern in a square. Drawing a geometric ornament in a circle. Drawing a geometric ornament in a square. Drawing from nature of a toy house. Pattern for Gzhel plate Drawing from nature of a round-shaped alarm clock. Drawing from nature of a two-color ball. Drawing a pattern in a stripe Drawing on the theme "Elegant Christmas tree". Conversation on the paintings on the theme "Winter" Drawing a pattern on a mitten. Drawing a symmetrical pattern on the pattern. Drawing from life building a house Drawing from nature of a hammer. Drawing from nature of a child's shoulder blade. Drawing from nature of a tennis racket. Drawing on the theme "Christmas tree in winter in the forest" Greeting card drawing. Drawing a helicopter toy Drawing after the pattern of the ornament from the squares Drawing a pattern of plant shapes in a stripe. Drawing a spring twig (Verba) Drawing an ornament from squares. Drawing on the theme: "Trees in spring" Drawing on the theme "Victory Holiday" Drawing a strawberry bush with flowers | Learn to distinguish the names of the leaves of different trees. Depict from nature the leaves of various trees, analyze the shape and color of the leaves, apply the middle (axial) line - the main direction of the leaf shape. Know the rules for constructing a pattern in a strip. To be able to divide the strip into equal parts and use natural forms in decorative drawing; determine the structure of the pattern (repetition of elements), shape, color of the components. Know the structure (design) of the depicted object: parts of a tree. To be able to examine objects by shape, color, size and determine their position in space. To be able to see and convey in the drawing the structure of an object of a simple form. Know the signs of autumn. To be able to compose a plot on the theme of the surrounding life by comparing light and dark tones, pure and mixed colors. Be able to depict the bases of closer objects below, distant objects - above, close objects - larger than distant ones. Know the order in which multiple images are arranged on a sheet of paper. To be able to distinguish and depict by hand objects of a round, oblong, triangular shape, conveying their characteristic features. Recognize and name colors and their shades. Compare objects by shape, size, color. Know the symbolic meaning of the red, white and blue colors of the flag. Be able to depict a rectangular object with the correct transfer of proportions. Be aware of the need to compare your drawing with the subject being depicted. Be able to apply the center line, convey the approximate proportions of the object and the relative size of its parts; correctly position the image on a sheet of paper. Know the rules for constructing a pattern in a square. The concept of "rhythm". Be able to draw a square and divide it into equal parts; improve the skill of drawing straight, horizontal and vertical lines. Know the rules for constructing a pattern in a square. Be able to draw a square and divide it into equal parts (8 parts). Improve the skill, draw straight, vertical, horizontal, oblique lines. Know the design of the depicted object (foundation - stand, pillars, logs, window, roof, pipe). Be able to draw an object of complex shape, parts of which repeat graphic images known to students (rectangle, square, triangle), naming the shapes of these parts (what it looks like) . Recognize the shapes of protozoa flat figures Know about the characteristic features of painting Gzhel ceramics (color and painting elements). Be able to compose a floral pattern with a simple alternation of elements in a circle (along the edge and in the middle), correctly select and arrange the elements of the Gzhel ceramics pattern (flowers, branches, leaves, curls of different shades of blue on a white background). Know the rules and techniques for drawing spherical objects. Be able to draw round objects. To convey in the drawing not only the general graphic image of the object, but also its essential features and characteristic details (hands, button, dial, etc.) Be able to depict the darkest part (shadow), lighter (partial shade) and bright light spots (glare). Correctly paint the ball in a circular motion of the hand. Know the rules for constructing a pattern in a strip. Be able to alternate individual elements of the pattern in shape and color. Know the characteristic features of coniferous trees; structure (parts) of a tree. Be able to draw according to the idea after observation; to create, according to a verbal description, ideas about previously seen objects (Christmas tree decorations). Learn to arrange images in a certain order (closer, further, using the entire sheet of paper and respecting the top and bottom of the picture) Know the rules for constructing a pattern Independently place the mitten pattern in the middle of a sheet of paper. Be able to correctly position the design elements on the mitten. Know about the phenomenon existing in nature axial symmetry. Be able to draw a symmetrical pattern using a centerline. Listen to the explanation of the teacher and the answers of the comrades. Know the parts (design) of the depicted object To be able to convey in the drawing, following nature, the location of the cubes in the building, their