What is the pedagogical feasibility of the program? Club work

MOBU gymnasium No. 6, Sochi

Program

Project activities

Junior schoolchildren

In the scientific and educational direction

“Club of young experts: we think – we create – we explore!”

Programming Working Group:

Derkacheva Svetlana Vasilievna, primary school teacher of MOBU gymnasium No. 6

Ivantsova Natalya Alekseevna, primary school teacher of MOBU gymnasium No. 6

Sochi

Explanatory note

The program is designed at 135 hours:

1st grade – 33 hours

2nd grade – 34 hours

3rd grade – 34 hours

4th grade – 34 hours

The program was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education (second generation standards), is intended for organizing extracurricular activities of junior schoolchildren in the scientific and educational direction and is aimed at developing the readiness and ability of students for self-development, increasing the level of motivation for learning and knowledge, value attitude towards knowledge.

The main idea of the project activity– orientation of educational and cognitive activities of schoolchildren towards results.

Work on the project gives students experience in searching for information, practical application of self-learning, self-development, self-realization and self-analysis of their activities, develops the following general study skills:

· thinking skills - teaching primary schoolchildren analysis and generalization, comparison, classification, etc.

· research skills aimed at developing the ability to perform research work, observe, identify, correlate, etc.

· communication skills are aimed at developing in the child the ability not only to speak, but also to listen and hear the interlocutor, to convincingly and calmly defend his opinion or accept the point of view and advice of others.

· social skills involve developing the ability to work in a group, collaborate in a mini-team, performing different roles: leader or performer. They teach the child to build relationships in society: in a team, with peers - with the people who surround him;

A feature of this program is an integrated approach to the student education system.

Psychological and pedagogical principles

The program is based on a developmental paradigm presented in the form of a system psychological and pedagogical principles:

A) Person-centered principles (principle of adaptability, principle of development, principle of psychological comfort).

b) Culturally Responsive Principles (the principle of integrity of the content of education, the principle of systematicity, the principle of the indicative function of knowledge, the principle of mastering culture).

V) Activity-oriented principles (principle of learning activities, principle of controlled transition from joint educational and cognitive activity to independent activity of the student)

Pedagogical feasibility of project technology

The scope of application of design technology is large - from the learning process to education, formation of the child’s personality.

The essence of project technology is to stimulate students’ interest in certain problems, the solution of which requires possession (and acquisition in the course of work) of a certain amount of knowledge and the practical application of existing and acquired knowledge in the course of the content of project activities. Thus, this method allows you to really connect academic knowledge with practical experience in its application.

Mastering certain patterns of research project work can actually begin already in elementary school. Students who gain experience of such work in elementary school find it much easier to integrate into the system of project activities at the main level of the school.

It must be said that younger schoolchildren, perhaps even more than students at the main level of school, have an expressed motive for working on projects, since a child of this age actively strives to independently explore the world around him. The task of adults is to support children's curiosity, not to suppress the child's activity with numerous prohibitions, then, with age, the child's natural cognitive need will become the basis for his successful learning at school. Project activity is a good mechanism for realizing this need directly in educational work.

Relevance of the program is due to the fact that in the new socio-economic conditions, activities that most fully and effectively realize the socio-pedagogical potential of children’s free time and significantly expand the traditional directions, forms, and technologies of working with children acquire special importance.

The social and pedagogical possibilities of various types of meaningful activities in which children are included within the framework of the program “Club of Young Experts: Thinking – Creating – Researching!” are based on the fact that they are associated with the satisfaction of cognitive, social and spiritual needs that are extremely important for children.

The activities of students within the framework of the implementation of this program are aimed not only at increasing the competencies of students in certain subject areas and developing the child’s creative abilities, but also at creating a product that is meaningful to others.

The program provides a combination of various types of cognitive activities, where almost any of the child’s abilities are in demand, personal preferences for one or another type of activity are realized, which opens up new opportunities for creating interest in primary school students in both individual and collective creativity.

This program is preparation for independent research practice at the second stage of study.

This course is of particular importance for children focused on independent information search in various fields of knowledge, thereby providing students with a wide range of opportunities for self-realization and the formation of a value-based attitude to the process of cognition.

Purpose of the program: involving younger schoolchildren in research activities; creating conditions conducive to the development of research skills; acquiring knowledge about situations of interpersonal interaction, about the rules of constructive group work; about ways of self-knowledge; about ways of finding processing and finding information.

Tasks:

· development of creative research activity;

· developing students’ ability to organize research activities;

· stimulating the interest of younger schoolchildren in knowledge in various fields of modern science, supporting the child’s desire to independently study the world around him;

· formation of communicative competence in cooperation, development of the ability to make decisions independently and jointly (the ability to conduct a dialogue, coordinate one’s actions with the actions of partners in joint activities), creating situations of comfortable interpersonal interaction;

· formation of positive self-esteem and mutual respect, socially adequate ways of behavior;

· development of the child’s psychophysiological abilities: memory, thinking, creative imagination.

“Development of the cognitive sphere” (32 hours)

The objectives of this module include improving mental processes: memory, attention, analytical-synthetic thinking, creative imagination, etc.

“Formation of research skills” (37 hours)

The objectives of this module include the formation of the necessary knowledge, skills and abilities necessary to organize research work.

· “Research practice” (48h)

The objectives of this module are: to develop students’ understanding of research work as one of the leading ways of discovering new knowledge, to develop the skills to work creatively in a team, to conduct independent observations and experiments.

“Defense of research projects” (17 hours)

The objective of this module is to develop the ability to generalize experience

scientific research, development of the child’s personality, capable of self-realization and self-affirmation.

Class

(33 hours)

N\|N	MODULES

9 hours	8 hours	11 o'clock	4 hours
1.	Traffic light of thoughts: turn on attention! 1 hour	What is research and who are researchers? 1 hour	“Bouquet of flowers” (group project, making panels) 1 hour
2.	Traffic light of thoughts: turn on the memory! 1 hour	Game “Questioning” (Learning to ask questions.) 1 hour	“The Golden Sorceress Autumn” (group project, compiling a herbarium of autumn leaves, collecting and writing poems, riddles about autumn) 2 hours
3.	Traffic light of thought: turn on logic! 1 hour	Books are research assistants. Excursion to the library. 1h	"My house. My yard" (industrial projects, drawing up a site plan, layouts, stories on the topic) 1 hour
4.	Traffic light of thoughts: turn on the imagination! 1 hour	Want to know everything! (Learning to determine the topic of research, project) 1 hour	“Little book” (industrial project, drawings, riddles, puzzles, poems with your favorite number). 1 hour
5.	Traffic light of thought: spatial representations. 1 hour	“We will overcome scientific paths without hesitation!” (Drafting a research plan) 1 hour	"Animal" exercise. (group project, game) 1 hour
6.	Traffic light of thought: learning to observe. 1 hour	A game. “I am a ranger!” (How can we study the world around us.) 1 hour	“Magic rules of health” (group project, development of posters, learning physical exercises) 1 hour
7.	The secret of order. 1 hour	Curious experiments. 1 hour	Symmetry in our lives: a collection of symmetrical objects. (group project) 1 hour
8.	Let's learn to compare. 1 hour	“Not boring school” We learn to work in a group. 1 hour	“Snowflake” (group project) 1 hour
9.	I am an inventor. 1 hour	“How much does a school backpack weigh” (ind. or gr. Projects) 2 hours

Expected results mastering the 1st grade program.

