Decorative arts in the garden. Decorative arts in a modern kindergarten

Decorative and applied art (from Latin decoro - I decorate) is a section of decorative art, covering the creation of artistic products that have a utilitarian purpose.

Works of decorative applied arts meet several requirements: have an aesthetic quality; designed for artistic effect; serve for decoration of everyday life and interior. Such works are: clothes, dress and decorative fabrics, carpets, furniture, art glass, porcelain, faience, jewelry and others. art products. IN scientific literature since the second half of the 19th century, the classification of branches of decorative and applied arts has been established: by material(metal, ceramics, textiles, wood), according to the execution technique(carving, painting, embroidery, printing, casting, embossing, etc.) and by functional signs of using the object(furniture, dishes, toys). This classification is due to the important role of the constructive-technological principle in arts and crafts and its direct connection with production.

The program MADOU d / s No. 439 was developed on the basis of the current Federal State Educational Standard preschool education(Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155), taking into account the Exemplary Basic Educational Program for Preschool Education (approved by the decision of the federal educational and methodological association for general education, protocol dated May 20, 2015 No. 2/15), using an example general education program preschool education "From birth to school" (edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. - M .: MOSAIC-SINTEZ, 2015.). One of distinctive features The program is moral education and support traditional values. The program provides ample opportunities for varying content.

One of the objectives of the Program "From Birth to School" is to create favorable conditions for the development of abilities and creativity every child. At present, modern children know little about arts and crafts. Preschoolers have a poorly developed interest in studying the history of folk toys, they know little about folk craftsmen and the features of murals, as a result, there is a poor vocabulary on the topic “Decorative and applied arts”.

I believe that the appeal to folk art should take a firm place in the work of the modern teacher. Products made by children's hands can serve as interior decoration, as they have aesthetic value. Decorative and applied art allows children to get acquainted with folk traditions and the customs of the peoples of Russia, expands the children's understanding of the diversity of folk art, art crafts ( different kinds materials, different regions of our country), develops interest in the art of the native land (Ural-Siberian painting), as well as love and careful attitude to works of art. Classes in arts and crafts will undoubtedly open up new ways of learning for many children. folk art, will enrich their inner world, will allow them to usefully spend their free time.

There are many main types of arts and crafts, but the most accessible and interesting for older preschoolers, in my opinion, is painting a wooden product (chopping boards, spoons, spatulas, hot coasters, etc.).

Perhaps, many believe that such familiarization of preschoolers with arts and crafts, in particular, painting a wooden product is advisable only in art centers, where there are conditions for real vocational training. Experience shows that this is not the case. The fact is that, in addition to beauty, it is an art that is useful in all respects. In the process of work, children develop artistic taste, imagination and creativity. The child learns the basics of counting, he develops fine motor skills and accuracy of movements, which is important for preschoolers. It has been proven that the development of fine motor skills contributes to the development of memory, attention and thinking. A hand-painted product is valued more than a store-bought one, it can raise the self-esteem of an insecure child and help him take his place in the team.

Based on the great importance of arts and crafts for children's development, I have developed a series of classes to familiarize preschoolers with different paintings.

Classes in arts and crafts are held in subgroups and provide an opportunity to communicate with peers, while enjoying the process of working with voluminous material. Children get to know different types arts and crafts: with Russian nesting dolls, Dymkovo, Khokhloma, Gzhel, Filimonov, Gorodets, Ural-Siberian paintings. At the end theme week an exhibition of products is arranged as a result of the work. Children are happy to share their knowledge of arts and crafts with their parents. And also children with great joy give their products to relatives and close people.

1. Historical patterns development of decorative art. 3

2. Acquaintance tasks in kindergarten. 11

3. Programs for teaching arts and crafts. 14

4. Methods of introducing children to arts and crafts. 16

5. Practical part. 19

interior, city. This development proceeded in several directions, or cuts. One of them is the genre development of decorative art. Decorative creativity captures into its orbit gradually more and more wide circle objects of the environment and today has become almost universal. New genres arose and are emerging in it not only when new phenomena were drawn into the sphere of decorative art, for example, shipbuilding in the 10th-11th centuries, book printing in the 14th-15th centuries, landscape gardening in the 16th-17th centuries, etc. They also appear due to the development of technologies for decorative processing of materials. So, in the XVII - XVIII centuries there is a European production of porcelain tableware, which soon gave impetus to the development of small decorative plastics. In the 19th century, as a result of progress in metallurgy and metalworking, the genre of easel art chasing was born, which has now become very widespread along with its new genre - monumental, which went out into the street.

It is characteristic that soon after the appearance of the first electric lighting devices, attempts were made to use them for the evening illumination of the city (“Russian light” in Paris on eiffel tower). Today, thanks to the simplicity and safety of the device complex systems electric illumination, the decorative theatricalization of space and actions with the help of light, which was already used in antiquity with the use of torches (for example, torchlight processions), gained grandiose scope.

The genre development of decorative art is significantly influenced by the social development of society, which is steadily leading to the democratization of life, the involvement of ever larger sections of society in vigorous activity. In particular, with the transition from the slave-owning socio-economic formation to the feudal one, the development of folk decorative art proper and its peculiar genres, often unique among different peoples, begins: embroidered or embroidered towels, clay toys, carved decoration of the facades of huts, carpet weaving, etc. modern era decorative art was marked by an even greater development of the amateur beginning, including amateur performance among children and schoolchildren. It has firmly penetrated into social life, production and educational processes, becoming their necessary element in the form of wall newspapers, bulletin boards, invitation cards, posters, visual teaching aids and etc.

A feature of the development of decorative art, associated with the specifics of its aesthetic function, is artistic enrichment environment of life, is that his genres, once having appeared, do not die any more. Some of them for a time, sometimes significant, seemed to be forgotten.

There is no strict classification of decorative art genres. It is customary to distinguish them according to the characteristics of the material, technique of execution and types of purpose. Currently, there are the following main genres of decorative art: interior design (domestic, public, industrial, educational), design of museums, exhibitions and exhibition areas, gardening art, street decoration, including evening decoration, on holidays, etc. , theatrical and decorative arts, clothing, decorative household products and decorations, souvenirs and badges, toys, small graphics, forms, decorative posters and wall newspapers, easel chasing, monumental views embossing, painting and graphics (included in the design of interiors, territories, streets), tapestry, art furniture, Jewelry Art and etc.

