Reveal the main stages of creative activity. Children's fine art. Conditions for the development of children's creativity. Stages of creative activity. Structural diagram of creative activity

Short description

Unfortunately, there is an obvious gap between the enormous importance of technical creativity and the attention that has hitherto been given to it in psychological science. Suffice it to say that the only monograph on this issue in Soviet psychological literature is the book by P.M. Jacobson "Process creative work inventor" - was published back in 1934. Due to the lack of other studies, P. M. Yakobson’s book, despite the author’s incorrect starting points, had and continues to have a serious influence on the presentation of issues of the psychology of technical creativity in courses general psychology, in monographs devoted to the organization of work of scientists, and, finally, in popular science literature.

Introduction………………………………………………………………………………3
Stages creative activity……………………………….4
Stages of creative activity when creating a new technical
object………………………………………………………………………………………..6
Conclusion………………………………………………………………………………...20
List of references…………………………………………………………………………………..22

Attached files: 1 file

In addition to transforming the formulation of the problem, other ways out of the impasse in solving it are also possible. Most often, inventors in these cases use:

selection of new solution methods from the arsenal of invention techniques (library of heuristic methods for solving inventive problems);
mental attempts to solve a problem using the least probable methods traditionally used to solve inventive problems in other, very distant fields (for example, an attempt to apply in the field of radio engineering the principles used for the selection of new breeds of livestock);
organizing the collective generation of ideas with the involvement of specialists from various fields and people not knowledgeable on this issue;
depiction of a problem situation using flow diagrams indicating the sequence of steps and process structure, points of fundamentally possible solutions or process elements;
updating the experience of the past. At the same time, they look for information and methods for solving similar and inverted problems in the past, consider them at the level modern knowledge and opportunities, old, unimplemented patents and privileges, rejected projects;
attempts to profit from the by-products of unsuccessful mental trials;
fragmentation of social needs into sub-needs with the subsequent creation of a separate technical facility to satisfy each of the sub-needs;
search for new, unnoticed connections between the components of the task and the elements of the proposed technical object. Special attention pay attention to the analysis of seemingly insignificant connections and conditions;
temporary defactorization of the task and created objects by abandoning the qualitative certainty of objects while maintaining their inherent relationships, or by abandoning some relationships while maintaining qualitative certainty;
attempts to establish the conditions under which a decision would be inappropriate, in order to find out the possibilities of abandoning the task itself or replacing it with another to achieve the same general goal;
collection of obviously ridiculous ideas for solving a given or inverted problem with subsequent analysis of the possibility of their use;
temporary cessation of searches. This creates a psychological opportunity for conjecture to arise and allows you to look at the problem with fresh eyes.

The stage of implementation of the solution is characterized by the technical, aesthetic and legal design of the solution to the inventive problem, its specification and the introduction of additional changes. At this stage, an experimental verification of the solution is carried out, it receives scientific, technical and economic justification, amendments are made to it, prompted by practice, the solution is implemented and further developed. In some cases, this stage may include expanding the scope of the initially intended application of the invention.

The stage of implementation of the inventive task, according to P.K. Engelmeyer, is purely artisanal and does not require the creative work of the inventor. To this same stage N. D. Levitov refers the verification of the invention and various modifications that are the result of such verification. S. M. Vasileisky includes in this stage a detailed technical and economic justification for the achieved result, basic drawing and manipulation operations.

The interpretation of the last stage of the creative process as a purely artisanal one contradicts the modern idea of the creative process of invention. No matter how original and clear the fundamental solution to the problem may be, it is difficult to create a suitable invention with mere reflections and good intentions, without practical actions - an economic feasibility study, manufacturing and testing of a prototype, conducting laboratory and other tests. Operations for implementing the invention contain creative elements. At this stage, the initial solution is often significantly changed and supplemented. Patent experts are well aware of the difficulties that arise when an application for an invention is filed before its experimental testing.

