Drawing for kids. How a photographer with Down Syndrome sees the world Outline of a drawing lesson with the use of unconventional drawing methods for children with Down Syndrome

Educator additional education: Circular S.V.

Introduction.

Emotional development
Color perception
Development of imagination and creativity.

Drawing for the diagnosis of cerebral palsy.

“The origins of children's creativity and talent are at their fingertips.

In other words: the more skill in a child's hand, the smarter the child. "

/ V. A. Sukhomlinsky /

Introduction.

The graphic activity of children as a part of art enters the life of a person from early childhood, the prototype of adult activity contains the socio-historical experience of generations. A child cannot master this experience without the help of an adult. It is the adult who is the bearer of this knowledge and its transmitter. Acquiring knowledge with experience, the child develops.

In the process of drawing, sculpting, appliqué, the child experiences a variety of feelings: he rejoices at a beautiful image that he created himself, upset if something does not work out. But the most important thing: by creating an image, the child acquires various knowledge; refined and deepened his ideas about the environment; in the process of work, he begins to comprehend the qualities of objects, memorize them characteristics and details, to master fine skills and abilities, learns to use them consciously.

This type of activity has always attracted the attention of scientists of different directions - psychologists, teachers, art critics. Even Aristotle noted: drawing practice contributes to the versatile development of the child. Outstanding teachers of the past - Ya. A. Komensky, I. G. Pestalozzi, F. Frebel - and many Russian researchers also wrote about this. Their works testify: drawing lessons and other types of artistic activities create the basis for full meaningful communication between children and adults; perform a therapeutic function, distracting children from sad, sad events, relieve nervous tension, fears, cause a joyful, high spirits, provide a positive emotional state. Therefore, classes on visual activities with children with disabilities are especially important. Here every child can express himself to the fullest, without any pressure from an adult.

The role of visual activity in the development of the child.

Visual activity for children with disabilities as a form of artistic activity should be emotional and creative. In the center for work on the development of creativity there is an office with the necessary equipment, materials and manuals. The task of the teacher is to provide an emotional, imaginative perception of reality, to form aesthetic feelings and ideas, to develop imaginative thinking and imagination, to teach children how to create images, the means of their expressive performance, to acquaint them with various types of non-traditional techniques of drawing, application and modeling.

Drawing, modeling, applique - types of visual activity, the main purpose of which is a figurative reflection of reality. Mastering the ability to portray is impossible without purposeful visual perception - observation. In order to draw, sculpt any object, you must first familiarize yourself with it well, remember its shape, size, color, design, and location of parts. For the mental development of children, the gradual expansion of the stock of knowledge is of great importance on the basis of ideas about the variety of forms of the spatial arrangement of objects in the surrounding world, different sizes, and the variety of shades of colors.

Visual activity or productive activity, since their result is the creation of a certain product by the child: drawing, applique, modeling. The importance of iso - activity for the all - round development and upbringing of a preschooler with a general speech underdevelopment is great and multifaceted. Acting as a specific figurative means of cognizing reality, it is of great importance for the mental education of a child, which in turn is closely connected with the development of speech. For corrective purposes, work in small parts should be used. This division contributes to the switching of activities, increasing their efficiency, delaying fatigue, helping to get involved in the activity on time, and normalizing the pace of work. In turn, it allows for the alternation of explanation with the execution of work. The specifics of the construction of such a lesson is determined by the characteristics of children with disabilities - their rapid fatigue, distraction. The alternation of explanation with the performance of work also solves correctional and educational tasks: education of endurance, inclusion in activity, its pace.

Three main stages should be distinguished in the child's creative activity.

The first - the emergence, development, awareness and design of the idea. The theme of the upcoming image can be determined by the child himself or suggested to him.

Basically, children often change the idea and, as a rule, naming what they want to draw, then create something completely different. Only on condition that the lessons are carried out systematically, the concept and implementation in children begin to coincide. The reason lies in the situational thinking of the child: at first he wanted to draw one object, suddenly another object enters his field of vision, which seems to him more interesting. On the other hand, when naming the object of the image, the child, while still having very little experience of activity, does not always correlate what was conceived with his visual capabilities. Therefore, taking a pencil or brush in hand and realizing his inability, he abandons the original plan. The older the children, the richer their experience in art, the more stable their design becomes.

Second phase - the process of creating an image. The topic of the task not only does not deprive the child of the opportunity to show creativity, but also directs his imagination, of course, if you do not regulate the decision. Significantly greater opportunities arise when a child creates an image according to his own design, when only the direction of choosing a theme, the content of the image, is set.

Activity at this stage requires the child to be able to master the methods of image, expressive means specific to drawing, modeling, application.

Stage three - analysis of the results - closely related to the two previous ones - this is their logical continuation and completion. Viewing and analysis of what children have created are carried out at their maximum activity, which allows them to more fully comprehend the result of their own activities.

Visual activity is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space. With children with disabilities, we try to define and name all these properties, compare objects, find similarities and differences, that is, we perform mental actions. Thus, visual activity promotes sensory education and the development of visual-figurative thinking in children with disabilities.

Emotional development

We all know that drawing is one of the greatest pleasures for a child. In drawing, his inner world is revealed. While drawing, the child reflects not only what he sees around him, but also expresses his own imagination. And as adults, we shouldn't forget that positive emotions are fundamental to children's mental health and emotional well-being. And since drawing is the source of a child's good mood, we, teachers, need to support and develop a child's interest in visual arts.

Working with children, we came to the conclusion: a child needs the result that causes him joy, amazement, surprise. For greater effect, we used various non-traditional drawing technologies, plasticineography, testoplasty and many others.

It is very important what results the child will achieve, how his creative potential will develop. The use of such techniques will satisfy his curiosity, help to overcome such qualities as: "fear of appearing funny, inept, and misunderstood."

Working in this direction, we made sure that drawing with unusual materials, original techniques allows children with disabilities to experience unforgettable positive emotions. The result is usually very effective and almost independent of skill and ability. Non-traditional methods of image are quite simple in technology and resemble a game. What child will not be interested in drawing with his fingers, drawing with his own palm, putting blots on paper and getting a funny drawing? Non-traditional techniques are an impetus to the development of imagination, creativity, the manifestation of independence, initiative, expression of individuality. By applying and combining different ways of depicting in one drawing, Children with disabilities learn to think, independently decide which technique to use, so that this or that image is expressive. Drawing with the use of unconventional image techniques does not tire children; they remain highly active and efficient throughout the time allotted for completing tasks.

All types of art activities with correct organization positively affect the physical development of the child. They contribute to raising the general vitality, creating a cheerful, cheerful mood.

Color perception.

Color in children's drawings is a special phenomenon. The collection of colors, endowed with a specific content, creates the color of the image. In senior preschool age ideas about colors are fixed. Children are introduced to the basic principles of the harmonious combination of colors and their shades. Color acts as the main means of painting in painting. (magazine September 1 Visual activity is one of the fundamental aspects of the development of speech of a preschooler. Gubarevich Lyudmila Izotovna)

The perception of color has a great emotional impact on the child, although it is often not an essential characteristic. Therefore, it is not always necessary to highlight it specifically during the examination. But at the same time, color is one of the main means of expression in the drawing. In color relationships, children can also learn standards by which they will be guided in the future.

In order to draw, sculpt an object, it is not enough just to see it and recognize it. The image of an object requires a clear idea of \u200b\u200bits color, shape, design, which the child can receive as a result of preliminary targeted observations. The role of the visual apparatus is especially important in this work.