The student will know:

· basics of research work;

· what is a mini-project and a creative project;

· research methods: observation, experience;

· ways to find the information necessary for research;

· rules of cooperation in the research process;

· basic logical operations, their distinctive features;

The student will be able to:

· identify the range of issues and problems when performing research work;

· select the material necessary for the research;

· evaluate the progress and results of your activities and the activities of others;

· cooperate in the process of project activities, provide assistance to comrades and accept help from other participants in the process, adequately choose and evaluate their role in team work.

Verification methods

Class

Hours

N\|N	MODULES
"Development of the cognitive sphere"	“Formation of research skills”	"Research practice"	"Protection of research projects"
8 hours	10 o'clock	12 h	4 hours
1.	"A million changes." (Training observation, perception, attention) 1 hour	We learn to determine the directions of the topic. 1 hour	“Natural fantasies” (creative group and individual projects) 2 hours	In accordance with the topics of the declared projects, 1 time in each academic quarter. The choice of topic for defending the project is agreed upon between the teacher - project leader and the young researcher.
2.	Logic game “Well done and cunning” 1 hour	How to find a book in the school library? (learning to work with additional literature) 1 hour	“The Road and We” (group and individual projects) 2 hours
3.	How to cooperate with adults. 1 hour	We learn to analyze and generalize. 1 hour	“Holidays of my family” (industrial projects) 1 hour
4.	" The best!" Psychological toy library. 1 hour	Types of project design. 1 hour	“Talk about proper nutrition” (group project) 1 hour
5.	The art of making up stories. (speech training) 1 hour	What is an experiment? 1 hour	“Ships” (individual and group projects) 2 hours
6.	Drawing to scale. (graphic training, development of spatial imagination and ability to use a coordinate grid) 1 hour	Secrets of familiar objects. (workshop on conducting experiments) 2 hours	“Indoor plants in our class” (group project) 1 hour
7.	Exercise « Proverbs"(the goal is the development of speech and thinking). 1 hour	Our hobbies and research work. (discussion) 1 hour	“New Year's Beauty” (individual and group projects) 2 hours
8.	“Entertaining game library” (the goal is to develop the skill of self-control) 1 hour	A game. “We are journalists” (introduction to the interviewing method) 1 hour	“Aliens” (industrial project) 1 hour
9.		A small door to big science. (Explaining “hocus-pocus”) 1 hour

Expected results mastering the 2nd grade program.

The student will know:

· what is an information project and is practically oriented?

ny project;

· research methods: experiment, interviewing;

· rules for choosing a topic and object of research, types of design

projects;

· rules for self-control;

· rules for successful presentation of work.

The student will be able to:

· classify objects, phenomena and events;

· collaborate with adults;

Verification methods results of mastering the program.

To sum up the results of mastering this program, the following events can be organized:

· exhibitions of students' creative works;

· mini-conferences on the defense of research projects;

Class

Hours

N\|N	MODULES
"Development of the cognitive sphere"	“Formation of research skills”	"Research practice"	"Protection of research projects"
7 hours	10 o'clock	13:00	4 hours
1.	Secrets of memory. 1 hour	What is a “project information bank”? 1 hour	“My pedigree” (industrial projects) 1 hour	In accordance with the topics of the declared projects, 1 time in each academic quarter. The choice of topic for defending the project is agreed upon between the teacher - project leader and the young researcher.
2.	How to improve your memory? 1 hour	Questioning as a research method. 1 hour	“Dolls” (individual and group projects) 2 hours
3.	Mathematical entertainment competition. 1 hour	The computer is a friend and assistant. 1 hour	“Travel around the world” (industrial projects) 1 hour
4.	Originality and uniqueness in project activities. 1 hour	“Determining the time spent on homework” (group project) 2 hours	“Little Mouse Nest” (industrial projects) 2 hours
5.	What does feeling successful mean to me? (psychological training) 1 hour	Conducting micro-research within the framework of the “Movement – Life” project 1 hour	“Movement is life” (individual or pair projects) 2 hours
6.	What does it mean to be able to negotiate? 1 hour	“What does the orbit of planets look like” (lesson - workshop) 1 hour	“The Difficult Path of Potatoes” (individual or partner project) 2 hours
7.	New devices for mathematical calculations (calculator, stopwatch, tape measure) 1 hour	Studying three-dimensional objects (modeling) 1 hour	“3D Toy Park” (individual or group project) 2 hours
8.		Micro-study “What is a good school.” 2 hours	“Harmful sounds” (industrial project) 1 hour
9.

Expected results mastering the 3rd grade program.

The student will know:

· main features of research work;

· research method: survey, modeling;

· basics of working with a computer;

What is a social project, what is its significance for the life of the surrounding

· ways and methods that stimulate: self-development of mental

processes that provide a feeling of success at work;

The student will be able to:

· independently propose your own research ideas;

· correctly identify the range of issues and problems when performing research work, draw up an action plan for joint research;

· collect and process material necessary for research;

· use various measuring instruments: calculator, stopwatch, tape measure;

· collaborate with adults and classmates;

· present your work, participate in discussions - collective assessment activities;

Verification methods results of mastering the program.

To sum up the results of mastering this program, the following events can be organized:

· exhibitions of students' creative works;

· mini-conferences on the defense of research projects;

Class

Hours

N\|N	MODULES
"Development of the cognitive sphere"	“Formation of research skills”	"Research practice"	"Protection of research projects"
8 hours	9 hours	12 h	5 hours
1.	Overcoming difficulties in project implementation. 1 hour	We learn to draw up an action plan on our own. (workshop) 1 hour	“How our ancestors lived” (group project) 2 hours	In accordance with the topics of the declared projects, 1 time in each academic quarter. The choice of topic for defending the project is agreed upon between the teacher - project leader and the young researcher. 1 hour – final scientific and practical conference within the class (school)
2.	What is improvisation? 1 hour	We learn to put forward research hypotheses. (workshop) 1 hour	“As they thought in Rus'” (individual or pair projects) 2 hours
3.	Discipline and freedom of choice. What is educational cooperation? 1 hour	Rules for writing an abstract. 1 hour	“Harmful” sounds” (industrial project) 1 hour
4.	Self-assessment of my capabilities. (psychological training - game) 1 hour	Learning to create a website. 1 hour	“Protected natural areas of our area” (group project) 2 hours
5.	We learn to describe the object of observation. 1 hour	Role-playing game. How to distribute roles in a project team. 1 hour	“My textbook” (ind. – group project. We make a textbook page on any topic (with texts, pictures, assignments)). 1 hour
6.	“Learn to learn!” 1 hour	“Find the distance from home to school” (micro-study) 1 hour	Development of ind. topics within the framework of the project “School. Come study with us” 1 hour
7.	Mathematics is all around us. 1 hour	General rules for project defense (training) 1 hour	“Come to study with us” (advertising group project of the school) 1 hour
8.	Independent choice of project topic. 1 hour	Methods of storing information. 1 hour	Independent work on projects. 1 hour
9.		Models of buildings from simple geometric bodies (modelling). 1 hour	Preparation for a scientific and practical conference. 1 hour

Expected results mastering the 4th grade program.