Removing the inventor from participation in the final stage of the invention creation process, which happens often, usually leads to dismal results. The famous inventor R. Diesel considered only an implemented solution to be an invention. The Soviet inventor V.I. Mukhachev proposed a rule according to which an inventor who has solved a creative problem must participate in the implementation of his invention. The participation of the inventor in the implementation stage of the solution broadens his horizons, strengthens connections with practice, and enriches his creative experience. The unity of theory and practice is the highest expression of the unity of the spiritual and material aspects in all human activities and, in particular, in the creation new technology. Being a creative person means more than having certain traits. This means being creative, approaching the challenges we face with imagination and originality. In short, it means demonstrating skill in the application of the creative process. Although authorities differ as to the number of stages in this process—some say three, others four, five, or seven—these differences do not concern matters of principle. They consist only of whether to combine actions under one heading or several. There are no significant differences regarding the main actions discussed.

To make it easier to remember and easier to use, we will consider the creative process as consisting of four stages: searching for problems, formulating a specific problem or specific controversial issue, exploring them, and creating a set of ideas. Each of these steps will be the subject of a separate lesson, but a quick overview of the entire process will allow you to start using it right away.

First stage: Search for tasks

The essence of creativity is to approach problems using imagination, originality and effectiveness. Often there is no need to search for tasks; they confront you in the form of obvious problems and controversial issues. For example, if your dorm roommate comes home at two or three in the morning every day, comes in noisily, and starts talking to you while you're trying to sleep, you don't have to be very perceptive to realize that you have a problem. Or if you find yourself in the middle of a heated debate about whether abortion is murder, no one needs to tell you that you will speak out on a controversial issue. However, not all tasks are so obvious. Sometimes problems and controversial issues are so small and unnoticeable that only very few people pay attention to them; in other cases, there are no problems or controversial issues at all, but only the opportunity to improve the existing situation. Such tasks will not evoke strong emotions in you, so you will not find them if you just sit and wait - you have to look for them.

The first stage of the creative process is the habit of looking for problems - not at any specific time, but constantly. Its importance is reflected in the fact that you can only apply creativity in response to challenges that you recognize.

Second stage: Formulating a problem or controversial issue.

The goal of this stage is to find the best formulation of the problem or controversial issue, the formulation that will lead to the most valuable ideas36. “A problem properly formulated,” noted Henry Hazlitt, “is half solved.” Since different formulations open up different avenues of thought, it is best to consider as many formulations as possible. One of the most common mistakes when working on problems and controversial issues is to consider them from only one point of view, thereby closing off many promising avenues of thought.

Take the prisoner mentioned earlier when he was contemplating how he could escape from prison. His first formulation of the problem apparently was: “How can I get a gun and shoot my way out of here?” or, “How can I provoke the guards into opening my cell so I can disarm them?” If he had stopped at this formulation, he would still be where he was. His sophisticated escape plan could only have been born in response to the question: “How can I cut a lattice without a saw?”

Often, after formulating a problem or controversial issue in many ways, you will not be able to decide which formulation is best. If this happens, delay your decision until working through the next steps in the process allows you to make a final decision.

Third stage: Research of a problem or controversial issue

The purpose of this stage is to obtain the information necessary to effectively work on a problem or controversial issue. In some cases, this will simply mean searching for suitable material in your past experiences and observations that is suitable for solving a given problem. In others, you will need to obtain new information through new experiences and observations, conversations with informed people, or your own research. (In the case of that prisoner, this meant carefully examining all available places and objects in the prison.)

Stage four: Idea generation

The goal of this stage is to generate enough ideas to decide what action to take or what opinion to accept. At this stage, two obstacles are often encountered. The first is the often unconscious tendency to limit one's ideas to ordinary, familiar, traditional responses and to block unusual and unfamiliar ones. Fight this tendency by remembering that no matter how alien and inappropriate the latter type of reaction may seem, it is in these reactions that creativity manifests itself.

