PROGRAM TOPIC: Assortment of women's belt products. Designing skirts and trousers.
LABORATORY WORK No. 2 (4 hours)
TOPIC: SKIRT CONSTRUCTION
Goal of the work: mastering the methodology for developing the design of a straight skirt, developing on its basis skirts of other designs (tapered at the bottom, goda, six-seam).
Determine the initial data for constructing drawings of skirt designs.
Calculate the design drawing of a straight skirt in tabular form according to your measurements.
3. Construct a drawing of the design of a straight skirt on a scale of 1:1.
On the drawing of a straight classic skirt, apply model lines of skirts of other designs (a-line, six-seam, godet).
CONTROL QUESTIONS:
What kind of clothing is called a belt? What belt products do you know?
What are the design lines and main details of skirts called?
What measurements and increments are used to construct a drawing of the base of a straight skirt?
How to build basic horizontal lines in straight skirts?
Why is the difference between the width of the skirt along the hips and waist determined?
How are darts placed along the waistline? What are their names? How to calculate the solution of each dart?
EQUIPMENT: drawing of a straight classic skirt on a scale of 1:4, sketches of models of various skirt designs, drawing paper, drawing tools.
Practical work of students:
Initial data for drawing:
To construct drawings of the basic designs of skirts, measurements are used: St - semi-waist circumference, Sb - semi-hip circumference, Dtp1 - length from the point of the base of the neck to the waist in front, Dsz - back length of the skirt, Dsp - front length of the skirt, Dsb - side length of the skirt, distance from the floor to the desired length of the skirt.
Dimensional characteristics of a specific figure:
St =_______ Sat = __________ Dts 1 = __________
Dsz p = _______ Dsp p = ________ Dsb p = __________
Loose fit increases for skirts, cm
Degree of fit
Along the waistline
Along the hips
Very dense
0–0,5
Dense
0,5 – 0,7
0,7–1,0
Average
1,5–2,0
Free
over 1.0
over 2.0
Models of women's skirts
Loose fit allowances accepted for design:
Fri = ____________ Sat = _____________
2. Each student writes down calculations for constructing a drawing of the skirt design in table form.
Calculation of a drawing of the basic design of a women's skirt
________________(size)
Name of the structural section
Conventional designation
Calculation
Size, cm
Skirt back length
By model
The amount of shortening of the skirt from the floor
Dsz p – Du sz
Skirt side length (for individual figures only)
Dsb p - X
Skirt front length (for individual figures only)
Chipboard p - X
Hip line level
D ts1/2 – 2.
Skirt width along the hips
BB 1
Width of the back panel of the skirt
BB 2
(S b + P b)/2 – (0…2)
Total solution of darts along the waist line
∑ Tucks
or
(CT 2 + T 2 T 1) – (C t + P t)
(S b + P b) – (S t + P t).
Side dart solution
0.5*∑V
Back dart solution
0.35*∑ V (max 5 cm)
Front dart solution
0.15*∑ V(max 3cm)
Back dart position
BB 3
0.4* BB 2 (max 9 cm)
Front dart position
B 1 B 4
back dart length
side dart length
front dart length
The drawing of a straight two-seam skirt with a slot along the middle section of the back half is made in full size according to the measurements of specific figures.
On the drawing of a straight classic skirt, apply model lines of skirts of other designs (six-seam, godet, trapezoidal). The length of skirts of different designs should be different.
Homework: Make a model of a straight skirt for an individual figure
Conclusions and comments on the work(after trying on the layout) :
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A set of recommendations and tasks for performing practical work in the discipline “Fundamentals of Welding Production” is given. Much attention devoted to the design of welding fixtures. The main stages of designing fixtures, instructions for developing a scheme for basing assembly elements of structures, calculating the required forces for fastening parts depending on the deformations of welded structures and calculating the elements of clamping devices, and developing a schematic diagram of the fixture are given.
Intended for students studying in the specialty “Installation and operation of equipment and gas supply systems.”
1. BASED SCHEME OF A WELDED I-BEAM.
Practical lesson №1
Purpose of the work: To develop a basing scheme for assembling and welding an I-beam. Job objectives:
1. Considering that the beam is assembled from separate blanks - a wall and two shelves - select a basing scheme, presenting it in the form of a drawing of the assembled structure with symbols bases
2. Lead detailed description basing schemes, indicating the order of selection of main bases and the gradual deprivation of its degrees of freedom.
