Ikhina Elena Garifullaevna,

educator

JV MAOU Yarovskoy secondary school

Art therapy(Latin ars - art, Greek therapeia - treatment) is a method of treatment and development with the help of artistic creativity.

Art therapy is a specialized form of psychotherapy based on art, primarily visual and creative activities. Art therapy has neither restrictions nor contraindications, being a safe method of relieving stress. This is a natural way of healing when negative emotions are transformed into positive ones.

Many teachers have come across situations when children quarrel, get offended, conflict with peers and adults in kindergarten, in the family, and then at school.

Work on these problems contributed to the search for new technologies in working with children. The most acceptable, in my opinion, is art therapy.

To understand other people, it is necessary to have well-developed thinking (ability for intellectual decentration) and emotional-volitional processes. Specially organized art therapy classes create a positive emotional mood, contribute to the improvement of the intellectual and emotional spheres of preschoolers, and develop moral motives for behavior.

The project presents several art therapy forms of work with children (game therapy, music therapy, dance therapy, color therapy, isotherapy).

Project participants: educator, music director, children of the senior group, parents, teachers.

The nature of the contacts: interaction within the same group.

Organization and structure of the project: Classes with children are held throughout the week. Classes are held in a group with a working area and a recreation area. The space of the working area is equipped with tables and chairs for each participant.

Art Therapy Week project

Objective of the project: Harmonization of the emotional-volitional sphere of the child through the development of the ability of self-expression and self-knowledge, expanding the possibilities of social adaptation of children through the methods of art therapy.

Project objectives:

1. Help your child learn and learn to express their own feelings and emotions.
2. Development of creative and communication skills.
3. Stimulation of creative self-expression, disclosure of one's "I".
4. Developing self-confidence, increasing self-esteem.
5. Cohesion of the children's team.
6. Relieve stress, harmonize the emotional state.
7. Establish partnerships with parents, join forces for the development and education of children in the application of art therapy in the daily life of a child.

Expected Result:

• Stabilization of the emotional state of children, the formation of positive relationships between children, their assimilation of the norms and rules of behavior, the development of thinking, motor skills and other functions.
• Social adaptation, manifested in a favorable climate in a group of children, self-confidence and the desire for self-expression, a positive attitude towards oneself.

Pre-work algorithm:

1. Make an action plan.
2. Select the necessary musical works, phonograms together with the music director.
3. Group design (pictures-motivators, a corner of emotions).
4. Working with children (acquaintance with literary works, moral conversations, classes with elements of psycho-gymnastics, didactic games, learning poetry, dance movements).
5. Tell parents about the implementation of the project and invite them to participate in activities.

Action plan of the Art Therapy Week.

