Report on the topic “Applique in preschool age” article (junior group) on the topic

Application in the senior group

Table of contents

Introduction

1. The importance of applications in the upbringing and development of a preschool child

2. Applique as a type of fine applied art

3. Application as a type of visual activity in the senior group of preschool educational institutions (program, class topics, materials, equipment)

4. Methods and techniques for teaching application in the senior group

Conclusion

Bibliography

Application

Introduction

One of the types of applied art, where a drawing, pattern or ornament is created by gluing or striping multi-colored pieces of fabric or paper onto the main background, is appliqué.

The originality of the applique lies both in the nature of its image and in the technique of its execution.

The image in the appliqué is highly conventional compared to other types of planar images - drawing, painting. The applique is characterized by a generalized form, almost without details. Most often, a local color without shades is used, and one color differs sharply from another.

Applique is one of the most favorite types of visual arts for children: children are pleased with the bright color of the paper, the good arrangement of the figures, and the technique of cutting and gluing is of great interest to them.

Application as a type of visual activity is aimed at developing certain knowledge in children, developing skills, practicing skills and nurturing personality. Application gives children the opportunity to acquire knowledge about color, the structure of objects, their size, shape and composition.

The purpose of the work is to consider the methodology for teaching application in the senior group.

1.
The importance of application in the upbringing and development of a preschool child
Application is considered a type of artistic activity provided for by the “Program of Education and Training in Kindergarten” for preschoolers. Getting acquainted in classes and independently with materials, techniques and methods of processing paper, children acquire the skills of graphic and plastic representation of objects, master the ability in silhouette form, figuratively, creatively to process their impressions received when getting acquainted with the outside world, while reading fiction, looking at illustrations, paintings, sculptures, works of folk arts and crafts.

Children embody their knowledge, abilities, skills in creative activities: they make colorful wall panels, decorations for tabletop and shadow theaters, costumes and decoration elements for performances and festive matinees, decorations for the kindergarten area, gifts for younger children, parents, etc. [1]

The process of creating an application consists of a number of sequential actions that require the child to have a fairly high level of development of visual and technical skills, as well as concentration, perseverance, endurance, accuracy, and independence.

An insufficient degree of development of technical skills inhibits the work of imagination, fetters children's initiative, and reduces the quality of performance results. And vice versa, if a child is proficient in the techniques of cutting, gluing, and sewing appliqué onto a base, his attention is directed to creating combinations of different shapes, sizes, and colors, which leads to new, original results and stimulates a creative attitude to work. This is possible only when the teacher skillfully regulates and applies the most effective teaching methods in the classroom, when tasks are given not only in ready-made form, but more often require children to actively, creatively, rather than reproductively, use the acquired knowledge and skills.

In classes, preschoolers get acquainted with the properties of different materials (leather, paper, straw, fabric, etc.), learn to distinguish geometric shapes, colors, establish the ratio of parts by size and combine parts into a whole, identify the structure, position of an object in space, orientate on a piece of paper. Every child practically masters the concept of rhythm, symmetry, and harmony.

Children improve their eye function, the ability to evaluate and correct mistakes made through analysis (before fixing the figures on a plane); Speech develops: children master the correct verbal designations of directions (left, right, middle, corners, top, bottom). They learn to group round, rectangular, oblique, polygonal shapes, to correctly name large concepts (long - short, narrow - wide, high - low, more - less, in half, half, four, etc.). Preschoolers purposefully apply this knowledge in practical activities [4].

A big role in the applique belongs to its color design, which has a huge impact on the development of children’s artistic taste. Color has an emotional impact on the baby, captivating him with its colorfulness and brightness. Therefore, it is important to purposefully develop a sense of color as the most accessible idea of ​​the beauty of the surrounding world and works of art.

The teacher must constantly explain to the children why they need to use this or that color for applique, what combinations are suitable for it, in order to most expressively convey a certain content. Using the principle of contrasting color comparison, applications such as “Night”, “Late Autumn”, “Winter”, “Tractors in the Fields” are made. Bright color accents are used in decorative tasks, based on the plots of fairy tales and cartoons [5].

Harmonious combinations made up of similar-sounding tones help convey natural phenomena (“Spring has come,” “First flowers”), create compositions such as bouquets, decorating carpets and fabrics. Children must learn to see beauty and convey it in proportionate forms, rational symmetrical and asymmetrical alternation, and variable interpretation.

In classes, preschoolers master a number of labor skills related to processing material (folding, cutting, gluing), using tools (scissors, glue, brush, etc.). Children must learn to work carefully, systematically, strive to achieve a positive result, overcoming difficulties and making volitional efforts. They develop a work culture (they prepare the necessary materials in advance, put the workplace in order, plan the sequence of tasks, and put away the materials and tools after the lesson).

Children improve and coordinate their hand movements, developing qualities such as accuracy, speed, and smoothness. This becomes possible with the systematic, planned conduct of classes, the organization of independent artistic activities, the consistent implementation of program requirements in each age group, and the gradual complication of tasks as experience is gained. Children must learn to diversify the skills they have acquired in other types of artistic activities (drawing, modeling, design).

In appliqué classes, preschoolers develop the ability to work and create in a team, guided not only by personal interests, but also by the interests of their peers, the content, and the need for joint activities. This involves improving such personality traits of the child as being demanding of oneself and others, taking a responsible attitude towards assigned work, and implementing the principles of consciousness, discipline, mutual assistance and support. Preschoolers get the opportunity to show independence and initiative, and experience the feeling of joy from achieving a positive result through joint efforts.

The level of mastery of the skills and abilities provided for by the application program makes it possible to implement and determine the degree of readiness of each child for successful learning at school, further mastery of the content and techniques of various types of artistic craft.

2. Applique as a type of fine applied art

Applique (from Latin appllcatio - to apply, apply) is one of the types of applied art used for the artistic design of various objects (clothing, furniture, dishes, etc.) by attaching cut-out decorative or thematic shapes to the main background.