3. Determine the type and dimensions of installation elements, their number and mutual arrangement.
4. Draw the installed part with clamps in a sketch version.
Explanations for work
In accordance with GOST 21495-76, basing allows you to give the workpiece or the entire product the required position relative to the selected coordinate system.
In relation to the process of assembling a product, basing is the determination of the position of parts in a product relative to each other or the product relative to a fixture, working tool, or technological welding equipment.
Bases are surfaces or combinations of surfaces, axes, or points that perform the same function, belonging to a workpiece or product and used for basing.
During the manufacturing process of a product from assembly units, the surfaces of one part can serve as bases for the mating surfaces of other parts.
According to the six-point rule, in order to give the workpiece a stationary position relative to the selected coordinate system, it must be deprived of six degrees of freedom.
INTRODUCTION
1. LAYOUT OF WELDED I-BEAM Practical lesson No. I
2. PRINCIPLE DIAGRAM OF DEVICE FOR ASSEMBLY AND WELDING OF I-BEAM
Practical lesson No. 1. Schematic diagram
Practical lesson No. 2. Dimensional chains
3. FORCES IN ASSEMBLY AND WELDING DEVICES
Practical lesson No. 1. Angular and axial deformations
Practical lesson No. 2. Pressing forces of parts
4. CLAMPING MECHANISMS
Practical lesson No. 1. Screw terminals
Practical lesson No. 2. Wedge and eccentric clamps
Practical lesson No. 3. Lever clamps
Practical lesson No. 4. Pneumatic and hydraulic drives of clamping devices
5. TURN AND ROTATION OF WELDED PRODUCTS
Practical lesson No. 1. Selection and calculation of a single-post tilter
Practical lesson No. 2. Selection and calculation of a roller stand
6. SUPPORTING AND GUIDING ELEMENTS OF THE DEVICE
Practical lesson No. 1. Calculation of the lower support beam for strength
Practical lesson No. 2. Calculation of the upper support beam for strength
BIBLIOGRAPHY
Free download e-book in a convenient format, watch and read:
Download the book Fundamentals of Welding Production, workshop on the design of welding fixtures, Khaidarova A.A., 2017 - fileskachat.com, fast and free download.
- Physics, Get to the core, Handbook for in-depth study of physics in high school, Electricity, Deltsov V.V., Deltsov V.P., 2017
Ministry of Education and Science Altai Territory
KGBPOU "Biysk" teacher training college»
methodological development discipline classes
Theoretical and methodological foundations organizations productive species children's activities preschool age
Developed by: Razina S.V., teacher of private methods
Biysk, 2016
Workshop for educators
« Organization educational activities on artistic design with preschoolers"
Target: expand the knowledge of teachers in the development of cognitive and creativity preschoolers through the use of model and symbolic means in constructive activities.
Tasks:
To convey to teachers knowledge about the mechanism and system of development of cognitive and creative abilities of children 3-7 years old, about the development creative design, about the features and capabilities of paper and construction set parts developed by the author as a constructive material for preschool children.
To teach to analyze the proposed system for the development of artistic design and constructive material (its two types) from the point of view of their compliance with the assigned tasks and the proposed means of developing creativity and teaching preschoolers constructive activities.
Contribute to the promotion of favorable psychological climate communication between members teaching staff.
Location- music room.
Equipment. 5 tables arranged in a semicircle.
Materials:
There are visual materials on each table.
Details of the author's designer G.V. Uradovsky, made of colored paper ( ovals 2x4,2x6,4x6, 4x8, 6x10 cm; circles 2x2, 4x4, 6x6, 8x8 cm; squares 2x2, 4x4, 6x6, 8x8 cm; rectangle 2x4, 2x6, 2x8, 4x6, 4x8, 6x10 cm) 10-12 pcs. different color for each child;
Tinted sheets for the background of the composition, scissors, glue, napkins;
Exhibitions of books, manuals on the topic (illustrations, drawings and postcards)
Equipment: laptop, projector, screen.
Plan of the workshop:
Introduction to the G.V. program Uradovskikh, candidate pedagogical sciences, senior research fellow, Development Institute preschool education RAO.
“Development of cognitive and creative abilities of preschool children (2-7 years old) in the process of artistic design from construction set parts and paper”
To acquaint teachers with a variety of techniques and materials, their visual expressive possibilities. Conducting a master class.
