Report on the topic "Application in preschool age" | Article (junior group) on the topic:

Application as a type of artistic activity for a preschooler

Olesya Cherkashina

Application as a type of artistic activity for a preschooler

Application as a type of artistic activity for preschoolers.

Plan

1. The essence and meaning of the application for a preschooler. Types of applications.

2. The originality of applications in preschool age.

3. Features of application materials and techniques for working with them.

4. Objectives of training and development of children (junior, middle, senior, preparatory groups).

5. Features of methods and techniques for teaching children applications in different age groups.

1).

The concept of “application”, its types and techniques

Applique is the simplest and most accessible way to create artwork, which preserves the realistic basis of the image itself. This makes it possible to widely use appliqué not only for design purposes (in the production of visual aids, manuals for various games, toys, flags, souvenirs for holidays, design of wall newspapers, exhibitions, nursery rooms, but also in the creation of paintings, ornaments, etc. d.

Application - can be substantive, consisting of individual images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.); plot, reflecting a set of actions, events (“Victory Salute”, “Flight into Space”, “The Birds Have Arrived”, etc.); decorative, including ornaments and patterns that can be used to decorate various objects.

Kinds

In object appliqué, children master the ability to cut out images from paper and paste individual objects onto the background, which, due to the specific nature of the activity, convey a somewhat generalized, even conventional image of surrounding objects or their representations in toys, pictures, and examples of folk art.

At the initial stage, kids lay out and glue an object from parts prepared by the teacher: a ball - two halves of different colors; a fungus - a cap and a leg; trolley - rectangular body and round wheels; garland - rectangular flags, etc.

Plot-thematic application

assumes the ability to cut out and paste various objects in interaction in accordance with the theme or plot (“Chicken pecking grains”, “Kolobok is resting on a stump”, “Fish are swimming in an aquarium”, “Rooks are making nests in a tree”). In this case, the child faces the following tasks:

- cut out objects, show their differences in size when compared with each other (tall tree and small rooks, large and small fish);

- highlight the main objects, the main characters, connect them with the scene of action, the setting (fish swim in an aquarium, flowers grow in a meadow). The main thing stands out in size, color, compositional placement among other objects;

convey the characteristic features of the characters and their actions through gestures, posture, clothing, coloring (the bun met the bear - the figures are glued in the position of turning towards each other);

arrange objects on the plane of the bases: on one line in a row horizontally and vertically, indicating the height of the objects (a street in our city, a cheerful round dance); create two-plane compositions - lower, higher, weakening the color, reducing the size of objects taking into account their distance (boats at sea, a flowering meadow with a strip of forest in the distance);

select and appropriately use color and its combinations to convey the time of year, weather conditions, attitude to the depicted object and phenomena (golden autumn, winter in the forest, harvesting).

Decorative applique -

a type of ornamental activity during which children master the ability to cut out and combine various elements of decoration (geometric plant forms, generalized figures of birds, animals, humans) according to the laws of rhythm, symmetry, using bright color comparisons. In these classes, the child learns to stylize and decoratively transform real objects, generalize their structure, and endow samples with new qualities.

2). The originality of applications in preschool age.

Appliqué is one of children’s favorite types of visual arts: children are delighted with the bright color of the paper, the successful rhythmic arrangement of the figures, and the technique of cutting and pasting is of great interest to them.

In appliqué classes, special emphasis should be placed on the organization of examination of objects offered for depiction. An examination is a process of perceiving an object organized by a teacher, which consists in the fact that the teacher, in a strictly defined sequence, identifies the aspects and properties of the object that children must learn in order to then successfully carry out the image process. In the process of such perception, children form clear ideas about those properties and qualities of objects that are important for the image (about the shape, size, structure and color of the object). We need to teach children to perceive. They cannot master this process on their own. Shape, structure, color, first of all, are perceived visually, so objects are first examined.

All the methods and techniques used for teaching appliqué in the classroom are combined and interact, providing a better understanding and assimilation of the material, and the development of children's visual creativity.

3). Features of application materials and techniques for working with them.

The most interesting and accessible for preschool children is applique paper made of bright colors.

The paper for the background is most often taken thick, the tone is selected depending on the content of the image in order to emphasize a certain situation. For example, flowers are placed against a green background of a clearing or meadow, silhouettes of birds are pasted against a blue background of the sky, and fish are pasted against the background of the blue depths of a river or sea.

Children cut out applique elements from more elastic, but resilient paper in rich, rich tones with a well-treated surface.

For work, the child is given scissors with rounded ends and designed levers. Their length should be approximately 120 mm. Brushes for smearing figures cut out of paper are taken depending on the size of the workpieces. So, for collective application you need to have brushes of two sizes. For gluing large surfaces, use wide flat brushes called flute brushes.

The figures are smeared with glue on a clean mat. This could be a small sheet of white paper. During the lesson, it must be changed several times so that the paste does not stain the colored side of the applications and does not leave unwanted stains.

4). Tasks of learning and development of children (junior, middle, senior, preparatory groups).

The following general tasks are solved in application training:

Create a decorative pattern from various geometric shapes and plant (leaf, flower) details, placing them in a certain rhythm on a cardboard or fabric base of various shapes.