The appliqué process involves two steps: cutting out individual shapes and attaching them to the background.

As a means of decoration, appliqué creates a unique decorative effect. Sometimes cut-out shapes are used to decorate a room (for example, paper napkins and lace for decorating shelves, various multi-colored figures for gluing onto glass windows as a festive decoration) [1].

Applique cut-outs from fabric, fur and leather are used to decorate clothes and make panels.

Sometimes the cut out parts are not completely attached to the background, and the applique turns out to be partially voluminous. For example, the petals of a flower are attached only at the middle, and its ends lag behind the background. This gives greater expressiveness to the image. The simplicity and ease of execution of the applique make it accessible to children's creativity. Children can either use ready-made forms, painted in certain colors, or create compositions by cutting out elements of patterns, plot images, etc. Thus, applique classes contribute, on the one hand, to the formation of fine arts and skills, on the other hand, to the development of creative children's abilities.

Preschoolers master all the processes of making appliqué—cutting and gluing shapes. Preparatory exercises for mastering this type of activity are games with mosaics, with the help of which children, laying out ready-made geometric shapes, become familiar with their features, color, arrangement methods, and principles of creating a pattern.

Cutting without gluing helps master the applique process (children cut paper, making tickets, flags, etc. for the game, learn to use scissors).

In kindergarten, they use such types of appliqué work as gluing ready-made forms (decorative - from geometric and plant forms and object - from individual parts or silhouettes) and cutting and gluing forms (individual objects, plot, decorative).

Preschoolers can cut out shapes in sections or as a silhouette. Composing an object from separate parts is easier for them, like any constructive image in drawing or modeling. Silhouette cutting is more difficult for children, since they always need to compare the general contours of the object with the proportions of its individual parts. Therefore, cutting out complex shapes is included in the program only in the preparatory group.

The application contains great opportunities for the development of imagination, imagination, and creative abilities of children. Thus, the pattern can be made up of both ready-made geometric and plant shapes cut out by the children themselves. The use of ready-made forms in decorative works allows preschoolers to focus all their attention on the rhythmic alternation of elements in a pattern and the selection of beautiful color combinations.

Children use the skills acquired in appliqué classes in other activities, mainly in design, making shadow theater, light decorations, and Christmas tree decorations.

For application work, white and colored paper of various types are used. For the background, take thicker paper - white from sketchbooks, colored table paper, thin cardboard. The forms to be glued are cut out of thin paper, preferably glossy. It comes in bright colors and is pleasant to the touch, which is especially important for working with young children.

For classes in the middle and sometimes in the senior group, paper is cut in advance into pieces of a certain size in accordance with the task. For example, for gluing a house, they give a ready-made piece of paper representing the walls; Children cut out a roof from a strip of a different color, etc. This blank will help children maintain its shape and correctly convey the size and proportions of the parts of the house.

For older preschoolers, forms of various colors and shades are used, since in these groups mainly decorative gluing is carried out from geometric shapes according to the children's plans, and they need to be provided with a wide choice of material. The use of shapes of different colors contributes to the manifestation of independence and creativity in work. Children can, if the task allows, choose the color of their choice. Particularly important is the selection of a variety of colored forms and paper in classes, the purpose of which is to independently compose beautiful color combinations.

Thus, the application process requires a fairly large amount of materials and tools, which must be prepared in advance.

3. Application as a type of visual activity in the senior group of preschool educational institutions (program, class topics, materials, equipment)

Children five to six years old are able to master a fairly large amount of skills in appliqué, improve them by cutting and gluing patterns from geometric and plant shapes, objects of simple and more complex shapes and structures, and when performing plot-themed compositions.

Along with cutting out various shapes by eye, children should learn to depict objects by folding a piece of paper in half to convey a mirror image of the right and left sides of Christmas trees, vases, leaves, cupped flowers, butterflies, etc.; repeatedly folding the paper like an accordion, cut out a composition such as a garland, a round dance, where leaves, flowers, nesting dolls, and parsley are evenly repeated (cut out of brightly colored paper with additional stickers, they look elegant in the festive design of a group room, hall, or kindergarten area).

To enhance the expressiveness of some images, the teacher must skillfully use the technique of broken appliqué. So, preschoolers can depict fluffy chickens, soft willow buds, mimosa, dandelion blossoms, clouds.

At the beginning of the school year, you should consolidate the acquired ability to cut out geometric shapes and objects based on the shape of a circle, oval, square, rectangle, triangle in various combinations (balls, balloons, houses, toys, cars).

The objectives of teaching application in the senior group are the following (Kosminskaya V.B.):

- develop the ability to cut using a variety of techniques: straight in different directions, with curves, from paper folded in half;

- develop the ability to compose an object from several parts and arrange patterns on a circle, square, rectangle from geometric and plant shapes;

- use new colors (orange, purple) and various light and dark shades of colors, beautifully combining them in the pattern.

So, the main task in the senior group is to master a variety of cutting techniques that are necessary to depict objects with different shapes [5].

At first, cutting out rectangular and round shapes continues on the same themes as in the middle group, but with a large number of details (a snowman in a hat, with a shovel in his hands, eyes and a nose are outlined on his head; an airplane with stars on the wings, etc. ). Then objects with smaller parts are introduced (chickens, rabbits, etc.).

In this group, children learn to cut out some shapes from paper folded in half, which is required when depicting, for example, a branch with leaves or a hare's ears. Using this technique saves time and allows you to create interesting and expressive compositions.

Cutting an object out of folded paper makes it easier to achieve a symmetrical shape. Mastering this technique is possible only in the older group, as it requires developed perception and analytical thinking, in particular the ability to divide an object into two halves. Using this technique, preschoolers cut out simple shapes - vases, leaves, vegetables and fruits.

applique preschooler learning

In the older group, children become familiar with the technique of creating a shape by tearing off the edges of paper, which makes it possible to convey the features of the texture - the fluffiness of snow, fur.

