Teacher of additional education: Krugovaya S.V.

Introduction.

1. emotional development
2. Color perception
3. Imagination development and creativity.

1. Drawing in the diagnosis of cerebral palsy.

“The origins of children's creativity and talent are at their fingertips.

In other words: the more skill in a child's hand, the smarter the child."

/V.A. Sukhomlinsky/

Introduction.

The visual activity of children as part of art enters a person's life from early childhood, the prototype of adult activity contains the socio-historical experience of generations. A child cannot learn this experience without the help of an adult. It is the adult who is the bearer of this knowledge and their transmitter. Acquiring knowledge with experience, the child develops.

In the process of drawing, modeling, application, the child experiences a variety of feelings: he rejoices at the beautiful image that he created himself, upset if something does not work out. But the most important thing: by creating an image, the child acquires various knowledge; his ideas about the environment are clarified and deepened; in the process of work, he begins to comprehend the qualities of objects, memorize their characteristic features and details, master fine skills and abilities, learns to use them consciously.

This type of activity has always attracted the attention of scientists of various fields - psychologists, teachers, art historians. Even Aristotle noted: drawing contributes to the versatile development of the child. Prominent teachers of the past - Ya. A. Komensky, I. G. Pestalozzi, F. Froebel - and many domestic researchers wrote about this. Their works testify: drawing and other types of artistic activity create the basis for full-fledged meaningful communication between children and with adults; perform a therapeutic function, distracting children from sad, sad events, relieve nervous tension, fears, cause a joyful, high spirits, provide a positive emotional state. Therefore, classes on visual activity with children with disabilities are especially important. Here, every child can express himself most fully, without any pressure from an adult.

1. The role of visual activity in the development of the child.

Visual activity for children with disabilities as a type of artistic activity should be emotional and creative. In the center for work on the development of creativity there is an office with necessary equipment, material and aids. The task of the teacher is to provide an emotional, figurative perception of reality, to form aesthetic feelings and ideas, to develop figurative thinking and imagination, to teach children how to create images, means of their expressive performance, to introduce various types of non-traditional drawing techniques, applications and modeling.

Drawing, modeling, appliqué are types of visual activity, the main purpose of which is a figurative reflection of reality. Mastering the ability to depict is impossible without purposeful visual perception - observation. In order to draw, sculpt any object, you must first familiarize yourself with it, remember its shape, size, color, design, arrangement of parts. For the mental development of children, it is of great importance to gradually expand the stock of knowledge based on ideas about the diversity of forms of the spatial arrangement of objects in the world around them, various sizes, and a variety of shades of colors.

Visual activity or productive activity, since their result is the creation of a certain product by the child: drawing, appliqué, modeling. The value of art - activities for the comprehensive development and education of a preschooler with a general underdevelopment of speech is great and multifaceted. Acting as a specific figurative means of cognizing reality, it is of great importance for the mental education of the child, which, in turn, is closely connected with the development of speech. For corrective purposes, work should be done in small parts. Such a division contributes to the switching of activities, increasing their efficiency, delaying fatigue, helping to get involved in activities on time, normalizing the pace of work. In turn, it allows for the alternation of explanation with the performance of work. The specifics of building such a lesson is determined by the characteristics of children with disabilities - their rapid fatigue, distractibility. The alternation of the explanation with the performance of the work also solves correctional and educational tasks: the education of endurance, inclusion in the activity, its pace.

In the creative activity of the child, three main stages should be distinguished.

First - the emergence, development, awareness and design of the idea. The theme of the upcoming image can be determined by the child himself or offered to him.

Basically, children often change the idea and, as a rule, naming what they want to draw, then create something completely different. Only under the condition that classes are conducted systematically, the idea and implementation in children begin to coincide. The reason lies in the situational nature of the child's thinking: at first he wanted to draw one object, suddenly another one comes into his field of vision, which seems to him more interesting. On the other hand, when naming the object of the image, the child, having still very little experience in activity, does not always correlate what was conceived with his pictorial capabilities. Therefore, taking a pencil or brush in hand and realizing his inability, he abandons the original plan. The older the children, the richer their experience in visual activity, the more stable their concept becomes.

Second phase - the process of creating an image. The topic of the task not only does not deprive the child of the opportunity to show creativity, but also directs his imagination, of course, if you do not regulate the solution. Significantly greater opportunities arise when a child creates an image according to his own plan, when only the direction of choosing a theme, the content of the image, is set.

Activities at this stage require the child to be able to master the ways of depiction, expressive means specific to drawing, modeling, and appliqué.

Third stage - analysis of the results - closely related to the two previous ones - this is their logical continuation and completion. Viewing and analysis of what was created by children is carried out at their maximum activity, which allows them to more fully comprehend the result of their own activities.

Visual activity is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space. With children with disabilities, we try to identify and name all these properties, compare objects, find similarities and differences, that is, we perform mental actions. Thus, visual activity contributes to sensory education and the development of visual-figurative thinking in children with disabilities.

1. emotional development

We all know that drawing is one of the greatest pleasures for a child. Drawing reveals his inner world. Drawing, the child reflects not only what he sees around, but also shows his own imagination. And as adults, we should not forget that positive emotions form the basis of children's mental health and emotional well-being. And since drawing is a source of a good mood for a child, we, teachers, need to support and develop the child's interest in fine art.

Working with children, we came to the conclusion: the child needs the result that causes him joy, amazement, surprise. For greater effect in the work, we took various non-traditional drawing technologies, plasticineography, testoplasty, and many others for work.

It is very important what results the child will achieve, how his creative potential will develop. The use of such techniques will satisfy his curiosity, help to overcome such qualities as: "fear of seeming ridiculous, inept, misunderstood."

Working in this direction, we were convinced that drawing with unusual materials and original techniques allows children with disabilities to experience unforgettable positive emotions. The result is usually very effective and almost independent of skill and ability. Non-traditional image methods are quite simple in technology and resemble a game. What child would not be interested in drawing with his fingers, drawing with his own palm, putting blots on paper and getting a funny drawing? Non-traditional techniques are an impetus to the development of imagination, creativity, the manifestation of independence, initiative, and expression of individuality. By applying and combining different ways of depicting in one drawing, children with disabilities learn to think, decide for themselves which technique to use in order to make this or that image expressive. Drawing using non-traditional image techniques does not tire children; they remain highly active and efficient throughout the entire time allotted for completing tasks.

All types of visual arts proper organization positively affect the physical development of the child. They contribute to raising the general vitality, creating a cheerful, cheerful mood.

1. Color perception.

Color in children's drawings is a special phenomenon. The combination of colors, endowed with a specific content, creates the color of the image. In senior preschool age ideas about colors are fixed. Children are introduced to the basic principles of the harmonious combination of colors and their shades. Color appears in painting as the main visual means. (September 1 magazine Visual activity is one of the fundamental aspects of the development of the speech of a preschooler. Gubarevich Lyudmila Izotovna)

The perception of color has a great emotional impact on the child, although often they are not among the essential features. Therefore, it is not always necessary to select it specifically during the examination. But at the same time, color is one of the main means of expression. In color relations, children can also learn the standards by which they will be guided in the future.

In order to draw, sculpt an object, it is not enough just to see it and recognize it. The image of an object requires a clear idea of ​​its color, shape, design, which the child can get as a result of preliminary targeted observations. In this work, the role of the visual apparatus is especially important.

In the studies of V.S. Mukhina notes that exercises in the field of visual perception contribute to the development of observation, visual memory, the ability to more accurately determine spatial relationships, finely distinguish between shapes and colors, and compare. Features of perception, as the main indicator of a child's sensory development, depend on differences in the state of the perceiving apparatus: vision, tactile sensations, etc., which contributes to the development of thinking, attention, and figurative imagination. Comparison, abstraction, generalization, analysis and synthesis - all these various mental operations take place in the process of drawing.