Compose an image of an object from separate parts; depict the plot.

Master various techniques for obtaining parts for appliqué from different materials: cutting with different techniques, tearing, weaving; as well as the technique of attaching them to the base: gluing, sewing.

Develop a sense of color, know primary colors and their shades, master the ability to create harmonious color combinations.

Develop a sense of form, proportion, composition.

The objectives and content of application training are specified taking into account the accumulation of experience and development of the child.

Introduction to the application begins with the first junior group. The teacher is guided by a well-known characteristic of children: at the age of 2-3 years, healthy children have a pronounced emotional response to an offer to do something, to participate in something, the child shows a readiness to act. And the main task of an adult is to support this activity, not to let it fade away, to give it a creative character. This favorable period of childhood for the development of children's activity and independence should not be missed. The tasks solved at this age are elementary:

Give kids an idea of the necessary tools and equipment for appliqué: scissors, brush, glue, oilcloth, etc.

Develop emotional responsiveness to an adult’s offer to do something, a willingness to participate with him in the creation of basic artistic crafts.

Develop interest, an emotionally positive attitude towards basic actions with paper, and the desire to carry them out independently.

Develop aesthetic perception and feelings: recognize the resulting image, admire, rejoice “following” adults.

Mastering specific actions with materials, tools, and objects at an early age occurs through communication with an adult. Only he can convey to the child information about the functions of objects, tools, show methods of using material, etc. in joint activities with him.

1. Teach children to make patterns from geometric shapes on a strip, square, rectangle, isosceles triangle.

2. Teach preschoolers to make simple objects from ready-made shapes (a Christmas tree, a house, a snowman, etc., and elementary plots from familiar objects (a train with a trailer, a house with a Christmas tree, etc.).

3. Teach children to hold scissors correctly, cut narrow strips along the fold (bent in half, and then wider ones (several strokes of the scissors).

Teach the technique of spreading paper parts with glue: “outlining” its edges with a brush with glue.

4. To form in children a conscious attitude to the order in which work is performed: first lay out the pattern (object, plot) on a sheet of paper, and then take and stick each detail one by one.

5. To develop artistic taste in preschoolers.

5). Features of methods and techniques for teaching children applications in different age groups.

The first manual productive actions, joint with an adult, included in the context of creating a certain “product,” emotionally prepare the child for systematic and more meaningful participation in the application. The first attempts to transform the material do not require children to clearly perceive shape and color; they are not yet involved in the design of the image, but already in the fourth year of life, more complex tasks can be set in the application:

In middle preschool age, the child’s hand becomes firmer and more confident, so more complex cutting methods appear; children themselves can make details such as an oval, a circle, rounding the corners of rectangles; cutting corners in a straight line to make a trapezoid; cut the squares diagonally to create triangles. Children of this age can be given stencils to cut out details of subject content (mushroom, flower, etc.). Experience shows that children who have worked with a stencil and cut out parts along the contour later have an easier time mastering symmetrical and silhouette cutting and cutting “by eye.”

If children master scissors early, then by the end of middle age they can cut out parts from fabric using all the above methods, and as a result, fabric appliqué is possible. For the base, burlap, drape, and plain-dyed cotton fabric are used. You can make patterns on it either by alternating parts of different colors and shapes, or by creating compositions from elements of national ornaments of different peoples, you can create an object or elementary plot appliqué. But unlike similar paper products, appliqué on fabric is more durable and versatile in use (napkin, towel, carpet, tablecloth).

Children four to five years old can be taught appliqué from dry plant leaves: to create a pattern, alternating leaves by shape, size, color and placing them symmetrically on a cardboard base of different geometric shapes: stripes, squares, etc.

You cannot smear the sheet with glue, like a piece of paper or fabric, by moving the brush along the contour - the sheet will begin to crumble. It is spread by moving the brush from the index finger of the left hand to the edges of the sheet.

To convey the image to children, other materials are provided: pencils, thin twigs, seeds. For example, when making a butterfly applique, the abdomen can be made not only from a leaf, but also drawn and glued on a thin twig; for the eyes, use small seeds or draw them too.

In older preschool age, children master more complex cutting techniques - symmetrical, silhouette, multi-layered, as well as tearing and weaving techniques. They can combine techniques.

Preschoolers are learning new ways to attach parts: sewing them to fabric. In this case, children receive two options for the image: planar and semi-volumetric (when cotton wool is placed between the base and the part). In the second case, the image is more expressive. A semi-volume applique is also obtained by partially gluing parts, for example, only the middle of a snowflake, flower, butterfly, etc.

Systematic teaching of children various methods of applique from various materials creates the basis for the creative expression of a preschooler in independent activities: he can choose the content of the applique (decorative pattern, object, plot, material (one or more in combination) and use different techniques suitable for more expressive execution planned.

Junior preschool age

Art [/u] is a period when the formation of all organs and systems of the body proceeds at a very rapid pace. Therefore, it is very important to lay the foundations for full development in a timely manner.

