Preschool education

Primary general education

Art therapy for children with disabilities

Therapy of children with disabilities requires a careful and sensitive approach. It is provided by the art therapy method, which, through artistic activity, gives the child a comfortable emotional well-being and improved psychological health. For a child, as the great Russian teacher K.D. Ushinsky, "thinks in forms, colors, sounds, sensations in general."

Art therapy is treatment with art, creativity. (the term was introduced by A. Hill). Its psycho-correctional goal is a therapeutic effect in solving internal psychological conflicts, problems of communication and socialization of children with disabilities. This method of treatment is used for problems of emotional and personal development, incl. autism, mental retardation, speech, hearing, vision, motor function disorders.

Art therapy solves the following tasks:

• Awakens vitality, activates internal resources, including memory and performance.


• Creates new motives, attitudes, fixing them in real life with the help of works of art.


• Develops cognitive and emotional spheres, creative abilities.


• Compensates for missing features.


• Helps develop interpersonal communication skills.


• Establishes inner integrity and communication with oneself.


• Optimizes personal qualities.


• Provides social adaptation.


• In general, it helps to live with dignity.

The mechanism of action of art therapy

The essence of the action of art therapy is described in works on neurophysiology by K. Hannadorf, T.G. Vizil, O.A. Scriabina, O.A. Motantseva. The imaginative perceiving right hemisphere processes information in its entirety, globally, and it is associated with rhythm, emotions, intuition, movements, in general, with unconscious mental processes. Developing first, it dominates until the age of seven.

The left, rational-logical hemisphere acts as a performer, providing analysis and synthesis of the received information (with transposed hemispheres, the opposite happens).
The hemispheres in the center are connected by the corpus callosum - a knot of nerve endings. The corpus callosum provides the interaction of nerve endings. The quality, clarity and integrity of thinking depends on this process.

With a defect in the functions and systems of the body, art therapy affects the right hemisphere through images, movements and rhythm, creating “healthy” images in it. The corpus callosum carries "images" to the left hemisphere and forms neural connections that restore and establish a more healthy process of the child's brain. The result is gentle treatment and correction of the defect.

Types of psychotherapeutic techniques

Methods and techniques of art therapy are divided into auxiliary and therapeutic, active and passive, group and individual.

• Auxiliary- psychodrama, artistic and creative activities (isotherapy, music therapy, working with clay, sand therapy, mask therapy.), bibliotherapy.


• Therapeutic- fairy tale therapy, game therapy, color therapy.

All methods are safe, environmentally friendly and affordable. They are used by psychologists in art therapy classes and by parents themselves.

Active methods:

• independent creativity to create a creative product;
• independent creativity based on the use of existing works of art.

It can be drawing, modeling, working with sand, singing, dancing. All these activities develop creativity, creative activity, imagination, speech, fine motor skills, aesthetic sense. Active activities are physically strengthening, activating well-functioning, healthy body systems. Passive methods include the analysis and interpretation of works of art by the child.

Isotherapy. Active individual technique “Drawing therapy “Landscapes of a child's soul”.
Target- activation of the healing potential of the child himself. Very effective for children with mental retardation.

Assumes weekly drawing for 30-40 minutes for 3 months. The teacher gives the child an A4 sheet and a simple pencil, then explains the essence of the creative work: “We will draw and talk with you. You can draw and talk about anything. I will keep your drawings in a separate folder with your name. When this work is completed, I will give the folder to you ”(you need to show the child a folder that he can color if he wants). Then he suggests: “Draw a picture that depicts a story.” The child is drawing. The teacher then asks the following questions:

• "Is this drawing depicting some kind of story?"


• "Can you tell me what's going on in this picture?"


• "Does the drawing have a title?"


• "What events precede this drawing?"


• "What happens next?"


• What were you thinking about when you were painting?

The drawings are not interpreted.

Result: In conversation, the process of understanding the events of the surrounding world is being established. Through the drawing there is a safe discharge of self-destructive and destructive tendencies. Creative processes are initiated, various abilities are revealed, up to the fact that the child comes up with a dance and performs it.

Read also:

Passive group technique "A trip to the museum"

Target- stimulation of thinking processes, self-esteem increase, development of aesthetic perception. It is recommended for correcting the personality of a child with problems in the emotional and communication spheres, as well as with mental retardation.

In the museum, children are invited to look at paintings or sculptures. Then the tasks are given:

• repeat the pose of the sculpture;


• repeat the facial expressions of the sculpture;


• imagine yourself as the hero of the picture;


• come up with dialogues for the characters in the picture;


• talk about the development of the plot of the picture.

Result: a powerful stimulus is provided for the development of creative thinking and the emotional sphere of the child, the ability to express one's own thoughts develops. There is a going beyond the framework of thinking, formed by the mental and physiological characteristics of development, as well as an increase in self-esteem and the development of aesthetic feelings.

An example of healing art therapy

Color therapy. primary goal- health care. The use of a certain color through the influence of light photons of various lengths on the brain normalizes muscle tone, neutralizes negative emotional states, stimulates intelligence, cognitive activity, and communication skills. Since the zones of the iris are connected through the brain with all internal organs, color therapy heals speech, hearing, and the musculoskeletal system. Here are her simple but very effective tricks:

Active group reception "Game" Magic colors ".
Children are given yellow and blue paint on a palette. Children mix yellow and blue to green.

Result: there is an improvement of the nervous system, an impetus to the development of internal resources and self-healing.

Active individual technique "Game "Magic Veils".
Recommended for children with emotional and speech problems.
Target- development of speech skills, imagination, health saving. To play, you need a set of transparent scarves in pastel and rich colors that match the color spectrum. Depending on the psycho-emotional state of the child, the teacher offers him a scarf of a certain color. The child and the teacher cover themselves with a scarf, for example, orange, which improves mood. Under the coverlet, they sit opposite each other, holding hands, "eye to eye." The teacher invites the child to go to the orange fairy tale and talks with him on the topic appropriate to the moment in a quiet, “bewitching” voice.

Result: the psycho-emotional state is corrected. Develop visual, auditory, speech skills. Develops internal control and management of feelings.

General results of the corrective impact of art therapy:

• A positive emotional state is created.


• Improves mental health.


• The process of communication with peers and adults is facilitated.


• Relationships of mutual acceptance and empathy are created and developed.


• Suppressed thoughts and emotions are worked out and, as a result, self-destructive and destructive tendencies are safely discharged.


• Real problems and fantasies are worked out, which are difficult to work with verbally.


• Imagination, aesthetic experience, creative self-expression develops.


• Increased adaptive capacity.


• Fatigue is reduced and a sense of inner control develops.

The effectiveness of art therapy is manifested in the correction of deviations and disorders of personal development, in the use of internal resources of children with disabilities, especially the mechanisms of self-regulation and self-healing. It helps the child to feel needed, to learn good things about himself, to develop good relationships with people and the world around him. The skills acquired in the process of art therapy, after its completion, orient the child to remain a creative person who wants to live in harmony with himself and society.

Art therapy in working with children with disabilities in a special (correctional) school.

Art therapy is the impact of art on a child.

There are different types of it depending on the means of influence:

music is music therapy;

literature, a book is bibliotherapy;

theater, image - this is imagotherapy;

fine art is isotherapy;

dance, movement - this is kinesitherapy.

Let's now take a closer look at each type of art therapy in more detail.

Music therapy

This is the use of music in classes with a child in any form. You can listen to records, play elementary musical instruments, sing and so on - all this will bring an invaluable contribution to the development of your child's psyche.

When using music therapy, the following happens:

emotional activation of the child - he receives a charge of positive emotions;

the child develops communication skills and abilities in joint activities with parents or friends;

there is a regulation of the emotional background, mood and well-being of the child;

the formation of a sense of beauty.

What forms of music therapy exist?
Music therapy can be active, when children actively express themselves through music, and passive, when children are offered only to listen to music.

Active music therapy involves the active inclusion of the child in the music therapy process through singing or vocal therapy, movement or kinesitherapy - dance therapy, as well as playing musical instruments - instrumental music therapy.

Imagotherapy

It occupies not the last place among the various types of art therapy. Its basis is theatricality. The child can play the role on his own or with the help of various toys.

By applying imagotherapy in raising your child, you will be able to:

Bibliotherapy

Bibliotherapy is based on the use of specially literary material in order to solve various personal problems of the child.
The material for reading can be works of absolutely different literary genres: prose (stories, novels, novels, fairy tales, etc.), poetry (poems, poems).

In recent years, an independent technique related to bibliotherapy has appeared - fairy tale therapy, which is based on fairy tales with different meanings.

With the help of fairy tale therapy, you can help children with various psychological problems (aggressive, passive, insecure, shy, with trouble accepting their feelings ).

A fairy tale allows children to push the boundaries of their ordinary life, to experience complex phenomena and feelings, to comprehend the emotional world of feelings and experiences in an accessible form.

isotherapy

Let's take a closer look at one of the most common types of art therapy. In this case, the impact on the development of the child is carried out through visual activity (drawing, modeling, appliqué).

Carrying out drawing therapy with children can be carried out in the classroom by a teacher, a GPA educator or by the parent himself.

There are several types of tasks that can be used in the practice of drawing therapy:

Subject-thematic type - the basis of the image is a person and his interaction with the surrounding objective world and people. Drawing topics can be free or set - “My family”, “My favorite pastime”, “I am at home”, “What will I become”, etc.

Figurative-symbolic type - based on drawing, associated with a moral and psychological analysis of the abstract concepts of "Good", "Evil", "Happiness", in the form of images created by the child's imagination, as well as the image of emotional states and feelings - "Joy", Anger, Surprise.

Exercises for the development of perception, imagination and symbolic function - tasks based on the principle of projection - "Magic Spots", as well as reproduction of an integral object in the image and its comprehension - "Drawing by points".

Games-exercises with visual materials (paints, pencils, paper, plasticine, crayons, sanguine, etc.), the study of their physical properties and expressive capabilities - "Drawing with fingers", experimenting with color, plasticine, dough (creating the simplest forms) .

Tasks for joint activities - may include tasks of all four of the above types, collective drawing aimed at correcting communication problems with peers, improving child-parent relationships.

Drawing is a creative act that allows a child to feel and understand himself, freely express his thoughts and feelings, free himself from conflicts and strong feelings, develop empathy, be himself, freely express dreams and hopes. Drawing, the child gives vent to his feelings, desires, dreams, rebuilds his relationships in various situations and painfully comes into contact with some frightening, unpleasant, traumatic images.

Art therapy involves the use of various methods and techniques in visual activities with children, so drawing sessions with elementary school students should not be limited to the usual set of visual tools (paper, brushes, paints) and traditional ways of using them. The child is more willing to engage in a process that is different from what he is used to.

Conditions for successful isotherapy

We list the conditions for the selection of techniques and techniques for creating images, on which the success of the art therapy process with children depends:

Condition 1. Techniques and techniques should be selected according to the principle of simplicity and effectiveness.

The child should not have difficulty creating an image using the proposed technique. Any efforts in the course of work should be interesting, original, pleasant for the child.

Condition 2. Both the process of creating an image and the result should be interesting and attractive.

