Ways of forming an aesthetic attitude to the world. Essence of aesthetic attitude to the world. Aesthetic education of children with speech disorders
The study of any science begins with the clarification of the object of its study and its place in the knowledge of the surrounding world. The beginning of an aesthetic attitude to the surrounding world cannot be dated not only by a year, but even by a century. Its formation took place and is taking place along with the development of civilization. Despite the centuries-old history of the development of an aesthetic attitude to objects and phenomena, aesthetics received its name in 1735. The term "aesthetics" was introduced by the German philosopher Alexander Gottlieb Baumgarten, calling this term the science of human sensory perception of the world around. In his treatise, he determines as a conclusion that the ultimate goal of this science should be the knowledge of beauty, which is the "perfection of sensory perception", as well as art as the highest form of its expression.
The word "aesthetics" is one of the widely used in our daily life. They talk about the aesthetics of everyday life, the aesthetics of work, the aesthetics of painting, the aesthetics of costume, technical aesthetics, and so on. Such a wide prevalence of the term indicates the high importance of aesthetics in the life of a modern person.
Obviously, the aesthetic attitude as a sensory perception of objects and phenomena is considered in conjunction with human activity, which formed it as a special entity in the labor process. It is labor that is the main condition and the main form of life and human affirmation. He significantly changed the biological nature, became a source of spiritual, including artistic, activity. The appearance and formation of aesthetic feelings occur in the process of labor activity. Producing the necessary objects, people form the conditions of their existence, their own life activity, and therefore themselves.
The emergence of the aesthetic was preceded by a long period of human exploration of the surrounding reality. For thousands of years, in the change of generations, at the cost of enormous effort, man has mastered the secrets of nature. In the process of labor activity and all social practice, he learns and masters the world around him. Being in constant contact with nature and being a part of it, a person learns its features, draws from it the information and knowledge necessary for his life. His interrelations with nature, earth and water, sun and moon, light and darkness, plants and animals, heat and cold, gradually developed the ability to evaluate them from the standpoint of significance for life itself.
In the process of human interactions with objects and phenomena, their essence is known, they are evaluated from the standpoint of their significance in human life. Creating various products, a person masters natural materials, methods and methods of their processing, learns their properties, finds the necessary constructive solutions and means of expression. Simultaneously with the manufacture of products, the skill of a person increases, the ability to show creativity in the production process develops. At the same time, a person acquires dexterity, observation, the ability to make objects faster and better. Geek gradually and steadily developed man, his mental apparatus, sense organs. Their development was the most important condition for the formation of the aesthetic perception of the surrounding world and aesthetic activity.
The desire to make the objects of everyday life and work useful, convenient, efficient, perfect, awakened in man and the peaceful steps of his creative activity.
At the same time, at the early stages of his evolution, man treated the world utilitarian-practically, using nature to satisfy his urgent needs. And only repeated repetition of the process of using and creating products, a person in images comprehended their meaning and meaning. Images of objects, as well as natural phenomena in sensory perception, cause a certain emotional reaction, become indifferent, arouse interest and preferences. They are perceived as useful or harmful, good or bad, necessary or unnecessary, and therefore, bringing good or evil, valuable to a person, or useless. These representations reflected the most essential characteristics of objects and phenomena in terms of their significance for a person, his life.
The limited knowledge of primitive man about the world around him, the desire to know invisible causal relationships and somehow influence the results of natural phenomena caused the birth of faith in the possibility, using special means and special secret ways, to call for what is desired. This is how various rituals, spells, means of magic were born, with the help of which a person sought to cause this or that phenomenon - to ensure a successful hunt, getting rid of an illness, an expression of strength and power, a successful afterlife, etc. Various rituals, symbols, amulets, talismans, etc. appear, in which a person saw not just decorations, but magical signs, symbols that protect him and patronize him in all matters.
The aesthetic attitude originated as a complex, multi-valued and multifunctional social phenomenon, in which all the features of human life syncretically merged. Simultaneously with the process of labor, the means of communication, generated by joint life and activity, acquired special significance. It is communication that acts as the primary vital need, an urgent need for the emerging spiritual world of people. Communication through interaction and unity was necessary in various labor processes: maintaining a hearth, hunting a large animal, arranging a home, etc. Imitation as a means of disseminating knowledge and experience, game moments as a means of expressing certain skills, and religious and magical ideas were of great importance in the development of an aesthetic attitude. Only later were the various aspects of the social relations of man's creative activity singled out in their independence.
Life situations put new and new demands on the creation of tools, consumer goods, knowledge of nature and the surrounding world as a whole. On this basis, as a result of expanding practice and deepening of knowledge, a comprehension of the value of objects and phenomena was gradually formed with the sensory perception of their form, considered as perfect, beautiful or ugly. Thus, a person distinguishes objects and phenomena according to their value, and an aesthetic feeling is formed in him as the ability to emotionally perceive the images of these objects and phenomena with knowledge of their essence. Feelings arise that are different from the satisfaction of purely physiological or utilitarian needs. Feelings acquire a new spiritualized disinterested meaning, aesthetic feelings. A person has learned to perceive, and then comprehend the sensually concrete forms of the objects of his labor and the surrounding natural world.
As soon as the essence of things is known, they begin to speak with a person in a special language as signs full of meaning, to him floors, revealing something important to a person, concerning the yoke of his own being, and bring him impressions and experiences associated with this being - the being of things, human being, social being.
In the objects created and used, the features of the spatial structure of the form can manifest themselves in different ways: the texture of the material, configuration and lines, the state of the surface, the organization of parts, processing and finishing, color scheme, etc. In addition to utilitarian and practical value, in the image of an object, a person perceives the completeness of the expression of the features of the kind and type of an object, the logical manifestation of its external features, the consistency of parts, etc.
With the emergence of an aesthetic attitude to an object, a person’s desire to create it perfect through the desire for creativity is formed, and his aesthetic needs develop. To create perfect, beautiful objects, it was necessary to find out and learn what properties make them what they are, what laws underlie their creation. This is how ideal images of objects and phenomena are formed in his mind.
Realizing his goals and ideas in the process of work, a person, on the basis of his own experience and experience of communicating with other people, applies the criterion of perfection to the things he has made and experiences a feeling of pleasure not only because the products satisfy his material needs, but also because in these things his knowledge, his skill, his ability to be creative are embodied.
The aesthetic needs of people become one of the spiritual incentives for the knowledge and affirmation of beauty, the comprehension of the value of objects and phenomena of the surrounding world. In the course of historical development, the connection between the useful, the good, the magical and the beautiful became more and more indirect. The aesthetic value of objects and phenomena began to be perceived as independent of their practical or magical value. The process of establishing the aesthetic as an independent value was facilitated by the establishment of contacts between the tribes and the exchange of products, familiarization with the customs.
