1. Strengthening Traditional Therapeutic Mechanisms At the most superficial level, Holotropic Breathwork sessions utilize all the therapeutic mechanisms known from verbal psychotherapy. However, they are significantly intensified and deepened by an unusual state

Appendix Set of exercises Before performing exercises, consult your doctor. During exercise you should not experience any pain, otherwise stop immediately

I decided to do a short review of books on art therapy. At one time, I myself analyzed the entire array of psychological literature in order to find good books on art therapy or at least some mention of art therapy in general. It turned out - not much. Even now, according to the plan, I wanted to make the top 10, but I really only found it in the top 5.

I present the main works on art therapy, primarily those that can be found for free download on the Internet. For me, the selection criteria were: the uniqueness of the material presented and practical usefulness (that is, specific plans, notes, techniques that can be used in your practical activities).

1 place, of course, I give under all the works and books of A.I. Kopytin, plus those that are co-authored and edited by him. A lot of them. There is a lot of repetition of information in them. Many translated articles by American experts in the field of art therapy.

Art therapy - new horizons/ Ed. A.I. Kopytina. - M.: Cogito-Center, 2006. - 336 p. The book consists of articles by foreign authors on working with various population groups and on working with various traumas and addictions.

Kopytin A.I., Kort B. TECHNIQUES OF BODY-ORIENTED ART THERAPY. - M.: Psychotherapy, 2011. — 128 p. I also have this book in print, and I bought it already having the electronic version. It contains many techniques of body-oriented therapy, I think it is a very successful book. The book is practical, so I decided to have a printed version of it on the shelf, so that at the slightest need I could leaf through it and find what I needed.

Art therapy/ Comp. and general editing by A.I. Kopytin. St. Petersburg: Peter, 2001. P. 320. (Series "Anthology on Psychology"). This book, as befits a textbook, contains original articles by foreign experts in the field of art therapy. Probably every interested reader can find something for themselves among the articles. But I didn’t really find anything for myself. I was just looking for practical tools, but the articles were more theoretical and philosophical.

Workshop on art therapy / Ed. A. I. Kopytina. - St. Petersburg: Peter, 2001. - 448 p. The book consists entirely of articles by various authors, mostly American, and is divided into chapters on the specifics of art therapeutic work with various groups - children and adolescents, the elderly, psychiatric patients, and in the social sphere.

Kopytin A.I., Bogachev O.V. Art therapy for drug addiction: Treatment, rehabilitation, post-rehabilitation. - M.: Psychotherapy, 2008. - 172 p. For those. who works with these population groups. with these groups of addicts, this will be a really useful book. It describes many methods of work, many techniques, with detailed examples and descriptions. A good book, but not very relevant for me yet.

Kopytin A.I. Phototherapy training. St. Petersburg: Rech Publishing House, 2003. - 96 p. A small book on phototherapy, but when I was interested in this particular technique, it was very useful to me. A good book in which most of the text is occupied by techniques, games and exercises based on photography. I was surprised that this, in my opinion, is the only book that contains phototherapy techniques for the development of the child’s cognitive sphere: conceptual thinking, memory, attention, fine motor skills and others.

ART THERAPY FOR VIOLENCE VICTIMS/ Comp. A. I. Kopytin. - M: Psychotherapy, 2009. - 144 p. From the title it is clear what the book is dedicated to and therefore it contains all the materials devoted to working with victims of violence. Here there are descriptions of cases of working with victims of abuse, descriptions of the specifics of working with such clients. there is a description of the Silver testas a tool for art therapeutic diagnosis and correction, the use of photography in work with victims of violence.

First place, I think, is enough. There are, of course, other books by A.I. Kopytin, there are also on the Internet, probably in printed versions, but let’s dwell on this... You need to master this first!

2nd place deserves a book Lebedeva L.D. The practice of art therapy: approaches, diagnostics, system of classes.- St. Petersburg: Rech, 2003. - 256 p. It can be easily found on the Internet, for example at http://psi-art.rv.ua/ . I really liked the book - simple, accessible and to the point. It contains detailed descriptions, listing everything necessary for organizing art therapeutic counseling. There are descriptions of diagnostic techniques, descriptions of the art therapeutic process, notes of art therapeutic sessions.

3rd place I give for the name and pioneering of M. E. Burno. On the website http://www.koob.ru/burnov/ there is only his “Clinical Psychotherapy”, which contains parts of the book “Creative Therapy self-expression". And I found the book itself at http://www.twirpx.com/file/227696/. SoBurno M.E. Creative Expression Therapy. Publisher: Academic. project, Business book, Year: 1999. The book is not exactly about art therapy, it examines the whole range of therapies that use art and creativity in their practice. What else? Pays attention, of course, to the clinicalthe nature of the material presented and examples. In my opinion, this is a book that needs to be read very carefully, and not just skimming between the lines. Every word has a deep meaning. It's definitely worth mastering it.

4th place I would like to give, again, not exactly to art therapy, but to so-called “creative therapy” and a book Zinkevich-Evstigneeva T. D., Grabenko T. M. Workshop on creative therapy. - St. Petersburg: Publishing house"Speech"; “TC Sfera”, 2001. - 400 p. As a fairytale therapist, T.D. Zinkevich-Evstigneeva devoted a significant part of the book to fairy tales, namely to the techniques of fairytale therapy, dramatization of fairy tales, creation of a fairytale environment, and more. In addition to fairy tales, attention is also paid to play therapy, the theory and practice of sand therapy, and rhythmoplasty. I was especially interested in the method of psychodiagnostics that was proposedZinkevich-Evstigneeva T. D., Kudzilov D. B. in the book Psychodiagnostics through drawing in fairy tale therapy. - St. Petersburg: Rech, 2004. - 144. The book describes in detail psychodiagnostic methods and techniques for processing results. This method is very close to me.

5th place I give it to M. V. Kiseleva. There are 2 books by the author on the Internet Kiseleva M. V.

Art therapy in working with children: A guide for child psychologists, teachers, doctors and specialists working with children - St. Petersburg: Rech, 2006. - 160 p. And Kiseleva M. V. Art therapy in practical psychology and social work. - Speech, 2007. - 336 pp. The books, of course, I think, do not pretend to be unique, they have a lot borrowed, for example from Kopytin, but they also have their advantages. For example, I liked the brevity of the presentation of some questions, it looks “clear and to the point.” The books are strongly practical and therefore can be very useful. I found the books at the following addresses: http://cxid-art.org.ua/books/M_kiseleva.pdf and http://www.twirpx.com/file/560302/.

Practical exercises in art therapy groups

Purpose: This exercise is an excellent way to start art therapy groups. It stimulates creativity and awareness of feelings, and helps group members get to know each other better.

Time required: 1 hour.

Materials: Paper, colored pencils, chalk, paint or clay.

Preparation: No special preparation required.

As an option, try other materials, such as paint, chalk, clay. In any case, trust your inner feelings and try to discover information for yourself in your work. Use this exercise to stimulate your imagination.

Purpose: This exercise is excellent for exploring interpersonal relationships and conflict.

Time required: 30 minutes - 1 hour. Materials: Paper, crayons or pencils. Preparation: No special training is required, but it is helpful if the leader has experience in art therapy.

Procedure: Select a partner. Place a large piece of paper between you and your partner, and take a few crayons each. Look deeply into each other's eyes and then spontaneously start drawing. Try to express your feelings. If you want to communicate with your partner, do it using lines, shapes and colors.

When you finish drawing, exchange impressions with your partner about what happened during the exercise. Talk about any emotions your partner's drawing evokes in you. See if you can draw parallels between the way you draw and the way you function in a group. Try to find out something about your partner.

Purpose: This exercise allows the whole group to participate. It helps you explore

Role relationships in a group and the influence of group members on individual experience. Time required: 1 hour.

Materials: Paper, colored pens or pencils.

Preparation: The leader should have experience in art therapy and group dynamics.

Procedure: All group members sit in a circle in the middle of the room. In front of each person is a sheet of paper and colored pens or pencils. Start drawing something important to yourself. At the signal from the group leader, pass your sheet to the participant sitting on your left, and receive the started drawing from the participant sitting on your right. Work on this drawing, change and add to it what you want. At the signal, pass this drawing to the left and receive the drawing on the right. Continue this until you return to the drawing you started. Become aware of the feelings you have when you see what others have drawn on your paper. Change whatever you want in the drawing. Finally, discuss your impressions with the group.

A variation of this exercise: group members take turns drawing on a common picture on the wall, adding to the composition something that expresses their mood at the moment and communicates this mood to the group.

Purpose: This exercise, like all exercises in art therapy, stimulates creativity. It also explores the value orientations, cooperative and competitive relationships of group members.

Time required: 1-2 hours.

Materials: Clay or plasticine.

Preparation: The leader must have experience in group dynamics.

Procedure: Each group member receives a large lump of clay (Rhyne, 1973). Groups are divided into subgroups of 5-8 people each. The exercise can be accompanied by a pleasant melody on a flute or harpsichord to create a soft, relaxed atmosphere.

You are one of five or eight people creating the world. Close your eyes and imagine that clay is a raw material from which you can make whatever you want. With your eyes closed, work with the clay and let your fingers express your thoughts and feelings. When you have sculpted the sculpture, place it on the table along with the other sculptures sculpted in your subgroup. Work with your subgroup partners, with your eyes open, to structure a whole world from relevant parts. If you have feelings about other group members during the exercise, express them or express them in clay. Finally, share your impressions with other subgroups.

based on the book by K.E. Rudestam "Group psychotherapy"

Art therapy

collection of exercises and techniques

(methodological development)

Compiled by:

educational psychologist

Kataeva N.K.

ssh them. A.I. Dosova

2016-2017 academic year

The collection presents practical recommendations on the use of art therapeutic technologies. The selected techniques are aimed at correcting the psycho-emotional state, reducing tension and anxiety, overcoming self-doubt, eliminating fears, etc. All techniques can be used both in group and individual forms of work.

Introduction.

What is art therapy? The main goal of art therapy.

A range of problems that can be solved using art therapy techniques.

Advantages of the art therapy method.

Types of art therapy.

Exercises.

Training aimed at changing the collective mood through art therapy methods.

Art therapeutic training on the formation of a conscious attitude towards the process of self-knowledge

Conclusion

Sources

Art therapy is:

getting to know your inner self; formation of an idea of ​​oneself as a person;

creating a positive self-perception;

learning to express your feelings and emotions;

relieving psycho-emotional stress;

development of fine motor skills, communication skills, imaginative thinking and abilities for various types of creative activities.

So, by creating and imagining, you can understand your emotional experiences, understand yourself and your inner world, or you can help your child overcome shyness, dispel fears, become more sociable and open to communicating with people.

The main goal of art therapy consists in harmonizing the development of personality through the development of the ability of self-expression and self-knowledge.

Through simple exercises that are more reminiscent of children's pranks, you can not only diagnose the mental state of any person (both adults and children), but also successfully fight many nervous disorders.

Art therapeutic exercises help to “break through” fears, complexes, and pressures into consciousness.

Each exercise, removing masks and clamps, returns you to the essence, to the roots, to the heart, to the root causes.

Art therapy has the most beneficial effect on a person’s inner psychological and emotional world.

The range of problems that can be solved using art therapy techniques:

intra- and interpersonal conflicts;

crisis conditions;

existential and age-related crises;

• post-stress disorders;

  neurotic disorders;

  psychosomatic disorders

  development of creativity

  development of personality integrity

  discovery of personal meanings through creativity;

  awareness and deep processing of emotions;

  release of unpleasant and disturbing emotions in an acceptable form;

  relieving pain from the past;

  discovery of new resources and opportunities in one’s personality;

and other problems

The advantages of the art therapy method are that it:

provides an opportunity to express aggressive feelings in a socially acceptable manner: drawing, painting, sculpting are safe ways to relieve tension;

accelerates progress in therapy: subconscious conflicts and internal experiences are more easily expressed through visual images;

allows you to work with thoughts and feelings that seem insurmountable;

helps strengthen relationships between participants;

promotes a sense of internal control and order;

develops and enhances attention to feelings;

enhances the sense of one’s own personal value and improves artistic competence.

Types of art therapy:

Isotherapy- drawing with colored sand, with fingers on a mirror and on paper, plasticine drawing;

Color therapy- (chromotherapy) is a direction that uses the influence of colors on the psycho-emotional state of a preschooler, on his well-being.;

Fairy tale therapy- This is a way to correct children's psychological problems. The idea is that a fairy tale is told for the child, the hero of which is himself. At the same time, in the narration of the fairy tale itself, certain difficulties are thought out for the main character, which he must certainly cope with;

Sand therapy. Playing with sand is a natural and accessible form of activity for every child. A child often cannot express his feelings and fears in words, and then playing with sand comes to his aid. By acting out the situations that agitated him with the help of toy figures, creating a picture of his own world from sand, the child is freed from tension. And most importantly, he gains invaluable experience in symbolically resolving many life situations, because in a real fairy tale everything ends well;

Water therapy. Water is the first and favorite object for study by all children. The first substance that a child gets acquainted with with pleasure is water. It gives the child pleasant sensations, develops various receptors, and provides almost unlimited opportunities for the development of cognitive activity. The value of technology lies in the fact that playing with water is one of the most enjoyable ways to learn. This makes it possible to use this technology for cognitive and speech development, enriching the emotional experience of the child, in case of difficulties with adaptation;

Play therapy– impact on children using games. The game has a strong influence on the development of the child’s personality, promotes the development of communication, communication, the creation of close relationships, and increases self-esteem. The game shapes the child’s voluntary behavior and his socialization;

Music therapy- one of the methods that strengthens children's health and gives children pleasure. Music promotes the development of creativity and imagination. The melody is especially effective for hyperactive children, increases interest in the world around them, and contributes to the development of the child’s culture.