shape, color, observe the approximate proportions of its parts. Know the parts (design) of the depicted object (hammer). Position the sheet of paper correctly (vertically). To be able to draw from nature an object of a simple form with an accurate transfer of proportions, structure, outlines. Stick to the set pace of work. Know the parts (design) of the depicted object (scapula). To be able to draw from nature an object of a simple form with an accurate transfer of proportions, structure, outlines. Compare nature with drawing. Justify your assertion in an elementary way. Know the parts (design) of the depicted object (tennis racket). To be able to draw from nature an object of a simple form with an accurate transfer of proportions, structure, outlines. Independently place the image of a single object in the middle of a sheet of paper. Be able to express your thoughts. Know the characteristic features of coniferous trees; structure (parts) of a tree. To be able, on the basis of a graphic image and its verbal designation, to restore, by concretization, the idea of a previously observed object Orally describe objects of observation. Know the rules for constructing a pattern on a sheet of paper. Be able to determine the structure of the pattern, the shape and color of the components; correctly position the design elements throughout the sheet of paper. Know the parts (design) of the depicted object (helicopter) Be able to draw patterns from plant forms in a stripe. Determine the structure of the pattern (alternation of elements), shape, color of the components. Know about the work of the artist, its features. To be able to recognize in the reproductions of art paintings the characteristic signs of the seasons, transmitted by means of fine arts. Be able to tell what is shown in the picture. Know the rules for constructing a pattern in a square. Be able to draw patterns from geometric shapes in a square, use centerlines. Know the basic rules for drawing trees. Be able to arrange images in a certain order (closer, farther), using a sheet of paper and respecting the top and bottom of the picture. To be able to convey in the drawing their impressions of what they saw earlier. Know the structure of the depicted object: parts of plants. To be able to draw from life a strawberry bush with the correct transfer of the features of their shape, color. Know how to prioritize. |
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Thematic planning grade 4
| Quantity | Characteristics of the main activities of the student |
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| § 1. Drawing from life. | To depict by hand objects of a rounded, oblong, triangular shape, conveying their characteristic features. Recognize and name colors and their shades. Depict three-dimensional objects of a cylindrical, conical shape in a simple spatial position; correctly determine the size of the picture in relation to a sheet of paper; convey in the drawing the structure of the object, the shape, proportions and light of its parts; learn to use centerlines when building a drawing; select the appropriate colors for the image of objects, conveying their three-dimensional shape with elementary chiaroscuro. Compare objects by shape, size, color. Name the parts (construction) of the depicted object. Combine several geometric shapes in the image: a rectangle and a circle, a square and a circle. Analyze image objects (determine the shape, size of the components). Determine the size of the picture in relation to the sheet of paper. To convey in the drawing the structure of objects, shapes, proportions. Observe objects in the environment. Compare nature with drawing. |
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| Drawing from life vegetables and fruits in the form of sketches (4-6 on a sheet of paper). | |||
| Drawing from nature of a leaf of a tree (handout). | |||
| Drawing from life a rowan branch. | |||
| Drawing from nature of cylindrical objects located below the level of vision (mug, pan) | |||
| Drawing from life toy - bus. | |||
| Drawing from nature of a toy - a truck (van). | |||
| Drawing from life objects of symmetrical shape (flower vase) | |||
| Drawing from nature of a paper cup (nature - handout). | |||
| Drawing from nature of a toy of complex design (crane or excavator). | |||
| Drawing from nature houses for birds (birdhouses, nest boxes, titmouses). | |||
| Drawing from nature of a building from building material elements. | |||
| Drawing from life objects of a constructive form (table clock, floor clock, wall clock). | |||
| Drawing from life in the form of sketches (3-4 objects on one sheet) of carpentry or metalwork tools (hammer, planer, wrench). | |||
| Drawing from life objects of symmetrical shape (table lamp) | |||
| Drawing from life objects of symmetrical shape (open umbrella) | |||
| Use axial lines when making a pattern in a square, arrange the elements of the pattern symmetrically, filling the middle, corners, edges; navigate in a given geometric shape, taking into account the symmetrical arrangement of elements. Draw a square and divide it into equal parts. Draw straight, vertical, horizontal, oblique lines. Place decorative elements in a circle on the center lines (diameters) in the center and along the edges. Use watercolor and gouache paints. Exactly pour individual elements of the ornament in compliance with the contours. Choose a harmonious combination of colors. Determine the structure of the pattern, the shape and color of the components; correctly position the design elements throughout the sheet of paper. |