Another cut in the development of decorative art is the change of artistic styles.

In decorative art, peculiar features artistic style are most clearly found in the organization and design of interiors, street and garden ensembles, that is, in the principles, techniques and means of a complex solution of a decorative environment specific to a particular era. The leading role of these genres in the stylistic development of all decorative art is explained by the fact that the impulses for stylistic development come from architecture, with which these genres are most closely connected. Styles in architecture in their main features almost immediately find a response and support, development in decorative art. Therefore, the periodization of the styles of the latter basically coincides with the stylistic periodization of the history of architecture. However, when studying the history of decorative and applied art, one must take into account that there were separate periods when this type of art played more than architecture compared to architecture. important role in building artistic image interior. This applies in particular to modern interior residential and public buildings. Their architectural and construction basis is distinguished by constructive rationalism, one of the reasons for which is the strict economic standards of mass construction.

genres and styles. The themes and motifs that are associated with the economic, industrial and social activities of people have always been and will always be displayed in the subject of decorative art. In the monuments of art of nomadic tribes, we see almost exclusively images of animals, on which the interests and thoughts of man were concentrated. In the themes of decorative art of sedentary agricultural peoples, the flora and diverse, sometimes cosmological, symbolism, associated with the main cycles of nature and agricultural activities, decisively prevail.

In the following centuries, the thematic structure of the decorative arts became much more complex. But it still shows quite clearly, albeit often not directly, the impact of the main interests Everyday life of people. True, the spread of Christianity in Europe in the 6th - 10th centuries led to a certain leveling of local thematic features decorative art, to the internationalization of themes and motifs. Nevertheless, some specific national motifs are preserved, especially in folk art, woven into compositions of a pan-European type.

National features in artistic interpretation, manner, handwriting of the construction of forms and the nature of expressive techniques and means have been much more firmly preserved and in many ways have survived to this day.

Today, in the decorative arts, themes and plots of modern economic, industrial and social activities of people are also widely developed, for example, such as industrial production, Scientific research, space exploration, the struggle for peace, concern for the preservation of ancient monuments, etc. This mainly applies to visual genres decorative arts: monumental painting, graphics, easel chasing. But even in its ornamental genres, the influence of the modern way of life is easily traced, indirectly expressed in laconicism, accuracy and non-traditional rhythms, color combinations, textures, silhouettes and other compositional qualities of works.

painted facades of buildings.

The places of concentration of folk arts and crafts were determined long ago and are primarily associated with the presence of one or another natural material, as well as with crossroads of trade routes, cultural centers and a number of other factors. By the 16th - 17th centuries, the current geography of crafts had already developed on the lands of our state, their national and local originality was determined in the compositional solution of form, in the understanding of material, in drawing and plastic, color and decoration.

The close connection of folk applied art with the whole life of people, its conditions and traditions determined in it the features of truthfulness and emotional immediacy. So, the graphic quality of the monochrome, stingy in color Mezen painting, which originated in the North of the country, is not accidental. It is natural and constant desire of the peoples of sunny Central Asia to a bright multi-color palette and in ceramics, and in carpet weaving, and in mosaics. Peoples often borrowed from each other the technique of execution, recipes for finishing products and even their shape. But each time, having got into new conditions, the borrowed elements were processed in the spirit of national traditions or acquired a new sound due to the original national basis of products.

Folk applied art often absorbs certain achievements in the work of professional craftsmen. Known, in particular, the role of painters of the late XIX - early XX century in the activities of the Moscow region and Smolensk art crafts, in the revival of the Vyatka toys, in the development of small bone plastics.

(Bogorodskaya carving) and Khotkovo, turning with coloring in Semenov, Khokhloma and Rorodets. For a long time, the technique of inlaying wood with metal, colored stones, shell mother-of-pearl, “tortoise”, as well as the technique of intarsia - a set of pictures or ornaments on the surface of objects and boards from different-colored pieces of wood of different species, including valuable imported ones, has also been used for a long time.

In the central strip of the country, many products were produced from the vine of bird cherry and willow - in Kostroma, Kineshma, in the Ivanovo region. Birch bark was also used almost everywhere, from which beetroots (tueski) were made for water, milk and kvass, nabirukha, or baskets, for berries and mushrooms, boxes and pesteri (a type of shoulder box). For the manufacture of various household products and toys, straw of cereal plants was also used (in the Baltic states and in the south - reeds, in the Caucasus - bamboo).

Making pottery has always been one of the most common crafts throughout the country. From century to century, it has been improved: they have learned to select varieties of clay, knead it with additives, burn it under various conditions, pour glass, paint, stamp. Depending on the resources of raw materials and fuel, specialization appeared: pottery is produced in Skopin, Balkhar, Dymkovo, Chernigov, etc., majolica - in Gzhel, Kosovo, etc., faience and porcelain - on the Upper Volga.

artistic decoration. An ornament from carved boards (a heel) is stuffed onto it, it is painted, embroidered, including pearls and beads, corrugated, decorated with knitted lace (Vologda, Vyatka, Yelets, Ryazan, etc.). There was a craft of patterned weaving in Russia, Ukraine, Belarus. Woolen knitting has long been widespread in the Baltic States, Ukraine and the Caucasus.

Carpet weaving, initially appearing in the nomadic economy, was adopted and developed by settled peoples. In the North, carpets were made from skins, in Kazakhstan and in the mountainous Caucasus - felted.

Among the sedentary agricultural peoples of Central Asia, Ukraine and others, a busy woven carpet, hand-woven on large looms, reaches a high level of perfection.

The north of the country was famous for products made of fur and leather. They were embroidered with colored thread, beads, beads. Often fur, leather and cloth were combined in one product. Leather was dyed and embossed here (in the Baltics), often tinting the embossed ornament.

signed in Zhostovo. A fairly large range of household products was made from metal, gradually expanding. Often, decorative metal parts, mainly from sheet and strip iron, were used as building decorations with a useful function: chimneys, aquarius, door fittings, etc. They were also widely used in furniture.

Novgorod also found many bone items, including chess pieces. To the south, for example, near Moscow in Khotkovo, but especially in the mountainous regions of the Caucasus (Kislovodsk, the villages of Dagestan, etc.), there is still a trade for processing horn.