The student will know:

· main features and conditions for conducting research work;

general rules for project protection; rules for writing an abstract;

· methods of storing information;

· basics of creating a web site;

· what is a sociological survey, micro-research, advertising

What is educational cooperation?

· ways to overcome difficulties in project implementation;

The student will be able to:

· independently propose your own research ideas, justify the relevance of the research topic, put forward research hypotheses; indicate ways to further study the object;

· choose ways to solve the research problem;

· draw up an action plan for joint collective research;

· adequately choose your role in a collective matter;

· present your work, participate in discussions - collective assessment activities;

Verification methods results of mastering the program.

To sum up the results of mastering this program, the following events can be organized:

· exhibitions of students' creative works;

· mini-conferences on the defense of research projects;

· school scientific and practical conference;

During the development of the “School of Researcher” program, universal educational activities (ULA) are purposefully formed:

design	research	informational	cooperative
Understanding the task, planning the stages of upcoming activity, predicting the consequences of the activity.	Making assumptions, establishing cause-and-effect relationships, searching for several options for solving the problem.	Independent search for necessary information (in encyclopedias, library catalogs, on the Internet), search for missing information from adults (teacher, project manager, specialist), structuring information, highlighting the main thing.	Interaction with project participants, providing mutual assistance in the group in solving common problems, searching for a compromise solution.
communicative	experimental	reflective	presentational
Forming the ability to listen and understand others, enter into dialogue, ask questions, participate in discussions, and express oneself.	Organizing your own workplace, selecting the necessary equipment, selecting and preparing materials, conducting your own experiment, monitoring the progress of the experiment, measuring parameters, understanding the results obtained.	Understanding one’s own reality (its course and intermediate results), carrying out self-assessment.	Constructing an oral report about the work done, choosing various means of visualization when speaking, monologue speech skills, answering unplanned questions.

In order to summarize the work of students in the “Club of Young Experts: Thinking - Creating - Researching!” The portfolio of a primary school student can be presented as an individual “portfolio” of educational individual achievements of a primary school student in cognitive, creative, social, and communicative activities.

WORKING PROGRAMM

In art history

Level of training – basic; for children - 11-14 years old;

The program implementation period is 4 years,

Number of hours: 1 hour. per week, 34 hours per school. year.

Compiled by: G.P. Gorodiskaya

Teacher: G.P. Gorodiskaya

Reviewers. Associate Professor Kub State University,

Professor, Candidate of Pedagogical Sciences, Member of the Union of Artists of the Russian Federation A.A. Vasiliev

Associate Professor of the Department of Graphics

Kub State University, member of the Union of Artists of the Russian Federation S.V. Burmistrova

The program is developed based on

approximate (standard) program: “History of fine arts, for children's art schools and art departments of art schools.”

Krasnodar city

REVIEW

GORODSKOY Galina Petrovna

The presented art history program introduces students to the process of studying the visual activities of mankind. It covers a wide time frame with a gradual introduction to the subject of study.

The structure of the presented program reflects the following sections: introductory conversations and familiarization with terminology; the art of primitive man; art of the ancient world; Russian art, its traditions in architecture and icon painting; Art of Russia, the birth of secular painting; Russian art of the 19th-20th centuries; foreign architecture and painting since the 12th-13th centuries.

The program provides an opportunity to familiarize students with the evolutionary course of development of art in different countries. It gives a brief excursion into the development of architecture and sculpture of different eras and styles. The program gives a broad overview of painting, its various genres and styles, reveals the comprehensiveness of art in the development and transformation of social phenomena in Russia, and introduces children to the best creators of our homeland. The program is closely related to the subjects studied in art schools, because examines and deepens students' knowledge of the construction of composition and the choice of color by masters of art.

The program develops interest in art, its diverse manifestations in human culture, and in independent creativity.

In general, the program can be used to teach children from grades 1 to 4 in children's art schools and art departments of children's art schools.

Associate Professor Kub State University,

Professor,

Candidate of Pedagogical Sciences A.A. Vasiliev

REVIEW

for a work program in art history for grades 1-4 of a children's art school, teacher of the Children's Art School named after V.A. Ptashinsky municipal district, Krasnodar city GORODISKOY Galina Petrovna.

The art history program for grades 1-4 at a children's art school fairly broadly and fully introduces students to the history of fine art.

Initial conversations lead students to the perception of types and genres in art. In the future, the program will provide knowledge on the architecture of our country, its traditions and characteristics. Topics highlight the creativity and diversity of techniques of great Russian and foreign masters.

The program attracts students to independent study of the history of fine arts while working with an art history notebook, and promotes the development of interest not only in art, but also in the historical processes of the formation of human society.

Associate Professor of the Department of Graphics

Kuban State University,

member of the Union of Artists of the Russian Federation S.V. Burmistrova

EXPLANATORY NOTE

Teaching the history of fine arts in an art school is aimed at the comprehensive harmonious development of the students’ personality, the formation of the students’ personality, the formation of a worldview, moral and aesthetic ideal, and the cultivation of a culture of feelings. Studying the history of fine arts contributes to the development in students of a conscious aesthetic approach to the phenomena of reality and art, the formation of the sphere of their spiritual interests and beliefs. Students acquire the ability to see and admire beauty, to distinguish, understand, feel and evaluate works of art; learn to transform and evaluate works of art; learn to transform reality “according to the laws of beauty.” The program includes main sections on the history of Western European, Russian and Soviet art.

One of the main objectives of the course is for students to comprehend the spiritual experience of humanity through the study of art history. In connection with this, it is necessary to get acquainted not only with works of art, but also with the biographies of artists who are selflessly devoted to their work, defending the ideals of their time in the struggle.

The basis of studying the history of fine arts is the development of skills in perceiving an artistic image. Hence the main educational task is the development of artistic perception in students. In solving this problem, the teacher is obliged to take care of the general humanitarian and artistic erudition of his students. Erudition should develop under the condition of interest in art.

Students should develop skills in analyzing a work of art. Giving ideas about the development of art both throughout history and within one era, the teacher needs to consider each phenomenon of art in connection with the specific historical situation in which it arose.

The lesson methodology should be aimed at solving the main tasks: the targeted development of students’ creative abilities, their cognitive and emotional activity.

Students’ independent judgments about the works they see require greater development. To do this, it is useful to introduce tasks for attribution, classification of works, training coloristic and compositional exercises.

Students' notebooks are of great importance for theoretical mastery of the subject. They reflect the independent work of students both within the course and outside it. Notebooks must be systematically checked by the teacher.

When conducting classes in the history of fine arts, it is necessary to widely use technical teaching aids. They expand the teacher’s capabilities, in particular, in creating and revealing problem situations, making connections (comparing several works of fine art with works of literature, music, cinema, etc.).

Direction of the educational program.

This educational program has an artistic and aesthetic orientation because it is aimed at developing in children artistic and aesthetic taste, artistic abilities and inclinations to study the history of art, creativity, emotional perception and imaginative thinking, preparing the individual to comprehend the big world of art and recreate a sensory image the perceived world.

Novelty.

The novelty of this educational program lies in the enduring value of studying the history of world culture, which influences the level of art education and the development of children’s creative potential.

The relevance of the proposed educational program is determined by the need to ensure the functioning of the system of continuous art education (Children's art school - Secondary specialized educational institution - University), in which a significant place is given to ideological and cultural aspects.