The development of cutting skills is facilitated by the constantly improving ability of preschoolers to make targeted observations and highlight the characteristic qualities of objects. The topics of children's work are gradually expanding.

4. Methods and techniques for teaching application in the senior group

The main task of teaching appliqué to children of the sixth year of life is to master a variety of cutting techniques. In classes, preschoolers depict objects with different shapes, symmetrical and asymmetrical shapes in a static position or conveying simple movement.

Based on the children's ideas and using nature (or a picture replacing it), the teacher analyzes the structure of the object, isolating individual parts, outlining their forms and noting their relationships with each other.

Since children of this age cannot make small parts, it is recommended to select items with simpler shapes, local colors, and a small number of details. A teddy bear, turned wooden toys, etc. are suitable for this work. The sample is used in the older group in cases where preschoolers depict an object for the first time. But even here, children should be given the initiative in resolving issues of color, size, arrangement of shapes on the sheet, etc.

If children are given the task of depicting an already familiar object with some details, then the sample can be replaced by life or a picture (for example, depict not just a house, but a fairy-tale house or a house decorated for a holiday).

In the senior, and then in the preparatory groups, it is recommended to use several samples more often to show the possibility of different composition options. This fosters creative initiative in preschoolers in completing tasks. For example, children learn the technique of cutting out two halves of Parsley's costume from two pieces of paper folded together. The teacher only shows techniques for cutting out clothes, and when looking at the samples, the children note that Petrushka’s clothes can be of different colors, shapes, and he has different objects in his hands. In decorative works, when making patterns from the same elements, paper in the shape of a circle, square, strip, etc. is used [4]

As a rule, older preschoolers master new techniques based on the teacher’s demonstration.

The most difficult thing for children of this age is cutting out symmetrical shapes from paper folded in half. As already noted, mastering this technique requires developed perception and analytical thinking, in particular, the ability to divide an object into two halves and cut it out.

I.L. Gusarova recommends that when children are first introduced to this technique, they cut out shapes along a pre-drawn outline on paper folded in half. Often a child cannot imagine that the result will be a beautifully shaped vase or jug. When children realize that the drawn outline represents half of the object, they will be able to cut it out by eye, using the teacher’s demonstration and explanation.

In the older group, some application works (for example, “Aquarium with fish”, “Flowers in the meadow”, “Houses and cars on the street”) are performed by children collectively. Each child performs a specific part of the composition. All parts are subsequently united against a common background [3].

The teacher distributes work among children in accordance with their wishes.

To complete some tasks (“Fish in an aquarium”, “Birds in a tree”), preschoolers are united in subgroups of 4-5 people. Frieze compositions (“Houses and cars on the street”, “Boats on the river”) are performed by the whole group.

Conclusion

Appliqué is one of the types of visual techniques based on cutting, overlaying various shapes and fixing them on another material taken as the background. The concept of “appliqué” includes methods of creating works of art from materials that differ in their properties and texture, united by the similarity of the execution technique. Each material has its own characteristics, which have a decisive influence on the application technique.

The experience children gain in drawing up subject or plot images using ready-made forms ensures the development of imaginative vision, as well as the formation of prerequisites for plot drawing and speech development at later age stages.

Applique classes, when used correctly with age-appropriate methods and techniques, not only entertain, but also educate and develop.

Bibliography

1. Gusakova M.A. Application. - M.: Education, 1987. - 289 p.

2. Ignatiev E.I. Psychology of children's visual activity. - M.: Uchpedgiz, 1961. - 223 p.

3. Komarova T.S. Methods of teaching visual arts and design. - M., Education, 1991 - 369 p.

4. Komarova T.S., Sakulina N.P. Visual activities in kindergarten. - M.: Education, 1982. - 305 p.

5. Kosminskaya V.B., Khalezova N.B. Fundamentals of fine arts and methods of guiding children’s visual activities: Laboratory workshop: A textbook for students of pedagogical institutes. - M.: Education, 1987. - 388 p.

6. Sakulina N.P., Komarova T.S. Visual activities in kindergarten. - M., 2001.

7. Friel K. Artistic creativity and the child / Under. ed. Vetlugina. - M.: Education, 1972. - 256 p.

Application

Approximate long-term lesson plan for application in the senior group (September-December)

MAGAZINE Preschooler.RF

Preschool age is the most sensitive period for assimilating the artistic experience accumulated by humanity (Komarova T.S., Mukhina T.S., Sakkulina N.P., etc.). Visual activity of preschool children is considered by psychologists and teachers as a complex analytical-synthetic activity, which is characterized by the creative implementation of a plan (Vetlugina N.A., Ignatiev E.M., Komarova T.S., etc.).

Application acts as a specific form of artistic knowledge for children and promotes the gradual assimilation and understanding of the uniqueness of expressive and visual means that stimulate the cognitive need, curiosity develops under certain conditions into inquisitiveness, gradually developing cognitive interests, and then into the need for systematic active assimilation and independent use of knowledge , abilities, skills.

This activity helps the development and formation of visual perceptions, imagination, spatial concepts, memory, feelings and other mental processes. Such personality traits as perseverance, focus, accuracy, hard work,

important for the development of fine motor skills of the fingers, their muscles, and coordination of movements.

Applique is a type of fine art, an artistic technique based on cutting, overlaying and fixing details on a background. This is the simplest and therefore most accessible way of performing artistic work, which preserves the realistic basis of the image itself. As a result, it becomes possible to widely use appliqué not only for design purposes, but in creating images in the classroom and in the independent creative activities of preschoolers.

Cognitive activity in preschool children in applique is considered as the assimilation of accessible artistic experience and proactive, independent and creative (at the level of age capabilities and characteristics) use of it in their own applicative activities. The uniqueness of a child’s cognitive activity is determined by the fact that it is formed in close connection with productive activity, with the development of manual labor skills.

When determining cognitive activity and expressiveness in application, the initial data were general methodological provisions about the essence of the artistic image in the fine arts and the specifics of its formation in preschool children. In their works, preschoolers not only reflect the surrounding reality, but also give it an emotional and personal assessment.

