Creative skills and abilities. Creative Skills in Children by Jose Antonio Marina

Each age is characterized by the development of certain practical skills, and there is no need to force the child to do something ahead of time. What skills should be developed in preschool? What qualities should be instilled from an early age? How to help a child easily adapt to modern society? In this article, you will find answers to all these questions and learn how to form practical skills in preschool children.

Practical skills- automated human actions based on skills acquired from personal experience (walking, talking, writing, etc.). Without practical skills, which are acquired mainly in the process of imitating adults, a full life and adaptation of the child to social conditions is impossible. That is why it is very important that parents not only tell the child how to do this or that correctly, but also show everything by their own example.

Note that each age is characterized by the development of certain practical skills, and there is no need to force the child to do something ahead of time. What skills should be developed in preschool? What qualities should be instilled from an early age? How to help a child easily adapt to modern society? In this article, you will find answers to all these questions and learn how to to form practical skills in preschool children.

So, what practical skills need to be formed in preschoolers?

Communication skills

Communication is the main tool that forms a personality and contributes to its implementation in society. The ability to communicate in various situations, understand the interlocutor and demonstrate the flexibility of behavior - these are the tasks that children of this age face.

Active helpers for preschool children formation of communication skills parents and educators present.

Ways to develop communication skills:

Stimulate a healthy interest in the surrounding interlocutors (children and adults).
Find solutions to conflict situations.
Cope with negative emotions in unsuccessful communication.
Look for opportunities for constant contact with the children's team.

One of the leading activities of this age is the game. In it, children learn to communicate and obey the general rules of the game. In such fun, the corrective role is assigned to the educator. Under his guidance, children learn to plan and discuss their actions, to come to common results.

Labor skills

The formation of a labor skill at preschool age contributes to the formation of a person in society. It begins with family relationships and work assignments. Self-service and household tasks build independence in children. The child must first learn to perform some element of the work, and then the whole process. At the same time, tasks should be appropriate for the age of the child.

If the baby does not want to work - do not force. Show him the importance of work by personal example. Do not punish with labor, otherwise the child will associate it with something bad. Let the permission to work be the very long-awaited reward.

Development of labor skill takes place in the children's group. This is where physical and volitional efforts are formed. In the children's group, the teacher helps to form the following activities:

work organization;
collection of everything necessary for labor;
cleaning the workplace at the end of classes;
cleaning tools and distributing them in places.

In older groups, all stages of work are divided between participants in labor activity. The ability to negotiate, the distribution of roles, assistance, coordination of joint activities, advice and comments - these are the main skills that form a working personality.

Cultural and hygienic skills

These skills include daily activities that form the basis of life. A large role in this is given to imitation of the activities of parents. Cultural and hygienic skills start with the basics:

hand hygiene after walking and before eating;
water procedures and brushing teeth in the morning and evening;
rinsing the mouth after eating;
neatness of clothes;
order among the toys in the room;
food culture.

To teach a child to perform all these elementary actions on his own is the task of every family. Thus, it is formed: perseverance, organization, endurance, independence, discipline.

motor skills

Formation of motor skills is carried out sequentially: knowledge of how to perform a movement turns into skill and subsequently into a skill. To solve the problem of developing motor skills, it is advisable to use a game or imitation.

Stages of formation:

Performing exercises with the help of a teacher.
Independent implementation of tasks with the help of special items (balls, gymnastic sticks, ladders, etc.)
visual orientation.

Physical qualities (dexterity, strength, skill, flexibility, endurance) are the components of the concept of motor skills.

Social skills

At each stage of a child's growth, the formation of social and everyday skills:

Newborn - smile, laughter, facial expressions, gestures, onomatopoeia.
Toddler (2 years old) - understanding the words "don't" and "should", fulfilling elementary instructions from adults.
Child (3 years old) - communication according to the situation, helping adults, striving for a positive assessment.
Junior preschooler (4-5 years old) - partnerships with peers, cognitive communication with adults, development of self-esteem, flexibility of behavior.
Senior preschoolers (6 years old) - performing complex household duties and small social assignments.

Joint walks, preparation for the holidays, household tasks - all this includes children in an active family and social life. The task of adults is to explain such concepts as politeness, kindness, understanding of loved ones, care.

Graphomotor skills

The readiness of the child for school is determined by the degree of development of fine motor skills. It stimulates the development of the connectedness of speech, attention, memory and logical reasoning.

Formation of graphomotor skills starts from infancy. Finger massage is performed for children up to a year. Poetic texts with exercises are applicable for kids 1-3 years old. The ability to fasten buttons, small buttons, locks and tie shoelaces contributes to the development of finger motor skills at a younger preschool age. Coordination of movement and development of fine motor skills through teaching the elements of writing is carried out at the age of 6 years and is a preparation for school.

Stages of formation:

1-2 years - holding two objects in one hand, flipping through a book, picking up a pyramid;
2-3 years - stringing objects, playing with clay and sand, opening boxes and lids, drawing with fingers;
3-5 years - folding paper, drawing with crayons, lacing shoes, modeling with plasticine;
5-6 years - improvement of fine motor skills.

Visual perception and coordination, as well as graphic activity contribute to the formation of writing skills.

creative skills

Development of creative thinking and individual approach to solving various situations contribute to creative skills. They are personalized for each child. When the first signs appear, it is necessary to create favorable conditions for their development.

There are many developmental methods:

Games. They should take into account the age characteristics of the child and perform useful functions (constructor, mosaic).

The world. This includes stories about plants and animals, answers to the baby's questions, a description of the surrounding things on the street and in the house, an explanation of elementary processes.

