Tests on creative activity in a preschool institution. Fine Arts Tests
Task 1. From the four proposed answer options, choose one correct one. If you mark more than one option, the answer will be counted as incorrect.
1. Which of the following museums is located in Moscow?
a) Hermitage b) Tretyakov Gallery
c) Russian Museum d) Louvre
2. What colors are most characteristic of the works of Gzhel masters:
a) Red and gold b) Yellow and black
c) White and blue d) Shades of green.
3. Which of the listed artists is a famous ancient Russian icon painter?
a) A. Rublev b) V. Surikov c) I. Repin d) V. A. Serov
4. Which of the listed artists is an outstanding architect?
a) B. Kustodiev b) I. Shishkin c) V. Rastrelli d) M. Vrubel
5. In what genre was I. Levitan’s painting “Golden Autumn” created?
a) battle b) animalistic c) still life d) landscape
6. What is the main thing in the artistic language of painting?
a) line b) stroke c) decorative d) color
7. Which of the following is the most typical art material for graphics:
a) gouache b) pencil c) clay d) watercolor
8. In what artistic activity did I. I. Shishkin become widely known?
a) painting b) icon painting c) architecture d) sculpture
9. Which of the following artists is an outstanding Italian artist of the Renaissance?
a) M. Vrubel b) Leonard da Vinci
c) E.-M. Falconet d) Pablo Picasso
10. Which folk crafts are famous primarily for wood painting?
a) Dymkovo b) Gorodets c) Gzhel d) Zhostovo
11. Which of the following concepts relate to the genres of fine art:
a) engraving b) portrait c) sculpture d) fresco.
12. Which of the listed artists became famous primarily as a painter:
a) V. Rastrelli b) I. Levitan c) O. Rodin d) V. I. Bazhenov
13. Which of the following is a historical style of art?
a) baroque b) graphics c) composition d) still life
14. What features are characteristic of the products of Khokhloma masters:
a) predominant use of cold tones
b) frequent use of floral ornaments
c) predominant use of geometric patterns
d) the use of mainly earthenware as a material for painting.
15. In what genre of fine art did V. I. Surikov become famous?
a) landscape b) animalistic genre
c) historical genre d) still life
16. Name the 3 main chromatic colors in painting (mechanical color mixing):
a) red, yellow, blue b) black, white, gray
c) orange, purple, green d) red, yellow, green
17. Which of the following is a type of sculpture?
a) fresco b) easel c) book d) Marina
18. Which of the following concepts is based on the rhythmic repetition of any elements or motifs?
a) portrait b) ornament c) color d) format
19. To create which works is it most important to know the laws of linear perspective?
a) handicrafts b) icon
c) sculpture d) cityscape
20. In the works of which artist can you often find fairy-tale characters?
a) V. M. Vasnetsov b) V. I. Bazhenov c) F. S. Rokotov d) V. Van Gogh
Task 2. Complete one of the tasks to choose from:
a) draw a small ornament or pattern (can be schematic) in the style of one of the folk crafts, indicate the name of this craft and the type of ornament (floral, geometric, etc.)
b) draw a sketch of the logo for your class and explain yours in 2-3 sentences artistic design(project ideas).
An approximate example of writing test tasks using visual materials.
Various reproductions and other illustrative material are displayed on the board. Next to each illustration is a letter of the alphabet.
Students may be asked various questions about these materials.
Examples of questions. Note: In parentheses are various options question.
From the reproductions presented on the board, choose the correct answer to asked question and put the corresponding letter next to the question number (only one, even if there are several correct options).
1. Which of the following is a work of graphics? (painting, sculpture, architecture)?
2. Which of the following is a still life? (portrait, landscape, everyday painting, battle painting, historical painting)?
3. Find Khokhloma among the presented works ( Gzhel, Gorodets) painting.
4. Which work of decorative and applied art is made from clay? (wood, metal)?
5. Find among the presented works the work of Andrei Rublev (V. Surikov, I. Aivazovsky, I. Levitan, etc.).
6. Which of the following is related to Baroque art? (Gothic, Art Nouveau)?
7. In which work of painting does cold prevail ( warm) color?
8. What work of painting is based on sharp color contrasts?
9. In which work is the compositional center highlighted using light contrast?
10. In which work is the ornament used?
As a rule, a test is understood as a set of questions with a choice of answer options from the proposed ones. But this is not a mandatory test feature. The main thing is to have a clear summing up system that allows you to simplify the check, count the number of points for correct answers and draw conclusions. This determines certain requirements for tasks.
Experts offer various classifications of test tasks. Let us dwell on one of them, illustrating with examples from the field of art.
Test tasks can be divided into open and closed. Open questions do not give students answer options. For example,
What genre does it belong to? this work?
What color will you get if you mix blue and yellow paint?
Who is the author of this work?
Not every open-ended question can be considered suitable for the test. For example,
In what distinctive features Art Nouveau style?
To this question, students can give different answers, which may be correct, but incomplete, or partially correct. In this case, it is difficult to determine whether this answer is counted as correct or not.
Closed-type tasks involve choosing from several answer options. They can in turn be divided into tasks with alternative choice and multiple choice items.
Alternative choice items have only two answer options (“yes” or “no”, “agree” or “disagree”). For example,
Are the terms “modern” and “modernism” synonymous?
Is it true that Aivazovsky created many works in the “marina” genre?
The main disadvantage of alternative tests is called: high probability guessing the correct answer. But if out of 20 questions a student answers 19 correctly, we can fairly objectively judge that he has a high level of knowledge on this topic. An important advantage of such a test is the ability to conduct it “by ear”, without printing forms.
Multiple choice items offer a finite set of answers from which you must choose the correct one.
For example,
Which of the following museums is located in Moscow?
A) Hermitage B) Louvre
C) Tretyakov Gallery D) Russian Museum
Sometimes multiple choice tests may have more than one correct answer. For example,
From the given options, choose 3 correct ones and underline them:
Which folk craft centers are famous for the production of toys:
A) Khokhloma B) Dymkovo C) Filimonovo
D) Gzhel D) Kargopol E) Zhostovo
In addition to these types of questions, tests can also include other variants of tasks, where the correct answer can also be presented in a standardized form.
In tests for diagnosing intellectual abilities, there are tasks to eliminate the superfluous. In such tasks, the basis for classification is not given, but it is assumed that the student himself will find patterns and connections. For example,
Identify and write down the extra element in the list: portrait, painting, still life, landscape.
The student himself must find what unites 3 elements of the list (genres of fine art), and determine what superfluous word- “painting”.
Composing such tasks is quite difficult, since incorrect answer options can lead to the fact that the student’s logic will also be correct, but different from the teacher’s logic.
For example,
Write down the extra element in the list: Levitan, Malevich, Klodt, Raphael.
In this situation, various methods of classification are possible (sculptors - painters, domestic - foreign, etc.).
It is better to include such tasks not in control tests, but to offer them at the stage of consolidating knowledge.
Another type of task is matching, where you need to match elements from two lists, for example, “composers” and “operas.” The task can be formulated as follows:
Match the elements of the right and left columns and write the answer in the form of pairs of numbers.
Analogy tasks involve making connections to continue the list. For example,
Continue the series:
Blue - orange,
Red Green,
Yellow - (…).
The student must guess that the words in the pairs represent complementary colors and write that the complementary color to yellow is purple.
Ordering tasks involve sorting list items according to a suggested basis (chronological, ascending, etc.). For example,
Arrange the names of composers in chronological order...
Another type of tasks are tasks to continue the sequence. Here the student must also establish patterns.
Continue the sequence: F, G, A, B flat, C...
In tasks with a constructed answer, students are given a phrase or text where they need to insert missing words, dates, etc. For example,
“In (...) year, Mozart wrote the opera “The Magic ...”.
Some of the listed types of tasks can be either open or closed: for example, “words for reference” may be given at the end of the task.
There are some requirements for test tasks:
1. The wording of the question should not allow for ambiguous interpretation.
2. The content of the question must correspond to the goals of control and the requirements for the level of knowledge and skills of students.
3. Answer options must be plausible.
4. Negative language should be avoided if possible:
Which of the following is not a genre of fine art?…
5. There is no need to strive for a large number of answer options. Three to five options are enough. Increasing their number reduces the probability of guessing slightly, but increases the time for compiling the test and conducting it.
Tasks can be presented in various ways. In addition to the text version, reproductions, works of decorative and applied art, slides, audio and video recordings, sheet music, geographic Maps, diagrams, tables, etc. Their use reduces student fatigue and promotes further consolidation of the material.
You can also download tests with videos in electronic presentation format on our teacher forum (see Site menu)
Tatiana Yalovchenko
Diagnostics of visual creativity abilities
Diagnostics of visual creativity abilities
To determine artistic abilities for 6-7 year old children they were offered two tasks:
Test "Circles"- to identify creativity ;
Test "House"- on hand-eye coordination.
Test "Circles"
The child is offered a sheet with 20 drawn circles with a diameter of at least 2 cm and is given exercise: “Turn the circles into some unusual objects (draw them using these circles)" You have 5 minutes to complete the task.
Processing the results
Creative skills manifested in originality, flexibility, fluency.
Originality the image is manifested in that the child has new, non-standard ideas for drawing objects in the shape of a circle.
Ordinary, i.e. standard, will be Images, which are often found in children's drawings (apple, ball, sun, human face, bunny face, plate, wheel, balloon, flower, etc.). For such drawings 0 points are assigned.