The most characteristic features of the application are:

• stylization, i.e. simplified image based on the transfer of essential features, abstraction from secondary properties, detail
• decorativeness of the image, characterized by the stylization of the image, the constructiveness of the composition, the decorativeness of the color, the technicality of the appliqué elements on the background.

Currently, a wide variety of elements can be used in applique: various types of paper, fabric, threads, straws, fur, shells, sand, birch bark, dried plants, leaves, seeds and other natural materials.

Types of application:

Subject, consisting of individual images (leaf, branch, tree, bird, flower, animal, person, etc.);

Tasks:

• to form in children a cognitive interest in the world of objects in nature, man-made things, and people; careful attitude to the world of objects
• evoke in children a desire to express their attitude towards objects in applications
• encourage children to accept and independently formulate the themes of the image
• form generalized ideas about the depicted object, stimulate independence and creativity in conceiving an image

Plot, reflecting certain events;

Tasks:

• develop interest in surrounding objects and natural phenomena
• develop in children an understanding of the dependence of image quality on the quality of observation
• Encourage children to independently conceive an image
• teach children to feel the expressiveness of the image, encourage them to have an emotional response to it.

Decorative, including ornaments and patterns that can be used to decorate various objects.

Tasks:

• formation in children of emotional responsiveness and interest in objects of art, understanding of its features
• developing a desire to engage in such activities at the suggestion of an adult and on one’s own initiative
• the formation of generalized knowledge and corresponding visual (applicative) skills - children’s mastery of characteristic elements and painting patterns; nurturing a sense of rhythm, form, symmetry
• nurturing activity, independence, initiative and creativity when creating applique patterns.

Currently, teachers of preschool educational institutions are inclined to the traditional technique of teaching children applications, namely:

1. Create a decorative pattern from various paper geometric shapes and plant (leaf, flower) details, placing them in a certain rhythm on a cardboard base.
2. Compose an image of an object from colored paper from separate parts; depict the plot.
3. Master various techniques for obtaining parts for appliqué from paper: cutting with different techniques, tearing, weaving; as well as the technique of attaching them to the base.
4. Create an image of an object (plot) using the origami technique.

The work also uses non-traditional appliqué techniques.

Working with various materials, in various artistic techniques expands the child’s capabilities, develops a sense of color, harmony, imaginative space, imaginative thinking, and creative abilities.

Correctional work using visual arts (applications) should take into account the qualitative uniqueness of children associated with the underdevelopment of their cognitive activity. Therefore, one of the tasks of teaching children ZPR is to saturate their applicative work with substantive, semantic content. In such children, emotional involvement plays a special role.

Stages:

• Formation of motivational and guiding foundations of visual activity.
• Formation of basic skills in visual arts (application) in the process of a child mastering ways of reflecting the external qualities of objects.
• Development of skills in productive visual activity at the visual-figurative level (at the level of presentation).
• Creative visual activity at the level of imagination, which is based on the child’s high emotional involvement in the application process.

When performing correctional pedagogical work using visual arts for children, the following principles must be taken into account:

• developing in children the idea that any image is a reflection of real objects of the surrounding reality and social phenomena
• taking into account the patterns of development of visual activity in the norm and taking into account the peculiarities of the development of visual activity in children with various developmental disabilities
• close relationship between visual activity and various types of children’s activities - subject-matter, play, work and communication
• the relevance of the social orientation of visual activity in the selection of methods, techniques and content of training
• emotional involvement of the child in the process of creating images at all stages of learning
• development of all aspects of speech as an integral part of the process of formation of visual activity (applications)
• the process of creating images is unthinkable without educating children in aesthetic culture and artistic expression.

Corrective applique classes contribute to:

1. Children develop observation skills;
2. techniques for examining the depicted object are being improved;
3. children master specific perception - the ability to see an object holistically, in the unity of its properties;
4. complete and accurate ideas about objects and phenomena of the surrounding world are formed, since the image of objects requires a clear identification in the mind of essential features relating to shape, design, size, position in space and other parameters;
5. children not only reproduce what they saw, but based on the received ideas about objects and phenomena of the real world, they create new original works in the application. This is achieved through the development of imagination, the basis of which is the ability to operate with ideas in the mind and transform them;
6. visual and motor memory also develop, since in the process of visual activity it is important not only to be able to perceive objects and work with a pencil and scissors, but also to consistently reproduce with your hand what you saw with your eyes;
7. Children learn in the process of productive activity to depict objects, i.e. capture ideas about it and the way it is depicted;
8. During fine arts lessons (applications), children improve all their mental operations through visual and practical activities.

Material and technical means.

Learning appliqué involves familiarizing yourself with the material, acquiring the ability to cut out various shapes, arrange them on a sheet of paper in a certain order and paste them in accordance with the image and plot.

The main objectives of application training are as follows:

• distinguish geometric shapes, know their names (circle, square, oval, rectangle, triangle, rhombus)
• introduce primary, complementary colors and their shades, mastering the ability to create harmonious combinations
• know sizes and quantities: large, small shapes; one form is larger (smaller) than another, one, several, many forms
• develop compositional skills: rhythmically arrange identical forms in a row or alternate two or more forms; build an image depending on the shape of the sheet - on a strip, square, rectangle, circle
• create an image of an object from separate parts

arrange objects in a plot applique.

Mastering basic cutting techniques: a) cutting paper straight, along folds and by eye; b) cutting out rounded shapes by rounding corners, symmetrical shapes from paper folded in half, several times, like an accordion; c) cutting out asymmetrical shapes - silhouette and from separate parts; d) cutting along the contour; e) creating a shape by tearing off pieces of paper.

Mastering basic gluing techniques (using a brush, glue, rag; the ability to sequentially glue forms).