With the emergence of aesthetic perception of the surrounding world in the process of labor activity, the development of the essential forces of the person himself takes place, he is formed not only physically, but also spiritually. Perceiving the fruits of perseverance, creativity and creative forces of their predecessors fixed in the created objects, the next generations create a more perfect objective environment.
The emerging ability of a person to aesthetically relate to the world around him caused a need to somehow express and consolidate these relationships. Thus, in the process of historical development, a special form of social consciousness has developed - art, which fixes, develops and educates a person's aesthetic attitude to reality. It most vividly and comprehensively reveals the aesthetic attitude to the surrounding world. Art serves not only as a means of cognition, but also as a means of transforming reality. In works of art, a person expresses not only his understanding of the world, but also his attitude towards it. Summing up what has been said, it can be determined that the nature and essence of the aesthetic with its diversity in the surrounding world, the principles and patterns of a person's attitude to values in the sensory perception of the object and the phenomena of the surrounding world, art act as the main provisions of the subject of aesthetics. Aesthetics itself is the science of the essence of sensually perceived universal human values, their creation, perception, evaluation and development. They express the system of society's aesthetic views on the whole aspect of the material and spiritual activity of people.
As a result of the actions of the active elements of the educational space, the level of second-order relations (between the concept, structure and elements) is less linearly determined. Therefore, there is a tendency to ensure the integrity of the system at the expense of information structures. The active elements of the educational system, in turn, can be divided into system-forming and system-components. The educational teams of a branch of a non-state university of various types are among the system-forming ones. To the system components - all the teams and employees of the branch involved in the process of education. These levels have an infinite number of internal connections formed by a combination of various elements in the course of the implementation of educational influences of various determinations.
Thus, the educational system of a branch of a non-state university is implemented through an educational process, which is a broad, multilateral interaction of students as active subjects of activity with the natural and social environment, primarily with teachers, educators in a certain educational space.
Literature:
1. Koshcheeva I.N., Shuklina E.P. The quality of non-state higher education in the assessments of students and teachers // Alma mater, No. 7, 2003. - P. 23-29.
2. Maslennikova V.Sh. Modern ideology of education of students of secondary vocational schools. - Kazan: ISPO RAO, 2002. - 36s.
FORMATION OF AESTHETIC ATTITUDE TO THE ENVIRONMENT
E. F. Moskaleva, Ulyanovsk State University
In modern conditions of the formation of a single educational space for the entire world civilization, the target setting for improving the system of aesthetic education has become obvious. The official documents of international forums and seminars on aesthetic education in recent years emphasize that it should have an “international dimension” (S. Taurelli), and this is ensured by the exchange of knowledge, the development of metaknowledge, the creation of international research projects in this area, taking into account national aesthetic values and conditions.
The problem of aesthetic education of the individual in modern conditions is multifaceted, acute, relevant and associated with such a complex process as the formation
the formation of an aesthetic attitude to the surrounding world, which has always caused controversy in science. And although the historiography of this problem is constantly enriched with interesting and meaningful works, it must be admitted that insufficient scientific and methodological support and the lack of knowledge and competencies in most teachers in modeling this process lead either to the creation of pedagogically inappropriate models, or to copying known samples, or to the refusal of teachers to implement their subjective powers in the process of aesthetic education and transfer them to outside developers.
The aesthetic attitude to the surrounding world is an important characteristic of a person's upbringing, his general and professional culture. Spo-
The ability to treat reality aesthetically compensates for the one-sidedness of life and thinking, which inevitably follows from the limited role that each of us plays in the social division of labor and, in general, in society. The aesthetic attitude to the world not only completes the image of a person, which is made up of various features of his personality, it makes a person whole, as it contributes to the development of his comprehensive attitude to reality. Moreover, it acts as a preventive measure of antisocial behavior of young people.
It is the range of relationships that allows one to accurately judge the values, ideals, attitudes, tastes that dominate in the human mind; through the attitude, the spectrum of the aesthetic interests of the individual, the motives for including him in various types of socially oriented activities becomes understandable and quite tangible. Attitude allows you to understand how a person relates to himself, how he sees himself and what he strives for.
Aesthetic feelings, as well as moral ones, are not innate. A child cannot “enter the world of beauty” without the help of an adult, who reveals to the growing person his meaning and language, helps to engage in a dialogue with him, to master the basic aesthetic criteria of the sublime and the base, the beautiful and the ugly. All this actualizes the need for targeted and systematic special aesthetic education of the younger generation.
The leading role in aesthetic education is assigned to the general education school - the main institution of the socialization of the individual for many years, because the main resource of any society is young children. This is the source of material and social well-being, in which the future of our society is potentially and prognostic.
countries. And the sooner children receive such a “vital registration”, the more actively reality is built in their consciousness, subconsciousness, in their communication at all levels, the more respect and honor will be earned by the executors of this plan - teachers and educators. Therefore, young children become the main criterion base of aesthetic education and, in general, modern educational policy.
The domestic school has accumulated rich experience in the aesthetic education of students in the process of extracurricular and extracurricular activities. Analyzing the aesthetic attitude to reality as a condition for the development and self-development of the individual, we identified four groups of problem-factors that form a four-link chain of cause-and-effect relationships and to overcome which efforts should be directed to modernize the Russian system of aesthetic education. The main thing that we managed to reveal, disclose and generalize in the course of our research is the systemic anticipation of this kind of difficulties in modeling the process of forming an aesthetic attitude to reality.
The first group of problems, characterized by the activity of the subject, is associated with aesthetic needs, motives, interests, values and is defined by us as a motivational-value component. The second group is determined by the dynamics of changes in the main structural components of aesthetic consciousness, this is the cognitive component. The third group is associated with the development of aesthetic experiences and aesthetic perception, which constitutes the emotional-sensory component. The fourth group considers the essence of the aesthetic attitude to reality in actions, deeds and various activities, and is defined by us as an activity-creative component.
Let us imagine the content of each of the components of the process of formation of the aesthetic attitude of the individual to reality. The motivational-value component is manifested in the fact that the need reflects the unity of need and motivation and is the main type of attitude of the individual to the surrounding reality. It is known that needs are closely related to such a category as interests: aesthetic interest is a form of need manifestation, which is more focused on certain aesthetic values and their assimilation than aesthetic need. It means a greater purposefulness of activity and a greater consciousness of the subject in achieving the intended goal in comparison with the aesthetic need, which leads to a stable and relatively strong relationship between the personality and the object of its aesthetic interest.