Amber craft occupies a prominent place in the Baltic republics to this day. Since ancient times, the Baltic States has been a supplier of amber to the whole world. Polish writer Y. Makhovsky in his book "History of sea piracy" wrote that filibusters, corsairs, privateers specially hunted for ships that were going from the Baltic to Egypt with a load of amber. In Palanga, in the Tyszkiewicz Palace, an amber museum has now been established.

IN Central regions Russia in late XIX century began to appear on the basis of icon painting and paintwork, a wonderful lacquer miniature on small caskets and later on small scarves (Fedoskino, Palekh, Mstera, Kholuy). This is one of the examples of the relatively recent emergence of a new genre in folk arts and crafts. Plaster casting has also become very widespread (piggy banks in the form of cats, figurines), lubok pictures etc. It should also be noted such apparently ancient types of art crafts as painting eggs (Ukraine, southern Russia) and baking curly and patterned carved gingerbread (Tula, Moscow, etc.).

In general, the diversity of fisheries is extraordinary. They appear, in fact, where there is some kind of free material and, of course, a certain artistic idea. Today, one can sometimes see on the market, for example, relatively slightly processed (without a plot) influxes on tree trunks, interesting and somewhat reminiscent of plant roots, etc. The fame of Russian masters of art crafts has long become worldwide. Our country is rich in artistic talents. Only in Russian Federation more than 70 thousand craftsmen are currently working. Among them are prominent artists such as the Hero of Socialist Labor, folk artist USSR N. Zinoviev, lace maker N. Vasilyeva, people's and honored artists of the RSFSR Palesha B. Ermolaev, master of Khokhloma painting O. Lushina, Kubachin R. Alikhanov and many others. Over the past few years, more than 30 folk crafts artists have become laureates of the I. E. Repin Prizes. Exhibitions of folk art are organized in different cities of the country.

themselves are enthusiasts of arts and crafts based on folk traditions.

2. Tasks for acquaintance in kindergarten

The task of developing the creativity of children, educators, teachers, university professors was put forward as one of the central tasks of the entire education system in our country.

The development of creativity in a society that rejects the "spiritual monopoly" is becoming one of the primary tasks of educating the younger generation. Nowadays, the need to form a new person is emphasized, combining spiritual wealth, moral purity and physical perfection.

independence, initiative and creativity of children in all areas of their activities. This work should start with early childhood and be carried out by various means, among which a special place belongs to artistic and creative activities. One of these activities is arts and crafts. It starts getting attention early.

In the classroom for decorative and applied painting, aesthetic perception, representation, aesthetic feelings develop. Sensory experience is accumulated, speech is enriched. Children develop thought processes: comparison, analysis, synthesis, generalization. IN Lately emphasizes the importance of classes in decorative and applied painting in kindergarten for the formation collective forms work, the ability to work together, to act in concert, together, to assist comrades. The ability to rejoice at the success of each pupil, the achievements of the entire team of the group develops. All this creates the basis for the further education of true collectivism, mutual exactingness and, at the same time, comradely mutual assistance.

Teaching decorative and applied painting to preschoolers has great potential comprehensive development child. However, these opportunities can be realized only when children gradually master this activity in accordance with age characteristics and receive satisfaction from it. If the children do not feel joy from what they have created, if the process of creativity does not cause them Have a good mood, but on the contrary, children will experience dissatisfaction, disappointment from the fact that what they have planned does not work out, then gradually this will lead to a loss of interest in painting, and then their influence on the comprehensive development of the personality will turn out not with a plus sign, but with a minus sign. In this regard, we were faced with the task of finding ways to optimize activities in order to increase its impact on the comprehensive upbringing of the child's personality, the development of his abilities and creative potential.

Of exceptional importance in spiritual development preschool children, in their labor and aesthetic education, in preparing them for work in national economy has arts and crafts. Folk arts and crafts is an integral part of culture, actively influences the formation of artistic tastes.

processing of materials has a beneficial effect on the development of the aesthetic taste of children and, at the same time, is associated with the acquisition of the skills necessary for their further labor activity. The technological process of processing materials is based on industrial equipment and at the same time is impossible without the use of hand tools, the ability to master the techniques of the work of a carpenter, turner, miller, puncher, welder, solderer, moulder, electrician, blacksmith and many others. Being engaged in the artistic processing of materials, preschoolers master the skills of these specific professions, acquiring the skills of a creative approach to the performance of labor operations.

Various types of artistic processing of materials make children involuntarily come into contact with technical and technological tasks. Thanks to interest in these activities, enthusiasm for them, industriousness and perseverance in work are brought up. Through the process of creating beautiful, aesthetically justified products of arts and crafts, gradually, unobtrusively, but very productively, love for various professions is instilled in children.

Classes in arts and crafts combine the foundations of many sciences that are of primary importance in the polytechnical development of children.

Decorative and applied arts, like no other type of educational and creative work of preschoolers, allows, simultaneously with equipping them with technical knowledge, developing their labor skills and abilities, psychological and practical preparation for work, for choosing a profession, to reveal the beauty, the enormous spiritual value of products of folk craftsmen, their high skill and art, to form an aesthetic taste and an aesthetic ideal.

Thus, the specificity of arts and crafts, expressed in the unity of the form and practical purpose of a decorative thing, in the unity of labor skills, skills and artistic and aesthetic taste, allows for an integrated approach to staging arts and crafts classes in kindergarten, determines the organic unity of labor and aesthetic education preschoolers. This unity is also due to the modern requirement of international standards in industrial products, which is expressed not only in a highly efficient level of workflow, but also in the requirements of technical aesthetics.

The greatest educational effect is given by the acquaintance of preschoolers with the arts and crafts of folk art crafts.

The products of folk craftsmen are distinguished by their sense of material, the organic unity of the utilitarian (practical orientation) of a thing with its decor, national color, and high moral and aesthetic merits. There is so much educational charge in folk art (not only in finished products that please the eye, but also in the process itself, in the technology of their creation), that the question naturally arises of its most active use in working with preschoolers.

The role of the educator is to guide creative process preschoolers, orienting them to the study of samples of folk arts and crafts. The principle of focusing on folk art should form the basis of the content of classes with preschoolers in various areas of arts and crafts.

3. Programs for teaching arts and crafts

Problems folk pedagogy including issues of aesthetic education.

Sciences. The importance of these studies cannot be overestimated. Only with their help can the full complexity and diversity of the development process be revealed. national school and pedagogy in the organic unity of all-Russian, national and regional manifestations of this.

Recently, publications and Ph.D.