The second obstacle is the temptation to interrupt the ideation process too quickly. As we'll see in future lessons, research has shown that the longer you continue to generate ideas, the more likely you are to create worthwhile ideas. Or, as one writes

There's one last question that needs to be cleared up before you're ready to start practicing the creative process: How do you know when you've found a creative idea? By what characteristics can you distinguish it from other ideas? A creative idea is one that is both imaginative and effective. The second quality is no less important than the first. It is not enough for the idea to be unusual. If this were so, then the strangest, most eccentric ideas would also be the most creative. No, to be creative, an idea must “work”, must solve the problem or clarify the controversial issue it answers. A creative idea doesn't have to be just amazing - it has to be extraordinarily good. This is the standard you should apply when thinking about the ideas you have created.

Once you have generated a large number of ideas, decide which one you think is the best. Sometimes it will be just one idea; in other cases, a combination of two ideas or more. At this stage, your decision should be preliminary. IN otherwise you will have desire abandon the important process of critical thinking by which ideas are evaluated. Basic principles and stages of creative activity to create a new product

The main task of the idea generation stage is to create modern competitive products that, in terms of their technical and economic indicators and technological performance, meet the highest scientific and technical achievements and satisfy the needs of consumers. When developing ideas for a new product, it is necessary to be guided by the requirements of the greatest safety, economic feasibility and full compliance of product functions with environmental conditions. This rule applies to all products, regardless of whether they are integral part goods, or finished goods.

The greatest safety requirements are associated with the premise that any product - an object of production and operation (use) - must have the necessary properties that maximally exclude harmful effects on humans and the environment. Taking into account the significant increase in consumer requirements for the safe consumption of goods, it is more profitable to be guided by the requirements of absolute safety.

Economic feasibility requirements stipulate that the main parameters and design of the product must ensure high level its effectiveness as an object of production and operation (use). The beneficial effect of using the product for its intended purpose in accordance with the established operating modes must be ensured by the minimum necessary expenditure of labor, material and energy resources.

No less important at the present stage of scientific and technological development of the world industrial production has compliance with the requirements of full compliance with the functions performed by the product, conditions environment. In this case, we are talking about the fact that the functional properties of the product must necessarily correspond to the level of environmental parameters and the range of their changes. It is also necessary to achieve complete coordination of these properties with environmental parameters if the latter are highly dynamic and stochastic. The fulfillment of all these prerequisites requires intense creative activity.

The process of creative activity is carried out in an organic combination of stages:

Preparation;
intention;
search;
implementation;

All stages of the creative process are based on information, methodological and technical support. Information support includes a knowledge base, a data bank of forecasts, patents, standards, and references.

Methodological support is identified as a set of methods for solving inventive, standardization and optimization problems. Technical support includes computer facilities, computer-aided design systems, software and hardware systems. In the process of creative activity, the stage of preparation for scientific research involves: accumulation of the necessary initial knowledge; previous systematization of facts in the studied area of the development of science and technology, intellectual and creative preparation of the individual for the search for ideas. The concept stage is associated with the study of an unresolved problem situation and the identification of a problem for further solution. For this purpose, they study the available scientific and technical information and formulate the main task of the search; find out the central issue (focal point of the problem) requiring solution; establish the necessary requirements and significant restrictions; develop a plan to find a solution. Particular attention is paid to studying the conditions for the emergence and experience of solving similar problems in different stages development of science and technology.

Ministry of Education and Science, Youth and Sports of Ukraine

NATIONAL TECHNICAL UNIVERSITY

"KHARKIV POLYTECHNIC INSTITUTE"

Department of Production Organization and Personnel Management

Calculation task

In the discipline of basic heuristics

Option 13

Completed:

Student of group EK-27A

Perepelitsa M.E.

Checked:

Sinigovets O.N.

Kharkov 2012

Introduction……………………………………………………………………………….3

1.Structure and main stages of creative activity…………………….4

1.1Basic principles and stages of creative activity to create a new product……………………………………………………………………………………………….6

2. The feasibility of increasing production capacity…………..9

3.Increasing the attractiveness of the product for the consumer………………….13

Conclusion……………………………………………………………...19

List of references……………………………………………………….20

Introduction

This Calculation Assignment examines issues such as the structure and main stages of creative activity. Creativity is an activity that generates something qualitatively new, something that has never existed before. Creativity is the creation of something new, valuable not only for a given person, but also for others. Creativity is the process of creating subjective values.

