Studying arts and crafts in the dhow. Using arts and crafts in working with preschool children

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

Works of decorative applied arts meet several requirements: have aesthetic quality; designed for artistic effect; used for home and interior decoration. Such products are: clothing, dress and decorative fabrics, carpets, furniture, art glass, porcelain, earthenware, jewelry and other artistic products. In the scientific literature, from the second half of the 19th century, the classification of branches of decorative and applied art was established: according to material(metal, ceramics, textiles, wood), by technique(carving, painting, embroidery, printing, casting, embossing, etc.) and according to the functional characteristics of the use of the item(furniture, dishes, toys). This classification is due important role constructive and technological principles in decorative and applied arts and its direct connection with production.

The MADOU d/s program 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 Approximate Basic educational program 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 exemplary general educational program for preschool education “From birth to school” (edited by N.E. Veraksa, T S. Komarova, M.A. Vasilyeva. - M.: MOSAIKA-SYNTHESIS, 2015.). One of the distinctive features of the Program is moral education and support traditional values. The program provides ample opportunities to vary the content.

One of the objectives of the “From Birth to School” Program is to create favorable conditions to develop the abilities and creative potential of every child. Currently, 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 paintings; as a result, there is a poor vocabulary on the topic “Decorative and Applied Arts”.

I believe that turning to folk art should take a strong place in the work modern teacher. Products made by children's hands can serve as interior decoration, as they have aesthetic value. Arts and crafts help introduce children to folk traditions and customs of the peoples of Russia, expands children’s understanding of the diversity of folk art, artistic crafts (different types of materials, different regions of our country), develops interest in the art of their native land (Ural-Siberian painting), as well as love and careful attitude to works of art. Arts and crafts classes will undoubtedly open up new ways of learning for many children folk art, will enrich their inner world and allow them to spend their free time profitably.

There are many basic types of arts and crafts, but the most accessible and interesting for older preschoolers, in my opinion, is painting wooden products (cutting boards, spoons, spatulas, coasters, etc.).

Perhaps many people believe that such introduction of preschool children to decorative and applied arts, in particular painting of a wooden product, is advisable only in art centers, where there are conditions for real professional training. Experience shows that this is not so. The fact is that, in addition to beauty, this is an art that is useful in all respects. In the process of work, children develop artistic taste, imagination and Creative skills. The child learns the basics of counting, develops fine motor skills and precision of movements, which is important for preschoolers. It has been proven that development fine motor skills promotes the development of memory, attention and thinking. A product painted with your own hands is valued more than something bought in a store; it can raise the self-esteem of an insecure child and help him take his place in the team.

Based on the enormous importance of decorative and applied arts for child development, I have developed a series of classes to familiarize preschoolers with different paintings.

Arts and crafts classes are held in subgroups and provide an opportunity to communicate with peers, while simultaneously enjoying the process of working with voluminous material. Children get acquainted with different types of decorative and applied art: Russian nesting dolls, Dymkovo, Khokhloma, Gzhel, Filimonov, Gorodets, Ural-Siberian painting. At the end of the thematic week, an exhibition of products is organized as a result of the work. Children enjoy sharing their knowledge of arts and crafts with their parents. Children are also very happy to give their products to their loved ones.

Introduction.

1. Folk arts and crafts and its place in kindergarten.

2. Characteristics of folk craft items.

3. Introducing children to folk art and learning decorative modeling in different age groups.

Conclusion.

Literature.

Introduction

Folk arts and crafts of our country are an integral part of culture. The emotionality and poetic imagery of this art are close, understandable and dear to people. Like any great art, it fosters a sensitive attitude to beauty and contributes to the formation of a harmoniously developed personality. Based on deep artistic traditions, folk art enters the life and culture of our people and has a beneficial effect on the formation of the person of the future. Works of art created by folk craftsmen always reflect the love for native land, the ability to see and understand the world around us.

Folk arts and crafts is one of the means aesthetic education– helps to form artistic taste, teaches children to see and understand the beauty in life around us and in art. Folk art is national in content, therefore it can actively influence the spiritual development of a person and the formation of patriotic feelings in a child.

Increasingly, works of decorative and applied art are penetrating people’s lives, creating an aesthetically complete environment that defines creative potential personality. Introducing preschoolers to folk art is carried out by creating a beautiful interior of a kindergarten and group room, the design of which includes works of folk art. Therefore, the role of kindergartens is great, where work is successfully carried out to familiarize children with examples of folk art. An important place is also given to decorative modeling. The teacher tells the children about folk art objects and teaches decorative modeling techniques.

But in order to successfully carry out such work, the teacher must himself be familiar with folk arts and crafts, must know and understand folk art, and know the methods of teaching children decorative modeling.

1. Folk arts and crafts and its place in kindergarten

In modern culture, folk art lives in its traditional forms. Thanks to this, the products of folk craftsmen retain their stable characteristics and are perceived as carriers of an integral artistic culture. Folk art items are diverse. These can be toys made of wood, clay, dishes, carpets, lace, lacquer miniatures, etc. Each product carries goodness, joy, and imagination, captivating both children and adults.

Folk art is always understandable and loved by everyone. Since ancient times, people have liked to decorate their homes with carpets, painted trays and boxes, because folk art carries within itself the warmth of the master’s hands, a subtle understanding of nature, the ability to simply, but with a great flair for form and color, select for their products only what what is necessary is what is truly beautiful. Unsuccessful samples are eliminated, only the valuable, great, coming from the depths of the soul lives. Folk art is valuable because every time, creating the same thing, the master introduces something new into the pattern, and the shape cannot turn out to be absolutely the same. A folk craftsman creates various products. These include salt cellars with Khokhloma painting, bread bins, and Gorodets painted dishes.

Folk art is the property of not only adults, but also children, who enthusiastically play with both wooden nesting dolls and clay figurines of Kirov masters. Children love Bogorodsk toy boxes and Kargopol toys. Wooden spoons, wicker baskets, halves made of rags and other items of folk crafts are in particular demand. Folk art is figurative, colorful, and original in its design. It is accessible to children’s perception, since it contains understandable content that specifically, in simple, laconic forms, reveals to the child the beauty and charm of the world around him. These are always familiar to children fairy-tale images of animals made of wood or clay. Ornaments used by folk craftsmen for painting toys and dishes include flowers, berries, leaves that a child encounters in the forest, in a field, or on a kindergarten site. Thus, masters of Khokhloma painting skillfully create ornaments from leaves, viburnum berries, raspberries, and cranberries. Gorodets craftsmen create their ornaments from the leaves and large flowers of the leotard, rose hips, and roses. Masters of clay toys often paint their products with geometric patterns: rings, stripes, circles, which are also understandable to small children. All these products, both wooden and clay, are used in kindergartens not only to decorate the interior of the room. Under the guidance of a teacher, children carefully examine them, draw and model them based on samples of folk products.

People's creative arts should enter the everyday life of kindergartens, delighting children, expanding their concepts and ideas, and cultivating artistic taste. Kindergartens should have a sufficient number of folk art items. This will make it possible to decorate the interiors of groups and other rooms, from time to time replacing some items with others. Art products are shown to children during discussions about craftsmen, are used in classes. All DPI items must be stored in the cabinets of the teacher’s office. They are distributed among industries and are constantly replenished with new items. For children of younger groups, you need to have turned wooden toys, fun toys from Bogorodsk craftsmen, and products from Kargopol folk craftsmen. For the middle group you need to have Semyonov, Filimonov and Kargopol toys, painted birds from Torzhok. For children of the senior and preparatory school groups, any folk toy, clay or wooden, is available.