Dissertation works of the 90s reflect different levels of adaptation of the achievements of pedagogical theory and the achievements of art history in the content of aesthetic education and training. It is important to note that the studies concern the main links in the system of aesthetic education and training of children and adolescents.

Thus, S. V. Maksimov's Ph.D. thesis "The Role of Folk Applied Art in the Artistic Development of Children aged 5-7" is devoted to determining the meaning and place of children's fine arts using samples of Russian folk arts and crafts in the system of aesthetic education in kindergarten.

When developing the problems of the continuity of the visual activity of kindergarten children and junior schoolchildren this study may be useful to determine further ways the most effective pedagogical impact on the development of children's creativity under the influence of folk applied art.

Several dissertations (R. Khasanov, Ya. A. Savzonov, L. N. Lyubarskaya, V. S. Belova) are devoted to the methodology of teaching decorative drawing on the basis of folk art in primary school.

In the study by R. Khasanov and Ya. A. Savzonov, on the material of the folk art of Uzbekistan and Tajikistan, a sequence of tasks devoted to the study of the specifics of oriental ornament in decorative work with younger schoolchildren was tested.

"The development of artistic and creative activity among younger schoolchildren in the process of studying fine arts" on the material of Ukrainian folk painting shows the process of forming abilities for aesthetic assimilation of reality and needs for productive aesthetic activity through the development of a sense of decorativeness in schoolchildren of grades I - III.

The study of B. S. Belov "Ways to improve the methods of teaching fine arts in the training of primary school teachers (decorative drawing in relation to the faculties of pedagogy and methods of primary education)" is aimed at solving an important problem - identifying ways to more successfully solve the pedagogical task of improving aesthetic education and teacher education elementary grades to guide the visual activities of children.

It is important that in the work of B. S. Belov, for this purpose, effective methods for solving visual tasks in decorative and applied arts with the wide involvement of the folk art of the Mari Republic, contributing to the revitalization of fine arts in general.

The Ph.D. thesis of D. G. Pilipenko "Study of the aesthetic and educational opportunities for decorative art in kindergarten" reflects some of the provisions on the importance of folk art in the aesthetic education and training of preschoolers when the author defines an exemplary systematization certain types decorative and artistic activities of children of the older and younger groups.

4. Methods of introducing children to arts and crafts

The different goals facing the academic subjects "fine art" and "artistic work" also determine different approaches in the aesthetic understanding of folk art materials. Thus, acquaintance with arts and crafts in kindergartens located in places of traditional arts and crafts is aimed at mastering the basics of arts and crafts by children. In the practice of dating in kindergartens of this type, there are excellent examples of solving the indicated goals. For example, the experience of a kindergarten in the village of Kubachi in the implementation of a system of educational and creative work in the classroom artistic work mastering the art of metal processing. The team of educators in their work relies on a complex teaching materials: an approved program of artistic work, albums, books, tables, dedicated to history Cuban art. Educational work is not limited to the classroom. Appreciate and respect the work of a folk master is taught here in everyday life. The experience of folk pedagogy of the Kubachins, when for many centuries in every family the father passed on the secrets of processing expensive materials to his son, found a modern transformation in the aesthetic and labor education preschoolers.

An active search for the program content of art work lessons is conducted by kindergarten teachers on the basis of art craft enterprises in the Gorky region. Thanks to the joint efforts of the system workers preschool education in kindergartens of the region, the study of the basics of folk art painting on wood is carried out with the help of folk craftsmen from the factories "Khokhloma Artist" (Semino village) and "Khokhloma Painting" (Semenov), craftsmen of wood painting crafts in Polkhov-Maidan and Gorodets.

In understanding the aesthetic content of education in labor classes in kindergartens on the basis of folk art craft enterprises, the work of employees of the All-Russian Research Institute of the Art Industry is of great help to educators. For example, the two-volume book "Fundamentals of Artistic Craft". Employees of the Institute of Art Industry are developing a series of programs for art work lessons, taking into account the specifics of traditional folk art techniques that have developed art schools skill.

The involvement of folk decorative art as an active means of aesthetic education in the system of decorative drawing lessons in kindergarten has its own advantages. The main ones are the broad horizons of aesthetic knowledge and the diverse aspects of the educational impact of folk art in the process of harmonic education of the personality of a preschooler.

Acquaintance with the advanced pedagogical experience of aesthetic education by means of folk decorative art in kindergartens of the Russian Federation allows us to talk about numerous examples of the implementation by educators of effective methods and techniques that reveal the features of the style of different art schools of folk art in order to more fully use the educational functions of the works of folk masters. For example, teachers of senior groups in Kostroma and the region are enthusiastically working with children on topics related to folk art painting and woodcarving. To this end, there is an acquaintance not only with the monuments wooden architecture native land, but also the art of folk craftsmen from neighboring regions: Yaroslavl, Ivanovo, Vladimir, Gorky. Thanks to pedagogical skills, small conversations in the classroom of decorative drawing turn into a series of exciting journeys to the country of beauty and goodness, created by the hands of folk craftsmen,

In kindergartens in Zagorsk, Moscow Region, a center for the production of traditional Russian wooden toys, teachers conduct classes in a variety of ways based on the art of Russian toys. Many educational opportunities open up before the kindergarten to promote Russian folk art in collaboration with the staff of the Zagorsk State Museum-Reserve.

An inexhaustible wealth of artistic ideas is fraught with the study of folk costume, and, as practice shows, two directions in the development of this theme are especially promising. The study of the history of the folk costume of the native land and the interpretation of motives in the illustration of legends, historical events edges, creation of souvenirs. This approach is reflected in the work of kindergarten teachers in the city of Pavlovo, Gorky region. Another interpretation of the topic is related to the study of the current center of folk art crafts, the production of which is associated with the use of folk aesthetic traditions in modern costume. Such work is carried out by specialist educators in the city of Pavlovsky Posad, Moscow Region, where the famous printed Pavlovian shawls, shawls, and printed woolen shawls are produced.

Building new system educational and creative tasks based on folk decorative arts, we consider as the construction of a part of the system of classes in fine arts in kindergarten as a whole. The system of studying fine arts, like any methodological system, is characterized by the leading idea (goal) and didactic principles that determine the selection of the content of the program, the originality of teaching methods.