Condition 3. Visual techniques and techniques should be non-traditional.

First, new pictorial ways motivate activity, direct and hold attention. Secondly, it is important for the child to have unusual experiences. Since the experience is unusual, then when it is acquired, the control of consciousness decreases, the defense mechanisms weaken. In such an image, there is more freedom of expression, and therefore unconscious information.

Isotherapy techniques

Isotherapeutic techniques and techniques include:

marania

In the literal sense, "dirty" means "to dirty, dirty."
This method of non-traditional drawing is effective in correcting aggressiveness and hyperactivity in children.

The definition of "smearing" was chosen due to the unstructured images, the lack of a plot, a combination of abstract forms and color spots. In addition to the outward similarity of images, there is a similarity in the way they are created: the rhythm of hand movement, the compositional randomness of strokes and strokes, the smearing and splashing of paint, applying many layers and mixing colors.

Marania in appearance sometimes looks like destructive actions with paints, crayons. However, the game shell draws attention away from actions that are not accepted in ordinary life, and allows the child to satisfy destructive desires without fear.

Monotype

“Heals anger and fills time” (O.A. Nikologorskaya and L.I. Markus).

The name "monotype" comes from the Greek word "monos" - "one", since only one print is obtained in this technique.

The traditional technique of printed art in art work with younger students can be modified: several prints can be made on the same sheet;

"blotography" - This is also a variant of the monotype. The sheet is folded in half and laid out again on the table. On one side of the fold, paint spots are applied (randomly or in the form of a specific image).

Drawing with fingers, palms.

Even if you have never painted with your fingers, you can imagine the special tactile sensations that a child experiences when he dips his finger into gouache - dense but soft, stirs the paint in a jar, picks up a certain amount, transfers it to paper and leaves the first stroke.

The value of finger and palm painting lies in the freedom from movement restrictions; from cultural influence; from social pressure.

Painting with fingers, palms is a permitted game with dirt, during which destructive impulses and actions are expressed in a socially acceptable form. The child, imperceptibly for himself, may dare to do actions that he usually does not do, because he is afraid, does not want or does not consider it possible to break the rules.

Not all children, on their own initiative, switch to finger painting. Some, having become interested and having tried this method, return to the brush or sponge, as to the more familiar means of image. Some kids find it hard to get started with finger painting. As a rule, these are children with rigid social attitudes, focused on early cognitive development, as well as those in whom parents see “little adults”, from whom they expect mature behavior, restraint, reasonableness of opinions. It is for these children that “playing with mud” serves as a prevention and correction of anxiety, social fears, and depression.

Wet painting

This technique helps to relieve tension, harmonize the emotional state, and is also used in working with hyperactive children.

Drawing with dry leaves, bulk materials and products

Dry leaves bring children a lot of joy, they are natural, smell good, weightless, fragile and rough to the touch.

With the help of leaves and PVA glue, you can create images. A drawing is applied to a sheet of paper with glue that is squeezed out of a tube. Then the dry leaves are rubbed between the palms into small particles and scattered over the adhesive pattern. Excess, non-adhered particles are shaken off. Images look spectacular on tinted and textured paper.

You can also create images using small bulk materials and products: cereals (semolina, oatmeal and other flakes, buckwheat, millet), granulated sugar, vermicelli, etc. In particular, if there is a sandbox in the psychologist's office,there are cases of proactive use of sand.

The described technique for creating images is suitable for children with severe motor awkwardness, negativism, tightness, promotes the process of adaptation in a new space, and gives a sense of success.

Drawing objects of the surrounding space

Drawing with crumpled paper, cubes, sponges, toothbrushes, cotton buds, thread, cocktail straws, erasers, matchboxes, candles, corks. Children's initiative to use non-typical objects to create images is always welcome, unless, of course, it is pure sabotage and does not infringe on the rights of other children. The attraction of surrounding objects at the initiative of the child serves for the teacher and psychologist as a sign of involvement in creative activity, an increase in self-esteem, the emergence of forces to put forward and defend their own ideas.

doodle technique

Option - drawing in a circle: the doodle technique has always been a valuable method of psychotherapy. The resulting drawings leave no one indifferent. This technique can be used in working with hyperactive children as a tool for developing valuable social qualities (patience, attentiveness, etc.), as well as for increasing self-esteem.

The image is created without paints, using pencils and crayons. In our case, scribbles mean the chaotic or rhythmic drawing of thin lines on the surface of the paper.

Lines can look illegible, careless, inept, or, conversely, drawn and precise. Individual doodles can form an image, or the combination will appear in an abstract manner.

Doodles help to stir up the child, make you feel the pressure of a pencil or chalk, relieve muscle tension.

Technique "Magic ball"

For work, you will need balls of threads of different colors, a sheet of drawing paper or a piece of wallpaper. In addition to the fact that this technique develops imagination and fantasy, it is also good because it is ideal for timid, shy children who are afraid to draw and play. This is a kind of alternative to drawing, where there is no “good” or “bad” work. The technique can be safely used for hyperactive, impulsive, aggressive children. You can work both individually and in pairs.

The use of methods and techniques for creating images by children acts as a way for them to comprehend their capabilities and the surrounding reality, as a way to model relationships and express various kinds of emotions, including negative, negative ones, and also acts as a means to reduce psycho-emotional stress, aggressiveness, hyperactivity, anxiety in children.

Psychocorrective classes using art therapy techniques and image techniques do not tire younger students, they remain highly active, working capacity throughout the entire time allotted for the task.

The use of non-traditional techniques in the educational process by parents and teachers allows for an individual approach to children, taking into account their desires and interests.

So, the use of art therapy methods and techniques in the educational process affects undiscovered talents in children, normalizes their emotional state, develops communication skills and strong-willed qualities, which significantly increases social adaptation and facilitates integration into society. This is extremely important for all children.

Special conditions:

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Currently, the attention of the psychological and pedagogical community is drawn to the introduction and implementation of the Federal State Educational Standard, the essence of which is to create conditions for the maximum development of the capabilities of children with disabilities, as well as in the psychological and pedagogical support of their individuality and creative potential. In this regard, art therapy methods are used to correct the emotional state of children with disabilities.Art therapy for children is an interdisciplinary direction that has arisen at the intersection of art and science, which is the impact of art on a child. Art therapy methods are universal and can be adapted to various tasks, ranging from solving the problems of social and psychological maladjustment to the development of human potential. Art therapy courses will allow students to get acquainted with methods aimed at harmonizing the emotional and volitional sphere of children with disabilities through the development of self-expression and self-knowledge abilities.

How will the training take place?

The distance course takes place on the virtual educational platform of My University http://moi-uni.ru/, which provides for the organization of remote support for teachers and students. The course material is structured according to a modular principle, i.e. each section of the program is a holistic, logically complete thematic module. To enter the portal, each course participant is provided with a login and password.

Issued documents:

Upon graduation You will receive an official confirmation of the successful completion of the course - a certificate of professional development of ANO DPO "Innovative Educational Center for Advanced Studies and Retraining" My University "with an indication of the scope of the course- 108 hours.

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Art therapy in working with children with disabilities

Art therapy techniques provide an opportunity for painless access to deep psychological material, stimulate the elaboration of unconscious experiences, providing additional security and reducing resistance to change. Through work with symbolic material in art, associative-figurative thinking develops, as well as blocked or underdeveloped systems of perception. Art therapy is resourceful, expands life experience, adds self-confidence. Art therapy can be used both as the main method and as one of the auxiliary methods.

The goal of art therapy is the treatment and correction of art, the study and mastery of techniques for relieving internal tension, aggression, anxiety, stress and restoring life resources. One of the central links in the system of correction of the personality of children with disabilities is the work on the development of the emotional-volitional and cognitive spheres. Practical work with a child in the classroom involves solving the problems of his adaptation and socialization based on the use of methods of development and education that are different in direction and content. There are many different methods that help diagnose the emotional state of the child and the level of his mental development, as well as cure some diseases with the help of the magical power of art. The most important technique of art therapeutic influence here is the technique of active imagination, aimed at bringing the conscious and unconscious face to face and reconciling them with each other through affective interaction. Art therapy is one of the most natural forms of correction of psychological and emotional states. While performing art therapy exercises, we receive an important message from our own subconscious, it contacts our consciousness, and this dialogue allows us to see the many and important things that are hidden inside of us.

Art therapy is unique in that it heals by the fact of creation, by the fact that you are creating and doing something. Art therapy - self-reliance on stress. Methods of art therapy: isotherapy, music therapy, psycho-gymnastics, fairy tale therapy, sand therapy, etc. Art therapy appeals to the symbolic function of fine art, since it is one of the factors in the psychotherapeutic process, helping the patient to comprehend and integrate the material of the unconscious, and the art therapist - to judge the dynamics of this process and the changes taking place in the patient's psyche.

There are two forms of art therapy:

passive; active.

In the passive form, the child "consumes" works of art created by other people: examines paintings, reads books, listens to music. With the active form of art therapy, the child himself creates creative products: drawings, sculptures, etc. Art therapy classes can be structured and unstructured. In structured lessons, the topic is set by the teacher. As a rule, at the end of classes, the topic, manner of performance, etc. are discussed. In unstructured classes, the child can independently choose the topic, material, tools, etc. One of the areas of art therapy is performing arts. The participation of a child in a theatrical production helps him to immerse himself in the world of his own experiences, teaches him to express his feelings not only with words, but also with gestures, facial expressions, and movements. The child, trying on various images, acquires individuality and learns to understand the experiences of other people, and the art therapist during the sessions gently conducts psychological correction of the child's behavior.

Art therapy allows you to get the following positive results:

Provides effective emotional response. Facilitates the process of communication for closed, shy or poorly oriented children with disabilities. Enables non-verbal contact (mediated by the product of art therapy), helps to overcome communication barriers and psychological defenses. Creates favorable conditions for the development of arbitrariness and the ability to self-regulation. These conditions are provided due to the fact that visual activity requires planning and regulation of activities on the way to achieving goals. It has an additional effect on the child's awareness of his feelings, experiences and emotional states, creates the prerequisites for the regulation of emotional states and reactions. Significantly increases personal value, promotes the formation of a positive "I-concept" and self-confidence through social recognition of the value of a product created by a child with disabilities.

All children love to play with sand, and a specialist watching them can analyze the condition of the child and even treat diseases such as mental retardation and mild forms of autism. Sand therapy also helps children who have experienced any stress: illness of loved ones, moving to a new place of residence, moving to another children's team, and so on. When working with sand and water, the child shows his inner world and can even correct certain aspects of his personality. Such work also perfectly develops fine motor skills and teaches the child to concentrate. Let us dwell in more detail on the method of sand therapy. The work uses a wooden box, painted inside and out with blue or blue paint. The box must be waterproof because during the game the sand has to be wetted. The dimensions of the box for 1-3 children should be - 50x70x8 cm. Such dimensions were not chosen by chance, this is the optimal field of visual perception of the child, it is able to cover it entirely. Blue or blue color are symbols of the sky and water, in addition, these colors have a calming effect on the child's psyche. The box can be made of other materials, but preference should be given to wood.