Decorative modeling in a preschool institution - this is the creation by children of dishes, decorative plates, various figures on the theme of folk toys. In addition, children can make small decorations (beads, brooches for dolls), souvenirs for mothers, grandmothers, sisters for their birthdays, for the holiday of March 8th. The skills acquired by children during decorative modeling classes can be used by them when creating other types of stucco work, making the products more expressive.

Under the influence of folk art objects, children perceive illustrations to Russian folk tales more deeply and with great interest. Folk toys, with their rich themes, influence the child’s design during modeling, enriching his understanding of the world around him. Activities using folk art items help develop the child’s mental activity. However, all this is possible only if there is a systematic, systematic familiarization of children with DPI objects, as a result of which children create their own decorative works: toys, dishes, plates decorated with tile-type ornaments. Objects of applied art of the peoples of Russia can become valuable material not only for the artistic, but also for the comprehensive education of every child.

Children’s desires to create beautiful objects and decorate them largely depend on the teacher’s interest and attitude towards this work. The teacher needs to know folk crafts, the history of their origin, what folk craft this or that toy belongs to, be able to tell about the craftsmen who make these toys and tell it in a fascinating way in order to interest children and awaken in them a desire for creativity.

2. Characteristics of folk crafts

Let's consider objects of folk arts and crafts that can be used in kindergarten.

DYMKOVO TOY

The products of Kirov craftsmen surprise with their plastic shape, special proportions, and unusually bright patterns. Everyone likes lively, festive, lavishly sculpted and painted dolls of dandy ladies, goats, ponies, roosters with bright tails. The fishery originated in the distant past. The earliest description of Dymkovo toys dates back to 1811. Its author is Nikolai Zakharovich Khitrovo. The description tells about the Vyatka folk holiday - “Svistoplaska”, during which painted clay dolls with gilded patterns were sold. Clay toys were sold not only in Vyatka. They were sold at county fairs and bazaars, and sent to other provinces. Before the revolution, craftsmen worked in the village of Dymkovo alone and in families. They dug clay, mixed it with sand, kneaded it first with their feet and then with their hands. The products were fired in Russian kilns and then painted. Women and children took part in this work.

The factory where Dymkovo toys are now made is located in the city of Kirov. Well-known renowned masters A.A. work here. Mazurina, E.Z. Koshkina, Z.V. Penkin, who, while preserving old traditions, create new original toys. Craftsmen work in well-equipped, bright workshops. On the shelves there are toys in close rows, different in content and design, bright and gilded. These are dandy ladies, painted goats, horses, duck-whistles, piglets, bears, etc.

The process of making a toy can be divided into two stages: modeling the product and painting it. The sculpting methods are very simple. For example, when depicting a doll, craftswomen first make a skirt from a layer of clay, resulting in a hollow bell-shaped shape; the head, neck and upper part of the body are made from one piece, and the details of the clothing (ruffles, frills, cuffs, hats, etc.) are sculpted separately and applied to the main form, calling them moldings.

The Dymkovo toy is very specific. There are traditions in its creation and design, which are expressed, first of all, in staticity, splendor of forms and brightness of color.

FILIMONOVSKAYA TOY

An equally famous center of folk crafts is the village of Filimonovo, Odoevsky district. Tula region, where they make amazing clay toys. According to legend, grandfather Philemon lived in this place and made toys. Now in the village there are workshops for making clay toys, where craftswomen A.I. work. Derbeneva, P.P. Ilyukhina, A.I. Lukyanova and others. People and animals made by artists differ in shape and painting. The toys are funny, whimsical and very expressive - these are ladies, peasant women, soldiers with epaulettes, dancing couples, horse riders, cows, rams, a fox with a rooster, etc. All toys have elastic bodies, long or short legs, elongated necks with small heads . These toys are difficult to confuse with any others, since they have their own traditions in the interpretation of shape and painting. The painting is bright, and mainly yellow, red, orange, green, blue and white colors predominate. Combining simple elements (stripes, arcs, dots, intersecting lines forming stars), craftswomen create amazing patterns that beautifully fit on the skirts and aprons of the figures. The faces of the figures always remain white, and only small strokes and dots outline the eyes, mouth, and nose. The toys blaze with fire, shimmer with all the colors of the rainbow, there are few moldings in the Filimonovskaya toy, if you compare it with the Dymkovo one.

A small child, first of all, sees a Filimonov toy as fun, a fantastic image of an object that awakens his creativity.

KARGOPOL TOY

Kargopol is an ancient Russian city surrounded by forest. Since ancient times, the inhabitants of this city and its environs have been engaged in pottery. For the most part, they made glazed dishes: pots, krinkas, bowls, and some craftsmen made clay toys. However, in 1930, the artistic craft fell into decline. Only the talented craftswoman U.I. continued to make toys. Babkina, her products are characterized by the best features of folk toys. In 1967, Kargopol workshops for the production of painted clay toys were re-established.

Next to the bright, sonorous colors of the Dymkovo and Filimonov toys, the plasticity of the figurines from this northern region may seem austere. The color scheme of the painting includes black, dark green and brown. Among the toys there are many funny images, sculpted simply, but with great warmth and folk humor. Mostly these are peasant women with baskets or birds in their hands, dolls with spinning wheels, and bearded men. The Kargopol toy is characterized by multi-figure compositions– dancing figures, cheerful troikas with sleigh riders, etc. Kargopol artists also love to depict animals: bear, hare, horse, dog, pig, goose and duck.

The Kargopol toy is characterized by a convention in the interpretation of the image in form, proportions and coloring. All the figures are somewhat squat, with short arms and legs, they have an elongated body, a thick and short neck and a relatively large head. Animals are depicted as thick-legged and sometimes dynamic, for example, a bear stands on its hind legs - the moment of attack; a dog has its paws spread and its mouth is open, a duck has outstretched wings, etc. Recently, to enliven toys, craftsmen have been adding yellow, blue and orange colors. The main elements of the ornament are combinations of intersecting lines, circles, herringbones, dots and stripes. The toys are sculpted in parts, the joints of the parts are carefully smoothed. The products are dried, fired in a kiln and painted with tempera paints. Nowadays hereditary masters K.P. work in Kargopol. Sheveleva, A.P. Shevelev, S.E. Druzhinin. Everyone has their own style of modeling and painting, however, all toys are based on old folk traditions.

TVERSKAYA TOY

In the city of Torzhok, Tver Region, clay toys, in particular clay birds, decorated with moldings and paintings, began to be made relatively recently. The masters of this craft, when creating a decorative toy, use a special range of colors of enamel paints: blue, light blue, white, black, green, orange, red. The pattern consists of strokes, circles and dots that create a festive decor. In addition to painting, the toy is decorated with moldings that are well connected with its main shape. The bright enamel pattern beautifully complements the figures, lying on a brown background, since the product is not primed and the background is the color of baked clay. The toy is basically static, but there are swan birds with sharply turned necks and heads, which gives them special plasticity. Among the toys there are roosters, chickens, geese, swans, ducks.