The leading goal set by society in front of our subject is to achieve a close unity of labor, moral and aesthetic education for the comprehensive development of the personality of each child. In the educational process in the classroom for decorative drawing We see the solution of such an important state task in the implementation of a system of educational and creative tasks based on the material of folk decorative art. Such a system should serve to reveal the spiritual powers of the child, be effective for aesthetic development the personality of a preschooler, to activate the children's decorative creativity.

social order modern society should be reflected in the content of teaching decorative drawing by means of folk arts and crafts. To this end, we took into account the unity of the content and procedural aspects of education from the point of view of didactics, the development state of the art teaching fine arts in kindergarten. This gave us the basis to determine the following leading factors for building a system of educational and creative tasks:

Systematic and integrated planning of educational goals and objectives in the classroom of decorative drawing;

Accounting for the assessment of the levels of aesthetic education based on the results achieved by children in decorative work.

Taking into account the named methodological prerequisites in the construction of a system of educational and creative tasks allowed us to highlight the essential aspects of the educational process at the level: types of decorative work of children; leading aesthetic knowledge and forms of aesthetic knowledge; intersubject and intrasubject communications; volume of graphic skills and abilities.

Based in the study of folk art on the implementation of the most important didactic principles, we sought to generalize methodological techniques, determine the place and significance of artistic analysis of works of folk art in the classroom of decorative drawing, as well as to develop criteria for the levels of aesthetic education of children, keeping in mind the ultimate goal of effective creative development preschooler personality.

Fundamentally important in this system is the unity of aesthetic knowledge and the content of the decorative work (labor activity) of children on the basis of folk arts and crafts, and such methodological techniques are being developed that stimulate creative creation children of independent compositions, and not a simple imitation of the methods of folk art. For this purpose, folk painting of Gorodets, Polkhovsky Maidan, Khostovo, Khokhloma, clay Dymkovo and Filimonovo toys, wooden folk toy, household products of masters of the North, embroidered products from Ryazan, Vladimir, Torzhok, works of masters of art varnishes of Palekh. In working with children, the aesthetic knowledge of preschoolers is deepened and systematized on the basis of acquaintance with the folk ceramics of Gzhel, Skopin, with folk heeling, folk engraving - popular prints.

The concretization of the essential aspects of the educational process in the classroom for decorative drawing, conducted on the basis of a system of educational and creative tasks, can be seen in the dynamics of the forms of aesthetic knowledge and types of decorative work of children (Table I).

1. Belyaev T. F. Exercises for the development of spatial representations in students. - M., 1989.

3. Fundamentals of decorative art at school. - M., 1981.

1. Historical patterns of development of decorative art. 3

2. Tasks for acquaintance in kindergarten. eleven

3. Programs for teaching arts and crafts. 14

4. Methods of introducing children to arts and crafts. 16

5. Practical part. 19

1. Historical patterns of development of decorative art

Decorative art has come a long way of development - from elementary decorations primitive people various tools, pottery, clothing to a complex set of numerous products in a modern interior, city. This development proceeded in several directions, or cuts. One of them is the genre development of decorative art. Decorative creativity gradually captures an ever wider range of environmental objects into its orbit and today it has become almost universal. New genres arose and are emerging in it not only when new phenomena were drawn into the sphere of decorative art, for example, shipbuilding in the 10th-11th centuries, book printing in the 14th-15th centuries, landscape gardening in the 16th-17th centuries, etc. They also appear due to the development of technologies for decorative processing of materials. Thus, in the 17th - 18th centuries, the European production of porcelain tableware arose, which soon gave impetus to the development of small decorative plastics. In the 19th century, as a result of progress in metallurgy and metalworking, the genre of easel art chasing was born, which has now become very widespread along with its new genre - monumental, which went out into the street.

It is characteristic that soon after the appearance of the first electrical lighting devices, attempts were made to use them for the evening illumination of the city (“Russian light” in Paris on the Eiffel Tower). Today, thanks to the simplicity and safety of the arrangement of complex systems of electrical illumination, the decorative theatricalization of space and actions with the help of light, which was already used in antiquity with the use of torches (for example, torchlight processions), has gained grandiose scope.

The genre development of decorative art is significantly influenced by the social development of society, which is steadily leading to the democratization of life, the involvement of ever larger sections of society in vigorous activity. In particular, with the transition from the slave-owning socio-economic formation to the feudal one, the development of folk decorative art and its peculiar genres, often unique among different peoples, begins: embroidered or embroidered towels, clay toys, carved decoration of the facades of huts, carpet weaving, etc. In the modern era decorative art was marked by an even greater development of the amateur beginning, including amateur performance among children and schoolchildren. It has firmly penetrated into social life, production and educational processes, becoming their necessary element in the form of wall newspapers, bulletin boards, invitation cards, posters, visual teaching aids, etc.

A feature of the development of decorative art, associated with the specifics of its aesthetic function to serve as an artistic enrichment of the environment of life, is that its genres, once having appeared, no longer die. Some of them for a time, sometimes significant, seemed to be forgotten.

There is no strict classification of decorative art genres. It is customary to distinguish them according to the characteristics of the material, technique of execution and types of purpose. Currently, there are the following main genres of decorative art: interior design (domestic, public, industrial, educational), design of museums, exhibitions and exhibition areas, gardening art, street decoration, including evening decoration, on holidays, etc. , theatrical and decorative art, clothing, decorative household products and decorations, souvenirs and badges, toys, small graphics, forms, decorative posters and wall newspapers, easel chasing, monumental types of chasing, painting and graphics (included in the design of interiors, territories, streets) , tapestry, art furniture, jewelry art, etc.

Another cut in the development of decorative art is the change of artistic styles.

In decorative art, the peculiar features of the artistic style are most clearly found in the organization and design of interiors, street and garden ensembles, that is, in the principles, techniques and means of a comprehensive solution of the decorative environment that are specific to a particular era. The leading role of these genres in the stylistic development of all decorative art is explained by the fact that the impulses for stylistic development come from architecture, with which these genres are most closely connected. Styles in architecture in their main features almost immediately find a response and support, development in decorative art. Therefore, the periodization of the styles of the latter basically coincides with the stylistic periodization of the history of architecture. However, when studying the history of decorative and applied art, one must take into account that there were separate periods when this type of art played a more important role in creating the artistic image of the interior compared to architecture. This applies, in particular, to the modern interior of residential and public buildings. Their architectural and construction basis is distinguished by constructive rationalism, one of the reasons for which is the strict economic standards of mass construction.