Material to study:
Program -
“Development of cognitive and creative abilities of preschool children (2-7 years old) in the process of artistic design from construction set parts and paper”
Program focus:
THE ARTISTIC DESIGN PROGRAM is aimed at developing the cognitive and creative abilities of preschool children (2-7 years old).
Novelty, relevance:
Artistic Design is an additional section to the Development program, which focuses on mental abilities preschoolers and the social-emotional development of the child.
The novelty of the “Artistic Design” program lies in the introduction to the practice of working with preschoolers artistic type construction from parts of a universal author's construction set and paper. This type of design allows you to organically and successfully solve both directions in working with preschoolers, designated by the “Development” program in specifically children's activities.
Relevance artistic type of construction, is that it allows the child to understand the meaning various situations, “live” them and express your attitude to the reality of the world in an artistic composition, making maximum use of not only iconic, but also symbolic means.
Artistic construction: fantastic possibilities! Features of the development of artistic design activities and its tasks
Artistic design is an activity that develops during preschool childhood and at the same time develops children by stimulating perception, thinking, imagination and others. necessary qualities, and also organizes the structure of children's activities: the ability to plan, implement and control the process itself.
The activity of artistic design goes from playful manipulation and conditional use of structural material to its functional use. This is manifested in the transition of children to the intentional construction of first schematic, generalized, then more specific, expressive images (decorative silhouette models), the emergence of plot ideas and the development of creative artistic constructive activity.
Artistic design as an activity covers big circle various educational, developmental and educational tasks: from the development of motor skills in children and the accumulation of sensory experience (perception) to the formation of quite complex mental actions and speech development(thinking), creative imagination, artistic development and mechanisms for controlling the child’s behavior (formation of communicative and regulatory abilities). Let us consider these phenomena in more detail.
The construction of artistic compositions is possible from structural materials specific to the type. As a rule, children use natural materials and paper to build artistic compositions. Can also be used for children's construction
a set of different shapes, colors, sizes geometric shapes, a special constructor developed by the author. This construction set differs from building materials (cubes, bricks, prisms, etc.) in that its parts have a certain way fastenings to each other.
Artistic design from paper and parts of the author's construction set is largely a synthetic activity, which is most similar to play, experimentation, appliqué, artistic work and design activities of children, but at the same time differs from them. Paper and parts of the author's construction set allow preschoolers aged 3–7 years to create decorative silhouette models of any content, for example:
"Autumn in the Forest", " Winter fun", "Parade of air and sea ships", "Jungle", "Desert", etc.
Artistic compositions (decorative silhouette models) convey the image in a generalized, schematic way and, at the same time, allow us to highlight in it specific features, expressive characteristics of the depicted object ( fairy tale character, animal, human or inanimate object).
Artistic design is primarily a means of mental development of a child and his cognitive abilities.
In the process of design, including artistic design, the relationships between the structural, functional and spatial characteristics of the constructed object, with its visible and hidden properties, are modeled. In artistic design, in addition to the mental development of the child, the development of his artistic abilities. Children constructing artistic compositions, not only convey the structure of an object (object), which can be specially distorted to create a characteristic, expressive image, but also your attitude to the constructed object, social event or natural phenomenon, using different means(sensory, model, symbolic). Symbolic means allow children to understand the meaning of various life situations, “live” them and express your attitude towards real world, including in children's constructive activities.
Many authors mistakenly equate artistic design with other types of children's artistic activities. They do not see the differences between appliqué, artistic design activities, artistic labor and artistic design. And at first glance, there is a reason for this, since there is much in common between the types of children's artistic activities.
What do they have in common?
These activities:
- are synthetic in nature;
- are developmental in nature, i.e. in the process of activity
children develop perception, thinking, imagination, memory, speech,
aesthetic, communication and regulatory abilities;
- are specifically child species productive activity, as a result of which an artistic product is “born” in children;
- used in all of them constructive way“creating” a product (a certain integrity is assembled from individual parts) - the most common in the practice of working with preschoolers;
- they all use the same tools visual arts(point, line, shape, color, light, composition and means that harmonize the composition);
- all of them use the same materials (paper, fabric, pebbles, cones, leaves, foam rubber, buttons, buckles, wire, corks and others individually or in combination with each other);
- all of them use similar technical techniques for working with material (tearing, twisting, creasing, plucking, etc.).
However, these activities are fundamentally different from each other.
In each of them, along with solving a number of common tasks, the main tasks are highlighted. And these basic, main tasks for each of these four types of artistic activity of children are different.