BOGORODSKAYA TOY

Folk craftsmen in the village of Bogorodskoye, Moscow region, create wooden carved toys, which, like clay ones, belong to folk sculpture and can be successfully used in working with children in decorative modeling classes. For more than 350 years, wood carvers have been working in the village of Bogorodskoye near Sergiev Posad. In their in capable hands blocks of wood turn into funny figures. The toys are cut from linden, which must dry for 2 years beforehand. The main types of painted toys are chickens, birds on a stand with a movable device, etc. Figures are cut from whole wood, for which blanks of different shapes are made. The surface of the finished products from the old masters was cleaned with sandpaper, resulting in a smooth figurine. Now toys are finished with carvings, which rhythmically lie on the surface and decorate the product. Traditionally, some parts of the toy are made movable. The content of the toys is varied - these are the plots of fairy tales, fables, sports and space, and they are all joke toys. The traditional image is a bear.

A famous master of Bogorodsk carving is the hereditary carver N.I. Maksimov. For many years he trained carvers at a vocational technical school, striving to instill in them not only the skills and techniques of carving, but also a love for nature, for all living things. Bogorodsk toys are widely known in our country and are famous far beyond its borders.

GZHEL WARE

Not far from Moscow in the Ramensky district is the village of Gzhel. Pottery crafts have been practiced here for a long time, from about the 14th century. They made kvass, kumgans, plates and toys painted with ceramic paints in brown and yellowish-green colors. Sometimes the dishes were decorated with molded figures. Currently, Gzhel porcelain products have conquered world fame thanks to the uniqueness of the pattern and shape. Gzhel porcelain is easily recognized by its blue painting on a white background. However, the blue is not monochromatic, and if you look closely, you can see the finest halftones and shades, reminiscent of the blue of the sky, lakes and rivers. Gzhel masters write on porcelain with strokes and lines, and the pattern’s ornamentation includes leaves and flowers: daisies, bells, cornflowers, roses, tulips and lilies of the valley. In addition to dishes, small sculptures and toys are made in Gzhel. Among them you can see fairy-tale characters beloved by children: Alyonushka in a long dress and scarf, Ivan Tsarevich with Elena the Beautiful on the Gray Wolf, Emelya with a caught pike, etc. Currently, the artists are working on creating new plots and compositions. Sculptures appeared depicting astronauts and athletes with Olympic torches. All works of Gzhel masters amaze with a deep sense of rhythm, harmony of form and content.

3. Introducing children to folk art and learning decorative modeling in different age groups

FIRST JUNIOR GROUP

Children's acquaintance with decorative art should begin in the first junior group of kindergarten. The child’s capabilities in decorative modeling at this stage are very limited: children only decorate the products using a stick or making an indentation with their finger. Children are introduced to toys in the form of games, during which the teacher asks the children what this or that object represents. Children are asked to arrange toys in a certain order, build a house, a ladder, a bridge for the nesting dolls. Kids love bright nesting dolls and smooth, chiseled toys; they are happy to join in the game: they place them on the table, place them on a ladder made of cubes, or lead them along a bridge. At the same time, children are given the task of comparing toys by size, identifying the main, large parts and small parts, recognizing and naming the shape of the parts. Kids especially like it when there are a lot of toys on the table. One or two toys hardly attract the child’s attention; interest in them quickly disappears. While playing with nesting dolls, they tell the teacher that there are many nesting dolls, they are big and small, the nesting dolls have eyes, a nose, beautiful scarves, and, looking at the chiseled birds, they note that the bird’s head is round and its tail is long.

In the first junior group, folk toys are mainly used for games. However, in some classes, the teacher, in order to attract children to this type of activity, shows them how to sculpt.

There is no decorative modeling in this group yet, but children are already showing a tendency to decorate their products. The first attempts of children to decorate their sculpture lead to a chaotic arrangement of the pattern along the edge of the product, which is a reference line for the child. Taking into account this feature and knowing that it is easier for the child, the task can be reduced to decorating the edge of a molded cookie or gingerbread. Decoration elements can first be dots, and then stripes made with a stick. Kids are fascinated by the ability to make indentations in clay with a stick. They do this with pleasure, realizing that their toys will become more beautiful. The teacher should support the child’s desire to decorate his work by making appropriate suggestions at every opportunity.

SECOND JUNIOR GROUP

To work with children in the first half of the year, they usually use the same toys as in the first junior group, but they conduct a more in-depth analysis of the shape of objects. For example, when showing a matryoshka doll to children, the teacher says that the doll has a head, arms, names the details of clothing: an apron, sleeves, a scarf, show beautiful flowers, leaves and other decorative elements on them.

Children of the second younger group respond well to the Dymkovo toy, which can be offered for examination at the end of the first - beginning of the second half of the year. Moreover, children are not hampered by the conventional shape and coloring of these toys. They freely identify objects and highlight elements of painting: stripes, circles, dots and rings. The perception of folk art objects makes it possible to set visual tasks for children and trace the influence of folk art on the nature of children's modeling. However, the selection of objects for modeling should take into account the age characteristics of preschoolers.

Starting from the second half of the year, children can be asked to decorate a disc-shaped product with three-dimensional forms - balls and rollers. When completing this task, children make a cake, a pastry for dolls, arranging the elements in a certain rhythm: balls along the edges and in the middle, and rollers in the form of a grid or rays diverging from the center to the edges. Children first create the base and then gradually decorate it. The activity of each child is manifested in the fact that the baby himself chooses the shape and size of the elements and alternates them.

The next stage is a more complex task: children are asked to fashion a cup and apply a pattern on it in a stack along the edge of the cup in one or several rows.

After familiarizing yourself with wooden toys children sculpt birds, mushrooms, dolls in a long outfit. They decorate each item, and transfer the ability to work with stacks to the image of such details as the mouth, nose, and eyes of dolls. All this makes children's works more expressive. Thus, a certain sequence is outlined for introducing children of the second younger group to folk toys and introducing decorative elements into modeling. For games and viewing in this group, you can use Semyonov nesting dolls, Zagorsk wooden turned toys and wooden toys from Bogorodsk craftsmen, Kargopol toys (horse, goose, duck, dog) and Dymkovo toys (cockerel, mother hen, large and small dolls). For familiarization before modeling, you can offer wooden turned objects consisting of round and cone-shaped shapes.

MIDDLE GROUP

For successful learning of decorative modeling in the middle group, work continues to introduce children to folk art. For this purpose, Semenov nesting dolls, wooden turned Bogorodsk toys, Dymkovo cockerels and goats, Kargopol toys, painted birds from Torzhok, and Filimonov toys are used.

However, for reproduction in modeling, it is better for children to offer Semyonov nesting dolls, turned wooden toys, Kargopol toys (dog, goose) and toys from Torzhok. It is advisable to use the remaining toys for playing and viewing.

Children aged 4-5 years are introduced to folk art objects in the form of games and short conversations. It is important for children to understand that folk toys made from any material are almost always brightly painted and that is why they are cheerful and joyful. The child begins to understand that in one case the pattern is placed on a three-dimensional form, in another - on an object brightly painted in one color, and this is also very beautiful. You can sculpt a goat or a cockerel with children of this age, both from imagination and from life, using a Dymkovo toy. To do this, at the beginning of the lesson, the toy is examined, paying attention to its plastic and other expressive features. Next, the teacher shows some modeling methods. The main parts of the toy are sculpted in advance, and the teacher only shows how they need to be connected, tightly adhered to each other.

