Methodical development of the program of the section "Artistic and aesthetic development". Educational area "Artistic creativity"

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Pedagogical diagnostics of children of the fourth year of life in the educational field "Artistic and aesthetic development"

Pedagogical diagnostics of children of the fourth year of life in the educational field« Artistic and aesthetic development» (POP BEFORE "Origins") Visual activity

fourth year of life

Educational tasks

Development ability to use a pencil or other medium Images; create image in different ways: strokes, spots, strokes, lines.

"Tumbler"

materials: pencils, paints, felt-tip pens, etc.

Instruction: Draw a tumbler.

Criteria for evaluation:

1 point - low level - the child does not cope well with the task, shaping movements are not mastered enough. Not enough developed skill, enjoy visual materials.

2 points - average level - coped with the task, the work was done accurately, passed image.

3 points - high level - coped with the task very well. Image complemented by decorative details.

Communion children for clay modeling, dough, plasticine in order to create images in different ways: pinching, tearing, flattening, stretching, rolling a lump between the palms and on the plane with direct and circular movements, connecting the finished parts to each other.

"Seeds for the Birds".

Material: plasticine, modeling board.

The child is invited to make seeds for birds, by pinching.

3 points - the child independently copes with the task, creates expressive images in different ways.

1 point - the child does not cope with the task, refuses to complete the task.

"Pancakes for nesting dolls".

Material: plasticine (clay, dough, modeling board.

The child is invited to mold pancakes for nesting dolls, using the flattening method.

2 points - the child copes with the task with the help of an adult or on the second attempt.

"Treats for Dolls".

Material: plasticine (dough, clay, modeling board.

The child is invited to mold a treat for the doll and put it on plate: candy - in a circular motion, a bagel - rolling out a column and connecting its ends, a plate - flattening a lump between the palms, a cake - decorate a flattened shape with balls or columns.

3 points - the child copes with the task independently.

2 points - the child copes with the task with the help of an adult or on the second attempt.

1 point - the child does not cope with the task.

Introduction to the creation in the application of bright images from prefabricated items.

"Decorate the Napkin"

materials: ready-made forms for application, glue, oilcloth, napkin, brush.

Instruction: Decorate the napkin exemplary.

1) lay out the forms on a sheet of paper.

2) take the item.

3) smeared with glue on oilcloth.

4) carefully put in its original place.

5) press with a napkin.

Criteria for evaluation:

Low level - they confuse the sequence of actions, the application is not performed accurately.

Intermediate level - using ready-made forms, I consistently perform actions.

High level - performs the application independently and accurately, shows creativity.

"The balls are rolling down the track"

teacher keeps track of accuracy when gluing, whether the color is correctly named (compares with exemplary,

draws for help from adults

Artistic design

paper construction

fourth year of life

Educational tasks

Fixing ways "crumpling" and "tearing" papers, acquaintance with the new - "twisting".

"Flower"

materials: napkins (for creasing and twisting, rectangles of green colored paper (tearing - leaves, sample.

Instruction: The child is invited to do work on exemplary.

Criteria for evaluation:

3 points - does everything on his own,

2 points - does it on his own, with difficulty draws for help from adults

1 point - to a greater extent does not cope with the proposed tasks.

Formation of the first orientation on a large sheet of paper.

"Studying Orientation on a Sheet of Paper"

materials: sheet of paper, colored geometric shapes.

Instruction: Put a red circle at the top of the sheet, a blue square in the center, and a green triangle at the bottom.

Criteria for evaluation:

draws for help from adults

Mastering the actions of completing construction and building expressive image.

"Girl with an umbrella"

materials: pictures girl, umbrella, droplets, white sheet of paper.

Instruction: Arrange the pictures on a sheet of paper.

Criteria for evaluation:

1 point - did not cope with the proposed task.

2 points - coped partially, with difficulty draws for help from adults

3 points - performs the task independently.

artistic literature and folklore

fourth year of life

Educational tasks

Development in children habits of the book as a constant element life, a source of vivid emotions and an occasion for positively colored communication with an adult.

