Natalia Ignatova
Lecturer of the educational project Level One and certified art historian
Getting children interested in an art exhibition is not as difficult as it seems at first glance. And all parents can do it. To make a trip to the museum a good one family tradition, take into account the age of the young viewer and study art in game form. Knowing your child, you can tell him the story of the painting in an unobtrusive and accessible way, which means you won’t overload him with unnecessary information.
Preschoolers
Children from 4 to 6 years old are not very interested in who painted this or that painting and why. To begin with, they just need to explain what a museum is and paintings in general. Most children at this age are already familiar with photographs. They've probably already tried filming mom and dad or their toys. Therefore, we can say that paintings are something like photographs. It’s just that before there were no smartphones or cameras, and people could only draw – and not only reality, but also fairy tales.
In preschool age, first of all, you need to teach your child to look carefully at pictures. At the same time, keep in mind that in the galleries there are canvases depicting both nudity and scenes of violence. Therefore, think about your route in advance. IN Tretyakov Gallery It’s best to immediately go to the hall with paintings by Viktor Vasnetsov (room No. 26). The ideal work for children to perceive is “Bogatyrs”.
Fine art takes important place in the aesthetic development of preschool children.
The need for beauty and kindness in a child is noted from the first days of his life. At the senior preschool age, he is already selective in choosing what is beautiful, has his own opinions on this matter and, based on his capabilities, “creates” beautiful things in order to surprise, delight, and amaze us, adults, with the ability to see the world around us.
A child must be taught to see the beauty around him - in nature, life and human activity. Develop the ability to enjoy the beauty of the surrounding nature, admire everyday objects, folk crafts, and notice the beautiful in the world around us. It is necessary to bring children to the understanding that beauty in nature, beauty in life, beauty in art are inseparable from each other. This process must be carried out in such a way as to evoke in children a positive attitude towards nature and vivid emotional experiences.
Works of art bring the joy of knowledge, discovery, and evoke feelings of pleasure in beauty. Training in various types artistic activity subsequently gives children the joy of creativity, forms an interest in art, which persists throughout a person’s life and serves as one of the foundations spiritual development personality.
One of the more powerful means of aesthetic education is art. In preschool age, it is necessary to make maximum use of the enormous opportunity of art, which affects the psyche, intellect, and mind of a person, expands his emotional experience, and teaches him to understand his role in a person’s life.
The problem of aesthetic education and development children's creativity- one of the serious problems of pedagogy, the solution of various aspects of which in the field of preschool education is given much attention today.
Target: development of children's aesthetic perception through visual arts; to form a creative personality, aesthetic taste, aesthetic attitude to the world.
Tasks: 1. Develop the artistic and creative abilities of children (the ability to create an artistic image, independently choose material, experiment with it when creating an image);
2. Introduce children to works of different types of art (painting, graphics, sculpture, decorative and applied arts) to enrich visual impressions, develop aesthetic feelings and assessments;
3. Enrich the content of children's works; improve visual skills in all types of artistic activities;
4. Create conditions for experimenting with various art materials, tools, and visual techniques.
Main section
1. Theoretical foundations visual arts and the possibility of introducing preschool children to painting
1.1 The concept of art. Types and genres of fine art
As you know, types of art can be combined into the following groups: plastic, temporary and synthetic. Plastic arts are spatial arts; works have an objective nature, are created by processing material and exist in real space.
The plastic arts include: fine arts (graphics, painting, sculpture), architecture, decorative and applied arts, design, as well as works folk art fine and applied nature.
All types of art explore the world in figurative form. Works plastic arts perceived visually and sometimes tactilely (sculpture and decorative arts). This is how they differ significantly from works of temporary art. Musical works are perceived by ear. It takes a certain amount of time to perform a symphony and read a book.
Ballet, in which music and the plasticity of the human body merge, should not be classified as a plastic art. Ballet is considered a synthetic art form.
In kindergarten, children are introduced to various types of visual arts available to their age. Using the best examples of folk art and works of masters, the teacher cultivates their interest and ability to aesthetically perceive paintings, sculptures, objects of folk art, illustrations in books, forms the foundations of aesthetic taste, and the ability to independently evaluate works of art.
Being engaged in visual activities, children have the opportunity to express their impressions, their understanding and emotional attitude to the life around them in artistic creativity: drawing, modeling, appliqué.
Drawing is a graphically pictorial way of depicting objects and phenomena, the basis of which is color, form, composition. When observing an object, children should be able to convey its characteristic properties in a drawing; create an artistic image, display a plot; assimilate some elements of the pattern decorative drawing, gradually acquiring primary drawing technique skills.
Modeling - by means of plastic representation, children should be able to convey the shape of objects, figures, animals, birds, people; use a material (clay, plasticine) that allows you to change appearance characters, their movements, poses, achieving the desired expressiveness.
Applique is a decorative and silhouette method of artistic activity. Children should be able to cut out various silhouettes, patterns, and ornaments from paper and paste them onto a colored background, creating a certain harmony. At the same time: the child develops coordination of hand movements, self-control, and technical skills are acquired in working with paper, scissors, and glue.
The main task of education and training in the process of visual activity is the acquisition by children of the ability to convey impressions of objects and phenomena with the help of expressive images.
By introducing children to artistic creativity, the teacher must cultivate in them an aesthetic attitude towards fine art and the surrounding life, contribute to the accumulation of emotional impressions, and form individual interests, inclinations, and abilities.
Painting, graphics, sculpture, architecture, decorative and applied arts are types of fine art that differ in both general features and specific visual means.
Painting is the art of color.
Painting means “painting life”, “painting vividly”, that is, fully and convincingly conveying reality. Painting is a type of fine art, the works of which reflect reality and influence the thoughts and feelings of viewers.
The main distinctive feature of painting is that the image of form and space, images and actions is constructed exclusively with the help of color. Painting is divided into:
Easel painting .
The artist paints on canvas stretched under a stretcher and mounted on an easel, which can also be called a machine. Hence the name easel painting.
2. Monumental painting - This large paintings on the internal or external walls of buildings (frescoes, panels, mosaics, etc.).
Painting techniques have been constantly improved over the centuries. Painters were attracted to increasingly diverse subjects. This led to the emergence of genres in the 17th century.
1.Portrait - a genre of fine art characterized by the depiction of one person or group of people. In addition to external, individual resemblance, artists strive in a portrait to convey the character of a person, his spiritual world. There are many types of portrait. The portrait genre includes: half-length portrait, bust (in sculpture), full-length portrait, group portrait, interior portrait, portrait against a landscape background. Based on the nature of the image, there are two main groups: ceremonial and chamber portraits. As a rule, a ceremonial portrait involves a full-length image of a person (on a horse, standing or sitting). In a chamber portrait, a waist-length, chest-length, shoulder-length image is used. In a ceremonial portrait, the figure is usually shown against an architectural or landscape background, and in a chamber portrait, more often against a neutral background.
2.Still life - a genre of fine art. The setting itself, which is the object of the image, is also called a still life. It can consist not only of inanimate objects, but also include natural forms. The world of things in a still life always expresses the external signs of life in a certain historical era.
3.Animalistic genre . Many artists love to depict animals and birds. Some of them devoted their entire creativity to this. They create works of the animalistic genre. Painters rarely choose it, but graphic artists and sculptors love to draw and sculpt various animals and their cubs. An artist who specializes in this genre is called an animal painter. He focuses on the artistic and figurative characteristics of the animal, but at the same time conveys its anatomical structure with scientific accuracy. Images of the animal world can be found in works of painting, sculpture, graphics, decorative and applied arts, illustrations for scientific and children's books.
The main artist is E.I. Charushin believed in creating an image, “and if there is no image, there is nothing to depict, and another process of work remains - like needlework; this is a path that comes from mechanical skills.”
4. Historical genre . Events of the past, biblical stories and epic times inspire artists to create historical paintings. This is one of the genres of fine art, which is dedicated to significant historical events and phenomena. The historical genre is often intertwined with other genres: everyday life, portrait, landscape. The historical genre merges especially closely with the battle genre when depicting historical battles, major battles and military events. Dramatic clashes in the social struggle of the people often found artistic expression in the historical genre. Outstanding master Russian historical painting was V. Surikov, who reflected in his canvases vivid historical events, heroic national characters, a history of the people full of internal contradictions: “Morning Streltsy execution"(1881), "Boyaryna Morozova" (1887), "Conquest of Siberia by Ermak" (1895), "Suvorov's Crossing of the Alps" (1899).
