What is needed for creativity in kindergarten?
When getting the baby ready for kindergarten, mothers often wonder: what should the child buy for creative activities? Usually in kindergartens, the teacher gives parents a standard “portfolio” to purchase - pencils, paints, brushes, sketchbooks, plasticine, colored paper, glue.
The set is, of course, understandable. But what type of plasticine should you prefer, what pencils should you buy – thick or thin, etc.? Mommy has a lot of questions like this. Let's try to highlight some of them.
For drawing
It is recommended to buy thicker pencils This diameter is much more convenient for children to hold in their hands. In addition, these pencils must be triangular. This structure will not allow the hand to strain, and the baby will learn to hold a pencil in his hand correctly. To practice drawing in kindergarten, you need colored pencils consisting of at least six primary colors. Now there is a huge selection of pencils from different manufacturers. Don’t chase beautiful packaging and don’t buy overly expensive stationery. After all, all the pencils in the kindergarten end up in a “common pot.”
The child will draw not only with pencils, but also with felt-tip pens . What little one doesn't like to run them across paper? The lines are straight, no effort is needed, the colors are bright. Isn't it beauty? When choosing felt-tip pens, give preference to those that do not have a pronounced odor, preferably water-based with the addition of food coloring. The youngest artists can draw not only on paper, but also on clothes and hands. Therefore, you should buy those that can be washed or washed easily. Many children love to open the caps on felt-tip pens. It's a pity that they just dry out quickly because of this. No problem! Buy “non-drying” triangular markers - they can remain open for a long time.
Paints are especially popular among children. Most often, gouache is used in kindergarten. It is convenient to draw on paper, it is easy to apply, does not spread, dries well, and is easily washed off your hands. It is advisable to buy a palette of 8-10 colors. The child gets acquainted with additional shades and learns to mix paints. All paints should have expiration date information on the back. Check it out as old paint doesn't mix well with water. brushes for painting: one thick, two thinner. Test them for softness. All fibers must be smooth and soft in order to draw evenly.
albums from white thick paper. Children love to draw (rub) in one place. And if the paper is thin, then the probability of a hole occurring is one hundred percent. Number of pages – at least 20 sheets.
For sculpting
You can find many materials for modeling in the store. But in kindergarten they prefer to sculpt from plasticine. There are several types of plasticine - wheat flour based, paraffin, wax, etc. It’s good when the plasticine is not greasy and kneads easily. But often this type dries out when it has been left unharvested for some time. It is not suitable for kindergarten. It’s better to buy the usual one in blocks of 6-8 colors, so that the baby can crush yesterday’s masterpiece displayed for mom and make a new one. Read on the box to ensure that the plasticine contains natural ingredients.
We make applications
For applications, children will need various papers - colored, velvet, cardboard. When buying sets, make sure that they contain at least 6 A4 colors. It is more convenient to glue with a glue stick: the child will not get dirty and will not spill it. Already in older groups, children are introduced to liquid stationery glue. To cut out for crafts, the baby will need scissors. Usually in kindergartens children in the older group are allowed to cut out parts on their own. Scissors must have rounded ends and be closed with a special housing.
“Using effective methods and techniques for teaching preschoolers to draw”
Tatiana Markova
“Using effective methods and techniques for teaching preschoolers to draw”
Topic: “ Using effective methods and techniques
teaching preschoolers to draw»
1. Introduction:
Mastering visual activities in kindergarten is of great importance for a child: a preschooler gets the opportunity to independently create a drawing, create a positive emotional mood, and contributes to the development of creativity, aesthetic sense, imaginative ideas and imagination. Drawing is perhaps the most interesting activity for preschool . Visual activity allows children to express in drawings their idea of the world around them, their understanding of it and their attitude towards it. Drawing for a child is a unique form of knowledge of reality, the surrounding world, comprehension of artistic art, and therefore requires in-depth study, prediction and correction of children's education .
Children's creativity is based on imitation, which serves as an important factor in the development of the child, in particular his artistic abilities. The teacher’s task is, based on children’s tendency to imitate, to instill in them the skills and abilities without which creative activity is impossible, to cultivate in them independence, activity in the application of this knowledge and skills, to form critical thinking and focus.
It is known that children's creativity is a unique phenomenon. Many teachers and psychologists, both domestic and foreign, emphasize the great importance of artistic creativity in the all-round, especially in the aesthetic development of the child’s personality. Visual activity plays a big role in nurturing the aesthetic feelings of a preschooler . drawing classes provides ample opportunities for experiencing beauty and for developing children’s emotional and aesthetic attitude to reality. Fine art shows a person the world of real-life beauty, shapes his beliefs, and influences his behavior. It is very important when explaining the task to specifically reveal the aesthetic content of the image object. Moreover, the teacher must talk about the elements of beauty in an object or phenomenon in an emotional, expressive form. If the teacher, having placed “brightly colored objects” as the subject for the drawing, analyzes them in an ordinary, even voice and does not find words expressing the brightness, colorfulness, unusualness of nature, then the children’s emotions will be affected, the eyes will calmly begin to “color”
their drawings, without showing much interest in the depicted and their work. To consolidate moral feelings, deepen aesthetic
experiences, it is necessary to create a certain emotional mood during the lesson. A child develops a creative approach to solving any problem only if the teacher introduces him to many ways and options for solving it. The choice of one or another technique when creating an image is determined by the ability to observe, peer into the surroundings, noticing not only bright, eye-catching details, but also nuances. It is not enough to teach children craft skills and techniques for working with various artistic materials, the main thing is to awaken in them feelings and a personal attitude towards the planned work.
The teacher’s personal example, help, demonstration, and explanation have a huge impact on the development of a child’s artistic abilities. In the visual activities of children, their creative abilities develop, which is one of the important tasks of aesthetic education.
The visual activities of preschoolers contain great potential for the comprehensive development of the child. However, these opportunities can only be realized when children feel joy and satisfaction from what they have created, if the creative process puts them in a good mood.
2. RELEVANCE
In teaching fine arts, two main approaches have long competed, which can be defined as academic teaching and free education. In the first case, children are taught to depict objects in accordance with the requirements of realistic fine art. With such a system of education , children can acquire some skills that are useful in many specialties and everyday situations, but they do not gain experience in solving artistic problems and do not become familiar with art. This is learning without creativity .
In the second case, a favorable environment for creativity is created for children without providing targeted pedagogical influence. They gain the experience of free self-expression, communication with artistic materials, etc. But this is creativity without training . It rises on the wave of “age-related talent,” as if apart from the child himself, and with it fades away. The little artist does not “take control” of his own creative potential. A third way is needed—the path of purposeful guidance of children’s creative development. The first thing to think about is that the child is a creative subject. It must be taken into account that no one except the child himself will give the “correct” solution to the creative problem facing him (for example, if a child is looking for a combination of colors that expresses a certain feeling, he is solving a truly artistic problem).
In accordance with the purpose of the study, I solved the following problems:
1. Studying methods of teaching drawing to preschoolers
2. Consideration of the features of the content of teaching children to draw
3. Description of non-traditional drawing techniques for preschoolers ;
4. Analysis of the features of planning lessons in teaching drawing
5. Development of lesson notes on visual arts using non-traditional techniques.
The subject of the study is the visual activity of preschool children .
The object of study is unconventional drawing techniques .