Event		Members
Test "Magic Cloud" (decoding of all the proposed colors according to the Luscher test).	Daily Activities Determining the emotional state of children	Children, educator
Listening to songs for your favorite fairy tales, cartoons. (music therapy)	Create a positive setting for regime moments
Morning exercises with a demonstration of movements to a musical phonogram (Exercise for animals; The sun is radiant) (dance therapy)	Relieve stress, harmonize the emotional state.	Children, educator, music director
The game "Binding thread" (game therapy)	Help children learn and learn to express their thoughts, feelings, desires. Cohesion of the children's team.	Children, educator
Relaxation	Calming, relaxing children.
The game "Who called?" (game therapy)	Monday Develop auditory attention, orientation in space. Teach children to identify a friend by voice.	Children, educator
Psycho-gymnastic exercises based on excerpts from the fairy tales of K.I.	Set up children for active joint activities, for a common conversation, game. To acquaint with the elements of expressive movements, facial expressions, posture.	Children, educator
Discussion on reading passages.	To teach children to analyze the actions of heroes, to express their point of view, to find a creative solution.	Children, educator
Free dance to Russian folk dance music (dance therapy)	Teach children to choose their own movements in the dance.	Children, educator, music director.
Action "A wise thought for every day" (choose an aphorism)	To form positive attitudes in parents based on philosophical judgments.	Parents, teacher.
Didactic game "Fairy Veils" (color therapy)	Tuesday Develop color perception and color perception. Tune children in a positive way, develop imagination and fantasy.	children, teacher
Blotography "Magic colors" (isotherapy)	Create favorable conditions for the development of arbitrariness. Find out which combinations of colors when viewed cause a feeling of joy, and which sadness. -To teach how to create the integrity of the color impression through a variety of shades to express a certain mood. -To form an emotional perception of color, the search for associative links between color and mood.	children, teacher
Emotional and communicative game "ABC of moods"	To introduce children to the basic human emotions and ways of expressing them, to teach the rules of behavior and the basics of etiquette.	children, teacher
Psychological action "Tree of good wishes"	Form a positive mood.	Parents
	Wednesday	children, teacher
Exhibition of children's drawings, stories "Me and my friends from the group"	To form a favorable microclimate in the children's team	Children, teacher, parents
Educational lesson "Friendship" Dance "Quarreled-reconciled" (dance therapy)	Develop personal qualities. Continue to teach children to choose their own movements in the dance. Contribute to the emancipation and unification of children.	children, teacher
Family living room "55 ways to tell your child" I love you ".	Improve parent-child relationship	Educator, parents
Exercise "Greeting hands." (Welcome Ritual)	Thursday Creation of psychological readiness for the lesson, establishment of an atmosphere of trust and goodwill in the group.	children, teacher
Developing lesson "Fairy-tale characters"	Teach children to identify emotions by conditional graphic images. To fix the image of a “good” and “evil” hero in movements. Strengthen the ability to find positive solutions in conflict situations.
Technique "Monotype" (drawing on glass) "Stand of Miracles" (isotherapy)	To teach children to peer into the resulting print, try to see some kind of image, landscape, composition.	children, teacher
The game-dance "Ice-Fire" to the musical phonogram A. Khachaturian. Saber dance	Develop auditory attention. Learn to overcome motor automatism	Children, educator, music director.
Family living room "Playing together"	Introduce parents to the elements of art therapy.	Children, parents, educator, music director.
Final exhibition of children's works	Friday Create a positive emotional atmosphere	children, teacher
Action "Good deed"	To form in children a friendly attitude towards others.	Children, educator, music guide.
Round table	Summarize and disseminate effective forms of work that were used at the Art Therapy Week	teachers
Training game "Teachers and parents"	Discuss strategies for the upbringing and development of the child in the family and in kindergarten	Parents, teachers

After the implementation of the project:

Analyze the results of the Art Therapy Week;

Present the results in a presentation;

Make a presentation to the teaching staff.

Bibliography:

1. Kiseleva M.V. Art therapy in working with children: (a guide for child psychologists, teachers, doctors and specialists working with children). S-P.: Rech., 2006.
2. LusherM. What color is your life. The law of harmony is in us. Practical guide. M., 2003.
3. Karabanova O.A. A game in the correction of the mental development of the child. M., 1997.
4. Zhuchkova G.N. Moral conversations with children 4-6 years old. Classes with elements of psycho-gymnastics: a practical guide for psychologists, educators, teachers. M.: GNOM, 2011.
5. Chistyakova M.I. Psycho-gymnastics.-M.: Enlightenment, Vlados, 1995.
6. Handbook of an educational psychologist 5, 2017.
7. Internet resources: infourok.ru; www.maam.ru .ped-kopilka.ru.

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transcript

1 Program for additional education "ART THERAPY"

2 EXPLANATORY NOTE Modern life dictates special conditions for a person: it is necessary to be self-confident, competitive, active, purposeful, open to everything new. That is why the education system pays more and more attention to the development of children's creative abilities. The ability to think creatively makes the child more liberated, cheerful, resistant to stressful situations. Psychological science has long been convinced that creativity helps a child cope with many personal, emotional and behavioral problems, promotes personal growth and disclosure. Working through problems through creative activity is the most environmentally friendly method, because, being in the creative process, the child receives for himself the much-needed opportunity for self-expression, his emotional sphere and behavioral characteristics are optimized. Art therapy is a special method of development through creativity. Moreover, the process itself is important, not the final product and its evaluation. Art therapy techniques provide an opportunity for relatively painless access to deep psychological material, stimulate the elaboration of unconscious experiences, providing additional security and reducing resistance to change. Art therapy is resourceful, as it is outside of everyday stereotypes, which means it expands life experience and adds self-confidence. The better a person is able to express himself, the more complete his feeling of being a unique person. Art therapy forms a creative attitude to life with its problems, the ability to see a variety of ways and means to achieve the goal, develops the ability to creatively solve complex life problems that has been hidden so far. The educational program of the Art Therapy circle is aimed at the harmonious development of children through the use of various forms 2

