Hood esthete development what is included. Artistic and aesthetic education. Activities in the library

The value of the artistic and aesthetic development of preschoolers.

Get the beginning of aesthetic education in childhood -

means to acquire a sense of beauty for life,

the ability to understand and appreciate works of art,

get involved in art.

A child from early childhood is drawn to bright, beautiful objects, so it is necessary to start the artistic and aesthetic development of children from an early age. Children should act not only as contemplators and listeners, but also as active creators of beauty. The artistic and aesthetic education of a person occurs from the first steps of a small person, from his first words, deeds, and leaves an imprint in his soul for life.

Psychologists and educators have come to the conclusion that the early development of creativity, already in preschool childhood, is the key to future success. Children get their first artistic impressions, become familiar with art, master various types of artistic activities, among which drawing, modeling, appliqué, and design occupy a large place. Preschool age is the most favorable period for the development of the creative abilities of the child.

The child constantly creates something, explores. All this is being improved, developed in creativity. Teachers of a preschool educational institution should help the child in artistic and aesthetic development, so that he can develop comprehensively. The educator must lead the child from the perception of beauty,

In the formation of artistic and aesthetic taste, the formation of the senses in children, an important role is played by the acquaintance of children with classical works of children's fiction, musical works, and painting.

to interest children, to ignite their hearts, to develop activity in them, to awaken in every child faith in his creative abilities, that he came into the world to create goodness and beauty, to bring joy to people;

(music, literature, theater, works of artistic and decorative creativity) contributes to the formation of sensory organs, set on the perception of certain types of art, forms an aesthetic taste, allows you to adjust your aesthetic ideal, correlate the value orientations of different eras and peoples;

in the opinion, it increases the activity, the creative nature of the artistic and aesthetic activities of preschoolers, its effectiveness. She pointed out that not only beautiful objects in themselves aesthetically educate children, "but also that lively work, that caring attitude of the educator and children to things that need to be educated";

independent artistic activity of children (musical, visual, artistic and playful) is a means and process of developing in children the ability to feel, understand and love art, developing the need for artistic and creative activity, shaping the worldview of the child by means of art;

In the process of development of various types of artistic activity of children, motor skills, manual skills, micro- and macro-movements, visual-motor coordination develop. This brings together the tasks of aesthetic and physical education.

In the future, the very visual and artistic activity of preschoolers acts as a psychological and pedagogical condition that contributes to the protection of the psychophysical and psychological health of the child, his emotional well-being;

Artistic and aesthetic education is a process of purposeful education of a sense of beauty, the formation of the ability to perceive and see beauty in art and life, to evaluate it. The task of artistic and aesthetic education is to form an artistic taste. That is why the problem of the goals and objectives of artistic and aesthetic education requires special attention.

Successfully reflected the goal of aesthetic education, which believes: "Artistic and aesthetic education is the education of a holistic, harmoniously developed personality, which is characterized by the formation of aesthetic consciousness, the presence of a system of aesthetic needs and interests, abilities for creativity, a correct understanding of beauty in reality and art."

Particular importance in children's educational institutions can and should be given to theatrical activities, all types of children's theater, which will help form the correct model of behavior in the modern world, improve the general culture of the child, introduce him to children's literature, music, fine arts, etiquette rules, rituals, traditions . Love for the theater becomes not only a vivid childhood memory, but also a feeling of a holiday spent together with peers, parents and teachers in an unusual magical world.

Theatrical activity in kindergarten is a good opportunity to reveal the creative potential of the child, to nurture the creative orientation of the individual. Children learn to notice interesting ideas in the world around them, embody them, create their own artistic image of a character, they develop creative imagination, associative thinking, the ability to see unusual moments in everyday life.

Theatrical activity contributes to the acquisition of new knowledge, skills and abilities, develops abilities, expands the circle of contacts, creates a full-fledged development environment, and helps each child find his own special place.

Artistic and aesthetic development is the ability to perceive and evaluate works of art of various types and genres, from the standpoint of good and evil, beauty and ugliness. Artistic and aesthetic development multiplies experiences, increases the desire for active knowledge of the surrounding world, develops spiritually and mentally.

Artistic and aesthetic education is a direction of educational work, the essence of which is the organization of a variety of aesthetic, artistic activities aimed at mastering aesthetic knowledge, the formation of aesthetic needs, attitudes and beliefs, the ability to fully perceive beauty in art and life, familiarization with artistic creativity, development of abilities and skills in one form or another.

The main component of the content of aesthetic education is the development of students' artistic perceptions.

The desire to create is an inner need of the child, it arises in him independently and is distinguished by extreme sincerity. We, adults, must help the child discover the artist in himself, develop the abilities that will help him become a person. A creative person is the property of the whole society.

The goal of human development at every age is harmonious development. In childhood, a factor of harmonious development is creative activity, since it is the age of 4–8 years that is most favorable for the development of creativity, the conditions for the development of which are artistic and aesthetic activity.

the creative abilities of a person should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks in the education of modern man. After all, all the cultural values accumulated by mankind are the result of the creative activity of people. And how far human society will advance in the future will be determined by the creative potential of the younger generation. Transformations in all spheres of Russian society, the acceleration of the pace of scientific, technological and social progress actualize the need for people who are proactive, creative, independent of clichés and stereotypes of thinking. At the same time, the creative potential of the individual is not formed by itself, spontaneously; its development should be permanent and begin from the first days of a child's life.

Combining the connection between learning and creativity, the child has an open opportunity to experiment, to find his own ways of conveying the image in drawing, modeling, dancing, and playing.

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 improves, the child becomes more sensitive to beauty in art and in life.