Board game "Literary Country".

Methodology diagnostics. For pedagogical diagnostics of literary development the child is offered a form of board-printed game "Literary Country"

Stop "Knizhkin House"

Look what an unusual house! How can it be called? How did you guess that there were books in it? This is the Book House - the main house of the Literary Country, because all books are stored here. Usually there is order here, but recently there was a repair, and now all the books are mixed up, and until you put things in order here, it’s impossible to travel further!

There are several rooms in the Book House, each with the same books, you can arrange them as you wish. Shall we start?

Do you love books?

What books do you love the most?

All books are literary works. What literary works do you know?

What do you like more: fairy tales or stories? Why? What fairy tales do you remember? What stories have you heard? What you like more, then place it on the first floor in the first room.

What do you like to listen to books about? Arrange books on different topics in different rooms! Give examples!

Which books will you place closer, and which - farther: funny, instructive, informative (explain to the child if necessary, with pictures or "thick" lead?

Will you put only children's books here? And what "adults" do you know books?

Well done, complete order in the Book House brought! Further interesting tasks await you.

Criteria for evaluation

A low level is manifested in the poverty of the child's literary experience, his lack of a pronounced interest in literature. The child hardly names familiar books, sometimes limiting himself to the wording "about how.", Where was this hero?. Does not know the genres of literature. Distinguishes a fairy tale, a story and poetry on an intuitive level, cannot explain their differences. Preference is given to one type of literature, usually fairy tales. The child without much interest participates in the task, is distracted, tends to move on to the next "stop" on the map.

Middle level: the child is characterized by a generally positive, insufficiently conscious attitude to literature. Readers' interests are more shaped but shallow and poorly motivated. The child names 1-2 examples of literary texts. Knowledge about species and genres is fragmentary and not always adequate. In the course of completing assignments, the child begins to be interested in the topic, asks the adult questions, and strives for a joint discussion.

High levelfigurative. Interest in books is more stable, conscious and motivated. The child prefers works of a certain type, genre or subject. Seeks to explain his choice. Shows knowledge of some genre features of literary texts, especially favorite ones. Willingly and emotionally participates in the task, asks questions to clarify the position of an adult on the topic.

Stop "Literary Lounge"

Methods: Individual conversation with the child using diagnostic game"Literary Country".

Where do you read more often books: at home or in kindergarten?

Do you like having books read to you at home?

How often does this happen?

You ended up in the Literary Lounge. This is the name of the place where people communicate with literature, that is, they read books, talk about them with other people.

Is there such a place in your house?

Does your family have a library? How does she look?

- What books are there more: for children or adults?

Are those children's books that you have at home enough for you?

Where are they stored?

Criteria for evaluation

Low level: the insufficiency of the child's literary experience, his lack of a pronounced interest in literature are determined by the shortcomings of family education. According to child: he rarely and rarely read books at home, the home library is not rich, there is no place for a children's library, there are few books in it. At home, parents themselves rarely read, they and the child prefer watching TV.

Middle level: the child is characterized by a generally positive attitude towards listening to books and "reading" with parents. In the family, books are read to the child quite often, but not for long. The reading place is the sofa, the child's bed, or any other random place. The library with books for adults is much richer than the children's library, for which a place is allocated next to the games and toys of the child. The child likes to listen to adults read, but, according to his confession, he watches TV much more often.

High level: the literary experience of the child is quite rich and diverse figurative due to the serious attitude to literature and literary family development. Different family members show a steady interest in books, develop-vay him and the preschooler, constantly reading books to him. According to the child, there is a rich library at home, a special place has been allocated for it, there are shelves with children's books nearby, of which there are also a sufficient number. Books for adults and children are constantly replenished. At home there is a special place for reading and discussing books. The child likes to listen to adults read, he does not read much (or often likes to "look" books myself). The family has a selection of audio and video tools to familiarize themselves with literary works.

fourth year of life

listening to music

Educational tasks

Communion children to listening to small pieces of music and fragments of larger works performed by an orchestra and individual musical instruments (piano, button accordion, etc.).