In the process of preliminary work on the topic, I formulated a research hypothesis: non-traditional methods of teaching drawing in combination with traditional teaching methods help to reveal the child’s creative potential
The theoretical basis of the research is the work on methods of teaching preschoolers visual arts by such authors as O. N. Zelenova, N. V. Shaidurova, G. N. Davydova, I. A. Lykova, M. G. Smirnova, Yu. V. Ruzanova.
The methodological basis of the research consists of methods of analysis , systematization of acquired knowledge, and description of phenomena.
The practical significance of the study lies in the development of a methodology for developing the creative personality of preschool children in drawing classes . The results obtained can be used when teaching preschoolers how to draw in a kindergarten, as well as in group work.
3. Methods and techniques for teaching preschoolers art activities
Many years of experience in teaching work shows that the lack of necessary visual skills in children often leads to the triviality and inexpressiveness of children's works, since not knowing certain methods of depiction, children exclude from their drawing those images that are draw . In order for a child to draw with pleasure and improve his creativity, an adult must help him in a timely manner. The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is, teaching methods . Success largely depends on what methods and techniques the teacher uses to convey certain content to children, to develop their knowledge, skills and abilities. We adhere to the modern classification of methods , the authors of which are Lerner I. Ya., Skatkin M. N. It includes the following teaching methods :
• information-receptive;
• reproductive;
• research;
• heuristic;
• method of problematic presentation of material.
The information-receptive method includes the following techniques :
• examination;
• observation;
• excursion;
• example of a teacher;
• showing the teacher.
The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercise that brings skills to automaticity. It includes:
• retry reception;
• work on drafts;
• performing form-building movements with the hand.
The heuristic method is aimed at demonstrating independence at some point in the work during the lesson, that is, the teacher invites the child to do part of the work independently.
The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher offers to do not just any part, but all the work independently.
The method of problem presentation cannot be used in teaching preschoolers and primary schoolchildren: it is applicable only for older schoolchildren.
All modern forms of education see as their goal increasing interest in cognitive activity and learning , and this will contribute to a more effective and efficient educational process. Therefore, the main pedagogical teaching methods include :
• freedom of choice (in any learning activity of the student there is the right to choose)
;
• openness (not just teach, but pose problems to students, the solution of which goes beyond the scope of the material being studied);
• activity (involves the application of knowledge in practice)
;
• high productivity ( the knowledge and capabilities of students should be used to the maximum, taking into account their interests);
• feedback (it is necessary to constantly keep the learning using feedback techniques ).
The effectiveness of methods depends on the pedagogical conditions of their application.
In many ways, the result of a child’s work depends on his interest, so during the lesson it is important to intensify the preschooler’s ,
motivate him to activity with the help of additional incentives. Such incentives can be:
• play, which is one of the main activities of children;
• a surprise moment - a favorite fairy tale or cartoon character comes to visit and invites the child to go on a trip;
• asking for help, because children will never refuse to help the weak, it is important for them to feel significant;
• musical accompaniment. Etc.
In addition, it is advisable to vividly and emotionally explain to the children the methods of action and show depiction techniques . The characteristics of preschool age necessitate the need to reinforce any productive activity with words, plastic movements, playback, etc. Without this, it is difficult for a child to reveal the intended image. Due to his age, the child easily transforms, communicates actively, and joins the game with interest. The game occupies a leading place in the organization of children's activities. Therefore, classes with preschoolers should be filled with games of various types, from didactic to role-playing.
Great importance is given to the word in the development of visual activity of preschool children . It is with a word that it is necessary not only to describe the appearance of an object, but also to characterize its features. To do this, you can widely use dramatization games , riddle evenings, organizing exhibitions in the classroom, including excursions; educational stories, etc.
Thus, in the process of teaching preschoolers visual arts, it is advisable to use the following methods and techniques :
1. Emotional mood
This method involves the use of musical works in the classroom. It must be remembered that musical images and musical language must be appropriate to the age of the children.
During classes, music puts children in the same mood: it calms the excited ones, mobilizes the inhibited ones, and activates the children’s attention. Music can also accompany the process of visual creativity in the classroom.
2. Artistic word
How many points of contact can be found between words and fine art! They complement each other, activating the artistic perception of the image. Children respond especially emotionally to the beauty of poetic lines; they help preschoolers understand their feelings before picking up a brush and paint.
3. Pedagogical dramaturgy
During classes, children often travel. Travel can be real, fabulous or imaginary. For younger preschoolers , this is a trip to the Land of Drawing . An entertaining fairy tale plot, unconventional drawing - all this helps develop children's emotions and imagination.
For older preschoolers, the method of creative visualization is used. Children sit comfortably on the carpet, relax, close their eyes, listen to the sounds of the forest, river, and the sound of the sea. The calm, warm voice of the teacher helps to imagine a picture of nature, which the children will then embody in their drawings.
Children can also travel to real places - to an artist’s studio, to an exhibition hall, to take excursions around the city, to a forest or field. During these trips, children come into direct contact with the world of art and meet true masters. Everything - be it nature, a hall or the street - becomes a teacher of Beauty for a child: the human artist and the nature artist help the teacher and awaken the children’s feelings.
4. Plastic surgery
Preschoolers have a natural grace and freedom of body. Sometimes it seems that they express all their thoughts and experiences through movement. Initially, the child receives almost all information about the environment through bodily sensations, therefore, in different parts of the body there are zones that “remember” the positive and negative imprints of his communication with the world. And it is very important during the development of a child to try to avoid psychological clamps in the body that form as a result of negative experiences.
movement actively used in visual activities . Exercises such as “Flower Dance”, “Air Ball”, “Fun Zoo”, “Sea” not only develop plasticity, they are aimed at making the child feel freedom and emotional self-expression.
5. Theater
Elements of theater are organically included in arts activities and contribute to the development of feelings in children. There are no memorized roles, positions, gestures - everything is based on the emotional experience of children, on the embodiment of their experiences.
The younger group uses elements of shadow theater. The image is devoid of details; the child highlights only the main, characteristic features of his hero. Older children themselves can, through lines, color, and by selecting artistic means, convey the character of a fairy-tale hero - the evil Baba Yaga or the valiant hero-defender.
Children of the preparatory group continue to get acquainted with theatrical art. Now the children themselves play the chosen characters, having previously made a mask - a laconic but vivid way of conveying the character and mood of the hero.
6. Game
One of the most important methods for developing a child’s inner world is play. V. A. Sukhomlinsky wrote: “A game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the spiritual world of a child.”
Play is an essential method for developing children's imagination and cognitive abilities. In the game, it is easy to direct the child’s attention to the most important guidelines - moral, aesthetic.
games are used in art classes :
artistic and educational - “The Good and the Evil Wizards”, “Palette”
didactic - “Complete the fairy tale”, “Collect a landscape”, “Seasons”
graphic - “Pantomimetics”, “ Drawing by points ”, “Symmetry”, etc.
It is extremely important from the very first steps to cultivate in children a sustainable interest in visual arts, which helps develop perseverance, ability to work, and perseverance in achieving results. This interest is initially involuntary and is aimed at the process of the action itself. The teacher gradually carries out the task of developing interest in the result, in the product of the activity. This product is a drawing, visual and thereby attracts the child to itself, attracts his attention.
Gradually, children become more and more interested in the results of their work, the quality of its implementation, and not only experience pleasure in the drawing .
