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Art presentations- the best demonstration material, which, thanks to the use in school information technologies, will allow the teacher not only to teach children how to draw, but will also provide an opportunity to acquaint them with works of fine art, the work of artists in drawing lessons at school. Conducting an art lesson without availability visual images today is impossible. Drawing presentations make a lesson for any theme easy in perception and understandable to children. Only these electronic manuals will help students immerse themselves in the world of art, see the work of world artists, feel like a novice designer and discover new techniques for depicting objects using paints and brushes, plasticine or non-traditional materials used in creativity today.

New approaches to modern education require the use of a teacher in art classes multimedia presentations on the subject of drawing as:

• The main source of information on the topic of the lesson
• A reliable assistant to the teacher when demonstrating work processes or step-by-step execution drawing
• Sample for student projects
• A tool that allows you to demonstrate the process of artistic activity using graphic programs

As soon as the teacher downloads presentations on art for free, the lesson takes on completely different colors:

• He becomes attractive
• His material is informative and persuasive.
• His slides motivate students to get a decent result.

In a visual arts class, a presentation can be used as a guide to explain a topic or as a means to test knowledge. The teacher can free download drawing presentations for primary and high school about the life and work of artists (about artists, architects), about museums and views visual activity to explain new material using better visualization taken from virtual museums and Internet art galleries. When summarizing knowledge on a topic, you can download presentations for art lessons with tests, the implementation of which does not take much time in the lesson, but allows the teacher to quickly check the studied material, causing a keen interest in the child to further study the subject.

In order for children to learn to draw beautifully, this desire and possibilities must be awakened in them. Wonderful presentations on drawing will help in this (iso, fine arts) download which we offer for free from the sections by class. Each work was created by a professional, so the children will appreciate the material that will be presented in the lesson. Along with presentations on fine arts for many classes, you can also download the outlines of a drawing lesson at a school, both primary and secondary.

Teach children to draw. Perhaps it is some kind of presentation on fine arts that will allow a spark of creativity to ignite in a child and pictures of another one will appear on Earth. talented artist who has not lost his gift.

IZO (fine arts) - 1st grade

All small children love to draw, but after going to school, many lose interest in art lessons. The whole trouble is that the teacher cannot competently build a lesson and kills the interest of first-graders in this activity, demanding the impossible from young students. In the art lesson, a presentation in grade 1 allows the teacher to be ...

IZO (drawing) - Grade 2

Fine arts in grade 2 with a presentation is a favorite lesson of many schoolchildren. Modern electronic manuals have completely changed the usual classes, when the teacher needed to most lesson to spend on explaining the material of the lesson. And how much joy it brings to children virtual travel for museums and art galleries, acquaintance with the work of artists and contemplation of amazing works ...

IZO (fine arts) - Grade 3

An art lesson in grade 3 with a presentation is a favorite and long-awaited subject in the school schedule of every junior student. It is in these classes that children have the opportunity to show creativity, show their abilities, reveal their character, put their soul into the proposed work. Even those guys who will not become artists in the future, in the primary ...

Fine Arts (fine arts) - Grade 4

Art presentation in grade 4 is reliable visual material for a teacher who is able to interest every elementary school student in drawing or fine arts. In this regard, every modern teacher should be able not only to use a computer that is in his classroom, but also to be able to compose multimedia developments, masterfully ...

IZO (fine arts) - Grade 5

Presentations on art for grade 5 will help the teacher maintain students' interest in fine arts and drawing when the children move to the middle level. Illustrative material in these lessons should be present in large quantities. After all, students not only learn to draw, they first get acquainted with the history of the creation of things, with the biographies of artists, with ...

IZO (fine arts) - Grade 6

Art presentations in grade 6 are an indispensable material for conducting modern lesson visual arts. Acquaintance with various types art, teaching drawing should be carried out using huge amount quality visibility. In the age of development of computer technology, there is no need to deprive the student of the opportunity to contemplate while in the classroom, beautiful pictures known to all...

At present, many aspects of the development of folk and decorative applied arts studied at school quite fully and deeply.

Aspects of the development of folk art in schoolchildren occur at the lessons of decorative drawing

The artistic image in folk, decorative and applied art does not express the singular, inherent in a particular object (leaf, flower, tree, bird, etc.), but the general - “species”, “generic”, reflecting the features characteristic of the species, for example, plants generally. Yes, the tree decorative painting usually depicted as a tree of life rather than a specific depiction of an oak or birch.