In the process of iso-activity, the visual memory of the child is actively formed. As you know, a developed memory is a necessary condition for the successful cognition of reality, since thanks to the processes of memory, memorization, recognition, reproduction of cognizable objects and phenomena, consolidation of past experience occur.

1. The development of fine motor skills of the fingers

The purpose of work on the development of fine motor skills is the development of the relationship between the hemispheres of the brain and the synchronization of their work. In the right hemisphere, we have various images of objects and phenomena, and in the left they are verbalized, that is, they find verbal expression, and this process occurs due to the “bridge” between the right and left hemispheres. The stronger this bridge, the faster and more often nerve impulses go through it, the more active thought processes, more precisely attention, higher abilities.V.A. Sukhomlinsky said: "The mind of a child is at the tips of his fingers." “The hand is the instrument of all instruments,” said Aristotle. “The hand is a kind of external brain,” wrote Kant.

The connection between hand movements and speech was noted as early as 1928 by V.M. Bekhterev, who noted the stimulating effect of hand movements on the development of speech. On the basis of specially conducted studies by M.M. Koltsov (1973) suggested that the movement of the fingers stimulates the maturation of the central nervous system, and accelerate the development of the child's speech.

These data indicate the need for systematic work on the formation of general and fine motor skills of hands in the classroom with children with disabilities.

Simple movements during gymnastics before class help to remove tension not only from the hands themselves, but also to relax the muscles of the whole body. The better the fingers and the whole hand work, the better the child speaks.

We recommend starting each lesson on the development of visual activity with elements of self-massage of the hand and fingers. Assistance if necessary.

Massage is one of the types of passive gymnastics. Under its influence, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system, as a result of which its regulatory role in relation to the work of all systems and organs increases.

Self-massage begins and ends with relaxation of the hands, stroking:

1. Self-massage of the back of the hands.
2. Hand massage.
3. Self-massage of the fingers.

Finger gymnastics is the type of exercise that is widespread in speech therapy practice, repetition and consolidation in art classes contributes to the most productive activity of a child with disabilities. Finger games are an important part of the development of fine motor skills of hands. They are exciting and contribute to the development of speech, creative activity. During finger games, children, repeating the movements of adults, activate the motor skills of their hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity.

1. collecting pyramids, nesting dolls, mosaics:
2. stringing rings on a braid;
3. work with manuals for fastening zippers, buttons, buttons, hooks, locks of various sizes;
4. sorting cereals;
5. work with paper;
6. modeling (clay, plasticine, dough);
7. lacing on special frames, boots;
8. tying knots on a thick rope, on a cord, thread;
9. games with sand, water;
10. tightening screws, nuts;
11. games with a constructor, cubes;
12. drawing in the air;
13. drawing with various materials (pencil, pen, chalk, paints, charcoal, plasticine, etc.);
14. needlework.

Mastering the skill of writing is a long laborious process that is not easy for children with cerebral palsy. When working on the formation of a skill, the teacher and parents need to remember the following conditions:

1. Correct posture when writing.
2. Hand position.
3. Orientation on the notebook page and line.
4. Correct movement of the hand along the line.
5. Hatching.
6. Trace patterns, templates.
7. Graphic exercises.
8. Letter elements of lowercase letters.

And exercises such as hatching, graphic dictations, writing elements of letters contribute to the development of not only the muscles of the hand, their coordination, but also visual perception, spatial orientation, as well as the formation of inner speech, figurative and logical thinking.

A huge, if not the leading role in the preparation for writing skills belongs to the family. After all, the formation of this skill is due to many factors, including those that affect the child outside the walls. rehabilitation center. In addition, the success of work on the formation of this skill depends on its systematic nature.

1. Development of imagination and creativity

Every person, every personality in social terms is characterized by his activity. Activity can be defined as a type of human activity aimed at understanding and transforming the surrounding world, including the conditions for its existence in the surrounding world. In itself, activity is one of the important conditions for the existence of society, through activity there is an exchange of information, which is a necessary condition for the existence of both a living organism and various systems.

Polovinkin A.I. identifies three types of activity characteristic of the individual: reproductive, productive and creative activity. Creative activity is characterized by thinking and creative imagination, and is associated with overcoming limitations. Creative imagination is aimed at creating an original image, which then formalizes thinking, and for creativity there are no standard patterns, recipes that it must follow. Polovinkin AI believes that the development of creative abilities, created by the accumulation of creative experience, contributes to the formation of a creatively active personality. The development of creative abilities in children with disabilities is one of the necessary conditions for their successful socialization in society.

Methods used when working on visual activities with children with disabilities.

The success of education and training largely depends on what methods and techniques the teacher and parents use to convey certain content to children with disabilities, form their knowledge, skills, and develop abilities in a particular field of activity.

Under the methods of teaching fine arts and design, we understand the system of actions of the teacher and parents who organize the practical and cognitive activities of children.

IN Lately a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:

1. informative - receptive;
2. reproductive;
3. research;
4. heuristic;

method of problematic presentation of the material.

The information-receptive method includes the following techniques:

1. viewing;
2. observation;
3. excursion;

sample teacher;

teacher display.

The verbal method includes:

1. conversation;
2. story, art history story;
3. use of teacher samples;
4. art word.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring skills to automatism. It includes:

1. receiving a repeat;
2. work on drafts;
3. performing shaping movements with the hand.

The heuristic method is aimed at the manifestation of independence in any moment of work in the classroom, i.e. The teacher asks the child to do part of the work independently.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher offers to independently perform not some part, but the whole work.

The method of problem presentation, according to didactic teachers, cannot be used in teaching with children with disabilities.

1. Tips for the family in the development of fine art in a child with disabilities.

The famous teacher I. Diesterweg believed: "The one who draws gets more in one hour than the one who only watches for nine hours." According to many scientists, children's drawing is also involved in the coordination of interhemispheric relationships, since concrete-figurative thinking is coordinated in the process of drawing, which is mainly associated with the work of the right hemisphere of the brain. Abstract-logical thinking is also coordinated, for which the left hemisphere is responsible.

The connection between drawing and thinking and speech is especially important here. Awareness of the environment occurs in the child faster than the accumulation of words and associations. And drawing provides him with this opportunity to most easily express in figurative form what he knows, despite the lack of words.Most experts - both psychologists and teachers - agree: children's drawing is one of the types of analytical-synthetic thinking: while drawing, the child, as it were, forms an object or thought anew, shaping his knowledge with the help of a drawing, studying patterns relating to objects and people in general, "out of time and space". After all, children, as a rule, do not draw a specific image, but generalized knowledge about it, designating individual features only with symbolic signs (glasses, beard), reflecting and ordering their knowledge about the world, realizing themselves in it. That is why, according to scientists, it is as necessary for a child to draw as it is to talk. After all, it is no coincidence that L. S. Vygotsky called drawing “graphic speech”.

Being directly connected with such important mental functions as vision, motor coordination, speech and thinking, drawing not only contributes to the development of each of these functions, but also links them together. It helps the child to streamline the rapidly assimilated knowledge, to formalize and fix the model of an increasingly complex idea of ​​the world. Finally, drawing is an important information and communication channel.

Visual activity is of great importance for the development and education of children with disabilities. Art creates a complete picture of the world through emotional images, thoughts, feelings available to every child. Drawing something, the child can sympathize, empathize. A sense of belonging to a person, nature, animals helps the child overcome alienation, isolation. Drawings are an image of reality, which reflects the inner world of the child, his emotional experiences, relationships with the outside world as a whole; the state of the intellect, its performance, perception, thinking, mood.