Further establishment of links occurs between needs and motives. Motives, as a rule, are not realized by the subject, however, acting under the influence of one or another impulse, the subject begins to realize the goals of his actions. Conscious reflection motives give subjective coloring - personal meaning. In addition to the incentive function, they are also characterized by a sense-forming function, due to which the aesthetic and moral orientation is determined. Aesthetic needs, motives and interests are addressed to the aesthetic values and value orientations of the individual.
Thus, aesthetic knowledge determines the content of the cognitive side of the aesthetic attitude. In order to form the perception of beauty, knowledge of the theory of grace is necessary, because the feeling of beauty develops and forms in the process of analyzing the phenomena of beauty and as a result of studying the theoretical foundations of aesthetics. As the personality develops, it becomes more difficult to reflect it
consciousness of the realities of the surrounding reality, its ideas about things and phenomena are enriched, the experience of communication, the use of their useful and aesthetic properties is deepened. Undoubtedly, one of the prerequisites for the emergence of an aesthetic attitude is the knowledge of the individual about aesthetic objects and phenomena of the surrounding reality, including in art. Thus, according to this logic, the more a person knows, the more grounds for an aesthetic attitude develop in his mind. However, in real life, knowledge does not yet provide appropriate behavior. That is why the components of the third group - the emotional-sensual component - are extremely important.
One of the most important distinguishing features of the aesthetic attitude is its emotional character. This circumstance finds its expression in the process of perception of aesthetically significant objects and phenomena. Aesthetic perception expresses the ability to isolate in the phenomena of reality and art the processes, properties, qualities that give rise to aesthetic experiences. Perception gives rise to an aesthetic feeling in a person, expressed in spiritual pleasure that accompanies the perception and evaluation of a given object in the unity of its content and form. Feeling reflects the state of the subject in the process of perceiving an aesthetic phenomenon or object, his attitude towards it, but not the object or phenomenon itself.
Other equally important components of this group are: aesthetic ideal and aesthetic taste. Ideals reflect the ideas that have developed in the mind of the individual about the proper, ideal, beautiful in the surrounding world, have a dominant effect on the formation and set of needs of the individual, her life aspirations and attitudes, express the emerging normative base of her behavior and attitudes.
feelings towards the world, towards other people and towards oneself. The aesthetic ideal in unity with the aesthetic feeling gives rise to a complex socio-psychological formation - aesthetic taste - the ability of a person to evaluate works, objects, phenomena, situations from the position of an aesthetic ideal. Aesthetic taste directs human activity, practical actions. The components of aesthetic taste are: the spiritual need to communicate with beauty and other values, the ability to capture, evaluate, communicate with beauty based on emotional experience. Thus, the aesthetic ideal is a concept that is broader in content than aesthetic taste and aesthetic feelings, which are mastered and embodied in the ideal.
Emotional, aesthetic feelings can stimulate a person to be active: to preserve, pass on to others what brought aesthetic pleasure, and also to redo what does not satisfy. The conscious creation of perfection and beauty, corresponding to our needs, is the essence of the aesthetic attitude. The main function of aesthetic activity is to change the subject himself, to develop his creative powers and abilities. This provision is of fundamental importance for understanding the formative influence of aesthetic activity on the personality of a person and on his attitude to reality.
Exploring the activity
practical side of the aesthetic attitude to reality, one should pay attention to the fact that the aesthetic horizons of the individual, combined with his ability for aesthetic experiences and feelings, create a good prerequisite for an indifferent attitude of the individual to the world around him, for the transition of this attitude to the plane of his practical actions, acts on based on her concept of beauty. The activity of the child provides practical
a way out of everything that parents, teachers, nature, and the social environment have invested in it. The child realizes his creative potential, his abilities, in practice, applying the established ideals, ideas about beauty in life, the surrounding reality, transforming it according to the “laws of beauty”, embodying his needs in practical deeds.
All four components of the aesthetic attitude are intertwined and influence each other. Moreover, the nature of a person's preferences, his interests are primarily influenced by aesthetic ideals, value orientations, outlook, tastes; on aesthetic interests, the need for the perception of values is closed, for the aesthetic feeling - admiring, enjoying the beautiful, which is reflected in the emotional reaction, experiences. At the same time, the needs and interests, being the source of the inner activity of the personality, awaken it with their active work to transform the surrounding reality in accordance with their ideals.
Thus, the main directions of stimulating the aesthetic development of the student's personality and the formation of his aesthetic attitude to the world include: firstly, the assimilation of knowledge about the history of art, its place and role in the social and spiritual life of modern society; secondly, the formation of an aesthetic orientation, which is revealed in the positive motivation and conscious need of the individual in aesthetic activity. In other words, it includes formed attitudes towards cultural activity; thirdly, the formation of a personal emotional and value experience, a positive and interested attitude to aesthetic values, the desire to follow aesthetic ideals, aesthetic taste; fourthly, the development of skills (competences) for creating aesthetic values, improving the ability
the ability to apply aesthetic knowledge in artistic and creative activities.
Based on the characteristics of the content of the aesthetic attitude to reality, we have identified the following pedagogical conditions that ensure the formation of an aesthetic attitude to the world around us, namely:
training sessions; consistency in the accumulation of aesthetic knowledge, skills, competencies; productive form of creative activity; systematic holding of student art exhibitions and competitions; application of aesthetic-developing pedagogical technologies and folk role-playing initiatives.
These pedagogical conditions are considered by us as certain processes that interconnect the "internal characteristics" of objects and therefore act as "internal conditions". Their necessity and sufficiency are determined by the fact that in this aggregate it is possible to achieve a higher level of formation of an aesthetic attitude to reality and thereby solve the main task of aesthetic education - the development and improvement of the creative abilities of the individual. At the same time, pedagogical conditions should ensure qualitative changes in the structure of the personality, in particular, an increase in the level of emotional and sensory experiences, intellectual and creative abilities, its motivational and value orientations.
In this regard, we have developed a program for the formation of an aesthetic attitude to reality, tested at numerous seminars and workshops and received a positive assessment from teachers of general education and vocational schools. When developing it, forms and methods were taken into account that provide effective
the effectiveness of the complex impact on the emotional, cognitive, motivational and activity spheres of the personality. Their goal is to ensure the personal-activity nature of the assimilation of knowledge about the aesthetic, certain skills and competencies, the involvement of students in socially and personally significant creative activities.
The situations of creative self-determination specially developed by us in the course of training were based on the methods of artistic pedagogy, among which the most important were: emotional-artistic "immersion", artistic-creative and figurative modeling, activation of imagination and creative representation, comparison and comparison, improvisation, game imitation, deductive - inductive perception of educational and artistic material.
