“Types of artistic activities of preschool children”
Content
Introduction…………………………………………………….………………3
1. Artistic creativity in the activities of preschool children………….4
2. Types of artistic activities of preschoolers…………………..7
3. The importance of artistic development in preschool age….…..11
Conclusion……………………………………………………………..…13
References……………………………………………………….14
Introduction
The child’s practical activities—play, activities, performing certain duties—are important for his aesthetic development. It is known that raising a child in activity is one of the laws of upbringing. And a special place in this practical activity is occupied by what we can call the child’s artistic activity.
Artistic activity is of great importance in solving the problems of aesthetic education. The specificity of artistic creativity provides ample opportunities for the knowledge of beauty, for the development of children's emotional and aesthetic attitude to reality.
Modern pedagogical and psychological research proves the need for artistic creativity for the mental and aesthetic development of children in preschool age.
Domestic psychologists and teachers (L. S. Vygotsky, V. V. Davydov, A. V. Zaporozhets, N. N. Poddyakov, N. A. Vetlugina, N. P. Sakulina, E. A. Flerina, etc.) proved that the creative potential of children manifests itself already in preschool age and their development occurs when they master socially developed means of activity in the process of specially organized training. Thus, V.V. Davydov, in the afterword to L.S. Vygotsky’s book “Imagination and Creativity in Childhood,” points out that creativity is a constant companion of child development. Surprisingly consonant with this are the ideas of L. Malaguzzi (founder of the world-famous Italian school of pedagogy Reggio Emilia), who, speaking about children's creativity, did not consider it “sacred”: arising from everyday experience, it is an integral characteristic of human thinking. It includes the freedom to explore beyond the known, the ability to predict and make unexpected decisions.
1. Artistic creativity in the activities of preschool children
Creativity is closely related to imagination. This mental process develops rapidly in preschool age, allowing children to fantasize and be original wherever they take on.
Creativity provides the ability to mentally act in imaginary circumstances. Children also try to test their ideas or implement them in activities.
Space for imagination opens up both in play and in drawing, creating appliqués, inventing stories, perceiving music, and in dance movements. The activities of preschool children directly related to various types of arts are called artistic and aesthetic.
Children are involved in the world of art in two ways. On the one hand, they, as spectators and listeners, learn about fine, literary, and theatrical art. The child listens to fairy tales, looks at paintings, attends children's performances, thanks to which he gains the experience of aesthetic impressions. All this expands knowledge of the surrounding world, brings new knowledge, and affects emerging aesthetic feelings.
On the other hand, a preschooler, both on his own initiative and with the help of an adult, is systematically involved in artistic activities. The first drawings, comprehension of the color scheme, sculpting simple figures, reciting rhymes and playing out plots is an incomplete list of what forms the experience of a child’s aesthetic skills.
The development of artistic activity of preschoolers, starting from the first years of life, is a necessary condition for the formation of a harmonious personality.
The creativity of a preschooler has its own characteristics.
Children make many discoveries and create an interesting, sometimes original product in the form of a drawing, design, poem, etc. (E. A. Florina, G. V. Labunskaya, M. P. Sakulina, K. I. Chukovsky, J. Rodari, N. A. Vetlugina, N. N. Poddyakov, etc.). The novelty of discoveries and products is subjective; this is the first important feature of children's creativity.
At the same time, the process of creating a product for a preschooler is almost of paramount importance. The child’s activity is characterized by great emotional involvement, the desire to seek and try different solutions many times, receiving special pleasure from this, sometimes much more than from achieving the final result (A. V. Zaporozhets, N. N. Poddyakov, L. A. Paramonova, O. A. Christ and others). And this is the second feature of children's creativity.
For an adult, the beginning of solving a problem (recognizing it, searching for approaches) is the most difficult and painful, sometimes leading to despair. A child, unlike an adult, does not experience such difficulties (unless, of course, he is subject to the strict demands of adults). He easily and, above all, practically begins indicative, sometimes not even entirely meaningful, activities, which, gradually becoming more purposeful, captivate the child with the search and often lead to positive results (N.N. Poddyakov, L.A. Paramonova, G.V. Uradovskikh). And even in a child’s musical creativity there is a simultaneity of composing and performing (K. V. Tarasova). And this is the third feature of children's creativity, certainly related to the first two and especially to the second.
The above features of children's creativity demonstrate a certain degree of imperfection in the child's mental processes, which is natural at this age. And taking into account these features is necessary in organizing developmental education for children.
