Analysis of children's works on fine arts. Consultation for teachers: "Analysis of children's works on visual activity

Drawing is one of the most favorite children's activities. Through drawing, the child, wherever he is and at whatever time he lives, expresses his perception of the people and objects around him and his attitude towards them. The kid involuntarily shows what he cannot express. For a child, drawing is not an art, but an analogue of speech. In the process of this activity, the child becomes free from prohibitions and restrictions, from norms and rules. Therefore psychology children's drawing often helps practicing psychologists to understand the child's condition.

Of course, during a personal consultation, to complete the picture, the psychologist will ask you to bring a few drawings of the child, and during the examination he will offer the baby to draw a picture on a specific topic and will closely monitor his activities and write down everything he says. Analysis of children's drawings will help parents pay attention to emotional condition baby. In fact, it is hardly appropriate to analyze the creativity of a child under 5 years old in depth: there is a high probability of erroneous conclusions, however, if the same similar features are repeated in the drawings, or, conversely, one drawing is significantly different from the majority, this is worth paying attention to.e

Analysis of a child's drawing: interpretation

This drawing, made by a left-handed girl, produces an ambivalent impression. On the one hand, it attracts the eye due to its brightness and saturation (both plot and color), but on the other hand, it creates a feeling of some tension, which manifests itself in the totality of details.

First of all, the drawing is unusual for a 4-year-old child. The image is original both in terms of the plot and the theme, and the image of a tiger-lion, the expression of emotions in the form of tears, the birds in the corner of the sheet, the inscription “am-am”) are not typical for children of this age, which indicates a rich imagination. This is typical of left-handed children, since they have a well-developed right hemisphere of the brain, which is responsible for Creative skills. At the same time, the drawing is made in a sweeping manner, which is a sign of hyperactivity, but, given the age of the girl, one should rather keep in mind impulsiveness as a character trait. It seems that she did the work with great pressure, and this is a sign of emotional tension. This is also indicated by the size of the drawing - the tiger barely fits on the sheet.

The predominance of red-orange color, on the one hand, may be due to the desire to convey the natural color of the animal, but on the other hand, given that the stripes are made in green, and not brown, one can assume an emotional state of anxiety at the time of drawing. Eyelashes are a sign of demonstrativeness, a desire to stand out. The absence of a mouth in an animal can indicate both difficulties in communication and problems in a child. speech plan(speech therapy, in the development of the articulatory apparatus). Blackening in the tail area is a sign of physical distress in this segment of the body (for example, pain from injections). You can notice a “multiple line” (circling paws, grass with a felt-tip pen of a different color), which is typical for anxiety at the moment.

Psychology of children's drawing: conclusion

Based on all the above signs and characteristics highlighted in the figure, we can make some assumptions about the character of the girl. The child is clearly very active, impulsive, emotional, receptive to new information, has a fairly strong, hardy nervous system, which has not yet fully strengthened. This can lead to increased motor activity, emotional outbursts, and speech therapy difficulties (“porridge in the mouth”, says a lot, but nothing is clear). In terms of development, the child is ahead of age norms, perhaps he has certain creative abilities. The girl has a need to be noticed, she likes to stand out, attract attention, and given her impulsiveness and age, she can do this in a very variety of ways, up to tantrums. There is an assumption that the girl, with a generally favorable emotional state, had a feeling of anxiety (possibly fear) at the time the drawing was created. This may be due to a situation of illness, resentment, or situational dysfunctional relationships in the family or children's team.