1. How to organize a home drawing lesson.

Any activity of children, and especially artistic in its content, requires relevant organization subject - spatial environment.

Therefore, it is so important for drawing at home to choose the right visual material and create a specially equipped creative corner.

First of all, parents need to purchase a variety of art material: good paper of various sizes, gouache, brushes, simple and colored pencils, wax and pastel crayons, felt-tip pens. All materials must be safe for the baby.

For drawing, first of all, you will need paper - sheets from albums, large format sheets: drawing paper or wallpaper rolls. It is convenient for a child to draw on such paper with pencils and paints, it does not get wet and does not warp. In addition, large sheets allow the child not to restrict the movement of the hand.

Take care of the shape of a sheet of paper, it can be a square, rectangle, triangle, circle or cut out silhouettes of any objects (dishes, clothes).

Stock up on colored paper or tint some of the landscape sheets. To do this, take a small saucer of water and dilute gouache in it, the intensity of the color will depend on the amount of paint used. Then dip a foam sponge there, wring it out slightly and evenly apply the diluted gouache on a sheet of paper, directing your hand from left to right. After some time, the paint will dry and you will get colored sheets. Thus, you are ready to offer the baby paper of different shapes, colors and sizes. A supply of paper is necessary so that you can replace an unsuccessfully started work or offer a second sheet in time if the child wants to draw more.

The first paints that a child gets acquainted with are gouache. Gouache is produced in plastic jars with colored lids, which is convenient for the baby, as he himself will be able to choose the color of paint he needs. To begin with, four six colors are enough for a baby, and then he can be given the whole set of colors.

Gouache is a covering, opaque paint, therefore, when working with it, one color can be superimposed on another. If the paint is very thick, you can dilute it with water to the consistency of sour cream.

When buying brushes, pay attention to the number on the wooden handle, the thicker the brush, the larger the number. Thick brushes are suitable for painting with gouache.

Do not forget about a jar of water for washing the brush, jars of non-spill with lids are very convenient, linen rags to remove excess moisture from it, as well as a stand that will allow you not to stain the drawing and the table, if yourthe child decides to postpone drawing.

The most common visual material is colored pencils, there can be 6, 12, 24 of them in a box. It is better for a child to draw with soft colored or graphite (M, 2M, 3M) pencils. It will be convenient for him to pick up and hold thick pencils with a diameter of 8-12 millimeters, pencils should always be well sharpened. Teach your child to put pencils in a box or put them in a special drawing glass.

For drawing, you can also give pastels - short sticks of matte colors. There are usually 24 of them in a box or a little more. It is an easy-to-draw material. Only it is necessary to handle it carefully - brittle, fragile crayons require increased accuracy and caution in work. You can draw a thin line with the edge of the chalk, and paint over large planes of the sheet with the side surface. Pastel crayon colors blend easily with each other right on the paper. The drawing is bright and picturesque. The disadvantage of crayons is that they get dirty, fly around easily, store pastel works, putting them in a folder with thin paper.

Wax crayons and pencils are more practical. Crayons are short wax sticks, pencils are thinner and longer. They easily and softly get a wide textured line. They are held in the hand in the same way as ordinary pencils.

Children often use felt-tip pens for drawing. It is easy to draw with them, bright color images remain on paper. But it is precisely this property that does not allow them to obtain mixed colors. After drawing, the felt-tip pens must be closed with caps, otherwise they will dry out quickly.

1. How to properly prepare your workspace.

You have acquired all the material necessary for practicing fine arts, and now take care of the workplace for drawing.

The room should have good natural light, if it is not enough, use additional artificial lighting.

Remember, the light should fall on the left side - if your child is right-handed (light on the right side if your child is left-handed) so as not to obscure the work surface. Pick up furniture that matches the height of the baby, lay an oilcloth on the table. Sit him at the table so that he is comfortable, teach him to sit upright, without leaning too much at the table.

In your first drawing class, offer only a sheet of paper and one can of paint in a choice of two or three colors. Do not open jars. When the child pulls out one of them, show how to open it. If, looking inside, the baby wants to take the paint, do not stop him, let him experiment. Running his hand over the paper, he will be surprised to find the remaining trace, And now you can show how to draw with a brush. When the first lines, strokes, spots appeared, ask: What is it? What did you get?. Dream up with your children, look for similarities with already familiar objects and characters. This will be an exciting activity for both you and the baby. It will take 3-5 minutes to get acquainted with the materials, and the drawing process itself should not last longer than 20-25 minutes. At the end of the lesson, be sure to praise and show his drawing to all family members.

Drawing in the diagnosis of cerebral palsy.

In our work with children diagnosed with cerebral palsy (CP), we follow the principle of a differentiated approach to education and upbringing. This necessitates the compilation individual plan adjustments for each child. Before drawing up such a work plan, we carry out diagnostics (pedagogical and psychological).

The obtained information is recorded in a comprehensive diagnostic map of the mental and physical development of the child. The content of the map reflects anamnestic data, characteristics of the cognitive sphere - the level of development of perception, attention, memory, thinking, speech; indicators of motor development - general and fine motor skills, features of the socio-emotional sphere.

Based on these data, we draw up an individual correctional and developmental plan with each child, which reflects the main directions of correction and specific tasks for the formation of skills and abilities, the pace of advancement and expansion of the “zone of proximal development”, potential opportunities for the period of rehabilitation and work at home after rehabilitation.

It is impossible to get any image without owning objects and tools of visual activity, that is, a pencil, brush, scissors, plasticine, glue and methods of their use. Consequently, the development of the child's visual activity is connected with the development of his objective activity and presupposes a sufficiently high level of development of the latter.

Difficulties in mastering the subject image in the development of the content side of drawing in preschoolers with cerebral palsy are closely related to the underdevelopment of perception, figurative thinking, subject and game activity, speech, that is, those aspects of the psyche that form the basis of visual activity. One of the main tasks of the initial period is the formation of a motivational-need activity plan.

At the beginning, art classes are held individually with each child (as part of rehabilitation) in order to take into account the possibilities and individual characteristics every child. After classes, parents also receive individual consultations on newly acquired skills and methods of depicting, sculpting, and applying. A large role belongs to graphic exercises - special training tasks used to develop manipulative activity. Such exercises not only contribute to the formation of graphic skills, but also produce a therapeutic effect: they contribute to the normalization of the disturbed muscle tone of the hands, serve as a preventive measure for the formation of contractures of the joints of the fingers and hands. In the complex of work on teaching drawing, it is necessary to form in children the shaping movements of the hand in the air and on the plane.

When a child is just starting to learn how to draw, sculpt, it is very important that from the very beginning he learns the correct techniques for working with pencils, paints, and plasticine. Therefore, we perform all actions in front of children. Often in a child, when holding a pencil, a brush, there is lethargy of the fingers and vice versa, excessive tension and low mobility. Sitting next to the child at the table, we show how to hold the pencil correctly (set the hand in the right position, put the pencil in the child’s hand and help him hold it). Then the child also performs independently, and the teacher directs the hand and fingers. Starting to draw with vertical, horizontal, oblique lines, I gradually complicate the exercises.

For the image, we select the most attractive surrounding objects that evoke an emotional response in children. Depicting certain objects and plots, I accompany them with an emotional verbal explanation, an appeal to children, expressive gestures, movements. At the same time, I suggest that children demonstrate what is depicted.