During the classes, we implemented the principle of practical orientation of aesthetically oriented education. For this, we used aesthetic-developing pedagogical technologies, such as the collective creative work “Fairytale Panorama”, “Illustration of a Book”, “Merry Fair”, conversations with a preliminary questionnaire and interviews about a favorite book and folk amusement; presentation of the project of group and individual activities, Show technology - quiz "Magic Town", "Golden Khokhloma", "Fairytale painting", creative tasks based on a partially search (heuristic) method, etc.
The search and creative technologies and folk-role initiatives developed by us, the effectiveness and efficiency of which is ensured by scientifically based goals, principles, approaches, as well as the selection of optimal methods and means with the active participation of parents and representatives of creative and technical intelligence.
genius can be accepted as an undoubted and for a wide pedagogical society-innovation for the pedagogical practice of vein.
PROBLEMS OF PREVENTION OF YOUTH CRIME AMONG FOREIGN CITIZENS
L.M.Khakimullina, postgraduate student of ACO (KSUI)
Modern Russian reality is characterized by a radical transformation of economic relations, the formation of new political and legal foundations of Russian statehood, a significant restructuring of social structures, one of the integral features of which is growing social differentiation. Such changes have both positive and negative sides and are not subject to unambiguous assessment. For example, social inequality largely contributes to the growth of crime, the criminalization of public life in general. All these changes have largely contributed to the surge in delinquency among the youth.
The peculiarity of the situation in our country today lies in the fact that the rapid development of the criminal community over the past decade has gone beyond any conceivable limits. The crime of the classical era has crossed a certain line and transformed into a criminal form of sociality. There was a kind of expansion of the criminal subculture into the official culture of society. This is evidenced by the aggressive intrusion and active dissemination of all its components: from jargon to the norms of "values".
Migration of the population is a kind of satellite of scientific and technological progress and the development of society. Dissatisfaction with the conditions of life forced the most physically and spiritually active individuals to move in search of a better life, to meet growing needs.
The globalization of the world financial and economic order has changed the world. Development and economic well-being
of one country is subject to influence and is dependent on other countries, sometimes less developed economically and socially.
Representatives of the criminal subculture, whose carriers are foreign citizens who have committed offenses of various kinds, have become a kind of sociocultural model that has replaced the normative model of the “conscientious worker” cultivated in the Soviet period, historically and psychologically unnatural.
The main task that is being solved now in Russia is the organization of civilized migration. In line with this task, I would single out four main priorities of Russia's migration policy: providing optimal conditions for promoting general legal standards, protecting human rights, achieving law and order and legality, and obtaining the most positive effect from migration - economic, political, social and demographic.
Such an analysis, in particular, takes into account the previously made fundamental conclusion that in an unstable political and economic situation, crime among foreigners is growing even with a decrease in the total number of migrants in the country. Another thing is that today such an adjustment of trends is practically difficult due to the lack of any complete and reliable accounting of foreigners, which, in turn, is due to the intensification of interstate migration processes and the constantly growing scale of illegal migration.
Appendix 24
Typical monthly plan for ISO 24
1. Experience information
Experience Theme:"Aesthetic attitude to the world and artistic development by means of different types of fine arts".
Relevance of experience
The formation of a harmonious personality is an enduring problem of pedagogy. The origins of the problem go deep into history, but its relevance does not disappear due to the change in the world as a whole, the development of civilization, the change of universal values in different historical eras and in different socio-political systems. To date, the problem of humanization of education in order to determine the harmonious development of everyone has an all-encompassing character.
Modern preschool pedagogy, focusing its developments on the humanization of the educational process and the formation of a child's awareness that he is an integral part of the world around him (nature, culture, history, etc.), the strategic goal of education determines the formation of the basis of personal culture, familiarization a child to universal, enduring, spiritual values: to a person, to himself and humanity as a whole; to nature; to the man-made world; to culture (art).
Aesthetic attitude as a strategic goal of aesthetic education involves the development of a model of a creative, artistic and creative attitude to the world, which can be expressed already at preschool age by means of artistic and creative activities.
In this regard, visual activity can be singled out as the most effective, because, acquiring the ability and having the opportunity to express the author's attitude to the world by means of artistic images, the child harmonizes himself and creates his own unique - individual world, being realized and actualized as a full-fledged personality. The most striking, accessible model of an aesthetic attitude to the world is art, where the processes of cognition of the world, its aesthetic comprehension and artistic expression of one's attitude to it are organically connected.
The main idea of the experience:
In preschool pedagogy, a fairly wide arsenal of means for familiarizing the child with aesthetic and artistic culture has developed. In various types of creative activity (graphic, theatrical, musical-plastic, play), the child creates a personal, spatial reality, discovering the world in his own way and himself in it. In this process, the possibility and desire for a purposeful, harmonious transformation of the surrounding space according to the laws of beauty is formed.
With regard to the subject of experience, among them, special mention should be made of the fine arts. In the process of artistic perception on the basis of empathy, sympathy, assistance is born, the palette of various feelings (aesthetic, artistic nature) expands, enjoyment of creativity as a manifestation of the spiritual forces of man.
The process of forming the aesthetic and artistic perception of preschool children involves the following methods:
To educate in children an aesthetic attitude to objects and phenomena of the world around them, a steady interest in art. To learn to independently apply visual skills in drawing, application, modeling, using expressive means. Continue to teach children to depict objects from nature.
Learn to convey the shape, size and color of an object, composition in a drawing, rhythm, color combinations in a decorative pattern, plasticity of movement in modeling, expressiveness of a silhouette in an application.
Learn how to follow each step in sequence.
Learn to work collaboratively.
To develop artistic perception of works of fine art, to teach to respond emotionally to the impact of an artistic image, to understand the content of works. To form in children ideas about the types of fine arts and folk art.
To acquaint children with the paintings of the great Russian painters.
To expand children's ideas about expressive means in illustrations for children's books by artists Y. Vasnetsov, V. Kanashevich, E. Rachev. E. Charushina, about folk arts and crafts (Khokhloma, Gorodets painting), about ceramic products and folk toys (Gzhel, Dymka).
Length of experience
Experience range is a single environment for the use of means of artistic development of children (drawing, applications, modeling).
Theoretical base of experience
Visual activity is of great importance for the comprehensive education of preschool children. Visual activity is a specific figurative knowledge of reality. And like any cognitive activity, it is of great importance for the mental education of children.
The main significance of visual activity lies in the fact that it is a means of aesthetic education. In the process of visual activity, favorable conditions are created for the development of aesthetic perception and emotions, which gradually turn into aesthetic feelings that contribute to the formation of an aesthetic attitude to reality.