Developmental tasks.

In order to develop personal self-awareness, it is necessary to:

1. To promote the dynamic development of individual self-knowledge and the formation of stable substructures of self-awareness, aimed at the active inclusion of the child in the system of social relations.

2. To provide qualified assistance in constantly strengthening a special form of children's self-awareness - a sense of adulthood and a gradual change in attitude towards teenagers as increasingly mature people.

3.Create conditions for adequate self-determination, self-realization and self-affirmation of the child’s personality, development of an individual artistic style in the process of creative development of visual activity.

4.Give valeological guidelines and form ideas about a healthy lifestyle.

In order to reveal the creative abilities of students:

1. To ensure the further development of visual-figurative thinking, which is directly related to the process of creating an artistic image and affects the emotional sphere and “figurative” imagination of the child.

2. To activate the analytical and synthetic activity of the child’s brain through the priority development of organized perception and, on its basis, aesthetic observation.

3. To develop the child’s creative imagination as a process of transformative reflection of reality on the materials of past perceptions.

4.Initiate the productive development of all types of child’s memory, especially visual-figurative, emotional and semantic memory, by forming appropriate ideas.

Developmental results.

1. An impetus was given to the formation of some stable substructures of self-awareness and the development of personal self-knowledge through the organization of educational activities of a new quality, activating the child’s cognitive abilities.

2. Some assistance was provided to students in self-determination, self-realization and self-affirmation, development of an individual artistic style in the process of creative development of art history.

3. The process of forming valeological ideas about a healthy lifestyle in children has been launched.

4. The creative abilities of students are revealed, reflected in the products of their visual activities.

Methods for determining effectiveness.

In order to diagnose the level of students’ mastery of the content of the program, the following methods of tracking performance are used:

1.Pedagogical observation.

2. Pedagogical analysis – test results, viewing students’ work, solving search problems, student activity in class, etc.

3.Pedagogical monitoring – control tasks and tests; diagnostics of personal growth and advancement; pedagogical feedback, keeping a logbook, introducing a 10-point rating system, etc.

3. Educational and thematic plan for the HISTORY OF ART program.

Class

No.	Number of hours	Topic title
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 17. 18. 19. 20. 22. 23. 24. 25. 26. 27. 28.	34 hours	Topic: Introductory talk about conversations and terms. Topic: Types of human creative activity, visual activity. Topic: Painting, its technical and visual means. Topic: Graphics, its technical and visual means. Topic: Genres in art, their emergence and distribution. Topic: Types of genres - displaying the diversity of human life. Topic: Test. Terms in drawing and painting. Topic: Engraving, its technology and significance Topic: The variety of types of engravings, their features Topic: Sculpture, its types and visual possibilities Topic: Folk art, its breadth and imagery Topic: Decorative and applied arts, its diversity Topic: Architecture, its historical styles Topic : History of the Krasnodar Art Museum named after. F. Kovalenko Topic: Test work on covered topics: from types of creative activity to the history of the Krasnodar Art Museum. Topic: Art of primitive society. Cave paintings. Topic: Art of primitive society. Topic: Art of Ancient Egypt. Mysteries of the pyramids. Topic: Painting of Ancient Egypt. Canons of human image. Topic: Temple architecture of Ancient Egypt. Topic: “Revolutionary transformations in Amarna art. Topic: Repetition of the material covered: from the art of primitive society to the art of Amarna. Topic: Archaic art of Ancient Greece. Vase painting. Topic: Complex of the Athens Acropolis. Topic: High classic sculpture. Myron, Phidias Polykleitos Topic: Sculpture of the late classics. Scopas, Praxiteles, Lysippos. Topic: Hellenistic art. The wealth of Alexandria. Topic: Repetition of the material covered: from the art of ancient Greece to the art of Hellenism. Comparison of two cultures. Topic: Architecture of Ancient Rome. The invention of concrete. Topic: Forums - gigantic projects of Roman emperors. Topic: Sculpture of Ancient Rome. Realism of images. Topic: Art of Byzantium. Church of St. Sofia in Constantinople. Topic: Mosaics of Ravenna. Smalt, its uniqueness. Topic: Repetition of the material covered: from the architecture of Ancient Rome to the mosaics of Ravenna.

HISTORY OF ART, 1st grade

Lesson number	Number of hours	Program content
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 23. 26. 27. 30.	34 hours	Topic: Introductory talk about conversations and terms. What is art. A way for a person to master and understand reality. Why you need to study art history. Specifics of fine arts. Terms in art. Topic: Types of human creative activity, visual activity. Art is an integral part of the cultural heritage of humanity. Ability to work with an art book. Topic: Painting, its technical and visual means. History of the creation of paints. Color as the basis for the expressiveness of a painting. Topic: Graphics, its technical and visual means. The history of the creation of the pencil. The most popular form of fine art. Topic: Genres in art, their emergence and distribution. The concept of genre. Distribution of genres in Europe in the 16th century. Topic: Types of genres - displaying the diversity of human life. Portrait, everyday genre, historical, landscape, still life, religious. Topic: Test. Terms in drawing and painting. Color, texture, shade, angle, original, copy, reflex. Topic: Engraving its technology and meaning. The history of the appearance of engraving. Wide distribution of engravings from Japan to European countries. Topic: The variety of types of engravings, their features. Woodcut, linocut, lithograph, etching. Topic: Sculpture, its types and visual possibilities. Round sculpture, relief. Monumental and easel sculpture. Topic: Folk art, its breadth and imagery. The practical value of folk art. Ornament in art. Topic: Decorative and applied art, its diversity. Preservation of folk crafts and their traditions. The profession of designer and its role in modern life. Topic: Architecture, its historical styles. The connection between architecture and the development of human society. Urban planning. Topic: History of the Krasnodar Art Museum named after. F. Kovalenko. Biography of F. Kovalenko. History of the museum building. Topic: Test work on covered topics. Topic: Art of primitive society. Cave paintings. Topic: Art of primitive society. Megalithic architecture. Origin of art. Its functions and connection with human labor activity, reflected in works of primitive art. Monuments of primitive culture in the Russian Federation, Europe and Africa. Rock art and cave paintings. Megalithic structures: menhirs; dolmens; cromlechs. Topic: Art of Ancient Egypt. Mysteries of the pyramids. The evolution of art of the ancient world. The monumental nature of the art of the ancient world. The leading role of architecture and sculpture in the art of the ancient world. Geographical and historical conditions in which ancient Egyptian art developed. Evolution of tomb types: mastaba, step pyramid, rock tomb. Topic: Painting of Ancient Egypt. Canons of human image. The specific nature of the image in relief and painting of Ancient Egypt; flatness, narrative, frieze division of the plane, scale of figures. Topic: Temple architecture of Ancient Egypt. The architecture of Ancient Egypt and its power. impact. Basic principles of the composition of Egyptian temples. Mortuary temple of Khafre, temples in Karnak, Luxon, Abu Simbel. Topic: Revolutionary changes in Amarna art. Topic: Repetition of covered material. Topic: Archaic art of Ancient Greece. Vase painting. Historical and social conditions of the formation, flourishing and decline of ancient Greek civilization. Stages of development of art of Ancient Greece. Black-figure and red-figure vase painting and its subjects. Topic: Complex of the Athens Acropolis. The ensemble of the Athens Acropolis as the highest point in the development of classical art of Ancient Greece. The importance of the acropolis in the life of Athens. Topic: High classic sculpture. Myron, Phidias Polykleitos Evolution of ancient Greek sculpture. The art of high classics. The leading role of democratic Athens. High humanism and realism of art. Creation of a harmonious, beautiful image of a free person Myron-“Discobolus”, Polykleitos “Doriphoros”. Topic: Late Classical sculpture. Scopas, Praxiteles, Lysippos. Late classic. Realistic quest in sculpture: Scopas - “Maenad”, Praxiteles - “Hermes with Dionysus”, Lysippos - “Apoxiomen”, Theme: Hellenistic art. The wealth of Alexandria. Hellenism. Revival of monumental heroic art: “Nike of Samothrace”. Continuation of the traditions of high classics: Agesander (?) - “Aphrodite of Milo”. Topic: Repetition of covered topics. Comparison of two cultures. Topic: Architecture of Ancient Rome. The invention of concrete. Traditions adopted by the art of Ancient Rome and the originality of ancient Roman art. The contribution of the Romans to the history of architecture and the variety of types of architectural structures in ancient Rome (forums, basilicas, domed buildings, baths, aqueducts, viaducts, triumphal arches, theaters, amphitheatres) Topic: Forums - gigantic projects of the Roman emperors. Topic: Sculpture of Ancient Rome. Realism of images. The evolution of the ancient Roman portrait, its realism, psychologism (sculptural portraits of ancestors) Topic: The art of Byzantium. Church of St. Sofia in Constantinople. The desire of Byzantine art to reproduce a holistic picture of the world. Church of St. Sofia (design, interior). The splendor of the mosaic ensembles of Ravenna. The power of the emotional impact of the monumental art of Byzantium. The canon in Byzantine painting as a reflection of the inviolability of the Christian idea. Topic: Mosaics of Ravenna. Smalt, its uniqueness. Magnificent mosaic ensembles of Ravenna. The power of the emotional impact of the monumental art of Byzantium. Topic: Repetition and consolidation of knowledge on covered topics.

