Presentation on the development of children's creative imagination. Presentation on the topic "Developing the creativity of preschoolers" (imagination)
imagination
in extracurricular activities
students of artistic and aesthetic orientation
Author: teacher visual arts Lukyanova L. B.
Development of creative imagination in extracurricular activities of students of artistic and aesthetic orientation
Tell me -and I will forget
Show me -
and I will remember
draw me into
GBOU
SOSH s. ELHOVKA
Samara region
Teacher
visual arts
Lukyanova Ludmila Borisovna
process-
and I will understand.
Get away and I will
act
(Confucius)
What is creative imagination?
Creative imagination is a kindimagination, during which a person
creates new images and
ideas representing a certain
value. These ideas can be translated into
specific creative products
activities.
The difference between logical and creative thinking
The main difference between logic andcreative thinking is
with template logical thinking
logic governs the mind, while in
in the process of creative thinking, it is only
plays a supporting role (search, selection
and analysis of new ideas)
In the tactics of the creative style of teaching, the following lines of behavior of the teacher are visible:
the ability to deliver educational and cognitiveproblems (for example: is it possible at home or in
school to create their own little puppet theater?)
stimulation to search for new knowledge and
non-standard ways of solving problems and
problems;
support the student on the path to independent
conclusions and generalizations
All this involves creating an atmosphere
creativity in the classroom.
Methods for developing creative imagination
1. Neology - methodusing other people's ideas
For example, you can perform
form search based on
spatial rearrangement
some prototype. But in the process
borrowing is necessary
answer the questions:
What needs to be changed in the prototype?
What is the best way to do this?
Does this solve the
task?
Borrowing an Idea Without Change
may cause
accusations of plagiarism.
2. Heuristic methods
For example, come up with an image, makeunder the tree.
This is a way to create a previously unknown product in
the result of creative action. Sketch -
an integral part of any creative project
3. Organizational methods
Student Planning MethodsThis method helps you plan your
creative activity
Extracurricular activities in the 6th grade on the topic "Making puppets for the puppet theater" 1. Create motivation! one.
Generate motivation! Fantasizing should be fun. Then, gettingpleasure, the child will quickly master the skill
fantasize, and then the ability to imagine, and then
think rationally. Students have no interest in
reasoning, but to events.
Put children in difficult situations. Let them think and find a way out. For example, here is the problem: how and from what to make
dragon wings?"Toss" interesting stories to children and ask them to make stories, fairy tales, stories based on them.
"Throw" children interesting stories andask them to write stories about them,
fairy tales, stories.
For a more entertaining transition from words to deeds
offer to come up with an ending to the fairy tale.
Creative work is an opportunity to express your admiration for the surrounding world in the language of various materials or to show it.
rejection.The activity of creative imagination almost never arises without the help and participation of a teacher. However, the role of the teacher is not
to teach, but to share withchildren to build an activity so that children can create and
realize your ideas creative works.
Further development of the project
Creation of scenerystaging a fairy tale
Work on the costume (image) of the doll
Work on the scenery (painting on a large format)
Work on the script (competition for the best composition of a fairy tale in pictures with comments)
Output
Imagination is keycreative schema factor
thinking. The better developed
imagination, the wider
human outlook than
faster he can find
necessary associations in
head, the more creative his ideas. Test “Determining the level of imagination”
Instruction:
You are offered 12 test questions. They must be answered either "yes" or "no".
The first number in brackets (number of points) means a positive answer, the second - a negative one.
1.
Are you interested in painting? (2, 1).
2.
Are you often bored? (12).
3.Telling any story, whether you like to decorate it with colorful detail added
Push? (10).
4.
Are you proactive at work, at school? (2, 1).
5.
Do you write "broadly", do you take up a lot of space on paper? (1.0).
6.
Are you guided by the laws of fashion or your own taste in choosing clothes? (2, 1).
7.
Do you like to draw during meetings or lectures on a piece of paper the same
figurines? (Oh, 1).
8.
When listening to music, do you imagine any images associated with it? (1.0).
9.
Do you like to write long letters? (2, 1).
10. Do you sometimes dream in color? (10).
11. Do you like to mentally be in those dreams that you know only from stories? (10).
12. Do you often cry, get upset at the movies? (10).
So count up the points.
14-17 points: You have a rich imagination. If you can apply it in life, you will achieve great
creative success.
9-13 points: average imagination. This imagination is found in many people. From you and only from you
depends on whether you can develop it.
5-8 points: you are a realist in every sense of the word. You don't hang in the clouds. However, a little imagination is still for no one
did no harm. So think about yourself.
Life in the era of scientific and technological progress is becoming more diverse and more complex, it requires a person not to use stereotyped, habitual actions, but flexible, creative thinking. Therefore, in modern world creative individuals with the ability to effectively and unconventionally solve new life problems are in demand.
Raising a creatively active young generation is one of the main tasks of modern society. And it is necessary to solve it already at preschool age. Therefore, much attention in educational process in kindergarten, you need to pay attention to the development of creative imagination.
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M A DOU "Kindergarten No. 13 of a combined type with education and training in the Tatar language" Privolzhsky district of Kazan
The topic of self-education "Development of creative imagination in preschool children through visual activity»
The relevance of the topic is determined by the following problems: Socio-economic transformations in society dictate the need for the formation of a creatively active personality. School education requires a sufficiently formed level of imagination. Imagination is a prerequisite for the effective assimilation of new knowledge by children. No kind of creative activity can do without imagination.
Purpose: to study the features and opportunities for the development and activation of the creative imagination of preschool children in the process of engaging in visual activities. Tasks: To analyze the psychological, methodological literature on this topic. To study the process of development of creative imagination. To reveal the features of the imagination of preschool children and its connection with interests and emotions. To determine the features of children's creative activity and its significance for the development of creative imagination. Define possible ways development of children's creative imagination in the process of creative activity.
Tasks in working with children: To develop the imagination and creativity of children. Enrich and expand children's artistic experience. Encourage your child to experiment. Encourage and support creativity. Bring up positive attitude child to cooperation with an adult, with children, to his own activity, its result.
When a child imagines, all sorts of images arise in his mind. Depending on the nature of their origin, it is customary to distinguish between reproductive (or recreating) and productive (or creative) imagination. Further
Back Images of reproductive imagination arise on the basis of a verbal or graphic description (when reading a book, imagination helps the child imagine the situation in which the hero is, “see” his appearance based on the verbal description).
back Images of creative imagination are always original. They are synthesized by the child on their own, without relying on any description.