The specificity of the application gives children the opportunity to more actively acquire knowledge about color, the structure of objects, their size, planar shape and composition. The applique allows you to move cut out shapes and compare them by placing one shape on top of another.

Game-activities are carried out with a subgroup of five to six children. Under the guidance of a teacher, children learn to arrange figures in a certain order, compose an image of an object from two or three parts, and correlate them by shape, color, size, and spatial location.

The main goal of these exercises is to instill in children an interest in actions with cut-out figures, to arouse a desire to independently make some objects out of them, to create the simplest combinations, to form sensory experience, to enrich knowledge about surrounding objects and the means of their figurative transmission.

Game techniques are ways of jointly (teacher and children) developing a plot-based game plan by setting game tasks and performing appropriate game actions aimed at teaching and developing children.

The developmental features of children of this age indicate the need to organize repetitive actions and exercises in the learning process. They are necessary both for better mastery of certain skills by children, and for accelerating awareness and voluntariness in activities. In this regard, classes with a small subgroup of children turned out to be quite effective, where the children were first asked to act individually, and then perform the same actions and operations together on a common sheet of paper or flannelgraph, and vice versa.

The use of the reproductive method in these cases contributed to the formation in children of conscious and voluntary actions associated with the analytical process of cognition.

The research method is effective in creating educational situations that encourage children to conduct independent search activities and find a way to complete a task through trial and error.

The use of the research method encouraged children to actively search. The children acted independently by comparing and contrasting and achieving the desired result. The research method is also used when the teacher invites children to complete creative tasks or create images according to their own ideas.

The gaming technique is predominant in organizing applique classes with children of primary preschool age. In fact, the playful nature of learning permeates the entire educational process. Children are offered travel around the city, into the forest, using different types of transport; dramatizations, walking stories, during which they meet with different representatives of the animal and plant world, game characters, etc.

The classes carried out pursued different goals, but in each of them the children were given the role of an active participant, while the kids were imperceptibly involved in the activities that were offered to them. Some of the classes, especially at later stages, were aimed at developing basic teamwork skills, gaining experience in joint actions, and encouraging active communication with other children and adults.

Thus, work experience has shown that with directed pedagogical guidance, application classes contribute to more intensive development of all aspects of the personality.

Literature:

1. Krupskaya N.K. About preschool education. Collection of articles and speeches. M., 1973, p. 71.

2. “Methods of teaching visual activity and design,” ed. N. P. Sakulina, T. S. Komarova; M., 1979

3. Methodological recommendations for the “Program of education and training in kindergarten” (compiled by L. V. Ruskova) - M.: Education, 1986.

4. Panteleeva L.V. et al. Artistic work in kindergartens of the USSR and SFRY: A book for kindergarten teachers (L.V. Panteleeva, E. Kamenov, M. Stanoevich. - M.: Prosveshchenie, 1987.

Materials and equipment for appliqué classes……………………6

3. Application training program for senior children………………8

4. Practical part: Methods and techniques of teaching…………………….…11

Conclusion………………………………………………………………………………………..21

List of sources used……………………………………22

Introduction

Introducing a child to the world of beauty reveals to him the richness and beauty of the surrounding life, contributes to the development of the need not only to contemplate the world, but also to actively understand and transform it.

V. A. Sukhomlinsky said that a child by nature is an inquisitive researcher, a discoverer of the world, that a child’s heart is sensitive to the call to create beauty. It is only important that calls are followed by work, so that work becomes a necessity.

You will learn how great the potential is for one of the common types of fine art - appliqué - for the formation of the mental and creative abilities of a preschooler, for the development of his moral ideas, work skills, and artistic taste.

1. General characteristics of application as a type of visual activity for preschool children

Applique (from the Latin word “attachment”) is an interesting type of artistic activity - it is a way of working with colored pieces of various materials: paper, fabric, leather, fur, felt, colored beads, beads, woolen threads, embossed metal platinum, all kinds of matter (velvet , satin, silk), dried leaves... this use of various materials and structures in order to enhance expressive capabilities is very close to another means of representation - collage.

The application was born a long time ago. It appeared as a way to decorate clothes and shoes, household utensils and tools, and the interior of your home.

Perhaps the first impetus for the appearance of appliqué was the need to sew skins for clothing, and the first stitch told a person that they could not only connect the details of clothing, but also decorate it. Parts cut from these materials began to be attached to clothing. This is how the application appeared.

The subject matter included animals, birds, people themselves, fantastic monsters, beautiful flowers and plants, scenes of hunting and everyday life.

Applications are accessible even to young children: creating a whole from existing parts is much easier than creating the same design from a mosaic.

Parts of the applique can be prepared in advance and given to the child to create an image, but the mosaic cannot.

When working on the applique, they use glue, scissors, colored paper (which you can make yourself using paints or felt-tip pens), wrapping paper, magazines, foil, candy wrappers, foam rubber and simply unexpected materials.

The concept of “appliqué” includes methods of creating works of art from materials that differ in their properties and texture, united by the similarity of the execution technique. Each material has its own characteristics, which have a decisive influence on the application technique. For example, paper, straw, dried plants, birch bark are attached to the background with various adhesives; poplar fluff is placed on velvet paper.