Children of six or seven years old, who are on the threshold of school, have new motives for their interest in classes—a conscious desire to learn how to draw . There is an increasing interest in the process of doing work according to the instructions of the teacher in order to get a good result. There is a desire to correct and improve your work.
4. TECHNOLOGY
Teaching preschoolers drawing techniques
In the visual arts, under technique (from the Greek skillful and art, skill)
refers to a set of special skills, methods and
techniques by which is performed .
The concept of technology in the narrow sense of the word usually corresponds to the direct, immediate result of the artist’s work with a special material and tool (hence the technique of oil painting, watercolor, gouache, tempera, etc., the ability to use the artistic capabilities of this material; in a broader sense, this concept covers corresponding elements of a pictorial nature - conveying the materiality of objects .
Thus, drawing technique should be understood as: mastery of materials and tools, ways of using for the purposes of depiction and artistic expression. The concept of technology includes the development of the eye and hand, their coordinated activity. Particular importance is attached to skillful, correct depiction of the contour and shape of the object. Drawing in kindergarten is aimed at teaching artistic and creative activities within the limits accessible to preschool .
We want to teach children drawing so that they can freely use it when solving any visual task, and most fully express their impressions of the life around them in a drawing. In kindergarten, it is necessary to immediately, within accessible limits, formulate the correct drawing technique for all children , so that later they do not have to be retrained.
The definition of drawing technique that is accepted in the fine arts is mainly applicable to the technique of children's drawing. The difference lies in the fact that in a preschool there is an initial development of the varied and subtle movements of the hand that are necessary for drawing , and which can be called drawing movements . Mastering a contour line, a stroke, a spot as expressive means of drawing constitutes a special task for a small child, which the child cannot solve on his own.
Analyzing the various social functions of drawing and identifying the two main ones among all - pictorial and expressive, N.P. Sakkulina accordingly distinguishes two groups of abilities for visual activity: the ability to depict and the ability to artistic expression.
Image ability consists of three components:
1. Perception and related representation.
To learn to depict, you need to master a special way of perception: to see the object as a whole (perceive the content and form in unity, and the form - at the same time dismembered (structure, color, position in space, relative size)
.
2. Mastery of the means of graphic embodiment of an image (mastery of a complex of skills and abilities of image, form, structure, proportional relationships, position in space).
Without mastering these graphic skills and abilities, the ability to depict cannot be formed.
3. Mastery of drawing techniques.
Technical skills and abilities are closely fused with graphic ones and are their integral part. However, N.P. Sakkulina distinguishes them into a separate group due to their specificity and subordination to the main ones - graphic.
Later, T. S. Komarova noted manual skill as a unique complex sensory ability that can and should be formed in preschool age . The structure of this ability includes three components:
drawing technique (methods of correctly holding a pencil, brush and mastering rational techniques for using them , mastering the technique of line, stroke, spot);
• shaping movements (movements aimed at conveying the shape of an object)
and regulation of
drawing movements according to a number of qualities (tempo, rhythm, amplitude, pressure force, smoothness of movement, continuity;
• maintaining the direction of movement in a straight line, arc, circle, the ability to change the direction of movement at an angle, the transition from movement in a straight line to movement in an arc and on the contrary, the ability to subordinate movement to the proportionality of segments in length, images or their parts in size
Having developed a detailed method for developing this complex ability in children, T. S. Komarova considers it as a means by which a child will be able to expressively and without much difficulty create any image or express any idea. Children of middle preschool age are able to describe objects, highlighting their color and shape, size, and spatial arrangement of parts; use different color combinations; paint over drawings; correctly convey the structure of an object, the arrangement of parts when depicting complex objects ; depict several objects .
Children of older preschool age know how to mix paints; draw from an idea from life, conveying the shape, proportions, color of objects ; convey various subjects: scenes from life, animal movements, situations from fairy tales.
Non-traditional artistic techniques
Today there is a choice of options for art preschool education , and it is determined by the presence of variable, additional, alternative, author's program and methodological materials , which are not sufficiently scientifically substantiated and require theoretical and experimental testing in the specific conditions of preschool educational institutions.
When doing algorithmic drawing, the teacher suggests mentally dividing an object into its components - body, neck, head, tail - comparing them with geometric shapes and drawing in a certain sequence, observing proportions. This kind of work is called algorithmic drawing . The availability of non-traditional techniques is determined by the age characteristics of preschool children . So, for example, you should start working in this direction with techniques such as drawing with your fingers , palm , tearing paper, etc., but in older preschool age these same techniques will complement the artistic image created using more complex ones: blotography, monotype and etc.
Office passport for isoactivities
MUNICIPAL STATE PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN No. 484
Novosibirsk
Educational passport of the office
2016
Office
- a room intended for special classes with the necessary equipment for this
equipment.
Functional use of the cabinet:
- conducting individual and subgroup classes;
- individual counseling;
- family counseling;
- Maximum occupancy of the office is 12 people
Activities:
The main areas of activity of an art teacher at MKDOU are:
- individual and subgroup classes with children in visual arts and modeling;
- conducts a diagnostic examination of children in order to determine the level of development of visual skills;
- develops the subject content of the creative development of preschool children, technologies for its use in the educational process;
- advises teachers and parents on problems in children’s visual arts;
- is engaged in design activities.
Educator: Zhuzhkova Marina Viktorovna
Education: higher, NSPU, KhGF 2002 Qualification – teacher of fine arts and drawing, specialty “Decorative and applied arts and folk crafts, fine arts and drawing”
Advanced training courses on the topic
Work experience – 12 years
Telephone
Conditions for office placement:
The office is proportional and well lit, guaranteeing protection from prying eyes. The general background of the office is made in shades of calm tones. The office is decorated according to the basic principles of room design. The office has accumulated a wealth of material and literature necessary for the effective artistic development of preschool children, which allows for a deeper study of folk art and non-traditional drawing techniques.
Responsible for fire safety of the office - Zhuzhkova M.V.
1.General information:
| Room number | 27 |
| Location (floor) | Second |
| Area, m2) | 34,3 |
| Number of windows | 2 |
| Window area (m2) | |
| Equipping windows with bars | No |
| Equipping windows with darkening | blinds |
| Artificial lighting (hpf) | 2 |
| Electrical sockets (qty.) | 7 |
| Switch | 1 |
| Wash basin | 1 |
| Fire alarms/smoke extractors | 3 |
2. Inventory of office property
| № | Property name | Quantity |
| 1 | Teacher's desk-cabinet | 1 |
| 2 | Laptop | 1 |
| 3 | Printer | 1 |
| 4 | "Mouse" | 1 |
| 5 | Projector | 1 |
| 6 | interactive board | 1 |
| 7 | Children's tables, height corresponds to the height of children | 6 |
| 8 | Children's chairs, height acc. children's growth | 14 |
| 9 | Wardrobe | 1 |
| 10 | Printer stand | 1 |
| 11 | Magnetic board | 1 |
| 12 | Bedside tables under the board | 1 |
| 13 | Mirror | 1 |
| 14 | Chair soft | 1 |
| 15 | Teacher's chair | 1 |
| 16 | Battery grids | 4 |
| 17 | Flower pots | 20 |
| 18 | Artificial flowers | 4 |
| 19 | Easel for drawing | 10 |
| 20 | Information stand | 1 |
| 21 | Record player | 1 |
| 22 | Flower shelf | 1 |
| 23 | Manual rack | 3 |
| 24 | Manual cabinet | 2 |
| 25 | Brochurator | 1 |
| 26 | Laminator | 1 |
| 27 | Equipment table | 1 |
Note:
The inventory is compiled based on the available property and its quantity.