Conditions for stimulating creative imagination Giving freedom to act (experiment) with various materials while enriching ideas about their properties and modes of action; Awakening of emotions (experiences) in the process of perception of reality; Organization of observation of the creative process of adults.
Non-traditional drawing techniques Finger painting Palm painting Paper rolling Plasticine drawing Paper tearing
Our work
Let's remember that... Numerous studies by psychologists and educators show that one becomes a creator just like one becomes an intellectual, and creative abilities are not created, but are released both spontaneously and in a specially organized environment. Let's help our children become true creators!
On the topic: methodological developments, presentations and notes
"Development of the creative potential of preschool children through visual activity."
"Development of the creative potential of preschool children through visual activity." Goals and objectives, ways of implementation....
Presentation of the work experience "Formation of spatial thinking and imagination in preschool children in the process of familiarization with one of the non-traditional types of visual activity - plasticineography"
Experience in the formation of spatial thinking and imagination in preschool children in the process of familiarization with one of the non-traditional types of fine arts - plasticineography ....
Consultation for parents "Developing the creative abilities of preschool children through visual activity"
Advice for parents...
The relevance of the work.
Graphic productive activity using non-traditional drawing techniques is the most favorable for the creative development of children's abilities. An unconventional drawing technique gives the child the opportunity to see the world in a “new way”. Visual productive activity using non-traditional visual means is the most favorable for the development of children's creative thinking, because. in it, different aspects of the development of the child are especially manifested.
Work with the different materials expands the scope of the child's possibilities, ensures his emancipation, develops imagination, fantasy. Daily massage of the hand, finger exercises accelerate the development of speech. The motor activity of the hand increases the vocabulary, promotes their meaningful use, forms grammatically correct speech, develops memory, automates sounds and prepares the hand for writing. In the classroom, drawing with non-traditional techniques liberates children, allows them not to be afraid to do something wrong. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions are both a process and a result practical activities- artistic creativity. Drawing using non-traditional image techniques does not tire preschoolers, they maintain high activity, working capacity throughout the entire time allotted for the task. Non-traditional techniques allow the teacher to carry out an individual approach to children, take into account their desire, interest.
Their use contributes to:
Intellectual development of the child;
Correction of mental processes and personal sphere of preschoolers;
Develops self-confidence;
Develops spatial thinking;
Teaches children to freely express their intention;
Develops fine motor skills of hands.
Goals:
Formation of creative thinking of preschool children through acquaintance with non-traditional ways of creative activity
.Tasks:
introduce children to non-traditional drawing techniques.
generate interest in performing creative work in different materials and ways
to consolidate children's knowledge of materials that you can work with and be able to use them correctly
The development of children's creative abilities (in all its diversity)
Development and improvement of fine finger motor skills
Formation of skills and abilities to work with various materials,
fixtures and tools
Acquaintance with new techniques and technologies
Ability to put them into practice
WORK PLAN FOR SELF-EDUCATION ON THE TOPIC: "Using non-traditional drawing techniques to develop creative imagination in children 3-4 years old"
Stages of work. Content of work. Deadlines I.
Information and analytical - selection and study of pedagogical and methodological literature on the topic, accumulation of material;
Memo on the topic "Introduction to non-traditional drawing techniques and their role in the development of preschool children"
Card file of early popular, methodical literature and journal articles on the topic.
- studying the experience of other teachers on the designated topic in the DU and on Internet sites; 2017-2018 academic year
IIPractical 1. Methodological work on self-education
- systematization of methodological material on the topic of self-education;
Reminder:
"Unconventional Drawing Techniques".
- development perspective plan classes in circle work on non-traditional drawing techniques; Thematic lesson plan for children.
- drawing up notes of classes for circle work "We draw without a brush ..."; Abstracts of classes.
- preparation of a consultation for teachers on the topic: "Non-traditional drawing techniques in kindergarten and their role in the development of preschool children"; 2018-2019 academic year.
2.Working with children "Funny fingers" Acquaintance and mastering the technique of "drawing with fingers" Exhibitions of children's works, designing a folder with drawings,
collective work.
“Bright palms” Acquaintance and mastery of the “painting with palms” technique “Colored PRINTS” Acquaintance and mastery of the “imprint with prints” technique (foam rubber, cotton buds, corks, pipettes) “Prickly brush” Acquaintance and mastery of the technique “poking with a hard semi-dry brush” “Drawing without a brush "Acquaintance and mastering the technique" drawing with wax, "wet", semolina""Paper lumps" Acquaintance and mastery of the technique "drawing with crumpled paper"
"Magic blots" Acquaintance and mastery of techniques
"blotography" and "monotype" 2019-2020 academic year
3.Working with parents - preparing a consultation "Drawing in non-traditional ways
Preparation and holding a master class for parents on non-traditional drawing techniques: “We draw with unusual things without difficulty”
2019-2020 academic year
III Summing up - a report on the work done. Speech with a report at the teachers' council. Folder of children's works on non-traditional drawing techniques. Photo album of collective works and collages created together with children. 2021-2022 academic year.
2017-2018 academic year. Information and analytical stage of work on the topic of self-education: Studying methodological literature on the topic: 1. A. A. Fateeva "Drawing without a brush" "2. T. N. Davydova "Drawing with palms" 3. G. N. Davydova "Unconventional drawing technique in kindergarten "- M. 2007. 4. G. N. Davydova "22 drawing lessons for preschoolers." Non-traditional techniques. - M.: 2016. 5. I. A. Lykova "Colored palms" 6. Magazines "Preschool education", "Educator". 7. A. V. Nikitina "Non-traditional drawing techniques in kindergarten" 8. I. A. Lykova - " Toolkit for preschool specialists educational institutions».
2. Introduction into practice: - 2018-2019 academic year “Development of a long-term plan for non-traditional drawing techniques in the second junior group. Make a summary of classes in non-traditional drawing. – 3.2019-2020 academic year. Consultation for parents "Development of creative imagination in preschool children through non-traditional drawing techniques." - Exhibitions of children's drawings for parents. - Consultation for parents "Observation of children's creativity at home" - Consultation "How to teach a child draw if you don't know how to do it yourself?"
3. Presentation of work experience: - 2020-2021 academic year. Development of summaries of activities with children. - Master class for parents on conducting a lesson on non-traditional drawing techniques “We draw with unusual things without difficulty” Consultation for parents “We develop the child’s hand” - 4.2021-2022 academic year Report on the topic of self-education
Expected results.
