Fine arts in a special school. Organization of fine arts lessons and didactic work at different stages in a correctional school of the VIII type
Gulsum Tazhetdinova
"Autumn forest". Abstract of a lesson on fine arts in a correctional school
Target: To consolidate the ability of children to convey in the drawing the main signs of trees in the fall.
Tasks:
1. To consolidate the ability to draw trees; to consolidate knowledge of tree parts - trunk, branches, crown; the ability to place a drawing on a sheet of paper; convey their characteristic color in autumn period; to consolidate the skill of painting with watercolors and a brush in a certain sequence, to clarify and enrich the students' ideas about the surrounding reality - signs autumn, plant life in the fall.
2. Develop visual memory, spatial orientation - in the middle, left, right, transfer of their image; thinking when analyzing different types of trees; hand motility; imagination by transferring life experience into drawing; related speech by answering questions, enriching vocabulary (parts of wood).
3. To cultivate an aesthetic perception of the world, the ability to bring work to the end, accuracy in performing work.
Equipment: Painting by Levitan I.I. "Gold autumn» , illustration with autumn landscape, sample, scheme, bouquet of autumn leaves, watercolor paints, brushes, erasers, albums.
Dictionary: birch, tree, autumn, gold, crown, trunk, branches, birch bark.
During the classes:
I) Organizational moment:
Guys, I have geometric shapes in my hands, name the color and shape.
II. Introduction to the topic: 1. Who does not let warmth to us,
Does the first snow scare us?
Who calls the cold to us
You know this month, right?
What time of year is it? (Autumn) .
Right, autumn!
Name autumn months?
How did you guess? What are the signs? Well done!
2. Didactic game: "Assemble the picture"
Guys, what do you see in the picture.
I invite you to autumn forest.
2. Game « Autumn forest»
Close all your eyes and imagine that we are in the forest.
What do you see and hear in the forest?
(children's answers, play on creative imagination: birds are singing, the forest is noisy, a hare has run, a squirrel is jumping from branch to branch).
Well done!
-Guess the riddle: Guess what kind of bird
Afraid of the bright light
Crochet beak, piglet eyes
The big-eared head is…. (owl).
Painting conversation: -A wise and mysterious owl lives in the forest (showing a picture, and she will let us into the forest only if we tell her 3 rules that must be observed in the forest.
(show table : DON'T LITTLE! DO NOT DIE! DO NOT BE NOISY).
Let's read it all together. (choral pronunciation).
What does the word mean "DO NOT Litter"? (you must not litter in the forest, must not leave trash behind).
What does the word mean "DO NOT LIKE"(There is nothing superfluous in the forest. Do not pick flowers, do not break branches, do not plant anthills and bird nests).
What does the word mean "DO NOT BE NOISY"(if you make noise, you will scare away the birds,
you can't listen to music loudly in the forest).
We come to the forest as guests. And how they behave at a party (children's answers)
III) Main part:
Guys, today we have lesson on the topic« Autumn forest» and talk to you about trees
1. Riddles about trees:
Now listen to riddles and guess what is being said?
1. What kind of tree maiden?
Not a seamstress, not a craftswoman,
She doesn't sew anything herself,
And in needles all year round. (Christmas tree)
2. A bun weighs on a branch,
His ruddy side glistens. (Apple tree)
3. The trunk turns white,
The cap turns green.
Stands in white clothes
Dangling earrings. (Birch)
And who knows a poem about a birch? Leaves?
2. Game "What tree is the leaf from"
3. Exercise in classification:
Didactic game "The fourth extra"
What are superfluous here? Why?
4. Acquaintance with the painting by I. I. Levitan
1. I brought an illustration, let's look (there is a picture of I. I. Levitan on the board "Golden autumn» )
One of the most famous landscape painters is Isaac Ilyich Levitan.
Consider one of the paintings "Gold autumn» .
What do you see in the picture?
The artist depicted a narrow river, calmly carrying water between low banks. In the distance open up autumn forests... Before us is spreading the ground, covered with already yellowed grass. On the left you see trees.
What trees did he draw (Birch Grove)
What color is the sky?
What paints did the artist use for the image autumn landscape? (yellow, brown, green, orange, blue).
What mood does the artist convey?
We can say that in the picture autumn shown BRIGHT and HOLIDAY.