Children must sculpt all the small details: the horns and beard of a goat, the comb and wings of a cockerel themselves; you can once again examine the toy standing on the stand. The opportunity to approach an object during class and examine it relieves children of stress during work. In addition, the child has a desire to make the toy as beautiful as the craftswoman did.

The sculpted works are carefully preserved, children examine them repeatedly and, after they have dried, fire them in a muffle furnace.

In the evening, in the presence of the children, the teacher paints the toys. An exhibition is organized from children's works, which decorates the group for several days, and then children can play with these figures.

SENIOR GROUP

Visual activities of children aged 5-6 years have their own characteristics. At this age, children have already become physically stronger, the small and large muscles of the arms have become stronger. Children became more attentive, their ability to remember increased; in addition, they learned to control the actions of their hands while sculpting, and this in turn led to a change in the nature of the image. They can independently determine the shape of an object, its structure, highlight small details and decorative elements, and are more creative in their images.

Starting from the senior group, decorative modeling classes occupy a very definite place in the system of visual arts classes. When planning these activities, it is necessary to take into account their connection with folk art, since decorative sculpture, made by folk craftsmen, artistic dishes, decorative plates, not only have a beneficial effect on the development of children’s artistic taste, but are also a good visual aid during sculpting. Their skillful use by adults broadens the horizons of children and has a beneficial effect on their mental development.

To work with children in this group, you can use artistically made dishes, decorative plates, Dymkovo, Kargopol, Filimonov and Kalinin clay toys.

In addition to clay ones, you can conduct classes with wooden toys. However, children should be introduced to at least two toys of each type.

All objects of folk applied art are based on certain traditions and features that it is advisable for the teacher to know. So, when planning to introduce children to decorative dishes, and then sculpt using these samples, you need to select those items that will help develop children’s imagination. These can be painted ceramic plates, Ukrainian bowls, dishes made by Gzhel, etc. etc.

PREPARATORY SCHOOL GROUP

The visual activity of children aged 6-7 years is significantly improved. First of all, the shape of the sculpted objects becomes more complete and the proportions are specified. Children, more often than in the previous group, have a desire to supplement their modeling with details that will decorate the craft and make it more expressive. This is due to the fact that the children became even stronger physically, the fine muscles of the arms developed, finger movements became more accurate, and visual acuity increased. All this makes it possible to perform complex details using moldings and painting. Children develop an aesthetic appreciation of their products, which increases their demands on both the visual and expressive means of modeling that the child uses in his work.

Decorative modeling in this group includes images of decorative plates, dishes and modeling of figurines similar to folk toys. At the same time, children’s knowledge of folk crafts deepens. The children look with great interest at the decorative vessels created by potters different nations. Bright, painted with colored engobes and glazes, they capture the imagination of children and give rise to their creative ideas.

IN preparatory group children are introduced to a new way of depicting dishes - from rings: clay rings are stacked one on top of the other and tightly connected to each other. In this way, children make different dishes. Another method of modeling is making dishes from a piece of clay of a spherical or cylindrical shape by selecting clay in a stack (pot, jar, vase). Children continue to study, work systematically and think about their plans in advance.

All work on decorative modeling is closely related to conversations about folk crafts. In the preparatory group, familiarity with folk applied art takes on new forms: didactic games that deepen children’s understanding of the expressive features of objects of decorative art and influence the development of their mental activity; excursions to applied art exhibitions, viewing filmstrips, slides, as well as illustrations in books on folk art.

The selection of decorative items is carried out taking into account the fact that children have already become acquainted with many of them in senior group. For children aged 6-7 years, specimens with a more complex shape and painting are selected. Decorative plates and dishes can be painted with fabulous flowers, birds and fish. The set of Dymkovo dolls is expanding: a water-carrier, a dandy woman under an umbrella, and also a milkmaid with a cow; a rider on a horse, a turkey with a painted tail and many others. From Kargopol toys, children can show an old man who waters a horse, a peasant sower, a troika and Polkan - a fabulous half-beast, half-man. Among Filimonov toys, it is good to use a fox with a rooster, dancing couples and other examples that children have not yet seen. From Kalinin, you can select a chicken with an intricate crest and a rooster. Among Bogorodsk toys, children will be interested in “The Bear and the Hare Go to School”, “Baba Yaga”, “Football Bear”, “S Good morning" The list of toys may be more varied, but the teacher selects only what the kindergarten has.

Classes to introduce children to folk arts and crafts and decorative modeling in this group are a continuation of the great work that was done in previous groups. Therefore, children 6-7 years old should be prepared to perceive new, more complex examples of folk art, to master new methods of sculpting and painting.

The main tasks of decorative modeling are to teach children to see the beauty of objects of folk art, to cultivate a love for it and the ability to distinguish one craft from another, to use decorative elements in their work to enrich the stucco image, and also to transfer this skill to objects of a non-decorative nature.

Conclusion

Summarizing all of the above, we can conclude that introducing children to folk art objects and decorative modeling have a beneficial effect on the development of children's creativity. The nature of folk art, its emotionality, decorativeness, and variety are effective means for the development of mental activity in children and the comprehensive development of the child as a whole.

The creativity of folk artists not only cultivates aesthetic taste in children, but also forms spiritual needs, feelings of patriotism, national pride, high citizenship and humanity. The child learns that wonderful colorful objects are created by folk craftsmen, people gifted with imagination, talent and kindness.

Children gradually begin to respect and love this art, to understand its plasticity, ornaments, color combinations, and the variety of shapes and images.

Toys of all folk crafts differ in style and manner of execution, and over time the child begins to distinguish toys of one craft from another, to distinguish characteristics, and he does it on his own. And already in the senior and preparatory groups, children, under the influence of training, have a desire to make toys themselves, modeled on those that were shown to them in class.

Thus, folk toys stimulate children to act independently. The knowledge gained in the process of classes and games with folk art objects expands the possibilities for children’s independent activities in the field of decorative modeling.

Literature

1. Gribovskaya A.A. Children about folk art. M., 2004.

2. Durasov N.A. Kargopol clay toy. L., 1986.

3. Dorozhin Yu.G., Solomennikova O.A. Filimonov whistles: Workbook on the basics of folk art. M., 2004.

4. Komarova T.S. Children's artistic creativity. M., 2005.

5. Folk art in the education of preschool children / Ed. T.S. Komarova. M., 2005.

6. Solomennikova O.A. The joy of creativity // Development artistic creativity children 5-7 years old. M., 2005.

7. Khalezova N.B. Decorative modeling in kindergarten: A manual for teachers / Ed. M.B. Khalezova-Zatsepina. M., 2005.

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

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

Contact with folk arts and crafts enriches the child, fosters pride in their people, and maintains interest in their history and culture.

Experiencing the beauty of folk art, the child experiences positive emotions, on the basis of which more deep feelings: joy, admiration, delight. Figurative ideas, thinking, and imagination are formed. All this causes children to strive to convey the perceived beauty, to capture those objects folk arts which they liked, their creative activity awakens and develops, aesthetic feelings and artistic taste, and an aesthetic appreciation for objects of Russian decorative and applied art are formed. Children develop a variety of abilities - both artistic and intellectual.