The next task of teaching art-activity of children with cerebral palsy is the formation of examination methods: palpation before modeling three-dimensional objects, using visual-motor modulation of the form. In modeling classes, for the first time, children begin to feel the movements of each finger (when they press plasticine, tear off pieces from it), as well as with their hands (when they roll out and flatten a lump of plasticine or dough). Often a child, putting a lump of plasticine between the palms, cannot give it desired shape. You can take the child’s hands in your hands and teach them to squeeze the lump so that the child feels the right movement and its strength. The survey is carried out in a certain sequence: from the perception of the object as a whole to the isolation of its individual parts and basic properties (shape, relationships in size, location in space, color). The examination ends with the perception of a holistic object. We use as nature real items, toys, ready-made stucco crafts and others.

During the examination, it is very important to evoke positive emotions in children with cerebral palsy for the subject itself. This is facilitated by playing with the subject, its holistic perception. In the course of training, I also solve the problems of ensuring the operational and technical side of the activities of my pupils. This work is connected, on the one hand, with the assimilation by children of the techniques and skills of visual activity, and on the other hand, with the development of their ability to independently select the necessary for the construction various images facilities.

As a result of several years of observation, it can be concluded that visual activity using non-traditional techniques is the most accessible to children diagnosed with cerebral palsy.

Finger painting makes children happy and positive mood. When the colors opened in front of the child, his eyes immediately ran up - everything is so bright, beautiful! How then can he resist the temptation and not dip his finger into a jar of paint, which he has chosen? Since the finger is in the paint, it is interesting to leave your imprint on something.

No wonder they say that the mind is at your fingertips. And with his fingers, the child already grabbed a large brush, and just as a worker - an excavator scoops up the soil with a bucket, so the child scooped up paint from a jar and is looking for a platform where to “pour out” the paint: a small brush requires a small “platform”, and a large brush requires a large sheet of paper.

The child expresses himself as best he can, draws what is in his soul. The sea means we are working on the waves, if the sky is working on the clouds.

In art classes, children with disabilities master the ability to use not only a pencil, brush, paint, but also a candle. They hatch, paint over the drawing, print with leaves

and stamps from potatoes, carrots, draw with a bird's pen.

Draw with a hard brush, using the poke technique, create images using glue and semolina, sawdust, shavings, various cereals - peas, beans, oats, rice. Children use lumps of paper napkins in their work, they are able to perform a volumetric application from paper napkins.

In the course of mastering these skills, motor skills develop (movements of the hand, fingers), visual-motor coordination is formed, the hand prepares for learning to write.

Classes in fine arts help to educate positive personality traits: perseverance, attention, the ability to bring the work started to the end.

We achieve great corrective effectiveness in the learning process in conducting classes using mixed techniques for depicting objects and phenomena of the real world.

The combination of stencil drawing with paints, a brush and a finger with a broken application (“Sun”, “Leaf”, “Clouds”), the creation of collages and other types of work contribute to the emergence and realization of joyful, spontaneous emotions that have pronounced individual manifestations.

Manual labor, especially work with objects of wildlife - leaves, branches, seeds, cones, acorns and others develop polymodal sensations and ideas in children, activating their cognitive, personal and motivational-forming sphere.

Working with paper, fabric of various textures, threads, ropes creates the prerequisites for the subsequent preparation of children to get acquainted with the elements of labor activity.

In conducting classes, we adhere to a phased implementation - an emotional mood (a friendly meeting of the child), finger games and gymnastics according to age, examining an object for drawing, modeling, a sample must be present at work so that the child can guess the outcome of his activity (at the same time, we always proceed from the wishes of the child himself).

Thus, special exercises and the use of non-traditional techniques make it possible to stimulate the actions of the speech zones of the cerebral cortex, which has a positive effect on the speech of children with cerebral palsy, improves memory, imagination, thinking, and attention.

According to the results of correctional and developmental work, we note the dynamics in the development of children: a positive emotional background prevails, children become more active, there is a decrease in negative emotional and behavioral manifestations - stereotypes, affective outbursts, attention becomes more stable, acceptance of simple instructions is characteristic, self-control increases. Some children form sensory standards of color, shape, size. The successes of children in the development of speech function are indicative: the level of understanding of speech increases, the active vocabulary is significantly replenished, some children demonstrate their successes and abilities with pleasure.

When evaluating the dynamics of a child's progress, we do not compare him with other children, but compare him with himself at a previous stage of development. pedagogical work

Drawing with children with Down syndrome.

Children with Down syndrome have some features in the formation of fine motor skills, the development of which is of great importance, since it gives a child with Down syndrome the opportunity to interact with the outside world, and, therefore, contributes to the formation of speech, writing and self-care skills, and children reveal their capabilities.

A child with Down syndrome has the same developmental stages as normal children. but the average timing of the appearance of skills is late compared to the norms, and the age range of appearance is much wider than in ordinary children.

In the early stages of fine motor development, a baby with Down syndrome uses shoulder and forearm movements instead of hand movements. gradually, the child begins to form the stability of the wrist: he learns to hold his palm in the position necessary to perform a certain action. with reduced tone, it is easier for the child to stabilize the wrist by placing the hand on a hard surface with the thumb up. while the thumb, index and middle fingers work, and the edge of the palm and little finger provide stability. then the ability to rotate the wrist in different planes gradually develops.

Capture formation goes through the following steps:

1. palm grip;
2. pinch;
3. pincer grip and their intermediate forms.

The sequence is preserved, however, the formation of the grip has its own characteristics: later the involuntary grip fades, in the absence of special work, a long “looping” on the palmar forms of grip is possible. Up to three or four years of age, a seizure without the participation of the thumb can be observed, pincer grip can be done with the thumb and middle fingers. grip strength is reduced. The development of fine motor skills is realized in the game, various types of design and visual activities (drawing, modeling, appliqué), as well as during the meal and preparation for it. Here we will look at how the development of fine motor skills occurs during visual activity. since creativity for a child is an innate ability, and it can rightfully be called the driving force behind personality development. When organizing work on the development of fine motor skills, a number of priority areas are identified related to the developmental features of children with Down syndrome.

1. Formation of readiness for the development of fine motor skills: development of a sense of balance, hand-eye coordination (playing the ball), coordinated hand movements, imitation (can be achieved by teaching singing songs with movements or finger games).

2. Formation of stability, and then rotational movements of the wrist (formed in parallel with the complication of grip).

3. The formation of a grip, that is, the ability to reach for an object, take and hold it, as well as the ability to manipulate it, take it, put it in a certain place.

The manifestation of any form of capture is far ahead of its use in activity. it is observed in almost all children. so, for example, a baby of one and a half years old, collecting dust particles from a carpet using a tweezer grip, will draw with a pencil for a long time, holding it in his fist.

Development of grip while drawing

1. palm grip

The child takes objects, raking them with his fingers to the palm of his hand. In children with Down syndrome in activity, such a seizure is formed by 13-16 months.

1. the first stage of palmar grip formation

A child holds a chalk, felt-tip pen or a thick pencil in a fist, obliquely palms. the working end is directed to the little finger. thumb pointing up. this gripping method is suitable for drawing on a horizontal surface and is convenient when learning to draw. the child draws by moving the whole arm from the shoulder.

“Grains for a chicken” (children leave a dotted mark on a horizontal sheet of paper)

1. the second stage of palmar grip formation

The child grabs the crayon by opposing the thumb ("Rake"). The working end is directed upwards. It is convenient to use when drawing on a vertical surface. “The sun is shining”, “It is raining” (children learn to draw vertical lines)

1. palmar-finger grip

(formed in children with Down syndrome by 2-5 years)

The object lies obliquely in the palm, the working end is sandwiched between the middle, index and thumb fingers (convenient when drawing on a vertical surface). "The bunny walks on the grass" (children learn to draw vertical lines arbitrarily). "Animals go to visit" (drawing horizontal paths for animals). “Mixing porridge”, “Colored balls” (during work, the quality of the palmar-finger grip is improved, accompanied by rotation of the wrist). Learn to draw rounded doodles.