The study of educational, reference, scientific and methodological literature:
1. A. A. Fateeva "We draw without a brush"
2. T. N. Davydova "Drawing with palms"
3. G. N. Davydova "Non-traditional drawing technique in kindergarten" - M. 2007.
4. I. A. Lykova "Colored hands"
5. Magazines "Preschool education", "Educator".
6. A. V. Nikitina "Non-traditional drawing techniques in kindergarten"
7. I. A. Lykova - "Methodological guide for specialists in preschool educational institutions."
8. Studying from Internet resources
Goals:
To form the ability to implement the acquired knowledge about the means of expression in their own work;
- To form the ability to perform a collective composition, to coordinate their actions with peers;
- To develop the need to create a new, unusual product of creative activity;
- To develop an aesthetic appreciation, the desire for creative self-realization.
Tasks:
- to expand the idea of the variety of non-traditional drawing techniques;
- to form an aesthetic attitude to the surrounding reality on the basis of familiarization with non-traditional drawing techniques;
- to form an aesthetic taste, creativity, fantasy;
- develop associative thinking and curiosity, observation and imagination;
- improve technical skills and drawing skills;
- cultivate artistic taste and a sense of harmony.
Relevance of the topic:
“Childhood is an everyday discovery of the world, so we must make sure that it becomes, first of all, the knowledge of man and the Fatherland, their beauty and greatness.”
“The origins of the abilities and talents of children are at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child." V. A. Sukhomlinsky.
All children love to draw. Having experienced an interest in creativity, they themselves find the necessary ways. But not everyone succeeds, especially since many children are just beginning to master artistic activity. Children love to learn new things and enjoy learning. It is by learning, gaining knowledge, skills that the child feels confident.
Drawing with unusual materials, original techniques allows children to experience unforgettable positive emotions. Non-traditional drawing gives children a lot of positive emotions, opens up new possibilities for using familiar objects as art materials surprises with its unpredictability. Original drawing without a brush and pencil uninhibits the child, allows you to feel the colors, their character, mood. Unbeknownst to themselves, children learn to observe, think, fantasize.
The teacher must awaken in every child faith in his creative abilities, individuality, originality, faith that he came into this world to create goodness and beauty, to bring joy to people.
The relevance lies in the fact that knowledge is not limited to the framework of the program. Children are exposed to diversity unconventional ways drawing, their features, the variety of materials used in drawing, they learn to create their own drawings based on the knowledge gained. Thus, a creative person develops, able to apply his knowledge and skills in various situations.
Drawing with non-traditional techniques is the most important thing aesthetic education. Visual activity is one of the most interesting for preschool children: it deeply excites the child, evokes positive emotions.
Non-traditional drawing techniques are ways to create a new, original work of art in which everything is in harmony: color, line, and plot. This is a great opportunity for children to think, try, search, experiment, and most importantly, express themselves. R. G. Kazakova, T. I. Saiganova, E. M. Sedova, V. Yu. Sleptsova, T. V. Smagina, O. V. Nedorezova, V. N. Volchkova, N. V. Stepanova and others. During their stay in the group, children have time to study various imaging technologies such as: poking with a hard semi-dry brush, drawing with fingers, cork print, wax crayons + watercolor, object monotype, regular blotography, blotography with a tube, blotography with a thread, splashing, poking, landscape monotype .
The inclusion of non-traditional drawing techniques in work with children allows developing the sensory sphere not only by studying the properties of the depicted objects, performing appropriate actions, but also by working with various visual materials. In addition, the cognitive interest of the child is stimulated (using objects that surround the baby every day in a new perspective - you can draw with your own palm, fingers, use a spikelet or a birch leaf instead of a brush). There is a development of visual - figurative, and verbal - logical thinking, activation of independent mental activity of children. (What else can I draw? What can I draw with this material) Through the use of various visual materials, new techniques that require precision of movements, but do not limit the child's fingers to a fixed position (as with the correct holding of a brush or pencil, conditions are created for the development of a general motor awkwardness, the development of fine motor skills.After all, instead of traditional ones: a brush and a pencil, a child uses his own palms, various seals, stencils, the “blotography” technique to create an image.The “monotype” technique contributes to the creation of a complex symmetrical image.
It is non-traditional drawing techniques that create an atmosphere of ease, openness, looseness, contribute to the development of initiative, independence of children, create an emotionally positive attitude towards activities. The result of visual activity cannot be good or bad, the work of each child is individual
Stages of self-education
1. Selection and study of methodological literature: during the year.
2. Participation in events dedicated to the topic of self-education: during a year
3. Formation of experience on the topic. Implementation into practice: during the year 4.Presentation of work experience on the topic during the year.
Visual activity, in particular, children's drawing, contains great opportunities. As researchers of children's fine arts (Sakulina N.P., Komarova T.S., Grigoryeva G.G.) note, it is a means of mental, graphomotor, emotional, aesthetic and volitional development of children. In the process of drawing, all mental functions are improved: visual perception, representation, imagination, memory, mental operations.
The choice of non-traditional drawing techniques as one of the means of developing children's fine arts is not accidental. Most non-traditional techniques refer to spontaneous drawing, when the image is obtained not as a result of the use of special visual techniques, but as the effect of game manipulation. This way of non-traditional image can be called "happening" (translated from English - "happen"). With him, it is not known what image will turn out, but he is obviously successful in terms of the result and thereby increases the interest of preschoolers in visual activity, stimulates the activity of the imagination. In addition, non-traditional techniques expand the visual possibilities of children, which allows them to better realize their life experience, get rid of unpleasant experiences and establish yourself in a positive position of the “creator”.
The basis of creativity is the combinatorial activity of the imagination. Creative imagination depends on many factors: age, mental development and developmental characteristics (the presence of any violation of psychophysical development), individual personality characteristics (stability, awareness and orientation of motives; evaluative structures of the image of "I"; features of communication; degree of self-realization and assessment of one's own activities; traits of character and temperament), and, which is very important, from the development of the process of education and upbringing.
The experience of the child develops and grows gradually, it is distinguished by a deep originality in comparison with the experience of an adult. The attitude to the environment, which, by its complexity or simplicity, by its traditions and influences, stimulates and directs the process of creativity, is again completely different for the child. The interests of a child and an adult are different, and therefore it is understandable that the imagination of a child works differently than that of an adult. The child lives in a fantasy world more than in the real one. But we know that the interests of the child are simpler, more elementary, his relations with the environment also do not have the complexity, subtlety and diversity that mark the behavior of an adult, and yet these are all the most important factors that determine the work of the imagination. As the child develops, so does the imagination. What are the stages in the development of imagination in preschool children? The French psychologist T. Ribot presented the basic law of the development of the imagination in three stages:
Childhood and adolescence - the dominance of fantasy, games, fairy tales, fiction;
Youth is a combination of fiction and activity, “sober prudent reason”;
Maturity is the subordination of the imagination to the intellect.
