Additional general developmental program for a circle for children of senior preschool age “Young Artists”

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Work program for the Watercolor circle

EXPLANATORY NOTE

The work program “Watercolor” was developed for grades 5,6,7 in accordance with the requirements of the Federal State Educational Standard of Basic Education of the second generation in the fine arts, based on an approximate program of extracurricular activities Artistic creativity: a manual for teachers of general education institutions / D. V. Grigoriev, B.V. Kupriyanov. – M.: Education, 2011.

Fine art is one of the oldest areas of art. Every child is born an artist. You just need to help him awaken his creative abilities, open his heart to goodness and beauty, help him realize his place and purpose in this beautiful world.

The main goal of the modern system of additional education is the education and development of the child’s personality. Achieving this goal is impossible without implementing the tasks facing the educational field of “Art”, an integral part of which is fine art. Fine art has a variety of materials and techniques. Often, familiar, traditional ways and means are not enough for a child to express his fantasies. Having analyzed the author's developments, various materials, as well as experience working with children, I became interested in the possibility of using non-traditional techniques of visual activity in working with schoolchildren to develop imagination, creative thinking and creative activity. Unconventional painting techniques demonstrate unusual combinations of materials and tools. The formation of an artistic image in schoolchildren occurs on the basis of practical interest in developmental activities. Classes in the Watercolor club program are aimed at implementing the basic tasks of the artistic and creative development of children. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Unconventional drawing gives children a lot of positive emotions, reveals new possibilities for using familiar objects as artistic materials, and surprises them with its unpredictability. Original drawing without a brush or pencil relaxes the child, allows him to feel the colors, their character, and mood. Unbeknownst to themselves, children learn to observe, think, and fantasize.

The teacher must awaken in every child faith in his creative abilities, individuality, uniqueness, the belief that he came into this world to create goodness and beauty, to bring joy to people.

Relevance

program is due to the fact that there is a convergence of the content of the program with the requirements of life. Currently, there is a need for new approaches to teaching aesthetic arts that are capable of solving modern problems of creative perception and personality development as a whole. In the system of aesthetic, creative education of the younger generation, a special role belongs to the fine arts. The ability to see and understand the beauty of the surrounding world contributes to the cultivation of a culture of feelings, the development of artistic and aesthetic taste, labor and creative activity, fosters determination, perseverance, a sense of mutual assistance, and provides the opportunity for creative self-realization of the individual. The program aims to introduce children to creativity through art. Children get acquainted with a variety of unconventional drawing methods, their features, the variety of materials used in drawing, and learn to create their own drawings based on the knowledge gained. Thus, a creative personality develops, capable of applying their knowledge and skills in various situations.

An unconventional approach to creating images gives impetus to the development of children's intellect, encourages the child's creative activity, and teaches him to think outside the box. New ideas arise related to combinations of different materials, the child begins to experiment and create.

Unconventional drawing techniques

- this is a real flame of creativity, this is an impetus for the development of imagination, the manifestation of independence, initiative, and expression of individuality.

An important condition for a child’s development is not only an original task, but also the use of non-traditional waste material and non-standard visual technologies.

All classes in the program I developed are creative in nature.

Novelty

and a distinctive feature of the “Watercolor” circle program for non-traditional drawing techniques is that it is innovative. The work system uses non-traditional methods and methods for developing children's artistic creativity. Homemade tools, natural and waste, are used for unconventional drawing. Most classes require prior study of the technique. Children first answer the question: How to draw? Only then do they find out what they drew? In the lesson there is no sample, ready-made drawing made by the teacher. Unconventional drawing gives children a lot of positive emotions, reveals the possibility of using familiar household items as original artistic materials, and surprises them with its unpredictability.

“Watercolor”
program is an
artistic and aesthetic program,
it assumes
a circle level
of mastering knowledge and practical skills, and its functional purpose is
educational and cognitive
.

Pedagogical feasibility

program is explained by the formation of high intelligence and spirituality through mastery. A number of special tasks for observation, comparison, conjecture, and fantasy serve to achieve this. The program is aimed at introducing children to creativity through work and art.

Purpose of the program

Creating conditions for an educational space that promotes the manifestation of students’ inclinations and creativity through the fine arts. Education of a creative personality capable of realizing their potential through non-traditional means of fine art.