2.- Guys, look at what drawing you will draw today.
(Showing the sample to the children)
Will we draw a birch with you? Image object analysis (sample-):
What does birch have (trunk, branches, leaves)
What color are the leaves of the birch.
What geometric shape does the birch leaves look like?
What is the trunk of a birch covered with (show birch bark: before, when there was no paper, they wrote on birch bark, weaved shoes "Bast shoes", baskets).
3. -Birch can be drawn with colored pencils, made from colored paper (tearing, from plasticine (display of crafts).
Today, guys, we will draw a birch using the tampon technique, see how it is performed.
Show teacher action:
1. We place the sheet vertically, we begin to draw a birch trunk, not forgetting that the trunks are wider at the bottom, and narrower at the top. Draw a curved line with a wax pencil, leaving intervals so that into the trunk "insert" branches.
2. In those places where we left the interval, draw branches, birch branches are curved.
3. We continue to supplement the tree trunk with twigs.
4. Continue working with a wax pencil - draw dark areas on the bark of the birch trunk.
5.Go to work with watercolors. Coloring the background around the tree with a blue sponge
6. We will draw the leaves using a stiff washcloth. We moisten the paint with water, dip the washcloth in the paint and use the poke method to draw foliage: yellow, orange.
4. Physical education
We are the leaves autumn, sat on a branch,
The wind blows - they flew.
We flew, flew and landed on the ground.
The wind came running again and lifted the leaves,
He turned them around, circled them and laid them on the ground.
5. Independent work of children.
(help for those who find it difficult, individual approach, encouragement).
IV. Analysis lesson.
1. Exhibition of drawings by students.
2. Analysis of works:
Look how beautiful, beautiful, like real, our birches turned out.
V. Reflection.
Now, if you have the lesson was not difficult, pick up the red leaf, if you have any difficulties, pick up the yellow leaf.
VI. Outcome:
What was the topic on our lesson?
What time of year is in your drawings?
What is the name of the painting technique?
You are all great! Thanks.
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Related article:
"Correctional and developmental value of decorative drawing lessons for first grade students of a special (correctional) school of the VIII type."
Ovchinnikova Svetlana Aleksandrovna, teacher, OGKOU SKOSH № 39 VIII type Ulyanovsk.Description. This article will be useful for teachers of the initial blog of a special (correctional) school of the VIII type. Will help in the development of planning topics for fine arts lessons.
Target: dissemination of teaching experience.
Tasks:
- to acquaint teachers with the correctional and developmental value of decorative drawing lessons;
- inform about the availability of decorative painting by children with disabilities;
- arouse the interest of teachers in this material and use it in planning drawing lessons.
Latin word "Decor" means "pattern"... Hence, decorative painting is drawing patterns, ornaments. Students of the correctional school give special preference to decorative painting, since here they can show elements of creativity to a greater extent than when performing other, relatively more complex types of work.
Closely related to arts and crafts, this type of visual activity contributes to the aesthetic education of schoolchildren. It is the most understandable and accessible to the students of the correctional school. In parallel with practical lessons in decorative painting, students get acquainted with individual samples of decorative and applied art. Demonstration of works of folk craftsmen allows children to understand the beauty of the products.
Tasks for decorative painting should have a certain sequence: drawing up patterns according to ready-made samples, according to a given scheme, from these elements, drawing up patterns on your own. In the course of practical exercises, the ability to harmoniously combine colors, rhythmically repeat or alternate ornament elements are practiced, which is of correctional and developmental value for mentally retarded schoolchildren. When drawing up patterns, students use the simplest figurative elements and the simplest details, alternating them at regular intervals. Various combinations of elements, alternating them in color, size, shape, allow students to create a wider variety of ornaments.
Another advantage of decorative patterns is that the composition, that is, the arrangement and relationship of parts, can be very simple. The spatial organization of the pattern is greatly facilitated by the fact that students usually receive a ready-made geometric shape (strip, square, circle), which must be filled with an appropriate motive. The colorfulness, expressiveness and rhythm of the component parts of the drawing pleases children and thereby activates their activity.
Decorative drawing allows you to more effectively form the technical methods of work, since when making patterns according to a model, it is much easier for children than when depicting a real object to understand one or another direction of lines, to master one or another method of action.