Class

No.	Number of hours	Topic title
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.	34 hours	Topic: The art of ancient Rus', its close connection with the traditions of Byzantium. Topic: Architecture of Kievan Rus of the 11th century. Church of St. Sophia in Kyiv. Topic: Architecture of Vladimir - Suzdal Principality. Golden Gate. Topic: Vladimir. Assumption Cathedral, Church of the Intercession on the Nerl River. Topic: Architecture of Novgorod. Church of St. Sofia, Church of the Savior on Nereditsa. Topic: Icon painting traditions of Rus'. Technology and canons icons. Topic: Repetition of themes in comparison of two schools of architecture. Topic: Painting of Theophanes the Greek - traditions of the Byzantine school. Topic: Monumental and easel painting by A. Rublev. "Trinity". Topic: Foundation of Moscow by Yuri Dolgoruky. History of the fortress. Topic: Buildings and structures of Ivanovskaya Square of the Moscow Kremlin. Topic: Wooden architecture of Rus'. Topic: Architectural Museum - Kizhi Nature Reserve Topic: Parsuns of S. Ushakov. The birth of Russian secular painting. Topic: Repetition of the material covered: from the painting of Theophanes the Greek to the parsuna of S. Ushakov. Topic: Excursion to the Krasnodar Art Museum named after. F. Kovalenko. Topic: Construction of St. Petersburg according to the general plan of Leblon. Topic: Architectural projects by D. Trezzini. Standard construction. Topic: Baroque sculpture of the 18th century. creativity of B.-K. Rastrelli. Topic: Traditions of classicism in the works of F.I.Shubin. Topic: Palace ensembles of St. Petersburg. F.-B. Rastrelli. Topic: Repetition of the material covered: from the construction of St. Petersburg to the architecture of F. Rastrelli. Topic: Sculpture of the late 18th century. Falconet monument to Peter I. Topic: Development of the Russian portrait school A. Antropov, I. Argunov. Topic: The innovative nature of F. Rokotov's creativity. Topic: Ceremonial portrait in Russian art. D.G.Levitsky. Topic: Repetition of the material covered: from Russian sculpture of the late 18th century. before the work of D. Levitsky. Topic: Builders of Moscow at the end of the 18th century. V. Bazhenov, M. Kazakov, I. Starov. Topic: Sentimental portrait genre. V.L. Borovikovsky. Topic: Classical architecture of the early 19th century. A. Voronikhin, A. Zakharov. Topic: The birth of Russian landscape at the beginning of the 19th century. S. Shchedrin. Topic: Sculpture of the late 18th century. F. Gordeev, M. Kozlovsky. Topic: Repetition of the material covered from the architecture of Moscow to Russian sculpture of the 18th century. Topic: Excursion to the Krasnodar Art Museum named after. F. Kovalenko. Hall of paintings of the 18th-19th centuries.