3 artistic expression, which creates the conditions under which each child experiences success in a particular activity, independently copes with a difficult situation. Children learn to verbalize emotional experiences, openness in communication, spontaneity, i.e. there is a personal growth of a person, experience of new forms of activity is gained, abilities for creativity, self-regulation of feelings and behavior develop. The program is aimed at solving the following problems: development of creative thinking, imagination, creativity; creation of conditions for self-knowledge and self-expression; development of self-awareness, positive self-attitude, formation of adequate self-esteem, increased self-confidence; removal of psycho-emotional stress; reacting one's own feelings and experiences in the process of creativity; development of communication skills and effective interaction; development of reflection skills; education of a creative, in-demand personality, capable of independent thinking and non-standard solution of tasks; cultivating the desire for a reasonable organization of one's free time; fostering a sense of mutual assistance and the ability to work in a team; Teaching your child positive self-esteem and acceptance of other people. The proposed course is designed for students in grades 1-4, the implementation period is one academic year. Form and mode of classes: group lessons 4 hours a week, if necessary, individual lessons. Each lesson is built according to a single principle: greeting (allows you to set up the guys to work in a group); introductory warm-up exercises (liberate the child, immerse in the subject of the lesson); 3

4 implementation of art technique and discussion of the product (implementation of the actual topic of the lesson); reflection of the lesson (discussion of thoughts, feelings that arose in the lesson, summing up); farewell ritual. Methodological support of the program During the implementation of the program, such methods of work are used as: isotherapy (drawing with paints, colored pencils, monotype); fairy tale therapy (composing and playing fairy tales); mandalotherapy (drawing in a circle, weaving mandalas from threads); music therapy (listening to various music, using relaxation music in every lesson); doll therapy (making dolls and playing stories with them); drama therapy (playing stories using wrist puppets, figurines made by yourself); modeling from salt dough, plasticine; applique, layout, collage, etc. Means necessary for the implementation of the program For classes, you need paper for drawing, drawing paper, pens, pencils, erasers, sets of colored pencils, felt-tip pens, markers, pastels, watercolor paints, gouache, brushes; glue, colored paper, old magazines, newspapers, scissors, shreds of fabric, knitting threads, skewers for barbecue. Ways to check the expected results To assess the effectiveness of the program at the beginning and at the end of classes, the following methods are used: P. Torrance's test "Finish the drawing" (a test of non-verbal creativity), the Dembo-Rubinshtein self-assessment scale modified by A.M. Parishioners, questionnaire "Children's version of the CMAS overt anxiety scale (7-12 years old)" A.M. parishioners. In addition, a survey of parents is conducted at the end of the course. 4

5 Expected results positive changes in the psychological state of children, a positive picture of the world and the image of "I", awareness of internal resources; development of children's motor abilities through mastering various manual operations that affect their psychophysiological functions; reduction of emotional anxiety; increased self-esteem; development of communication skills; development of self-awareness; improving parent-child relationships; reinforcement of positive behavioral responses. Interaction is built in such a way that children learn correct communication, empathy, and careful relationships with peers and adults. This contributes to the moral development of the individual, provides orientation in the system of moral norms, and the assimilation of the ethics of behavior. There is a deeper understanding of oneself, one's inner world (thoughts, feelings, desires). There is an open, trusting, friendly relationship with the teacher. five