Third cut historical development decorative art - themes, motifs and plots of works, including ornamentation. Their change occurs in direct connection with the emergence of new genres in the decorative arts and the change of styles. The themes and motifs that are associated with the economic, industrial and social activities of people have always been and will always be displayed in the subject of decorative art. In the monuments of art of nomadic tribes, we see almost exclusively images of animals, on which the interests and thoughts of man were concentrated. In the themes of decorative art of sedentary agricultural peoples, the flora and diverse, sometimes cosmological, symbolism, associated with the main cycles of nature and agricultural activities, decisively prevail.

In the following centuries, the thematic structure of the decorative arts became much more complex. But it still shows quite clearly, albeit often not directly, the impact of the main interests of people's daily lives. True, the spread of Christianity in Europe in the 6th-10th centuries led to a certain leveling of local thematic features of decorative art, to the internationalization of themes and motifs. Nevertheless, some specific national motifs are preserved, especially in folk art, woven into compositions of a pan-European type.

National features in artistic interpretation, manner, handwriting of the construction of forms and the nature of expressive techniques and means have been much more firmly preserved and in many ways have survived to this day.

Today, in the decorative arts, the themes and plots of modern economic, industrial and social activities of people are also widely developed, for example, such as industrial production, scientific research, space exploration, the struggle for peace, concern for the preservation of ancient monuments, etc. This mainly applies to fine genres of decorative art: monumental painting, graphics, easel chasing. But even in its ornamental genres, the influence of the modern way of life is easily traced, indirectly expressed in laconism, accuracy and non-traditional rhythms, color combinations, textures, silhouettes and other compositional qualities of the works.

The folk craftsmen are described in the Ipatiev Chronicle. A visual representation of the colorfulness of the ancient choirs is given by the miniatures of the Ostroum Gospel. The Izbornik of Svyatoslav of 1073 contains images of painted facades of buildings.

folk craft Kievan Rus was represented by masters of many professions, including art and finishing.

The places of concentration of folk arts and crafts were determined long ago and are primarily associated with the presence of one or another natural material, as well as with crossroads of trade routes, cultural centers and a number of other factors. By the 16th - 17th centuries, the current geography of crafts had already developed on the lands of our state, their national and local originality was determined in the compositional solution of form, in the understanding of material, in drawing and plastic, color and decoration.

The close connection of folk applied art with the whole life of people, its conditions and traditions determined in it the features of truthfulness and emotional immediacy. So, the graphic quality of the monochrome, stingy in color Mezen painting, which originated in the North of the country, is not accidental. It is natural and constant desire of the peoples of sunny Central Asia to a bright multi-color palette and in ceramics, and in carpet weaving, and in mosaics. Peoples often borrowed from each other the technique of execution, recipes for finishing products and even their shape. But each time, having got into new conditions, the borrowed elements were processed in the spirit of national traditions or acquired a new sound due to the original national basis of products.

Folk applied art often absorbs certain achievements in the work of professional craftsmen. Known, in particular, the role of painters of the late XIX - early XX century in the activities of the Moscow region and Smolensk art crafts, in the revival of the Vyatka toys, in the development of small bone plastics.

The main type of material for artistic crafts in the forest regions of the country from ancient times to the present day is wood. The handwriting of its processing is very different, for example, carving in Sergievsky Posad, Bogorodsky (Bogorodsk carving) and Khotkovo, turning with coloring in Semenov, Khokhloma and Rorodets. For a long time, the technique of inlaying wood with metal, colored stones, shell mother-of-pearl, “tortoise”, as well as the technique of intarsia - a set of pictures or ornaments on the surface of objects and boards from different-colored pieces of wood of different species, including valuable imported ones, has also been used for a long time.

In the central strip of the country, many products were produced from the vine of bird cherry and willow - in Kostroma, Kineshma, in the Ivanovo region. Birch bark was also used almost everywhere, from which beetroots (tueski) were made for water, milk and kvass, nabirukha, or baskets, for berries and mushrooms, boxes and pesteri (a type of shoulder box). For the manufacture of various household products and toys, straw of cereal plants was also used (in the Baltic states and in the south - reeds, in the Caucasus - bamboo).

Making pottery has always been one of the most common crafts throughout the country. From century to century, it has been improved: they have learned to select varieties of clay, knead it with additives, burn it under various conditions, pour glass, paint, stamp. Depending on the resources of raw materials and fuel, specialization appeared: pottery is produced in Skopin, Balkhar, Dymkovo, Chernigov, etc., majolica - in Gzhel, Kosovo, etc., faience and porcelain - on the Upper Volga.

Decorating clothes is one of the most massive and original types of creativity among all the peoples of our country. Fabric, which is almost always the main material for the manufacture of clothing, is subjected to a wide variety of artistic finishes. An ornament from carved boards (a heel) is stuffed onto it, it is painted, embroidered, including pearls and beads, corrugated, decorated with knitted lace (Vologda, Vyatka, Yelets, Ryazan, etc.). There was a craft of patterned weaving in Russia, Ukraine, Belarus. Woolen knitting has long been widespread in the Baltic States, Ukraine and the Caucasus.

Carpet weaving, initially appearing in the nomadic economy, was adopted and developed by settled peoples. In the North, carpets were made from skins, in Kazakhstan and in the mountainous Caucasus - felted.

Among the sedentary agricultural peoples of Central Asia, Ukraine and others, a busy woven carpet, hand-woven on large looms, reaches a high level of perfection.

The north of the country was famous for products made of fur and leather. They were embroidered with colored thread, beads, beads. Often fur, leather and cloth were combined in one product. Leather was dyed and embossed here (in the Baltics), often tinting the embossed ornament.

Like clay products, metal products have been widely used since ancient times as a product of folk craft. Metal was forged, bent, poured, minted, engraved, inked. Tin products in Zhostovo were signed. A fairly large range of household products was made from metal, gradually expanding. Often, decorative metal parts, mainly from sheet and strip iron, were used as building decorations with a useful function: chimneys, aquarius, door fittings, etc. They were also widely used in furniture.

In the northern regions of the country (Kholmogory, Tobolsk, Yakutia), a prominent place was occupied by small bone sculpture, engraving on walrus tusks, and carved bone for decorating small utensils. During the excavations of ancient Novgorod, many bone items were also found, including chess pieces. To the south, for example, near Moscow in Khotkovo, but especially in the mountainous regions of the Caucasus (Kislovodsk, the villages of Dagestan, etc.), there is still a trade for processing horn.