With the help of material and technical means, visual (applicative) activities are carried out in kindergarten:

• scissors with blunt ends (for each child)
• sets of different types (velvet, coated, plain) colored paper for applique practice (for each child)
• sets of paper of the same color, but different shapes (10 - 12 colors, size 10´12cm or 6´7cm) (for each child)
• files made of transparent synthetic film for storing paper scraps (for each child)
• various natural materials (cones, acorns, leaves of various trees, grains, seeds, cereals, scraps of different types of fabric, fur, cotton wool, threads, etc.)
• bristle brushes for glue (for each child)
• brush holders (for each child)
• glue sockets (for each child)
• trays for forms and scraps of paper (for each child)
• plates on which children place figures for spreading with glue (for each child).

Artistic techniques.

Currently, a wide variety of elements can be used in applique: various types of paper, fabric, threads, straws, fur, shells, sand, birch bark, dried plants, leaves, seeds and other natural materials.

Broken applique.

This method is good for conveying the texture of an image (fluffy chicken, curly cloud). In this case, we tear the paper into pieces and make an image from them. Children 5-7 years old can complicate the technique: not just tear pieces of paper as best they can, but pluck or tear off the outline drawing. Cutting appliqué is very useful for developing fine motor skills and creative thinking.

Overlay applique.

This technique allows you to obtain a multi-color image. We conceive an image and consistently create it, overlaying and gluing parts in layers so that each subsequent detail is smaller in size than the previous one.

Modular application (mosaic).

With this technique, an image is created by gluing many identical shapes. Cut out circles, squares, triangles, or simply torn pieces of paper can be used as the basis for a modular applique.

Symmetrical applique.

For symmetrical images, fold the blank - a square or rectangle of paper of the required size - in half, hold it by the fold, and cut out half of the image.

Ribbon applique.

This method allows you to get not one or two, but many identical images, scattered or interconnected. To make a ribbon applique, you need to take a wide sheet of paper, fold it like an accordion and cut out the image.

Silhouette applique.

This method is accessible to children who are good with scissors. They will be able to cut out complex silhouettes using a drawn or imaginary outline.

Quilling.

Quilling (English quilling - from the word quill (bird feather)), also paper rolling - the art of making flat or three-dimensional compositions from long and narrow strips of paper twisted into spirals.

Trimming.

Trimming is one of the types of paper crafts. This technique can be attributed to both the applique method and the type of quilling. With the help of trimming you can create amazing three-dimensional paintings, mosaics, panels, decorative interior elements, postcards. This technique is quite popular; interest in it is explained by the unusual “fluffiness” effect and the easy way to perform it.

Collage.

Collage (from the French collage - gluing) is a technical technique in the fine arts, which consists in creating paintings or graphic works by gluing onto any base objects and materials that differ from the base in color and texture. A collage is also a name for a work made entirely in this technique. Collage is used mainly to obtain the effect of surprise from the combination of dissimilar materials, as well as for the sake of the emotional richness and poignancy of the work.

Origami.

Origami (Japanese: “folded paper” ) is a type of decorative and applied art; the ancient art of paper folding. Classic origami is folded from a square sheet of paper and requires the use of one sheet of paper without the use of glue or scissors.

Application from napkins.

Napkins are a very interesting material for children's creativity. You can make various crafts from them. This type of creativity has a number of advantages: - the ability to create masterpieces without scissors; - development of fine motor skills of small hands; - development of tactile perception using paper of different textures; - ample opportunities for creativity.

Corrugated paper.

Corrugated paper is one of the types of so-called craft paper. Compared to regular paper, it appeared relatively recently. It is very soft, delicate and pleasant to the touch. Children love the gorgeous colors and they enjoy working with her in art activities. This is an excellent decorative and craft material that allows you to create scenery, colorful toys, original garlands and magnificent bouquets, costumes, which can be an excellent holiday gift.

Fabric applique.

Fabric applique is a type of sewing. Appliqué embroidery involves attaching pieces of other fabric to a specific fabric background. Fabric appliques are strengthened either by sewing or gluing. Fabric appliqué can be substantive, narrative or decorative; single-color, two-color and multi-color.

Making fabric appliqué requires certain skills. First, you need to be able to cut fabric (fabric is more difficult to cut than paper); Secondly. The edges of the fabric can fray and make work difficult.

Cereal applique.

It is useful to develop fine motor skills. Touching objects with your fingers and learning to make pinch movements is, of course, important. Cereal application becomes the most attractive for them in this regard. You can create various crafts with cereals. To do this, semolina, rice, and millet are painted in different colors using gouache and water.

Straw applique.

Straw appliqués are extremely attractive and have a golden shimmer to them. This happens because the straw has a glossy surface and longitudinally arranged fibers. These fibers reflect light maximally only in a certain position. Composed of shapes at different angles relative to the light. The applique conveys a unique game: it shines like gold. These can be paintings, ornamental stripes, bookmarks, boxes, frames.

Application from dried plants.

Currently, application of flowers, grass, leaves, the so-called floristry, has become widely popular. Working with natural materials is quite accessible to students and preschool children. Communicating with nature is exciting, interesting and useful. It develops creativity, thinking, observation, and hard work.

Activities with natural materials help to develop in children a love for their native nature and a caring attitude towards it. They are also useful because the collection and preparation of natural material takes place in the air.

By creating beautiful applications with their own hands and seeing the result of their work, children experience positive emotions. Working with paper and other materials gives children the opportunity to show patience, perseverance, imagination and taste. Children enjoy decorating the group room with their works and giving them to their parents and friends.

Materials and equipment for appliqué classes……………………6

3. Application training program for senior children………………8

4. Practical part: Methods and techniques of teaching…………………….…11

Conclusion………………………………………………………………………………………..21

List of sources used……………………………………22

Introduction

Introducing a child to the world of beauty reveals to him the richness and beauty of the surrounding life, contributes to the development of the need not only to contemplate the world, but also to actively understand and transform it.

V. A. Sukhomlinsky said that a child by nature is an inquisitive researcher, a discoverer of the world, that a child’s heart is sensitive to the call to create beauty. It is only important that calls are followed by work, so that work becomes a necessity.