At 2/3 of the volume, the box is covered with sand. The sand must be clean, sifted, you can use river or sea sand, as long as it is not too small and not too large. It should be loose and pleasant to the touch. To play in the sandbox, you need a collection of miniature toys. The size of toys should not exceed 8 cm.

Sand Therapy Toys:

Human characters, dolls, miniature figurines. They can be selected separately, or you can purchase toys in the store in separate thematic groups. Animal figurines. Figures from Kinder Surprise will come, you can make plasticine figures yourself or make crafts from salt dough. It can be wild, domestic, prehistoric animals. Household items: children's dishes, houses, perfume and toilet water bottles, cream boxes. Fairy tale characters are good and evil. Comic book characters and "cartoon" characters. Jewelry, souvenirs. Natural elements: branches, flowers, snags, interesting tree knots. All these treasures should be stored in a certain place, as if living in your own house.

Possibilities of sand therapy

This method allows:

Work through the traumatic situation on a symbolic level. Responding to negative emotional experiences in the process of creative self-expression. Changes in attitude towards oneself, towards one's past, present and future, towards significant others, in general towards one's destiny. Helps the child to regress to past experiences in order to re-experience and release. Serves as an addition to other methods of psychotherapeutic work.

Psychotherapeutic work with sand allows you to solve the following tasks:

Diagnostic. Corrective. Therapeutic. Creative development.

Unable to put into words what he feels or thinks. Limited in the expression of their feelings. Experiencing an age crisis. Has psychological trauma.

Contraindications to the use of sand therapy:

Sand therapy cannot be performed in the following cases:

Children with Attention Deficit Hyperactivity Disorder (ADHD). Epilepsy or schizophrenia. A child with a very high level of anxiety. A child with obsessive-compulsive disorder. Allergy to dust and small particles. Pulmonary diseases. Skin diseases and cuts on the hands.

People learn the world through 5 senses and the most ancient of them is tactile sensation. The first sensation of a child in the world is a tactile sensation. And subconsciously people got used to trust him. It is this trust in tactile-kinesthetic sensations that makes therapeutic sand play so effective. Therefore, it is necessary to start play therapy with a tactile acquaintance with the sand. There are a number of methods on how to competently and correctly build these classes.

Sand Therapy Exercises

On a flat sand surface, an adult and a child leave prints of their hands, first they simply press their palm to the sand, and then do it with the back of their hand. At the same time, the adult says what he feels at the moment. And asks the child to tell about their feelings. A small child will not be verbose, you need to ask him leading questions. What kind of sand? Smooth? Dry? What is the difference in the sensations of touch with the back of the hand? This teaches the child to listen to his feelings, to classify sensations as pleasant or not pleasant. The exercise develops fine motor skills, teaches you to characterize your feelings.

Create various patterns in the sand with your fingers, knuckles, palm ribs, fists, and then dream up what they look like. You can see flowers, snowflakes, branches or animal tracks. There is an immense scope for imagination, you just need to unobtrusively, gradually awaken it in a child. This exercise has a positive effect on the emotional state of children.

Have a sand shower with the kids. Let it first be a fine rain of sand that fits in one palm, then the rain intensifies, the sand is scooped up with two palms, but for a shower you can use a children's bucket as an auxiliary material. It is important that the child realizes the idea of ​​his involvement in the events of the world around him. He will be less afraid of him. The world will cease to be hostile to him. Exercise helps eliminate tension, stress, aggression. Being a regressive material, sand is capable of penetrating those protective mechanisms that, in conventional therapy, have to be overcome by various, sometimes long-term, methods. This speeds up and facilitates the process of psycho-correction. In any interaction with sand, both hands are used, sometimes simultaneously, due to which there is a beneficial effect on the development of the right and left hemispheres, as well as their interaction. With this approach, the emotional state is harmonized. Fine motor skills are actively developing in children: each element is drawn with a certain finger of a certain hand, small figures encourage children to fully use the entire hand: both the palm and the fingers. The child learns to control his own hands, calms down, trains attention, imagination, strengthens the nervous system. The fact of a close connection between the development of fine motor skills and speech has long been established. After several sand lessons, children begin to speak more actively, become calmer.

I would especially like to note the role of sand therapy in the correction of cognitive skills in children with disabilities. Working in a sandbox with small figures provides many opportunities for memory development. Example: a specialist puts 4 to 7 figures in front of a child, depending on the age and level of development, then the child closes his eyes, at this time the specialist hides a figure, the child opens his eyes and names the missing figure, takes it out of the sand. The exercise can be made more difficult by hiding several figures in order to develop attention.

Correction of children's aggressiveness by methods of Art therapy

One of the most frequent requests to a specialist coming from parents today is the aggressive behavior of children. In order for the result of working with an aggressive child to be sustainable, the correction should be not episodic, but systemic. There are six key areas-blocks in which you need to work:

decrease in the level of personal anxiety; the formation of awareness of one's own emotions and feelings of other people, the development of empathy; development of positive self-esteem; teaching the child to respond, to express their anger in an acceptable, safe way for themselves and others, as well as to respond to a negative situation in general; teaching a child constructive behavioral reactions in a problem situation, removing destructive elements in behavior; teaching the child techniques and ways of managing anger, their emotional states, developing control of emotions.

Correctional work with aggressive children has its own characteristics. At the initial stages, group forms are not shown, since negative consolidation in the group is inevitable, individual work is more effective. The specificity of this category of children is that they are in an acute emotional state. Their behavioral problems are due to a high level of emotional, sensory frustration; high levels of anxiety and fear; strong feelings of guilt and resentment. Without removing the acute emotional state, it is impossible to correct behavior. Therefore, the first step is to harmonize the emotional sphere of the child. It can be implemented in different ways. Painting or sculpting are safe ways to relieve stress. This is facilitated by working with gouache, sand, water, paper. Actions with gouache: strokes and lines of a different nature (dotted, long, wide, sweeping, rhythmic, etc.), smear the paint over the surface (paper, table, glass, etc., with a brush, sponge, fingers, palm), mix the paint ( in a jar, on the surface, purposefully or spontaneously). Actions with water and sand: pour, pour water into the sand, knead the sand slurry, rinse the hands in dirty water, pour from one container to another, pass between the fingers.

Actions with paper: crumple, tear, squeeze, scatter, throw. Sometimes a child spontaneously begins to draw with his fingers. The resulting tracks are attractive, and he repeats these actions again. Another recurring feature of drawing: starting to work with bright light colors, children gradually move on to darker ones. On the sheet, the colors mix, turning into a brown spot that absorbs any colors in itself. The third feature is the color layering, when paint is applied layer by layer. These signs can be considered as criteria for the fact that the work is regressing to the early stages of development. Paints initiate spontaneity, help to more openly show a variety of emotions.

It can be useful to draw on large sheets of paper, expanding the visual space. A colossal corrective effect includes the technology of drawing on water. We take a transparent bowl with water, watercolor paints, brushes and offer to make the first touch with the water brush, launch, for example, a red blot, which will begin its mysterious transformation into a cloud... Different degrees of activity of children in the process of contact with water are possible. Exotic patterns may result, or intense chaotic mixing of colors may occur, in which destructive tendencies are realized. The corrective effect when using the methods of art therapy is achieved not only due to the special techniques and techniques described above, but also due to the content of the work.

Children need to be taught intelligent ways to deal with anger. Among them: tearing a newspaper, crumpling paper, kicking a tin can, writing on paper all the words that you want to say in anger, drawing a feeling of anger. You can fashion a symbolic doll out of clay and crush it with a rubber mallet. Make a face out of plasticine that causes aggression and talk to him. Items that can help express anger are sticks, a rubber knife, a toy gun, an inflatable doll, paper, a punching bag, etc. These are just some of the art therapy and psychological techniques that help to effectively overcome children's aggressiveness and bring it into a constructive direction. .

Correction of children's fears by methods of Art therapy

Drawing provides a natural opportunity for the development of imagination, flexibility and plasticity of thinking. Indeed, children who love to draw are more imaginative, immediacy in expressing feelings and flexible in their judgments. Drawing, the child gives vent to his feelings and experiences, desires and dreams, rebuilds his relationships in various situations and comes into contact with some frightening, unpleasant and traumatic images. Identifying himself as a positive and strong, self-confident hero, the child fights evil: he protects loved ones, defeats enemies, etc. Thus, drawing acts as a way of comprehending one's capabilities and the surrounding reality, modeling relationships and expressing emotions, including and negative, negative. However, this does not mean that an actively drawing child is not afraid of anything, it simply reduces the likelihood of fears, which in itself is of no small importance for mental development.

At any age, a psychological obstacle to drawing fears can be the fear of doing something wrong, when the child experiences his failure in advance, that is, imagines it, loses it in his imagination. The less strict parents are in raising their children, the more successful drawing of fears, while excessive strictness and widespread prohibitions can reduce its effect from the fear of not meeting the expectations of parents, drawing badly or not drawing at all. In the latter case, it is necessary not only to change the attitude of adults, but also to strive in every possible way to encourage children to draw, to support and praise at the same time, even for the very fact of drawing.

Through drawing, it is possible to eliminate the fears generated by the imagination, that is, what has never happened, but can happen in the mind of the child. Then, according to the degree of success, there are fears based on real traumatic events, but which happened quite a long time ago and left an emotional trace that is not very pronounced by now in the child’s memory. For ethical reasons, one should not ask a child to display the fear of the death of his parents. There is no need to be afraid of some revival of fears that occurs in the process of drawing, since this is one of the conditions for their complete elimination. Fears are drawn with pencils, felt-tip pens or paints. In addition to drawings, fears can be embodied in the form of masks specially made at home, plasticine figurines, constructions from improvised materials. Thus, it becomes clear that the child himself must overcome the internal psychological barrier of insecurity and fear of his fears, then there will be a gradual deactivation of fear in his mind and faith in his strengths, capabilities, and abilities will increase.

Sand play is the most organic way for a child to express his feelings, explore the world, build relationships, and the usual, well-known way is his reality. The child plays with what "hurts" him. Acting out their emotions, the child heals himself every time. For children, sand therapy is a playful way to talk about their problems, show their fears and get rid of them, overcome emotional stress. After all, a game for a child is a necessary, natural and favorite activity. The child expresses on the sand what spontaneously arises during the lesson. In the process, the child can mix sand with water if he needs to form hills, mountains, or create various wet landscapes. In addition, many miniature figures are used in the work: people, animals, trees, buildings, cars, bridges, religious symbols, and much more. Such a variety of figures and materials is necessary in order to give the child an incentive to create his own world.

The figures used in the sandbox can symbolize real people and phenomena of the environment in which the child is included. In the sandy environment, real life situations can be dramatized, in relation to which children experience certain difficulties. In sand paintings there is another most important psychotherapeutic resource - the possibility of a creative change in form, plot, events, relationships. Since the game takes place in the context of the fairy-tale world, the child is given the opportunity to creatively change the situation or state that is disturbing him at the moment. By transforming the situation in the sandbox, he gains experience of independently resolving difficulties, both internal and external. The child can transfer the accumulated experience of independent constructive changes into reality.