Art therapy exercises:

Creating a Picture of Failure

Create from available materials (postcards, old felt-tip pens, ribbons, candy wrappers, etc.) a complete picture of past failures, things that should have been thrown away long ago. Thank the created composition for the experience gained and destroy it; it is better to do it as an example, for example, burn it.

Writing a fairy tale

Writing a fairy tale about a hero, overcoming obstacles, receiving a well-deserved reward (subconsciously the hero of a fairy tale has a lot in common with the author)

Kalyaki-malyaki
Draw completely abstract scribbles, which you can then characterize, find frightening and resourceful (helping) figures there.

With my eyes closed

Drawing, modeling with closed eyes, putting in everything that has “boiled”

Drawing with a non-working hand.

Drawing with a non-working hand or even a foot often brings out something new in the client’s feelings, either past long-hidden fears are revealed, or new images arise that call for the future.

Making collages

Creating collages of wishes or on another topic specified by a psychologist.

Exercise with flowers.

Choose (from a rich color palette) two colors. The first one is the one that is most preferable to you at the moment. The second one is the least preferable. Draw two designs on a single piece of paper using both of these colors.

Choose three colors from the color palette that, in your opinion, will form a beautiful harmonious composition and use them to draw an abstract or very specific picture.

Choose colors that you think express your personality or character and create a composition with them.

Choose colors that you feel “neutralize” your negative experiences and use them in creating any drawing.

Exercise with doodles.

Draw a complex tangle of lines, drawing mindlessly and freely across the surface of the sheet. Try to “see” a certain image in these scribbles and develop this image meaningfully - using the same paints (pencil) and writing a short story (commentary).

Keep a “doodle journal” in a separate sketch pad. Keep it for a strictly defined period of time. (One working day, a week) Trace the changes in these scribbles. After the “experiment” period ends, write a story based on these doodles.

Ink blot exercise

These art therapy exercises continue and develop the idea of ​​the famous Rorschach test, only instead of analyzing ready-made standardized stimulus material, you will create your own abstractions and analyze them, which is much more interesting!
Take ink, ink, thinly diluted gouache and drip it in the middle of a thick sheet of Whatman paper. Then fold the paper in half and press the folded parts together, gently smoothing them out. Unfold the sheet of paper. You will see a very beautiful, symmetrical abstract design. Make a series of these "Rorschach blots" using different colors, and then try to describe your drawings, giving each one a name and a characteristic.

Exercises with clay, wax, dough or plasticine

"Sculpt your problem"

“Talk” to her, tell her everything you want,

transform it (you can very roughly) into whatever you want.
Make an imprint of your hand, foot, various objects

Prepare many balls of different sizes from any plastic material

Closing your eyes, mold these balls into whatever you want.

Make a group composition on a given topic in a short set period of time.

Exercise “Life-size self-portrait”

This is the only art therapy exercise that cannot be done alone - you will need a partner and... a very large piece of paper.
You must lie down on this sheet so that your partner can trace you along the contour of your body.
After this, you create an “Image of yourself.” You finish drawing. You color it in such a way as to explain with your drawing: what is happening inside you, how “energy currents” flow through your body, how different parts of your body feel, what color they are...

Exercise "Masks"

Target: Self-expression, self-awareness. Working with different feelings and

states. Development of skills, active listening, empathy, and the ability to treat each other without judgment.

On pre-prepared mask stencils, draw the faces you want

You are the faces you would like to be. Tell a story from the perspective of each mask. At the end of the work, organize an exhibition of masks. Find masks that are similar to each other among all the masks.

Exercise “What is a boy? What is a girl?

Target: expanding the understanding of people, social behavior of people.

The group is divided into subgroups: adults and children. Each group is given the task of making a joint collage on the topic: “What is a boy? What

is that a girl? At the end of the work, a joint discussion is held. At the end of the discussion, both groups unite and create a single collage on the same topic. Particular attention is paid to ensuring that the views of each group are taken into account when creating a single work.

Exercise “Drawing yourself”

Target: Self-disclosure, work with the image of “I”.

Draw yourself as a plant, animal, schematically. Works are not signed. At the end of the task, all the works are hung on a stand, and the participants try to guess which work belongs to whom. They share their feelings and impressions about the work.

Exercise “Scratching”

Target:

Graphic work on a soap lining. The work done in this way resembles an engraving, as it is created by a line of different directions in length, smoothness and turns out velvety due to the deepening of the scratching of the surface.

Material: a sheet of paper, prepared in advance (a sheet of paper is first soaped, then covered with gouache, ink or paint), a pen with an asterisk nib.

Graphic work on wax lining. To complete this work, you need a piece of stearin candle, watercolor paints, and ink.

They make a drawing with paints or paint over the sheet with combinations of different tones, depending on what you have in mind. Then carefully wipe with a piece of candle so that the entire surface of the sheet is covered with stearin. After which the entire work (the entire sheet) is covered with ink. Sometimes twice. Scratch after drying.

Exercise “Salt drawings and toothpaste”

Target

What if you paint with glue and sprinkle salt on top of these areas? Then you will get amazing snow pictures. They will look more impressive if they are done on blue, blue, pink colored paper. Another way to create winter landscapes is to paint with toothpaste. Draw light outlines of trees, houses, and snowdrifts with a pencil. Slowly squeezing out the toothpaste, go over all the outlined contours. Such work must be dried and it is better not to put it in a folder along with other drawings.

Exercise “In the raw”

Target: develop imagination, fine motor skills, relieve emotional stress.

The drawing then turns out to be raw, when paint is splashed into the not yet dried background and spread out with a swab or a wide brush.

This method of painting helps to get magnificent sunrises and sunsets. Drawing an animal, or rather its coloring, helps to achieve similarity with nature. The object turns out to be fluffy. This method of drawing was very often used in his works by the illustrator Charushin.

Exercise "Spraying"

Target: develop imagination, fine motor skills, relieve emotional stress.

Material: regular comb, brush or toothbrush, paint.

Using this method of drawing in your work, you can convey the direction of the wind - to do this, you need to try to ensure that the spray falls in the same direction throughout the entire drawing.

Express seasonal changes vividly. So, for example, the leaves on the awn turn yellow and red earlier than on birch or other deciduous trees. They are yellow and green and orange on her. And the method of spraying will help to convey all this diversity.

Target: develop imagination, fine motor skills, relieve emotional stress.

Once you have eggshells on your kitchen counter, don't throw them away. Separate from the films, wash, dry and grind. Dilute the paint in several cups and put the crushed shells there. After 15 minutes, the shell is squeezed out with a fork and laid out to dry. Now the material for the mosaic is ready. Mark the drawing with a pencil outline and, having previously smeared the surface with glue, fill it with a certain shell color.

Exercise "Monotype"

Target: Develops creativity and imagination.

Material: cellophane or glass (the size of a sheet of paper), any paints, clean water, paper.

The paint is splashed onto the glass with water and a brush, and splashed onto the glass. Then a sheet of clean paper is applied and pressed with your fingers. Depending on the stains and the direction of rubbing, different images are obtained. You can't get the same image twice.

This method can be used when tinting paper for drawing meadows, landscapes; the background can be one-color or multi-colored.

Exercise “Invisibility. Drawing with a candle"

Target: develop imagination, fine motor skills, relieve emotional stress.

Material: paper, wax, paraffin candles, watercolors or paints. Gouache is not suitable for this method of drawing, because... does not have shine. You can use mascara.

First, the children draw with a candle everything that they want to depict on the sheet (or according to the topic). The sheet produces a magical drawing, it is there and it is not there. Then watercolor is applied to the sheet using the wash method. Depending on what you're painting, watercolor may be combined with ink.

Exercise “Paired drawing”

Time spending: 10-15 min.

Goals

Necessary materials

Progress: The group is divided into pairs, each pair is given a sheet of paper, a box of paints, and pencils. Other materials can be placed on a separate table so that any child can come and get what they may need.

Instructions

Negative experiences of interaction in the process of paired drawing are also discussed.

Exercise “Walk in the Forest”

Target: development of imagination and knowledge of one’s inner corners of the soul.

Materials: paper, paints, pencils, brushes, music player, music records.

Procedure: 1. Imagine that you are in the forest. Use a short verbal story to revive the imagination of the participants: “ Once upon a time there lived a Green Forest. It was not just a Green Forest, but a Singing Forest. The birches there sang the tender songs of the birches, the oaks sang the ancient songs of the oaks. The river sang, the fontanel sang, but, of course, the birds sang loudest of all. The tits sang blue songs, and the robins sang crimson songs.” How wonderful it is to walk along a thin ribbon of path and, forgetting about everything, dissolve in the majestic beauty of the forest! He seems to open his arms for you, and you freeze in silent surprise. Silence delights you. You stand motionless, as if you are waiting for something. But then the wind blows, and everything immediately comes to life. The trees wake up, shed their sunny leaves - letters from Autumn and the Forest. You've been waiting for them for so long! As you go through each piece of paper, you eventually find a letter addressed only to you. What is Les thinking? What does he dream about? Peering into the orange veins of the Maple Letter, you can find out about everything: The forest writes to you about Summer with the sun that laughs, and the nightingale trills, about spring with its first flowers, cranes and flowering trees. About the winter sorceress, who will soon come, cover the Forest with her snowy carpet, and it will sparkle in the sun. For now, the Forest lives in Autumn and enjoys every moment, not paying attention to the fact that days and months float by... And Autumn changes. She becomes sad more and more often and cries like autumn rain. How wonderful it is to sit in the forest under a Christmas tree and watch the silvery drops! Rain fills the forest with unique freshness. You are not sad at all, on the contrary, you are happy when you suddenly see small colorful mushrooms that have quietly appeared under the tree. Your soul flies high to the skies. And you hide this feeling of flight deep in your heart in order to bring it to the next Autumn, or maybe to carry it through your whole life...

2. Participants are invited to draw a memorable forest.

3. Discussion and interpretation of drawings.

How are you feeling?

What would you title your drawing?

Tell me what is shown?

How do other participants' drawings make you feel?

Try to find in the group an image or drawing similar to yours?

Exercise “Drawing circles...”

Target

Materials

Progress of the exercise

Instructions: Take a seat at one of the tables. You can change your location if you wish. You have the right to move freely around the table and work in any area. Draw a circle of the desired size in your favorite color. Then draw one or two more circles of any size and color on the sheet. Trace the outlines of the drawings. Connect your circles with lines that you like the most. Imagine you are building roads. Fill the space of each of your circles with plot drawings, icons, symbols, i.e. Give them your own personality. Next, walk around the picture sheet and carefully examine the drawings. If you really want to finish drawing something in the circles of other participants, try to negotiate with them about it. With the consent of the authors, write kind words and wishes next to the drawings that you liked. Be respectful of the space and feelings of others! Draw the remaining free space of the sheet with patterns, symbols, icons, etc. First of all, agree with other participants on the content and methods of creating the background for the collective drawing.

Issues for discussion:

"How are you feeling?"

“Tell me about your drawing?”

“Did you complement the work of other participants?”

“What difficulties arose during the work?” and etc.

Exercise “The Tale of the Butterfly of Dreams”

Target: updating the emotional and cognitive components of dreaming, studying “night fears,” searching for an internal resource.

Materials and equipment: sheet of A4 paper, felt-tip pens; materials for making a collage: newspapers, magazines, postcards, paints, pencils, felt-tip pens, PVA glue, scissors, a silhouette image of a butterfly, music player, music records.

Procedure:

1. The psychologist demonstrates a variety of materials for making a collage. Psychologist. To complete the next task we need to draw a butterfly. (The following text is intended for an adult: the symbolic meaning of the butterfly can be explained for further work).

In many cultures, the butterfly is a symbol of the soul, immortality, rebirth and resurrection, since this winged celestial creature is born from an ordinary caterpillar. For the Celts it represents soul and fire, for the Chinese it represents immortality, abundant leisure and joy. Sleep was also considered a semblance of short-term death, when the soul leaves its bodily shell every night and goes on a kind of journey. Butterflies help the soul to “return” to its body. And on their wings they carry memories of the soul's journey.

2. You can ask participants to close their eyes. A psychologist tells a fairy tale to meditative music.

In one magical country, dream butterflies live in a huge flower meadow. During the day, they most often sleep, comfortably nestled in flower buds. But when night falls, butterflies wake up and fly all over the world. Each butterfly is in a hurry to visit its person - a child or an adult.