Can be considered original images of objects, which children do not often draw (bell button, cake, button, hedgehog curled up into a ball, Kolobok, smiley face, planet Mars, mirror, hockey puck, cherry, etc.). Every original drawing is worth 1 point. If a child combines 2 or more circles into one composition, then you can add 1 point for originality for each combination.
Flexibility is ability child to put forward a variety of drawing ideas, referring to various areas knowledge using wide circle objects and phenomena. To assess flexibility, the number of generalizing words-concepts is calculated, which can include several drawn objects and phenomena at once.
For example, drawings of a person or just a head (persons) can be combined under the general concept "Human".
Other words-concepts combine other objects, For example: "celestial bodies"(Moon, Sun, planet, "fruits and vegetables" (apple, cherry, tomato, watermelon). So, you can include objects drawn by your child in groups "animals", "plants", "dishes", "accessories" and etc.
The number of groups, which may include several subjects or even one, is calculated and scored - 1 point for each group. When analyzing and counting groups, all Images, and not just the original ones.
Fluency is speed, productivity fine art activity of the child, i.e. this ability for a limited amount of time (5 minutes) do a large amount of work, draw a lot of round objects. In our test, we count the number of circles that the child used to images of objects. For each circle-drawing, 1 point is given.
Interpretation of results
Criteria creativity Low level Medium level High level
Originality 0-2 points 2-6 points over 8 points
Flexibility 1-2 points 3-4 points over 5 points
Fluency 0-9 points 10-13 points over 14 points
Test "House"
This task is used to study the consistency of actions in the system "eye-hand". The test shows how much the eye controls hand movements, because artistic capabilities are manifested not only in the originality of the idea, but also in the technique of execution, in the ability to accurately and clearly convey this idea, to make the plan understandable to others. Also important in drawing are steadiness of the hand, accuracy of the drawn line, and the ability to correctly convey the size and proportions of the object. The child is given a sample drawing of a house and asked to draw exactly the same house, looking at the sample.
Processing the results
For each error 1 point is awarded (penalty).
1. Absence of any detail in the drawing. The picture may be missing a fence (one or both halves, smoke, chimney, roof, shading on the roof, window, line, depicting foundation of the house - 1 point.
2. Magnification of individual details of the drawing by more than 2 times (window, fence, roof) with relatively correct preservation of the proportions of the picture as a whole - 1 point.
3. Wrong location details in the drawing space. The location of the fence is higher than the base line of the house, the pipe is shifted to the left, the window is not placed in the center - 1 point.
4. Significant deviation of the lines from the given direction, due to which, for example, the house collapses, the fence warps, the roof becomes rectangular, and smoke rises from the chimney - 1 point.
5. Wrong pictured element: incorrect image of smoke rings, shading on the roof, elements of the fence drawn incorrectly - 1 point. Errors in transmitting the number of elements are not counted.
Interpretation of results 0-1 point - high level of hand-eye coordination;
2-3 points - average level;
Over 4 points - low level.
A survey of parents of older preschool children was conducted in order to identify knowledge about the essence creativity and the need for development creativity, as well as the use by parents of various means of increasing creative activities in the family education system.
Questionnaire for parents
Does your child like to draw, do any crafts, fantasize, and think?
Does he always finish his work to the end?
Do you consult with adults when doing work? Do you give advice and about what?
How do you encourage your baby? How do you stimulate?
Satisfied Are you involved in the artistic and aesthetic activities of your child? Do you need any help in this direction, and what kind?
At the same stage experimental work a consultation conversation was held with parents of older preschoolers, the topic of which was “Corner creativity baby preschool age at home." The purpose of this conversation was to reveal the meaning creativity for a preschool child and developmental paths creative activity
Questions for talking with children.
1. What activities do you enjoy most in kindergarten?
2. Do you like to invent things? different stories, fairy tales?
3. Do you like to write entertaining problems and riddles?
4. Do you want invent something?
5. Do you like to draw?
6. Do you like to design?
7. Do you cope with all the tasks yourself or do you need the help of an adult?
Analyzing children's answers, we can say that children feel a desire create, love to perform various creative works, but give preference to two types activities: visual arts (drawing, sculpting, appliqué) and verbal creativity. Some children indicated that in order to complete the work creative nature, they need the help of an adult.
Studying the Features creative activities of children of senior preschool age during the ascertaining experiment made it possible to obtain qualitative characteristics creativity and highlight three qualitatively different levels their formation: low, medium, high.
Qualitative characteristics of levels creativity.
Low level – the need for replenishment of knowledge, skills and abilities is not manifested. Lack of cognitive interest in creative activity. Low level preschoolers creative activities do not strive to perform tasks of a non-standard nature. In progress creative activities, such children do not show high mental activity and are prone to reproductive activity. Tasks to transfer knowledge and skills to new situations are abandoned. When difficulties arise, negative emotions predominate. Sometimes they cannot and do not want to overcome difficulties in searching ways of doing things. Lively emotional reaction to tasks creative character is almost always absent.
Average level - the need to replenish knowledge and skills is rarely manifested. Cognitive interest is not constant, it is situational. Unsustainable interest in creative activity. Preschoolers of average development level creativity They strive to complete tasks of a non-standard nature, but they can rarely solve them on their own; the help of an adult is necessary. In the process of specific activities, they strive to demonstrate mental activity: can find new ones ways or transform what they know, come up with interesting ideas, and, with strong interest, search for a new solution.
They overcome difficulties only in a group with peers or with the help of an adult. If the desired result is obtained, they feel joy.
High level – strive constantly satisfy the need to replenish knowledge, skills and abilities. Sustained cognitive interest. Always independent in performing work creative nature. They often offer original solutions. The search for an answer to non-standard tasks, as a rule, ends successfully.
High medium low
Masha F low
Ilya U is tall
Nastya M tall
Maxim N average
Based on the results of this experiment, the following can be done: conclusion: in the experimental group there is a high level of development creativity showed 1 child Nastya M. The girl is always very active. She responds quickly to everything that attracts her attention. Any, even the most boring information, capable of captivating her. Likes to communicate with adults. The main motive of such communication is to obtain information about the world of phenomena and objects. Asks a lot of questions. Loves searching for solutions. Non-standard tasks are especially interesting. Success encourages you to choose difficult tasks, but with failure, interest in them does not weaken, but grows. Completes all tasks independently. Very rarely asks for help.
The girl has high degree responsibility. He finishes the work he starts. Well developed imagination. IN fine art, constructive, writing activity, usually original solutions predominate. The subjects of her work are varied. Shows interest in drawing and music. He takes part in events with pleasure and can demonstrate his performing skills. capabilities.
In the control group there is a high level creative One child, Ilya U., also showed activity. All of the above about Nastya M. can also be said about Ilya U. Both children showed high creative activities in class, were active and responsible, showed initiative, increased emotionality, interest in creative activity. The drawings of these children are distinguished by their originality; the content of the plan was brought to the image.
Average level creative Maxim N. showed his activity in the experimental group.
The boy is active and emotional. When communicating with adults, he can still control his emotions; when communicating with peers, he often behaves freely.
The preferred activity is play. Loves playful and entertaining forms of work in the classroom. Successfully overcoming difficulties when completing tasks evokes joy, enthusiasm, and the desire to try one’s capabilities in a more difficult task. But at the first failure, he cools down to completing the task, although he takes on it with enthusiasm. Cannot always independently set a goal for an activity or maintain it. Planning activities is difficult. Not always active in class. However, in his free time from classes he tries to prove himself. Always responds vividly to what attracts his attention. He willingly takes up work, but in his creative activities are dominated by stereotypes.
Often unsure of himself. Likes to complete tasks, work either in pairs or in a group. Very rarely can he be a leader in a group of children of his level. Loves to design, but creation does not show enough. Although his crafts are varied
A typical representative of a group of children with a low level of creative activities - Masha F. The girl is passive, slow. Has difficulty concentrating his attention. In class she is most often lethargic and apathetic. It is very difficult to switch from one type of activity to another. It is difficult to get used to a different type of activity and environment.
Among the latter, it captures the essence of a given problem and uses only known solutions when searching. Do not try to find answers to questions on your own. At the first failure, he gives up further efforts to find a solution. In case of misunderstanding, he does not ask questions, and in answers and actions he usually imitates other children. Does not show independence or initiative.
Levels of development of prerequisites for children creativity.
High Medium Low
Able to explain the depicted object, if possible, adds details to the drawing; quickly gets involved in the game and can continue the plot created in class; fluent pictorial Able to explain the depicted object; quickly joins the game, but cannot always continue the plot; sometimes adds details to the drawing; good command visual material Unable to explain, depicted object, poor use of a brush or pencil; cannot continue to develop the plot.
PAGE_BREAK-- 1.2
Subject drawing in preschool age: its features and significance
The main goal of plot drawing is to teach a child to convey his impressions of the surrounding reality.
It is known that all surrounding objects are in a certain connection with each other. The attitude towards any object or phenomenon largely depends on the understanding of this particular connection.
The ability to establish semantic connections between various objects and phenomena develops gradually in the child. Therefore, plot drawing for educational purposes is introduced no earlier than in the middle group, and at the beginning as an image of 2-3 objects located nearby. Naturally, children should know the techniques for depicting objects that are the main characters of the plot, otherwise difficulties in depicting unfamiliar objects will distract them from completing the main task.
However, plot drawing should not be limited to depicting only those objects that children have already depicted. The child must be able to draw the main thing in the plot, and he completes all the details as he wishes.