During decorative painting, students practice the rhythm of uniform repetitive movements and their amplitude. They learn to draw vertical, horizontal and oblique straight lines, draw wavy lines, divide the segments into equal parts, and perform simple drawings that develop the eye. Schoolchildren practice repeatedly in symmetrical pattern placement, in reproducing color combinations and basic geometric shapes.
Thus, decorative painting is distinguished by the availability of images than other types of visual activity, and in many respects corresponds to the capabilities of mentally retarded schoolchildren.
In the process of decorative painting, a lot of work is being done to clarify and enrich the students' ideas about geometric shapes. Geometric form, as a decorative element, is a transition to mastering the shape of an object. If during decorative painting she often appears in an abstract, abstract form, then in other types of activities she is associated with the subject, that is, objectification occurs.
In the initial period of classes, patterns of geometric shapes alternating in size are most acceptable (a large circle - a small circle, a large circle - a small circle).
Students then draw patterns that include two shapes (circle - square, circle - square).
A more complex composition, consisting of two or three shapes and other geometric elements.
When drawing up patterns, an important place is occupied by the spatial composition of the drawing. Related concepts such as "middle", "edges", "left, right side", "left", "right", "top", "bottom", "around" and others are largely worked out in the process of decorative creativity.
Brightness, brilliance, rhythm inherent in decorative works make special demands on the use of color. The trainees practice the ability to correlate the color of the details of their drawing with the standard.
In the initial period, you should draw patterns with a small number of details, while limiting yourself to only two saturated colors, and then gradually introduce some complications; it is advisable to give symmetrically arranged elements of the same color. Children should be given the opportunity to choose colors for coloring from a limited number of colors.
Conclusion. Fine art lessons have a noticeable correctional and developmental effect on a mentally retarded child: they affect his intellectual, emotional and motor (hand motility), the development of personal qualities, and contribute to the formation of aesthetic perception.
These are homemade stencils that we use in drawing lessons. And the factory stencil is 20 years old, it is no longer washed, in some places it is reinforced with adhesive tape. I have not seen such in stores.
As photographs for the article, I used children's works performed in drawing lessons.
Thank you for the attention.Literature.
Groshenkov I.A. Visual activity in a special school. - M., 1982.
Groshenkov I.A. Drawing lessons in grades I-VI of a special school. - M .: Education, 1975.
Teaching children with intellectual disabilities: (oligophrenopedagogy) Ed. B.P. Puzanov. - M .: Publishing Center "Academy", 2001.
The type of lesson is a set of essential features inherent in a certain group of lessons, which are based on a clearly fixed time characteristic of both the media and their alternation in time, as well as differing in their target orientation. In the practice of special schools of the 8th type, they distinguish a propaedeutic lesson, a lesson in the formation of new knowledge, lessons in improving knowledge, correction, systematization and generalization, control, practical, combined lessons, as well as an educational excursion.
1. Prepedeutic lesson.
A propaedeutic lesson is used to prepare for the assimilation of new knowledge, to improve the level of cognitive abilities of children, to instill skills for learning activities (in the first grade), to correct the thinking, perception and speech of a mentally retarded student. Lesson in learning new knowledge: The low productivity of students of special schools of the 8th type when learning new material requires such corrective measures as reducing portions of new knowledge and a small time volume of their delivery (in primary grades up to 10 minutes, in senior grades up to 25 minutes).
2. Lesson in learning new material.
Learning new material is a lengthy process. Mastering reading and writing takes months. Due to the inertia of mental processes of mentally retarded children, lessons are also used to improve knowledge. They deepen and expand knowledge within the boundaries of the previously submitted volume. These lessons use hands-on exercises and skill-building coaching.
3. Lesson to consolidate knowledge.
4. Lesson generalization and systematization of knowledge.
In order to prevent forgetting, lessons are held in the generalization and systematization of knowledge. In these lessons, fragments of knowledge are combined into a single system, connections between facts are restored. In the curriculum of teaching material, these types of lessons are used for repetition. In these lessons, the correction of the reduced level of distraction and generalization is carried out.
5. Lesson in checking and assessing knowledge.
The lesson in checking and assessing knowledge is used to understand the level of assimilation of knowledge and the effectiveness of the teaching methods used. The lesson can be structured in the form of a conversation, written work, practical assignments. Practical tasks are aimed at involving students in solving a cognitive task with practical actions. This type of lesson is realized by practical work in the classroom.