Currently, many people are in a state of spiritual vacuum. It is hard to see how the heart is hardened, thinking is degrading, the inner world of children is depleted. Quite often nowadays a teacher finds himself among his students, as in a country of the deaf, who not only do not hear, but no longer want to learn anything about classical, folk, religious art, since the initially correct settings have already been knocked down in their heads, they are captured by images "impure" imagination. Working as a kindergarten teacher, I came to the firm conviction that raising children without a spiritual and moral beginning is inferior. In addition, such upbringing is harmful both for children, whom we let out of preschool educational institutions without clear ideas about good and evil, and for us adults, because we commit a great sin for the whole world, not caring about the most important thing in the development of a still small person. - the nourishment of his soul.

It depends on us, adults as an example of sane people, that children grow up not only physically healthy, but also have a kind of spiritual “immunity”: against pride, vanity, envy, etc. A child may not be an outstanding physicist, chemist, but at the same time carry good and good, be honest, faithful and disinterested, cherish love and friendship, respect elders. This is what we must come to, or rather return to, in our spiritual growth. The beauty of nature, literature, music, fine arts, needlework - the greatest spiritual heritage of the Russian people, attracting a pure soul, bearing high morality. These are the mentors who should act as a guide at the present stage.

The artistic and aesthetic education of children is one of the main foundations for all further educational work of the preschool educational institution.

All products of artistic activity introduce them to the beauty and richness of the artistic word, music. All this gives children real pleasure, is easy to remember and forms the basis of artistic and aesthetic taste, as a result of which we teach them to see and feel the beauty of the world around them, to protect it. Developing the artistic and aesthetic abilities of children, their aesthetic feelings and ideas, evaluative attitude to beauty, we lay the foundations on which the spiritual wealth of a person will be formed in the future. And since artistic and aesthetic feelings, as well as moral ones, are not innate, they require special training and education. Since artistic and aesthetic activity develops spatial, logical, mathematical, associative thinking, memory, which are the basis of intellectual development and an indicator of a child's readiness for school.

The soul of a child." It is clear that beauty is perceived especially brightly and deeply in childhood and, imprinted in feelings and thoughts, sweeps through a person’s entire life. Therefore, we, preschool teachers, must help the child in artistic and aesthetic development, so that he can develop comprehensively.

From the first years of life, a child unconsciously reaches for everything bright and attractive, enjoys shiny toys, colorful flowers and objects. All this causes him a feeling of pleasure, interest. The word "beautiful" enters the life of children early. From the first year of life, they hear a song, a fairy tale, look at pictures; simultaneously with reality, art becomes a source of their joyful experiences. In the process of aesthetic education, they undergo a transition from an unconscious response to everything bright and beautiful to a conscious perception of beauty.

Aesthetic perception of reality has its own characteristics. The main thing for him is the sensual form of things - their color, shape, sound. Therefore, its development requires a large sensory culture.

Beauty is perceived by a child as a unity of form and content. The form is expressed in the totality of sounds, colors, lines. However, perception becomes aesthetic only when it is emotionally colored, associated with a certain attitude towards it.

Aesthetic perception is inextricably linked with feelings, experiences. A feature of aesthetic feelings is disinterested joy, bright emotional excitement arising from a meeting with the beautiful.

The educator should lead the child from the perception of beauty, the emotional response to it to understanding, the formation of aesthetic ideas, judgments, assessments. This is painstaking work that requires the teacher to be able to systematically, unobtrusively permeate the child's life with beauty, to ennoble his environment in every possible way.

The formation of a child's personality, the upbringing of the right attitude towards the environment is a complex process, which is based on the correct, harmonious development of feelings.

Feeling is a special form of a person's attitude to the phenomena of reality, due to their compliance or inconsistency with human needs. “Nothing, neither words, nor thoughts, nor even our actions express ourselves and our attitudes to the world so clearly and truly as our feelings: they hear the character of not a separate thought, not a separate decision, but the whole content of our soul and its structure. ”, - said K.D. Ushinsky [K.D. Ushinsky, 1974, 117].

The formation of aesthetic feelings begins from early childhood. Preschool age is the period of the initial actual folding of the personality. Children of preschool and school age with great desire build castles and fortresses from snow, wet sand or cubes, hammer nails, draw with pencils, paints or chalk with no less diligence. Parents should always support and not inhibit these natural needs of children.

Preschool age is the most important stage in the development and education of the individual. This is the period of introducing the child to the knowledge of the world around him, the period of his initial socialization. It is at this age that independence of thinking is activated, the cognitive interest of children and curiosity develop.

Psychologists identify 3 main areas of mental development of preschool children:

1. Personality formation.

the child begins to realize his "I", his activity, activity, begins to objectively evaluate himself;

ѕ the emotional life of the child becomes more complicated, the content of emotions is enriched, higher feelings are formed;

2. Expansion of the scope of the child.

ѕ the child masters the goals and motives of various types of his activities;

ѕ certain skills, abilities, abilities and personal qualities are formed (perseverance, organization, sociability, initiative, diligence, etc.);

3. Intensive cognitive development.

ѕ there is an assimilation of the sensory culture of the language;

ѕ the perception of color, shape, size, space, time is performed;

ѕ types and properties of memory, attention, imagination develop;

ѕ there is a formation of visual forms of thinking and the development of sign-symbolic functions of consciousness; [D.B. Elkonin, 1958, 39]

In order for an adult to become spiritually rich, special attention must be paid to the aesthetic education of children of preschool and primary school age. B.T. Likhachev writes: "The period of preschool and early school childhood is perhaps the most decisive in terms of aesthetic education and the formation of an artistic and aesthetic attitude to life." The author emphasizes that it is at this age that the most intensive formation of attitudes towards the world takes place, which gradually turn into personality traits [B.T. Likhachev, 1998, 42]. The essential artistic and aesthetic qualities of a person are laid down in the early period of childhood and remain more or less unchanged throughout life. But it is precisely in preschool and primary school age that artistic and aesthetic education is one of the main foundations of all further educational work.