Program objectives

educational:

To consolidate and enrich students’ knowledge in different types of artistic creativity. Introduce genres of fine art;

To acquaint students with various types of non-traditional techniques in visual arts, the variety of artistic materials and methods of working with them, to consolidate acquired skills and abilities.

Teach how to competently build a composition highlighting the compositional center.

developing:

-Develop students’ interest in visual arts. Enrich sensory experience by developing the organs of perception: vision, hearing, touch, taste, smell;

-Develop artistic taste, imagination, ingenuity, spatial thinking;

-Improve visual skills and abilities, develop artistic and creative abilities.

-Develop a sense of shape, color, proportions.

-Develop aesthetic perception, teach to contemplate the beauty of things and nature. In the process of perceiving objects and phenomena, develop mental operations: analysis, comparison, likening (what it looks like);

educational:

-Cultivate attention, accuracy, determination, creative self-realization;

-Cultivate hard work and the desire to achieve success through one’s own labor.

-Cultivate the need for creative activity.

-To form a positive emotional perception of the world around us, to cultivate artistic taste, and the joy of joint creativity.

PROGRAM CONTENT The system of work on the use of non-traditional drawing techniques has the following structure.

Section 1. Introduction to the program.

Topic 1.1.
Introduction to the “Magic Palette”
Practical lesson

Conversation about the rules of behavior in the art room. Safety briefing. Conducting a drawing test to identify creative abilities. Mixing colors

Topic 1.2
“The beauty of color”
Practical lesson

Creating a color wheel with pencils and paints

Topic 1. 3
“Miracles of monotype”
Topic 1.4

“Monotype” technique.

Practical lesson

Techniques for performing work using this technique. “Inhabitants of the deep sea” Learn to work in the “imprint” technique

Topic 1.4
“Beautiful Autumn”
Practical lesson

Scenery. Drawing with wet watercolors Get acquainted with the wet technique

Topic 1.5
Spray painting technique
Practical lesson

Introduction to the spray painting technique. Performing work in this technique: “Sivka-Burka”, “Forward to Lapland”, “Wildflowers”. Master the spray painting technique

Topic 1.6
“Night sky”
Practical lesson

Image of the night sky using the spray technique. Strengthen your knowledge of spray painting

Topic 1.7
“Stained glass”
Practical lesson

Implementation of a decorative composition: “Fish in an aquarium”, “Fairytale birds” Master the technique of stained glass

Topic 1.8
“Silhouette”
Practical lesson

Image of silhouettes of people, transport using stencils. Composition “In Space”, “Among the Seas”, “On the Roads of the Earth”

Topic 1.9
“Watercolor and salt”
Practical lesson

Drawing a landscape according to plan using watercolor and salt painting techniques.

Topic 1.10
“Candle + watercolor”
Practical lesson

Cityscape. Group work. Mixing techniques.

Topic 1.11
Pattern and ornament
Practical lesson

Creating your own ornament using stamps and drawing on colored paper. Introduce the ornament. Develop imagination and creativity

Topic 1.12
Landscape.
Methods of depicting trees Practical lesson

Learning how to draw trees. Dip-on-wet painting technique. Drawing with foam rubber. Zigzag trees. Drawing of various trees (birch, pine, oak). Using the acquired skills when performing landscapes: “Birch Grove”, “Autumn in the Forest”, “Spruce Trees”...

Topic 1.13
“City of Masters”
Practical lesson

Work in the scratching technique Mastering the scratching technique (black and white scratching).

Topic 1.14
Blotography with a tube
Practical lesson

Group work. Mixing techniques. Drawing nature “Golden Autumn” Improve children’s ability to work in a group. Master the blotography technique

Topic 1.15
Plasticine painting
Practical lesson

Surface of brush strokes “Landscape” Learn to depict in volume

Topic 1.16
Spot in painting
Practical lesson

Getting a picturesque spot. “Late Autumn”, “Golden Autumn”. Develop a sense of composition, improve the ability to work in the spot technique

Topic 1.17
Writing the sky
Practical lesson

Drawing technique "painting in a wash". Summer sky Master the “wet” technique

Topic 1.18
Techniques for depicting water
Practical lesson

Introducing different ways to depict water. How to draw waves, ripples. Soap painting. "Seascape"

Topic 1.19
Warm and cool colors and shades
Practical lesson

Contrast of warm and cold colors, emotional color change depending on the nature of its saturation with white or black paint. Performing a thematic composition “On Antarctica”, “In the Desert”, using a warm and cold range of colors and shades of watercolor.