Observing Children in Experimental Situations

move diagnostics. Identification of the characteristics of response to music in children of the fourth year of life in the following situations.

Situation 1. Music playing during free activity children(any popular children's song).

Situation 2: Playing music during free activities children(fragment of a classical work, for example A. Vivaldi "Time of the year. Spring").

Situation 3: Playing music during free activities children(any popular contemporary music).

Situation 4. Bringing a new but familiar musical instrument, such as a pipe, into the music corner.

Situation 5. Bringing a new, unfamiliar musical instrument, such as a rattle, into the music corner.

Situation 6. The teacher plays a musical instrument.

Situation 7. The teacher singing a familiar children's song.

Situation 8. Problem-playing situation: “Tanya doll came to visit. She wants us to give her a musical concert. What do we do; sing, dance or play the flute? How about we listen to some music?"

Situation 9. We dress for a walk to the music.

Situation 10. We are going to sleep to the music.

Criteria for monitoring children during the organization diagnostic situations:

Selectivity, preference for the type of musical activity;

The strength and stability of the emotional response to music.

Formation of an emotional response to music, the ability to listen to it, to feel its general mood.

Observation in the conditions of a specially organized process of music perception (N. A. Vetlugina)

Target: to study the features of the external manifestation of emotional responsiveness children while listening to music.

Study preparation. Pick up 3-4 pieces of music of different genres unfamiliar to children according to their age ( For example: "Kamarinskaya" M. Glinka, "March of Fortinbras" D. Shostakovich, "Aquarium" C. Saint-Saens; "Joke" I. -S. Bach "Autumn Song" P. Tchaikovsky,

Observation progress. Children are invited to listen to contrasting musical works. Study immediate reactions children to music. Musical works are performed or listened to with a child with an interval of 1-2 days, observing his facial expressions, pantomime, speech.

Criteria for assessing the emotional manifestations of the child become:

desire to listen to music;

concentration, stability of attention;

duration of perception;

motor activity, presence of movements, mimic reactions, vocalization;

the strength and duration of the emotional impact of a piece of music on a child.

Results.

According to the level of expressiveness in the process of perception of music children are divided into 3 groups.

group 1 - a high degree of expression in the process of music perception;

group 2 - the average degree of expression in the perception of music;

Group 3 - non-expressive perception of music.

Diagnostic game situation"The doll is sleeping - the doll is dancing"

Target: identify features of an emotional reaction children to music.

Game organization. Children are invited to listen to contrasting musical works. (dance and lullaby) in audio recordings:

"Horse", music E. Tilicheeva;

"Lullaby", music V. Agafonnikova.

After listening teacher invites children to choose a play action with a doll to the music (shake the doll or show how the doll dances).

"Game with a horse", music I. Kishko;

"Rain", Russian folk song in processing T. Popatenko;

"Let's go to the parade", music Yu. Slonova;

"Festive", music T. Popatenko.

Children are offered the following games actions: the doll plays with a horse, the doll is in the rain, the doll goes to the parade, the doll has a holiday.

Criteria for evaluating a child's reaction to music are:

emotionality (showing emotions while listening);

accompanying the sound of music with involuntary movements; ^ attention and concentration;

the adequacy of the game action to the piece of music.

Educational tasks

Ensuring a careful attitude to the singing and speech voice of the child, preventing loud singing and forced sounding of speech.

Game creative exercise "Song Art"

Target (song) activities children of the fourth year of life.

Game organization. The child is invited to sing a familiar song (the degree of accuracy of intonation is determined).

Singing an unfamiliar song with accompaniment (vocal memory, intonation accuracy).

