Lecture
The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The most effective means for this is the visual activity of the child in kindergarten and at school. He acquires knowledge about objects and phenomena, about the means and methods of their transmission, about the artistic possibilities of visual art. The ideas of the kids about the world around them are deepening, and they comprehend the quality of objects, memorize their characteristic features and details, master visual skills and abilities, learn to use them consciously.
Even Aristotle emphasized that drawing classes contribute to the diversified development of the child's personality. Outstanding teachers of the past wrote about this; Ya. A. Komensky, IG Pestalozzi, F. Frebel, many Russian teachers and psychologists.
Philosophers and psychologists emphasize that creativity in any field of human activity is the creation of an objectively new, previously not created work.
The specificity of children's creativity is that it cannot create an objectively new child for a variety of reasons (lack of certain experience, limited necessary knowledge, skills and abilities, etc.). Nevertheless, children's artistic creativity has an objective and subjective value. The objective value of children's creativity lies in the fact that in the course of this activity and as a result, the child receives such a diversified development, which is of great importance for his life activity, in which not only his family is interested, but also society. A creative person is the property of the whole society. Drawing, cutting and pasting, the child creates something subjectively new, primarily for himself. The product of his work has no universal novelty. But subjective value as a means of creative growth is significant not only for a specific individual, but also for society.
The graphic work of children as a prototype of the activity of an adult artist encompasses the socio-historical experience of generations that the child cannot assimilate on his own. It is an adult who is the carrier and transmitter of all knowledge and skills. The graphic work itself, including drawing, modeling, application, contributes to the diversified development of the child's personality.
V.N. Shatskaya emphasized: “We consider it (children's artistic creativity) in terms of general aesthetic education more as a method of mastering a certain kind of art and forming an aesthetically developed person, rather than creating objective artistic values.”
E. A. Flerina pointed out: “We understand children's fine art as a conscious reflection of a child’s surrounding reality in drawing, modeling, designing, reflection, which is built on the work of imagination, on the reflection of her observations, as well as the impressions received by him through the word, picture and other types of art. The child does not passively copy the environment, but processes it in connection with the accumulated experience, attitude towards the image ”.
I. Ya. Lerner, including the experience of creative activity in the content of education of a child, defines its features:
- independent transfer of previously acquired knowledge to a new situation;
- Vision of the new function of the object (object);
- a vision of a problem in a standard situation;
- vision of the structure of the object;
-the ability to alternative solutions;
- a combination of previously known methods of activity with new ones.
Of course, not all features of creativity can be developed in children up to school age in graphic activity.
Psychological and pedagogical observations of the process of children's artistic creativity show that the creation of an image of a child often accompanies speech. He calls reproducible items, explains the actions of the characters, describes his actions. This allows the child to understand and highlight the qualities of the person depicted, plan their actions, learn to establish their sequence.
The diverse feelings that a child experiences while engaged in creative work, new knowledge and skills acquired by him at this moment are significant for the mental development of his personality.
An analysis of the provisions of domestic scientists on children's creativity and perennial studies by TS Komarova made it possible to derive a definition of children's creativity.
The artistic creativity of children of preschool age is the creation by a child of a meaningful, primarily for him, subjectively new product (drawing, modeling, etc.); addition to already known previously unused parts, which in a new way characterize the created image; inventing new plot elements, actions, characteristics of heroes, etc .; the use of learned methods of image or means of expression in a new situation; use and creation of different versions of the image, situations, movements, initiative in everything. By creativity is understood both the process of creating images, and the search for ways to solve the graphic task.
It is necessary to have purposeful teaching of artistic creativity and the creation of conditions for the full-fledged aesthetic development and the formation of artistic and aesthetic abilities of children of preschool age.
Conditions:
- priority should be given to the game, productive activities, including theatrical, musical;
- the content of education should be interesting for children, built on the basis of the integration of art forms, form artistic and creative abilities, use a variety of methods and techniques for working with children in this direction;
- it is necessary to create an artistic aesthetic environment with children;
- include in the pedagogical process a variety of games, game techniques and situations;
- there must be variability in everything, that is, the use of various forms, means and methods of teaching, materials and equipment for the work of children;
- the creation of a friendly, creative atmosphere in the classroom and parents in the family;
- the implementation of an individual and differentiated approach to the training and education of children;
- The teacher must be a creative person and provide freedom in the implementation of the plan of each child;
- use of regional material in familiarizing preschool children with visual arts.
In the creative activity of the child should be divided into three main stages, each of which requires specific methods and techniques of leadership from an adult.
1. The origin and design of the plan.
2. The process of creating an artistic image.
3. Analysis of the results of creativity for adults and children.
In the conditions of modern society, educators, artists, art historians more and more often distinguish art as the most important means of humanizing the personality. Acquaintance of children of preschool age with various types of fine art creates conditions for the development of their artistic creativity. The task of the educator is to organize the graphic activity of the children so that it is active and creative.
To familiarize children of preschool age with works of art, you can use the following methods: visual and verbal. The method of observation is the basis of the entire system of teaching fine arts, since art is a means of knowing and reflecting the surrounding reality. The degree of development in children of the ability to observe, establish connections between the phenomena of the life around them, distinguish between the general and the individual, the success of the development of their creative abilities depends. It is also necessary to teach children special techniques of the image, how to use different graphic materials.
The use of paintings and reproductions. Pictures are used to clarify children's ideas about the world and to explain the means and ways of imaging.
Painting as a work of art vividly, emotionally conveys the image. The application of the picture provides a repetition of perception and the ability to highlight the main characteristic of the subsequent image.
Consideration of pictures can be recommended in cases where there is no necessary subject, and can also serve as a means of familiarizing children with some of the techniques of the image on the plane.
Using images of fiction. The artistic image embodied in the word has a peculiar clarity. It contains the characteristic, typical, characteristic of this phenomenon and distinguishes it from others.
The expressive reading of works of art contributes to the creation of creative mood, the active work of thought, imagination.
In order to revitalize previously perceived images in the memory of children, short poems and excerpts from works of art can be used. In some cases, the verbal image accompanies the display of nature or image receptions.
The teacher should take a serious approach to the selection of works of art and excerpts from them for illustration. The verbal image should include pictorial moments, show those features of objects that are associated with its visual perception (color, shape, position). The artistic literary image evokes the work of not only reproducing imagination, but also creative.
Methods for familiarizing preschool children with works of art:
- questions of a specific nature on the transfer of the image;
- questions of a general nature, aimed at establishing the connection between the content of the work and means of expression;
- art history story of the educator;
- method of detecting compositional and coloristic features of the work;
- the method of “entering the picture”, the re-creation of previous events;
- method of comparison;
- method of classification of paintings;
- story-sample, revealing the teacher's emotional and personal attitude to the work;
- receiving direct instructions of the teacher;
- the reception of the mental creation of his own works of painting, sculpture;
- search for compositional and coloristic variants of image solution;
- mini-stories of children.
The means of familiarizing children of preschool age with works of art are both the works of art themselves and their printed reproduction: illustrations in books, reproductions of paintings, photographs of paintings, graphics, sculpture, architecture, various prints, etchings, engravings, lithographs, decorative patterns -applied art.
Thus, the choice of the method and methods of familiarizing children of preschool age with works of art depends on:
- from the content and objectives of the lesson to familiarize children of preschool age with works of art;
- on the age of children and their level of development.
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Pedagogy and didactics
Terms: Pedagogy and didactics