Modeling. You can start with the simplest tasks: balls, sticks and rings, gradually moving on to more complex elements.

Drawing. Study shape and color together, use a wide variety of materials (paints, pencils, felt-tip pens, etc.).

Music. Lullabies for the night, children's songs and classical music will help the development of imaginative thinking and memory.

An incentive for creative skill development is a personal example and regular praise of parents.

Demchenko Natalya Vilievna, teacher of the first category, MBOU DOD "Children's Music School No. 3"

The structure of the curriculum of the subject

Explanatory note

Characteristics of the subject, its place and role in the educational process

The term for the implementation of the subject

The amount of study time provided for by the curriculum of the educational institution for the implementation of the subject

Form of conducting classroom training

Goals and objectives of the subject

Substantiation of the structure of the curriculum of the subject

Description of the material and technical conditions for the implementation of the subject

Class equipment

- educational - thematic plan

- distribution of educational material by year of study

III . Guidelines

IV. Forms and methods of control, grading system

Control of knowledge and evaluation of the results of mastering the subject

Forms and methods of monitoring and evaluating learning outcomes, criteria for grading

Planned results of the program development

Requirements for the organization of creative activity

V. Bibliography

I. Explanatory note

The program of the subject "Development of creative skills" was developed on the basis of and taking into account the federal state requirements for an additional pre-professional general educational program, and constitutes its variable part.

One of the most important sections in the process of teaching children in music schools is the education and development of creative skills.

The program is aimed at developing the practical development of the regularities of musical organization in the form of creative tasks in the lesson. The main directions of this work are improvisation, composition, selection of accompaniment, music making. Creative exercises in the classroom activate auditory attention, train musical memory and various aspects of musical hearing, and also develop taste and observation skills. Systematic composing lessons increase the overall musicality of students, help them to understand and perform professional music better, develop and enrich the student's spiritual world.

To develop the creative abilities of students in the classroom, manuals and materials are used: a set of children's instruments (tambourine, wooden spoons, triangle, metallophone, rattle, rattle, drum, wooden sticks, cards). It is possible to use various computer programs and technologies.

A necessary condition for the implementation of this program is the upbringing of children in a creative atmosphere, an environment of goodwill, emotional and moral responsiveness, as well as professional exactingness.

Implementation period the subject "Development of creative skills" for children enrolled in an educational institution in grade 1 at the age of 6 years 6 months to 9 years is 8 years. For applicants to educational institutions that implement basic professional educational programs in the field of musical art, the implementation period can be extended by 1 year.

Study time , provided by the curriculum of the educational institution for the implementation of the subject "Development of creative skills":

Auditory lessons

Independent

Job

Intermediate certification

1.2 half year

Normative period of study - 8 (9) years

Form of conducting classes - The main form of training is the lesson. The subject "Development of creative skills" implies an individual approach to each student. The mode of classes takes place in an individual form, according to the schedule (1 academic hour per week). The duration of the educational process is carried out according to the curriculum.

Goals and objectives of the subject but

Goals: The main goal of the program is the study and comprehension of musical art, the achievement of a level of development of knowledge, skills in the field of writing, the development of creatively active abilities of children, the formation of general abilities of the individual, the ability to think creatively and create.

Tasks: the formation of creative skills aimed at developing the student's ear for music, memory, imagination, the formation of knowledge of musical styles.

Independent work of students includes such types of non-classroom work as: doing homework, visiting cultural institutions (philharmonics, theaters, concert halls, museums, etc.), participation of students in creative events and cultural and educational activities of an educational institution.

Substantiation of the structure of the curriculum of the subject

The rationale for the structure of the program is FGT, reflecting all aspects of the teacher's work with the student.

The program contains the following sections:

* information on the cost of study time provided for the development of the subject;

* distribution of educational material by year of study;

* description of didactic units of study time

* requirements for the level of preparation of students

* forms and methods of control, assessment systems;

* methodological support of the educational process.

In accordance with these directions, the main section of the program "Subject content" is being built.

Description of the material and technical conditions for the implementation of the subject.

The material and technical base of an educational institution must comply with sanitary and fire safety standards, labor protection standards.

The implementation of the program of the subject "Development of creative skills" is ensured by the access of each student to the library collections. During independent work, students can be provided with access to the Internet, the use of methodological and educational literature, musical dictionaries, additional sources: a musical encyclopedia, search engines, publishers' websites.

Classrooms intended for the implementation of the subject "Development of creative skills" are equipped with a piano, a synthesizer. Sound equipment (availability of audio and video recordings), educational furniture (boards, tables, racks, chairs, cabinets) and visual aids.

Classrooms must be soundproofed.

Class equipment

In the lower grades, visual material is actively used - cards with Roman numerals indicating steps, a "ladder" depicting the structure of the major and minor scales, cards with the names of intervals and chords, musical instruments (for working on the score of a noise orchestra). In high school, posters are used with information on basic theoretical information.

II. The content of the subject

The subject "Development of creative skills" is inextricably linked with other subjects, since it is aimed at developing musical ear, musical memory, and creative thinking. The abilities and skills to compose, improvise, select and record musical material, play music (sing to your own accompaniment, or the accompaniment set out in the training manual) are necessary for students to successfully master other subjects (solo and ensemble instrumental performance, choir class, and others). .)

Educational - thematic plan

The educational - thematic plan contains an approximate distribution of the educational material of each class during the entire period of study.

The teacher can plan the order of studying topics based on the characteristics of each student, his own experience, and established pedagogical traditions.