A decorative image is created using special tricks communication (stylization). As a rule, this image embodies the mythopoetic attitude to reality.

Starting from the first grade, students gradually get acquainted with the traditional compositional layouts of the ornament (linear - a strip, in a square, in a circle, mesh ornaments), as well as with the main types of ornament by the nature of the images (geometric, floral, zoomorphic - the image of animals and birds, anthropomorphic picture of a person).

These qualities of the ornamental system are considered as an integral part of the image of an artistic thing. Students learn to understand the "language" of the ornament of different centers folk art(schools of folk art).

Teaching folk and decorative and applied arts provides for a change in different types of artistic activities of students in the first - fourth grades in order to acquaint them with the aesthetic qualities of the available materials. At present, in school practice, the problem of increasing the efficiency art education means of the people and decorative arts finds a call. Published new program integrated course "Art".

Fundamentals of folk and arts and crafts" for the first - fourth grades and for the fifth and eighth grades, corresponding state of the art scientific knowledge about national cultural traditions. She was created creative team under the direction of T.Ya. Shpikailova. For the first time, folk art becomes the subject of special study at school.

One of the main objectives of this program is the development of figurative vision in children, aesthetic perception and exploration of the world, education of artistic taste, the need to focus on the enduring spiritual values ​​of folk art. Therefore, the program provides different systems, different types of creativity: both professional art and folk art. The fundamental principle of this course is the image of an artistic thing created by the hands of folk craftsmen.

One of the effective ways to develop creativity personality is mastering the techniques of artistic activity based on the principles of folk art: repetition, variation, improvisation. Therefore, the program includes a system of tasks related to the peculiarities of folk collective creativity. Rotation and variations are considered as a necessary condition for the aesthetic education and development of students' creativity.

The content of the new integrated curriculum will help bring children closer to traditional culture his people, to give them an idea of ​​the beauty and role of the ornament, the strength and significance folk culture generally. This content is introduced into the framework of the permanent sections of the "basics artistic image”, at the same time constantly changing and enriching: the materials with which children work change, the types of activities that they study in the lesson change. All this activates the interest of younger students in figurative system knowledge of the world, encoded in the sign system of folk art.

Another program of the integrated decorative drawing course led by N.M. Solkonikova considers knowledge and skills as a means of achieving the expressiveness of educational and creative works ideas.

It is a system of teaching aids, organically interconnected, which allows you to successfully solve the educational and educational tasks of modern art pedagogy.

The complex includes tables and guidelines to them by different types folk art of Russia.

Folk art should know a worthy place in the pedagogical process. It should be considered, according to M.A. Nekrasova, "as a special type artistic creativity».

The idea of ​​development among schoolchildren in historical memory and creative activity by means of folk and decorative and applied arts is held as a fundamental in a number of experimental programs for teaching fine arts, for general education for schools with an in-depth study of subjects of the artistic and aesthetic cycle.

The development of labor skills in the process of mastering folk art traditions is a necessary condition for the creativity of students, since the creation of products is possible only with a deep study of folk art.

Mastering the art artistic processing fabrics, natural and other materials involves the use of the traditions of ethnopedagogics in the learning process. Mastering processing techniques various materials, students learn means of expression and figuratively - the plot content of products of folk craftsmen. Mastering the entire body of knowledge about folk art, skills and abilities comes with early childhood, surrounded by household items of folk art.

Enriching the emotional and aesthetic experience of students in the process of studying folk and decorative and applied art also contributes to the development of their artistic creativity, forms an interest in folk art.

The method of forming artistic experience is based on the creative principles of folk art itself.

Teaching tasks in the lessons of decorative drawing include art work on the implementation of modeling, painting, drawings on folk themes based on stylistic features in the works of artists of decorative and applied arts.

Acquaintance with the work of folk masters and the work of artists in the field of the art industry opens up for students huge world material and spiritual culture of mankind.