Art therapy has established itself as one of the effective methods in working with children with disabilities. This method can be used to develop communication skills and is an ideal tool to increase self-esteem and self-confidence, has an impact on the development of the child as a person, helps to maintain and strengthen the mental health of children.

Bibliography:

, "Art Therapy in Special Education". Valdes "Formation of the emotional-volitional sphere by means of art therapy."

This program can be used by teachers and parents to work with children with disabilities. As a rule, such children have a narrowed social circle and therefore each of the activities should be beneficial, joyful and leave a feeling of satisfaction and joy in the child's soul. Each lesson involves the involvement of several sensory systems of the child. The purpose of this program is to organize an interesting leisure time for the child by means of fine arts. Classes involve the use of a variety of but accessible materials and tools. Written for two years - since I'm working on it for the second year. No spotlight.

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Municipal budgetary educational institution of additional education for children

"Center for additional education of children of the Suzdal region"

Program approved

at the methodological council

"" 20

(Protocol No. )

I approve:

Director Kostina O.I.

"" 20

"Art therapy"

for individual work with a child

compiler: Vikhreva O I,

additional education teacher,

Learner's age. 9 years,

Program implementation period: 1 year

Agreed: Acquainted:

Deputy Director for Science and Head of the Department of Fine Arts

methodical work Bychkova E.A.

Sineva V.V. "" 20

"" 20

Suzdal

2013

Explanatory note

Visual activity is of great importance for the development and education of children with disabilities. It is impossible to get any image without owning objects and tools of visual activity, that is, a pencil, brush, scissors, plasticine, glue and methods of their use. Consequently, the development of the child's visual activity is connected with the development of his objective activity and presupposes a sufficiently high level of development of the latter.

Additional educational program"Art - therapy" for individual work with a child, cerebral palsy has an artistic and aesthetic orientation.

Difficulties in mastering the subject image in the development of the content side of drawing in a child with cerebral palsy are closely related to the underdevelopment of perception, figurative thinking, object and game activity, speech, that is, those aspects of the psyche that form the basis of visual activity. The proposed self-composed program has a wide range of applications. It is intended for leaders of a circle or studio of fine arts working with children with disabilities and can be used by the parents of these children to study at home. Apparently, it is not in vain that they say that the mind is at the fingertips. The child expresses himself as best he can, draws what is in his soul. ("Drawing yourself", "Drawing the state", "Drawing on wet paper", "Sea"). In addition, each lesson involves the involvement of several sensory systems - vision, hearing, touch, smell, taste.

Music is used. The active nature of the child instantly responds to the impulses coming from it. She captures him entirely, giving him her movement, energy, activating his life rhythm.

Art therapy allows you to gently and delicately, in a playful way, bypass the defense mechanisms, understand what experiences the child has, and also unobtrusively correct them.

An indisputable plus in this case is the age of the girl Nastya - 9 years old at the time of the start of training. The fact is that an adult is already shackled by his existing attitudes: “I can’t draw”, “the grass is green, the sky is blue”. He defends himself from intrusion into his inner world, as he is afraid to seem ridiculous, ridiculous and weak.

Nastya, due to her young age, is open to changes, so art therapy should become effective. The easiest way is to give the girl room for imagination and not interfere. In other cases, when we draw together initially, we master graphic literacy and color science (“Rainbow colors and poems”, “How colors are friends”, etc.), and the laws of composition (“Collage”, “Landscape through the eyes of artists”, “What are paintings, etc.).

• Purpose of the program - educating a child in respect for nature and the need for the artistic organization of his living space through the organization of interesting creative leisure by means of fine arts.

Program objectives:

• help the child overcome alienation, isolation, developing a sense of belonging to man, nature, animals by means of objective and play activities;
• visual development and formation of visual skills of the child;
• activation of creative initiative, imagination and fantasy.

The multifunctionality of the tasks of the program is ensured, firstly, by the availability of artistic tools and materials to the child from an early age, and secondly, by the fact that the child's visual activity as a kind of graphic speech is the most adequate external form of expression of internal emotional and creative tension for this age.

The program is designed for the academic year - 36 weeks for 2 hours a day. Classes are held once a week, taking into account the specifics of a child with disabilities - only indoors and individually.

Educational and thematic plan

p/n	Topic of the lesson	Number of hours			weeks
		theory	practice	Total
	Introductory lesson. 1.1 Manual dominance test. (according to S.K. Kozhokhina) 1.2 Drawing yourself
	Remembering summer. 2.1 Drawing on the topic "How I spent the summer" 2.2 Status drawing
	Paints tell tales(according to A, Lopatina, M. Skrebtsova) Rainbow Tales and Poems 3.1 The game "All colors of the rainbow". Drawing a rainbow, and on it are all the gifts that its arcs give people. 3.2 Exercise "I can afford to play like a child"
	Collage. Types and styles 4.1 Collage from the magazines "Past-Present-Future". Cutting out fragments. 4.2. Technique - drawing with a ball. (Author Norma Leben) 4.3 Pasting fragments of the collage
	Working with effects 5.1. Interaction with paper. Creation of planar compositions. 5.3 Interaction with paper. Creation of volumetric composition. 5.4 Technique for coloring figures of boys and girls (author Barbara Turner) 5.5 Drawing on crumpled paper. 5.7 Drawing on wet paper. Exercises 5.8 Drawing on wet paper "Seascape" 5.9 Creating a thematic composition using effects of interaction with paper.
	How colors are friendly 6.1 Who is the whitest (according to A. Lopatina, M. Skrebtsova) 6.2 Creative task "Recipe for a white dish" 6.3 Drawing "Snowflake Outfit" 6.4 Meditative drawing.
	Theme "Sea" (according to S.K. Kozhokhina) 7.1. "The magic of the passing day on the sea and the river" 7.2 "The sea worries once, the sea worries twice..." 7.3 "Sea stories" 7.4 "Journey to the bottom of the sea"
	How colors are friendly Theme "Color Separation" 8.1 "Warm and cold realms" 8.2 Crown for queens of the Warm and Cold kingdoms
	colorful world 9.1 Fairy tale "what flowers and colors tell about." 9.2. Answers to questions, discussion. Game "Gardener" 9.3 Showing photos and drawings of flowers. We smell floral scents. Game "Guess the smell". 9.4. Drawing up a "colorful table of friendship of colors and colors"
	Exploring white. (according to A. Lopatina, M. Skrebtsova) 10.1 Poems about white. Creative task "The role of white color" 10.2 Fairy tales and proverbs about the white color. The game "Snow is spinning" 10.3. Work in the color "My winter". Presentation "Landscape through the eyes of artists" 10.4. Corner of nature "Winter". Miniature in a glass jar.
	Who is black friendly with? (according to A. Lopatina, M. Skrebtsova) 11.1 Creative task "Joyful black color" 11.2 Game "Guess the smell" 11.3 Black Fairy's gift " 11.4 Who is friends with black? 11.5 Gift to the queen of colors
	Black and gray (according to A. Lopatina, M. Skrebtsova) 12.1 Creative task "Immersion in color" "Grey cat and black mouse" 12.2 Treasures of a gray day
	Brown color (according to A. Lopatina, M. Skrebtsova) 13.1 Reading poems "The color of the brown earth", "Brown chocolate" 13.2 Drawing packaging for chocolate. 13.3 Chocolate planet. Drawing portraits of the chocolate kingdom
	Purple colour 14.1 "Creative task" draw a lilac flower 14.2 Creative task - drawing up a "colorful table of friendship of colors and colors"
	Theme "Perception" "Simultaneous Perception"(according to S.K. Kozhokhina) 15.1. "Finish the image" 15.2 Working in color
	"Successive Perception" 16.1. "Finish the image" 16.2 Working in color
	The principle of synesthesia. 17.1 "What the smell will tell me" 17.2 "I can picture and draw taste." Drawing emerging images on paper
	"How do we draw" Pencils and markers 18.1 "Pencil Man". Creative task 18.2 Fairy Watercolor. Great gouache. Acrylic and Oil. Creative task.
	Transport 19.1 Art therapy technique "Journey on a flying carpet" 19.2 Drawing on the topic of traffic rules
	What are the paintings The beauty of the landscape 20.1 Window to the world. Creative task. 20.2 Spring landscape. drawing
	Immersion in still life (according to A. Lopatina and M. Skrebtsova) 21.1 Creative task. 22.2 Healing still life. Drawing a still life from a story.
	Historical picture "Priests of History" Monument to Iron Timur (based on the painting by V. Vereshchagin "The Apotheosis of War")
	"Bible stories" (according to A. Lopatina and M. Skrebtsova) "The Holy Trinity". Based on the icon of Andrey Rublev Trinity» Image of the Madonna. Creative task.
	Making postcards (monotype, appliqué)
	"Music and Painting" (According to S.K. Kozhokhina)
	"Flowers" (According to S.K. Kozhokhina) "Wonder Flower" Final lesson
	total

1 Introductory lesson.

1.1 The manual dominance test allows you to determine the hemisphere of the child. Acquaintance with the office, its equipment, art materials.

1.2. Drawing of oneself (according to A.M. Parishioners and Z. Vasiliauskaite). To complete the drawing, 6 colored pencils (felt-tip pens) are issued: blue, red, yellow, green, black, brown. A sheet of paper folded in a book (in half) is given. Instructions to the child: Now you will draw. Leave the first page blank. And on the second draw a bad girl with three pencils. What colors will you choose? Put away the rest of the pencils. (The bad girl is drawn). And now let's draw a good girl with the other three pencils. (A good girl is drawn). And now draw yourself in the free space - you can use all 6 pencils. After completing the work, a conversation is held with the child, which contains questions about which drawing you liked to draw more, why. Who are good and who are bad girls. Who would you take as your girlfriend, why. What do you like most about yourself, what would you like to learn, etc. Processing of the results according to the general scheme for interpreting the results of the methodology.

2. Remembering summer.

2.1 Drawing on the topic "How I spent the summer." Psychological entry (summer melodies sound - songs of birds, sounds of rain, voices of animals). The child tells stories about summer adventures, describes objects, colors, smells, tastes, remembered sensations, interesting unusual sounds. Cognitive stage - we watch the slide film "Summer" in the paintings of artists. Work in the material - on ½ of the landscape sheet of tinted paper we draw with pastel pencils. We discuss and analyze the drawing.

2.2.Status drawing. Purpose: stimulates creativity and awareness of feelings. Materials: paper, color pencils, wax crayons, paints. Instructions: use 1-2 minutes to become aware of the sensations and feelings that arise at this moment. Draw colored lines and shapes that express how you feel. The drawing is considered but not evaluated.

3 .Paints tell tales.Several sections from the book of the same name by Alexandra Lopatina and Maria Skrebtsova are used:

Rainbow tales and poems.

How colors are friendly

What do we draw

What are the paintings

Rainbow tales and poems.

All colors of the rainbow.

3.1 Reading the poem "Seven-Colored Bridge", questions and tasks

• Where do you think rainbows come from?
• What color of the rainbow do you like the most?
• Imagine that you are walking along the seven-color rainbow bridge with an album. What will you draw during this trip?