Topic 1.20
Autumn oak
Practical lesson

Making images using the “pointeism” technique.

Topic 1.21
Winter landscape.
Practical lesson

Drawing with white gouache on tinted cardboard.

Topic 1.22
In a magical forest
Practical lesson

Making a drawing using graphic means - line and spot. Materials: watercolor, “Winter's Tale” felt-tip pens Develop a sense of composition, improve the ability to work in spot and line techniques

Topic 1.23
Still life
Practical lesson

Features of the genre. Difference from other genres of fine art. Compositional construction of a still life on colored cardboard. The arrangement of overlapping objects by partial overlap. Making a still life with fruit. Learn to work in technology from nature. Develop your eye

Topic 1.24
Logic of light and shadow
Practical lesson

Black and white pictures. Inverted drawing “Yin-Yang” Develop a sense of beauty, the ability to convey your impressions received earlier. Foster independence in image creation.

Topic 1.25
Drawing birds
Practical lesson

Charcoal drawing “Titmouse”, “Sparrow” Get acquainted with the technique of drawing with charcoal

Topic 1.26
“Apple tree in bloom”
Practical lesson

Mixing techniques “Spring Garden”, “Sakura” Using techniques: drawing with film, wax crayons, airbrushing.

Section 2. Decorative and applied arts

Topic 2.1
Russian toy
Practical lesson

Dymkovskaya and Filimonovskaya clay toys. with Dymkovo and Filimonov painting.

Creating sketches of clay toys and painting them. Develop a sense of beauty, a love of folk crafts

Topic 2.2
Blue Gzhel
Practical lesson

Introduction to Gzhel painting. Making a simple pattern from elements of Gzhel painting. Creation of sketches of dishes and painting based on Gzhel masters. Improve the ability to create sketches of dishes

Topic 2.3
This is a miracle Gzhel
Practical lesson

Gouache. Drawing on colored paper with a hard brush. Learn to display light and shadow in a drawing most expressively.

Topic 2.4
Golden Khokhloma
Practical lesson

Introduction to Khokhloma painting. Making a simple pattern from elements of the Khokhloma alphabet. Creating sketches of dishes. Develop a sense of composition and contrast.

Section 3. Secrets of Animation

Topic 3.1
Drawing a cartoon character (bee, mosquito, spider, frog, caterpillar, flowers...)
Practical lesson

Drawing cartoon characters with the transfer of characteristic features.

Topic 3.1
Creating cartoon images
Practical lesson

Create cartoon images using simple geometric shapes. Master the technique of geometric shapes

Topic 3.1
Comic book characters
Practical lesson

Drawing using airbrush technique

Final lesson

Summing up the work. Exhibition of works.

Educational and thematic plan

Expected results of mastering the program

As a result of studying this program, students should know:

Basic methods of mixing colors; Know and be able to use warm and cool colors in your work;

Basic characteristics of color: saturation, lightness, brightness;

Know the concepts of chromatic and achromatic colors. Students should be
able to:
Implement a creative idea;

Convey in a drawing the simplest form, general spatial position, and basic color of objects;

Work correctly with paints - dilute and mix paints, evenly cover the desired surface with them (without going beyond the outlines of this surface).

Personal

The results of studying the program are the formation of the following skills:

- formation of aesthetic feelings, artistic and creative thinking, observation and imagination;

-formation of aesthetic needs, the need to communicate with art, nature, need;

- realize your own ideas independently and creatively.

-the ability to analyze and discuss one’s own artistic activity and the work of other students;

Metasubject

The results of studying the program are the formation of the following universal abilities of students:

- mastering the ability to compare, analyze, highlight the main thing, generalize;

- the ability to plan and competently carry out educational activities in accordance with the assigned task, find options for solving various artistic and creative problems;

-the ability to rationally organize independent creative activity, the ability to organize a place of study;

- conscious desire to master new knowledge and skills, to achieve higher and more original creative results.

Subject

The results of mastering the program are the formation of the following knowledge and skills:

Know:

types of artistic activity: fine (painting, graphics, sculpture), constructive (design and architecture), decorative (folk and applied arts);

understanding the figurative nature of art;

aesthetic assessment of natural phenomena, events of the surrounding world.