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| Drawing up a pattern in a square from plant forms. | |||
| Drawing a geometric ornament (cover for a square table). | |||
| Drawing from a sample of a geometric ornament in a square. | |||
| Painting Bogorodsk toys. | |||
| Painting dishes in the style of "Golden Khokhloma". | |||
| Decorative drawing of a painted plate (New Year theme). | |||
| Decorative drawing of the panel "Snowflakes". | |||
| Decorative drawing of a painted dish (pattern of berries and leaves). | |||
| Drawing in a square of a pattern of flowers and butterflies. | |||
| § 3. Drawing on the topic. | Reproduce in the drawing previously perceived illustrations for Russian folk tales; use decorative painting techniques. Draw from memory, based on observations, familiar objects - toys; repeat previously mastered images; comprehensively consider objects that are simple in form Draw a group of objects according to the idea after observation, combining them with a single content; arrange objects on a sheet of paper, taking into account space (earth, sky). Compose a plot on the theme of the surrounding life by comparing light and dark tones, pure and mixed colors. Depict the bases of closer objects below, distant objects - above, close objects - larger than distant ones. Recognize in the reproductions of art paintings the characteristic signs of the seasons, transmitted by means of fine art. Reflect in the drawing their visual impressions and emotional and aesthetic experiences from the phenomena of reality. |
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| Drawing on the theme "Fairy tale hut" (decoration with a pattern of platbands and shutters). | |||
| Drawing on the theme "My favorite toy." | |||
| Drawing on the theme "Urban transport". | |||
| Drawing on the theme "Winter fun for children" | |||
| Drawing on the theme: "Defender of the Fatherland Day." | |||
| Drawing on the theme "Spring has come." Examination of illustrations of paintings (I. Levitan. "March", "First Greenery", K. Yuon. "March Sun") | |||
| Conversation on the topic "Decorative and applied art" (embroidery, lace, ceramics). | |||
| Drawing on the theme "Hello, summer!" | |||
| Drawing on the theme "Spaceships in flight" | |||
| Total | |||
Educational and methodological means of teaching the work program
- “Programs of preparatory and grades 1-4 of correctional educational institutions of the VIII type”, authors-compilers M. N. Perova, V. V. Ek, edited by V. V. Voronkova. - M.: Education, 2009.
- Groshenkov I. A. Visual activity in a special (correctional) school of the VIII type: Proc. allowance for students. higher ped. textbook establishments. - M .: Publishing Center "Academy", 2002.
Lessons visual arts.
Schinkel said: “Fine art in its highest perfection must become music…”.
I would like to make these words an epigraph to each lesson of fine arts. To know the beauty of the world is the goal of art lessons.
Organization of lessonsfine arts in a correctional school has its own specific features. Observing the development of children with disabilities, the underdevelopment of their cognitive and practical activities, emotional-volitional sphere.The work program in fine arts has been developed taking into account interdisciplinary and intradisciplinary connections, the logic of the educational process, the tasks of forming a student's aesthetic attitude to the world, developing creative potential and communication skills.
Fine art lessons contribute to the development of children with disabilities. Not every child will become an artist.And neither the best psychological recommendations, nor pedagogical methods, nor the experience of the teacher will change this. But it is also true that with a certain potential artistic development every person who enters the world possesses, and this potential must be unleashed. There is no contradiction here. Thus, everyone has the ability to think logically and uses it constantly, but only a few become specialists in logic or theoretical scientists. Therefore, an art teacher must behave as if all children are potential artists. In practice, this means, in particular, that he will treat each child as creative personality without prejudging how far he can go in his development. And will pay constant attention to specific artistic tasks.
Preliminary preparation is the main guarantee of a successful lesson. Students should have everything they need for the lesson (an eraser, a glass of water, a set of brushes of various sizes, a sharpener, a sharpened pencil, a sheet of paper with a grainy surface). Paintings, pictures of artists, illustrations, music corresponding to the content of the lesson are selected.My students and I tried to draw music. They tried to imagine what exactly the composer “depicted”. And the images that arise when listening to this music - draw.