It is also essential to understand that the development of creativity in children is associated with purposeful learning, focused on the child’s “zone of proximal development” (L. S. Vygotsky).
In the formation of creativity, a special role is given to the imagination (L. S. Vygotsky, E. V. Ilyenkov, V. V. Davydov, O. M. Dyachenko, V. T. Kudryavtsev, etc.). It is the developed creative imagination that gives rise to new images that form the basis of creativity.
E.V. Ilyenkov considers imagination as a universal function that is always inherent in a person and manifests itself in different types of activity, regardless of the content on which it was formed. He saw the recombination of images as a special mechanism of imagination, primarily when the characteristics of one object are transferred to another, which makes it possible to reveal the essential characteristics and relationships of reality.
V.V. Davydov, developing this idea, points out that the transferred property acts as a certain dominant part, influencing the change in other parts, which in fact allows us to obtain new integrity.
The process of imagination is deeply personal in nature, and its result is the formation of a special internal position (E. E. Kravtsova), the ability to see “through the eyes of another person” (E. V. Ilyenkov) and the emergence of personal new formations: the desire to change the current situation, the ability to find something new in a well-known, playful attitude to reality (N. N. Palagina).
2. Types of artistic activities of preschoolers
Artistic and creative activities in relation to preschool age imply almost the same types of activities. Before other creative attempts, the baby gets involved in drawing. Next comes the construction of various figures. With the expansion of vocabulary, the preschooler does not want to remain a passive listener of children's works, but tries his hand at changing the plot or playing the role of a character he likes.
Consequently, among the variety of creative activities in the preschool period, the greatest share is given to:
- fine art
- constructive
- artistic speech
- musical and rhythmic
In the listed main types of artistic activity, a preschooler can practice, focusing solely on the model. But one should not see this as elementary imitation and the absence of a creative component. Skills and abilities are developed through training. Let us consider a brief description of these types of activities from the point of view of conditions for the development of children's creativity.
- fine art
In drawings, the child reproduces reality as he imagines it. It doesn’t matter that those around him are often unable to understand his intentions. The preschooler imagines what he wanted to draw and finds suitable ways to express his fantasies.
The main artistic means in children's drawing are line and color.
A preschooler necessarily has his preferred colors, with which he depicts what he feels sympathy and affection for. As a rule, it is red, yellow, green. The kid will never draw an evil sorcerer in red or orange. For negative characters, he has black, gray, and brown shades.
Every year the preschooler draws images more carefully. Especially if they portray good characters. Manual skill is formed, the perception of color shades develops. Children capable of this type of creativity produce harmonious drawings in compliance with proportions and color composition.
Let’s not forget that creating images on paper is only one way to express yourself in the fine arts. There is modeling, applique, decorative creativity. Their advantages are that the child tangibly perceives the properties of objects (shape, size, structure) and tries to create, in fact, a three-dimensional projection.
When making an image from plasticine, a preschooler does not immediately manage to get what he intended. But how many discoveries await the child in the process of work! Trying to fashion a pot, he will demonstrate what kind of flatbread, plate, bagel he makes... Seeing a new image in a lump of plasticine is a merit of the child’s creative imagination.
— creation of images in design
In constructive activity, creativity is manifested at the stage of conception and in its implementation. Children are often fascinated by the assembly process itself, especially with the advent of such large parts as LEGO. It is interesting to connect parts, discover similarities with real objects (for example, furniture), arrange a space for play, or use already familiar images.
Creative children love to design not according to a model, but in accordance with their own ideas. Older preschoolers are looking with interest for new ways to realize their ideas.
Ideas come from children, without adult intervention. At this age, construction manifests itself more as an independent creative activity of preschoolers.
Artistic construction from paper, on the contrary, is carried out not only on the initiative of an adult, but also with his active participation. Creating any paper model is creativity based on a model. Moreover, every action is repeated. This is the only way to achieve the appropriate result. In this type of activity, the preschooler develops creative abilities by inventing the nature of the images: what happened, how to use it.
- artistic and speech activity
From passive listening to fairy tales and poems in early preschool age, the child moves to active involvement in artistic and speech activities.
Parents should keep in mind that this type of activity develops through targeted activities. The adult asks the child to tell what happened to the main character of the fairy tale, or to convey the content of the piece he listened to. At the suggestion of an adult, a dialogue is built that teaches the child to listen to questions and answer them.