Criteria for evaluation:

3 - sings lingeringly, melodiously, intones according to the melody of the song;

2 - tries to sing in tune, intonation is not stable, diction is not fully developed;

1 – "sings" speaking at the same height, sounds are not pronounced clearly;

Performing diagnostics(song) activities.

Target: to study the features of the performing (song) activities children of the fourth year of life.

Methods Used diagnostics: conversation, observation, diagnostic situation, analysis of products of children's activities.

The conversation is aimed at identifying the child's attitude to song performance and the theme of children's songs that is attractive to a preschooler. The interview is conducted with each child individually and includes the following questions.

1. Do you have favorite songs? Who are they about?

2. When you are in a good mood, what song do you sing?

3. What songs do you think other children like?

4. Do you like listening to songs on the radio or on TV? Where are you more eat: at home or in kindergarten?

During the conversation, it is necessary to identify following:

What songs do children prefer;

Who is most often the hero of children's songs;

Attitude children to sing;

Song repertoire typical for children of this group.

Targeted monitoring of children during their free activities (during breaks between classes, on walks, during games, etc.) is carried out in order to determine the frequency of use of songs in everyday Kindergarten life and their diversity.

The results of the observation are considered according to such indicators:

Music sounds in everyday kindergarten life;

Children sing at will;

Spend their free time in the music zone of the group;

Engaged in independent musical activities;

Compose songs of their own free will;

Show independence and activity in the process of writing;

Attract aids in the course of writing.

Education children to correct sound formation, which allows you to sing with a natural sound, without screaming and tension, conveying the mood and character of the song.

Game creative exercise to identify the purity of intonation "Echo", music Tilicheeva.

Target: to reveal the level of ability to pure intonation.

Methodology: the children sing the given tex in unison, and the child repeats it, accurately reproducing melody:

Children: Echo!

Children: Respond!

Reb: Respond!

Children: Clearly sing

Do not snooze!

All over me

Repeat!

Criteria for evaluation:

High level: intonationally accurate reproduction of the melody both aloud and to oneself;

Middle level: unstable accurate reproduction of the melody;

Low level: Inaccurate melody playback.

Experimental and practical work was organized on the basis of the senior group No. 6 of the MADOU CRR kindergarten No. 111 in Tyumen, building 2. A total of 23 children of senior preschool age were examined (Appendix No. 1).

At the initial stage of the study, it was found that in the kindergarten there is an art studio for classes in art activities in subgroups. The design of the art studio is done in light colors, the walls are decorated with children's works. There is a micro-room in the art studio, which contains teaching aids for teachers on art activities. Next to it are shelves with coloring books and albums for children. In particular, the art studio has a mini-museum of folk and applied arts. Also in the room there is a corner for independent creative work of children, where there are materials necessary for this: white paper, colored paper, cardboard, gouache, watercolor, a set of brushes, colored pencils, felt-tip pens, pastels, water jars, cotton napkins, brush stands .

Before work, a long-term plan was drawn up (Appendix No. 2), which included three stages: ascertaining experiment (21.04 - 22.04); forming experiment (23.04 - 13.05) and control experiment (14.05 - 16.05).

The purpose of the ascertaining experiment is to identify the level of aesthetic development in children of older preschool age.

Tasks of the ascertaining stage:

• 1. study of the level of aesthetic development of children of senior preschool age;
• 2. study of the attitude of parents to the problem of the aesthetic development of children.

In order to diagnose the level of aesthetic development in children of senior preschool age, as well as to identify the quality of children's perception of arts and crafts, the following methods were used:

• 1. Questioning of parents (Appendix No. 3). Purpose: to identify the conditions for the aesthetic development of the child in the family.
• 2. "Diagnostics of the intellectual and aesthetic development of preschoolers by means of art" (T.S. Komarova) modified (Appendix No. 4). Purpose: to reveal in children the level of formation of ideas about arts and crafts. Form of organization - conversation, analysis of products of activity.