Children's design activity- this is a decorative and design activity for children of senior preschool age, during which children create souvenirs, toys, and garlands; weave rugs; decorate dishes, doll furniture, etc.
the main task children's design activities- this is the formation and development of:
- children’s artistic abilities and artistic skills in the process of children’s decorative and design activities;
- aesthetic attitude to the world, ideas about the possibility of decoration environment.
Children's artistic work- this is a type of productive activity for children, which is based on the principles of folk arts and crafts.
In the process of this activity, useful and aesthetically significant products are created for the design of games, recreation, interior design and corresponding to the interests of children.
The main task of children's artistic work is to contribute to the general mental and aesthetic development children; development of their “manual skill”, fine motor skills, coordination of finger and eye movements necessary for mastering writing.
Application- one of the types of visual activity based on cutting (tearing off, pinching off, etc.) contour lines on the material taken as the background. The main features of the application
are the silhouette of the image, its flat generalized interpretation.
We suggest using it for constructing artistic compositions with children. colored paper and the author's designer.
Let's discuss Learn more about the design capabilities of these types of structural materials.
The specifics of paper as a material for constructing artistic compositions.
The main and most commonly used material for children to create artistic compositions on a plane is paper.
Paper is special kind structural material. It is, as a rule, very fragile (easily torn and wrinkled in the hands of a child) and requires careful handling skills. At the same time, paper has rich opportunities for children's development. creative activity and is widely used in the design of artistic compositions.
Children construct artistic compositions from colored soft paper and table napkins.
The basis for artistic design for children aged 3–7 years is the non-labor-intensive technique of working with paper, proposed by L.A. Paramonova (crumpling paper into a ball, tearing it into shreds or strips, twisting strips into a rope).
This technique includes a small number of operations for children to produce the necessary parts (lumps, stripes and shreds, flagella) for constructing an artistic composition. Depending on the shape, color, size, these details are used to construct decorative silhouette images various objects or natural phenomena, i.e. for constructing landscape, decorative and subject compositions.
Development light equipment working with paper gives children the opportunity to work independently and creatively from the very beginning early age(from two years old), when their activity consists of collectively completing an artistic composition, in accordance with the plan emanating from an adult.
Specifics of the author's designer:
As a rule, it is difficult or impossible to construct an artistic composition from construction kit parts. The exception is the author's designer we offer.
He is with one On the other hand, it meets all the requirements for design material for preschoolers. (These requirements are defined in the works of L.A. Paramonova with the participation of the author.) C another- ensures the integration of children’s constructive and visual activities and allows children to develop artistic creativity within constructive activity.
The author's construction kit consists of parts and “working fields” (stationary stands).
The details of the author's designer are co-scale geometric shapes cut from fabric. Details (geometric shapes) are different in:
- shape (circle, square, triangle, rectangle, trapezoid, oval, semicircle, quarter circle);
- color (red, orange, yellow, green, blue, blue,
purple, white, black, brown and their shades);
- size (2x2 cm, 4x4 cm, 6x6 cm, 8x8 cm, 10x10 cm).
Number of parts - 20 (50) of each type.
They are stored on open shelves under stands and organized by color.
All parts of the same color are systematized according to shape. Parts of the same shape are systematized by size. “Working fields” are the background surfaces of large stationary stands (7–10 pcs.), covered with light-colored cotton fabric.
The fastening of parts to the background surface of the stands is ensured by the fleecy structure of the fabric (chintz), invisible to the eye. The details are simply laid out on the background surface.
This design material is easy to make yourself. Geometric shapes are cut out of plain-dyed cotton fabric, each of which exactly corresponds to the sensory standard of the form.
Children construct (model) decorative silhouette compositions from a variety of geometric shapes on multi-colored background surfaces. At the beginning of teaching children artistic design, the background (working surface of the stands), as a means of visual activity, is chosen by the children in a random order. Gradually the children move on to conscious choice the background color of the working surface and use it to achieve greater expressiveness of the artistic composition, depending on the design. Children independently choose from the total number of parts that are systematized on shelves in open access, the required number of elements a certain shape, colors, sizes. Then they are placed on a stand, combining them in a certain way - they build a decorative silhouette image that conveys the structural, spatial and functional relationships of the parts of the structure. Some parts of the structure are visible, accessible to visual perception, others are laid out in the image in accordance with the child’s ideas about the depicted object.