At the stage from 2.5 to 3-4.5 years, the following changes occur:

ѕ mastering sensory standards that will help children master colors, shapes, sizes (however, this is not only recognition, but also the development of a sense of color, shape, since conditions for choice, comparison, preference are created);

ѕ enrichment of the content of creative activity;

ѕ mastering the "language" of creativity;

During this period, a qualitative change takes place in the creative activity of the child. He self-determines, shows his own "I" when creating products of creativity. He draws, sculpts for himself, investing in this his own experience and his vision of an object, a phenomenon. It is usually believed that this is the period of the image of individual objects, forms by children. At this time, the main thing for children is to express their attitude through color, shape, composition. Children show a preference for one or another color, interest in detailing, highlighting the characteristic features of an object, a favorite topic appears in boys and girls.

At the age of 4.5 to 7 years, children develop visual abilities, imagination, artistic thinking when creating plot and decorative compositions; preferences are differentiated against the background of versatile interests - to painting or graphics, plastic arts or design. artistic aesthetic education creativity

Throughout the preschool period, changes in perception occur, from simple attempts to examine and feel, without answering the question of what the object is, to the desire to more systematically and consistently examine and describe the object, highlighting the most noticeable features.

Assimilation by children of the system of sensory standards significantly rebuilds their perception, raising it to a higher level. In the process of cognitive activity, children acquire systematized knowledge about the sensory qualities of objects, and the formation of generalized methods for examining objects plays a special role in this. The structure of the generated images depends on the methods of examination.

Sensory culture is of great importance for artistic and aesthetic education. The ability to distinguish colors, shades, shapes, combinations of shapes and colors opens up the opportunity to better understand works of art, and then enjoy it. The child learns to create an image, masters the ability to convey the inherent properties of objects, shape, structure, color, position in space, his impressions, acquires knowledge about the materials used to convey an image, create an artistic image. Mastering visual and expressive skills introduces children to elementary creative activity, passing a difficult path from the simplest actions to the processes of figurative reproduction of forms.

The next feature of artistic and aesthetic education in preschool age is associated with the changes taking place in the field of cognitive processes of the student. The formation of artistic and aesthetic ideals in children, as part of their worldview, is a complex and lengthy process. This is noted by all the educators and psychologists mentioned above. In the course of education, life relationships, ideals undergo changes. Under certain conditions, under the influence of comrades, adults, works of art, life upheavals, ideals can undergo fundamental changes. "The pedagogical essence of the process of forming artistic and aesthetic ideals in children, taking into account their age characteristics, is to form stable meaningful ideal ideas about beauty, about society, about a person, about relationships between people, from the very beginning, from early childhood, doing this in a diverse, new and fascinating form that changes at each stage," notes E.M. Torshilov [E.M. Torshilova, 2001, 26].

By the end of the pre-preschool age, the child can experience elementary aesthetic feelings and states. The child enjoys a beautiful bow on his head, admires a toy, crafts, etc. In these experiences, at first, direct imitation of an adult appears clearly, in the form of empathy. The child repeats after the mother: “How beautiful!” Therefore, when communicating with a small child, adults should emphasize the aesthetic side of objects, phenomena and their qualities with the words: “what a beautiful craft”, “how elegantly dressed the doll” and so on.

The behavior of adults, their attitude to the world around them, to the child becomes a program of his behavior for the baby, so it is very important that children see around them as much good and beautiful as possible.

Growing up, the child enters a new team - a kindergarten, which takes on the function of organized preparation of children for adulthood. Issues of artistic and aesthetic education in kindergarten begin with a carefully thought-out design of the room. Everything that surrounds the children: desks, tables, manuals - should educate with its cleanliness and accuracy.

Another of the main conditions is the saturation of the building with works of art: paintings, fiction, musical works. A child from early childhood should be surrounded by genuine works of art.

Of great importance in the artistic and aesthetic education of preschool children is folk arts and crafts. The teacher should introduce children to the products of folk craftsmen, thereby instilling in the child a love for the Motherland, for folk art, and respect for work.

Artistic and aesthetic education should cause active activity of the preschooler. It is important not only to feel, but also to create something beautiful. Education, which is purposefully carried out in kindergarten, is also aimed at developing artistic and aesthetic feelings, therefore, systematic classes such as music, familiarization with fiction, drawing, modeling and appliqué are of great importance, especially if the teacher teaches children to select shapes, colors , make beautiful ornaments, patterns, set proportions, etc.

The formation of the first emotional and aesthetic assessments, the cultivation of artistic taste largely depends on the game. The influence of artistic toys on the artistic and aesthetic education of children is well known. An example is folk toys: nesting dolls, funny Dymkovo whistles, handicrafts.

An example of an educator, his emotional responsiveness to the beautiful is especially necessary for children to develop their own artistic and aesthetic taste.

Artistic and aesthetic feelings, as well as moral ones, are not innate. They require special training and education.

By organizing a progressively more complex system of tasks, teaching children aesthetic vision and a competent image of the environment, it is possible to teach children not only to perceive a picture, but also to see an object of art in it.