Applique is the simplest and most accessible way to create artwork, which preserves the realistic basis of the image itself. This makes it possible to widely use applique not only for design purposes, but also in creating paintings, panels, ornaments, etc.

The main features of the appliqué are silhouette, flat generalized interpretation of the image, locality of large color spots.

The application can be substantive, consisting of individual images; plot, reflecting a set of actions and events; decorative, including ornaments and patterns that can be used to decorate various objects.

Preschoolers master all the processes of making appliqué—cutting and gluing shapes. Preparatory exercises for mastering this type of activity are games with mosaics, with the help of which children, laying out ready-made geometric shapes, become familiar with their features, color, arrangement methods, and principles of creating a pattern. Cutting out without gluing helps master the applique process (children cut paper, making tickets, flags, etc. for games, learn to use scissors). In kindergarten, they use such types of applique work as gluing ready-made shapes (decorative - from geometric and plant shapes and object - from individual parts or silhouettes) and cutting and gluing forms (individual objects, plot, decorative). Preschoolers can cut out shapes in sections or as a silhouette. Composing an object from separate parts is easier for them, like any constructive image in drawing or modeling. Silhouette cutting is more difficult for children, since they always need to compare the general contours of the object with the proportions of its individual parts. Therefore, cutting out complex shapes is included in the program only in the preparatory group. The application contains great opportunities for the development of imagination, imagination, and creative abilities of children. Thus, the pattern can be made up of both ready-made geometric and plant shapes cut out by the children themselves. The use of ready-made forms in decorative works allows preschoolers to focus all their attention on the rhythmic alternation of elements in a pattern and the selection of beautiful color combinations. Children use the skills acquired in appliqué classes in other activities, mainly in design, making shadow theater, light decorations, and Christmas tree decorations.

Development of a child’s personality using applications

Artistic and creative activity is an activity that occurs in a child under the influence of literary, musical or works of visual art. This same activity, in turn, has a huge impact on the comprehensive development of the personality of a preschool child. In this regard, let us cite the statement of L.I. Novikova, who claims that: “The theory and practice of education in preschool institutions have revealed that artistic and aesthetic activity has an incomparable impact on the overall development of the child; a healthy emotional sphere is formed, thinking is improved, the child becomes more sensitive to beauty in art and in life” [4].

In kindergarten, visual activities are represented by such types as: modeling, drawing, design, appliqué. Each of these types has its own characteristics in displaying the child’s impressions of the world around him. Let us pay attention to the fact that when practicing appliqué, preschoolers become familiar with the simple geometric shapes of various objects, parts and silhouettes of which they cut out and paste on. Creating silhouette images requires a lot of thought and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object.

Having compared different interpretations of the concept of “applique,” we settled on the definition given by M. A. Gusakova: “Applique is the simplest and most accessible way of creating artwork, which preserves the realistic basis of the image itself” [2, p. 27].

The main features of the applique, continues M. A. Gusakova, “are silhouette, flat generalized interpretation of the image, uniformity of the color spot (locality) of large color spots” [2, p. 28].

The following types of applications are used in kindergarten:

- subject, consisting of individual images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.);

‒ plot, reflecting a set of actions, events (“Victory Salute”, “Flight into Space”, “The Birds Have Arrived”, etc.);

- decorative, including ornaments and patterns that can be used to decorate various items of clothing and household items.

In teaching applicative skills in a preschool educational institution, the following general tasks are solved:

1) compiling 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;

2) compiling images of objects from individual parts; plot image;

3) mastering various techniques for obtaining parts for appliqué from different materials, for example: cutting with various techniques, tearing, weaving; as well as the technique of attaching them to the base: gluing, sewing;

4) developing a sense of color, knowledge of the basic colors and their shades, mastering the ability to create harmonious color combinations;

5) develop a sense of form, proportions, composition.

During applique classes, preschoolers become familiar with the simple geometric shapes of objects, the details of which they must cut out and paste. Thus, S. V. Arapova writes that: “Creating silhouette images requires a lot of thought and imagination, since the silhouette lacks details, which are sometimes the main features of the object” [1, p. 48].

Also, applique classes contribute to the development of elementary mathematical concepts in preschoolers. Children, according to the authoritative opinion of T. S. Komarova, “get acquainted with the names and characteristics of the simplest geometric shapes, gain an understanding of the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more , less)" [3, p. 25]. These complex mathematical concepts are easily acquired by preschoolers in the process of creating a decorative ornament or when depicting an object in parts.

In addition, by doing appliqué, preschoolers develop a sense of rhythm, color and symmetry. On this basis, artistic taste is formed. As the team of authors rightly notes: E. A. Dubrovskaya, T. G. Kazakova, N. N. Yurina, “a big role in the applique belongs to its color design, which has a huge impact on the development of children’s artistic taste” [5, p. 87]. Color has an emotional impact on a child, captivating him with its colorfulness and brightness. Therefore, it is important to purposefully develop a sense of color as the most accessible idea of the beauty of the surrounding world and works of art.

By providing preschoolers with colored paper, the teacher develops in them the ability to select beautiful color combinations. At the same time, children do not need to make up colors or paint over shapes themselves.