6 Curriculum-thematic plan Total Theme of p/n hours Theory Practice 1 Organizational lesson. Safety briefing 2 2 Self-knowledge My inner world Self-portrait Favorite fairy tale Collage “What am I?” 4 4 Self-expression My saddest story I will tell you my dream Chest of happiness Magic of music My mood Family My family Self-organization Letter-drawing to mom Map of excellent mood Resource fair The color of my mood Sources of strength Collage my life path World of my dreams 4 4 Communication Inner world Friend Friendship drawings Discovering a new galaxy Drawing as a keepsake Gift for a friend 6 6 Perception Draw music, color and rhythm Color therapy Character Portraits of what is inside and outside Beautiful garden Final lesson 2 2 Total

7 Content of the program Introductory lesson Topic 1. Organizational lesson. Safety briefing. Self-knowledge Theme 2. My inner world. Theoretical part. The outer world and the inner world. Knowledge of the inner world. Conversation with your "I". Social "I". Physical "I". Psychological "I". Depths of the inner world. Self-disclosure through spontaneous creativity, the manifestation of relationships and emotional reactions. Support for positive self-esteem. Understanding yourself and other people. Practical part. Isotherapy (Magic colors) Theme 3. Self-portrait. Topic 4. Favorite fairy tale. Practical part. Fairy tale therapy. Origami (making finger puppets). Drama therapy. Topic 5. Collage "What am I?" Practical part. Collage making. Application. Self-expression Theme 6. My saddest story. Practical part. Mandalotherapy (drawing in a circle). Topic 7. I will tell you my dream. Topic 8. Chest of happiness. Modeling. 7

8 Topic 9. The magic of music. Theoretical part. A conversation about music. The influence of music on the emotional state. Discussion: what kind of music do you like? What music do you listen to when you are sad? When is it joyful? Why? Practical part. Music therapy. Topic 10. My mood. Theoretical part. The concept of mood. Mood variability. Mood swings. Practical part. We draw the mood. Monotype. Salt dough molding. Family Theme 11. My family. Theoretical part. Family functions. Family structure. Doll therapy. Topic 12. Letter-drawing to mom. Self-organization Theme 13. Map of excellent mood. Theoretical part. What is a map. What are the cards. What does my mood map look like? Fairy tale therapy. Topic 14. Resource Fair. Practical part. Mandalotherapy. Topic 15. The color of my mood. eight

9 Practical part. Monotype. Topic 16. Sources of power. Application. Origami. Topic 17. Collage of my life path. Practical part. Application. Topic 18. The world of my dreams. Salt dough molding. Fairy tale therapy. Communication Theme 19. The inner world of a Friend. Theoretical part. What is friendship. What is a friend. Rules for effective communication. How to prevent conflict. Monotype. Topic 20. Friendship drawings. Practical part. Isotherapy (pair drawing). Topic 21. Opening a new Galaxy. Salt dough molding. Prototyping. Topic 22. Drawing for memory. Monotype. Topic 23. A gift to a friend. Practical part. Salt dough molding. Music therapy. nine

10 Perception Topic 24. Draw music, color and rhythm. Theoretical part. Perception, feelings and sensations. Discussion. What sounds make you feel good? Which cause fear? What are unpleasant? What sounds arouse curiosity? Music therapy. Topic 25. Color therapy. Theoretical part. What is color therapy. The color of the information carrier. Rainbow. Monotype. "My portrait in the rays of the sun." Character Theme 26. Portraits of what is inside and outside. Theoretical part. Types and traits of human character. General concept of character and its manifestations. Monotype. Topic 27. Beautiful garden. Practical part. Isotherapy. Fairy tale therapy. Topic 28. Final lesson. 10