Starting from the first grade, it is necessary to teach children that a drawing deteriorates from frequent correction; he takes on a sloppy look. It is necessary to prepare for the lesson conscientiously, responsibly, with love.The focus on activity and problem approaches in teaching art dictates the need for a child to experiment with different artistic materials, understand their properties and possibilities for creating an expressive image. The variety of art materials and techniques used in the classroom will keep students interested in art.
The teacher prepares for each lesson no less carefully: planning, thinking over each stage of the lesson. The teacher must have subject, teaching methods.
The lesson should be educative and developing, correctional and developing.
I take into account the development of children, at each lesson an individually differentiated approach to students should be carried out, and all material should be correlated with the level of development of the child.
In the classroom, innovative processes should be carried out.
It is necessary to use health-saving technologies, i.e. observe the protective regime (spend minutes to warm up, switch to another type of activity).
The lesson should contribute to the solution of the main tasks facing the school:
provide comprehensive pedagogical support to children with disabilities, promote their social adaptation.
The teacher sets the goals of the lesson: developing, educating, educational, but in a correctional school it is very important to correctly and clearly define correctional and developmental tasks.
*correct all types of attention, switching attention, increasing the amount of attention.
*correction and development of coherent oral speech, vocabulary enrichment, work on correct pronunciation
*correction and development of visual, tactile and auditory perceptions
*correction and development of fine motor skills of hands: skill, rhythm, smoothness of movements, proportionality of movements
*correction and development of mental activity, fantasy, creativity
* correction and development of personal qualities of students (self-control, perseverance, endurance, the ability to express one's thoughts, a sense of beauty)
There is a certain program in the fine arts, a huge number of methods for its implementation, but practice proves that it is impossible to blindly follow the recommendations and the program. Each class, each child is unique in its own way. A drawing lesson is a co-creation of a teacher and a student. Very important: the nature of the teacher's speech: clarity, accuracy, emotional expressiveness, moderation, its influence on the emotional-volitional activity and behavior of students. Required vocabulary work: this is both an expansion of vocabulary and work with the necessary terms. An important role is played by the proposed visibility, samples. Aesthetics, brightness, clarity of the image are required. I often use music at various stages of work, but it is better not to use musical accompaniment at each lesson (the effect of the impact is lost).
During the lesson in a correctional school, the following conditions must be observed:
*repetition of topics takes place in the following classes with complications, additions;
* it is necessary to slow down the pace of explaining the topic, drawing techniques, simplifying the structure of the material and the skills being formed; differentiated tasks;
* use emotional feelings as much as possible;
* to rely on the most developed positive qualities of the student and on this basis to overcome the general insufficiency of his intellectual sphere;
*when drawing complex drawings, divide it into separate elements;
* in work, use as many different techniques and methods as possible in order to develop cognitive processes;
*when using visual material, give nature Special attention the quality of beauty, brightness;
* in a preliminary conversation, consideration, discussion of the upcoming work, encourage children to speech activity, vocabulary enrichment;
*carry out an individual and differentiated approach
The most acceptable methods of teaching in school is success.
What awaits a child who crossed the threshold of school? Only success. Success situation - necessary condition for the development of a positive attitude towards the subject into an active, creative one.
I am convinced that success is associated with a feeling of emotional uplift, creates a sense of inner well-being. Once, having experienced success, the child will again and again strive for it. This success is remembered for a long time and is an incentive to study. To this end, I arrange an "exhibition" in the classroom, personal exhibitions at school, we take part in all exhibitions of drawings on a certain topic (on thematic weeks, on certain dates).
The one who relies on and uses his personal psychological features. And so that confidence is not lost, it is necessary to help the development of the child. In study life situations Presentations and an interactive whiteboard provide invaluable assistance. At the same time, children develop speech, memory and an interest in drawing.
Often I used group forms of work in the lessons. Group work or pair work revitalizes pedagogical process helps each child develop as individuals. As a result of such work, joint scenarios, compositions depicting nature, collages, etc. are created. My students were very fond of creating scenery drawings that were used for puppet shows (which were held outside school hours). I praised them for even the smallest luck, for diligence and diligence. This recognition stimulates them to further creativity.