The ability to imagine is not given from birth. Imagination develops with the accumulation of practical experience, the acquisition of knowledge, the improvement of all mental functions. IN modern science There are many studies devoted to the development of imagination in ontogeny.
Drawing in the technique of "blotography". For work, the children were provided with ready-made stimulus material, as the children reacted negatively to the proposal to draw the blots themselves. The children themselves chose the stimulus material from the proposed one (blanks of an abstract form made of plasticine, pieces of cloth drawn with paint). All the children chose felt-tip pens from the proposed visual material for completing the task, motivating their choice by the fact that they are brighter than pencils, and it is easier to draw with them than with paints.
Most of the works are not original, the children added only the most essential details to the image, but at the same time they paid great attention to creating the plot of the drawing. All the children coped with the task on their own, not only by drawing the spot to a certain image, but also by adding new images, presenting a detailed subject environment in the drawings.
Drawing in the technique of "monotype". The children themselves coped with the technique of performing monotype. Lopanova Dasha did the work in her own proposed way - combining it with the “blotography” technique: splashing colored spots of paint on both halves of the sheet and then folding them. The second part of the work caused more difficulties: the children could give a name to their drawings, say what image they see in it, but they either refused to finish drawing, or started working only after discussing with the teacher what they want to depict.
"Drawing with colored threads". This drawing technique evoked positive emotions in children, a desire to work in this technique. Only one child was able to give a name to his work and finish drawing it to a complete image. Despite this, this technique is useful in working with children as a psychotherapeutic tool.
Thus, all the proposed non-traditional techniques aroused interest in the children, a positive attitude towards them, however, they started to complete the task only after a conversation with the teacher, they felt insecure in the first lessons, the images were created of the same type. In subsequent lessons, the children were more quickly involved in activities, showed more independence, and when considering given forms, they offered options for images. This indicates that this work must be carried out in the system
This technique activates the activity of the imagination, revealing one of its properties - the vision of the whole before the parts. In this case, the figures (forms) obtained as a result of the "happening" non-traditional technique exacerbate the child's sensitivity to shortcomings, missing elements, provide an opportunity for ambiguous task completion, which is manifested in the creation of various drawings in children.
We consider it not only possible, but also necessary to use such tasks by teachers and parents, since tasks maintain mental balance, provide an opportunity for a safe release of emotions, while the child has the opportunity to realize his creative potential, create as he wants, be free from any pressure, imposing someone else's opinion. The child's faith in his own strength is also strengthened, individuality, autonomy develops. Such creative tasks can be used not only in work with preschoolers, but also with children of younger, middle and older preschool age. The above are also useful for adults, as they not only activate the work of the imagination, but also have a psychotherapeutic effect.
Maymakova
Imanbekovna.
GKKP "Nursery - kindergarten No. 24
“The origins of the abilities and talents of children are at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child."
V.A. Sukhomlinsky
Educator business card
FULL NAME. Maimakova Botagoz Imanbekovna.
Date of birth: 04/07/1980.
Education: Higher - pedagogical.
Name of educational institution that graduated from: Novosibirsk State Pedagogical University
Karasuk Pedagogical College.
Diploma specialist: Teaching in elementary grades, specialization in psychology, educator.
Work experience: general-, pedagogical-, in this institution.
When and where did I improve my qualifications: NTsPK "Orleu" 2017
Direction of work that is better done: Cognition. Creativity.
On which problem I am currently working in depth: "Development of creative imagination through non-traditional drawing techniques"
Topic:"The development of creative abilities of preschool children through the use of non-traditional drawing techniques in project activities»
Tasks:
To teach children to choose material for non-traditional drawing and skillfully use it.
Help children master various technical skills while working with non-traditional techniques.
To instill an interest in drawing with non-traditional techniques.
Develop creativity and imagination.
Activate children when choosing topics.
To educate in children the ability to work individually and create collective compositions, to develop emotionally positive emotions on the offer to draw, the formation of skills to use experience to achieve the goal.
To develop in children the aesthetic sense of form, color, rhythm, composition, proportion.
Develop a sense of collectivism, camaraderie, desire to help each other.
2017-2018 academic year
Work with children:
Development of circle work with children first junior group"Magic Fingers"
Mastering with children the technique of drawing with a palm, fingers, fist, pokes.
Exhibition of creative works "Wonderful transformations of the palm"
Development and selection of material for finger games for classes in fine arts in the first junior group.
Development and implementation of a stamp drawing project
"Funny prints - prints"
Conducting didactic games "Collect a picture" - to develop the ability to assemble a whole from parts.
Working with parents:
Master class for parents "Draw with fingers and palms."
Design of the exhibition of works by children and parents: "Wonderful transformations of the palm."
To issue a folder - a shift "Material for drawing for kids 2-3 years old."
Presentation for the final parent meeting on the topic: "How we learned to draw."
Working with teachers:
Develop work program for performance in the first junior group.
Tell teachers about the book "Fascinating drawing by poke with children 3-7 years old" - K.K. uterine
Attend drawing classes by experienced teachers. Fill out visit sheets.
Open drawing lesson "Autumn, autumn - leaf fall" for teachers of preschool education.
Speech at the teachers' council "Non-traditional drawing techniques for children of primary preschool age."
Provide teachers with options for organizing a corner for fine arts.
2018-2019 academic year
Work with children:
Development of circle work with children of the second junior group "Rainbow of colors"
Development and implementation of a project on various tree drawing techniques in the second junior group.
Entertainment "Cheerful snowman".
Didactic game: "Pick by color" - fixing the shades of primary colors.
Drawing lesson "Snowflake Festival".
Individual work on the development of creative abilities with the help of entertaining material. Didactic games"Lay down the pattern."
Working with parents:
Joint entertainment "Autumn Festival".
Photo exhibition: "How we do in kindergarten."
Consultation: "We collect and store natural material for crafts and drawing."
On the parent meeting present the presentation "First Steps into the World of Art". - introduce the variety of exhibitions and museums in Nizhnekamsk and Naberezhnye Chelny.
Master class for parents "Stamps for drawing with your own hands."
Working with teachers:
Round table: "Sharing experience" - generalizations of the experience of teachers.
Tell teachers about the book by A.V. Nikitina "Non-traditional drawing techniques in preschool educational institutions. Handbook for educators and parents.
Workshop: "Introducing children to the technique of Pointillism."
Presentation of the project "Such different trees" - acquaintance with the methods of depicting trees in various techniques.