The ability to highlight the main thing in a plot is associated with the development of perceptions and analytical-synthetic thinking. They are at small child still too superficial; he first of all perceives what is directly accessible to sight, touch, and hearing, and often recognizes an object by some insignificant details that he remembers. In the same way, a child perceives and conveys the plot in a drawing. Identifying shit, understanding the relationships and connections of plot objects are quite difficult tasks for a preschooler. They can be solved by children of the older group.
In plot drawing, it is important to correctly convey the proportional relationships between objects. This task is complicated by the fact that when depicting a plot, it is necessary to show not only the difference in their sizes that exists between them in life, but also the increase or decrease of objects in connection with their location in space. To do this, the child must be able to compare and contrast image objects and see the semantic connection between them.
Solving the problem of spatial relationships between objects is very difficult for a preschooler, since he has little experience and insufficiently developed visual skills.
Children can get ideas about the extent of space, about the horizon line connecting the earth and sky, mainly when going out into nature (to the forest, to the field). But even if some of them understand the perspective changes of objects in space, it will be difficult for them to convey these changes to the flatness of the sheet. What is located far away in nature should be drawn higher in the drawing, and vice versa. These features of the image of space on a plane are understandable only to an older preschooler who has experience.
So, the general objectives of training plot drawing in kindergarten are the following:
ü Teach how to convey the content of a topic, highlighting the main thing in it;
ü Learn to convey interactions between objects;
ü Teach how to correctly convey proportional relationships between objects and show their location in space
Teaching children plot drawing begins in the middle group. True, in younger group Some themes proposed for drawing sound like plot themes (for example, “Kolobok is rolling along the path,” “it’s snowing, covering the whole ground,” etc.). but they do not require the transfer of the action of the plot. Pointing out the plot of the drawing is used to create interest in children in depicting the simplest forms.
As for determining the themes of the image, the teacher should be guided by the following principles:
ü The first principle for selecting topics is to take into account the emotional and intellectual experience that children develop during their life and activities in kindergarten and in the family.
ü The second principle of content selection: the formation of generalized image methods suitable for embodying images of a whole group of objects similar in appearance, shape and structure, i.e. typical.
The child sets the goal himself, he acts as the subject of his activity, which is one of the indicators of personal development. However, the formulation of the task must be followed by the next step - the selection and application of means to achieve the goal, obtaining a result. But the child does not always do this. Gradually, realizing his ineptitude, he stops setting goals. This means that activities important for human development disappear. Consequently, it is necessary to help the preschooler master the methods and means of achieving the goal, we must teach him visual activity, but in such a way that he can relatively freely depict any phenomenon and realize any of his ideas.
Thus, while maintaining the first principle of selecting image content - taking into account the knowledge and interests of children, their emotional and intellectual experience - one should simultaneously be guided by the second principle - selecting content that is not only interesting, but also systematic.
ü The third principle for selecting content is taking into account the sequence of mastering visual skills. This means that the selection of systemic knowledge and content embodied in the topic is subject to the specifics of the activity and the image tasks available to children.
ü The fourth principle combines the previous two: taking into account the need to repeat similar topics while simultaneously complicating the nature of children’s cognitive activity in the direction of increasing their independence and increasing creativity in the process of cognition, and then in the process figurative reflection impressions
ü Fifth principle - taking into account seasonal phenomena, local environment - natural and social, social phenomena, etc.
ü Sixth principle - whenever possible, taking into account the individual emotional and intellectual experience of children as a condition for updating valuable and effective motives activity, activation of appropriate feelings, imagination, purposefulness of activity, and, consequently, creative manifestations of preschool children.
The tasks of plot drawing are not reduced to pictorial tasks, but represent concretization common tasks, directing the teacher to the formation of holistic activity in children and the development of the personality of the preschooler. .
The following learning objectives are highlighted:
ü To develop interest in surrounding objects, natural phenomena, social phenomena and events, people, their activities and relationships; contribute to the formation of a moral and aesthetic position in children.
ü To develop in children the desire and ability to accept from an adult and set appropriate goals and objectives themselves.
ü To develop in children the ability to conceive an image, determining in advance the content and some methods of image.
ü Teach preschoolers some accessible ways Images plot image:
A) techniques for creating the simplest compositions, i.e. the arrangement of images on the plane of the sheet, first on the entire sheet, rhythmically repeating images of the same objects with minor additions - in the younger and middle groups; stimulating and encouraging images of one object in different versions, thereby mastering the ways of depicting an object at a variable level - in the middle group; placing images on a wide strip of sheet, indicating the earth, sky, outlining the horizon line, placing images of those objects that are closer - at the bottom of the sheet, further - at the top; varying the arrangement of images on the sheet, i.e. lead children to a conscious choice and construction of compositions, while depicting close-up objects in larger sizes, distant objects - smaller in size - in older groups;
B) learn to depict the main thing in a drawing, i.e. those objects and characters that express the content of a given topic allow you to immediately determine the content of the image (middle, senior groups);
IN ) learn to convey relationships by magnitude in a drawing, relative position in space (senior groups);
D) direct children to convey action through the depiction of movement, dynamics, poses, details (from middle school, but mainly in older groups).
ü To teach children the methods of perception and observation of phenomena in the surrounding world, necessary for completing a plot drawing.
ü To develop in children an understanding of the dependence of image quality on the quality of observation, to form in them a desire and, in the future, if possible, a need for observation for the purpose of subsequent imaging.
ü Encourage children to be independent and creative in conceiving an image: searching for unique content, using adequate, varied means of expression (composition, color, etc.)
ü To teach children to feel the expressiveness of an image, to encourage them to have an emotional response to it, to lead them to understand the dependence of the expressiveness of an image on the means used, methods of depiction, i.e. develop the ability to artistically creative perception drawings.
Based on the set of tasks for guiding plot drawing, taking into account the difficulties of mastering this type of activity (features of children’s perception) and the complexity of the graphic embodiment of the plot image, the methodology for working with children should be built in two directions:
1. Enriching children with vivid impressions of the world around them: social and natural phenomena. Development of observation, the ability to see, feel, notice the expressiveness of shape, proportion, color of individual objects, their interrelation and combinations.
2. Helping children understand the means graphic image plot, in establishing connections between ideas and methods of depiction
Since in our work we must primarily study the development of creativity in middle preschool age, we consider it advisable to outline tasks for plot drawing within the specified age framework. The following tasks are highlighted in the Praleska program:
ü To introduce the means of expressiveness of subject, plot and decorative painting
ü Form ideas about plot composition, constructive (partially integral) and arch methods of creating images
ü Help in the practical development of plot composition (linear, frieze, over the entire surface of a sheet of paper).
These problems are solved on plots that are well known to children, on images of objects that they have drawn before. The need to place several items on one sheet of paper requires a developed ability to analyze and synthesize, as well as creative use of acquired skills.
The arrangement of several objects on the same line is the simplest compositional solution Topics. Children 4 years old are able to learn that in life objects are located next to each other, so it is impossible to place another in the place of one object. The straight line on which children draw objects is, according to E.A. Flerina, by that rhythmic simplification of the image of the space of the earth, which is accessible to children's understanding.
The topics offered to children are simple: a house, a tree grows near it, a bench stands; a house or a tree, a girl is walking nearby; grass, flowers grow, the sun is shining; Chickens are walking on the grass.
In these drawings plot development The guys don't show their actions. Children draw 2-3 objects nearby, between which there will be no effective connection.
In the middle group, children are also introduced to another method of composition of a plot drawing - the arrangement of objects on the entire sheet. The teacher gives the children sheets of paper of certain colors corresponding to a certain plot (green - for a clearing, blue - for water, yellow - for sand, etc.), and they freely place the intended objects on a selected colored background, using the entire plane of the sheet (flowers in the meadow, fish in the water).
In plot drawing, children are not tasked with showing exact proportional relationships between objects, since it is quite complex and accessible only to children of the older group.
To summarize, we can say that plot drawing as a way of active, creative, effective and caring awareness by a child of the world around him and his attitude towards it has a huge impact on the development of the personality of a preschooler. At all stages of plot drawing, the cognitive, emotional, moral and volitional spheres of the personality are actively manifested, and therefore develop in a single creative process.
1.3
Non-traditional techniques in the visual activities of preschool children
In kindergarten, visual activities include activities such as drawing, modeling, appliqué, and design. Each of these types has its own capabilities in displaying the child’s impressions of the world around him. T.S. Komarova points out: “However, it is often difficult for educators to add variety to all moments of work and to children’s free activities; it is often difficult for educators to come up with many options for activities on topics. Drawing, modeling, applique as types of artistic and creative activity do not tolerate templates, stereotypes, once and for all established rules, and yet in practice we often encounter exactly this situation (“A tree is drawn from the bottom up because it grows that way, and the house like this”, etc.)”. Therefore, it will be important to use non-traditional techniques in the visual arts of preschoolers.
As part of our work, we will consider the use of non-traditional techniques mainly in drawing. Currently, there are quite a large number of options for art preschool education, but not all of them are scientifically substantiated at a sufficient level. The artistic techniques listed below, which are non-traditional for domestic preschool education, were studied and tested in work with children by R.G. Kazakova and L.G. Belyakova.
The following non-traditional techniques can be used in drawing with children:
ü poke with a hard semi-dry brush
ü finger painting
ü palm drawing
ü foam rubber impression
ü foam impression
ü imprint with eraser stamps
ü imprint with crumpled paper
ü wax crayons+ watercolor
ü candle + watercolor
ü stencil printing
ü subject monotype
ü blotography
ü spray
ü leaf prints
ü watercolor crayons
ü landscape monotype, etc.