Russian influence folk toys on the formation of the personality of the child

The traditional toy at all times has had an important and, in many ways, decisive influence on the formation of the personality, the soul of a Russian child. In this context, it is worth remembering one historical example, and I will say a few words about the "game of spillikins", the true meaning of which is known today only by a few medieval historians. This game was quite popular in Russian traditional families back in the 30s and 40s of our century. Having its own "practical task" - teaching children to be patient, to be able to concentrate, the game at the same time broadcast a complex system of metaphysical guidelines, gave an idea of ​​the complexity and deep interconnection of all processes occurring in the universe.

A handful of evenly trimmed straws with a straw hook was called "spillikins"; the idea of ​​the game was that the players gradually pulled out the straws, trying not to touch the whole pile with which the straws were poured. If the heap still crumbled, then the next attempt was made by another player. Thus, the child got an idea of ​​how difficult it is to change something in each individual case without destroying the entire complex system of world relationships.

As for the system of influence of a traditional toy on the mind of a child, it was just as thoughtful and multifaceted as the toy just described, influencing all levels of sensations - tactile, visual, sound. Special meaning had the material from which the toys were made. For example, it is known that Ragdoll, unlike plastic, removes psychological barrier between the child and the "world of big things", they bring up an affectionate, non-fearful attitude towards the world. On the other hand, toy "whistles", also designed to drive away evil spirits, demons from a child, were also the first " musical instruments that the child has encountered.

And considering the figurative and symbolic system of the ancient Slavs, in relation to toys, we can recall that many clay figurines depicting animals are literally strewn with clay or made images of birds. For example, a dog, a deer or a lynx, strewn with "bird" signs, meant that the subject of the image, "copying" in the toy was not some "random animal", but its original image, the image of the Primal Animal. All of them have their roots in Magic world fairy tales, which for centuries served for the Russian child as a kind of "schoolmaster to Christ." It is no coincidence that St. Sergius of Radonezh often made "consolation" clay toys for children who, along with adults, came to the monastery he founded. And until now, at the heart of traditional toys, which are made by craftsmen from the villages located near Sergiev Posad, you can see the outline of the Cross.

Post-war hungry provincial childhood was warmed by the warmth of market days and fairs. People flocked from the surrounding villages and villages: to buy and sell a horse, agricultural implements, calico, living creatures or food. Horse harness, satin ribbons in tails, the smell of horses and hay; sparkling, crisp snow; a riot of colors; a cheerful hubbub of people, birds, animals, and toys, toys ... Wooden and clay, straw and rag, birch bark and vines - they whistled, crackled, rustled and thumped. A real sunny holiday of folk ingenuity, folk art.

Made of natural materials, the toy from the first days of life introduces the child to nature and educates

creative attitude to the world. But this is not only an object for admiration, admiration and fun. The toy introduces the kid to the world of abstract mathematical images, representations.

The basis of the system of mathematical knowledge and the prelude of arithmetic are the concepts: set, element of the set, union of sets, addition. The child is attracted not only by many objects proper, but also by many sounds, movements, shapes, shades of color, rhythms of patterns, and so on.

The first age toys that introduce the baby to the world of sounds and forms are rattles: a mature poppy head or a pod of peas are the patriarchs of rattles. Fabulous clay hollow rattle dolls are made simply: ceramic balls or pebbles are placed inside the two halves, and the seam is smoothed. When listening to a rattle, the baby makes one movement and many intense noises.

Graceful, proportional and harmonious, the Dymkovo toy made it possible to form the concept of a multitude. Ladies, water carriers, hussars, ducks, skates were placed in front of the child on a table, board, tray, bench or chest of drawers according to a certain principle: these are ducks, these are birds, these are fishes, these are pots, and these are dishes. Dymkovo toy echoed: clay horses, deer, ibexes, magic birds, the shores of Kostroma; jugs, pots, washstands, cups made of black-polished Pokrovsk clay; whistles from Kozhli, Filionovo, Ukhta; Kargopol clay cats, dogs, bears, ladies, pots, bowls; Kargopol roes made from salty dough, Primorye roes made from rye; Arkhangelsk gingerbread in the form of figurines of fish and animals; Ryazan "larks" and Kursk "waders", etc.

