Abstract the development from roskolnikov
One of the important tasks in the field of education – aesthetic education of children, creation of conditions for the manifestation of creative abilities of each child.
Already from an early age the child must develop a sense of beauty, aesthetic tastes, the ability to understand and appreciate works of art, the beauty and richness of folk crafts. This helps create a spiritually rich harmonious development of personality.
Development of creative abilities in children is a complex and lengthy process, children get their first art experience, join the art, possess a variety pitchfork artistic activities, among which is the encounter with folk applied arts.
About aesthetic education written many interesting and valuable methodical in respect of books and articles.
But today there is a need to look at previous experience with modern positions, to actualize some problems.
The value of the fine art, fine art children in the upbringing and development of various aspects of personality and celebrate foreign scientists (B. Jefferson, e Kramer, W. Lowenfeld, W. Lambert). So V. Lowenfeld (USA) calls the fine art of intellectual activity, also Pointing to its important role in the emotional development of the child.
Studying at art school contribute to the development of sensory apparatus of a small child. Because preschool age is the most favorable for improving the work of the sense organs, the accumulation of information about the qualitative diversity of the world. The sooner we will develop the emotional world of the child, the more he will be himself and the products of his work. Creativity is integral to the work of the individual is necessary for every modern man and the man of the future. And to start its formation can and should in the preschool period.
By means of fine art and artistic activity in children is an aesthetic attitude to reality, the empathy in the perception of artistic images. In the process of fine activity is the development of artistic creativity, the development of which is impossible without teaching children ways artistically shaped embodiment of ideas, transfer of objects, events. This training is aimed at creating children art image and is closely dependent on the development of the ability to fine arts activity.
Due to the perception of artistic images in the visual arts child has the opportunity for a fuller and brighter to perceive the surrounding reality, and this contributes to children emotionally charged images in fine art.
While given enough research, revealing the specificity of knowledge of child art. Basically it is noted that the pre-school children available genres such as landscape and still life (N. And. Zubarev), sculpture mark plastics (G. M. Vishneva), portrait (A. M. Shchetinin), illustration (V. A. Enikeeva, V. J. Bionova).
Research conducted under the guidance of the doctor of psychological Sciences K. V. Tarasova on the problem of synthesis of different art forms for the purpose of development of artistic abilities, artistic creativity of children, are the basis for the theoretical disclosure offers a modern approach to the creative development of the individual. The child lives in a world that is a part of life.
It is important that preschool children in the kindergarten and the family was surrounded by objects of decorative and applied art, fine art.
Private expressive activity of the child (when the relationship of its species) is synthetic, as the child uses both in different ways colored, plastic expression when creating your own compositions plot or ornamental character.
We can say that the process of children’s fine art is of the nature of design activity. The child has limited means of transmission of the artistic image. Therefore the relationship of artistic activities in which the child has the right to choose the most expressive tools in creating a specific image.
Therefore, it is important to give children the opportunity to demonstrate their ability to implement creative ideas.
So, a basis for creative development of the child by means of fine art and fine work are:
• personal attitudes of the child, the desire to Express themselves;
• development of the ability to fine arts activity (in their structure consists of emotional responsiveness, sensory, creative imagination, sense of color, shape, composition, manual dexterity);
• creation of artistic image – the personal attitude of a child, emotional response, self-assertion, the choice and preference of the means of expression (painting, graphic, plastic, decorative silhouette); the interrelationship of the various ways and independent in their choice of children;
• the synthesis of art to create an artistic image, the atmosphere of emotional empathy, co-creation, i.e. the focus on specific art forms (dominant) and models of synthesis: 1) music, fine art, fine activity, artistic expression (three-tier model); 2) visual arts, literature (duplex model); 3) music, literature, theatrical activity, visual activity (multilevel model);
• changes in the structure of pedagogical process and methods of pedagogical management. This change involves the role of the teacher as an assistant, partner of creativity. Joint activities of the adult and the child takes on the character of co-creation, which at each age stage we turn to the (more active role of co-creation in the early stages and a gradual change of its content at older stages, when the teacher assumes the role of Advisor, partner).
All ages personal position of the child remains the leading, and the teacher should take it into consideration.
At school you can talk about the education of the children the rudiments of artistic culture, as it is this period of childhood is shaped by aesthetic perception of the artistic image in painting, sculpture, graphics; is the development of the ability to fine arts activity.
The system of work with children preschool children on the fine art focuses on teaching children the image of the surrounding objects and phenomena, the use of this acquired visual skills, the use of available means of expression when creating images and the development of children’s artistic creativity.
Expressive activity in kindergarten is based on the unity and relationship of three kinds: drawing, modeling, application, contributing to more effective acquisition of children in all these activities, as well as a warmer aesthetic development of children. The effectiveness of training, and hence the development of children’s creativity and all-round education of children in kindergarten depends on a number of conditions.
The main one: building a learning process in accordance with the program, teaching methods aimed at the acquisition by children of all components of the activity and meet joint requirements.
The transition to the pedagogy of cooperation, pedagogy development allows you to effectively develop fine ability of preschool children. Development work it is important to implement a comprehensive manner.
For example, acquainting children with any kind of decorative art in high or preparatory groups in the first quarter of the planned unit classes. In this unit, familiarity with Dymkovo folk art, interrelated all kinds of sodejatelno, as well as preliminary work in the group.
The first quarter of the senior group