Since the work in our study is carried out with children of middle preschool age, we consider it appropriate to describe only techniques that are suitable for this age range. According to the “Praleska” program, children of middle preschool age include children of the fourth to fifth years of life. Accordingly, a more detailed description will be given to the following techniques:
1. finger painting (from two years old): the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.
2. drawing with the palm (from two years old): the child dips his palm (the entire brush) into gouache or paints it with a brush (from five years old) and makes an imprint on paper. Draw with the right and left hands, painted different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.
3. imprint with a cork (from three years): the child presses the cork to a stamp pad with paint and makes an imprint on the paper. To obtain a different color, change the bowl and stopper.
4. foam rubber imprint (from four years): the child presses the foam rubber onto a stamp pad with paint and makes an imprint on the paper. To change the color, use another bowl and foam rubber.
5. imprint with crumpled paper (from four years): the child presses the paper to a stamp pad with paint and makes an imprint on the paper. To get a different color, both the saucer and the crumpled paper are changed.
6. wax crayons + watercolor (from four years old): the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted.
7. poke with a hard, semi-dry brush (any age): the child dips the brush into the gouache and hits the paper with it, holding it vertically. When working, the brush does not fall into the water. In this way, the entire sheet, outline or template is filled. The result is an imitation of the texture of a fluffy or prickly surface.
8. stencil printing (from five years old): the child presses a signet or foam rubber swab onto a stamp pad with paint and makes an impression on paper using a stencil. To change the color, take another swab and stencil.
9. subject monotype (from five years): the child folds a sheet of paper in half and on one half of it draws half of the depicted object (objects are chosen symmetrical). After painting each part of the object while the paint is still wet, the sheet is folded again to form a print. The image can then be decorated by also folding the sheet after drawing several decorations.
10. Regular blotography (from five years): a child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. The sheet is then covered with another sheet and pressed. Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed.
11. spray (from five years): the child puts paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.
12. Blotography with a thread (from five years old): the child dips the thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip. The missing details are completed.
13. leaf prints (from five years): the child covers a tree leaf with paints of different colors, then applies it to the paper with the painted side to make a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.
14. embossing (from five years): the child draws with a simple pencil what he wants. If you need to create many identical elements (for example, leaves), it is advisable to use a cardboard template. Then an object with a corrugated surface is placed under the drawing, and the drawing is colored with pencils. At the next lesson, the drawings can be cut out and pasted onto a common sheet.
15. Blotography with a straw (from five years old): a child scoops up paint with a plastic spoon, pours it onto a sheet, making a small spot (droplet). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed.
16. black and white scratch paper (from five years old): a child rubs a sheet of paper with a candle so that it is completely covered with a layer of wax. Then mascara with liquid soap or tooth powder is applied to it, in this case it is filled with mascara without additives. After drying, the design is scratched with a stick.
17. “familiar form - new image"(from five years): the child traces the selected object with a pencil. Then he turns it into something else by drawing and painting it with any suitable materials. When tracing the foot, the child takes off his shoes and places his foot on the sheet. If a figure is being traced, whatman paper is attached to the wall, one child leans against it, the other traces it.
18. imprinting with stamps from an eraser (from four years): the child presses the signet onto a stamp pad with paint and makes an impression on the paper. To change the color you need to take another bowl and signet.
19. candle + watercolor (from four years old): the child draws on paper with a candle. Then he paints the sheet with watercolors in one or more colors. The candle drawing remains white
20. watercolor crayons ( from five years ): the child wets the paper with water using a sponge, then draws on it with crayons. You can use the techniques of drawing with the end of a chalk and flat. When the paper dries, it becomes wet again.
The availability of these techniques is determined by the age characteristics of preschoolers. You should start working with techniques such as drawing with fingers, palm, etc., and later these same techniques will complement the artistic image created using more complex techniques. The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they work, the more intensively children’s artistic creativity will develop.
It is necessary to diversify both the color and texture of the paper, since this also affects the expressiveness of the drawings and confronts children with the need to select materials for drawing, think through the color of the future creation, and not wait ready-made solution. To prevent children from creating a template (draw only on a landscape sheet), sheets of paper can be different shapes: in the shape of a circle (plate, saucer, napkin), square (handkerchief, box). Gradually, the baby begins to understand that you can choose any piece of paper for a drawing: this is determined by what is to be depicted..
The novelty of the environment, an unusual start to work, beautiful and varied materials, interesting non-repetitive tasks for children, the opportunity to choose and many other factors - this is what helps prevent monotony and boredom in children's visual activities, and ensures the liveliness and spontaneity of children's perception and activity. It is important that every time the teacher creates a new situation so that children, on the one hand, can apply previously acquired knowledge, skills, and abilities, and on the other hand, look for new solutions and creative approaches.
Continuation
--PAGE_BREAK-- Conclusions:
1. Creativity is defined as the activity of changing, transforming the world around us, creating something new that did not previously exist.
2. Children's creativity has its own characteristics, which determines the subjective nature of its results.
3. In order to obtain a creatively developed personality, it is necessary to provide the child with the right to choose activities, as well as the materials necessary for it. This also applies to development fine arts children.
4. Preschool age is the initial period in children’s mastery of plot drawing. Children at this age are not yet able to convey a complex plot in a drawing, or accurately embody the intended artistic image.
5. Both narrative drawing and children's visual creativity include a number of visual skills that children must master in the process of targeted learning.
6. Non-traditional techniques are of great importance in working with children: they create interest in visual arts, which is one of the most important conditions for children’s development artistic creativity.
7. Prerequisites for the development of visual creativity can already appear in preschool age.
2. Empirical research
children's fine art in plot drawing
2.1
Description of experimental research methods
Experimental research work was carried out by us on the basis of cell number 3 in Mogilev in November 2008 - April 2009. For the study, we took 25 children from the Pochemuchki group (Appendix 1) and their parents, 1 teacher of the group.
Purpose of the study: to study the influence of plot drawing on the development of children's visual creativity.
Research objectives:
1. Identify the conditions for the development of visual creativity in children in the family and kindergarten.
2. To study non-traditional techniques of visual activity and describe their influence on the development of creativity in the subject drawing of preschoolers.
3. Develop and test an experimental methodology to identify the possibility of the influence of plot drawing on the development of children's visual creativity.
Research hypothesis: we hypothesized that the development of children's visual creativity in story drawing will be facilitated by the use of non-traditional techniques, subject to the following conditions:
ü competent selection of content for working with children, as well as non-traditional drawing techniques
ü availability of appropriate material resources
ü interest of preschool teachers and families in the development of visual creativity in children
ü the relationship between various types of children's activities.
The research work included several stages:
1. ascertaining experiment aimed at identifying the conditions for the development of children's visual creativity in a preschool institution and family and at identifying children's levels of development of visual creativity.
2. a formative experiment, during which we selected various non-traditional drawing techniques and conducted a number of classes on plot drawing using these techniques with children who showed the prerequisites for the development of creativity.
3. control experiment aimed at identifying the influence of the use of non-traditional techniques in plot drawing on the development of visual creativity in children of middle preschool age.
To conduct research work to identify the conditions for the development of visual creativity in the family and kindergarten, we used questionnaires. (Appendix 2, 3).
We compared the answers of parents and teachers of preschool institutions with the conditions necessary for the development of artistic creativity, identified by G.G. Grigorieva in the book “Development of a preschooler in visual activity”:
ü a broad approach to solving the problem: this problem must be solved in all areas of the child’s life and in all types of activities. (there should be special systems of games and tasks that develop creativity).
ü Organization of an interesting, meaningful life for a child in a preschool institution and family; enriching it with vivid impressions, providing emotional intellectual experience, which will serve as the basis for the emergence of ideas and will be material for the work of the imagination (observations, activities, games, visiting the theater, etc.).
ü A unified position of teachers in understanding the prospects for the child’s development and the interaction between them.
ü Communication with art.
ü Training
ü Integrated and systematic use of methods and techniques, the leading ones among which are preliminary observation, creation problem situations, identifying the problem, and the lack of ready means to resolve them.
ü Offering effective motives, leading children, if not to independently set, then to accept the task set by adults.
ü Taking into account the individual characteristics of the child.
To identify children’s levels of development of creativity in plot drawing, we conducted a plot drawing lesson on the topic “Snow, snow is spinning, the whole street is white...”. The following levels of creativity were identified: high, medium and low. The assignment of a child to each of them is determined by the compliance of the process indicators and the quality of the product of his artistic creativity with the evaluation criteria put forward by N.A. Vetlugina:
1. indicators of creativity characterizing the relationships, interests, abilities of children:
ü Sincerity, spontaneity, passion, emotionality.
ü Interest in visual arts.
ü The ability to enter into the depicted image
2. indicators of creativity, characterizing methods of creative action:
ü Creation of new combinations from previously learned elements.
ü Additions, changes, transformations of familiar material, finding original image techniques.
ü Independently finding new ways, quick reactions and orientation in new conditions.
3. creativity indicators characterizing the quality of children's artistic activities:
ü Finding adequate expressive and visual means to embody the image.
ü Compliance of creative results with elementary artistic requirements.
ü The individual “handwriting” of children’s products, the originality of the manner of execution and the nature of the expression of their performance.