The dream butterfly has amazing wings. One wing of the butterfly is light. It smells of flowers, summer rain and sweets. This wing is covered with multi-colored specks of good and cheerful dreams, and if a butterfly flaps this wing over a person, then he will have good and pleasant dreams all night.

But the butterfly also has another, dark wing. It smells like a swamp and is covered with the black dust of terrible and sad dreams. If a butterfly flaps its dark wing over a person, then at night he will have an unpleasant or sad dream.

The dream butterfly gives every person both good and bad dreams.

Try to remember your most pleasant dreams (pause), and now your worst dreams. Open your eyes.

3. Making a collage.

Take a sheet of paper with a butterfly silhouette drawn on it. Using colored pencils, paints, or any other means (clippings from newspapers, magazines), try to reflect the content of your bad dream on one wing, and the content of pleasant dreams on the other wing. Use color to express your emotional attitude towards your dreams. Draw the butterfly's face.

4. After making the collage the client presents his work. Further interaction between the psychologist and the client is carried out taking into account the tasks of correction or counseling, as well as the intellectual and reflexive capabilities of the client.

Issues for discussion:

What are your feelings and experiences during the exercise?

Did you feel a sense of belonging to the group and security?

Did you like the exercise, did you feel comfortable?

Exercise “Spontaneous drawing”

Target: provide children with the opportunity to realize their real experiences and react to their feelings towards the teacher.

Progress of the exercise: After reading a fairy tale, children are invited to draw a picture - who wants what. The facilitator helps group members realize their real experiences and reveal their perspectives in the process of discussing the drawings. Children are asked questions for understanding and clarification. What did you draw? What is this? What did you like and dislike about the fairy tale? What place in the fairy tale was most memorable? Was it difficult or easy to draw? Note: the drawings are not interpreted, not compared, and results based on the drawings are not summed up.

Exercise “My Planet”

Target: develop imagination, fine motor skills, relieve emotional stress.

Instructions:“Close your eyes and imagine a planet in space. What planet? Who inhabits this planet? Is it easy to get to? By what laws do they live on it? What do the residents do? What's your planet's name? Draw this planet"

Children make drawings, after which a discussion of the work is held.

Game "Two with one chalk"

Target: development of cooperation, establishing a psychological climate in the group.

Equipment: A4 sheet, pencils.

Progress of the game: Divide into pairs and sit at the table next to your partner. Now you are one team that must paint the picture. You are given only one pencil. You must take turns drawing one picture, passing a pencil to each other. There is a rule in this game - you cannot talk while drawing. You have 5 minutes to draw.

What did you draw while working in pairs?

Was it difficult for you to draw in silence?

Have you come to the same conclusion with your partner?

Was it difficult for you because the image was constantly changing?

Exercise “Drawing on crumpled paper”

Target: develop imagination, fine motor skills, relieve emotional stress.

Use crumpled paper as a basis for the drawing. Pre-wrinkle it well and get ready for work. In this case, you can draw with paints or pencils (chalk), you can tear off the edges of the drawing, designing it in the form of an oval, circle, etc.

Exercise “Ink Spots and Butterflies”

Target: develop imagination, fine motor skills, relieve emotional stress.

Drop ink onto thin paper and roll the sheet into a tube or fold it in half, unfold the sheet and transform the image you see. Discuss the results of your work in a group, find the images you liked most from other participants.

Exercise “Drawing with charcoal chalk”

Target: develop imagination, fine motor skills, relieve emotional stress.

To create an image, use charcoal crayons, taking advantage of all the possibilities of this visual material. Large paper sizes can be used for work. Use charcoal along with colored pencils or wax crayons. Discuss the sensations and feelings that arise during work and its results.

"Doodle" technique

Target: develop imagination, fine motor skills, relieve emotional stress. Freely moving a pencil over a piece of paper, draw doodles without any purpose or intention and pass them on to your partner, who will have to create an image from them and develop it.

Options:

then exchange transformed scribbles with your partner and try to continue the drawing without disturbing what he has drawn, then discuss together your associations associated with each other’s drawings;

after completing the drawing, compose a story based on the scribbles;

express in words your feelings and associations that arose when you perceived your partner’s scribbles;

Using sweeping movements of various parts of the body, create doodles on a large sheet (whatman paper, the back of the wallpaper), you can close your eyes. After completion, find the image in the image and develop it.

Exercise “Drawing the mood”

Target: Developing empathy.

Material: Paints, paper.

Carrying out: We paint different moods (sad, cheerful, joyful, etc.). We discuss with children what mood depends on, what a person looks like when he is in a good mood, when he is sad, etc.

Exercise "Rainbow"

Target: Development of the emotional world. Development of communication skills.

Material: Whatman paper, paints, brushes.

Carrying out: Children are told about the sequence of colors of the rainbow. On a large sheet of whatman paper, they each take turns drawing one stripe of the rainbow. When all the children have drawn a strip, the drawing can be decorated with flowers, trees, birds, etc.

Exercise “Group drawing in a circle”

Target: Development of empathy, friendly attitude towards each other.

Material: Paper, pencils.

Carrying out: On a sheet of paper you need to draw a simple picture or just spots of color, and then pass the baton to the next participant to continue the drawing. As a result, each drawing returns to its original author. After completing this task, the original concept is discussed. Participants talk about their feelings. Collective drawings can be attached to the wall: a kind of exhibition is created, which for some time will remind the group of collective work in a “foreign space”.

This technique can cause aggressive feelings and resentment. Therefore, the psychologist should warn the participants to be careful with each other’s work.

Exercise “Drawing to Music”

Target: Relieving emotional stress.

Material: Watercolor or gouache paints, wide brushes, paper, audio cassette by Vivaldi “The Seasons”.

Carrying out: Drawing to the music of Vivaldi “The Seasons” with large strokes.

Summer – red strokes (berries)

Autumn – yellow and orange (leaves)

Winter – blue (snow)

Spring – green (leaves)

Exercise “Magic colors”

Target: develop imagination, fine motor skills, relieve emotional stress.

Now you and I will create Magical colors. Here is your tray with all the necessary things (flour in cups, gouache, salt, sunflower oil, water, PVA glue.) Take a glass of flour in your hands, stir it with your hands. What does it feel like? Give her a piece of your warmth, and she will become warmer. Now add salt and mix everything with your fingers. Now let's add oil. Then add water to make real magic paint. To make our paintings durable, we add PVA glue. Almost everything is ready. All we have to do is give our paint color. Choose a gouache color that you like and add a little to the paint. Well done, you have made real magic paint. These are paints for everyone, let's put them in the center of the table. Now we will try our magic colors and draw a fairyland. Children are offered cardboard of different colors, calm music is turned on, and children draw with their hands. Finished works are laid out on free places, organizing an exhibition, while the music continues to play.

Discussion:

How did you feel while doing the work? How do you feel now?

Target: development of sensory abilities; development of imagination.
Age: preschool; junior school.

Materials: A4 paper; watercolor paints; tassels; photographs of the sky, sun, sea, flowers, trees.

Description of the exercise:

“Today I will tell you one interesting story from the life of flowers. But first, let’s remember what colors there are. I will name the first one, and you will continue, okay? So, red..."

Once the different colors are named, start telling the story.

“Once upon a time there were two colors: Yellow and Blue. They did not know each other, and each considered himself the most necessary, the most beautiful, the very, very best color! But somehow they met by chance... Oh, what happened then! Everyone was desperately trying to prove that he was the best!

Yellow said:

- Look at me! Look how bright and radiant I am! I am the color of the sun! I am the color of sand on a summer day! I am the color that brings joy and warmth!
Blue answered:

- So what! And I am the color of the sky! I am the color of the seas and oceans! I am the color that gives peace!

- No! I'm still the best! - Yellow argued.

- No, I’m the best! – Blue did not give up.
And so they argued and argued... Argued and argued...

Until the wind heard them flying past! Then he blew it! Everything was spinning and mixed up! These two disputants also mixed up...Yellow and Blue....

And when the wind died down, Yellow and Blue saw another color next to them - Green! And he looked at them and smiled. - Friends! – he turned to them. - Look, thanks to you I appeared! The color of the meadows! Tree color! This is a real miracle!

Yellow and Blue thought for a moment, and then smiled back.
- Yes, you are right! This is truly a miracle! And we won't quarrel anymore! After all, everyone is truly beautiful and necessary in their own way! And there is sky and sun, seas and meadows, joy and peace! Thanks to all of us, the world becomes bright, interesting and colorful!
And the three of them held hands and laughed merrily! So they felt good!”

After this, invite your child to create a miracle together. To do this, take one landscape sheet, paints and two brushes. Ask your child: what color would you like to draw now - yellow or blue? After he chooses a color, say:

"Great! You chose your color and you will paint with it. And I will paint with the color that remains. And together with you we will create a miracle! Do you remember how the miracle happened in the story I told you? Yes, that’s right, there are two colors mixed with each other: yellow and blue. And it turned out green! So now you and I will try to do this!

To do this, you start painting with your color from one edge of the sheet, and slowly move towards the middle. And I will draw from the other edge. And when you and I meet, a miracle will happen!”

When the “miracle” happened and the color turned green:

Ask your child how many colors are on the piece of paper now;

Ask: what were the colors yellow and blue arguing about?

Why then did they decide not to quarrel anymore;

Talk again about what you needed to do to get the green color;

Suggest experimenting with mixing other colors;

Draw an overall picture that includes all the colors you found. Give it a name. Notice how great it really is that our world is so colorful, and everything in it is good in its own way. How important it is to live together.

Note: It will be especially good if, while telling a story, you also show your child photographs or pictures of the relevant topic. Let's say when there is a debate between yellow and blue, then show your child photographs of the sky, sun, sand, sea, etc. When green appears, show meadows and various plants. And at the end of the story, show a photograph in which the child can see how all these colors combine with each other.

Exercise “Map of my inner world”

Target: formation of ideas about oneself; awareness and expression of one's feelings; emotional rapprochement between child and parents.
Age: children of senior preschool age.

Materials: paper of different formats; paints, brushes;
a set of pencils/markers/crayons; various geographical maps.

Description of the exercise: Show your child various geographical maps.

“There are various geographical maps in front of you. As you can see, they can tell us about how the continents, oceans, seas, mountains are located; about the features of nature; about the structure and development of cities; about different peoples. The map reflects everything that people were able to discover and study. Although our Earth was once completely unknown, people knew little about what surrounded them.
But all this is the external world. And there is also a special world. Inner world. Each person has his own - amazing, unique, and somewhere unknown.
So let's create maps of our inner world. They will be similar to the cards that we looked at today, only all the names on them will be special. For example, “ocean of love” or “mountain of courage”. Let us first designate what we have already discovered in ourselves, we know. And let’s leave room for our further discoveries.”

When the cards are ready, arrange “tours” on them for each other.

When viewing, pay attention:

What prevails on your cards: what feelings, states, colors;
- what “route” of progress on the map was chosen, from what place the journey began and where it ended;

What areas were left for further discovery; what discoveries would you like to make;

Ask your child what was most difficult for him to portray, and also share your difficulties, if any.

At the end of the excursion, ask if everything worked out as planned? Would you like to change something? What did you like most about your card and the other’s card? How are your cards similar and how are they different?

Note: Try to continue working with the cards in the following days. Let them remain visible for this purpose, so that something can always be added or changed. It will be good if you periodically again conduct “tours” for each other and pay attention to what has changed in the perception of the map.

Goals: development of skills to openly express one’s feelings in relation to various life situations, stress relief, emotional rapprochement between the child and parents.

Age: senior preschool;

Materials: postal envelopes, paper of various formats; colored/white cardboard; paints, a set of pencils/markers/crayons; scissors, glue.

Description of the exercise:

“In a whole day, a lot of different events happen - some amuse us, some surprise us, some make us happy, and some sadden us. Let's make envelopes in which we can collect everything we remember during the day. In one of them we will collect our joys, and in the other we will hide our sorrows.”

Now invite your child to make envelopes. To do this, you can use either ordinary postal envelopes (which you can then paint or make some kind of applique on them), or you can make them yourself. To do this, you can come up with your own form, choose the material itself (landscape sheets, white/colored cardboard, foil, etc.)
When the envelope of joy and the envelope of sorrow are ready, start filling them out.
Take small pieces of paper and ask your child to write on them or draw what made him happy and what made him sad. And distribute it into the appropriate envelopes.
Then invite him to use his hands to depict scales.

Let him put one envelope on his right palm and the other on his left. How much does he think he outweighs? Joy? Great, tell me that tomorrow, when we fill out our envelopes again, there will probably be even more of it! Are the disappointments outweighed? Say that, of course, this is sad. But we put them in an envelope, they are no longer in you - but in this envelope. This means they have lost power over you. And tomorrow we will continue to fill out our envelopes again, and we’ll see who wins!