In the studies of V.S. Mukhina notes that exercises in the field of visual perception contribute to the development of observation, visual memory, the ability to more accurately determine spatial relationships, subtly distinguish between shapes and colors, and for comparison. Features of perception, as the main indicator of a child's sensory development, depend on differences in the state of the perceiving apparatus: vision, tactile sensations, etc., which contributes to the development of thinking, attention, imaginative imagination. Comparison, distraction, generalization, analysis and synthesis - all these various mental operations take place in the drawing process.

In the process of iso - activity, the child's visual memory is actively formed. As you know, a developed memory serves as a prerequisite for successful cognition of reality, since thanks to memory processes, memorization, recognition, reproduction of cognizable objects and phenomena, and consolidation of past experience occur.

Development of fine motor skills of the fingers

The goal of work on the development of fine motor skills is to develop the relationship between the cerebral hemispheres and synchronize their work. In the right hemisphere, we have various images of objects and phenomena, and in the left they are verbalized, that is, they find a verbal expression, and this process takes place thanks to the "bridge" between the right and left hemispheres. The stronger this bridge, the faster and more often nerve impulses go along it, the more active the thought processes, more precisely attention, the higher the ability.V.A. Sukhomlinsky said: "The mind of a child is at the tips of his fingers." “The hand is the instrument of all instruments,” said Aristotle. “The hand is a kind of external brain,” wrote Kant.

The connection of hand movements with speech was noted back in 1928 by V.M. Bekhterev, who noted the stimulating effect of hand movements on the development of speech. Based on specially conducted research by M.M. Koltsova (1973) suggested that the movement of the fingers stimulates the maturation of the central nervous system, and accelerates the development of the child's speech.

These data indicate the need for systematic work on the formation of general and fine motor skills of hands in classes with children with disabilities.

Simple movements during gymnastics before class help to remove tension not only from the arms themselves, but also to relax the muscles of the whole body. The better the fingers and the whole hand work, the better the child speaks.

We recommend starting each lesson on the development of visual activity with the elements of self-massage of the hand and fingers. Assistance, if necessary.

Massage is a type of passive gymnastics. Under its influence, impulses appear in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect of the central nervous system, as a result of which its regulatory role in relation to the work of all systems and organs increases.

Self-massage begins and ends with relaxation of the hands, stroking:

Self-massage of the back of the hands.
Self-massage of the palms.
Self-massage of the fingers.

Finger gymnastics is a type of exercise that is widespread in speech therapy practice; repetition and reinforcement in art classes contributes to the most productive activity of a child with disabilities. Finger games are an important part of the work on the development of fine motor skills of the hands. They are exciting and contribute to the development of speech, creative activity. In the course of finger games, children, repeating the movements of adults, activate hand motor skills. Thus, dexterity, the ability to control their movements, to concentrate on one type of activity are developed.

collecting pyramids, nesting dolls, mosaics:
stringing rings on braid;
work with manuals for fastening zippers, buttons, buttons, hooks, locks of various sizes;
busting cereals;
work with paper;
modeling (clay, plasticine, dough);
lacing on special frames, shoes;
tying knots on a thick rope, string, thread;
games with sand, water;
tightening screws, nuts;
games with a constructor, cubes;
drawing in the air;
drawing with various materials (pencil, pen, chalk, paints, coal, plasticine, etc.);
needlework.

Mastering writing skills - long laborious process, which is not easy for children with cerebral palsy. When working on the formation of a skill, the teacher and parents must remember that the following conditions are met:

Correct writing fit.
Hand positioning.
Orientation on notebook page and line.
Correct hand movement along the line.
Hatching.
Trace patterns, templates.
Graphic exercises.
Letter elements of lowercase letters.

And exercises such as shading, graphic dictations, writing of letter elements contribute not only to the development of hand muscles, their coordination, but also visual perception, spatial orientation, as well as the formation of inner speech, figurative and logical thinking.

The family has a huge, if not leading, role in preparing for writing skills. After all, the formation of this skill is due to many factors, including those that affect the child outside the walls of the rehabilitation center. In addition, the success of the work on the formation of this skill depends on its systematicity.

Development of imagination and creativity

Every person, every personality in the social plan is characterized by his activity. Activity can be defined as a type of human activity aimed at cognition and transformation of the surrounding world, including the conditions of its existence in the surrounding world. Activity itself is one of the important conditions for the existence of society, through activity, information is exchanged, which is a necessary condition for the existence of both a living organism and various systems.

A.I. Polovinkin identifies three types of activity characteristic of a person: reproductive, productive and creative activity. Creative activity is characterized by thinking and creative imagination, and is associated with overcoming limitations. Creative imagination is aimed at creating an original image, which then formalizes thinking, and for creativity there are no standard samples, recipes that it must follow. A.I. Polovinkin believes that the development of creative abilities created by the accumulation of creative experience contributes to the formation of a creatively active personality. The development of creative abilities in children with disabilities is one of the necessary conditions for their successful socialization in society.

Methods used when working on visual activities with children with disabilities.

The success of upbringing and teaching largely depends on what methods and techniques are used by the teacher and parents to convey a certain content to children with disabilities, to form their knowledge, abilities, skills, and also to develop abilities in a particular field of activity.

Methods of teaching visual activity and design are understood as the system of actions of the teacher and parents organizing the practical and cognitive activities of children.

Recently, a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:

informative - receptive;
reproductive;
research;
heuristic;

method of problem presentation of material.

The information-receptive method includes the following techniques:

examination;
observation;
excursion;

sample teacher;

showing the teacher.

The verbal method includes:

conversation;
story, art history story;
use of teacher samples;
artistic word.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercise to make the skills automatic. It includes:

receiving a replay;
work on drafts;
performing shaping hand movements.

The heuristic method is aimed at demonstrating independence in any moment of work in the classroom, i.e. the teacher invites the child to do part of the work independently.

The research method is aimed at developing in children not only independence, but also fantasy and creativity. The teacher proposes to independently do not any part, but all the work.

The method of problem presentation, according to didactics, cannot be used in teaching with children with disabilities.

Advice for the family in the development of visual creativity in a child with disabilities.

The well-known teacher I. Disterweg believed: "The one who draws gets more in one hour than the one who only looks for nine hours." According to many scientists, children's drawing is also involved in the coordination of interhemispheric relationships, since in the process of drawing, concrete-figurative thinking is coordinated, associated mainly with the work of the right hemisphere of the brain. Abstract-logical thinking is also coordinated, for which the left hemisphere is responsible.

The connection between drawing and thinking and speech is especially important here. Awareness of the environment occurs in a child faster than the accumulation of words and associations. And drawing provides him with this opportunity to most easily express in a figurative form what he knows, despite the lack of words.Most specialists - both psychologists and teachers - agree that children's drawing is one of the types of analytical-synthetic thinking: when drawing, the child, as it were, forms an object or thought anew, formalizing his knowledge with the help of drawing, studying patterns concerning objects and people in general , "Outside of time and space." After all, children, as a rule, do not draw a specific image, but generalized knowledge about it, denoting individual features only with symbolic signs (glasses, beard), reflecting and ordering their knowledge about the world, realizing themselves in it. That is why, according to scientists, drawing is as important for a child as it is for talking. After all, it is no coincidence that L. S. Vygotsky called drawing "graphic speech."

Being directly connected with such important mental functions as vision, motor coordination, speech and thinking, drawing not only contributes to the development of each of these functions, but also connects them with each other. Helps the child to organize the rapidly assimilated knowledge, to form and fix the model of an increasingly complex view of the world. Finally, drawing is an important information and communication channel.