Feelings, including artistic and aesthetic ones, are a specific form of reflection of the environment. Therefore, they cannot arise and develop where in everyday environment there are no combinations of objects, shapes, colors, sounds that can be perceived as examples of beauty. However, the mere presence of these objects is still not enough for the emergence of aesthetic feelings and artistic taste in children; the child must learn to perceive various forms, the harmony of sounds, colors, and at the same time experience aesthetic feelings.

Thus, artistic and aesthetic education is very important for the comprehensive development of the child. The basics of artistic and aesthetic education are laid with the participation of adults immediately after the birth of a child and continue to develop for many years. A very important role in artistic and aesthetic education is played by the family, kindergarten and school, so parents, educators and teachers should try to create such an atmosphere so that the child develops such aesthetic feelings as quickly as possible, such as a sense of beauty, artistic taste.

Artistic development is an integral part of the artistic and aesthetic education of children. There are many points of view on the definition of the concept of "artistic and aesthetic development". Let's consider some of them.

Successfully reflected the goal of aesthetic education T.N. Fokina, who believes: "Artistic and aesthetic education is the education of a holistic, harmoniously developed personality, which is characterized by the formation of aesthetic consciousness, the presence of a system of aesthetic needs and interests, creativity, a correct understanding of beauty in reality and art."

The child, faced with the aesthetic phenomena of life and art, develops aesthetically and artistically. But still, the child is not aware of the aesthetic essence of objects, and development is often associated with the desire for entertainment. B.T Likhachev, believes that only a targeted pedagogical aesthetic and educational impact, involving children in a variety of artistic creative activities can develop their sensitive sphere, provide a deep understanding of aesthetic phenomena, raise them to an understanding of true art, the beauty of reality and beauty in the human personality.

The main component of the content of aesthetic education is the development of students' artistic perceptions.

Fundamentals of artistic and aesthetic development:

Mutual connection with all educational and educational work in a preschool institution (artistic and aesthetic development should occur along with other areas of child development);

The connection of children's creativity with life (the child's activity should relate to situations from the child's life experience);

Combining various types of art (for the full development of the child, you need to use all types of art in a complex);

The artistic and aesthetic basis for the selection of material (for working with a child, it is necessary to select material in such a way that certain ideas, emotions and feelings are born in him);

Individual approach (discovery of creative abilities in a child and promotion of their development).

In the literature, the following means of artistic and aesthetic development of preschool children are distinguished:

Aesthetic communication (communication with the child, designed to interest the child in creative activities);

Nature (thanks to harmony, nature teaches the child correct behavior, beauty, strict regularity, proportions, variety of shapes, lines, colors, sounds)

Object environment (increases the activity, creative nature of the artistic and aesthetic activities of preschoolers, its effectiveness);

Art;

Independent artistic activity of children;

Holidays.

The manifestations of children's creativity in games are very diverse: they come up with plots for the content of the game, look for ways to fulfill the roles given by a literary work. One of the types of such creative games is dramatization or a theatrical game.

Theatrical games are performance games in which a literary work is played out in faces, using such expressive means as intonation, facial expressions, gestures, posture and gait, that is, specific images are recreated. The heroes of theatrical games become actors, and their adventures, life events, changed by children's imagination, become the plot of the game.

The peculiarity of theatrical games is that they have a ready-made plot, which means that the activities of children are predetermined by the text of the work.

The theatrical game has the following structure: concept, plot, content, game situation, role, role-playing action, rules.

Theatrical games are divided into:

1. Dramatization games (the child plays the role of an artist, creates an image using a complex of verbal and non-verbal means).

2. Directing games (the child acts with toys or their substitutes, organizes activities as a screenwriter and director, voicing the characters and commenting on the plot).

The role of theatrical games in the artistic development of children is very great. In theatrical games, various types of children's creativity develop: art and speech, music and games, dance, stage, singing.

Thus, from all of the above, we can conclude that in working with preschool children, you can use different types of theater and each will be of interest to the child in its own way.

Artistic and aesthetic education and education at school.

Childhood is the time of acquiring knowledge about the world around us, the time of the formation of moral skills and habits.

The process of humanization and humanitarization of education, the growing role of the spiritual factor in the development of the individual puts forward artistic and aesthetic education to new positions in modern society.

The artistic and aesthetic development of students does not limit its tasks only to the formation of aesthetic feelings, artistic tastes, ideals, needs, views and beliefs of the individual. Artistic and aesthetic development gives the ability to perceive and evaluate the world in terms of harmony, perfection and beauty, it is an integral part of the aesthetic culture of the individual. The process of educating a person consists in developing in him the ability to creatively transform the world in accordance with his goals and desires.

Artistic and aesthetic education plays an important role in the formation of character and moral qualities, as well as in the development of good taste and behavior. The expression "artistic and aesthetic education" means the upbringing of a sense of beauty, the development of the ability to perceive, feel and understand beauty in public life, nature and art.

The task of artistic and aesthetic education at school is to preserve, enrich and develop the spiritual potential of each child.

Creativity and creative activity determine the value of a person, so the formation of a creative personality today acquires not only theoretical, but also practical meaning.

The effectiveness of the school is currently determined by the extent to which the educational process ensures the development of the creative abilities of each student, forms a creative personality and prepares it for a full-fledged cognitive and social work activity.

"School is a workshop,
where the thought of the younger generation is formed,
gotta hold it tight
if you don't want to let go of the future"
A. Barbus

The current system of education and upbringing of children ensures continuity in the development of the artistic and aesthetic foundations of the individual.