The actions of modeling a decorative silhouette image from geometric shapes on a stand are not labor-intensive for a child. He can quickly and independently design and test various options images of an object and its location on a plane
stand, disassemble or move.
The techniques for constructing a decorative silhouette image from the elements of this construction set are simple, accessible to a preschool child, and the elements of the construction set allow you to build (construct) not only schematic in shape and bright in color, but also realistic subject, plot, landscape and decorative compositions
any content.
Geometric figures act not only as elements of building material, but also as a ready-made visual aid. Correct geometric shape devoid of private characteristics specific items, for example, a circle, from the very beginning plays the role of a measure for all objects round shape available in childhood experience child. The details of this construction set - geometric shapes - “tell” children the right way actions; “control” their work; help detect errors; navigate within the framework of your activities; construct a variety of compositions on different topics.
Children include images in the composition different classes objects and phenomena of reality (toys, buildings, transport, furniture, animals, people, trees, plants, phenomena of living and inanimate nature, etc.).
Despite the fact that children construct artistic compositions, the child is not required to high level mastery visual means And technical methods.
During the construction process, children successfully master and develop these tools.
Soft construction set - do it yourself.
The constructor consists of stationary stands (background working surfaces that are attached to the wall at a slight angle) and flat geometric shapes different shapes, colors, sizes, stored in open access in piles, like pancakes, on shelves under stands.
All details of the designer are systematized by color, within colors by shape and size.
Children 2–7 years old construct artistic compositions on multi-colored backgrounds (stationary stands covered with light-colored
cotton fabric white, yellow, orange, pink, green, blue, black, purple shades) from flat geometric shapes (circle, square, triangle, rectangle, oval, trapezoid) and their segments (halves, quarters) of five gradations of size - 2x2 cm, 4x4 cm, 6x6 cm, 8x8 cm, 10x10 cm; nine colors and their shades (red, orange, yellow, green, blue, indigo, white, black, brown, purple), cut from plain-dyed cotton fabric, 20–50 pieces of each shape, color, size.
In older age groups, in addition to cotton parts in primary colors, others are used, depending on the nature of the image being created.
This designer allows you to design subject, plot, landscape and decorative artistic compositions of different content. The presence of several stands allows you to design, firstly, subgroups for all children at once and, secondly, to construct, for example, a filmstrip (the development of an event using a space-time model).
The design of the image is created by simply placing the design parts on the background surface (without any fastening) and connecting them together by certain organization space - modeling a planar or semi-volume image of an object, conveying its main parts and details.
The soft structure of the cotton fabric, which has a hairiness invisible to the eye, allows the child to quickly lay out the construction parts on the background surface (also cotton fabric) and hold them (in one or 2-3 layers) without additional fastening, and also quickly remove or move them all over. background surface.
Stationary stands can be replaced with lightweight plywood ones
or other material in “sheets” (3–5 pieces, approximately 120x80 cm), covered on both sides with fabric of different colors (pillowcase), which can vary depending on desired color. Such portable backgrounds (working surfaces) can be placed in different ways (on children's tables or the floor).
Seminar-workshop for teachers of preschool educational institutions with the presentation “Construction from building materials with children with disabilities.”
Slide 1
Target: increasing the competence of teachers when working with children in designing from building materials.
Tasks:
1. Arouse interest among teachers in the use of building materials in constructive activities.
2.Introduce teachers to the methods and techniques used in joint activities when constructing from building materials.
3. To promote the acquisition by teachers of practical skills in the application of methods and techniques used in joint activities when designing from building materials.
4. Introduce teachers to the program for designing from building materials with children with musculoskeletal disorders.
Materials: diagrams - projections of parts, simple pencils, sheets of paper, presentation, table, magnetic board, memos.
Seminar/workshop progress:
Construction from building material is a type of productive activity of a preschooler, which involves the construction of real objects - buildings, which provide for the relative arrangement of parts and elements, as well as methods for connecting them. (Slide 2)
Construction from building materials promotes the child’s development of:
(slide 3)
fine motor skills and tactile perception;
spatial orientation on a sheet of paper, eye and visual perception;
attention and perseverance;
constructive skills and abilities, observation, aesthetic perception, emotional responsiveness;
control and self-control skills are formed;
knowledge about the diversity of the surrounding world is expanded and refined; ideas about the color, shape and size of objects and their parts;
imagination, thinking, speech develops;
the ability to foresee future results is formed;
independence is fostered and creative development.