1. pinch grip

(implies the ability to pick up and hold an object with the thumb, middle and index fingers).

In children with Down syndrome, when drawing, it is used by 4-8 years. in more simple types activity is used in parallel with the palmar-finger from the age of three. To facilitate the transition from a palm-finger grip to a pinch grip, you can use short crayons that cannot be gripped with the palm of your hand. At this time, the child begins to paint with a brush in the way of sticking and touching. “Footprints in the snow”, “Leaves are falling”, “Grass has grown” (work is done by sticking - brush flat). “Rain”, “Salute”, “It is snowing”, “Mimosa branch”, “Ripe mountain ash” (works are performed by touching - the brush is vertical).

1. grip with tweezers

(observed after 5-8 years). When grasping with "tweezers", the child takes and holds the object, pinching it with the thumb and forefinger.

At the first stage of the formation of this grip, the child takes the object with the pads of the thumb and forefinger. this grip is used when working with plasticine, when creating applications from paper, small household items and natural materials.

At the second stage of the formation of a pincer grasp, the child takes the object with the tips of the thumb and forefinger. such a grip is rarely used in everyday life, but is needed when working with beads and small beads, when pulling a thin thread from a fabric.

Development of grip during sculpting

1. tasks requiring the use of a palm grip

Knead the plasticine in the palm of your hand, flatten it on the table, later between the palms (“Pancakes”, “Plates”, “Pyramid Disks”).

Roll out plasticine columns on the table. direct movement of the hand ("Sausages", "Sweets").

Roll out plasticine columns with direct movements between the palms of the hands “Logs for the house”. The house itself is assembled by the teacher.

The task of rolling plasticine balls with circular movements of the hands on the table, then between the palms involves the ability to steadily fix the wrist on weight (“Gingerbread Man”, “Ball”, “Tumbler”, “Berries”). Stick sticks into plasticine, holding them in a fist ("Hedgehogs"). Break the plasticine column ("Let's feed the animals"). (Note: the last two types of work are performed using the palm grip method only in the absence of a “pinch”.)

1. work involving the use of "pinch" and "tweezers" grip

Tearing a plasticine column ("Grains for a chicken"). Connect the edges of the plasticine column ("Drying", "Rings for the pyramid"). Stick a stick into the plasticine, holding it with a pinch (“Apple”, “Hedgehog”). After sculpting a round figure, pull off the sharp tip (“Vegetables and Fruits”). Pinch the edges of the plasticine product (“pie”, “flower”). Make dents in plasticine with a stack (“Eyes on a hedgehog”, “Buttons on a tumbler”).

Development of grip during application.

A baby can start this type of activity only when he has a grip with three and two fingers, as well as the ability to accurately place an object in a certain place. At the first stages, plasticine or glue stick is used to connect the parts.

types of jobs

1. Tear off pieces of thin paper, cotton wool, apply to a surface smeared with glue (“Snow”, “Leaves”, “Flowers”).
2. Attach natural material and small household items to cardboard with plasticine, pressing them with the palm or index finger (buttons: “Christmas toys”, “Wheels for the car”, “Eyes for animals”. Shells: “Flowers”, “Butterflies”, etc.).
3. Flatten plasticine on cardboard, make dents with a stack (“Buttons”, “Eyes”, “Flowers”).

Reduced muscle tone, to varying degrees, is present in almost all children with Down syndrome, which affects the formation of fine motor skills, making it difficult to form a grip, hold and manipulate objects. It is very important to gradually develop the ability to turn the wrist in different planes and keep it in a middle position. Strong point children with Down syndrome is the ability to imitate. Children willingly imitate the simple movements necessary for drawing, appliqué and modeling.

Drawing with autistic children.

Many autistic children are good at drawing and doing art. In the lessons, you can use various drawing techniques. This includes finger painting, water printing, the use of various drawing devices, such as ear sticks, sponges, cotton wool. There are a huge number of drawing techniques, perhaps the child himself will tell you what is more pleasant for him to draw.

Such activities develop the child's imagination and along the way fine motor skills. Everyone knows that an autistic child thinks in images, and in creating a drawing he uses this. Somewhere it is even easier for him to draw about his needs and desires than to say, especially if the child does not speak. This is one of the methods of involving the child in communication with adults. It is only necessary to push him to this through various games related to drawing. It is necessary not only to give the child a task and watch, but also to participate. Start drawing one picture with him. Perhaps the child does not want to do this, but you can start without him. He will definitely connect, because he is interested in what you are doing there. And then it will be possible to complicate the work.

It is very important to develop tactile perception. To do this, you can take a small box, fill it with any grain or sand and hide pebbles or large buttons inside, for a start 2-3, no more. The child must find and get them, gradually the number of pebbles can be increased to 10-15. Another similar task: pour water into a bowl, put coins on the bottom, the child should try to get them. It is necessary to develop tactile and kinesthetic sensations. For this, games with various materials are well suited. You can use silk, wool, toilet paper and sandpaper.

Sculpting is one of the most important corrective techniques: both motor skills and sensory sensitivity will develop at the same time. For modeling, you can use a mass for modeling or ordinary plasticine. The child rolls out plasticine, makes balls out of it and just kneads it.

In the classroom, you can not only play with plasticine, create applications from colored paper, construct from cubes, but also include new things in your work. Use natural material, various cereals, seeds, chestnuts, acorns. It is easier for a child to see, touch, smell and understand natural objects. You can also use cotton wool, cardboard, paper with different surface, fabrics. From all this you can create a variety of crafts. It can be simple meadows with flowers, a winter landscape, bunnies, birds. So are more complex crafts: various labyrinths, opening doors at painted houses, a village made of various materials. The main thing is to approach the work creatively, and you will succeed.

Artists, teachers, psychologists (A.V. Zaporozhets, E.I. Ignatiev, V.S. Kuzin, B.M. Nemensky, N.P. Sakulina, B.M. Teplov, E.A. Flerina, B.T. Yusov and others) wrote about the wide educational significance of visual activity. Foreign scientists (B. Jefferson, E. Kramer, V. Lounfeld, W. Lambert (USA), K. Rowland (England) and others) also note the importance of visual activity, creativity in children in their upbringing and development of various aspects of personality. So, K. Rowland argues that visual activity contributes to the cultural development of the individual. E. Kramer emphasizes the importance of this activity for intellectual development and the formation of personality maturity. The American scientist V. Lounfeld calls fine art intellectual activity, also pointing out its important role in the emotional development of the child. (Kazakova T.G. Theory and methodology for the development of children's fine arts [Text] / T.G. Kazakova - M .: Vlados, 2006. - P. 189.)

Bibliography.

1. Kazakova T.G. Theory and methodology for the development of children's fine arts - M .: T.G. Kazakova Humanitarian. Ed. Center VLADOS, 2006.- P.189.]

2. Grigorieva G.G. The development of a preschooler in visual activity [Text] / G.G. Grigorieva - M.: Academy, 1999. - P.78.

3. Komarova T.S. Fine arts of children in kindergarten and school. Continuity in the work of kindergarten and elementary school[Text] / T.S. Komarova, O.Yu. Zyryanova - M .: Pedagogical Society of Russia, 2000. - S. 10.