When planning the content of classes, it is necessary to take into account that the harmonious and effective development of musical ear, musical memory, musical imagination is possible only in the case of systematic classes to develop creative skills.

Distribution of educational material by years of study

Study period 8 (9) years

* the image on paper of impressions from the listened works in the form of lines, an ornament, drawing;

* improvisation on white keys for a given verse;

* definition of fret;

* definition of timbres of musical instruments;

* repetition of a rhythmic pattern;

* musical movement accompanied by percussion instruments;

* definition of dynamics;

* noise arrangement;

* writing words and phrases to a given rhythm, reciting rhymed couplets;

* musical dialogue with the teacher;

* laying out rhythmic cards, performing laid out melodies;

* improvisation on notes in C major;

* musical accompaniment on percussion instruments to melodies;

* composing songs without recording (possible at the piano), melodies from 2-5 sounds with a general discussion;

* the use of "ladder" for the first improvisations;

* rhythmic improvisations for songs, taking into account the dynamics and timbre of the sounding work;

* composing musical answers and singing to the tonic;

* composition of the song - free and on a given rhythm;

* an essay on a melodic formula - for example, a tonic triad in different versions;

* composing songs for a given text;

* selection of bass from I and V steps;

* composing scores for a noise orchestra.

* composing a melody to a given rhythm, size, mode, maybe a genre;

* composition of nationally colored pieces (relatively speaking, gypsy - on the basis of the harmonic type of minor, Chinese - on the basis of pentatonic scale);

* composing songs on verses with a mandatory analysis of figurative content;

* selection of accompaniment from triads I, V, IV steps;

* performance of familiar melodies with bass;

* composing a melody according to a given melodic formula with a free rhythm;

* singing to the accompaniment of the teacher;

* composing a rhythmic ostinato;

* record musical response with variations;

* work on the score of the noise orchestra.

* harmonization of melodies (should start from the tonic organ point with the gradual inclusion of all steps);

* composition of harmonic figurations for a given formula;

* composition and performance of a melody for a given bass;

* composing and performing an answer in parallel mode;

* the use of various forms of performance of their own compositions (solo, ensemble, group and soloist);

* the use of various forms of variation with a change in register, tempo, mode, size, as well as techniques of sub-voice polyphony;

* singing musical examples to the accompaniment (T, S, D);

* record the rhythmic pattern of a familiar melody;

* work on the score of the noise orchestra;

* composition of musical answers;

* the use of harmonic turns in the accompaniment (authentic, plagal, full and cadence);

* harmonization of melodies;

* composition of songs on verses with accompaniment;

* singing to the accompaniment (T, S, D);

* the use of polyphonic means of variation in composing melodies (imitation, canon), without fail observing the unity of the harmonic function and the principle of complementarity;

* harmonization of melodies with deviation;

* composing musical responses with modulation;

* work on the score of the noise orchestra (using the passed rhythms);

* composing a rhythmic pattern, taking into account the passed rhythmic groups;

* singing to the accompaniment;

* record the rhythmic pattern of a familiar melody;

* composition of the canon;

* selection of accompaniment with passed chords;

* sight-singing to the harmonic accompaniment improvised by the teacher.

* continuation of the composition of undertones using the learned intervals (sw. 4, d. 5), chords of the main steps in the melody;

* composing an answer with transposition to a given melody;

* rhythmic design of notes recorded on the board (taking into account the passed rhythmic figures);

* composing a rhythmic variation on a musical theme;

* essay on a given text, rhythm;

* selection of accompaniment with D 7 and passed chords;

* composing and performing with an instrument and with a canon teacher.

* composing a response phrase with modulation to the Dominant, VI degree;

* composition of chant of syllables in the spirit of folk melodies;

* selection of accompaniment to the song (singal-chorus) using K 6 4 ;

* composing melodies with "inner ear", "to oneself", singing these melodies.

* use in his own compositions of modulation from major to parallel minor, key D, in the VI century;

* use in accompaniment to a given melody deviations in the key of side steps of major: II st. - parallel S, III st. - parallel D, VI st. – parallel minor key;

* in compositions (and maybe already in full-fledged improvisations), modulations, motive developments using seventh chords, etc. are used;

* composing melodies with "inner ear", "to oneself", singing these melodies;

* composition of instrumental pieces: mazurka, waltz, polka, march;

* performance of a song to its own accompaniment, with various types of accompaniment corresponding to its character;

* sight-singing to harmonic accompaniment improvised by the teacher;

* play modulating sequences from learned chords in different time signatures.

* play modulating sequences from the passed chords in different sizes;

* literal system of notation of chords (performing melodies on this digital bass);

* performance of musical examples from a sheet under the harmonic accompaniment improvised by the teacher;

* selection of accompaniment to familiar melodies, singing melodies with accompaniment;

* composition of instrumental pieces: mazurka, waltz, polka, march;

* improvisation on a wide variety of topics, on everything that students are familiar with: characteristic intervals, tritones, chromatisms, chords, modulation, various rhythmic groups, harmonic major, 3 types of minor;

* performance of a song to its own accompaniment, with various types of accompaniment corresponding to its character.

* play a melody with the specified bass;

* play a melody with the letter designation of chords in the accompaniment;

* performance of familiar and composed melodies with own accompaniment;

* singing musical examples from the sheet to the accompaniment of the teacher and your own accompaniment;

* compose a melody for a given text with your own accompaniment.