Applique encourages preschoolers to plan the organization of work, which is especially important here, since in this type of art “the sequence of attaching parts is of great importance for creating a composition (large forms are glued first, then details; in plot works, first the background, then background objects, obscured others, and last but not least the foreground objects)” [2, p. 37].

Performing applicative images contributes to the development of hand muscles and coordination of the child’s movements. Preschoolers learn to use scissors, carefully and correctly cut out shapes and parts, turn a sheet of paper, and lay out parts on a sheet at an equal distance from each other.

It should also be noted the role of appliqué classes in the labor education of preschoolers. Preschoolers develop a work culture; they prepare the necessary materials and tools in advance, put their workplace in order, and plan the sequence of task completion.

In preschoolers, general and fine motor skills of the hands are improved and coordinated, qualities such as accuracy, speed, and smoothness are formed. According to S. V. Arapova, “this becomes possible with systematic, planned conduct of classes, organization of independent artistic activities, consistent implementation of program requirements in each age group, gradual complication of tasks as experience is gained” [1, p. 91]. Preschoolers must learn to diversify their acquired skills in other types of artistic and creative activities.

Thus, the level of mastery of the skills and abilities provided for by the application program makes it possible to implement and determine the degree of readiness of each child for successful learning at school, further mastery of the content and techniques of various types of artistic craft.

Literature:

Arapova, S. V. Teaching fine arts. Integration of artistic and logical / S. V. Arapova. - St. Petersburg: KARO, 2004. - 190 p.
Gusakova, M. A. Application: Textbook. allowance / M. A. Gusakova. — 2nd ed., revised. and additional - M.: Education, 1982. - 191 p.
Komarova, T. S. Children's visual creativity: what should be understood by this? / T. S. Komarova // Preschool education. - 2005. - No. 2. - P. 25.
Novikova, L. I. The importance of artistic and aesthetic education in the development of the personality of a preschool child / L. I. Novikova // URL: Access mode: https://nsportal.ru/detskiy-sad/raznoe/2014/09/28/ znachenie-khudozhestvenno-esteticheskogo-obrazovaniya-v-razvitii (date of access: 09/21/2016).
Aesthetic education and development of preschool children: Textbook (E. A. Dubrovskaya, T. G. Kazakova, N. N. Yurina, etc. / Edited by E. A. Dubrovskaya, S. A. Kozlova. - M. : Publishing House, 2002. - 256 p.

MAGAZINE Preschooler.RF

“Application as an effective means of developing cognitive activity”

Preschool age is the most sensitive period for assimilating the artistic experience accumulated by humanity (Komarova T.S., Mukhina T.S., Sakkulina N.P., etc.). Visual activity of preschool children is considered by psychologists and teachers as a complex analytical-synthetic activity, which is characterized by the creative implementation of a plan (Vetlugina N.A., Ignatiev E.M., Komarova T.S., etc.).

Application acts as a specific form of artistic knowledge for children and promotes the gradual assimilation and understanding of the uniqueness of expressive and visual means that stimulate the cognitive need, curiosity develops under certain conditions into inquisitiveness, gradually developing cognitive interests, and then into the need for systematic active assimilation and independent use of knowledge , abilities, skills.

This activity helps the development and formation of visual perceptions, imagination, spatial concepts, memory, feelings and other mental processes. Such personality traits as perseverance, focus, accuracy, hard work,

important for the development of fine motor skills of the fingers, their muscles, and coordination of movements.

Applique is a type of fine art, an artistic technique based on cutting, overlaying and fixing details on a background. This is the simplest and therefore most accessible way of performing artistic work, which preserves the realistic basis of the image itself. As a result, it becomes possible to widely use appliqué not only for design purposes, but in creating images in the classroom and in the independent creative activities of preschoolers.

Cognitive activity in preschool children in applique is considered as the assimilation of accessible artistic experience and proactive, independent and creative (at the level of age capabilities and characteristics) use of it in their own applicative activities. The uniqueness of a child’s cognitive activity is determined by the fact that it is formed in close connection with productive activity, with the development of manual labor skills.

When determining cognitive activity and expressiveness in application, the initial data were general methodological provisions about the essence of the artistic image in the fine arts and the specifics of its formation in preschool children. In their works, preschoolers not only reflect the surrounding reality, but also give it an emotional and personal assessment.

The most characteristic features of the application are:

stylization, i.e. simplified image based on the transfer of essential features, abstraction from secondary properties, detail
decorativeness of the image, characterized by the stylization of the image, the constructiveness of the composition, the decorativeness of the color, the technicality of the appliqué elements on the background.

Currently, a wide variety of elements can be used in applique: various types of paper, fabric, threads, straws, fur, shells, sand, birch bark, dried plants, leaves, seeds and other natural materials.

Types of application:

Subject, consisting of individual images (leaf, branch, tree, bird, flower, animal, person, etc.);

Tasks:

to form in children a cognitive interest in the world of objects in nature, man-made things, and people; careful attitude to the world of objects
evoke in children a desire to express their attitude towards objects in applications
encourage children to accept and independently formulate the themes of the image
form generalized ideas about the depicted object, stimulate independence and creativity in conceiving an image

Plot, reflecting certain events;

Tasks:

develop interest in surrounding objects and natural phenomena
develop in children an understanding of the dependence of image quality on the quality of observation
Encourage children to independently conceive an image
teach children to feel the expressiveness of the image, encourage them to have an emotional response to it.