To present to teachers a game made with their own hands “pick by color” to consolidate the shades of primary colors and logical thinking.
Consultation for teachers "Games on visual activity".
2019-2020 academic year
Work with children:
Development of circle work with children of the middle group "Watercolor"
Didactic game "Butterflies" - fixing shades of color, shape. Fantasy development.
Development and implementation of the "Magic Background" project - to encourage children to create a background for creative work using non-traditional drawing techniques.
Individual work on the development of creative abilities with the help of entertaining material. Didactic game "Draw a portrait".
Open lesson on visual activity "Snowflakes" - to consolidate the ability to use the spray technique in the activity.
Working with parents:
Checkout - a folder for moving "Material for teaching the technique of spraying."
Evening of entertainment "Sorceress Winter".
Presentation at the parent meeting: "I'm learning to create."
Seminar-workshop for parents "Marbling a sheet or drawing on shaving foam".
Replenishment of the corner for visual activity in the group.
Development of creative imagination of preschoolers through non-traditional methods of visual activity
The development of creative imagination is one of the main tasks preschool education In the history of preschool pedagogy, the problem of children's creativity has always been one of the most urgent. Modern society has a need for creative individuals. Many abilities bestowed by nature are not fully revealed without purposeful and systematic work on their development. Preschool age is a favorable period for the development of creative imagination, since at this time progressive changes take place in many areas: mental processes (attention, memory, perception, thinking, speech, imagination) are being improved, personal qualities, and on their basis abilities and inclinations. Having not received proper development in childhood, creative imagination sometimes remains unrealized in adulthood. The presence of a developed imagination in mature years determines the success of any type of professional activity of a person. That is why working on the development of the creative imagination of preschoolers is extremely important.
Non-traditional drawing techniques as a kind of artistic and creative activity One of the interesting types of artistic and creative activity is non-traditional drawing techniques. Graphic productive activity using non-traditional visual technologies is the most favorable for the development of the imagination and creative abilities of children, because it shows different aspects of the child's development especially clearly. The use of non-traditional drawing techniques in educational work is not only a great way to interest children, but also an impetus to the development of their imagination and creative ideas, the manifestation of independence, initiative, and expression of individuality. Applying and combining different ways images in one “drawing”, preschoolers learn to think and decide on their own which technique to use in order to make this or that image expressive.
Purpose of use non-traditional methods Fine arts activities as a direction of educational work with preschoolers develop creative imagination in children, stimulate artistic creativity and help in activating the creative potential of pupils through non-traditional techniques and methods of visual activity.
Tasks: Developing: to form creative thinking, a steady interest in artistic activity; develop artistic taste, imagination and fantasy, ingenuity, spatial representations; to form the skills necessary to create creative works; develop a desire to experiment, showing vivid cognitive feelings (surprise, doubt, joy from learning new things)
Educational: consolidate and enrich children's knowledge about different types artistic creativity; to acquaint children with various types of visual activity, a variety of art materials and methods of working with them; to consolidate the skills and abilities acquired by pupils, to demonstrate to children the breadth of their possible application; introduce decorative products applied arts(they reveal to children the richness of the culture of the people and help them learn the customs and customs that have been passed down from ancient times from generation to generation); to teach to understand and love the beautiful; to learn to create your own unique images using various techniques of fine arts; help children master various technical skills when using non-traditional techniques in fine arts
Educational: to educate diligence and the desire to achieve success by one's own work; educate attention, accuracy, purposefulness, creative self-realization Improving: to strengthen the health of children using complexes of health-saving technologies; beneficially influence the emotional state and mental development of children with the help of non-traditional techniques of visual activity
Basic principles for the development of children's creativity and imagination: the principle of stages (from simple to complex); the principle of dynamism (the technique is clear and mastered to perfection); the principle of comparisons (a variety of options and the search for new techniques and materials); the principle of choice (creative interaction between an adult and a child)
Application of the principles of the development of imagination and children's creativity when using non-traditional methods of fine arts activities with preschoolers Principle From simple to complex (from simply stamping traces with paint-soaked foam sponges on a white sheet to creating “Space Landscape” drawings) Principle of comparisons, search for new technologies (from habitual drawing nesting dolls with a brush to its image using finger painting)
Application of the principles of the development of imagination and children's creativity when using non-traditional methods of fine arts activities in classes with preschoolers The principle of dynamism (the technique of creating a toy based on the Dymkovo young lady is understandable to children and later mastered by them)
Our art activity center is equipped with a variety of materials for creativity: watercolor and gouache paints, various prints, stencils, pencils and colored pencils, wax crayons, erasers, felt-tip pens, coloring books, drawing paper; application material; plasticine for modeling and plasticineography; a variety of natural and waste material for transformation (for example: make a camera out of a box or a Dymkovo young lady out of a cut bottle, etc.)
Seminar "Developing the creativity of preschoolers" (imagination)
What is creativity?
Every person has a need for creative activity and creative abilities. Unfortunately, they often remain unrealized. In childhood, a person is looking for opportunities to realize his creative potential, but sometimes he encounters resistance from the environment and the immediate environment. If a child does not acquire positive experience of creative activity, then in adulthood he may form the belief that this direction of development is not available to him. But it is through creativity that a person can reveal himself as a person.
What gives creativity to a person - a child?
Creativity gives the experience of its integrity. It reflects his inner world, his aspirations, desires, experiences. At the moment of creativity, a person most fully and deeply experiences himself as a person, realizes his individuality.
“Creativity,” writes psychologist V.V. Davydov, “is the lot of everyone, ... it must necessarily be a normal and constant companion of child development.”
What needs to be done to children's creativity developed?
How do you understand the phrase ". since everyone has their own hands, eyes, feelings and thoughts, they are not like anyone else, then the technique of creativity cannot but be individual, unless an outsider, depersonalizing, is intervened in it.
And in what kind of activity can these two directions in the development of the child be combined? (productive activity)
As you know, the basis of the creative potential of the individual is imagination, which “manifests itself in all aspects of cultural life, making artistic, scientific and technical creativity possible. In this sense, everything that surrounds us and that is made by the hand of man, the whole world of culture, in contrast to the world of nature, all this is a product of human imagination and creativity based on this imagination.
The need for the development of imagination in children is emphasized by all domestic scientists.
So, E.E. Kravtsova writes: “A child failed to become a magician in childhood, did not learn to imagine, and various problems begin to grow like a snowball - causeless fears, low learning ability, lack of plans, poor development of activities and, as a result of all this, psychological unpreparedness for learning at school"
Psychologists and educators are looking for effective ways and means of developing creative imagination in various types children's activities: artistic productive (pictorial, constructive, musical, verbal creativity), in the leading play activities of preschoolers, as well as in the process of physical development, perception of works of art, familiarization with the surrounding nature, etc.