4. Poluyanov Yu.A. Diagnostics of the general and artistic development of children according to their drawings [Text] / Yu.A. Poluyanov - M.-Riga: Experiment, 2000. - P.23

5. Lykova I. A. Visual activity in kindergarten: planning, class notes, guidelines. Junior group(middle, senior, preparatory age), - M: "KARAPUZ_DIDAKTIKA", 2009. - 144 p., reprint.

6. Lykova I.A. art work in kindergarten. Ecoplastics: arrangements and sculpture from natural materials. – M: Publishing House"KARAPUZ", 2009.-160s., 8 sheets.

Art therapy (art therapy) is a method of psychocorrection, which was first used in psychotherapy by A. Hill in 1938. Through simple, rather reminiscent of children's pranks, exercises, one can not only diagnose the state of mind of any person (both an adult and a child), but also successfully deal with many nervous disorders.

Art therapy - exercises for children - is:

• getting to know your inner self;
• the formation of an idea of ​​​​oneself as a person;
• creating a positive self-image;
• learning to express their feelings and emotions;
• removal of psycho-emotional stress;
• , communication skills, and ability to various types creative activity.

So, by creating and fantasizing, you can sort out your emotional experiences, understand yourself and your inner world, or you can help your little one overcome shyness, become more sociable and open to communicate with people.

Everything you need to practice

Choice Supplies limited only by the flight of your imagination

Consumables are selected by the psychotherapist depending on what tasks art therapy is designed to solve in each case. When choosing exercises, the age of patients is very important, as well as their mental and physical condition (injuries, genetic diseases, etc.).

• If you plan to draw during an art therapy session, stock up on paper different formats or cardboard. Colored pencils, felt-tip pens, crayons, paints, charcoal - all this will help you express your feelings on canvas.
• To create a collage, you will need the same, plus scissors, glue and clippings from magazines and newspapers.
• You will sculpt - plasticine or clay to help you.
• And having decided to play music, do not get hung up on classical musical instruments. After all, anything can sound.

The choice of materials for exercises with elements of art therapy is limited only by your imagination. Use whatever you see fit. It can be photographs, natural materials, fabrics, accessories, cereals and much more.

For sessions, a bright, cozy room with large comfortable work surfaces is suitable. Quiet classical music will not be superfluous. It will help you relax, open up, tune in to creativity.

The psychotherapist during the exercises should act as a consultant regarding the creative process, materials and techniques, but in no case should he influence the creation of the work and its interpretation.

Everything you need for the "Clouds" exercise

Drawing with preschoolers

For children aged 3-4 years, art therapy helps to explore the world, study the properties of objects and substances, and develop fine motor skills.

Art therapy exercise "Imprints"

imprints

And for this exercise you will need watercolor paints. Dip the fingers of the crumbs alternately in different colors, and let him make prints on paper with them.

It turns out that with only one child's finger you can draw so many things.

Preschooler or junior schoolchild, you can suggest, when the paint dries, finish the prints with a pencil. What images can be created from them?

Guess what mood the little artist is in

self-portrait

Around the age of 3, the child begins to realize himself as a separate person. Already at this age, you can try to analyze his emotional state with the help of a self-portrait.

Ask the baby to draw himself as he sees himself. Developing the theme further, let the kid portray the members of his family. You can learn from such a drawing a lot about what place relatives occupy in the life of a child and how he relates to each of them.

Exercise "Self-portrait"

With children with Down syndrome

Art therapy exercises have proven themselves very well when working with children suffering from Down syndrome.

"Sunny" kids, at the first stages of development of their fine motor skills, use the movements of the shoulder and forearm. The following exercises can be used to help them develop palm, pinch, and pincer grips.

Grains for chicken

Show your child how to leave a dotted mark on a horizontal sheet of paper with a felt-tip pen or pencil. It's like you're scattering grains. Let the baby try to repeat your manipulations, holding the pencil correctly.

It's raining

Let the baby learn to draw vertical lines on a horizontal surface.

sunbeams

We complicate the task. We draw lines in different directions.

Art Therapy Helps Children with Down Syndrome Develop Proper Grip

Bunny jumping on the grass

The kid draws lines on a vertical surface from top to bottom and from bottom to top.

Winnie the Pooh is visiting

We draw horizontal tracks for Winnie the Pooh on a vertically located canvas.

We cook porridge for animals

With circular movements of the brush, draw scribbles on paper (on a horizontal and vertical surface), as if stirring porridge.

Footprints in the snow

Learning to draw with a brush using the priming method. In this case, the brush is flat.

Firework

We use the touch method for drawing, placing the brush vertically.

The tweezer grip is formed with the help of sculpting and appliqué. And also when stringing small beads on a thread and when pulling thin threads out of the fabric.

With older children, you can perform more complex exercises that allow you to diagnose their psycho-emotional state and correct it.

With teenagers

More complex exercises can already be used to develop imagination and creativity and to relieve tension and resolve internal conflicts in adolescents.

Flower

Have your child close their eyes and imagine a beautiful flower. What color is it, what size, how does it smell, where does it grow and what surrounds it, what is the mood of the flower and what are the problems? Why not write a story about this flower?

It is very important, if a teenager has made up a sad story, to try to find ways to cheer up the flower, to make his world more colorful and happy. Naturally, dressing the images that arise in the child's imagination in forms on canvas.

Exercise "Mask"

Mask

Let's say a masquerade ball will be held at school soon. And everyone will have to come there in masks. Why not make your own mask for the child.

And then you can play out a story that could happen with this mask at the ball.

Hero's Tale

What does it take to write a story? Just a pen and a blank sheet of paper. Where to begin? In any fairy tale there must be a hero or a heroine. Then it is logical to come up with a beginning.

Then the situation should be developed. Let the hero overcome obstacles, fight evil, defeat dragons, find new friends, fall in love, save, heal and, in the end, get everything he aspired to.

After writing a fairy tale, you can try to find the similarity of its hero with the author of the story and draw a parallel between them.

Exercise "Working with creative garbage"

With parents

Group work. Individual drawing

In groups

Art therapy can be practiced in individually, as well as in groups. Group exercises allow you to consider the problem from different points of view and find the best solution.

Man is a social being. And all the facets of his nature are best revealed in the process of communicating with his own kind.

This exercise is the best way to start classes in a newly created group. Each participant of which, using paper and colored pencils (paints, chalk, clay, charcoal), tries to symbolically depict his momentary state on canvas.

At the same time, the child does not have to be an artist at all. Draw colored lines and shapes, scribbles and blots, figures and images. At the end of the work, group members share their impressions of each drawing, without evaluating it in any way.

Drawing with a partner

Well reveals subtleties. Group members are divided into pairs. A large sheet of paper is placed on the table between the partners, and each, after carefully looking into the eyes of a partner, begins to draw - spontaneously, without hesitation.

Communicate using colors, lines, shapes. Try to find out something about your partner, share any associations and emotions that your partner's drawing causes in you.

When you finish drawing, you can share your impressions of the session, analyze what is happening and your feelings during joint creativity.

Its advantage is that all members of the group can take part in it at the same time. Start drawing on a sheet of paper (which each member of the group will receive, as well as colored pencils) something very important to yourself.

At the signal of the psychotherapist, pass your sheet to the participant on the left, and you yourself will receive from the participant on your right, his started drawing, and continue working on it. By adding some of my own touches and additions.

At the signal of the group leader, pass this drawing to the neighbor on the left, and you yourself will receive the next one from the neighbor on the right. And so - until you get back your own drawing, which has been in the hands of all members of the group and supplemented by each of them in accordance with their understanding and feelings.

Try to understand your feelings at the sight of this collective creation. Share them with other group members.

Art therapy is, first of all, the simplicity of self-expression, the opportunity to look into your inner world and make it brighter, more fun, more colorful.