HISTORY OF ART, 2nd grade

Lesson number	Number of hours	Program content
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 28. 29.	34 hours	Topic: The art of ancient Rus', its close connection with the traditions of Byzantium. The diversity and richness of the artistic heritage of Ancient Rus'. Religious buildings: pagan sanctuaries, idols. Household items, jewelry, ornaments. Slavic artistic traditions in Ancient Rus'. Education and flourishing of the Kyiv state. Cultural connections with Byzantium. Topic: Architecture of Kievan Rus of the 11th century. Church of St. Sophia in Kyiv. Wooden architecture of Ancient Rus'. Kiev Sophia is a symbol of the power and greatness of the Kyiv state. Architectural composition of the Kyiv Sophia, the main cathedral of Kievan Rus. Topic: Architecture of Vladimir - Suzdal Principality. Golden Gate. Feudal fragmentation of Ancient Rus' in the 12th century. The originality of the Vladimir-Suzdal art school. Topic: Vladimir. Assumption Cathedral, Church of the Intercession on the Nerl River. Harmonious connection of Russian architecture with the landscape. Church of the Intercession on the Nerl. Assumption Cathedral Demetrius Cathedral in Vladimir. The symbolic meaning of sculptural decoration. Topic: Architecture of Novgorod. Church of St. Sofia, Church of the Savior on Nereditsa. The originality of social life in the Novgorod feudal republic. Novgorod Sofia. Development of the type of small four-pillar temple. Church of the Savior on Nereditsa. Topic: Icon painting traditions of Rus'. Technology and canons icons. Frescoes of the Savior on Nereditsa. The originality of the Novgorod schools of icon painting. Topic: Repetition of topics. Comparison of two architectural schools.. Topic: Painting of Theophanes the Greek - traditions of the Byzantine school. The paintings of Theophanes the Greek in the Church of the Transfiguration are a masterpiece of medieval painting. Internal expression and dramatic tension of F. Greek's images Topic: Monumental and easel painting by A. Rublev. "Trinity". The significance of A. Rublev’s creativity for ancient Russian painting. The world of spiritual harmony and mutual love is the world of Rublev’s works. The perfection of the composition and color system of the “Trinity” Theme: The founding of Moscow by Yuri Dolgoruky. History of the fortress. Completion of the formation of a single centralized state. Emergence Topic: buildings and construction of Ivanovo Square of the Moscow Kremlin. Topic: Wooden architecture of Rus'. Features of Russian wooden architecture. Churches: Nikolskaya Panilov, Intercession in Fili of the Sign in Dubrovitsy. Baroque trends in Russian architecture of the late 17th century. Topic: Architectural Museum - Kizhi Nature Reserve A complex of wooden structures on the island of Kizhi. Topic: Parsuns of S. Ushakov. The birth of Russian secular painting. The new nature of the image in icons of the 17th century. Stroganov school. The significance of Simon Ushakov as an artist of a transitional time. Parsun as a reflection of secular and realistic trends in Russian painting of the 17th century. Topic: Repetition of the material covered: from the painting of Theophanes the Greek to the parsuna of S. Ushakov. Topic: Excursion to the Krasnodar Art Museum named after. F. Kovalenko. Topic: Construction of St. Petersburg according to the general plan of Leblon. The historical significance of the reforms of Peter 1, which accelerated the transition from medieval religious forms of spiritual life to secular culture and science. St. Petersburg was the first city in Russia built according to a preliminary plan. Integrity of the architectural appearance of St. Petersburg. Topic: Architectural projects by D. Trezzini. Standard construction. Works of foreign masters in Russia and the determining role of Russian national traditions in their work. D. Trezzini. Topic: Baroque sculpture of the 18th century. creativity of B.-K. Rastrelli. Development of realistic portrait in Russian sculpture. The image of Peter 1 in the works of B.K. Rastrelli. National originality of Russian Baroque. Topic: Traditions of classicism in the works of F.I.Shubin. The sharpness and objectivity of the social characteristics of the images of F.I. Shubin is a master of realistic sculptural portraiture. Portraits of M. Lomonosov, A. M. Golitsyn, Pavel 1, unknown Theme: Palace ensembles of St. Petersburg. F.-B. Rastrelli. Catherine Palace in Tsarskoe Selo, Winter Palace and Smolny Monastery in St. Petersburg. The work of F.B. Rastrelli is the flowering of Russian Baroque. Topic: Repetition of covered material. Topic: Sculpture of the late 18th century. Falconet monument to Peter I. The sublime pathos of Russian sculpture of the 18th century. As a reflection of the triumph of human reason, moral human dignity. Monument to Peter 1 by E. Falcone, revealing not only the image of Peter himself, but also the meaning of his activities, his role in the historical fate of Russia. Topic: Development of the Russian portrait school A. Antropov, I. Argunov. The development of a realistic portrait in Russian painting of the 18th century is a manifestation of influence on the personality, the inner world of a person: the work of V. Antropov, I Argunov. Theme: The innovative nature of the work of F. Rokotov. A new idea of human personality. Portrait of Struisky, Maykov. Topic: Ceremonial portrait in Russian art. D.G.Levitsky. A combination of solemnity and everyday motifs in portraits. Ease of conveying the texture of the material. Portraits: “Smolyanok”, Catherine, Kokorinova. Topic: Repetition of the material covered Topic: Builders of Moscow at the end of the 18th century. V. Bazhenov, M. Kazakov, I. Starov. The triumph of harmony and reason in the classical buildings of Russian architects. “Pashkov House”, Senate building, Tauride Palace. Topic: Sentimental portrait genre. V.L. Borovikovsky. Portrait of Catherine II, portraits of Arsenyeva and Lopukhina. Topic: Classical architecture of the early 19th century. A. Voronikhin, A. Zakharov. Kazan Cathedral, Admiralty - the highest achievement of Russian classicism. Topic: The birth of Russian landscape at the beginning of the 19th century. S. Shchedrin. The work of S.F. Shchedrin is a fusion of features of classicism and romanticism. Interest in the problems of plein air. Topic: Sculpture of the late 18th century. F. Gordeev, M. Kozlovsky. Patriotic pathos of monumental sculptures “Monument to A.V. Suvorov”, “Samson”. Topic: Repetition of covered material. Topic: Excursion to the Art Museum. F. Kovalenko. Hall of paintings of the 18th-19th centuries.

Curriculum for the History of Art program

Class

No.	Number of hours	Name of topics
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.	1. 34 hours	Topic: Romantic portrait in Russian art. V. Tropinin. Topic: The birth of the everyday genre in the work of A.T. Venetsianov. Topic: Development of the historical genre in the works of K. Bryullov. Topic: Plein air in the work of A. Ivanov “The Appearance of Christ to the People.” Topic: O.A. Kiprensky - author of portraits about the hero of the Patriotic War of 1812. Topic: Test work on five completed topics. Topic: Satire in Russian art in the works of P. Fedotov. Topic: Critical realism in the art of V.G. Perov. Topic: Creation of a partnership of traveling art exhibitions. Topic: The struggle for realism in art. I.N. Kramskoy. Topic: Repetition of the material covered from satire in Russian art to the work of I. Kramskoy through visuals Topic: Development of the everyday genre. V. Maksimov, V. Makovsky. Topic: Creativity of the “Itinerants”. K. Savitsky, G. Myasoedov. Topic: Development of landscape in Russian art I. Shishkin, A. Savrasov. Topic: The diversity of the landscape genre in the works of A. Kuindzhi and F. Vasiliev. Topic: Search for the ideal of morality and goodness in the works of N.Ge. Topic: Heroics of the folk image in the paintings of I. Repin. Topic: Artist-warrior, democrat and patriot - V. Vereshchagin. Topic: The people are the true heroes of Russian history. V. Surikov. Topic: The power of the all-crushing element of the sea in the painting of I. Aivazovsky Topic: Vivid poetry of folk images of V. I. Vasnetsov. Topic: Repetition of themes from the everyday genre in Russian painting to the work of V. Vasnetsov with a visual series of reproductions. Topic: 19th century realist sculptor. M.M.Antakolsky. Topic: National uniqueness of patriarchal life in the paintings of B. Kustodiev. Topic: Epic landscape in the works of I. Levitan. Topic: The multifaceted creativity of V.A. Serov. Topic: Master of Russian landscape and still life I.E. Grabar. Topic: Poet of folk-patriarchal Russia - M.V. Nesterov. Topic: Repetition of covered topics: from the sculpture of M. Antokolsky to the work of M. Nesterov. Topic: Artistic synthesis in the works of M. Vrubel. Topic: “World of Arts” - an aesthetic movement in Russian art. K. Somov. Topic: Graphic works by E. Lansere, I. Bilibin. Topic: Peasant theme in Malyavin’s monumental works. "Women", "Laughter". Topic: Repetition of covered topics from the works of M. Vrubel to the works of Malyavin.

HISTORY OF ART, 3rd grade

Methodological support.

The program is implemented according to the following principles:

· principle of accessibility: from simple to more complex, excluding overloads;

· the principle of systematicity and consistency - the content of the educational process is built in a certain system;

· the principle of visibility - viewing technical equipment (TSO), independently observing the process, measuring, comparing, getting involved in practical activities;

· the principle of educational training - the formation of the student’s personality;

· the principle of taking into account the age and individual characteristics of the child.

The principle of a person-oriented approach is used in study groups during animation classes. It provides the opportunity to quickly advance students from the basics of animation art to the initial level of professional skill. Thus, it is possible to implement pre-profile training for students in the conditions of mastering this program.

This program lies in the social adaptation of students, in their further independent creative life.