Amber craft occupies a prominent place in the Baltic republics to this day. Since ancient times, the Baltic States has been a supplier of amber to the whole world. The Polish writer J. Makhovsky in his book "The History of Sea Piracy" wrote that filibusters, corsairs, privateers specifically hunted for ships that were going from the Baltic to Egypt with a cargo of amber. In Palanga, in the Tyszkiewicz Palace, an amber museum has now been established.

Later, other crafts began to develop stone processing (Urals, Altai) and the manufacture of glassware (Leningrad, Gus-Khrustalny, etc.).

In the Central regions of Russia at the end of the 19th century, on the basis of icon painting and paintwork, a wonderful lacquer miniature began to appear on small caskets and later on small scarves (Fedoskino, Palekh, Mstera, Kholuy). This is one of the examples of the relatively recent emergence of a new genre in folk arts and crafts. Gypsum casting (piggy banks in the form of cats, figurines), popular prints, etc., also became very widespread. It should also be noted that, apparently, ancient types of art crafts, such as painting eggs (Ukraine, southern Russia) and baking curly and patterned carved gingerbread ( Tula, Moscow, etc.).

In general, the diversity of fisheries is extraordinary. They appear, in fact, where there is some kind of free material and, of course, a certain artistic idea. Today, one can sometimes see on the market, for example, relatively slightly processed (without a plot) influxes on tree trunks, interesting and somewhat reminiscent of plant roots, etc. The fame of Russian masters of art crafts has long become worldwide. Our country is rich in artistic talents. Only in the Russian Federation now more than 70 thousand craftsmen work. Among them are prominent artists such as the Hero of Socialist Labor, People's Artist of the USSR N. Zinoviev, lace maker N. Vasilyeva, People's and Honored Artists of the RSFSR Paleshanin B. Ermolaev, master of Khokhloma painting O. Lushina, Kubachin R. Alikhanov and many others. Over the past few years, more than 30 folk crafts artists have become laureates of the I.E. Repin. Exhibitions of folk art are organized in different cities of the country.

A huge role in replenishing the cadres of craftsmen belongs to modern school and children's preschool institutions, fruitfully working in it artists-teachers, many of whom are themselves enthusiasts of arts and crafts based on folk traditions.

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Any information. 2.2 Development of the creative potential of students in the lessons of technology For many years I have been working on the problem: "The development of a creative personality in the lessons of technology." Most a prime example in achieving this goal is a creative approach and work on such sections as "Modeling", "Culture of the house" and of course "Artistic processing of materials". Students 5 ...

Decorative and applied art is designed to decorate, ennoble and transform object world. This art originated in early stages development of mankind. People wanted things to be not only practical and convenient to use, but also attractive in appearance. Building a dwelling, making tools, household items, a person decorated them with ornaments, painted, and improved the shape. Every nation under the influence of life and natural conditions creates its own traditions in the development of applied art. Character traits folk art formed the basis of professional arts and crafts.

A necessary condition for building a modern system of aesthetic culture of the individual is the use of folk art in pedagogical work with children.

Well-known teachers and researchers (A.P. Usova, N.P. Sakulina, N.B. Khalezova, T.S. Komarova, T.N. Doronova and others) noted that the first vivid ideas about the Motherland, about its culture, contributes to the education of patriotic feelings, introduces them to the world of beauty, and therefore they must be included in the pedagogical process in kindergarten.

Tasks to familiarize preschoolers with arts and crafts.

1. Formation in children of emotional responsiveness and interest in samples of folk arts and crafts,

2. To form an aesthetic attitude to the surrounding reality by means of folk arts and crafts.

3. Formation of generalized knowledge and skills:

The ability to distinguish between styles known species decorative painting: Khokhloma, Gorodets, Dymkovo, Gzhel, etc. (understanding by children of the characteristic features of products of various folk crafts);

The development of characteristic elements, color, composition by children.

The ability to create expressive patterns on paper and three-dimensional objects;

Education at the same time a sense of form, rhythm, symmetry.

4. Develop creativity, imagination, associative thinking and curiosity, observation and imagination.

5. To bring up a respectful attitude towards the work of folk craftsmen; national pride in the masters of the Russian people.

Methods of introducing children to the works of folk arts and crafts.

From the beginning of the school year, decorative drawing is introduced on the basis of children's acquaintance with folk arts and crafts (Filimonovskaya, Dymkovo, Kargopol clay toys, ceramic dishes).

When creating decorative compositions in drawing, general tasks are set:

To form the ability of children to create decorative compositions based on Dymkovo, Filimonov patterns;

To teach children to arrange a pattern on paper of one form or another,

Select pattern elements.

Examining objects of folk art with pupils, the teacher teaches them to see and highlight the elements of the pattern: strokes. Dots, rings, circles, straight lines (children are familiar with the ways of drawing these elements).

Each type of folk art has its own combinations of colors and shades. The teacher should show this when examining, draw the attention of children to the variety of colors. For example, a Dymkovo toy uses colors such as red, blue, green, yellow, etc., which stand out brightly against a white background; there is a black color in the pattern - small dots, dashes decorating large elements. The teacher explains that beauty depends on the repetition of the same elements of the same color.

The success of teaching decorative drawing largely depends on how interesting the teacher organizes the children's perception of products, whether he uses game techniques, surprise moments. To make classes more effective, it is better to associate pattern making with decorating things. So, children paint a rug (stripe) for a Dymkovo doll, using one of the elements of the pattern - circles, decorated as the children saw on the Dymkovo toy. Then, you can offer to decorate the strip with 2-3 elements - circles and strokes or ovals, alternating them, and enter dashes and dots into them. From the first lessons, the teacher teaches pupils to choose a color for each element, the color of the painting. Preschoolers learn to alternate stripes (lines) wide and narrow, lines and circles, lines and ovals (strokes). It is necessary to give the child the opportunity to choose the color for the elements of the pattern and their decorations. For painting, children can be given silhouettes of animals, figurines of young ladies, a dress, an apron for a doll cut out of paper, decorate a fairy-tale house, a magic fish, a bird.

When the children have mastered the Dymkovo painting, they should be introduced to the Filimonov toy. It is important that children notice, highlight the similarities and differences between Filimonov and Dymkovo toys.