The development of students' creative abilities plays a huge role in the learning process. In creative tasks, the student can realize his individuality, psychologically liberate himself, experience joyful emotions. Creative tasks activate auditory attention, train various aspects of musical hearing, musical memory, and develop artistic taste. Creative tasks have a positive effect on the development of musical ear, memory, imagination, as well as emotional susceptibility to music. It becomes more and more obvious that in the classroom creative exercises help students master the voice, develop inner ear, endow their musical thinking with a deeper figurative and emotional content.

Systematic composing classes increase the general musicality of students, help them to understand and better perform professional music. Finally, such activities develop and enrich the spiritual world of the student.

One of the initial steps of creative development can be timbre fantasy:

Create timbre improvisations on the theme of nature;

Compose a fairy tale, outlining the course of events and imitating the voices of the characters;

Compose a musical score using the timbres of a noise orchestra;

For the development of creative abilities at the initial stage, I would like to note the important role of the visual aid "Ladder" as an effective tool that not only facilitates cognitive activity, but also organizes perception, activates the memorization process. The perception of a change in the movement of a melody relies simultaneously on auditory, visual and motor sensations.

Sample forms of work:

Laying out the melodies of new songs, chants with the help of a teacher, already familiar - from memory;

Performance of the laid out melodies "according to notes" by voice or on an instrument;

Transposition of learned songs, chants (“relocation” to another height);

Recognizing them by "music text";

Melodic dictation (laying out short melodic phrases);

Composition of a melody on 2-3 steps on verses.

Result: many options that are sung along with the teacher or performed on the piano. After the children have accumulated certain experience, it is necessary to move from oral performance to written performance, having previously determined the main points - the key, maybe the size or the given rhythm and even the form. Due to the fact that at first, ordinary musical notation causes difficulties for children, students should be introduced to modern recording methods, because. we need a creative student to be able to express his fantasies in sounds and fix them in musical notation, even if it is schematic. After analyzing the first experiences of independent composition, it is necessary to acquaint children with the elementary rules of composition, which must be observed when composing melodies:

A minimum of means - a maximum of expressiveness (i.e., as few sounds as possible, and as much beauty and meaning as possible);

Unity of rhythm;

Unity of intonation;

The repetition of musical constructions: the motives, phrases, sentences that make up the theme are repeated either without any changes (ostinato) or with changes in pitch or rhythmic nature (variation, sequence). If there is no repetition of musical constructions, then there is a feeling of heterogeneity of the whole, formlessness;

The originality of the melody: there must be some zest in it.

Composed melodies are necessarily performed by the authors, because. creative competition in the classroom (who is better?) causes positive emotions, interest, which contribute to better memorization of musical material in the classroom. An important aspect of the development of harmonic thinking and musical creativity of children is their mastery of the skills of selecting accompaniment. A number of aids are used for this purpose.

The study of the basics of harmony can be started from the first year of study after the students have acquired some auditory experience and skills in playing with two hands. At the initial stage, it is better to use musical examples with words, since singing melodies with text not only helps to expand the musical horizons of children, but also eliminates duplication of the melody performed by voice by playing it on the piano. An equally important aspect of musical education is the identification and development of students' composing abilities.

Improvisation helps to reveal the individual abilities of each student. They start with improvisations on short texts, with their selection on the piano. Improvisation on noise percussion instruments is possible. Creativity lies not only in composing rhythmic patterns: students themselves decide the instrumentation of different parts of the piece, choosing suitable instrumental timbres for them. It is desirable that improvisations and home compositions sound at school-wide concerts and holidays. Creatively gifted students - more complex tasks (improvisation of the second voice, rhythm).

In the senior classes, as the educational material becomes more complicated in compositions (and maybe even in full-fledged improvisations), modulations, motive developments using seventh chords are used.

Currently, various programs for working with music on a computer are used in musical and educational activities. Conventionally, they can be divided into the following groups: music players, music designers, music encyclopedias, training programs, programs for improvisation, group music, composing music, programs for singing karaoke.

Educational programs - presenters, reference books, tests - contribute to the development of independence in the musical and cognitive activities of children. This direction helps to effectively solve the traditional tasks of mastering the necessary knowledge, skills and abilities and apply them in practice. The main goal is to arouse in the child an interest in a deep and versatile study of music and all art in general, and to form a stable and unconditional need for the development of their talents.

IV. Knowledge control and evaluation of learning outcomes

subject

Evaluation of the quality of the implementation of the program "Development of creative skills" includes:

Current progress monitoring;

Intermediate certification.

Upon completion of the study of the subject, based on the results of the intermediate certification, students are given an assessment, which is entered in the certificate of completion of the music school.

At the end of each quarter there is a control lesson;

At the end of each semester, a lesson-concert is held.

Assessment of knowledge in the subject is carried out in oral and written form:

oral form involves knowledge and ability to use the theoretical and practical foundations in the discipline, according to the thematic plan of the subject "Solfeggio".

Written form involves the possession of creative skills, the ability to competently create and arrange your creative work (compose a melody, accompaniment, be able to improvise, play music freely).

Forms and methods of monitoring and evaluating learning outcomes

Forms:

1. Lesson grades for written work and oral responses.

2.Control lessons.

3. Lessons - concerts.

4. Participation in competitions in musical and theoretical disciplines.

Methods:

1. Discussion of oral answers and written assignments.

2. Grading.

3. Awarding with certificates, diplomas, letters of thanks, if the student participated in competitions in musical and theoretical disciplines.

The assessment of the level of mastering the discipline is reflected in individual plans (personal cards), which record the professional growth of the student for the academic year.

For ongoing progress monitoring the following forms are provided: checking home (independent) work, conducting

oral and written works. The current control of the progress of students is carried out at the expense of the classroom time provided for the subject.