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION State educational institution of higher vocational education"Orenburg State University" Akbulak branch Department of Pedagogy V.A. TETSKOVA METHODOLOGY OF TEACHING ART IN THE PRIMARY SCHOOL OF A GENERAL EDUCATIONAL SCHOOL METHODOLOGICAL INSTRUCTIONS Recommended for publication by the Editorial and Publishing Council of the State educational institution higher professional education "Orenburg State University" Orenburg 2003 LBC 74.268.51 i 723 T-38 UDC 85.1 (07) Reviewer Candidate pedagogical sciences Minyaeva N.M. Tetskova V.A. T 38 Methods of teaching fine arts in primary school secondary school: Methodological instructions. - Orenburg: GOU OGU, 2003. -12 p. These guidelines are intended for full-time students of the specialty 0312 “Teaching in primary school in the discipline “Fine arts with teaching methods” These guidelines are intended to assist students during teaching practice. BBK 74.268.51 i 723 © Tetskova V.A., 2003 © GOU OSU, 2003 Introduction These guidelines are intended for full-time students of the specialty 0312 "Teaching in primary school" in the discipline "Fine arts with teaching methods" Recommendations are based on the experience of teaching the discipline in the Akbulak branch of the State Educational Institution OSU. The younger school age is the most favorable in moral and aesthetic education. It is very important to develop in a child the ability to deepen oneself, to realize the complexity and richness of one's inner experiences, the ability to empathize and relate to people around. This is facilitated by the subject "Fine Arts". These guidelines are intended to assist students during teaching practice. 1 The role of art in the development of primary schoolchildren The main goal of modern primary education is the upbringing and development of the personality of the child. Achieving this goal is impossible without the implementation of the tasks facing the educational field "Art", which is part of the fine arts. AT primary school the following tasks are solved: - the formation of students' emotional and value attitude to the phenomena of reality and art; - the formation of artistic and figurative thinking as the basis for the development of a creative personality; - development in schoolchildren of the ability to perceive works of art as a manifestation of a person's spiritual activity; - mastering the intonational-figurative language of art on the basis of a developing object creative activity and the relationship between different art forms; - formation of a holistic view of the national artistic and musical culture and their place in the world artistic culture. In younger schoolchildren, unlike other age periods, personal orientation is determined by the focus on the external objective world, visual-figurative thinking and emotionally-sensitive perception of reality prevail in them, and gaming activity remains relevant for them. The specificity of art, its artistic and imaginative nature is the best way to meet the personal needs of a child of primary school age. This determines the pedagogical potential and significance of subjects educational field"Art" at the elementary school stage. By fully fulfilling the tasks that stand between this educational area, teachers can successfully achieve the realization of the main goal of primary education - the development of the child's personality. Any kind of art “thinks” in images, and the image, by its artistic nature, is integral. And in any artistic image like a drop of water reflects the whole world. Thus, the educational area "Art" contributes to the solution of another important task facing primary education - the task of forming a holistic perception of the world around the child. To solve it, elements of art are introduced into the teaching of others. school subjects. There is a tendency to build education in the unity of the principles and methods of teaching the basics of science and art. In elementary school, younger students develop artistic and musical culture as an integral part of spiritual culture. Artistic and musical knowledge, skills and abilities are no longer the goal, but the main means of shaping culture, composition, form, rhythm, proportions, space, color, sound, word, tempo, dynamics, etc. are grouped around general patterns artistic and figurative language of music and visual arts. This approach allows you to create integrated courses, also problem solving formation of a holistic picture of the world. An important facet of the upbringing and development of the individual is the moral and aesthetic education of the child. It is the primary school age, in which the emotional and sensory perception of reality prevails, that is the most favorable in moral and aesthetic education. Feelings and experiences that evoke works of art, the child's attitude towards them are the basis for acquiring personal experience and the basis of self-creation. This is the key to further development of interest in inner world of a person, the ability to deepen oneself, to realize the complexity and richness of one's inner experiences, the ability to empathize and relate to people around. Loss of opportunity in moral and aesthetic education on initial stage education can no longer be compensated in the basic school. In elementary school, it is important to show the child the connection of art with his personal world of his thoughts and feelings. Therefore, it is very important to take into account the local features of the national culture in the process of teaching art objects: characteristic crafts and trades, specifics in folk costume, utensils, architecture, etc. Thus, the problem of introducing