While filling out the envelopes, you and your child can periodically review their contents, discuss something, remove or add something. Let the child decide for himself how long he will “keep” such envelopes. When he wants to stop, conduct a “full audit” of the content. Then offer to store the envelope with accumulated joys in a safe place, so that you can always review it if you suddenly feel sad. But offer to “deal with” the envelope of grief. Let the child come up with a way to make grief disappear from his life forever (for example, the envelope can be torn and trampled on; you can cut it, or put it in water and wait until it gets wet, etc.)

Exercise “Our family poster”

Target: emotional rapprochement of family members, assimilation of family values.

Age: preschool, school.

Materials: paper of different formats; colored/white cardboard; paints, a set of pencils/markers/crayons; various envelopes, scissors, glue.
Description of the exercise:

A3 paper or a sheet of Whatman paper is best suited for making a poster. Together with your child, come up with a greeting that you will write on the poster, think about the design. You may want to decorate the poster with your family photos, or maybe you will draw something together.

Each family has its own traditions, its own rhythm, its own atmosphere. Try to come up with pockets that will characterize your family specifically, so that you can feel the “zest”.

Note: try to ensure that these pockets are filled by all members of your family. Thanks to this, the child will be able to quickly understand and assimilate family values, and what is especially important - to feel the unity of his family.

Target: formation of ideas about oneself; awareness of one's interests and aspirations; building self-esteem; emotional rapprochement between child and parents.

Age: before school age.

Materials: paper of different formats; colored/white cardboard; paints;
a set of pencils/markers/crayons; scissors, glue, plasticine; images of various emblems; family photos.

Description of the exercise: Show your child various emblems and look at them.

“As you can see, an emblem is a distinctive sign that depicts something that symbolizes some idea, person, or object.
What does it symbolize you? What objects most clearly reflect your lifestyle, interests, plans?

Try to create your own logo"

After making the emblem:

Review it with your child;

Let him tell you why he depicted these particular objects;

Did he like the way he implemented his plans?

Note: You can also invite your child to create a coat of arms for your family. It is better to perform this task together with him. Tell us about the history of your family, if you have photographs, show them. Ask what he would like to depict on the coat of arms, and share your ideas. Try to find a common solution that would most fully reflect your vision of the coat of arms.

Target: develop imagination, fine motor skills, relieve emotional stress.

Apply water-soluble paint with plenty of water to a sheet of paper, use various combinations of colors, at the very end of the work, blow color spots through a thin tube, forming droplets, splashes and mixtures of colors into fancy scribbles and blots; try to see the image and develop it.

The resulting image is always different from what was shown on the original form. It may be less clear compared to the original, more blurry, and the boundaries between different colors may be blurred. The intricate patterns appearing on the printed material are random and cannot be accurately reproduced by the author. In the process of performing work, spontaneous self-expression, actualization of feelings and emotions, stress relief, development of variability of thinking, perception, and creativity occur. The child is asked which of the images he likes best, the chosen option receives the name and attention of the author, an adult, and other children.

Technique "Drawing with a ball"

This technique can be used to increase the self-esteem of children with the “I can’t draw” symptom, develop creativity, and diagnose.

During the work, the psychologist must unwind a ball of thread and show the children how to create patterns or pictures on the floor or table. Then each child takes the ball in turn and, unwinding it, creates a composition, after which a discussion is held.

Issues for discussion:

What letters do you see here;

What figures do you see here?

Can you make out any numbers here;

What dish is pictured here?

What do these lines remind you of: people, landscapes, some events.

In an individual setting, this technique can be used with children who are aggressive, hyperactive, easily distracted, and withdrawn.

Technique "Nitcography"

If a thread (30–50 cm) is dipped in paint, then laid out on a sheet at your own discretion, leaving only the tip outside the sheet, and then covered with another sheet on top, and pressing it with your hand, pull the thread from the space between the sheets, then on both adjacent to the painted The surface threads will leave unusual imprints.

“Drawing History” Technique

The objectives of this technique are diagnosis, correction of inappropriate behavior patterns, resolution of internal conflicts, and relief of emotional stress.

During the work, the child is asked to draw an illustration for a story. The psychologist then conducts a discussion with the child.

If the story proposed by the child is problematic in nature, he is asked to draw a picture on a topic, for example, “If this story continued, how would events develop?” or “What would you change about this story for the better?” and so on.

The following drawings are created according to the comic book principle until the problematic situation is resolved. After each drawing, the teacher conducts a discussion.

Technique “Drawing in a circle”

This technique is used in group work, promotes group unity, involves even the most inactive participants in the process, develops creativity, and increases self-esteem.

Progress: The guys sit in a circle, each holding a pencil and a sheet of paper prepared in advance. The vertical sheet is divided into 3 parts, and then 1 and 3 parts are wrapped inward, like an envelope.

The following are the instructions:“Now you and I will create a fantastic creature together. The first person draws a head, passes the paper to another participant, and that person draws the body without looking at the head. The sheet is then given to a third person who draws the legs. The next one unfolds the sheet, comes up with a name for the creature and a short story about it.”

"Doodle or Hatch" Technique

Problems solved during the implementation of this technique: development of imagination, fantasy, working with the “I can’t draw” syndrome, group cohesion, relieving emotional stress. Hatching and scribbling help to stimulate the child, make him feel the pressure of a chalk or pencil, and can be used at the beginning of a lesson. The process of execution itself occurs in a certain rhythm, which has a beneficial effect on the emotional sphere of the child. Each child has his own, dictated by the psychophysiological rhythms of the body. Rhythm is present in all life cycles, including the daily routine, the alternation of tension and relaxation, work and rest, etc. Rhythm creates a mood for activity and tones up the child.

As they work, children are encouraged to move a pencil or crayons freely across a sheet of paper without a goal. No paints are used. The lines may look illegible, careless, inept, or, conversely, clear and precise. They can be straight, curved, broken, rounded, spiral-shaped, in the form of checkmarks, dotted lines. The result is a complex “tangle” of lines in which you can see some kind of image or abstraction. The resulting image can be developed, supplemented, completed, as well as express your feelings and associations in connection with this image, compose a story about it, etc.

A type of crosshatching is the “frottage” method, when the surface of a sheet is shaded, under which a flat object or a prepared silhouette is placed (surely everyone has tried to “develop” a coin this way).

“Plasticine composition” technique

Plasticine can create various images. This is a labor-intensive technique that requires perseverance and long-term concentration from the child. This technique is good to use with hyperactive children.

Tasks solved during the work: development of the sensory-perceptual sphere, development of imagination, originality of thinking, creative self-expression.

During the work, children are given a piece of cardboard and plasticine. The child can take a piece of plasticine of the color suggested or liked and knead it in his hands until it becomes soft. Then the plasticine is applied with your fingers to the cardboard, as if spread. After this, the children can be offered a set of cereals, pasta, watermelon and pumpkin seeds or any other small items. By pressing them into the plasticine base, children thereby create a composition free or given a theme.

Then you can come up with a name for the craft, a fairy tale story for it, and make an exhibition.

Mandala technique

The word mandala is of Sanskrit origin and means "magic circle". Mandala is a mirror, an imprint of life here and now. It is based on a drawing in a circle. The circle is a symbol of planet Earth, as well as a symbol of the protection of the mother's womb. Thus, when creating a circle, a boundary is drawn that protects physical and psychological space. Anyone can color such a circle. Templates for coloring can be found all over the Internet and printed on a printer. You can create the base yourself - to do this you need to outline a plate on paper, for example.

Spontaneous work with color and shape inside a circle helps to change the child’s state of consciousness, calms and balances, and opens up the opportunity for spiritual growth and development of creative abilities.

Technique “Drawing Emotions”

The main objective of this technique is to work out various emotional states of the child (sadness, anger, fear, joy, sadness, etc.

At the beginning of the work, ask your child to choose a color that matches his mood and draw it on the sheet (leave a mark). It can be a blot, straight or broken lines, various strokes, etc. Questions to consider: What might this condition be called? What does it look like? This work can be done in the form of unrelated lines, strokes, symbols, or can be combined into a whole picture.

In another version, a silhouette of a person is drawn. Invite your child to remember any event in his life (joyful, happy, sad, sorrowful, etc.). Next, ask the child what he experienced, what emotions, in what part of the body, what color can these emotions be colored? Then offer to paint over or shade the localization of the emotion on the person’s silhouette with the appropriate color. When the work is finished, invite the child to look at his emotion from the outside, how he feels, what he would like to do with the image of this emotion: finish drawing, redraw, tear, crumple, burn, etc. After completing all the desired actions with the drawing, thank the child for his work.

Finger Painting Technique

Finger painting is sanctioned mud play in which destructive impulses and actions are expressed in a socially acceptable form. A child, unnoticed by himself, may dare to take actions that he usually does not do, because he is afraid, does not want, or does not consider it possible to break the rules. The process of finger drawing itself is often not indifferent to the child, and each subsequent drawing is different from the previous one. Each time it happens in a new way: a different color is chosen, the ratio of lines, tempo, rhythm, etc. Therefore, the result of manipulations with paint can be unpredictable: it is not known what kind of image you will get in the end. But not all children switch to finger painting on their own initiative. Some, having tried this method, return back to a brush or sponge as a more familiar means of depiction. Some kids find it difficult to start finger painting. As a rule, these are children with strict social behavior patterns, focused on early cognitive development, as well as those in whom parents see “little adults” from whom they expect mature behavior, restraint, and reasonable opinions. It is for these children that “playing with mud” serves as a prevention and correction of anxiety, social fears, and depression.

Technique "Drawing on water"

Aquarizing (ebru) is a technology of drawing on the surface of water. Only natural materials are used in ebru. The drawing is applied with paints that do not dissolve in water, but remain on the surface. Then the paints are mixed with each other using a brush (or a special stick) and form bizarre and unique patterns. Next, paper or fabric is placed on the drawing, carefully removed and dried. And the drawing is ready. Children perceive the process of drawing on water as real magic. When their creation is printed on paper, leaving the water crystal clear, children's delight is beyond description! Aquarizing not only helps the development of children's fantasy and imagination, but also has an amazing calming effect.

However, it should be borne in mind that for activities on the water, special paints are required, which cannot always be found and purchased. Therefore, this technique can be replaced by drawing on glass.

Technique “Drawing on glass”

Water can absorb negative energy and have a positive effect on the child’s psyche. Playing with water fascinates every child and provides an opportunity to emotionally release and gain new experience.

Before offering glass to a child, it is necessary to treat its edge in order to comply with safety regulations. Unlike drawing on paper, glass gives new visual impressions and tactile sensations. The children are captivated by the process of drawing: gouache (its properties are best suited for drawing on glass) glides softly, it can be smeared with a brush or fingers, since it is not absorbed into the surface material and does not dry out for a long time.

It is better to draw on large glass sizes, for example, 25x40cm or 40x70cm - there is room to turn around on them. Right in the process of drawing, you can wash the glass with a wet sponge, apply a new design, and wash it off again. This is what reactive and anxious children do. It often happens that someone pours a lot of water on the glass, moves it from side to side, collects it with a sponge, mixes it with paint, etc. This manner is typical for children of preschool and primary school age who have problems of an affective and personal nature. The child's activity space expands due to water flowing outside the glass. In addition, the consistency of water is significantly different from paint. Lower density and fluidity increase the speed of manipulation, remove static and specific images. Due to the fact that the paint is not absorbed, no matter how many multi-colored layers are applied, the transparent base will always show through underneath. Thanks to these properties, the image on glass is perceived as momentary, temporary, devoid of monumentality and permanence. Only outlines, a game, you can not be responsible for the result, since there is no result. It’s as if the child is not drawing, but is training to draw, and accordingly, has the right to make mistakes and corrections, without painful worries about what has already been done, which cannot be changed. The described technique is used for the prevention and correction of anxiety, social fears and fears associated with the results of activities (“I’m afraid to make a mistake”). Suitable for tense children as it stimulates activity. Reveals children “suppressed and bullied” by comments from teachers and parents, educational failures, workload, and exorbitant demands. Drawing together on the same glass as a problematic situation provokes children to establish and maintain contacts, develop the ability to act in conflict, give in or defend positions, and negotiate.

Training,

aimed at changing the collective mood through art therapy methods

Collective mood is the emotional reactions of a group to phenomena of the objective world that occur in a certain period of time. It has great contagiousness, impulsive strength and dynamism. The phenomenon under consideration mobilizes or restrains collective consciousness, determines the nature of general opinion and interpersonal relationships. Consequently, the mood of a team is interconnected emotional reactions and experiences that have a certain coloring and are characterized by greater or lesser intensity and tension. The degree of readiness of group members for certain actions depends on them.

Purpose of the training: changing the collective mood through group interaction; create a good psychological climate through cooperation and mutual assistance within the group. Increasing the tone of the group.

Materials: balloon, paints, brushes, pencils, crayons, paper, water cups, colored paper, magazines, scissors, glue, felt-tip pens, markers.

1. Exercise “Ball” (7-10 min)

Target: Warming up, including all participants in the work. Increasing the tone of the group. Materials: balloon.