The educational and educational value of each lesson is determined by the correct selection of program content, good organization, preparation of the teacher, the availability of appropriate equipment and visual materials, and clear guidance of children's activities. Complete educational or creative activity children in the lesson depends on the quality of all previous work, as well as on their preparation for this particular lesson. The preparatory work should correspond to the content of the upcoming lesson: before plot-thematic drawing, you can conduct excursions to get acquainted with others, read piece of art, show children illustrations, reproductions related to the topic of the lesson, conduct a conversation, show a filmstrip, successful children's drawings, etc .; before decorative drawing in older groups, it is advisable to show samples of folk applied arts, illustrations, children's drawings, have a conversation, didactic game"Find out by description", decorative mosaic games, etc.; before sculpting, introduce small sculptures, invite children to pick up a picture depicting animals that they will sculpt, make a sketch of a decorative plate, etc. Preparation for the lesson also includes self-tinting of paper, making blanks for appliqué, design.
About content preliminary work manager learns from short conversation with an educator. The head finds out whether the teacher understands the program tasks correctly, gets acquainted with the lesson plan, looks through the notes, notes the presence pictorial material and correct placement on the tables.
While watching the lesson, the teacher notes the following points. Beginning of the lesson (3-5 minutes). Techniques with the help of which the teacher switched the children from the game to the lesson. Next, the content and methodology of the first part of the lesson is evaluated - staging in front of children visual tasks and explanation of how it works.
It should be noted what techniques caused the mental and speech activity of children, their interest in the lesson (in the younger groups - the use of game techniques, nursery rhymes, in the older ones - reliance on the children's experience, reading excerpts from songs, poems, fairy tales, etc. .). Purposefulness of explanation, clarity and specificity of explanations, questions to children. Allocation of stages of work. Checking children's understanding of explanations using control questions(for example, in what order the children will depict the object, what actions they will perform). Reliance in explanation on visual material - nature, sample. The quality of the teacher's display of image techniques of the subject (if any took place in the lesson). Duration of explanations or instructions for the upcoming work. (It should be remembered that the teacher must carry out all the preparatory work before class.)
How the children began to do the work: how much they began to draw (sculpt) immediately after the teacher's explanation, how much they thought about, found it difficult. Did the children ask the teacher questions about what they asked.
Did the educator achieve the tasks set during the classes, did he use individual approach. What instructions, advice did the teacher give to individual children. Were errors prevented by timely reminders of the most difficult elements of the assignment. What methods did the educator encourage students to self-esteem and self-control. The expediency of the given instructions and checking the quality of their execution. Were there children who were out of sight of the educator.
Did the teacher encourage the children to independently use the acquired knowledge, skills and abilities, to work creatively. Did the caregiver notice the wrong fit and wrong posture and correct them.
How children hold a pencil (brush, scissors, etc.) and use them correctly. What technical skills and abilities they possess (see the relevant program requirements). What did the educator do to improve the skills and abilities of individual children.
How many students completed the work on time, how many earlier, how many did not finish. How much time did the children spend doing the work.
Did the educator at the end of the lesson provide for viewing children's work and how it was organized (collective analysis, mutual analysis, self-assessment). Were the children involved in the analysis of the work performed, what criteria did they use when evaluating the work performed from nature, according to the model, according to the imagination. Does this assessment reflect the requirements of the program in general and the objectives of this lesson.
Do children correctly use words that determine the properties of objects, color shades, pictorial and technique. How long did it take to view children's work.