Further, at the stage of the formative experiment, we developed a series of lessons on plot drawing using non-traditional techniques for conducting with children who have demonstrated the prerequisites for the development of a high level of visual creativity. The series of lessons included the following lessons: “Butterflies in the clearing”, “Our turtles on a walk”, “My favorite fish”, “Spring flowers for my mother”, “My toys”.
At the stage of the control experiment, we conducted a lesson on plot drawing using non-traditional techniques “My favorite tree in different times year” with all the children in the group and again determined the levels of children’s creativity, determined the influence of the use of non-traditional techniques in plot drawing on the development of children’s visual creativity.
At the final stage of the study, we drew conclusions and developed recommendations for educators on the development of visual creativity in children, and selected information for parents on the topic “How to develop children’s visual creativity” (Appendix 4)
2.2 Identification of conditions for the development of visual creativity of children in the family and kindergarten and levels of visual creativity in children of the study group
The ascertaining experiment was carried out in several stages. The first stage was to identify the conditions for the development of children's visual creativity in the family and kindergarten. For this purpose, we developed questionnaires for parents and separately for the group teacher.
The questionnaire for parents included questions, the answers to which presupposed a certain attitude of the parents towards the child’s visual creativity, their participation in activities with the child, in creating certain conditions for the child to engage in his favorite type of artistic activity, etc. After analyzing the answers given by parents, we made the following conclusions:
ü most families have created good conditions on developing children's creativity
ü parents most often actively participate in the lives and activities of their children
ü most of children of the group have a sufficient number of artistic impressions
ü among children there are those who really like to draw (Iman M., Karina N., Sasha S., Nastya Sh., Dasha M., Oleg G., Nika P., Alisa A., etc.)
ü some children are good at composing stories, but do not know how to draw, and, therefore, cannot display an artistic image created by the imagination using visual means
The questionnaire for the teacher was aimed at identifying the forms of work of the teacher with children in visual arts, and the methods used in the work. It also included questions, the answers to which suggested the teacher’s attitude towards children’s visual creativity and awareness of the influence of visual activity on the development of the child’s personality as a whole. In this questionnaire, the teacher could also make suggestions for improving methodological and subject environment in organizing artistic activities in kindergarten.
Having studied the teacher’s answers, we made the following conclusions:
ü work on visual activities in kindergarten is underway
ü the teacher uses various possibilities of fine art to develop children’s personalities
ü children are given independence in visual activities
ü attracts the attention of parents to the visual activities of children
However, most kindergartens still use traditional materials for visual arts.
The second stage was aimed at identifying the prerequisites for visual creativity in children and took place in the form of a lesson with the whole group on the topic “Snow, snow is spinning, the whole street is white...”.
Program content: learn to convey a simple plot, include familiar objects in a drawing; notice the beauty in the combination of white with other colors; continue to teach drawing in the specified sequence; Practice rhythmically applying dots with the end of the brush across an entire sheet of paper.
Equipment: 2-3 illustrations depicting snowfall; sheets of paper gray A4 size, brushes, gouache paints.
Progress of the lesson
The teacher shows the children illustrations depicting snowfall. He asks what is shown in the pictures.
Draws their attention to the fact that during heavy snowfall, snow covers all objects around. And roofs of houses, and tree branches, and fence posts, and benches, etc. snowflakes are flying everywhere. We see all objects as if through flying snowflakes on a gray sky, on objects (dark green fir trees, black tree trunks, etc.).
Today you will draw a picture for the song “snow, snow is spinning, the whole street is white.” Decide for yourself what you will draw on the street: one or 2 houses, trees or other objects (snowman, fence, benches, gates).
First you will draw houses, trees and other objects, whatever you want, then the snow lying on the ground and on everything, and at the end with the tip of your brush you will draw small snowflakes everywhere.
By asking questions, the teacher reinforces children’s ideas about the sequence of drawings. He asks several people what they would paint on their street and invites everyone to get to work.
During the work, you need to ensure that children first depict large objects (houses, trees), then smaller objects (fence, snowman, benches). Reminds you that you need to wait until one paint dries, and only then apply another one on it (windows on houses, etc.).
The teacher also reminds that tree branches should be painted with the end of a brush. He advises painting them with white paint, since in heavy snowfall the snow covers the entire branches. Falling snow on spruce branches can be depicted using the technique of dipping. When children start drawing snowflakes, make sure that they are depicted all over the sheet of paper.
At the end of the lesson, the teacher displays the drawings on a stand for viewing. On the top shelf he places two or three drawings with the most successful depiction of snowfall, and says: “children, look at these drawings, they are very suitable for the song “snow, snow is spinning, the whole street is white.” In the pictures, most of the color is white: White snow on the roof of the house, on the trees and fence. All objects are visible through falling snowflakes. Who will find among other drawings similar to these and put them next to each other? invites several children to the board. He asks: “Why do you think that this drawing will also suit the song “Snow, snow is spinning...”?”
The selected drawings are moved together and everyone admires the snowy street.
During the lesson, the following methods were used: conversation, demonstration, explanation, instructions, reminder, encouragement, analysis. Visual aid was also used in the form of illustrations depicting snowfall, a snow-covered street, etc.
The positive thing about the lesson was that some of the children achieved their goal.
Most of the children did not cope with the work, despite the aroused interest and activity in completing the task. During the lesson, the children sought to create an artistic image based on previously accumulated experience, but the goal was not achieved due to the fact that the children do not know how to convey the intended artistic image. The result of the ascertaining experiment is summarized in the form of a table.
Child's name
Relationships, interests
Ways to act creatively
Individual "handwriting"
1. Alisa A.
2. Arseny B.
3. Vova B.
4. Dima V.
5. Oleg G.
7. Alina K.
8. Andrey K.
9. Maxim K.
10. Kirill K.
11. Anton K.
12. Iman M.
13. Said M.
14. Valik M.
15. Masha M.
16. Karina N.
17. Alina P.
18. Nika P.
19. Sasha S.
20. Nikita T.
21. Sasha Sh.
22. Nastya Sh.
23. Sasha M.
24. Dasha M.
25. Dasha B.
Thus, according to the table, we can conclude that in the group we studied, the majority of children have an average and low level of creativity in plot drawing classes. But there are also those who showed good results: a prerequisite for the development of a high level of creativity is Alisa A., Kirill K., Iman M., Nastya Sh., Karina N., Nika P., Oleg G., Dasha M. All of these children are assessed positively according to all or most criteria .
Based on the results of the ascertaining experiment, we can conclude that both education and the creation of conditions in the family and kindergarten are equally important for the development of visual creativity in children. But personal prerequisites for the development of creativity also play an important role.
continuation
--PAGE_BREAK--2.3 Development of visual creativity in children of middle preschool age in the process of plot drawing using non-traditional techniques
Conducted with children: Alisa A., Kirill K., Iman M., Nastya Sh., Karina N., Nika P., Oleg G., Dasha M., who in the ascertaining experiment showed the existing prerequisites for the development of a high level of visual creativity.
The purpose of the formative experiment was to develop visual creativity in children of middle preschool age in the process of plot drawing using non-traditional techniques.
The use of non-traditional techniques in story drawing classes in our study is due to the fact that in middle preschool age story drawing is just beginning to develop. Our work was carried out with children of middle preschool age. We hypothesized that the use of non-traditional techniques by children in story drawing classes can help them more fully convey the artistic image which they want to portray.
During the formative experiment, individual lessons were conducted with capable children. All classes were of an entertaining nature. In these classes, children learned new technology, new visual materials, new technical capabilities of these materials.
1. “Butterflies in the clearing”
Non-traditional techniques: subject monotype
Program content: to form in children an idea of appearance, the structure of the butterfly, feeding habits, variety of colors; practice counting, determining the right and left sides; teach children to make a pattern and achieve a symmetrical image by folding paper; cultivate neatness.
Progress of the lesson
Children sit in a semicircle
Children, listen to what happened to me once. I was walking through the forest and came to an unusual clearing. How beautiful it was, bright, strewn with unusual flowers! I wanted to smell the flower. But as soon as I bent down, all the “flowers” fluttered up and flew away. What were these unusual flowers in the clearing? (The teacher suggests looking at the butterfly).
Have you seen butterflies? Where did you see them? What were the butterflies doing? Why can butterflies fly? What else do butterflies have besides wings? Let's now take a close look at the illustration and determine what the butterfly has. Here you will see what has already been named. (The teacher calls the child to the picture. The child looks at it again and says what the butterfly has).
What is the most beautiful thing about a butterfly? How many wings are there in total? Let's count how many wings are on the left side of the body and how many are on the right. How can you say it differently? (equally) and now let's look again at both wings on the left side. Are they the same shape? Size? And with right side? Right. The upper and lower wings differ in shape and size.
Summary:
Children, look at the butterfly again. How beautiful she is! She has two wings on the right and left sides of her body. And she has two identical upper wings, and two identical lower ones. Well done everyone.
Now get up, let's play a little with you. Let's imagine that we are butterflies, and our hands are wings. Let's show how big and beautiful our wings are (spread our arms to the sides), and now let's fold them. Let's imagine that we are in a spring meadow. Let's fly, spread our wings (children “fly” to quiet music). The children sit down again.
Who knows why butterflies land on flowers? (answers are listened to)
Butterflies land on flowers to eat. What do butterflies eat? Each flower has a sweet juice inside, it is called nectar. Butterflies get juice with their long proboscis, which is located on their head (look at the illustration)
What colors are butterflies? That's right, multi-colored. Look what beautiful butterflies flew to us! (look at the illustrations).