a child to art on a personally meaningful basis for him is solved. artistic material his native land. The teacher should take into account age features younger schoolchildren and at art lessons to use more active-creative methods arising from the laws of art, and to a lesser extent - verbal-informative. Another important task of the educational field "Art" is the harmonization of the abstract-logical and figurative thinking of the child, which is especially important at the initial stage of education, when the child is just entering the educational activity. Switching students from class scientific disciplines to classes artistic activity Helps reduce child overload. Art activities have a significant psychotherapeutic effect on the younger student, relieving the neuropsychic stress caused by other lessons, thereby preserving the child's health. At present, schools in Russia provide training according to variable author's programs and textbooks. In order to maintain a unified educational space in the territory Russian Federation developed and approved by order of the Ministry of Education of Russia dated May 19, 1998 No. 1235, the mandatory minimum content of primary general education (standard) where, among others, the content of the educational component "Fine Arts" is determined. Based on the mandatory minimum, an exemplary program "Fine Arts" and requirements for students graduating from elementary school. The program contains an approximate amount of knowledge and is not divided into classes, which allows you to build the logic and structure of studying this educational component in different ways, without violating the requirements of the minimum content. These documents are a guideline for the preparation of author's programs, the development of calendar and thematic plans, and also create conditions for the implementation of a differentiated approach to the organization of education, for the teacher's creativity, free choice of forms and teaching methods. In this methodological development a lesson plan is proposed from the program “Fine Arts and Artistic Work”, developed under the guidance of B.M. Nemensky. His program basically aims spiritual development personality. It introduces students to three ways of artistic development of reality: pictorial, decorative, constructive. Development artistic perception and Practical activities presented in the program in their meaningful unity and interaction of art with life. Three kinds economic activity, defining the whole variety of visual representations of the arts, are the basis of the first, introductory class. The first, figurative form of communion comes to the aid of the children (and the teacher): "Three Brothers - Masters - the Master of the Image, the Master of Decoration and the Master of Construction." The discovery for children should be that many of their everyday everyday games are artistic activities - the same as adult artists do (not yet art). Seeing the work of this or that “Brother-Master” in the surrounding life is an interesting game. This is where the knowledge of the links between art and life begins. Here the teacher lays the foundation in the knowledge of the vast complex world plastic arts. The task of this year also includes the realization that the "Masters" work with certain materials, and also includes the initial development of these materials. But “Masters do not appear before children all at once. At first they are under the "cap of invisibility". In the first quarter, he takes off his hat" and begins to openly play with the children "Master of the Image". In the second quarter, he will help to remove the "invisibility cap" from the "Master of Decoration", in the third - from the "Master of Construction". And in the fourth, they show the children that they cannot live without each other and always work together. It is also necessary to keep in mind the special meaning of generalizing lessons, in which, through the work of each “Master”, a child’s artwork with adult art. The theme of the blocks of lessons (8 hours) of the first quarter: “You portray - getting to know the “Master of the Image”” “The Master of the Image teaches you to see and depict. And all subsequent years of study will help children in this - help them see, consider the world. To see, one must not only look, but also draw oneself. This must be learned. Here, only the foundations of understanding the enormous role of the activity of the image in people's lives are laid. In later years the teacher will develop this understanding. The discovery of the quarter also includes the fact that in art there is not only an Artist, but also a Spectator. To be a good viewer- you also need to learn, and the Image Master teaches us this. The task of the "Master" is also to teach children the primary experience of owning materials available to elementary school. This experience will be deepened and expanded in all further work. "Image Master" helps to see, teaches to consider. The very first art lesson in the new academic year- this is real holiday colors! The abundance of fresh flowers that decorate the classroom is not only a visually active entourage that creates a festive atmosphere in the classroom, it is also a background for admiring, peering, immersing and comprehending the beauty of the multi-colored diversity of the natural world. The beauty of flowers penetrates the soul of children, causing enthusiasm. They need it like the wings of a bird, it will be their main emotional impulse in their work. 2 Outline of the lesson on fine arts Teacher of school No. ___ r.c. Akbulak F._____ I.____ O.