Instructions: All participants stand in a circle. Psychologist: “Today in class we will play with balloons. I propose to start with this balloon - the presenter is holding one balloon in his hands. – Now we will pass it around in a circle, but under one condition: you can do this using only your elbows (squeezing the ball with your elbows), you cannot help with your hands. So, let's begin. The second circle passes the ball only with the feet (squeezing the ball with the knees). Third circle: the ball is passed with the help of the head (the ball is pressed by the head to the shoulder).”

2. Exercise “Associations” (10-15 min)

Target: Exercise enhances the feeling of a group, the inclusion of all participants in the work, creates a positive emotional mood.

Necessary materials: paints, brushes, pencils, crayons, paper, water cups, colored paper, magazines, scissors, glue, felt-tip pens, markers.

Progress: Exercise “Associations”. The group is divided into pairs. Each participant draws associations on a piece of paper for their partner (if he were a color, an object, an animal, a musical direction, then what?). 10 minutes are allotted for this work. When the associations are ready, you can use them to introduce your partner. To create an associative series, you can use ready-made images by cutting them out of a magazine and pasting them on paper.

3. Exercise “Paired drawing” (10-15 min)

Goals: development of self-regulation, arbitrariness of behavior, ability to work according to rules, development of the ability of constructive interaction. The technique is carried out in pairs.

Necessary materials: paints, brushes, pencils, crayons, paper, water cups, colored paper, magazines, scissors, glue, felt-tip pens, markers. Work progress: the group is divided into pairs, each pair is given a sheet of paper, a box of paints, pencils. Other materials can be placed on a separate table so that any child can come and get what they may need.

Instructions: “Now we will draw in pairs. Two people draw a single composition or image on one sheet of paper. At the same time, there is a very important condition: you cannot agree in advance about what kind of drawing it will be, you cannot talk during the work. In addition to paints and pencils, it is allowed to complement the image with colored paper, use ready-made images from magazines, cutting and gluing them in addition to the composition. We start at the signal."

After the drawings are ready, a discussion and exhibition of the works is held. You can choose the most harmonious, the most unusual or the most conflicting work and ask the authors questions about what helped them, how they acted, how they agreed on a non-verbal level what exactly they would draw, etc.

Negative experiences of interaction in the process of paired drawing are also discussed.

4. Exercise “Line” (5-10 min.)

Target: team building. The exercise allows you to become aware of non-verbal means of establishing contact, test them in a safe group environment, test your ability to establish contact in various situations, understand that when establishing contact there are no universal means and rules, and first of all you need to focus on the person with whom you are interacting.

Progress of the exercise: participants line up according to: height; hair color; alphabet of names; foot size; zodiac sign, etc.

Instructions: “Now you have to line up according to eye color, from lightest to darkest. It is forbidden to talk during formation. So, let's start." 2 minutes are given to build. Then it is proposed to build according to hair color, from lightest to darkest. The conditions are the same. The last task is the most difficult: line up in height with your eyes closed, without talking.

Issues for discussion:

How are you feeling now?

What did you like most?

Was it difficult for you to do the exercise?

5. Exercise “Drawing circles...” (35-45 min.)

For this technique, the circle was chosen as a mythological symbol of harmonies. It is believed that the circle, due to the absence of sharp corners, is the most “benevolent” of all geometric shapes, meaning approval, friendship, sympathy, gentleness, and sensuality. Working in a circle activates integrative, emotional, intuitive (right-hemisphere) thinking, and also unites, stabilizes the group, and promotes the formation of favorable interpersonal relationships. Even small children, according to the observation of S. Rais, prefer circles to all other figures. This is apparently due to the simplicity of the round shape. The artist, as E. Bülow noted in the article “And here is a sign for you...”, immersed in the process of depicting a wide variety of symbols, fills the entire surface of the sheet to the very edge, as if discovering them for himself. Many sheets, dotted with circles of sometimes larger and sometimes smaller sizes, touching or intersecting with each other, and sometimes included in one another, raise the question of the significance of the circle as a symbol. Typically, drawn circles are far from perfect in terms of geometry. However, they are self-sufficient entities for which it is difficult to find words. Only ideas about a certain form arise in the mind, the aesthetic merits of which retain attention.

Target: development of spontaneity, reflection; allows you to clarify the personal characteristics, values, aspirations, nature of the problems of each participant, his position in the group; reveals interpersonal and group relationships, their dynamics, and has the potential to form group cohesion.

Materials: Two rolls (one for each table) of thick paper. A variety of visual materials and tools in sufficient quantity: pencils, felt-tip pens, paints, gouache, brushes, jars of water, eraser, tape.

Progress of the exercise: The group sits around the table, they are offered whatman paper, simple pencils, paints, brushes, glossy magazines and glue. Each participant draws a circle figure, and can also complete other people’s drawings and write wishes to each other. At the end of the work, the participants share their impressions of their joint work, show their own drawings, talk about the idea, plot, feelings, and, if desired, read out loud the good wishes that other participants wrote to him.

Instructions: Take a seat at one of the tables. You can change your location if you wish. You have the right to move freely around the table and work in any area. Draw a circle of the desired size in your favorite color. Then draw one or two more circles of any size and color on the sheet. Trace the outlines of the drawings. Connect your circles with lines that you like the most. Imagine you are building roads. Fill the space of each of your circles with plot drawings, icons, symbols, i.e. Give them your own personality. Next, walk around the picture sheet and carefully examine the drawings. If you really want to finish drawing something in the circles of other participants, try to negotiate with them about it. With the consent of the authors, write kind words and wishes next to the drawings that you liked. Be respectful of the space and feelings of others! Draw the remaining free space of the sheet with patterns, symbols, icons, etc. First of all, agree with other participants on the content and methods of creating the background for the collective drawing

Art therapeutic training on the formation of a conscious attitude towards the process of self-knowledge

Self-knowledge is the study by an individual of his own mental and physical characteristics, understanding of himself. It begins in infancy and continues throughout life. It is formed gradually as it reflects both the outside world and self-knowledge.

The main ways of self-knowledge include:

analysis of one’s own activities and behavior based on comparison with other people;

self-observation can be both external, using video and audio recording devices, and internal - monitoring one’s thoughts, feelings, reactions to certain events;

self-report (internal report to oneself).

The process of self-knowledge is closely related to the subject’s self-reflection, which contributes to the expansion of the individual’s self-awareness and the development of social-perceptual intelligence. Social psychology, exploring the problem of communication and interpersonal perception, widely uses the concept of “self-reflection”. Self-reflection is present in interpersonal communication and perception. In social psychology, self-reflection is understood as an individual’s awareness of how he is perceived by his communication partner. This is no longer just knowledge or understanding of the other, but knowledge of how the other person understands his partner, a peculiar process of mirror mutual reflection of each other, a deep consistent reflection, the content of which is the reconstruction of the inner world of the communication partner, and in this inner world, in turn, the inner world of the first is displayed

Principles of the group:

address each other as “you” and by name (without regard to status);

be responsible for your words and actions;

“here and now”;

everything that is done in the group is done on a voluntary basis;

accept yourself and others as they are.

In this case, the assessment of one’s own qualities occurs independently on the basis of information received in the group.

Target: formation of a conscious attitude towards the process of self-knowledge, motivation for further self-reflection.

Tasks:

formation of a conscious attitude towards the process of self-knowledge;

awareness of your behavioral patterns;

development of spontaneity and involuntary behavior patterns;

development of self-reflection.

Stages of work:

I. Stage – warming up:

Target: performing nonverbal and psycho-gymnastic exercises that promote self-knowledge, self-expression and bringing together group members.

Materials: musical accompaniment.

Exercise "Awakening"

Target: analysis and introspection of one’s own sensations, emotions and feelings.

Materials: musical accompaniment.

Time: 5-10 min.

Procedure: Group members create a circle. They take turns depicting the process of waking up in the morning through pantomime, reflecting the accompanying feelings. In feedback, circle members voice the feelings portrayed by the protagonist and analyze their own feelings. The protagonist reflects the content embedded in the pantomime. All group members act as the protagonist.

“What were you trying to portray?”

“How did you feel while completing the task?”

“How did you feel after completing this task?”

“How did the image you showed fit with how the group perceived it?”

“Were there any difficulties in what you wanted to demonstrate? Was this task difficult to complete?”

Exercise “The Road of My Life”

Target: analysis and introspection of one’s own sensations, emotions and feelings. Reflection on the life experiences of each group member.

Materials: musical accompaniment.

Time: 5-10 min.

Procedure: Group members create a circle. They take turns depicting the path of their lives through pantomime, reflecting the accompanying feelings. In feedback, circle members voice the feelings portrayed by the protagonist and analyze their own feelings. The protagonist reflects the content embedded in the pantomime. All group members act as the protagonist.

Questions for discussion (feedback):

“To what extent were you able to feel the inner world of the person performing the exercise?”

"Did you succeed in completing the task"

“Did anyone have similar “roads?””,

“Were there any obstacles during the exercise?”

Exercise “Partnerships”

Target: analysis of one’s own behavioral patterns, development of spontaneity and involuntariness in behavioral patterns.

Materials: musical accompaniment.

Time: 5–10 min.

Procedure: Having split into pairs, group members stand with their backs to each other. Couples are encouraged to sit and stand together as harmoniously as possible. The manager does not set a policy for silence. The behavioral reactions of group members and their comments in the context of interaction are analyzed.

Questions for discussion (feedback):

“Did you completely trust your partner when performing the exercise?”

“Did you encounter any difficulties while performing the exercise?”

“How did you feel after performing the exercise?”

Exercise “Get in a circle”

Target: awareness and analysis of one’s own behavioral tendencies and characteristics of one’s personality.

Materials: musical accompaniment.

Time: 5–10 min.

Procedure: You need to stand in a circle, holding hands tightly. One of the participants remains behind the circle. The one who remains outside the circle must first get inside and then leave. Other group members have the right to let him into the circle or not to let him out of it, depending on whether the behavior of this participant during interaction with them will arouse the desire to see him in their circle or not.

Thus, in a simple game form, participants are invited to realize and analyze not only the aggressive and power tendencies present in their behavior, but also to come closer to understanding their own individual psychological characteristics, internal contradictions of the individual, and discuss possible options for constructive behavior in such situations.

Questions for discussion (feedback):

“What did you do to get into the circle and get out of it?”

“How did you feel?”

“How did you feel about those who stood in the circle?”

“Did you plan your interactions with participants in advance or did you act spontaneously?”

“Was the reaction of the circle participants to your actions as you expected?”

“Did you succeed in completing the task?” etc.

II. Stage – main activity:

Target: self-knowledge of one’s own “I” thanks to metaphorical material.

Materials: Whatman paper, paints, pencils, brushes, dough, audio player, calm music.

Time: 1.5-2 hours.

Conceptual introduction:

Dough is the most suitable and safe plastic material for work. The plasticity of the material allows you to make numerous changes to your work and, accordingly, improve your emotional well-being. Modeling provides an amazing opportunity to model the world and your idea of ​​it. As a result of modeling from dough, a product (figure, picture) appears, which provides numerous opportunities in choosing further work techniques. This includes staging test performances, image reconstruction, and modeling.

Modeling can be both individual and collective, can be used in the “adult-child” dyad, “adult-adult” can be used with drawing and with various additional materials. The dough promotes the desire for freer self-expression. What’s special about sculpting is that you can combine features, transfer the characteristics of one object to another, thereby working with unconscious content material. The dough can be colored, three-dimensional or flat shapes can be made (mandala), flat ones with the addition of waste material (test composition).

To make salt dough:

Mix 1 cup of flour and 1 cup of salt, then pour in 125 ml of water (the volume is approximate, since the amount of water may depend on the type of flour you used for the dough). Stir this mass again with a spoon, and then knead with your hands until a homogeneous consistency. Just don't overdo it! If the dough is too soft, knead it with a little extra flour and salt mixture. The salt dough should be dense. It is recommended to place the salted dough in the refrigerator for 2–3 hours in a plastic bag. You can simply store it there for future use.

Procedure: Participants are offered salt dough. Each participant takes the required amount of dough to sculpt any images that arise in them and find a place for themselves on a common sheet of whatman paper. So, from a cooled piece of dough, a figure agreed upon by all participants (a circle, a square, or any other) is molded by the presenter or the participants themselves. Participants give the color to the dough themselves. Main stages of work:

Free activity.

The process of creative work.

Distancing.

Verbalization of feelings and emotions.

Words and symbols bring to life vivid impressions and real sensations that can trigger natural self-regulation mechanisms. The emotional component certainly causes a response from the motor component, as well as a change in the course and nature of the participants’ thoughts. Therefore, when creating an image from dough, you can experience pleasure, which will be reflected in the result, and changes will occur in facial expressions, gestures, attitude towards yourself and others. It is especially useful to take positive topics into therapy. Working with expressive material and with a non-judgmental reaction allows you to express a wide range of emotions, which in itself is already healing.

Questions for discussion (feedback):

"How are you feeling?"

“How are you feeling now?”

“What kind of figurine did you get?”

“What would you call her?”

“What are your feelings about this figure and the other participants’ figures?” and etc.