Be able to:

use various artistic materials and artistic techniques in artistic and creative activities;

convey in artistic and creative activity character, emotional states and one’s attitude towards nature, man, society;

with the help of the teacher, analyze, plan upcoming practical work, and monitor the quality of the results of one’s own practical activities; -implement a creative idea;

compose the intended artistic image on the plane of the sheet and in volume;

apply the basics of color science and the basics of graphic literacy in artistic and creative activities;

- mastering the skills of modeling from plasticine, image skills using appliqué and collage.

Regulatory universal educational activities:

— plan together with the teacher your actions in accordance with the task;

— accept and save the learning task;

— carry out final and step-by-step control based on the results;

- distinguish between the method and the result of an action;

- adequately perceive the teacher’s verbal assessment;

— in collaboration with the teacher, set new educational tasks.

Cognitive universal educational activities:

- search and highlight specific information with the help of a teacher;

- construct speech statements orally;

- formulate your thoughts orally according to the type of reasoning;

- engage in creative activities under the guidance of a teacher.

Communicative universal educational activities:

— Formulate your own opinion and position;

- to ask questions;

- allow for the possibility that people have different points of view, including those that do not coincide with his own;

- to ask questions;

- negotiate and come to a common decision in joint creative activities.

Forms and methods of teaching

. The main form of organizing activities for conducting the educational process is individual-group, which includes hours of theory and practice.

When preparing for exhibitions and reporting classes, an individual-group form of training is also used.

To accomplish the assigned tasks in accordance with the methodological positions, the teaching program provides for the following types of classes:

-conversations;

-classes in groups and subgroups;

-collective creative activities;

-Exhibitions.

Description of the course's place in the curriculum

The program is designed for students in grades 5-7, for 1 year of study. 68 hours are allotted for the implementation of the program. Classes are held in the afternoon, once a week for 2 hours with a 10-minute break in accordance with SanPin standards. One group of students has been formed. Group composition is up to 15 people. For successful implementation, Internet resources and visiting online art exhibitions will be used.

Ways to check the effectiveness of program implementation

When determining evaluation criteria, it is necessary not to separate the criteria for evaluating children's drawings and children's artistic creativity, but to designate them conditionally, because the creative process is holistic and necessarily includes the final product (in this case, a child's drawing), without which there is no point in talking about any or creativity. The result of creativity is to determine those qualitative increments of personality (personal achievements of students) that are perceived by the individual as a positive and significant result for him. In addition, drawing and other visual activities are the pinnacle of children’s interaction with the artistic environment. And here it is not enough to contemplate the artistic environment; it is necessary to teach children to reflect it in accordance with their ideal, in which the possibility of developing their creativity is visible.

Here, I propose to evaluate all the student’s cognitive and creative activities in class according to four criteria:

• willingness to cooperate with the teacher;
• children’s attitudes, interests, abilities (including self-analysis), manifested in artistic creativity;
• skill (methods of creative action) taking into account the quality of children's products;
• the socially useful significance of the results of schoolchildren’s artistic work; the significance of the result is important, both for the development of the student and those around him.

The criterion of readiness to cooperate with the teacher means the availability of the necessary artistic materials, multi-level volume of completed tasks, and search and research activities.

The second criterion - attitude, interests - reflects the degree of passion, inspiration and desire of the student to express his attitude to what is perceived and depicted in the work through determining levels:

- emotional attitude to the perceived and depicted phenomenon (motives of activity, their change, if any, giving children pleasure from work and satisfaction with their results);

- strong-willed personality traits that ensure the practical implementation of creative ideas (perseverance and perseverance in searching for a solution to a new work);

- emergence of needs, interests in creativity (in connection with various types of artistic activity).

The third criterion - mastery (methods of creative action) - is intended to determine the student’s level of artistic abilities related to visual literacy, through the transfer of a form consisting of a line (outline), surface, and the necessary skills in using figurative means of image and expression in conveying this form. The components are:

- conveying a sense of form and texture (the level of transmission of light and shadow volume; color scheme and emotional use of color, harmonious color structure; features in creating unity of image structure, harmony of color);

- the complexity of the plan - the schoolchild’s preliminary thoughtfulness of the use of figurative means of image and expression (the level of compliance of the child’s work with the elementary artistic requirements: compositional solution of the plan - highlighting the main thing in the composition (frontal and angular placement of objects, the presence of the number of objects, figures of people from the plan, transfer of their values, their relationship, the connection of the compositional center with visual perception);

- the complexity of the techniques and techniques used (the peculiarity of the use of visual means in the composition: lines, strokes, etc.);

- originality, spontaneity, individuality of the nature of the reflection of one’s attitude to this topic.