11 Bibliographic list 1. Kopytin A.I. Fundamentals of art therapy. SPb., Kopytin A.I. Workshop on art therapy. SPb., Kopytin A.I. Theory and practice of art therapy. St. Petersburg: Peter, Lebedeva L.D. The practice of art therapy: approaches, diagnostics, training system. St. Petersburg: Speech, Rogers K.R. The formation of personality. A look at psychotherapy. M.: Publishing house EKSIMO-Press, Sakovich N.A. Workshop on creative psychotherapy: Educational manual. Minsk, Jung K. Archetype and symbol. M.: Renaissance, Zinkevich-Evstigneeva T.D. Workshop on fairy tale therapy. SPb.: Rech, Kapskaya A.Yu., Mironchik T.L. Developing fairy tale therapy for children. St. Petersburg: Speech, Kiseleva M.V. Art therapy in working with children: A guide for child psychologists, educators, doctors and professionals working with children. St. Petersburg: Speech, Kopytin A.I., Svistovskaya E.E. Art therapy for children and adolescents. M .: Kogito-Center, Kopytin A.I., Court B. Techniques of analytical art therapy. SPb.: Rech, Kapskaya A.Yu., Mironchik T.L. Wonder Planet. Developing fairy tale therapy for children. SPb.: Speech, Compiler of the program Myrza N.N., leader. mug "Art therapy" MOU DO "TSDUT" Rybnitsa 11

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Ekaterina Shitova
Art therapy lesson "The power of creativity" (art therapy as a method of developing stress resistance in adolescence)

Currently, more and more people around the world are experiencing stress. This is due to the large emotional stress that occurs in different life situations. Stress experience different ages groups: children from preschool age, schoolchildren, students and older people.

One of the reasons stress in children - the expectation of punishment from their parents for various offenses and poor school performance.

Teenagers and youth is exposed stress for various reasons. It can be stressful conditions related to passing exams, relationship problems in the family, with peers, learning difficulties, etc. Personal characteristics such as low self-esteem, self-doubt, fear of failure, uncertainty about one's future are also reasons stress in adolescence.

Currently, in psychology, more and more attention is paid to various art therapy methods that serve to successfully overcome stressful situations and the formation of stress resistance.

From english « art therapy» translated as "treatment based on art classes(pictorial) creativity...". However, in practice art therapy is not always associated with treatment in the strict medical sense of the word. There are many application examples art therapy as a means mental harmonization and human development as a way to resolve social conflicts.

Almost everyone (regardless of their age, cultural experience and social status) can participate in art therapy work, which does not require him to have any abilities for visual activity or artistic skills. That's why art therapy practically has no restrictions in use.

Art therapy work in most cases causes teenagers positive emotions, helps to overcome apathy and lack of initiative, form more active lifestyle. Art therapy is an appeal to the inner personal, life experience.

Thanks to art therapy you can get rid of negative thoughts that block the ability of our body, get rid of the defiant emotional stress. As soon as negative emotions become available for directed visualization, it becomes possible to get rid of them by expressing them in a drawing, sculpture or collage.

Art therapy is a powerful tool for stressful situations and how to get out of them. With its help, a person releases his emotions and thereby relieves stress. One of the important resource states of a person is self-confidence. forces, which leads to calmness and concentration of thoughts when fulfilling life goals. At formation of stress resistance there is confidence in one's own resources, self-esteem increases and the inner harmony of a person is restored, which leads to satisfaction life and personal development.

Art therapy session« The power of creativity» .

The target audience: teenagers

Number of persons: 10-12 people.

Age:14-16 years old.

Target - the formation of stress resistance in adolescence, harmonization of personality development through the development of self-expression and self-knowledge abilities.

Plan classes:

1. Preparatory exercise - "Color the picture" (20 minutes).

2. Basic exercises - "Expressing Concern", "Drawing with Both Hands" (45 min).

3. Final exercise - "My portrait in the sun" (15 minutes).

materials: album or paper for drawing; brushes, paints, colored pencils; CDs, tape recorder.

In the first exercise, participants classes coloring pictures. This task is preparatory. The purpose of the preparatory exercise is an: set up guys on occupation to create a favorable atmosphere for work.

Participants themselves choose the pictorial means who they want to work with. According to the chosen color scheme, one can judge the emotional state of a person at the moment. Drawings are most often abstract in nature, which contributes to the manifestation of fantasy.