Visual activity is of great importance for the development and education of children with disabilities. Art creates a holistic picture of the world through emotional images, thoughts, feelings available to every child. Drawing something, the child can sympathize, empathize. The feeling of belonging to man, nature, animals helps the child to overcome alienation, isolation. Drawings are an image of reality, which reflects the child's inner world, his emotional experiences, relationships with the outside world as a whole; state of intelligence, its performance, perception, thinking, mood.

How to organize a home drawing class.

Any activity of children, especially artistic in its content, requires an appropriate organization of the objective - spatial environment.

Therefore, it is so important for home drawing lessons to choose the right visual material and create a specially equipped corner of creativity.

First of all, parents need to purchase a variety of art material: good paper of different sizes, gouache, brushes, simple and colored pencils, wax and pastel crayons, felt-tip pens. All materials must be safe for the baby.

For drawing, first of all, you need paper - sheets from albums, sheets of large format: Whatman paper or rolls of wallpaper. It is convenient for a child to draw on such paper with pencils and paints, it does not get wet or warp. Besides, large sheets allow the child to not restrict hand movement.

Take care of the shape of a sheet of paper, it can be a square, rectangle, triangle, circle or cut out silhouettes of any objects (dishes, clothes).

Stock up on colored paper or tint some of the album sheets. To do this, take a small saucer of water and dilute the gouache in it, the intensity of the color will depend on the amount of paint used. Then dip a foam sponge into it, slightly squeeze it out and evenly apply the diluted gouache on a sheet of paper, directing your hand from left to right. After a while, the paint will dry and you will have colored sheets. Thus, you are ready to offer your baby paper of different shapes, colors and sizes. A stock of paper is necessary so that you can replace an unsuccessfully started work or offer a second sheet in time if the child wants to draw more.

The first paints that a child gets acquainted with is gouache. Gouache is produced in plastic jars with colored lids, it is convenient for the kid, since he himself can choose the color of paint he needs. To begin with, the baby needs four or six colors, and then he can be given the whole set of paints.

Gouache is an opaque, opaque paint; therefore, when working with it, you can apply one color to another. If the paint is very thick, you can dilute it with water to a sour cream consistency.

When buying brushes, pay attention to the number on the wooden handle, the thicker the brush, the larger the number. Thick brushes are suitable for painting with gouache.

Do not forget about a jar of water for washing the brush, sippy jars with lids, linen rags to remove excess moisture from it, as well as a stand that will allow you not to stain the drawing and the table, are very convenientthe child decides to postpone drawing.

The most common visual material is colored pencils, there may be 6, 12, 24 pieces in a box. It is better for a child to draw with soft colored or graphite (M, 2M, 3M) pencils. It will be convenient for him to pick up and hold thick pencils with a diameter of 8-12 millimeters, pencils should always be well sharpened. Teach your child to put pencils in a box or place in a special glass for drawing.

For drawing, you can also give pastels - short sticks of matte colors. There are usually 24 of them in a box or a little more. It is a drawing-friendly material. Only it is necessary to handle it carefully - small brittle, fragile require increased accuracy and care in work. With the edge of the chalk, you can draw a thin line, and with the side surface, paint over large planes of the sheet. Pastel crayon colors blend easily with each other right on the paper. The drawing is bright and picturesque. The disadvantage of crayons is that they get dirty, easily fly around, store pastel works, shifting them in a folder with thin paper.

Wax crayons and crayons are more practical. Crayons are short wax sticks, thinner and longer pencils. They easily and softly get a wide textured line. They are held in the hand just like ordinary pencils.

For drawing, the child often uses felt-tip pens. It is easy to draw with them, bright color images remain on paper. But it is precisely this property of theirs that does not allow obtaining mixed colors. After drawing, the felt-tip pens must be closed with caps, otherwise they will dry quickly.

How to properly prepare a workplace.

You have purchased all the material you need to practice art, and now take care of the workplace for drawing.

The room should have good natural light, if it is not enough, use additional artificial lighting.

Remember, the light should come from the left side - if your child is right-handed (light from the right side, if your child is left-handed), so as not to shade the work surface. Pick up furniture that matches the growth of the baby, lay an oilcloth on the table. Place him at the table so that he is comfortable, train him to sit up straight, not bending too much at the table.

In the first drawing lessons, offer only a sheet of paper and one can of paint to choose from two or three colors. Do not open the jars. When the child pulls out one of them, show how to open it. If, after looking inside, the baby wants to take paint, do not stop him, let him experiment. After running his hand over the paper, he will be surprised to find the remaining trace, And now you can show how to paint with a brush. When the first lines, strokes, spots appeared, ask: What is it? What did you do? Imagine with children, look for similarities with already familiar objects and characters. This will be an exciting experience for both you and your baby. It will take 3-5 minutes to get acquainted with the materials, and the drawing process itself should not last longer than 20-25 minutes. At the end of the session, be sure to praise and show his drawing to all family members.

Drawing for the diagnosis of cerebral palsy.

In our work with children diagnosed with cerebral palsy (ICP), we follow the principle of a differentiated approach to education and upbringing. This necessitates drawing up an individual correction plan for each child. Before drawing up such a work plan, we carry out diagnostics (pedagogical and psychological).

We record the information obtained in a comprehensive diagnostic chart of the child's mental and physical development. The content of the map reflects anamnestic data, characteristics of the cognitive sphere - the level of development of perception, attention, memory, thinking, speech; indicators of motor development - general and fine motor skills, features of the social-emotional sphere.

Based on these data, we draw up an individual correctional and developmental plan for each child, which reflects the main directions of correction and specific tasks for the formation of skills and abilities, the pace of advancement and expansion of the “zone of proximal development” potential opportunities for the period of rehabilitation and work at home after rehabilitation ...

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

Difficulties in mastering the subject image in the development of the content side of drawing in preschoolers with cerebral palsy are closely related to the underdevelopment of perception, figurative thinking, subject and play activities, speech, that is, those aspects of the psyche that form the basis of visual activity. One of the main tasks of the initial period is the formation of a motivational - need-based plan of activity.

At the beginning, art - activity classes are conducted individually with each child (within the framework of rehabilitation) in order to take into account the capabilities and individual characteristics of each child. After classes, parents also receive individual advice on newly acquired skills and methods of image, modeling, application. An important role belongs to graphic exercises - special training tasks used to develop manipulative activity. Such exercises not only contribute to the formation of graphic skills, but also produce a therapeutic effect: they contribute to the normalization of the disturbed tone of the muscles of the hands, and serve as prevention of the formation of contractures of the joints of the fingers and hands. In the complex of work on teaching drawing, it is necessary to form in children the formative movements of the hand in the air and on the plane.

When a child is just starting to learn to draw, sculpt, it is very important that he learns from the very beginning the correct techniques for working with pencils, paints, and plasticine. Therefore, we perform all actions in front of children. Often, when holding a pencil, a brush, a child has lethargy of his fingers and vice versa, excessive tension and low mobility. Sitting next to the child at the table, we show how to hold the pencil correctly (set your hand in the desired position, place the pencil in the child's hand and help him hold it). Then the child also performs independently, and the teacher guides the hand and fingers. Starting to draw with vertical, horizontal, oblique lines gradually complicate the exercise.

For the image, we select the most attractive surrounding objects that evoke an emotional response in children. Depicting certain objects and plots, I accompany them with emotional verbal explanations, an appeal to children, expressive gestures, movements. At the same time, I propose to children to demonstrate what is depicted.