Intermediate certification conducted in the form of control lessons, lessons - concerts. Control lessons - concerts within the framework of intermediate certification are held at the final half-year training sessions at the expense of the classroom time provided for the subject. Students may be graded at the end of each quarter.

Grading Criteria

"Fine":

The student demonstrated sound theoretical and practical knowledge. Written work - no mistakes.

"Good":

The student showed good theoretical and practical knowledge (with allowable errors). There are minor flaws in the written work.

"Satisfactorily":

Practical skills are demonstrated at a low level, uncertain, with prompts from the teacher. There are many melodic and rhythmic errors in the written work.

Taking into account the expediency, the assessment of the quality of performance can be supplemented by the system "+" and "-", which will make it possible to more specifically note the student's performance.

Planned results of the program development

The level of knowledge in the subject "Development of creative skills" must meet the requirements of entrance examinations to secondary vocational schools.

As a result of mastering this program, the student must demonstrate:

Knowledge of the basic elements of the musical language (concepts - scale, mode, intervals, chords, diatonic, chromatic, deviation, modulation);

The ability to carry out an elementary analysis of a musical text with an explanation of the role of expressive means in the context of a musical work;

Primary knowledge about the structure of musical fabric, types of presentation of musical material;

Acquisition of listening skills, improvisation and composition in simple forms;

Acquisition of primary skills in the field of theoretical analysis of performed works;

Acquiring the skills of recording musical text by ear;

Acquisition of skills and abilities in composing a musical text.

Requirements for the organization of creative activity.

Organization of creative activity of students by holding creative events (competitions, festivals, master classes, olympiads);

Organization of visits by students to cultural institutions (philharmonics, exhibition halls, theaters, museums, etc.);

Organization of creative, cultural and educational activities in conjunction with other children's institutions of additional education, secondary educational schools and preschool institutions, as well as with educational institutions of secondary vocational and higher professional education, implementing basic professional educational programs in the field of musical art;

The use in the educational process of modern educational technologies based on the best achievements of domestic education in the field of culture and art, as well as the modern development of musical art and education.

V. Bibliography

1. Andreeva M. "From prima to octave", part I. - M., 1979

2. Andreeva M. “From prima to octave”, part II. - M., 1980

3. Zebryak T. “We compose at solfeggio lessons”. M.: "Music", 1998

4. Kalugina M., Khalabuzar P. “Education of creative skills in solfeggio lessons”. - M .: "Soviet composer", 1989

5. Kalmykov B., Fridkin G. Solfeggio, part I. - M., 2005

6. Kalmykov B., Fridkin G. Solfeggio, part II. - M., 2005

7. Metallidi Zh., Pertsovskaya A. “We play, compose and sing”

8. Sirotina T. "We select the accompaniment" 1 - 4 classes of music school. - M .: "Music", 2007

9. Sirotina T. "Rhythmic alphabet". - M .: "Music"

10. Tveritneva T.I. Methodical work "Formation and development of creative skills of improvisation at solfeggio lessons in junior classes of music school". - May Day, 2008

11. Tyutyunnikova T.E. "Unboring Lessons" - M., 2004

12. Fridkin G. Sight reading in solfeggio lessons. - M., 2005

13. Friedkin G. Musical dictations. - M., 2002

14. Shatkovsky G. Methodological manual "Development of musical ear". - M.: "Music", 1996

15.Shelomov B. Methodological guide "Improvisation in the lesson of solfeggio". - M .: "Music", 1977

The value of master classes in the development of creative
children's abilities

Name of OS:Municipal budgetary educational institution "Secondary school No. 33"

Position: technology teacher

City: Dzerzhinsk, Nizhny Novgorod region

Today, more than ever, the school faces an important task of developing the creative potential of children, taking into account their individual and age characteristics.

Creativity is a constant companion of childhood. Today, a child is a person who strives for knowledge, for something new and interesting, they want to try themselves in various directions and want to reach heights now. As a result of the creative activity of the child, his inner world is enriched, fantasy and imagination, creative taste develop. In addition, children need to communicate with their peers. They must learn to play in a team, hear others and be able to express themselves.

an important role in the developmentchildren's creativityplay master classes.

In pedagogical literature, there are many definitions of the concept of "Master - class". Here is one of them: Master– class" is a special form of training session, which is based on"practical" the actions of showing and demonstrating a creative solution to a certain cognitive and problematic pedagogical task.

Master classes are popular and their popularity is growing at a rapid pace because master classes are a combination of passion with benefit, teamwork and creativity, it is an opportunity to give a child the most vivid and positive emotions and at the same time, it is an opportunity to gain some new experience in life, learn new skills.

Speaking about master classes for children, I would like to note all the advantages that relate to this area:

1. all master classes are diverse, because their topics can be very different and it is simply impossible to list everything. When choosing this or that type of work, you need to take into account the age and passion of your child, because one kid likes a creative direction, someone loves to cook, so he will be happy with all master classes related to cooking and so on.

2. Getting to a lesson with a craftsman, the child has a chance to acquire his hobby, which later he can even turn into a profitable business, because there is always a chance that your child will like the new acquired skills.

3. Master classes help children find friends, because any teamwork contributes to unity, to new acquaintances

4. It is professional workshops that may help the child find himself.

The occupation of decorative and applied art is perhaps the most interesting type of creative activity for children of primary and secondary school age. “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 argued. Being engaged in creativity, the child develops himself both physically and mentally. The manifestation and development of creative abilities teaches the child not just to look, but to see, helps him to become an extraordinary, developed personality.