Decorative, including ornaments and patterns that can be used to decorate various objects.

Tasks:

formation in children of emotional responsiveness and interest in objects of art, understanding of its features
developing a desire to engage in such activities at the suggestion of an adult and on one’s own initiative
the formation of generalized knowledge and corresponding visual (applicative) skills - children’s mastery of characteristic elements and painting patterns; nurturing a sense of rhythm, form, symmetry
nurturing activity, independence, initiative and creativity when creating applique patterns.

Currently, teachers of preschool educational institutions are inclined to the traditional technique of teaching children applications, namely:

Create a decorative pattern from various paper geometric shapes and plant (leaf, flower) details, placing them in a certain rhythm on a cardboard base.
Compose an image of an object from colored paper from separate parts; depict the plot.
Master various techniques for obtaining parts for appliqué from paper: cutting with different techniques, tearing, weaving; as well as the technique of attaching them to the base.
Create an image of an object (plot) using the origami technique.

The work also uses non-traditional appliqué techniques.

Working with various materials, in various artistic techniques expands the child’s capabilities, develops a sense of color, harmony, imaginative space, imaginative thinking, and creative abilities.

Correctional work using visual arts (applications) should take into account the qualitative uniqueness of children associated with the underdevelopment of their cognitive activity. Therefore, one of the tasks of teaching children ZPR is to saturate their applicative work with substantive, semantic content. In such children, emotional involvement plays a special role.

Stages:

Formation of motivational and guiding foundations of visual activity.
Formation of basic skills in visual arts (application) in the process of a child mastering ways of reflecting the external qualities of objects.
Development of skills in productive visual activity at the visual-figurative level (at the level of presentation).
Creative visual activity at the level of imagination, which is based on the child’s high emotional involvement in the application process.

When performing correctional pedagogical work using visual arts for children, the following principles must be taken into account:

developing in children the idea that any image is a reflection of real objects of the surrounding reality and social phenomena
taking into account the patterns of development of visual activity in the norm and taking into account the peculiarities of the development of visual activity in children with various developmental disabilities
close relationship between visual activity and various types of children’s activities - subject-matter, play, work and communication
the relevance of the social orientation of visual activity in the selection of methods, techniques and content of training
emotional involvement of the child in the process of creating images at all stages of learning
development of all aspects of speech as an integral part of the process of formation of visual activity (applications)
the process of creating images is unthinkable without educating children in aesthetic culture and artistic expression.

Corrective applique classes contribute to:

Children develop observation skills;
techniques for examining the depicted object are being improved;
children master specific perception - the ability to see an object holistically, in the unity of its properties;
complete and accurate ideas about objects and phenomena of the surrounding world are formed, since the image of objects requires a clear identification in the mind of essential features relating to shape, design, size, position in space and other parameters;
children not only reproduce what they saw, but based on the received ideas about objects and phenomena of the real world, they create new original works in the application. This is achieved through the development of imagination, the basis of which is the ability to operate with ideas in the mind and transform them;
visual and motor memory also develop, since in the process of visual activity it is important not only to be able to perceive objects and work with a pencil and scissors, but also to consistently reproduce with your hand what you saw with your eyes;
Children learn in the process of productive activity to depict objects, i.e. capture ideas about it and the way it is depicted;
During fine arts lessons (applications), children improve all their mental operations through visual and practical activities.

Material and technical means.

Learning appliqué involves familiarizing yourself with the material, acquiring the ability to cut out various shapes, arrange them on a sheet of paper in a certain order and paste them in accordance with the image and plot.

The main objectives of application training are as follows:

distinguish geometric shapes, know their names (circle, square, oval, rectangle, triangle, rhombus)
introduce primary, complementary colors and their shades, mastering the ability to create harmonious combinations
know sizes and quantities: large, small shapes; one form is larger (smaller) than another, one, several, many forms
develop compositional skills: rhythmically arrange identical forms in a row or alternate two or more forms; build an image depending on the shape of the sheet - on a strip, square, rectangle, circle
create an image of an object from separate parts

arrange objects in a plot applique.

Mastering basic cutting techniques: a) cutting paper straight, along folds and by eye; b) cutting out rounded shapes by rounding corners, symmetrical shapes from paper folded in half, several times, like an accordion; c) cutting out asymmetrical shapes - silhouette and from separate parts; d) cutting along the contour; e) creating a shape by tearing off pieces of paper.

Mastering basic gluing techniques (using a brush, glue, rag; the ability to sequentially glue forms).