Techniques and exercises of art therapy - a great variety. They enable the child to materialize his inner world and look at it from the outside. Develop motor skills, imagination, creativity.

Choose exercises, taking into account the age of the child and his psychological state. Don't try to influence the outcome. And you will soon see that art therapy can change a lot in the life of your beloved child and, accordingly, in yours ...

Video “Psychology on canvas. How it works?"

March 21st is International Down Syndrome Day, and Bigpiccha offers the delightful story of Sebastian Luchivo, who discovered his special daughter's talent for photography.

Perhaps you think that professional photographer it will not be difficult to beat her 19-year-old daughter in skill, who has never held a camera in her hands and has no professional education in this area. However, in the case of Sebastian Lucivo, a Polish photographer and father of three, and his eldest daughter Kaya, who was diagnosed with Down syndrome, this is not the case.

Sebastian noticed his daughter's photography ability when Kaya took her class on a school trip and brought back some great photos. Then he decided to arrange a kind of photo contest - who will make best photo the same object or place.

Let's see what happened.

Sebastian's house is located in a valley surrounded by a bewitching landscape. There he lives with his wife and three children - daughter Kaya and sons.

The eldest daughter of the Polish photographer Kai.

Dad and daughter spent four months photographing their hometown of Jelenia Góra and its surroundings. This photo was taken by Sebastian.

Daughter's version. In the photo - the peak of the church barely peeking out of the fog.

Sebastian explains that he became interested in how a person who does not have a professional education in photography sees the world.
In the photo taken by Sebastian, Kaya is standing in the middle of the forest.

Kaya is a cheerful girl. She loves to sing, dance and draw. Her father says that she is never bored.
In the photo taken by Kaya, Sebastian is in the forest.

The Polish photographer says that Kaya considers these photos to be drawings.
This photo was taken by Sebastian.

Same place, same model - shot of Kaya.

Sebastian has been a professional photographer for 5 years, and the way his daughter sees this world made the photographer rethink his approach to art.
Photo taken by Sebastian.

This picture was taken by Kaya.

The photo shows a reflection of Kaya and the family's favorite black labrador.

Photo of Kai.

This elderly gentleman allowed himself to be photographed for their photo contest. Photo of Sebastian.

Old man in the picture, Kai looks more natural.

A portrait of Kaya during one of their many outings.

In the picture, Kai immediately catches the eye with a gracefully curved swan neck.

Foggy and calm morning in Sebastian's photo.

Kaya drew attention to the barbed wire, which is used to enclose the territory of the pasture.

Photo taken by Sebastian.

Another perspective from Kaya.

A happy dog ​​in the background of a valley that is almost completely immersed in fog.
Photo of Sebastian.

Kaya placed the family's favorite right in the middle.

Sebastian filmed Kaya's reflection with the dog.

Kaya filmed the reflection of Sebastian at the time of work.

Selfie of a friendly team. Photo of Sebastian.

Selfie from Kaya.

Who do you think won this photo contest?

gulnara head
Abstract of a drawing lesson using non-traditional drawing methods for children with Down syndrome

Abstract of a drawing lesson with the use of non-traditional drawing methods for children with Down Syndrome.

Topic: "Gingerbread man roll down the road zhke"

Target: develop emotional sphere child, to form a trusting relationship, to intensify attention. Introduce children to a new method of non-traditional drawing using foam.

Tasks:

1. Educational.

To form the ability to navigate on a sheet of paper. Familiarize with new technology drawing - foam.

2. Developing.

Expand vocabulary, develop motor activity under poetic accompaniment;

To develop the mental processes of children: attention, memory, thinking, the development of fine motor skills of the hands.

3. Educational.

Cultivate perseverance, perseverance, the desire to bring what has been started to the end. ;

Accustom to accuracy in work, formulate the desire to maintain order in the workplace;

To cultivate the ability to listen to new fairy tales, stories, poems, follow the development of the action, empathize with the heroes of the work.

Dictionary: rolled, round.

Material and equipment: baths with water, paints (gouache, baths, napkins, oilcloths, plot pictures from a fairy tale, polystyrene,.

Preliminary work: reading, storytelling, looking at illustrations for the fairy tale "Kolobok", listening to music, showing the table theater "Kolobok".

Course progress.

1 Organizational part: music sounds 1

Educator: Hello dear guests! Hello my good ones! Today it is cloudy and damp outside, but in our group it is light and fun! And it’s fun from our bright smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, I suggest that you smile to each other more often and give others good mood! Do you want me to give you a good mood?

Children: Yes.

Educator: Alyosha do you have a pocket? Here's a good mood for you.

Oleg in a bag, Maxim in the palms, and Lera on a bow.

Guys, let's give a good mood to our guests (squeeze their hands and blow on them while unclenching) the music ends

Educator: Guys, do you want to go to a fairy tale, let's close our eyes and imagine that we are in a fairy tale. Sounds music 2

Educator. We will go along the path, we will get into a fairy tale together. (Slide 1)

Long - long we go - a long path.

In the distance we see a house - a white window.

Smoke comes from the chimney, a woman and grandfather live in the house ...

running out of music

2. Main body:

Guys, let's remember the fairy tale about "Kolobok" slide 2

Finger gymnastics

Once upon a time there lived a grandfather and a woman - in a clearing by the river. slide 3

And they loved very, very koloboks on sour cream.

Although the grandmother has little strength, the grandmother kneaded the dough.

Well, the little granddaughter rolled the bun in her hands.

Came out even, came out smooth, not salty and not sweet,

Very round, very tasty. We are even sad to eat it!

D children: Perform movements: clap their hands; look into the distance; stroking the stomach; draw in the air; "knead" the dough; "roll" the bun in the palms; stroking hands in turn; threaten with index fingers in turn; draw a circle in the air; stroke the belly.

Educator: The grandmother put the kolobok on the window to cool. slide 4

Tired of the kolobok lying: he rolled from the window to the mound, from the mound to the grass, from the grass to the path - and rolled along the path. slide 5

Educator: The bun rolled, and towards him. (Slide6)

Children. Bunny. (children show a bunny gesture)

(hare crying)

Educator. What are you crying Bunny?

Hare. I kept jumping through the forest, I caught up with Kolobok,

I'm lost in the forest and I can't find the path.

Help me guys lay out the track,

So that I get home, in the forest, my beloved, dear!

educator b. Can we help the bunny?

D / y "Lay out the track."

(Children are offered multi-colored strips of paper and caps from plastic bottles. You need to arrange the caps according to the color of the tracks.)

Educator. From the bunny to the forest we will stretch the path:

The road will not wind, bend, -

Bunny doesn't want to get lost on it!

Bunny. Thank you guys for helping me.

You guys are fine, but I'm going home now

I will jump along the paths on my fast legs.

caregiver: Wolf. How does the wolf howl? (children show movements and onomatopoeia, woo).

Educator: How does a bear growl? E-e-e (children make a sound)

Educator: Who last met the kolobok? Chanterelle. (Slide 9)

Educator: Invites children to play - stretch their fingers.

Fizminutka: slide 10

One two three four five

I can draw

On the wall and on the glass

On a landscape sheet

3. Practical part. Drawing.

Educator: And the fox was cunning, took and ate the bun. What to do guys? Grandma and Grandpa got upset. Let's draw a bun for them.

Educator: Shows demonstration material: - In the figure, the Gingerbread Man is rolling along the path. slide 11

Show what shape the gingerbread man is? - Round of course. (Choose figures) Offers to show with hands. What colour? -Yellow color. So today we will draw a round-shaped kolobok

And what are we going to draw a kolobok with? (the teacher takes out foam pads).