The story of "The Birth of the Rainbow" is told. The game "All the colors of the rainbow." Drawing a rainbow, and on it are all the gifts that its arcs gave people.

3.2 Exercise "I can afford to play like a child." Instruction to the child: draw with a “non-working” hand (it is revealed by the manual dominance test) the most favorite game of your childhood and come up with a name for the drawing. Materials: pastel or wax crayons, A3 sheet or larger. Discussion.

4. Collage. The purpose of the work: the disclosure of the potential of a person, implies a greater degree of freedom, is an effective method of working with a person, relies on the positive emotions of experiences associated with the creative process. Types and styles. Types of collages - on canvas, on paper, on fabric, on batik, on a frame - without a background. Collage styles - landscape, vegetative, decorative, form-linear.

4.1. Collage from the magazines "Past-Present-Future". Adjustment to the "here and now." Analysis of one's own experiences, reflection. Relaxation, meditation. Creation of a complete image from several pictures, which can be supplemented with paints, decorative elements, words and phrases. Material: magazines, pictures, postcards, threads, grains. A4 format.

4.2 Technique - drawing with a ball. (by Norma Leben). This technique is an alternative to drawing. The teacher has a ball of thread of any color and thickness. Unwinding the thread, shows the child how, by creating certain shapes on the floor, you can “draw” with it. Then the ball is passed to the child and it is proposed to continue "drawing". Discussion. The discussion includes some questions, for example:

Can you see any letters here?

What figures do you see here?

What do these lines remind you of: people, landscapes, any events? Answers are approved by the teacher.

4.3 Pasting fragments of the collage. Continuation of work on the collage "Past-Present-Future".

Technique "Clay doodles". (author Richard Frenkel). The game begins with the fact that the child and the teacher pick up a piece of soft, but already slightly dried clay. The child is invited to sculpt 4 or 5 any figures of various shapes, the teacher also sculpts. Then the teacher and the child exchange ready-made figures and have the opportunity to combine the figures in any way. Next, the child and the teacher try to create images by combining other people's forms. At the end of the work, what happened is considered and discussed. When the products are dry, you can invite the child to color them. This will allow you to more accurately understand what the creative intentions of the child were.

Working with effectsGoal: in-depth self-knowledge, mastering new activities and ways of behaving in an unknown situation.

5.1 Interaction with paper. Creation of planar compositions. Material: magazines, photographs, glue, scissors, small toys. The work is called, it is discussed what feelings it caused, what was remembered, what else I want to do.

1. Technique "Drawing-game". Written by Stanley Kissel. This technique relieves anxiety, allows you to involve the child in a safe and interesting activity for him.Description of technology.The teacher begins to draw on paper with the words "Let's draw a house." And he adds "It was an ordinary house, with two windows, a door, a roof and two pipes." Next come the words: “A girl lived in this house. What is the name of the girl? For example, Katya. Then the teacher continues: “Katya lived in this house with her parents. One day they bought her a puppy. What did Katya name the puppy? The child may suggest a nickname. “Okay, let’s call him Sharik. One day, Katya returned from school and did not find a puppy at home. She left the house to look for the dog.” The teacher draws a straight line from the door of the house down. “Do you think she found her dog there? Katya looked everywhere for her dog. She walked down one street, down another street. Here you can ask the child if Katya found the puppy. Children usually answer "no". The teacher continues to draw until something similar to 4 paws appears in the drawing, and then says: Katya remembered that Sharik liked to walk in the park, so she hurried there ”At the same time, the teacher draws something that remotely resembles a tail. “Did Katya find a puppy there?” usually the answer is "no". “Katya walked around the park looking for a puppy, but she couldn’t find him anywhere, so she went home.” Then you can ask the child what mood Katya was in. How did she walk home - fast or slow? The teacher says: “Katya walked home slowly, because she was very sad. With these words, she slowly draws a line in the direction of the house. "What happened to our drawing?" Some children will respond immediately, others will remain silent. In any case, the teacher tells the child that the drawing has "turned" into a dog and offers to take the drawing home. Thus, as a result of the exercise, the child receives a drawing as a gift and is involved in interaction with the teacher as he alternates his actions with questions addressed to the child.

5.3 Interaction with paper. Creating a three-dimensional composition or

sculptures. Materials: scissors, glue, adhesive tape, paper (toilet, wrapping, cardboard, bags, etc.).

5.4. Technique for coloring the figures of boys and girls. (by Barbara Turner). This technique can be used as a means of teaching the child the basics of "emotional literacy".Description of technology.For work, cardboard templates of a child's figure are prepared in advance, corresponding to the age and gender of the child. In the lesson, the child is offered a contour image of the figure of a girl (in our case), which needs to be colored. The task can be accompanied by the following words: "Color this girl so that you can find out how this girl would feel if the same thing happened to her as to you." Or “I want to know how this girl feels.”

5.5 Drawing on crumpled paper. Used as a basis for drawing crumpled paper. First, it is thoroughly crushed and tuned to work. You can draw with paints or crayons, you can cut off the edges of the picture, making it in the form of an oval, circle, etc.

5.7 Drawing on wet paper. Exercises. Color solutions are prepared in advance (Water + tinting paste). A sheet of paper is wetted with water using a foam sponge. Diluted color solutions are applied to images on paper. You should experiment with colors, watch how they mix, spread, and notice what feelings arise from this. Then you can transform the patterns into images, give them a name.

5.8 Drawing on wet paper "Seascape". Templates for sails are cut out in advance from newsprint. A sheet of paper is wetted with water on both sides and "glued" to the table. Newsprint templates are tightly applied to the wet sheet. The sky, the sea, the beach are covered, Until the paper is completely dry, newspaper sails are removed. Boats and flags are drawn with a thin brush.

5.9 Creating a thematic composition using effects of interaction with paper. A3 format. Collage materials: magazines, pictures, beads, braid, ribbons, lace, shells. It is based on a plot, for example, "A Fascinating Journey". The color scheme is determined - 2-3 primary colors and several close ones in color. Unexpected and voluminous objects are used. Type inscriptions, symbols, signs on the topic are used. Fragments of the collage are moved along the surface of the sheet in order to find the most effective arrangement. Manipulations with paper are carried out: - tearing, creasing, twisting, arching, embossing for use in work. The final name is given to the finished collage. Discussion.

6. How the races are friendly.

6.1 Who is the whitest.

We read the poem "Where did the white color go?" We answer questions

what is the character of white? What qualities does he recall? What mood does this color evoke in you? Why do you love him or, on the contrary, do not love him? - What does the white color say in people's lives? - Why do some professions wear white clothes?

6.2. Creative task "Recipe for a white dish." The fairy tale "White snowflakes" is told. Discussion.

1. Drawing "Outfit of a snowflake". Draw snowflakes from a fairy tale in a snow-white outfit.
2. Meditative drawing. Music is turned on at the request of the child. Material: A4 thick paper and gel pen. The process consists in repeating elementary forms, filling the entire sheet with them. They start drawing from the center or from the edge, it doesn't matter. The main thing is to fill the sheet and stop less. In the process of drawing, concentrate on the smoothness of the lines. There is no need to think here: just step by step, leaf by leaf, lines, objects, repeat, repeat. Goal: Complete the entire sheet.

7. Theme "Sea". (according to S.K. Kozhokhina)

7.1 "The magic of the passing day on the sea and the river"

1st stage: cognitive-game psychological entry. We remember songs about the sea. Sailors, let's eat them.

2nd stage: cognitive-playing. We play Straw in the Wind.

3rd stage: cognitive-practical. Watching a slide film about marine painters (images of rivers, seas, waterfalls); make sketches with markers on small pieces of paper; we memorize the formula-rule of artists:

Each (red)

O hotnik (orange)

Wishes (yellow)

Z nat (green)

G de (blue)

C goes (blue)

F azan (purple)

The rule formula is useful when arranging flowers in the image of a sunset on the sea. Sheet A3 is tinted with any shade of sunset: orange, red, yellow-orange.

4th stage: psychophysical unloading. Meditation using the sounds of the sea (cries of dolphins, whales, the sound of waves, the cries of seagulls).

7.2 "The sea worries once, the sea worries twice..."

1st stage: psychological entry. The game "The sea worries once ..."

2nd stage: cognitive. Relaxation to the sounds of the sea (we share our feelings, sensations, look at reproductions of paintings by artists).

3rd stage: practical. With one color of pastel chalk, we compose objects on the sheet according to the sketch; Let's start with pastels.

4th stage: we show the work to the grandmother (parents).

7.3Sea stories»

1st stage: psychological entry. We sing songs about the sea. On sheet A4, moistened with water, without brushes, draw the sea, with fingers throughout the format.

2nd stage: game. We play "Pirates and Sailors", video relaxation.

3rd stage: practical. We continue to work in color, taking into account the arrangement of flowers.

4th stage: we work with the book (information about marine life).

7.4 "Journey to the bottom of the sea"

1st stage: psychological entry. Audio training "Journey to the bottom of the sea."

2nd stage: cognitive. We examine in water poured into large containers, all kinds of pebbles, shells. We smell the smells: crab meat, pieces of herring, dried squid, etc. We taste and invent stories and fairy tales.

3rd stage: practical. We work in color on a sheet painted with fingers - we draw the inhabitants of the sea.

4th stage: psychophysical unloading - fantasizing about marine life. The child is invited to wrap himself in chiffon fabric and turn into any character, moving to the melody.

How the colors are friendly. (according to A. Lopatina, M. Skrebtsova)

1. Theme "Color Separation".

8.1. "Warm and cold realm".

• Stage 1: psychological entry - we listen to a fairy tale about the Warm and Cold Kingdom, about the magical colors that live in them ..
• 2nd stage: cognitive. We throw a chiffon fabric over ourselves, imagine ourselves as inhabitants of kingdoms, touch cold and hot water in containers, discuss feelings.
• 3rd stage: practical. On sheets of colored cardboard, we lay out from geometric shapes, cut out of colored paper, any composition that characterizes the Warm and Cold kingdoms.
• 4th stage: psychophysical unloading. Story about your work. Painting of a cardboard blank - a crown for the queen of the Warm or Cold kingdoms.

8.2" Primary and derived colors.

• A fairy tale is told about three kings - the kings of the Yellow, Red and Green kingdoms. Discussion.
• Next, an experiment is carried out on mixing colored water solutions. In plastic cups. Pale in color and saturated solutions are taken. The results are analyzed. The results are drawn into an album.

9.Colorful world

9.1. The fairy tale "What flowers and colors tell about" is told.

We answer questions:

If the grass were blue...

If snow were black...

If the sea were red...

If milk were brown...

If tree trunks were purple...

If the human body were green...

If the sky were pink...

9.2. Game "Gardener"

The teacher is the leader. Cards are placed in the hands of the child, on which flowers of one color or another are depicted. The teacher says: “I was born a gardener, I was seriously angry, I was tired of all colors, except for red (any color is called). The child looks at his cards, looks for a flower of a given color and describes it without naming it. Answers 2-3 questions about where his flower is found, what flowers he is friends with.

9.3. Show photos and drawings of flowers. .

• We smell floral scents.
• We play "Recognize the smell."