The more consciously the child begins to perceive the environment, the deeper, more stable and meaningful aesthetic feelings become. Gradually, children acquire the ability to make elementary aesthetic judgments (about the phenomena of life, about objects created by man, about works of art).
Visual activities include drawing, applique, modeling.
Painting popular among preschool children 5 - 6.5 years old. Drawing, the child shows his desire for knowledge of the world around him, and from the drawing, to a certain extent, you can find out the level of this knowledge. The more developed children's perception, observation, the wider the stock of their ideas, the more fully and accurately they reflect reality in their work, the richer, more expressive their drawings. The visual activity of 6-year-old children reflects such specific features of their thinking as concreteness, figurativeness. The visual activity of the child is closely connected not only with individual functions (perception, memory, thinking, imagination), but also with the personality as a whole. It shows the interests of the child, temperament, some gender differences.
modeling allows you to depict objects in three-dimensional space. During modeling, a child can convey the shape of a person, animals, birds, fruits, dishes, etc. It is valuable that the properties of the materials used in modeling allow you to repeatedly change the shape, achieving the desired expressiveness. It is the development of the ability to convey the expressiveness of the image in modeling that it is necessary to pay special attention to when working with children entering school.
It is important that the child knows how to fashion not just a human figure, but a person of a certain age, the heroes of a particular fairy tale - Dunno, Cheburashka, etc. He must be able to convey the movements of a person, animals, reflecting the nature of the images and the dynamics of actions.
Pursuing applique, children learn to cut out various plots, patterns, ornaments from paper, stick them on a colored background. Children perform both individual and collective work. Children learn accuracy, perseverance, master the basic techniques of cutting, the rules for working with glue.
Mastering the ability to depict is impossible without the development of purposeful visual perception - observation. In order to draw, sculpt any object, you first need to get to know it well, remember its shape, size, design, color, arrangement of parts.
Children reproduce in drawing, modeling, applications what they perceived earlier, with which they are already familiar. For the most part, children create drawings and other works from imagination or from memory. The presence of such representations gives food to the work of the imagination. These representations are formed in the process of direct knowledge of the objects of the image in games, on walks, specially organized observations, etc. Children learn a lot from stories, from fiction. In the process of the activity itself, children's ideas about the properties and qualities of objects are refined. This involves sight, touch, hand movements.
Children's fine art has a social orientation. The child draws, sculpts not only for himself, but also for others. He wants his drawing to tell something, so that he can recognize what he depicts. Children are very concerned about the attitude of adults, peers to their drawings, modeling. They are sensitive to the comments of their comrades, the assessment of the teacher.
The social orientation of children's fine arts is also manifested in the fact that in drawing, modeling, application and design, children convey the phenomena of social life. Children are excited about flights into space, and the work of people in the city and in the countryside, and the performance of our athletes at the Olympics, and much more. We need to give them the opportunity to reflect these impressions and their attitude towards them.
Visual activity and design should be closely connected with the knowledge and ideas that children receive as a result of all educational work, rely on this knowledge and ideas and contribute to their consolidation. Of course, when selecting social phenomena, on the topics of which children will be asked to perform drawing, modeling, appliqué, one must remember about the age capabilities of children. If too complex tasks are set, then the difficulties of depiction, caused by the lack of necessary skills and abilities in children, will prevent them not only from conveying their attitude, but also from depicting the phenomena of social life with any clarity.
The significance of visual activities for moral education lies in the fact that in the process of these activities, children are brought up moral and volitional qualities: the ability and need to complete what they have begun, to work with concentration and purpose, to help a friend, to overcome difficulties, etc. In the process creating collective work, children are brought up the ability to unite, agree on the implementation of common work, the desire to help each other.
Group-wide visual activities contribute to the development of sociability and friendly relations (usually two children use one set of paints, one can of water, etc.).
Collective viewings of works teach children to be attentive to the drawing, modeling of comrades, to evaluate them fairly and sympathetically, to rejoice not only in their own, but also in common success.
Visual activity combines mental and physical activity. To create a drawing, modeling, appliqué, it is necessary to apply efforts, carry out labor actions, master the skills of sculpting, carving, drawing an object of one shape or another or another structure, as well as mastering the skills of handling scissors, pencil and brush, clay and plasticine. Proper possession of these materials and tools requires a certain expenditure of physical strength and labor skills. The assimilation of skills and abilities is associated with the development of such volitional qualities of a person as attention, perseverance, endurance. Children are taught the ability to work, to achieve the desired result.
Purpose of the study. To identify the features of aesthetic and artistic perception as specific activities and effective ways and means of their formation in preschool children .
Tasks:
1. To study the state of the problem of aesthetic and artistic perception in the theory and practice of preschool education.
2. To study the features of aesthetic and artistic perception as specific activities of preschool children and determine the psychological and pedagogical conditions that optimally contribute to their formation.
3. Check the effectiveness of the identified psychological and pedagogical conditions for the formation of aesthetic and artistic perception in experimental work.
Methods :
Theoretical (analysis of literature on psychology, pedagogy, local history related to the research topic, analysis of scientific works on the problem of moral and aesthetic education of preschool children);
Empirical (analysis of programs, methods for preschool education, conversations with teachers, parents of kindergarten students, children of older preschool age, observation of children in experimental groups, keeping diaries, and others);
Observations of children in the classroom for drawing, modeling, in independent activities; Coursework >> Pedagogy
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Development in younger students pictorial literacy in the process of decorative painting
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aesthetic raising children with speech disorders
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Development perceptions of preschoolers pictorial activity
Coursework >> Psychology... development perception plays pictorial preschool activities. Drawing, modeling and application - kinds pictorial ... different ... relations ... world artistic creativity. Perception artistic ... pictorial activity serves means ... aesthetic ...