6. Correction lesson.
Correctional lessons are used for the practical implementation of speech correction, concepts, coordination, actions, writing, etc. In these lessons, correction, clarification, restructuring of actions are carried out, implemented in the observation of objects or phenomena, recognition, naming, comparison, classification, description, highlighting the main thing, generalization. At the same time, outdoor games and physical exercises are widely used to develop all analyzers.
6. Combined lesson.
In the practice of the work of a special school of the 8th type, a combined lesson is most often used, which combines the types of work and tasks of several types of lessons. This type of lesson is very popular due to small portions of new knowledge, the availability of time to solve didactic problems, consolidate, repeat, clarify knowledge, and a variety of methods of the educational process.
Here is an approximate structure for a combined lesson, the outline of which will be given below:
Organizational moment and preparation for the lesson;
Organization of educational activities;
Homework check;
Repetition of previously studied material;
Preparation for the perception of new material;
Learning new knowledge;
Correction in the process of acquiring new knowledge;
Securing new material;
Summarizing;
Homework announcement;
Conclusion from the lesson.
7. Non-traditional lessons.
Decorative drawing, drawing from life, drawing on the topic, extracurricular activities in art
27. The structure of the drawing lesson
The general organizational structure of a drawing lesson in a special school can be represented as follows:
I. Preparatory part
1. Organizational stage (general organization of children, preparation of the necessary educational supplies).
2, Introductory conversation (mobilizing attention, creating emotional interest, increasing the motivation of the visual activity of schoolchildren).
II. Main part
1. Analysis of the object of the image (nature or sample) by shape, size, structure, color, position in space, or identifying the plot of the drawing (in thematic drawing).
2. Determination of the sequence of the drawing (planning the activity).
3. Instructions to the beginning of "work (recommendations on the composition of the picture and the technique of its execution, prevention of possible errors).
4. The work of students on the drawing and the management of the process of pictorial activity (implementation of frontal, differentiated and individual guidance; repeated attraction of children's attention to the object of the image; actualization of ideas, activation and stimulation of students' activities; additional demonstration of drawing techniques, etc. .).
III. Final part
1. Summing up the results of the lesson (summarizing the activities of students; viewing and detailed analysis of works from the point of view of the tasks set; fixing the attention of children on the mistakes and merits of drawings; their assessment by students and the teacher).
2. Assignment at home.
3. Organized end of the lesson. Let's consider the structure of the lesson in more detail.
I. Preparatory part
Organizational stage. This preparatory, shortest in time part of the lesson can be effectively used for educational purposes. On the instructions of the teacher, the attendants distribute notebooks for drawing, simple and colored pencils, rubber bands, brushes, watercolors and gouache paints, jars of water, sheets of paper.
The teacher controls the availability of educational supplies and the correct, most appropriate placement of them on the desks, makes sure that there is nothing outside of him in the workplace that has nothing to do with the drawing lesson.
At the same stage of the lesson, the necessary samples of work, tables, drawing schemes are posted, models for drawing from nature are installed. The objects to be drawn are placed by the pupils on special "tables under the stands or attached to the blackboard at the place indicated by the teacher. Small-sized Objects serving as objects of the image are handed out by the attendants immediately before the start of their examination and study.
Pupils perform this preparatory work in turn under the supervision of a teacher, who strives to ensure that their actions are self-conscious and purposeful. In the event that the duty officer makes any mistake, the teacher, referring to other children, asks to explain the reason and correct it.
Introductory conversation. The purpose of the introductory conversation is to mobilize the attention of students, to interest them in the work ahead, to evoke in them a lively, emotional attitude to the drawing process. In the presence of interest, students work in a completely different way, the nature of the visual activity changes dramatically: it becomes active, joyful, more independent. Interest in classes relieves fatigue, has a significant effect on the formation of graphic skills, has a positive effect on the quality of drawings, and ensures more effective implementation of correctional work at subsequent stages of work.
Building interest at the beginning of a lesson is accomplished in a variety of ways. First of all, the teacher talks about the content of the upcoming work, acquaints children with the object of the image and its purpose. Students, with the help of the teacher, determine the material from which the subject is made.
Thus, by influencing the feelings of children, the teacher evokes the necessary activity and an adequate attitude to the assigned tasks.