3. Inventory sheet for technical training aids
| № | Name of TSO | Brand | Year acquisitions | Inventory number |
| 1 | Laptop | LENOVO | 2015 | 1013400099 |
| 2 | Record player | BBK | ||
| 3 | Brochurator | Fellowes | 2013 | |
| 4 | Laminator | PDA4-230SN | 2009 | |
| 5 | Printer | EPSON L 800 | 2015 | 1013400102 |
| 6 | Projector | Panasonic | 2015 | 1013400062 |
| 7 | interactive board | Promethean | 2015 | 1013400063 |
Long-term plan for the development of the fine arts classroom:
| № p/p | What's planned | Deadlines | Responsible | Result |
| 1 | Buy teaching aids | During a year | ||
| 2 | Buy objects for drawing from life | During a year | ||
| 3 | Enlarge the collection of objects, paintings, reproductions of decorative and applied arts | During a year | ||
| 4 | Replenish the collection of folk crafts with items of Horde painting, Pavlovo Posad shawls, and items by Severodvinsk craftsmen. | During a year | ||
| 5 | Enrich the library with methodological literature on artistic work, fine arts, modeling | During a year |
Catalog of educational games:
| № | Name | Target |
| 1. | Correct the artist's mistake | Development of attention and observation |
| 2. | Choose a pair of mittens | Development of attention and observation |
| 3. | Santa Claus brought gifts | Development of imagination |
| 4. | Colors | Development of color perception |
| 5. | Multi-colored pockets | Development of color perception |
| 6. | Help the fish hide | Development of color perception |
| 7. | Warm and cool colors | Development of color perception |
| 8. | Seven-flowered flower | Development of color perception |
| 9. | Sea mosaic | Development of color perception |
| 10. | Come up with a name for the color | Development of color perception |
| 11. | Make a kit | Development of color perception |
| 12. | How paints came to visit | Development of color perception |
| 13. | What does it look like? | Development of imagination |
| 14. | On a walk | Development of imagination |
| 15. | Freeze | Development of attention and observation |
| 16. | At home | Development of imagination |
| 17. | Make a pattern | Development of compositional skills |
| 18. | Color the butterfly | Development of compositional skills |
| 19. | Gorodets painting | Development of compositional skills |
| 20. | Make an artist's palette | Development of color perception |
| 21. | Clown costume | Development of color perception |
| 22. | Magic bag | Development of attention and observation |
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| 48. |
Art materials and tools:
| № | Name | Quantity |
| 1 | Squirrel and pony brushes - different sizes | 150 pieces |
| 2 | Colored pencils | 20 sets |
| 3 | Watercolor pencils | 20 sets |
| 4 | Mechanical pencils | 36 pieces |
| 5 | Graphite pencils | 20 sets |
| 6 | White cardboard | 20 sets |
| 7 | Colored cardboard | 20 sets |
| 8 | Watercolor paints | 20 sets |
| 9 | Palette | 12 pieces |
| 10 | Albums A-4 | 100 pcs |
| 11 | Watercolor paper A-4 | 20 sets |
| 12 | Watercolor paper A-3 | 10 sets |
| 13 | Pencil-hedgehog | 12 pieces |
| 14 | Modeling board A-3 | 20 pieces |
| 15 | Modeling board A-4 | 20 pieces |
| 16 | Sippy cans for water | 12 pieces |
| 17 | Pencil cups | 22 pieces |
| 18 | Cup for brushes | 6 items |
| 18 | Modeling stack | 30 pieces |
| 19 | Plasticine for modeling | 20 sets |
| 20 | Plasticine for smearing | 20 sets |
| 21 | Children's scissors | 12 pieces |
| 22 | Curly scissors | 12 pieces |
| 23 | Brush stand | 12 pieces |
| 24 | Rubber | 30 pieces |
| 25 | Pencil sharpener | 6 items |
| 26 | Glitter | 5 sets |
| 27 | Cocktail straws | 100 pcs |
| 28 | Toothpicks | 10 packs |
| 29 | Cotton buds | 5 packs |
| 30 | Paper napkins of different colors. | 5 packs |
| 31 | Sponge pokes | 35 pieces |
| 32 | Modeling wax | 7 packs |
| 33 | Disposable fork | 5 packs |
| 34 | Curly hole punchers of different shapes | 12 pieces |
| 35 | Scratch stick | 10 pieces |
| 36 | Carpet needle | 1 piece |
| 37 | ||
| 38 | ||
| 39 | ||
| 40 |
Visual aids:
| № p/p | Name | Quantity |
| Posters: | ||
| “Winter”, “Spring”, “Summer”, “Autumn”, “Walks”, “Spruce forest”, “Oak grove”, “In the forest”, “Color”, “My village”, “Who lives nearby?”( pets), “Marine ABC”, “Our meadow”, “My Kremlin”, “Fruits”, “Vegetables”, “Colorful landscapes all year round” 16 pieces | ||
| Albums of reproductions: | ||
| 1. | “In the Thirtieth Kingdom” fig. T.A. Mavrina,: publishing house "Malysh", Moscow 1988 | 1 |
| 2. | Paintings by Russian artists. Reproductions and descriptions. "Ilya Repin, Valentin Serov, Mikhail Vrubel." Iris press | 1 |
| 3. | Paintings by Russian artists. Reproductions and descriptions. "Alexey Savrov, Isaac Levitan." Iris press | 1 |
| 4. | Paintings by Russian artists. Reproductions and descriptions. "Vasily Surikov, Vasily Perov." Iris press | 1 |
| 5. | Paintings by Russian artists. Reproductions and descriptions. "Viktor Vasnetsov, Ivan Bilibin." Iris press | 1 |
| 6. | Paintings by Russian artists. Reproductions and descriptions. "Fyodor Vasiliev, Ivan Shishkin." Iris press | 1 |
| 7. | Reproductions of paintings by Russian artists “I. I. Levitan, I. I. Shishkin.” IRIS DIDACTICS | 1 |
| 8. | Reproductions of paintings by Russian artists “I. E. Repin, V. M. Vasnetsov.” IRIS DIDACTICS | 1 |
| 9. | Genres of painting. Issue 1, 10 reproductions with description. Publishing house "Agni", 2007 | 1 |
| 10. | Genres of painting. Issue 2, 10 reproductions with descriptions. Publishing house "Agni", 2007 | 1 |
| 11. | Seasons. Issue 1, 10 reproductions with description. Publishing house "Agni", 2007 | 1 |
| 12. | Seasons. Issue 2, 10 reproductions with descriptions. Publishing house "Agni", 2007 | 1 |
| Products of decorative and applied arts | ||
| 1. | Mezen painting “Hot stand” | 1 |
| 2. | Mezen painting “Cutting board” | 1 |
| 3. | Mezen painting “Matryoshka” | 1 |
| 4. | Mezen painting “Small chest” | 1 |
| 5. | Permogorsk painting "Mug" | 1 |
| 6. | Permogorsk painting “Small Turret” | 1 |
| 7. | Permogorsk painting “Small tray” | 1 |
| 8. | Permogorsk painting “Square salt shaker” | 1 |
| 9. | Gorodets painting “Tea Party Box” | 1 |