The main goal of artistic and aesthetic education and education at school is to enrich the sensual, emotional, value, aesthetic experience of children; development of artistic and figurative thinking, abilities for artistic creativity. In accordance with this, 3 leading content lines are distinguished:

development of an aesthetic attitude to the phenomena of the surrounding life and art;
enrichment of the emotional world of the child;
development of creative perception of works of art.

At school, students get acquainted with different types of art, a variety of genres, the originality and richness of the artistic traditions of the peoples of the world and their native artistic culture.

The creative experience of children expands in different types of art. Artistic and aesthetic activities at school carried out in the following areas:

pictorial
artistic and speech
musical
choreographic
mass cultural

The wide use of various types of aesthetic activity contributes to the awakening of artistic interests, the development of the artistic and creative abilities of schoolchildren. The success of all diverse aesthetic activities depends on how students master various types of art and experience the needs and pleasures of artistic and creative activities.

The educational plan of the school has been adjusted for a thorough study of the subjects of the artistic and aesthetic cycle, while the educational areas are sustained, and the maximum amount of teaching load does not exceed the norm.
Experience shows that the upbringing, education and development of schoolchildren is carried out most successfully if it covers all types of communication between children and art. Through various methodological forms: a story, a dialogue, a game, an experiment, an analysis and playing out of life situations, the process of learning the ethical norms of an educated person is carried out. Lessons are held in a fascinating form, emotional, full of examples and concrete facts. In the game, the behavior of children is sociologized, the foundation of morality is formed, conditions for the aesthetic and spiritual development of the individual.

Therefore, the following circles and sections are included in the plan of extracurricular activities of the artistic and aesthetic cycle.

No. p / p	Name	FULL NAME. leader	Employer
1	Academic choir of junior and middle classes	Vasrukhina O.S.
2	Circle of vocal skills	Vasrukhina O.S.
3	"Art Stage Word"	Zorina N.S.	MBOU "Secondary school No. 35 named after. K.D. Vorobyov"
4	Vocal pop studio	Fedorovskaya E. V.
5	IZO - studio "Young Artist"	Bartenyeva E. A.	Regional budgetary educational institution add. education of children of the regional center for creative development and humanitarian education of children and students
6	"Artistic knitting"	Sorokoletova S. A.	The House for arts and crafts for children
7	"Entertaining Rhetoric"	Goryachkina D.V.	The House for arts and crafts for children
8	"Painting on fabric"	Igina I. Yu.	Regional budgetary educational institution add. Education of children of the regional center for creative development and humanitarian education of children and students
9	Vocal pop studio	Ovchinnikov N.S.	The House for arts and crafts for children
10	« Literature lessons »	Kargalova M.A.	MBOU "Secondary school No. 35 named after. K.D. Vorobyov"
11	"Technical creativity"	Vulikh V.Kh.	Regional budgetary educational institution add. Education of children of the regional center for creative development and humanitarian education of children and students
12	"Alive soul"	Panova N. M.	MBOU "Secondary school No. 35 named after. K.D. Vorobyov"
13	Dancing	Shchuleva I.E.	The House for arts and crafts for children

Making art accessible to absolutely every child is the main thesis that underlies all educational activities.

The material and technical support of the programs used fully complies with the regulatory framework (equipment of the music room, technical skill rooms, workshop). Significant didactic material prepared (including slides, audio and video information, internet links)

The introduction of integrative lessons into school education leads to a decrease in the psychological burden, contributes to the formation of a special type of thinking. Therefore, teachers in artistic and aesthetic education and upbringing have developed integrated lessons and educational blocks that are successfully introduced into the educational process. Such thematic lessons as "Music on an easel", M.P. Mussorgsky "Pictures at an Exhibition", Nature and music in the theme "My sadness is bright", Literature and art, creative meetings and joint events with groups Children's Art School No. 2, Children's Children's Theater, design work, participation in city and regional events.

In the field of musical education and development, schoolchildren acquire the experience of an emotionally holistic attitude to musical works, get acquainted with the genres and forms of music, its intonational basis, expressive means, with the main features of the music of their native country and other peoples of the world. Choral and vocal singing, listening to musical works of composers, expressing their impressions in words, drawings, in the artistic movement, composing their own melodies, extracurricular activities about fellow countrymen - composers and countrymen - artists, visiting exhibition halls, museums, art galleries followed by a discussion of what they saw and heard.

MUSIC is the energy field of the individual. To understand music means to understand another person, to feel his mood and inner state. Music creates a certain emotional mood that calls for reflection. Children learn to express their feelings, experiences, realize the connection of music with life and painting. For example, within the framework of the events of the Year of Culture, school-wide events were held: Literary and musical composition “There is a memory that will not be forgotten, there is a memory that will never end”, a meeting in the music room “Our great contemporaries”, “We are proud of you, our countrymen” , "The path to the light of Alexander Deinek".

The singing skills of students are more thoroughly formed in the lessons of choral singing. In the course of teaching choral art, schoolchildren develop an ear for music, memory, voice, emotional responsiveness to art is brought up, artistic views and ideas are formed, and an aesthetic taste is developed.

No less important in the system of art and aesthetic education is the development of children's fine arts. Visual activity, due to its specificity, provides great opportunities for the aesthetic development of the individual. Fine art develops visual memory, observation, spatial imagination, fine motor skills of fingers, eye, perseverance, a sense of rhythm and harmony, teaches children to see the beauty of the world and strive for improvement in their work.