Core exercises are the longest. They correspond to the goals and objectives classes:

The exercise "Expressing Concern" :

Participants classes are invited to take a comfortable, relaxing posture;

find a sense of anxiety in yourself; find out where she is localized: in the abdomen, face, head, legs; take colored pencils; subdominant hand (not with the hand with which the participant is engaged in labor activity) let go of your anxiety and put it on paper.

The exercise "Drawing with Both Hands" .

Participants draw with both hands. This exercise allows you to activate both hands and both hemispheres of the brain, helps to get rid of unnecessary dreary, anxious thoughts, and calms the nerves.

The purpose of the final exercise is to complete classes. It is usually short in time and easy to perform.

The exercise "My portrait in the sun" .

Participants draw the sun, in the center of the solar circle they write their name or draw their portrait. Then they draw rays and write their virtues along the rays, all the good that they know about themselves. It is necessary to try to have as many rays as possible.

Bibliographic list.

1. Kiseleva M. V. Art therapy in work with children: A guide for child psychologists, teachers, doctors and specialists working with children /M. V. Kiseleva. - St. Petersburg: Speech, 2007. - 160 p.

2. Kopytin A. I. Workshop on art therapy / A. I. Kopytin. - St. Petersburg: Peter, 2001. - 448s.

3. Kopytin A. I. Guide to group art therapy / A. I. Kopytin. - St. Petersburg: Speech, 2003. - 320s.

4. Loginova O. I. How to deal with stress? / O. I. Loginova // [Electronic resource] / Mode access: www.olga2901l.narod.ru

5. Marder L. D. Colored world. group art therapy work with children / L. D. Marder. - M.: Genesis, 2007. - 143 p.

6. Williams H. "Speaking" drawing, or how to know your deep "I AM"/ H. Williams. – M.: AST: Astrel, 2007. - 205 p.

Many of our customers fell in love with art parties, so every year there are more and more different options for holding such a creative event.

The bottom line is that each guest paints his own picture on canvas in 2 hours. Surprisingly, the presenters manage to create such an atmosphere in which absolutely all participants get a bright masterpiece. Even if you did not pick up a brush from school, in a short period of time you will be able to paint a picture that will surprise you and your family.

It's not that hard to follow the artist's step-by-step instructions. Participants note that, despite the fact that everyone draws the same plot, there is still room for creativity. If you put all the works side by side, it turns out that each artist managed to express his feelings with the sweeping strokes, the brightness or muted palette, etc.

The stories are endless. You can choose from ready-made works or suggest your own topic:

Where can you draw?

In cafes and small restaurants (you will be offered a choice of several addresses in the center of Moscow)
in parks or open areas of recreation centers
in the office or outdoors near the office
in a loft, tent, exhibition center building, etc.

4 options for art parties:

Outdoor Art Party (Artistnight OpenAir)
from 1500 rubles per participant

Naturally, such an event can only be organized in dry, warm weather. If you don’t have a grand corporate event planned in the summer, you can get out to such a creative master class. It is better for this purpose to opt for a cafe that has a summer outdoor area. It’s convenient that after drawing you can sit with colleagues or friends over a cup of coffee or have a hearty lunch, and you don’t need to move anywhere else.

Art therapy (Artistnight Art - Therapy)
from 1800 rubles per participant

Here already appears an additional leader - an art therapist. What exactly such a specialist does, you can read on special sites. The bottom line is that as a result of the lesson, you will wake up creative energy, get distracted from the hustle and bustle, get rid of negativity and stress.

The party is even more emotional, as the art therapist paired with the artist creates a special creative atmosphere, which helps to liberate yourself faster.

Painting + wine tasting (Artistnight Degustation)
from 2000 rubles per participant

Unusual, but already very popular format. The event is attended by a sommelier who, while you create paintings on canvas, tells interesting facts about wines, teaches you how to read a wine list, use accessories and choose the right glasses for each type of wine.

Creating paintings with live music (Artistnight Music)
from 2100 rubles per participant

Art party with musical accompaniment! Artists will help to create a masterpiece, and musicians will support the atmosphere of the evening.

It could be a cover band or a small instrumental duo. The organizers will offer options.