I realized that it is impossible to conduct lessons withoutsurprise method. The child is an active participant in the knowledge and transformation of the world around him. He is interested in everything, he is surprised by the world around him. But, having come to school, he is forced to act according to the instructions of an adult and therefore loses his initiative.
The method of "admiring" I used in the lessons - a conversation about the fine arts different direction. The use of beautiful music, colorful paintings enhance the emotional mood.
Whenever possible, I use active learning techniques. These are: a game, inventing an interesting plot, fantasizing, arguing, etc.
When choosing the forms for conducting individual parts of the lesson, I singled out the introductory, intermediate or final part in them. Consider that the whole class will participate. However, it must be remembered that oligophrenics are easily excited, quickly distracted, forgetting about the main thing. The rules of the game or conversation should be stated briefly, accessible. The result of the game should be well understood by the students.
Usage interesting shapes games make it possible not only to interest children, to captivate with drawing, but also to develop students, activate, deepen and consolidate knowledge. I use game moments at various stages of the lesson: in an introductory conversation to indicate the presence of common mistakes, when summing up. In the first class, game moments are used especially widely.
The essence of game exercises is to perform specific tasks. An exercise is a methodically correctly organized action, specially selected for a specific purpose. game exercise should be done at your own pace, taking into account individual characteristics child.
Active Methods provide a solution educational goals in different aspects:
formation of positive motivation;
increasing the cognitive activity of students;
development of creative abilities and non-standard thinking;
development of the communicative-emotional sphere of the student's personality;
revealing the personal and individual capabilities of each student and determining the conditions for their manifestation and development;
development of skills of independent mental work;
development of universal skills, drawing techniques,
What do I expect from drawing lessons?
So that each lesson brings a lot of new, interesting, joyful. The world is known, impressions are accumulated, students will see the beauty of the world around them, their imagination is enriched.
Speech becomes more diverse, enriched lexicon, active thinking, drawings are more interesting and joyful.
The accuracy of the movement of the hand is worked out, fine motor skills of the hands develop.
The student learns to plan the sequence of work, the selection of performance techniques, color combinations, tonality, brightness.
Learn how one object takes on many positions, how to mix paints.
When drawing, they will learn to use various techniques and a variety of materials: pencils, crayons, gouache, watercolor, oil paints, a felt-tip pen, a pen.
It is very important to note everything new, unusual, interesting in the drawings, to accept the fantasy and invention of the child. Be sure to hang children's drawings on the board, in no case should you criticize the work of the child. A young artist can be proud that his work, his work brings joy not only to him, but to other people too. His self-esteem rises. What if the job didn't work out? It should be noted that "it is this moment in the drawing that turned out well and with diligence everything will work out well."
I try to help every child to feel the whole range of drawing possibilities, the beauty of the world, to see the beauty in ordinary objects. Drawing without brushes and pencils is not only fun, but also a great exercise for developing fine motor skills in a child. Accordingly, such drawing classes will contribute to the development of speech in children up to a year and memory. In addition, the baby will train to better control his body, learn to sit and walk faster.
Evaluation of children's drawings as works of a creative nature requires a special pedagogical tact. Children love to draw everything that surrounds them. And even if you do not like the work done, the subject being depicted, or the topic does not correspond to the given topic, do not rush to make a negative assessment of his work. What is the reason for the failure? There is no experience, the work does not correspond to the warehouse of his character, mood, temperament. The assessment should also take into account the individuality of the student. In cases where the student makes changes, additions to the proposed topic, it is better to allow him to draw at will. Always note the positive side of the work. Evaluation can take place at various stages of the lesson at the beginning of the lesson, during independent work children at the end of the lesson.
The assessment consists of: the age characteristics of the student, the qualities of his personality, the elements of creativity in the drawing.Correct understanding of the tasks in the performance of educational work, topic disclosure, and achieving accuracy.Possession of the basics of visual literacy, the ability to consistently perform the work of location in space, color reproduction,degree of similarity or transmission of the main features (depending on age)
If this is not drawing from nature, then:improvisation and the use of one's own impressions when doing work, originality.
But there is a main rule in working with children, do no harm. Sometimes a student draws something completely different from what is given, do not beat off the desire for fine art. Talk about what he draws, what he thinks about, help him in his work. The child himself is more important, and not his assessment for the proposed work.