Introducing a child to 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 classes in different age groups depends on the preparation of the teacher and children themselves, as well as on the availability of the necessary equipment.

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

It is advisable to use round, hair brushes with soft elastic bristles and a sharp end for painting.

Gouache is used for decorative painting. Dilute it with water until the consistency of sour cream. The best is “artistic” gouache, but you can also use poster gouache. It is advisable that she be different colors and shades. The teacher must be able to independently create a certain color or its shade. For this purpose, a method of mixing paints of primary colors is used - red, yellow, blue to form orange, green, purple and others. Shades of different colors are obtained by mixing white gouache with in the right color. Thus, pink color is obtained by adding red paint to white. Gouache must be diluted in a separate vessel. To do this, scoop it up with a small spoon or stick and, adding 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 at a time - for washing and rinsing), napkins for drying brushes after washing, stands for them, linings measuring 25x35 cm. Paints are poured into cups that are placed on trays.

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

For children in the middle group, it is best to paint with a brush No. 12 - round, with a sharp tip. It should be wide, and thanks to this you can quickly complete the pattern. For the lesson, you need to prepare at least 4 colors so that the 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 that are most successfully combined with colors are demonstrated.

To classes on decorative drawing in the older group, you should prepare not only brushes (preferably No. 8), but also patches, sometimes even two patches for one lesson, if, for example, the pattern should have spots of two colors or two sizes.

Paper is needed in such a shape 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 is cut out from a whole album sheet, a square - with a side of 16 cm. To convey the color of Ukrainian ceramics, it is best to use a background of brown, yellow, green tones.

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

Children in the older group are taught to choose from six colors those that combine well or match the color scheme a certain type art of ceramics, embroidery, decorative painting. This work is not limited to one lesson; it must be taught gradually, in each lesson.

In the preparatory group, children draw patterns with a brush No. 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 use 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 per set, so that children can choose the desired color, show their taste and knowledge of color.

To demonstrate children's work and show how to depict it, it is best to use an easel or a board stand.

Historical patterns of development of decorative creativity and tasks for introducing it in kindergarten. Programs and methods for teaching children arts and crafts. Educational process in decorative drawing classes.

1. Historical patterns of development of decorative creativity 3

2. Dating tasks in kindergarten 11

3. Arts and crafts training programs 14

4. Methodology for introducing children to arts and crafts 16

5. Practical part 19

1. Historical patterns of development of decorative creativity

Decorative art has come a long way in development - from elementary decorations primitive people various tools, pottery, clothing to a complex complex of numerous products in a modern interior, city. This development went in several directions, or sections. One of them is the genre development of decorative art. Decorative creativity gradually captures into its orbit an increasingly wider range of environmental objects 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 creativity, for example, shipbuilding in the 10th - 11th centuries, book printing in the 14th - 15th centuries, 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 emerged, which soon gave impetus to the development of small decorative plastic arts. In the 19th century, as a result of progress in metallurgy and metalworking, the genre of easel artistic coinage was born, which has now become very widespread along with its new genre - monumental, which has reached the streets.

It is characteristic that soon after the appearance of the first electric lighting devices, attempts were made to use them for 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), received a grandiose scope.

The genre development of decorative art is significantly influenced by the social development of society, steadily leading to the democratization of life and the involvement of ever larger sections of society in active activities. In particular, with the transition from a slave-owning socio-economic formation to a feudal one, the development of folk decorative art itself and its original genres, often unique among different nations, begins: embroidered or embroidered towels, clay toys, carved decoration of the facades of huts, carpet weaving, etc. modern era Decorative creativity was marked by an even greater development of amateur activities, including amateur activities among children and schoolchildren. It has firmly penetrated into social life, industrial 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 specificity of its aesthetic function to serve the artistic enrichment of the environment of life, is that its genres, once appeared, do not die. Some of them seemed to be forgotten for a time, sometimes a significant one.

There is no strict classification of decorative art genres. It is customary to distinguish them according to the characteristics of material, execution technique and type 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 jewelry, souvenirs and badges, toys, small graphic arts, forms, decorative posters and wall newspapers, easel chasing, monumental views embossing, painting and graphics (included in the design of interiors, territories, streets), tapestry, artistic furniture, Jewelry Art and etc.

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

In decorative creativity, the unique features of the artistic style are most clearly revealed in the organization and design of interiors, street and garden ensembles, that is, in the principles, techniques and means of complex solutions to 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 basic features almost immediately find response and support, development in decorative creativity. Therefore, the periodization of the latter’s styles basically coincides with the stylistic periodization of the history of architecture. At the same time, 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 the creation of artistic image interior 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 strict economic standards for mass construction.

The third section of the historical development of decorative art is the themes, motifs and plots of works, including ornamentation. Their change occurs in direct connection with the emergence of new genres and changes in styles in the decorative arts. The theme of decorative art has always been and will continue to reflect primarily themes and motifs that are associated with the economic, production and social activities of people. In the art monuments of nomadic tribes we see almost exclusively images of animals, on which the interests and thoughts of man were concentrated. The theme of decorative creativity of sedentary agricultural peoples is decisively dominated by the plant world and diverse, sometimes cosmological, symbolism associated with the main cycles of natural life and agricultural activity.

In subsequent centuries, the thematic structure of decorative art became significantly more complex. But it still shows quite clearly, albeit often indirectly, the influence 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 creativity, to the internationalization of themes and motifs. Nevertheless, some specific national motifs are preserved, especially in folk art, intertwined in compositions of a pan-European type.

They were preserved much more firmly and have largely survived to this day. national characteristics V artistic interpretation, manner, style of constructing forms and the nature of expressive techniques and means.

Today, in decorative art, themes and subjects of modern economic, production 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 the fine genres of decorative art: monumental painting, graphics, easel embossing. But even in its ornamental genres one can easily trace the influence of the modern way of life, indirectly expressed in laconicism, precision and unconventionality of rhythms, color combinations, textures, silhouettes and other compositional qualities of the works.

The Ipatiev Chronicle tells about folk craftsmen. A visual representation of the colorfulness of the ancient choirs is given by the miniatures of Ostroum's Gospel. The Izbornik of Svyatoslav from 1073 contains images of painted facades of buildings.

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

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

The close connection of folk applied art with the entire life of people, its conditions and traditions determined in it the features of truthfulness and emotional spontaneity. Thus, the graphic nature of the monochrome, stingy Mezen painting, which originated in the North of the country, is not accidental. The constant desire of the peoples of sunny Central Asia for a bright multi-color palette in ceramics, carpet weaving, and mosaics is also natural. Peoples often borrowed techniques from each other, recipes for finishing products, and even their shape. But each time, finding themselves in new conditions, the borrowed elements were processed in the spirit of national traditions or acquired a new meaning due to the unique national basis of the products.

Folk applied art often absorbs certain achievements in the work of professional craftsmen. In particular, the role of painters of the late 19th and early 20th centuries in the activities of the Moscow region and Smolensk artistic crafts, in the revival of Vyatka toys, and in the development of small bone sculpture is known.

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

In the central zone of the country, many products were made from bird cherry and willow vines - in Kostroma, Kineshma, in the Ivanovo region. Birch bark was also used almost everywhere, from which beetles (tueski) were made for water, milk and kvass, nabirukha, or baskets, for berries and mushrooms, boxes and pesteri (a type of shoulder box). The straw of cereal plants was also used to make various household products and toys (in the Baltics and in the south - reeds, in the Caucasus - bamboo).