CLASS ANALYSIS

Does the content of the lesson correspond to the program of this age group, time of year, visual possibilities children. The combination of new and familiar to children, connection with previous classes. Emotionally creative, educational load, educational and cognitive value lesson content.
Evaluation of the organization of the lesson, the quality of materials and visual aids, readiness of children and educators (the ability to show methods of work). The role of attendants in the preparation of the lesson, the combination of the work of attendants with self-service.
The correctness and availability of the explanations of the educator. Correspondence of the teaching methods used to the type of lesson (for example, in decorative drawing, a sample is used in the form graphic image, in the subject - analysis of nature and showing ways of depicting it, etc.), the nature of program tasks (new or repeated content), the age of children (for example, the leading method of teaching children in younger groups is a show, in older groups, along with visual teaching methods great importance acquire precise verbal instructions, tasks independently determine in what way and in what sequence the work should be done).
The duration of the lesson by stages and in general, the reasons for the delay, if any.
The behavior of children in the classroom: organization, discipline, independence, interest, their sense of time, the pace of work.
Analysis of children's work: the ability to work in accordance with the instructions received, technical and visual skills, creativity to the solution of the task, the thoroughness or negligence of the work.
The head, together with the educator, reviews and analyzes the work of each child performed in this lesson. In some cases (if the quality of work is lower than that of most children), it is necessary to review the child's work completed in previous classes. It notes:
whether the work corresponds to the proposed topic and instructions, whether the child has completed his work;
is there a similarity between the image and the actual object (nature, sample);
what features of the object are depicted: characteristic or insignificant, or both;
whether the structure of the object is correctly conveyed (the location of its parts);
whether the difference in the size of the parts of the object is conveyed. Does the child reproduce the color of the object realistically. Which testifies to the observation of the child, the work of his imagination. What was the attitude of the child to the depicted (in the colorful design of the drawing, in the use of size, in the dynamics of images);
how the child filled the space of a sheet of paper. Does the child have ideas about the spatial arrangement of objects in accordance with their real and semantic connections (next to, at a distance, in front of, behind, above, below, etc.);
whether the child independently reproduced the content of the proposed topic (to answer this question, it is necessary to compare the drawings of all the children in the group);
the quality of technical skills and abilities (is the contour of the object correctly depicted, is the drawing neatly painted over, does the child use the thin end of the brush for the image small parts whether the shape of the object in modeling is correctly reproduced, whether the surface is smoothed, whether the parts are firmly fastened, whether there are deformed elements, whether the contour of the object is cut correctly, whether the parts of the object are carefully glued).
Overall assessment of the lesson, positive sides and shortcomings, what changes should be made to the methodology of this lesson.

"Kindergarten. Book for managers", ed. L.P. Tarasova. M., 1982

Parameters for the analysis of a child's drawing

The general plot of the picture. completeness

Is the drawing drawn schematically enough or deployed? If the drawing is schematic, then this may indicate the child's closeness, conservatism, or maybe fears of change. Or that he just wasn't in the mood to draw.

Or he was simply not in the mood to draw if it was on the instructions of an adult. Or he just doesn't know how. Children aged 3-4 years draw the image of a person quite schematically. Try asking him to draw at another time.

The more unusual the drawing, the more it testifies to the developed imagination and rich imagination of the baby. But everything is good in moderation. Permanent abstract drawings, which have no connection with reality, can speak of difficulties in real life child. Drawing your imaginary friends and unusual worlds, the baby can thus hide in his imaginary world.

Location on a sheet of paper

This indicator is usually associated with self-esteem and with views on the future (pessimists, optimists). If the main image is in the center of the sheet, then this may indicate a child's comfortable attitude, he finds a balance within himself, there are no unnecessary worries, he feels safe.

But if the drawing is depicted in the center of the sheet, but this big size, which occupies almost the entire sheet, then this may indicate increased self-esteem, sometimes even about egocentrism. The child feels in the center, but this is not enough for him and he wants to occupy all the space.

If the plot is drawn mainly in the upper part of the sheet, then many psychologists can interpret this as a desire to dominate, manage, control. It is also characteristic of people trying to get away from reality (well, very high from the ground). This is how dreamers paint.

Accordingly, the picture located at the bottom of the sheet may indicate low self-esteem. The baby may feel insecure, anxious, very dependent on others.

Conducting a psychological analysis of the drawing, pay attention to the side of the sheet where the image is located. The drawing on the right and left may indicate that now the child is more interested in the past ( left-hand side sheet) or the future (right side).

Usually the drawing on the left side of the canvas depicts introverts who see a lot of good things in the past, but beware of the future. They usually have a very well developed emotional sphere.

On the right side of the sheet, active, assertive, purposeful people place their drawing. Rather, their intellect prevails over their emotions.

The general mood of the drawing

Here it is important to try as objectively as possible to assess the mood that the picture conveys. For example, the image of a cheerful devil may not speak of fears and anxieties, but of a good high spirits, a desire to play pranks. But the sad sun will be evidence of the presence of sadness, resentment.

A calm plot - trees, sea, forest, kind animals - can speak of a peaceful state of the painter. The toothy mouth of a shark, monsters, a hurricane, will be evidence of the inner experiences of the child.

Important! If you have any doubts about the mood of the picture, it is better to ask the child himself. “Tell me, what did you draw here? Is it a happy animal or a sad one?