Individual and group classes are aimed at developing an understanding of the basics of animation, directing in animation, positions in animation, the ability to work in a team, discuss and analyze animation work. They take the form of lectures, lecture-conversations, lectures with screenings, and practical exercises. Due to the labor-intensive nature of animation technology and its specifics, a high density of practical classes is expected during the filming of an animated film. These are classes on creating characters, filming, editing - in work on a specific project film, master classes with specialized specialists (cameramen, editors, directors, etc.). Excursions to the movie theater “Soyuzmultfilm”, the movie “Pilot”, the movie “Christmas Films”, the movie “Mirozdanie”, the School-Studio “SHAR”, the workshop of Yu.B. Norshtein with the goal of seeing in practice the creation of an animated film using different techniques and getting acquainted with the work of specialized specialists in creating a professional animated film.

Hours of individual design are necessary for more complete practical and creative mastery of the program, since animation is a very labor-intensive process in terms of time (the quality of an animated film is directly proportional to the time spent on it).

- "Basics of Animation". Children get acquainted with the basics of subject animation, the world and domestic history of animated films, types of animation, technologies for creating cartoons, principles and methods of animation, composition, script, storyboard. Stages of cartoon production.

"Fundamentals of Directing". Students master the basics of directing in animated films: the director's author's position, character image, composition, sound, image graphics, accents, storyboard, editing.

Stage 1 - “Deepening into directing and practice. Preparation for the graduation project." Students summarize the material covered. Each position in animation is studied in depth: director, screenwriter, animator, cameraman, production designer, editor. Development of plans for graduation animated films.

Stage 2 - “Working on a graduation project.” Creation of graduation animation works based on subjects selected and independently developed by students. Creation of animated films for participation in competitions and festivals.

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Methodological support.

The program is implemented according to the following principles:

principle of accessibility: from simple to more complex, excluding overloads;
the principle of systematicity and consistency - the content of the educational process is built in a certain system;
the principle of visibility - viewing technical equipment (TEE), independently observing the process, measuring, comparing, and getting involved in practical activities;
the principle of educational training is the formation of the student’s personality;
the principle of taking into account the age and individual characteristics of the child.

The principle is usedpersonality-oriented approach in study groups in animation classes. It provides the opportunity to quickly advance students from the basics of animation art to the initial level of professional skill. Thus, it is possible to implement pre-profile training for students in the conditions of mastering this program.

Pedagogical feasibility of implementationThis program lies in the social adaptation of students, in their further independent creative life.

Structure and conduct of classes.

First year of study (children 6-9 years old)- "Basics of Animation". Children get acquainted with the basics of subject animation, the world and domestic history of animated films, types of animation, technologies for creating cartoons, principles and methods of animation, composition, script, storyboard. Stages of cartoon production.

Second year of study (children 9-11 years old) -"Fundamentals of Directing". Students master the basics of directing in animated films: the director's author's position, character image, composition, sound, image graphics, accents, storyboard, editing.

The third year of study (children 11-14 years old) consists of two stages:

Stage 1 - “Deepening into directing and practice. Preparation for the graduation project." Students summarize the material covered. Each position in animation is studied in depth: director, screenwriter, animator, cameraman, production designer, editor. Development of plans for graduation animated films.

Stage 2 - “Working on a graduation project.” Creation of graduation animation works based on subjects selected and independently developed by students. Creation of animated films for participation in competitions and festivals.

When studying each topic, various visual materials are used: book illustrations, cartoons, paintings, video lessons, films.

A concert performance is a crucial moment in the life of a choreographic group. It is a qualitative indicator of mastering the program, all organizational, educational, creative, educational work of the artistic director and the members of the group themselves. Based on their performance, they judge the strengths and weaknesses of their activities, their ability to come together, the creative style of the technical and artistic capabilities of the group, and how correctly and with interest the repertoire was selected. Based on the concert, you can determine the quality of the group’s activities and the level of its management.

A concert performance is not only a display of certain artistic results, but also an effective form of moral and aesthetic development of performers.

A concert performance, unlike a rehearsal, always has temporary irreversibility. A number or program is performed once and is perceived as it happened to be performed now. If the performance is unsuccessful, then all the enormous preliminary work of the team will be assessed negatively.

Identifying in a concert the most vulnerable and weak points in the performance of a number, the program as a whole, the technical and psychological preparedness of the performers of the group can serve as a starting point for the artistic director to determine further efforts in educational work: what to practice more, what to correct, how to prepare for the performance, development of which qualities should be given special importance. Therefore, it is so important for the artistic director to analyze his work and the work of the team, to work on mistakes, otherwise subsequent concerts will also be unsuccessful, and in this state the team, as a rule, reduces the level of its performing practice as a whole, loses short-term and long-term prospects for its development. Participants then lose interest in classes and in constant creative improvement. All this, ultimately, can lead to the disintegration of the team.

And vice versa, if the performance was successful and was warmly received by the public, then a positive opinion is formed about the team and its performing capabilities. The participants’ desire to work even more fruitfully, persistently master technical skills, and grow creatively is strengthened.

A concert performance makes it possible, faster than rehearsal work, to identify shortcomings with the team, not only of an artistic nature, but also in organizational and educational work. Based on how many and when (late or at the set time) members of the team showed up for the performance, one can draw a fairly accurate conclusion about the state of discipline, educational work and the moral climate in the team as a whole.

The pedagogical effect of such a performance is lost and its impact on the education of team members is sharply reduced.

An important point that ensures a successful concert performance is its preliminary organization, the solution of all necessary issues - from the exact location and time of the performance, the size of the stage area, dressing rooms, sound, light, and to providing the group with transport to the performance site and back. During a concert performance, the performers and the artistic director (teacher) themselves experience a qualitatively new, special state that is different from that at a rehearsal. The so-called concert excitement experienced by performers leaves an imprint on the emotional, psychological and physiological state as a whole. There are cases when, due to excitement, a person cannot perform a number well, there are people who have stage fright, it happens that their legs give way, it happens that due to excitement the performer cannot control his facial expression, that is, instead of a smile, a distorted, frightened face, etc. etc., but in order not to worry, you need to hone the technique until it becomes automatic.

Creative excitement should be channeled in such a way that it contributes to a better revelation of the performing ideas and does not give rise to uncertainty and fear of the audience.

The inspiration of performers is by no means a spontaneous manifestation, but a conscious and controlled state, directed by the artistic director of the group; this is the ultimate concentration of all internal forces and abilities. The very atmosphere at the concert promotes creativity, inspiration and composure. But their depth and power of manifestation are associated with painstaking preparatory work, rehearsals, and their targeted and systematic development.

We are talking about the enormous responsibility of the team members for the results of their creativity and their artistic activity. It doesn’t matter whether it’s the first concert or the next one, at a festival, show or at a small venue. Art requires constant maximum composure, as well as a good, confident attitude when performing.

In a children's choreographic group, the factor of emotional and creative excitement has a specific meaning. Firstly, because young performers experience stress during a concert performance due to the fact that they rarely perform compared to professionals and have less training than professional dancers. Secondly, the mood for children’s performance differs from the mood for adults’ performance. For professionals, this is work activity, and for participants in children's groups, it is a form of testing their creative powers and asserting their abilities. This determines the special pedagogical load of the concert and its educational potential.