All butterflies are different, unusual, and have their own colors. The name of individual butterflies is associated with color: peacock eye, lemongrass, etc.
Is the pattern on the wings on the right side similar to the pattern on the left? Find a pattern that repeats on the left and right wings. All these butterflies are different, but each has the same pattern on the left and right sides, both sides of the wings are colored the same.
And now we will draw with you. What do you think needs to be done to get an accurate pattern on both sides? On our desks we each have a piece of paper with a silhouette of a butterfly. To get the same pattern, we decorate only one side of the butterfly (half). And then we fold the sheet in half and press it with a pen so that the design is imprinted. But butterflies are all different. And you, children, come up with each of your own drawings (unusual patterns).
After finishing drawing:
Remember, children, I told you about the flower meadow. Bring butterflies here and we will create an extraordinary clearing with you. And sit down next to the butterflies yourself, (music sounds)
How beautiful! Butterflies are like unusually bright flowers. I just want to take them in my hands. But we can’t, let’s not destroy this beauty, because if we take the butterfly in our hands, we can hurt its wings and erase the pattern. Let them flutter, fly and sit on flowers. Let's admire this beauty and take care of it.
2. “Our turtles on a walk”
Non-traditional techniques: wax crayons + watercolor, black marker + watercolor, imprint with crumpled paper.
Program content: to cultivate an aesthetic attitude towards nature and its depiction using various visual techniques; learn how to most expressively display the image of animals in drawings; develop color perception and sense of composition.
Equipment: A3 paper, watercolors, wax crayons, black marker, illustrations and sketches depicting turtles, various herbs and flowers in the form of a landscape.
Progress of the lesson
The teacher reads K. Chukovsky’s poem “Turtle”:
It's a long walk to the swamp,
It's not easy to walk to the swamp!
“Here is a stone lying by the road,
Let’s sit down and stretch our legs.”
And the frogs put a bundle on the stone:
“It would be nice to lie down on a rock for an hour!”
Suddenly a stone jumped to his feet,
He grabbed them by the legs.
And they screamed in fear:
"What is it! – this is RE!
This is PAHA! – this is – CHERERE!
This is PAHA! This is DADDY!”
Children remember watching turtles; They jokingly explain why the frogs did not notice that it was a turtle and not a stone. It is proposed to draw a family of turtles on a walk, complementing the drawing with grass, trees, flowers, etc. The children come up with simple plots (mother turtle teaches her babies to crawl, father turtle brings them delicious dandelions, etc.). The proposed techniques are discussed, illustrations and sketches are reviewed.
The teacher reminds children of the basic rules of working with watercolors, draws attention to the tenderness, smooth transitions of watercolor colors and the clarity of marker lines, the locality of the color of wax crayons. If there are difficulties, he shows how to work in the selected techniques.
Finished works are hung. When viewing, turtles with the most powerful and beautiful shell, the smallest, the most cheerful family, the largest, etc. are selected. Landscapes with turtles are given names.
3.
"My favorite fish"
Non-traditional techniques: wax crayons + watercolor, foam print or stamps made from vegetables and potatoes.
Program content: introduce artistic techniques; develop a sense of composition and color.
Equipment: wax crayons, blue and violet watercolors, A3 or A4 sheet (to choose from), blue, violet, white (for wax crayons and watercolors), blue flowers, brush, 2 pieces of foam rubber in the shape of a fish’s tail and body, bowls with gouache, potato seals in the shape of a fish’s tail and body, green gouache in jars, pedagogical sketches.
Progress of the lesson
The inhabitants of the aquarium, soil, and algae are considered. The teacher asks a riddle: a clean silver back (a fish) splashes in the river.
Reads I. Tokmakova’s poem “Where the Fish Sleeps”:
It's dark at night, quiet at night.
Fish, fish, where do you sleep?
The fox trail leads to the hole,
The dog's trail leads to the kennel,
Belkin's trail leads to a hollow,
Myshkin - to the hole in the floor.
It’s a pity that in the river, on the water,
There are no traces of you anywhere.
Only darkness, only silence.
Fish, fish, where do you sleep?
The teacher reminds what is in the aquarium (soil, pebbles, algae), where the fish can hide and sleep. Illustrations of different fish are examined, it is noted that they swim by moving their fins, tail, and body.
It is proposed to choose a technique using pedagogical sketches. Children name the drawings they like and dislike. The teacher explains the techniques to each individual separately and shows how to draw algae.
Viewing drawings is played out like feeding fish. At the same time, children can draw worms, flies, bloodworms. The largest, brightest, smallest, most active, funny and cocky fish are selected.
4.
"Spring flowers for my mother"
Non-traditional techniques: wax crayons + watercolors + stencil printing.
Program content: to cultivate an aesthetic attitude towards the image of mother through the depiction of flowers in various techniques; develop color perception, sense of composition, imagination.
Equipment: white and pale green paper in A3 and A4 format, illustrations, wax crayons, watercolors, green gouache, gouache in bowls for printing, sketches of flowers, cardboard cards of various colors for the game.
Progress of the lesson
The teacher reads a poem written by eleven-year-old Olya Arkhangelskaya:
To an open clearing,
Warmed in the spring
A piece of the sky fell -
The forest flower has bloomed!
Illustrations and sketches of snowdrops and other spring flowers (tulips, coltsfoot, daffodils, etc.) are examined, and children express their impressions. The game exercise “Flowers Bloom” is performed: cards with drawn flowers (bud, half-opened, blossomed) are lined up in the order of growth and development. In the “Pick a Color” game exercise, color cards (white, yellow, lilac, blue, violet, light blue, red, etc.) are selected to match illustrations of spring flowers.
It is proposed to draw a “family” of flowers or a bouquet for mom, choosing their color, image technique and composition yourself. Several children show how to work in these techniques, depicting different flowers.
Viewing children's drawings is accompanied by a description of the nature of the flowers: sad, heads down; cheerful, many, many flowers in the family, the bouquet is selected according to color, shape, etc. Drawings are discussed with the children, and it is determined which can be called landscapes and which can be called still lifes (bouquets).
5. “My toys”
Non-traditional techniques: signet imprinting, cork imprinting, finger painting.
Program content: to form an aesthetic attitude towards toys by means of their depiction in drawings; practice combining two different techniques; develop a sense of composition and rhythm.
Equipment: sheets of A3 paper, gouache, gouache in printing bowls, seals of various shapes, cork, simple-shaped toys, for example, a tumbler, a mouse, balls, two toy bears, brushes, pedagogical sketches.
Progress of the lesson
A scene is played out in which two bear cubs try to play with one tumbler and a ball, but they fail: everyone needs both to play. The cubs are upset. The teacher asks the children to help: let the bears play with their toys. They tell us what toys they have, it turns out that there is a tumbler, balls, a mouse, etc. Then the cubs say that they figured out what to do: draw these toys for them. The teacher draws the children's attention to the toys arranged in the composition; they are examined in combination with the balls: how they are decorated, what shape, size. Attention is focused on the composition of the drawing: a tumbler and balls next to it, balls around a tumbler, etc.
The teacher shows how to draw a tumbler, a mouse and there are many different balls around: large and small.
Viewing children's drawings in a playful way: the cubs choose toys for themselves and their friends: the funniest tumbler, the most decorated balls, the most unusual composition, etc.
2.4
Identification of the level of children's visual creativity in plot drawing, developed during a formative experiment using non-traditional techniques
The purpose of the control experiment was to identify the level of children's visual creativity in plot drawing, developed during a formative experiment using non-traditional techniques.
The control experiment was carried out in the form of a lesson in plot drawing using non-traditional techniques.
During the lesson, the following methods and techniques were used: story, questions, demonstration, explanation, instruction, reminder, analysis. The children were offered non-traditional equipment and illustrative material. Music was also used for a better emotional mood.
Topic: “My favorite tree in different seasons”
Non-traditional techniques: signet imprinting, crumpled paper imprinting, finger painting, monotype, spray painting, blotography with a tube.
Program content: improve children's skills in arts and crafts techniques; consolidate knowledge about seasonal changes in wildlife; learn to depict these changes in the drawing most expressively; develop a sense of composition.
Equipment: sketches and illustrations depicting trees in different seasons, paper tinted with pale blue, gouache, hard and soft brushes, a piece of cardboard for spraying, a tube for blotography, signets, gouache paints, paper.
Progress of the lesson
A riddle is asked: “it makes you happy in spring, cools in summer, warms in winter” (tree).
Children look at illustrations of trees in winter, summer, spring and autumn and determine how these pictures differ. It is proposed to draw up a nature calendar for the group and draw a tree on it. It is discussed how accurately the trees will reflect changes in living nature. It is determined how many drawings are needed for the calendar. Attention is drawn to the fact that the image of inanimate nature (sky, earth, etc.) must correspond to the season in which the tree is depicted. To select a technique, children look at sketches made in various fine arts, select them by season, then choose what they like and don't like.
The depiction of trees in the chosen technique, the addition of such suitable details as grass, people, leaf fall, snow are accompanied by coming up with a figurative name for your work, for example: “white birch in winter”, “ green oak in summer”, “colored aspen in autumn”. The drawings are inserted into frames and hung on a gallery-style stand. All this is done with the participation of children. Along the way, it is discussed which technique helped to depict the season, and in which case it would have been better to choose a different material. The drawings are grouped by season; young artists are asked to choose 3 works per season and make a calendar for the group.