Line Analysis

How does a child draw? Smooth and slow, or fast and chaotic? Are the lines rounded, wavy, or sharp and broken? This parameter of a child's drawing is usually associated in psychology with the state of the nervous system: weak and inert or active and dynamic.

Very bright, confident lines speak of the child's self-confidence. If the lines are intermittent, fuzzy, then this may indicate fatigue, weakness, asthenic condition of the baby. If a child often crosses out, underlines, and hatches, then this usually indicates anxieties and fears.

Also here pay attention to the pressure of the pencil . Strong pressure characterizes people who are active, vigorous, self-confident. Weak pressure speaks of shyness, insecurity, fatigue, both physical and emotional.

If the pressure changes, then stronger, then weaker, then this can indicate impulsiveness. If the drawing is drawn with medium strength, and some certain part stands out with stronger pressure or underlining, or shading, then this says that it is in this part of the image that the child is most excited.

As an example: the figure of a female teacher is depicted, but her mouth is heavily shaded. The child says: “She has such a bright lipstick.” And an adult, looking at this picture, may think that the child’s verbal communication with this adult is impaired. Either the teacher raises her voice, or in some other way (she labels him, calls him names), she instills anxiety and uncertainty in the child with her speech: “Petrov, lazy, come to the blackboard!”.

The predominant color of the picture

It is possible to make a psychological analysis of a child's drawing by color only if the child was given a choice. colored pencils. And it happens that in front of the child there was one simple pencil, he drew a drawing for them and carries it to his mother. And she immediately worries: “There is one black! Urgently to the psychologist!

Important! Do not be alarmed if the child has drawn a picture with only black or any dark pencil.
Young children often choose black because it has a high contrast and looks better on white paper;
Maybe he didn't have another pencil around;
Or maybe it's just his favorite color now, which he associates with something good. Maybe he likes to look at the black starry sky.

The predominance of light and bed tones more often indicates a good mood, high spirits. If the image is dominated by dark tones, especially in combination with strong pressure and shading, then this may indicate the anxieties and fears of the baby.

There is also a characteristic of each color, which I will now describe. But, remember: it is not necessary to interpret only according to generally accepted characteristics! It is always better to clarify how exactly your child perceives this color: “Tell me, does this black look like what?”, “And what do you associate this red with?”.

It is also worth remembering that even different cultures colors are interpreted in different ways. It is generally accepted that white is a sign of purity and freedom. But in China White color- mourning.

Red is the color of activity and energy. But in drawings, he can often depict aggression and tension.

Blue is the color of peace and harmony.

Yellow is the color of solar energy and warmth. Can talk about openness, activity, curiosity.

Separate characteristic elements of the picture

Image of hands, and if an animal is depicted, then paws usually characterize the communicative sphere. And their absence may indicate the presence of difficulties in establishing communications. Or the hands are depicted schematically, and the palms themselves are hidden behind the back - this can also indicate timidity, insecurity in establishing contact with others.

Ears signal to us that the child listens and hears, or vice versa - does not hear and does not perceive new information.

Needles, horns- Signs of aggressive defense. Think about what the child is forced to defend himself in such a way?

Eyes can also say a lot. Empty eyes (without the image of pupils) can speak of inner emptiness. Did the child draw sketchy eyes in the form of dots or dashes? Alternatively, he forbids himself to show feelings. This can sometimes be interpreted as follows: no one should see what is happening inside me. If dark glasses or eyes are shaded in front of the eyes, then this indicates fears, a desire not to see reality.

If drawn fence- the child wants to isolate himself from something. Ask: “And what helps to close this fence?” The child will tell you everything.

Sun, stars, sky, clouds- talk about the dreaminess of the child.

Grass, houses, trees- talk about his desire for stability and order.

It is very important when analyzing the picture to take into account the age of the child! So, up to 4 years, as I wrote above, we can only talk about the motor readiness of the baby’s pen for writing and drawing. From 4-5 years old, you can already see the child's perception of the picture of the family, find out what topics cause him anxiety and excitement, fears.