1. Drawing up a "colorful table of friendship of colors and colors",for example: clover is friendly with scarlet, pink and white colors.

10 Exploring White

10.1. - Poems about white color are read. Discussion.

Creative task "The role of white color". Images of paintings by different artists are shown, for example: A. Rylov "In the blue expanse", I. Grabar "White winter", A. Kuindzhi "Spots of moonlight in the forest", "Winter", V. Surikov "The capture of a snowy town", B .Kustodiev "Pancake week", I. Levitan "March". All shades of white used by the artists are listed. Then the most liked picture is selected and the child talks about the role and beauty of the white color in the reproduction he has chosen, without naming it. The teacher must guess which picture is being discussed.

10.2 Fairy tales and proverbs about the white color are told.. Discussion.

The game "Snow is spinning". White paper is torn into small pieces, folded into containers. The child gets up from his seat, puts on a white chiffon fabric, dances and throws up torn paper, enjoys the snow. We relax to the "winter" music.

10.3. We work in the color "My Winter".

Presentation "Landscape through the eyes of artists". The visual range includes images of paintings: Pieter Bruegel the Elder "The Fall of Icarus", Francesco Guardi "Isola di San Giorgio of Venice", landscapes by I. Levitan, A. Rylov, I. Shishkin, A. Kuindzhi.

10.4 Corner of nature "Winter". Miniature in a glass jar. Materials: a glass jar with a tightly screwed lid 300-500g, sparkles, artificial snow, a small plastic souvenir (an animal figurine, a fairy-tale character, elegant houses), water, waterproof glue, lid decor (beads, rhinestones, braid, etc.). ). A souvenir is glued to the bottom of the jar, dried. Then sparkles and snow pour in, everything is filled with water and the lid is screwed on tightly. The lid is decorated. When shaken in a jar, it "snows".

eleven . Who is black friendly with?

11.1 Reading poems "Darkness Fairy", "Chernozem".We answer questions. Discussion.

Creative task "Joyful black color". Instructions to the child “Imagine that the black dot wanted to become an artist. Draw a funny picture with black dots. Material: black marker or charcoal. 11.3

11.2. The fairy tale "The Black Fairy's Gift" is told. Discussion. The game "Recognize the smell" With closed eyes, smells are guessed: black tea, black coffee, dark chocolate, damp earth.

11.3 "Who's friends with black?" We recall animals whose color contains black. We look at photos and pictures.

• We play with the bag. The child is given a bag with a small figure of an animal, and very characteristic and embossed. The top of the bag is tightened with braid and the child does not see what is in it. He puts his hand inside the bag and feels with his fingers what is hidden there. Feeling and imagining the form, the child talks about his feelings, and then sketches them.
• 11.4 Drawing “A gift to the queen of colors”. The task is to draw a gift that you would bring to the ball for a fairy of all the colors and colors of the earth.

1. Black and grey.

12.1. The fairy tale "The gray cat and the black mouse" is told. Discussion.

Creative task "Immersion in color". 2 sheets of whatman paper are attached to the board, one with a large black square, the other with a gray one. Relaxing music plays. The child, to the music for several minutes, must, without stopping, look at one and the other squares in turn. Then the child tells what he saw in a black or gray square, what he remembered, what changed in his mood.

• Associative drawing. Instruction to the child: "Draw yourself in the form of a small gray mouse and the environment in which you find yourself."

We read a poem by Alexandra Litvskaya about gray color.

• Practical stage "Treasures of a gray day" - a drawing is made on gray paper on a theme Material: felt-tip pens, pastel
• Reflection

1. Brown color.

13.1 We read the poem "Brown Tan".We look at photos of people of varying degrees of lightness. ,

We read the poem "Brown Chocolate".

We smell chocolate. Tasting chocolate - bitter black, milk, with nuts, etc. (3-4 different tastes)

Task for the child: come up with your own recipe for making chocolate. Then give it a name and draw a package for this chocolate.

• Poems “The Color of the Brown Earth” are read, questions are asked:
• what brown gifts of the earth do you know?, which of them seem the most delicious to you, why?, tell which of your friends has brown clothes.
• The poem "Brown Chocolate" is read. A piece of different chocolate is eaten (for example, black, bitter, milk, with raisins, etc.). The task is given to come up with your own recipe for chocolate and give it a name.
• Drawing packaging for this chocolate.
• 13.2. Images on the theme "Chocolate planet" are displayed.
• Drawing portraits of the inhabitants of the chocolate kingdom.
• Discussion.

1. Purple colour.

14.1 We read the poem "Lilac Bush"

• We answer the questions: what lilac flowers do you know? If you were a sorceress, what color would you change to purple?
• We get a lilac color of different shades and lightness by mixing colors. Experiment. Material: plastic cups, gouache and watercolor paints, whitewash.
• 14.2. The "Lilac Tale" is told. Discussion.
• We consider photos and drawings of lilac flowers.
• Task for the child: come up with and draw your own lilac flower.
• 15. Theme "Perception" by S.K. Kozhokhina
• Simultaneous perception. "Simultaneous" - "instantaneous."Simultaneous perception of an object as a whole or several objects in the absence of eye movement.
• 15.1 "Complete the image."A piece of reproduction with a window cut out inside is pasted onto a blank sheet of paper. The child must complete the work, using and continuing the elements of the lines and colors already suggested. Linear building. Painting with calm music.
• 15.2. Work in color.The child is required to convey the relationship of color with the original.
• Meditation on a candle flame as psychological protection. A thin web of someone else's irritation, anger, stuck around a person, will “burn out” in a small tongue of flame. The candle is placed at a distance of 0 50 cm to 1 m from the child's face. At his eye level. Instructions to the child: "Look with wide eyes exactly at the center of the flame until the eyes begin to water for no more than 3 minutes).

16. "Successive Perception". This is the perception of objects, their parts, associated with the movement of the eyes.

• 16.1 "Complete the image."A piece of reproduction is pasted onto a sheet of white paper, where only part of the object is depicted. The child is invited to complete the image, based on their life observations, imagination, fantasy.
• 16.2. Work in color.
• Mindfulness exercise. Remember people's faces. Instructions to the child: Sit down and concentrate. Try to describe the facial features of some of your friends: nose, eyes, mouth, chin, hair color, general head shape. You need to start by examining the face of a person, try to briefly describe it. Practical lesson (on grandmothers, parents, etc.).
• 17. The principle of synesthesia.This phenomenon consists in the fact that some stimulus, acting on the corresponding sense organ, in addition to the will of the subject, causes not only a sensation specific to this sense organ, but also an additional sensation or representation characteristic of another sense organ.
• 17.1. "What will the smell tell us" .-We talk with the child about how smells enrich our lives. We bring objects with unusual smells to class: pine and currant branches, soap, perfume, a piece of smoked fish, coffee, etc. We discuss the most pleasant and unpleasant smells. We talk about the peculiar discoveries that we made with the help of smells.
• We train the organ of smell. We play as follows: the teacher hides the scented stick, lighting it first to enhance the smell, and the child, inhaling the air deeply, looks for it.
• The child is offered a choice of a variety of smells: flowers, plants, fruits, products and confectionery. All items with odors are covered. Having caught the smell with closed eyes, the child begins to look inside himself, looking at the images that sweep through his imagination. A stimulus in one sensory modality causes sensations in another sensory modality. The smell generates images that the child sketches on paper.
• 17.2 "I can picture and draw taste."Offered products: sunflower oil, honey, lemon, raisins, pumpkin, granulated sugar, pickled cucumber, jam, bread, dill, etc.
• The child tries products with his eyes closed (a bandage made of thick fabric is on his head). Blocking of vision is necessary, since the child begins to receive completely new sensations and create images, visual stereotypes do not interfere with him. The body can make various movements. Then the eyes open and the child sketches his experiences.

18. How do we draw (according to A. Lopatina, M. Skrebtsova)

18.1 Pencils and markers.

• We read the fairy tale "Pencil Man". We answer questions:
• What do you think will happen to the pencil man next? Think of a sequel to the story.
• Show the child drawings drawn with different pencils. (Each pencil is marked with different lead types.) The teacher tells how to distinguish between different types of pencils, then asks to guess from the child's drawings which types of pencils were used.
• Task for the child: draw a pencil in the form of a man and color it in the color that you like best.

18.2. Fairy Watercolor.

• The fairy tale "Watercolor Fairy" is told.
• Art materials are shown - watercolor, gouache, acrylic, oil. The child opens the paints and smells them. The teacher talks about the properties of different colors, their invention.
• Drawing with different colors in an unusual way: with a sponge, blots, splashes, fingers.

19. Transport. (according to S.K. Kozhokhina)

• 19.1 Art therapy technique "Journey on a flying carpet"
• We solve riddles about transport.
• We are watching the book "Machines" - a book from the series "Everything about Everything".
• Steam locomotive game. The child is a “trailer”, the teacher is a “train”, leads the child around the room. The child is blindfolded. The exercise develops confidence in the teacher, teaches to overcome the feeling of fear and self-doubt.
• We make a sketch of a carpet - an airplane on a large sheet with a large brush with relief paint (3-4 colors).

19.2. Drawing on the topic of traffic rules.

• Showing pictures of city streets
• Story about traffic accidents.
• Working on a drawing.
• Discussion.

20. What are the paintings (according to A. Lopatina, M. Skrebtsova M.)

The beauty of the landscape.

1. We read the poem "Window to the World". We answer questions.

The teacher describes in detail any landscape. Then he shows the child reproductions of different landscapes, among which is the one he described. The child must recognize the landscape from the description.

What do landscape painters give people?

What landscape would you like to have in the room?

Do you think it is easier for an artist to draw a landscape from nature or from memory, and why?

Creative task .. The teacher is in the role of an artist. The child is given cards of different colors. The artist says what he wants to paint. , for example, forest (lake, lawn). The child holds up a card with a color for a given landscape.

20.2. Spring landscape. Drawing.

• We look at reproductions of paintings by artists and children's drawings on the theme "Spring Landscape".
• We close our eyes, listen to the spring voices of birds, smell the poplar branches.
• Wet the sheet with a sponge and draw a landscape according to the watercolor.

21. Immersion in still life

21.1 - Creative task.For a short time, the teacher shows the children a still life, and then asks them to describe it from memory. Then the child examines the same still life for five minutes. During the second viewing, the teacher turns on the music and asks the child to imagine that he picks up one or other objects depicted in the still life, talks to them and uses them. Discussion of how a still life is perceived differently if you just look and if you immerse yourself in it.

• Drawing the edge of the cup depending on the level of the horizon. Exercises.
• 22.2 We listen to the story "Healing Still Life".
• We answer questions:
• Imagine that you were commissioned to paint a still life for a children's hospital. What would you draw on it?
• Do you have a picture in your house that helps you in difficult times? Tell about her.
• What should be depicted in a still life so that it is impossible to forget it?
• Describe and draw a still life from the story: what the vase looked like, where it stood, what fruits were on it.