Today it is simply necessary for teachers to have a new view of the child as a subject (and not an object) of education, as a partner in joint activities. "Less teaching - more interaction", "Learning by doing and creating" - these mottos contribute to the creation of conditions for the development of children's creative abilities, the emancipation of the individual creative forces of the child.

The more such teachers will be both at school and in the system of additional education, the more conditions and opportunities will be for the child to create, so that his whole personality is included in this action: abilities, feelings, mind.

As practice shows, for an interesting and high-quality master class, it is necessary to prepare and have:

position on the master class;
a memo for the teacher to conduct a master class;
information about the master class;
outline plan of the master class;
recommended literature about the master class;
list of recommended Internet resources;
survey-questionnaire for the participant of the master class.

Each master class has bright distinctive features. This phenomenon is explained by the fact that each Master conducting a master class has developed his own style of creative pedagogical activity. He represents his own system of work, a set of methodological techniques, pedagogical actions that are inherent in him. His actions are interconnected, original and provide an effective solution to educational problems.

The positive result of learning in the work of the master class is that an active teacher uses the learning mechanism, with the help of which he analyzes his teaching experience and finds ways to update his professional potential. A passive teacher, performing a certain algorithm of actions, is included in active cognitive activity.

The activation of the cognitive activity of all participants in the master class, as mentioned earlier, is ensured by the fact that this form of training is a means of creating 3 types of conditions:

the formation of motivation and cognitive need for a specific activity is ensured;
cognitive interest is stimulated, and skills for planning, self-organization and self-control of pedagogical activity are worked out;
an individual approach is carried out in relation to each participant of the master class, the positive results of the educational and cognitive activity of each student are monitored.

The master class is "You know yourself - teach another." It allows not only the transfer and exchange of experience, but also gives the opportunity through the vigorous activity of the participants, wide visibility, imagery, quick change in learning activities, close interaction with the participants, to get an immediate result, causes a desire to do like a master, to do better. This form of vocational training is a vital necessity for a teacher and a teacher who does not stand still.

The master class allows not only a creative approach to the analysis of your work, but also to plan further work.

Master class formula: "successful technology + competent specialist + accessibility for children = master class"

Bibliography:

1. Master class as a modern form of certification in the context of the implementation of the Federal State Educational Standard. Technology algorithm, models and examples of implementation, quality criteria / comp. N.V. Shirshina. - Volgograd: Teacher, 2013.

2. Master classes and pedagogical seminars in the additional education of children. Theoretical and organizational aspects / Comp.: Klenova N. V., Abdukhakimova S. A. / Ed.: Postnikov A. S., Prygunova A. P. - M .: MGDD (Yu) T, 2009

3. Clients A. Folk crafts. - White City, M, 2003.

4. Borovikov L. I. How to prepare and conduct a master class for a creatively working teacher of additional education // Education and additional education in the Novosibirsk region. - 2004. - No. 1.

An important point of the resume, which all employers pay attention to, is the column on the main professional skills. Neither education nor work experience will tell you about your personal expertise in certain issues. Therefore, it is worth looking at examples of key skills in the resume in order to competently fill out the appropriate section. This will help show the employer exactly what you can do.

What to choose from

It is difficult to find any "typical" skills. After all, each profession has its own requirements and the applicant must meet them. If you do not know what exactly you can write, then you can specify the following:

interpersonal business communication skills;
ability to organize work, plan, make decisions;
attention to various nuances and details;
the ability to analyze problems, effectively look for ways to resolve them;
the ability to be flexible;
project management skills;
business leadership.

But it is still desirable to select skills depending on the requirements for candidates. Usually the employer himself indicates what he wants from the future employee. The applicant can simply rephrase his requirements and indicate them in key skills.

Leader Skills

First of all, it is important to understand what the key skills for a resume are for those who apply for the position of a manager. Potential managers are always subject to increased requirements and their candidacies are checked more scrupulously.

As skills, you can specify the following skills:

resolve conflict situations;
plan and optimally organize the workflow;
make decisions and be responsible for their results independently;
think critically;
effectively manage time and people who are subordinate;
apply motivational programs;
think strategically and creatively;
negotiate;
communication skills, the ability to win the trust of colleagues, partners and senior management.

It is important to be able to distinguish your skills from personal qualities. The former are acquired in the process of work and training, and the latter characterize you as a person.

You can also add multitasking to the list, the ability to adapt to different conditions, transfer part of the authority and monitor the proper implementation of tasks.

Professions related to communication

Separately, it is worth noting what skills should be indicated if you are applying for the position of a seller, manager or consultant. For example, you can list the following sales assistant skills on your resume:

the ability to manage time;
experience of personal communication and successful sales;
competent oral speech, well-trained voice, necessary diction;
creative approach to sales;
the ability to listen, give competent advice, find an approach to clients;
the ability to learn quickly and easily perceive large amounts of information;
service skills, the ability to show tact and tolerance.

If you know that the company works with foreign clients, then knowledge of foreign languages will be an indisputable plus. When applying for the vacancy of a sales manager, also indicate, if this, of course, is true:

fluency in English, Italian, French or another language;
Confident use of a PC, knowledge of MS Office programs;
business correspondence skills, including in a foreign language;
the ability to show attention, interest, friendliness.

But for teachers, teachers, leading seminars and trainings, there are slightly different requirements. They must have the following skills:

motivation for learning outcomes;
high energy and initiative;
the ability to concentrate the attention of a group of people and hold it for a certain time;
acquired skills of patience and flexibility, which must be shown when communicating with trainees;
Ability to plan and organize work effectively.