| 10. | Gorodets painting “Mushroom salt shaker” | 1 |
| 11. | Gorodets painting "Gorodets merchant's wife" | 1 |
| 12. | Gorodets painting “Gorodets Cavalier” | 1 |
| 13. | Gorodets painting “Color supplies” | 1 |
| 14. | Gorodets painting “Cutting board” type 4 | 1 |
| 15. | Gorodets painting “Cutting board” type 17 | 1 |
| 16. | Gorodets painting “Salt cellar” No. 4 | 1 |
| 17. | Gorodets painting “Sugar Bowl” | 1 |
| 18. | Gorodets painting “Whistle-pipe” | 1 |
| 19. | Gorodets painting “Bird Whistle” | 1 |
| 20. | Gorodets painting “Salt cellar” No. 1 | 1 |
| 21. | Gorodets painting “Candy bowl” | 1 |
| 22. | Gorodets painting “Red Hill” cardboard | 1 |
| 23. | Matryoshka 3 dolls (Semyonovskaya) | 1 |
| 24. | Matryoshka 5 dolls (Semyonovskaya) | 1 |
| 25. | Matryoshka 9 dolls (Semyonovskaya) | 1 |
| 26. | Matryoshka 12 dolls (Semyonovskaya) | 1 |
| 27. | Khokhloma painting “Vase” 110x120 | 1 |
| 28. | Khokhloma painting “Rosette” 40x90 | 1 |
| 29. | Khokhloma painting “Mug” 80x70 | 1 |
| 30. | Khokhloma painting “Bass Spoon” | 3 |
| 31. | Khokhloma painting “Supplies” 90x80 | 1 |
| 32. | Khokhloma painting “Barrel” 90x80 | 1 |
| 33. | Khokhloma painting “Salt shaker”85x70 | 1 |
| 34. | Khokhloma painting “Bird Whistle” | 1 |
| 35. | Khokhloma painting "Bowl" | 1 |
| 36. | Khokhloma painting “Tea couple” | 4 |
| 37. | Khokhloma painting “Teeper” | 1 |
| 38. | Gzhel painting “Candlestick” | 1 |
| 39. | Gzhel painting “Rosette leaf” | 1 |
| 40. | Gzhel painting; sculpture "Chicken" | 1 |
| 41. | Gzhel painting; sculpture "Rocking Horse" | 1 |
| 42. | Gzhel painting "Gzhel painting "Medovitsa" | 1 |
| 43. | Gzhel painting “Souvenir Vase” | 1 |
| 44. | Gzhel painting “Salad bowl” | 1 |
| 45. | Gzhel painting “Napkin holder” | 1 |
| 46. | Gzhel painting “Souvenir Vase” | 1 |
| 47. | Gzhel painting “Tray fish” | 1 |
| 48. | Gzhel painting “Egg stand” | 1 |
| 49. | Gzhel painting “Honey Barrel” | 1 |
| 50.. | Gzhel painting “Milkman” | 1 |
| 51. | Gzhel painting “Sugar bowl” | 1 |
| 52. | Filimonovskaya toy “Horse Rider” | 1 |
| 53. | Filimonovskaya toy “Big Rooster” | 1 |
| 54. | Filimonovskaya toy “Chicken” | 1 |
| 55. | Filimonovskaya toy “Chicken-whistle” | 1 |
| 56. | Filimonovskaya toy “Whistle Goose” | 1 |
| 57. | Filimonovskaya toy “Baba with a duck” | 1 |
| 58. | Filimonovskaya toy “Baba with a pig” | 1 |
| 59. | Filimonovskaya toy “Puppy-whistle” | 1 |
| 60. | Filimonovskaya toy “Pig-whistle” | 1 |
| 61. | Filimonovskaya toy “Pig-whistle” | 1 |
| 62. | Filimonovskaya toy “Lamb-whistle” | 1 |
| 63. | Filimonovskaya toy “Whistle Rider” | 1 |
| 64. | Filimonovskaya toy “Whistle Horse” white | 1 |
| 65. | Abashevskaya toy “Polkan” | 1 |
| 66. | Dymkovo toy “Big Turkey” | 1 |
| 67. | Dymkovo toy “Small Turkey” | 1 |
| 68. | Dymkovo toy “Hen with chicks” | 1 |
| 69. | Dymkovo toy “Watercart” | 1 |
| 70. | Dymkovo toy “Baba the Frantic” large | 1 |
| 71. | Dymkovo toy “Baba the Frantic” small | 1 |
| 72. | Dymkovo toy “Baba with a duck” | 1 |
| 73. | Dymkovo toy “Woman with child” | 1 |
| 74. | Dymkovo toy “A woman with babies” | 1 |
| 75. | Dymkovo toy “Front with harmonica” | 1 |
| 76. | Dymkovo toy “Front on a Pig” | 1 |
| 77. | Dymkovo toy “Cavalier with a Rose” | 1 |
| 78. | Dymkovo toy “Cavalier on a horse” | 1 |
| 79. | Dymkovo toy “Front on a Rooster” | 1 |
| 80. | Dymkovo toy “Horse” large | 1 |
| 81. | Dymkovo toy “Couple with a dog” | 1 |
| 82. | Dymkovo toy “Lady with a gentleman” | 1 |
| 83. | Dymkovo toy “Goat” large | 1 |
| 84. | Dymkovo toy “Goat” small | 1 |
| 85. | Dymkovo toy “Lamb” large | 1 |
| 86. | Dymkovo toy “Lamb” small | 1 |
| 87. | Dymkovo toy “Oleshka” | 1 |
| 88. | Dymkovo toy “Lamb-whistle” | 2 |
| Dymkovo toy “Chicken-whistle” | 2 | |
| Dymkovo toy “Monkey Whistle” | 2 | |
| Dymkovo toy “Bunny-whistle” | 1 | |
List of methodological literature:
| № | Name | Qty |
| 1 | The program “From birth to school” edited by N.E. Veraksa, M.A. Vasilyeva, T.S. Komarova, M. Moscow-Sintez, 2012. | 1 |
| 2 | Draw it. Cell by cell. Lyubov Morozova | 1 |
| 3 | Tony Kern. We draw predatory animals. Minsk 2002 | 1 |
| 4 | Dreznina M.G. Every child is an artist: Teaching preschoolers to draw. –M.: Yuventa Publishing House, 2002. – 200 pp.: ill. | 1 |
| 5 | I'm learning to draw "Fairy-Tale Heroes". "Dragonfly-Press". | 1 |
| 6 | I'm learning to draw "Pets". "Dragonfly-Press". | 1 |
| 7 | I'm learning to draw "Transport". "Dragonfly-Press". | 1 |
| 8 | Cell by cell. We draw forest animals. LLC "Dragonfly" | 1 |
| 9 | Cell by cell. Drawing sea creatures. LLC "Dragonfly" | 1 |
| 10 | Cell by cell. We draw domestic animals. LLC "Dragonfly" | 1 |
| 11 | “Color mosaic”, Lykova I.A. Still lifes, published. house "Karapuz" | 1 |
| 12 | “Cintz Bouquet” Publishing House “Malysh” Moscow 1985 | 1 |
| 13 | Steve Barr. "Funny animals" step by step. Potpourri, Minsk 2003 | 1 |
| 14 | Freddie Levin. "Knights, Castles, Dragons" step by step. Potpourri, Minsk 2003 | 1 |
| 15 | Freddie Levin. Pets step by step. Potpourri, Minsk 2003 | 1 |
| 16 | Freddie Levin. "Cars and other machines" step by step. Potpourri, Minsk 2003 | 1 |
| 17 | Freddie Levin. "Dinosaurs" step by step. Potpourri, Minsk 2003 | 1 |
| 18 | Steve Barr. "Merry Men" step by step. Potpourri, Minsk 2003 | 1 |
| 19 | Finger painting “A Motley Tale”, “Dragonfly” 2007 | |
| 20 | Finger painting “Cold Fairy Tale”, “Dragonfly” 2007 | |
| 21 | Finger painting “White Fairy Tale”, “Dragonfly” 2007 | 1 |
| 22 | Finger painting “Warm Fairy Tale”, “Dragonfly” 2007 | 1 |
| 23 | MM. Evdokimov “Magic colors”. Moscow "School Press" 2001 | 1 |
| 24 | Fun lessons from the wizard Pencil. I draw cars. Moscow: JSC "BAO-PRESS" | 1 |
| 25 | Fun lessons from the wizard Pencil. I draw people and fairy tale heroes. Moscow: JSC "BAO-PRESS" | 1 |
| 26 | Introducing still life, educational and visual aid. Saint Petersburg "Childhood-Press" 1999 | 1 |
| 27 | Drawing without a brush “Every hunter wants to know...” Lykova I.A. "Karapuz", 2000 | 1 |
| 28 | "Drawing a portrait." Panteleeva L.V., Lykova I.A. Publishing House "Karapuz" | |
| 29 | Lukashina M.M. Colors. Multi-colored dragons. Moscow "School Press" 2001 | 1 |