III. Stage – completion:

Target: removal of emotional and behavioral rigidity.

Materials: musical accompaniment.

Time: 5-10 min.

Exercise “Candle of Confidence” or “Bell”

Procedure: all participants stand in a circle shoulder to shoulder, arms bent at the elbows, extended forward. Palms raised up. One of the participants stands in the center of the circle. The arms are lowered along the body, the eyes are closed. He relaxes and rests on the hands of those standing. The group picks it up and slowly, carefully passes it around. Every participant must visit the center. After the exercise there is a discussion.

Questions for discussion (feedback):

"How are you feeling?",

“Did you encounter any difficulties while performing this exercise?”

“Have your feelings changed during the exercise?”

“Describe your feelings. What are they?"

“Compare and analyze your sensations and feelings before and after the training. What has changed?

Conclusion

Quite often, after completing art therapy sessions, people become interested in the types, techniques and methods of creative activity with which they became acquainted in the classes.

Each drawing is unique. It cannot be accurately reproduced in subsequent classes. Each new work is a natural way of talking about oneself, one’s feelings and thoughts at the current moment in time, as well as one’s experiences and feelings that have not found verbal expression and have become an emotional burden for a person. Everything that worries or excites him, he can express on paper or on other material specially selected for this purpose.

The entire process of creative activity is an important element of its development. During the classes, creative beginnings are discovered that children and teenagers had never even suspected before. The children do not think about the final result, they enjoy the process itself, learn to express their feelings, cope with experiences, give an outlet for their accumulated energy, and also develop creative abilities. This is why art therapy is so effective when working with all age categories.

List of sources:

1. Art therapy - new horizons / ed. A.I. Kopytina. – M.: Kogito-Center, 2006.

2. Wenger A.L. Psychological drawing tests. – M.: Vlados-press, 2006.

3. Dobryakov I., Nikolskaya I., Eidemiller E. Family diagnosis and family psychotherapy. – St. Petersburg: Rech, 2006.

4. Zinkevich-Evstigneeva T.D., Grabenko T.M. Workshop on creative therapy. – St. Petersburg: Rech, 2003.

5. Kelish Abbey Art therapy: an unorthodox, alternative or complementary approach to psychotherapy. Electronic version // http://www.arttherapy.ru/publication/content/25.htm

6. Kiseleva M.V. Art therapy in practical psychology and social work. – St. Petersburg: Rech, 2007. 8. Kopytin A.I. Art therapy. Electronic version // http://webcommunity.ru/941. htm

7. Using art therapy methods with preschool children

http://www.moi-detsad.ru/konsultac/konsultac2714.html

5. Kopytin A.I. Workshop on art therapy. St. Petersburg, "Peter", 2001.

Municipal preschool educational institution

"Kindergarten No. 12 in Cheremkhovo"

Card index

Compiled by:

Guro O.S. – educational psychologist

2016

Card index

art therapeutic exercises

A practical guide for educators, methodologists, parents, specialists (speech therapists, music workers, physical education instructors)

Card index of art therapeutic exercises. – Cheremkhovo, 2016. – 26 p.

Benefit contains a system of exercises that are effective for developing the psychological culture of people and increasing the level of their psychological health through the use of the potential of different types of art. The collection of exercises is universal and suitable for work in any preschool institution.

The manual is addressed primarily to educators, methodologists, parents, speech therapists, music workers, physical education instructors, specialists from a wide range of teaching and support professions.

Content

Introduction……………………………………………………………………………….5

The advantage of the art therapy method……………………………………….6

What types of art therapy are there?……………………………………………………6

Art therapeutic exercises…………………………………...…8

List of references………………………………………………………26

Introduction

Art therapy (art therapy) is a method of psychocorrection that was first used in psychotherapy by A. Hill in 1938.

Art therapy(Latin ars - art, Greek therapeia - treatment) is a method of treatment and development using artistic creativity.

Among other things, art therapy is a wonderful way for others to express their emotions and feelings painlessly.

Children's art therapy is a simple and effective way of psychological assistance based on creativity and play. In other words, this is creativity therapy.

The main goal of art therapy is to harmonize the development of personality through the development of the ability of self-expression and self-knowledge.

Through simple exercises that are more reminiscent of children's pranks, you can not only diagnose the mental state of any person (both adults and children), but also successfully fight many nervous disorders.

Art therapy – exercises for children – is:

getting to know your inner self; formation of an idea of ​​oneself as a person;

creating a positive self-perception;

learning to express your feelings and emotions;

relieving psycho-emotional stress;

development of fine motor skills, communication skills, imaginative thinking and abilities for various types of creative activities.

So, by creating and imagining, you can understand your emotional experiences, understand yourself and your inner world, or you can help your child overcome shyness, dispel fears, become more sociable and open to communicating with people.

Art therapeutic exercises help to “break through” fears, complexes, and pressures into consciousness.

Each exercise, removing masks and clamps, returns you to the essence, to the roots, to the heart, to the root causes.

The advantages of the art therapy method are that it:

provides an opportunity to express aggressive feelings in a socially acceptable manner: drawing, painting, sculpting are safe ways to relieve tension;

accelerates progress in therapy: subconscious conflicts and internal experiences are more easily expressed through visual images;

allows you to work with thoughts and feelings that seem insurmountable;

helps strengthen relationships between participants;

promotes a sense of internal control and order;

develops and enhances attention to feelings;

enhances the sense of one’s own personal value and improves artistic competence.

What types of art therapy are there?

Isotherapy - drawing with colored sand, with fingers on a mirror and on paper, plasticine drawing;

Color therapy - (chromotherapy) - This is a direction in which the influence of colors on the psycho-emotional state of a preschooler and his well-being is used.;

Fairy tale therapy - This is a way to correct children's psychological problems. The idea is that a fairy tale is told for the child, the hero of which is himself. At the same time, in the narration of the fairy tale itself, certain difficulties are thought out for the main character, which he must certainly cope with;

Sand therapy. Playing with sand is a natural and accessible form of activity for every child. A child often cannot express his feelings and fears in words, and then playing with sand comes to his aid. By acting out the situations that agitated him with the help of toy figures, creating a picture of his own world from sand, the child is freed from tension. And most importantly, he gains invaluable experience in symbolically resolving many life situations, because in a real fairy tale everything ends well;

Water therapy. Water is the first and favorite object for study by all children. The first substance that a child gets acquainted with with pleasure is water. It gives the child pleasant sensations, develops various receptors, and provides almost unlimited opportunities for the development of cognitive activity. The value of technology lies in the fact that playing with water is one of the most enjoyable ways to learn. This makes it possible to use this technology for cognitive and speech development, enriching the emotional experience of the child, in case of difficulties with adaptation;

Play therapy – impact on children using games. The game has a strong influence on the development of the child’s personality, promotes the development of communication, communication, the creation of close relationships, and increases self-esteem. The game shapes the child’s voluntary behavior and his socialization;

Music therapy - one of the methods that strengthens children's health and gives children pleasure. Music promotes the development of creativity and imagination. The melody is especially effective for hyperactive children, increases interest in the world around them, and contributes to the development of the child’s culture.

Classes using art therapy toolsare carried out in individual and group form, during educational activities, independent activities.

It is important that art therapy does not require special training. Interaction with children using art therapy is very fruitful and interesting. Classes are based on a game plot, where children perform certain tasks of the teacher. This wonderful form allows you to include a number of speech games, exercises, tasks for speech correction, for the development of cognitive and mental processes, and sensory skills.

Art therapy exercises

Exercise "Masks"

Target : Self-expression, self-awareness. Working with different feelings and

states. Development of skills, active listening, empathy, and the ability to treat each other without judgment.

On pre-prepared mask stencils, draw the faces

You are the person you would like to be. Tell a story from the perspective of each mask. At the end of the work, organize an exhibition of masks. Find masks that are similar to each other among all the masks.

Exercise “What is a boy? What is a girl?

Target : expanding the understanding of people, social behavior of people.

The group is divided into subgroups: adults and children. Each group is given the task of making a joint collage on the topic: “What is a boy? What

is that a girl? At the end of the work, a joint discussion is held. At the end of the discussion, both groups unite and create a single collage on the same topic. Particular attention is paid to ensuring that the views of each group are taken into account when creating a single work.

Exercise “Drawing yourself”

Target : Self-disclosure, work with the image of “I”.

Draw yourself as a plant, animal, schematically. Works are not signed. At the end of the task, all the works are hung on a stand and the participants try to guess which work belongs to whom. They share their feelings and impressions about the work.

Exercise “Scratching”

Target:

Graphic work on a soap lining. The work done in this way resembles an engraving, as it is created by a line of different directions in length, smoothness and turns out velvety due to the deepening of the scratching of the surface.

Material : a sheet of paper prepared in advance (a sheet of paper is first soaped, then covered with gouache, ink or paint), a pen with an asterisk nib.

Graphic work on wax lining. To complete this work, you need a piece of stearin candle, watercolor paints, and ink.

They make a drawing with paints or paint over the sheet with combinations of different tones, depending on what you have in mind. Then carefully wipe with a piece of candle so that the entire surface of the sheet is covered with stearin. After which the entire work (the entire sheet) is covered with ink. Sometimes twice. Scratch after drying.

Exercise “Salt drawings and toothpaste”

Target : develop imagination, fine motor skills, relieve emotional stress.

What if you paint with glue and sprinkle salt on top of these areas? Then you will get amazing snow pictures. They will look more impressive if they are done on blue, blue, pink colored paper. Another way to create winter landscapes is to paint with toothpaste. Draw light outlines of trees, houses, and snowdrifts with a pencil. Slowly squeezing out the toothpaste, go over all the outlined contours. Such work must be dried and it is better not to put it in a folder along with other drawings.

Exercise “In the raw”

Target : develop imagination, fine motor skills, relieve emotional stress.

The drawing then turns out to be raw, when paint is splashed into the not yet dried background and spread out with a swab or a wide brush.

This method of painting helps to get magnificent sunrises and sunsets. Drawing an animal, or rather its coloring, helps to achieve similarity with nature. The object turns out to be fluffy. This method of drawing was very often used in his works by the illustrator Charushin.

Exercise "Spraying"

Target: develop imagination, fine motor skills, relieve emotional stress.

Material : an ordinary comb, a brush or toothbrush, paints.

Using this method of drawing in your work, you can convey the direction of the wind - to do this, you need to try to ensure that the spray falls in the same direction throughout the entire drawing.

Express seasonal changes vividly. So, for example, the leaves on the awn turn yellow and red earlier than on birch or other deciduous trees. They are yellow and green and orange on her. And the method of spraying will help to convey all this diversity.

Exercise “Egg Mosaic”

Target : develop imagination, fine motor skills, relieve emotional stress.

Once you have eggshells on your kitchen counter, don't throw them away. Separate from the films, wash, dry and grind. Dilute the paint in several cups and put the crushed shells there. After 15 minutes, the shell is squeezed out with a fork and laid out to dry. Now the material for the mosaic is ready. Mark the drawing with a pencil outline and, having previously smeared the surface with glue, fill it with a certain shell color.

Exercise "Monotype"

Target : Develops creativity and imagination.

Material : cellophane or glass (the size of a sheet of paper), any paints, clean water, paper.

The paint is splashed onto the glass with water and a brush, and splashed onto the glass. Then a sheet of clean paper is applied and pressed with your fingers. Depending on the stains and the direction of rubbing, different images are obtained. You can't get the same image twice.

This method can be used when tinting paper for drawing meadows, landscapes; the background can be one-color or multi-colored.

Exercise “Invisibility. Drawing with a candle"

Target: develop imagination, fine motor skills, relieve emotional stress.

Material : paper, wax, paraffin candles, watercolors or paints. Gouache is not suitable for this method of drawing, because... does not have shine. You can use mascara.

First, the children draw with a candle everything that they want to depict on the sheet (or according to the topic). The sheet produces a magical drawing, it is there and it is not there. Then watercolor is applied to the sheet using the wash method. Depending on what you're painting, watercolor may be combined with ink.

Exercise “Paired drawing”

Time spending : 10-15 min.

Goals : development of self-regulation, arbitrariness of behavior, ability to work according to rules, development of the ability to interact constructively. The technique is carried out in pairs.

Necessary materials : paints, brushes, pencils, crayons, paper, water cups, colored paper, magazines, scissors, glue, felt-tip pens, markers. Progress of work: the group is divided into pairs, each pair is given a sheet of paper, a box of paints, pencils. Other materials can be placed on a separate table so that any child can come and get what they may need.

Instructions : “Now we will draw in pairs. Two people draw a single composition or image on one sheet of paper. At the same time, there is a very important condition: you cannot agree in advance about what kind of drawing it will be, you cannot talk during the work. In addition to paints and pencils, it is allowed to complement the image with colored paper, use ready-made images from magazines, cutting and gluing them in addition to the composition. We start at the signal."

After the drawings are ready, a discussion and exhibition of the works is held. You can choose the most harmonious, the most unusual or the most conflicting work and ask the authors questions about what helped them, how they acted, how they agreed on a non-verbal level what exactly they would draw, etc.