How to make an order

Contact me in any convenient way. It is better if you send an email with data on the number of participants, the expected date of the event, and wishes for choosing the format of the art party.

Holiday again
Contact person: Panasyan Irina
Write me:

Feb 03 2016 Details

material prepared by: music director Tatyana Borisovna Skretneva

Application of elements of art therapy in work with preschoolers

in music lessons

Art therapy (Latin ars - art, Greek therapeia - treatment) is a method of treatment and development with the help of artistic creativity. Art therapy today is considered one of the most gentle, but effective methods used in the work of psychologists, psychotherapists and educators. The tasks of the pedagogical direction of art therapy are development, correction, education and socialization.

The phrase "art therapy" in the scientific and pedagogical interpretation is understood as taking care of the emotional well-being and psychological health of an individual, group or team.

Opportunities for art therapy

We can say that art therapy is based on faith in the creative basis of man. It does not aim to make a person an artist or an actor. It is aimed primarily at solving psychological and pedagogical problems.

Almost everyone can take part in art therapy work, regardless of their age. It doesn't require him to be creative.

Art therapy allows you to get to know yourself and the world around you. In creativity, we embody our emotions, feelings, hopes, fears, doubts and conflicts. This happens at an unconscious level, and we learn a lot about ourselves. Through artistic and musical images, our unconscious interacts with consciousness.

Art therapy develops creative possibilities. During art therapy classes, a child can discover previously unknown talents.

Art therapy is a good way of social adaptation, because it mainly uses non-verbal communication. This is very important for children who find it difficult to express their thoughts in words.

Types of art therapy

If we talk about classical art therapy, then it includes only visual types of creativity, such as: drawing, modeling, painting, graphics and photography. But modern art therapy has more types of techniques. It also includes game therapy, isotherapy, fairy tale therapy, origami, mask therapy, drama therapy, music therapy, color therapy, sand therapy, dance-movement, body-oriented therapy, etc. In my work I use several types of art therapy:

Game therapy.

The game creates a positive emotional background.

When a child enters the image, his thought is working vividly, his feelings are aggravated, he sincerely experiences the events depicted.

dance therapy.

I include dance, plasticity, rhythm in my classes - this is a type of active musical activity, the basis
which is the interaction of music and rhythmic movement.

For example, "Dance of Joy."

Materials for work: music (any incendiary rhythms of ethnic music, classical and jazz); chiffon shawls or scarves (fabric); paints (gouache, watercolor, oil pastel), paper, brushes, water jar.

I stage. Music and movement.

I address children with the following words:

"Today we continue to meet in the Magic Land of Emotions. Music will be our assistant and friend. I will now turn on amazing sounds and invite you to move. Take a cloth. You can put it on yourself or just pick it up. Close your eyes, listen to the sounds and start make various movements.

The fabric in this case plays the role of a conductor and a guarantor of safety. When a child throws a cloth over himself, he becomes both invisible and visible. With fabric, it is much easier for him to move to the music, to perform his dance. The child sees everything and at the same time is protected by a transparent veil. We provide the necessary amount of time for dancing. In no case do not laugh, but cheer on the child dancers. Music and body movements will help children get rid of muscle clamps and allow them to enjoy the control of their bodies.

II stage. Painting (creating creative work).

When the children finish their dance, I suggest that they go to the table with art materials:

"And now the colors have already been waiting for you and they want you to paint the picture that you now want to do. Remember your dance, music and draw the feelings that you had during the dance. Perhaps your work will be called" My dance ". What was your dance about? What did you imagine when you danced? So, get to work!"

If it is difficult for children to immediately begin the first strokes and strokes, offer a few minutes to sit with their eyes closed. Let them imagine the dance, as if they see it with their inner eye. When they are ready, you can start drawing. Be sure to say that you can draw anything you want, any picture. You just need to listen to your hand and perform those hand movements that you want, and take those colors that your hand indicates.

III stage. Description of the picture.

At the end of the creative work, I suggest that the children come up with a name for the picture. Next, I ask the children to put the drawing a short distance from the author and give them the opportunity to compose a story based on their picture.