The next task of teaching visual activity for children with cerebral palsy is the formation of examination methods: palpation before sculpting volumetric objects, using visual - motor modulation of the form. In modeling lessons, children for the first time begin to feel the movements of each finger (when they press in the plasticine, tear off pieces from it), as well as with their hands (when they roll out and flatten a lump of plasticine or dough). Often a child, having put a lump of plasticine between his palms, cannot give it the desired shape. You can take the baby's palms in your hands and teach how to squeeze the lump so that the child feels the right movement and its strength. The survey is carried out in a certain sequence: from the perception of the object as a whole to the isolation of its individual parts and basic properties (shape, relationships in size, location in space, color). The examination ends with the perception of a whole object. We use real objects, toys, ready-made stucco crafts and others as nature.

During the examination, it is very important to evoke in children with cerebral palsy positive emotions towards the subject itself. This is facilitated by playing around the object, its holistic perception. In the course of training, I also solve the problems of ensuring the operational and technical side of the activities of my pupils. This work is connected, on the one hand, with the assimilation of techniques and skills of visual activity by children, and on the other hand, with the development of their ability to independently select the means necessary for constructing various images.

As a result of several years of observation, it can be concluded that visual activity using non-traditional techniques is the most accessible to children with cerebral palsy.

Finger drawing makes children happy, and positive mood... When the colors opened up in front of the child, his eyes immediately fled - everything is so bright, beautiful! How can he resist the temptation and not dip his finger into a jar of paint that he has chosen? Since the finger is in paint, it is interesting to leave your own imprint on something.

No wonder they say that the mind is at your fingertips. A child grabbed a large brush with his fingers, and like a worker - an excavator scoop up the soil with a bucket, so a child scooped paint from a jar and looks for an area where to “pour” the paint: a small brush requires a small “area”, and a large brush requires a large sheet of paper.

The child expresses himself as best he can, draws what is in his soul. The sea means we are working on the waves, if the sky is working on the clouds.

In art classes, children with disabilities master the ability to use not only a pencil, brush, paint, but also a candle. They hatch, paint over the drawing, print with leaves

and stamps from potatoes, carrots, draw with a bird's feather.

Draw with a hard brush, using the poking technique, create images with glue and semolina, sawdust, shavings, various cereals - peas, beans, oats, rice. Children use lumps from paper napkins in their work, they are able to perform volumetric applique from paper napkins.

In the course of mastering these skills, motor skills develop (movements of the hand, fingers), visual-motor coordination is formed, and the hand prepares for learning to write.

Art classes help education positive qualities personality: perseverance, attention, ability to bring the work started to the end.

We achieve great corrective effectiveness in the learning process in conducting classes using mixed techniques of depicting objects and phenomena of the real world.

The combination of stencil painting with paints, a brush and a finger with a cut-off applique ("The Sun", "Leaf", "Clouds"), the creation of collages and other types of work contribute to the emergence and realization of joyful, immediate emotions with pronounced individual manifestations.

Lessons manual labor, especially work with objects of wildlife - leaves, branches, seeds, cones, acorns and others develop polymodal sensations and representations in children, activating their cognitive, personal and motivationally-forming sphere.

Working with paper, fabric of various textures, threads, ropes creates the prerequisites for the subsequent preparation of children for acquaintance with the elements of work.

In conducting classes, we adhere to a phased conduct - an emotional mood (a friendly meeting of a child), finger games and gymnastics by age, examining an object for drawing, modeling, a sample must be present at work so that the child can assume the result of his activities (while we we always proceed from the wishes of the child himself).

Thus, special exercises and the use of non-traditional techniques allow stimulating the actions of the speech zones of the cerebral cortex, which has a positive effect on the speech of children with cerebral palsy, improves memory, imagination, thinking, and attention.

According to the results of correctional and developmental work, we note the dynamics in the development of children: a positive emotional background prevails, children become more active, there is a decrease in negative emotional and behavioral manifestations - stereotypes, affective outbursts, attention becomes more stable, the adoption of simple instructions is characteristic, self-control increases. Some children develop sensory standards of color, shape, size. The success of children in the development of speech function is indicative: the level of understanding of speech increases, the active vocabulary is significantly replenished, some children are happy to demonstrate their successes and abilities.

When assessing the dynamics of a child's progress, we do not compare him with other children, but compare him with ourselves at a previous stage of development. pedagogical work

Drawing with children with Down syndrome.

Children with Down syndrome have some peculiarities in the formation of fine motor skills, the development of which is of great importance, since it gives a child with Down syndrome the opportunity to interact with the outside world, and, therefore, contributes to the formation of speech, writing and self-care skills, and children also reveal their capabilities ...

A child with Down syndrome has the same developmental stages as ordinary children. but the average timing of the onset of skills is lagging behind the norm, and the age range of onset is much wider than that of normal children.

In the early stages of fine motor development, a baby with Down syndrome uses shoulder and forearm movements instead of brushing. gradually, the child begins to form wrist stability: he learns to hold his palm in the position necessary for performing certain action... with reduced tone, it is easier for a child to stabilize the wrist by placing the hand on a hard surface with the thumb up. the thumb, forefinger and middle finger work, while the edge of the palm and little finger provide stability. then the ability to rotate the wrist in different planes gradually develops.

The formation of the capture goes through the following stages:

palmar grip;
pinch;
tweezers and their intermediate forms.

The sequence is preserved, but the formation of the grip has its own peculiarities: later the involuntary grip fades out, in the absence of special work, a prolonged "looping" on the palmar forms of the grip is possible. Up to three to four years, a grip without the participation of the thumb can be observed, the tweezers can be gripped with the thumb and middle fingers. the grip strength is reduced. The development of fine motor skills is realized in the game, various types of construction and visual activity (drawing, modeling, application), as well as during the meal and preparation for it. Here we will look at how the development of fine motor skills occurs during visual activity. since creativity for a child is an innate ability, and it can rightfully be called the driving force of personality development. When organizing work on the development of fine motor skills, a number of priority areas are highlighted related to the developmental features of children with Down syndrome.

1. Formation of readiness for the development of fine motor skills: development of a sense of balance, hand-eye coordination (ball game), coordinated hand movements, imitation (can be achieved by teaching song songs with movements or finger games).

2. Formation of stability, and then of rotational movements of the wrist (formed in parallel with the complication of the grip).

3. Formation of a grip, that is, the ability to reach for an object, take and hold it, as well as the ability to manipulate it, take it, put it in a certain place.

The manifestation of any form of capture is significantly ahead of its use in activity. this is observed in almost all children. so, for example, a baby of one and a half years, collecting dust particles from the carpet using a tweezer grip, will draw with a pencil for a long time, holding it in his fist.

Developing grip while drawing

palmar grip

The child takes objects, raking it with his fingers to the palm. In children with Down syndrome, in activity, such a seizure is formed by 13 - 16 months.

the first stage of the formation of the palmar grip

The child holds a chalk, felt-tip pen or thick pencil in a fist, obliquely of the palm. the working end is directed towards the little finger. the thumb is pointing up. this gripping method is suitable for drawing on a horizontal surface and is convenient for teaching drawing. the child draws by moving his whole arm from the shoulder.

"Pips for a chicken" (children leave a dotted mark on a horizontal sheet of paper)

the second stage of the formation of the palmar grip

The child grabs the crayon by opposing the thumb ("Rake"). The working end points up. Convenient for painting on a vertical surface. "The sun is shining", "It is raining" (children learn to draw vertical lines)

palm-finger grip

(formed in children with Down syndrome by the age of 2-5)

The object lies in the palm of your hand obliquely, the working end is clamped between the middle, index and thumb (convenient when drawing on a vertical surface). "The bunny walks on the grass" (children learn to freely draw vertical lines). "Animals are going to visit" (drawing horizontal paths for animals). "We stir the porridge", "Colored balls" (during work, the quality of the palm-finger grip, accompanied by the rotation of the wrist, is improved). Learn to draw rounded doodles.

pinch grab

(refers to the ability to pick up and hold an object with your thumb, middle and forefinger).