During the year, several lessons should be held according to the plan, in which each child chooses the shape of the paper, the elements of the pattern, the color and creates his own pattern. The child should be given the opportunity to create.

In arts and crafts, children's interest and enthusiasm can arise not only in clay modeling, but also in laying out mosaics, in painting on fabrics and birch bark, in mastering various techniques artistic processing of materials, and finally, when making products for the purpose of decorating the premises of a kindergarten, for the purpose of using them as a gift for mom, for kids to play, etc.

In working with children, various materials should be widely used: clay, fabrics of various textures and colors, birch bark, colored ceramic and tile tiles, gouache and tempera paints, colored crayons.

The choice of these materials for arts and crafts is not accidental. They allow quite fully, in an exciting and accessible way to acquaint children with the specifics and features of arts and crafts. Painting birch bark, laying out a fabulous firebird from a multi-colored mosaic captivates children, develops their fantasy and imagination, and activates creativity.

It should also be noted that the magnificent methods of artistic processing of various materials developed by folk craftsmen make it possible to achieve great artistic expressiveness by fairly simple and concise means: applying strokes and dots to the product, simple techniques of brush painting, etc. - training for which is quite accessible. Some tricks can be shown and explained to children.

an important role in getting to know folk patterns play excursions to museums, to exhibitions of works of arts and crafts. It is desirable that these excursions be related to the theme of any creative task performed by children, and have been conducted before. During the tour, you can introduce children to fantastic images of birds, animals, bizarre floral patterns on fabrics, lace, woodcarving, painting spinning wheels, birch bark, ceramic tiles.

It is necessary to carefully prepare for the tour. The teacher should include conversations about folk art in the preparation plan: tell the children about folk craftsmen, their work, about the materials from which products are made, about how finished products are used in the design of costumes, interiors, as souvenirs. Undoubtedly, such conversations will interest children,will help to reveal to children the figurative, colorful and poetic expressiveness of works of folk art.

In any kind of activity, the most tangible successes are achieved when they work with passion. Enthusiasm and creative interest in art is especially important.

Decorative and applied art is one of the factors of the harmonious development of personality. Through communication with folk art, the soul of the child is enriched, love for one's land is instilled. Folk art preserves and transmits to new generations national traditions and forms of aesthetic attitude to the world developed by the people. The art of folk craftsmen helps to reveal the world of beauty to children, to develop their artistic taste.

Having fallen in love with what surrounds him, child understand better and appreciate what is inherent in all folk art, what unites all types, sees what distinguishes them from each other depending on natural conditions, occupations local residents, their tastes.

Contact with folk arts and crafts enriches the child, brings up pride in his people, maintains interest in its history and culture.

Learning the beauty of folk art, the child experiences positive emotions, on the basis of which there are more deep feelings: joy, admiration, delight. Figurative representations, thinking, imagination are formed. All this causes in children the desire to convey the perceived beauty, to capture those objects of folk and applied art that they liked, they awaken and develop creative activity, form aesthetic feelings and artistic taste, an aesthetic assessment of the objects of Russian decorative and applied art. Children develop a variety of abilities - both artistic and intellectual.

Acquaintance of a child with Russian folk arts and crafts is based on the principle of general didactics - connection with life, systematicity and consistency, individual approach in the education and artistic development of children, visibility.

The successful implementation of program requirements in the classroom in different age groups depends on the preparation of the educator and children for them, as well as on the availability of the necessary equipment.

Each group must have visual aids, works of decorative art, a variety of materials available to children, in particular white and colored paper. White paper should be strong (dense), and colored paper should be such that paint adheres well to it. Glossy and chalk paper for decorative drawing is not suitable.

It is advisable to use brushes for drawing round, hairy, with a soft elastic bristle and a sharp end.

Gouache is used for decorative drawing. Dilute it with water to the density of sour cream. The best is “artistic” gouache, but you can also use poster gouache. It is desirable that she be different colors and shades. The teacher must be able to independently create a certain color or its shade. For this purpose, the method of mixing paints of primary colors - red, yellow, blue - is used to form orange, green, purple and others. Shades of different colors are obtained by mixing white gouache with the desired color. So, pink color obtained by adding red paint to white. It is necessary to breed gouache in a separate vessel. To do this, it is collected with a small spoon or stick and, pouring in a little water, stir until a homogeneous mass is obtained.

For drawing classes, you need to prepare jars of water for washing brushes (preferably two each - for washing and rinsing), napkins for drying brushes after washing, stands for them, linings 25x35 cm in size. Paints are poured into cups, which are placed on trays.

The middle group uses rectangular paper (1/2 landscape sheet), a strip (1/4 sheet), a square (with a side of 15 cm), a circle (10 cm in diameter), objects cut out of paper.

children middle group it is best to paint with a brush number 12 - round, with a sharp tip. A wide one follows from it, and thanks to this, you can quickly complete the pattern. You need to prepare at least 4 colors for the lesson, so that children can not copy the colors suggested on the sample, but choose them on their own. At the end of the lesson, those children's works are shown that are most successfully combined with colors.

For decorative drawing classes in the senior group, one should prepare not only brushes (preferably No. 8), but also patches, sometimes even two patches per lesson, if, for example, there should be spots of two colors or two sizes in the pattern.

Paper is needed in such a form that children can learn to draw patterns on it: in the form of a strip, square, polygon, rosette, circle, flat objects. A polygon, a rosette, a circle are cut out from a whole landscape sheet, a square - with a side of 16 cm. To convey the color of Ukrainian ceramics, the background of brown, yellow, green tones is best.

In the older group, children are often offered paper of different colors in one lesson so that they can choose the background on their own.

Children of the older group are taught to choose from six colors those that combine well or correspond to the color of a certain type of art of ceramics, embroidery, decorative painting. This work is not limited to one lesson, it is necessary to learn gradually, at each lesson.

In the preparatory group, children draw patterns with a brush number 6. They can be offered two brushes - No. 12 for drawing large elements in pattern No. 6 - for making thin lines, small elements. Sheets of paper can be large or small. For drawing based on Ukrainian paintings, it is better to give light-colored paper; Gorodets patterns are painted on yellow. Khokhloma and Zhostovo patterns - on black, red or golden paper. Gouache should be offered in 8-10 colors in a set so that children can choose desired color, show your taste, knowledge of color.

To demonstrate children's work, to show the method of the image, it is best to use an easel or board-stand.