You will learn how great the potential is for one of the common types of fine art - appliqué - for the formation of the mental and creative abilities of a preschooler, for the development of his moral ideas, work skills, and artistic taste.

1. General characteristics of application as a type of visual activity for preschool children

Applique (from the Latin word “attachment”) is an interesting type of artistic activity - it is a way of working with colored pieces of various materials: paper, fabric, leather, fur, felt, colored beads, beads, woolen threads, embossed metal platinum, all kinds of matter (velvet , satin, silk), dried leaves... this use of various materials and structures in order to enhance expressive capabilities is very close to another means of representation - collage.

The application was born a long time ago. It appeared as a way to decorate clothes and shoes, household utensils and tools, and the interior of your home.

Perhaps the first impetus for the appearance of appliqué was the need to sew skins for clothing, and the first stitch told a person that they could not only connect the details of clothing, but also decorate it. Parts cut from these materials began to be attached to clothing. This is how the application appeared.

The subject matter included animals, birds, people themselves, fantastic monsters, beautiful flowers and plants, scenes of hunting and everyday life.

Applications are accessible even to young children: creating a whole from existing parts is much easier than creating the same design from a mosaic.

Parts of the applique can be prepared in advance and given to the child to create an image, but the mosaic cannot.

When working on the applique, they use glue, scissors, colored paper (which you can make yourself using paints or felt-tip pens), wrapping paper, magazines, foil, candy wrappers, foam rubber and simply unexpected materials.

The concept of “appliqué” includes methods of creating works of art from materials that differ in their properties and texture, united by the similarity of the execution technique. Each material has its own characteristics, which have a decisive influence on the application technique. For example, paper, straw, dried plants, birch bark are attached to the background with various adhesives; poplar fluff is placed on velvet paper.

Applique is the simplest and most accessible way to create artwork, which preserves the realistic basis of the image itself. This makes it possible to widely use applique not only for design purposes, but also in creating paintings, panels, ornaments, etc.

The main features of the appliqué are silhouette, flat generalized interpretation of the image, locality of large color spots.

The application can be substantive, consisting of individual images; plot, reflecting a set of actions and events; decorative, including ornaments and patterns that can be used to decorate various objects.

Preschoolers master all the processes of making appliqué—cutting and gluing shapes. Preparatory exercises for mastering this type of activity are games with mosaics, with the help of which children, laying out ready-made geometric shapes, become familiar with their features, color, arrangement methods, and principles of creating a pattern. Cutting out without gluing helps master the applique process (children cut paper, making tickets, flags, etc. for games, learn to use scissors). In kindergarten, they use such types of applique work as gluing ready-made shapes (decorative - from geometric and plant shapes and object - from individual parts or silhouettes) and cutting and gluing forms (individual objects, plot, decorative). Preschoolers can cut out shapes in sections or as a silhouette. Composing an object from separate parts is easier for them, like any constructive image in drawing or modeling. Silhouette cutting is more difficult for children, since they always need to compare the general contours of the object with the proportions of its individual parts. Therefore, cutting out complex shapes is included in the program only in the preparatory group. The application contains great opportunities for the development of imagination, imagination, and creative abilities of children. Thus, the pattern can be made up of both ready-made geometric and plant shapes cut out by the children themselves. The use of ready-made forms in decorative works allows preschoolers to focus all their attention on the rhythmic alternation of elements in a pattern and the selection of beautiful color combinations. Children use the skills acquired in appliqué classes in other activities, mainly in design, making shadow theater, light decorations, and Christmas tree decorations.

Application as a type of artistic creativity for children in preschool educational institutions. consultation

Consultation

for educators.

Subject:

“Applique as a type of artistic creativity for children in preschool educational institutions.”

The purpose of the consultation is to update and generalize the knowledge of teachers on the methodology of conducting classes in artistic creativity - applications.

Consultation plan:

1. The essence and meaning of the application for a preschooler. Types of applications.

2. The originality of applications in preschool age.

3. Features of application materials and techniques for working with them.

4. Objectives of training and development of children (junior, middle, senior, preparatory groups).

5. Features of methods and techniques for teaching children applications in different age groups.

6. The significance of the application for the comprehensive development and education of a preschooler.

1. The essence and meaning of the application for a preschooler. Types of applications.

Applique is the simplest and most accessible way to create artwork, which preserves the realistic basis of the image itself.

This makes it possible to widely use appliqué not only for design purposes (in the production of visual aids, manuals for various games, toys, flags, souvenirs for holidays, design of wall newspapers, exhibitions, nursery rooms, but also in the creation of paintings, ornaments, etc. d.

Application - can be substantive, consisting of individual images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.); plot, reflecting a set of actions, events (“Victory Salute”, “Flight into Space”, “The Birds Have Arrived”, etc.); decorative, including ornaments and patterns that can be used to decorate various objects.

Types of application:

In subject application

children master the ability to cut out images from paper and paste individual objects onto the background, which, due to the specifics of the activity, convey a somewhat generalized, even conventional image of surrounding objects or their representations in toys, pictures, and examples of folk art.

At the initial stage, kids lay out and glue an object from parts prepared by the teacher: a ball - two halves of different colors; a fungus - a cap and a leg; trolley - rectangular body and round wheels; garland - rectangular flags, etc.

Plot-thematic application

assumes the ability to cut out and paste various objects in interaction in accordance with the theme or plot (“Chicken pecking grains”, “Kolobok is resting on a stump”, “Fish are swimming in an aquarium”, “Rooks are making nests in a tree”).