In children with Down's syndrome, when drawing, it is used by 4-8 years. in more simple types activity has been used in parallel with the palm-digital from the age of three. To facilitate the transition from palm-finger grip to pinch grip, you can use short crayons that cannot be gripped with the palm. At this time, the child begins to paint with a brush using the wetting and touching method. "Footprints in the Snow", "Leaves are Falling", "The Grass Has Grown" (the work is done using the wetting method - brush flat). "Rain", "Fireworks", "It's snowing", "Mimosa branch", "Ripe rowan" (works are done by touching - brush vertically).

tweezers

(observed after 5-8 years). When gripping with "tweezers", the child takes and holds the object, pinching it with his thumb and forefinger.

At the first stage of the formation of this grip, the child takes the object with the pads of the thumb and forefinger. this grip is used when working with plasticine, when creating applications from paper, small household items and natural materials.

At the second stage of the formation of the tweezers grip, the child takes the object with the tips of his thumb and forefinger. such a grip is rarely used in everyday life, but it is needed when working with beads and small beads, when pulling out a thin thread from the fabric.

Grip development during sculpting

work requiring the use of a palm grip

Knead the plasticine in the palm of your hand, flatten it on the table, later between the palms ("Pancakes", "Plates", "Disks for a pyramid").

Roll out plasticine columns on the table. direct hand movement ("Sausages", "Sweets").

Roll out plasticine columns with straight movements between the palms of the hands "Logs for the house". The house itself is assembled by the teacher.

The task to roll plasticine balls in circular motions of hands on the table, then between the palms assumes the ability to firmly fix the wrist on the weight ("Kolobok", "Ball", "Tumbler", "Berries"). Stick sticks into plasticine, holding them in a fist ("Hedgehogs"). Break the plasticine post ("Let's feed the animals"). (Note: the last two types of work are performed using the palm grip method only in the absence of a "pinch".)

works involving the use of "pinch" and "tweezers" grip

Break the plasticine column ("Chicken Pips"). Connect the edges of the plasticine column ("Drying", "Rings for a pyramid"). Stick a stick into the plasticine, holding it with a pinch ("Apple", "Hedgehog"). After sculpting a round shape, pull back the sharp tip ("Vegetables-fruits"). Pinch the edges of the plasticine product ("pie", "flower"). To make a stack of dents in plasticine ("Eyes at a hedgehog", "Buttons at a tumbler").

Development of the grip during application.

The baby can start this type of activity only when he has a grip with three and two fingers, as well as the ability to accurately place an object in a certain place. In the first stages, plasticine or glue stick is used to connect the parts.

types of jobs

Tear off pieces of thin paper, cotton wool, apply to the surface smeared with glue ("Snow", "Leaves", "Flowers").
Attach natural material and small household items to cardboard using plasticine, pressing them with your palm or index finger (buttons: "Christmas tree toys", "Wheels to the car", "Eyes for animals". Shells: "Flowers", "Butterflies", etc. .d.).
Flatten plasticine on cardboard, make dents with a stack ("Buttons", "Eyes", "Flowers").

Reduced muscle tone to varying degrees is presented in almost all children with Down syndrome, which affects the formation of fine motor skills, making it difficult to form a grip, hold and manipulate objects. It is very important to gradually develop the ability to rotate the wrist in different planes and keep it in the middle position. The strength of children with Down syndrome is their ability to imitate. Children willingly imitate the simple movements necessary for drawing, appliqué and sculpting.

Drawing with autistic children.

Many autistic children are good at drawing, doing art. Various drawing techniques can be used in the lessons. This is finger painting, water printing, the use of various drawing devices such as ear sticks, sponges, cotton wool. There are a huge number of drawing techniques, perhaps the child himself will tell you what is more pleasant for him to draw.

Such activities develop the child's imagination and along the way fine motor skills. Everyone knows that an autistic child thinks in images, and in creating a picture he uses this. Somewhere it is even easier for him to draw about his needs and desires than to say, especially if the child does not speak. This is one of the methods of involving a child in communication with adults. You just need to push him to this through various games associated with drawing. We must not just give the child an assignment and watch, but also participate. Start drawing one picture with him. Perhaps the child will not want to do this, but you can start without him. He will definitely connect, because he is interested in what you are doing there. And then it will already be possible to complicate the work.

It is very important to develop tactile perception. To do this, you can take a small box, fill it with any cereal or sand and hide pebbles or large buttons inside, for a start 2-3, no more. The child must find and get them, gradually the number of pebbles can be increased to 10-15. Another similar task: pour water into a bowl, put coins on the bottom, the child should try to get them. It is necessary to develop tactile and kinesthetic sensations. Games with different materials are well suited for this. Silk, wool, toilet paper and sandpaper can be used.

Sculpting is one of the most important corrective techniques: both motor skills and sensory sensitivity will develop at the same time. For modeling, you can use a mass for modeling or ordinary plasticine. The child rolls out plasticine, makes balls out of it and simply kneads it.

In the classroom, you can not only play with plasticine, create applications from colored paper, design from cubes, but also include new things in your work. Use natural material, various cereals, seeds, chestnuts, acorns. It is easier for a child to see, touch, smell and understand natural objects. You can also use cotton wool, cardboard, paper with different surfaces, fabrics. From all this, you can create a variety of crafts. It can be simple meadows with flowers, a winter landscape, bunnies, birds. So also more complex crafts: a variety of labyrinths, doors that open at painted houses, a village made of various materials. The main thing is to be creative and you will succeed.

Artists, teachers, psychologists (A.V. Zaporozhets, E.I. Ignatiev, V.S.Kuzin, B.M. Nemensky, N.P. Sakulina, B.M. Teplov, E A. Fleerina, B.T. Yusov and others). Foreign scientists (B. Jefferson, E. Kramer, W. Lounfeld, W. Lambert (USA), K. Rowland (England), etc.) also note the importance of visual activity, creativity of children in their upbringing and development of various aspects of personality. So, K. Rowland argues that visual activity contributes to the cultural development of the individual. E. Kramer emphasizes the importance of this activity for intellectual development and the formation of personality maturity. The American scientist V. Lounfeld calls the visual work intellectual activity, pointing also to important role its in the emotional development of the child. (Kazakova TG Theory and methodology for the development of children's fine art [Text] / TG \u200b\u200bKazakova - M .: Vlados, 2006. - P.189.)

List of references.

1. Kazakova T.G. Theory and methodology for the development of children's art - M .: T.G. Kazakova Humanities. Ed. Center VLADOS, 2006.- p. 189.]

2. Grigorieva G.G. The development of a preschooler in visual activity [Text] / G.G. Grigorieva - M .: Academy, 1999 .-- P.78.

3. Komarova T.S. art children in kindergarten and school. Continuity in the work of the kindergarten and primary school [Text] / T.S. Komarova, O. Yu. Zyryanova - M .: Pedagogical Society of Russia, 2000 .-- P. 10.

4. Poluyanov Yu.A. Diagnostics of the general and artistic development of children according to their drawings [Text] / Yu.A. Poluyanov - M.-Riga: Experiment, 2000. - P.23

5. Lykova I. A. Visual activity in kindergarten: planning, class notes, guidelines. Junior group (middle, senior, preparatory age), - M: "KARAPUZ_DIDAKTIKA", 2009. - 144p., reprint.