A concert performance has an increased level of artistic and emotional mutual responsiveness among the artistic director and members of the group. A sensitive interdependence is established between them, and responsibility to the public increases. During a concert performance, participants behave much more collected and active. Everyone performs their duties as responsibly as possible. At the same time, their emotional and creative responsiveness increases. Changes are taking place towards greater rigor and regulation in the relationships between team members. They are more demanding of each other and more sensitive to comments. Moreover, personal qualities formed in these conditions begin to manifest themselves not only in stressful situations, but also during educational and creative activities, and everyday behavior and everyday life. This determines the enormous potential of the ethical and aesthetic influence of art on performers and spectators.

Municipal budgetary preschool educational institution "Kindergarten of a combined type "Zvezdochka"

Approved by the pedagogical council

MBDOU "Kindergarten combined

"Star" type

protocol No.___

from "___"_____________20__

Head___________N.N. Sazanova

ADDITIONAL EDUCATIONAL

PROGRAM OF ARTISTIC AND AESTHETIC ORIENTATION

"Rainbow"

type of activity: non-traditional drawing techniques

for preschool children (4 – 6 years old)

( program implementation period 2 years)

Head: Abramova M.I.

village Chamzinka

1. Explanatory note.

1.1 Relevance

1.2 Pedagogical expediency.

1.3 Goals and objectives of the program.

1.4 Principles, methods and techniques.

2. Planned results.

3. Forms for conducting the results of the program implementation

4. Curriculum and thematic plan

4.1 Curriculum for the first year of study

4.2 Curriculum for the second year of study

5. Logistics support.

6. Application (long-term planning: 1 year of study)

(long-term planning: 2nd year of study)

7. List of references.

“The world will be happy only when everyone

man will be the soul of an artist. In other words,

when everyone finds joy in their work”

Explanatory note

The program has an artistic and aesthetic orientation and was developed on the basis of the manual “Drawing with preschool children: non-traditional techniques, planning, lesson notes” edited by R.G. Kazakova - M.: Sphere shopping center, 2009. This program is designed in accordance with the letter of the Ministry Education and Science of the Russian Federation dated December 11, 2006 No. 06-1844 “On approximate requirements for additional education programs for children” and is implemented in the MBDOU “Combined Kindergarten “Zvezdochka”.

The duration of the program is 2 years. The content of the circle program is compiled taking into account age characteristics and in accordance with SanPiN 2.4.1.1249-03 (requirements for organizing the daily routine and educational activities), intended for children 4-6 years old, it is implemented through circle work and exhibitions. Classes are held once a week, duration is 20 minutes for children 4-5 years old, and 5-6 years old - 25 minutes.

This program is developed in accordance with the following regulatory documents:

Law of the Russian Federation “On Education”;

Convention on the Rights of the Child (1989);

Preschool education concept;

SanPin 2.4.1.12.49-03

Relevance

Nowadays, the humanistic orientation of preschool education is manifested in an orientation towards a “personally-oriented” model of interaction, towards the development of the child’s personality and his creative potential.

The problem of children's giftedness, the problem of developing the creative thinking of a preschooler with his originality, originality and uniqueness are the main problems of modern preschool education. Today, society’s need to educate creative people who have an unconventional view of problems, who are able to find their own solutions, original answers, openly express bold ideas and hypotheses, and who are capable of quickly adapting to changing conditions in the behavioral sphere has become especially acute.

It should be remembered that the perception of beauty must be supported by the child’s participation in the creation of beauty. To instill a love of fine art and arouse interest in drawing from early preschool age, you can use non-traditional methods of depiction. Such unconventional drawing gives children a lot of positive emotions, reveals the possibility of using objects well known to them as artistic materials, and surprises them with their unpredictability.

Pedagogical feasibility

Classes based on the use of a variety of non-traditional artistic techniques in drawing classes contribute to the development of children's artistic talent, creative imagination, artistic thinking and the development of creative potential.

Unconventional techniques allow the little artist, moving away from the subject image, to express his feelings and emotions in a drawing, give freedom of imagination and instill confidence in his abilities. Possessing different skills and ways of depicting objects or the reality of the surrounding world, the child gets the opportunity to choose, which, in turn, ensures the activity is creative.

The use of non-traditional methods and techniques in drawing contributes to the development of cognitive activity and creative activity. By acquiring appropriate experience in drawing in non-traditional techniques, the child thereby overcomes further creativity, which in the future will only bring him pleasure.

Experience shows that drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions, as you know, are both a process and a result of artistic creativity.

In the studies of E.A. Flerina, T.S. Komarova, N.P. Sakulina, R.G. Kazakova, V.S. Mukhina, N.A. Vetlugina considered the development of artistic and creative abilities in drawing in connection with children’s assimilation of certain patterns of drawing, visual and expressive features of drawing in different techniques. Consequently, mastering the technique of drawing, the graphic side of drawing, is an important condition for ensuring a creative solution to a visual problem and the development of artistic and creative abilities. We believe that the use of non-traditional techniques in drawing and their gradual mastery by children (from simple to complex) will help in solving a number of issues: mastering graphic, technical skills and abilities, developing color perception, presentation, compositional skills and emotional and artistic perception, creative imagination, increased intellectual activity. A child develops by combining several non-traditional and traditional techniques of visual activity in one drawing, and he can only learn this experience with the help of an adult: a teacher, a parent. Provided that non-traditional techniques are interconnected, the logic of development of each of them is not violated. Their combination, on the contrary, significantly expands the possibilities of visual activity. Search situations pose conditions for choosing one or another non-traditional drawing technique. The above about the use of non-traditional techniques of visual activity in the pedagogical process allows us to be convinced of the need to create and use pedagogical technology in which non-traditional drawing techniques can be the optimal condition for the development of artistic and creative abilities of preschool children.

The novelty of the program: a system of activities for teaching children using non-traditional drawing techniques has been developed.

A distinctive feature of the Rainbow program is that it is adapted to the conditions of the educational process of a given institution. This program uses a partial search method, which is aimed at developing cognitive activity and independence. It consists of completing small tasks, the solution of which requires independent activity. The classes use didactic games and gaming techniques that create a relaxed creative atmosphere and promote the development of imagination. In the formation of creative activity, the use of artistic expression, finger gymnastics, and music is of great importance.

1.3 GOALS AND OBJECTIVES OF THE PROGRAM:

Purpose of the program:

Development of artistic and creative abilities of children using non-traditional drawing techniques through additional education.

Program objectives:

Expand children's understanding of the variety of non-traditional drawing techniques.

Teach non-traditional drawing techniques and methods of depicting using various materials.

Create conditions for free experimentation with non-traditional art materials and tools.

Develop aesthetic perception and artistic taste.

To develop the creative imagination, imagination, and thinking of preschoolers through classes on mastering non-traditional drawing techniques;

Develop in children the self-analysis skills necessary to evaluate their own work.

Invite parents to cooperate in developing children's creativity.

1.4 PRINCIPLES:

Systematicity – (classes are conducted in a system throughout the entire educational process);

Sequences - (knowledge to be given gradually, without overload, with an increasing amount of information);

The principle of creativity (the program contains inexhaustible opportunities for - education and development of children's creative abilities);

The principle of science (children are given knowledge about shape, color, composition, etc.);

The principle of accessibility (taking into account age and individual characteristics);

The principle of comparisons and selection (variety of options for a given topic, methods

and methods of depiction, variety of material).