Retelling is the simplest form of artistic speech. The task for a preschooler becomes more complicated when he needs to come up with a story, independently choosing the characters in the plot.
When inventing their own fairy tales, children rely on plots they know. Their heroes catch up with someone, fight, and undergo magical transformations.
A separate and valuable practice in artistic and speech activity are theatrical games. Middle preschoolers need the guidance of an adult who distributes roles and tells them what and how to say to the little artist. In older preschool age, children not only conduct theatrical games on their own, but also significantly enrich standard plots.
It is ideal if such theatrical performances become a joint creative activity of parents and children. A friendly atmosphere is created that develops speech and creative abilities, enhancing mutual understanding between adults and children.
— dance and music classes
The first creative elements appear when the child, hearing music, tries to move to the beat. However, this sensitivity to musical rhythm is not observed in all children. Not everyone is naturally gifted with musical abilities. Moreover, dance and music activities are important for every preschooler.
Emotional responsiveness to music can and should be cultivated. V.M. Bekhterev believed that with the help of musical rhythm it is possible to regulate the condition of children.
Music will stir up a lethargic child and calm an overly temperamental one. Rhythmic exercises organize the child’s movements and awaken interest in activities in general.
Listening to music helps the child enter the appropriate state. With the help of an adult, the preschooler selects associations and images evoked by the sound of the melody. It is useful to encourage children to tell what impressions a piece of music evokes in them, and to offer to depict the associations in a drawing.
3. The importance of artistic development in preschool age
The artistic and aesthetic activity of preschool children changes the content aspect of such an important cognitive process as perception. At an early age, the main function of perception is to receive and transmit sensory signals (what an object looks like, what it tastes like, what its color is, what it sounds like).
In preschool age, perception becomes a separate cognitive activity. The artistic perception of works of art, literature, and musical compositions develops.
However, such an enrichment of perception will only occur if the child’s personality develops and he is involved in creative activities.
The effectiveness of artistic activity of preschool children is determined by the formation of aesthetic feelings at the age of 6-7 years.
The child gradually develops an understanding of harmony and beauty, which forms artistic taste. When looking at a drawing or painting, he experiences admiration and aesthetic pleasure. Older preschoolers learn the genre orientation of painting. They are familiar with “landscape”, “portrait”, “still life”.
The perception of the color scheme allows the young viewer to understand the mood of the picture. Children readily determine what emotions a painting conveys. In some ways they are mistaken, but such polar feelings as sadness and joy are captured unmistakably.
Listening to musical works, preschoolers, first at the suggestion of an adult, and then independently, look for analogies with the sounds of nature: raindrops, the sound of a stream, the howling of the wind. The mood of the music is also distinguished: soothing, cheerful, cheerful.
In literary works, older children are interested not only in the plot and development of events. They are interested in the motives of the heroes’ actions. They evaluate them from a moral standpoint, admire or condemn them.
Thus, all types of artistic activities contribute to the development of the preschooler’s personality. Aesthetic taste is formed, aesthetic feelings are nurtured, creative abilities are developed, and moral standards are consolidated.
Conclusion
Artistic activity is a specific imaginative cognition of reality. And like any cognitive activity, it is of great importance for the mental education of children. It is impossible to engage in artistic activity without developing purposeful visual perception - observation. In order to draw or sculpt any object, you must first become familiar with it, remember its shape, size, design, color, and arrangement of parts.
In the process of artistic activity, children’s visual ideas about surrounding objects are clarified and deepened, thinking, attention, memory, and fine motor skills develop. It promotes the development of children's creative abilities. In the process of activity, such important personality qualities as activity, independence, initiative, and determination are formed. It promotes moral, aesthetic, physical and labor education.
Bibliography
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2. Kazeicheva I.N. Activating students’ imagination in exercises to complete drawing of figures // Primary school. - No. 3. - 2012. - pp. 26-27.
3. Komarova T.S. Teaching children drawing techniques. - M.: Academy, 2014. - 304 p.
4. Mosin I.G., Drawing-2. A textbook for teachers, educators, parents. - Ekaterinburg: U-Factoria, 2010. - 207 p.
5. Simanovsky A. E. Development of creative thinking in children. A popular guide for parents and teachers. — Yaroslavl: Development Academy, 2013.
6. Yakovleva E. L. Methodological recommendations for teachers on developing the creative potential of students / Ed. V. I. Panova. - M.: Young Guard, 2015.
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