5.Battle genre . This genre of fine art is dedicated to themes of wars, battles, campaigns and episodes of military life. The battle genre is mainly characteristic of painting, and partly of graphics and painting. He can be integral part historical and mythological genre, as well as depict the life of the army and navy contemporary to the artist. The battle genre can include elements of other genres - everyday life, portraiture, landscape, animalistic (when depicting cavalry), still life (when depicting weapons and attributes of military life). The formation of this genre begins in the Renaissance; its heyday occurs in the 17th-17th centuries. Battle painters, as a rule, strive to show heroic readiness for the liberation struggle, glorify military valor and the triumph of victory, but their works, as a rule, expose the anti-human essence of war and curse it.
6. Mythological genre . Paintings based on myths, fairy tales and epic themes belong to the mythological genre. Myths, legends, and traditions of the peoples of the world constitute the most important source of artistic creativity. The mythological genre originates in late antique and medieval art, when Greco-Roman myths ceased to be beliefs and became literary stories with moral and allegorical content. The mythological genre itself was formed during the Renaissance, when ancient legends provided rich subjects for the paintings of S. Botticelli, A. Mantegna, and Giorgione. In the XVII - early XIX centuries. The understanding of paintings of the mythological genre is significantly expanded. They serve to embody a high artistic ideal, bring people closer to life, and create a festive spectacle. In the 19th century The mythological genre is the norm of high, ideal art. Along with the themes of ancient mythology in the 19th-10th centuries. Themes of Indian myths became popular in art. In the development of Russian culture, the role of V.M. was very significant. Vasnetsova. He is called the singer of Russian fairy tales. He painted many paintings on fairy-tale and epic subjects. V.M. Vasnetsov proved that it is possible to contribute to the treasury of world art when all efforts are directed towards the development of one’s native Russian art, that is, when the beauty and power of our beautiful images - Russian nature and man - are expressed with all possible perfection and completeness, real life and the past, if the artist, in his truly national way, is able to reflect the eternal, imperishable.
7.Everyday genre . Not only significant heroic events, but also the everyday activities of people, ordinary life can be depicted on canvas. Such paintings are works of the everyday genre, sometimes they are called canvases genre painting. Everyday events captured by artists different eras, introduce us to the life of people of bygone times. This genre flourished in European national schools in the 16th-17th centuries. The scene of the national holiday in the painting by P. Bruegel the Elder “Peasant Estate” is imbued with bright, sparkling fun. Later, from simple recording of phenomena, artists move on to revealing the inner meaning and social historical content Everyday life. Gradually the boundaries between everyday, historical and battle genres. The everyday genre developed in complex and varied ways in the 20th century. he has access to changing situations and psychological nuances, symbolic meaning existence, glorification of simple life events and much more. In historical and everyday genres, the interrelation of characters is important, and the figurative solution is created largely with the help of color. The mood of the painting and its emotional impact depend on the color. The color of the canvas can be joyful and sad, calm and anxious, mysterious and clear. Using pictorial means, the artist creates a unique world that surprises and delights us, makes us worry and gives food to the mind, introduces us to the secrets and mysteries of mastery.
8.Landscape - a genre of fine art, the subject of which is the depiction of nature, type of terrain, landscape. A work of this genre is also called a landscape. Landscape is a traditional genre of easel painting and graphics. Depending on the nature of the landscape motif, one can distinguish rural, urban (including urban architectural - veduta), industrial landscape. A special area is the image of the sea element - the marina. The landscape can be historical, heroic, fantastic, lyrical, epic in nature. Because The main genre for studying the thesis is landscape, then I will dwell on this genre in more detail. Man began to depict nature in ancient times. Elements of landscape can be found back in the Neolithic era, in reliefs and paintings of the countries of the Ancient East, especially in art Ancient Egypt and Ancient Greece. In the Middle Ages, temples, palaces, and rich houses were decorated with landscape motifs. Landscapes often served to convey conventional spatial structures in icons and miniatures.
Often the landscape serves as a background in paintings, graphics, sculptures (reliefs, medals) works of other genres. The artist not only strives to reproduce the chosen landscape motif, but also conveys his attitude towards nature, spiritualizes it, creates an artistic image that has emotional expressiveness and ideological content.
Landscape as an independent genre was finally formed in the 17th century. it was created by Dutch painters. A special flourishing of landscape painting was observed in the 17th-18th centuries. (P. Rubens in Flanders, Rembrandt and J. Ruisdael in Holland, N. Poussin, C. Lorrain in France). There was a system of values, a light-air perspective. In the 19th century creative discoveries of landscape masters, conquests of plein air painting (C. Corot in France, A.A. Ivanov, A. Savrasov, F. Vasiliev, I. Shishkin, I. Levitan, V. Serov in Russia) were continued by the impressionists (E. Manet, C. Monet, O. Renoir in France, K. Korovin, I. Grabar in Russia), who opened up possibilities in conveying the variability of the light-air environment, the elusive states of nature, and the richness of colorful shades.
Major masters late XIX-XX V. (P. Cezanne, P. Gauguin, Van Gogh, A. Matisse in France, A. Kuindzhi, N. Roerich, N. Krymov in Russia, M. Saryan in Armenia) expand the emotional, associative qualities of landscape painting. The traditions of Russian landscape were enriched by A. Rylov, K. Yuon, A. Ostroumova - Lebedeva, A. Kuprin, P. Konchalovsky.
Landscape received special development in the art of the East. It appeared as an independent genre in China back in the 11th century. landscapes Chinese artists, executed in ink on silk scrolls, are very spiritual and poetic. They have deep philosophical meaning, as if they show an ever-renewing nature, a boundless space that seems so due to the introduction of vast mountain panoramas, water surfaces and foggy haze into the composition. The landscape includes human figures and symbolic motives(mountain pine, bamboo, wild plum), inspiring sublime spiritual qualities. Under the influence Chinese painting A Japanese landscape also developed, characterized by heightened graphics, decorative motifs, and a more active role of man in nature (K. Hokusai).
Familiarization of preschool children has an impact on the comprehensive development of the individual, and I revealed this problem in the next question.
1.2 Education of a child’s personality through the use of fine arts
The upbringing of a preschooler and the formation of his personality are impossible without solving the issues of aesthetic education.
Tasks for introducing preschoolers to the visual arts starting from younger age defined in the created concepts of preschool education. In each age group, children are introduced to the content of the work and its means of expression; With the help of art, moral and aesthetic feelings and personality traits are formed.
Is it possible to introduce children to art? What psychological characteristics of a preschool child do adults use when including visual arts in the pedagogical process as a means of education? We find answers to these questions in scientific works teachers and psychologists of the past and present, noting the high emotionality and responsiveness of the child, the mental activity of the position of the surrounding world, the imagery of thinking.
What do our children gain from interacting with the fine arts, what changes in their personality as a result? First of all, the joy of recognizing the world around us, both familiar and unfamiliar. Perceiving works of art, the child becomes inquisitive, observant, and emotionally responsive. Art creates the joy of communicating with friends and develops the ability to empathize.
The works of artists teach childrenfantasize . Children begin to “see” and “hear” something of their own in a work, and they have a desire to create something beautiful themselves. This is how creativity begins.
Fine art, through visible colorful images, helps a child learn truth, goodness, and beauty. From generation to generation it glorifies these wonderful qualities of the human soul.
Constant communication with the fine arts teaches the child to navigate the spiritual values of society, he acquires independence in aesthetic judgments.
Perceiving the artist’s work, emotionally responding to it and thinking about it, the child makes mental and spiritual efforts on himself, he, as it were, transforms himself, and the inclusion of imagination and fantasy in the process of perceiving the picture speaks of the creative work of the preschooler.
Art encourages children to engage in their own artistic activities (visual and verbal), where their creative ideas, verbal and visual efforts are realized.
Elementary education in the subject “Fine Arts” is part of the educational system “Art” and provides general art education, which is aimed at the spiritual, moral and aesthetic development of preschool children. Teaching fine arts occupies an important place in the system of aesthetic education and contributes to the development of the creative potential of the individual.
In conditions of variable training in various programs, it is important to note the commonality of the objectivespurposes of studying fine arts . It is designed to provide:
- introducing preschool children to the world of plastic arts as an integral part of the spiritual (emotional - value) and material culture society;
formation artistically - imaginative thinking as the basis for the development of a creative personality, its aesthetic tastes and needs, moral and ethical character;
development of creative abilities; expanding the range of feelings, imagination, fantasy, nurturing emotional responsiveness to phenomena of artistic culture;
teaching the basics of visual literacy, developing practical skills in various types of visual arts;
systematic development of visual perception, sense of color, compositional culture, spatial thinking, ability to embody in artistic images creative tasks(fine, decorative, design);
familiarization with the heritage of domestic and world art;
perception of an active aesthetic attitude towards reality, art, phenomena of artistic culture, folk artistic traditions.
The influence of art on the formation of a person’s personality and development is very great. Without educating aesthetically literate people, instilling respect for spiritual values from childhood, the ability to understand and appreciate art, without awakening children’s creative principles, it is impossible to have an integral, harmoniously developed and creatively active personality, and the child’s perception will also develop.