Elena Maikova
Formation in children of an aesthetic attitude to the world around.
aesthetic education is the organization of life and activity children contributing to the development aesthetic feelings of the child, formation ideas and knowledge about beauty in life and art, aesthetic assessments and aesthetic attitude to everything that us surrounds. Upbringing aesthetic attitude to the environment is a complex and lengthy process. It is concentrated in art, fiction, is inextricably linked with nature, social and labor activities, the life of people, their relationships. In order to understand beauty in art and life, a child needs to go a long way to accumulate elementary aesthetic impressions, visual and auditory sensations, a certain development of emotional and cognitive processes is necessary. One of these means is the art of music. The world of music for a child is a world of beautiful sounds, a world of joyful and happy experiences. In order for him to enter this world, it is necessary to develop his ability to perceive musical art. At a very early age, the baby highlights music from the noises around him picks up sounds. He carefully listens to the melody, concentrates, freezes for a while, listens, reacts with a smile, some movements. Older children are able to comprehend some connections between phenomena, to make simple generalizations - to determine, for example, the nature of music, to name signs by which a piece played can be considered cheerful, joyful, calm or sad. They understand and requirements: how to sing songs of different character, how to move in a calm round dance or in a moving dance. for example: in dance we can imitate flowers, from a piece of music "Nutcracker".Musical compositions are selected taking into account the age group children and their interests. Listening to music, children learn to distinguish the nature of musical works, to feel the unity of poetic and musical expression. For a better perception of music, the teacher uses verbal explanations that indicate the connection of this composition with life phenomena. It is important, using a few words, to accurately and correctly convey the poetic characteristics of the images invested by the author of the work with the help of expressive means. During aesthetic perception, the child makes his first generalizations, comparisons and associations. The desire to know what the music tells about makes children listen to its sound and verses if it is a song, while capturing artistic images. Thus, musical aesthetic Education is an important part of the formation of the personality and development of the child. Supreme manifestation aesthetic human exploration of the world is an artistic activity. It affirms beauty in life. The task of art is to reveal the true, sometimes not conspicuous, beauty of a person, a phenomenon of nature, the creations of human hands. In visual activity, children acquire the skills and abilities to observe phenomena and objects. the world around, to peer into them, to see both the general properties inherent in many objects, and the characteristic, individual ones, which later helps them in depicting the observed. The content of knowledge about fine arts includes knowledge about book illustration, painting, sculpture, appliqué, folk arts and crafts, landscape, still life, portrait, etc. children are shaped knowledge of various expressive means of art. For example, before drawing a birch, we look at illustrations or make observations, then in another lesson, the children themselves begin to create a beautiful birch on paper. In subsequent lessons, this birch can be suggested to be drawn with felt-tip pens, crayons, to combine different materials, to use different methods of cutting with scissors, and also to be molded from plasticine and salt dough. Conducted an excursion in winter and spring in nature. Of course, nature is an important means aesthetic education. It is in her that children see harmony - the basis beauty: variety of colors, forms, sounds in their combination. Children admired how majestically in winter a birch under the snow. And in the spring, in order to observe the spring changes in the life of plants, they noticed how the leaves are colored bright green, and catkins appeared on the birch trees. Children also learn to consider works of fine art and analyze their content and means of expression, to distinguish between genres. Children are taught to understand what the artist wanted to tell with his painting or sculpture, what mood to convey, and also to express his attitude. The works of artists teach children to fantasize. Children begin "see" and "hear" something of their own in the work, they have a desire to depict something beautiful themselves. This is how creativity is born. For example, in the older group, considering and comparing the reproduction of paintings by I. I. Levitan and A. I. Kuindzhi, we draw attention children to the beauty of the summer landscape, the peculiarities of the color scheme, the mood, the pattern of the birch and other objects of nature. We teach children compare pictures written on the same topic, but differently: each artist found his own motive, his own means of expression. After we offer to draw your birch grove, what it is like for you will: cheerful, sad, sunny, thoughtful. Children form an aesthetic education through art (in fairy tales, stories, poems, etc.). Children are capable of elementary aesthetic evaluation of the artistic image. Children notice the connection between the content of the work and its expressive and visual means. Children distinguish poetry from prose well, distinguish between some types and genres of works of literary creativity. (tale from story). Creative abilities are actively developing, children themselves come up with riddles, compose poems, fairy tales (about birch). Children, on the other hand, love everything beautiful - and this versatility aesthetic interests of the child finds its full expression in the universality aesthetic activity in children: they love to draw, and sing, and sculpt, and listen to fairy tales, play all instruments and dance. Nothing beautiful leaves him indifferent. Another characteristic feature of children's aesthetic life lies in its creative character: the child can never be limited aesthetic perception, he invariably strives for creativity, using all the means available to him. So way: aesthetic education contributes to the development of the child and the formation of his personality.
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Image Library:
Terminological space of the educational field Artistic and aesthetic development Formation of an aesthetic attitude to the surrounding world Value-semantic perception Introduction to art Productive activities Artistic and aesthetic object-spatial environment
The goals of the educational area To introduce to art, to form elementary ideas about the types of art. Contribute to the formation of an aesthetic attitude to the surrounding world, to the natural world. To develop productive activities for children (drawing, modeling, applique, constructive modeling activities). To promote the development of independent creative activity of children (fine, constructive-model, musical, etc.).
Tasks of the educational field "Artistic and aesthetic development" Development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world. The formation of an aesthetic attitude to the surrounding world. Formation of elementary ideas about the types of arts. Perception of music, fiction, folklore. Stimulation of empathy for the characters of works of art. Implementation of independent creative activity of children (fine, constructive-model, musical).
To attach to art, to form elementary ideas about the types of art 1. The development of the aesthetic perception of children. 2. Formation of elementary ideas about the types of art (fine, musical, fiction, folklore). 3. Stimulation of empathy for the characters of works of art.
To attach to art, to form elementary ideas about the types of art Types of fine arts: arts and crafts, graphics, painting, sculpture, architecture, design. Introduction to museums. Discussion of the content and expressive means of works of art, expression of one's attitude to the work. The role of arts and crafts in human life: the unity of utility and beauty. Features: brightness, elegance, connection with nature, folk life, traditions and customs. Fairy-tale images in art. Means of expressiveness of different types of arts and crafts. Decorative and applied art of the Urals: stone-cutting art, Kasli casting, Zlatoust engraving, Nizhny Tagil tray, Ural painting, embroidery, lace-making, etc. Genres and expressive means of painting. Types of sculpture: monumental, landscape gardening, small sculpture. Means of expressiveness of sculpture: material, processing technique, volume, plastic form, composition, dynamics, pedestal. Features of architecture: purpose, strength, beauty. Expressive means: material, volume, decorations (columns, arches, lattices, porticos, domes).
Contribute to the formation of an aesthetic attitude to the surrounding world, to the world of nature 1. Give an idea of the categories: beautiful-ugly (beautiful - ugly); form and content (pleasant - unpleasant, comic - tragic, real - fantastic, sublime - base, cheerful - sad, living - inanimate, truthful - false); space and time (movement - rest, cause - effect, change: development - destruction). 2. To develop the aesthetic, emotional, evaluative, activity experience of children.