At the beginning of the study, a survey of parents was conducted, the answers were recorded, after which they were analyzed (Appendix No. 3.1). After mathematical processing of the survey data, it was found that only 13 parents (24%) introduce their child to objects of arts and crafts. However, 88% of families have items of folk art at home. 3 families (13%) indicated that folk products are for them a means of developing and raising a child, for 6 parents (26%) it is a cultural heritage, and for the remaining 14 families (61%) it is a souvenir for decorating the interior. 54% of parents believe that their child is oriented in the works of folk arts and crafts (distinguishes between types of paintings, patterns, ornaments). Absolutely all parents indicated their consent to work on the aesthetic development of children.

The results of the survey of parents of the older group made it possible to draw the following conclusions: most parents have an idea about arts and crafts, but few seek to give an idea about it to their children, but will have a positive attitude to the fact that their child learns more about arts and crafts.

In order to identify the level of children's knowledge about arts and crafts, a diagnosis was made of children's knowledge of the colors used in the paintings, the ability to distinguish pattern elements, the ability to classify the type of folk art (distinguish types of products: Gorodets products, Khokhloma products, Tyumen woodcarving), describe the product, make a pattern on the silhouette according to the model (Appendix 4).

Diagnostics of the level of aesthetic development of children of the older group was carried out in two stages (Appendix 4.2). At the first stage (individual work), with the help of the didactic tasks "Assemble the whole", "Vernissage", children's knowledge about the types of arts and crafts, the colors used and elements of the painting pattern, knowledge of the characteristic features of each type of arts and crafts were determined. At the second stage (subgroup work), the children were asked to make a pattern on the silhouette based on the proposed types of arts and crafts. The methods for conducting diagnostic tasks were: play, conversation, recording the actions and responses of children, and analysis of the products of activity.

Based on the results of the diagnostic tasks carried out, the following conclusions can be drawn: in all the types of arts and crafts presented (Gorodets products, Khokhloma products, Tyumen woodcarving), when conducting and summing up, one can see the predominance of medium and low results. When diagnosing Gorodets products, 61% of children were able to name, while they called with difficulty, and 39% did not name the type of folk art at all. Very low results were in the column "Performs a pattern on the silhouette - level of completion": these are mainly average (52%) and low (48%) indicators. Alena G., Vadim R., Dima K., Matvey K., Timofey K. coped with the diagnostic task quite successfully, but they also had some difficulties (Appendix No. 4.3).

When diagnosing Khokhloma products, 65% of children were able to name the type of art only with the help of a teacher, 35% could not remember the name of the product. Just as in the case of diagnostics using Gorodets products, the children found it difficult to describe (30%). When completing the task of making a pattern on a silhouette, the children showed average and low results (61% and 39%) (Appendix No. 4.4).

Carrying out diagnostic tasks on Tyumen wood carving, low and medium results were also revealed, the children had generalized ideas about carving, without highlighting characteristic features (they could not describe the product or described it inaccurately - 74% and 26%); could not correctly position the elements of the pattern on the silhouette (52%) (Appendix No. 4.5).

When expressing their attitude to works of art, the vast majority of children (76%) were at the average level. Children singled out the beauty of the expressive means of these types of art, but at the same time they could not argue their thoughts, and if they did, then based on individual details or insignificant features. Some of the children singled out individual details of the ornaments, for example, Ksenia Ya., having collected a Khokhloma spoon with a yellow background, explained it this way: “I liked it because the berries are round.” Children who singled out insignificant features were characterized by such answers: “because my favorite colors are here” (Savely S. when describing the Gorodets board) or when examining shutters with three-dimensional overlay wood carvings: “because I like to go to my grandmother in summer, and she has the same windows” (Milana A.).

In general, the diagnostics of the intellectual and aesthetic development of preschoolers by means of art showed the following results. There was no high level of intellectual and aesthetic development of children.