1.3 Objectives of introducing preschoolers to the visual arts
Let's see how the content of pedagogical work with children to introduce them to art becomes more complex from group to group.
Program objectives for introducing preschoolers to the visual arts Throughout the child’s entire stay in kindergarten, children can be divided into four groups.
First group - meaningful, unifying tasks aimed at teaching children the ability to understand what is depicted in the picture, what the artist said in his work, what he wanted to express.
Second group - figurative and expressive. By implementing the tasks of this group, the teacher teaches preschoolers to perceive and evaluate artistic media, used by the painter (as he depicted characters, expressed the idea, revealed the content of the work).
Third group - emotional and personal. It includes tasks, by solving which the teacher develops in children the ability to give an aesthetic assessment of a work. The following questions can help him with this: “What is the attitude of the artist himself to the design? What did you like about the film? What interested her? What mood does it evoke?”
Fourth group - educational. The objectives are aimed at ensuring that the teacher can outline what moral and aesthetic qualities and cognitive interests to form, what feelings to cultivate in the process of teaching children to perceive art.
Unity of techniques and methods used in working with children in the classroom and in other forms and types pedagogical activity, ensures the formation in preschoolers of a stable interest in art, the depth, brightness of impressions, and the emotionality of their relationship to the content of painting.
Beginning withjunior group , children are taught not only to understand the semantic side of the work, but also to respond emotionally to it, form an emotional attitude towards the picture, and the ability to relate their little experience with what they see on the canvas.
How complicated are the tasks of introducing preschoolers to the visual arts in different age groups?
Childrenfourth year In life they begin to introduce book illustrations (a type of graphics), folk toys and visual didactic pictures. During this work, they develop an interest in looking at vivid images and are taught to see what and how the artist depicted in the drawing.
When looking at illustrations and toys, the teacher draws the children’s attention to familiar images of objects, people, and natural phenomena, thus teaching them to peer into the picture and feel the joy of recognizing familiar objects. Children are taught to notice images that are contrasting in color, and are also taught to respond emotionally to the beauty of the objects and phenomena depicted in works of art.
Childrenfifth year in life they are taught to understand the content of a work, talk about it, compare the actions of the depicted characters with real ones, and notice details. Teaching preschoolers to understand the content of a painting means helping them not only to see what is depicted on the canvas, but also to establish the relationship between the objects and images of the painting. At the same time, the teacher draws the children’s attention to the expressive means used by the artist - color, shape.
Children of the fifth year of life develop the ability to peer into a picture. What does “peer” mean? The teacher teaches children to listen carefully to the story of the picture, look and see details, correlate the depicted objects with real ones, highlight the main thing in the content of the work, establish connections between objects and phenomena depicted in the picture.
From the middle group onwards, children form an emotional and personal relationship with the work, encouraging them to explain what they liked about the picture.
INsenior group Preschoolers are introduced to a new type of art - painting. Continuing to teach children to understand the content and expressive side of the work, they try to differentiate in their presentation such concepts as “content” and “expressive means” (what is depicted in the picture and how it is expressed), teach them to understand the relationship between the content, visual and expressive means (color, form, composition, movement, facial expressions, posture, gesture). Children try not only to name what and how is depicted in the picture, but also to determine what relationships are expressed in it, how people relate to each other, whether the objects depicted by the artist correlate with real ones, what is the artist’s attitude to the content of the work.
Children of the sixth year of life can already determine a personal selective attitude towards a work, motivate the choice of a favorite painting, illustration, toy, sculpture, and also talk about the emotional associations that arise from the perception of a work of art. At the same time, moral and aesthetic problems are also solved. This is how the concepts of “good” and “beautiful” are formed. The good deeds of the people depicted in the work appear at the same time to be beautiful, since the artist emphasizes this with color, location, and facial expressions.
In the older group, new tasks are also solved: children develop an interest in painting, sculpture, artistic taste, the ability to “read” a work, and the ability to aesthetically perceive reality.
INpreparatory By school, a group of children are encouraged to independently examine paintings, are taught to distinguish the specifics and originality of each genre and type of work of art, develop the ability to perceive the content of a painting, various means of expression (rhythm, color, form), feel and understand the mood conveyed by the artist, character, relationship life phenomena and artistic images, develop aesthetic feelings, judgments, emotional responsiveness to the artistic image.
As you can see, preschoolers gradually improve their ability to analyze the content and expressive means of a picture, and also deepen and clarify the knowledge acquired in previous age groups. If in the younger age group children are taught to understand the content by answering the question of what (who) is depicted on the canvas, then in the middle group preschoolers are introduced to the characteristic features of the characters depicted by the artist and their relationships. In senior and preparatory school groups, the ability to perceive a picture based on the unity of content and expressive means is formed, and to understand the significance of the content of the work.
From group to group, the number of expressive means perceived by children and used by the artist increases. Kids highlight the following with unity of expressiveness:spot, line , noticecontrasting color images . In the middle group, children perceivethe shape of objects, notice the expressiveness of postures, gestures, facial expressions . Children in the older group understand such complex means of expression asrhythm, composition.
Changes also occur in the tasks of developing aesthetic feelings and an emotional attitude towards the artist’s painting. For example, in the younger group, children learn to respond emotionally to the phenomena and objects depicted in the picture. In the middle group, they show an emotional response to the picture they like. In the older group, preschoolers develop an emotionally positive attitude towards the content of the work. The solution to this problem is not simply connected with admiration for what one sees, defining an object or phenomenon with the word “beautiful,” as was done in the younger group. The formation of an emotionally positive attitude towards the content of the picture is based on an analysis of the logical connections of the work, on the ability to explain what the child saw. Thus, gradually, children develop an aesthetic perception of art based on its comprehension, which gives rise to aesthetic feelings and an emotionally positive attitude towards what is perceived.
Older preschoolers show a steady interest in works of art, they develop the ability to feel and understand the nature of the depicted phenomena and objects based on establishing the relationship between the content and means of expression. The emotional perception of the work and its analysis, comprehension of the idea of the picture create the conditions for cultivating an emotional-evaluative attitude towards its content.
Tasks for introducing preschool children to the fine arts, their implementation in kindergarten - a preparatory stage for mastering the program"Fine arts and artistic work» V primary school. Close continuity between kindergarten and school is the most effective way of artistic upbringing and education of the younger generation. We are making an attempt to establish continuity in the work of kindergarten and primary school in selecting the content of tasks for introducing children to the fine arts and methods of working with them, to trace the level aesthetic development children from kindergarten to preschool age in both rural and urban areas.
As a result of mastering the mandatory minimum in fine arts in kindergarten, children will have an understanding of:
about fine arts, folk and decorative arts, design as a form of art, about their role in human life;
about the basic concepts of visual literacy;
about the relationship between art forms;
about the most significant art museums in Russia.
Children will learn to distinguish (recognize) works national art and other cultural regions, traditional artistic folk crafts of Russia; - convey the plot and semantic connection between objects in the composition.
When performing training and creative works preschoolers will be able to use: figurative language of plastic arts; knowledge of the basics of color science (three basic ones, black, white, color shades, dark and cool colors, color contrast and nuance); on the basics of depicting space (blocking, making objects smaller when moving away); on the basics of depicting the human face and figure (proportions of parts, conveying emotions, movements).
Preschoolers will master basic tools artistic expression image:rhythm silhouette, color, composition .
In fine arts classes, children gain experience:
working with color, tone, line, space, form when performing graphic, painting, as well as modeling and design tasks; - work with such artistic materials as: gouache, watercolor with white, pastel (crayons), charcoal, pencil, brush, applique (cut-out and torn), plasticine (clay), paper (for modeling), cardboard (for engraving) and etc.;
collective creative work.
Fine arts training allows you to apply creative experience in practical work on the design of a group room, reception area, and when creating arts and crafts products from available materials.
By using all groups of tasks to familiarize preschoolers with the fine arts in the pedagogical process, we thereby, on the one hand, help children more easily and quickly learn everything that we teach them, and on the other hand, we help ourselves in organizing and planning the pedagogical process.
1.4 Principles for selecting works of art for preschoolers
How to build a pedagogical process for introducing preschoolers to painting, and what works of art should be used to solve the problems of aesthetic education in kindergarten?
Practice shows that the success of children’s artistic education and their introduction to the world of great art depends on the selection of works. What the artist will tell about on the canvas and what the schoolchild will come into contact with for the first time, what will open before his eyes, what he will be surprised and admired - all this will become the basis for the formation of aesthetic taste, a sustainable interest in painting as a source of knowledge of the world. Thus, the correct selection of works of art is one of the conditions for the aesthetic education of preschoolers. But this is not the only significance. Correctly carried out selection of works of art for work with children has a significant impact on the formation of the initial ideological orientation, civic feelings, love for the Motherland, native nature, interest in the peoples of other countries and continents. In addition, through the perception of painting (genre, portrait, still life, landscape) the child’s personality is humanized. For example, understanding humane relationships in genre painting, he tries to transfer the perceived relationships into his own with his peers and adults. When perceiving portraiture, a child acquires the ability to peer into people’s faces, understand their joys and sorrows, but most importantly, he learns empathy.