In our work we use various shapes design:
(slide 4)
Design according to a sample;
design based on a model;
design according to conditions;
design according to drawings and diagrams;
design by design;
design on the topic.
All these forms contribute to the development of spatial thinking. (slide 5)
Terminology used in the process of designing from building materials (Appendix 1).
In order to show the techniques and methods that we use to solve problems posed during construction from building materials, we propose to divide into age groups. (teachers representing children of the 2nd junior group, middle, senior and preparatory groups sit at separate tables).
1. The first task that is set when designing from a building material is to become familiar with the names of building parts. (slide 6)
2 ml. group - a cube, a parallelepiped, a prism is placed on the table.
IT IS RECOMMENDED TO NAME THE CONSTRUCTION PARTS CORRECTLY. (CUBE, NOT CUBIC, PARALLELEPIPED, NOT BRICK).
The middle group is a cube, low and wide parallelepipeds, low and high prisms, (slide 6,7,8,9,10)
Senior group - a cone, a cylinder is added (slide 11,12)
Preparatory group- a half cube and an arch are added. (slide 13,)
We begin the introduction to design with a comparison of planar and volumetric figures. (slide 14).
At this stage of the work, the game is used: “Pick it according to the shape” (slide 15,16).
2. Formation of the ability to find projections of parts on ready-made development diagrams, to build projections of parts and their combinations. (slide 17). To teach children to see specialized subjects(side), top, front, features of the arrangement of parts and the object as a whole, the game “Profiles” is used. (slide 18).
Next, we use the technique of “photographing details” with different sides. A construction piece is placed on a table at children's eye level. The child approaches from the desired side (the front view is indicated by a red circle, the side view, the top view), looks into the camera, and names the planar figure that is obtained during projection. Using planar figures, he lays out projections of parts on a magnetic board (slide 19).
When playing with this method, you can take the game “Photography Studio in the Country of Formandia” (slide 20).
2 ml. group-construction of a front view projection of a cube, parallelepiped, prism. This is done on an unlined sheet by tracing the corresponding side of the part. (The teacher outlines the front view of the cube).
Middle group - we build diagrams - developments of a cube, a low and wide parallelepiped, a low and high prism (projections front view, side view, top view) using stencils on a scale of 1:1 on lined sheets into 4 parts, taking into account the red dot (front view in the upper left part), side view - in the upper right part, top view - in the lower left part. This game is called “Passports for residents of the country of Formandia” (slide 21,22). To strengthen the ability to see changes in the depicted object (top, side, front view), the game “Photo Studio” is used (slide 23).
Stencils are shown on a scale of 161. Teachers build projections on all sides of a parallelepiped and prism using stencils on a scale of 1:1 on lined sheets of paper into 4 parts.
Older group-task becomes more complicated - we build diagrams - development COMBINATIONS of building parts from 2 parts using stencils on a scale of 1:2. (slide 24).
Teachers are offered stencils on a scale of 1:2 for constructing a diagram of the development of a combination of a cylinder on a cube.
Preparatory group (slide 25). – we build development diagrams of COMBINATIONS of building parts from 3 or more parts using stencils on a scale of 1:2. At the end school year we master the translation of the front view projection into other projections using additional lines. Show the translation of a front view projection into other projections using the example of constructing theater projections.
Teachers are encouraged to construct a front view projection of the plant, and convert the front view projection into other projections using additional lines and stencils.
Teachers of all age groups carry out tasks. The resulting projections are hung on the easel in order of increasing complexity of the tasks.
3. Formation of the ability to design according to a model, according to a front view projection, according to a development diagram. (slide 26).
2 ml. group - design based on the model and projection, the front view of buildings made of 5 parts (cube, parallelepiped, prism). (slide 27). Provide teachers with a projection of the front view of the house.
The middle group is designing from a front view and a side view of buildings from 5-7 parts (in this case, a sample is first shown, the correct front view projection is selected, the sample is hidden). (slide 28). Teachers are offered to design according to the front view and side view of the plant.
Senior group - construction according to a schematic diagram, according to an undivided diagram. (slide 29).
Teachers are encouraged to design according to an undivided diagram (slide 30).
Preparatory group - construction using large number parts according to the sample and layout diagram. (slide 31).
Teachers of all age groups carry out tasks.