Aesthetic attitude to the world The structure of aesthetic experience: components Cognitive Emotional Evaluative Activity Aesthetic Perception Representation Concept Judgment Aesthetic Emotions Feelings Experiences States Aesthetic Evaluations Tastes Norms Ideals Perception Performance Creativity
Contribute to the formation of an aesthetic attitude to the surrounding world, to the world of nature. The role of arts and crafts in human life: the unity of utility and beauty. The diversity of forms in nature as the basis for decorative forms in applied arts (flowers, butterflies, intertwining tree branches, frost patterns on glass). The beauty of man and animals, expressed by means of sculpture. The beauty and diversity of nature, expressed by means of painting, graphics. An idea of the purpose of the design. Features of design of clothes, accessories, interior, landscape.
The development of productive activities of children to form skills related to the artistic and figurative reflection of objects and phenomena in various types of visual activity. to teach children to create multi-figure plot compositions (in drawing, modeling, appliqué). learn to create decorative compositions (in drawing, modeling, appliqué). to learn to independently find image techniques when integrating types of visual activity and artistic work. to support the desire to combine familiar techniques, to help master new ones, to combine different ways of depiction on their own initiative.
Development of productive activities for children Drawing materials: felt-tip pen, gel crayons, graphite pencil, colored pencils, charcoal, pastel, sanguine, wax crayons, etc. Techniques for working with graphic materials: hatching, shading, shading. Different ways of conditionally planar depiction of fruits, flowers, trees, birds, animals, humans. Depiction of buildings and vehicles in many ways. Variety of lines (thin, thick, straight, wavy, smooth, sharp, spiral, flying) and their iconic character. Transmission through the line of the emotional state of nature, man, animal. Painting materials: gouache, watercolor. Color is the main means of expression in drawing. Warm and cold colors. Color mixing. Emotional possibilities of color. Practical mastery of the basics of color science, experimenting with color. Transmission using the color of the character's character, his emotional state. The choice of means of artistic expression to create an image in accordance with the plan. Decorative drawing based on folk paintings: Dymkovo, Gorodets, Khokhloma, Gzhel. The special role of rhythm in arts and crafts. Simple geometric shapes. natural forms. The dependence of the composition on the shape of the object. Story drawing. Reflection of the phenomena of the surrounding life in the plot drawing. Elementary methods of composition on the plane. Concepts: horizon line, more closer, less further, blocking. Compositional center: the main and secondary in the composition.
The development of productive activities for children Materials for creating an expressive image in modeling: clay, plasticine, wet sand, paper, etc. Elementary techniques for working with plastic materials to create an expressive image: rolling, rolling, flattening, pinching, etc. A variety of materials for artistic design and modeling (plasticine, paper, cardboard, etc.). Elementary techniques for working with various materials to create an expressive image (plasticine rolling, volume setting, shape drawing; paper and cardboard bending, cutting, cutting, twisting, etc.). Constructive-model activity.
Contribute to the development of independent creative activity Transfer of mood in creative work with the help of: color, tone, composition, space, line, stroke, spot, volume, texture of the material; various artistic techniques and materials (collage, scratching, appliqué, paper plastics, gouache, watercolors, pastels, wax crayons, ink, pencil, felt-tip pens, plasticine, clay, improvised and natural materials).
Contribute to the development of independent creative activity Contribute to the development of verbal creativity (invent rhymes, stories, fairy tales). Predict the possible actions of the characters, the place of action, the completion of the plot. Reflect literary experience in independent artistic and aesthetic activity. Realize creative ideas, freely and skillfully combine different artistic techniques. Sing your favorite songs, improvise the simplest intonations with your voice. Encourage children to play with instruments together. Perform, independently invent musical and rhythmic movements. To encourage children to elementary independent music-making.
Forms, methods of organizing the educational process Joint activities Independent activities Educational activities with the family (in the family) Directly educational activities Regime moments Educational situations Classes Creative projects Solving problem situations Experimenting Observation Examining works of photographs, illustrations Excursions Conversations Discussion Morning of joyful meetings General result of the day Cultural leisure Virtual travel Stories Meeting interesting people Didactic games Entertaining shows Observations Considering Solving problem situations Conversations Situational conversations Solving problem situations Didactic games S.-r. Games Observations Examination Collecting material for children's design, decorative art Experimenting with materials Examining art objects Consultations Master class Contests Conversations Participation in group work Exhibition of works Observation Stories Excursions Situational learning Reading
Artistic and aesthetic activity in sensitive moments: Morning period of time Individual work on the assimilation of technical techniques, visual skills Game exercises Examination of objects and toys Observation Problem situations (“How to color plasticine?”, “What color is the snow?”, “Reflection of light. How to see rainbow?”) Examination of drawings and diagrams, illustrations, etc. Walk Didactic games Problem situation Individual work on the development of visual perception Modeling Evening period of time, including a walk Games - experimentation Exercises for the development of fine motor skills of hands Situational conversations Virtual travel
Artistic and aesthetic activities in direct educational activities: Educational situations (“Secrets of the horizon line”, “Details in the picture”, “Nature does not have bad weather”), Educational activities (“Pick a palette”, “Magic line”, “Figured prints ”) Creative projects: (“Issue of a children's newspaper”, “Toys from around the world”, “My family tree”, “Museum of Beauty”) Solving problem situations Experimenting Observation Excursions Conversations Discussion Considering objects of the real and man-made world, their examination. Virtual travels Stories Meeting interesting people Didactic games Entertaining demonstrations Examining albums of photographs, illustrations, reproductions, collections Experiments Contests
Artistic and aesthetic activity in independent activity: Solving problem situations Didactic games Role-playing games Observations Examining Collecting material for children's design, decorative art Experimenting with materials Examining art objects
Artistic and aesthetic activities in the family: Situational learning. Exercises. Collecting Watching videos Examining works of art Examining items Home experimenting Joint creativity Accompanying the family: Conversations Consultations Open viewings Exhibition of works Meetings on request Interactive interaction through the site Joint games Joint classes Master classes Polls, questionnaires, information sheets
Technology R.M. Chumicheva Familiarization of preschoolers with painting 1. Emotionally - personal Personal motives, own understanding associated with the child's experience, his emotions, interests are characteristic 2. Highlighting the cognitive, aesthetic and moral values of the content of the work
Diagnosis of determining the levels of development of ideas about works of art (R.M. Chumicheva) Indicators of the levels of ideas about works of fine art High Answers questions about what is depicted, what the picture is about, what the artist said. Confirms with logical connections between content and expressive means (color, composition, shape, facial expressions, posture), accurately defines and justifies mood, feelings, uses figurative language). Intermediate Answers questions correctly, but does not explain why he thinks so, rarely uses epithets, comparisons. Low Finds it difficult to answer questions, emphasizes insignificant connections in content and expressive means.