Negative experiences of interaction in the process of paired drawing are also discussed.

Exercise “Walk in the Forest”

Target : development of imagination and knowledge of one’s inner corners of the soul.

Materials : paper, paints, pencils, brushes, music player, music records.

Procedure : 1. Imagine that you are in the forest. Use a short verbal story to revive the imagination of the participants: “Once upon a time there was a Green Forest. It was not just a Green Forest, but a Singing Forest. The birches there sang the tender songs of the birches, the oaks sang the ancient songs of the oaks. The river sang, the fontanel sang, but, of course, the birds sang loudest of all. The tits sang blue songs, and the robins sang crimson songs.” How wonderful it is to walk along a thin ribbon of path and, forgetting about everything, dissolve in the majestic beauty of the forest! He seems to open his arms for you, and you freeze in silent surprise. Silence delights you. You stand motionless, as if you are waiting for something. But then the wind blows, and everything immediately comes to life. The trees wake up, shed their sunny leaves - letters from Autumn and the Forest. You've been waiting for them for so long! As you go through each piece of paper, you eventually find a letter addressed only to you. What is Les thinking? What does he dream about? Peering into the orange veins of the Maple Letter, you can find out about everything: The forest writes to you about Summer with the sun that laughs, and the nightingale trills, about spring with its first flowers, cranes and flowering trees. About the winter sorceress, who will soon come, cover the Forest with her snowy carpet, and it will sparkle in the sun. For now, the Forest lives in Autumn and enjoys every moment, not paying attention to the fact that days and months float by... And Autumn changes. She becomes sad more and more often and cries like autumn rain. How wonderful it is to sit in the forest under a Christmas tree and watch the silvery drops! Rain fills the forest with unique freshness. You are not sad at all, on the contrary, you are happy when you suddenly see small colorful mushrooms that have quietly appeared under the tree. Your soul flies high to the skies. And you hide this feeling of flight deep in your heart in order to bring it to the next Autumn, or maybe to carry it through your whole life...

2. Participants are invited to draw a memorable forest.

3. Discussion and interpretation of drawings.

Issues for discussion:

How are you feeling?

What would you title your drawing?

Tell me what is shown?

How do other participants' drawings make you feel?

Try to find an image or drawing in the group that is similar to yours?

Exercise “Drawing circles...”

For this technique, the circle was chosen as a mythological symbol of harmonies. It is believed that the circle, due to the absence of sharp corners, is the most “benevolent” of all geometric shapes, meaning approval, friendship, sympathy, gentleness, and sensuality. Working in a circle activates integrative, emotional, intuitive (right-hemisphere) thinking, and also unites, stabilizes the group, and promotes the formation of favorable interpersonal relationships. Even small children, according to the observation of S. Rais, prefer circles to all other figures. This is apparently due to the simplicity of the round shape. The artist, as E. Bülow noted in the article “And here is a sign for you...”, immersed in the process of depicting a wide variety of symbols, fills the entire surface of the sheet to the very edge, as if discovering them for himself. Many sheets, dotted with circles of sometimes larger and sometimes smaller sizes, touching or intersecting with each other, and sometimes included in one another, raise the question of the significance of the circle as a symbol. Typically, drawn circles are far from perfect in terms of geometry. However, they are self-sufficient entities for which it is difficult to find words. Only ideas about a certain form arise in the mind, the aesthetic merits of which retain attention.

Target : development of spontaneity, reflection; allows you to clarify the personal characteristics, values, aspirations, nature of the problems of each participant, his position in the group; reveals interpersonal and group relationships, their dynamics, and has the potential to form group cohesion.

Materials : Two rolls (one for each table) of thick paper. A variety of visual materials and tools in sufficient quantity: pencils, felt-tip pens, paints, gouache, brushes, jars of water, eraser, tape.

Progress of the exercise : The group sits around a table and is offered whatman paper, simple pencils, paints, brushes, glossy magazines and glue. Each participant draws a circle figure, and can also complete other people’s drawings and write wishes to each other. At the end of the work, the participants share their impressions of their joint work, show their own drawings, talk about the idea, plot, feelings, and, if desired, read out loud the good wishes that other participants wrote to him.

Instructions : Take a seat at one of the tables. You can change your location if you wish. You have the right to move freely around the table and work in any area. Draw a circle of the desired size in your favorite color. Then draw one or two more circles of any size and color on the sheet. Trace the outlines of the drawings. Connect your circles with lines that you like the most. Imagine you are building roads. Fill the space of each of your circles with plot drawings, icons, symbols, i.e. Give them your own personality. Next, walk around the picture sheet and carefully examine the drawings. If you really want to finish drawing something in the circles of other participants, try to negotiate with them about it. With the consent of the authors, write kind words and wishes next to the drawings that you liked. Be respectful of the space and feelings of others! Draw the remaining free space of the sheet with patterns, symbols, icons, etc. First of all, agree with other participants on the content and methods of creating the background for the collective drawing.

Issues for discussion:

"How are you feeling?"

“How are you feeling now?”

“Tell me about your drawing?”

“Did you complement the work of other participants?”

“What difficulties arose during the work?” and etc.

Exercise “The Tale of the Butterfly of Dreams”

Target : updating the emotional and cognitive components of dreaming, studying “night fears,” searching for an internal resource.

Materials and equipment : sheet of A4 paper, felt-tip pens; materials for making a collage: newspapers, magazines, postcards, paints, pencils, felt-tip pens, PVA glue, scissors, a silhouette image of a butterfly, music player, music records.

Procedure:

1. The psychologist demonstrates a variety of materials for making a collage. Psychologist. To complete the next task we need to draw a butterfly. (The following text is intended for an adult: the symbolic meaning of the butterfly can be explained for further work).

In many cultures, the butterfly is a symbol of the soul, immortality, rebirth and resurrection, since this winged celestial creature is born from an ordinary caterpillar. For the Celts it represents soul and fire, for the Chinese it represents immortality, abundant leisure and joy. Sleep was also considered a semblance of short-term death, when the soul leaves its bodily shell every night and goes on a kind of journey. Butterflies help the soul to “return” to its body. And on their wings they carry memories of the soul's journey.

2. You can ask participants to close their eyes. A psychologist tells a fairy tale to meditative music.

In one magical country, dream butterflies live in a huge flower meadow. During the day, they most often sleep, comfortably nestled in flower buds. But when night falls, butterflies wake up and fly all over the world. Each butterfly is in a hurry to visit its person - a child or an adult.

The dream butterfly has amazing wings. One wing of the butterfly is light. It smells of flowers, summer rain and sweets. This wing is covered with multi-colored specks of good and cheerful dreams, and if a butterfly flaps this wing over a person, then he will have good and pleasant dreams all night.

But the butterfly also has another, dark wing. It smells like a swamp and is covered with the black dust of terrible and sad dreams. If a butterfly flaps its dark wing over a person, then at night he will have an unpleasant or sad dream.

The dream butterfly gives every person both good and bad dreams.

Try to remember your most pleasant dreams (pause), and now your worst dreams. Open your eyes.

3. Making a collage.

Take a sheet of paper with a butterfly silhouette drawn on it. Using colored pencils, paints, or any other means (clippings from newspapers, magazines), try to reflect the content of your bad dream on one wing, and the content of pleasant dreams on the other wing. Use color to express your emotional attitude towards your dreams. Draw the butterfly's face.

4. After making the collage, the client presents his work. Further interaction between the psychologist and the client is carried out taking into account the tasks of correction or counseling, as well as the intellectual and reflexive capabilities of the client.

Issues for discussion:

What are your feelings and experiences during the exercise?

Did you feel a sense of belonging to the group and security?

Did you like the exercise, did you feel comfortable?

Exercise “Spontaneous drawing”

Target : provide children with the opportunity to realize their real experiences and react to their feelings towards the teacher.

Progress of the exercise : After reading the fairy tale, the children are invited to draw a picture - who wants what. The facilitator helps group members realize their real experiences and reveal their perspectives in the process of discussing the drawings. Children are asked questions for understanding and clarification. What did you draw? What is this? What did you like and dislike about the fairy tale? What place in the fairy tale was most memorable? Was it difficult or easy to draw? Note: the drawings are not interpreted, not compared, and results based on the drawings are not summed up.

Exercise “My Planet”

Target:develop imagination, fine motor skills, relieve emotional stress.

Instructions: “Close your eyes and imagine a planet in space. What planet? Who inhabits this planet? Is it easy to get to? By what laws do they live on it? what do the residents do? What's your planet's name? Draw this planet"

Children make drawings, after which a discussion of the work is held.

Game "Two with one chalk"

Target : development of cooperation, establishing a psychological climate in the group.

Equipment : A4 sheet, pencils.

Progress of the game : Divide into pairs and sit at the table next to your partner. Now you are one team that must paint the picture. You are given only one pencil. You must take turns drawing one picture, passing a pencil to each other. There is a rule in this game - you cannot talk while drawing. You have 5 minutes to draw.

What did you draw while working in pairs?

Was it difficult for you to draw in silence?

Have you come to the same conclusion with your partner?

Was it difficult for you because the image was constantly changing?

Exercise “Drawing on crumpled paper”

Target: develop imagination, fine motor skills, relieve emotional stress.

Use crumpled paper as a basis for the drawing. Pre-wrinkle it well and get ready for work. In this case, you can draw with paints or pencils (chalk), you can tear off the edges of the drawing, designing it in the form of an oval, circle, etc.

Exercise “Ink Spots and Butterflies”

Target: develop imagination, fine motor skills, relieve emotional stress.

Drop ink onto thin paper and roll the sheet into a tube or fold it in half, unfold the sheet and transform the image you see. Discuss the results of your work in a group, find the images you liked most from other participants.

Paint Blowing Technique

Target: develop imagination, fine motor skills, relieve emotional stress.

Apply water-soluble paint with plenty of water to a sheet of paper, use various combinations of colors, at the very end of the work, blow color spots through a thin tube, forming droplets, splashes and mixtures of colors into fancy scribbles and blots; try to see the image and develop it.

Exercise “Drawing with charcoal chalk”

Target: develop imagination, fine motor skills, relieve emotional stress.

To create an image, use charcoal crayons, taking advantage of all the possibilities of this visual material. Large paper sizes can be used for work. Use charcoal along with colored pencils or wax crayons. Discuss the sensations and feelings that arise during work and its results.

"Doodle" technique

Target: develop imagination, fine motor skills, relieve emotional stress.

Freely moving a pencil over a piece of paper, draw doodles without any purpose or intention and pass them on to your partner, who will have to create an image from them and develop it.

Options:

then exchange transformed scribbles with your partner and try to continue the drawing without disturbing what he has drawn, then discuss together your associations associated with each other’s drawings;

after completing the drawing, compose a story based on the scribbles;

express in words your feelings and associations that arose when you perceived your partner’s scribbles;

Using sweeping movements of various parts of the body, create doodles on a large sheet (whatman paper, the back of the wallpaper), you can close your eyes. After completion, find the image in the image and develop it.

Exercise “Drawing the mood”

Target : Developing empathy.

Material : Paints, paper.

Carrying out : We paint different moods (sad, happy, joyful, etc.). We discuss with children what mood depends on, what a person looks like when he is in a good mood, when he is sad, etc.

Exercise "Rainbow"

Target : Development of the emotional world. Development of communication skills.

Material : Whatman paper, paints, brushes.

Carrying out : Children are told about the sequence of colors of the rainbow. On a large sheet of whatman paper, they each take turns drawing one stripe of the rainbow. When all the children have drawn a strip, the drawing can be decorated with flowers, trees, birds, etc.

Exercise “Group drawing in a circle”

Target : Developing empathy and a friendly attitude towards each other.

Material : Paper, pencils.

Carrying out : On a sheet of paper you need to draw a simple picture or just spots of color, and then pass the baton to the next participant to continue the drawing. As a result, each drawing returns to its original author. After completing this task, the original concept is discussed. Participants talk about their feelings. Collective drawings can be attached to the wall: a kind of exhibition is created, which for some time will remind the group of collective work in a “foreign space”.

This technique can cause aggressive feelings and resentment. Therefore, the psychologist should warn the participants to be careful with each other’s work.

Exercise “Drawing to Music”

Target : Relieving emotional stress.

Material : Watercolor or gouache paints, wide brushes, paper, audio cassette by Vivaldi “The Seasons”.

Carrying out : Drawing to the music of Vivaldi "The Seasons" with large strokes.

Summer – red strokes (berries)

Autumn – yellow and orange (leaves)

Winter – blue (snow)

Spring – green (leaves)

Exercise “Finger painting”

Target : develop imagination, communication skills, empathy.

Two or more children stand opposite each other and alternately “draw” various objects, animals, cars in the air. Opponents must guess and name the “drawing”.

Exercise “Draw your mandala”

Target : relieving stress, fatigue, tension or internal conflict.