Making pottery has always been one of the most widespread crafts throughout the country. From century to century it was improved: they learned to select types of clay, mix it with additives, fire it in different modes, pour glass, paint it, stamp it. Depending on the resources of raw materials and fuel, specialization arose: pottery is produced in Skopin, Balkhar, Dymkovo, Chernigov, etc., majolica - in Gzhel, Kosovo, etc., earthenware and porcelain - in the Upper Volga.

Decorating clothes is one of the most widespread and original types of creativity among all the peoples of our country. Fabric, which is almost always the main material for making clothing, is subjected to a wide variety of artistic finishing. It is stuffed with ornaments from carved boards (heel-printing), it is painted, embroidered, including with pearls and beads, corrugated, decorated with knitted lace (Vologda, Vyatka, Yelets, Ryazan, etc.). The craft of patterned weaving existed in Russia, Ukraine, and Belarus. Wool knitting has long been widespread in the Baltic states, Ukraine and the Caucasus.

Carpet making, which originally appeared in the nomadic economy, was adopted and developed by sedentary peoples. In the North, carpets were made from hides; in Kazakhstan and the mountainous Caucasus, they were felted.

Among the settled agricultural peoples of Central Asia, Ukraine and others, the busy woven carpet, produced by hand on large machines, reaches a high level of perfection.

The north of the country was famous for its fur and leather products. They were embroidered with colored thread, beads, and seed beads. Fur, leather and cloth were often 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 widespread since ancient times as a folk craft product. Metal was forged, bent, poured, minted, engraved, inked. Tin products were painted in Zhostovo. A fairly large range of household products were made from metal, gradually expanding. Often, decorative metal parts, mainly sheet and strip iron, were used as building decorations with a useful function: chimneys, aquarius, door frames, etc. They were also widely used in furniture.

In the northern regions of the country (Kholmogory, Tobolsk, Yakutia), small bone sculpture, engraving on walrus tusks, and carved bone for decorating small utensils occupied a prominent place. 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, villages of Dagestan, etc.), there is still a trade for processing horn.

In the Baltic republics, amber fishing still occupies a prominent place. Since ancient times, the Baltic states have been a supplier of amber for the whole world. The Polish writer J. Machowski wrote in his book “The History of Sea Piracy” that filibusters, corsairs, and privateers specifically hunted for ships that were sailing from the Baltic states to Egypt with a cargo of amber. In Palanga, in the Tyszkiewicz Palace, an amber museum has now been created.

Later, other crafts began to develop stone processing (Ural, Altai) and glass production (Leningrad, Gus-Khrustalny, etc.).

In the Central regions of Russia at the end of the 19th century, remarkable lacquer miniatures began to appear on small boxes and later on small scarves (Fedoskino, Palekh, Mstery, Kholuy) on the basis of icon painting and paint and varnish crafts. This is one example of the relatively recent emergence of a new genre in folk arts and crafts. Plaster casting (piggy banks in the form of cats, figurines), popular prints, etc. have also become very widespread. It should also be noted that apparently ancient types of artistic crafts such as egg painting (Ukraine, southern Russia) and baking figured and patterned carved gingerbread cookies ( Tula, Moscow, etc.).

In general, the variety of industries is extraordinary. They appear, essentially, where there is some free material available and, of course, a certain artistic idea. Today, sometimes you can see on the market, for example, relatively slightly processed (without a plot) sagging on tree trunks, interesting and somewhat reminiscent of plant roots, etc. The fame of Russian masters of artistic crafts has long been worldwide. Our country is rich in artistic talents. Only in Russian Federation Today there are over 70 thousand craftsmen working. Among them are prominent artists, such as the Hero of Socialist Labor, folk artist USSR N. Zinoviev, lacemaker N. Vasilyeva, national and honored artists of the RSFSR Paleshan B. Ermolaev, master of Khokhloma painting O. Lushina, Kubachi resident R. Alikhanov and many others. Over the past few years, more than 30 folk crafts artists have become laureates of the I.E. Repina. Exhibitions of folk art are organized in different cities of the country.

A huge role in replenishing the cadre of masters of artistic crafts belongs to modern school and preschool institutions, artist-teachers fruitfully working there, many of whom are themselves enthusiasts of arts and crafts based on folk traditions.

2. Dating tasks in kindergarten

The task of developing the creativity of children, educators, teachers, and 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” becomes 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.

The tasks of restructuring the public education system in the country, set out in the documents of the reform of general education and vocational school, including its first link - preschool institutions, require the development of independence, initiative and creativity of children in all areas of their activity. This work must begin with early childhood and be carried out by various means, among which a special place belongs to artistic and creative activities. One such activity is arts and crafts. It starts to attract attention early

In classes in decorative and applied painting, aesthetic perception, presentation, and aesthetic feelings are developed. Sensory experience accumulates, speech is enriched. Children develop thought processes: comparison, analysis, synthesis, generalization. Recently, the importance of arts and crafts painting classes in kindergarten has been emphasized for the formation of collective forms of work, the ability to work together, act in concert, together, and provide assistance to comrades. The ability to rejoice in the successes of each student and the achievements of the entire group team develops. All this creates the basis for the further development of genuine collectivism, mutual exactingness and, at the same time, comradely mutual assistance.

Teaching decorative and applied painting to preschoolers contains great potential for the comprehensive development of the child. Moreover, these opportunities can be realized only when children gradually master this activity in accordance with their age characteristics and receive satisfaction from it. If children do not feel joy from what they have created, if the process of creativity does not cause them a good mood, but on the contrary, children will experience dissatisfaction, disappointment that their plans do not work out, then gradually this will lead to a loss of interest in painting, and then their the impact on the comprehensive development of the individual will be 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 education of the child’s personality, the development of his abilities and creative potential.

Of utmost importance in spiritual development preschoolers, in their labor and aesthetic education, in preparing them for work in national economy has arts and crafts. Folk arts and crafts are an integral part of culture and actively influence the formation of artistic tastes.

The high spiritual and ideological significance of folk arts and crafts has a powerful influence on the formation inner world children. Systematic classes in various types of artistic processing of materials have a beneficial effect on the development of children’s aesthetic taste and, at the same time, are associated with their acquisition of skills necessary for further work. The technological process of processing materials is based on industrial equipment and at the same time is impossible without the use hand tools, the ability to master the techniques of a carpenter, turner, milling machine, stamper, welder, solderer, molder, electrician, blacksmith and many others. By being engaged in the artistic processing of materials, preschoolers master the skills of these specific professions, acquiring the skills of a creative approach to performing labor operations.

Various types of artistic processing of materials force children to involuntarily come into contact with technical and technological tasks. Thanks to interest in these activities and passion for them, hard work and perseverance in work are cultivated. Through the process of creating beautiful, aesthetically justified products of decorative and applied art, a love for various professions is gradually, unobtrusively, but very productively instilled in children.

Arts and crafts classes combine the fundamentals of many sciences that are of primary importance in the polytechnic development of children.