The procedure for constructing a “decision tree”. Decision tree method. It is used to obtain an optimal solution taking into account possible environmental conditions and the likelihood of their occurrence. On the basis of which a specific management task will be decided.

The essence and meaning of the word association method will also be revealed, and examples of using the method to identify new ideas will be given.

I consider the purpose of this work to be the study of the patterns of constructing new actions in unfamiliar situations, that is, the organization of productive thinking processes, on the basis of which the generation of ideas is realized in a sequence of increasing their credibility.

With the help of this work, I will consolidate my knowledge of heuristics and gain a unique opportunity to solve unconventional problems in unfamiliar conditions. After all, it is this young science that contributes to the development of human creative potential.

1.Structure and main stages of creative activity

Creation- a process of activity that creates qualitatively new material and spiritual values or the result of creating a subjectively new one. The main criterion that distinguishes creativity from manufacturing (production) is the uniqueness of its result. The result of creativity cannot be directly derived from the initial conditions. No one, except perhaps the author, can get exactly the same result if the same initial situation is created for him. Thus, in the process of creativity, the author puts into the material certain possibilities that are not reducible to labor operations or logical conclusion, and expresses in the final result some aspects of his personality. It is this fact that gives creative products additional value in comparison with manufactured products.

Creativity is an activity that generates something qualitatively new, something that has never existed before. Creativity is the creation of something new, valuable not only for a given person, but also for others. Creativity is the process of creating subjective values.

Structural diagram of creative activity

Scheme of creative activity according to Rossman

1) Consideration of need or difficulty.

2) Analysis of this need or difficulty.

3) View available information.

4) Formulation of all objective decisions (promotion of ideas and hypotheses).

5) Critical analysis of all forms of solutions (to filter out ideas and hypotheses -> a cycle appears).

6) The birth of a new idea (go to point 4).

7) Experimentation to confirm the correctness of the formulated new idea. A mental, model or full-scale experiment is carried out.

Scheme of the structure of creative activity according to Gixon

1) Preparation. Knowledge is accumulated, skills are improved, and the problem is formulated.

2) Concentration of efforts. Work aimed at obtaining a solution is a volitional concentration of effort.

3) Respite. A period of mental rest, during which the creator is distracted from solving the formulated problem.

4) Insight. New ideas arise, it is possible to modify existing ideas, but in each case the result must be the desired solution to the problem.

5) Bringing the work to completion. At this stage, the results of creative activity are summarized and evaluated.

Scheme of creative activity according to Belozertsev

1) Formation of a problem situation with simultaneous comprehension of its structure by the subject of creative activity. Formulations (statements) of technical problems.

2) The birth and incubation of new technical ideas, a new principle, a new transformation.

3) Creation of an ideal model (implementation).

4) Design. Results - preliminary and technical design, working drawings, model and layout embodiment of the implementation.

5) The stage of substantive and relatively complete implementation of an idea, problem or invention in a new technical object.

Generalized model of the structure of creative activity according to Shumilin

1) Awareness, formulation and formulation of the problem.

2) Finding a principle for solving (resolving) a problem (synonyms: non-standard problem, solving hypothesis, idea of invention or design of a work of art).

3) Justification and development of the found principle. Theoretical, design and technological study of this principle.

If scientific creativity, then specification and proof of a hypothesis. If technical, then design elaboration of the idea. For artistic creativity - the development and development of the concept of a work of art.

The development of plans involves experimental testing of hypotheses. The plan for the practical implementation of the invention is the implementation of the concept.

4) Practical testing of a hypothesis, implementation of an invention or plan, objectification of a work of art.