Children's imagination knows no bounds: children draw with watercolors, gouache, wax crayons, charcoals, pencils, sculpt, design, appliqué, embroider, use natural materials. How interested are students in these lessons? They act like good magicians, skillfully using various means of artistic expression to reveal the richness and depth of the artistic image. In the conditions of collective work, each child can be convinced of the reality of the results of his creative work and correlate them with the results of the creative efforts of the entire team. When analyzing children's compositions, one can see how thematic drawing with the help of observations, travels, and excursions of children replenishes their stock of knowledge about life, enriches their memory, fosters love for their native nature, gives rise to a sense of pride in their native land.

The main principle of children doing crafts or drawings is the development of creative individuality. Developing creative thinking, the teacher seeks to avoid any patterns and schemes in color, in form and in the ability, as an artist, to perceive the world around him in his own way. The works of children always attract attention with their spontaneity, originality, richness, and brightness of color. The role of the teacher is not to violate the originality of the child's vision, to lead the children to a true image of life.

An incentive for the further development of children's creativity are exhibitions of drawings, crafts, socially significant projects, traditional creative competitions, charity fairs. The best works of young artists are awarded with diplomas and diplomas.

The school has created such a variety of activities that allows each student to do their favorite thing.
Performing aesthetic and educational functions, cultural events are held: traditional holidays, thematic concerts, competitions, reviews, quizzes, performances, exhibitions of children's creativity. Of course, the degree of artistic success of the participants in such events is different, but they are united by mass character, the opportunity to join the world of beauty, as well as the opportunity to reveal the individual creative potential of the student.

The unity of classroom and extracurricular work contributes to the expansion and deepening of the knowledge and skills of students, the development of their cognitive interests, forms independence and creative activity, gives all educational and educational activities a purposeful, integrated character.

The high quality of our children's training in musical, visual and arts and crafts has been repeatedly noted at the level of the district, city, region.

Technology teachers constantly take part in competitions of arts and crafts:

1. Dedicated to the Victory Day in the Great Patriotic War;

2. "Easter chime";

3. "Christmas star";

4. “I give my heart to children”;

5. "Golden hands".

Art teachers take part in the following activities :

District and city competition "Magic Palette";

- "Easter joy";

- "Favorite city";

- "War through the eyes of children."

technology teacher, Fine arts, music and their pupils took an active part in the events held at the school throughout the school year:

Knowledge Day

Teacher's Day

Mothers Day

Christmas lights

Alumni meeting

Last call

Charity fairs

The students of our school with the music director Vasstrukhina O.S. annually participates in the district and city competition of pop soloists, choirs, amateur art shows of children and employees of educational institutions, outdoor concerts.

Students who participate in all of these competitions are winners and prize-winners.

There is an artistic beginning in every child. And the teacher needs to see in this creative beginning - two sides - social and moral - and stimulate their development at the same time. Developing creativity, the teacher opens the way for children to the knowledge of beauty, emotionally enriches children, leads to a deeper understanding of the world.

Thus, the system of educational work, built on the basis of the complex impact of art, contributes to the development of the child's multifaceted creative abilities, fully forms the need to communicate with art and, due to its effectiveness, is one of the leading links in the continuous educational process.

The section "Artistic and aesthetic education" includes introducing children to art, the aesthetics of the developing environment, fine arts (drawing, modeling, appliqué), design and manual labor, musical education, cultural and leisure activities.

The implementation of the tasks of artistic and aesthetic education will be most optimally carried out under the following conditions.

Maximum consideration of the age and individual characteristics of children.

The relationship of the artistic and creative activity of the children themselves with educational work, which provides a variety of food for the development of perception, figurative representations, imagination and creativity.

Integration of various types of art and various types of artistic and creative activity, contributing to a deeper aesthetic understanding of reality, art and one's own artistic creativity, the formation of figurative representations, figurative, associative thinking and imagination.

Respect for the results of children's creativity, the wide inclusion of their works in the life of a preschool educational institution.

Organization of exhibitions, concerts, design of an aesthetic developmental environment, etc.

Variability of the content, forms and methods of working with children in different areas of aesthetic education.

Ensuring continuity in artistic and aesthetic education between all age groups of kindergarten and between kindergarten and elementary school.

Close relationship and interaction of the kindergarten with the family. Art is invaluable in aesthetic education, as

classical and folk. It should enter the lives of children from an early age. In a preschool institution, works of art are used in three ways.

First direction - art, including folk art, is included in the daily life of children as an integral part of the aesthetic environment. So, in the classroom and outside of them, music can sound, and works of fine art are used in the design of a preschool institution.

Second direction - art is the content of education: children are introduced to different types of art, events, phenomena,

projects revealed by artists, musicians, writers and poets in their works; with expressive means that allow you to create vivid images of reality.

third direction- art is used in various types of artistic activity, serves the development of children's artistic creativity. Images of art are standards of beauty.

INTRODUCING ART

Familiarization of children with art requires special preliminary preparation, which includes expanding the knowledge of teachers and parents in the field of art (reading special art literature, reference books) and the selection of illustrative material (reproductions, photographs, products of folk craftsmen, etc.).

In order to properly organize the first visit to a museum or theater and so that later trips to museums, theaters and exhibitions become a good tradition for both the preschool educational institution and the family, teachers and parents should first familiarize themselves with the basic concepts of a particular type of art, and then - in in an accessible form - to tell children about what a portrait, painting, still life, landscape, easel is; arch, balcony; composer, architect, artist, poet, writer, singer, actor, performer, etc. Children should be asked if they have been to a museum, a theater, a circus, an exhibition; identify the range of their interests; determine what they would like to know, where to visit. This stage of work can be carried out in the form of a conversation with a child or a group of children, asking them questions: “Do they like to draw? What names of flowers do they know? What is the name of the profession of a person who composes poetry? Have they seen a puppet show in the theater? Have they been to a museum , at the exhibition?". Etc.