Exercise "Drawing on the back"
Target: activating the participants, creating a positive emotional mood using the finger painting technique.
Teacher: Now, I will tell you a fairy tale that we will draw on each other's back. Let's prepare a sheet of paper, smooth it out (participants stroke the back of the player in front with their palms). Once upon a time there was a boy (draw a little man with a finger). He was very fond of walking in the forest (drawing trees). Once he went for a walk (depicting walking legs). The bright sun shone (draw the sun on the back of the partner). The sun's rays gently caressed his back (stroking each other's backs with their palms). Suddenly clouds appeared (draw clouds). It began to rain heavily (they show how raindrops fall). The rain has calmed down. Large puddles appeared (puddles are drawn). The boy's favorite pastime was to look into the puddles and smile at his reflection (the participants turn their faces in a circle and smile at each other)
Games for the development of children's creative abilities.
Games for the development of associativity of thinking
Game "What does it look like"
3-4 people (guessers) go out the door, and the rest of the participants in the game agree on which item will be compared. The guessers come in and the presenter begins: "What I thought is like ..." and gives the floor to the one who first found the comparison and raised his hand: For example, a bow can be associated with a flower, with a butterfly, a helicopter propeller, with the number "8 , which lies on its side. The guesser chooses new guessers and offers the next item for association.
"Surreal Game"
(drawing in several hands)
The first participant in the game makes the first sketch, depicts some element of his idea. The second player, starting from the first sketch, makes an element of his image, and so on. to the finished drawing.
"Magic blots"
Before the game, several blots are made: a little ink or ink is poured into the middle of the sheet and the sheet is folded in half. Then the sheet is unfolded and now you can play. Participants take turns talking. What subject images do they see in a blot or its individual parts. Whoever names the most items wins.
Game "Word associations"
Take any word, for example, loaf. It is associated:
from bakery products.
with consonant words: baron, bacon.
with rhyming words: pendant, salon.
Create as many associations as possible according to the proposed scheme.
Associativity of thinking can be developed on the go. Walking with children, you can think together what clouds, puddles on asphalt, pebbles on the shore look like.
Games for the development of dialectical thinking.
Good-bad game
Option 1. For the game, an object indifferent to the child is selected, i.e. which does not cause persistent associations in him, is not associated for him with specific people and does not generate emotions. The child is invited to analyze this object (subject) and name its qualities from the point of view of the child, positive and negative. It is necessary to name at least once what is bad and what is good in the proposed facility, what you like and dislike, what is convenient and not convenient. For example: pencil.
I like that it's red. I don't like that it's thin.
It's good that it's long; it is bad that it is sharply sharpened - you can prick.
It is convenient to hold in your hand, but it is inconvenient to carry it in your pocket - it breaks.
A specific property of an object can also be considered. For example, it is good that the pencil is long - it can serve as a pointer, but it is bad that it is not included in the pencil case.
Option 2. For the game, an object is offered that has a specific social significance or causing persistent positive or negative emotions in him, which leads to an unambiguous subjective assessment (candy is good, medicine is bad). The discussion proceeds in the same way as in option 1.
Option 3. After children learn to identify the contradictory properties of simple objects and phenomena, one can proceed to consider "positive" and "negative" qualities, depending on specific conditions in which these objects and phenomena are placed. For example: loud music.
Well, if in the morning. You wake up quickly and feel refreshed. But it’s bad if at night it interferes with sleep.
One should not be afraid to touch on in this game such categories that were previously perceived by children exclusively unambiguously ("fight", "friendship", "mother"). Children's understanding of the inconsistency of properties contained in any objects or phenomena, the ability to identify and explain the conditions under which certain properties appear, only contributes to the development of a sense of justice, the ability to find in a critical situation correct solution problem, the ability to logically assess their actions and choose from many different properties of the object those that correspond to the chosen goal and real conditions.
Option 4. When the identification of contradictory properties ceases to cause difficulties for children, one should move on to a dynamic version of the game, in which for each identified property the opposite property is named, while the object of the game is constantly changing, a kind of "chain" is obtained. For example:
Eating chocolate is good - tasty, but the stomach can get sick;
Stomach hurts - it's good, you can Kindergarten do not go;
Sitting at home is bad, boring;
You can invite guests - etc.
One of options The game "Good - bad" has become, perhaps, its modification, reflecting the dialectical law of the transition of quantitative measurements into qualitative ones. For example, sweets: if you eat one candy, it is tasty and pleasant, and if you eat a lot, your teeth will ache, you will have to treat them.
It is desirable that the game "Good - Bad" become part of Everyday life child. It is not necessary to set aside time specifically for its implementation. You can finish playing it on a walk, during lunch, before going to bed.
The next stage in the formation of dialectical thinking will be the development in children of the ability to clearly formulate a contradiction. First, let the child select words that are opposite in meaning to the given words. For example, thin - (?) fat, lazy - (?) hardworking, sharp - (?) stupid. Then you can take any pair of words, for example, sharp - dumb, and ask the children to find an object in which these properties are present at the same time. In the case of "sharp - blunt" - this is a knife, a needle, all cutting, sawing tools. At the last stage of the development of dialectical thinking, children learn to resolve contradictions using TRIZ methods of resolving contradictions (there are more than forty in total).
Systematic thinking
Game "Teremok"
Children are given pictures of various objects: accordions, spoons, pots, etc. Someone is sitting in a "teremka" (for example, a child with a drawing of a guitar). The next child asks to go to the teremok, but can get there only if he says how the object in his picture is similar to the object of the owner. If a child with an accordion asks, then both have a musical instrument in the picture, and a spoon, for example, also has a hole in the middle.
"Collect the figurines"
The child is given a set of small figures cut out of thick cardboard: circles, squares, triangles, etc. (approximately 5-7 figures). 5-6 pictures are made in advance with the image of various objects that can be folded from these figures: a dog, a house, a car. The child is shown a picture, and he puts the object drawn on it from his figures. The objects in the pictures should be drawn so that the child can see which of the figures is where, that is, the picture should be divided into details.
"Rabbits"
A picture is drawn according to any subject - a forest, a yard, an apartment. There should be 8-10 errors in this picture, that is, something should be drawn in a way that does not actually happen. For example, a car with one wheel, a hare with horns. Some errors should be obvious and others not. Children must show what is drawn incorrectly.
Technique "How to save a bunny"
Base. Supra-situational-transformative nature of creative solutions.