And the identification of some personal characteristics of character can be analyzed using a drawing from the age of seven.

You can also check out detailed description methods of psychological analysis of the drawing on the example of the article "".

I think that I won’t be surprised if I say that children’s drawings also depend on the gender of the child. Girls in preschool and junior school age begin to identify with the female gender and love to draw butterflies, princesses, flowers, etc.

Boys at this age often draw robots, cars, weapons, warriors, some kind of battles. This is how they prepare themselves inwardly to become men. They search in the environment and learn courageous characteristics - strength, courage, courage. This can be seen from the drawings.

As a conclusion

If you decide to analyze your baby's drawing, please remember not to jump to conclusions. Drawings are best viewed in dynamics! If you see that certain elements persist all the time, then they are really important for the child.

And if today he drew dad at a distance, and a couple of days later he drew everyone holding hands, then this means that the first drawing was very situational - dad was at work at that moment (which is actually far away), and the child was waiting for him at home . And do not make hasty conclusions about the "cool" relationship with his father.

Every parent dreams of being able to look into inner world your child, in his thoughts, feelings, experiences. Sometimes a child cannot tell everything. And the drawing is great way find out his secret thoughts.

You can assess the child's self-esteem, his fears. With the help of drawing, these fears can be worked out. After analyzing the drawing, you can understand how he sees his family, his place in the team and much, much more.

Watch the video " Psychological analysis children's drawing. Methodology for conducting an independent analysis in steps ":

Write, please, in the comments, and what would be interesting to know for you? It might be interesting to read an article on a specific diagnostic technique, which can be easily carried out by parents at home on their own?

Consultation for teachers: "Analysis of children's work on visual activity».

Prepared and conducted by the senior educator

January 2015

The analysis of children's work is a very important part of the direct educational activities of children in visual activity. The analysis should be based on the implementation of the program content, the implementation of its main goals.

During the direct educational activities the educator sets the task for the children not only to strictly follow this model, but mainly to show independence in the performance of work. For example, in a lesson on decorative drawing the teacher suggests depicting one of the patterns of this sample, or making a combination of two or three patterns, or, based on these same elements, come up with your own, new pattern.

By the end of the work, the teacher already knows approximately what work will need to be paid attention to. In the analysis, it will show the execution exactly according to the model, and combined, and made independently.

The teacher must place the work in a pre-selected place. Before proceeding to the analysis, the educator should give the children the opportunity to consider the work, to discuss them. The statements of the children will help the teacher in assessing children's creativity. The questions that the teacher will ask should be varied and aim children at a specific answer.

In some cases, the teacher invites the children to tell in detail about the content of the work, about its composition, about the use of certain techniques, offers to critically evaluate the work, select appropriate epithets, stocks from poems.

It is not recommended, of course, to take the work of the same children for analysis, as this can lead to praise, to convince children that they always do the best. The teacher must find in each work something worthy of attention, so that each child is sure that he can do it no worse than others.

When analyzing, it is important not only to note whether the child completed the task correctly or incorrectly, but to emphasize the expressiveness of the decision, the beauty color combinations, note the nature of the composition, pay attention to the drawing technique.

If, for example, children are faced with the goal of conveying resemblance to nature, then the analysis will be comparative. The questions of the educator should prompt the children to compare the work with nature, help to find out whether the structure of the object, its coloring, and whether its component parts are depicted correctly.

When evaluating subject drawings, the teacher pays attention to the correctness of the image (shape, size of parts, structure, color), imagery, the ability to convey a variety of poses, movements.

In plot works, the teacher pays attention to the composition, to the expressiveness of the images, notes the manifested taste, sense of color, rhythm, and the ability to act independently.

The analysis of works according to the plan should begin with the question “What is depicted?”, And then pay attention to the content, execution technique, decoration, design. At the same time, the diversity of ideas must be emphasized.

In decorative works, it is important to note their brightness, colorfulness, ability to combine colors, variety of composition.

The analysis of collective work should begin with a general assessment: say how the children coped with the work, emphasize the ability of individual children to act in concert, help each other, and the ability to independently distribute work among themselves. Then it is already necessary to consider individual, most interesting works.