| 30 | “Drawing your house”, Publishing House “ROSMAN” | 1 |
| 31 | Drawing school for kids CJSC "ROSMAN-PRESS" | 1 |
| 32 | “Mom, I can draw” L.V. Kutsakova Moscow, My World, 2007 | 1 |
| 33 | "Drawing School" Brush lessons. For children 3-6 years old. L. Danilova, N. Mikhailova, St. Petersburg: Neva Publishing House, 2005. - 96 p. | 1 |
| 34 | Watt F. “I can draw.” –M.: LLC “ROSME-IZDAT”, 2004. | 1 |
| 35 | “We draw according to the cells.” - JSC “ROSMEN-PRESS”, 2006 | 1 |
| 36 | Remezova L. A. “Playing with color.” Formation of ideas about color in preschoolers 5-6 years old. - Methodology. -M.: School Press, 2005. – 96 p. | 1 |
| 37 | “Drawing School”, Animals of hot countries. 5-7 years. Zaparenko V. S. | 1 |
| 38 | “Drawing School”, Forest animals. 5-7 years. Zaparenko V. S. | 1 |
| 39 | Volchkova V.N. Stepanova N.V. Lesson notes for the senior group of kindergarten. ISO. Practical lesson for educators and methodologists DOW. – Voronezh: TC “Teacher”, 2004. – 95 p. | 1 |
| 40 | A. N. Tkachenko “Formation of independent artistic activity of preschool children. — Novosibirsk 2000 | 1 |
| 41 | Shvaiko G. S. “Lessons in visual arts in kindergarten: Senior group: Program, notes: A manual for teachers of preschools and institutions. — M.: Humanite. ed. VLADOS Center, 2003. - 160 pp.: ill. | 1 |
| 42 | Esafyeva G. P. “Learning to draw.” Senior and preparatory group. / Artist Afonicheva E. A. - Yaroslavl: Academy of Development, 2007. -80 p., ill. | 1 |
| 43 | Shvaiko G. S. “Lessons in visual arts in kindergarten: Preparatory group: Program, notes: A manual for teachers of preschools and institutions. — M.: Humanite. ed. VLADOS Center, 2003. - 160 pp.: ill. | 1 |
| 44 | Collective creativity of preschool children: Lesson notes / Ed. A. A. Gribovskaya. – M.: TC Sfera, 2004. – 192 p. | 1 |
| 45 | Nikitina A. V. “Non-traditional drawing techniques in kindergarten. Planning, lesson notes: A manual for educators and interested parents. – St. Petersburg. KARO, 2007.- 96 p. + 16 s. color on | 1 |
| 46 | Kuznetsova O. G. “We teach preschoolers drawing techniques - M., Pedagogical Society of Russia, 2007. – 32 p. | 1 |
| 47 | Sakulina N.P., Komarova T.S. “Art activities in kindergarten: A manual for teachers. – 2nd ed., revised, and additional. – M.: Education, 1982. – 208 pp., ill., 16 l. on | 1 |
| 48 | I. A. Lykova “Child development in visual arts”: reference guide. – M.: TC Sfera, 2011. – 128 p. | 1 |
| 49 | Komarova T. S., Zaryanova O. Yu., Ivanova L. I., Korzina G. I., Milova O. M. Fine art of children in kindergarten and school. – M.: Pedagogical Society of Russia, 2000. – 152 p. | 1 |
| 50 | Trofimova M.V., Tarabarina T.I. “Both study and play: Fine arts. – Yaroslavl: “Academy of Development”, 1997. -240 p., ill. | 1 |
| 51 | Berdnikova N.V. “Fun Fair. Folk and calendar holidays for children 3-10 years old. – Yaroslavl: “Academy of Development”, 2005. -224 p., ill. | 1 |
| 52 | K. A. Samoldina, E. P. Markova “A polyartistic approach to the education of preschool children,” Program and methodological recommendations. Novosibirsk NIPK and PRO 2010 | 1 |
| 53 | V. Kurchevsky “Fact-tale about pencils and paints”, Moscow “Pedagogy” 1980 | 1 |
| 54 | O. A. Skorolupova “Introducing Russian folk arts and crafts to preschool children” Moscow 2003 | 1 |
| 55 | Drawing with preschool children. Non-traditional techniques, planning, lesson notes. Edited by R. G. Kazakova. M. 2004 | 1 |
| 56 | “We create, we change, we transform.” Classes with preschoolers. O. V. Dybina. Creative Moscow 2002 | 1 |
| 57 | G. G. Grigorieva “Baby in the Land of Watercolors” methodological guide for educators and parents. Moscow "Enlightenment" 2006 | 1 |
| 58 | S. Vdovichenko “Children paint the world with light paint” M. Chistye Prudy 2009 | 1 |
| 59 | O. A. Belobrykina “Little wizards, or on the path to creativity” Methodological recommendations. Novosibirsk 1993 | 1 |
| 60 | Kompantseva L.V. “Poetic image of nature in children’s drawings” A manual for kindergarten and kindergarten teachers. - M.: Education, 1985 - 96 p., ill. | 1 |
| 61 | Davydova G. N. Children's design. Plasticineography. – M.: Publishing house “Scriptorium 2003”, 2006. – 80 p. | 1 |
| 62 | T.N. Doronova “Nature, art and visual activity of children”: Method. Recommendations for educators with children 3-6 years old M.: Education, 2001. – 160 pp.: ill. | 1 |
| 63 | Shalaeva G. P., Kurbatova N. V. Modern encyclopedia “Drawing” / M.: Philol. LLC “WORD”: OLMA-PRESS Education, 2005. – 127 p. | 1 |
| 64 | G. G. Grigorieva “Development of a preschool child in visual arts”: textbook, manual. – M., 1999. – 344 p. | 1 |
| 65 | Wonderland V. I. Ashikov, S. G. Ashikova “DRAWING” M. 1998 | 1 |
| 66 | T. S. Komarova “Classes in visual arts” Publishing house MOSAIC-SYNTHESIS Moscow 2009 | 1 |
| 67 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Early age. – M.: “KARAPUZ-DIDACTICS”, 2009. – 144 p. reissue | 1 |
| 68 | Lykova I. A. “Artistic work in kindergarten. Ecoplastics: arrangements and sculptures made from natural materials. – M.: Publishing house “Karapuz”, 2008. – 160 p., 8 sheets. on | 1 |
| 69 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Preparatory group for school. – M.: “KARAPUZ-DIDACTICS”, 2008. – 208 p. Re-release of additional works and additional ones. | 1 |
| 70 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Middle group. – M.: “KARAPUZ-DIDACTICS”, 2008. – 144 p., 16 p. on reissue of the final version and.additional | 1 |
| 71 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Senior group – M.: “KARAPUZ-DIDACTICS”, 2008. – 208 p. 16 l. on reissue of the final version and.additional | 1 |
| 72 | Lykova I. A. “Art activities in kindergarten: planning, lesson notes, methodological recommendations. Junior group. – M.: “KARAPUZ-DIDACTICS”, 2008. – 144 p., 16 p. on reissue of the final version and.additional | 1 |
| 73 | Lykova I. A. “Fine creativity in kindergarten: Traveling in slippers, felt boots, flippers, barefoot, on an airplane carpet and a time machine. Lesson notes in the art studio. – M.: “KARAPUZ”, 2009. – 192 p., illus. | 1 |