II. Main part
Analysis of the object of the image (nature or sample) or identification of the plot of the drawing (in thematic drawing). This stage of the lesson precedes the practical activities of the students. It should be especially noted that without the help of a teacher, most mentally retarded children (especially in the lower grades) cannot independently comprehensively study the object of the image. In this regard, the teacher organizes their activities in a certain way and conducts, together with the students, an in-depth examination, analysis and
study of a sample or subject. This analysis, as a rule, should be done by the children themselves, answering the questions posed by the teacher. If the teacher explains and tells everything himself, then the meaning, the significance of the corrective work being carried out is lost.
The examination of the subject is usually carried out according to the following scheme:
a) the organization of the perception of the object as a whole (its general characteristic: purpose, material from which it is made, esthetic assessment);
b) analysis of the subject:
highlighting the main, largest part;
highlighting the rest of the parts;
determining the shape of the main part;
determining the shape of the remaining parts;
establishment of the design, structure of the object (location
parts in relation to the main part and in relation to each other);
highlighting the color of each part;
c) re-attracting the attention of students to the subject in
the whole (synthesis, unification of individual properties into a holistic image of an object).
Depending on the age of the students and their graphic preparation
It is recommended to adhere to the following training scheme for planning the construction of a picture:
I period
detailed explanations and demonstration by the teacher on the board of the entire imaging progress;
stage-by-stage study of drawing construction (oral repetition, comprehension, memorization);
practical implementation of the drawing by students;
student report on the order of drawing a picture;
II period
sequencing with students
filling the picture; 130
showing by the teacher some of the most difficult moments of the imaging scheme;
repetition by students of the order of completing the assignment; practical work of students;
III period
execution of a drawing based on an independent analysis of the imaging scheme.
Instructions for getting started. This step of the lesson directly
precedes the practical work of students. The teacher will remind you of the rules for positioning the sheet of paper. With children, work is carried out related to their spatial orientation on the plane of a sheet of paper; specific instructions are given on the composition: where and how to arrange the individual elements of the picture, what is their size, what to draw in the foreground, what is in the second. The teacher warns of possible errors in the transfer of the sizes of objects on different planes, reminding students that distant objects are depicted smaller, and close ones are larger.
To make the drawing fit the size of the sheet of paper, the teacher uses a pattern that students must follow, but in such a way that drawing from nature is not replaced by drawing from a finished image. At this stage of the lesson, the teacher also gives advice on techniques for working with pencils and paints.
Students' work on drawing and guiding the process of painting activities. After the assignment has been explained and the instructions for getting started, students begin drawing. However, the process of the visual activity of schoolchildren is directed by the teacher ~ he constantly draws the attention of children to the object of the image; offers to compare your drawing with an object or sample; encourages, activates and stimulates the activities of students.
Taking into account the severity of the defect, it is necessary to remind children more often of the simplest drawing rules, for example, that during drawing it is not necessary to press hard on the pencil.
III. Final part
Summing up the lesson. This is usually the final part of the lesson. During the summing up, new material is fixed and the results of children's creativity are assessed.
When summing up the results of the lesson, a detailed analysis of the students' drawings takes place. The works are analyzed from the point of view of the tasks that were set by the teacher at the beginning of the lesson.
The teacher and students review the completed work and at the same time note not only the mistakes made, but also the successes achieved. This approach contributes to the formation in children of a conscious attitude towards completing tasks and the ability to overcome difficulties encountered.
Home assignment. Students in grades I-IV do not receive drawing assignments at home. It is recommended that such work be given to students in grades V-VI. The teacher "introduces children in detail to the content of their homework, for example, offers to draw from life an object similar to the one that was drawn in the lesson.
In addition, the teacher asks the children to finalize the drawings at home that they started in class, for example, to finish coloring an ornament or a thematic drawing (coloring a drawing at home, without a model, is not allowed). Drawing on a given topic should be especially recommended as homework.
It is advisable to carry out drawings on separate sheets.
Decorative painting.
Ornament (geometric, floral, zoomorphic, anthropomorphic, combined)
Stylization is a decorative generalization and highlighting of the characteristic features of objects using a number of conventional objects.
Stylization occurs by means of gradual generalization of the form, the transformation of a volumetric form into a flat one, the replacement of a real color with a conventional one.