When selecting works of art for viewing with children, take into account the principlerelevance a social phenomenon expressed in genre painting. Among genre paintings, children are interested in those paintings that reflect modern life in our country, as well as works dedicated to significant events and seasonal changes in nature.
The listed principles are the principles of selection of worksBy content . However, for a deeper understanding of the artistic value of a painting, unity in the perception of the content (what is depicted) and the means of expression (how the content is expressed) is necessary, i.e. forms of the work. In the selection of works by form, the principle of diversity in the means of expression and manner of execution used by the artist is taken into account.
According to color decision paintings made by the artist in warm and cold colors based on color contrast are selected - bright color spots or calm strokes, lively, bright, rich colors or blurry, separated ones.
It also matterscompositional solution. For viewing with children, pictures are selected in which artistic images are arranged in a circle, triangle, asymmetrically, symmetrically, in the center, statically, dynamically, etc.
Paintings by different artists differ in the manner of execution: rhythmic depiction of lines, strokes, stylization, generalization or detail of the depicted objects and images, their three-dimensional or planar image. The principle is also taken into accountconcentricity , the essence of which is to return to previously perceived pictures, but at a more high level knowledge. The same picture is repeatedly offered for children to examine during the school year and in different age groups. But the children’s attention is directed to different goals: to highlight individual images, name colors, determine the mood, analyze the logical connections of the picture, establish the relationship between the content and means of expression. Compliance with the principle of concentricity allows the teacher to gradually deepen preschoolers’ understanding of works of art, reveal to them new things in the content and artistic means of the painting, cultivate a sustainable interest in painting, and develop more vivid associations and aesthetic feelings. For example, the painting “Guests” (artist O.B. Bogaevskaya) depicts a girl’s birthday. If, upon initial acquaintance with the painting, it became clear what (who) is depicted in it, what mood is expressed, what the painting tells about, i.e. Children learned to examine the details of the picture in detail, then later their attention was drawn to the relationship between the content of the work and the form of its expression. During the initial acquaintance, the external side of the picture was revealed, and upon repeated acquaintance, its aesthetic merits and inner essence were revealed; in other words, pedagogical guidance in viewing the work at this stage was aimed at a deeper understanding by the child of the artist’s intention.
So, to introduce preschoolers to art, it is important to correctly select works of art.
Works of painting should realistically reflect phenomena familiar to children public life and nature. The painting must clearly express the artist's idea and intent. You can select paintings from other areas of painting.
When selecting works for viewing with preschoolers, it is necessary to clearly understand what the picture is about, what the main idea was expressed by the artist, why he created it this work how he conveyed the content (what artistic means he used).
A work of art is distinguished not only by its idea, which is hidden in the painting, but also by its theme, i.e. what is depicted on it. The theme of the work should be close to the child’s social experience and life impressions. In genre painting, such topics as the life of adults and children, their humane relationships, the work of adults and children, and the heroism of people during the Great Patriotic War are important.
Children of senior preschool age can access themes reflected in genre painting: social activity of people at work, their love for their homeland, humane relations of people (care, attention, sensitivity, cordiality, devotion, kindness, responsiveness, mutual assistance, etc.). effective love and careful attitude man to the earth, nature.
And one more important principle that is taken into account when selecting works of art for familiarization with preschool children is an individual creative vision of reality in similar themes of the works.
Preschoolers are introduced to paintings created by different artists on the same theme (“Family” by G.P. Sorogin and “Family” by Y.P. Kugach). By perceiving these paintings, children acquire the ability to compare different manners of execution of the same phenomenon by different artists, and to highlight their attitude to what is depicted.
Familiarizing children with paintings that are similar in content, but made by different artists, influences the development of a personal emotional-evaluative attitude towards the perceived work in preschoolers, and the formation of aesthetic taste.
Today, more than ever, one of the main tasks of the people is the task of developing social emotions and feelings in children. The “Concept of Preschool Education” also talks about ways to expand the emotional experience of children: “When communicating with adults, a child discovers a range of new feelings, emotional shades... for the first time begins to experience the joy of learning... anxiety for others, pride in his success. Master the language of emotions."
An inexhaustible source for the development of such feelings are works of portraiture. Getting to know this type of art helps to show children the best traits of a person, to develop in them sensitivity, a sense of empathy, and emotional and aesthetic responsiveness to the spiritual world of man.
Conclusion
The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Solving it should begin in preschool age. Most effective remedy for this purpose - visual activities of children in preschool institutions.
In the process of drawing, a child experiences a variety of feelings: he is happy about the beautiful image that he created himself, and he is upset if something doesn’t work out. But most importantly, by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; in the process of work, he begins to comprehend the qualities of objects and remember them characteristics and details, master visual skills and abilities, learn to use them consciously.
During my work, I noticed that children, while viewing the picture and subsequent discussion, perceive the picture as a whole. When we looked at the elements of the picture, the children did not see them separately; the children saw all the elements of the picture as connected into a single whole and they could not be separated. This indicates the development of children's perception and emerging associations when viewing the picture. This means that teachers work quite well with children on perception problems in kindergarten. And Khizhnyak Yu.N. in his works he highlighted the most important task facing the teacher.
That. The most effective forms of introducing children to art are:
visiting museums where a child can see original masterpieces of world painting;
specially organized classes to familiarize children with paintings;
drawing images of nature.
gaming techniques;
looking at paintings;
“walking” into the picture;
musical accompaniment;
“A subtle, sympathetic person, capable of being happy and making others happy, rarely appears on his own. To educate a person like this, to develop a culture of feelings in him, to fill his life with joy is the most important task facing a teacher.”
In order to learn to understand the beauty in art and life, it is necessary to go a long way to accumulate elementary aesthetic impressions, visual and auditory sensations, and a certain development of emotional and cognitive processes is necessary.
Bibliography
1. Vanslov V.V. “What is art?”, M., 1988.
2. Vetlugina N.A. " Aesthetic education in kindergarten", M., P., 1985.
Zubarev “Children and Fine Arts”, M., 1969.
Kompantseva V.V. " Poetic image nature in children's drawing", M., 1985.
Komarova T.S. “Methodology for teaching visual arts and design”, M., P., 1991.
Koptseva T.A. “Nature and the Artist”, M., 2001.
Kurchevsky V.V. “What’s there outside the window?”, M., 1985.
Leibson V.I. “What poems teach”, M., 1964.
Maslova “We are entering the world of beauty”, St. Petersburg, SpetsLit, 2000.
Medorezova O.V. “Lesson notes for the preparatory group of kindergarten”, Voronezh, 2006.
Mukhina V.S. " Visual activities child as a form of assimilation of social experience", M., 1981.
Odnoralov N.V. "Materials in Fine Arts", M., 1983.
Sokolnikova N.V. “Fine art and methods of teaching it in elementary school,” M., 1999.
Stasevich V.K. "Scenery. Picture and reality", M., P., 1978.
Chumicheva R.M. “For preschoolers about painting”, M., 1992.
Epstein M.N. “Nature, world, hiding place of the universe” system of landscape images in Russian poetry, M., 1990.
Hello, Dear friends! My name is Zhenya Yasnaya and today I want to talk to you about how to introduce art to children.
I'll start by making a small disclaimer. The fact is that the concept of Art is very multifaceted. It surrounds us everywhere in life and is fraught with many types - here there is music, theater, cinema, literature, and others. I will talk about introducing children to fine views art(graphics, painting, sculpture), and a little - architecture.
But even having narrowed the topic, we are left with a huge field for activity, which is difficult to study deeply within the framework of one seminar. Therefore, I will try to tell you about some general directions and paths, moving along which you yourself will be able to choose and come up with various ways and methods of achieving the desired goal.
So, let's start with the favorite question of many parents - at what age should children start introducing art?. My answer is either! The main thing is to start!)) But seriously, you can start from birth. Or even before. It will be very useful for the expectant mother to go to art gallery, look through art albums - there are positive emotions, communication with beauty, and maybe even the discovery of something new for yourself.
Starting to get acquainted with art from birth does not mean, of course, immediately starting to tell the biographies of artists or the meaning of paintings. This is, first of all, the so-called “education of the eye”, i.e. surrounding the baby with works of art (of course, within reasonable limits)). So that already in childhood the child’s eye is gradually educated on the best examples of fine art, good taste is developed from childhood.