___ Date________ Type of lesson: Drawing from nature in grade 1 Lesson topic: “Fairytale flowers” ​​Lesson purpose: To teach to see beauty in the surrounding reality (in nature). Education of feelings, emotional responsiveness. Introduce visual materials such as paper, felt-tip pens, colored pencils or crayons. To get acquainted with the general level of preparation of the class for fine arts. Lesson objective: Based on the emotional and aesthetic perception of fresh autumn flowers, each draw their own clearing of “Fairy Flowers” ​​Lesson equipment: 1) For the teacher: Several bouquets of autumn flowers, reproductions of paintings: Nalbandyan “Flowers”; Van Gogh "Sunflowers"; O.R. Tolstoy "Flowers, a bird and a butterfly"; objects of arts and crafts (dishes, handkerchief). Musical row: P.I. Tchaikovsky "Waltz of the Flowers". Equipment for students: Album, colored pencils, felt-tip pens, colored crayons. Decor chalkboard: On the right side - objects of decorative art (Pavlovsky shawls), on the left side - reproductions of paintings by artists. The middle remains clean, so that at the end of the lesson, from the best works of students, add up a common “Fairytale meadow” Lesson plan: 1. Organizational part. – 2-3 min. 2. Introduction to the topic of the lesson. - 10 min. 3. Perception of works of art 5 min. And an appeal to the surrounding reality. 4. Creative creative practical activity of students on the topic of the lesson. 5. Generalization and discussion of the results of the lesson. 6. Cleaning the workplace. - 2 minutes. Lesson progress: For the lesson, students prepare the necessary materials: an album, felt-tip pens, colored pencils (it is more convenient to put in a beautiful jar or glass). After the call, I put things in order, drawing attention to one of the beautiful bouquets of flowers standing on the table (I take a vase of flowers in my hands, turn it, admiring it). Teacher: Guys, and now the magic lesson of Beauty begins! -Look around. How many beautiful flowers did you bring to school today! How they decorate our class! What mood do you feel when looking at this beauty around? Children: - Joyful, festive, cheerful ... Teacher: (examining another bouquet) - Oh, and someone hid here! (showing the doll to the children) - Who is this? Where is he from? Looking at the doll, the guys note that she has - a long nose , big clear eyes, a smiling mouth, the doll is dressed in a fluffy chicken, wide pants, a palette with a brush, a pencil and a felt-tip pen is in her hands. - But something is written on the jacket: Guys, I'm a cheerful master! When I hold a felt-tip pen in my hands Or a magic pencil, I can depict all of you, Forests, fields and mountains, Wonderful expanses, Ringing foliage, A distant star. The whole world in which we live - We call Reality. - Well, of course, now I remembered my old friend who helped me study when I was little. This is a cheerful "Image Master" - And now he has come to our lesson to help you in such a difficult and exciting business as studying. This "Master" told us that he can depict, that is, draw everything around. And these beautiful flowers, can you (referring to the doll) draw too? (the doll nods its head) - And, probably, did you draw these pictures (I go up to the board with reproductions)? (doll shakes its head) No? Then who? Your students? (doll nods). Yes?! Van Gogh "Sunflower" I read the inscription on the reproduction. Children, have you heard this name? Not? Of course, you could not have known this person, because Vincent Van Gogh lived on earth long before you were born, even your grandmothers had not yet been born, and Van Gogh had already left this world. But the creations of his hands - paintings live forever and delight our eyes. The sunflowers in his picture are the same as we see them in life - warm, sunny, cocky, and one is a little sad - because he tilted his head down. - And this picture is also your student? (referring to the doll). She nods. - Fedor Tolstoy is the name of the person who painted this beautiful bouquet of flowers with a bird and a butterfly. - The picture is painted so naturally, even a drop of dew “trembles” on a leaf, even a fly, as if alive, sits on a flower petal, a caterpillar seems to be moving, crawling ... and we recognize the flowers - Here is a bell, but here is a “rose-Mallow”, and here is a carnation ... What helped the artist to depict these flowers so accurately? Children: He carefully examined them. Teacher: "That's right. This is called observation. And this is what the "Image Master" will teach us. But in this picture and on these bright scarves we see ... what? Children: Also flowers! Teacher: Can we name them? Children: No. They look like many flowers at once. Teacher: Yes, here, you can immediately say, a generalized image of a flower. As if merged together and rose and peony, and major and aster. And it turned out to be a fabulous, fantastic flower, which seems to exist and does not exist in nature. These flowers on things are not created by nature, but by the imagination and skill of man. Man, like nature, can create the same beauty that pleases, brings light and goodness! - Guys, do you want to be the creators of beauty? - Yes! - How do you create beauty? - We will draw! - Do you know what you will draw? - Yes, flowers. - Wonderful! Great idea to draw flowers! And what kind of flowers would you draw - real, such as you see them in bouquets, or your own, fabulous? - (opinions are divided) - Well, let everyone draw their own magical meadow (that is, a landscape sheet of paper will turn into a meadow) with wonderful flowers, and at the end of the lesson we will make one large flower meadow from your drawings. You have pencils, felt-tip pens, crayons in your hands. Do you already know how to use them? - Yes!