The role of decorative painting in teaching students with intellectual disabilities.
Decorative painting is considered to be the easiest type to learn to paint. Execution of patterns and ornaments is supposed.
The virtues of decorative painting. Does not require a high level of development of graphic skills, does not involve a complex analysis of the structure of the subject. Technically accessible for mentally retarded students. Lines of different directions. The ability to reproduce the resulting graphic image, the ability to regulate the pressure on the pencil.
Decorative painting can clarify geometric shapes. Geometric forms are considered as a transition to the assimilation of the forms of objects.
Decorative painting allows you to refine and expand spatial representations. To clarify ideas about color, they learn to correlate the color of the details of their drawing with the standard, to observe the rhythm and symmetry of the color of the elements.
Decorative drawing involves the sequence of drawing up patterns according to ready-made samples, from these elements, drawing up patterns according to a given scheme, drawing up patterns on your own.
Drawing lesson from nature.
The correctional and developmental value of drawing lessons from nature can hardly be overestimated. In
the training time is carried out: the formation of perceptual actions, i.e. the ability to examine objects in shape, color, size and determine their position in space; education of a meaningful, differentiated perception of objects and phenomena of the surrounding reality; qualitative improvement of visual performance; development of intellectual operations (analysis, synthesis, comparison, planning); correction of spatial representations; development of speech as a regulator of activity and a means of communication; education of aesthetic feelings and aesthetic attitude to the environment; the formation of positive personality traits: independence, the ability to bring the work begun to the end, correctly assess their capabilities, etc.
The inability to properly perceive the object of the image does not allow the students of the correspondent school to make a drawing that would be quite similar to nature. In this regard, one of the priority tasks is to to form in them clear ideas about the most simple objects in shape, their proportions and sizes... In other words, they need to be taught to distinguish parts of nature, to determine their shape, color, as well as mutual arrangement. An indispensable condition for such activity is the comprehension of a visually perceived object, which cannot be carried out without active analyzing perception.
To organize this perception in drawing lessons, it must be directed to certain properties of the object. Analyzing examination of an object goes through several stages. At each of them, students get acquainted with one of the properties
nature. The sequence of stages and specific goals are determined by the teacher. The result of this work is - Gestalt.
1 Observation, detailed study and analysis of the subject should always precede the drawing process. Developing in children the ability to “see”, the teacher asks a series of questions: “What is the name of the subject? What is the item made of? Where does the subject apply? How many pieces are there in an item? What shape do the parts of an object have? What color is each part? How are the parts of the object located? " Students answer the teacher's questions, name and show parts of the subject, list their properties. To assimilate the concept of any form or to consolidate the image of a familiar form, it is recommended to use tables on which the corresponding form is depicted in different proportions and positions.
Purposeful observations, the development of analytical and synthetic activities have a strong impact on the dynamics of graphic images. For the further activation of students, overcoming passivity of perception and improving mental operations in the process of drawing from life, it is important to select objects that could be analyzed by dividing them into parts. A construction kit for children can be very useful in this regard.
Along with the observation and study of an object in nature, it is sometimes advisable to organize the examination of the image of the same object.
The teacher's explanatory drawing on the chalkboard is a very effective teaching tool. Its purpose is to visually demonstrate both the techniques of work and the sequence in which the drawing is constructed. The use of such a picture in the initial period of study greatly simplifies the planning task.
Students must understand and remember each stage of drawing. To do this, they repeat the sequence of actions. Speech helps them to better comprehend the order of the assignment. Only then do the children go directly to
drawing. When prioritizing the stages of work, it is necessary to observe the principle of transition from the general to the particular. This principle is of particular importance, since students in a special school often begin an image with details, forgetting about the general shape of the subject.
While working on a drawing, the teacher draws the children's attention to the object of the image, encourages them to further examine nature, asks control questions: “What did you draw? What should I draw now? What are we going to draw next? " After completing the drawing, students talk about how they worked on it. It is important to teach schoolchildren to report in a verbal report not only what they were doing, but also how they solved visual problems.