Common to all these professions is the main skill - to establish contact with people.

Other options

Selecting the right skills for technicians is just as easy. The main task, for example, for a system administrator is to control the operation of the entire computer network. Therefore, he must have the following key skills and abilities:

carry out diagnostics of professional equipment;
monitor possible risks and plan ways to restore the functioning of systems as soon as possible;
speak technical English;
work with large amounts of information.

According to the required skills for this position, you can see how the specifics of the job affect what needs to be indicated in the resume. Separately, it is worth noting that in some industries, professional skills are so closely intertwined that it is difficult to separate them.

If you are applying for the position of an accounting specialist, then it is better to familiarize yourself with the requirements first. Examples of key skills in a resume for an accountant can be taken directly from the description of the requirements for candidates. They must:

be able to think analytically;
organize work in the assigned area;
analyze problems, be able to look for ways to resolve them;
plan wisely;
pay enough attention to small nuances and important details;
correctly prioritize;
be able to work with a large number of documents;
be able to identify priority tasks;
have the skills to work with regulatory authorities.

There are slightly different requirements for employees of the legal department. For a lawyer, you can specify:

knowledge of the law, the principles of the judicial system;
ability to draw up documents, contracts;
skills in the analysis of legal documents;
the ability to work with a variety of information and quickly assimilate it;
knowledge of computers, MS Office programs;
communication skills;
ability to use legal bases presented in electronic form;
multi-vector approach (ability to work in different directions);
skills of working with clients and employees of control bodies;
ability to work with documents;
ability to organize work and plan the execution of tasks.

Each specialty should have its own skills, but you can choose something suitable for your future job from all the lists presented.

An additional help in finding the right and relevant characteristics can be this reflection: imagine yourself a manager who needs an employee for a position that interests you. What would you expect from a job candidate?

Spatial. It is inherent in many creative people - artists and designers. All three of these talents are essential for architects because the profession requires good command of words, numbers, and creative skills.

Modern production increasingly requires qualities from workers that not only were not formed in the conditions of mass production, but were also deliberately minimized, which made it possible to simplify labor and reduce the cost of labor. These qualities include high professional skills, the ability to make independent decisions, teamwork skills, responsibility for the quality of finished products, knowledge of technology and production organization, and creative skills. Today, one of the distinguishing features is the dependence of production on the quality of the labor force, the forms of its use, and the degree of involvement in the affairs of the enterprise. Personnel management is becoming increasingly important as a factor in increasing competitiveness, long-term development of the company.

Creative Skills 412 Creative

The skills acquired by the student as a result of studying the course "Macroeconomics" are used for multidimensional assessments of specific economic processes, have a significant impact on the informational, scientific, formal-logical and creative aspects of the final thesis, and in the future can be used in professional activities.

PERSONAL MANAGEMENT - a field of knowledge that studies the organization of an employee's personal work, based on the use of scientific achievements and best practices, the use of technical means. P.m. allows you to best establish the interaction between the employee and the technical means used in the process of performing job duties. The readiness of a manager, a specialist for effective activity is determined by the knowledge, skills, abilities and qualities of the individual. Rationally organize mental work, create favorable conditions for increasing its efficiency - these tasks are of particular importance today. In any field, mental work, in addition to mental activity, contains purely organizational, technical elements, a certain part of which is common to many professions. Consequently, the problems of organizing the personal labor of an employee can be studied from the point of view of the organization, the methods used, the principles and methods of work. The second side of the organization of personal work is the technique of personal work, the technical means used in the practice of daily work by management personnel. The scientific basis of P.m. is the sum of knowledge about the organization of personal labor, accumulated in the practice of managerial activity and presented in the form of principles, methods, methods for organizing the labor activity of management personnel. How science P.m. reveals the factors and conditions for the effective work of managers and specialists, on the basis of which he develops his theory, the content of which is the principles, forms and methods of rational activity of people in the management process. The work of a manager, a specialist, is not only objectively conditioned, but also has an initiative, creative character. From one

When preparing decisions, various methods are used, including methods for activating creative processes, mathematical modeling, etc. To develop decision-making skills, forms of active learning are used, which include game simulation of solving conflict situations (individual, group) and business games. The latter are a kind of tool for reproducing the processes of identifying and coordinating economic interests.

So, the defining element of the educational process is the teacher, his unique personality, rich creative potential, ability to improvise, pedagogical artistry. An unconventional approach to the teaching process is implemented through variants of theatrical techniques that allow solving the issues of optimizing the process of teaching a foreign language, on the one hand, and on the other hand, to form professionally significant skills and abilities from the first days of a student's studies at a university. The task of an artistic teacher is to have an emotional impact on the students, to evoke a response in the souls, certain experiences, without which the deep perception of life and its understanding is complicated, to establish faith in oneself in the minds and hearts of the children, to impress with their attitude, to make the imagination play with feelings, and the game - always free choice.

Entrepreneurial spirit. Although strategic management is built as a systematic, logically connected theory based on empirical data, the success of a strategy is determined not least by foresight, intuition, a sense of doing the right thing - i.e. everything that is defined as an entrepreneurial initiative. As I. Ansoff notes, entrepreneurial behavior means creating the potential for profit where there was none before. This, in turn, requires the formation of new systems, new structures and new skills of managers, in particular, pronounced leadership traits - charisma, the ability to creatively solve problems, take risks, and plan based on entrepreneurial views.