6. Lykova I.A. artistic work in kindergarten. Eco-plastic: arrangements and sculpture from natural materials. - M: Publishing house "KARAPUZ", 2009.-160s., 8 pages incl.

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Abstract of a drawing lesson using non-traditional drawing methods for children with Down syndrome

Abstract of a drawing lesson with the use of non-traditional drawing methods for children with Down Syndrome.

Topic: "Gingerbread man roll on the road zhke "

Purpose: Develop the emotional sphere of the child, form trusting relationships, activate attention. To acquaint children with a new method of non-traditional drawing using foam.

Tasks:

1. Educational.

To form the ability to navigate on a sheet of paper. Introduce with new technology drawing - with foam.

2. Developing.

Expand vocabulary, develop physical activity with verse accompaniment;

To develop the mental processes of children: attention, memory, thinking, the development of fine motor skills of hands.

3. Educational.

To cultivate perseverance, perseverance, the desire to bring what was begun to the end. ;

To teach to be accurate in work, to formulate the desire to maintain order in the workplace;

To cultivate the ability to listen to new fairy tales, stories, poetry, to follow the development of the action, to empathize with the heroes of the work.

Vocabulary: rolled round.

Material and equipment: vats with water, paints (gouache, baths, napkins, oilcloths, plot pictures from a fairy tale, polystyrene ,.

Preliminary work: reading, storytelling, viewing illustrations for the fairy tale "Kolobok", listening to music, showing the table-top theater "Kolobok".

The course of the lesson.

1 Organizational part: music sounds 1

Educator: Hello dear guests! Hello my dears! Today it's cloudy and damp outside, but it's light and fun in our group! And it's fun from our bright smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, I suggest that you smile at each other more often and give others good mood! Do you want me to give you a good mood?

Children: answer Yes.

Educator: Alyosha, do you have a pocket? Here's a good mood for you.

Oleg in a bag, Maxim in his palms, and Lera in a bow.

Guys, let's give you a good mood for our guests (squeeze their palms and blow on them, unclenching them) the music ends

Educator: Guys, do you want to go into a fairy tale, let us close our eyes and imagine that we are in a fairy tale. Music playing 2

Educator. We will go along the path, we will get into a fairy tale together. (Slide 1)

Long - long we go - long path.

In the distance we see a house - a white window.

Smoke comes from the chimney, a woman lives with her grandfather in the house ...

Ending music

2. Main part:

Guys, let's remember the tale about Kolobok slide 2

Finger gymnastics

Once upon a time there lived a grandfather and a woman - in a clearing by the river. Slide 3

And they loved koloboks very, very much on sour cream.

Although the grandmother has little strength, the grandmother kneaded the dough.

Well, the little granddaughter was rolling a bun in her pens.

It came out smooth, came out smooth, not salty and not sweet,

Very round, very tasty. Even eating it makes us sad!

D children: Perform movements: clap their hands; look into the distance; stroking the stomach; draw in the air; "Knead" the dough; "Roll" the bun in the palms; stroking hands alternately; shaking their index fingers in turn; draw a circle in the air; stroking the belly.

Educator: Grandma put the kolobok on the window to cool down. Slide 4

Tired of lying on the bun: he rolled from the window onto the heap, from the heap to the grass, from the grass to the path - and rolled along the path. Slide 5

Educator: The bun was rolling, and towards him. (Slide6)

Children. Bunny. (children show with a bunny gesture)

(The hare is crying)

Educator. What are you crying Bunny?

Hare. I kept jumping through the forest, I was catching up with Kolobok,

I got lost in the forest and I won't find a path.

Help me guys lay out the track,

So that I can get home, into the forest, my beloved dear!

Educatorb. Let's help the bunny?

D / y "Lay out the track."

(Children are offered multi-colored strips of paper and plastic bottle caps. You need to arrange the caps according to the color of the tracks.)

Educator. Let's stretch a path from the bunny to the forest:

The road will not wind, bend, -

The bunny does not want to get lost on it!

Bunny. Thank you guys for helping me.

Okay, you guys, but I'm going home now

I will jump along the paths on my fast legs.

Educator: Wolf. How does a wolf howl? (children show movements and onomatopoeia, ooh).

Educator:How does a bear growl? Uh-Uh (children make a sound)

Educator: Who was the last to meet the kolobok? Chanterelle. (Slide 9)

Educator: Invites children to play - stretch their fingers.

Physical minutes: slide 10

One, two, three, four, five

I can paint

On the wall, and on the glass

On a landscape sheet on a sheet

3. The practical part. Painting.

Educator: And the fox was cunning, took and ate the kolobok. What do you guys do? Grandparents were upset. Let's draw a kolobok for them.

Educator: Shows demo material: - In the figure, the Kolobok is rolling along the track. Slide 11

Show the Gingerbread man what shape? - Round, of course. (Choose figures) Suggests to show with hands. What colour? -Yellow color. So today we swami will draw a round bun

And what are we going to draw a kolobok with? (the teacher takes out the foam pads).

IN the dweller resembles drawing techniques: it shows how to hold the pads (with all fingers). The pillow must be held correctly, otherwise it will be offended, and our kolobok will turn out not beautiful, sloppy. You need to draw like this: dip a pad of styrofoam in paint and attach it to paper, then dip it in paint and reattach it to paper, and so on, until the bun becomes colored (yellow).

Children follow the movements shown by the teacher.

Look, guys, what ruddy koloboks we got. And now let's draw eyes for him with our finger, for this we take blue paint and a mouth, take red paint.

Children do the work of showing the teacher.

Reflection:

Well done boys. Grandfather and grandmother will be delighted, because now they have not one, but many ruddy koloboks. Slad 12

Educator: Evaluates the work of children, praises them. She says that grandparents will like their Koloboks. Children: Admire their drawings.

[b] Expected result:

Reproduce: the content of a familiar fairy tale.

Understand: how to properly hold a foam pad

Apply: skills of non-traditional painting techniques.

Related publications:

Summary of the lesson using non-traditional drawing techniques "Beautiful pictures from a multi-colored thread" Topic: "Beautiful pictures from a multi-colored thread." Purpose: 1. To continue to teach children in a different non-traditional way of drawing, to introduce them.

Objectives: correctional - educational - to generalize and systematize classes about winter, winter entertainment; - expand and activate.

Synopsis of an integrated lesson using non-traditional drawing techniques "Meeting in the Woods" Synopsis of an integrated lesson using non-traditional drawing techniques (drawing with foam sticks and sugar) with children.

Abstract of an open physical education lesson "Planet of Childhood" using non-traditional methods of health improvement Purpose: improvement and development of children. Tasks: 1) comprehensive solution of tasks for musical, cognitive and physical development; 2).

Summary of a lesson on visual activity using non-traditional drawing methods "Winter patterns" Objectives: 1. Continue to acquaint with non-traditional drawing techniques. 2. Develop imaginative thinking. 3. Introduce the properties of salt.

March 21st is International Down Syndrome Day, and Bigpiccha offers the adorable story of Sebastian Luchivo, who discovered his special daughter's talent for photography.

Perhaps you think that it will not be difficult for a professional photographer to bypass her 19-year-old daughter, who has never held a camera in her hands and has no professional education in this field. However, this is not the case with Sebastian Luchivo, a Polish photographer and father of three, and his eldest daughter Kaya, who was diagnosed with Down syndrome.

Sebastian noticed his daughter's photography skills when Kaya took the class on a school trip and brought back some great photos. Then he decided to arrange a kind of photo competition - who will best photo the same item or place.