Target. Ability assessment and the transformation of a task of choice into a task of transformation under the conditions of transferring the properties of a familiar object to a new situation.
M a t e r and a l. Bunny figurine, saucer, bucket, wooden stick. deflated balloon, sheet of paper.
Instructions for carrying out.
A bunny figurine, a saucer, a bucket, a wand, a deflated ball and a sheet of paper are placed on the table in front of the child. Psychologist, picking up a bunny: "Meet this bunny. Once such a story happened to him. The bunny decided to sail on a boat in the sea and sailed far, far from the coast. And then a storm began, huge waves appeared, and the bunny began to sink. Help bunny can only we are with you. We have several items for this (the psychologist draws the child's attention to the items laid out on the table). What would you choose to save the bunny?"
Data processing.
During the survey, the nature of the child's answers and their justification are recorded. Data are evaluated on a three-point system.
First level. The child chooses a saucer or bucket, as well as a stick with which you can lift the bunny from the bottom, without going beyond a simple choice; the child tries to use ready-made objects, mechanically transfer their properties to a new situation. Rating - 1 point.
Second level. A decision with an element of simple symbolism, when a child suggests using a stick as a log, on which a bunny can swim to the shore. In this case, the child again does not go beyond the situation of choice. Rating - 2 points.
Third level. To save the bunny, it is proposed to use a deflated balloon or a sheet of paper. For this purpose, you need to inflate a balloon ("A bunny on a balloon can fly away") or make a boat out of a sheet. In children at this level, there is a setting for the transformation of the available subject material. The initial task of choice is independently transformed by them into a task of transformation, which testifies to the child's supra-situational approach to it. Rating - 3 points.
Game "Magic Wand"
Here is a magic wand for you, it can increase or decrease, whatever you want.
So, the first command will talk about what they want to increase, and the other will decrease.
Here is what the children answered: I want to reduce winter, increase summer;
I want to enlarge the candy to the size of the refrigerator, etc.
MAGIC PIPE»
Benefit. Painting, paper rolled into a tube.
Game progress: Offer to look at the picture through the pipe and name as many objects as possible. Offer to find an object according to the description of an adult and a child.
« WHO WILL CALL MORE? Goals. Learn to highlight an object against a "noisy" background.
Benefit. Painting, real images of painting objects. Name who you see in the picture.
Game progress In the course of naming objects, clarifying questions are asked to clarify the color,
spatial arrangement, affiliation, etc.) "WHY?"
Goal: develop logical thinking, establish connections between objects,
build simple sentences. "WHAT DO YOU NEED?"
Purpose: To develop the initiative of speech, activate and expand vocabulary. IN middle group we are already using symbols, signs to draw up a graphic plan as a kind of visual support that reflects the sequence of the story.
1. To achieve high results, it is necessary to start as early as possible - from the newborn.
2. Strive to fill the space surrounding the child with the most diverse, new objects and stimuli for the child in order to develop his curiosity.
3. Be patient, do not turn help into a hint, do not deprive the child of difficulties and pleasure to do even a small, but own discovery.
4. To interest the child in creative play, but do not force him to play.
5. Try not to make offensive remarks, do not offend the child in the game.
6. For young children, it is necessary to enliven the game with a fairy tale or story.
7. Do not restrain the child's motor activity so that he can somersault, jump with delight.
8. Be sure to start with tasks that are feasible or with their simpler parts.
REMINDER FOR EDUCATORS:
DEVELOPING CREATIVITY IN A CHILD
1. Don't coach, help the kids act independently.
2. Based on careful observation and evaluation, identify strengths and weak sides children.
3. Do not hold back children's initiatives and do not do for them what they can do on their own.
4. Learn to take your time in making judgments.
5. Teach children the skills of independent problem solving, research and analysis of situations.
6. Get creative with everything!
Development of creative imagination in preschoolers
When a child is born, he has no imagination yet. The older the child becomes, the more time adults devote to games and special exercises for the development of his imagination, the more the ability to fantasize, the ability to create develops.
Imagination begins to develop by 2 years. The first, still quite simple fantasies can be seen in the games of kids. In the future, fantasy, imagination begins to actively develop after 3 years, because the baby's experience becomes richer, his interests expand, and the range of actions becomes more complicated. A kid of 3 - 4 years old sometimes confuses the imaginary with the real - what he invented with what really happened.
At the age of 4-5 years, the imagination becomes creative - the plots of children's games, drawings, fictional stories become richer and more diverse. The child composes stories, creates new characters, looks for ways to realize his creative ideas, comes up with new games. But it is still difficult for children to fantasize without acting. That is, in order to imagine, fantasize, children 4-5 years old need to act (build, tell, draw, etc.)
At the age of 5, a child can already fantasize mentally - invent extraordinary stories, fantastic animals, fairy tales and much more. At this age, the foundations of creative imagination begin to be laid. Adults must help the development of this unique ability in every child, without which further life in the modern world cannot be successful.
How can you help preschoolers with OHP develop their creative imagination? There are many different ways:
1. For the development of creative imagination, it is necessary to enrich the life experience of preschoolers - read fairy tales, poems and fiction stories look at the illustrations in the books. Advise parents to take their children to theaters, museums, go on excursions, etc.
2. Imagination is formed in the process of creative processing of what happened. Teach children to draw everything they have seen, tell about everything they have experienced.
3.Encourage drawing and sculpting by design. If necessary, discuss the planned plot with the child, help mentally see what was planned.
4. Encourage children's writing in all its manifestations: fairy tales, stories, poems.
5. Children should play as much as possible. The game is the best activity for a preschooler, which develops creative imagination.
6. All kinds of constructors should be available to preschoolers. How more species designers are offered to the child, those in more develops his creative imagination.
7. Use special games and exercises to develop creative imagination in preschoolers.
Games and exercises for the development of creative imagination in preschoolers should be carried out systematically. It is recommended to schedule them weekly.
Games and exercises for development
creative imagination in preschoolers with OHP
1.Exercise "What do our palms look like"
Target: development of imagination and attention.
Invite the children to circle their own palm (or two) with paints or pencils and come up with, dream up “What could it be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.
2.Game - exercise "Three colors".
Target: development of artistic perception and imagination .
Invite the children to take three paints, in their opinion, the most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like?
3. Exercise "Magic blots".
Target: development of creative imagination; learn to find the similarity of the image of unclear outlines with real images and objects.
Offer to drop any paint on the middle of the sheet and fold the sheet in half. Various blots turned out, children need to see in their blot what it looks like or who it is.
4. Exercise "Magic thread".
Target: development of creative imagination; learn to find similarities
images of indistinct outlines with real images and
objects.