4. In each age group design is included based on musical impressions and design.
5. Design according to conditions is a special type of design. (slide 32).
We demonstrate an example of such design using the example of car paths. We need to build a path for cars. Demonstrate driving a small car along a constructed path.
Show big car. She can't go down that path. What to do? We are building a wide path.
At the beginning and end of the school year, we monitor the following parameters:
Familiarization with the properties of building materials:
1.Recognizing details from the drawing
2. Reproduction of simple designs of a graphic model;
Design based on a ready-made graphic model;
Design by design;
Construction of compositions based on fairy tales.
We invite you to look at photographs taken during the construction of the building material. (slide 33,34,35,36).
Presentation on the topic: Construction from building materials with children with musculoskeletal disorders
The term “construction” (from the Latin word construction) means construction in general, bringing into a certain relative position various items, parts, elements. This also includes an architectural solution in which an object is created by a certain combination of building materials, connected in the appropriate order.
Based on interpretation of this word in various dictionaries, we first of all draw attention to the fact that: design is mainly an activity of the mind, not the hands. This is creation, development, creation; This is a creative, not a performing activity. The most essential sign of constructive activity is goal setting, i.e. more or less clear awareness ultimate goal work, what should happen as a result.
Thus, the design process provides for the following: each detail of the product is also created, developed, i.e., constructed. To design, say, a dress, means not only to represent it in the material appearance, but also determine the shape of each part, color, texture of the material, etc.; it also means that the designer thinks through the relative arrangement of all parts of the product, i.e., completely develops it.
Constructive activity is creative, as they say, by definition. All other cases that assume that the student is from beginning to end the executor of someone else’s plan cannot be called construction. Neither repetition of already known actions nor aimless manipulation of objects are related to construction.
Having determined the main design feature - its creativity, we must keep in mind that in our present, absolutely creative way This process is characteristic of a relatively small number of people.
In this sense educational design, of course, will differ from the activities of an adult designer in the same way as educational research activities differs from the work of a scientific researcher (a scientist’s discoveries are objective, new to humanity, and in educational research subjective novelty, usually revealing already known to mankind data).
Nevertheless, both educational and “real” construction are united by one main thing: search activity is present in both.
TYPES OF EDUCATIONAL DESIGN: a) design based on a model (or subject); b) design based on a model; c) design according to given conditions; design.
Types of design (according to the material used): q Design from paper q Design from natural material q Construction from additional material
Artistic manual labor is working with various materials, in the process of which relatively useful and aesthetically significant objects and things (HRT) are created.
Manual labor combines essential characteristics artistic and labor activity. At its core, it is close to the productive labor of adults, in which material values are created.
Artistic manual labor is artistic activity, in the process of which not just useful, but beautiful, expressive objects and things are created.
An artistically valuable thing is distinguished by the fact that everything in it is consistent, subordinated to a single plan: purpose, shape, material, color, pattern, composition.
So that the item matches artistic requirements, it is important to be able to choose the material. It must correspond to the purpose and shape of the object, and most clearly convey its aesthetic properties.
Great importance has in artistic thing color. The more harmonious the combination of colors, the more the color corresponds to the texture of the material, the purpose of the thing, the more expressive this thing is.
Thus, HRT: teaches you to create, to create things according to the laws of beauty. Psychologist A.V. Zaporozhets wrote that: “the ability to understand beauty with the mind and heart develops most successfully when the child actively recreates artistic images in his imagination when perceiving works of art, while simultaneously participating in the forms of amateur artistic activity available to him..."
The combination of beauty with convenience and usefulness is an indispensable requirement for all objects that a person uses.
So, HRT is a means of developing a child’s personality. Using this tool, the teacher must ensure the development of both productive activity, where it is necessary to understand the goal and motive, stages and methods of achieving the result, and artistic activity, where it is necessary to subordinate the achievement of the result to the specific requirements of this activity.
Types of artistic manual labor: Artistic processing fabrics, cardboard. 2. Artistic processing of natural material. 3. Artistic processing of textile material. 4. Artistic processing of additional material. 1.
The difference between XRT and design: The purpose of design classes is to develop the skills necessary to create crafts from various materials, the ability to analyze a sample, pattern, drawing, photograph, to provide knowledge about the ways of making crafts and methods of working with various materials, taking into account their properties.
This task for children of senior preschool age can be posed directly: “We will learn today,” “We will study,” etc.
In manual labor, the teacher’s goal is different: to teach children to use and creatively apply the skills and knowledge acquired in the classroom (social motives).