17 children (67%) demonstrated an average level of quality in the perception of arts and crafts. These children named one type of painting. Describing the product, called characteristic features. Similarities and differences were indicated on one basis. They gave a reasonable assessment of their attitude to the product, but folded verbally. When making a pattern, the correspondence to the style of painting was not complete. Technical skills are average, the work is not completed by 2/3.

The remaining 6 children (33%) demonstrated a low level of intellectual and aesthetic perception (Ekaterina S., Roman P., Davlatbek T., Maxim B., Anastasia V., Timofey K.). Children with a low level did not differentiate the types of painting. Difficulty in describing the subject. They could not compare on the basis of similarities and differences. Difficulty in expressing their attitude to the product. When analyzing their works, the pattern of the drawing did not correspond to the style of painting. They have a low technical level of performance, and the painting of the product completely copies.

In general, the following results were obtained (Appendices No. 4.3, No. 4.4, No. 4.5). None of the children named all types of painting, the products were not described in detail. When making the pattern, a clear style of painting was not observed, new elements were not introduced. Therefore, no one showed a high level. 17 people from the group found an average level of aesthetic development. They named one type of painting each, when describing the product

The construction of the optimal process of artistic and aesthetic development of children is largely facilitated by the study of the characteristics of the artistic and aesthetic experience of pupils. This ensures that the goals set, the chosen program are correlated with the capabilities of the children of the group and the necessary adjustments are made to the pedagogical process.

Purpose of diagnosis: revealing the features of the artistic and aesthetic development of preschoolers (based on the development of fine arts).

Diagnostic tasks associated with the identification of features of the manifestation of aesthetic attitudes in children of preschool age;

Substantiation of diagnostic tasks. Modern educational programs, scientific research in this area, are focused on cutting off the conditions formation of an aesthetic attitude in children. The category of "aesthetic attitude" at the moment has a number of different interpretations and approaches to understanding its structure and is considered as a complex multicomponent formation. In a broader sense (accepted in modern educational programs), the aesthetic attitude integrates four components: emotional(aesthetic emotions, feelings, states that provide emotional and sensory development of the world by the child), epistemological(developing on the basis of aesthetic perception, aesthetic judgments and ideas, and providing aesthetic knowledge), axiological(including aesthetic assessments, tastes, ideals; forming the basis of aesthetic values ​​and determining the formation of aesthetic motives, needs), active(“aesthetic deeds” (T.G. Kazakova, I.A. Lykova), a kind of “manifestation in action”). This approach can determine the main directions of building diagnostics, criteria, groups and levels. At the same time, artistic and aesthetic development is due to both "biological prerequisites" and social factors. This requires a comparative study of the characteristics of the development of children's sensory, aesthetic, creative abilities, as well as the influence of the environment on this process (which involves studying the pedagogical conditions of this process).

At the same time, focusing on the formation of an aesthetic attitude to reality in children, as well as the idea of ​​a polyartistic approach, when analyzing the results valuable more integrated interpretation of data in "related" areas(in the relationship of mastering different types and genres of art (musical, visual, gaming, literary), mastering artistic activities (visual, musical, literary creativity, theatrical games). At the moment, the development of scientific research is represented difficult(and unnecessary!) pick up" universal task”, which will make it possible to highlight the level of formation of aesthetic attitudes among preschoolers (this is also determined by the age capabilities of children - in many ways, the specificity of the ideas being mastered, the initial stage of mastering the methods of creating an image). Conclusions regarding the formation of aesthetic attitude it is more expedient to formulate on the basis of a "differentiated" study(according to children's types of productive activities, various types and genres of art mastered by children), but on condition use comparable indicators(for example, the manifestation of independence, initiative, creativity; the development of skills to create an expressive image (in drawing, game, plastic sketch, fairy tale) and comparable diagnostic tasks(observation of the child's creative play and inventing a plastic sketch, behavior in the process of designing and drawing). At the same time, along with the results of tasks, tests, “talking little things” come to the fore, which can be noticed predominantly during day-to-day monitoring children (does the child notice manifestations of beauty in everyday situations, surrounding objects, how does he react to aesthetic manifestations; are there any aesthetic preferences, etc.).