Stages of work on the formation of elementary ideas in preschoolers about the types of art Stage 1: Purpose: creating interest in the work, developing the ability to carefully consider, emotionally respond to its content Stage 2: Purpose: to develop the ability to independently analyze the content, highlight means of expression Stage 3: Purpose: to form a creative perception of fine art works. Stage 3 Stage 2 Stage 1
L.A. Technology Paramonova Designing in kindergarten Two types of design: technical and artistic Designing from paper and natural material belongs to the artistic type of design. The technical type of design often includes: construction from building materials, from designer parts with different fastening methods, from large modules, as well as design based on computer programs. Lego construction is designed to develop the mental abilities of children. The series includes a variety of constructors: models for children from 3 years old for drawing up and playing out everyday scenes, elementary mechanisms that drive the model from a tensioned spring or a solar battery, robotics.
L.A. Technology Paramonova Tasks of teaching design: Pattern design (F. Fröbel) is that children are offered samples of buildings made from parts of building material and designers, paper crafts, etc., as a rule, showing how to reproduce them. Designing according to the model (A.N. Mirenova, A.R. Luria) consists in the fact that children are presented with a model as a model, in which the outline of its individual elements is hidden from the child. Children must reproduce this model from the building material they have. Construction by conditions (N.N. Poddyakov) The design tasks in this case are expressed through conditions and are of a problematic nature, since there are no ways to solve them. This form of work contributes to the development of creative design. Design according to the simplest drawings and visual diagrams was developed by S. Leon Lorenzo and V.V. Kholmovskaya. Separate functional features of real objects are recreated, it provides opportunities for the development of internal forms of visual modeling. Designing according to a plan, in comparison with designing according to a model, has great opportunities for developing children's creativity, for manifesting their independence; in this case, the child himself decides what and how he will design. In designing on a theme, children are offered a general theme of constructions (for example, "City"), and they themselves create ideas for specific buildings and crafts, choose how to implement them, and material. Frame design proposed by N.N. Poddyakov, involves the initial acquaintance of children with a simple frame as the central link of the building (its parts, the nature of their interaction) and the subsequent demonstration by the teacher of its various changes, leading to the transformation of the entire structure.
Methods and techniques used Sensory examination of Lego parts to get acquainted with the shape, color and determine the spatial relationships between the parts in order to holistically perceive the building Demonstration and examination of illustrations and paintings depicting objects for construction Observation of natural objects Using diagrams and drawings creating a model Explaining the sequence and methods of building construction Using diagrams and drawings Showing and analyzing a sample Presenting a speech sample Creating a problem situation Analysis and evaluation of constructive activities
Features of the artistic and aesthetic object-spatial environment in a preschool educational institution O the educational environment should take into account the age-related interests of preschool children O the educational environment should correspond to the capabilities of the child on the verge of transition to the next stage of development The object-spatial environment should correspond to the structure of the child's cognitive sphere The dynamics of the educational environment should take into account initial initiative of the child
The tasks of the musical development of children are the formation of ideas about the connection between the music of the word, gesture and movement with life; fostering interest in music-making through gaming activities; education of the need for self-expression through collective and individual creativity; development of tactile sensations (rhythmic pulsation) through sounding gestures; development of improvisation skills through word, gesture, sound, movement; development of motor sensations through plastic improvisation; development of speech activity through onomatopoeia development of intonation hearing through onomatopoeia and playing musical instruments development of timbre hearing through playing instruments development of the ability to build associative analogies between images of reality and images of sound, plastic, artistic
Forms, methods of organizing the educational process Joint activities Independent activities Educational activities with the family (in the family) Directly educational activities Regime moments Listening Conversations Discussion Musical and didactic games Theatrical activities Examining portraits of composers Use of music: at morning exercises, while washing, in role-playing games, in computer games, before daytime sleep, upon awakening. Individual work Musical and didactic game, Holidays. Entertainment. Watching cartoons, children's musical films S.-r. Games in the "holiday", "concert", "orchestra", "musical lesson", "television". Improvisations of melodies, movements. Singing. Round dances. Improvisation on instruments Musical didactic games Dramatization games Children's ensemble, orchestra Visiting children's musical theatres, Listening to audio recordings Watching videos Learning to play musical instruments
Using music in joint activities: Improvisation games: fairy tale game; ballet game; opera game; carnival game; fantasy game; Motor-playing improvisations (showing plastic images of "Malvina", "Pinocchio", showing plastic characters of images (Cheerful Pinocchio, Angry Malvina); Vocal and speech improvisations; Intonation etudes (playing scenes from the life of animals, birds, objects and phenomena) ; reincarnation in characters; playing a role for all the characters in the table theater; Game situations (enter the depicted situation and imagine puppets in the circus); Instrumental improvisations; Plot composition; Musical and game compositions: greeting games; speech games; games with sticks; games with sounding gestures, assimilation games, mood games, image games; Instrumental music making; Dance miniatures; Computer musical game programs
Use of music in independent activities: Creation of conditions for independent musical activities in a group: selection of musical instruments, musical toys, theater puppets, attributes, costume elements for theatrical activities, TCO; Games in "holidays", "concert", "orchestra", "musical lessons", "TV"; Creation of game creative situations for children (role-playing game), which contribute to improvisation in singing, movement, playing music; Improvisation of melodies on own words, inventing songs; Inventing the simplest dance movements; Dramatization of the content of songs, round dances; Compilation of dance compositions; Improvisation on instruments; Musical and didactic games; Accompaniment in singing, dancing, etc. Children's ensemble, orchestra; Creation of a system of theaters for theatrical activities: theater on springs; plane theater; masque; ball theater; theater made of natural material; theater from waste material; theater of fashion; origami theater; knitted toy theater; puppet theater from old newspapers; theater on spoons; matchbox theater; theater "Smeshariki"
The use of music in the family: Studying the opinion of parents about music and musical education (questionnaires, interviews, observations). Thematic musical lectures. Pedagogical conferences with the invitation of experts. Game workshops for parents. Creation of a mini-library on the issues of musical and aesthetic education of children. Interest clubs. Organization of family leisure. Joint holidays, entertainment in the preschool educational institution (inclusion of parents in the holidays and preparation for them). Theatrical activities (concerts of parents for children, joint performances of children and parents, joint theatrical performances, orchestra). Open music classes for parents. Creation of visual and pedagogical propaganda for parents (stands, folders or moving screens). Assistance to parents in creating a subject-musical environment in the family. Visits to museums, exhibitions, children's musical theaters. Listening to audio recordings with viewing of relevant illustrations, reproductions of paintings, portraits of composers. Watching videos.