Fine arts as one of the subjects of the general education school occupies important place in the education of students. Careful analysis, generalization of the best pedagogical experience indicates that the fine arts are an important means of developing the student's personality. Fine arts, which are especially close to younger schoolchildren in their clarity, occupies one of the leading places in the process of formation in children. creativity, creative thinking, familiarizing them with beauty native nature, the surrounding reality, the spiritual values ​​of art. In addition, visual art classes help children master a range of skills in the field of visual, constructive and decorative activities.

aim writing this term paper is to consider the features of the methodology of teaching fine arts in elementary school, namely in grades I-IV.

The work put the following tasks :

The study of the methodology of teaching fine arts in elementary school, to consider its features,

To identify the pedagogical conditions for the successful teaching of fine arts to children of primary school age, as well as the preparation of a thematic annual plan and a lesson plan for elementary school students

Chapter 1. Features of the methodology of teaching fine arts in elementary school

1.1. Pedagogical conditions for teaching fine arts in elementary school

In the development of children's artistic creativity, including fine art, it is necessary to observe the principle of freedom, which is generally an indispensable condition for any creativity. It means that creative pursuits children can be neither obligatory nor compulsory and can arise only from the child's interests. Therefore, drawing cannot be a mass and universal phenomenon, but for gifted children, and even for children who are not going to later become professional artists, drawing has a huge cultivating value; when paint and drawing begin to speak to a child, he masters a new language that expands his horizons, deepens his feelings and conveys to him in the language of images that which cannot be brought to his consciousness in any other way.

One of the problems in drawing is that for children primary school one activity is no longer enough creative imagination, he is not satisfied with a drawing made somehow, in order to embody his creative imagination, he needs to acquire special professional, artistic skills and abilities.

The success of training depends on the correct definition of its goals and content, as well as on the ways to achieve the goals, that is, teaching methods. There has been controversy among scholars about this since the very beginning of the school. We adhere to the classification of teaching methods developed by I.Ya. Lerner, M.N. Skatkin, Yu.K. Babansky and M.I. Pakhmutov. According to the studies of these authors, the following general didactic methods can be distinguished: explanatory-illustrative, reproductive and research.

1.2. Methods of teaching fine arts in I - IV classes

Education, as a rule, begins with an explanatory-illustrative method, which consists in presenting information to children in various ways - visual, auditory, speech, etc. Possible forms of this method are communication of information (story, lectures), demonstration of a variety of visual material, including with the help of technical means. The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, remember information for further operation with it.

The explanatory and illustrative method is aimed at the assimilation of knowledge, and for the formation of skills and abilities, it is necessary to use the reproductive method, that is, repeatedly reproduce (reproduce) actions. Its forms are diverse: exercises, solving stereotypical problems, conversation, repetition of the description of a visual image of an object, repeated reading and memorization of texts, re-telling of an event according to a predetermined scheme, etc. It is assumed as independent work preschoolers, and joint activities with the teacher. The reproductive method allows the use of the same means as the explanatory and illustrative method: the word, visual aids, practical work.

Explanatory-illustrative and reproductive methods do not provide the necessary level of development creative possibilities and abilities of children. A teaching method aimed at independent decision by preschoolers creative tasks is called research. In the course of solving each problem, it involves the manifestation of one or more aspects of creative activity. At the same time, it is necessary to ensure the availability of creative tasks, their differentiation depending on the preparedness of a particular child.

The research method has certain forms: text problem tasks, experiments, etc. Tasks can be inductive or deductive, depending on the nature of the activity. The essence of this method is the creative acquisition of knowledge and the search for ways of activity. Once again, I would like to emphasize that this method is entirely based on independent work.