Dialogue is a process of collective thinking and understanding of problems and enables the group to achieve a higher degree of realization of creative abilities. Dialogue is difficult at the level of the performers because it allows the conversation to flow freely, and the performers behave insecurely, not wanting to show weakness. For example, a number of learning centers are known to hold workshops on personal vision and mental models to enhance dialogue. Training is provided on basic conversational skills, such as how to prevent wrong abstract statements, how to explain a thought, interpret it, draw the right conclusions and how to cool down a conversation.

Have intelligence, creative abilities Have knowledge, skills, experience Have strength, will, energy, purposefulness Work Have honesty, decency 9.7 7.6 6.2 4.7 2.7 30.9

The basis of motivation in Japan is the hierarchy of ranks, which is applied both in enterprises and in government bodies. The rank depends not only on qualifications, but also on the length of service in the company, helping colleagues, readiness to perform new functions, etc. Unlike management styles based on1 fixed division of labor (which is typical for Western countries, also for Russia) , Japanese workers and employees are encouraged for "mastering a wide range of knowledge and skills, creative activity, the ability to work in a team to find compromise solutions in the interests of the company. The rank of an employee of a Japanese company

A person's participation in economic activity is characterized by his needs and opportunities to satisfy them, which are primarily determined by the characteristics of the labor potential - health, morality, creativity, activity, education, professionalism, organization, working time resources. Thus, a person in a market economy acts, on the one hand, as a consumer of goods produced by enterprises, and on the other hand, as the owner of the abilities, knowledge and skills necessary for enterprises, state and public bodies.

Mastery. Satisfied workers strive to improve their skills, apply new methods, and this further increases their interest in work. Therefore, especially in dealing with qualified specialists, one should try to influence professional pride. It is worth emphasizing the creative aspects of controlling.

The practical experience of successfully operating firms shows that segmentation itself is a complex and time-consuming process, creative in its essence, requiring serious experience, good knowledge and skills in marketing activities in general. All this is all the more important because there is still no formalized or well-established methodology for market segmentation. Moreover, firms carefully classify their experience of segmenting traditional markets. There are, however, certain recommendations in every printed work on marketing, but these are just general provisions.

Scientific skills and outstanding analytical abilities helped G. Emerson to summarize and creatively comprehend a wealth of practical experience, which was reflected in his main work, The Twelve Principles of Productivity, which was published in 1912. The main attention in this work is paid to the concept of productivity (i.e. e. efficiency), by which he understood the optimal ratio between total costs and economic results.

The abilities of an individual can be classified into mechanical, motor-coordinating, mental and creative. Many of these abilities are genetically determined and difficult to train (example, finger dexterity and reaction time), but others, such as communication and leadership, are amenable. A person receives skills in these areas at home, at school, at universities, at work.

However, it should be remembered that the work of the leader is not only objectively determined, but also has an initiative, creative character. In this regard, we can say that the principles and rules of the NOT require creative reflection to determine the degree of their applicability, taking into account the current production situation. In this case, the principles and rules serve only as a starting point for the work of the manager to improve the individual working style, skills and methods of organizing their work.

Since consulting is not only an intellectual, but also a creative profession, the training of a consultant should be built more on the principle of a "creative workshop" than on the principle of a "technical university". Active teaching methods (training, analysis of specific situations, game technology) should be applied to the maximum extent possible, personal creative skills and abilities should be formed, although with the obligatory mastering of the "craft", i.e. profession technologies. It is advisable to include an internship in the initial education program, i.e. practical (field) training in the process of implementing consulting projects under the guidance of a mentor.

A Japanese child must memorize thousands of ideograms. And of course, at the same time, he does not at all develop the skills of sequential processes of mental activity (in psychology they are called successive), which are so necessary for creativity. He only sharpens his skills in operating with images (in psychology they are called simultaneous). The analysis of thinking, writes the well-known Soviet psychologist S. L. Rubinshtein, reveals the closest connection between thinking and speech and language. Creative thinking requires both successive and simultaneous processes. The Japanese develop mainly only the latter. Their creativity suffers as a result.

The abilities for performance work are characterized by a set of specific physical and neuropsychic potentials of a person, professional and qualification knowledge, skills, abilities, production experience - everything that predetermines reproductive labor activity within the framework of material production. Abilities for creative work are the abilities for performing work, fertilized by intellectual activity, aimed primarily at self-development and self-realization of the individual in the system of social organization of production. The main and distinctive component of the abilities for creative work is intellectual activity, thanks to which reproductive labor activity is filled with creative power.

Competitors may use pricing policies to capture market share or earn higher profits. This requires identifying price trends over time, because large changes in competitors' profits are often the last link in a chain of small fluctuations over many years. While relative cost analysis requires skill and some creativity, gathering competitor price information is relatively easy. If competitors sell more than one product, then a competitor price index can be calculated. The accuracy of the calculations is rechecked by total income.

In the modern world, the word "Wapakununk" could be interpreted as gaining competence, confidence and comfort in an ever-changing living environment. The existing educational system, however, requiring rote memorization instead of creative thinking activities, "creative streak", production flexibility. The danger lies in the fact that often for buyers the price is no less important than the properties of the goods. In addition, sometimes differentiation comes down to imitation, and as soon as consumers begin to understand this, the strategy of pseudo-differentiation ceases to "work".

Differentiation Strong marketing abilities Technical product design Creative abilities Strong research capabilities Enterprise reputation for quality or technology leadership Long tradition in business or a unique combination of skills drawn from other businesses Strong cooperation across channels Good coordination of R&D and marketing functions Subjective measurements and incentives instead of quantitative measures Convenience to attract highly skilled workers, scientists and creative thinkers