Purposeful work on familiarization with art begins with the second younger group, but this does not mean that nothing has been done in this area in the previous period: work on sensory development, familiarization with the environment, fiction, music is essentially a preparatory stage of acquaintance with art.

By the end of the third year of life, the child learns the basic ideas about color, size, shape; listens to fairy tales, memorizes nursery rhymes, learns to guess riddles, gets acquainted with the book and the rules for handling it, examines illustrations, learns to compare reality with its images in pictures, examines landscapes, together with the teacher remembers what he saw on a walk. Children of this age are introduced to a folk toy, a fun toy made of wood (a pyramid, nesting dolls, bowls, a Bogorodsk toy), they give the kids the opportunity to act with them (examine, disassemble, fold).

At the age of 1.5-2 years, you can organize the first visit to an exhibition of Christmas tree decorations, toys, flowers - after 2 years at home or in a kindergarten group - show a puppet theater, first in the light, and then in the twilight. For the show, it is advisable to select toys familiar to children and play mini-performances both based on fairy tales and on the basis of everyday situations.

tions. Gradually, the children themselves can be involved in the show: they are already able to provide all possible assistance to an adult.

In the group, you can arrange an exhibition of reproductions, folk toys, works of children of the preparatory group for school, i.e. start purposefully preparing kids for visiting exhibitions, museums, theater.

In a preschool institution, it is advisable to arrange a permanent exhibition of children's works, organize special rooms "Russian hut", "Recreation room", "Room of fairy tales", etc., where you can conduct integrated classes to familiarize yourself with art (they may involve different types art, means of expression, revealing a given topic). In addition, it is necessary to organize an art corner / zone in the group, where various works of art will constantly be located, including those that children get acquainted with in the classroom. It is imperative that conditions (artistic environment) be created for games, dramatization games, independent artistic activities of children with different types of materials, in which the educator is included as necessary.

Contact with art has a strong emotional impact on the child. Usually after a performance, visiting a museum, reading books, etc. children tend to imitate actors, singers, dancers, circus performers, etc. This requires an adult to skillfully guide their actions so as not to extinguish interest, to support it. To do this, it is advisable to organize games in ballet, puppet theater, etc., to conduct a lesson in order to enrich children's knowledge in a particular artistic field, develop visual, musical abilities (it is allowed to go beyond the goals and objectives indicated in the program).

Thus, acquaintance with art in the preschool educational institution begins at an early age and continues throughout preschool childhood.

The purpose of artistic education- aesthetic and artistic development of preschool children.

Tasks of artistic education- development of artistic perception, feelings and emotions, imagination, thinking, memory, speech of the child; introduction to elementary knowledge in the field of art; formation of interest in works of art; development of children's creative abilities in various types of artistic creativity; formation of the foundations of the artistic and aesthetic culture of the individual.

The content of artistic education includes, among other things, knowledge and skills in the field of folk art, acquaintance with folklore (fairy tales, riddles, nursery rhymes, folk songs, dances and round dances), folk musical instruments, handicrafts, folk costume, as well as participation in the preparation and holding folk holidays.

Acquaintance with folk art involves taking into account the region in which the preschool institution is located, the national composition in the group and the region. Gradually, the range of folk art crafts is expanding. In the senior and preparatory groups for school, children are introduced to the art of the peoples of the world.

For children, for perception and understanding, folk toys are the most accessible.

ka (Filimonovskaya, Bogorodskaya, Dymkovskaya, Kargopolskaya), folk fun toys (pyramid, fungus, matryoshka), with which children can easily act, as well as folk children's songs, nursery rhymes, round dances, folk games, etc.

Classes should be conducted using all types of folk art. It is good to beat stories about native nature, animals, show objects of folk life, consider folk costume. While sculpting or weaving, you can invite children to sing folk songs. It is necessary to actively use folk games.

In the lesson on familiarization with folk art in its second part - after the story and show - an adult provides children with the opportunity to engage in productive activities: decorate paper toys, cups, spoons, a suit (dress, shirt) in accordance with the characteristics of any craft (Gzhel, Khokhloma, Gorodets), regional art. Together with the children, you can make gifts for relatives, friends and paint them.

In the senior and preparatory groups for school, children are read the works of foreign authors, so it is advisable to acquaint them with the customs and folk culture of different countries; At the same time, the formation of the foundations of artistic and aesthetic culture presupposes the acquaintance of children, first of all, with the culture of their native people: its traditions, way of life, and costume. This area of work occupies a significant place in the senior and preparatory groups for school: children participate in folklore holidays, learn to play folk instruments, master folk dances and dances.

Having given children the initial ideas about folk art, one can proceed to acquaintance with professional art: the history of the emergence and development of its various types, their specific features and genres. This work should be based on the knowledge and skills of children, acquired by them in the process of getting to know nature, the surrounding reality, fiction, etc., because any creator - one way or another - creates images of reality in his works.

Familiarization of children with art begins with its most accessible types: literature, music, painting, theater, circus. It arouses keen interest, develops their feelings, emotions.

In the classroom, the teacher, together with the children, examines the works of painting, conducts conversations about the main visual (pencils, paints) and expressive means (color, shape, size, space). For viewing, they select works of art created in a realistic manner. They can be combined by themes: "Tree", "Grove", "Autumn", "Winter", etc. To make the process of their perception more vivid and emotional, it must be accompanied by reading poetry and prose, listening to excerpts from musical works.