EXHIBITIONS OF REPRODUCTIONS
From the moment you are born, display art reproductions on your walls at home. Choose a format that is not small (at least A4). Reproductions can be printed (only the quality must be good), or you can purchase ready-made ones (now sold in folders) or art calendars.
At first, it is better to choose images in paintings that are understandable, large, and sufficiently contrasting. While walking around the house with your baby, periodically draw his attention to the picture, tell him what is depicted on it: “Look, what a girl!” or “Look, the flowers are colorful. How beautiful!”, “And this is a forest. The trees are rustling in the forest: Shhhh!”
From simply looking at reproductions hanging on the wall, you can gradually (as you grow older) move on to looking at art albums. You don't need to show too much at one time. Focus on your baby's interest. By the way, one of the types of graphic art is book illustration. That’s why it’s so important to have children’s books at home from recognized masters of this art form. This also cultivates taste and eye from childhood, instilling a craving for beauty. Suteev, Vasnetsov, Chizhikov, Rachev, Vladimirsky, Konashevich - these are just a very small part of the illustrators whose works you can safely show to your kids. (About some recognized masters book illustration I talk about it in my blog “Dangling Legs”). You can also read on “Mom Blogs,” dedicated to book illustration.
But while showing albums, don’t cancel exhibitions! They can complement each other perfectly. It’s just that as the child grows up, they can be complicated, made thematic, and new reproductions added. It is especially good to associate such thematic exhibitions with the topics that you study with your child in this moment. For example, when studying the primary colors (red, yellow, blue and green), you can organize exhibitions of paintings of these colors. At the same time, try to select works of different genres (you can gradually introduce and abstract painting), different directions and movements, different artists. In some topics you can also use reproductions of sculptures (studying a person, emotions, etc.).
But even if you don’t do themed activities with your baby, you can still do themed exhibitions. These can be either more specific exhibitions - “Flowers”, “Autumn”, “Water”, “Birds”, etc., or more abstract concepts “Joy”, “Freshness”, “Silence”, etc. ( exhibitions of the second type are best held with older children).
If you wish and if there is space, you can make a special exhibition corner for displays. And “walk” there as if in real life showroom or a museum. By the way, when the child runs around the apartment on his own, it is advisable to move the entire exhibition to his eye level.
As exhibitions become more complex, begin to complicate the stories behind the paintings. This does not mean that you need to immediately reveal the entire history of their creation or the biography of the artist. It will still be possible. Draw your child’s attention to the plot in the paintings, details, mood, color scheme. If the picture has a clearly defined simple genre (still life, landscape, portrait), then you can say so, but don’t focus on the child remembering this concept. Gradually it will fit into his head. For “analysis”, choose subjects and subjects that are more or less known and understandable to your baby, only gradually introducing new ones. (all pictures can be enlarged by clicking)
Approximately your story based on the picture could be like this (Paul Gauguin. “Still Life with Fruit”):
“Let's look at the picture. What does it show? Apples! The artist painted four apples - two green and two red. The apples are juicy, large, and you just want to eat them! Do you like apples? Which do you like better - green or red?
Or (Renoir. “Girl with an Umbrella”):
“Oh, look who’s looking at us? Girl! Beautiful girl? Do you like it? What's in her hands? Umbrella! Why do we need an umbrella? To hide from the rain or even from the bright sun. The girl went out for a walk in the garden - you see - trees, bushes, grass and flowers are painted in the background. The girl has already picked a small bouquet to take home and put in a vase,” etc.
For an older child, you can ask leading questions about the picture. If he finds it difficult to answer, prompt him or gently lead him to the answer.
(Tolstoy. “Raspberry, branch, butterfly, ant, leaf”):
“What kind of berries are drawn here? What color is the butterfly? Do you see an ant? He's very tiny. Look closely - it’s crawling along the top leaf...”
When viewing a thematic exhibition, pay attention to how the same subject or subject was depicted by different artists and in different time. For example, winter – it’s different for every artist! But we still understand that it is winter. How? For what details?
Or bread. How he was depicted by different artists. For some, it’s a whole table, which is bursting with loaves and loaves of bread. (Mashkov “Moscow Sned”), for some it’s just a small piece of black bread (Petrov-Vodkin “Herring”), and for some people you won’t even notice the bread right away, but only after looking closely at the plot (Fedotov “Breakfast of an Aristocrat”). Some artists depicted bread while still in the baking stage (H. Allingham “Hot Bread”), and others - in the field at the collective farmers' lunch (Serebryakova “Lunch”). In which picture does the bread look the most appetizing and make you want to eat it right away?
From the age of 3-4 (depending on your child), acquaintance with art can be deepened, expanded and complicated. I have already written before about how home exhibitions of reproductions can be complicated. I will only add that when studying certain genres, it will be possible to organize genre exhibitions; when studying an artist - his exhibition; when studying any particular type of art (stained glass, engraving, etc.) - also corresponding exhibitions.
Also, try playing a real gallery game once in a while. Those. Announce the upcoming exhibition in advance (choose with your child a topic familiar to him). Write a poster. Prepare tickets and badge for the guide. Draw a picture of a person at the exhibition. Let the guide take you on a tour - tell you about the exhibition, what topic it is dedicated to, what works are presented, and tell you about several of them. If the little guide is at a loss as to what to talk about, ask him leading questions, like a curious visitor. Try to involve other family members (or toys) in the game.
GAMES WITH REPRODUCTIONS
In addition to exhibitions with reproductions, you can also prepare the first task games. For example, after hanging (or laying out) pictures, ask your child to choose everything where autumn is painted or everything where there is transport.
Extra reproduction
The next task will be approximately the same type as the game above. Lay out several reproductions in front of your baby. Ask them to find one extra one. If he can, let him explain why it is superfluous (everywhere it is summer, but here it is winter; these are paintings, and this is a sculpture; in all paintings there is a lot yellow color, and here there are mainly blue shades). If your child finds it difficult to explain his choice, give him a hint.
Puzzle
Cut one of the paintings into two or three parts and ask your child to assemble the whole painting. Gradually the number of cut parts can be increased.
Where is the part from?
Draw (or print out) a few simple familiar details from the paintings (for example, an apple, a green leaf, an umbrella, a cow, etc.) and place several reproductions in front of the child. Tell me to guess where this part jumped out from?
INTRODUCTION TO PAINTING GENRES
It is better to start studying genres of painting from the age of 3-4 and from the simplest ones - still life, landscape, portrait, mythological genre, animalistic genre (it sounds difficult, but remembering what it is about is simple - drawing animals).
Tell your child about the main features of the genres that are depicted in the paintings. Organize genre exhibitions, look at paintings in books; try to draw (or make an applique) yourself; create genre paintings from available objects (for example, a portrait from nuts and bolts, a still life from toys, a landscape from vegetables and fruits, etc.).
To reinforce the material you are learning, play games.
Find out by description
Place several reproductions of them in front of your child. different genres. Offer to guess what genre you will talk about.
“In paintings of this genre, gardens often bloom and flowers bloom; sometimes it can rain or snow.” (Scenery)
“In paintings of this genre, flowers also bloom, berries ripen, and there are also vases, plates and fruits.” (Still life)
“Thanks to this genre, we know how people dressed in ancient times, what fashion was like. We can find out what a person looked like without even seeing his photograph.” (Portrait)
“From the paintings of this genre, the eyes of animals and birds look at us. We can feel their grace, see their colors, and sometimes learn about their habits.” (Animalistic genre).
After one of the descriptions, invite your child to choose from the presented works those that, in his opinion, correspond to this genre. Let him tell you what genre it is and why he chose these particular reproductions.
Scheme
Draw on pieces of paper (or draw directly on the board) a simple diagram of one of the genres. Ask your child to determine which genre diagram you have drawn.
One item
Select paintings of different genres that use the same subject (object). For example, a basket - both in still life and in landscape; carpet - both in the mythological genre, and in portraits, and in still life; fan - both in still life and in portrait. Tell your child: the same object is hidden in these pictures. Find him. In what genres of painting did artists use it?
What genres are used?
Select several paintings that combine several genres (portrait + landscape, portrait + still life, etc.). The child’s task is to identify all the genres that are present in this work.
MEET THE ARTISTS
In addition to genres, you can slowly begin to introduce your growing child to individual artists. Observe which paintings your baby is most interested in, which style, which artist. Or, perhaps, the child himself will show interest and ask, “Who painted this picture?”
Don’t try to tell your baby your whole biography. At that age he won't be interested. Try to tell some of his distinctive features, what he is famous for, what he brought to art. Maybe you can tell us some special interesting facts about life. To do this, of course, you will first have to study the artist’s biography yourself. Alternatively, you can use books currently being published for children on this topic. For example, “Tales of Artists” published by “White City” (or the same books, collected under two covers “The Charm of the Russian Landscape. Tales of Artists” and “What Old Paintings Will Tell You”). Also books from the “Artists” Book series published by Phoenix-Premier. So far there are four of them - “Gauguin”, “Monet”, “Degas” and “Van Gogh”. You can see the rest of the books at the end of the article in the References List.