In all cases, it is important to pay attention to the cleanliness and accuracy of the work, the ability to complete it on time.

Depending on the type of visual activity, the following forms of analysis can be used:

1. Give overall rating children's activities.

2. Among the selected works, select two - the Tories are the best and explain why they were selected.

3. Arrange all the works in a certain sequence in accordance with the content of the topic. For example, drawing based on the fairy tale "Gingerbread Man".

4. Offer to talk about any work you like.

5. Tell about the work indicated by the teacher.

6. Offer to find a job similar to the sample.

7. Compare the work with the sample.

8. Find two different jobs.

9. Find similar jobs.

10. Find a job with a mistake.

11. Find a job that shows creativity.

12. Find unfinished work.

13. Tell about your work (introspection).

14. Invite two children to talk about each other's work.

15. Invite one of the children to pick up nature, examine and find work by nature.

16. Offer to find nature for work.

17 Select two or three most accurate works.

18. Find the most interesting drawing.

19. Select works with a beautiful color combination.

20. Find works with the most expressive images.

This is not the whole list of possible forms of analysis. For each specific activity, based on the program content, you can come up with new options for analysis, diversify those already tested.

Analysis of the drawing lesson

event title : lesson "Colorful balls" by artistic creativity(drawing)

Date and venue : November 12, 2015 in the second junior group of kindergarten.

Amount of children, age group : 8 children junior group.

Event goals : To introduce children to the technique of fist drawing, exercise in distinguishing colors, geometric shapes.

Tasks :

Educational: to teach to analyze, highlighting signs and features; develop children's vision artistic image and intention, through color scheme – colorful balloons; fix the names of yellow, green, red.

Educational: to educate children's empathy for game character, the desire to help him; to cultivate interest in reflecting one's impressions in visual activity; to cultivate accuracy when working with paints.

Developing: to develop a creative individuality, a sense of color and shape, fine motor skills hands, attention, memory, thinking, to promote the development of children's creativity with self-drawing of the plot.

Planned results of the development of the integrative qualities of the child : expresses positive emotions(joy, surprise, interest, admiration), actively and benevolently interacts with teachers and peers, participates in artistic activities.

Psychological substantiation of the choice of this type and content of activity : classcorresponds to the general educational tasks, the level of development children's team, age characteristics children.

Types of children's activities : communicative, artistic.

Conditions and means of implementation :

Logistics: cut from album sheet Balloons, flannelograph, yellow, green and red gouache in bowls, album sheets, cups of water, wet wipes, a basket of paints, a hedgehog toy, a music player with the melody "From a smile", inflated balloons for each child.

Didactic: methods - verbal, visual, game; tricks - showing the way of action.

Overall assessment and analysis of the event : The emotional mood of the event was set by the appearance of a hedgehog, whose balloon burst (surprise moment). Mkhitaryan R.G. the theme and goals of the activity were determined, breathing exercises were used. The interest of children in further activities attention to what is happening.

The educational component consisted in repeating the shapes of objects (children were looking for round objects), colors. Underused visual material, which is located in an inconvenient place for viewing. The color scheme of the circles is yellow-green-blue (according to the plan, fixing yellow, green, red) does not allow repeating the entire color spectrum, which is very important for the age of the second younger group. In addition, I wanted to hear the differences in objects in shape, size, color. According to the outline plan of the educator, the main educational task was to teach to analyze, highlighting the signs and features. This task has not been completed.

The teacher chose an unconventional cam drawing technique, which the children really liked. The procedure is shown on the board. Unfortunately, finger gymnastics, which the teacher conducted, was made after drawing, and not in front of him.

The communicative component of the lesson and the correct, competent speech of the teacher are very important at this age. In this regard, the educator often makes speech errors (“everyone succeeded beautiful balls”, “The hedgehog’s ball broke”, but did not burst, etc.), there is not enough clear pronunciation of each action (it is easier for the teacher to show than to say). Want more emotional contact with kids.

Reflection: the lesson was summed up, the children liked the surprise moment - balloons.