With the help of material and technical means, visual (applicative) activities are carried out in kindergarten:

scissors with blunt ends (for each child)
sets of different types (velvet, coated, plain) colored paper for applique practice (for each child)
sets of paper of the same color, but different shapes (10 - 12 colors, size 10´12cm or 6´7cm) (for each child)
files made of transparent synthetic film for storing paper scraps (for each child)
various natural materials (cones, acorns, leaves of various trees, grains, seeds, cereals, scraps of different types of fabric, fur, cotton wool, threads, etc.)
bristle brushes for glue (for each child)
brush holders (for each child)
glue sockets (for each child)
trays for forms and scraps of paper (for each child)
plates on which children place figures for spreading with glue (for each child).

Artistic techniques.

Currently, a wide variety of elements can be used in applique: various types of paper, fabric, threads, straws, fur, shells, sand, birch bark, dried plants, leaves, seeds and other natural materials.

Broken applique.

This method is good for conveying the texture of an image (fluffy chicken, curly cloud). In this case, we tear the paper into pieces and make an image from them. Children 5-7 years old can complicate the technique: not just tear pieces of paper as best they can, but pluck or tear off the outline drawing. Cutting appliqué is very useful for developing fine motor skills and creative thinking.

Overlay applique.

This technique allows you to obtain a multi-color image. We conceive an image and consistently create it, overlaying and gluing parts in layers so that each subsequent detail is smaller in size than the previous one.

Modular application (mosaic).

With this technique, an image is created by gluing many identical shapes. Cut out circles, squares, triangles, or simply torn pieces of paper can be used as the basis for a modular applique.

Symmetrical applique.

For symmetrical images, fold the blank - a square or rectangle of paper of the required size - in half, hold it by the fold, and cut out half of the image.

Ribbon applique.

This method allows you to get not one or two, but many identical images, scattered or interconnected. To make a ribbon applique, you need to take a wide sheet of paper, fold it like an accordion and cut out the image.

Silhouette applique.

This method is accessible to children who are good with scissors. They will be able to cut out complex silhouettes using a drawn or imaginary outline.

Quilling.

Quilling (English quilling - from the word quill (bird feather)), also paper rolling - the art of making flat or three-dimensional compositions from long and narrow strips of paper twisted into spirals.

Trimming.

Trimming is one of the types of paper crafts. This technique can be attributed to both the applique method and the type of quilling. With the help of trimming you can create amazing three-dimensional paintings, mosaics, panels, decorative interior elements, postcards. This technique is quite popular; interest in it is explained by the unusual “fluffiness” effect and the easy way to perform it.

Collage.

Collage (from the French collage - gluing) is a technical technique in the fine arts, which consists in creating paintings or graphic works by gluing onto any base objects and materials that differ from the base in color and texture. A collage is also a name for a work made entirely in this technique. Collage is used mainly to obtain the effect of surprise from the combination of dissimilar materials, as well as for the sake of the emotional richness and poignancy of the work.

Origami.

Origami (Japanese: “folded paper” ) is a type of decorative and applied art; the ancient art of paper folding. Classic origami is folded from a square sheet of paper and requires the use of one sheet of paper without the use of glue or scissors.

Application from napkins.

Napkins are a very interesting material for children's creativity. You can make various crafts from them. This type of creativity has a number of advantages: - the ability to create masterpieces without scissors; - development of fine motor skills of small hands; - development of tactile perception using paper of different textures; - ample opportunities for creativity.

Corrugated paper.

Corrugated paper is one of the types of so-called craft paper. Compared to regular paper, it appeared relatively recently. It is very soft, delicate and pleasant to the touch. Children love the gorgeous colors and they enjoy working with her in art activities. This is an excellent decorative and craft material that allows you to create scenery, colorful toys, original garlands and magnificent bouquets, costumes, which can be an excellent holiday gift.

Fabric applique.

Fabric applique is a type of sewing. Appliqué embroidery involves attaching pieces of other fabric to a specific fabric background. Fabric appliques are strengthened either by sewing or gluing. Fabric appliqué can be substantive, narrative or decorative; single-color, two-color and multi-color.

Making fabric appliqué requires certain skills. First, you need to be able to cut fabric (fabric is more difficult to cut than paper); Secondly. The edges of the fabric can fray and make work difficult.

Cereal applique.

It is useful to develop fine motor skills. Touching objects with your fingers and learning to make pinch movements is, of course, important. Cereal application becomes the most attractive for them in this regard. You can create various crafts with cereals. To do this, semolina, rice, and millet are painted in different colors using gouache and water.

Straw applique.

Straw appliqués are extremely attractive and have a golden shimmer to them. This happens because the straw has a glossy surface and longitudinally arranged fibers. These fibers reflect light maximally only in a certain position. Composed of shapes at different angles relative to the light. The applique conveys a unique game: it shines like gold. These can be paintings, ornamental stripes, bookmarks, boxes, frames.

Application from dried plants.

Currently, application of flowers, grass, leaves, the so-called floristry, has become widely popular. Working with natural materials is quite accessible to students and preschool children. Communicating with nature is exciting, interesting and useful. It develops creativity, thinking, observation, and hard work.

Activities with natural materials help to develop in children a love for their native nature and a caring attitude towards it. They are also useful because the collection and preparation of natural material takes place in the air.

By creating beautiful applications with their own hands and seeing the result of their work, children experience positive emotions. Working with paper and other materials gives children the opportunity to show patience, perseverance, imagination and taste. Children enjoy decorating the group room with their works and giving them to their parents and friends.