If the child chose this master himself, ask why he liked him and what attracted him to his work.
Look at the works with your child of this artist, especially the most famous and famous ones. Tell us, if possible, why they are so famous. Try to choose words that are simple and easy for the child to understand.
Look at the works - they are all different, but at the same time, somewhat similar. Try to answer the question - with what? For example, it was a portrait artist, or the master has a predominant color scheme, or unusual brush strokes are visible everywhere (like Van Gogh), etc.
Ask your child to choose the one he likes the most from all the jobs. Try to understand what feelings and emotions the artist experienced while working on this work. What did you want to convey to the viewer? Think about the plot. What happened BEFORE that captured moment and what could happen later in the picture.
You can invite your child to try to repeat one of the paintings or the artist’s style.
I didn't draw this!
From several reproductions, ask the child to choose the “extra” one, i.e. not belonging to the artist's brush.
Let's bring the picture to life
Select one or more paintings by the artist and try to bring them to life. If this is a portrait, try to wear similar clothes and take the appropriate pose. If the picture is a plot, then arrange, for example, dolls and toys, as in the picture (i.e. repeat the composition). If it's a still life, it's even easier. Find similar objects and arrange them like in a painting.
You are an artist and so am I...
Show your child several reproductions by different artists. Among them, let there be one of the paintings that is similar to the work of the master being studied (same style, similar manner). Ask your child to find such a picture. Why did the kid pay attention to this particular work? How is it similar to the author’s paintings?
DISCOVERY OF SCULPTURE
You can begin to introduce sculpture at home exhibitions in the form of reproductions gradually. Explain to your child the fundamental difference between sculpture and painting and graphics (volume and plane). It would be nice, of course, to see the sculptures in person, especially at the initial stage of acquaintance. So that the child can feel for himself that the sculpture can be walked around, that even the relief works protrude from the space. If you have an art gallery or museum, great. If not, then statues in parks and squares will do.
Sculptures are made from different materials - stone, clay, metal, wood. Show your child reproductions of such sculptures and let them touch samples of materials. Try making your own clay sculpture. With this method, the parts are gradually attached to the base. With an older child, try carving a sculpture out of stone. To do this, make a blank - pour plaster into an oblong container and let it harden. And then invite the child to cut off everything unnecessary from the workpiece in stacks to make, for example, a head. Be sure to follow safety precautions!
Where is the painting, where is the sculpture?
Select several paired reproductions. Each pair should contain an image of identical objects, only in one case it is a painting, in the other it is a sculpture (for example, a girl; a tree; a horse). Ask your child to choose matching pairs.
Wrong angle!
Try to find photos on the Internet of the same sculpture, captured from different sides or at different angles. Print it out. Add one or two reproductions of a completely different sculpture. The child’s task is to find these alien angles.
WALKS AROUND THE CITY
You can continue your acquaintance with art while walking around your city. Any town, even a small one, will have its own interesting architectural objects - statues, monuments, mosaics, stained glass windows, frescoes, stucco moldings, etc. If you are lucky enough to live in big city, then you will definitely have where to go and what to see. Draw the child's attention to the object, tell about it in simple words– what is depicted, what technique (sculpture, stained glass...), note some significant details. Take a photo of the object. When photographing, please note that you can capture the entire object, or you can capture individual details (column, twisted staircase, window). The photo can then be printed and used in your games at home. For example, ask your child to remember where you saw this object and what was nearby. What does he remember about this object - what technique it is, what is depicted, etc. If this is an architectural detail, then let him tell you what object it comes from.
You can, on the contrary, prepare for one of the walks in advance. Look at the photographs (in books), find out interesting facts. And then, already on the ground, invite the child to find the desired object (building, sculpture) himself. Remember what you talked about, consider the features and details. Touch (unless prohibited).
Make an album with photographs of particularly interesting architectural objects in your city.
VISITING AN ART GALLERY
I would like to highlight a trip to an art gallery as a separate item. Take your time with this. It is still difficult for small children to withstand a long time in the gallery. Show them one or two of the most significant and interesting works. If the child himself is interested, you can continue, but no, don’t insist, don’t discourage him forever. It would be good, of course, to start with paintings that your child has already seen in reproductions, but not everyone has such an opportunity.
Do not forget that the exhibition in the gallery is intended for an adult. Therefore, in order to view the picture normally, you will need to raise the child to your level. If he’s running around below you, don’t be surprised that many jobs don’t excite him)) – he may simply not see them.
If you managed to look at a work in the gallery that you have already seen in reproduction, try asking your child what is the difference between the original and the reproduction (size, saturation, impasto brush strokes may be visible, some details have become noticeable, etc.)
If all the works are unfamiliar to you from reproductions, try to pay attention, first of all, to those that are somewhat similar to those already familiar to your child (for example, a similar bouquet in a vase or a still life with fruit, or autumn landscape). Compare the paintings - how they are similar and how they differ (it’s good if you take the reproduction itself with you - it will be easier to compare). If you have a thematic exhibition of reproductions at home, invite your child to find works with the desired theme in the gallery.
Another option is to prepare for going to the exhibition in advance. Those. find out in advance which works will be presented, find their reproductions and look at at least some of them with your child. It will be more interesting for your child to see familiar works at the exhibition.
I also advise you to read Françoise Barbe-Galle’s excellent book “How to talk to children about art.” In it you will find many more tips on how to prepare for a trip to a museum or gallery.
GAMES TO CONSOLIDATE KNOWLEDGE
Finally, I will offer you a few more general games designed to consolidate knowledge of the fine arts.
Photography and painting...
Among the paintings and photographs, try to select several works that are more or less similar (for example, a summer forest glade, a bouquet of daisies, a woman in a red dress, harvesting bread, etc. Searching on the Internet will help you with this). Print it out. Invite your child to choose pairs of similar works, explaining his choice.
Remember all
Show your child one of the works. Offer to take a closer look. Then close the reproduction (or turn it over). And ask about some detail. For example, what color was the duchess's hat? Or how many pine trees grew in the distance? Or what time of day is depicted?
Select questions according to the child’s age and abilities, but you can gradually complicate the game.
In conclusion, I would like to encourage you, parents, not to be afraid to start getting acquainted with art. Many people say that for them it is a dark forest, and even to teach a child something... In fact, everything is not so scary. I hope that you are convinced of this, even after just reading my thoughts and advice on this matter. Yes, of course, parents will have to read something on the topic themselves first, so that they have something to tell their child about. But it's natural! Learn with your baby, make discoveries, learn new things! Together it's even more interesting! At some point, it may even happen that your opinions and tastes do not coincide with your child. This is fine! This is everyone's personal preference. Some people like graphics, some like painting. One is crazy about Picasso, another idolizes Rubens, etc. But in order for your child to form this opinion, you need to show all the diversity of art.
In addition, classes, as I already wrote, “educate” the eye from childhood, help develop visual memory and vision itself (try to distinguish many shades), eye, imagination, etc. And, of course, they enrich inner world child, and at the same time yours. I am sure that once you start getting acquainted with art, you will discover a lot of new and amazing things, the world will sparkle for you with new facets and colors.
And by the way, you don’t have to know how to draw. The main thing is the desire to learn to see and understand. But I don’t deny that after such classes you yourself will want to pick up a brush (or a brush, or a pencil) and start creating! And it's wonderful!
Finally, I provide you with a reading list to help you and your children explore the arts. Here I included art books that are more aimed at children and did not include art albums by artists. art galleries and directions, otherwise the list would be endless. But it would be nice to have such art albums at home to look at reproductions in them and draw information on art from them.
Zhenya Yasnaya
Editor in Chief " "". Ed. "Mosaic-Synthesis". ABC. Animal world Tales about artists Online school “Learning by playing”
Maria Artamonova
Methods of teaching preschoolers storytelling from a picture
Methodological development on the topic: « Method of storytelling from a picture» .
Painting- one of the main attributes of the educational process at the stage preschool childhood. its positive advantages over others didactic means discussed in sufficient detail in methodological manuals and textbooks on education (M. M. Konina, E. P. Korotkova, O. I. Radina, E. I. Tikheeva, S. F. Russova, etc.).
Paintings for working with children are distinguished according to the following criteria: format (demonstration and handouts, topics (natural or objective world, the world of relationships and art, content (artistic, didactic; subject, plot, character (real, symbolic, fantastic, problematic-mysterious, humorous image) and functional method of application (attribute for a game, a subject of discussion during communication, an illustration for a literary or musical work, didactic material in progress training or self-knowledge of the environment, etc.