For each type of art, it is necessary to conduct several mini-classes, classes-situations. Children are gradually led to the conclusion that the same phenomenon can be depicted in different ways by different authors and in different types of art. For this purpose, integrated classes are held on various topics (for example, "Christmas Tree", "Autumn", "Spring", "Flowers", etc.) using

works of various types of art (literature, music, painting). The purpose of these classes is to show that each type of art has its own means of transmission (word, sound, color and space).

The older the children, the more detailed the works of art should be analyzed, their number expanded, introduced to new artists, taught to compare the works of different artists, to single out familiar ones from them.

Children are introduced to book graphics, with various illustrators, gradually deepening their knowledge about the book, about the library. It is important that children know not only classical artists (Bilibin, Konashevich, Pakhomov, Rachev, and others), but also contemporary artists (Zotov, Miturich, Tokmakov, and others). Naturally, one should not forget about regional artists, musicians, masters of folk art.

Preschoolers should be introduced to various creative professions, such as an architect, composer, actor, singer, circus performer, poet, writer, etc. This work is built like this.

Children are told about the features of the profession, given its name (for example, architect), explain the main functions (creates projects for buildings, bridges), call the action (draws, calculates), show objects that help in work (pencil, paper, compasses, etc.). d.).

It is advisable to acquaint children with the history of the appearance of musical instruments, pencils, paints, etc., to emphasize the importance of all creative professions for people: their works bring joy and pleasure, develop taste, allow them to explore the world, awaken the best human feelings in the soul. Created by artists, musicians, writers, etc. should be preserved to be passed on to the next generation.

The teacher leads the children to understand the purpose of the library, museum, theater, introduces the rules of conduct in them. This work needs to be done together with the family.

So, work on the topic "Puppet theater" is carried out as follows.

1. Showing puppet theater in a group (in light and in semi-darkness).

2. Consideration of the attributes of the puppet theater.

3. A conversation about the puppet theater, a story about the rules of conduct.

4. Dramatization of fairy tales.

5. Reading to children the works of A. Tolstoy "The Golden Key, or Adventure
cheniya Buratino".

6. Visiting the theater.

7. Discussion with the children of the performance.

8. Drawing on the theme of the performance.

Before visiting the exhibition, it is advisable to organize an exhibition in a preschool institution and conduct a tour, name its topic, invite children to tell what exhibits (objects, paintings) are presented on it, who their author is, etc.

Children need to be prepared for the first visit to the museum. It is advisable to hold it after the children visit the theater, or at an exhibition, or at the circus. This will allow the educator to more clearly define the purpose of the museum, explain the rules of conduct in it, and emphasize the role of the guide.

Children of older preschool age deepen knowledge about different types of

dakh art: learn to compare painting and sculpture, music and literature; they introduce the genres of fine arts, expand their ideas about the theater (dramatic, musical), ballet (performance without words, music, movement, gesture), cinema and cartoons (visiting the cinema).

Thus, familiarization with art involves introducing children to folk and professional art, to professions and cultural institutions (museum, theater, circus, exhibition).

You can conduct special classes to familiarize yourself with the arts. This work can be included in classes on visual and musical activities, acquaintance with literature and speech development. Information about art accessible to children must necessarily be fixed in mini-situations, games and independent creative activities both in the classroom and outside of them.

You can introduce children to the concepts of "masterpiece", "monument of culture", expand their knowledge of architecture, introduce them to the specifics of temple architecture, means of decorating buildings, a site (interior, landscape), talk about the work of a designer.

Artistic photography is of particular interest to children - it is advisable to organize exhibitions of photographs "My friend", "I am in kindergarten", etc. in a preschool institution.

Children of senior preschool age are introduced to the history of art. In didactic games, knowledge about poets and writers, artists, composers is consolidated ("Learn by the pattern", "Who needs it", "Guess and name", "Wonderful house", etc.). For example, the game "Wonderful House" is organized like this. Make a house with four windows. At the back, inserts are made with the image of objects, toys, heroes of works - so that they are visible through the window. The child needs to name who (what) is depicted in each window, and then complete the task: sing a song.

Children now come to kindergarten at 3, 5 and even 6 years old. This must be provided for in the work: the amount of knowledge gained in the younger and middle groups should be generalized and repeated in the older group.

Art familiarization classes do not have a strict structure. First of all, they should not be long: 12-15 minutes, no more. The lesson necessarily includes a conversation (and not a lecture), i.e. the teacher's story should be accompanied by questions to enhance the knowledge and experience of children. The story should be illustrated by showing objects, reproductions, etc., specially selected for the lesson. The perception and understanding of the material is facilitated if fiction and music are used in the lesson.

Acquaintance with art forms can be divided into the following positions.

General acquaintance with the type of art (what is music, literature, architecture, etc.; showing, listening to works or performing them by adults, children; highlighting the main means of expression, such as sound, word, movement, color).

A story about the history of the emergence of a particular type of art (about its outstanding representatives, about creative professions).

A story about the materials and objects used to create the image, their display (highlighting the means of expression).

Display of works of this type of art (formation of representations)

Acquaintance with the works of different authors who worked in the same art form (comparison of the means of expression used by different authors; showing the variety of images of an object or phenomenon in a given art form, focusing on the similarities and differences of works).

Comparison of different works of art, highlighting the features of the image of objects / phenomena in different types of art.

Leading children to highlight works of art in the world around them; an explanation of the need for their preservation (library, museum, theater) and careful attitude to them.

Thus, acquaintance with art begins with its individual types and genres, the most accessible to children, with the realization of children's abilities in various types of creative activity. As their knowledge of art expands, children are taught to compare works of the same and different genres, as well as works of different types of art. The work ends with the formation of the concept of "art" as a reflection of the surrounding world in artistic images.