The main task of the idea generation stage is to create modern competitive products that, in terms of their technical and economic indicators and technological performance, meet the highest scientific and technical achievements and satisfy the needs of consumers. When developing ideas for a new product, it is necessary to be guided by the requirements of the greatest safety, economic feasibility and full compliance of the product’s functions with the environmental conditions. This rule applies to all products, regardless of whether they are an integral part of the product or a finished product.

The requirements of economic feasibility stipulate that the main parameters and design of the product must ensure a high level of its efficiency as an object of production and operation (use). The beneficial effect of using the product for its intended purpose in accordance with the established operating modes must be ensured by the minimum necessary expenditure of labor, material and energy resources.

Of no less importance at the present stage of scientific and technical development of global industrial production is compliance with the requirements of full compliance with the functions performed by the product and environmental conditions. In this case, we are talking about the fact that the functional properties of the product must necessarily correspond to the level of environmental parameters and the range of their changes. It is also necessary to achieve complete coordination of these properties with environmental parameters if the latter are highly dynamic and stochastic. The fulfillment of all these prerequisites requires intense creative activity.

The process of creative activity is carried out in an organic combination of stages:

Preparation,

The idea

Implementation.

All stages of the creative process are based on information, methodological and technical support.

Information support includes a knowledge base, a data bank of forecasts, patents, standards, and references.

WITH methodological support identify a set of methods for solving inventive, standardization and optimization problems.

Technical support includes computer facilities, computer-aided design systems, software and hardware systems.

In the process of creative activity, the stage of preparation for scientific research involves: accumulation of the necessary initial knowledge; previous systematization of facts in the studied area of the development of science and technology, intellectual and creative preparation of the individual for the search for ideas. The concept stage is associated with the study of an unresolved problem situation and the identification of a problem for further solution. For this purpose, they study the available scientific and technical information and formulate the main task of the search; find out the central issue (focal point of the problem) requiring solution; establish the necessary requirements and significant restrictions; develop a plan to find a solution. Particular attention is paid to the study of the conditions for the emergence and experience of solving similar problems at different stages of the development of science and technology.

Central to the process of creative activity is the search stage. It is here that the problem situation is transformed and solved, and a plan to find a solution to the corresponding plan is implemented. The most characteristic stages of this stage are:

Generating ideas;

Determination of principles for solving a problem; identification of positive and negative consequences arising from the principles of solving the problem;

Analysis of different options and selection of the optimal one.

The creative process ends with the implementation stage, which includes: technical design of the solution to the creative problem; research verification and testing of the technical solution with the following introduction of the necessary amendments and additions to it; implementation of the solution and its further development. The main element of creative search is the generation of new ideas.

Report on the topic:

Stages of a child’s creative activity

A child’s creativity is an important element in the development of his own self-awareness and self-understanding. The child seems to remake the world to suit himself, and helps himself to understand and comprehend it better. He learns to comprehend the beauty of this world and learns to see the “blank spots” that need to be filled with his creativity in order for the world to become a little better and more beautiful.

To develop creativity, children need certain knowledge, skills and abilities, methods of activity that they themselves, without the help of adults, cannot master.

For a child junior group creativity in creating an image can manifest itself in changing the size of objects. For example: a lesson is going on, children are making apples, and if someone, having completed the task, decides to independently make a smaller or larger apple, or a different color (yellow, green), for him this is already a creative decision. The manifestation of creativity in younger preschoolers also includes some additions to modeling, drawing, say, a stick - a stalk.

As skills are mastered (already in older groups), creative solutions become more complex. Fantastic images appear in drawings, sculpting, and applications, fairy-tale heroes, palaces, magical nature, outer space with flying ships and even astronauts working in orbit. And in this situation, the teacher’s positive attitude towards the child’s initiative and creativity is an important incentive for the development of his creativity. The teacher notes and encourages the creative discoveries of children, opens exhibitions of children's creativity in the group, in the hall, in the lobby, and decorates the institution with the works of pupils.

In a child’s creative activity, three main stages should be distinguished, each of which, in turn, can be detailed and requires specific methods and techniques of guidance on the part of the teacher.