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Abstract of GCD for application in the first junior group: Pyramid

Summary of direct educational activities on application in the first junior group “Pyramid”.
Author: Ionova Natalya Viktorovna, teacher of MBDOU Kindergarten No. 118, Orenburg Integration of educational areas: • Artistic creativity • Communication • Socialization Goal : Enriching the sensory experience of children when comparing objects by size. Reinforce the concept of “many” “one” Improve fine motor skills of the hands. Objectives: - Learn to group objects by color. Develop coordination of hand movements, develop visual and auditory perception. -develop the ability to correctly place and glue work parts; - learn to form a pyramid correctly - from the largest part to the smallest; teach accuracy, encourage the desire to do your work as beautifully as possible. - develop mental operations: comparison, generalization, ability to analyze; - develop coherent speech, the ability to reason, draw conclusions; - encourage independent formulation of conclusions. — improve children’s gaming skills, develop interest in games; - formation of cooperation skills, goodwill, and the ability to work in a group; — teach emotionally, to perceive the environment in the process of children communicating with each other. Equipment: 1\2 album sheet;
oval shapes of different colors and sizes cut out of colored paper and a small triangle for the top of the pyramid; PVA glue; Napkins; Oilcloth; Teddy bear toy; Toy Pyramid 1. GCD move:

A surprise moment, there is a knock on the door. Educator: Who came to us? Let's take a look, guys? Oh, yes, he came. (the teacher shows the toy Teddy Bear)

Children: - Bear!
Educator: That's right, Mishka tells me in my ear that he really likes to play with the pyramid. Today he came to us to play with the pyramid. The teacher puts the pyramid on the table and invites Mishutka to play with the pyramid with the children.

Game exercise “Assemble a pyramid” Educator : Children, look at what a beautiful pyramid we have. Let's look at it together. How many rings does the pyramid have? Children's answers (many). The teacher takes off the rings, and the children name their color and size. Educator: (takes off the first ring) which ring? What colour? etc. Children: this is a small ring, it is green, and so on until the end. If the children find it difficult, the teacher calls it himself. Then the exercise is repeated again; the children themselves begin the task: they put on the rings and name their colors. The children begin the task, and the teacher helps. Educator: Well done guys. We put everything together correctly and even helped Mishutka, let’s applaud our success. 2. Physical exercise. Three bears
Three bears were walking home The children waddled in place Dad was big, big.
Raise your arms above your head, pull up. Mom is shorter with him, hands at chest level. And my son is just a little baby. Sit down. He was very small, crouching and swinging like a bear. He walked around with rattles. Stand up with your hands clenched into fists in front of your chest. Ding-ding, ding-ding. Children imitate playing with rattles. 3. Making an application. Educator: “Today we will make pyramids for our guest Mishka from colored paper. Educator : Sit down at the tables and I will show you how to make a pyramid. Demonstration: Demonstrate the algorithm for performing the application on a magnetic board, then invite the children to repeat everything. 1. Place the prepared forms in the middle of the sheet, arranging the ovals in height from largest to smallest. During the work, the teacher guides the children’s actions, asking questions about the order of gluing, and helps some children correctly position and stick the figures. Finger gymnastics: We played, we played, (circular movements with the hands) Our fingers are tired. (movement of the hand up, down) And now we will rest (imitation of the movement of a wave) And we will begin to play again (circular movements of the hands) Fingers The fingers fell asleep, curled into a fist. One! Two! Three! Four! Five! Wanted to play! On the count of 1,2,3,4,5, open your fingers one by one from the fist. When they wanted to play with the words, their fingers moved freely.

4. Reflection. What did we do today? (children's answers) Well done guys! These are the beautiful pyramids we got. Do you guys like them? What kind of pyramid did you make, Kolya? What about you, Maya? You guys are so good at me, you made so many pyramids! Look how happy our bear is and dances! Let him now play with our pyramids! Finished works are laid out on the stand. Children, together with the teacher, admire the finished works.

Application

Practical part of the lesson

We take 1/2 album sheet, PVA glue and ready-made cut out oval shapes of different sizes and a small triangle for the top of the pyramid 1)

Next, we arrange the shapes in order (from the largest oval to the smallest) First, glue the largest oval in the middle of the sheet at the bottom. Then glue the second oval. And so on in order (from largest to smallest). Next, when all the ovals have been glued in order, glue a triangle on top - This is the top of the pyramid and our pyramid is ready!

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Report on the topic “Applique in preschool age” article (junior group) on the topic

Application as a type of artistic activity for a preschooler

Application as a type of artistic activity for preschoolers.

Plan

The concept of “application”, its types and techniques

Kinds

Plot-thematic application

Decorative applique -

2). The originality of applications in preschool age.

3). Features of application materials and techniques for working with them.

4). Tasks of learning and development of children (junior, middle, senior, preparatory groups).

Materials and equipment for appliqué classes……………………6

Development of a child’s personality using applications

MAGAZINE Preschooler.RF

Abstract of GCD for application in the first junior group: Pyramid

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