In this case, the child is given the following tasks:

- cut out objects, show their differences in size when compared with each other (tall tree and small rooks, large and small fish);

- highlight the main objects, the main characters, connect them with the scene of action, the setting (fish swim in an aquarium, flowers grow in a meadow). The main thing stands out in size, color, compositional placement among other objects;

- convey the characteristic features of the characters and their actions through gestures, posture, clothing, coloring (the bun met the bear - the figures are glued in the position of turning towards each other);

- arrange objects on the plane of the bases: on one line in a row horizontally and vertically, indicating the height of the objects (a street in our city, a cheerful round dance);

-create two-plane compositions - lower, higher, weakening the color, reducing the size of objects taking into account their distance (boats at sea, a flowering meadow with a strip of forest in the distance);

select and appropriately use color and its combinations to convey the time of year, weather conditions, attitude to the depicted object and phenomena (golden autumn, winter in the forest, harvesting).

Decorative applique -

a type of ornamental activity during which children master the ability to cut out and combine various elements of decoration (geometric plant forms, generalized figures of birds, animals, humans) according to the laws of rhythm, symmetry, using bright color comparisons. In these classes, the child learns to stylize and decoratively transform real objects, generalize their structure, and endow samples with new qualities.

2. The originality of applications in preschool age.

Appliqué is one of children’s favorite types of visual arts: children are delighted with the bright color of the paper, the successful rhythmic arrangement of the figures, and the technique of cutting and pasting is of great interest to them.

In appliqué classes, special emphasis should be placed on the organization of examination of objects offered for depiction.

An examination is a process of perceiving an object organized by a teacher, which consists in the fact that the teacher, in a strictly defined sequence, identifies the aspects and properties of the object that children must learn in order to then successfully carry out the image process. In the process of such perception, children form clear ideas about those properties and qualities of objects that are important for the image (about the shape, size, structure and color of the object). We need to teach children to perceive. They cannot master this process on their own. Shape, structure, color, first of all, are perceived visually, so objects are first examined.

All the methods and techniques used for teaching appliqué in the classroom are combined and interact, providing a better understanding and assimilation of the material, and the development of children's visual creativity.

3. Features of application materials and techniques for working with them.

The most interesting and accessible for preschool children is applique paper made of bright colors.

The paper for the background is most often taken thick, the tone is selected depending on the content of the image in order to emphasize a certain situation. For example, flowers are placed against a green background of a clearing or meadow, silhouettes of birds are pasted against a blue background of the sky, and fish are pasted against the background of the blue depths of a river or sea.

Children cut out applique elements from more elastic, but resilient paper in rich, rich tones with a well-treated surface.

For work, the child is given scissors with rounded ends and designed levers. Their length should be approximately 120 mm. Brushes for smearing figures cut out of paper are taken depending on the size of the workpieces. So, for collective application you need to have brushes of two sizes. For gluing large surfaces, use wide flat brushes called flute brushes.

The figures are smeared with glue on a clean mat. This could be a small sheet of white paper. During the lesson, it must be changed several times so that the paste does not stain the colored side of the applications and does not leave unwanted stains.

4. Objectives of training and development of children (junior, middle, senior, preparatory groups).

The following general tasks are solved in application training:

-Create a decorative pattern from various geometric shapes and plant (leaf, flower) details, placing them in a certain rhythm on a cardboard or fabric base of various shapes.

-Make an image of an object from separate parts; depict the plot.

-Master various techniques for obtaining parts for appliqué from different materials: cutting with different techniques, tearing, weaving; as well as the technique of attaching them to the base: gluing, sewing.

-Develop a sense of color, know the primary colors and their shades, master the ability to create harmonious color combinations.

-Form a sense of form, proportions, composition.

5. Features of methods and techniques for teaching children applications in different age groups

Introduction to the application begins with the younger group. The teacher is guided by a well-known characteristic of children: healthy children have a pronounced emotional response to an offer to do something, to participate in something, the child shows a readiness to act. And the main task of an adult is to support this activity, not to let it fade away, to give it a creative character. This favorable period of childhood for the development of children's activity and independence should not be missed. The tasks solved at this age are elementary:

Give kids an idea of ​​the necessary tools and equipment for appliqué: scissors, brush, glue, oilcloth, etc.

Develop emotional responsiveness to an adult’s offer to do something, a willingness to participate with him in the creation of basic artistic crafts.

Develop interest, an emotionally positive attitude towards basic actions with paper, and the desire to carry them out independently.

Develop aesthetic perception and feelings: recognize the resulting image, admire, rejoice “following” adults.

Mastering specific actions with materials, tools, and objects at an early age occurs through communication with an adult. Only he can convey to the child information about the functions of objects, tools, show methods of using material, etc. in joint activities with him.

Tasks:

1. Teach children to make patterns from geometric shapes on a strip, square, rectangle, isosceles triangle.

2. Teach preschoolers to make simple objects from ready-made shapes (a Christmas tree, a house, a snowman, etc., and elementary plots from familiar objects (a train with a trailer, a house with a Christmas tree, etc.).

3.Teach the technique of spreading glue on paper parts: “outlining” its edges with a brush with glue along the contour.

4. To form in children a conscious attitude to the order in which work is performed: first lay out the pattern (object, plot) on a sheet of paper, and then take and stick each detail one by one.

5. To develop artistic taste in preschoolers.

In middle preschool age

the child’s hand acts more firmly and confidently, so more complex cutting methods appear; children themselves can make details such as an oval, a circle, rounding the corners of rectangles; cutting corners in a straight line to make a trapezoid; cut the squares diagonally to create triangles. Children of this age can be given stencils to cut out details of subject content (mushroom, flower, etc.). Experience shows that children who have worked with a stencil and cut out parts along the contour later have an easier time mastering symmetrical and silhouette cutting and cutting “by eye.”

If children master scissors early, then by the end of middle age they can cut out parts from fabric using all the above methods, and as a result, fabric appliqué is possible. For the base, burlap, drape, and plain-dyed cotton fabric are used. You can make patterns on it either by alternating parts of different colors and shapes, or by creating compositions from elements of national ornaments of different peoples, you can create an object or elementary plot appliqué. But unlike similar paper products, appliqué on fabric is more durable and versatile in use (napkin, towel, carpet, tablecloth).

Children four to five years old can be taught appliqué from dry plant leaves: to create a pattern, alternating leaves by shape, size, color and placing them symmetrically on a cardboard base of different geometric shapes: stripes, squares, etc.