First stage: Emergence, development, awareness and design of the plan

The theme of the upcoming image can be determined by the child himself or proposed by the teacher (its specific decision is determined only by the child himself). How younger child, the more situational and unstable his plan is. Research shows that initially three-year-old children can only implement their plans in 30-40 percent of cases. The rest basically change the idea and, as a rule, name what they want to draw, then create something completely different.

Sometimes the idea changes several times. Only by the end of the year, and only if classes are carried out systematically (in 70-80 percent of cases), do children’s ideas and implementation begin to coincide. What is the reason?

On the one hand, in the situational nature of a child’s thinking: at first he wanted to draw one object, suddenly another object comes into his field of vision, which seems more interesting to him.

On the other hand, when naming the object of the image, the child, having still very little experience in the activity, does not always correlate what he has in mind with his visual capabilities. Therefore, having picked up a pencil or brush and realizing his inability, he abandons the original plan.

Second stage: Image creation process

The topic of the task not only does not deprive the child of the opportunity to show creativity, but also guides his imagination, of course, if the teacher does not regulate the solution.

Great opportunities arise when the child creates an image according to his own plans, when the teacher only sets the direction for choosing the topic and content of the image.

Activities at this stage require the child to be able to master methods of depiction, expressive means specific to drawing, sculpting, and appliqué.

Third stage: analysis of results- is closely related to the previous two - this is their logical continuation and completion. Viewing and analysis of what children create is carried out at their maximum activity, which allows them to more fully comprehend the result of their own activities.

At the end of the lesson, everything created by the children is exhibited at a special stand, i.e. Each child is given the opportunity to see the work of the entire group and note, with a friendly justification for their choice, those that they liked the most.

Tactful, guiding questions from the teacher will allow children to see the creative discoveries of their comrades, an original and expressive solution to the topic.

A detailed analysis of children's drawings, modeling or appliqué is optional for each lesson. This is determined by the features and purpose of the images being created.

But here’s what’s important: the teacher conducts the discussion of the work and their analysis in a new way every time.

So, if the children made Christmas tree decorations, then at the end of the lesson all the toys are hung on the furry beauty. If you created a collective composition, then upon completion of the work the teacher draws attention to general form painting and invites you to think about whether it is possible to complement the panorama, make it richer, and therefore more interesting. If children decorated the doll's dress, then everything best works"displayed in the store" so that a doll or several dolls can "choose" what they like.

Magazine "Preschool Education" No. 2, 2005

Being a creative person means more than having certain traits. This means being creative, approaching the challenges we face with imagination and originality. In short, it means demonstrating skill in the application of the creative process. Although authorities differ as to the number of stages in this process—some say three, others four, five, or seven—these differences do not concern matters of principle. They consist only of whether to combine actions under one heading or several. There are no significant differences regarding the main actions discussed.

First stage: Search tasks. The essence of creativity is to approach problems using imagination, originality and effectiveness. Often there is no need to search for tasks; they confront you in the form of obvious problems and controversial issues. For example, if your dorm roommate comes home at two or three in the morning every day, comes in noisily, and starts talking to you while you're trying to sleep, you don't have to be very perceptive to realize that you have a problem. Or if you find yourself in the middle of a heated debate about whether abortion is murder, no one needs to tell you that you will speak out on a controversial issue.

However, not all tasks are so obvious. Sometimes problems and controversial issues are so small and unnoticeable that only very few people pay attention to them; in other cases, there are no problems or controversial issues at all, but only the opportunity to improve the existing situation. Such tasks will not evoke strong emotions in you, so you will not find them if you just sit and wait - you have to look for them.

Second phase: Formulating a problem or controversial issue. The goal of this stage is to find the best formulation of the problem or controversial issue, the formulation that will lead to the most valuable ideas36. “A problem properly formulated,” noted Henry Hazlitt, “is half solved.” Since different formulations open up different avenues of thought, it is best to consider as many formulations as possible. One of the most common mistakes when working on problems and controversial issues is to consider them from only one point of view, thereby closing off many promising avenues of thought.