The result is summarized in table form:
Child's name
Indicators of the process and quality of children's artistic creativity
Relationships, interests
Ways to act creatively
Quality of creative results
Sincerity, passion, emotionality
Interest in images activities
The ability to “enter” into the depicted image
Creating something new from something previously learned
Additions, changes, transformations
Finding new ways on your own
Finding adequate images to express. funds
Individual "handwriting"
Compliance with elementary art. requirements
1. Alisa A.
2. Arseny B.
3. Vova B.
4. Dima V.
5. Oleg G.
7. Alina K.
8. Andrey K.
9. Maxim K.
10. Kirill K.
11. Anton K.
12. Iman M.
13. Said M.
14. Valik M.
15. Masha M.
16. Karina N.
17. Alina P.
18. Nika P.
19. Sasha S.
20. Nikita T.
21. Sasha Sh.
22. Nastya Sh.
23. Sasha M.
24. Dasha M.
25. Dasha B.
The presence of a certain criterion is marked with a “+” sign, the absence – with a “-” sign.
Thus, after conducting a series of classes using various techniques, it is clear that among children who have the ability to work with paints and non-traditional techniques, the studied indicators are at a high level. And for children with poorly developed artistic and creative abilities, the indicators are still at a low level, but due to the use of non-traditional materials, the level of passion for the topic and technique has improved.
Continuation
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Test tasks for fine arts
Creative task “Completing circles”
Exercise: Children are given a landscape sheet of paper with circles of the same size drawn on it in 2 rows (3 circles in each row) (diameter 4.5 cm). Children are invited to look at the drawn circles, think about what kind of objects they could be, complete the drawing and color them to make it look beautiful. The diagnostic task should stimulate the creative abilities of children and give them the opportunity to comprehend, modify and transform their existing experience.
Analysis of task results
The completion of this diagnostic task is assessed as follows: according to the “productivity” criterion - the number of circles formed by the child into images constitutes the assigned score. So, if all 6 circles were formed into images, then a score of 6 was given, if there were 5 circles, then a score of 5 was given, etc. All points received by children are summed up. The total number of points allows you to determine the percentage of productivity of the task performed by the group as a whole.
Execution results by children, tasks based on the “originality” criterion are assessed using a 3-point system:
Rating 3 - high level - given to those children who endowed the subject with originality figurative content mainly without repeating one thing (apple - yellow, red, green; faces of animals - hare, bear, etc.) or close image.
Score 2 - average level - is given to those children who endowed all or almost all circles with figurative meaning, but allowed almost literal repetition (for example, a muzzle) or decorated the circles with very simple objects that are often found in life (ball, ball, apple, etc.). P.).
Score 1 - low score - is given to those who were unable to provide all the circles with an imaginative solution, the task was not completed completely and carelessly. They evaluate not only the originality of the figurative solution, but also the quality of the drawing (diversity color range, thoroughness in the execution of the image: characteristic details are drawn or the child limited himself to only conveying general form, as well as drawing and painting techniques).
Tests to identify creative abilities
Test: “Colored umbrellas”
A task is proposed for diagnosing the child’s inner world.
Children are asked the following: “Draw an umbrella with your favorite color that you want to draw today, stretch the selected color from the darkest to the lightest.”
Test: Game “Squiggle”
The child is sequentially presented with ten drawings - squiggles. His task is to sketch each time a squiggle so that a specific recognizable image is obtained, and to color the resulting image with the color that he wants to draw today.
Test results reflect creative possibilities imagination and figurative memory of the child.
Test: “I am a teapot”
Children are invited to portray themselves in the role of an animated image of a teapot and paint it with color, without mixing paints without a palette.
This test task fully reflects the child’s ability to think figuratively. And also with the help color scheme You can identify some personality traits.
Test: “The Mystery of Prints”
The child must conceive a certain image and, in accordance with this, arrange color spots on the sheet. Next, swap jobs with your neighbor and guess the image he has in mind.
This task is the most indicative in determining students’ abilities to imagine and find an image. The endless variety of colors and textures of the print stimulates the production of a wide variety of images. In terms of complexity of processing and interpretation, the results of this task come out on top. This task allows you to use all three criteria of creative thinking: speed, flexibility, originality.
Test: “Ornament”
Create your own ornament using geometric shapes and paint with your favorite colors (red, yellow, orange, green, blue, purple) and sign the work.
Test: “Maestro”
Children act as great painting artists:
Creative tasks
Assignment: “Dreamers”
Agglutination - a combination of qualities and properties that are not connected in reality (think of the words watermelon - electricity - fish; in reality they are not connected, but children can draw an electric cat with a watermelon instead of a head, a body in the form of a fish and two eyes - light bulbs).
Task: “The Wizard”
Hyperbolization - increasing or decreasing an object (fly with big eyes, in which the world is reflected; whale, there are huge cities on it).
The results of the task reflect the creative possibilities of imagination and imaginative thinking child.
Assignment: “Designers”
The teacher suggests appliquing animals using various geometric shapes. To depict it, you can use a point, straight lines and geometric shapes: circle, rectangle, triangle. These can also be “geometric” birds. The proposed task quite fully reflects the ability to perceive a linear contour, the ability to “complete”, “continue” a linear image.
The results of the task reflect the creative capabilities of the child’s imagination and imaginative thinking.
Exercise: “Booby-Boo the Hippo”
When conducting of this assignment Students listen to E. Karganova’s fairy tale “Hippopotamus Bubi-Boo” and convey the feelings of the main character through color.
Task: “Magic colors”
Schematization - smoothing of various objects (jug - snake; cup - flower) and their transformation into various images.
The results of the task reflect the creative capabilities of the child’s imagination and imaginative thinking.
Assignment: “What got caught in the net”
Students are asked to close their eyes and draw a line on a sheet of paper, without lifting their hands from the sheet, drawing it in any direction and giving it any graphic character. Children open their eyes and must find their catch in the resulting grid: objects, people, animals. The found image must be shaded with the color that is characteristic of the student.
The results of the task reflect the creative capabilities of the child’s imagination and imaginative thinking.
Exercise: Find the various geometric solids that underlie a form created by nature or man.
Earth- circle
Lake - oval
Mountains - triangle
In our office.....
In the person of Masha.....
The results of the task reflect the creative capabilities of imagination and imaginative thinking, observation and attentiveness of the child.
Exercise: Draw a random scribble, add details and turn it into a specific image…….
Exercise: What metamorphoses can occur if a teapot is turned into a swan, a hedgehog into an elephant, etc.
Exercise: Take contrasting geometric shapes and choose contrasting pairs of vegetables and fruits.
Circle – triangle
Apple - pepper
Orange - pear
Exercise: Using the applique method, stick on a human figure from triangles, circles and ovals, squares and rectangles
The results of the task reflect the creative possibilities of the imagination
Exercise: Use a pictogram to tell a fairy tale, a story...
Once upon a time there lived a grandfather and a woman. They sent their granddaughter to the forest. The granddaughter came to the forest and got caught in the rain. I found nothing and returned home...
The results of the task reflect the creative possibilities of the imagination
Exercise: Come up with a different form various materials: paper, sand, snow, etc. for any given topic“Constructing a city” (city model)
Exercise: Complete a series of kirigami and origami works (kirigami using scissors, origami using paper folding)
Exercise: Come up with graphic signs for inscriptions at the zoo
The results of the task reflect the creative capabilities of the student’s imagination and observation
Exercise: Find similar forms in nature, life, architecture, applied arts. The results of the task reflect the creative capabilities of the student’s imagination, observation, and thinking
Test “Determining the level of imagination”
Instructions:
You are offered 12 test questions. They must be answered either “yes” or “no”.
The first number in brackets (the number of points) means a positive answer, the second - a negative answer.
Are you interested in painting? (2, 1).
Do you often get bored? (12).
When telling a story, do you like to embellish it with a colorful detail added by yourself? (10).
Are you proactive at work and at school? (2, 1).
Do you write “broadly” and take up a lot of space on paper? (1.0).
Are you guided by the laws of fashion or your own taste when choosing clothes? (2, 1).
Do you like to draw the same figures on a sheet of paper during meetings or lectures? (O, 1).
When listening to music, do you imagine any images associated with it? (1.0).
Do you like to write long letters? (2, 1).
Do you sometimes have colorful dreams? (10).
Do you like to mentally visit those dreams that you know only from stories? (10).
Do you often cry or get upset at the movies? (10).
So, count your 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 kind of imagination occurs in many people. It depends on you and only you whether you will be able to develop it.
5-8 points: you are a realist in the full sense of the word. You don't have your head in the clouds. However, a little imagination never hurt anyone. So think about yourself.
Exercises (tests) to develop imagination
Offer exercises on a separate sheet of paper for each student.
Exercise 1. Look carefully, what does each figure look like? Name several options, and then you can complete it the way you imagine it.
Exercise 2. Complete the lines and shapes to make it magical forest with its inhabitants.
Exercise 3. Think about how you can turn these figures into gifts for your friends. Try to finish drawing.
State Institution "Zhaksynskaya" high school No. 2"
Test tasks for grades 3-4.
"Art Studio - Young Masters."
Prepared by: Sakisheva Lyazzat Erlikovna
art teacher
Sakisheva L. E. teacher of fine arts at ZhSS No. 2.
In his pedagogical activity Sakisheva L.E. showed herself to be an excellent and creative teacher, always looking for everything new.