| 74 | T. S. Komarova “Art activities in kindergarten.” Program and methodological recommendations. For classes with children 2-7 years old – M.: MOSAIKA-SYNTHEZ, 2010. – 192 pp.: color. on | 1 |
| 75 | T. S. Komarova “Classes in visual arts in the senior group of kindergarten” M.: MOSAIC-SYNTHESIS, 2009. – 128 pp.: color. on | |
| 76 | N. V. Dubrovskaya “Palm Drawings.” Publishing house "Childhood-Press" | 1 |
| 77 | N. V., Dubrovskaya “Bright from the palm.” Publishing house "Childhood-Press" | 1 |
| 78 | Zaitseva A. A. “The Art of Quilling”: The Magic of Paper Tapes. M.: Eksmo, 2013. – 64 p. : ill. | 1 |
| 79 | "Learning to draw vegetables." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 80 | "Learning to draw birds." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 81 | "Learning to draw fruits." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 82 | "Learning to draw flowers." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 83 | "Learning to draw pets." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 84 | "Learning to draw aquatic inhabitants." LLC Publishing and Printing Complex Pareto-Print. | 1 |
| 85 | 1 | |
| 86 | 1 | |
| 87 | 1 | |
| 88 | 1 | |
| 89 | 1 | |
| 90 | 1 | |
| 91 | 1 | |
| 92 | 1 | |
| 93 | 1 | |
| 94 | 1 | |
| 95 | 1 | |
| 96 | 1 | |
| 97 | 1 | |
| 98 | 1 | |
| 99 | 1 | |
| 100 | 1 | |
| 101 | 1 | |
| 102 | 1 | |
| 103 | 1 | |
| 104 | 1 |
Sanitary and hygienic requirements:
2.6.1.1. Natural and artificial lighting in offices must comply with the norms and regulations of SNiP-23-05-95.
2.6.1.2. The cabinet windows can be oriented to all sides of the horizon, including to the north. The southern location of the windows requires the use of white curtains or special blinds to protect from direct sunlight.
2.6.1.3. The room should have side lighting on the left side at workplaces. With double-sided lighting and an office room depth of more than 6 m, it is necessary to install right-side lighting, the height of which must be at least 2.2 m from the floor.
2.6.1.4. Student desks should be positioned so that the light falls from the left side and the shadows falling from the hands do not interfere with writing and drawing.
2.6.1.5. It is prohibited to obstruct light openings (from the inside and outside) with equipment or other objects. The light openings of the office should be equipped with adjustable sun-protection devices such as blinds, fabric curtains in light colors that match the color of the walls and furniture.
2.6.1.6. For artificial lighting, fluorescent lamps of the following types should be used: LS002×40, LP028X40, LP002-2X40, LP034-4×36, TsSP-5-2X40. Lamps should be installed in rows along the cabinet parallel to the windows. It is necessary to provide for separate (in rows) switching on of lamps. The blackboard should be illuminated by two mirror lamps of the LPO-30-40-122 (125) type (“oblique light”) installed parallel to it. Lamps should be placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.
2.6.1.7. The illumination level of the surface of student desks under artificial lighting should be at least 500 lux, on the blackboard - 500 lux.
2.6.1.8. For additional lighting, it is recommended to use a series of lamps with a uniform light diffuser.
2.6.1.9. The coloring of the room, depending on the orientation, should be done in warm or cold tones of low saturation. Rooms facing south. they are painted in cold tones (a range of blue, gray, green), and to the north - in warm tones (a range of yellow, pink). Painting in white, dark and contrasting colors (brown, bright blue, lilac, black, red, crimson) is not recommended.
2.6.1.10. The floors must be free of cracks and covered with planks, parquet or linoleum on an insulated base.
2.6.1.11. The walls of the office should be smooth, allowing them to be cleaned using a wet method.
Window frames and doors are painted white.
The light reflection coefficient of walls should be in the range of 0.5-0.6, ceiling - 0.7-0.8, floor - 0.3-0.5.
2.6.1.12. The offices must be provided with heating and supply and exhaust ventilation in such a way that the temperature in the premises is maintained within 18-21 degrees Celsius; air humidity should be between 40-60%.
2.6.1.13. Natural ventilation should be carried out using transoms or vents with an area of at least 1/50 of the floor area and providing three times the exchange of air. Transoms and vents must be equipped with devices that are convenient for closing and opening.
2.6.1.14. The office must have water supply (cold and hot water) for classes in painting, decorative and applied arts, design, sculpture.
2.6.1.15. One or two sinks should be located near the front door.
2.6.1.16. To use various technical teaching aids, the classroom must have power supply in compliance with safety rules in accordance with the requirements of the PUE and GOST 28139-89.
2.6.2. Requirements for the premises of fine art classrooms
2.6.2.1. In a basic school, the teaching of fine arts must take place in two rooms for primary and secondary classes, each with an area of at least 80 m².
2.6.2.2. Alternative and elective classes are recommended to be held in additional studios with an area of at least 36 m²
2.6.2.3. The front wall of the office should be chosen so that natural light is on the left.
2.6.2.4. A blackboard and projection screen should be mounted on the front wall of the classroom.
2.6.2.5. Under the board there can be drawers for tables and a panel with cool drawing tools.
2.6.2.6. The teacher's desk and equipment stand should be placed at a distance of 1.5 - 2 m from the front wall to ensure the possibility of using a graphic projector.
2.6.2.7. Student tables are arranged in accordance with the chosen form of lesson organization.
If tables are arranged in several rows, tables with a smaller height number should be placed closer to the board, and the passage between rows should be at least 0.6 m, the distance between tables should be at least 0.6 m, between rows of tables and longitudinal walls - 0.5-0.7 m, from the first tables to the front wall - 2.6-2.7 m. The greatest distance from the student’s last place from the board is 8.6 m.