22. Historical picture

22.1 We read the poem "Priests of History".We answer questions:

• Do you think it is possible to study history from the paintings of artists?
• Should an artist who paints pictures be a historian?
• If you decided to paint a picture on a historical plot, what would you choose?
• Imagine that you were asked to draw the most important event in the history of your country. What event would you depict and why?
• 22.2 Monument to Iron Timur (based on the painting by V. Vereshchagin “The Apotheosis of War”. We read the story.
• We answer the question: How should the war be depicted in the artist’s picture so that people no longer want to fight. Display of reproductions of artists dedicated to the war. Discussion.
• The child chooses an interesting topic from the history textbook and draws an illustration for this topic.

23. Biblical stories.

• 23.1 We read the story "Holy Trinity".
• We answer questions:-
• Why did the angels appear to Andrei Rublev?
• What is the most unusual thing about icons?
• Who do the icons represent?
• Creative task. The child is given several reproductions of paintings dedicated to a particular biblical story (for example, "Christmas" by El Greco, "Baptism of Russia" by Viktor Mikhailovich Vasnetsov, "Easter Table" by A.V. Makovsky). The teacher does not say what kind of plot is depicted, but asks to describe the events that occur in the child's paintings.
• 23.2 Image of the Madonna.Creative task. We listen to the story "The Image of the Madonna".
• The child is given a text from a biblical parable and is invited to portray one of the heroes.
• Discuss what the parable teaches.

24.1 Working with effects.

• - Listen to the song "Victory Day".
• We use paper napkins of bright colors - red, yellow, white, pink and crumple small lumps of them. We paste it on a dark sheet of colored cardboard - we make an imitation of fireworks.
• We decorate the picture with colored gels with sparkles.

24.2. Postcard-collage for the holiday.

• We look at options for holiday cards.
• Choose your favorite photos with military chronicles (pre-printed from the Internet).
• Coming up with a composition. Materials: photographs, colored cardboard, colored paper, strips of St. George's ribbon. Glue stick, simple and curly scissors.
• We are making a postcard.
• Let's sing a song about Victory.

25. Music and painting (according to S.K. Kozhokhina)

• 25.1 "I am a musician."The melody "Singing drums" is turned on loudly. This is music that ignites with rhythm and temperament.
• The child is invited to take musical instruments (the teacher prepares them in advance) and supplement the melody with new sounds, capturing its temperament. Among the "tools" are water cans, bottles of peas, sandpaper, wooden and metal spoons, tambourines and bells, combs, rubber balls, plastic beads, paper of various textures.
• The child begins to move around the office, beat out time and rhythm with improvised instruments.

25.2 “I am an artist” Pieces of wallpaper are prepared on the desks, huge brushes and containers with colorful colors (tinting paste + water + white acrylic or water-based paint, the teacher prepares in advance). Music changes to calm, relaxing. (for example - the sounds of nature) The child begins to draw to the sound of music.

• The child tells what happened to him, what he drew, about his feelings and impressions. The artistic value of the resulting work is not so important - the child receives an emotional and sensual charge and splashes out his emotions.

26. Flowers. (according to S.K. Kozhokhina)

26.1 "Wonder Flower"

• We listen to songs about flowers.
• We are watching a slide film (tsudou-flower in the images of folk crafts - Gzhel, Zhostovo, Khokhloma, Gorodets.

• We make sketches of the colors of each craft.

26.2 Final lesson.- Fantasy "Rose Bush". Designed by D. Stevenson. Used in an interpreted form. The child sits comfortably and closes his eyes. The teacher sprinkles tea rose toilet water or something with a rose scent, such as essential oil, into the air. The child listens to himself, feels and feels his inner "I", imagines himself as a rose bush. The teacher asks questions:

• Which rose bush are you? Are you small or big?
• Are you lush?
• You are tall?
• Do you have flowers?
• What color are they?
• Do you have spikes?
• Where are you?
• Who is looking after you?

- What surrounds you? Etc.

• The child will then open their eyes. Says what you want to say.
• A rose bush is drawn.
• We share the impressions that arose during the lesson.
• The teacher, saying goodbye to the child and his parents (legal representatives) for the summer holidays, gives the task: to observe nature and people as much as possible, a photo for memory.

Methodological support of the program

The curriculum is designed in such a way that:

a) observe the principle of a differentiated approach to training and education; b) introduce a variety of techniques and artistic materials; c) solve the pedagogical problems of forming the qualities of the child's personality; d) to make the child's stay in the center of extracurricular activities comfortable, informative and interesting.

Classes involve the use of a variety of art materials and tools, such as watercolor, pencils (plain and colored), gouache, acrylic, oil paints, felt-tip pens, colored paper and magazine illustrations, glue, scissors, foam sponge, as well as natural materials - pebbles, leaves , shells, feathers, etc. For the image, I select the most attractive surrounding objects that evoke an emotional response in the child. Depicting certain objects and plots, I accompany them with an emotional verbal explanation, an appeal to Nastya, expressive gestures, movements. At the same time, I suggest that she demonstrate what is depicted.

Having studied the information about working with children with cerebral palsy, I came to the conclusion that visual activity using non-traditional techniques is the most accessible. Therefore, the program includes techniques:

• drawing with a ball;
• clay doodles;
• drawing on wet paper;
• drawing - game;
• various creative tasks.

Working with a child is individual. At the lesson, the child consistently lives through several stages of interaction: with the world of art, with the teacher.

As a rule, stage 1 is a psychological entry into the lesson. Stage 2 - cognitive, or acquaintance with the unknown (new): games, relaxation and meditation, work with visual aids, slide films, elements of art therapy. Stage 3 - practical, or work in the material. Stage 4 - final, or psychophysical unloading: art and psychotherapeutic games, audio training, interaction with parents.

Predicted results and ways to check them.

List of didactic materials.

A set of cards from the series "First Lessons" -

- healing,

• colors
• who lives where
• cards with flowers

Coloring page from the series "First lessons" -

- inhabitants of the seas

- trees and leaves

- migratory birds

- wintering birds

3 Cards with flowers

4. Bubbles with aromas
5. Chiffon fabric
6. Audio files "Sounds of Nature", "Voices of Birds", "Relax", songs "Victory Day", "Sea".
7. JPEG files for displaying slide films.

3. Equipment in the office: a desk, a chair, a footstool, a pillow for a chair, a visual stand, a PC, a washstand.

Bibliography

1. Used by the teacher

1. . Vygotsky L.S.Pedagogical psychology. Free electronic library

2. Kozhokhina S.K.. Journey into the world of art. Program for the development of children of preschool and primary school age. M., 2002.

3. Kopytin A.I.Fundamentals of art therapy. St. Petersburg, 1999.

4. A. Lopatina, M. SkrebtsovaColors tell stories. Series "Education and Creativity". The publication is printed using the Print-on-Demand technology (printing on demand) in one copy, on an individual order.

5. Cars. Everything about everything. Edited by N.S. Kocharova. M., 2000.

6. Programs of additional art education for children during the holidays.

7. Razumova E.Yu.Diagnostic and therapeutic possibilities of working with collage in art therapy. IPRbooks electronic library system.

7. Rumyantseva E.A.

8. Sukhanova N.P.Pictures from flowers. M., 2004.

2. Recommended literature for children and parents.

1 . Rumyantseva E.A.Unusual drawing. M., 2006.

2. Rumyantseva E.A. Unusual application. M.. 2006.

3. Coloring pages from the "First Lessons" series.

Applications

Testing

The author of the program has developed thematic test materials for the final control for each stage of training. Tracked: the level of knowledge of theoretical material, the degree of mastering the methods of working with various artistic materials, work in various techniques of decorative applied arts, knowledge of folk art, the ability to analyze and solve creative problems, the formation of students' interest in classes.

The assessment is carried out according to a 10-point system by a teacher and invited methodologists, psychologists, teachers:

0-1 points are given for "wrong answer";

from 2 to 7 points - for "not all the right answer";

from 8 to 10 points - for the "correct answer".

Below are test materials that reveal the level of theoretical knowledge of students at the stages of training.

Test materials

for the final control survey of students

to identify the level of knowledge of theoretical material

Preparatory stage of training

Surname, name of the child	№	List of questions	Answers (in points)
			Right answer	Not all correct answer	Incorrect answer
	1	What colors need to be mixed to get orange?
		purple?
		green color?
	2	What colors are warm colors?
	3	What colors are cold colors?
	4	What is symmetry? What objects are symmetrical?
	5	What geometric shapes do you know?
	6	What is the difference between vertical and horizontal paper format?
	7	Where is it better to start drawing (with small details or with large parts)?

The main stage of training

Surname, name of the child	№	List of questions	Answers (in points)				Grade
			Right answer	Not all correct answer		Incorrect answer
	1	What are the three main genres of fine art (landscape, portrait, still life)
	2	What is the difference between sketch and composition?
	3	What colors should be mixed on the palette to get a sad mood?
	4	What colors should be mixed on the palette to get a cheerful mood?
	5	What lines are used in the drawing?
	6	What is the difference between a flat application and a three-dimensional one?
	7	What is a horizon line?
	8	What is the difference between watercolors and gouache?
	9.	What volumetric shapes do you know?
	10	What colors are contrasting?
	11	What types of painting do you know?
	12.	What types of arts and crafts do you know?
	13.	What is patchwork? Basic tricks
	14.	How is graphics different from painting?
	15.	What is the difference between a three-dimensional toy and a flat panel?
	16.

Reporting Views

completed work of students

Below is a special table that allows you to record this aspect of the development of the program (Table 1).

Table

Table

control of practical skills

students during final reviews at the end of the academic year

№	Name of the child	Program section				Remarks, recommendations	Evaluation on a 10 point system	Signature
		Drawing, graphics	Painting	Composition	DPI

Forms for summing up the results of the program implementation

The following forms of summing up the program are used: fine art quizzes, fine art competitions, participation in exhibitions and competitions at various levels: district, regional, All-Russian, international.

To account for the participation of children in exhibitions and competitions, the author uses the following table (Table 2).

Table of accounting for the participation of students in competitions and exhibitions over timeprogram training «»

This table shows the creative growth of the child as he progresses through the additional education program "".

Diagnostics of artistic and creative

students' abilities

Conditions: the child is invited to come up with and draw five drawings on separate sheets of paper of the same size (1/2 of the landscape sheet).

Instruction for children:

“Today I invite you to come up with and draw five drawings. You can draw whatever you want, what you can draw, or what you would like to draw and have never drawn before. Now you have that opportunity." Nothing in the instructions can be changed or supplemented. You can only repeat.

On the reverse side, as the drawings are completed, the number of the drawing, the name and the answer to the question “What is this drawing about?” Are written.

Indicators:

1. Independence (originality) - fixes a tendency to productive or reproductive activity, stereotyped or free thinking, observation, memory.

2. Dynamism - reflects the development of fantasy and imagination (static indicates the absence of a work plan, an unformed ability to find and create ideas for one's drawings).