Working on the methodological topic “Development of aesthetic taste and creative imagination”, he uses a skillfully differentiated explanation of the material in accordance with the age characteristics of the child.
The focus of her methodological work is to develop imagination, expand and deepen students’ knowledge of color, composition, main types and genres of fine art. During the school year, she organized exhibitions for the public to see. Her students occupied top places by school and by district, region. And she achieved this only through her own labor. He regularly holds drawing competitions for holidays and improves his creative skills.
Test tasks in grades 3 - 4 are distributed according to hours educational activities in art classes. With the material presented in the manual, it is possible to control students’ knowledge of fine arts. The collection presents a variety of forms of tests aimed at developing students' skills and abilities. It includes tasks of different levels of complexity that contribute to the development of creative cognitive activity and organization of student activities. This collection can be recommended for use in educational institutions in the region. In the author’s opinion, these questions and assignments can also be useful for beginning young teachers of fine arts, and for those who simply love fine arts.
Reviewer K. S. Sarzhanova, fine arts teacher, head of the trade union committee.
Explanatory note for test tasks
The ability to draw contributes to knowledge of the surrounding reality, the formation of a materialistic worldview, the development of spatial imagination, visual memory, and creative thinking.
Drawing skills are needed by people of various professions: engineers and workers, teachers and doctors, agronomists and geologists. Hero of Socialist Labor, General Aircraft Designer Oleg Konstantinovich Antonov figuratively spoke about the importance of the ability to draw, to graphically embody one’s thoughts on paper: “Everything starts with a drawing. Without it, in our age you cannot construct either an airplane or a washing machine.”
Children in early age very sensitive to bright colors, interesting shapes of surrounding objects. Special psychological studies confirm that it is at this time that their vision sharpens and their sense of color develops.
First-graders are very interested in drawing, although they do not know the basic rules of image and composition.
Important role V artistic education parents play children. They should instill in their children an interest in the fine arts, develop their artistic taste, and encourage them to be creative. I think it is necessary to help a child carefully, taking into account his age characteristics.
The main functions of the subject “Fine Arts” in grades 3–4 are the artistic education of students, which contributes to the development of their natural abilities.
At this stage, the basic knowledge, skills and abilities of students in the composition of painting, graphics, modeling, and decorative and applied arts are deepened.
Obtaining knowledge and skills of students can be used, and practical activities and everyday life: for independent creative activity, enriching the experience of perceiving works of fine art, evaluating works of art when visiting exhibitions and art museums.
The result of studying the subject “Fine Arts” is checked through the following forms of control of the level of training:
Quizzes
Crosswords
Reporting exhibitions creative works
Testing
Games
Target:
Formation of the ability to see national characteristics of art.
Check how children understand their role in society.
Test your knowledge using different types of tests.
Objectively assess the degree and quality of each student’s achievements.
For testing, final test questions are offered in grades 3–4. The following requirements for compiling the test were taken into account.
Test requirements
Accounting age characteristics junior schoolchildren(grades 3 - 4).
2. Using tests of simple structures.
3. Clear, concise formulation of the task.
4. Maintained volume of tasks (20 questions).
5. A certain number of answer options (no more than 3).
6. Dosage of testing time (1 minute - 1 task).
These assignments will be useful for art teachers and primary school students.
Test tasks in fine arts. 3rd grade
1. Name the primary colors
a) red, green, blue.
b) purple, red, green.
c) red, yellow, blue.
2. Choose warm colors
a) orange
b) purple
c) blue
3. Choose cool colors
a) green
b) white
c) gray
a) thematic picture
b) a group of inanimate objects combined into a single composition according to meaning.
c) dead nature
a) black, gray, purple.
b) red, pink, purple.
c) white, gray, black
6. Choose types of fine art
b) graphics, sculpture, line, painting, DPI.
c) mosaic, composition, silhouette, sculpture, architecture.
7. Choose art genres
a) landscape, story, battle genre.
c) portrait, everyday genre, poem.
a) proportion.
b) relief.
c) composition.
9. Ornament is...
a) color spots randomly applied to the sheet.
b) chaotic image of the elements.
10. By the word interior we mean:
a) image of the interior of the building.
b) image of things.
c) image of external space.
a) Mambeev Sabur
b) Abylkhan Kasteev.
c) Telzhanov Kanapia
a) font.
b) monotype.
c) schedule.
a) designer.
b) schedule.
c) jeweler.
a) image.
b) composition.
c) picture.
a) sculptor.
b) architect.
c) landscape painter.
a) cloves.
b) bud.
c) ram's horn.
17. Choose types of ornament:
a) pattern
b) vegetable
c) in a circle
18. Select types of ornaments:
a) in the strip
b) solar
c) zoomorphic
a) image
b) saturation
c) color
20. Name the component colors.
a) red, blue, yellow.
c) light red, dark blue, light brown.
Key 3rd grade
1. Name the primary colors
c) red, yellow, blue.
2. Choose warm colors
a) orange
3. Choose cool colors
a) green
4. Still life is (translation from French):
c) dead nature
5. Identify achromatic colors
c) white, gray, black
6. Choose types of fine art
a) painting, graphics, architecture, creative arts, sculpture.
7. Choose art genres
b) still life, portrait, landscape
8. Identify types of sculpture
b) relief.
9. Ornament is...
c) rhythmically arranged elements.
10. What do we mean by the word interior:
a) image of the interior of the building
11. Name the Kazakh artist, the founder of Kazakh Soviet art:
b) Abylkhan Kasteev.
12. A printing method in which a drawing is applied by hand with multi-colored paints is called:
b) monotype.
13. A craftsman who makes metal products is called:
c) jeweler.
14. Selection, grouping and sequence in the depiction of objects are called:
b) composition.
15. Determine the name of the craftsman who makes elements from clay:
a) sculptor.
16. List the patterns depicted on tekemet and syrmak:
c) ram's horn.
17. Choose types of ornament:
b) vegetable
18. Select types of ornaments:
a) in the strip
19. Choose the general combination of colors in the painting - this is...
c) color
20. Name the component colors.
b) orange, green, purple.
Test tasks in fine arts. 4th grade.
1. Fine arts include:
a) sculpture, architecture, landscape, painting.
b) art, still life, painting, graphics.
b) portrait, architecture.
c) sculpture, painting.
a) color
b) color
c) image
a) warm
b) light
c) glare
a) purple
b) warm
c) cold
a) decorative painting (costume sketches).
b) impasto painting
c) mosaic
a) Technique “glaze”
b) collage
c) tempera
a) gouache
b) tone
c) mixed technique
a) cardboard
b) applique
c) collage
a) contrasting colors
b) composite colors
c) the same colors
a) reflection
b) shadow
c) shade
a) everyday genre
b) animalistic genre
c) marina genre
a) portrait
b) teacher
c) builder
14. Symmetry (from the Greek “symmetria”) is called:
a) stroke
b) line
c) proportionality
15. “Applique” translated from Latin means…..
a) gluing
b) attachment
c) gluing
a) grattage
b) linocut
c) fresco
a) portrait genre
b) historical genre
c) battle genre
a) graphics
b) arts and crafts
c) painting
a) Kenbaev Moldakhmet
b) Abylkhan Kasteev
c) Nauryzbaev Khakimzhan
20. A composition of flowers and natural materials is called:
a) ikebana
b) panel
c) fresco (on the walls, ceilings of buildings)
Key 4th grade.
Fine arts include:
c) painting, graphics, sculpture, monumental art.
2. Non-fine arts include:
a) architecture, decorative and applied arts.
3. A harmonious combination, interrelation, tonal combination of different colors in a picture is called:
b) color
4. A color that contains shades of yellow, orange, and red is called:
a) warm
5. A color that contains shades of blue, blue, and violet is called:
c) cold
6. A technique in which paints are applied very thickly, almost without diluting with water, is called:
b) impasto painting
7. Reception in which watercolor paints are applied gradually, transparent layers are called:
a) Technique “glaze”
8. A technique in which the drawing is performed using several different art materials are called:
c) mixed technique
9. This art of cutting out and gluing colored paper elements onto a prepared base is called:
b) applique
10. Colors that are located opposite each other on the color wheel are called:
a) contrasting colors
11. The intensity and brightness of color is called:
c) shade
12. Piece of art with images of animals are called:
b) animalistic genre
13. An image of a person conveying his character, and sometimes his mood, is called:
a) portrait
14. Symmetry from the Greek “symme tria" is called:
c) proportionality
15. “Applique” translated from Latin means….
b) attachment
16. The scratching technique (from the French grater - scrape) is called:
a) grattage
17. Dedicated to themes of war and military life called:
c) battle genre
18. A work of art that is created using paints applied to a plane is called:
c) painting
19. Choose the very first one professional artist Kazakhstan.
b) Abylkhan Kasteev
20. A composition of flowers and natural materials is called
a) ikebana
List of used literature:
textbook 3rd grade Almatykitap Baspasy 2010 Educational edition. Zhedelov K.O.; Shapkina S.K.; Korolkova N.A.
textbook 4th grade Almatykitap Baspasy 2011 Educational edition. Zhedelov K.O.; Shapkina S.K.; Korolkova N.A.
Learn to draw. N.A. Kirichenko. 1st grade. Publishing house "Radianska School" Kyiv 1974
Content
Review 2
Explanatory note for test tasks 3
Test requirement 4
Test tasks in fine arts, grade 3, grade 5
Key 3 class 7
Test tasks in fine arts grade 4 8
Key 4 class 11
Used literature 13