Let's see what happened.

Sebastian's house is located in a valley surrounded by a mesmerizing landscape. There he lives with his wife and three children - his daughter Kaya and sons.

The eldest daughter of the Polish photographer Kaya.

Dad and daughter spent four months photographing hometown Jelenia Gora and its surroundings. This photo was taken by Sebastian.

The daughter's version. The photo shows the peak of the church barely peeking out of the fog.

Sebastian explains that he was interested in how a person who does not have a professional education in photography sees the world.
In the photo taken by Sebastian, Kaya is standing in the middle of the forest.

Kaya is a cheerful girl. She loves to sing, dance and paint. The father says that she is never bored.
Kaya's photo shows Sebastian in the woods.

The Polish photographer says that Kaya considers these photographs to be drawing.
This photograph was taken by Sebastian.

The same place and the same model - Kaya's shot.

Sebastian has been professionally involved in photography for 5 years, and the way his daughter sees this world made the photographer rethink his approach to art.
Photo taken by Sebastian.

And this picture was taken by Kaya.

The photo shows a reflection of Kaya and the pet of the black Labrador family.

Photo of Kaya.

This elderly gentleman allowed himself to be photographed for their photo contest. Photo of Sebastian.

The elderly person in Kaya's photo looks more natural.

A portrait of Kaya during one of their many forays.

In the picture of Kaya, the gracefully curved swan's neck immediately catches the eye.

Foggy and calm morning in Sebastian's photo.

Kaya, however, drew attention to the barbed wire, which fenced off the territory of the pasture.

Photo taken by Sebastian.

Another perspective from Kaya.

Happy dog \u200b\u200bin the background of the valley, which is almost completely plunged into fog.
Photo of Sebastian.

Kaya put her family's favorite right in the center.

Sebastian captured the reflection of Kaya with the dog.

Kaya filmed Sebastian's reflection at the moment of work.

Selfie of a friendly team. Photo of Sebastian.

Selfie from Kaya.

Who do you think won this photo contest?

Left by Lizaveta Thu, 02/07/2015 - 00:00

Description:

Drawing classes with children with Down syndrome are structured in such a way that kids, using the opportunities available to them, can participate in the creative process and enjoy it. Thus, we expand their sensory experience, use materials with different textures, give the opportunity to touch paints, dough, plasticine, plastic with our hands. Another our task is the development of fine motor skills, the formation of fine, purposeful movements, skills that precede writing. Toddlers train to maintain attention and develop the ability to perform a chain of sequential actions.

Date of publication:

01/01/09

Downside Up Charitable Foundation

Small children, as a rule, do not know how to draw in the traditional sense of the word - to depict some given objects on a sheet of paper with a pencil or paints.

Our drawing classes are structured in such a way that children, using the opportunities available to them, can participate in the creative process and enjoy it.

Catching up with children artistic creation, we try to expand their sensory experience, use materials with different textures, give the opportunity to touch paints, dough, plasticine, plastic with our hands. We strive to develop, form subtle purposeful movements, skills preceding writing. In addition, during drawing, the time for maintaining attention increases, the ability to perform a chain of sequential actions is formed, and motivation for activity increases. Gradually, children understand that the result of their work is appreciated, and skills are accumulated.

Despite the fact that our main tasks are educational and developmental in nature, it has always been very important for us that children's works are beautiful.

When we began to study with three-year-old children, they simply followed our instructions consistently and were indifferent to the results of their labor. The children did not have enough experience to imagine the result of their activities (even if the sample was in front of them) as a series of sequential steps and strive for it.

At the beginning of our classes, after finishing work, the child lost all interest in her. We put each child's work in hands and assigned to give it to mom. These works were very simple, but beautiful enough. After the first lessons, when everyone believed that children really do the work, the parents' delight was completely sincere. About six months later, at the end of the lesson, all the children grabbed their work and ran to hand them over to their parents. And six months later, the children left their work to dry, and returning to them an hour later, they found their work among others, quite similar. The sincere joy of their parents taught them to be proud of the results of their work!

We want to offer you some examples of work that you can try to do yourself with your children. We hope you enjoy it too!

On a half sheet of thick paper, draw tree trunks with several strokes. Pour finger paints or gouache of autumn colors into the caps (you can put them together in a disposable plate) and invite the child to dip a finger there and randomly print it on a sheet of paper. If he doesn't like getting his hands dirty, you can suggest that he use a cotton swab. If the child gets carried away with the drawing process, then a forest with dense foliage will appear in the picture, and if he finishes drawing quickly, you will see a fallen forest with the last bright leaves.

Magic pictures

Draw a picture with a simple candle or white wax crayon with thick lines on thick white paper: flowers, leaves or houses. Offer your child watercolors in several matching colors and ask them to paint over a sheet with a large brush. On a clean slate white drawing almost merges with the white background, but when painted over with watercolors, it magically appears and becomes part of the child's picture.

Let's draw - we will live (houses)

It is often difficult for children to paint a picture within the outline, because it does not stand out very much on a piece of paper, and children do not have time to notice it. You can take dishwashing sponges and cut rectangles and triangles out of them. When you paint over convex shapes, their boundaries will be more obvious. For the background, take a sheet of thick colored paper of light colors or paint over the background in advance. Invite your child to paint a rectangle with gouache with a large brush and print on a piece of paper. This will be home. Then let him paint the triangle (roof) and print it over the house (in this he may have to help first).

If you have prepared several figures or in the process of work wash them from the used paint, then in this way you can print the whole city!

It is easy to make other seals from washcloths.

Folding pictures

Fold a sheet of heavyweight paper in half and cut out the bow tie so that the fold goes down the middle of the body. Offer your child gouache or finger paints in several matching colors. He can paint with a brush, a washcloth or his hands. Fold the painted workpiece along the fold so that the wings are imprinted on each other. Expanding it, you get a butterfly with a beautiful symmetrical pattern on the wings. Such a butterfly can be hung on a string from a chandelier like a mobile or pinned to the wall. You can also make Valentine hearts or Christmas trees for the New Year.

Autumn branch

Prepare a branch. Cut leaves out of thick paper. Make cuttings long enough (about 2 cm) so that you can wrap them around the branches. Invite your child to paint them with autumn colors, first on one side, and when the paint dries, on the other. Together with the child, spread glue on the cuttings and fix the leaves on the branch.

Refrigerator magnets

Show your child how to roll plastic with a rolling pin. thin layer and cut out figures from it with cookie cutters or for children's creativity. Attach to back side figurines are a small magnet - for example, from a magnetic alphabet. It is important to check that the magnet is holding the figure's weight. If the figure slides down the refrigerator, you need to roll out the plastic thinner. When the figures are dry, you can paint them. To give the magnets a finished look, adults can varnish them.

Take plastic bottle and cut off the neck of it. Invite your child to roll sausages and cakes from plastic and attach them to the bottle in different directions, you can overlap each other. Some "sausages" can be additionally decorated with pits or lines. It is important to fill the entire surface of the bottle. When the plastic is dry, take a few matching gouache paints and have your child paint the vase. So that during further use the vase does not suffer from water, adults can varnish it over the paint.

Applications

The applique, made from pre-prepared parts using a glue pencil, helps prepare the hand for writing, and also teaches painting within the outline. Glue sticks are now available that leave a color mark that gradually fades as the glue dries. Such glue allows you to clearly see which places have already been smeared and which ones have been missed.

Using the applique technique, you can make pictures and greeting cards. For applique, you can use wrapping paper (kraft and patterned), flower wrapping, pieces of cork, fabric and cotton wool, etc. A variety of materials for applique gives the work an unexpectedly original look.