Third stage: Researching a problem or controversial issue. The purpose of this stage is to obtain the information necessary to effectively work on a problem or controversial issue. In some cases, this will simply mean searching for suitable material in your past experiences and observations that is suitable for solving a given problem. In others, you will need to obtain new information through new experiences and observations, conversations with informed people, or your own research. (In the case of that prisoner, this meant carefully examining all available places and objects in the prison.)

Fourth stage: Creating ideas. The goal of this stage is to generate enough ideas to decide what action to take or what opinion to accept. At this stage, two obstacles are often encountered. The first is the often unconscious tendency to limit one's ideas to ordinary, familiar, traditional responses and to block unusual and unfamiliar ones. Fight this tendency by remembering that no matter how alien and inappropriate the latter type of reaction may seem, it is in these reactions that creativity manifests itself.

Once you have generated a large number of ideas, decide which one you think is the best. Sometimes it will be just one idea; in other cases, a combination of two ideas or more. At this stage, your decision should be preliminary. Otherwise, you will have a strong desire to give up. important process critical thinking by which ideas are evaluated.

1.The concept of creativity.

Creativity is a process of human activity that creates qualitatively new material and spiritual values.

Children's visual creativity is a child's conscious reflection of the surrounding reality in drawing, modeling, appliqué, design, a reflection that is built on the work of imagination and on displaying his observations, as well as impressions received through words, pictures and other forms of art.

2. Conditions for the development of creativity.

The organization is interesting. A meaningful life for a child in a preschool educational institution, enriching him with vivid impressions;

Interaction between teachers;

Communication of children with art;

Accounting individual characteristics children;

Creating an atmosphere of trusting communication with children;

Integrated use of methodological techniques;

Careful attitude towards the process and result of children's activities;

Material support for the group;

Various forms of working with children;

Mastering certain visual skills and abilities for children.

3. Features of the attractiveness of children's drawings.

sincerity, emotionality;

courage;

humanism, optimism;

use of bright colors;

expressiveness of children's works:

4. Stages of creativity development and the role of an adult in each stage.

1st floor – the emergence of a plan;

2nd floor - hatching a plan;

3 floor - implementation of a plan, resulting in the appearance of a product of activity.

The creative process of an adult and a child differs in the time it takes to implement 3 stages.

Individual approach to the assessment of children's creativity.

Determination of the method and technique of teaching. Traditional system of teaching methods for productive activities in preschool educational institutions.

1. Method- this is the ordered activity of the teacher and the child, aimed at achieving the set goal. Reception- part of the method.

2. The teaching method has many sides. For each of them, methods can be grouped into systems. In this regard, there are many classifications methods in which the latter are combined on the basis of one or a number of common characteristics. An important question that arises is how appropriate this or that classification is. Only that classification can be called good, which is consistent with teaching practice and serves as the basis for its implementation. The classification of teaching methods is a system of them ordered according to a certain characteristic. Currently, dozens of classifications of teaching methods are known. It is impossible to establish a unified system of teaching methods.

The preschool educational institution has adopted a traditional system of teaching methods: visual, verbal, practical. Game teaching methods can be divided into a separate group of teaching methods, or all teaching methods can be carried out through game methods. For example, looking at a picture, picture, illustration in a game situation - Dunno brought a picture and can’t understand what is drawn there, let’s help Dunno - tell us what we see in the picture.

Traditional system of teaching methods

(About gaming methods, the question is discussed separately)

Now let's take a closer look at each technique.

Visual methods for teaching productive activities (transfer). Analysis of children's works. Forms of organizing the analysis of children's work.

Visual teaching methods are based on the action of the visual analyzer.

Examination of the item – purposeful analytical - synthetic perception of an object tactile - motor and visual.

Meaning: an idea of the depicted object is formed. What items can be analyzed? (toys, household items, dishes, animals, etc.). It is important to teach children to examine objects. The entire order of examining objects coincides with the sequence of the image, and examining gestures (circling with a hand, showing the shape of parts of the object) coincide with the formative movements. At constant use examination, children understand the connection between examination and imaging methods.