Particular attention should be paid to the importance problem learning for the development of children. It is organized with the help of methods: research, heuristic, problem presentation. We have already considered research.

Another method that helps creative development, is a heuristic method: children solve a problematic problem with the help of a teacher, his question contains a partial solution to the problem or its stages. He can tell you how to take the first step. This method is best implemented through heuristic conversation, which, unfortunately, is rarely used in teaching. When using this method, the word, text, practice, visual aids, etc. are also important.

At present, the method of problem presentation has become widespread, the educator poses problems, revealing all the inconsistency of the solution, its logic and available system evidence. Children follow the logic of the presentation, control it, participating in the decision process. In the course of the problem statement, both the image and the practical demonstration of the action are used.

Methods of research, heuristic and problem presentation - methods of problem-based learning. Their implementation in educational process stimulates preschoolers to creative acquisition and application of knowledge and skills, helps to master the methods of scientific knowledge. modern learning must necessarily include the considered general didactic methods. Their use in the classroom of fine arts is carried out taking into account its specifics, tasks, content. The effectiveness of the methods depends on the pedagogical conditions of their application.

As experience shows practical work, for the successful organization of fine arts lessons, it is necessary to create a special system of pedagogical conditions. In line with different conceptual approaches, they are defined differently. We have developed a system of conditions that directly affect the development of the artistic creativity of preschoolers, and we propose to consider it. We believe that this group of conditions consists of:

Development of interest in the study of fine arts;

The combination of systematic control over the visual activity of preschoolers with pedagogically expedient assistance to them;

Education in children of faith in their own strength, in their creative abilities;

Consistent complication of visual activity, ensuring the prospects for the development of children's artistic creativity;

Teaching the language of fine, folk, decorative and applied arts and design, development of funds artistic expressiveness plastic arts;

Purposeful, systematic use art stories or conversations that activate the child's attention, the work of his thought, his emotional and aesthetic responsiveness;

Selection of works of fine art for study;

The use of technical teaching aids in the visual arts, especially video and audio equipment, and special visual aids;

Active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of arts and crafts, culture and life, historical architectural details;

Master class on drawing "Here is my village"

Dumler Tatyana Petrovna, art teacher of the Moscow Autonomous Educational Institution Secondary School No. 30 in Tomsk.
Purpose: For work with children from 8 years and older, teachers, parents.
Target: Performing a thematic drawing in mixed media.
Tasks:
- To acquaint students with the features of Russian wooden architecture.
- Learn to organize the space of the sheet, organize the workplace.
- To cultivate respect for the fine arts, the desire to learn new things.
We perform this work with students in the 4th grade (according to the program of B.M. Nemensky)

Materials: Album, gouache, brushes, a glass of water, PVA glue, 2 boxes of matches, scissors.

Let's make a linear drawing of the division of space: a horizon line, two hillocks, a river bank.

Let's start coloring the background. Take blue and white paint, mix in the lid, which turned out to be a shade blue color draw the sky.

Also blue color draw the river, adding blue shades.

Add a little green to the cap with white paint, mix. Add a little green to the cap with yellow paint. Mix. The resulting shades Green colour Let's start painting the ground.

When painting hillocks, apply the color by stretching (from light shade to dark)

We carry out the river bank with ocher.

A forest is visible in the background. We begin to draw deciduous trees.

Be sure to use color transitions: from dark to light. Deciduous trees can be done with a poke technique. We draw coniferous trees with a thin brush.

The second stage of work (as a rule, this task is performed on next lesson). To complete the task you need glue, matches.

Apply a thin layer of glue to the drawing. The length of the match determines the size of the glue spot.

We spread the matches with the "Well", alternating the sulfur heads in turn. After laying out, trim the matches and press them against the pattern with your fingers, hold for a few seconds.

Repeat laying out the "well" several times.

We lay out the pediments of the huts from cut matches. I offer children (to choose from) another option: paint over the gables with paint.

We use boxes for windows and doors. Cut out brown rectangles, glue them to the log cabins.

At the request of the children, you can add more images: paths, fences, wells, haystacks and etc.
Drawings of children.

I regret that I had not photographed the drawings of children before, there were such interesting work. So far this year it's been like that.
I hope you like it and want to do this work with your students. Good luck!