In the studies of N.M. Zubareva, T.G. Kazakova, T.S. Komarova, I.A. Lykova, N.P. Sakulina, R.M. Chumicheva, E.M. Torshilova, E.A. Flerina and others, interesting diagnostic tasks, indicators and levels of artistic and aesthetic development of children are presented, which allow to study in more detail (deeply, in certain areas, types of activity, ideas about different types of art) the aesthetic experience of preschoolers of different ages. The following diagnostic tasks are possible option and act kinda landmarks for the study of children's experience and the construction of the pedagogical process. Depending on the goals, objectives, specifics of educational programs, as well as the characteristics of the children in the group, it is possible to clarify, supplement, use in combination with other diagnostic methods.

Rationale for the choice of diagnostic tasks. In carrying out the diagnosis, the following points are taken into account:

Ø At the “substantive” level, most general education and partial programs harmoniously combine content that provides a solution to two interrelated tasks: familiarization with art and the development of children's own visual activity . In modern programs, these two sections are closely interconnected: the development of artistic and aesthetic perception is recognized as one of the leading conditions for the activation and enrichment of children's visual activity. However, in a number of programs, taking into account the uneven pace of development of perception and activity, it is envisaged, as it were, "isolated" mastering of art and the development of children's creativity. In this regard, tasks should be used to identify the features of mastering children of both directions;

Ø Given the peculiarities of age - the "activity" development of the world by preschoolers, in the implementation of a kind of express diagnostics, first of all, special attention should be paid to the development children's creativity (development of activities).

Ø In choosing criteria, formulating descriptions of the levels of artistic and aesthetic development of children, more attention should be paid not so much to the formation of “specific ideas, development of skills”, but manifestation of creativity, initiative, independence in creating an image, using expressive means, mastering ways to create an image, mastering aesthetic categories, interest to the development of beauty in the environment and creative reflection in productive activity, independent use by children mastered artistic and aesthetic experience in a variety of activities, expressing one's own opinion and displaying individuality(own understanding of beauty, vision of artistic images).

Ø To activate the desire of children to participate in diagnostic tasks, it is necessary use game characters and create interesting game situations. Variants of characters (for intermediate and final diagnostics), depending on the age of children and subculture, and subsequent pedagogical work, may be:

– Baby-Tassel who does not know how to draw (does not know what paintings are, genres of painting, does not know how to “tell” about a picture, etc.) and invites children to teach him. At the beginning of the diagnosis, the Tassel Baby can be represented by a Wand that wants to turn into a Tassel. The common motive is to help turn into a Brush. After each task, he has (drawn by the child himself) a bristle of the brush;

– Blot who considers herself a great artist, but cannot draw and knows nothing. Children are invited to help the blot;

- usage " playing field"(a sheet of paper with a non-color jumping image of various objects or a plot). For each completed task, the child receives a pencil (one color) and the right to color a part of the image. The common motive may be - "helping the Fairy of Beauty" return the colors to the Magic Land - to paint the picture erased by the Villain-Rubber in different colors.

Ø Carrying out diagnostic tasks can be carried out as individually(in this case, the possibility of "peeping" by the child of the choice of the preferred aesthetic object, topic for work, means of expression in other children is excluded), as well as frontally(at a special diagnostic lesson). In this case, it is valuable to see the "behavior" of each child (the ease of starting work, seeking advice, hints, communicating with peers in the process of activities and about the results).