General requirements for organizing work with painting:
1. Work on teaching children to tell stories from a picture It is recommended to carry out starting from the 2nd junior group of kindergarten.
2. When selecting a plot, it is necessary to take into account the number of drawn objects: the younger the children, the fewer objects should be depicted on picture.
3. After the first game painting remains in the group for the entire duration of classes with her (two to three weeks) and is constantly in the children's field of vision.
4. Games can be played with a subgroup or individually. However, it is not necessary that all children go through every game with a given painting.
5. Each stage of work (game series) should be considered as intermediate. Result stage: story child using a specific mental technique.
Kinds storytelling from a picture
1. Description of subject paintings is a coherent, sequential description of those depicted in painting of objects or animals, their qualities, properties, actions 2. Description of the plot paintings- this is a description of the one shown in picture of the situation, not going beyond the content paintings. 3. Story paintings: child tells about the content of each plot pictures from the series tying them into one story. 4. Narrative story based on a picture: the child comes up with a beginning and an end to what is shown on picture episode. He needs not only to comprehend the content paintings, convey it, but also, with the help of imagination, create preceding and subsequent events. 5. Description of the landscape paintings and still life. Description example paintings I. Levitan "Spring. Big water" child 6.5 years: “The snow melted and everything around was flooded. The trees are in the water, and there are houses on the hill. They weren't flooded. Fishermen live in the houses, they catch fish.”
Lesson structure:
1. Part – introductory (1-5 minutes). Includes a short introductory conversation or riddles, the purpose of which is to clarify ideas and knowledge, and to prepare children for perception.
2. Part – main (10-20 minutes, where different methods and techniques.
3. Part – the result of the lesson, where the analysis is carried out stories, and their assessment is given.
Methodical techniques:
Questions (problematic issues)
Model teacher
Partial teacher sample
A joint storytelling
Plan story
Group discussion of the future plan story
Compilation story in subgroups
Compilation story in subgroups
Evaluation of children's monologues
Stages. Younger age.
In the younger group, the preparatory stage is carried out learning storytelling from a picture. Children of this age cannot yet give an independent coherent presentation. Their speech is in the nature of a dialogue with the teacher.
The main tasks of the teacher in work on picture boil down to next: 1) teaching children to look at a picture, the formation of the ability to notice the most important thing in it; 2) a gradual transition from activities of a nomenclatural nature, when children list depicted objects and objects, to activities that exercise coherent speech (answering questions and compiling small stories) .
Children study tell by picture sentences of two or three words. Looking at the painting used to develop accuracy and clarity of speech.
Looking at paintings always accompanied by a word from the teacher (questions, explanations, story) .
After the conversation, the teacher himself talks about what is depicted in the picture. Sometimes you can use artwork as well. (For example, stories writers about pets). A short poem or nursery rhyme may be read (for example, "Cockerel, cockerel, golden comb" or "Little kitten" etc.). You can make a riddle about a pet ( For example: “Soft paws, but scratchy paws”- after paintings"Cat with kittens").
In the younger group, it is especially important to use a variety of gaming techniques.
Average preschool age.
Children are taught consider and describe subject and plot paintings first according to the teacher’s questions, and then according to his example.
The technique of comparing two characters is used. Conversations are held based on the plot paintings, ending with a generalization made by the teacher or children.
You can play a lexical-grammatical exercise "Continue the sentence".
Let's play. I will start the sentence, and you will continue it. But for this you need to look very carefully at picture.
I believe that on picture the beginning of the day is depicted because...
In the middle group, a sample is given for copying. « Tell me, like me", “Well done, you remember how I told» , says the teacher, i.e. at this age there is no requirement to deviate from the model.
When children learn to form small stories descriptive ( story about the basic qualities, properties and actions of one or more items or objects, you can go to storytelling according to a sequential story series paintings. With the help of a teacher preschoolers form a coherent sequence story descriptive in nature, uniting everything into a single whole pictures series.
Senior preschool age.
In senior preschool age due to the fact that the activity of children increases, their speech improves, there are opportunities for independent compilation stories based on different paintings.
Contents, topics paintings, using in senior preschool age, require that classes be given greater cognitive and aesthetic emphasis. In introductory conversation Brief information about the life and work of the artist - author may be appropriate paintings, its genre, a general conversation about the time of year, the life of animals, human relationships, etc., i.e., what sets children up to perceive paintings. Appeal to children’s own experience, participation in a polylogue corresponding to the topic of the lesson, lexical and grammatical exercises also activate mental and speech activity preschoolers, encourage them to take initiative.
In senior preschool age conversation according to content paintings you can start by analyzing its primary or searching for a more successful, accurate titles: « The picture is called"Winter Fun". Why do you think it is called that way? What does the word mean "fun"? - The teacher addresses the children after a silent consideration. - “What do you think could be called differently? Explain your option." This allows children to understand and appreciate big picture to go further to more detailed it consideration.
In classes in a preparatory group for school, an example of a teacher should be offered only if the children have poor ability to coherently present the content paintings. In such classes it is better to give a plan, suggest possible plot and consistency story. In senior groups preschool age, all types are used stories based on the picture: descriptive story by subject and plot paintings, narrative story, descriptive story by landscape painting and still life.
In the older group, children are first introduced to composing narrative stories. So, they come up with a beginning or an end to the plot depicted on pictures: “That’s how I rode!”, “Where did you go?”, “Gifts for Mom on March 8th”, "The ball flew away", "Cat with kittens" etc. A clearly formulated task encourages creative execution.
It is very important to teach children not only to see what is depicted on picture, but also to imagine previous and subsequent events.
In the senior and preparatory groups, work continues to develop the ability to characterize the most essential in picture.
Grade stories.
They become important in the process teaching storytelling based on a picture, assessing and analyzing children's stories.
In junior preschool age, the assessment should only be positive.
In middle age, the teacher analyzes children's stories, emphasizing first of all the positive aspects and briefly expressing proposals for improving quality story. You can encourage children to analyze by asking them to choose a more precise word, to compose it more successfully statement: “Children, did you notice how Sasha said about... How else could you say it? Say it in your own way."
Older children preschool age actively participate in the analysis of their own stories and stories of their comrades. This moment in the lesson should be used to improve children’s coherent speech, directing them to more successful lexical replacement, selection and pronunciation of additional options regarding the characteristics of the image, storyline, sentence construction, narrative structure. That is, this is not just an indication of errors, but an acknowledgment of other variants of the statement.
Methodology for teaching storytelling based on the content of a picture is constantly enriched with new creative discoveries from educators, interesting methods and techniques for managing children’s speech activity.
An effective addition to the conversation in content paintings is modified methodology perception of what is depicted on picture various senses, developed by the Russian scientist I.M. Murashkovskaya.
Modern methodology application of story series paintings for the development of coherence in senior speech preschoolers developed by Russian methodologist A. A. Smirnova, who not only developed the series paintings, but also proposed an effective methodology stimulating children's coherent speech.
It is important that behind the selection, combination of various methodological ways we did not forget that painting- this is only an effective means, and the main thing in the lesson is the child, whose development we must guide and accompany.
Goals:
Educational:
- To give children knowledge about the genre of portraiture, its characteristics and features of the image: single portrait, group portrait, self-portrait.
- Learn to correctly navigate the location of different parts of the face and its proportions.
- Learn to make a portrait from different parts of the face according to your own choice and imagination. Pay attention to the symmetry of the person’s face and proportions, to the similarity of the portrait to life.
Corrective:
- Introduce the following concepts into the children's dictionary: genre, portrait, self-portrait, miniature, profile, full face, full face.
- learn to select adjectives for nouns, select words - epithets;
Educational:
- To cultivate emotional responsiveness to works of art;
- cultivate aesthetic feelings through viewing reproductions.
Reproductions of paintings:
- V.L. Borovikovsky “Children with a lamb”;
- V.I. Surikov “Portrait of Olga Vasilievna Surikova, the artist’s daughter, in childhood”;
- V.A. Serova “Children. Sasha and Yura Serov”, “Portrait of the composer N.A. Rimsky-Korsakov”, “Portrait of the artist I.S. Ostroukhov”, “Portrait of the artist V.I. Surikov”, “Portrait of Nicholas II”, “Portrait of Mika Morozov”;
- N.N.Ge “Portrait of Alexander Herzen”, “Portrait of Nikolai Ge, the artist’s grandson”,
- I.P. Argunova “Portrait of Catherine II”, “Portrait of an unknown peasant woman in Russian costume”,
- I. N. Kramskoy “Portrait of Pavel Mikhailovich Tretyakov,” “Portrait of Vera Nikolaevna Tretyakova,” “Portrait of the artist I.I. Shishkin, “Portrait of the singer E.A. Lavrovskaya on the stage”, “Portrait of Doctor Sergei Sergeevich Botkin”, “Woman’s portrait”, “Portrait of the artist Dyakonov”,
- K.P. Bryullov “Portrait of the writer N.V. Kukolnik”,
- A. P. Antropova “Portrait of Shuvalov.”