If the children are reluctant or sparingly tell, I ask them leading questions. In no case should you impose your understanding of a child's drawing and interpret it in your own way. Questions might be: "Is your drawing related to dance? Did you manage to convey a sense of joy and fun in your work? What colors did you depict your state of being? How do you feel now after completing the work?"

Be sure to thank the children for their work, for their efforts and sincerity.

This work will help children develop the ability to feel their body, listen to their feelings and express them with the help of movements. This is a good experience of expanding the sensory range and developing the inner "I" of each child.

body-oriented therapy

We learn to control our body, exercises for relaxation and relaxation help us in this, since the nervous system depends on the state of the body as a whole, and if the body is in tension, the nervous system works with overloads.

Music therapy

Music is the most effective and fast-acting influence on our auditory analyzers. It can correct the emotional state of the child. In order for the music to have a positive effect, I prepare the children for its perception (I suggest sitting in a comfortable position for him, relaxing, focusing on the piece of music). The music that sounds in the classroom is specially selected, arranged for children,

instruments are also selected, soft-sounding, beneficially influencing, with quiet dynamics.

In the process of listening to music, children can actively move, play children's musical instruments. To activate visual images, you can use various meditative music that conveys pictures of nature: “Sea Surf”, “Forest Magic”, “Dawn in the Forest”, “Rain Sound”, “Sparkling Stream”, etc.

After listening in a conversation with the children, I find out what the child “saw”, felt, “did” on an imaginary journey, what picture he can paint with words. Such a perception of music from the moment of “going out” beyond the real situation provides stress relief, distraction from the situation that is traumatic for the child. Activated feelings, emotions, experiences of the child create conditions for understanding the beautiful and the ugly, good and evil, love and hate, help to emotionally-sensually and actively respond to them, provide a sense of self-worth, belonging to other people, the adequacy of communicative manifestations.

Children also need to be taught to relax. After all, children, just like adults, are stressed physically and emotionally. This leads to irritation and irrational behavior. Breathing deeply and calmly can help prevent mood swings. Specially selected music helps the child to relax, focus on the created images, feel muscle relaxation.

All exercises are commented by the teacher under certain music, causing various emotions.

For example:

Exercise to activate the vitality "Energy" (for hyperactive children), music. M.

Ravel "Bolero".

Exercise for relaxation, relieving irritability (for hyperactive children), music. D.

Shostakovich from the film "The Gadfly".

An exercise that forms an optimistic mood "Joy of life" muses. J. Bizet

"Youth Symphony", dance music from operettas by R. Strauss, I Kalman.

An exercise that forms an attitude to the world: music. F. Chopin "Nocturne".

Exercise to overcome feelings of shame and shyness: "I can do everything" muses. I. Brahms "IV
symphony”, F. Liszt “Prelude”.

The sounds of the flute, playing the violin and piano have a relaxing effect. Calming
the effect is the sounds of nature. A mobile and disinhibited child, thanks to the perception
music, calms down, and an indecisive and non-contact child significantly increases his
own tone, vigor level.

Works that can have a relaxing effect:

P. I. Tchaikovsky "Sentimental Waltz", "Barcarolle";

C. Saint-Saens “Swan;

S. V. Rachmaninov "Concerto No. 2", beginning of part 2;

F. Chopin "Nocturne in F major", "Nocturne in D flat major", etc.

With irritability, fatigue, depressed mood, hyperactivity, increased
works of excitability are beneficial, soothing

J.S. Bach,

W.A. Mozart,

"Ave Maria" F. Schubert
"Prelude in C Minor" by F. Chopin,
"Melody" by K. Gluck and others.

Cheerful joyful mood appears from listening to music
D. B. Shostakovich "Festive Overture",

F. Liszt - finals of "Hungarian Rhapsodies" No. 6, 10, 11, 12, etc.

Different musical instruments have different therapeutic effects: piano - relieves excitability, calms the nervous system. Violin, flute - relax.

The main goal of art therapy is the harmonization of the internal state, that is, the restoration
the ability to find the optimal state of equilibrium that contributes to the continuation of life.