Ø Regarding the identification of the features of the aesthetic attitude, the manifestation of creativity in visual activity not a "momentary" study is valuable(simultaneous carrying out of all diagnostics), and lengthy process observation and recording of significant facts. Since creativity is subjective and individual in nature, the so-called “latent” phase (carrying out a plan) is distinguished in its process, sometimes it takes time to “disclose” emotional impressions, choose the form of their presentation. In this regard, it is not expected to carry out all tasks in 1-2 days. The so-called " diagnostic" weeks(eg September-January-May) during which the study will be conducted. At the same time, some of the tasks can be used in " promptly”(throughout the year) - for example, to study the characteristics of interest and “acceptance” by children of the possibility of drawing with non-traditional techniques, a number of conversation questions are used, as well as creating a drawing with various materials. This will allow you to see the “problem points” in the development of non-traditional techniques (where to start, what technical and visual and expressive skills need to be developed, what material is more interesting for children).

Ø When determining the content of conversations with children, the criteria for observation, we deliberately avoided "narrow" questions that show children's knowledge of "specific" answers (for example, to determine the distinctive features of the Filimonov and Dymkovo folk toys; to name the authors-illustrators). Firstly, the content of educational programs varies somewhat in this aspect; secondly, given the differences in sociocultural traditions in different regions of the country, as well as the spontaneous experience of children it is more important to identify understanding (their own “vision”) of “beauty” by children, showing interest, developing the ability to “respond” to an interesting expressive image, an aesthetically attractive object. A number of questions devoted to the identification of certain ideas about art are also not “stating” in nature (“knows - does not know”), but rather indicative (“what he thinks”, “how he thinks”, “what he managed to notice in spontaneous experience”).

Summarizing, one can distinguish several directions for which it is recommended to carry out diagnostics of artistic and aesthetic development preschoolers

Hierarchy of diagnostic methods

Possible tasks to identify the features of the aesthetic attitude in preschool children.

At the moment, teaching teams of preschool educational organizations operate in the context of the transition to the federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155. In this regard, monitoring the achievement by children of the planned results of mastering the educational program should be reviewed and adjusted. According to clause 4.3. GEF DO targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education, are not subject to direct assessment, incl. in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children.
At the same time, in accordance with clause 3.2.3 of the Standard, when implementing an educational program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

I want to bring to your attention an evaluation tool for evaluating the planned results in the artistic and aesthetic educational field

Area - Artistic and aesthetic development (Drawing)

Group of general developmental orientation for children of 6 years of age

Indicators

1. Shows a steady interest in works of art: classical, folk, surrounding objects, buildings, structures. Sees and understands beauty in life and art rejoices in the beauty of nature.

2. Knows and puts into practice materials and equipment for drawing.

3. Independently composes an ornament, using rhythm and symmetry in compositional construction. Easily performs decorative elements - dots, circles, straight and wavy lines, droplets, leaves, curls, etc.

4. Knows how to mix paints on a palette to get the right shade.

5. Correctly conveys the shape, structure, proportions of the object, color scheme in the image.

6. Arranges images all over the sheet, respecting the proportionality in the image of different objects.

7. In the process of activity, the nature of the line is continuous, regulates the force of pressure, paints with small strokes that do not go beyond the contour.

8. Independently shows the design of the drawing.

Tools

1. From observations.

2. From observations.

3. The teacher offers to draw a picture on a free topic.

4. In the course of work, the teacher evaluates the process of activity and the product of activity.

Criteria for evaluation

3 points– Uses different colors and shades to create an expressive look. He skillfully conveys the content of the drawing, as well as the shape and structure of objects, compositionally arranges the plot, conveying the foreground and background, uses various means of expression when conveying the image. Freely draws patterns based on arts and crafts.

2 points- Uses monotonous colors to create an image, finds it difficult to develop new shades, does not clearly convey the content of the picture, as well as the shape and structure of objects. Experiencing difficulty in building a composition, does not widely use various means of expression when transmitting an image. Has difficulty in more accurate transmission of patterns.

1 point- Does not use different colors and shades, does not know how to display additional shades, does not know how to convey the content of the picture, as well as the shape and structure of objects, does not know how to build a composition. Can't draw patterns.

results

High level - 20 - 24 points

Average level - 12 - 19 points

Low level - 8–11 points

Galieva Natalya Vasilievna

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