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Art therapy (art therapy) is a method of psychocorrection, which was first used in psychotherapy by A. Hill in 1938. Through simple, rather reminiscent of children's pranks, exercises, one can not only diagnose the state of mind of any person (both an adult and a child), but also successfully fight many nervous disorders.

Art therapy - exercises for children is:

acquaintance with your inner self;
the formation of an idea of \u200b\u200boneself as a person;
creating a positive self-perception;
learning to express your feelings and emotions;
removal of psycho-emotional stress;
, communication skills, and abilities for various types of creative activities.

So, creating and fantasizing, you can sort out your emotional experiences, understand yourself and your inner world, or you can help your little one overcome shyness, become more sociable and open to communicate with people.

Everything you need to practice

Choice supplies limited only by the limits of the flight of your imagination

Consumables are selected by a psychotherapist depending on what tasks art therapy is designed to solve in each case. When choosing exercises, the age of the patients is very important, as well as their mental and physical condition (trauma, genetic diseases, etc.).

If you plan to paint during an art therapy session, then stock up on paper of different formats or cardboard. Colored pencils, felt-tip pens, crayons, paints, charcoal - all this will help you express your feelings on canvas.
To create a collage, you will need the same, plus scissors, glue and clippings from magazines and newspapers.
You will sculpt - plasticine or clay will help you.
And if you decide to play music, do not get hung up on classical musical instruments... After all, anything can sound.

The choice of materials for exercises with elements of art therapy is limited only by your imagination. Use whatever you see fit. It can be photographs, natural materials, fabrics, accessories, cereals and much more.

A bright, cozy room with large comfortable work surfaces is suitable for sessions. Quiet classical music will not be superfluous. It will help you relax, open up, tune in to creativity.

During the exercises, the therapist should act as a consultant regarding the creative process, materials and techniques, but in no case should he influence the creation of the work and its interpretation.

Everything you need for the Clouds exercise

Drawing with preschool children

For children aged 3-4 years, art therapy helps them learn about the world, study the properties of objects and substances, and develop fine motor skills.

Art therapy exercise "Imprints"

Prints

For this exercise, you will need watercolors. Dip the fingers of the crumbs one by one in different colors, and let him put them on prints on paper.

It turns out that you can draw so many things with just a child's finger.

A preschooler or junior schoolchild can be offered, when the paint dries, finish drawing the prints with a pencil. What images can you create from them?

Guess what the little artist's mood is

Self-portrait

At about 3 years old, the child begins to realize himself as a separate person. Already at this age, you can try to analyze his emotional state with the help of a self-portrait.

Ask the baby to draw himself as he sees himself. Developing the topic further, have the baby portray his family members. You can learn a lot from such a picture about the place of relatives in the child's life and how he relates to each of them.

Exercise "Self-portrait"

With the guys with Down syndrome

Art therapy exercises have proven themselves very well when working with children with Down syndrome.

"Sunny" babies, in the early stages of their fine motor development, use movements of the shoulder and forearm. The following exercises can be used to help them develop palmar, pinch, and tweezers.

Chicken seeds

Show your child how to leave a dotted mark on a horizontally placed sheet of paper with a felt-tip pen or pencil. As if you are sprinkling grains. Have your toddler try to repeat your manipulation while holding the pencil correctly.

It is raining

Let the baby learn to draw vertical lines on a horizontal surface.

Sunbeams

We complicate the task. We draw lines in different directions.

Art therapy helps children with Down syndrome develop proper grip

Bunny jumping on the grass

The kid draws lines from top to bottom and bottom to top on a vertical surface.

Winnie the Pooh is visiting

Draw horizontal paths for Winnie the Pooh on a vertical canvas.

Cooking porridge for animals

With circular movements of the brush, draw scribbles on paper (on a horizontal and vertical surface), as if stirring porridge.

Footprints in the snow

Learn to paint with a brush using the wetting method. The brush is then flat.

Salute

Use the touch method to paint, placing the brush vertically.

The tweezers are formed with the help of modeling and applique work. And also when stringing small beads on a thread and when pulling thin threads from fabric.

With older children, you can perform more complex exercises that allow you to diagnose their psycho-emotional state and correct it

With teenagers

More complex exercises can already be used to develop imagination and creativity and to relieve tension and resolve internal conflicts in adolescents.

Flower

Invite your child to close their eyes and imagine a beautiful flower. What color is it, what size, how does it smell, where it grows and what surrounds it, what is the flower's mood and what problems? Why not make up a story about this flower?

It is very important, if a teenager has composed a sad story, try to find ways to cheer up the flower, to make its world more colorful and happy. Naturally, enclosing images that arise in the child's imagination in forms on canvas.

Exercise "Mask"

Mask

Let's say there will be a masquerade ball at school soon. And everyone will have to come there wearing masks. Why don't a child make a mask for himself.

And then you can play out a story that could have happened to this mask at the ball.

The tale of the hero

What does it take to compose a fairy tale? Just a pen and a blank sheet of paper. Where to begin? In any fairy tale there must be a hero or heroine. Then it is logical to come up with a start.

Then the situation should be developed. Let the hero overcome obstacles, fight evil, defeat dragons, find new friends, fall in love, save, heal and, in the end, get everything he aspired to.

After writing a fairy tale, you can try to find the similarity of its hero with the author of the story and draw a parallel between them.

Exercise "Working with creative waste"

With parents

Working in groups. Individual drawing

In groups

Art therapy can be practiced both individually and in groups. Group exercises allow you to look at the problem from different points of view and find best option its solutions.

Man is a social being. And all the facets of his nature are best revealed in the process of communicating with their own kind.

This exercise is perfect for getting started in a newly created group. Each participant of which, using paper and colored pencils (paints, chalk, clay, coal), tries to symbolically depict his momentary state on canvas.

At the same time, a child does not have to be an artist. Draw colored lines and shapes, doodles and blots, shapes and images. At the end of the work, the members of the group share their impressions of each drawing, while not evaluating it in any way.

Drawing with a partner

Reveals subtleties well. Group members are divided into pairs. A large sheet of paper is placed on the table between the partners, and each, after carefully looking into the partner's eyes, begins to draw - spontaneously, without hesitation.

Communicate with colors, lines, shapes. Try to find out something about your partner, share any associations and emotions that the drawing of your partner evokes in you.

When you finish drawing, you can exchange your impressions of the session, analyze what is happening and your feelings during joint creativity.

Its advantage is that all members of the group can take part in it at the same time. Start drawing on a piece of paper (which each member of the group will receive, as well as colored pencils) something very important to yourself.

At the signal from the psychotherapist, pass your sheet to the participant on the left, and you yourself will receive from the participant on your right, his started drawing, and continue working on it. Making some of their own touches and additions.

At the signal of the group leader, give this picture to the neighbor on the left, and you yourself will receive the next from the neighbor on the right. And so - until you return your own drawing, which has been in the hands of all members of the group and supplemented by each of them in accordance with their understanding and sensations.

Try to sort out your feelings at the sight of this collective creation. Share them with other group members.

Art therapy is, first of all, the simplicity of self-expression, the ability to look into your inner world and make it brighter, more fun, more colorful

There are a great many techniques and exercises for art therapy. They enable the child to materialize his inner world and look at it from the outside. Develops motor skills, imagination, creativity.

Choose exercises based on your child's age and psychological state. Don't try to influence the outcome. And you will soon become convinced that art therapy can change a lot in the life of your beloved child and, accordingly, in your ...

Video “Psychology on Canvas. How it works?"

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