Structure (stages) of the survey:

In different literature you can see 3 or 5 stages of examination. This is absolutely the same examination technique.

1. Holistic perception of the subject.

At this stage, it is necessary to evoke surprise, admiration, and admiration for the object in the child, i.e. create a good mood for him to perceive and attract his attention to the subject as a whole. For example, a truck – what does this vehicle transport? - which means we can call it “cargo”, i.e. highlight characteristic feature this item; you can make a riddle about this object (the toy can be behind a screen or under a cloth), read a poem, etc.

1. Consistent identification of visual features, parts and properties of an object.

2. The order of selection corresponds to the sequence of the image of the object in the following:

3. The largest parts of the object are identified, their shape, color, and location relative to other parts (structure) are determined;

4. The smallest parts of an object are identified, their shape, color, and location relative to other parts (structure) are determined.

5. 3. Again, a holistic perception of the subject.

To prevent stage 2 from passing formally, it is necessary to use different types perceptions (auditory, visual, tactile, olfactory), for example, Touch the fur of a dog (toy)? Smell a flower on a plant, what do you feel?

When examining an object, use a gesture. The gesture helps to isolate the form, its features; the gesture coincides with the form-building movements, i.e. it suggests a way of depicting, accompanied by a word. The gesture helps to restore the basic shape of the object in the child’s memory and allows you to show the movement of the hand of the person drawing. You can “draw” with a gesture in the air and on the table. IN younger age The teacher puts the child’s hand in his own (if this is necessary for learning) and together they draw on the table. In modeling, gesture helps determine the volume of a form; in drawing, appliqué, it helps determine the contour.

Observation – This is a child’s purposeful, systematic perception of objects and phenomena of the surrounding world, in which perception, thinking and speech actively interact. Using this method, the teacher directs the child’s perception to highlight the main, essential features in objects and phenomena, to establish cause-and-effect relationships between objects and phenomena.

The goal is to introduce objects and phenomena of the surrounding world and teach children to notice changes in the environment; children develop observation skills.

Requirements for conducting observations:

Purposefulness (perception of those features of the object that will serve as the basis for the image).
Emotionality (without feelings born through communication with art and nature there cannot be a creative person).
Meaningfulness (in order to notice and depict some signs of an object, the child must understand why, for example, a hare has long hind legs).
Children’s activity (we use emotional, mental, speech, motor activity children).
Repetition.
Taking into account the age of children.

The teacher thinks over the time of the excursion, chooses the place and route, as well as methodological techniques.

Observation methodology:

Jr. gr. – The teacher observes with children objects and phenomena in a natural setting, simple in shape and bright in color; observations are short-term, children are not given instructions to remember; The teacher himself determines the shape and color of the object and informs the children, and the children only repeat.

Average gr. – observations are longer, children identify several signs of an object or phenomenon: color, shape, structure, location in space. Repeated observations are necessary. We already give children instructions to remember.

Art. and preg.gr. – The teacher, together with the children, examines the object up close and from a distance, compares objects with each other in size, establishes their relative position in space - closer, further, left, right, highlights the expressive means of the object, explains how it can be drawn.

Looking at paintings and pictures.

Pictures are used:

o If children cannot be directly introduced to objects and phenomena;

o To clarify and revitalize knowledge;

o To enrich children’s knowledge in some ways of depiction (for example, show movement);

o As a reminder.

An example of a teacher.

A sample is work performed by a teacher and proposed for imitation (at the training stage).

It is necessary to use 2-3 samples to identify the generalities and differences in the image, in the decorative image - so that children can choose their own version of the work (see the question “Teaching decorative drawing”).

Requirements for a sample teacher:

o The sample should be 2-3 times larger than the child's work.

o The sample must be completed correctly and competently.

o The sample should use a simple composition that is understandable to children:

o There should be several samples.

All about car tuning

Reveal the main stages of creative activity. Children's fine art. Conditions for the development of children's creativity. Stages of creative activity. Structural diagram of creative activity

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1.Structure and main stages of creative activity