The next stage in teaching children to plan work is to jointly draw up a plan for constructing a drawing in the course of a conversation with a teacher. At this stage, the amount of student assistance may vary. It depends on the general preparedness of the students, on the degree of complexity of the natural setting, on the goals and objectives of the lesson itself. A significant role in the development of students' ability to plan their activities belongs to visual aids, and primarily schematic drawings, which show the main stages of image construction. Using them, children, under the guidance of a teacher, determine the order of work, talk about it and remember it. After that, the didactic manual is removed; otherwise, schoolchildren will draw while looking at the diagram, and the natural object will be ignored. Moreover, mentally retarded children in the course of their practical life still need help. However, this aid is of a completely different nature, and its share is significantly reduced.
The abstract on fine arts is aimed at improving the skills of painting a drawing, observing the contours of the image when working with watercolors, and developing the creative abilities of primary schoolchildren.
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Abstract of a fine arts lesson in a special correctional (general education) school of the VIII type (grade 2)
on the topic: "Decorative drawing of a pattern for a kerchief."
Prepared by Averyanova Nadezhda Anatolyevna,
Teacher OKU GS (K) OU "S (K) OSH No. 6 VIII type
G. Saratov "
The purpose of the lesson ... Teach children to decorate triangular objects with a pattern.
Lesson Objectives ... Teach children to work with a stencil.
Teaching the fingers to precise, purposeful movements, contributing to the development and correction of visual-motor coordination.
Improve the skills of painting a picture, observing the contours of the image when working with watercolors.
Correct thought processes.
Lesson equipment: drawings and illustrations on the topic, sample patterns,
stencils of triangles of different sizes, operational chart, albums, pencils, brushes, watercolors, water jars.
Lesson type : combined.
During the classes.
1.
Organizing time... (1 minute.)
Checking the readiness of students for the lesson.
2.
Conversation. (4 min.)
(The topic of the lesson is announced).
Our topic for this tutorial is called Decorative Drawing of a Gusset Pattern.
Today we will create a pattern for a scarf with you. See how she looks. What geometric shape does it look like? That's right, a triangle. How did you guess? How many corners does the kerchief have? Guys, remember what other figures do you know? (circle, square, rectangle, oval). Show them on the board.
Take pencils in your hands and together we will now try to draw them in the air. Listen to the poem.
1) The bee is spinning fast,
She was carrying nectar.
She makes a circle around
And she calls her friends!
(We draw circles with a pencil in the air)
2) The ant was in a hurry home
And dragged a straw.
Brothers are building a new home
They will live in it in winter!
(Show how an ant's house looks like. We start from the base of the house. Draw a rectangle, draw a square above it, then a roof. What shape does it look like? a triangle).
You have triangle stencils on your desks. Look carefully how many and what size are they? (three, highest to lowest)
3. Explanation ... (Working with the operating card) (9-11 min.)
The teacher demonstrates the stages of work, and the students follow him.
1) Place a large triangle in the center of the album sheet and circle it. Well done! Right.
2) Inside the large triangle, circle the smaller triangle.
3) Circle the last triangle of the smallest size.
4) Half of our drawing is ready. Now we need to draw a pattern on the scarf. See what patterns can be chosen for the pattern. (demonstration of patterns for the headscarf). Flowers, circles, mesh, stripes. What color are they? ...
4.
Independent work of students. (15-16min.) (Music)
And now we independently paint the pattern of the kerchief.
(Frontal and individual assistance to students from the teacher).
In the process of coloring, students are reminded of the ability to mix colors.
The teacher asks a question to the students.
5) . Put aside the pencils, let's have a little rest with you.
5. Phys. a minute .(2 minutes.)
To spring tunes
Let's turn right, left.
Hands up, hands down.
To the right, to the left with the head,
Hands up in front of you.
We stamp our right foot
We stomp with our left foot
And shake our head.
Raise your head higher
And let's breathe easily.
6.
Exhibition of works by students... Grading. (4 min.)
All the work of students is displayed on the board, an analysis of their implementation is carried out and a mark is set (the mark is put collectively - by the teacher and students).
7.
Summarizing. (2-3 min.)
The teacher asks questions to the students.
- What was the topic of today's lesson?
- What did we draw?
- What shape does the kerchief have? (triangular)
- What did we draw on the kerchief? (pattern)
- What is the shape of the patterns on the headscarf? (flowers, mesh, circles ...)
- What is the kerchief for? (so that the head does not bake in the summer)
All good fellows. Well done. This concludes our lesson.