2.6.2.8. The educational process using computer technology determines the placement of special tables in the classroom.
Desks with computers and peripheral devices should be placed against the wall so that the back of the computer is directed towards the wall and the sun's rays do not fall on the monitor screen.
2.6.2.9. The office should have cabinets for textbooks or storage containers along the back or side wall.
2.6.2.10. The office must provide space and facilities for storing and drying student work (racks or shelves).
2.6.3. Requirements for a set of furniture in fine art classrooms
2.6.3.1. Furniture must comply with the standards and requirements of GOST 22046-89 “Children's furniture. General technical conditions".
2.6.3.2. The desk for the teacher must comply with GOST 18313-93 Types and functional dimensions."
2.6.3.3. Student tables and chairs must comply with the requirements of GOST 19549-86 “Student tables for drawing and drawing. Types and functional dimensions" and GOST 11016-93 "Student's chairs. Types and functional sizes."
2.6.3.4 In the fine arts classroom, tables and chairs with N2 N4 are placed for primary classes, for middle classes - N4 and N5.
Color markings must be applied to the side surface of the student desk and chair: for N1 - orange, N2 - purple, N3 - yellow, N4 - red, N5 - green.
2.6.3.5. To conduct training using computer technology, student computer tables with space for a printer, scanner, and other peripheral devices must be installed. For primary classes, tables are 580 mm high, for secondary classes - 700 mm high and lift-and-swivel chairs.
2.6.3.6. The blackboard must meet the requirements and standards of GOST 20064-86 “Blackboards. General technical requirements" and comply with type P (folding blackboards with one or more additional rotating working surfaces).
The color of the board covering can be any shade of green.
2.6.3.7. To store educational equipment and teaching aids, the office must have a set of cabinet sections (at least 6) that meet the requirements of GOST 18666-95 “Cabinets for teaching aids. Functional dimensions” or storage containers.
The set should include sections with blind doors and glazed ones.
2.6.3.8. Stands for equipment must comply with the requirements of GOST 22361-95 “Stands for technical teaching aids. Types and functional sizes."
2.6.3.9. The office should have containers for storing tables.
2.6.3.10. The office must have at least 25 folding easels, three still life stands for drawing and painting classes.
2.6.3.11. At least three wall stands are required to demonstrate student work and didactic material and a rotating thematic exhibition.
2.6.4. Organization of work places for teachers and students
2.6.4.1. The teacher's workplace in the fine arts classroom should be located in the front part of the classroom and consist of a teacher's table with a chair, a stand for equipment, a blackboard, and a projection screen.
2.6.4.2. For an office, it is recommended to use a chalkboard with five working surfaces, consisting of a main board and two folding ones. Size of the main panel: 1500×1000 mm, folding panels: 750×1000 mm. These boards must have a magnetic surface.
2.6.4.3. The equipment of the teacher's place should be completely determined by the teaching technology.
2.6.4.4. The student's seat should include a student desk (student computer desk or easel) and a chair.
In student tables for drawing and drawing, the working surface should change from a horizontal position to an inclined one with an angle of up to 75 degrees. The inclined position of the working surface is intended for painting and drawing classes, the horizontal position is for writing, making models and other activities.
2.6.4.5. To organize group classes, it should be possible to divide the room into separate zones using movable screens, partitions or furniture.
2.6.5. Requirements for equipping classrooms with technical devices and devices
2.6.5.1. The fine arts room must be equipped with projection, video and audio equipment:
— slide projector;
— epiprojector;
— graphic projector;
— other projectors;
- color TV with a screen size of at least 61 cm diagonally with a VCR;
- computers.
2.6.5.2. The graphic projector should be located on a stand and located at the teacher’s desk at a distance of at least 1.8 m from the board.
2.6.5.3. To display screen media, a projection screen is required or part of the chalkboard (or one of the doors) must be white.
2.6.5.4. When using educational information technologies, there should be more than several computers in the classroom, one of which is intended for the teacher, connected into a local network. The number of computers is determined based on the classroom area, provided that there is at least 6 m² per computer.
2.6.5.5. When using modern educational information technologies, a printer, plotter, scanner or other peripheral devices should be provided in the classroom.
2.6.6. Requirements for equipping the classroom with educational equipment and the necessary documentation
2.6.6.1. The fine arts classroom must be equipped with teaching aids for the following types of classes: drawing from life, arts and crafts classes, plastic arts; design and production of simple models, conversations about art.
2.6.6.2. The range of educational equipment must correspond to the content of the curriculum chosen by the school and be guided by the current “List of educational equipment in fine arts for educational institutions of Russia,” approved by order of the Ministry of Education of the Russian Federation.
2.6.6.3. The office should have a sufficient set of methodological literature for students, including a methodological journal on the subject, training programs for fine arts in a given educational institution, reference literature of a normative nature, and an educational standard for fine arts.
2.6.6.4. The office should have file cabinets of reference literature, methodological literature for teachers, for students, a file cabinet of teaching aids systematized by grade, by topic, a file cabinet of teacher preparation for the lesson, a thematic file cabinet containing individual and group assignments for students.
2.6.6.5. In an office equipped with equipment and training equipment, a complete set of technical documentation must be presented, including a passport for the technical device, safety and operating instructions.
2.6.7. Requirements for placement and storage of equipment
2.6.7.1. Educational equipment and manuals should be stored in sectional cabinets located along the back wall and having adjustable shelves and half-shelves.
The set should include sections with blind doors and glazed ones. Models, instruments, books, tools, paper and rarely used materials should be stored in cabinet sections with blind doors; in the glazed sections - objects for still lifes, geometric bodies, demonstration aids, reference material and other aids necessary for carrying out frontal work.
2.6.7.2. Filmstrips, transparencies, and selections of materials from current periodicals should be placed on the bookshelves of sectional cabinets. The bottom doors of these cabinets must be solid.
2.6.7.3. Filmstrips must be placed in special installations. Cells and boxes with filmstrips must be labeled and assigned the same numbers as on the boxes of filmstrips.
2.6.7.4. All screen, sound and screen-sound aids must be located away from the heating system.
2.6.7.5. Tables should be placed in special boxes located either under the board or along the wall under the exhibition stands.
2.6.7.6. Materials of current periodicals should be stored in special boxes on which you can paste a cut-out headline of a newspaper, magazine, part of the cover, etc.
2.6.7.7. Audio and video cassettes, floppy disks and discs must be stored in metal safe-type cabinets.
2.6.8. Requirements for interior design of a fine art office
2.6.8.1. The design of fine arts classrooms must meet the functional requirements of educational technology for the scientific organization of activities of students and teachers.
2.6.8.2. A chalkboard should be placed on the front wall of the office.
2.6.8.3. The side wall of the office, free of furniture, should be used for displays. Information stands can be temporary or permanent.
2.6.8.4. Temporary exhibition stands should include working and instructional stands:
— work stands must contain material used in studying a specific topic of the program;
— instructional stands should contain recommendations of a methodological nature and include more textual material.
2.6.8.5. Long-term exhibitions (portraits of artists, statements) should be placed at the top of the side wall above temporary exhibition stands.
2.6.8.6. Different fonts can be used in the design of stands: printed and handwritten, Arabic and Gothic. Headings and subheadings should be in the same style.