You cannot smear the sheet with glue, like a piece of paper or fabric, by moving the brush along the contour - the sheet will begin to crumble. It is spread by moving the brush from the index finger of the left hand to the edges of the sheet.

To convey the image to children, other materials are provided: pencils, thin twigs, seeds. For example, when making a butterfly applique, the abdomen can be made not only from a leaf, but also drawn and glued on a thin twig; for the eyes, use small seeds or draw them too.

In older preschool age

children master more complex cutting techniques - symmetrical, silhouette, multi-layered, as well as tearing and weaving techniques. They can combine techniques.

Preschoolers are learning new ways to attach parts: sewing them to fabric. In this case, children receive two options for the image: planar and semi-volumetric (when cotton wool is placed between the base and the part). In the second case, the image is more expressive. A semi-volume applique is also obtained by partially gluing parts, for example, only the middle of a snowflake, flower, butterfly, etc.

Systematic teaching of children various methods of applique from various materials creates the basis for the creative expression of a preschooler in independent activities: he can choose the content of the applique (decorative pattern, object, plot, material (one or more in combination) and use different techniques suitable for more expressive execution planned.

6. The significance of the application for the comprehensive development and education of a preschooler.

Visual activities, and in particular appliqué, are of great importance for the comprehensive development and education of a preschooler.

a) Mental education - the stock of knowledge is gradually expanding based on ideas about the various forms and spatial position of objects in the surrounding world, various sizes, and a variety of shades of colors. Mental operations analysis, synthesis, comparison, generalization are formed. Children's speech develops, their vocabulary is enriched, coherent speech is formed, figurative, coherent speech develops. When conducting classes, favorable conditions are created for the formation of such personality qualities as inquisitiveness, initiative, mental activity, and independence.

b) Sensory education - direct, sensitive acquaintance with objects and phenomena, with their properties and qualities.

c) Moral education - visual activity (application) should be used to instill in children a love for everything that is best and fair. Moral and volitional qualities are cultivated: finishing what you start, studying with concentration and purpose, helping a friend, overcoming difficulties, etc.

d) Labor education - this combines mental and physical activity. The ability to cut, handle scissors, use a brush and glue requires a certain amount of physical strength and labor skills. The formation of hard work is facilitated by the participation of children in preparing for classes and cleaning up after them.

e) Aesthetic education - a sense of color - when the aesthetic feeling arises from the perception of beautiful color combinations. The sense of rhythm arises when, first of all, the rhythmic harmony of an object and the rhythmic arrangement of its parts are perceived. A sense of proportion - constructive integrity - is developed when perceiving various buildings. Gradually, children develop artistic taste.

Junior preschool age is a period when the formation of all organs and systems of the body proceeds at a very rapid pace. Therefore, it is very important to lay the foundations for full development in a timely manner.

The specificity of the application gives children the opportunity to more actively acquire knowledge about color, the structure of objects, their size, planar shape and composition. The applique allows you to move cut out shapes and compare them by placing one shape on top of another.

Game-activities are carried out with a subgroup of five to six children. Under the guidance of a teacher, children learn to arrange figures in a certain order, compose an image of an object from two or three parts, and correlate them by shape, color, size, and spatial location.

The main goal of these exercises is to instill in children an interest in actions with cut-out figures, to arouse a desire to independently make some objects out of them, to create the simplest combinations, to form sensory experience, to enrich knowledge about surrounding objects and the means of their figurative transmission.

Game techniques are ways of jointly (teacher and children) developing a plot-based game plan by setting game tasks and performing appropriate game actions aimed at teaching and developing children.

In appliqué classes, special emphasis should be placed on the organization of examination of objects offered for depiction. An examination is a process of perceiving an object organized by a teacher, which consists in the fact that the teacher, in a strictly defined sequence, identifies the aspects and properties of the object that children must learn in order to then successfully carry out the image process. In the process of such perception, children form clear ideas about those properties

and qualities of objects that are important for the image (about the shape, size, structure and color of the object). We need to teach children to perceive. They cannot master this process on their own. Shape, structure, color, first of all, are perceived visually, so objects are first examined. To clarify such properties of objects as volumetric shape, size, quality of the surface of the material (roughness, smoothness), along with viewing and feeling - tactile perception is required. Therefore, along with appliqué classes, classes are held to familiarize children with the properties of paper.

The developmental features of children of this age indicate the need to organize repetitive actions and exercises in the learning process. They are necessary both for better mastery of certain skills by children, and for accelerating awareness and voluntariness in activities. In this regard, classes with a small subgroup of children turned out to be quite effective, where the children were first asked to act individually, and then perform the same actions and operations together on a common sheet of paper or flannelgraph, and vice versa.

The use of the reproductive method in these cases contributed to the formation in children of conscious and voluntary actions associated with the analytical process of cognition.

The research method is effective in creating educational situations that encourage children to conduct independent search activities and find a way to complete a task through trial and error.

The use of the research method encouraged children to actively search. The children acted independently by comparing and contrasting and achieving the desired result. The research method is also used when the teacher invites children to complete creative tasks or create images according to their own ideas.

The gaming technique is predominant in organizing applique classes with children of primary preschool age. In fact, the playful nature of learning permeates the entire educational process. Children are offered

traveling around the city, into the forest, using different types of transport; dramatizations, walking stories, during which they meet with different representatives of the animal and plant world, game characters, etc.

All the methods and techniques used for teaching appliqué in the classroom are combined and interact, providing a better understanding and assimilation of the material, and the development of children's visual creativity.

The classes carried out pursued different goals, but in each of them the children were given the role of an active participant, while the kids were imperceptibly involved in the activities that were offered to them. Some of the classes, especially at later stages, were aimed at developing basic teamwork skills, gaining experience in joint actions, and encouraging active communication with other children and adults.

Thus, work experience has shown that with directed pedagogical guidance, application classes contribute to more intensive development of all aspects of the personality.