Using a simple pencil, draw a circle with a diameter corresponding to the size of your head. There should be at least 3 cm left to the edge of the sheet. Find a central point in the circle that would give you a feeling of balance. This will help you achieve a steady state. Think about those natural forms that grow and develop from the center, for example, flowers, snowflakes or sea shells. You are part of nature, and therefore you also have a certain center from which you can grow and develop. Start drawing from this center - your center - depicting a certain figure of one color or another, and let the composition of your drawing build itself, as if without your direct participation. With the help of this drawing, you can learn something new about yourself, and when you finish drawing, you can discuss your mandala with your therapist.

Exercise “Magic colors”

Target: develop imagination, fine motor skills, relieve emotional stress.

Now you and I will create Magical colors. Here is your tray with all the necessary things (flour in cups, gouache, salt, sunflower oil, water, PVA glue.) Take the flour in your hands, stir it with your hands. What does it feel like? Give her a piece of your warmth, and she will become warmer. Now add salt and mix everything with your fingers. Now let's add oil. Then add water to make real magic paint. To make our paintings durable, we add PVA glue. Almost everything is ready. All we have to do is give our paint color. Choose a gouache color that you like and add a little to the paint. Well done, you have made real magic paint. These are paints for everyone, let's put them in the center of the table. Now we will try our magic colors and draw a fairyland. Children are offered cardboard of different colors, calm music is turned on, and children draw with their hands. Finished works are laid out on free places, organizing an exhibition, while the music continues to play.

Discussion:

How did you feel while doing the work? How do you feel now?

Exercise “A story from the life of flowers”

Target:development of sensory abilities; development of imagination.
Age: preschool; junior school.

Materials:A4 paper; watercolor paints; tassels; photographs of the sky, sun, sea, flowers, trees.

Description of the exercise:

“Today I will tell you one interesting story from the life of flowers. But first, let’s remember what colors there are. I will name the first one, and you will continue, okay? So, red..."

Once the different colors are named, start telling the story.

“Once upon a time there were two colors: Yellow and Blue. They did not know each other, and each considered himself the most necessary, the most beautiful, the very, very best color! But somehow they met by chance... Oh, what happened then! Everyone was desperately trying to prove that he was the best!

Yellow said:

- Look at me! Look how bright and radiant I am! I am the color of the sun! I am the color of sand on a summer day! I am the color that brings joy and warmth!
Blue answered:

- So what! And I am the color of the sky! I am the color of the seas and oceans! I am the color that gives peace!

- No! I'm still the best! - Yellow argued.

- No, I’m the best! – Blue did not give up.
And so they argued and argued... Argued and argued...

Until the wind heard them flying past! Then he blew it! Everything was spinning and mixed up! These two disputants also mixed up...Yellow and Blue....

And when the wind died down, Yellow and Blue saw another color next to them - Green! And he looked at them and smiled. - Friends! – he turned to them. - Look, thanks to you I appeared! The color of the meadows! Tree color! This is a real miracle!

Yellow and Blue thought for a moment, and then smiled back.
- Yes, you are right! This is truly a miracle! And we won't quarrel anymore! After all, everyone is truly beautiful and necessary in their own way! And there is sky and sun, seas and meadows, joy and peace! Thanks to all of us, the world becomes bright, interesting and colorful!
And the three of them held hands and laughed merrily! So they felt good!”

After this, invite your child to create a miracle together. To do this, take one landscape sheet, paints and two brushes. Ask your child: what color would you like to draw now - yellow or blue? After he chooses a color, say:

"Great! You chose your color and you will paint with it. And I will paint with the color that remains. And together with you we will create a miracle! Do you remember how the miracle happened in the story I told you? Yes, that’s right, there are two colors mixed with each other: yellow and blue. And it turned out green! So now you and I will try to do this!

To do this, you start painting with your color from one edge of the sheet, and slowly move towards the middle. And I will draw from the other edge. And when you and I meet, a miracle will happen!”

When the “miracle” happened and the color turned green:

Ask your child how many colors are on the piece of paper now;

Ask why yellow and blue were arguing;

Why then did they decide not to quarrel anymore;

Talk again about what you needed to do to get the green color;

Suggest experimenting with mixing other colors;

Draw an overall picture that includes all the colors you found. Give it a name. Notice how great it really is that our world is so colorful, and everything in it is good in its own way. How important it is to live together.

Note:It will be especially good if, while telling a story, you also show your child photographs or pictures of the relevant topic. Let's say when there is a debate between yellow and blue, then show your child photographs of the sky, sun, sand, sea, etc. When green appears, show meadows and various plants. And at the end of the story, show a photograph in which the child can see how all these colors combine with each other.

Exercise “Map of my inner world”

Target:formation of ideas about oneself; awareness and expression of one's feelings; emotional rapprochement between child and parents.
Age:children of senior preschool age.

Materials:paper of different formats; paints, brushes;
a set of pencils/markers/crayons; various geographical maps.

Description of the exercise:Show your child various geographical maps.

“There are various geographical maps in front of you. As you can see, they can tell us about how the continents, oceans, seas, mountains are located; about the features of nature; about the structure and development of cities; about different peoples. The map reflects everything that people were able to discover and study. Although our Earth was once completely unknown, people knew little about what surrounded them.
But all this is the external world. And there is also a special world. Inner world. Each person has his own - amazing, unique, and somewhere unknown.
So let's create maps of our inner world. They will be similar to the cards that we looked at today, only all the names on them will be special. For example, “ocean of love” or “mountain of courage”. Let us first designate what we have already discovered in ourselves, we know. And let’s leave room for our further discoveries.”

When the cards are ready, arrange “tours” on them for each other.

When viewing, pay attention:

What prevails on your cards: what feelings, states, colors;
- what “route” of progress on the map was chosen, from what place the journey began and where it ended;

- which areas were left for further discoveries; what discoveries would you like to make;

- ask your child what was most difficult for him to portray, and also share your difficulties, if any.

- at the end of the excursion, ask if everything worked out as planned? Would you like to change something? What did you like most about your card and the other’s card? How are your cards similar and how are they different?

Note:Try to continue working with the cards in the following days. Let them remain visible for this purpose, so that something can always be added or changed. It will be good if you periodically again conduct “tours” for each other and pay attention to what has changed in the perception of the map.

Exercise "Envelopes joy And grief"

Goals: development of skills to openly express one’s feelings in relation to various life situations, stress relief, emotional rapprochement between the child and parents.

Age: senior preschool;

Materials: postal envelopes, paper of various formats; colored/white cardboard; paints, a set of pencils/markers/crayons; scissors, glue.

Description of the exercise:

“In a whole day, a lot of different events happen - some amuse us, some surprise us, some make us happy, and some sadden us. Let's make envelopes in which we can collect everything we remember during the day. In one of them we will collect our joys, and in the other we will hide our sorrows.”

Now invite your child to make envelopes. To do this, you can use either ordinary postal envelopes (which you can then paint or make some kind of applique on them), or you can make them yourself. To do this, you can come up with your own form, choose the material itself (landscape sheets, white/colored cardboard, foil, etc.)
When the envelope of joy and the envelope of sorrow are ready, start filling them out.
Take small pieces of paper and ask your child to write on them or draw what made him happy and what made him sad. And distribute it into the appropriate envelopes.
Then invite him to use his hands to depict scales.

Let him put one envelope on his right palm and the other on his left. How much does he think he outweighs? Joy? Great, tell me that tomorrow, when we fill out our envelopes again, there will probably be even more of it! Are the disappointments outweighed? Say that, of course, this is sad. But we put them in an envelope, they are no longer in you - but in this envelope. This means they have lost power over you. And tomorrow we will continue to fill out our envelopes again, and we’ll see who wins!

While filling out the envelopes, you and your child can periodically review their contents, discuss something, remove or add something. Let the child decide for himself how long he will “keep” such envelopes. When he wants to stop, conduct a “full audit” of the content. Then offer to store the envelope with accumulated joys in a safe place, so that you can always review it if you suddenly feel sad. But offer to “deal with” the envelope of grief. Let the child come up with a way to make grief disappear from his life forever (for example, the envelope can be torn and trampled on; you can cut it, or put it in water and wait until it gets wet, etc.)

Exercise “Our family poster”

Target: emotional rapprochement of family members, assimilation of family values.

Age: preschool, school.

Materials: paper of different formats; colored/white cardboard; paints, a set of pencils/markers/crayons; various envelopes, scissors, glue.
Description of the exercise:

A3 paper or a sheet of Whatman paper is best suited for making a poster. Together with your child, come up with a greeting that you will write on the poster, think about the design. You may want to decorate the poster with your family photos, or maybe you will draw something together.

Each family has its own traditions, its own rhythm, its own atmosphere. Try to come up with pockets that will characterize your family specifically, so that you can feel the “zest”.

Note:try to ensure that these pockets are filled by all members of your family. Thanks to this, the child will be able to quickly understand and assimilate family values, and what is especially important - to feel the unity of his family.

Exercise “My emblem”

Target: formation of ideas about oneself; awareness of one's interests and aspirations; building self-esteem; emotional rapprochement between child and parents.

Age: beforeschool age.

Materials: paper of different formats; colored/white cardboard; paints;
a set of pencils/markers/crayons; scissors, glue, plasticine; images of various emblems; family photos.

Description of the exercise: Show your child various emblems and look at them.

“As you can see, an emblem is a distinctive sign that depicts something that symbolizes some idea, person, or object.
What does it symbolize you? What objects most clearly reflect your lifestyle, interests, plans?

Try to create your own logo"

After making the emblem:

- look at it together with your child;

- let him tell you why he depicted these particular objects;

- Did he like the way he implemented his plan?

Note:You can also invite your child to create a coat of arms for your family. It is better to perform this task together with him. Tell us about the history of your family, if you have photographs, show them. Ask what he would like to depict on the coat of arms, and share your ideas. Try to find a common solution that would most fully reflect your vision of the coat of arms.

Exercise "Flower"

Target : develop imagination, fine motor skills, relieve emotional stress.

Materials: paper, brushes, paints, pencils, felt-tip pens.

Close your eyes and imagine a beautiful flower. What does he look like? What does it smell like? Where does it grow? What surrounds him? Now open your eyes and try to picture everything you imagined. What is your flower's mood? Let's make up a story about him.

Notes:It is important to finish the exercise in a positive mood; if the child has composed a sad story or his flower is in a bad mood, then you can suggest changing the drawing or story so that the mood becomes good.

Recommendations for the use of art therapy methods

in working with children

Dear teachers, parents!

For some of you, art therapy is still an unknown area, about which you have heard little and have little trust, maybe some of you are already familiar with art therapy, its methods and features, and perhaps you have already been captured by the spontaneous, creative, bearing the joy of experience is the spirit of this method. Of course, in addition to creativity, this method has many advantages - and we will emphasize them once again.

When working with children, remember that their hands are not yet developed enough, they are awkward and clumsy. Children do not yet know how to regulate the strength, accuracy, and direction of movements. Often the absence or lack of development of these skills makes you angry and frustrating. Tell me, help me how to perform a certain action correctly, but do not criticize in any way.

If a child is aggressive, then when working with him you should prefer modeling. In this case, the drawing will only irritate the child, but the modeling, on the contrary, will calm him down.

Always have the widest selection of color palettes - pencils, paints or felt-tip pens. However, paint is preferable. Because the brush is more flexible and free. The pressure and severity of the line that a pencil requires are less conducive to liberation, especially at first.

Remember art therapy:

helps develop the child’s emotional sphere, strengthening trust in the world;

helps to go through the adaptation period easier - relieves negative stress conditions - anger, anxiety, resentment, abrupt departure of the mother for a certain period of time, etc.;

develops the child’s sensory abilities - sensations, perception, intelligence, fine motor skills, speech, imagination, creativity; enriches the child’s social experience, develops the child’s communication skills;

art therapy helps to understand the world, explore it, develop experimental and experimental activities;

helps develop a harmonious, spiritually developed personality;

reveal problems and shortcomings in the development and upbringing of a child, his experiences and conditions, relationships with the world.

Bibliography

1. Art therapy [Text]: reader / comp. and general editorship by A.I. Kopytin. - St. Petersburg: Peter, 2001. - 320 p.

2. Art pedagogy and art therapy in special education [Text] / textbook. for students avg. and higher ped. textbook Establishments / E. A. Medvedeva, L. N. Komissarova, T. A. Dobrovolskaya - M.: Academy, 2001. - 248 p.

3. Zinkevich-Evstigneeva, T. D. Workshop on creative therapy [Text]: textbook. allowance / Zinkevich-Evstigneeva T. D., Grabenko T. M. - St. Petersburg. : Speech, 2003. - 400 p.

4. Zinkevich-Evstigneeva, T.D. Workshop on fairy tale therapy [Text] / Zinkevich-Evstigneeva T.D. - St. Petersburg. : LLC "Rech", 2002. - 310 p.

5. Workshop on art therapy [Text] / edited by A.I. Kopytin. - St. Petersburg. : Peter, 2001. - 448 p.

6. Kopytin, A.I. Theory and practice of art therapy [Text] / Kopytin A.I. - St. Petersburg. : Peter, 2002. - 368 p.