The attendants are cleaning jobs.
On the subject: methodological developments, presentations and notes
Work program for the geography of a special (correctional) general education school of the VIII type, grade 6
The working program in geography was drawn up in accordance with the program edited by Doctor of Pedagogical Sciences V.V. Voronkova "Programs of special (correctional) educational institutions ...
Work program on the history of a special (correctional) general education school of the VIII type, grade 7
Work program on the history of a special (correctional) general education school of the VIII type, grade 8
The work program on history was drawn up in accordance with the program edited by Doctor of Pedagogical Sciences V.V. Voronkova “Programs of special (correctional) educational institutions ...
Work program on the history of a special (correctional) general education school of the VIII type, grade 9
The work program on history was drawn up in accordance with the program edited by Doctor of Pedagogical Sciences V.V. Voronkova “Programs of special (correctional) educational institutions ...
Abstract of a fine art lesson in a special correctional (general education) school of the VIII type on the topic: "Drawing from nature"
Abstract on fine arts is aimed at consolidating the ability to draw volumetric objects located above the level of vision; execution of drawings in a certain sequence - from general to ...
Abstract of a fine arts lesson in a special correctional (general education) school of the VIII type
Konoreva Larisa Alekseevna,
art teacher
GBSKOU school number 13
Primorsky district of St. Petersburg
In the history of pedagogy, the problem of creativity has always been relevant in all types of activity, including visual. Many psychologists and educators believed that children's art cannot be called creativity. However, scientists hold different views, and argue that children's creativity
helps the child to master the means of self-expression, i.e. it is necessary to use different drawing techniques in the lesson: traditional (pencils, paints) and non-traditional (soap foam, candle, etc.,).
Everything unusual attracts the attention of children, makes them wonder. The children develop a taste for learning new things, researching, experimenting. Children begin to ask questions to the teacher, to each other, their vocabulary is enriched and activated.
Unlike adults, who are critical of what they have done, the child lives with feelings. For him, it is not so much how something is drawn - how much what is drawn. It's just that creativity for a child is his life. This is his "language", with the help of which he tries to tell us about himself, about his feelings, joys, experiences and sorrows.
In our school, children study with different social experiences and, as a rule, are not always positive. Anxious, unbalanced, emotionally unstable, sometimes even aggressive, but each of them is unique - a whole world of unrealized opportunities. My task, as a teacher of a correctional school, is not so much to teach children to draw (although this is very important), but to try to overcome or smooth out the disadvantages inherent in such children in the different types of activities.
In order for the children to have fun in the lesson, to feel the taste of creativity, to develop imagination and imagination, I use various depiction techniques in the lessons, which allow maintaining the constant interest of the children. Although I should note that according to the program of the correctional school, the author of which is Groshenkov I.A., the children must draw only with pencils. But I believe that painting with paints has a corrective and developmental effect on children with developmental disabilities: it affects their intellectual, emotional and motor spheres (hand motility), the development of personal qualities, and contributes to the upbringing of aesthetic feelings. In completing the tasks, I invite the children to use various non-traditional image technologies. These tasks are simple, but indispensable in the development of creative imagination, because allow students to understand the mechanism of creating an artistic image. The guys draw a lot with me. They really like to repeat in stages after the teacher. As a rule, they do this kind of work very successfully. During the lesson, I make sure to make rounds: I will praise someone, help someone. At the end of the lesson, I definitely post my work on the board. It is very important here to praise all the guys, in no case to criticize any work. I teach children not to compare drawings with each other, but to notice the peculiarities of the pictorial techniques of each, to find a zest in someone else's drawing. Such methods increase the student's self-esteem, give confidence, and motivate to successfully complete the next task. Drawing for children is not art, but speech. They tend to draw. Through drawing, the individual's need for self-expression is realized. We all were once children, which means that this “language” of creativity is not alien and understandable for us. I tried to make friends with the guys, shared with them what is so important to them! And in this I was helped by exercises with elements of art therapy. Tasks should correspond to the age characteristics of children, be understandable and doable.
Non-traditional image techniques make it possible to avoid copying the proposed sample, since the teacher demonstrates only a method of action with non-traditional materials. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, expression of individuality.
Many types of non-traditional drawing contribute to an increase in the level of development of hand-eye coordination and coordination of fine motor skills of the fingers.
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