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

Thus, the specificity of decorative and applied art, expressed in the unity of form and practical purpose of a decorative item, in the unity of labor skills, skills and artistic and aesthetic taste, allows for an integrated approach to the organization of arts and crafts classes in kindergarten, determines the organic unity of labor and aesthetic education of preschool children. 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 the work process, but also in the requirements of technical aesthetics.

The greatest educational effect comes from introducing preschoolers to the decorative and applied arts of folk arts and crafts.

The products of folk craftsmen are distinguished by their sense of material, the organic unity of the utilitarianism (practical orientation) of a thing with its decor, national flavor, and high moral and aesthetic virtues. Folk art contains so much educational charge (not only in finished products that are pleasing to the eye, but also in the process itself, in the technology of their creation), that the question naturally arises about its most active use in working with preschoolers.

The teacher's task is to guide creative process preschoolers, focusing them on studying examples of folk arts and crafts. The principle of orientation towards folk art should be the basis of the content of classes with preschoolers in various arts and crafts.

3. Arts and crafts training programs

Scientific interest in folk art as a means of education in domestic pedagogy has especially increased in the last two decades. It was at this time that historical and pedagogical works appeared, covering the problems of folk pedagogy, including issues of aesthetic education.

Scientists rightly note that the increase in the number and expansion of historical and pedagogical research on folk issues that has occurred in recent decades is one of the largest achievements of historical and pedagogical science. The significance of these studies cannot be overestimated. Only with their help can all the 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 master's theses have appeared, which reflect the progressive trends in the methods of teaching decorative drawing and aesthetic education using folk art.

Dissertation works of the 90s reflect different levels adapting 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 research concerns the main links in the system of aesthetic education and training of children and adolescents.

Thus, the candidate’s dissertation of S.V. Maksimova “The Role of Folk Applied Art in the Artistic Development of Children 5-7 Years Old” is devoted to determining the meaning and place of children’s visual activities using examples of Russian folk arts and crafts in the system of aesthetic education in kindergarten.

When developing problems of continuity in the visual activity of kindergarten and primary schoolchildren, this study may be useful for determining further paths the most effective pedagogical impact on the development of children's creativity under the influence of folk applied art.

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

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

In the dissertation of L.N. Lyubarskaya "Development of artistic and creative activity in younger schoolchildren in the process of fine arts classes" on the material of Ukrainian folk painting shows the process of formation of abilities for the aesthetic development of reality and the needs for productive aesthetic activity through the development of a sense of decorativeness in schoolchildren of grades I - III.

Research by B.S. Belova "Ways to improve methods of teaching fine arts in the training of primary school teachers (decorative drawing in relation to the faculties of pedagogy and methodology primary education)" is aimed at solving an important problem - identifying ways to more successfully solve the pedagogical problem of improving aesthetic education and education of primary school teachers to guide children's visual activities.

It is important that in the work of B.S. Belov for this purpose are shown effective ways solving visual problems in decorative and applied arts with the wide involvement of folk art of the Mari Republic, contributing to the activation of visual activity in general.

In the candidate's dissertation D.G. Pilipenko “Research on the aesthetic and educational possibilities of decorative art classes in kindergarten” reflects some provisions on the importance of folk art in the aesthetic education and training of preschoolers when the author determines an approximate systematization individual species decorative and artistic activities of children of the older and younger groups.

4. Methodology for introducing children to arts and crafts

The different goals facing the academic subjects “fine arts” and “artistic labor” also determine different approaches to the aesthetic understanding of folk art materials. Thus, acquaintance with arts and crafts in kindergartens located in places of traditional artistic crafts is aimed at children mastering the basics of artistic craft. In the practice of dating in kindergartens of this type, there are excellent examples of solving the designated goals. For example, the experience of a kindergarten in the village of Kubachi in implementing a system of educational and creative work in the classroom artistic work to master the skill of artistic metal processing. The team of educators in their work relies on a set of methodological materials: a proven program of artistic classes, albums, books, tables, dedicated to history Kubachi art. Educational work is not limited to the classroom. They teach here to appreciate and respect the work of a folk craftsman in everyday life. The experience of folk pedagogy of the Kubachi people, 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 of preschoolers.

An active search for the program content of artistic lessons is carried out by kindergarten teachers based at artistic craft enterprises in the Gorky region. Thanks to the joint efforts of workers in the preschool education system in kindergartens in 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" (village of Semino) and "Khokhloma Painting" (city of Semenov), masters of wood painting crafts in Polkhov-Maidan and Gorodets.

In understanding the aesthetic content of education in labor classes in kindergartens based on folk arts and crafts enterprises, educators are greatly assisted by the works of employees of the All-Russian Research Institute of Art Industry. For example, the two-volume book “Fundamentals of Artistic Craft.” Employees of the Institute of Art Industry are developing a series of programs for lessons in artistic work, taking into account the specifics traditional technique folk art, established art schools of excellence.

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

Familiarity with the advanced pedagogical experience of aesthetic education using folk decorative art in kindergartens of the Russian Federation allows us to talk about numerous examples of teachers implementing effective methods and techniques that reveal the style features of different art schools of folk art in order to more fully use the educational functions of the works of folk artists. For example, teachers of senior groups in Kostroma and the region enthusiastically work with children on topics related to folk art painting and wood carving. For this purpose, one gets acquainted not only with the monuments of wooden architecture of the native land, but also widely attracts the art of folk craftsmen from neighboring regions: Yaroslavl, Ivanovo, Vladimir, Gorky. Thanks to pedagogical skill, small conversations in decorative drawing classes turn into a series of exciting journeys to a land of beauty and goodness, created by the hands of folk craftsmen,

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

The study of folk costume conceals an inexhaustible wealth of artistic ideas, and, as practice shows, two directions in the development of this topic are especially promising. Studying the history of folk costume of the native land and interpreting motifs in the illustration of legends, historical events region, creation of souvenirs. This approach is reflected in the work of specialist 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 arts and crafts, the products of which are 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 Pavlovsk scarves, shawls, and printed woolen scarves are produced.

5. Practical part

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

The leading goal set by society for our subject is to achieve close unity of labor, moral and aesthetic education for the comprehensive development of the personality of each child. In the educational process in decorative drawing classes, we see the solution to such an important national 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 child’s spiritual powers, be effective for the aesthetic development of the preschooler’s personality, and activate children’s decorative creativity.

The social order of modern society should be reflected in the content of teaching decorative drawing using folk arts and crafts. For this purpose, we took into account the unity of the content and procedural aspects of teaching from the point of view of didactics, and the development of the current state of 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 comprehensive planning of educational goals and objectives in decorative drawing classes;

Systematic selection of works of folk arts and crafts, objects of reality for aesthetic cognition and decorative work of children;

Differentiation of methods, techniques of pedagogical leadership, methods of stimulation both by the process of aesthetic cognition and by the decorative work of children;

Taking into account the assessment of levels of aesthetic education based on the results achieved by children in decorative work.

Taking into account the above-mentioned methodological prerequisites in constructing 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; interdisciplinary and intradisciplinary connections; volume of graphic skills.

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 meaning artistic analysis works of folk art in decorative drawing classes, as well as to the development of criteria for the levels of aesthetic education of children, with the ultimate goal in mind the effective creative development of the personality of a preschooler.