IN The dispenser resembles drawing techniques: it shows how to hold the pads (with all fingers). The pillow must be held correctly, otherwise it will be offended, and our bun will turn out to be not beautiful, sloppy. You need to draw like this: dip a foam pad in paint and attach it to paper, then dip it in paint again and attach it to paper again, and so on, until the bun becomes colored (yellow).

Children perform the movements shown by the teacher.

Look, guys, what ruddy koloboks we got. And now let's draw his eyes with a finger, for this we take blue paint and a mouth, we take red paint.

The children do the work as directed by the teacher.

Reflection:

Well done boys. Here grandparents will be delighted, because now they have not one, but many ruddy koloboks. Sweet 12

Educator: Evaluates the work of children, praises them. He says that grandma and grandpa will like their Koloboks. Children: Admire their drawings.

[b] Expected result:

Reproduce: the content of a familiar fairy tale.

Understand: how to properly hold a foam pad

Apply: skills of non-traditional painting technique with paints.

Related publications:

Abstract of the lesson using non-traditional drawing techniques "Beautiful pictures from a multi-colored thread" Subject: " Beautiful pictures from multi-colored thread. Purpose: 1. To continue to teach children in a different non-traditional way of drawing, to acquaint.

Objectives: correctional - educational - to summarize and systematize classes about winter, winter entertainment; - to expand and activate.

Synopsis of an integrated lesson using non-traditional drawing techniques "Meeting in the Forest" Synopsis of an integrated lesson using non-traditional drawing techniques (painting with foam sticks and sugar) with children.

Synopsis of the open physical education lesson "Planet of Childhood" using non-traditional methods of recovery Purpose: improvement and development of children. Tasks: 1) complex solution of problems in musical, cognitive and physical development; 2).

Abstract of a lesson on visual activity using non-traditional drawing methods "Winter Patterns" Tasks: 1. Continue to introduce non-traditional drawing techniques. 2. Develop figurative thinking. 3. Introduce the properties of salt.

Posted by Lizaveta Thu, 02/07/2015 - 00:00

Description:

Drawing classes with children with Down syndrome are structured in such a way that the kids, using the opportunities available to them, can participate in creative process and enjoy it. Thus, we expand their sensory experience, use materials with different textures, give them the opportunity to touch paints, dough, plasticine, plastic with their hands. Another of our tasks is the development of fine motor skills, the formation of fine purposeful movements, skills that precede writing. Toddlers train to maintain attention and form the ability to perform a chain of sequential actions.

Publication date:

01/01/09

Copyright holder:

Charitable Foundation "Downside Up"

Young children, as a rule, do not know how to draw in the traditional sense of the word - to depict any given objects on a sheet of paper with a pencil or paints.

Our drawing classes are built in such a way that children, using the opportunities available to them, can participate in the creative process and enjoy it.

Being engaged in artistic creativity with children, we try to expand their sensory experience, we use materials with different textures, we give them the opportunity to touch paints, dough, plasticine, and plastic with their hands. We are striving for the development, the formation of fine, purposeful movements, skills that precede writing. In addition, during drawing, the time to maintain attention increases, the ability to perform a chain of sequential actions is formed, and motivation for activity grows. Gradually, children understand that the result of their work is appreciated, and skills are accumulated.

Despite the fact that our main tasks are educational and developing, it has always been very important for us that children's work be beautiful.

When we started with three-year-old children, they simply followed our instructions consistently and were indifferent to the results of their work. The children did not have enough experience to imagine the result of their activity (even if the model was in front of them) as a series of successive steps and strive for it.

At the beginning of our classes, after finishing the work, the child lost all interest in it. We put each child's work into the hands and gave it to their mother. These works were very simple, but quite beautiful. After the first classes, when everyone believed that children really do the work, the enthusiasm of the parents was completely sincere. After about six months, all the children at the end of the lesson grabbed their work and ran to hand it to their parents. And after another six months, the children left their work to dry, and returning to them an hour later, they found exactly their work among others that were quite similar. The sincere joy of parents taught them to be proud of the results of their work!

We want to offer you some examples of work that you can try to do yourself with your children. We hope you enjoy it too!

On a half sheet of thick paper, draw tree trunks with a few strokes. Pour finger paints or gouache of autumn colors into the caps (you can put them together in a disposable plate) and invite the child to dip his finger there and randomly print it on a piece of paper. If he doesn't like getting his hands dirty, you can offer him to use a Q-tip. If the child is carried away by the process of drawing, then a forest with dense foliage will appear in the picture, and if he finishes drawing quickly, you will see a fallen forest with the last bright leaves.

Magic paintings

Draw a picture with a simple candle or white wax crayon with thick lines on thick white paper: flowers, leaves or houses. Offer the child watercolor paints in several matching colors and ask them to paint over the sheet with a large brush. On a blank slate white drawing almost merges with the white background, but when painted over with watercolor, it magically appears and becomes part of the child's picture.

Let's draw - we will live (houses)

It is often difficult for children to color a picture within an outline, because it does not stand out very much on a piece of paper, and children do not have time to notice it. You can take dishwashing sponges and cut rectangles and triangles out of them. When painting convex figures, their boundaries will be more obvious. As a background, take a sheet of thick colored paper in light colors or paint over the background in advance. Invite the child to smear the rectangle with gouache with a large brush and print it on a piece of paper. This will be the house. Then let him smear the triangle (roof) with paint and print it over the house (in this he may have to help at first).

If you have prepared several figures or wash them of used paint in the process, then you can print a whole city in this way!

It is easy to make other seals from washcloths.

folding pictures

Fold a sheet of thick paper in half and cut out the butterfly so that the fold runs in the middle of the body. Offer your child gouache or finger paints in several matching colors. He can paint with a brush, a washcloth or with his hands. Fold the painted blank along the fold so that the wings are imprinted on each other. Expanding it, you will get a butterfly with a beautiful symmetrical pattern on the wings. Such a butterfly can be hung on a thread to a chandelier like a mobile or pinned to a wall. You can also make valentine hearts or Christmas trees for the New Year.

autumn branch

Prepare the branch. Cut out leaves from thick paper. Make them long enough cuttings (about 2 cm) so that they can be wrapped around the twigs. Invite the child to paint them with the colors of the autumn range, first on one side, and when the paint dries, on the other. Together with the child, glue the cuttings with glue and fix the leaves on the branch.

Fridge magnets

Show your child how to roll out the plastic with a rolling pin in a thin layer and cut out figures from it with cookie cutters or for children's creativity. Attach to reverse side small magnet figurines - for example, from the magnetic alphabet. It is important to check that the magnet holds the weight of the figurine. If the figurine slides down the refrigerator, you need to roll out the plastic thinner. When the figures are dry, you can paint them. To give the magnets a finished look, adults can varnish them.

Take a plastic bottle and cut off its neck. Invite the child to roll “sausages” and “flat cakes” from plastic and attach them to the bottle in different directions, you can overlap each other. Some "sausages" can be additionally decorated with pits or lines. It is important to fill the entire surface of the bottle. When the plastic is dry, take a few matching gouache paints and invite your child to paint the vase. So that when further use the vase did not suffer from water, adults can varnish it over the paint.

Applications

The application, made from pre-prepared parts using an adhesive pencil, helps to prepare the hand for writing, and also teaches how to paint within the outline. Glue sticks are currently being produced that leave a color mark that gradually disappears when the glue dries. Such glue allows you to clearly see which places are already smeared, and which ones are skipped.

In the application technique, you can make pictures and greeting cards. For applique, you can use wrapping paper (kraft and patterned), flower wrapping, pieces of cork, fabric and cotton wool, etc. A variety of materials for appliqué gives the work an unexpectedly original look.

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