Methodical techniques: Conversation, teacher’s story, looking at illustrations with self-portraits, using literary words, surprise moment, individual work during the lesson, summing up.
Preliminary work:
- Looking at portraits of artists.
- Consideration of thematic dictionary in pictures from the series “Human World” on the topic: “Parts of the body.”
- Drawing portraits with a simple pencil.
- Didactic game“Name it affectionately”, “Name the parts of the head”, “Name what a person has 2”, etc.
A child always has his own view of art, which is determined by a whole system of images, ideas, ideas, and his own understanding of art. It can be broad or very limited - close to everyday life, real life. In any case, this system of views on beauty belongs to the child and must be taken into account, while enriching his understanding, developing the figurative side of perception of a work of art, maintaining interest in art and culture.
It is very important that children subsequently see the copies of museum exhibits shown at home and in kindergarten in the originals.
The teacher's story about the genre of painting - portrait.
Portrait is a genre of painting, which is based on the image of a specific person with a pronounced individuality.
Portraiture is one of the most difficult and significant genres in the fine arts.
The word portrait means, translated from French, “to reproduce feature by feature” of the person depicted. A portrait is always drawn from life. The artist chooses the person he wants to depict, gives him a beautiful pose, in other words, asks him to pose. The artist stands in front of difficult task- convey the appearance of a person, his face, figure, movement, costume, and the environment in which he is located. But main value This genre is that it conveys to us not only the appearance of a person, but also his character, mood, his inner world, personality, age.
Introducing children to the genre of portraiture is necessary for the formation, development and consolidation of an understanding of the state of another person.
When familiarizing themselves with the portrait, children have the opportunity to feel like either small children playing with a lamb (V.L. Borovikovsky “Children with a Lamb”), or a child with their favorite toy (V.I. Surikov “Portrait of Olga Vasilievna Surikova, the artist’s daughter, childhood”), then children admiring the sea (V.A. Serov “Children. Sasha and Yura Serov”).
The ability to put yourself in the shoes of another, to feel their joy, surprise or grief, generates a sense of interest, ownership and responsibility. Children develop and strengthen the ability to understand the people around them, showing them kindness, a desire for communication, interaction, sensitivity and caring.
In addition, familiarization with portraiture contributes to the development of children’s emotional, aesthetic and artistic feelings. The sooner we develop the emotional and sensory world of a child, the brighter his imagination and thinking will work.
Thanks to acquaintance with the portrait, the child becomes familiar with the historical and cultural life of society, acquires knowledge about famous writers, artists, musicians, scientists, poets, public figures, about the professions, life and appearance of people of different times.
 V.A.Serov |
 N.N.Ge |
 V.A.Serov |
 V.A.Serov |
 V.A.Serov |
 I.P.Argunov |
 N.N. Kramskoy |
 I.P.Argunov |
Research by psychologists allows us to establish that portraiture as a genre of painting is accessible to the aesthetic perception of children from the age of 4. At this age, they emotionally respond to the expressive image of the portrait (smile, laugh, stroke it, etc.), and show positive interest in it. Being carried away by the general content of the portrait, children at this age cannot yet fully explain the preference for choosing one or another portrait. However, some means of expression are already accessible to their understanding. Thus, in determining the emotional state of a person in a portrait, the main thing for them is the general facial expression, less often - the eyes. Children are able to perceive and name the emotions depicted in the portrait - “smiling”, “laughing”, “crying”.
Children 5 years old also show positive interest in portraits. They respond emotionally to portraits of people whose images are not only close to their personal experience, but also known to them from literature and cinema. Children prefer people with a positive emotional state, although they also empathize and sympathize with sadness. A five-year-old child already pays attention to such means of expression as, for example, drawing. When determining the emotional state, he sees not only the face and its facial expressions (movement of the eyebrows, expression of the eyes, lips), but also the posture.
Artists do not specifically paint portraits for children, so selecting them for use in the pedagogical process is quite difficult. Some principles for selecting portraits:
Firstly, these must be highly artistic works both in content and in means of expression.
Secondly, the artistic image of the portrait in terms of content and form of the image should be understandable to children and close to the level of their emotional experiences. To a greater extent, these are positive emotional states of a person, although by the end of middle preschool age it is possible to show some negative emotions (anger, pain, despair).
Thirdly, you should select portraits that are diverse in type, means and manner of depiction.
At the first stage of working with preschool children, it is necessary to introduce them to portraiture as a genre of painting, showing its difference from other genres (still life, landscape). Children look at a portrait - a face with a pronounced expression (for example, laughs, rejoices, is surprised).
Then a chest-to-chest portrait can be offered for consideration, where, along with the emotional state expressed on the face (facial expressions), hands are presented in some movement or gesture.
At the next stage, portraits can be selected where the relationship between facial expressions, hand gestures, poses and where clothing emphasizes social role person. A more difficult stage will be to familiarize children with a portrait, where the environment brings a certain addition to the image and contributes to a deeper understanding of its idea.
Paintings by I. N. Kramskoy
For preschool children, the most suitable for a harmonious perception of painting are female and male portraits.
 I.N. Kramskoy |
 I.N. Kramskoy |
It is also necessary to consider a portrait of different ages (children, youth, adults and elderly people).
In the middle group, children are first introduced to portraiture as a genre of painting. The main tasks of the teacher in this process are:
- Arouse in children interest in the portrait, a desire to examine it carefully; express your experiences and feelings.
Getting to know portrait painting in this group you should start when children already have some ideas about painting and its genres such as still life and landscape. Usually this is the second half of the year.
Portrait is a complex genre of painting. Understanding it requires children to have a certain social experience, knowledge both about the person himself and about the fine arts, his language, and methods of creating artistic images. Therefore, long-term work with children is required, the content of which will include two areas. The first is the formation of ideas about a person, his feelings and emotions, and moral attitude towards many phenomena of life. The second direction is the gradual formation in children of an understanding of the language of the pictorial image of a portrait. The first direction will be carried out in different classes, in games, everyday life, and everyday activities. The second is in classes on familiarization with portraits and in artistic activities.
In everyday life, the teacher develops attention and observation skills in children. For example, Katya joined the group, she had new hairstyle. She is in a good mood, laughing, joyful. The teacher says to the children: “Oh, how cheerful and joyful Katya is today, she’s just all glowing! And her hair is beautiful!” Or he draws the children’s attention to Anya: “Look at Anya, she’s dissatisfied with something. Look at the drooping shoulders and head, and how sad the face is: the eyebrows are raised at the corners, and the tips of the lips are lowered. Let’s quickly approach her and ask how we can help her!”
The teacher constantly draws the children’s attention to emotional condition adults - parents, teachers, teacher assistants.
Children should be taught to understand sign language, facial expressions, and posture expression. A good teacher often uses gestures and facial expressions instead of a stream of words. This teaches children to glance at the adult from time to time, his reaction to their actions, and develops attentiveness and observation.
So, instead of the word “you can’t,” you can wag your finger, shake your head, spread your arms (“Well, well!”). "Come here!" - invite by hand. “Be quiet!” - finger to lips. Approving gestures: stroking, applause. You should show the children other gestures, telling them what they express (sadness, resentment, fear, thoughtfulness, etc.). You can conduct special classes: “When we are happy, when we are sad”, “What does it mean? “Frightened”, “surprised”?”, “Guess what I’m saying” (using facial expressions and pantomime). The purpose of such classes is to lead children to understand human emotional states and their external expression.
It is good to use imitation-figurative games, dramatization games, in which children practice characteristic gestures, poses, and facial expressions.
Children really like games that require them to guess and understand a gesture, movement, or pose. For example, the games “We won’t tell you where we were, but we’ll show you what we did”, “Tell me without words”, “Guess who is doing what”.
Having introduced the children to individual portraits, it is advisable to organize an exhibition in the group with the works of artists already known to the children, and then go with them to the museum.
The word “museum” in Ancient Greece meant a house dedicated to the goddesses, patroness of poetry, art and sciences. And today the “museum” is also a house where outstanding works of the creative genius of artists and sculptors are stored - monuments of history and culture.
A visit to a museum is an event in a child’s life. Direct acquaintance with the collections of art museums has a huge emotional impact on children, and this is invaluable in the formation of a creative personality.
First impressions are the strongest and deepest, which is why careful preparation for an excursion to the museum is so necessary - a real holiday for a child and an adult. It largely depends on the adult whether the child wants to come here again and again. There is no need to force him to remember the names of paintings and the names of artists. Of course, you need to pay attention to this - with due respect and admiration. The child will gradually learn to remember and recognize. But the main thing for him will remain the feeling of beauty, surprise and joy.