3. Emotionality - shows the presence of emotional responsiveness to life phenomena, attitude to the depicted.

4. Expressiveness - is fixed by the presence of an artistic image. Levels:

The level of artistic expression	type of	Criteria for evaluation
		Intention	Picture
	1	Original, dynamics, emotionality, artistic generalization	A variety of graphic means of expression, proportions, space, chiaroscuro
	2	Indicators for type 1, but less bright	Indicators for type 1, but less pronounced
Fragmentary expressiveness level	3	Type 2 indicators, but no level of artistic generalization	There is no perspective, proportions are not respected, the sketchiness of individual images
	4	The idea is original, based on observations, but does not imply dynamics and emotionality	Can convey proportions, space, chiaroscuro well
Pre-artistic level	5	The idea is original, but poorly based on observations	Schematic, no attempts to convey space and proportions
	6	Stereotyped	reproductive

1. 1.

   2.

   3. Diagnostics of aesthetic perception of students (authors E. Torshilova and T. Morozova)

   Diagnosis of a sense of form (Test "Geometry in composition").

   Among the principles of shaping (the principle of reflection, the principle of integrity, the principle of proportionality and proportionality), this test highlights the principle of geometric similarity. The geometric structure is one of the properties of matter. Geometric figures and bodies are a generalized reflection of the shape of objects. They are standards by which a person orients himself in the world around him.

   The stimulus material of the "Geometry in Composition" test includes three reproductions: (K. A. Somov - "Lady in Blue", D. Zhilinsky - "Sunday", G. Holbein the Younger "Portrait of Dirk Burke") and four neutral in color, identical in texture and approximately corresponding in size to the compositional prototypes of the paintings of geometric figures:

   a triangle (“Lady in Blue” is a pyramidal composition), a circle (“day” is a spherical composition), a square (Holbein) and an irregularly shaped figure (extra).

   Instruction: find which geometric figure fits each of the pictures. Explanations like “Where do you see a circle here?” are unacceptable, since they provoke a fragmentary vision, directly opposite to the solution of a problem that involves a holistic vision of the picture.

   Evaluation is based on the principle of correct and incorrect answers. The highest score is 6, 2 points for each correct answer. The value of the score itself is conditional each time and is given in order to understand the very principle of evaluation.

   Loud - Quiet test.

   The assignment material consists of color reproductions depicting three still lifes, three landscapes, and three genre scenes. The subject of the visual materials used throughout the methodology does not include plot images, since they provoke non-aesthetic perception, interest in meaningful information, and an assessment of life events. In addition, the selection of material for the test must meet the requirement of the greatest possible thematic similarity, so that when comparing illustrations, the child is less distracted by their differences, which are insignificant for the purpose of the task.

   The researcher can pick up his examples and check their "sound" by peer review. It is impossible to accurately describe the principles of matching the image and its sound (loudness - quietness), it is only obvious that it should be associated not with the plot of the image or the function of the objects depicted, but with color saturation, composition complexity, line character, texture “sound”.

   For example, reproductions of the following paintings can be used in diagnostics: K. A. Korovin - "Roses and Violets", I. E. Grabar - "Chrysanthemums", V. E. Tatlin - "Flowers".

   Instructions: tell me which picture out of three is quiet, which is loud, which is the middle one, neither loud nor quiet. One may ask: what kind of “voice does the picture speak” - loud, quiet, medium?

   The task is evaluated by pluses and minuses, the number of which is added up, and the child receives a total score for all answers. Absolutely correct answer: ++; relatively true, +-; totally untrue. The logic of such an assessment is that the child is forced to choose from three “sounds” and evaluate the three images, as it were, on a comparative scale.

   TEST "MATISSE".

   The goal is to determine the sensitivity of children to the figurative structure of the work, the artistic style of the author. As a stimulus material, children are offered a set of twelve still lifes by two artists (K. Petrov-Vodkin and A. Matisse) with the following instruction: “Here are paintings by two artists. I will show you one painting by one and another artist. Look at them carefully and you will see that these artists draw in different ways. These two pictures we will leave as examples of how they paint. And you, looking at these examples, try to determine which of the remaining pictures were drawn by the first artist and which by the second, and put them to the appropriate samples. The protocol records the numbers of still lifes that the child assigned to one and the other artist. After completing the task, the child can be asked how, in his opinion, these pictures differ, how, according to what signs he laid them out.

   The artistic material offered to children is fundamentally different in its artistic manner. The defining feature of A. Matisse's still lifes can be considered decorative, K. Petrov-Vodkin is characterized by the development of a planetary perspective, the volume of the artistic solution. The correct performance of the task is associated with the ability, perhaps intuitive, to see the features of the artistic manner, the expressive means of the authors, how, and not what they draw. If, when classifying still lifes, the child is guided by the subject-content layer of the work, by what the artist depicts, then the task is performed incorrectly by him.

   The Matisse test is a typical and rather complex example of diagnosing a sense of style.

   TEST "FACE".

   It reveals the child's ability to look and see (artistic perception) on the material of graphic drawings of a human face. The child's ability to understand, interpret the depicted person is revealed on the basis of his ability to determine the internal state of a person, his mood, character, etc., by facial expression.

   As a stimulus material, children are offered three graphic portraits of A.E. Yakovlev (1887 - 1938). The first drawing (“Woman's Head” - 1909) depicts a beautiful female face framed by long hair, expressing some detachment, self-absorption, with a touch of sadness. The second drawing ("Man's Head" - 1912) depicts a smiling man in a headdress resembling a chef's hat. The person depicted in portrait number 2 probably has a lot of experience and a grasp of life. He obviously has such qualities as cunning, deceit, a sarcastic attitude towards people, which makes a rather unpleasant impression, but children, as a rule, do not notice this. In the third picture ("Portrait of a Man" - 1911) - a man, immersed in himself, thinking, perhaps, about something sad and distant. The man's face expresses a range of non-intense negative experiences, some transitional states.

   The drawings are offered to children with the following instruction: “Before you are the drawings of the artist A.E. Yakovleva, look at them and tell me which portrait do you like more than others? Which one do you like less or don't like at all? Why? You probably know that by the expression of a human face you can learn a lot about a person, about his mood, state, character, qualities. People are depicted in these drawings in different states. Look carefully at the expression on their faces and try to imagine what kind of people they are. First, let's look at the portrait that you liked the most. What mood do you think this person is in? What is his character? Is this person kind, pleasant, good, or is he bad, evil, unpleasant in some way? What else can you say about this person? Now consider a portrait that you did not like. Please tell me everything you can about this person. What is he, in what mood, what is his character?

   Then the same child tells about the person depicted in the third portrait. The maximum expressiveness of the ability for social perception (i.e., the perception of another person) is estimated at five points.

   BUTTERFLY TEST.

   The child is offered 5 pairs of reproductions, in which one is an example of “formalistic”, the other is a realistic life-like painting or everyday photography:

   1. I. Altman "Sunflowers" (1915) - 1a. Greeting card with pink daisies on a blue background.

   2. A. Gorky "Waterfall" (1943) - 2a. Photo of a garden and a man pulling a cart of apples.

   3. An artistic photograph of grass and stalks, enlarged to the scale of trees. The conditional "children's" name "Algae" - Za. Photo "Autumn".

   4. B.U. Tomplin "Number 2" (1953) - 4a. A. Rylov "Tractor on forest roads." Conditional name "Winter Carpet" (1934).

   5. G. Yucker "Forked" (1983) -5a. V. Surikov "Zubovsky Boulevard in winter." Baby name "Butterfly".

   In terms of colors, the images in pairs are similar so that the child's sympathy for one or another color does not interfere with the experimenter. The comparative artistic merits of the originals do not serve as the main reference point, since a) interest is fixed in the difference in images that is obvious to children - abstractness or objectivity, ambiguity or obviousness, aesthetic imagery or information functionality; b) the quality of the reproductions does not allow us to talk about the full-fledged artistic merits of the reproduced paintings. Nevertheless, examples of recognized masters (A. Gorky, N. Altman and others) were used as a formalistic model in the pair. Thus, formalistic samples have a certificate, as it were, attesting to their aesthetic merits. In each pair of images, one differs from the other in its unusual manner, its non-photographic nature, and the second, on the contrary, approaches photography. Distinguishing images in a pair according to this principle by children, as a rule, is immediately caught.

   Instructions: show which picture (of the pair) you like best. All images - in all test tasks - are presented to the child anonymously, the author and the name of the picture are not called.

   You can present pairs in any order, and swap pictures within a pair, but it is not advisable to limit yourself to one pair, the choice can be completely random.

   The evaluation of the performance of this test task directly depends on the stimulus material itself and on the degree of originality of the choice - the typical attitude expressed by the majority of children.

   THE VAN GOGH TEST.

   The child is invited to choose the best, in his opinion, image from a pair of reproductions. The purpose of the survey is to reveal the child's ability to show features of an aesthetic attitude that are not at all characteristic of most children. Therefore, in pairs selected for evaluation, children are offered a rather difficult task: to choose between bright and evil or good, but dark; understandable, but monotonous or unusual, although bright, etc. E. Torshilova and T. Morozov include not only “sad” pictures that are unusual in their pictorial manner, but also emotionally unusual for children, to more complex and requiring greater aesthetic development. The basis of such a position is the hypothesis about the direction of emotional development in ontogenesis from simple to complex emotions, from the harmonic undivided integrity of the emotional reaction to the perception of the “harmony-disharmony” relationship. Therefore, in a number of couples, a sad and darker picture is considered to be both the best in aesthetic value and more “adult”. The test material includes six pairs of images.

   1. G. Holbein. Portrait of Jane Seymour.

   1a. D. Hayter. Portrait of E. K. Vorontsova.

   2. Color photograph of samples of Chinese porcelain, white with gold.

   2a. P. Picasso "Can and bowl".

   3. Photo of a netsuke figurine.

   Per. "Bulka" - fig. dogs "Lev-Fo" (bright and evil; book illustration).

   4. Photo of the palace in Pavlovsk.

   4a. W. Van Gogh "The Clinic in Saint-Remy".

   5. O. Renoir. "Girl with a twig."

   5a. F. Ude. "Princess of the Fields"

   6. Photo of the Goat toy.

   6a. Photo of the Filimonovo toy "Cows".

   7. Greeting card.

   7a. M. Weiler "Flowers".

   Instructions: show which picture you like best. It is worth paying close attention to the degree of informality of the child's understanding of the task and try to include his assessment if he leaves it and automatically chooses always the right or always the left picture.

   Pairs are selected so that the “best” picture, the choice of which indicates a developed cultural and aesthetic orientation of the child, and not age-related elementary taste, differs in the direction of greater figurativeness, expressiveness and emotional complexity. In the Van Gogh test, these are pictures under No. 1, 2a, 3, 4a, 5a and 6. The correctness of the choice was estimated at 1 point.

   Literature

   1. Lepskaya N.A. 5 drawings. - M., 1998.

   2. Mezhieva M.V. Development of creative abilities in children aged 5-9 / Artist A.A. Selivanov. Yaroslavl: Academy of Development: Academy Holding: 2002. 128 p.

   3. Achievements of students in fine arts as a result of educational activities / Compiled by N.V. Karpov. - Orenburg: Publishing house of OOIUU, 1998.

   4. Sokolov A.V. Look, think and answer: Checking knowledge in fine arts: From work experience. M., 1991.

   5. Torshilova E.M., Morozova T. Aesthetic development of preschoolers. - M., 2004.