In the presence of children, dip a thread 30-40 cm long in ink and put it on a sheet of paper, arbitrarily folding. Put another sheet on top of the thread and press it to the bottom. Pull out the thread while holding the sheets. A trace will remain on the paper from the thread, the children are invited to identify and give a name to the resulting image.
5. Game - "Unfinished drawing".
Target:
Children are given sheets with the image of unfinished objects. It is proposed to finish the object and tell about your drawing.
6. Exercise "Wizards".
Target:
Without a preliminary conversation, invite the children to use pencils to turn two completely identical figures depicted on a sheet into an evil and good wizard. Next, propose to come up with what the “evil” wizard did badly and how the “good” wizard defeated him.
7. Exercise "Dance".
Target: development of emotionality and creative imagination.
Invite the children to come up with their own image and dance it to certain music. The rest of the children must guess which image is conceived.
Variants - the image is set, all the children dance at the same time (“blossoming flower”, “affectionate cat”, “snowfall”, “cheerful monkey”, etc.). Complication - to convey feelings in the dance ("joy", "fear", "surprise", etc.)
8. Exercise "What the music told about."
Target: development of creative imagination.
Classical music sounds. Children are invited to close their eyes and imagine what the music is about, and then draw their ideas and talk about them.
9. The game "What is it?"
Target: to teach children, based on the perception of substitute objects, to create new images in the imagination.
Circles of different colors are used, strips of different lengths. Children stand in a circle. The teacher shows one of the colored circles, puts it in the center and offers to tell what it looks like. Answers should not repeat each other.
10. The game "Pebbles on the shore."
Target: learn to create new images based on the perception of schematic
images.
A large picture depicting the seashore is used. 7-10 pebbles of various shapes are drawn. Everyone should have a resemblance to some object, animal, person.
The teacher says: “A magician walked along this shore and turned everything that was in his path into pebbles. You have to guess what was on the shore, say about each pebble, who or what it looks like. It is desirable that several pebbles have almost the same contour. Next, invite the children to come up with a story about their pebble: how did it end up on the shore? What happened to him? Etc.
11. Exercise "Magic Mosaic".
Target: teach children to create objects in their imagination, based on
schematic representation of the details of these objects.
Sets of geometric shapes cut out of thick cardboard (the same for each child) are used: several circles, squares, triangles, rectangles of different sizes.
The speech therapist distributes kits and says that this is a magical mosaic from which you can add a lot of interesting things. To do this, you need different figures, whoever wants to, attach to each other so that some kind of image is obtained. Offer a competition: who can put together more different objects from their mosaic and come up with some kind of story about one or more objects.
12. The game "Let's help the artist."
Target: to teach children to imagine objects based on a scheme given to them.
Material: A large piece of paper attached to a blackboard with a sketch of a person drawn on it. Colored pencils or paints.
The teacher says that one artist did not have time to finish the picture and asked the guys to help him finish the picture. Together with the teacher, the children discuss what and what color is better to draw. The most interesting proposals are embodied in the picture. Gradually, the scheme is completed, turning into a drawing.
Then invite the children to come up with a story about the picture.
13. The game "Magic Pictures".
Target: to teach to imagine objects and situations based on schematic
images of individual details of objects.
The children are given cards. On each card is a schematic representation of some details of objects and geometric shapes. Each image is located on the card so that there is free space for drawing the picture. Children use colored pencils.
Each figure shown on the card, the children can turn into a picture they want. To do this, you need to add anything to the figure. At the end of the drawing, the children compose stories based on their paintings.
14. The game "Wonderful transformations."
Target: to teach children to create in their imagination objects and situations on
based visual models.
The speech therapist gives the children pictures with images of substitute objects, each has three strips of different lengths, three circles of different colors. Children are invited to look at the pictures, come up with what they mean, draw the corresponding picture on their sheet with colored pencils (you can have several). The teacher analyzes the finished drawings together with the children: notes their correspondence to the depicted substitute objects (in shape, color, size, quantity), originality of content and composition.
15. The game "Wonderful Forest".
Target: learn to create situations in the imagination based on them
schematic image.
Children are given identical sheets, several trees are drawn on them, and in different places unfinished, unformed images are located. The speech therapist offers to draw a forest full of miracles with colored pencils and tell a fairy tale about it.
For the assignment, you can use material on other topics: "Wonderful Sea", "Wonderful Glade" and others
16. The game "Changeling".
Target: learn to create in the imagination images of objects based on
perception of schematic representations of individual details of these
items.
Children are given sets of 4 identical cards, on the cards there are abstract schematic images. Task for children: each card can be turned into any picture. Stick the card on a sheet of paper and draw whatever you want with colored pencils so that you get a picture. Thus, you can turn a card with the same figure into different pictures. The game continues until all the children finish drawing the figures. Then the children talk about their drawings.
17. The game "Different Tales".
Target: to teach children to imagine different situations, using a visual model as a plan.
The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.). Children are invited to come up with a fairy tale from the pictures, following their sequence.
You can use various options: the child composes the whole fairy tale on his own, the next kid should not repeat his story. If it is difficult for children, you can compose a fairy tale for everyone at the same time: the first one starts, the next one continues. Next, the images are swapped and composed new fairy tale.
18. Exercise "Come up with your own end to the tale."
Purpose: development of creative imagination.
Invite children to change and compose their own end of familiar fairy tales.
"Kolobok did not sit on the fox's tongue, but rolled on and met ...".
“The wolf failed to eat the goats because…” and so on.
19. The game "Good-bad" or "Chain of contradictions."
Target: development of creative imagination through searches
contradictions.
The teacher starts - "A" is good, because "B". The child continues - "B" is bad, because "C". The next one says - "V" is good, because "G", etc.
Example: walking is good because the sun is shining. The sun is shining - bad, because it's hot. Hot is good, because it's summer, etc.
20. The game "Fairytale animal (plant)".
Target: development of creative imagination.
Invite the children to come up with and draw a fantastic animal or plant that does not look like a real one. Having drawn a picture, each child talks about what he has drawn, comes up with a name for what he has drawn. Other children are looking for features of real animals (plants) in his drawing.
21. Exercise "Fairy tale - story."
Target: the development of creative imagination, the ability to distinguish reality from fantasy.
After reading a fairy tale, children, with the help of an educator, separate in it what can really happen from what is fantastic. There are two stories. One is completely fantastic, the other is completely real.
You can compose an infinite number of such games and exercises, it all depends only on the creative imagination of adults who have set themselves the goal of helping each child grow up as a creatively gifted, non-standard thinking, successful person.