The third criterion inherently reflects the assessment of the student’s creative activity through educational or creative work (exercise, drawing, etc.). In primary school, assessment is carried out jointly with the student, in secondary school – with the student.

The fourth criterion – the socially useful significance of the results of schoolchildren’s artistic work – includes:

- compliance of children's work with a theme, a specific idea (if the theme and idea were given), analysis of acquired artistic and creative achievements in cognitive and creative activity (assessed by the student);

- comparison of the student’s self-assessment with the teacher’s assessment (this component is assessed by the teacher).

Assessment according to this criterion passes through the prism of the student’s personal achievements, his artistic and creative development, and the possibility of participation of the completed work in multi-level exhibitions. It is final and gives a complete picture of the significance of children’s works (their value), the possibility of their participation in certain exhibitions, without which creative activity is considered incomplete, i.e. unfinished. In addition, participation in children's exhibitions is an indispensable condition in the criteria for assessing the creative activities of children's groups (studios, clubs, art schools). Thus, the totality of application of these criteria will contribute to the assessment of the student’s cognitive and creative activity, i.e. It is not the performer himself who will be evaluated, but the work he has done.

BIBLIOGRAPHY

1. Great drawing tutorial / Translated from English. O. Solodovnikova, N. Vedeneeva, A. Evseeva. - M.: JSC "ROSMAN-PRESS".
2. Coll, Mary Ann F. Drawing with paints. – M: AST: Astrel, 2005. – 63 p.
3. Coll, Mary Ann F. Drawing. – M: LLC Publishing House “AST”: Publishing House “Astrel”, 2005. – 63 p.
4. Koroteeva E.I. Painting. First steps / E. I. Koroteeva. - M., 2009.
5. Fateeva A. A. Drawing without a brush. – Yaroslavl: Academy of Development, 2006. – 96 p.
6. A.P. Fomicheva “Methods of teaching drawing at school”, 2007.
7. O. Shmatova “Tutorial on painting with watercolors”, 2007.
8. About Shmatova “Tutorial on painting with gouache”, 2007.
9. O. Shmatova “Tutorial on drawing with colored pencils and felt-tip pens”, 2007.
10. Betty Edwards "Discover the Artist in You"

Literature for teachers

1. BazanovaM. D. Plein air. -M.: Fine Arts, 1994.
2. Gusakova M. A. Application. -M.: Education, 1987.
3. Dubrovskaya N.V. Invitation to creativity. - St. Petersburg: Detstvo-Press, 2004.
4. Komarova T. S., Razmyslova A. V. Color in children's fine art. - M.: Pedagogical Society of Russia, 2002.
5. Kompantseva L.V. Poetic image of nature in children's drawings. - M.: Education, 1985.
6. Korneva G. Paper. - St. Petersburg: Crystal, 2001.
7. Lukovenko B. A. Pen drawing. - M.: Fine Arts, 2000.
8. Mititello K. Application. Technology and art. - M.: Eksmo-Press, 2002.
9. Mikhailov A. M. The art of watercolor. - M.: Fine Arts, 1995.
10. Nemensky B. M. Educational field “art”. - M.: GOMC, School Book, 2000.
11. Nemensky B. M. Fine arts and artistic work. — M.: MIPKRO. 2003.
12. Polunina V.N. Art and children. -M.: Pravda 1982.
13. Polunina V.N. Solar circle. At Lukomorye. - M.: Art and Education, 2001.
14. Polunina V.N., Kapntunova A.A. Herbarium. -M.: Astrel, 2001.

Teaching aids:

1. Children's drawings in various techniques.

2. Books, illustrations, reproductions of paintings.

3. Supports on the board: stages of work in the lesson, plan for working on various techniques.

4. Samples of work in various techniques.

5. My methodological developments and materials for open classes

To technical training aids

that can be effectively used in fine arts classes include:

• multimedia projector
• computers.

Information Support:

• Electronic reference books, electronic manuals, training programs on the subject
• Multimedia educational resources corresponding to the content of training, training programs on the subject

Calendar and thematic planning for the “Watercolor” circle

5-7 grades (68 hours)

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