Fundamentally important in this system is the unity of aesthetic knowledge and the content of decorative work (labor activity) of children based on the material of folk arts and crafts, and such methodological techniques, which stimulate children’s creative creation of independent compositions, rather than simple imitation of folk art techniques. For this purpose, in decorative drawing classes, folk paintings of Gorodets, Polkhovsky Maidan, Khostov, Khokhloma, clay Dymkovo and Filimonov toys, wooden folk toys, household products of masters of the North, embroidered products from Ryazan, Vladimir, Torzhok, works of masters of artistic varnishes of Palekh are used. When working with children, the aesthetic knowledge of preschoolers is deepened and systematized on the basis of familiarity with folk ceramics from Gzhel, Skopin, folk prints, folk engravings - lubok.

The specification of the essential aspects of the educational process in decorative drawing classes, 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).

Table 1

List of used literature

1. Belyaev T.F. Exercises to develop spatial concepts in students. - M., 1989.

2. Moran A. History of decorative and applied art. - M., 1986.

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

Svetlana Podzolkova

Family day« Folk arts and crafts»

TARGET: Formation and development of the foundations of the spiritual and moral culture of children and their parents through familiarization with folk arts and crafts.

TASKS:

1. Introduce children and their parents to species folk arts and crafts, with wonderful creations craftsmen.

2. Arouse interest and attract parents to actively participate in creating a mini-museum in kindergarten

3. create a comfortable and favorable atmosphere for cohesion and unification of the children's team and adults;

4. cultivate such qualities as mutual assistance, camaraderie, friendliness, fairness; promote the establishment of interpersonal relationships between children of the group, their parents and teachers; interest in folk art

Hello, dear parents and children!

This year, our kindergarten has developed and approved a program "Development" “Moral education through love for the native land”. As part of the program, since October 2015, a project has been implemented in the kindergarten for the 300th anniversary of Omsk “Our beloved city Omsk”. The goal of the project is to create museum room in kindergarten. Moral education is the cultivation of love for the native land, for nature, the history of the native land, for applied art.

The more we value the past

And we find beauty in the old,

At least we belong to the new...

It is impossible to imagine Russian culture without folk art. Artistic works created folk craftsmen, always reflect love for their native land, the ability to see and understand the world around them. Man has long tried to decorate his home and did this with the help of the material that was next to him - this is wood, clay, bone, etc. Just as a tree cannot live without roots, so a person cannot feel free in society, without based on the customs and traditions of their people.

Reading poems:

Child 1

My homeland is rich and free.

And by trade she is famous among the people

There are Tula, Gzhel and Suzdal

And Pavlovsky Pasad,

Zagorsk matryoshka,

And Khokhloma outfit.

Child 2

All over Russia - mother,

Wherever you look

Folk craftsmen make with love.

And now parents and their children will be divided into two teams, each team representing its name.

All the craftsmen worked, creating something with their own hands. Let us remember proverbs and sayings about work. (For each proverb the team gets a chip).

And now we will play Russian folk game"Stream", but we will not just play, but direct our «» stream to the magic table. (products are displayed on the table folk craftsmen) (Under Russian folk music ) (photo1,2)

Photo1 Children playing in a stream Photo2 Parents playing in a stream

Now take a closer look and listen to the products folk arts.

Khokhloma: Once upon a time lived in the Nizhny Novgorod forests a miracle master. He built a house on the river bank and began making and painting wooden dishes. The cups and spoons looked like gold, the master passed on his secret to the villagers "Khokhloma", and he disappeared. Khokhloma is a decorative painting of dishes and furniture in black and red, and occasionally in yellow and green on a golden background. Traditional elements of Khokhloma are grass patterns, berries, flowers and branches.

Polkhov-Maidan matre shka: Characterized by bright flowers with a distinct black outline. Matryoshka dolls were made in the village of Polkh-Maidan.

Pink, yellow, red, violet, blue and green colors, ringing under the varnish, make them very elegant!

Zhostovo trays: In the beginning, trays were made from "broken paper"- papier mache. Usually the trays are black, with bright, very beautiful flowers, fruits and berries, and fabulous birds depicted on them.

Gzhel: The most famous large folk ceramic craft - Gzhel near Moscow. Masters created elegant dishes (Kvass, jugs, mugs, dishes). For Gzhel, one paint is used - blue, the most favorite pattern of the craftsmen is the Gzhel rose. In addition to roses, there are other flowers - daisies, bells, poppies, tulips, and next to them - birds, fish, trees and even entire cities.

Dymkovo toy: From the high bank of the Vyatka River, on which the city of Vyatka stands, you can see the village of Dymkovo. Why is it called that? In the old days - both in winter, when the stoves were lit, and in summer, when there was fog, this village seemed to be shrouded in haze, everything was in smoke. Here, in ancient times, the toy was born, which was called so - "Dymkovskaya". In the beginning there were whistles. Fairytale horses, turkeys that look like firebirds, sheep in pants, ladies and gentlemen, carousels, even stoves - one with Emelya, and the other with kids, and all this is a real miracle. First, the toys are made from clay, then dried in the oven. The figurines that come out of the oven are hardened, strong, and sonorous. They are whitened with chalk diluted in milk, then they begin to paint. And they come out from under the brush patterns: circles, straight and wavy stripes, cells, spots, dots.

Gorodets painting: It is distinguished by its bright painting, made in free strokes with white and black graphic strokes. Basic motives: floral patterns (roses, bathing suits with symmetrical leaves, figurines of horses and birds, genre scenes (riders on horses, young ladies with gentlemen, tree of life. Spinning wheels, furniture, shutters, doors, household utensils were decorated with paintings.

Now we will ask each team in turn riddles about folk crafts.

1. Carved spoons and ladles

Take a look, don't rush.

There is grass and flowers there

They grow of unearthly beauty.

They shine like gold

Or maybe sunlit.

(Khokhloma.)

2. This painting

On white porcelain -

Blue sky, blue sea

Blue cornflowers,

Ringing bells.

Bluebirds

On thin branches.

(Gzhel)

3. If there is a girl on the board

Or a daring fellow

Miracle horse and miracle bird

This means … .

(gorodets)

4. Cheerful white clay,

Circles, stripes on it,

Goats and lambs are funny,

A herd of colorful horses,

Nurses and water bearers,

And the riders and the children,

Dogs, hussars and fish.

Well, call me!

(Dymkovo.)

5. Round, iron,

Useful on the farm.

Black, yellow, red,

Amazingly beautiful!

(Zhostovo trays.)

6. There is also a toy for you,

Not a horse, not Parsley -

Beautiful maiden,

She has sisters. Every sister-

For a little dungeon. (Matryoshka)

Let's summarize our quiz. And parents together with their children will create their own toys.

photo 5 Exhibition of handicrafts of parents and children

Publications on the topic:

“Decorative and applied arts. Filimonovskaya painting. Summary of educational activities for children 5–6 years old“Decorative and applied arts. Filimonovskaya painting" Direct educational activities with children 5-6 years old with disabilities.

Decorative and applied arts as the basis for aesthetic education of preschool children“Development of the student’s aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity aesthetic.

Decorative and applied arts in the general system of artistic and aesthetic education of preschool children A necessary condition for construction modern system aesthetic education and development of aesthetic culture of the individual is the use.

Summary of a lesson on art activities in the senior group “Decorative and applied arts using the testoplasty technique” Prepared and conducted by Educator: Ergart Lyudmila Fedorovna Summary of a lesson on visual arts in the senior group “Folk.